Language and vocabulary Essay Example for Free

Language and jargon Essay Language can be characterized as a methods for correspondence through spoken sounds, composed images, or hand and body signals. Subject to this straightforward definition language is neither human nor creature restrictive, implying that every living animal utilize some type of language to convey. People have made the most developed arrangement of language. Human language has progressed to incorporate tuning in, talking, perusing, composing, seeing and visual portrayal. These segments are known as the six language expressions and keeping in mind that they are singular segments they are too related. What you find out around one influences what and how you find out about the others. Listening is the establishment for talking, perusing and composing. Listening is the manner by which we decipher sounds that we hear and what those sounds mean. Initially listening is only responsive. Our cerebrum gets sounds and starts to index those sounds. Listening is both a sound-related and a visual aptitude and starts during childbirth. Offspring of typical hearing start by making copying sounds those sounds at that point become words. Visual listening is regularly most explicitly noted in small kids with a conference impedance and is alluded to as gesture based communication. Gesture based communication isn't only for the meeting weakened. Guardians/parental figures use hand signals to build the importance of a word or to add worth or effect on a word. A case of this is seen when a mother shakes her head or finger at a kid as she says â€Å"no†. In the study hall youngsters will for the most part start a normal daily practice of tuning in. Understudies learn by model and reiteration. Instructors clarify what is required, show the ideal errand or expertise, and rehash. Understudies will increase great listening abilities as they get familiar with their group schedule, tune in to stories and guidance. Understudies increase a comprehension of the errand, and decipher what they have heard. As a comprehension has been acquired they assess for a suitable reaction. Talking or the demonstration of making a significant word comes later than does tuning in. Talking is regularly alluded to as an expressive ability and must be scholarly. A youngster starts to frame words somewhere close to ten and eighteen months old enough. The principal expression of a kid is frequently momma or dada. The youngster rehashes the sounds or expressions got notification from the grown-ups around him. Discourse doesn't really happen until the verbally expressed word is conscious and intended to impart. When a youngster reachesâ kindergarten he has likely increased a 2000 †3000 word jargon. While this number may appear to be over the top Dr. Mary E. Dahlgren states that a starting kindergartener ought to have a 6000 word jargon for ideal evaluation and class execution (Dahlgren, 2008). In the study hall a student’s jargon size was a compelling indicator of understanding cognizance. Youngsters with a confined or constrained jargon additionally had declining understanding scores in the third grade. The rudimentary instructor can advance talking by permitting the understudy the chance to talk and by tuning in to the understudy totally. Examining an as of late read book, or open conversations are manners by which an educator can help a student’s discourse improvement. Perusing is the understanding of composed images and includes the visual view of those images. Perusing interfaces the significance of images with the words that has been expressed or heard. Kindergarten understudies construct perusing abilities as they progress from letter acknowledgment to early phonics. They start to gain proficiency with the start and consummation hints of normal or high recurrence words. As their jargon expands understudies start to utilize words in setting. In the study hall perusing ought to be empowered, ought to be purposeful, and ought to be entertaining. Understudies who figure out how to peruse well accomplish more and appreciate the learning procedure all the more completely. Dynamic perusers make for attentive people and deliberate speakers and this is when understanding of the content is experienced. During early perusing improvement youngsters learn by exercises planned around phonemic mindfulness. Generally this can be viewed as understudy connection with rhyming games, sing-a-yearns, and listening games. As these games become recognizable the educator will coordinate visual guides, for example, letter cards, word streak cards, autonomous understanding time, and composing assignments. These early perusing methods help in the improvement of early understanding aptitudes. Composing like talking is expressive. This is the place the understudies start to put their own considerations into print. This is the most otherworldly of each of the six language expressions encounters. Composing consolidates earlier information on perusing, talking and tuning in. Kids start to display early composition as they explore different avenues regarding pastels, chalk, and markers. They make writes and later structure letter-like structures as little children. As the kid is building his initial tuning in and perusing aptitude they are too constructing the early composing abilities through pre-phonemic spelling and replicating strategies. A few kids use developed spelling lastly ordinary spelling strategies. Composing as it evolvesâ over time takes into consideration correspondence on a wide level through reality that might not have been conceivable something else. In the homeroom composing is a way to hand-off an exercise, message, or idea. Understudies ought to be urged to compose or attract the most ideal way they know how to. Understudies should be open to committing errors as this prompts new disclosures and individual fulfillment. Survey is a significant segment of education and language improvement. Survey is incredibly wide and isn't restricted to children’s books. Actually survey ought to be expressed as any visual substance including TV, print promotions, multi-media, and even PC programming. Understudies must figure out how to understand and incorporate visual information similarly that they should figure out how to grasp composed, verbally expressed, heard and read data (Roe Ross, 2013). As understudies expand on their establishment abilities in perusing and composing, they are additionally starting to utilize basic reasoning aptitudes. This is the place youngsters start to comprehend that individuals see things in an unexpected way. It is significant that understudies figure out how to increase significant and important substance from what they see. Understudies figure out how to fathom the message, assess the message, and decide the legitimacy of the message. This is an on-going procedure that finishes from earliest stages adulthood. Understudies in the study hall ought to be instructed how to utilize explicit appreciation techniques and to fundamentally examine the substance in everything that they see. Outwardly Representing is a method of imparting through visual pictures. It was basic practice for the craftsmanship educator to have us sliced up a magazine and to make a montage of our preferred things. We never thought of this as visual portrayal, it was simply craftsmanship class. Truth be told while not in every case some portion of the language expressions gauges it has been utilized and by and by for a long time. In the homeroom we make dioramas, models, diagrams and maps which are all visual portrayals of a thought or idea. Visual portrayal requires a one of a kind arrangement of techniques, for example, association, information assortment, and crowd ID so as to pass on a message. It seems, by all accounts, to be outlandish now to isolate the six parts of language expressions so far; as one expands on the other, information or knowledge is picked up, it is clear we should have each so as to process the other. Works Cited Dahlgren, D. M. (2008). Oral Language and jargon improvement Kindergarten First Grade. Nashville: Reading First National Conference. Recovered from http://www2.ed.gov/programs/readingfirst/2008conferences/language.pdf Roe, B., Ross, E. (2013). The Language Arts. Education.com.

Accounting for non-profit company Essay Example | Topics and Well Written Essays - 2000 words

Representing non-benefit organization - Essay Example Revolving International is a not-revenue driven association that was established on February 23, 1905 by the Chicago lawyer, Paul P. Harris. The Rotary Club of Chicago gave a stage where assorted experts would trade thoughts, shaping important and deep rooted connections. The name, â€Å"Rotary† originated from the way that previous individuals used to turn in each others’ workplaces for gatherings. With its development, Rotary International planned for uniting proficient and business pioneers in order to render helpful administrations, advance most extreme moral measures in different livelihoods and encourage worldwide generosity and harmony, this being in accordance with its adage of â€Å"Service above self.† In its structure are Rotary clubs, Rotary International and Rotary Foundation. This paper centers around the Rotary International, RI which is the umbrella body supporting Rotary clubs over the globe and directions worldwide battles, projects and activiti es. The crucial RI is to â€Å"provide administration to other people, advance uprightness, and advance world getting, generosity, and harmony through its association of business, expert, and network leaders† (Rotary International, 2014). It is in this way a model of a beneficent association looking to advance social interests in different networks far and wide. RI has its reality home office situated in Evanston, IL in the US. It has universal workplaces in Zurich, New Delhi, Tokyo, Yongdungpo-gu, Parramatta, Sã £o Paulo and Buenos Aires serving Europe/Africa, South Asia, Japan, Korea, South Pacific and Philippines, Brazil and Southern South America locales individually. They likewise have workplaces in Great Britain and Ireland. Through this system, Rotary International, RI (2014) reports a present participation of 1.2 million individuals. These locales contribute towards the complete gift salary of RI. The administration is the highest situation in RI. As per RI (2014), the president leads and inspires the individuals, guaranteeing they feel

Lego Heroines

Lego Heroines If you haven’t been following the results of the most recent LEGO Ideas competition, let me fill you in. MIT’s very own Maia Weinstock  recently won  (!!) with a set of extraordinary women in NASA. Maia is currently the deputy editor for MIT news and also helps manage MIT’s social media accounts, so if you ever find yourself laughing at a funny MIT tweet, you can thank her. She has been busy interviewing around the U.S. and even in South America, but she managed to squeeze in some time for an interview for us! Listen to the full interview here: I hoped you enjoyed me fumbling to turn off the recorder in the last few seconds. Despite going to a tech school, I still encounter many a technical difficulty. Here are some of my favorite excerpts from the interview: About her initial LEGO projects before the Women in NASA set “I kind of wanted it to be this fun photo project where you not only could see the LEGO minifigures but also connect it to people’s Twitter accounts because so few people can actually name a living scientist. I wanted to help counter that a little bit by saying, ‘Here’s this cool LEGO picture, and by the way, you can follow this person on Twitter and learn about their interesting lives.” About when you can find them in stores “LEGO is currently tweaking the design that I had and making it their own. They will announce what the final look will beâ€"â€"I don’t even know when. But they will be on sale but it won’t be until the end of this year or early 2018.” What’s in the set she submitted to the contest “The idea of the set is to celebrate women in NASA generallyI decided to try and work on people who were somewhat iconic and/or had contributed greatly in a way that people would be surprised about… I started with Sally Ride. Most people know her as the first American woman in space. She did that feat in 1983She was an astronaut and worked in NASA for a number of years, and then she also started an organization that helps encourage kids, especially girls, to go into STEM fields. I also picked Mae Jemison, who was the first African American woman in spaceShe is also amazing. She left NASA shortly after her first flight, and has done a lot of other things. I think she had a couple of organizations that she’s worked on and for. So she is kind of this amazing serial entrepreneur, and she is a doctorWith Sally and Mae, I created a miniature space shuttle. The one MIT connection is Margaret Hamilton. She was the leader of the programming for the Apollo guidance system, for the first mission in 1969 and then also the subsequent missions…[The code that she and her team developed] is as tall as she is and printed on paper because computers were a lot less fancy than they are nowI recreated [her standing next to her code] in this vignette of her in LEGO. I made alsoKatherine Johnson, who many of you probably know is one of the hidden figures from the film and book that just came outShe was a long time mathematician and physicist with NASA. She is best known for the trajectories she worked on for the Mercury program and the subsequent programs, like the Apollo and I think she did work on the space shuttle program a little bit. Her little vignette is her sitting at her desk calculating trajectories with a globe and some computer systems next to her and a little mini rocket. Finally, I didn’t only want to do people in the space flight program, even though that was a little bit of the focus but I also wanted to include someoneâ€"â€"so few people know who she is but she really deserves to be better knownâ€"â€"her name is Nancy Grace RomanShe is known as the mother of Hubble. She was one of the leading drivers behind the development and the planning and the making of the Hubble Space Telescope, and she also was the one who started NASA’s astronomy program. She was this major figure for many years at NASA.” Here’s a picture of the complete set: As a children’s writer as well, she wants to encourage young girls to pursue STEM in clubs and competitions to bond with those with similar interests but also explore their passions. If you’d like to view some more of her creations, you can visit her Flickr album here  to see famous scientists and other historical figures posing with their claim to fame. As an added treat, here’s a LEGO version of Daniela Rus, the Director of CSAIL, one of many powerhouse women doing incredible things at MIT.

