Changing The Voice Of Child Sex Trafficking - 1856 Words

Changing the Voice of Child Sex Trafficking In the US There is a global issue growing and it’s knocking on our own back door here in the United States. It’s a problem that affects millions of women, men, and children. This issue is the third largest global criminal enterprise. So what is the issue? The issue is modern day slavery, better known as human trafficking. Worldwide, there are over 20 million human trafficking victims, and of that 26% are children, and 55% are women and girls. In 2015 it was reported that 1 out of 5 endangered runaways reported to the National Center of Exploited and Missing Children were likely sex trafficking victims; furthermore, 74% of them were children in the care of social services and foster care when†¦show more content†¦Raising awareness of child sex trafficking is extremely important if a change is going to be made. Most think human trafficking is humans being brought in from other countries and forced to do labor, or sex tr ade against their will, but even on US soil adults and children can be targeted. One way to raise awareness is to understand signs and identify victims. In a recent article written by nurse practitioner Janet Selway said that â€Å"particularly those working with children in school, health, other settings, we may have encounter young victims yet be completely unaware of their situation†(258) The US Department of Education Office of Safe and Drug Free Schools(OFDFS), says trafficking can include school-age children, particularly those who are not living with their parents. The OFDFS has a list of signs that a victim may exhibit, while many of the signs of sex trafficking are similar to signs of abused children. Some additional signs can be that a child suddenly acquires expensive items, has an older boyfriend, and uses the terminology of the sex industry beyond age specific norms. It is extremely important that communities educate the public on this list of signs. If the publi c is more knowledgeable and aware of what to look for, then they can succeed in the prevention of child sex trafficking. Janet Selway emphasized that â€Å"All human trafficking is horrific, but the concept of defenseless children being sold

Essay on Global Marketing - 4143 Words

â€Å"Global Marketing Management† â€Å"Bridgestone: European Marketing Strategy† CONTENTS 1.0: Make an assessment of the competitive strategies that Michelin, Continental and Goodyear respectively may pursue to strengthen their European Market position. Page 4-6 2.0 Make an assessment of the alternative competitive strategies that Bridgestone can pursue to strengthen its European Market position. Page 7-8 3.0 Give a well-reasoned proposal for the criteria to be used by Bridgestone when choosing market (country) that requires a larger marketing effort (you can also include central and eastern Europe). Page 9-10 4.0†¦show more content†¦They hope to continue to maintain their market position, with innovative advertising and promotion schemes which will add to the development of their already high brand awareness within the tyre market. In relation to Porters Generic Strategy it is thought that Michelin has a strategy based on differentiation as their product range and amount of services are second to none throughout the world. The ability to provide tyres to different countries that have entirely different needs is efficient. For example, providing tyres for the American market where there is a fashionable status around their cars. Another example would be how Michelin provide tyres for the Asian market, where the cars that they drive and the environment that they drive in require different tyres which encourages Michelin to adapt to all of these markets. Differentiation is a key factor and is used to provide Michelin with a competitive edge over their rivals. Goodyear Goodyear currently maintains an 18.2% market share, behind Michelin and Bridgestone. Although the company is the second largest tyre maker in Europe, in order to maintain and strengthen this position, in 1998 Goodyear pursued an alliance with Sunitomo Rubber Industries. This was a good strategy, as it allowed Goodyear to take control of the Dunlop brand in both Europe and North America. This may provide Goodyear with the advantage of eventually taking complete ownership of Dunlops tyre activities, a move which wouldShow MoreRelatedGlobal Marketing5709 Words   |  23 Pagesï » ¿ Global Marketing Plan Yve Franks MKT/562 Executive Summary Gambit Sports Outreach Program is designed to reach the children and the residents of Haiti. Gambits purpose is to develop a nonprofit sports soccer facility that focuses on educating the whole person through education, nutrition and sports. Children are in important part of our future and Gambit wants to be able to help Haiti andRead MoreGlobal Marketing4353 Words   |  18 PagesModule Handbook International Marketing Table of Contents 1. 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Study into English Courseware for Slow Learners Free Essays

