Persuasive Essay About Chocolate - 786 Words

There is no doubt that chocolate has become one of the most favorite food types and flavors in the world. Chocolates come in different shapes and they are popular for different holidays, such as chocolate bunnies and eggs on Easter, chocolate coins on Hanukkah, Santa Claus and other holiday symbols on Christmas, and hearts on Valentines Day. In this essay, I will explain how you can make your own chocolate Easter eggs in your home. Equipment and preparation part is the most crucial part. Go to craft store and pick up your favorite Easter egg molds (molds are usually made from plastic or silicone, not expensive), then follow these steps to make a delicious and decorative chocolate Easter eggs. In your first step, you should melt your†¦show more content†¦Then, pour the melted chocolate into a mold and work quickly. Use a teaspoon to spread your chocolate both sides of the mold. After that, you should close the mold so the edges join, you can use clips. Shake to coat on both sides, then turn it over and put aside until set. By doing this, chocolate setting only on one of the sides can be prevented. Put your molds in fridge until they harden enough, it will be around 5-10 mins. After that, you can remove the eggs from the mold easily. Gently press the top and bottom of the mold to release the egg. Make sure the press each side one at a time. Now your chocolate eggs are ready to eat, but we have one more step to complete this process. This is the funniest part of making Easter chocolate eggs: time to use your imagination. However, you need to follow some steps in this part also. To decorate the eggs, place the egg in a glass or small cup and use as a stand. You can label the eggs with the process called piping. To pipe the eggs, fold a permanent paper in the shape of a cone, and fill the inside with melted white chocolate (or any other color you wish). Write your custom or desired messages, or paint your favorite shapes onto the eggs. You can also add white chocolate into the mold before any of the steps above, to give the eggs zebra like patterns for additional decoration. If you need more creative and sweet ideas, you can watch some videos on YouTube.Show MoreRelatedComparative Analysis Essay857 Words   |  4 PagesJoel Spencer 3779350 Knowing and Knowledge Assessment 1 Comparative Analysis This  essay  will  be  comparing  and  analysing  the  techniques  used  by  two  Melbourne  based university  lectures,  Robert  Manne  and  Patrick  Stokes.  Both  dealing  with  the  thematic  subject  of opinion. Concerning  Climate  Change  Ã¢â‚¬Å"Clear,  Catastrophic  threats,  Manne  opens  the  article  with  an anecdote,  that  Ã‚  a  Ã¢â‚¬Å"part  of  the  english  syllabus  [as  a  schoolboy]  was  Ã¢â‚¬Å"clear  thinking†Ã¢â‚¬ Ã‚  (Manne 2011).  This  anecdote  should  set  up  a  releRead MorePersuasive Analysis : Charlie And The Chocolate Factory736 Words   |  3 PagesIntroduction. 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Child Deve Free Essays