Mrs. Dalloway, The Minor Characters, Hugh Whitbread And...

In Mrs. Dalloway, Woolf crafts the minor characters, Hugh Whitbread and Miss Kilman, to symbolize the stereotypes of the different social classes. Hugh Whitbread functions as the embodiment of British aristocratic traditions and ideals while Miss Kilman embodies the lower class. Woolf characterizes Whitbread as a pompous man who is always well dressed, and characters such as Sally Seton observes that Hugh â€Å"represented all that was most detestable in British middle-class life...He was a perfect specimen of the public school type, she said. No country but England could have produced him...Hugh was the greatest snob—the most obsequious† (73). Woolf utilizes Whitbread as a figure for the upper class’ worst characteristics by being hypocritical, vain, and snobbish, but Woolf also highlights the negative qualities of the lower class through Miss Kilman. In a reflection about Miss Kilman, Clarissa notes how â€Å"insensitive was she, dressed in a green mackintosh coat...making you feel her superiority, your inferiority; how poor she was; how rich you were† (14). Woolf writes Miss Kilman as the representative of the poor’s hatred for the upper class because she resents and envies their freedom from struggles and hardships. Steinbeck similarly examines the poor’s resentment of the upper class through the interactions between the migrant farmers and the upper class. Steinbeck captures the ire of the migrants at the wastefulness and selfishness of the upper class by showing that â€Å"in theShow MoreRelatedThe Hours - Film Analysis12007 Words   |  49 Pagesnovel (229-30), and his central intertext taken from fiction, Woolfs Mrs. Dalloway. By entitling his novel The Hours -- one of the titles Woolf considered for her novel in its early stages (Hussey 172)--he shows his indebtedness as a postmodernist writer to one of the principal texts of the modernist canon. In The Hours, all three narrative strands are in one way or the other connected to Mrs. Dalloway: the sections entitled Mrs. Woolf follow the author Virginia Woolf through a single day in 1923

Depression, Types and Causes - 1124 Words

Depression: types and causes. 1 Burgundy Carroll COM 150, Effective Essay Writing June 4, 2010 Jennifer Lloyd 2 Depression is very common; it may be as simple as a change in the weather or as difficult as a chemical imbalance in the brain. There are many different types of depression. I am going to choose just a few, to look at a little closer. The types of depression I am going to talk about are important to me, and may very well be important to you and you may not be aware of it yet. Major depression and Post Partum are the most common. Depression may be as simple as a change in the weather or as difficult as a chemical†¦show more content†¦Psychotic depression is more severe than major depression. Along with the depression come hallucinations or delusions. Yet again there is no known cause for psychotic depression; it is another genetically passed disorder. As well as passing it down to our children, it can start off as a simple form depression that goes undiagnosed and untreated for far too long. Now we have come to a very common form of depression for women; postpartum depression. If you have ever had a child, you probably have had a form of postpartum depression. This type is cause by emotional, physical and behavioral changes that occur after child birth. Postpartum depression is a form of major depression and usually shows up three to four weeks after having a baby. The obvious cause of postpartum being child birth is caused by the woman body producing an abundant amount of estrogen and progesterone. These two hormones are supposed to drop back down to their normal levels about three days after giving birth. In some cases, that doesn’t happen. 5 I am still in the process of finding the right medication for myself. I am not exactly sure what form I have, but I have a chemical imbalance, my mother has major depression and I have had some very traumatic things happen to me as a child. I was sexually molested by myShow MoreRelatedSerious Disorders in America: Clinical Depression Essay1078 Words   |  5 Pagesare related to depression. Clinical Depression is a very serious disorder that affects millions of people in the United States every year. There are many reasons for depression and there are also many signs and symptoms that can help you to identify depression that is affecting someone close to you. Depression can be treated in different forms weather it is through the use of anti depressants, coping, cognitive-behavioral and psychotherapy. There are many situations that can cause each person toRead MoreDepression : Depression And Depression1363 Words   |  6 Pagesone out of ten Americans have so me form of depression at any given time, and another study by NIH states that over 15 million people have depression in any given year (Depression The Gale). There are many different parts to depression such as: what depression is, what leads up to depression, and the treatment for the depression. Depression is a disorder depicted by sadness, inactivity, having a hard time concentrating (Depression The Gale). Depression is a disturbance of a person’s mood (â€Å"DepressiveRead MoreDepression : The Common Misconception Of Depression1366 Words   |  6 PagesSelanis May 27, 2013 Psych C Block Depression Nowadays Depression is a term that is often misused in society, the common misconception of depression is being sad for one or two days, but depression is much more severe than being sad or upset for a short period of time. Merriam- Webster Dictionary defines depression as â€Å" A serious medical condition in which a person feels very sad, hopeless, and unimportant and is often unable to live in a normal way.† Depression is usually a long period of sadnessRead MoreDepression : Depression And Depression1249 Words   |  5 PagesRunning Head: DEPRESSION Depression Professional Psychology Brittany Nunez Kean University DEPRESSION Depression Depression is known as the â€Å"common cold† of all mental disorders and conditions. Over 350 million globally suffer from depression. Depression is a mood disorder that causes feelings of persistent sadness and anxiety. It is a serious condition can impact a person’s mind and body. Depression affects many aspects of a victims lives. It impairs our ability to performRead MoreDepression Essay : Depression : The Causes Of Depression893 Words   |  4 PagesDepression Depression affects many people in today’s society for a number of reasons. Depression is a serious disorder, numerous people are affected by it. However, there are places to go that give help that people with depression need. To begin, depression is a disorder that affects a great deal of people. According to Mayo Clinic, â€Å"Depression is a mood disorder that causes a persistent feeling of sadness and loss of interest† (â€Å"Overview,† n.d.). There are many causes to why people have depressionRead MoreDepression : Symptoms And Treatment Essay1592 Words   |  7 PagesWhat is Depression? Depression is a condition in which a person feels discouraged, sad, hopeless, unmotivated, or disinterested in life in general (Depression II). Depression is a serious mental illness that does the aforementioned as well as much more. When a person is depressed, it can interfere with daily and normal functioning as well as can cause pain for the person with it and those around them, and this is what doctors call ‘Clinical Depression’. Depression is more than just a simple sadness;Read MoreDepression : An Endless Battle956 Words   |  4 PagesDepression: An Endless Battle Out of the many psychological disorders that affect people in the world today, there is no more serious disorder than depression. Depression can be defined as a particular type of disorder that affects an individual’s mood in a negative or undesirable manner, which is definitely something that should not be taken lightly. The reason that believe this, is because often at times, depression can end in tragedy. As someone who was able to beat depression at a younger ageRead MoreNegative Effects Of Teen Depression1437 Words   |  6 PagesTeen depression ultimately impacts this society generation . Recognizing the signs and diagnostics that could prevent teenagers with this mental illness. , Be aware there are several different types of depression . Teens from one or more types. Teenage depression, it’s becoming a problem in today’s society. However, Depression, it’s a mood disorder that causes persistent feelings of sadness and lost of interest also called clinical depression, it’s affects how you feel , think , andRead MoreTeen Depression Essay749 Words   |  3 Pages Teen depression ultimately impacts this society generation . Recognizing the signs and diagnostics that could prevent teenagers with this mental illness. , Be aware there are several different types of depression . Teens from one or more types. Teenage depression is becoming a problem in today’s society. However, Depression, it’s a mood disorder that causes persistent feelings of sadness and lost of interest also called clinical depression it affects how you feel , thinkRead MoreDepression : Symptoms And Symptoms1545 Words   |  7 PagesDepression is a well-known disease all around the world. Everyone thinks that they know what depression is. They deduce that depression is just about being sad, that anyone with it can just be happy whenever they want, and it comes without any symptoms. That s not what depression is. It s way more complex and complicated than that. Depression is an illness that really affects the brain and the person suffering from it. What is depression? Depression is a serious mood disorder that causes a constant