Abstract- Current tendency indicate that larning through the usage of application and courseware had become of import instruction method. However, it is different instance for slow scholars. As most schools easy accommodating the more effectual instruction method, they can non maintain up with the flow. We will write a custom essay sample on Study into English Courseware for Slow Learners or any similar topic only for you Order Now Even though there are courseware developed for the slow scholars, the courseware is far from carry throughing their specific demands. Statistic shows that in a US typical schoolroom there will be 3 or 4 slow scholars. In countries of poorness and many low-income urban countries, the kids per schoolroom who could be characterized as slow scholars might be twice that figure. The feature of the slow scholars are frequently described as immature in dealingss, find it hard to work out complex job, work really easy, can easy lose path of clip, unable to execute long-run ends, and have hapless concentration accomplishments. However, they are really good with hands-on stuffs. This paper will show the development of courseware made to learn English for the slow scholars. Keywords-component: courseware ; slow scholars ; English ; Introduction Background Slow scholars are no longer rare instances in Malaysia. However, they are non categorized as people with particular demands. Some might confound the slow scholars with dyslexia. However, both footings are different. Dyslexic will hold troubles in larning to read and compose despite holding same learning procedure and attempt with others. For slow scholars, they do non make good at schools or undertaking that require extended reading, authorship, and mathematic but they perform great outside category particularly in hands-on undertakings. They will necessitate excess clip in finishing the undertakings given. Because of their features, slow scholars are ever left behind as they can non catch up with the larning procedure gone through by other childs. Even though new engineering has been developed to heighten larning procedure, they are left out because it is non suited for their acquisition demands. This undertaking is intend to heighten the English courseware specifically for the slow scholars in manner that will function their acquisition demands which is different from other childs. The courseware will be focus on non-linear techniques to do it flexible and more contributing for the slow scholars. As there is non much of courseware developed for slow scholars, the merchandise of the undertaking will significantly convey the acquisition procedure for the slow scholars into new degree and lighten up the hope for them to larn like normal childs. Problem Statement Teaching slow scholars is n’t same like learning normal childs. Teaching them require different methods and attacks because of their features. As larning procedure traveling on taking advantage of computing machines and cyberspace, slow scholars are left behind because there are no specific acquisition applications for them that will accommodate their demands particularly in critical topics such as Science and Mathematic. There are tonss of courseware in the market out at that place but it is excessively small in Numberss and it is far from perfect. This new courseware to be developed will be a great tool for instructor to learn English to the slow scholars because it will heighten what ‘s already in the courseware and do it better. Aims and Scope of Surveies Aims The aim of this undertaking is to heighten the current English courseware from Mohd Izzat Helmi Bin Yahya ‘s English Courseware for Slow Learners undertaking and will be specifically designed for the slow scholars so that the acquisition procedure will accommodate their demands. Because of their features, the courseware will necessitate careful designation.. The courseware will enrich English larning procedure which already in the current courseware and do it more synergistic and flexible. Scope of Surveies The undertaking will affect the survey of slow scholar behaviour and courseware development. The consequence of the survey so will be analyzed to develop and heightening cognitive accomplishments developing that will be integrated with the courseware so that the mark to learn slow scholars can be achieved. Target group of the courseware will be primary school pupil in Standard 4 to Standard 6 ( 10-12 old ages old ) . The courseware will be developed as a game to learn General English. Literature Review Game-Based Learning Marc Prensky ( 2003 ) says that since Pong is introduced in 1974, the alone expertness that game interior decorators have honed to a superfine border is participant battle: the ability to maintain people in their seats for hr after hr, twenty-four hours after twenty-four hours, at ecstatic attending, actively seeking to make new ends, shouting with hilarity at their successes, determined to get the better of their failures, all the piece imploring for more. Along with the new engineering that had been developed in recent old ages, games had become more than merely amusement, it had evolve to go the medium of larning. In Digital Game-Based Learning ( Prensky, 2001 ) , explain that kids presents are different from old coevals where they grow up with digital engineering and their heads are altering to suit the engineerings with which they spend more clip. From at that place, it is clear that most kids today from different gender, ages and societal groups spends most of the clip with vid eo games. Many experts see the values in video games as a medium of larning. Its true that this kids love games more than schools but their attitudes toward games is the attitude of the scholars ; passionate, concerted, and actively affect in problem-solving. Research by Zyda ( 2007 ) argue that computing machine games are an piquant medium for acquisition, since games can excite cognitive procedures such as reading explicit and inexplicit information, deductive and inductive logical thinking, problem-solving, and doing illations from information displayed across a figure of screens To specify game based acquisition will be rather complicated because there are several different sentiment on the affair. Kirjavainen ( 2009 ) specify game-based acquisition as field of research and game design based on observations that play, structured or unstructured, conditions the human encephalon for transmutation and acquisition. Wee Hoe Tan ( 2008 ) defines game-based acquisition as signifier of learner-centered acquisition that uses electronic games for educational intents. However, the construct of game-based acquisition is still the same ; the usage of game with the defined acquisition results for the intent of acquisition. Kasvi ( 2000 ) lists the seven demands for effectual acquisition environment as: Supply a high strength of interaction and feedback ; Have specific ends and established processs ; Be motivational ; Supply a continual feeling of challenge, non excessively hard to be frustrating nor excessively easy to make ennui ; Supply a sense of direct battle on the undertaking involved ; Supply the appropriate tools that fit the undertaking ; and Avoid distractions and breaks that destroy the subjective experience. Kasvi ( 2000 ) suggests that computing machine games fulfill all of these demands and believes that they â€Å" satisfy them better than most other larning mediums † . By looking at how the Western universe had utilised game as larning faculty in schoolroom, it proves that the statement is true. R.V. Eck ( 2006 ) explain that games like Civilization, SimCity 4, Cruise Ship Tycoon, and Roller Coaster Tycoon had already been implemented in schoolroom. Peoples might be disbelieving at first glimpse. All these games have prove them incorrect. For illustration, in Roller Coaster Tycoon pupils build roller-coasters to different specifications, which is what applied scientists should make. By widening the gameplay with basic larning procedure like calculus physic cognition, it will do a valuable acquisition experience. Slow Learners in Malaya In Malaysia, dyslexic kids had begin to have attending when MyLexics, a courseware to assist the dyslexic learn basic Malay linguistic communication is introduced ( Haziq, 2009 ) . However, it ‘s a different narrative for the slow scholars. In fact, there are instances reported where slow scholars are left behind in the categories ( NST, 2008 ) . Cases like this should n’t go on because even though they are weak in survey they are decidedly really good in other facets. Even worse, One in every three juvenile delinquent in unity school in prison or detainment centres shows larning troubles including being slow scholars. ( The Star, 2008 ) Many believe that if these young person non identified and helped will do them to stop up as felons. Most of them tend to drop out of schools and vulnerable to negative influence because of the job they facing. Get the better ofing the Failings Research by LearningRX ( 2006 ) argue that weak cognitive accomplishments are the cause of larning disablements such as dyslexia and decelerate acquisition. Important accomplishments such as concentration, perceptual experience, memories and logical thought are non every bit good as other normal people which make reading, authorship, and believing more hard. However, this failing can be improved through specific preparation and testing. Mel Levine ( 2008 ) explain that how Kitty Hawk Elementary School in North Carolina America had implied School Attuned Program utilizing the Neurodevelopmental Profiles where all pupils with different cognitive accomplishments can larn. Lisa Galleli, a instructor at Kitty Hawk describes her direction program for one such pupils as â€Å" He had important graphomotor failings with spelling and authorship. But he truly shined in his societal accomplishments and that made all the difference in the universe. He was besides good at math and job resolution . We use his strength who keep him motivated with success while undertaking his authorship job. † The consequence had proved that it is non impossible to get the better of the failing. Neurodevelopmental Profile is researched and synthesized by Mel Levine and his co-workers consist of 8 concepts that are: Table 1: 8 concepts of Neurodevelopmental Profiles Attention This includes the ability to concentrate, concentrate on one thing instead than another, finish undertakings, and command what one says and does Temporal-sequential ordination Whether it ‘s being able to declaim the alphabet or forcing a response button on Jeopardy, being able to understand the clip and sequence of pieces of information is a cardinal constituent of acquisition. Spatial ordination The ability, for case to separate between a circle and square or to utilize images to retrieve related information Memory Even if people are able to understand, form, and construe complex information at the minute, their inability to shop and subsequently remember can dramatically impact their public presentation. Language Developing linguistic communication maps involves luxuriant interaction between assorted parts of the encephalon that control such abilities as pronouncing words, understanding different sounds and groking written symbols Neuromotor maps The encephalon ‘s ability to organize motor or musculus map is cardinal to many country of acquisition, including authorship and keyboarding. Social knowledge One of the most unmarked constituents of acquisition is the ability to win in societal relationship with equal force per unit area. Higher-order knowledge This involve the ability to understand and implement the stairss necessary to work out jobs, attack new countries of acquisition and believe creatively. By recognizing that every homo have some strong maps and some weak 1s, Mel Levine found that it is possible to depict each person ‘s alone mix of strength and failings. Using the right method in developing the courseware and the right attack for the slow scholars, it is non impossible that this courseware will be decidedly assist them. Formative VS Summative Evaluation In order to garner informations for the sweetening of the courseware, an appraisal demand to be done. There are two methods to be used ; formative rating and summational rating. Harmonizing to H.L Roberts ( 2009 ) , formative ratings besides known as developmental or execution rating assess what works and what does non work about a peculiar activity or undertaking as it is go oning. It is used to measure the value of a undertaking as it is taking topographic point to find how it can be improved. The method usage in formative rating is the same like other appraisal which include study, interview or informations aggregation. This type of rating relies on qualitative informations that is how participants felt about the procedure every bit good as quantitative informations, such as charts or trial tonss. Formative rating typically involves a little group of users and participants in the undertaking being evaluated. Participants in formative ratings look non merely at the ends of the procedure and whether those ends are achieved but besides at the procedure itself and where that procedure is a successful one or non. Even though this type of appraisal is rather co mplex, there are benefit in it. It allow early designation of possible job in the topic of appraisal. Furthermore, it can be a good manner of gage the user perceptual experience on the topic because it rely on user feedback. As for summational rating, Fox Valley Technical College ( 2007 ) depict it as procedure that concerns concluding rating to inquire if the undertaking or plan met its ends. It is cumulative in nature. It concentrates on scholar results instead than merely the plan of direction where the purpose is to find the user ‘s command and apprehension of information, construct, accomplishment or procedure. Ongoing summational appraisal represents of import tools for supervising the advancement across clip. There are assorted method of summational appraisal such as presentation, licensing, internship, portfolio or clinical. Summational rating is typically quantitative, utilizing numeral tonss or missive classs to measure learner accomplishment. In a sense, it lets the scholar know â€Å" how they did † and â€Å" how good they are † However, there ‘s more to it. By looking at how the scholar ‘s did, it helps to cognize whether the merchandise teaches what it is su pposed to learn and how efficient it is. Here the courseware will be utilizing formative rating method. By utilizing formative rating, the current English courseware functionality can be assessed to happen out whether its working to absolutely or not.. Even if the courseware is working decently, it wo n’t carry through its aims if the user ( in this instance pupil ) do n’t wish it or holding job in utilizing it. By utilizing formative rating method, user feedback can be recorded and country of betterment can be found. In decision, formative rating method will measure the courseware from two positions ; the courseware functionality and user feedback. Both will greatly assist in the enhancement procedure of the current courseware. Methodology Throw-Away Prototyping The methodological analysis chosen for the undertaking would be Throw-Away Prototyping. Dummy paradigm, which is presentational merely will be developed. Thorough analysis will be done before first silent person paradigm is developed to guarantee the paradigm have enough inside informations stand foring existent working system. From at that place, the silent person paradigm will be shown and tested with the user to acquire feedback and identify extra demand. The following paradigm will be developed until it truly visualise existent working system. When it is ready and all issues are resolved, it will be implemented as fully-functional system. Figure 1: Throw-Away Prototyping Planing The planning stage is the important 1 in developing the undertaking. First thing to be considered is how the undertaking will be developed. For that, the Gantt Chart for the undertaking is build so that each undertaking milepost during the one twelvemonth of the undertaking can be tracked. Other than that, research is made to happen suited tool to be used for the development of the undertaking. As the undertaking intended to heighten the current courseware, research besides made to place suited trial topic to seek the current courseware. Initial Analysis During this stage, the trial scenario is developed and interview every bit good as questionnaire is build to acquire informations from the mark school. Data is gathered every bit much as possible which besides include slow scholar course of study in school and from there thorough analysis is done. The intent is to place strengths, failings, country of betterment and what to be done for the enhancement procedure. Prototype Building After all analysis has been done, the design of the courseware begins. A study is done to acquire the overview of new courseware to be developed. The study will gone through polish to incorporate the content and multimedia elements ( lifes, flow of information, etc ) . The inside informations of the design will be recorded. After all inside informations completed, the development of the paradigm Begin. When the silent person paradigm is complete with all needed characteristics, it will so prove at the school to happen whether it visualise all the issue that should be addressed. If farther polish is required, the silent person paradigm will continuously be build until all demands is complete. Execution After all demands had been fulfilled and the silent person paradigm is truly visualising the courseware, it will be declared to be complete and existent working courseware will be implemented. Research Methodologies To acquire all the information required, two research methodological analysiss will be chosen that are: Interview: An interview is conducted with the several instructor of the school. A trial scenario will be deployed to the pupil utilizing the current courseware along with the interview. This is portion of formative rating that will prove the functionality of the courseware and estimate the user on how they use the courseware. The aim is to place the strengths and failings of the current courseware and happen the country of betterment. Questionnaire: The interview and questionnaire will be done with the several instructor to derive in deepness inside informations of how slow scholars learn and gain all relevant informations which will be mention in developing the new courseware. Result A ; Discussion Requirement Gathering Interview In the manner of garnering informations required for the sweetening of the English courseware, an interview is conducted with Pn Khadijah, Coordinator of Special Education for Sekolah Kebangsaan Sultan Yusuf who is besides the English instructor for Particular Education Department. Using the current courseware made by Mohd Izzat Helmi B Yahya, a trial scenario is deployed where the end is to place the strengths and the failings of the courseware so that the consequence found can be implemented during the development of new English courseware. The trial scenario will verify the conditions and stairss taken in utilizing the courseware sample to acquire the consequence for farther analysis. Three slow scholar pupils from Sekolah Kebangsaan Sultan Yusuf take portion in the trial scenario. Below are the inside informations of the three pupils: Answering 1 – A 12 old ages old male child and is fixing for his UPSR following twelvemonth. He falls into the class of normal slow scholar. His public presentation in the category is really good. He has the basic accomplishments of utilizing computing machine which make him able to utilize the sample courseware decently. Answering 2 – A 12 old ages old male child. He falls under the class of slow scholar and Syndrom Down. He has the basic accomplishments of utilizing computing machine which make him able to utilize the sample courseware decently. Answering 3 – A 7 old ages old male child. He merely started his school early this twelvemonth. He is the most ambitious pupil because he falls under the ICU slow scholars class. Furthermore, he does n’t hold basic accomplishments of utilizing computing machine which make the trial scenario more hard to be performed. The intent of taking these three pupils is to detect how different classs of slow scholars make usage of and respond to the courseware. Basically, all the pupil use the courseware in the same manner depends on their cognition and accomplishments about computing machine. Below is the sum-up of consequence from the trial scenario done with all three pupils. Table 2: Summary of trial Scenario Result No Simulation Date Action and Data Expected Consequence Actual Consequence 1 12 Apr 2010 Establish the courseware interface Courseware interface appear successfully 2 12 Apr 2010 Establishing subject 1 Subject 1 launched successfully 3 12 Apr 2010 Launch ‘Learn ‘ from subject 1 bill of fare Learning faculty appear successfully 4 12 Apr 2010 Checking sound for subject one Audio working successfully 5 12 Apr 2010 Checking synchronism of audio and ocular flows. Audio and ocular is synchronized Flow of audio and ocular is excessively fast 6 12 Apr 2010 Click the button ‘Play Again ‘ for subject 1 acquisition faculty Audio and ocular rematch 7 12 Apr 2010 Launch ‘Exercise ‘ for subject 1 Exercise launched successfully Exercise for Topic 3 about colourss appear 8 12 Apr 2010 Performing exercising about Numberss Exercise done successfully Exercise can non be performed because exercising for colourss appear 9 12 Apr 2010 Click the button ‘Play Again ‘ for subject 1 exercising Exercise can be redo Exercise appear is non for subject 1 10 12 Apr 2010 Establishing subject 2 Subject 2 launched successfully 11 12 Apr 2010 Launch ‘Learn ‘ from subject 2 bill of fare Learning faculty appear successfully 12 12 Apr 2010 Click and hover on the images of the organic structure parts Audio and visuals working to depict the images Audio working merely if pointer is hovered on the image. When image clicked, nil happened 13 12 Apr 2010 Launch ‘Exercise ‘ for subject 2 Exercise launched successfully 14 12 Apr 2010 Drag the words into the several organic structure portion Wordss dragged successfully Because there are some input of the exercising non in the acquisition faculty of subject 2, pupil get confused easy 15 12 Apr 2010 Click the button ‘Play Again ‘ for subject 1 exercising Exercise can be redo 16 12 Apr 2010 Establishing subject 3 Subject 1 launched successfully 17 12 Apr 2010 Launch ‘Learn ‘ from subject 3 bill of fare Learning faculty appear successfully 18 12 Apr 2010 Click and hover on the images of the colour. Audio and visuals working to depict the images Audio appear when the image is clicked. When it is hovered nil happened 19 12 Apr 2010 Launch ‘Exercise ‘ for subject 3 Exercise launched successfully 20 12 Apr 2010 Draging each colour into the several jar. Each colour dragged successfully 21 12 Apr 2010 Tax return to courseware interface from any point of the courseware Courseware interface appear successfully Other that that, Pn Khadijah says that, the instruction course of study and method are different from the mainstream course of study. They use preschool course of study in their acquisition faculties However, if they show good public presentation the instructor will fix them to be in national scrutiny like UPSR. More information about the interview will be explained in the following subdivision below. Questionnaire In order to acquire in-depth inside informations of demands of the courseware to be developed, interviews and questionnaire is conducted with the several instructors of the schools. This is of import because non all required informations can be acquired through the trial scenario appraisal. The instructor replying the questionnaire is Pn Khadijah, Coordinator of Special Education for Sekolah Kebangsaan Sultan Yusuf. She has old ages of experience in learning slow scholars particularly in English topic. Pn Khadijah is given the overview of the current English courseware and so she is given the questionnaire. Below is the consequence of questionnaire answered by the instructor: Datas Analysis From the interview and questionnaire conducted with pupils and instructor of Sekolah Kebangsaan Sultan Yusuf, there are several issue should be addressed about the current English courseware and besides what can be improved for the courseware to be developed: Flow of audio and ocular must be synchronized and non excessively fast because slow scholars could n’t catch up if it ‘s excessively fast For unknown ground, exercising for Topic 1 that should cover about Numberss is replaced with exercising from Topic 3 which is about colorss consequences in holding two exercisings about colorss and the absences of exercising about figure. The direction is different than what can be done in the acquisition faculty. For illustration the direction of subject 2 says to snap the image to hear the sound. But alternatively, the sound merely look when pointer is hovered on the image. Nothing happened when it is clicked. Input signal of the exercising should be the same as what it appears in the acquisition faculties to avoid confusion for slow scholars. For illustration, the input of the exercising for subject 2 includes the tummy portion even though it is non taught in the acquisition faculties. Input of larning faculties should n’t be more than 5 in a subject because slow scholars could easy bury what they learn if there ‘s excessively many input. Slow scholars in Malaysia are familiar with the Malaysia English. Using U.S English or Britain English in the courseware would confound them. Students particularly childs like larning utilizing computing machine. Slow scholars are non excluded. So the courseware to be developed must be visually attractive. Proposed System Architecture Figure 2: Proposed System Architecture The courseware will incorporate usage suited multimedia elements that will back up synergistic acquisition environment either for the usage at school or at place. This will do the acquisition procedure will be more piquant and entertaining. The courseware will dwell of 3 faculties chiefly developed for pupils of Standard 4 to Standard 6. All this faculties will be developed based on larning course of study for slow scholars from Sekolah Kebangsaan Sultan Yusuf. After the application is launched, pupils will be accessing the courseware interface. To guarantee the flexibleness of the acquisition procedure, pupils will be given freedom to take which faculty they want to utilize. After each faculty there will be exercising that will prove the pupil ‘s understand of the current subject. However, pupils are free to take whether they want to make the exercising or non. If they do n’t desire to make the exercising, they can continue to following faculty or return to the courseware interface to take other faculties. In turn toing that slow scholars can non get by with excessively much input at a clip, each faculty will dwell of two parts. This will enable the pupils to enrich their acquisition without taking excessively much input at a clip. They have the freedom to take which portion they want to utilize in a faculty. The three faculties are: Numbers, Reading Skills, Body Parts. Faculty 1: Numbers The first faculty will learn the pupils the foundation of acknowledging Numberss. The first portion will learn about how to place ordinal and central Numberss and what ‘s the difference about them. The 2nd portion will learn the pupil how to distinguish between uneven Numberss and even Numberss utilizing the same faculties in current English courseware with sweetening made on it. Faculty 2: Reading Skills This faculty is intended to heighten the reading accomplishments of the students.. The activity in the first portion will be focus on duplicate image. Each clip a image from two sets of images will be shown to the pupil and from there the pupils will be asked to fit the image with the image from the set which is non shown. The 2nd portion will concentrate on duplicate missive and words. The construct will be the same like in the first portion. Faculty 3: Body Partss This faculty will learn the pupil the foundation of placing organic structure parts. The first portion will learn the pupil about chief organic structure parts in general. The 2nd portion will learn the pupil specifically about parts on caput The tools chosen for the development of the undertaking will be Gamemaker 8. The ground to utilize this tool is because it is easy to be used compared to most of other tools. It allow the user to utilize aggregation of freeware images and sound for starting motors like the writer to do a game looking courseware which will embrace on drag-and-drop action utilizing the mouse. This tool will be used along with other tools like Adobe Photoshop CS3 and Macromedia Flash where necessary to do the courseware more synergistic and rich. Decision Current English courseware is utilizing basic construct of uniting sound with ocular in the instruction. Even though, it is still non perfect. There is tonss of country for betterment can be made for the courseware. The writer ‘s undertaking will take the chance to do sweetening on the courseware to maximise its possible. The new courseware to be developed will be more synergistic and rich piece in the same clip turn toing the issue of current courseware. With aid from assorted parties such as the writer ‘s supervisor, Miss Elaine, instructors of Sekolah Kebangsan Sultan Yusuf every bit good as other people, this undertaking will win. Recognition The current courseware mentioned in this paper is developed by Mohd Izzat helmi B Yahya where his work had been base for the writer ‘s English courseware developed for slow scholars. Here the writer besides would wish to thank Ms. Elaine Chen Yoke Yie as the supervisor for the undertaking, Pn Khadijah, Coordinator of Special Education for Sekolah Kebangsaan Sultan Yusuf, and all other parties who had contribute to the undertaking whether straight or indirectly. How to cite Study into English Courseware for Slow Learners, Essay examples