string(203) " TC and asks her â€Å"what happened the babies† TC replies to the Adult â€Å"Megan hit her† Adult says back to TC â€Å"the poor baby† and turns to the other baby TC has and says â€Å"That’s Not Nice†\." Observation: Physical (fine Motor) Time: 12:30-3:00 Date: 5/12/12 |Time |Actions |Social group |Language |Task | |12:30 |T. C is sitting at table making a jigsaw picking up|T. C , C1,C2,C3,C4,C5 |T. We will write a custom essay sample on Child Deve or any similar topic only for you Order Now CC1 –you help me |Making Jigsaw | | |pieces using pincer grasp | |C1T. C –Yeah | | | | | |C4T. C – Me too | | |1: 00 |T. C eats dinner with spoon |T. C , G |none |Eating dinner | |1:30 |T. C helps draw head holding pencil using pincer |T. C , C1 |T. C C1, C1- Look, Look |Drawing picture | | |grasp |T. C , C2 |C1 T. C –That’s lovely | | |1:45 -2:00 |T. C builds a tower with another child |T. C –C1 |T. C C1 want to help |Free-play | | | | |C1T. C -yup | | |2:15 |T. C helps change the page of book using pincer |T. CG |Read That One |Story-time | | |grasp |T. CA | | | |2:30 |T. C has Book of her own reading it and is changing|T. C, C1, C2, C3,C4,C5 |None |Storey-time | | |pages using her pincer grasp | | | | |3:00 |T. C picks her coats and zips it up using pincer |T. C A |T. C A- Bye |Home-time | | |grasp | | | | Personal learning: †¢ Whilst doing this observation on T. C I learned how amazing it is that at such a young age a child can hold a pencil and attempt to draw with it. †¢ Also in this observation I learned that the more free-play that children get the more they develop their skills †¢ I also learned that at such a young age of two that a child with some help from another child can put together a jigsaw without adults help. Summary: TC shows in this observation that she can use her pincer grasp very well as she is making jigsaws and is using a pencil. TC also shows that she can use her gramer grasp when she feeds herself with the spoon. Recommendations for T. C: I would recommend that the creche could ask T. C to build something with the blocks or they could ask T. C to try drawing something on her own to challenge her so she can develop more. Reference: Flood, E. (2010). Child Development for students in Ireland. Dublin: GillMacmillian Physical development: Checklist – gross Motor. Date: 23/11/12 Time: 11:00- 11:30 |Yes |No |Comment |Date | |Runs safely. Confidence, |( | |T. C plays outside catch, T. C |23/11 | |avoiding obstacles | | |runs down towards caterpillar | | | | | |toy and avoids slide. | |Rides a trike, pushing it along | | |Not in observation |23/11 | |with the feet | | | | | |Walks up and down stairs both |( | |Walked down step to go outside |23/11 | |feet to each step, holding wall | | |one step at a time. | | |Squats with ease. Rises without |( | |Plays sleeping bunny. Squats on |23/11 | |using hands | | |ground when saying â€Å" bunny | | | | | |sleeping but doesn’t sit on | | | | | |ground | | |Can climb up on furniture and |( | |Climbed up slide one foot at a |23/11 | |get down again | | |time. Holding onto rails with | | | | | |both hands going up. | | |Steers tricycle pushing along | | |Not in observation |23/11 | |with feet. | | | | | |Able to manoeuvre large toys |( | |Pushes child along in toy car |23/11 | |with wheels | | |using both hands. | |Loves to pull along toys on | | |Not in observation | | |string | | | | | |Throws small ball over arm |( | |Playing ball game outside passes|23/11 | | | | |to another child. | | |Kicks a large ball |( | |Passes ball to other child |23/11 | Evaluation: The Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting to get a better understanding of her physical development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body. In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows she’s meeting the norms according to flood when she pushes a child in the toy car around the yard. TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development. According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldn’t observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of development in her gross motor skills as she carried out the tasks I set out for her to her full potential. Personal learning: †¢ I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. †¢ I also learned that at such a young age that children have good physical strength eg. TC could push the younger child around in the toy car I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. C: †¢ I would recommend that the creche get more Toys in the creche so TC can develop her skills on other things. †¢ I would also recommend that the creche encourages TC more to play with other children. References: Flood. E (2010). Child development for students in Ireland. Dublin: GillMacmillian. Piaget, J. (1975). The child’s conception of the world. Totowa, NJ: Littlefield, Adams. (Originally published 1932). Intellectual development. Observation: narrative. Date: 16/11/12 Time: 11;11:10 T. C is sitting on the couch at the corner with two baby born dolls on her knees; TC is pretending that the baby born dolls are talking to each other saying â€Å"do you want to play† TC is laughing away to herself and is pretending that the babies are laughing with her. TC keeps playing with the dolls, laughing pretending that the dolls are her own children. TC has just named the babies â€Å"Megan and Rachel† (which are the children on front of her) TC is now sitting on the ground with the one of the babies up at her shoulder saying† Its Ok†. Adults goes over to TC and asks her â€Å"what happened the babies† TC replies to the Adult â€Å"Megan hit her† Adult says back to TC â€Å"the poor baby† and turns to the other baby TC has and says â€Å"That’s Not Nice†. You read "Child Deve" in category "Essay examples" TC laughs at adult saying this and says â€Å"Rachel is ok now† and laughs. TC then puts down the Babies and walks over to the picture board and says â€Å"that’s me† and points to the picture of her on the wall. TC then points to another picture and says to adult â€Å"there is Luke and Lauren†. Adult replies â€Å"Yes it is†. TC then goes over to Luke and Lauren and says and points at wall and says â€Å"that’s you Luke and that is you Lauren. † The Door bell then rings and TC looks at door and shouts â€Å"Mammy† TC looks at adults and Says â€Å"That mammy† Adults Replies â€Å"no that’s Lukes mammy†. TC then says â€Å"silly Me† and TC then shouts over to Luke â€Å"Luke Mammy here†. TC Then Goes back over to the Corner and picks up baby born again. End Of observation. Evaluation: The aim of this observation was to observe TC a two year old girl while she was in the creche setting to get a better understanding of her intellectual development. I feel that I have achieved this aim very well and that generally TC is meeting hers norms of development in terms of her intellectual development. In this observation TC shows empathy for the baby born when â€Å"Rachel† is crying. TC shows affection here when she lifts her up and puts her head on her holder. According to Flood(2010) at this age this is what TC should be doing. TC also shows that she is meeting her norms of intellectual development when she goes over to the pictures on the wall and recognizes herself, Lauren and Luke in the photos. According to Flood (2010) these are the norms she should be reaching. According to Piaget A child at the age of 2 â€Å"is at the per-operational stage and assumes that everyone and everything is like them. Therefore they think everything feels pain and has emotions like them. Tc shows this when she thinks that â€Å"rachel† is crying and is hurt. Summary: This observation shows that Tc is meeting all her norms for her age. Recommendations for TC: †¢ I would recommend that the creche encourages TC to play with other children and to get her interacting with other children so that she is not playing on her own. †¢ I would also recommend that the Adults interacts more with TC if they can so that other children will come over and play with her. Personal learning: †¢ I learned that a child at this age can sense emotions and can comfort people who are upset. I also learned that children of this age can are in a little world of their own and just keep themselves amused by talking to themselves †¢ I also learned that children can re member and recognize different people that they might see in a picture. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: GillmacmillianPiaget, J. (1975). The child’s conception of the world. Totowa, NJ: Littlefield, Adams. (Originally published 1932). Language development – precoded (playing play dough) date: 23/11 Time: 20:00-2:10 |Keys |TC(target child C(Child C1(Child 1 A(Adult 1 | |TC(C |This yours? TC doesn’t get an answer of C) | |TC(A |Harry here | |TC(A |Can I play with harry? | |A(TC |Yes | |A(TC |Do you want me to break that up? | |TC(A |yea | |A(TC |What you making | |TC(A |It for mammy | |A(TC |Good girl | |TC(A |Harry going to sit here |TC(A |There Harry (do-do) | |C1(TC |What you making | |C(C1 |Think she making pancakes | |C(TC |Is it pancakes | |TC(C |I need that | |C(TC |Ok | |C(TC |Shhh† A† on the phone | |TC(C |OK | |TC(C |I need that | |C(TC |Here | |TC(C |Thank you | |C(TC |You’ re welcome. | End of observations. Child Initials: TC Age: 2 Sex: female Date: 3/12 time: 10:55-11:03 Setting: creche Observation: social development Min |Activity |Language record |Task |Social | |1 |Sitting in a circle sing singing |TC(adult – do ring-a-ring-a-Rosie |Group time |Group | | |nursery rhymes | | | | |2 |Sitting in a circle sing singing |A(TC ready |Group time |Group | | |nursery rhymes | | | | |3 |Sitting in a circle sing singing |A-TC-1, 2,3,4,5 Once I got a fish alive†¦ Group time |Group | | |nursery rhymes | | | | |4 |Sitting in a circle sing singing |Singing songs with group |Group time |Group | | |nursery rhymes | | | | |5 |Sitting in a circle sing singing |A(TC –ready |Group time |Group | | |nursery rhymes |TC nods head | | | |6 |Sitting in a circle sing singing |TC singing row-row |Group time |Group | | |nursery rhymes | | | | |7 |Sitting in circle singing santy |A(TC –what you want to sing? |Group time |Group | | |coming to town |TC- santy | | | |8 |Break |TC(G – Its break time |Group time |Group | Evaluation: The Aim of this observation was to observe TC, a two year old girl every minute for eight minutes while she was doing group time in a creche setting. I carried out this observation to get a better understanding of her social development. I feel that I have achieved this aim very well and that TC is meeting her norms of development with her social development. In this Observation we see that TC is meeting her norms when she responds to the adult when she is asked what she wants to sing, she also shows that she is meeting her norms when she joins in when an adult sings, so according to flood (2010) as she is doing this she is meeting her norms of development. She is also meeting her norms when she says â€Å"its break time† as according to flood (2010) children at the age of two will ask for food. In this observation these are the only parts of the norms of development in social skills that we could observe, so we don’t know if she has developed any of the other norms as we can not assume she can do these things we have to see a if she is interacting with the group better. Summary: This observation shows that Tc is meeting most of her norms for her age. But I couldnt prove she is meeting them all. Observation: Emotional Development Event sample. Date: 10/12/12 Observation begins: 9:30 observation finished: 2: 30 |No |Time/date/place |Description of incident |Adult involvement |Provoked/un-provoked | |1 |9:00, 10/12 on couches in corner |TC takes toy of child 1. Child |Adult takes toy of TC and says |Un-provoked | | |of room |1 gets upset and cries |â€Å" C1 had that first† and hands | | | | | |toy back to C1 | | |2 |11:00 10/12 preschool room |TC is playing on mat, TC takes |Adult asks TC to give C1 back |Un-provoked | | | |toy of child 1 and wont give it|the toy by saying â€Å" can C1 have| | | | |back |her toy back please† | |3 |11:30 10/12 tables in preschool |TC is at tables doing puzzles, |Adults says to C1 â€Å" give that |Provoked | | |room |child 1 takes a piece of TC’s |piece back to TC that’s for her| | | | |puzzle and TC gets upset |jigsaw† | | |4 |1:00 10/12 table in preschool |TC is having dinner and child 1|Adult asks C1 to stop â€Å"tipping†|Provoked | | |room |is annoying her by tipping her |TC | | | | |on her arm. TC says â€Å"stop† | | | |5 |1:30 10/12 Library space |Child 1 takes book of TC and TC|Adult Asks C1 â€Å"to give her back|Provoked | | |preschool room. |tur ns to wall and starts |the book† and gives book back | | | | |crying. to TC | | |6 |2:00 10/12 library space |TC then grabs book of child 1 |Adults Takes Book back of TC |Un-provoked | | |preschool room |and wont give book back |and hands to C1 | | |7 |2:30 story-time mat preschool |Child 1 pushes TC out of way so|Adults tells C1 to say â€Å"sorry |provoked | | |room |that she can sit at the front |to Tc† | | | | |of mat. | | | Evaluation: The aim of this observation was to observe TC, a 2 year old girl while she was in the creche setting to get a better understanding of her emotional development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development in terms of her emotional development. This observation shows that TC is meeting her norms of development as she shows extreme behavioral changes as she takes toys of other children but gets upset when children take things off her. According to flood (2010) this is the way a child at the age of two will carry on. This observation also shows that according to flood (2010) a child at the age of two have little concept of sharing this is why TC took the toy off the other child. Flood(2010) also says that children at the age of two doesn’t understand teasing this is why TC gets upset and mad when child 1 is tipping her whilst TC is having her dinner. According to bruner at child at 2 Should be able to â€Å"able to eat with a spoon and fork† TC shows she can do this. Personal Learning: I learned when doing this observation that you have to let children misbehavior for them to learn †¢ I also learned that children shouldn’t be put near another child that may upset or cause conflict with them. †¢ I also learned that you can sort out conflict that happens between children easily and as soon as it occurs. Recommendations for TC: I would recommend that the adults keep TC away from C1 if they keep getting into situations were they are annoying eachother. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gillmacmillian |Keys |TC – target child, A- adult G-group C- other child | |A(TC |Are uses ready? |G(A |Yes | |TC(A |What that (TC points to glue) | |A(TC |That’s glue | |TC(A |can we use that | |A(TC |yes one minute | |TC(G |Were using glue | |C(TC |Cool what you making | |TC(C |Lambs | |TC(C |What you making | |C(TC |Butterflies | |TC(C |Cool | |TC(G |Look at mine (TC holds up lamb) | |A(TC |That’s lovely | |TC(A |Thanks | |TC(C |I like yours | |C(T. C |I like that colour | |TC(C |Thanks | |TC(C |Luke what you making | |C(TC |Lamb like you | |TC(C |NAP (snap) | |A(G |Use having fun? | |G(A |Yeah | |TC(A |Can I make a butterfly now? |A(TC |Yes course you can | |TC(C |I making butterfly like you | |C(TC |We can be the same | |TC(C |Sure mines pink | |A(TC |When you finish your butterfly we are cleaning up ok | |TC(A |Oktaa | |TC(G |We Have to finish up soon | |G(A |nooooo | |A(G |Its break-time | |TC(A |Can we do it again | |A(TC |Yea later | |A(G |We have to clean up now. end of observation) | Language Development: date: 25/2/13 time: 11:00-11:10 Evaluation: The aim of this observation was to observe TC, A 2 Year old child for 10 minutes in a creche whilst she was taking part in a group activity to get a better understanding of the development of her language from the last time I observed her. I feel that TC has progressed in term of her language skills as she now talking clearer and is using more vocabulary As According to Flood (2010 a child at the age of 2 â€Å"uses 200 or more words. † Flood(2010) also claims that a child at the age of 2 â€Å"constantly pointing out an asking the names of people and objects. TC shows that she is meeting this norm when she asks the adult what the glue is. This also shows that TC has progressed since she was last observed as in the last observation she wasn’t asking much questions at all. According to Piaget † the vocabulary of a child is expanded and developed during this as they change from babies to toddlers† Tc shows that she has developed since the last observation as she is having a better conversation in this observation then she was in the last one. According to bowler a child at 2 should â€Å"let people know what they want using words†. TC shows this when she asks adult can she make a butterfly. Personal learning: From doing this observation I learned that children can progress and are always progressing as TC progressed since the last time I observed her. Recommendation for TC: I would recommend that the creche get TC to do more activities like this as in this activity TC was doing lots of interaction with the other chi ldren. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gillmacmillian Bowler P and Linke P, â€Å"Your Child from One to Ten†. Australian Council for Educational Research, Melbourne, Vic. 1996. Piaget, J. , Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul. Physical development: Checklist – gross Motor. Date:25 /2/13 Time: 11:00- 11:30 | |Yes |No |Comment |Date | |Runs safely. Confidence, |( | |T. C plays outside catch, T. C |23/11 | |avoiding obstacles | | |runs down towards caterpillar | | | | | |toy and avoids slide. | |Rides a trike, pushing it along |( | |TC is playing in the cars with |23/11 | |with the feet | | |the other children in yard. | | |Walks up and down stairs both |( | |Walked down step to go outside |23/11 | |feet to each step, holding wall | | |one step at a time. | | |Squats with ease. Rises without |( | |Plays sleeping bunny. Squats on |23/11 | |using hands | | |ground when saying â€Å" bunny | | | | | |sleeping but doesn’t sit on | | | | | |ground | | |Can climb up on furniture and |( | |Climbed up slide one foot at a |23/11 | |get down again | | |time. Holding onto rails with | | | | | |both hands going up. | | |Steers tricycle pushing along |( | |TC is playing in the cars in |23/11 | |with feet. | | |yard. | | |Able to manoeuvre large toys |( | |Pushes child along in toy car |23/11 | |with wheels | | |using both hands. | |Loves to pull along toys on | | |Not in observation | | |string | | | | | |Throws small ball over arm |( | |Playing ball game outside passes|23/11 | | | | |to another child. | | |Kicks a large ball |( | |Passes ball to other child |23/11 | Evaluation: The Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting doing an outdoor activity to get a better understanding of her physical development to see if she has developed since I last observed her. I feel that I have achieved this aim very well as TC is now meeting all her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body. In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows she’s meeting the norms according to flood when she pushes a child in the toy car around the yard. TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development. According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldn’t observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of development in her gross motor skills as she carried out the tasks I set out for her to her full potential. TC Also shows that she is meeting her norms as she shows that she can Rides a trike, pushing it along with the feet as according to flood(2010) she should be doing this at the age of 2 Years also TC shows that she is meeting her norms as she shows that she can Steer a tricycle pushing along with feet. Personal learning: †¢ I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. †¢ I also learned that at such a young age those children have good physical strength eg. TC could push the younger child around in the toy car †¢ I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. C I Recommend that the creche do more outdoor activities with them so that TC can keep developing her norms. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gillmacmillian Social development: flow chart- narrative Date:25/2/13 Time: 9:00-12:00 TC entered the creche and went straight over to the table to get toast and juice. TC sat down beside another child and said â€Å"hi† she then turned around to the adult and said â€Å"can I have some toast† The adult replyed â€Å"yes† and handed Tc some Toast. After her toast TC went over to the library counter and sat alongside another child and read a book. TC and the other child were reading the book aloud and swapping book after they had each book read. After the library counter TC went over to the home corner with two other children and pretending to cook them lunch at the kitchen asking â€Å"what would you like for lunch† TC then told the children that this is what her mammy uses to make her dinner. After this TC went over onto the mat and sang nursery rhymes with all the other children and held hands when going around in the circle. TC then went back over to the table where she was going to have her break and asked the adult could she sit beside Lauren and luke. The adult said she could so she said beside them. TC then asked could she be the helper to give the children out there lunches and the adult let her. TC then went around giving all the children their lunches and talking to them. After Break TC went and got her coat on as she was going outside to do and outdoor activity TC stood in the line beside Lauren holding her hand singing â€Å"if your happy and you know it† song. TC then went outside with the other children and stood against the wall watching the adult demonstrating the activity. TC then got in a line behind the other children and waited her turn to do activity. After Activity was done TC went back inside as all the children were and went over and took a sit beside another child as they were making mother days cards TC asked all the children † what colours they were using† after the activity as done it was TC home time so she got up of her chair and said â€Å"bye† to everyone and went to the door to go home. (see flow chart) Evaluation: In this observation we see that TC has progressed since the last time that she observed as she in now interacting with the children more. We see this when TC is sitting next to â€Å"Lauren and luke† and she is taking to them in the last social observation TC was mainly just joining in on what the group was doing she wasnt making her own conversation with the children. According to the Piaget a child at the age of 2 should â€Å"Initiate play activities† TC shows she can do this when she join in indoor and outdoor activities. Also according to Piaget a child at the age of two â€Å"Demonstrate personal preferences about toys, food, and activities† TC show she does this when she pretends to make food for the other children. According to bowler a child at 2 should â€Å"2- 3 year olds love simple picture books with familiar things and simple stories. Read aloud to them and talk about the pictures† TC shows that she can do this when she reads the book at library corner. Summary: In this observation it shows that Tc has developed since the last time i observed her. Recommends: I would recommend that the creche workers keep getting TC involved in activity to make her interact even more with the other children. References: Bowler P and Linke P, â€Å"Your Child from One to Ten†. Australian Council for Educational Research, Melbourne, Vic. 1996. Piaget, J. , Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul. How to cite Child Deve, Essay examples