The Negative Effects Of Foster Care - 1324 Words

For many years, foster care has been a difficult subject throughout our society. When the idea of foster care comes to mind, many immediately think of screaming children, distressed parenting and uphill battles. Before foster care existed in the United States, orphaned children were sent to orphanages. While these institutions were often the best option available to children with nowhere else to go, they often lacked the necessary staff, structure and resources to adequately care for all of the children in need. As a result, some orphanages were overcrowded, and children lived in poor conditions. Some children even died due to the lack of sufficient care (Adoptions, 2017). In order to give children better living situations, the United†¦show more content†¦Problem behavior in the foster children was assessed using the Child Behavior Checklist (CBCL), which measures the domains of behavior problems and social competence in children. The results of this questionnaire were calcu lated into three scores: an Internalizing score, an Externalizing score, and a Total Problem score. The results of the study showed that there was a negative correlation with positive parenting and problem behavior. When foster mothers showed their foster children positive parenting styles, such as involvement with the child, there were less signs of problem behavior observed in the foster child. On the other hand, factors such as discipline, harsh punishment, and negative control were positive correlated. If foster mothers showed an increase in these factors in their parenting, there were more signs of problem behavior observed in the foster child. In using negative parenting strategies, this breaks the positive relationship wth the foster child, thus increasing problem behavior. Because of the age groups of the children in the study, these findings may be applicable towards both children in foster care as well as those children who are not in foster care. Even with these strengths , there are limitations to this study. The design is the first limitation. The longitudinal design of this study, as well as the modest radius of the subject pool, made for this to beShow MoreRelatedThe Negative Effects Of Foster Care3271 Words   |  14 PagesWill Mohamed Mrs. Landgrebe Advanced Composition/ 3 21 December 2014 The Negative Effects of Foster Care: RD â€Å"Family is forever.† Many people believe that this quote happens to be true. Everyone wants to believe that their family will always be there for them, and support the decisions that they make. For a normal family is quote would be accurate. On the other hand, there are families that will not be together forever. This is not just a choice that these certain families make, it is forced uponRead MoreFoster Care Literature Review882 Words   |  4 PagesIntroduction Foster care is a growing epidemic in the United States. Youth who are involved in foster care are more likely to have contact with the criminal justice system, become addicts, and not be able to find employment. As a society we try to care for the child as best as we can. The average cost to help provide for a child is roughly $11,000 per year. The rate of a child being neglected in foster care is much higher than a child living with biological parents that’s being neglected. A childRead MoreEffects Of Being A Foster Child1155 Words   |  5 PagesEffects of Being a Foster Child 1 Effects of Being a Foster Child Ashleigh Martinez Arapahoe Community College â€Æ' Effects of Being a Foster Child 2 Abstract Foster care is designed to be a temporary living situation until a permanent home is available. Although there are positives of foster care, there can be negatives as well. It is important to be cognizant of both in order to prevent the potential harmful outcomes of foster care, and to make it a more beneficial experienceRead MoreEffects Of Being A Foster Care On Children And Adolescents1219 Words   |  5 PagesKom Kunyosing Cause and Effect Essay November 16, 2015 Effects of being in foster care on children and adolescents Being in foster care can either have a positive effect on someone or it could have a very negative effect on someone. In my case, it not only had a positive effect but it also had some downfalls. Most often times children/adolescents are placed in foster care because it is a safer environment for them to live in. Foster care is positive in many waysRead MoreA Deeper Look Into Child Welfare Services1039 Words   |  5 Pagesare programs designed to protect children. There are foster care, group homes, and other services for children safety. The Child Protective Services in Alabama has the sole purpose of helping children in cases of neglect and abuse (Child Protective Services). These services include foster care programs where children who are at risk of harm from birth family, or who suffers from mental, emotional, or physical issues. These services provide care to all children who meet the state qualifications andRead MoreChild Maltreatment And The Child Welfare System Essay1 558 Words   |  7 PagesAbstract Foster care is defined as an out of home placement outside of the biological family. Individuals are placed in foster care due to some form of child maltreatment, rather it be sexual abuse, neglect, and/or physical abuse. Adolescents who age out of the foster care system are between the ages of eighteen and twenty-one years old who are still in the child welfare system and have not been adopted. Aging out of the foster care systems means that adolescents currently in the child welfareRead MoreCommon Examples Of Child Protective Service1687 Words   |  7 Pagesgenerally removed from their home and placed into a foster home in attempts to keep them safe (Carlson, Egeland Lawrence, 2006). Common examples of Child Protective Service (CPS) referrals include physical abuse, sexual abuse, and psychological maltreatment (McWey Mullis, 2004). In 2001 it was estimated that nearly 542,000 children were in foster care in the United States and that the number of children in foster care excee ded the number of available foster homes by nearly 30-40% (Carlson, Egeland LawrenceRead MoreThe Effects Of Children On Foster Care1286 Words   |  6 PagesImproving Foster Care Homes: The Effects of Children in Foster Care In America it is stated that 1 in every 84 children live in foster care circumstances via Statistics on Foster Care. There is a numerous amount of contrasting children from various backgrounds and ages living within these special housing homes, and many are repeatedly in and out from unstable circumstances. As children grow and mature into the new faces of the world, they face many obstacles and tribulations that will alter theirRead MoreFoster Care Essay1698 Words   |  7 PagesFoster care is care for children outside the home that substitutes for parental care. The child may be placed with a family, relatives or strangers, in a group home (where up to a dozen foster children live under the continuous supervision of a parental figure), or in an institution (McDonald). No matter the form of placement, this type of upheaval in a young child’s life is bound to cause the need for many adjustments. Aside from having to adjust to a different family, peers, schooling and possiblyR ead MoreShould Children Of Alcoholic Parents Be Placed? Foster Care? Essay950 Words   |  4 PagesShould children of alcoholic parents be placed in foster care? Alcoholism is a disease caused by an excessive consumption of alcoholic substances. Alcoholism causes many psychological and behavioral problems which include disruption of social and work life, hand tremors, blackouts, obsessive desire to drink, inclination towards violence, among other problems. Alcoholism might cause violent reaction towards other people, usually the people who suffer of these violent reactions are the ones that are