The Mirror Of Time And Memory Essay Example For Students

The Mirror Of Time And Memory Essay The Mirror of Time and Memory. Live in the house-and the house will stand. I will call up any century, Go into it and build myself a houseWith shoulder blades like timber propsI help up every day that made the past,With a surveyors chain I measure timeAnd traveled through as if across the Urals. I only need my immortalityFor my blood to go on flowing from age to age. I would readily pay with my lifeFor a safe place with constant warmthWere it not that lifes flying needle leads me on Through the world like a thread. Arseniy TarkovskyThe films of Andrey Arsenevitch Tarkovsky fall into the separate genre of cinematic creations: they are more than drama or psychological thriller, more than philosophical cinema. Although Tarkovskys work has been deeply influenced with such prominent film directors as Kurosawa, Bunuel or Antonioni, the poetry of his father, Arseniy Tarkovsky, Boris Pasternak and many other Russian poets and writers, his films manage to form something completely unique to the mind of their director, convey a diaphanous psychological message. His cinematography is a celebration, a theatre of imprinted time, trapped with the skillful techniques of the plot-creating and camera usage of the director. As if in the Zone of his Staler the art of Andrey Tarkovsky freezes the moment, the gasp of time, enclosed into almost sculpture-like solid creation that opens up to the viewer its nostalgic breeze. The time exists, it crystallizes in form of faerie, elfish arabesque figures and characters an d yet it evaporates filling the space with a sense of solitude and sorrow for the past. Tarkovskys film Zerkalo or otherwise known as Mirror is a story of the human life; it is not quite a celebration of it; but rather a depiction of the web of the human senses. It is an autobiographic tribute to his abandoned by her husband during the war years mother, filled with the feelings of grief and amusement with her zealous self-sacrifice for the sake of her children. The narrator, or perhaps Tarkovsky himself, is trying to appease his guilty with indifference and scorn conscience with the memories of his childhood and attempts to relive or even incarnate the experiences of his past. The problems of the past are reflected and repeated in the present. Remembering Proust, Tarkovsky describes the effect of finishing Mirror: Childhood memories which for years had given me no peace suddenly vanished, as if they had melted away, and at last I stopped dreaming about the house where I had lived so many years before . As all of Tarkovskys films, Zerkalo is hard to be tied to any partic ular culture, it is universal, global in its meaning and message it conveys and yet fully comprehendible only by someone who experienced the described reality of pre-war Soviet times of Stalins repressions and the war itself. The film opens with a prologue that shows life footage of a boy being treated from stuttering. In the end of the prologue, the treated patient says, I can speak now; the entire essence of Zerkalo as the remembrances of a man who recalls the most important moments in his life, a man dying and acquiring a conscience. is presented in this short sequence. This little sequel is symbolic of the authors desire to be able to speak freely of the truth that is being uncovered in front of the narrators eyes. And as a miraculously cured boy suddenly discovers his ability to talk, the author unveils and admits the truth of his life to himself. Zerkalo incorporates three time schemes, one changing the other, that together constitute an autobiography of the artist, and a biog raphy of two Soviet generations within a wide-ranging context of Russian, European, and world history, linked together subjectively by dreams, memory, time, and art itself. The short sequences from the pre-war years are being replaced by the more modern ones, i.e. 1970s times, which are in turn suddenly replaced by the director with to the themes of war itself. The off-screen monologue introduces the recollections of the narrators childhood and his adult life that are being elucidated with the visualry of the images on the screen. The leaps between the scenes are perceived smoothly and line up into one picture. However, the view point that is being presented has an unusual approach: the past that is being shown is built up not simply of direct experience but is being presented as a mosaic of what the narrator knew firsthand, what he was told, what he dreamed or imagined, and what happened around him as part of a historical process that he shared with millions of other people. The dr eam and memory seem to overlap and intermingle, sharing the same visual and auditory imagery merging in time frames, with characters belonging to past and present appearing together. There are no loud scenes or spontaneous eruptions, but the underlying feelings of grief and guilt that are tormenting the narrator are obvious without showing emotions too vividly. The film is not an outburst; it is a quiet amusement with hitches of sadness, troubles of poverty and hunger, sorrow, loss, regret, fear, longing and desolation; but at the same time, love and hope. It is probably one of the greatest sensual films ever created. As Tarkovsky himself revealed the title Mirror is just an accidental thought that happened to accord with his personal feelings and psychological contemplation. Thus, the purpose of the film according to the director himself is its inspiration, is that of a homily: look, learn, use the life show here as an example. Although it seems so simple, the title is much more th an just a sudden thought. Mirror is not just a sudden word, it has deep cinematic, psychological and philosophical implications and overtones within the film. Common to Tarkovsky, already seen in Solaris and later in Nostalgia, cinematic technique, of multiple reflections is important in Mirror. The multiple reflection of the same people traveling through time in various mirrors is a center motif of the film. Mirrors here become the instruments of a magnificent time machine that is capable of juxtaposing the time and space of different generations; and yet the mirrors distort, refract, double and present in a new, more truthful or erroneous way the physical objects and human relationships in the film. The full understanding of the events that construct the story-line itself comes only by the end of the film, when the viewer is left with something more important, more valuable than a simple context: the time sequences and repetitions that construct what is known as life. Zerkalo is a clot of life, the images here should not be deciphered: they are to be perceived as they are. The further a viewer is from the content of a film, the closer he is; what people are looking for in cinema is a continuation of their lives, not a repetition. It is a dialogue between the past and present in which the narrator uses the memories and experiences of others, as well as his own, to enlarge his personal consciousness and free himself from his stifling egoism and self-centeredness. This is gauze of perception, an example cinematographic expressionism, where the feelings make up the essence of the film. Tarkovsky has revealed to the journalists that Zerkalo is an autobiographic depiction of the events, or rather of the situation of after-war Russia. This fills the film with the atmosphere of poignancy, but yet warmth, compassion and deepness. The senses of personal affliction and deep contemplation create an aura around the personages that all become brushstrokes of paint on the canvas of the great expression. The director takes us through different aspects of memorymemory as conscience and memory as guiltand then combines within the space of one final sequence two points in time : the tenuous barriers between dream and memory, past and present, real and imagined characters, that have held for most of the film have begun to crumble, culminating in the final scene, which as in Ivans Childhood or Solaris, provides a vision of reconciliation of the conflicting forces in the heros life. We are back in the sunlit landscape and the dacha of the past, with the young mother and father lying in the grass. Would you rather have a boy or a girl? he asks her. She smiles, not answering, then sighs and looks away. Joyful choral music swells on the soundtrack as the camera cuts to the mother as an old woman, followed by the narrator as a little boy. The old woman leads the little girl by the hand as the boy follows, and the young mother is seen, choking back tears and the n smiling, as if watching them. The old woman and the two children walk rapidly across a field in long shot; as the boy leaves the frame the young mother is seen standing in the middle of the field looking at her future self, perhaps in deliberate visualization of the Russian proverb: Living life is not like crossing a field. BILBIOGRAPHY1.Johnson V.T. Petrie G. The Films of Andrey Tarkovsky: A Visual Fugue, Indiana University Press,Bloomington, 19942.Tarkovsky, Andrey. Sculpting in Time,, University of Texas Press, Austin, 19863.Turovskaya, Maria. Tarkovsky: Cinema as Poetry,Faber Faber, Boston, 19894.http://www.skywalking.com/tarkovsky/tmirror.htmlCategory: Music and Movies