Art and Architecture of Michelangelo’s David †MyAssignmenthelp.com

Question: Discuss about the Art and Architecture of Michelangelos David. Answer: Rational engagement with Michelangelos David allows the viewer to effectively engage with and fully understand this work of art. Introduction The rational engagement with art enables the spectators to see the art work under the internal light of harmonious spirit. The rational use of art offers an organic and temporary service that satisfies the eternal thirst. Bacon compared rationalists with spiders that spin all out of their own substance (Bacon 2014). However there is a contradiction between the aesthetics of art with the rational appreciation. The aesthetics welcomes the perception based sensitive cognition; the word aesthetic comes from a Greek word aisthetos that means perceptible and sensitive. Rational Engagement in the light of Post modernist Philosophies While discussing the philosophy of art, Baumgarten explains that when knowledge is concerned it is the rational one that holds much higher position than emotional one (Nakamura 2014). Philosopher Immanuel Kant suggested that viewers judgment towards a work of art generally is subjective and the whether a piece of art is beautiful is primarily the viewers subjective experience (Benot 2016). However it is not just the subjective feeling there is also rational engagement embedded. Animals lack this rational engagement with any object. Descartes suggested that the senses could not be subordinated to the intellect if the rationale is not provided (Vibbert 2013). Rational Engagement with David The rational engagement is the engagement with a work of art beyond emotional involvement or appreciation. The viewer develops his or her understanding based on the logic and reason behind the work of art. The middle ages of art did not have the rationalism from the historical perspective and it was more prone towards expressionism. According to the Story of Art the feelings were valued more than logic during the Middle Ages (Gombrich 2014). However the Medieval Greek architecture valued and incorporated more the ancient mathematical principles and at the later stage of the period the reasons started to reflect upon the work of other painters. In Giottos fresco painting the perspective painting techniques got coupled with depth cueing (Lubow 2015). Another painter Masaccio directly combined strict mathematics rules with perspective paintings. Brunelleschi applied linear perspective theory in the architectural art where he amalgamated Gothic style with classical building structures. T he renaissance painting and idealism came under light again in the work of Michelangelo. David demonstrates the application of reason with the reflection of expression of ideas rather than emotion. The Historical Perspective Michelangelos David was created in 1504 that is displayed in the Florence public square. The marble made most recognized sculpture in the world is 135 tall and depicts David waiting for a battle with a stone in his hand (Italianrenaissance.org 2013). David is an example of art where one can find the value of individual human being, physical beauty, rationalism and Greco-Roman influences. The original concept of David is influenced from the biblical story of David, where he did not use his strength directly to defeat Goliath but he thought and planned to use a better stone. David is a nude muscular man whose veins are visible as he is holding a stone firmly. The statute was meant to be placed at the roof of Florence Cathedral, but it is too heavy to be placed there. Davids hands and head are larger than the rest of the body and that is because the viewers were supposed to see this high up. The asymmetrical arrangement or the contrapposto reflects in the artists representing Davids lef t leg as that is also bigger than the right one. The depiction of human figure followed the reasoning of body postures as Michelangelo wanted to perfectly present Davids stance through his bodily gesture. David has put his body weight on the right leg and left leg is resting and this leads to his right hip positions bit higher than the left hip. Because of his stance his torso is bit curvy and his left shoulder is bit higher than his right shoulder. Two Davids One can compare Donatellos bronze made David with Michelangelos marble David to highlight the differences. The basic difference would be the Donatellos David is muscular and manly and without the associated biblical objects like Goliaths head or the sword (ItalianRenaissance.org 2013). Scale wise Michelangelos David is way larger than the other one but that does not make it a giant which his enemy is. Michelangelos David is depicted as he is about to start the battle where Donatellos one has already defeated the giant. The physical presence of David immediately presents the symbolical representation of heroic courage. Michelangelo appropriately depicted the idea of power of spiritual strength to be higher than the arm power through the exact bodily gestures. The Christian and Modernist theory both are rejected are rejected as he does not represent David neither as a giant nor as a victim rather his David is courageous noble man. The statue has a special historical significance as jus t before the statue was completed Florentines won a war against Medicis and held David as the symbol of their heroic act (Paoletti 2015). Conclusion The rational engagement with art enables the viewers with the power of appreciating the subtleties and complexities of art (Dominiczak 2017). The rational engagement contradicts the popular belief that beauty lies in the beholders eyes. When the viewer or critic is truly appreciating the art he needs to differentiate his own theory of beauty from the arts integrity of style and form. In the modern world the viewers engage with the arts on a superficial level mainly guided by their gut feelings. In order to judge the true art it is necessary to build up a sense of reasoning. The rational engagement with David explores many nuances of logical calculations, historical interventions and artistic elements. It highlights the artists knowledge and stance and the viewer gathers knowledge and reapplies those in interpreting the art. Without the rational engagement the statue of David is just a beautiful work of art but the in depth rational engagement helps the viewer to discover all the minu te details and subtleties that makes this art more than just a beautiful figure. References "Donatello's David Italianrenaissance.Org". 2017.Italianrenaissance.Org. https://www.italianrenaissance.org/donatellos-david/ Bacon, Francis. "Analogy, Metaphor, and Pattern."The Art of Social Theory(2014): 80. Benot, Gerald. "The beautifulin information: thoughts about visual literacy and aesthetics."Journal of Visual Literacy35, no. 1 (2016): 60-78. Dominiczak, Marek H. "Michelangelo: The Ingredients of Greatness."Clinical Chemistry63, no. 10 (2017): 1665-1667. Gombrich, Ernst HJ. "Idea in the Theory of Art: Philosophy or Rhetoric?."Daphnet Digital Library1, no. 1 (2014). Lubow, R. E. "Giotto's applications of embodied perception: Lateral and vertical dimensions of space."Laterality: Asymmetries of Body, Brain and Cognition20, no. 6 (2015): 642-657. Nakamura, Tomoe. "The Cognitive and Ethical Scope of Confusion in Baumgarten's Aesthetics."Philosophica44 (2014): 27-46. Paoletti, John T.Michelangelo's David: Florentine history and civic identity. Cambridge University Press, 2015. Vibbert, Charles Bruce. "The Perception of Movement in the Philosophies of Descartes and Bergson."The American Philosophical Association Centennial Series(2013): 313-325.