IEP for Student with Disability

Question: Discuss about the IEP for Student with Disability. Answer: Education is the fundamental prerogative for any child regardless of his gender, race or physical state and teachers are entitled to realize that basic right for the students suffering from any kind of disabilities (Mitchell, 2014). These students, bearing the difficulties of disability are usually viewed by the society as disadvantaged and weak section of society attached minimum value with them. Hence, these children are likely to miss the opportunity to have education like any other children of their age. It is due to their personal limitations that affect their psychological state as well as their academic performance (Cortiella Horowitz, 2014). It is the duty of the teachers to draw out a specific educational plan for these specially abled students so that they can be included in the main stream of education. The Australian government has spread its hands by formulating Disability Standards for Education Act, 2005 the purpose of which is to eliminate any discrimination in the educational centers and according to section 22 of this Act, it has become unlawful if the educational authority seeks to impose any discrimination against the student based on any disability of him or her. The Standards of this law are secondary legislation, which entails object of the Act ("Disability Standards for Education 2005", 2006). These Standards elaborate the lawful obligations of these in the context of education and further clarifies the objective of the Act. The student for whom an educational plan is needed to be devised has been suffering from multiple disabilities such as intellectual disability, vision impairment and Autism Spectrum Disorder. The student is about 10 years old and he needs special teaching and learning considerations by applying well-thought teaching strategies regarding both the macro and micro environmental educational situations (Ledford Wehby, 2015). Children at such a young age with multiple disabilities faces unique challenges that are difficult to comprehend for a person with no such impairment. Consequently, their educational needs are bound to be different from the rest (Friend Bursuck, 2002). In the first place, the enrolment standards have to be regulated by the education provider ensuring that the prospective student can be admitted in his desired institution and curriculum as the standards on the same basis as any prospective student having no disability. In the case of this specific student, the first impediment he comes across is to communicate his needs freely with others or make others understand his wants due to Autism. Unless he is able to communicate or means for his communication are arranged it is not possible to impart him anything. The second hindrance the student faces is in learning abstract ideas and concepts. The probable reason behind this is his intellectual disability, which makes him impaired in reaso ning, problem solving and learning anything analytical (Duncan, 2014). His third disability i.e. visual impairment can however, easily be overcome though it causes obstruction in motor development. This kind of children are likely to have intense needs, which signifies that delays in meeting their needs has had a general pervasive impact on their development. While imparting education to the students with multiple disabilities such as this referred child, a professional must address his physical, medical, emotional, social and certainly, learning needs. Considering the fact that the child has acute chronic health necessities, the teaching professionals along with his family members have to work together in order to ensure an improved learning experience for him (Krawec et al. 2013). In addition, a child with multiple disabilities needs assistance in engaging with interactions with other individuals in order to communicate their needs. A teacher must be even more cautious while deali ng with these children as it is only after entering in the school that they start to identify the subtle differences between them and others. Such as a child needs a customized educational environment with reasonable adjustment that balances the interest of both the student and the teacher. Probably the most useful mean of ensuring learning success of students with disabilities is to involve their families or carers in the education process of them. For these students the family engagement and advocacy is more important than peer engagement for others as they are likely to communicate comfortably through them (Alberto Troutman, 2012). The carers and the family members play important supporting roles in the form of their advocates; these are the people, who can act as effective pillars in the learning system by providing significant insights into the specific needs of the students to the teachers. It will also be helpful for the instructors who, at times may feel impelled to meet the requirements of the students with diverse disabilities. It often happens that in the process of imparting education to students with disabilities structural, emotional and pedagogical factors blend up creating extra complexity and demanding extra effort from everyone engaged (Duncan, 2014). However, the mutual effort of parents or carers and the educators enhances the possibility that these children will gain a successful and positive academic experience. The parental and carer involvement is bound be a success since it accommodates enough time for the carers and parents to articulate their concerns regarding their childrens development, ask questions when required as well as offer suggestions regarding the programming of IEP. Besides, it is also a fact that parents or carers need to be educated first about how to become an integral part of their childrens education and overall development process. Being educated about the language of impairment and professional jargon help the parents or the carers to comprehend the educational process even more easily. On the other hand, educators may also feel challenged in involving the family members and carers in the process of Individualized Education Program (IEP) and that accommodating this extra necessity in the IEP demands extra effort, energy and time on the instructors part. Although challenges are innumerable, strong partnerships between school and family or carers grounded on consistent involvement and ongoing communication can certainly help to alleviate various concerns of both the families and the educators (Smith et al. 2015). The most advantageous side of the parental involvement is that it offers the parents a sense of autonomy and equips them with the knowledge of schools responsibilities and reduces the feeling of alienation that they feel. The essay discusses learning and teaching practices for the student with multiple disabilities of intellectual disability, vision impairment and Autism Spectrum Disorder. In order to address all his disabilities it is very important to devise comprehensive individual education program for the student systematically (Wong et al. 2015). In the first place, it should be identified what strengths the student possess. It has been observed that the student is very fond of woodcarving rather than in any academic tasks. He loves to find meaning in the objects that he makes and attempts to find connections with the words or concepts that he has newly learned (Ballard, 2016). Besides, he exhibits a great amount of interest in science related topics. The second step to design IEP for him is to gather information about his medical past from his family so that required amount of precaution can be taken according to the advice of the doctors. The next step is to assess the students academic abilit y through a series of tests like MAP, MCA, MTAS, Whole-to-Part, Bridge and Progress Monitoring ("Models of Best Practice in the Education of Students with Autism Spectrum Disorders", 2011). Considering his visual disability, the teacher has to adopt a number of teaching strategies that will ease the learning process for the students. While giving any instructions, the teacher must keep them brief and straightforward as much as possible. Due to his Autism, it can be that the teacher may have to repeat the instructions; however, the educator, in this case must be careful to repeat the instructions exactly in the same way without paraphrasing. The assignments for the student should be specially designed considering his strengths and points of interests and he must have a clear idea about the course requirements, exam dates and the submission date of these assignments. The lecture system should be demonstrated or explained in more than one way; in this way, the student will have a visua l impression of it in his mind ("Models of Best Practice in the Education of Students with Autism Spectrum Disorders", 2011). While teaching, previous lessons should be reviewed periodically and objectives should be stated clearly. It has been observed from the studies that Autistic students tend to become confused easily so they must be given fewer choices and the choices should be close ended. Besides, as the child has speech impairment too, while communicating with him the teacher must show patience and take help from experts and his carers and family members. The teaching strategy for this special student must include the most important factor, motivation. It is critical to his learning and attention since being aware of what interests the student will help the teacher to engage him in non-preferred activities by connecting his favored areas with those of the activities (Stoesz et al. 2016). Several systematic approaches and intervention procedures can help in communicating with the referred student with specified disabilities. The concept of Applied Behavior Analysis assists in understanding the behavioral function, controlling interactions and environmental situations prior to behavior and regulating responses on the students part. Another education model of Discrete Trial Teaching is also relevant in the curriculum of the student. It suggests to break down each skill into small stages and then is taught by prompts. Gradually, when the student masters the steps they are eliminated one by one. This model is likely to help managing the students educational program. Considering his visual disability, Van Dijk Methods and Thematic Instruction process can also be brought into use to diminish the level of difficulty that the child faces while receiving education. Kinaestheticlearning approach refers the students to learn things while accomplishing physical or other activitie s; this grows interest in the students about the things being taught rather than only listening to lectures. Apart from designing learning curriculum and teaching strategies, a teacher is also responsible for improving his behavioral functions especially in this case of autistic child. A child-centered intervention focusing on pivotal or critical behaviors (Pivotal Response Treatment), likely to influence a wide range of his behaviors must be brought into use. A teacher must understand how the students inappropriately developed cognitive function affects him with Intellectual Disability. Understanding this fundamental about the students impairment, will enable the teacher to manage his curriculum properly and to build an easy communication with him (Morrier, Hess Heflin, 2011). His curriculum must integrate mathematical instructions, reading and writing tutoring into the daily activities of him. Keeping his visual impairment in mind, it will be better if the medium of teaching can be assisted with special technical equipment or computer software. However, managing curriculum is not enough for the student; rather a teacher should focus on managing his learning environment according to his needs. The teacher has to ensure providing the student a safe, supportive, equitable and positive environment for learning (Fishman Nickerson, 2015). However, interventions will vary with time according to the students development in learning and behavioral functions. The aim of education is to provide an individual person with a public education, which will meet his unique individual requirements irrespective of his physical or mental condition. The discussion of this essay intending to design an Individual Education Plan for a special child concludes that such a child with multiple disabilities requires intense care and support to grow confidence in learning. The teaching principles devised for him must be child-centric and according to his physical and emotional requirement. The biggest challenge in this case is to regulate and manage his emotions and to build up easy communication with him. Involving his parents or carer in this context will be of great help. Besides, the teacher will have to select teaching models very carefully as the student has more than one disability. Implication of any special teaching theory aiming at any particular disability will be inappropriate in this case; rather the student needs comprehensive integration of sev eral teaching theories or models that will separately address all his limitations at the same time. Consideration of all these factors while designing the IEP of the student will certainly meet the educational needs of him and help him grow a positive attitude towards school learning. References: Alberto, P. A., Troutman, A. C. (2012).Applied behavior analysis for teachers. Pearson Higher Ed. Ballard, K. (2016). Children and disability: Special or included.Waikato Journal of Education,10(1). Cortiella, C., Horowitz, S. H. (2014). The state of learning disabilities: Facts, trends and emerging issues.New York: National Center for Learning Disabilities. Disability Standards for Education 2005. (2006). Retrieved 30 March 2017, from https://docs.education.gov.au/system/files/doc/other/disability_standards_for_education_2005_plus_guidance_notes.pdf Duncan, N. (2014). A Cross Disability: Visual Impairment and Autism. Retrieved from https://www.visionaware.org/blog/visually-impaired-now-what/a-cross-disability-visual-impairment-and-autism/12 Fishman, C. E., Nickerson, A. B. (2015). Motivations for involvement: A preliminary investigation of parents of students with disabilities.Journal of Child and Family Studies,24(2), 523-535. Friend, M., Bursuck, W. D. (2002).Including students with special needs: A practical guide for classroom teachers. Allyn Bacon, A Pearson Education Company, 75 Arlington Street, Boston, MA 02116. Krawec, J., Huang, J., Montague, M., Kressler, B., Melia de Alba, A. (2013). The effects of cognitive strategy instruction on knowledge of math problem-solving processes of middle school students with learning disabilities.Learning Disability Quarterly,36(2), 80-92. Ledford, J. R., Wehby, J. H. (2015). Teaching children with autism in small groups with students who are at-risk for academic problems: Effects on academic and social behaviors.Journal of autism and developmental disorders,45(6), 1624-1635. Lieberman, L. J. (2016). Visual impairments.Adapted Physical Education and Sport, 6E, 235. Mitchell, D. (2014).What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge. Models of Best Practice in the Education of Students with Autism Spectrum Disorders. (2011). Retrieved 30 March 2017, from https://www.doe.virginia.gov/special_ed/disabilities/autism/technical_asst_documents/autism_models_of_best_practice.pdf Morrier, M. J., Hess, K. L., Heflin, L. J. (2011). Teacher training for implementation of teaching strategies for students with autism spectrum disorders.Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children,34(2), 119-132. Smith, T. E., Polloway, E. A., Patton, J. R., Dowdy, C. A., Doughty, T. T. (2015).Teaching students with special needs in inclusive settings. Pearson. Stoesz, B. M., Shooshtari, S., Montgomery, J., Martin, T., Heinrichs, D. J., Douglas, J. (2016). Reduce, manage or cope: a review of strategies for training school staff to address challenging behaviours displayed by students with intellectual/developmental disabilities.Journal of Research in Special Educational Needs,16(3), 199-214. Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., ... Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review.Journal of Autism and Developmental Disorders,45(7), 1951-1966.

Networking Principles Essays - Scripting Languages, Variable

Networking Principles Dial-Up Scripting Command Language For Dial-Up Networking Scripting Support Copyright (c) 1995 Microsoft Corp. Table of Contents 1.0 Overview 2.0 Basic Structure of a Script 3.0 Variables 3.1 System Variables 4.0 String Literals 5.0 Expressions 6.0 Comments 7.0 Keywords 8.0 Commands 9.0 Reserved Words 1.0 Overview Many Internet service providers and online services require you to manually enter information, such as your user name and password, to establish a connection. With Scripting support for Dial-Up Networking, you can write a script to automate this process. A script is a text file that contains a series of commands, parameters, and expressions required by your Internet service provider or online service to establish the connection and use the service. You can use any text editor, such as Microsoft Notepad, to create a script file. Once you've created your script file, you can then assign it to a specific Dial-Up Networking connection by running the Dial-Up Scripting Tool. 2.0 Basic Structure of a Script A command is the basic instruction that a script file contains. Some commands require parameters that further define what the command should do. An expression is a combination of operators and arguments that create a result. Expressions can be used as values in any command. Examples of expressions include arithmetic, relational comparisons, and string concatenations. The basic form of a script for Dial-Up Networking follows: ; ; A comment begins with a semi-colon and extends to ; the end of the line. ; proc main ; A script can have any number of variables ; and commands variable declarations command block endproc A script must have a main procedure, specified by the proc keyword, and a matching endproc keyword, indicating the end of the procedure. You must declare variables before you add commands. The first command in the main procedure is executed, and then any subsequent commands are executed in the order they appear in the script. The script ends when the end of the main procedure is reached. 3.0 Variables Scripts may contain variables. Variable names must begin with a letter or an underscore ('_'), and may contain any sequence of upper- or lower-case letters, digits, and underscores. You cannot use a reserved word as a variable name. For more information, see the list of reserved words at the end of this document. You must declare variables before you use them. When you declare a variable, you must also define its type. A variable of a certain type may only contain values of that same type. The following three types of variables are supported: Type Description integer A negative or positive number, such as 7, -12, or 5698. string A series of characters enclosed in double-quotes; for example, Hello world! or Enter password:. boolean A logical boolean value of TRUE or FALSE. Variables are assigned values using the following assignment statement: variable = expression The variable gets the evaluated expression. Examples: integer count = 5 integer timeout = (4 * 3) integer i boolean bDone = FALSE string szIP = (getip 2) set ipaddr szIP 3.1 System Variables System variables are set by scripting commands or are determined by the information your enter when you set up a Dial-Up Networking connection. System variables are read-only, which means they cannot be changed within the script. The system variables are: Name Type Description $USERID String The user identification for the current connection. This variable is the value of the user name specified in the Dial-Up Networking Connect To dialog box. $PASSWORD String The password for the current connection. This variable is the value of the user name specified in the Dial-Up Networking Connect To dialog box. $SUCCESS Boolean This variable is set by certain commands to indicate whether or not the command succeeded. A script can make decisions based upon the value of this variable. $FAILURE Boolean This variable is set by certain commands to indicate whether or not the command failed. A script can make decisions based upon the value of this variable. These variables may be used wherever an expression of a similar type is used. For example, transmit $USERID is a valid command because $USERID is a variable of type string. 4.0 String Literals Scripting for Dial-Up Networking supports escape sequences and caret translations, as described below. String Literal Description ^char Caret translation If char is a value between '@' and '_', the character sequence is translated into a single-byte value between 0 and 31. For example, ^M is converted to a carriage return. If char is a value between