Friedrich Nietzche Essays - Friedrich Nietzsche,

Friedrich Nietzche Friedrich Nietzche was born in Rocken. He spent much of his time alone, reading the Bible. Nietzsches father died in 1849. The young man withdrew deeper into religion. Friedrich received a scholarship to Schulpforta, an elite prepatory school with only 200 students, in October 1858. The scholarship as intended to fund Nietzches training for the clergy. His mother, Franziska, and his young sister, Elizabeth, are dedicated to Friedrichs success, certain of his future. At the age of 18,Nietzsche lost his faith in traditional religion. His faith received a fatal blow when he found philosophy. In 1865 Nietzsche discovered Schopenhauers World as Will and Idea. The work forever challenged Nietzsches view of the world. Schopenhauers philosophy was rather dark for its time; it became a part of Nietzsches world-view was it was well suited to his nature. It seemed as if Schopenhauer were addressing me personally. I felt his enthusiasm, and seemed to see him before me. Every line cried aloud for renunciation, denial, and resignation. -Nietzsche Nietzche was conscripted into the military at the age of 23. While he had hoped to avoid the draft, he had no such luck. He was not destined to be in the military however, soon falling from a horse. Nietzsches shoulder and chest were injured, possibly torn muscles, and he was released from service having not yet complete training. Curiously, Nietzsche continued to idealize the military and its orderly way of life despite not wanting to serve in the army. His respect for the individual gave at times to a need for order. The University of Basle appointed Nietzsche to a chair when he was 25 years old. As a professor of classical philology, Nietzsche spent days lecturing and analyzing Latin and Greek works. He later recalled this as a most unheroic contribution to mankind, wishing he had pursued a more active and socially valuable career, such as medicine. Nietzsche never was satisfied with his own value. In 1869, composer Richard Wagner invited Nietzsche to spend a winter holiday with him in Tribschen. Wagner was living with another mans wife and was not known for his conformity. Somehow, Wagner appealed to Nietzsches sense of adventure. Nietzsche was so taken by Wagner that he decided his first book would be a tribute to Wagners music. Unfortunately, the writing this work was delayed by war in 1870, when Germany and France went to war Still romanticizing the life of soldiers, Nietzsche went to volunteer for military service. This time the army refused him due to his poor eyesight, in addition to his weak upper body. Nietzsche found it possible to serve as a medic, allowing him as close to medicine as his nature would ever allow. As he quickly learned, Nietzsche did not like the sight of blood, and the suffering of others made him ill. He eventually fell ill, possibly due to stress, and was sent home. The Birth of Tragedy out of the Spirit of Music was published in 1872. With the publication of The Birth of Tragedy, Nietzsche returned to Baasle to lecture. The work became a subject of ridicule in academic circles, but the nobility and nationalists loved it. Nietzsche became a celebrity, standing he put to work on behalf of his friend Wagner. The two men were able to convince the government to fund the construction of the Bayreuth theatre, which would feature Wagners works. The Bayreuth was completed in 1876. On August 12, 1876, the Emperor arrived to hear Wagners The Ring of Nibelung, a work Wagner considered his masterpiece. To his dismay, Nietzsche found he hated the work. He made an excuse to depart, and promptly took a vacation to reconsider his opinion of Wagners music and Prussian culture in general. At least Nietzsche was not alone: the long multi-day performance proved a failure financially and in terms of attendance. Wagners public star fadedat least for a bit. Physically and mentally, Nietzsche collapsed in 1879. He was certain death was near and even arranged his funeral with his sisters assistance. Nietzsche recovered from this primarily emotional collapse, but he knew that he had come close to death. The experience changed Nietzsche for a time. He enjoyed life and the universe around him. For a bit, he was happy. The

Assumption on piaget theory Essays - Child Development, Free Essays

Assumption on piaget theory Essays - Child Development, Free Essays Assumption on piaget theory Assumption on piaget theory About: The main "cognitive" hypothesis, grew by Jean Piaget starting around 1920. Piaget watched and depicted kids at distinctive ages. His hypothesis is extremely expansive, from conception through puberty, and incorporates ideas of dialect, logical thinking, moral advancement, and memory. Assumptions: Each stage establishes the framework for the following. Everyone experiences the stages in the same request. Each stage is subjectively diverse. Significance it is a change in nature, not simply amount . The youngster is a dynamic learner. Essentially they need to do it all alone, they can't. Summary: Swiss scientist and analyst Jean Piaget (1896-1980) watched his youngsters (and their procedure of comprehending their general surroundings) and inevitably added to a four-stage model of how the psyche forms new data experienced, He set that kids advance through 4 stages and that they all do as such in the same request, These four stages are: ~ Sensor motor stage (Birth to 2 years of age), The newborn child manufactures a comprehension of himself or herself and reality (and how things work) through connections with the earth, It has the capacity separate in the middle of itself and different items, Learning happens by means of digestion (the association of information and retaining it into existing diagram) and convenience (when an item can't be absorbed and the schemata must be modied to incorporate the article ~ Preoperational stage (ages 2 to 4) The tyke is not yet ready to conceptualize conceptually and needs concrete physical circumstances, Objects are classied in basic routes, particularly by critical highlight ~ Solid operations (ages 7 to 11), As physical experience amasses, accommodation is expanded, The youngster starts to think conceptually and conceptualize, making consistent structures that clarify his or her physical encounters. ~ Fonnal operations (starting at ages 11 to 15), Cognition achieves its nal structure. By this stage, the individual no more obliges solid articles to make normal judgments, He or she is fit for deductive and theoretical thinking, His or her capacity for conceptual deduction is very much alike to a grown-u

Smart board technology in the classroom for special education Essay

Smart board technology in the classroom for special education - Essay Example Technology is indispensable in our lives. Today's standard norm in teaching, involve the use of the latest technologies. Social tagging, digital story telling and interactive white boards are the latest advancements in electronics. The smart board technology is part of the interactive white board technology. It can be described as an assistive technology. It assists the teacher make the learning experience worth while especially for those students with special needs. It is a white board that makes use of the computer and the data projector in teaching and the carrying out of presentations. Computers with windows or mackintosh applications, which are the most common, can support this technology. The images on the computer are projected on the board for better viewing. The good thing about this technology is that it allows for the use of the fingers on the touch sensitive surface as a way of controlling the computer. Thus, instead of students being at the computer they can easily carry out their presentations at the front of the class. More over, through the use of the smart pen, it is also easy to write on the white board. Another important aspect of this technology is that one can also save all the notes that may be written on the board as a computer file. The notes and images created can also be easily printed out. The smart board is of immense help with a wide range of uses. It can be used for presentations, music lessons, mathematics lessons, can be used in assemblies to communicate something to the students, for brainstorming purposes, for language lessons (students can learn how to write stories, learn about verbs an nouns by highlighting them on the board), in art class, and for computer lessons. (Smart board, n.d.) Resources. According to Martin, technology is a vital tool in special education. Special education targets children/students with disabilities/special needs. These needs may stem from mental or psychological impairment. Her writings on special education, technology and teacher education provide a secondary source of literature in support of technology in special education. Edyburn, in the remedial and special education journal also provides more information in support of technology use in special education. Mull & Sitlington in the journal of special education have also provided meaningful insight into assistive technology. Findings. One of the most important issues espoused by Martin has to do with the proper integration of appropriate technology into the education system to benefit all students, those with disabilities and those without alike. Of particular importance is the No Child Left Behind Act. This act should be implemented in schools to ensure that even the educational need of student's with disabilities are addressed appropriately. More over, technology has been found to play a pivotal role in as far as academics, their independence after school, for employment and career purposes and for productivity both at school and in their lives out of school. Particularly, technology is important as it helps these students make full use of their independence advantage in their educational and employment tasks. Secondly, it also helps the children take a more proactive role in class by encouraging their participation even in classroom discussions. This is important because the best way to learn is not only by obs erving but also by participating/taking part. Through the use of technology, a whole new world of peers, mentors and even role models is open to them. These maybe the instructors who share the technology, their life experiences and may serve to also motivate these children. Technology is also good for self advocacy. Technology can help those who are not quite able to communicate effectively for whatever reason do so