The Man Of A Million Faces Essays - English-language Films

The Man Of A Million Faces ?The Man of a Million Faces? Jim Carrey is a man who excels at the field of comedy and acting. The reason that he excels is that he is very down to earth, his personality personifies how a lot of teenagers act and feel today, and he is extremely popular. James Eugene Carrey seems to be one of the most down to earth people that you will ever see on television. Whether it is on the Tonight Show or Entertainment Tonight, Jim can turn any dull moment into something comedic. When I was recently reading about him I found out that although he is a superstar he enjoys many of the same things that us ?regular people? like. For example Jim's favorite kind of food is sandwiches, chips, and a little bowl of ice cream for dessert. He really is not in to the whole glamorous celebrity thing. He enjoys the simple things in life. I also learned that Jim loves cartoons and his favorite character is Deputy Dog. Jim also wears something that a lot of men and women wear, Fruit of the Loom underwear. According to my reading they are the undergarments of choice for a lot of celebrities. Finally, and I think this is more than anyone needs to know, Jim prefers Charmin toilet paper. I do not know why anyone would really care about this but it was listed as a fact about him. Another reason that he is so good at what he does is that he acts just like the kids that are watching his movies. After a Jim Carrey movie is released I suggest that you listen to a few conversations among teenagers. You are almost assured the latest Jim Carrey quote, and you can be sure that an impersonation is not far behind. There is just something about what he says that sticks in teenagers' minds. Something else that sets Jim apart from all the rest is his uncanny way of making faces. Sometimes you have to wonder if his jaw is dislocated. He can do things with his mouth no other human can accomplish. It is unbelievable. I think that the biggest reason that he is so well liked is his performance in ?Ace Ventura; Pet Detective?. He did something that a lot of teenagers and adults wish they could do. He talked to his bus through his ?behind?. Most employees feel like doing that at least once a week, if not more. The last reason that he excels is the demand to have him in movies and to appear at your function, whatever it may be. For example recently he appeared on the MTV Video Music Awards. Jim has nothing to do with music, but is name alone as a headliner could have been the cause of the huge crowd. His presence in a movie can literally make or break it. He has starred in the blockbusters, Ace Ventura, Dumb and Dumber, The Truman Show, Man on the Moon, and the upcoming How the Grinch Stole Christmas. Since 1982 Carrey has starred in 20 movies and numerous television shows. He also has won and been nominated for many awards. So as you can see Jim Carrey is a very good actor and comedian. He is in high demand and is loved by many.

Strossen a Strong or Weak Argument Essays

Strossen a Strong or Weak Argument Essays Strossen a Strong or Weak Argument Essay Strossen a Strong or Weak Argument Essay The title of Strossens essay, Sexual Speech and the Law, is simultaneously indicative and of the issues discussed in the article (and the substance of Strossens   thesis) and   obfuscatory regarding the   essential conclusions forwarded by Strossen in her essay. While Strossen, indeed, places emphasis in her discussion on the ramifications of sexually connotative free speech and expression or the censorship thereof by federal courts or other government institutions, the article, when taken as a whole, relates more appropriately to the issue of free speech itself; most specifically, the concept of bad tendencies in free speech as defined by the United States Supreme Court.Strossens thesis is fairly simple: the maintenance of liberal free speech standards will lead to the healthy social absorption of pornography much more efficaciously than suppression of pornography, under MacDworkinism, which Strossen argues   would ultimately lead to a slippery slope of legislation and court -rulings destined to undermine all institutions of free speech which, in turn, would lead to the disastrous erosion of the democratic principles on which America was, itself, founded. Strossens argument appears well reasoned and persuasive; however,   it is in many ways specious and suffers from examples of logical fallacy, most notably those which pertain to slippery slope, false dilemma, and post-hoc (or doubtful case) elements of rhetoric and argument.Throughout the essay, Strossen forwards what are seemingly valid and well-reasoned points; however, she often obscures the most important of these points by way of weak argument and rhetoric which suffers from traditional logical fallacies. Her argument, taken in total, is largely founded   on a slippery slope fallacy, one which pertains to domino effect erosion of free speech institutions based on admission of any form of censorship of pornographic free speech. Strossen also invokes a number of unsupported claims in her essay, notably the root assumption at the essays opening that Americas Puritanical heritage has placed an undue emphasis on sexual activity as an indication of personal morality. However appealing such a generalization may appear on the surface, the claim is entirely unsupported, here, and Strossens ensuing argument is deeply colored by this initial instance of weak argument and logical fallacy. This assumption can also be regarded as an example of post-hoc fallacy in that Strossen is in effect saying: because America has an historical connection to Puritanism and Christianity, all Americans are sexually repressed and prudish.Strossens weak argumentative tendencies continue with her positing of   MacDworkinism as the primary counter-argument to her own ideas. This constitutes a straw-man fallacy in that Strossen fails to admit alternative counter-viewpoints to her own and instead allows her inquiry to devolve into a considered point-by-point demolition of MacDworkinism without bothering to define the MacDworkin doctrine by any standard other than those of potential negative consequences.   Rather than examining MacDworkinism as the central issue of the essay, Strossen utilizes the straw man technique to elevate her argument to more general, and less easily defined, issues: such as those of free speech itself.The entirety of Strossens thesis is predicated on the aforementioned domino theory that any suppression of free speech other than that which emerges from an issue of public safety will ultimately lead to suppression of free speech itself, without exception, which will undermine democracy.   In order to rebut the all-but-inevitable response to this slippery slope argument: the notion of nuanced or incremental controls over the dissimenation of free speech (rather than its censorship) are avoided by Strossen, who, instead batters away at MacDworkinism and in so doing commits another rhetorical fallacy, that of false dilemma.: there is merely a choice between Mac Dworkinism or free speech and nothing in-between.Although Strossens assertion that control of free speech based on the Supreme Courts ruling involving bad tendencies would ultimately lead to the suppression of all free speech is emotionally   fluent, her logical and rhetorical strategies actually do more to undermine the validity of her assertions than to elucidate them in many instances. Though Strossen attempts to   draw a direct connection between free-speech controls involving pornography and larger issues of civil liberties, her argument is based almost solely on the straw man and slippery slope concepts of MacDworkinism and the erosion of civil liberties. She states explicitly that if MacDworkinism should prevail in the courts, it would jeopardize all of the foregoing free-speech precedents and principles. (Strossen 464) .Strossens fairly thorough examination of the Brandenberg V. Ohio Supreme Court Case and its ultimate resolution offers one of the most well-reasoned and persuasive sections of the essay. For this particular element of her argument, Strossen should be credited with presenting a compelling and adequately substantiated constitutionally based argument for   the present day interpretation of   the bad tendency paradigm.   However, her conclusion, that modern feminist are, indeed, seeking a return to the now-discredited bad tendency paradigm is an instance of oversimplification. In point of fact, there is nothing to suggest that a future Supreme Court interpretation of inciteful speech or even of the bad tendency paradigm would lead to the specific events Strossen cites from the past or for the specific events Strossen posits as likely outcomes in the future should such legislative and judicial interpretations are admitted. It is of course useful to look to historical precedent for contemporary interpretations of law and even of   social norms; however, the nightmarish scenario which Strossen extrapolates from her otherwise co gent study of specific case-histories in the Supreme Court is largely, if not wholly, unsubstantiated.By resorting to logical and rhetorical fallacies in the midst of an otherwise well-reasoned and well-researched essay, Strossen not only undermines her own political and social points, she obscures them which results in a weak presentation of her thesis and its ensuing conclusions. By resorting to the use of the straw man, slippery slope, Post Hoc, and oversimplification, among the other fallacies which have been cited above, Strossen allows her potential reader to engage emotionally with her argument but not consistently rationally. Because the nature of the argument is, itself, based at least partially on the emotional resonance and volatility of the issue of free-speech itself, Strossen undermines her most poignant and meaningful points relevant to the issues of censorship and pornography and reduces what might have been eloquently stated principles to fallacies.Perhaps the most compelling element of Strossens argument is that idea that free speech is, itself, the best measure against the misogynistic and offensive nature of pornographic free speech. her positing of the idea that the guarantee of free speech for women and feminists would be more efficacious in the long run than censorship of pornography, is a deeply appealing and intensely provocative idea. Unfortunately, it, like many of Strossens other points in thee essay, is delivered without evidence or example, so it is both a generalization and and unsupported claim. Strossen, overall, presents a compelling argument,but one which is obfuscated behind her unfortunate choice of and rhetorical strategies.;