Case Analysis Costco Wholesale

Case Analysis Costco Wholesale Introduction Costco Wholesale Corporation is a membership club founded in 1983 and headquartered in Issaquah, US. The company deals in a variety of merchandise including televisions, computers, camcorders and phones.Advertising We will write a custom case study sample on Case Analysis: Costco Wholesale specifically for you for only $16.05 $11/page Learn More In addition, the firm provides services such as website and online solutions, mortgage purchase and financing, business prescription insurance as well as payroll services. The corporation was formed with a mission of offering quality products as well as services to its members at achievable economical prices. Current situation The company’s competitive advantages are the business strategies, customer approach and the diversified trade model. Strategy elements Low pricing as well as limited selection of products are the foundation of the corporation’s strategy. Further, Costco’s treas ure-hunt merchandising is also an invaluable tactic applied by the firm in operations. Through treasure-hunt merchandising, the company is capable of purchasing high-end products and services on the gray economy from the vendors with the motive of eliminating surplus stocks. Competitive approach The company’s price leadership tactic attained through reduced handling and warehouse expenses, the utilization of just-in-time stocking principle and maintenance of in stock has proven invaluable in the reduction of prices and increased purchases. The corporation also maintains preeminent value packs that contribute hugely in attracting large numbers of customers. The company undertakes minimal promotional activities resulting in minimal number of expenses incurred. The business model The firm currently utilizes business model that focuses on the provision of restricted categories of trademarked national stock while anticipating high proceeds from vending as well as prompt stock retu rns.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In fact, the company’s just-in-time stock, minimal handling of stock, volume purchases as well as efficient delivery channels has enabled the firm to generate higher revenues from its operations. Further, the corporation’s treasure-hunt merchandise has created a process that attracts large number of clients. Analysis The macro-environment Costco Corporation uses PEST analysis in the examination of the macro-environment in which it operates. Political aspects The corporation recognizes the significant roles played by both the political and the legal sectors in ensuring excellent status, success and trust in its operations. As such, the firm adheres to business morals as well as the legal provisions provided by the international business organizations. The company offers goods and services that meet the standard s as well as gratifies the customers’ needs across the globe. Economic aspects The company’s repute appeals to large number of clients leading to increased sales. Additionally, the firm continues to offer superior goods and services to its clients. Further, the firm has spread remarkably across different states in the globe by opening various businesses causing an increase in its economic power and competitive position over similar firms in the industry. Socio-cultural aspects Culture influences the performance and productivity of Costco Corporation in a number of ways. First, the corporation recognizes the worth of its personnel’s ideas and beliefs without prejudice. The company also satisfies its client social assurance by the provision of high quality goods and services. Technological aspects The utilization of contemporary technology in businesses ensures efficiency and competitiveness. Costco is at the forefront of utilizing the current progression in exper tise to come up with innovative products that suit the needs of the customers. Further, the company’s website enables the clients to familiarize with the firm’s products and services. Key success factors The company’s business model is instrumental in defining its achievements. The firm recognizes cultural perspective by seizing opportunities in different locations. In addition, the firm’s circular vision is instrumental in the reinvention of innovations leading to efficient delivery of products.Advertising We will write a custom case study sample on Case Analysis: Costco Wholesale specifically for you for only $16.05 $11/page Learn More The corporation’s passion has been imperative in the designing of a collaboration-propelled paradigm enabling innovations of current value models. Moreover, entrepreneurial spirit and working for a purpose is invaluable in sharing ideas that deliver greater achievements. Strategic group ma p Corporation Business Model Revenue (billions) Comparable store sales(decline) Number of store locations Current strategy Costco Low costs and high volumes $70 6% 513 International economy Sam’s Club Low cost and high volume $45 4.5% 490 20 club locations nationwide BJ Club Low cost and high volume $10 3.5% 170 Retail shoppers and provision of more grocery The company relates with other two competitors including the Sam’s Club and BJ’s wholesale club. The map exhibits the stiff competition that Costco faces in the market from rivals. Based on the business model, all the firms apply low cost and high volumes model. In terms of revenue, Costco leads with $70 billion followed by Sam’s Club $45 billion and BJ†s Club at $10 billion. Costco’s sales have declined by 6%, Sam’s by 4.5% and BJ by 3.5%. The firms have diversified their stores all over the globe with the Sam’s Club leading with the number of stores at 590 foll owed by Costco’s 513. BJ Club has 170 stores. The firms are employing a number of current strategies to gain competitive advantage. For instance, Costco has diversified operations in the global economy while the Sam’s has opened up 20 new locations nationwide. The BJ’s Club focuses on retail shoppers as well as presenting volume groceries. Porter’s five forces New market entrants The corporation has a competitive advantage over rivals due to high barriers of entry into the market, low threats from new firms and diversified products at low-costs.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Competitive rivalry The company faces stiff competition from other firms such as the Sam’s Club. The firm’s delivery series is effortlessly duplicated leading to enjoyment of economies of scale. Low-cost strategies by many firms have resulted into meager proceeds to the firm. Supplier power The firm enjoys good working relations with its vendors who supply large quantities of products at low prices Purchasing power The firm enjoys high purchase bargaining power, high concentration and mobility of buyers Substitutes There is insignificant pressure of substitute and the customers get towering worth from the economical purchases as well as elevated membership maintenance. Internal environment SWOT analysis Strengths Weaknesses Opportunities Threats Strengths The firm maintains devoted and rich clients, towering stock proceeds and consistent return on sales as well as resources together with incredible remunerations policy. All the aspects have enabled increased re venues. Weakness The company diminishing profit levels, weak promotion activities, lack of self-checkouts and the primary focus on the club’s members opposed to the general customers make Costco less attractive to many potential customers. Opportunities Higher growth prospects are presented to the firm due to operations in high GDP states, expansion in membership, good repute regarding employee remuneration and societal responsibility as well as the augmenting trademark among the masses. Threats The firm faces stiff competition from competitors such as the Sam’s Club and BJ Club. Additionally, the firm’s geographical diversification is insignificant compared to the Sam’s Club. Financial ratios Liquidity ratios The current ratio showed a decreasing trend from 116% in 2010 to 110% in 2012. The quick ratio and cash ratio were 60% and 47% respectively in 2010 and declined to 52% and 40% respectively in 2012. Profitability ratios Costco’s profitability ratios have remained constant over the years. For example, gross margin has been at 13%, operating margin at 3% and profit margin at 2%. Return on investments after tax has been increasing from 12% in 2010 to 14% in 2012. Value chain The Costco’s CRX program enables clients to obtain inventory requests in time. In addition, the program enables the firm to measure performance and productivity against competitors thereby increases priceless insights in the viable economy. The system has also provided efficient delivery series solution to the clients through updating stock information, forecasting and demand planning leading to enhanced business operations and reduction in costs. Key strategic issues The critical tactical aspects of Costco encompass low prices, limited product lines and selection as well as treasure-hunt shopping experience. In fact, the firm strives to offer quality goods and services to its members at economical costs achievable. The company operates a limited number of products approximated to be 4,000 through volume buying, effective delivery procedures and abridged inventory managing. Recommendations The firm should modify its strategies to address the shortcomings in its operations. For instance, the corporation should diversify selections of merchandise instead of limiting choices to only 4000 to expand the customer base. Secondly, the firm should build many warehouses across the globe to counter the rising number of competitors like the Sam’s Club that may attract a large share of the market. Thirdly, the company should also diversify applied cost and pricing strategies since competitors are utilizing the low-cost tactics.