Communism and Society in Europe Before 1848 Essay

Communism and Society in Europe Before 1848 - Essay Example This agitations and grievances led to the establishment of the People’s Charter in 1938, which presented a list of reforms that the chartists demanded that the political organization and the government of the time had to implement (Hovell and Tout, 22). It is in the consideration of the nature of the organization that Chartism developed and its ability to mobilize workers from all classes, to work towards a common course, that make me feel that this is the movement that I would have joined if I was living in 1848. The nature of the grievances that the Chartists were presenting to the political class and the government also prompts me to identify with their grievances, since they were merely basic rights requests. In support of embracing Chartism at the time, these are the reasons: First, the most vital grievance that was being presented by the chartists was the involvement of the people in deciding the political destiny of the country. In the light of this, the chartists were demanding that every man of age 21 and above should be allowed to vote, so as to decide the leaders that would lead them (Hovell and Tout, 112). Additionally, the demand stated that a man of sound mind, and who was not facing any crime charges should be allowed to vote and decide the political destiny of the country. The presentation of such a grievance by the workers during this century was a mark towards advancing democracy, since they were calling upon the government and the existing political class to pave way for the general public to be involved in running the political affairs of the country. Considering that political space at the time was dominated by the monarch, where the general public had little to do with determining the fate of the leadership of their country, the Chartism movement could not have come at a better time. This forms a basis for considering to have been absorbed into Chartism, in 1848. The second grievance that the Chartists were presenting is the conduct of elections through universal suffrage, where the participating individuals would be allowed to vote through a secret ballot (Hovell and Tout, 154). This demand was meant to ensure that the voter was protected in the exercise of his political right, since there is no voter intimidation that would arise through participating in a secret ballot to elect a leader, as opposed to the application of other open methods that would expose the voter to intimidation and threats from the rival camps (Hovell and Tout, 175). The presentation of such a grievance by the chartist movement is also justifiable, since it was a mere attempt to fight for the basic rights of the people; the right to express their political right, free of intimidation and threats. The third grievance that the Chartism movement was fighting for is the freedom to elect whichever candidate they deemed appropriate for the position of a member of parliament. Consequently, the chartists sought to have the property restriction removed, so that the constituents could elect any individual whether they were rich or poor (Hovell and

The Missing Link in Conflict resolution Essay Example | Topics and Well Written Essays - 2250 words

The Missing Link in Conflict resolution - Essay Example IGD also aims to identify differences across the groups brought together and to improve the capabilities of both individuals and groups to achieve social justice (Nagada and Gurin 2007, 35). This paper compares and contrast the conflict processes operative for Northern Ireland, South Africa and the Israeli/Palestinian conflicts. The object is to identify what if any of the IGD theories are reflecting in these three conflict resolution process. The South African Truth and Reconciliation Commission (TRC) is characterized as among the country’s â€Å"most effective† conflict resolution processes to date (Gibson 2006, 409). The TRC has contributed significantly to South Africa’s democratic reforms by influencing a â€Å"more reconciled society† (Gibson 2006, 409). The conflict resolution process in Northern Ireland takes a similar holistic approach in that the conflict resolution process is centered around policies and initiatives designed to foster equality and to â€Å"improve community relations† (Cairsn and Darby 1998, 754). The School of Peace approach to the Israeli/Palestinian conflict resolution is slightly different in that the process aims to heighten individual awareness of the conflict, their part in it and the facilitation of identities via intergroup interactions (Halabi and Sonnenschein 2004, 49). IGDs are built around bringing together between 12 and 16 students once a week for between ten and fourteen weeks. These students convene under the leadership of a â€Å"trained peer† who instructs from a plan that merges several learning initiatives which include â€Å"intellectual and effective engagement†; â€Å"individual reflection and group dialogue†; â€Å"individual intergroup and institutional analyses†; â€Å"affinity-based and heterogeneous groupings;† and â€Å"individual and collective action† (Nagada and Durin 2007, 35). IGD takes the position that the social justice education typically fails to implement tools of intergroup interactions

Diverse Perspectives in Physics Classrooms

Diverse Perspectives in Physics Classrooms The School of Science invited the esteemed Dr. Sylvester James Gate, currently a professor at the University of Maryland, to give two talks on Tuesday March 21,2017. The first talk What unique perspectives does a minority student bring to a physics classroom?, given in Mayo Concert Hall as the second annual Barbara Meyers Pelson 59 Lecture in Faculty-Student Engagement, focused on Gates experience as an educator and his observations on how minority students bring diverse perspectives to physics classrooms. The event began with Janet Morrison introducing Dr. Gate who is an intellectual pioneer in string theory, super gravity, and super symmetry, has authored over 200 research papers, is the director for String and Particle Theory Center in Maryland, and was honored with a membership in the National Academy of Sciences. He received the National Medal of Science from President Obama for is contributions to scientific research in 2013 and became the first African America to hold an endow ed chair of physics at a major United States research university. In addition to is impressive academic achievements, Gate has also been a lifelong advocate for diversity in the classroom; even being the first physicist to write to the United States Supreme Court to argue the importance of minority students in college classrooms. This letter to the Supreme Court and an article published in response to a judges question about his position was the corner stone of his lecture. Gates opened his talk by giving a short summary of his career regarding physics and public outreach through documentaries and commercials. This lead to him discussing his first documentary in the 1990s where he explored how the sciences were starting to be accessible to minorities communities in ways, such as professor positions and research opportunities, that had not been possible before. This lead to allegory on diversity, starting with all things music, that eventually made its way to the Supreme Court. Gate argued that life is enriched from different musical style (Gate) and I doubt anyone would disagree that their life is poorer due to having more than classical music to listen to. This theme of diversity enhancing a topic or product, Gate argues, can be found throughout the scientific disciplines. In biology, diversity in biomes creates life that is more adaptable to change. In biomedical engineering, the use of genetic modification not only increases yields in food harvest bu t also decreases the use of environmentally harmful pesticides. It is this argument, rather than the moral argument (Gate), that Gate bases his position on. He states that, while it is correct morally to ensure individuals from all backgrounds have access to the sciences, it is imperative for science as a discipline to ensure diversity to survive. So what does diversity do? It enriches the experiences. It gives us a bigger set of choices (Gates) and these choices are the future of scientific development. While Gates never mentions the terms situated knowledge or standpoint theory his arguments and stance about diversity in the classroom and academia are dependent on these theories. He stated during the question and answer part of the talk that the outsider viewpoint which is therefor intellectual diversity which Im talking about. à ¢Ã¢â€š ¬Ã‚ ¦In the example that I talked about, it was the presence of the minorityà ¢Ã¢â€š ¬Ã‚ ¦that caused the majorityà ¢Ã¢â€š ¬Ã‚ ¦to be more careful in their analysis and thats what suppressed the grown of [economic] bubbles. So yes, in that case it is the actual ethnic diversity that did that (Gates)1. Earlier, he also stated that minorities, whether they are ethnic minorities or gender minorities, have a different way of thinking and viewing the world due to their minority statues. This all directly relates to situated knowledge and standpoint theory in the idea that the position of these individuals gives then different perspectives that allows them to better understand the problem at hand. He never outright stated that this perspective is superior to the majority perspective but it was, in my opinion, heavily implied which leads to his arguments being more based in situated knowledge than standpoint theory. I found the talk to be informative but slightly disorganized and the speaker to be open and not afraid to speak his mind even if his opinions were unpopular. During the talk, I learned some very interesting information such as Einsteins history of social justice work and current research on diversity in different disciplines; however, the speaker chose to use an allegory type of storytelling that, if one did not listen intently to, was easy to lose track of. Throughout the talk and while answering questions, Gate was forthcoming on his personal views and beliefs whether the audience agreed with him or not. I believe this was especially relevant during the last question after the talk. The person asking the question seemed to be implying that ethnic diversity did not matter as long as there was intellectual diversity, which essentially reminded me of a person arguing that someone was making something all about race, and I believe Gate gave a wonderful answer which not only spoke on ho w ethnic diversity caused intellectual diversity but how it was essential for intellectual diversity. As a teacher, I am hoping to decorate my classroom with diverse scientists, not the same old white guys everyone thinks about when they think of science, and this talk provided me with even more anecdotal and research evidence of the importance of ensure my students see diversity in science. Note This is in reference to a study Gate mentioned that focused on the growth of economic bubbles in stock markets. The study found that the presence of minority traders suppressed the growth of bubbles in the stock market, like the housing bubble that caused the 2008 United States crash, and that these results could be reproduced in white majority nations and Asian majority nations. Work Cited Gates, Sylvester J. What unique perspectives does a minority student bring to a physics classroom? Barbara Meyers Pelson 59 Lecture in Faculty-Student Engagement, The College of New Jersey, 21 March 2017, Mayo Concert Hall, Ewing, NJ, Lecture.

Elizabeth The Film Essay -- essays papers

Elizabeth The Film Theme of the Film: How Elizabeth managed to gain the throne through turmoil, and then maintain it through even greater conflict and opposition. Greatest Surprise of the Film: The attention to detail and the symbolism employed to make the story richer than any other period piece. The script was also very well written, and very well paced making the movie much more enjoyable to watch because it was interesting and did not drag. Historical Characters Prioritized: Elizabeth I, Duke of Leicester, Sir William Cecil, Walsingham, Duke of Norfolk, Mary Queen of Scots, and the Vatican, various potential suitors to Elizabeth I. Understanding Clarified Which Would Not Be Achieved Through Reading Alone: Elizabeth’s political struggles greatly affected her personal life. Being a passionate woman did not make this easy, and she was forced to give up much, even love, for her rule and her state. Summary: The film Elizabeth is set in 1552, mid sixteenth century, when a shift in power is about to occur in the British Empire. The daughter of Henry VIII and one of his many headless brides, Elizabeth was not only outcast because of this, but because of her protestant religious beliefs and affiliations. Her half sister Mary, along with her sister’s husband Philip II of Spain, ruled the English Empire at this time. They were both strict to the catholic faith and when they felt the threat of their protestant relative. They had her arrested and brought to the Tower of London for interrogation, and hopefully a confession of treasonous heresy. But in a turn of events, Mary dies without giving way to signing Elizabeth’s death warrant. Suddenly a â€Å"protestant heretic† is upon the throne of England. So Elizabeth I, of the house of Tudor, begins her rule of the English Empire on a wobbly footing. With the likes of the Duke of Norfolk and up even to as high as the Vatican itself, plotting against the new Queen, and Elizabeth’s personal endeavors complicating her rule, Elizabeth must choose wisely in her actions so not to lose her throne or her head. Biding by the advice of her trusted counsel including her lover, the Duke of Leicester, Sir William Cecil, her only real father figure, and her advisor and bodyguard Walsingham, Elizabeth tried to bring her rule and her state to order. In the end, Elizabeth has to give her love and he... ... film good. 3. Results? A great script, concentrated direction, brilliant lighting and cinematography, etc. all helped make the film very good. But the core of this film is definitely the emotion. The acting was wonderful and the story was nothing short of great. These were the hearts of the film. Recommendations for Future Use of this Film: This films gives amazing insight into what royalty have to go through. It was informative about the religious struggles in Europe in the sixteenth century, as well as the overall fight for power the throne causes. The film brings much attention to the idea of corruption and betrayal, especially those you very much love and trust. The film focuses on the idea of sacrifice. Elizabeth had to sacrifice her own personal life in the end in order to secure her rule and remain queen of England. She symbolically cut her hair and became â€Å"The Virgin Queen,† deciding to never again let man or romance get in the way of the throne. Did she truly want to do this, or was it just a necessary evil? All that we are told is that she remained at the throne for another forty years after this film ends, and that her rule is considered England’s â€Å"Golden Age.†