Using Dryer Sheets on Your Car

Using Dryer Sheets on Your Car Did you know dryer sheets can make or break your cars finish? In some cases, they can really help you out. Mostly, however, you want to avoid putting your detailing cloths in the dryer with a dryer sheet or fabric softener. Sometimes Useful You can dampen a dryer sheet and rub it on your car to help remove dead bugs, particularly love bugs that embed in your finish. The dryer sheet trick also helps if you need to get at tar or sap. Just keep in mind that the reason this works is that the chemicals in the dryer sheet dissolve the vehicles finish. Its better than scrubbing, potentially scratching your car, but youll need to reapply wax to restore your shine and protect against future bugs and grime. Sometimes Dangerous Generally, keep dryer sheets away from your detailing cloths because the chemical residue will make it harder to get a showroom shine. If you used fabric softener or dryer sheets, youre basically fighting the chemical on your cloth to get a smooth finish. Dryer sheets are great for metal bumpers, but even there, a protective finish will serve you better in the long run. So while dryer sheets are definitely a great option for detailing your car, remember that you will have to reapply the finish when youre done with them. Just be aware of how they impact your cars finish, and you can use them to their fullest advantage.

Creating Shared Value Project Essay Example | Topics and Well Written Essays - 1000 words

Creating Shared Value Project - Essay Example In the past few decades, sustainable nutrition was proposed, with a dietary recommendation that would lead to healthier consumers. However, little attention has been paid to sustainable nutrition. With the growing academic knowledge on the environmental and eco-system degradation, renewed attention has been directed towards sustainability, particularly in our diets. Thus, the society has acknowledged that sustainable principles for nutrition are urgently needed to address nutrition and food security. Ensuring sustainable diets require the development of strategies and policies towards sustainable food production and consumption. Addressing nutrition needs of the rapid growing population, food systems have under transformation toward more efficient ways of utilizing the resources and effective food consumption methods. Currently, Food and Agriculture Organization (FAO) activities to ensure sustainable nutrition focus on food production, food consumption, and nutrition security. This will help in providing eco-friendly food recommendation to the consumers to understand what the requirements for an environmental sustainable food system are. Even though food is defined in the Millennium Ecosystem Assessment, nutrition is seldom dealt with to determine the nutrients contained in a whole diet. Nutrients and diets are essential, as ecosystem services to increase the awareness of nutrition as a concern for the environment, and to assist in improving and understanding the idea of sustainable diets (Hasler, 2000). Sustainable nutrition along with education policies is significant to the achievement of the goals of sustainable development. In addition, it acts as a link connecting the nutritional well-being of the individual and community. Sustainable nutrition can also address the consumption of food with lower water and carbon. It can also promote the utilization of food biodiversity such as traditional and local foods with more nutritional rich

Why did presidents Ford and Carter lose public confidence Essay

Why did presidents Ford and Carter lose public confidence - Essay Example The main intention of the pardon by President Ford was to move on from the Watergate scandal (Greene, 276-283). However, the people had a different view as they felt this was just an everyday political move. On the other hand, Carter campaigned with the promise of honesty to the citizens, which was well accepted at first and gained him the presidential position. However, his leadership was poorly reflected by his inability Another reason why President Ford was unable to gain the confidence of the people is that he inherited the economic problems from Nixon’s era, and was also incapable of restoring economic stability in the country. The inflation continued to rise along with the level of unemployment (Greene, 276-283). Furthermore, there was an increment in the interest and regardless of the reduction in taxes; the people were still economically unstable. There was also problems in the foreign interests of the country as in Vietnam the North significantly defeated the South. As mentioned above, Carter gained the confidence of the people through his campaign policy of honesty (Rosenbaum, 331-337). However, there was still an economic crisis in the country. In the addition, there was also a rise in the oil costs which further worsened the situation. Carter made some progress in the form of pioneering many peace treaties; however, we failed to fix the Iranian hostage problem (Rosenbaum, 331-337). There were American hostages that were captured by Islamic terrorists in Iran, and Carter failed to free them, which led to the loss of confidence from the people. Hence, the reason the two presidents lost the confidence of the people is that they unable to resolve the pertaining situations that were affecting the country such as the economy and the high levels of unemployment. In addition, some of the decision making was poor by both presidents, for example, the pardoning of Nixon by Ford when he

It Is Difficult to Remain a Bystander in the Face of Conflict. Discuss. Essay Example for Free

It Is Difficult to Remain a Bystander in the Face of Conflict. Discuss. Essay It is difficult to remain a bystander in the face of conflict. discuss. In any discussion of conflict it is important to consider the many types of conflict that can be experienced and the likelihood of remaining aloof from the ideological, emotional, physical, moral and spiritual dimensions of conflict. Conflict in general can be found in all of human history and in its reflection in art, poetry, literature and in the everyday experience of humanity. Moral dilemmas, property and border disputes, lovers’ spats, sibling rivalry, broken hearts, jealousy, envy and lust for power. The list is long, many people have sought to find a way to remain neutral but are inevitably drawn into conflict compelled by conscience, desire or belief, or are swept up in conflict as just collateral damage. By definition a bystander is a person present at an event or incident but does not take part. Conflict can show its face in many forms. But it’s not the nature of the conflict that can draw people from the sidelines; it can be the situation the person is faced with and completely reliant on the belief they hold and their moral constitution. A common real life example is when you pass a mugging in progress. You’re faced with a dilemma, to either help the stranger and risk physical harm to yourself or leave the stranger to his fate and remain safe yourself. It is not the situation of conflict that pulls onlookers into the fray, but the strength of an individuals will that plays the main role in whether one becomes a martyr for a cause or cowers. Galileo is faced with a similar situation where he is troubled by a spiritual and strong moral conflict where he must choose between science or faith. It was difficult for Galileo to remain a bystander, the inquisitive nature and the constant drive to seek the truth of how the celestial satellites behave given to him by Bertolt Brecht. Brecht used Galileo as a tool to illustrate that a man with passion can find it difficult to remain a bystander in the face of conflict â€Å"unhappy is the land where heroes are needed† Galileo saw himself as that hero, plagued with the task of educating Italy and the world. This task he bestowed upon himself resulted in much dispute between the church’s teachings and Europe. Galileo is also shown as ‘only human’ a man of flesh and bloo d that â€Å"enjoys the pleasures of life† but when faced with the threat of physical torture he quails. He It may be true that a person with passion may be easily stirred to rise to the  challenge of a spiritual or moral debate but conflicts of a physical nature, such as open conflict or a battle between ideological beliefs allows little choice to the surrounding bystanders to remain uninvolved â€Å"sooner or later†¦one must take sides. If one is to remain human† in Vietnam war many people took sides but just as many were ignorant and unwilling to partake in the violence and ideological conflict that was raging throughout South-East Asia. As the red wave of communism swept south-west endangering the old colonial powers. It was as if a hornet’s nest was struck. War pulls people, unwillingly towards it, to feed itself and to grow. The peasants were hit the hardest in the Vietnam war. â€Å"You and your like are trying to make a war with the help of people who just arent interested. They dont want communism. They want enough rice, They dont want to be shot at. They want one day to be much the same as another.† The peasants were used as pawns, seen as cheap human shields and laborers. The communists used villages to hide â€Å"it’s no use†¦After every attack the Vietcong hide their weapon and disguise themselves as farmers† using them for their own protection and gain. Equally the French and the communist used them to harvest the rice fields. ‘For in war, food is more valuable than gold’. For the peasants they had little understanding of the battles that raged around them but their ignorance did not protect them from stray bullets or mortar explosions. The quiet American explores a wide range of conflicts from the physical realm of open conflict to the ideological. Graham Greene through the polar opposite characters of Pile and Fowler illustrates that remaining uninvolved and untouched by these two forms of conflict is impossible. Through the large difference between the two characters we can see that there is no specific type of person that becomes â€Å"engage† when conflict arises but it is human nature to become involved. Fowler with age and experience, made bitter by the world and human nature and proudly unbiased in his views towards the conflict around him and Pile with youth, inexperience and a gentle simplicity of human nature. The stark contrast is a metaphor of how anyone can be drawn into conflict, even without noticing in Fowlers case. Fowler was shocked into action by Piles simple mined motives of the bombing and the simplicity in which he saw it. â€Å"Innocence is a kind of insanity† and Piles insanity caused many to become involved. The matter in which one stays detached from internal conflict such as matters of love is much more complicated. History and literature is ripe with stories of, kingdoms falling, Machiavellian politicians and heroes prevailing in the name of ‘love’. The human race is obsessed with the idea of love, whether it be love for one’s country, for one’s friends or one’s wife or husband. It is difficult to remain aloof from the desire and the calling we all secretly crave. Phuong is an interesting case. She managed to remain relatively independent from the two men who were fighting for her hand. This might be due to the cultural differences in the belief of love and duty of a woman, â€Å"she doesn’t love like you or I† compared to the mindset of a western woman. Greene uses Phuong as a metaphor for Vietnam. A silent, fragile thing with Fowler representing the old Colonial powers such as France and England While Pile representing the new age of America. Both fighting for supremacy over her. It may be true that remaining a bys tander when one is confronted with conflict is challenging but it is not the conflict itself that is to blame. It is difficult to remain a bystander in the face of conflict, but not for every situation. Each situation of conflict has a host of factors at play such as the type of conflict as well at the person affronted. Whether it is by choice or involuntarily our world and society is based upon conflict and how we deal with it. It may be safe to remain a bystander when faced with conflict.