Plate Tectonics Essay Example | Topics and Well Written Essays - 750 words

Plate Tectonics - Essay Example This paper explores both Wegener's theory and Plate Tectonic Theory, explaining how the Earth's land masses move and the construction and destruction of the Earth's crust and the features of plate tectonics as understood today. Plate Tectonics In 1911, Alfred Wegener (1880-1930), a German geophysicist, was intrigued to explain similarities in fossils of plants and animals found on either side of the Atlantic . Scientific thinking of the time was that continents were joined by land bridges that were now submerged by the ocean. However, Wegener also noticed the similar shapes of the coastlines of the continents and similar geology that supported his theory of continental drift. He postulated that these land masses may have been joined together at one time and that the original land mass, called ‘Pangaea’ (after the Greek for ‘all of the Earth’) has broken up and drifted apart . Wegener found evidence to support his theory of continental drift. He noticed that land masses fitted together with adjacent land masses. He also found signs of glaciation on the plains of Africa and coal deposits, usually associated with tropical areas, found near the North Pole. He also found fossils of exactly the same prehistoric species located in the same areas if the land masses were joined together, see Figure 1. . Figure 1: Locations of spread of fossils across continents before they broke up . Wegener did not fully explain what caused continental drift. He suggested two hypotheses, one that continents moved due to the forces associated with the rotation of the Earth and a second, which suggested continents moved due to tidal attraction of the Sun and Moon . However, both of these forces were too weak. These hypotheses were ridiculed by other scientists because no answer could be provided to explain how continental masses move . The original theory of continental drift was discredited, helped along by the growing anti-German feeling in the 1910s and 1920s and Wegener’s lack of scientific knowledge of geology . Wegener’s principle of continental drift was discredited but it did pave the way for scientists to explore why parts of the Earth’s surface have moved over time . Paleomagnetic studies, which measured the Earth's past magnetic field, found that the magnetic North Pole seemed to wander around the Earth over time . Evidence from seismometers, originally installed to monitor nuclear testing by the 1960s, found that geological phenomenon, such as volcanoes and earthquakes, were mostly found along the edges of tectonic plates . In addition, scientists found that rock crystals in certain rocks varied from normal to reversed polarity depending on when the rock was formed and solidified . These patterns mirrored themselves either side of the mid-oceanic ridge in the middle of ocean basins and rock samples were older the farther from the mid-oceanic ridge . All this evidence answered the problem Wegener was unable to; that solid continental and oceanic plates of the Earth’s crust, or lithosphere, ‘float’ on molten viscous rock called the asthenosphere, which forms the basis of Plate Tectonics Theory . Based on the Plate Tectonics Theory, plates adjacent to one another must move. Plates can move apart (forming a divergence plate boundary), together (forming a convergent plate boundary) or slide or grate against each other (creating a transform fault boundary) . A diverging plate

General Motors - Business Model and Direction Research Paper

General Motors - Business Model and Direction - Research Paper Example GM has been operating for over 100 years and has produced about 450 million vehicles globally, and operates in nearly every nation worldwide. Research has demonstrated that a firm, such as, GM adopts an internationalization strategy to gain access to new customers, attain lower costs via economies of scale and increased purchasing power, further exploit its competencies, to gain access to the capabilities and resources located in international markets, and spread its business risks across a wider market base. In the next five years, GM is focusing on restructuring its brands whilst focusing on its core business with Chevrolet, Cadillac and Buick remaining at the core of the business. A corporate strategy, as found out by Abraham (2012), is carried out at the corporate head office and defines the scope of the business in relation to the markets and industries that it competes. It consists of new ventures, vertical integration, decisions about diversification, acquisitions, and allocation of scarce resources between units. At the corporate level, GM aims at maintaining its customers as long as possible. GM’s goals shape the manner in which it invests in brands across the globe to inspire loyalty and passion. The corporate level strategy also entails translating breakthrough technologies into experiences as well as automobiles that customers like. Proceeding further, the corporate strategy motivates GM’s entire team to serve and enhance the society where it operates worldwide. In conclusion, the corporate strategy is geared towards building the General Motors into the globes most valued car manufacturing firm (General Motors, 2015b). The firm’s corporate level executives attend to the overall performance of the company. They also pursue opportunities to leverage cross-business value chain relationships together with strategic fit into competitive advantage. In this regard, GM has a competitive value