The power of play: learning what comes naturally Essay

Depth research has been carried out on the correlation between play and its positive benefits on early childhood learning, growth and development. It has been established that there is a positive connection between creative language and play and the social development of a child. Play has emotional benefits on a child such as enjoyment, relaxation, fun, love of life, tension reduction and self expression. Developmental benefits of play include cognitive development where imagination, creativity, problem solving, mastery of concepts and perspective taking improves. Socially the child grows which can be seen through co-operation, sharing, turn-taking, conflict resolution and leadership skills development. The language of the kid also develops that is in terms of communication skills, vocabulary and narration. This paper goes further to illustrate how play affects learning. ( p.66-67) In our case we will have a sharp in-depth look at two chapters, the first one being; Authoring books, plays and identities in writing workshops. Key practice: Approximated writing. The second chapter we shall look at is the discourse of creative expression. The first chapter mostly handles introduction to writing to kids where they are taken through a workshop where they mainly engaged in writing. The climax of it is when the kid finally authors a book and has a chance to sit on the authors chair and read the book to the class and to be admired and questioned at the end of the writing workshop. The rationale behind choosing this chapter on developing writing is that written communication is a very key skill communication skill and anyone should care being an expert in communicating really well through writing. It is thus a privilege and great pleasure learning how a kid or an individual at large develops this skill and also to reflect and see how probably we did begin at it or ought to begin at. Approximated writing is the key arguments in this chapter which symbolizes or represents a range of ways in which children can deliberate within their inner self between their personally invented forms of language understanding and the culturally determined rules for language. Approximated writing is close to the real writing language which embraces errors, incorrect spellings. It is used by children to formulate meaningful messages through their use of their emerging mastery of the language. The kids initiated their own writing projects and as they wrote they designed and illustrated images and prints for puppet plays, pages for kids-printed books, cards to relatives and friends, storyboards and journals. Graphophonic conventions such as using alphabetic symbols like â€Å"tuk† to represent the word took, putting bigger spaces between words, placing marks on words and organizing them in a pattern. Authoring in the workshop happened when the kids wrote, drew, told and dramatiz ed the texts they had written down. Finally in regard to authoring the kids connected texts for the kids-produced books that they presented to the others through reading aloud from the author`s chair or even short plays that were acted for the class and videotaped. A number of realizations came from these workshops or activity that was centred on kids literacy. The first one being that children are capable writers who are able to actively create and co-create meaning and such activities can be very instrumental in bringing out their literacy proficiency this is so because it is in such that they are challenged to explore all genres of written communication and also get a chance to freely air their ideas through their conversations and writings. The idea of getting a chance to sit on the author`s chair, present the book to the class, to be questioned and admired at the end of the writing workshop motivated the kids to really come up with a well-illustrated book. The methodology used in this chapter or writing workshop to teach the children how to write is something really great and enjoyable both for them and their instructor As a wrap up I can comfortably state that it is a matter of fact that children learn through play and exposure to plays enable them to develop their intellectual, social and emotional skills. Plays should thus be a part and parcel of a child`s life so that the child may grow and develop holistically failure to which the development of the child will be hindered. References Brock, A. (2009). Perspectives on play: learning for life. Harlow, England: Pearson/Longman. Elkind, D. (2009). The power of play: learning what comes naturally. Cambridge, Mass.: Da Capo Lifelong ;. Gordon, I. J., Guinagh, B., & Jester, R. E. (2009). Child learning through child play; learning activities for two and three year olds. New York: St. Martin’s Press. Marzollo, J., & Lloyd, J. (2011). Learning through play ([1st ed.). New York: Harper & Row. Silberg, J. (2009). Learning games: exploring the senses through play. Beltsville, Md.: Gryphon House. Tizard, B., & Hughes, M. (2010). Young children learning (2nd ed.). Malden, MA: Blackwell Pub.. Tizard, B., & Hughes, M. (2010). Young children learning (2nd ed.). Malden, MA: Blackwell Pub.. Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). London: SAGE. Source document

Megan essays

Megan essays In the early nineties, most American suburban households would have never thought twice about letting their kids play nearby outside or in the front yard of their homes. Before the nineties, citizens never new if there was a sexual predator living near by their homes or withinin their communities. On July 29, 1994, a family and a community was shattered when 7 year old Megan Nicole Kanka was brutally raped and murdered less than thirty yards away from the doorstep that she was playing on. She was lured into a neighbors house who had invited her inside to come and play with his new puppy. No one in the community knew that he was a convicted sex offender, who had attempted sexual assault on other children. Would you want to be informed if a sex offender moved in next door to your home? Should citizens have the right to be informed of the sex offenders that our living inside their communities? After a tragic story like Megan Kanka, the emotions from within naturally scream out y es. The solution to this problem is not as easy as the emotions within make it first appear. When Megan Kanka was brutally sodomized and raped, the aftermath was something like a tidal wave of immediate response. The family and community had no idea of their new neighbors recent convictions. Many within the surrounding communities pledged their support by signing petitions saying that citizens have, The right to know when a sex offender moves into the area. With the help of four hundred thousand signatures collected, the slogan, The right to know! became a law in New Jersey in a record 89 days after Megans murder (Tom Hughes 136). Today, there are laws in all fifty states that require some form of public notification when a sex offender moves into a new area. Child molestation cases and pedophilia have always been serious issues that stir up some of the strongest emotions from deep within. The emotio...

Human Interactions with Environment in Ancient Egypt Essays

Human Interactions with Environment in Ancient Egypt Essays Human Interactions with Environment in Ancient Egypt Paper Human Interactions with Environment in Ancient Egypt Paper Experience made them able hunters and gatherers, and later made them adept at herding. But, lacking the experience of modern people, they assumed that they were at the center of the universe, which they saw as flat, small and under sky. They were doing the best they could in drawing conclusions about the world around them. Much of the Paleolithic Age occurred during the period in the earths history known as the Ice Age. Around this time glaciers advanced and retreated many times. Because the people during the Paleolithic Age were living during such a harsh time they had to get adjusted to their environment so they started to depend on animals for their source of food. Since the eoliths people were nomads and hunters and gathers, they followed their source of food. In this time their main source of food were the huge animals that traveled together such as mammoths. They used their environment to help them survive. The Paleolithic people lived in caves and tents made from animal skin, their cloth were made from animal skin and leaves. It is hard to imagine how Neanderthals or Homo sapiens could have survived without fire during the Ice Age. The first stone tools were probably used as projectiles or to hit with them like with a mace. Later, the primitive humans observed that Rosen stones had cutting edges that could inflict deeper wounds or cut animals into pieces. Step by step, people learned to hit stone by stone to produce sharpened tools. The stone processing was used until the discovery of the metals by Homo sapiens, after the Neolithic[l ]. Stone scrapers were used for removing the skins of the animals. Stone axes were used for wounding or cutting up the prey. They had handles made of wood or deer antlers. Stone drills were used too. During the Upper Paleolithic (40,000 to 10,000 BC), more complex stone tools appeared, like stone lamps that were filled with grease and had a wick made of plant fibers. The exile arrow points were complex, having rods that allowed them to be joined to the shaft via a resin or tendons. Bone harpoons and needles from this period were found in Europe[2] During the Neolithic era people were developing ways to communicate, better ways to make weapons, better ways to obtain food and started to develop a religion. The Neolithic people discovered a way to obtain a better source of food. They discovered how to farm. They started to grow crops and became farmers. They would usually look for sources of water and build irrigation systems. The great source of food now game them time to title down and become civilizations. As they settled down they also found a way to domesticate animals. Their diet probably consisted of dairy products such as milk, cheese, meat and a variety of edible grains; wheat, barley, and rice. Because they discovered how to tame the animals they started to develop their technology they made their cloth from wool from the goats. Neolithic people were mostly farmers and herders, but then there were certain people who didnt want to be a farmer or an animal tamer. These people started to specialize in different jobs, jobs that needed to be done. For example crafts like carpentry, weaving and pottery. Carpentry was needed to make homes and buildings, the weaving was needed for the cloth, and pottery was needed to make bowls or statues or even ornaments, decorative ornaments. They also developed sets of rules to guide ones behavior. With no defined difference between spirit and materiality, they believed that in preserving a corpse they were also helping to preserve the spirit of one who had died. And they believed that they could nourish the spirit of the corpse by putting gifts of food alongside it.

Being a Leader Essay Example | Topics and Well Written Essays - 750 words

Being a Leader - Essay Example However, overtime Chung did not turn out as Leary expected since he distanced himself from her and fellow workmates, although his work was outstanding at first, Leary became uncomfortable with the way Ted conducted his business; as well, she was uncomfortable with his request. The main cause of the problem in the case is mistrust between Karen Leary and Ted Chung, among other concerns like professional conduct, cultural consideration, individual responsibility, self-interest, integrity, code of ethics and indecision. The primary problems in this case include Ted’s performance conflicting with company demands, language barrier between the industrialist and Karen the manager at Merrill Lynch and Ted’s withering of individual responsibility under demands of the client. Other problems include Ted’s Self-interest that led to greed and selfishness as well as Karen’s indecision regarding Ted’s request. In this case, Causes of the problems include culture at the organization before Karen became manager; Ted’s professional performance sometimes conflicted with the company demands and Self-interest. Other causes include Ted’s change in performance reporting, Chung’s integrity issues and decline of individual responsibility. ... Cultural framework determines human resource practices in many companies especially in recruitment and personnel management, which was the main cause why Leary hired Chung for the position of financial advisor to target Taiwanese investors. Since employee belief regarding obligations to organization or other employees is inherently perceptual and subjective, a person’s interpretation of terms and conditions of obligation may differ, which make employees to develop different comprehension of employer obligations. For instance, according to Elias and Linda (6), when Chung is ordered to stay at the sales assistant desk, he was uncomfortable with the request and maneuvered his way out of the desk. In evaluating Chung, it appears that Leary made perpetual errors in assessing him; for instance, it is clear from the study that Ted’s â€Å"increased displays of ego and temper† worried Leary (Elias and Linda 8). Moreover, even though, she was concerned with Chung’s slow start, with time Chung became a strong producer and Leary acknowledged that the Taiwanese market had the potential to be further developed (Elias and Linda 8). Nevertheless, Leary felt uncomfortable with various aspects of Ted’s performance since she did not know how Chung’s client was involved with the account, and matters were made worse by her inability to access the client because of the language barrier and the client’s close relationship with Ted. Although a year passed since Chung got hired, Leary tried to know Chung better but he often distanced himself from her and other financial consultants in the office (Elias and Linda 1). Within organization setting, individuals seek to fulfil personal goals, while at the same time others within the same