E-commerce Essay -- Business and Management Studies

E-commerce Explain what is meant by the term ‘E-commerce’. It is the conducting of business communication and transactions over networks and through computers. As most restrictively defined, electronic commerce is the buying and selling of goods and services, and the transfer of funds, through digital communications. However EC also includes all inter-company and intra-company functions (such as marketing, finance, manufacturing, selling, and negotiation) that enable commerce and use electronic mail, EDI, file transfer, fax, video conferencing, workflow, or interaction with a remote computer. Electronic commerce also includes buying and selling over the Web, electronic funds transfer, smart cards, digital cash (e.g. Mondex), and all other ways of doing business over digital networks. Assess the advantages and disadvantages of E- Commerce information systems. Both the consumer and the supplier of a product can benefit from when using Electronic Commerce many obvious advantages. The consumer can browse through a whole shopping mall from the comfort of his or her own home, and products can be purchased and delivered right to their home. E-Commerce removes the hassle of crowds and line-ups from the consumer's routine. The supplier has the advantage of keeping their store open twenty four hours a day, seven days a week - without having to hire the staff to maintain it which saves a lot of money which means they can focus on better prices for their products and greater profits. The Internet opens up the customer base widely, allowing many customers the opportunity to view their product. First, businesses can communicate with customers easily. The business can receive and send e-mails from/to customers. This allows customers to quickly get in contact with the business. This can also be done to suppliers is well. This means that the business will forge closer relationships with customers and suppliers. In addition, e-commerce allows customers to look at the businesses products from their home. This means that customers will be able to look or buy the product at any time rather than only when they go shopping. Also with the business being on the internet it will mean that that the business will be able to aim their will be easy to access and that more people can see their product. Moreover, it is said that trad... ... First, careful design of documentation will aid the prevention of unintentional errors in recording and processing. Besides, the accurate processing of a transaction document requires those responsible to carry out the organisation’s procedures correctly. These should be specified in a procedures manual. Furthermore, separation of functions is aimed at preventing fraud. If a single member of staff were to be in charge of carrying out all the procedures connected with a transaction then it would be possible, and might be tempting, for that person to create fraudulent transactions. When these functions are separated and placed in the hands of different individuals, fraud may still be tempting but will be less possible. A business relies on its personnel. So, personnel must be selected and trained effectively to ensure that they are competent to carry out the tasks required of them. Also, physical controls may be used as a preventive measure; avoiding illegal loss of assets such as cash is to exclude staff from unnecessary access to these assets. A range of physical controls may be used to prevent access – locks, safes, and stout doors are obvious methods.