Role of Play in the Curriculum

Role of Play in the Curriculum Assignment Three Task 1. Examine the statutory requirements for children to identify the role of play in the curriculum. What is the role of play in the curriculum? Justify your arguments using evidence from the statutory requirements. Task 2. Analyse the potential for play based development across the range of non-statutory contexts. Identify a range of non-statutory contexts eg. playgroups, day nurseries, child-minders etc. and analyse the ways in which children’s development can be advanced through the play opportunities provided. Play includes a diversity of activities, games and interactions which create enjoyment and satisfaction for children. With years of research and observation of the impacts from children embracing play, we can now understand that it is an indispensable part of learning and is also a crucial benefactor within Northern Ireland in regards to the National Curriculum including the Foundation stage. These observations and assessments regarding the usefulness of play in relation to learning within the Early Years sector has allowed us to update our Curriculum accordingly. The Foundation Stage in education located in Northern Ireland includes the first two years of compulsory education, which is primary one and primary two classes ranging from the ages of 4 years to 6 years old. In Northern Ireland, children begin education at the foundation stage at an earlier age than anywhere else in the world. As it is believed, in the earlier years of a person’s life, their brain is at its most active, meaning that the earlier a child begins education, the more they will know. The transition from nursery school is then needed to be taken in gentle steps practicing care and sensitivity, allowing the process to be easier on the child’s understanding as they move into a higher learning level. The Foundation Stage outlined within the Northern Ireland National Curriculum provides educators with the opportunities to teachers to build up children’s dispositions and also allows teachers to build on children’s social skills as they are interacting with other children of their age and learning new skills off their new friends. Children learn a great deal through play. In the Northern Ireland curriculum, play is a vital contributor as children recognise that as they play, they learn and develop. The children identify play with fun, excitement, exploration and enjoyment, which allows them to rapidly learn from what they are doing without taking away from the experience. Play allows for children to gain knowledge in a wide variety of topics, such as the arts, mathematics, the world around us and so on. As play varies from one person to another, this allows for no play experience to be the same, and as play is individual and original to each person, they will be continuous learning and progressing if provided with the appropriate resources that are age and capability appropriate. Throughout many years, practitioners have gained great insight on the value and importance of play within the early years, as it is a significant factor in promoting and influencing physical, social, emotional, cognitive and language development and this can be witnessed through everyday observations of children at play in the early years. Play is a significant part of the early years foundation stage in northern Ireland as it allows younger children to access the curriculum in an age appropriate manner, throughout a variety of play contexts. The significance of play within our curriculum relates back to how we can allow all children, no matter their situation, whether they are poor, rich, disabled, Chinese, Asian and so on, learn in the early years, and play is an accessible resource to all children, leaving no individual without an education at a young age. An important document, provided by the Northern Ireland Curriculum, entitled â€Å"Learning through play† addresses how children learn effectively from a variety of play contexts, where a select range are targeted in depth within the text, these include: Learning through Dramatic Play Learning through Sand Play Learning through Water Play Learning through Dough and Clay Play Learning through Table Top Play Learning through Small World Play Learning through Construction Play Learning through Creative Play There are many benefits of these areas of play, such as with sand play, this can allow children to develop understanding and increase their knowledge through their senses. By exploring the different and changing textures of sand, children learn through their sense of touch, this area of play can also trigger mathematical knowledge as the children can discover capacity, volume, weight and aspects of gravity as the children manipulate different sand toys to gain mathematical knowledge. This is one simple, fun and effective way for children to access the curriculum. Within my current setting, which is a primary one class within a statutory school, there are sand play facilities indoors and outdoors with a range of tools children can use. With relevant topics in the curriculum, we are able to change these tools and equipment around to become more relevant to the current topic. One example was during the month associated around â€Å"People Who Help Us†, we implemented our indoor s and area into a construction side by providing the children with spades, shovels, toy diggers, I even printed off a range of construction site signs to make the experience more holistic and realistic for the children, enabling them to become more easily immersed. Experimental, free-flow and imaginative play are all included within this area, targeting many aspects of the curriculum, providing more information for early learning and targeting children’s development. Water play is extremely similar to sand play, developing logical thinking through the senses and providing knowledge of the world around us, early physics and early mathematics. The NI Curriculum explains that Water play benefits children in many ways, such as tackling and enhancing their personal, social and emotional development, physical development, creative development and knowledge and appreciation of the Environment. Personal, Social and Emotional development is influenced in this area of play by children working independently, co-operating with others, taking turns and sharing toys or equipment, enjoying the sensory nature of water by adding colours or other items such as glitter or various temperatures. Physical development is enhanced through developing fine motor skills by manipulating tools, filling, pouring, emptying, stirring, squeezing, pushing, pulling etc. and developing hand/eye co-ordination by filling and emptying containers of different sizes. Creative development improves through observing colour change through adding paint or food colouring, introduction of marbling techniques, and by creating sounds in the water by blowing or splashing. Finally, knowledge and appreciation of the environment is enhanced by children talking about water in local environment, home, rivers, pond, beach, adding equipment from local environment to stimulate imaginative play e.g. shells, sea weed, pebbles, rocks, fishing nets, hoses, watering cans talk about occupations where water plays a significant role e.g. fishermen, firemen, sailors, farmers, plumbers and talk about animals and creatures that live in water e.g. fish, crocodiles. Water play is an everyday occurrence within my placement setting, attracting a wide range of children who are all eager to play in this area. This is another beneficial and effective way for children to access the curriculum as through my experience, I have seen every child learn subconsciously and have fun at the same time. On the whole, the role of play within our curriculum is to simply enable children to learn effectively, through enjoyment and without realising they are learning as the child is distracted by objects, games, activities and tasks which interest them. Play is used within our curriculum to promote children’s development in a range of contexts, allowing them to grow at a specific pace by providing them with the educational and fun resources they need to do so. Play is an effective way to allow for a child’s exploration, which in turn promotes knowledge and skills they will require in adulthood. Play will allows for the provision of a range of experiences and opportunities for children to create the foundations for their learning and gain for this in the most beneficial and rewarding ways. Wood, E (2013) explains how â€Å"Playing and growing are synonymous with life itself. Playfulness bespeaks creativity and action, change and possibility of transformation. Play activity this reflects the very existence of the self, that part of the organism that exists both independently and interdependently, that can reflect upon itself and be aware of its own existence. In being playful the child attains a degree of autonomy sustained by representations of his inner and outer worlds.† This is a further representation of the importance of play and how it can provide a beneficial impact upon children by ensuring this is an everyday routine in their educational lives. Play is implemented within the Northern Ireland as it is a proven way to improve children’s effective learning amongst provision for many other aspects of their development. In conclusion, I believe throughout my own experiences over the past two years, alongside the permanent implementation of play within our Northern Ireland Curriculum, I believe play is an efficient, effective and inspirational way for children to access the curriculum and therefore, effectively learn. The role of play is to simply enable children to learn through enjoyment and in turn, promote their growth and development, sculpting their future, and is therefore, a crucial aspect of our curriculum. Analyse the potential for play based development across the range of non-statutory contexts. Identify a range of non-statutory contexts eg. Playgroups, day nurseries, child-minders etc. and analyse the ways in which children’s development can be advanced through the play opportunities provided. It has been recognised how play is implemented widely across our Northern Ireland Curriculum affecting the foundation stage of education, in place within statutory requirements (5 to 16 years old), however, there is great potential for play in non-statutory settings, such as playgroups, pre-school groups, afterschool groups, crà ¨ches and day nurseries etc. We have evaluated how successful play is for promoting children’s learning and development within the statutory settings, and it should be recognised that it can have similar effects within non-compulsory areas of child care. All of these non-statutory contexts provide a range of play activities with the aim of improving and increasing children’s opportunities to learn and develop. Whether these contexts a child attends is before compulsory education such as parent and toddler groups, or in sync with their statutory, like after school programmes, there is a significant emphasis on play within each. These settings recognise the needs of the child and promote many way for their development to be enhanced. In my experience, I have witnessed the potential of play within preschool groups. This is particular area in which I gained the most experience, the reason for focus upon this area. With pre-school programs, it can be argued that these settings provide the foundations for learning as the child is attending a setting which provides a minority of educational activities, mainly based upon play which introduce the child to concepts of play during the earlier stages of their life. This may potentially make it easier for them to settle into statutory settings as they have had some experience of a setting which provides set activities to initiate learning and create dispositions. Throughout the attendance to pre-school groups, children may bring with them a variety of personal and social skills, values and attitudes. The children have achieved from relationships and experiences within the home and the immediate environment and it is vital that these should be recognised and adopted within the setting. The needs of a pre-school child are defined within the textbook Curriculum Guidance for Preschool education (1997) which are as follows: â€Å"Young children require: †¢ A safe, secure, healthy and stimulating environment where there is adequate supervision; †¢ Opportunities to investigate, satisfy their curiosity, explore the environment inside and outside the playroom, extend their sense of wonder, experience success and develop a positive attitude towards learning; †¢ Appropriate periods of time for learning through sustained involvement in play; †¢ Interaction with sensitive and understanding adults.† Given these needs it follows that young children require a curriculum which: †¢ meets their physical, social, emotional and cognitive needs at their particular stage of development; †¢ motivates, challenges and stimulates them; †¢ is broad and balanced, allowing children to make choices and providing them with opportunities, through play and other experiences, to develop the learning associated with: These settings are completely non-compulsory but however, are a beneficial way of taking the stress of parents, providing effective care for children, and of course, providing an earlier structure for their education. The pre-school groups can include playgroups, nursery schools, parent and toddler groups and so on. Minett, P (2010) outlines the benefits of preschool groups in the book Child Care and Development explaining how a professionally effective and successful preschool group will contribute to a child’s early education by providing them with: Opportunities to socialise and learn how to mix with other children and adults and to enjoy their company; Facilities which include space to run around, apparatus to climb, toys, paints, paper, modelling dough etc; Activities such as stories, music, dancing, singing and games; Activities which encourage early familiarity with letters and numbers, to help children acquire pre-reading and pre-counting skills† This book helps to outline a variety of successful ways of promoting education and a good start into learning for a child during the earlier years of life. Play is the main contributor within many non-statutory settings I have worked within. For example, a Day Nursery in which I worked, the children were aged between birth and two years of age within the room I worked. Here, the children had a wide variety of play activities available to them, ranging from dolls, cars, musical and sensory instruments, treasure boxes attending to sensory development, and outdoor play with a range of resources available during the dry months. Outdoor play has a significant role within a child’s learning and development as it helps to take on the areas of imaginative, creative and exploration play, which introduce young children to new opportunities to learn and gain understanding of the world around them. The children’s routines from 7:30am to 6:30pm, which are the most common hours of preschool groups, revolve around a strong influence upon play, with the staff changing the available resources throughout the day so that children do have a change, meaning they do not get bored, leading to a lack of appropriate play provision and therefore, not promoting learning. By the rotation of different play activities, arts and crafts, games and creative tasks, this setting provides a successful way of implementing play into a daily routine providing learning for young babies and children. The setting I worked within cares for children of the ages birth to eight years of age, once again another commonly seen restriction within preschool groups. The rooms are usually a â€Å"Babies† room, â€Å"Wobblers† room, â€Å"Toddlers† room and an after school programme, which are implemented within my day nursery setting. Within this setting it was extremely important that chil dren felt secure in their relationships with adults and that felt that the adults are there to support them by ensuring adults who working within the setting understood to treat them as individuals and sensitively participate in their play. Justice, L et al (2008) explain some of the effects upon children’s development in which preschool groups’ target. Research was conducted over time involving two separate groups of children, some of which attended preschool groups, and others who did not. At the end of the term year, these children were assessed on their skills and abilities. These results have provided significant evidence of the effects of attending preschool for a short period of time. The findings suggested that â€Å"children who attended a Perry Preschool Program were more likely to graduate from high school on time and to own a home and less likely to be referred for special education, to receive Welfare as an adult, and to commit crimes†. These results show significant impact on a child’s life, as a child’s cognitive development will be enhanced as suggested by the results as they are more likely to graduate, showing logical potential and thinking being higher than those who do not attend preschool groups. Social and emotional development is also targeted, as suggested, those who commit crimes are more likely to be children who did not attend preschool groups, showing anti-social behaviour which in turn shows how their emotions have been affected more negatively than others, resulting in crime. In conclusion, I believe that these non-statutory settings provide children with broad play opportunities all contributing to their learning, growth and development. A child does not need to attend only compulsory to gain the most from a setting in terms of their experiences towards learning, in fact, I believe to promote a healthy and positive approach to learning, a child should attend some form of non-statutory setting to help them to embrace the younger years of life where learning is at its fastest and gain dispositions. Appropriate opportunities should be provided in throughout pre-school settings and afterschool programmes for children to develop personal and social skills, values and attitudes. References: Broadhead, P et al (2010) Play and Learning in the Early Years. SAGE. Else, P (2009) The Value of Play. Continuum. Fromberg, D (2012) Play from Birth to Twelve: Contexts, Perspectives and Meanings. Routledge. Justice, L et al (2008) Achieving Excellence in Preschool Literacy Instruction. Guilford Press. Lockett, A (2004) Continuous Curriculum: Planning for Spontaneous Play. CHYPS Learning. Minett, P (2010) Child Care and Development. Hodder Education. Northern Ireland Curriculum (2014) Available: http://www.nicurriculum.org.uk/ Northern Ireland Curriculum (2014) Learning through Play. Available: http://www.nicurriculum.org.uk/docs/foundation_stage/learning_through_play_ey.pdf Reifel, R (1999) Play Contexts Revisited. Greenwood Publishing Group. Sluss, D (2014) Supporting Play in Early Childhood: Environment, Curriculum, Assessment. Cengage Learning. Tassoni, P (2005) Planning Play in the Early Years. Heinemann. Wood, E (2013) Play, Learning and the Early Childhood Curriculum. SAGE. Northern Ireland Council for the Curriculum (1997) Curricular Guidance for Preschool Education. Available: http://www.deni.gov.uk/preschool_curricular-2.pdf Courtney Hill HIL10173519

The Reality Of Bertrandes Innocence Essay -- essays research papers

It seems as though in today’s society, suspicion lies in every corner. No one trusts anyone anymore, everyone lies, everyone steals, everyone pretends to be someone they are not. However true or false these statements might be, there is a need in today’s society to be able to explain everything, coming up with every possible lie or predicament within every story. Natalie Davis is from today’s society, and once again, she has found the need to investigate Bertrande Guerre’s role within The Return of Martin Guerre. The only pieces of evidence that are reliable come from Jean de Coras, the main judge in the trial. However, Davis seems to have ignored his findings, and founded her own. For most of her points, there is no written evidence to back her up. She simply read and interpreted the story, as many historians must do to come up with plausible reasons for things; however, she interpreted the evidence incorrectly. This impostor known as Arnaud du Tilh, who played a husband, father, friend, nephew and brother for three years, deceived an entire town. However, Davis has chosen Bertrande Guerre as a co-conspirator, with little grounds to base her conclusion upon. Therefore, I still have found that Bertrande Guerre truly believed that Arnaud du Tilh was her husband, making her an unknowing player in the entire charade.   Ã‚  Ã‚  Ã‚  Ã‚  Natalie Davis made the point that Bertrande must have known that the new Martin was an impostor due to their sexual relationship and the differences therein (110). However, this point is hard to believe due to the fact that Bertrande and Martin were married for nine years without having intercourse, and when they finally did, it was in order to conceive their future son, Sanxi (Finlay, 558). Only a few months after Sanxi was born, Martin disappeared for over eight years, which is a long time for a woman to remember the specific details of a sexual relationship that couldn’t have lasted for more than a few months (Finlay, 558). Even if Bertrande had noticed a difference in the sexual relationship, she would have doubted her recollections, not having any kind of proof or true memories of those sexual experiences (Finlay, 558). This â€Å"new Martin† could have also become more sexually experienced while soldiering, explaining his newfound confidence (Finlay, 558).   Ã‚  Ã‚  Ã‚  Ã‚  The two men seemed to have com... ...wn, Natalie Davis made up a tale of what happened, ignoring the actual story that had been recorded by one of the lead characters who was there at the time, Jean de Coras. While her points had good merit, there was little evidence besides her opinion and suspicion that backed her up. Bertrande de Rols was deceived by this man, just as everyone else was. Whether she enjoyed her time spent with Arnaud is not important, it is whether or not she was fooled. While there were many who were suspicious, and many who were uncertain of Bertrande’s innocence, there was not a majority that truly believed she was a co-conspirator. She was not proven guilty by Jean de Coras nor was no proven guilty by the townspeople. The townspeople had fallen for Arnaud’s acting, and it is certain that Bertrande had fallen for it as well. And as each of these people would say, Arnaud was a wonderful actor, who was educated in Martin’s life and the people within it. Stories such as these are reminders as to why history is not always objective, and that historians have the right to interpret it in any way that they choose. However, a good historian will always have his critic.   Ã‚  Ã‚  Ã‚  Ã‚  