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THERE ARE 5 KEY CONTINGENCIES. TO WHAT EXTENT CAN MANAGERS IGNORE OR MEDIATE THESE CONTEXTUAL FACTORS UNDER WHAT GENERAL CONDITIONS MIGHT MANAGERS BE FORCED TO RESPOND TO THESE FACTORS - Essay Example The imperatives of the fast changing perspectives in managerial leadership within an organization have become vital to its impact on the performance outcome of the employees and organization, as a whole. Hitherto, managerial leadership or managers were solely responsible to achieving the targeted production and efficient administration through a well defined rational analysis, planning and decision making which distinctly lacked consideration and importance of human interaction in the organizational culture. Today the equation seems to have changed and ‘we approach managerial leadership as a relational, ongoing social construction process rather than as a single clear cut phenomenon’ (Sjostrand and Tyrstrup, 2001). The various aspects of the interactive elements of the organization, work together to produce a cohesive, output representing the organizations unique objectives and goals. The different contextual factors vis-Ã  -vis size, technology, environment, diversification and globalization are vital elements that have significant impact on the managerial decision making. Organisation’s performance outcome is directly related with the size of its workforce that may be working within well defined parameters of organizational structure. The stratified but focused division of labour within the organization is an intrinsic part of management strategy to achieve the organisation’s goals and objectives. The strategy of the managerial leadership to transform the workforce into human capital is being accepted as an inherent part of organisational culture. The changing socio-economic environment made it necessary that more consideration be paid to socio-cultural and political environment so that the requirements of the people became the focal point in the development of strategy. McGregor has been emphatic that proactive participation of the workforce in the decision making is imperative for

Curriculum Development Process Essay Example | Topics and Well Written Essays - 3000 words - 3

Curriculum Development Process - Essay Example Engagement – students are allowed to post more entries than required in the blog and comment on the texts of more students. The level of participation evidences their initiative and interest in the activity. Cultural knowledge – students search for supporting materials which can be related to Spanish-speaking culture and communities, and they acquire new cultural knowledge by sharing materials and experiences with others. Knowledge integration – writing posts in a blog and researching for it helps students develop ICT skills; students are given opportunities to find and read information on history, geography, society, art, and literature of Spanish-speaking countries. According to the expectations of the stage 6 syllabus, students have acquired a significant understanding of the function of grammar in Spanish (Board of Studies NSW, 2009: 17), a deep basis for the approach to complex authentic texts in this language. Additionally, they have practiced listening, reading, writing and speaking skills, they have studied Spanish for many hours, and they have acquired knowledge and experience on Spanish language and culture. This unit of work covers the topic Lifestyles within the theme The Spanish-speaking communities, and it relates to the theme The individual as well, because the own experience and the experience of other individuals is considered. I will show students that they have access to a variety of resources to regulate their own learning process since they can find bilingual and monolingual dictionaries, read newspapers and magazines in Spanish, and watch videos, among others.

A Poem from Aeon Entelechy Evangelion by Earthscorpion Essay Example for Free

A Poem from Aeon Entelechy Evangelion by Earthscorpion Essay Many a star must have been there for you so you might feel it. A wave lifted towards you out of the past, or, as you walked past an open window, a violin gave of itself. All this was their mission. But could you handle it? Were you not always, still, distracted by expectation, as if all you experienced, like a Beloved, came near to you? (Where could you contain her, with all the vast strange thoughts in you going in and out, and often staying the night. ) But if you are yearning, then sing the lovers: for long heir notorious feelings have not been immortal enough. Those, you almost envied them, the forsaken, that you found as loving as those who were satisfied. Begin, always as new, the unattainable praising: think: the hero prolongs himself, even his falling was only a pretext for being, his latest rebirth. But lovers are taken back by exhausted Nature into herself, as if there were not the power to make them again. Have you remembered Gastara Stampa sufficiently yet, that any girl, whose lover has gone, might feel from that intenser example of love: Could I only become like her? Should not these ancient sufferings be finally fruitful for us? Isnt it time that, loving, we freed ourselves from the beloved, and, trembling, endured as the arrow endures the bow, so as to be, in its flight, something more than itself? For staying is nowhere. Voices, voices. Hear then, my heart, as only saints have heard: so that the mighty call raised them from the earth: they, though, knelt on impossibly and paid no attention: such was their listening. Not that you could withstand Gods voice: far from it. But listen to the breath, the unbroken message that creates itself from the silence. It rushes towards you now, from those youthfully dead. Whenever you entered, didnt their fate speak to you, quietly, in churches in Naples or Rome? Or else an inscription exaltedly impressed itself on you, as lately the tablet in Santa Maria Formosa. What do they will of me? That I should gently remove the semblance of injustice, that slightly, at times, hinders their spirits from a pure moving-on. It is truly strange to no longer inhabit the earth, to no longer practice customs barely acquired, not to give a meaning of human futurity to roses, and other expressly promising things: o longer to be what one was in endlessly anxious hands, and to set aside even ones own proper name like a broken plaything. Strange: not to go on wishing ones wishes. Strange to see all that was once in place, floating so loosely in space. And its hard being dead, and full of retrieval, before one gradually feels a little eternity. Though the living all make the error of drawing too sharp a distinction. An gels (they say) would often not know whether they moved among living or dead. The eternal current sweeps all the ages, within it, through both the spheres, forever, and resounds above them in both. Finally they have no more need of us, the early-departed, weaned gently from earthly things, as one outgrows the mothers mild breast. But we, needing such great secrets, for whom sadness is often the source of a blessed progress, could we exist without them? Is it a meaningless story how once, in the grieving for Linos, first music ventured to penetrate arid rigidity, so that, in startled space, which an almost godlike youth suddenly left forever, the emptiness first felt the quivering that now enraptures us, and comforts, and helps.