Public Schools vs Private Schools Essay

Introduction Are private school students better than those in public schools? What are some of the factors that separate the quality of education received by the two groups of students? Controversy has in the past brewed over studies that have indicated that students in private schools perform better than those in public schools. This paper is therefore meant at an in-depth analysis of both the public and private stakeholders in the education system. The paper will focus on a study that reveals the strengths, weaknesses, opportunities and threats experienced by students going through both systems. The study employs a unique selection model that involve religious and non-religious in comparison to public schools. The study focuses on how these factors affect the selection of schools by individuals and what exactly make private schools attractive. The paper also evaluates measures that can be taken to ensure that both the public schools and the private schools offer the same quality of education. R esearch problem The competition between private and public schools has been ongoing for a long time. It is only with determining which one is better that we can establish who is better between private school students and public school students. Although research has been continuous for quite some time, it is impossible for anyway to state empirically that one system is better than the other. Similarly, there hasn’t been enough improvement in the educational sector despite the fact that recommendations have been made constantly as to how to try and equalize these systems. This therefore begs the question. How can the research be carried out in such a way that it highlights major issues in the educational sector that need to be addressed? The research is also supposed to bring to light an empirical way through which the quality of public school students can be measured against that of private school students. Human beings tend to be proud of institutions that they are affiliate to. That being said, conduction of an analysis of the system could be hindered by exaggeration or even false witness statements. Research questions and variables The study should allow for the comprehension of issues that lead to the rift between public and private schools. It should also allow for the answering of questions such as are private school students better than public school students? If so how different are they from public school student? Or rather, in what aspects do these students differ? The paper should also address the possibility of an intervention in the education sector so as to address the issues that demarcate the two institutions in terms of quality education. This should be able to create a lasting solution to the quality issue. Variables involved in this study include socioeconomic status, parental education, peer group characteristics and community support. Socioeconomic status This is commonly referred to as SES. This could affect education at the home level as well as the attitude towards education. The materials read at home could be very resourceful in improving the student’s intake of knowledge. Similarly, a good environment, one without parental quarrels, where all the basic human needs are met can ensure that the student can focus more on education. Availability of books and access to the internet is a major contributor to the learning process. These facilities are not available to all though and this could affect the quality of education. Socioeconomic status could also affect the attitude towards education making data collection during the research rather difficult. Parental education The level of education of the parents is also a variable in this study. Parents could influence their children to either, study hard and achieve as much as they did or to disregard education all the same. Parents with a lower education level are not able to monitor their children’s progress in school or even to determine if they are receiving quality education. This may lead to reduced standards in education. Parental education could affect the quality of a students work at school as well. Peer group characteristics The company that is to be found at a prospective school may without a doubt determine whether a parent considers the school for his/her child. Parents always want what is best for their children. The thought that negative behavior is quite common in public schools could be a negative aspect. This study should however establish whether this is true and find ways to mitigate the same. Community support The community does in a way regulate the activities of a learning institution. The community influences discipline and behavioral mannerism that are acceptable. This is a major variable since different communities could prefer different behavior. Importance and benefits of research This research could without a doubt be the elusive solution to the issues surrounding equality and equity in the educational sector. The research will also answer the unanswered questions like what factors make private and public school students different, whether the students are different or not as well as the question as to what can be done to ensure that there is a lasting solution to these issues. Research objectives The study and subsequently the research process, is meant to highlight issues that separate quality education provision between the public and private schools. It should also establish if at all public schools are better than private schools and vice versa. The research process will highlight areas where these two differ and find ways to resolve these issues creating a lasting solution to the issues that have plagued the educational sector for a very long time. This paper, with the focus on past studies, will also look at past recommendations and what has been done to put them into effect not to mention the results they have achieved so far. What challenges have been faced during the implementation process and how they can be remedied in the future are also questions meant to be answered in the study. Literature review The literature reviews in this paper has paid special emphasis on the choice of schools. The academic article has been tackled by David N. Figlio and Joe A. Stone. The ideas and measures stipulated in this article are as per stipulated by the two researchers. Their study is mainly aimed at comparing private and public schools. Several factors have been put into consideration. They include the performance, management of the school, the quality of the teaching process, class size and the facilities offered by the school. The writer of this article argue that private schools are more superior than public schools because the learners in private schools are more likely to successfully graduate from high school and get chances in colleges or universities. The proponents of this article can be criticized by the fact that public schools offer comparatively equal quality education. Also this article has used data from different private and public schools to understand the best school between private and public schools. This article has also placed a special emphasis on the unique difference that occurs between the public schools and private schools sponsored by the church. Reality stipulates that other factors apart from religion can influence the quality of education that can be provided. For example the writers of this research article should have considered factors such as the selection process. Perhaps the selection process used during the intake of private schools mainly focuses on bright students. The second article that has been tackled in this literature review a research that was done by The Center of Educational policy. The most unique thing with this research is that it recognizes that factors such as family background and the level of the school should be considered before making a comparison between any public and private schools. Also, a lot of studies that have been done in the past by scholars such as Hoffer, Coleman and Kilgore(1982) made conclusions th at private schools are incomparably better than public schools. It is important to consider other important aspects of family life during any study. The good thing about this research is that it did appreciate the fact that the difference in issues such as the family of origin can make a great difference in the performance of different students. Although this study has considered these factors, it is still vivid that there are other issues within their methodology that have made their conclusion that those public schools are better and private schools appear lame. They argue that public schools improve the value of students and help them to continue maintaining the spirit of their private school performance, but there are still others who whose performance indicate a dropping graph. The other article dealt with in the literature review is the comparison made between private schools, public schools and market schools done by Andrew J. Coulson. His paper focused on informally collected information and this is likely to be biased. Sometimes, the media can encode information that private schools are better than public schools so that they can only create a public opinion that private schools should be preferred to public schools. The strength found in this article is that the information used is data that has been collected from various parts of this world such as Chile, Thailand, India, Nigeria and Indonesia among other countries. The Educational Next JournaL IS the last article of the literature review in this proposal. The author of this articl e is known as Elena Llaudet and Paul E. Peterson. This journal was written on winter 2007. They used NCES model that used to infer to a student’s background during the study and comparison of family backgrounds to identify incidences of poverty in families. They argued that the use of this model would help to identify the strengths of both private and public schools considering that the factor of poverty should be held constant. They also analyzed the number of students who had language difficulties and researched to see the language used in their homes. The writers of this article should have considered to analyze other factors that are likely to affect a student’s performance apart from their backgrounds. Research design The research design of this particular study is mainly based on the understanding that a lot of comparison and analysis should be done in order to be able to answer the research problem. This research will be carried out by the use of field interviews, questionnaires and other methods that will be found workable at that time. To ensure that all possible comparison is made, the researcher will ensure that they make a list of Ten public school and ten Private schools to compare several variables about them. The main area of comparison is the academic performance, but other factors that are likely to affect academic performance will also be considered. These factors include; facilities, human resource, discipline and the environment among other vital factors. Data collection methodology The data collection methodology of this research proposal is aimed at collecting data from students, teachers, the ministry of education and its departments together with youth correction institutions. Correctional Institutions for the youth will be very resourceful to help us to understand the rate of school truancy between the population from the public and the private schools. The data should be collected by means of questionnaires, interviews, as well as hypothesis. The questionnaire should also be aimed at helping the researcher to understand how students feel about being in a public or private schools. Other possible questions include; Do you think you would perform better if you were in a private school? Or Do you think that you would add more value in private or public school? If you were given a chance to rate the facilities of your school out of ten, what value would you give? Also, the interviews will be conducted to students in school (both private and public), teachers, Heads of various school departments and the parents too. Expected results When family background is taken into account, the following results are expected from the research; First and foremost, young adults whose education was at private schools are likely no to be engaged in civic activities compared to young adults whose education was at public schools that are known to have limited resources and traditional ways of education. Also, when the population of young adults who schooled in private schools is compared to those who schooled in public schools, it is clear and vivid that those people who attended traditional public high schools are more satisfied with their jobs compared to the others who schooled in private schools. The performance of students in public schools is also expected to be better than those in private schools considering that they are trained to be more independent. Finally the people who are more likely to attend college are those in public schools and not private schools. Generally, these expectations are meant to reveal that the peo ple in private schools neither receive short term nor long-term academic advantages. Conclusion In conclusion, it is unequivocally vivid that to understand the differences and uniqueness of both public and private schools, a lot of analysis has to be done. This research is only a proposal of a lot of work which is in the offing to try and answer the research question. Public schools have various shortcomings and strengths at the same time. In the same way, private schools also have their uniqueness and shortcomings too. References Andrew J. Coulson, Routledge Taylor and Francis Group, (2009) Comparing Public, Private, and Market Schools: The International Evidence, Journal of School Choice Coleman, J. S., Hoffer, T., & Kilgore, S. (1981). Public and private schools. Washington, D.C.?: National Center for Education Statistics :. Coleman, J. S., Hoffer, T., & Kilgore, S. (1982). High school achievement: public, Catholic, and private schools compared. New York: Basic Books. David N. Figlio, School Choice and Student Performance: Are Private Schools Really Better?, , September 1997 Elena Llaudet, Paul E. Peterson, The NCES Private-Public School Study, Winter 2007/Vol. 7/NO.1 Hoxby, C. M. (1994). Do private schools provide competition for public schools?. Cambridge, MA: National Bureau of Economic Research. Mendelssohn, J. (2007). Which school?: beyond public vs private. North Melbourne: Pluto Press.

Cry of Sodom

As indicated in the first part of the article, Nicholas Sensions settled in Connecticut in 1640 (Richard Godbeer, 1995). Eventually he established good relations in the community, since it was also stated that he settled down five years later, and founded a profitable enterprise in the community (Godbeer, 1995). At first glance, nothing outstanding seems to elevate itself from the norm.But what is empahtaically pointed out are the episodes of attempted attacks of Sensions against the male folk in the community for the act of sodomy (Godbeer, 1995). Apparently, the advances by Sensions were no isolated case, as the witnesses aver that the attempts were done over a 30-year span (Godbeer, 1995). What can be seen from the article? What draws one immediately is the topic itself, of a man attempting to have deviant sex with men in the community.But if one were to dig deeper, one could surmise the fact that people such as Sensions can lurk in one’s community virtually unnoticed. In t oday’s society, people are unaware that a sexual predator has invaded their communities with nary any notice. People such as Sensions have gotten too ensconced in the community that their real motivation in the area will go unnoticed until such attacks occur.People can hide under the cloak of â€Å"acceptability† then proceed to launch their nefarious acts against the very community that accepted them. The propensity of the act then by Sensions drew such an outburst that the court did not have a hard time to locate witnesses (Godbeer, 1995). In the same way, today’s society should also respond in like kind when these predators come into our communities. Reference Godbeer, R. (1995). The Cry of Sodom: discourse, intercourse, and desire in colonial New England. The William and Mary Quarterly