Frederick Douglass And The Abolitionist Movement Essay

Frederick Douglass spoke to Washington, DC in 1876: â€Å"We must either have all the rights of American citizens, or we must be exterminated, for we can never again be slaves†¦Ã¢â‚¬  (Foner, 1969, p. 320, as cited in Ballard, 2004, p. 53). This statement concretizes the inhumanity of slavery; its only equal is death. Douglass was born as a slave in Talbot County, Maryland. It was 1818 and slavery already existed for two hundred years in the United States (U. S. ). It took Douglass twenty years, before he escaped slavery. Before his escape, Douglass surreptitiously learned to read and write, and he soon rose as one of the most eloquent orators of the abolitionists. Using speech premeditated to distress, educate, and sometimes infuriate, Frederick Douglass encouraged the abolitionist movement. Douglass used his speeches to distress people about their prejudice, so that they would be aware of its inequitable and dangerous outcomes. When people were distressed of the realities and results of slavery, they would be more attracted by the principles and goals of the abolitionists. Douglass argued that slavery produces no benefits for the society. Slavery only leads to ignorance among blacks, which both negatively affects them and the whites. In â€Å"The Church and Prejudice,† Douglass asserted: â€Å"You degrade us, and then ask why we are degraded–you shut our mouths, and then ask why we don’t speak–you close our colleges and seminaries against us, and then ask why we don’t know more. † The blacks were disadvantaged by unawareness, while the whites were deprived of intellectual forces that the black people could have provided. In his speeches, Douglass further aimed to speak to both whites and blacks, so that they could feel slavery’s demeaning consequences. It was his way of using literacy to distribute power among the black people, without disempowering the whites. Lisa Sisco said that Douglass defined literacy as â€Å"shifting† as he showed an â€Å"understanding of literacy as a system of self-representation†¦ and as an avenue for political representation as he attempts to speak and write for an oppressed people without alienating his white readership† (p. 213 as cited in Ryden, 2005, p. 7). Slavery also compounds prejudice that would have marred a critical victory for the nation during the American Civil War (1861-1865). Douglass criticized how the American government would even imagine being a bigot in times of need, by not recruiting blacks as soldiers. He asked the President of the United States: â€Å"†¦if this dark and terrible hour of the nation’s extremity is a time for consulting a mere vulgar and unnatural prejudice? † Douglass spoke eloquently about how the blacks had helped the whites to rebel against the government, and so there should be no reason that the government would not employ black people to be soldiers of the state: â€Å"Rising above vulgar prejudice, the slaveholding rebel accepts the aid of the black man as readily as that of any other. If a bad cause can do this, why should a good cause be less wisely conducted? † He also made a compelling symbolism for a state fighting without the aid of the blacks: â€Å"Men in earnest don’t fight with one hand, when they might fight with two, and a man drowning would not refuse to be saved even by a colored hand. † Through this speech, Douglass distressed the audience into thinking that slavery does not make any sense at all, and only its abolition can protect the state from another secessionist movement and other threats to national security and peace. Douglass wanted to educate people about the grave failings of slavery through his speeches- slavery reduces people to beasts with no free will or self-control (DeLombard, 2001). If slavery was this immoral, Douglass could compel people to join the abolitionist movement. Slavery turns human beings into creatures of violence or submission, through a dialectical process embedded in the master-slave relationship. An article compared Douglass’ understanding of slavery to Hegel’s: Hegel â€Å"knew about real slaves revolting against real masters, and he elaborated his dialectic of lordship and bondage deliberately within this contemporary context† (Buck-Morss, 2000, p. 844 as cited in Kohn, 2005, p. 498). Douglass’ speeches related the dialectical impacts of slavery to all parties involved. First, slavery dehumanizes slaves. Douglass described the horrendous experiences of slaves under the white man. The verbal and physical abuse could only fit animals. These experiences of the slaves underlined the inhumanity of slavery. Second, Douglass argued that slavery dehumanizes masters as well. In â€Å"The Church and Prejudice,† he provided a fitting example of a slaveholder who acted like a vicious animal. Douglass said that there was a class leader master of the Methodist Church, who preached about deliverance and liberty. However, he also lashed Douglass’ cousin through the same thumbs that prayed, while using the words of the Bible to rationalize his illogical behavior: â€Å"He that knoweth his master’s will, and doeth it not, shall be beaten with many stripes! † Douglass also educated people about the ills of prejudice on the protection of civil rights and liberties. In â€Å"What the Black Man Wants,† Douglass explained that black people have suffrage rights, simply because as human beings they do: â€Å"We want it because it is our right, first of all. No class of men can, without insulting their own nature, be content with any deprivation of their rights. † By asserting these rights, Douglass motivated people to believe that all human beings have human rights, so they would support the civil rights and freedoms that the abolitionist movement fought for. Douglass used his speeches to infuriate people into action, into destroying every form and face of slavery. In the speech â€Å"The Church and Prejudice,† Douglass narrated his experiences of religious bigotry: â€Å"[A minister looked to the door, where the blacks were and breathed heavily] Come up, colored friends, come up! for you know God is no respecter of persons! † This is an example of a speech that enraged people to question the sanity of slavery, when even â€Å"men of the altar† acted like beasts. This speech also uses humor to depict the dark comedy of slavery (Ganter, 2003). How can God differentiate between colored and white people? They are His children, are they not? Douglass also infuriated people by illustrating the bleakness of slavery and its different forms. In â€Å"What the black man wants,† Douglass defended the right of the colored people to choose employment: â€Å"†¦when any individual or combination of individuals undertakes to decide for any man when he shall work, where he shall work, at what he shall work, and for what he shall work,† it is still a form of slavery. By underlining how the government and white people preserved slavery even after the Declaration of Independence, Douglass enraged people to eradicate slavery. Douglass also incensed the people in his Fourth of July speech delivered in Rochester on July 5, 1852, where he assaulted the 1850 Fugitive Slave Act. David W. Blight stressed that the attack came with Douglass repetitions of a harmless word, yours (p. 75 as cited in Ramsey, 2007, p. 29). Douglass said: â€Å"This, for the purpose of this celebration, is the Fourth of July. It is the birthday of your National Independence, and of your political freedom. † The word â€Å"your† aimed to â€Å"alienate his audience as America has alienated him† (Ramsey, 2007, p. 29). Douglass aggravated listeners by enunciating that there was no real independence, only social exclusion and neglect: â€Å"This Fourth of July is yours, not mine. You may rejoice, I must mourn. † Douglass’ rhetorical tactic meant to aggressively plead, by transferring the feeling of how the nation had abandoned him to listeners, so that they too would feel how difficult and iniquitous it was to be â€Å"orphaned† (Ramsey, 2007, p. 29; Waymer& Heath, 2007). His ending for speech emphasized his anger and resentment. He asked people to find another place that had been as vicious as the U. S. in upturning civil liberties and freedoms: â€Å"for revolting barbarity and shameless hypocrisy, America reigns without a rival. † This speech angered people to feel that racism brutally orphaned the whole society, and it was time to abolish slavery and its emerging forms. Douglass used the power of the spoken word to distress, educate, and sometimes infuriate, so that people would be persuaded to join the abolitionist movement. His speeches aroused emotions and intellectual understanding, which maximize logos and pathos as rhetorical strategies. By combining these strategies, Douglass could reach out to as many hearts and minds as possible- in either side of the color line. His earnest aim was to change attitudes and behavior toward the colored race and the idea of freedom and humanity. Douglass’ speeches have effectively expressed his core vision of society, a society of free and equal whites and blacks. References Ballard, B. J. (2004). Frederick Douglass and the ideology of resistance. Critical Review of International Social & Political Philosophy, 7 (4), 51-75. DeLombard, J. (2001). ‘Eye-witness to the cruelty’: Southern violence and northern testimony in Frederick Douglass’s American Literature, 73 (2), 245-275. Douglass, F. (1841). The church and prejudice. Retrieved from http://www. frederickdouglass. org/speeches/ _______. (1852). â€Å"What to the slave is the 4th of July? † Retrieved from http://www. freemaninstitute. com/douglass. htm _______. (1861). Fighting rebels with only one hand. Retrieved from http://www. frederickdouglass. org/speeches/ _______. (1865). What the black man wants. Retrieved from http://www. frederickdouglass. org/speeches/ Ganter, G. (2003). â€Å"He made us laugh some†: Frederick Douglass’s humor. African American Review, 37 (4), 535-552. Kohn, M. (2005). Frederick Douglass’s master-slave dialectic. Journal of Politics, 67 (2), 497-514. Ramsey, W. M. (2007). Frederick Douglass, Southerner. Southern Literary Journal, 40 (1), 19-38. Ryden, W. (2005). Conflicted literacy: Frederick Douglass’s critical model. Journal of Basic Writing, 24 (1), 4-23. Waymer, D. & Heath, R. (2007). Non-profit activist public relations and the paradox of the positive: A case study of Frederick Douglass’ â€Å"Fourth of July Address. † National Communication Association, Conference, 1-39.