Race and Ethnicity in Sociology

Race and Ethnicity in Sociology The sociology of race and ethnicity is a large and vibrant subfield within sociology in which researchers and theorists focus on the ways that social, political, and economic relations interact with race and ethnicity in a given society, region, or community. Topics and methods in this subfield are wide-ranging, and the development of the field dates back to the early 20th century. Introduction to the Subfield The sociology of race and ethnicity began to take shape in the late 19th century. The American sociologist W.E.B. Du Bois, who was the first African American to earn a Ph.D. at Harvard, is credited with pioneering the subfield within the United States with his famous and still widely taught books The Souls of Black Folk  and Black Reconstruction. However, the subfield today differs greatly from its early stages. When early American sociologists focused on race and ethnicity, du Bois excepted, they tended to focus on the concepts of integration, acculturation, and assimilation, in keeping with the view of the U.S. as a melting pot into which difference should be absorbed. Concerns during the early 20th century were for teaching those who differed visually, culturally, or linguistically from the white  Anglo-Saxon norms how to think, speak, and act in accordance with them. This approach to studying race and ethnicity framed those who were not white Anglo-Saxon as problems that needed to be solved  and was directed primarily by sociologists who were white men from middle to upper-class families. As more people of color and women became social scientists throughout the twentieth century, they created and developed theoretical perspectives that differed from the normative approach in sociology, and crafted research from different standpoints that shifted the analytic focus from particular populations to social relations and the social system. Today, sociologists within the subfield of race and ethnicity focus on areas including racial and ethnic identities, social relations and interactions within and across racial and ethnic lines, racial and ethnic stratification and segregation, culture and worldview and how these relate to race, and power and inequality relative to majority and minority statuses in society. But, before we learn more about this subfield, its important to have a clear understanding of how sociologists define race and ethnicity. How Sociologists Define Race and Ethnicity Most readers have an understanding of what race is and means in U.S. society. Race refers to how we categorize people by skin color and phenotype- certain physical facial features that are shared to a certain degree by a given group. Common racial categories that most people would recognize in the U.S. include Black, white, Asian, Latino, and American Indian. But the tricky bit is that there is absolutely no biological determinant of race. Instead, sociologists recognize that our idea of race and racial categories are social constructs that are unstable and shifting, and that can be seen to have changed over time in relation to historical and political events. We also recognize race as defined in large part by context. Black means something different in the U.S. versus Brazil versus India, for example, and this difference in meaning manifests in real differences in social experience. Ethnicity is likely a bit more difficult to explain for most people. Unlike race, which is primarily seen and understood on the basis of skin color and phenotype, ethnicity does not necessarily provide visual cues. Instead, it is based on a shared common culture, including elements like language, religion, art, music, and literature,  and norms, customs, practices, and history.  An ethnic group does not exist simply because of the common national or cultural origins of the group, however. They develop because of their unique historical and social experiences, which become the basis for the group’s ethnic identity. For example, prior to immigration to the U.S., Italians did not think of themselves as a distinct group with common interests and experiences. However, the process of immigration and the experiences they faced as a group in their new homeland, including  discrimination, created a new ethnic identity. Within a racial group, there can be several ethnic groups. For example, a white American might identify as part of a variety of ethnic groups including German American, Polish American, and Irish American, among others. Other examples of ethnic groups within the U.S. include and are not limited to Creole, Caribbean Americans, Mexican Americans, and  Arab Americans. Key Concepts and Theories of Race and Ethnicity Early American sociologist W.E.B. du Bois offered one of the most important and lasting theoretical contributions to the sociology of race and ethnicity when he presented the concept of double-consciousness in  The Souls of Black Folk. This concept refers to the way in which people of color in predominantly white societies and spaces and ethnic minorities have the experience of seeing themselves through their own eyes, but also of seeing themselves as other through the eyes of the white majority. This results in a conflicting and often distressing experience of the process of identity formation.Racial formation theory, developed by sociologists Howard Winant and Michael Omi, frames race as an unstable, ever-evolving social construct that is tied to historical and political events. They assert that differing racial projects that seek to define race and racial categories are engaged in constant competition to give the dominant meaning to race. Their theory illuminates how race has be en and continues to be a politically contested social construct, upon which is granted access to rights, resources, and power. The theory of systemic racism, developed by sociologist Joe Feagin, is an important and widely used theory of race and racism that has gained particular traction since the rise of the BlackLivesMatter movement. Feagins theory, rooted in historical documentation, asserts that racism was built into the very foundation of U.S. society and that it now exists within every aspect of society. Connecting economic wealth and impoverishment, politics and disenfranchisement, racism within institutions like schools and media, to racist assumptions and ideas, Feagins theory is a roadmap for understanding the origins of racism in the U.S., how it operates today, and what anti-racist activists can do to combat it.Initially articulated by legal scholar Kimberlà © Williams Crenshaw, the concept of intersectionality would become a cornerstone of the theory of sociologist Patricia Hill Collins, and an important theoretical concept of all sociological approaches to race and ethnicity within the academy today. The concept refers to the necessity of considering the different social categories and forces that race interacts with as people experience the world, including but not limited to gender, economic class, sexuality, culture, ethnicity, and ability. Research Topics Sociologists of race and ethnicity study just about anything one could imagine, but some core topics within the subfield include the following. How race and ethnicity shape the process of identity formation for individuals and communities, like for example the complicated process of creating a racial identity as a mixed-race person.How racism manifests in everyday life and shapes ones life trajectory. For example, how racial biases affect student-teacher interaction from elementary school to university and graduate school, and how skin color affects perceived intelligence.The relationship between race and the police and the criminal justice system, including how race and racism affect policing tactics and arrest rates, sentencing, incarceration rates, and life after parole. In 2014, many sociologists came together to create The Ferguson Syllabus, which is a reading list and teaching tool for understanding the long history and contemporary aspects of these issues.The long history and contemporary problem of residential segregation, and how this affects  everything from family wealth, economic well-being, education, access t o healthy food, and health. Since the 1980s,  whiteness has been an important topic of study within the sociology of race and ethnicity. Up until that point, it was largely neglected academically  because it was simply seen as the norm against which difference was measured. Thanks largely to scholar Peggy McIntosh, who helped people understand the concept of white privilege, what it means to be white, who can be considered white, and how whiteness fits within the social structure is a vibrant topic of study. The sociology of race and ethnicity is a vibrant subfield that hosts a wealth and diversity of research and theory. The  American Sociological Association  even has a webpage devoted to it. Updated  by Nicki Lisa Cole, Ph.D.

Types of Sampling Designs Used in Sociology

Types of Sampling Designs Used in Sociology Since its rarely possible to study an entire population of focus, researchers use samples when they seek to collect data and answer research questions. A sample is simply a subset of the population being studied; it represents the larger population and is used to draw inferences about that population. Sociologists typically use two sampling techniques: those based on probability and those that are not. They can generate different kinds of samples using both techniques. Non-Probability Sampling Techniques The non-probability model is a technique in which samples are gathered in a way that does not give all individuals in a population equal chances of being selected. While choosing a non-probability method could result in biased data or a limited ability to make general inferences based on the findings, there are also many situations in which choosing this kind of sampling technique is the best choice for the particular research question or the stage of research. Four kinds of samples may be created with the non-probability model. Reliance on Available Subjects Relying on available subjects is a risky model that requires a great deal of caution on the part of the researcher. Since it entails sampling passersby or individuals with whom researchers randomly come into contact, it is sometimes referred to as a convenience sample because it does not allow the researcher to have any control over the representativeness of the sample. While this sampling method has drawbacks, it is useful if the researcher wants to study the characteristics of people passing by on a street corner at a certain point in time, especially if conducting such research would not be possible otherwise. For this reason, convenience samples are commonly used in the early or pilot stages of research, before a larger research project is launched. Though this method can be useful, the researcher will not be able to use the results from a convenience sample to generalize about a wider population. Purposive or Judgmental Sample A purposive or judgmental sample is one that is selected based on the knowledge of a population and the purpose of the study. For example, when sociologists at the University of San Francisco wanted to study the long-term emotional and psychological effects of choosing to terminate a pregnancy, they created a sample that exclusively included women whod gotten abortions. In this case, the researchers used a purposive sample because those being interviewed fit a specific purpose or description that was necessary to conduct the research. Snowball Sample A snowball sample is appropriate to use in research when the members of a population are difficult to locate, such as homeless individuals, migrant workers, or undocumented immigrants. A snowball sample is one in which the researcher collects data on the few members of the target population he or she can locate and then asks those individuals to provide the information needed to locate other members of that population. For example, if a researcher wanted to interview undocumented immigrants from Mexico, she might interview a few undocumented individuals that she knows or can locate. Afterward, she would rely on those subjects to help locate more undocumented individuals. This process continues until the researcher has all the interviews she needs, or until all contacts have been exhausted. This technique is useful when studying a sensitive topic that people might not openly talk about, or if talking about the issues under investigation could jeopardize their safety. A recommendation from a friend or acquaintance that the researcher can be trusted works to grow the sample size.   Quota Sample A quota sample is one in which units are selected into a sample on the basis of pre-specified characteristics so that the total sample has the same distribution of characteristics assumed to exist in the population being studied. For example, researchers conducting a national quota sample might need to know which proportion of the population is male and which proportion is female. They might also need to know the percentage of men and women who fall under different age, race, or class brackets, among others. The researcher would then collect a sample that reflected those proportions. Probability Sampling Techniques The probability model is a technique wherein samples are gathered in a way that gives all the individuals in the population an equal chance of being selected. Many consider this to be the more methodologically rigorous approach to sampling because it eliminates social biases that could shape the research sample. Ultimately, though, the sampling technique you choose should be the one that best allows you to respond to your particular research question. There are four kinds of probability sampling techniques. Simple Random Sample The simple random sample is the basic sampling method assumed in statistical methods and computations. To collect a simple random sample, each unit of the target population is assigned a number. A set of random numbers  is then generated and the units of those numbers are included in the sample. A researcher studying a population of 1,000 might wish to choose a random sample of 50 people. First, each person is numbered 1 through 1,000. Then, you generate a list of 50 random numbers, typically with a computer program, and the individuals assigned those numbers are the ones included in the sample. When studying people, this technique is best used with a homogenous population, or one that does not differ much by age, race, education level, or class. This is because when dealing with a more heterogeneous population, a researcher runs the risk of creating a biased sample if demographic differences are not taken into account. Systematic Sample In a systematic sample, the elements of the population are put into a list and then every nth element in the list is chosen systematically for inclusion in the sample. For example, if the population of study contained 2,000 students at a high school and the researcher wanted a sample of 100 students, the students would be put into list form and then every 20th student would be selected for inclusion in the sample. To ensure against any possible human bias in this method, the researcher should select the first individual at random. This is technically called a systematic sample with a random start. Stratified Sample A stratified sample is a sampling technique in which the researcher divides the entire target population into different subgroups  or strata, and then randomly selects the final subjects proportionally from the different strata. This type of sampling is used when the researcher wants to highlight specific subgroups within the population. For example, to obtain a stratified sample of university students, the researcher would first organize the population by college class and then select appropriate numbers of freshmen, sophomores, juniors, and seniors. This would ensure that the researcher has adequate amounts of subjects from each class in the final sample. Cluster Sample Cluster sampling may be used when it is either impossible or impractical to compile an exhaustive list of the elements that make up the target population. Usually, however, the population elements are already grouped into subpopulations and lists of those subpopulations already exist or can be created. Perhaps a studys target population is church members in the United States. There is no list of all church members in the country. The researcher could, however, create a list of churches in the United States, choose a sample of churches, and then obtain lists of members from those churches. Updated  by Nicki Lisa Cole, Ph.D.