Strawson Has Shown Russells Theory Of Definite Descriptions Philosophy Essay

Strawson Has Shown Russells Theory Of Definite Descriptions Philosophy Essay Sir Peter Strawsons ironically titled paper of 1950 On Referring argues that expressions do not refer in themselves but rather people refer when using expressions.(Lycan, 2008:20) Influenced by Wittgensteins Use Theories, Strawson did not consider a sentence to hold a truth value in its abstraction but rather it is in virtue of the way in which Human Beings utter and react to the sentence that give it the attribute of truthfulness and as such he considered his theory to be more adaptable than Russells Theory of Definite Descriptions in regard to ordinary language use. (Austin, 1978:531) In this essay I will critically analyse Peter Strawsons argument in relation to Bertrand Russells theory with the intention of demonstrating that Strawsons position on ordinary language is unsubstantiated and that the consequences of his language model has deeper philosophical implications which marks his theory, not Russells, as untenable. I will initially outline Russells argument in the light of St rawsons critique of the Theory of Descriptions to determine the flaws it uncovers in Russells theory. I will then attempt to offer Strawsons alternative theory through his objections to the Theory of Descriptions, to prove that his attempt to justify his theory as less problematic to the use of ordinary language is misguided. I will then finally attempt to engage in Keith Donnellans solution to consider whether it proposes a more successful and balanced approach to Russells and Strawsons theoretical problems of meaning and reference. The most efficient model for demonstrating the dilemma concerning Russell and Strawson is through Russells famous example; The present king of France is bald (Russell, 1905:485) This sentence appears to be of a subject predicate form with the grammatical subject present king of France forming the denoting phrase that Russell profoundly analysed in his paper of 1905 On Denoting. Russell proposed that there are three types of denoting phrases, however for the context of this essay I will deal exclusively with those denoting phrases that denote a single definite person or object also known as definite description akin to present king of France above. According to Russell declarative sentences of the structure of (1)do not possess the object represented by the grammatical subject in the sentence but rather conceal the more complex existential expression in virtue of their logical structure; there is one and only one x that is y, with x representing the grammatical subject and y representing the predicate. It is when the expression is altered into logical form that Russell makes the distinction between the logical subject and the grammatical subject of the sente nce which he proposes as the solution to the puzzles of non-referring definite descriptions. (Morris, 2007:51) So if we convert (1) into formal logic; 2) à ¢Ã‹â€ Ã†â€™x(F(x) à ¢Ã‹â€ Ã¢â€š ¬y(F(y) à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ x=y) G(x)) (Ludlow 2007) Russell proposes that in instances at least of denoting phrases being the grammatical subject of the sentence, the misunderstanding that leads to the puzzles occurs in virtue of the denoting phrase being an incomplete symbol on logical analysis. (Perkins, 1972:201)This is deceptive in that it is not obvious in ordinary language and as such it is in fact x that is the logical subject of the sentence. Consequently Russell contends that denoting phrases never have meaning in themselves, but that every proposition whose verbal expression they occur has meaning.'(Russell, 1905:480) In other words whilst the sentence (1) may appear to be of a subject -predicate form, it is in fact not in virtue of the logical proposition concealing the quantifier of the expression and subsequently Russell argues that the denoting phrase contributes meaning above its referent in that it is not actually a singular term but a quantificational structure. (Lycan, 2008:14) With this in mind, if we analyse the co mplex existential claim asserted by the definite article the in (1) a)(à ¢Ã‹â€ Ã†â€™x)Fx b)(â‚ ¬Ã‚ ¢x)( Fx à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ (Gx) (Fy à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ y= x)) c)(â‚ ¬Ã‚ ¢x)( Fx à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ Gx) (Lycan, 2008:14) It is necessarily the case that each condition needs to be satisfied in order for the proposition to be true, however in this instance condition (a) is false in virtue of nothing in the world satisfying the condition of being the present king of France and consequently conditions (b) and (c) cannot be satisfied . As a result of uncovering this logical structure it is evident that the grammatical subject in these classes of sentences are not singular terms in so much as the king does not feature in the logical form of (1) and as such denoting phrases cannot hold meaning independent of the proposition . Russell argues that this demonstrates how it is possible for sentences that express a non-referring denoting phrase to be meaningful and hold a truth value despite not referring. (Russell, 1905:484) Conversely Strawson contended that the statement was not false but rather devoid of truth value in that it misfired in its attempt to refer, and further argues that this mistake occurs in virtue of Russells disregard to the distinction between uniquely referring expressions, that which mentions or refers to some individual person or single object, (Strawson, 1950: 324) and a sentence beginning with such an expression. He formulates the distinction between the expression itself, a use and utterance and similarly a sentence, its use and utterance. (Strawson, 1950: 325) If we reconsider example (1), and suppose that it is uttered once during the reign of Louis XIV and once during the reign of Louis XV, in this instance the same sentence has been uttered on two difference occasions of use (Strawson, 1950:327) and it would be logical to admit that it was uttered about different men and as such the statement asserted could either be true or false on either occasion. That is the man who utt ered it during the reign of Louis XIV may have been true in virtue of the King being bald whilst the other man may have been incorrect in asserting such a statement. Subsequently it is clear that the same sentence can be used differently on two different occasions of the utterance. Furthermore, if the same sentence (1) had been uttered concurrently during the reign of Louis XIV, then it could be said that the same sentence had been used to express the same statement to the extent that as a result of successful reference to a present king of France the statement must necessarily hold a truth value, however the utterances of sentence (1) would have been different. (Strawson, 1950: 328) Therefore it must be the case, on the evidence presented, that it is possible to use the same sentences to make different statements with altering truth values, and it is in virtue of not recognising the distinction between sentences and expressions and their uses that Russell does not appreciate that i t is only through the token use (Cohen,2008:1) of a sentence that one can make a statement and similarly through the use of an expression or sentence that one can refer to a particular person through context laid out by the statement made and as such an (Lemmon,1966:90) Expressions cannot be used to mention, or to refer to, anything, any more than a sentence can be said to be true or false. The same expression can have different mentioning uses, as the same sentence can be used to make statements with different truth values.mentioning is not something an expression does, it is something that someone can use an expression to do. (Strawson 1950: 327) Accordingly, Strawson concludes that just as the use of a sentence generates the truth value of a statement, referring or mentioning is the function of the use of an expression or sentence in that it is the speaker who uses the expression or sentence that refers and therefore it is illogical to speak of the same things about sentences their uses and utterances and about unique referring expressions their uses and utterances for they belong to different categories. (Lemmon, 1966:91) So if we again reconsider; The present king of France is bald (Russell, 1905:485) From the distinctions demonstrated in On Referring Strawson challenges Russells assertion that this statement is false. He argues that as a result of Russell confusing expressions with their use in a particular context (Strawson, 1950: 326) it appears that the sentences appear meaningful and false. However as for mentioned, Strawson considers that whilst the sentence itself holds meaning it is the token use of the sentence on a particular occasion that alters the sentence into a statement which holds truth value.(Cohen, 2008:3) Consequently Strawson argues that in virtue of (1) being a sentence in itself that it is in fact meaningful in so much as it provides general direction for use, however since any present token use of it does not refer then it is not false but rather lacks truth value in so much as it misfires in its attempt to refer to the (nonexistent) present King of France. (Strawson, 1950: 327) Unlike other false statements such as, the present Prime Minster of England is female, which is defective as a consequence of the speaker incorrectly referring to Gordon Brown as female, (1) is defective since the speaker has failed in his attempt to identify a referring subject and as such it should be disregarded as spurious use (Strawson, 1950:327) rather than considered false. (Lycan, 2008: 20) Strawson further develops his objection by demonstrating that it is the grammatical subject of the sentence that refers to the referent whilst it is the predicate that attributes a characteristic to the referent. However when reference fails it is inconceivable to attribute something to which we cannot refer and as such no attribution take place and therefore the statement cannot hold a truth value. (Cohen, 2008:3) Unlike sentences akin the present Prime Minister of England is female (1) does not attribute anything to the king of France since he does not exist. Consequently Strawson takes up a position which is strikingly similar to Frege who distinguishes between the referent and the sense of a sentence and as such it is possible for a sentence to express more than one sense, or furthermore a sense can be expressed by different sentences. As a result sentences akin to (1) which have a sense but no referent are meaningful in so much as you can understand them, however they lack the q uality of truthfulness. (Lemmon, 1966:94) Strawson perceives Russell as ignoring this distinction and as a consequence he misapprehends the identifying role of the grammatical subject between entailment and presupposition in that anyone who use the sentences (1) to make a statement implies that there is a present king of France. (Strawson, 1950:332) The notion of implies is equivalent to presuppose but it is in no way comparable to the formal logical notion of entails that Russell uses to state the existential conditions asserted by the definite article the that necessarily needs to be fulfilled in order for the statement to be true. On the contrary it is to imply in the special sense that the existential conditions are satisfied.(Cohen, 2008:3) If we use example (1) Russell would argue that The present king of France is bald is true if and only if There is a present king of France is true and vice versa, however Strawson contends that it is the case that The present King of France is bald only holds a truth value if and only if there exists a present king of France, if this condition is not met then the statement holds no truth value. So once more I draw the conclusion that referring to or mentioning a particular thing cannot be dissolved into any kind of assertion. To refer is not to assert, though you refer in order to go on to assert. (Strawson, 1950:335) It is in this that Caton (1959) realised that Strawson did not recognise the distinction between failing to refer to or to mention something and referring to or mention something (Caton, 1959: 540) in ordinary language usage and as such it is apparent that Strawson has not actually accounted for the way in which we use refer in ordinary language. In other words, when using language we use it the same regardless of whether we are referring to something which exists or does not exist. (Caton, 1959:540) Consequently, it is only possible to use a sentence or expression thinking it refers even though it does not, and surely even if one did use a non referring expression without intention surely it would appear as if one has referred? Consequently it appears as if it is not that the speaker fails to refer but rather he uses a sentence or expression with the intention of referring to something he believes to exist but actually does not. (Caton, 1954:542) The implication of this position is that when a speaker utters a statement which intends to refer to an existing thing but fails, the speaker will be corrected by someone as there is no existing king of France. It is just not substantive of our approach to ordinary use of language to suggest that a speaker could use a referring expression successfully or conversely unsuccessfully and furthermore is it not the case that when we utter a sentence, unless we are consciously aware that it is factious, that we would believe that what we are referring to is successful given the linguistic and social conventions that govern our language and thought? Strawson argues that this failure of reference could occur, however given the account above how often would a speaker refer to something believing it exists when it does not, surely even if this was the case, given our social pedigree for awareness, it would be so rare that surely it would be absurd to accept it as a foundation to a critique?(Caton, 1954:543) Furthermore if Straws on argues that his proposal is less problematic to ordinary language then surely the counterexamples used need be to be more inclined to towards our natural intentions of speech, and as such it seems that a Gricean distinction between intended and expressed propositions could almost accommodate for Russells Theory of Descriptions in this instance in that the meaning of the sentences that appear object-dependant studied by Russell are incomplete without the context of use that Grice studied through speaker-meaning. (Ramachandran, 1993:1) If we consider the example; (3)The book case is filled with DVDs Strawson uses awkward example such as (3), which expresses that there is one and only one bookcase and it is filled with DVDs when applied to Russells analysis, to devalue Russells theories but Neale (1990) developed ideas from Grice and argued that if (3) is applied to the notion of restricted quantification the absurd illusion disappears. That is the domain over which we take the quantifier is adequately altered and consequently the quantifier silently recognises the context of the speech act. Whilst this is by no means a solution it is evident that when a sentence such as (3) is used a contemporary, Russellian could argue that it is in its use that the statement is completed and furthermore this is through the restriction of quantification.(Lycan, 2008:22)I admit that there is still an ambiguity and awkwardness about the non-existent reference however it has become apparent that in ordinary language it would highly unlikely that a speaker would use (1) with the intention of referr ing but could it be as a condition of the non-intention of the speaker that the uncomfortable nature of truth arises? (Ramachandran, 1993:4) Keith Donnellan (1966) attempts to offer a pragmatic approach to the problem by suggesting that both Strawson and Russell are incorrect in their analysis of definite descriptions by claiming that they both commit to the error that when nothing satisfies the condition of being the referent that the truth value of the sentence or use or the sentence is affected. (King, 1984:14)Donnellan argues that this is not the case but rather a speaker could use a non-referring expression to express a true sentence despite the grammatical subject being a non-referring expression and this misunderstanding occurs in virtue of neither Strawson nor Russell appreciating both the referential and the attributive use of a definite description as a consequence of not analysing the interpretation of a sentence on specific occasions of use in the specific context.(Lycan, 2008:24) If we consider the example; (4) The person who bought that Ferrari is rich Donnellan argues that that statement could be uttered twofold; It could refer to the fact that the Ferrari was  £300,000 and as such it must be the case that the person who purchased the vehicle was wealthy, this is known as the attributive use of the description. It could also refer to Henry the man who purchased the vehicle after haggling the price down to  £250 000, this is known as the referential use of the description. Russells theory is an application of the attributive use of definite description in speech acts, whilst Strawsons argument against Russell is on the basis of him not recognising the referential role of definite descriptions, however Strawson neglects the attributive use and as such his theory is similarly problematic. (Cohen, 2008:2) Furthermore, the distinction between the referential use and the attributive use runs deeper, in that the truth values are different given there being nothing that satisfies the condition of being the referent in a use of a sentence as a direct consequence of the presuppositions in each case being different. In the case of the attributive use the assertion misfires as a result of their being nothing to satisfy the condition of the referent however in the referential sense it may still have a truth value given that the object that is being referred to may satisfy the description given and if it does not then the given speech act is misleading. As a result Donnellan demonstrates that out of context it is ludicrous to try and determine what a definite description is, because it is context dependant in that within a particular speech act it could be used for either referential or attributive use and as a consequence both Strawson and Russells arguments are deficient in some capacity. (Cohen, 2008:3) However, given that the question at hand is whether Strawsons critique has deeper philosophical implications for Russells theory, and that we have accepted that both theories are not sufficient if we accept Donnellans theory then could it be the case that given that Strawsons theory is not practical for ordinary language, is it worth accepting in light of the detrimental effect it has on the analysis of language given the arise of truth gaps? Subsequently by accepting Strawsons thesis on the non truth value of non-referring expression then we permit for these truth value gaps, whereby certain sentences cannot be subject to logical analysis because they lack a truth value. (Quine, 1953: 439) By analysing sentences under the scrutiny of formal logic there is the possibility of refraining from ambiguity because all sentences are ascribed a truth value through the proposition expressed by their existential logic properties. (Lemmon, 1966: 105) According to E.J Lemmon (1966) this is only sufficient if logic is not liable to imitate ordinary language to the effect that it manifests itself in the same manner. As Russell seemed to acknowledge this is not the case and in fact the role of logic is to control language under conditions where ordinary language cannot be regulated and therefore surely it is a given that it does not necessarily accurately represent ordinary language in every respect? Besides is it harmful to accept a situation whereby the logician is aware of the problem of non-referring descriptions, would it not be adequate to merely realise this and maintain the logical structure which has been demonstrated as efficient and practical? As far as the difficulty demonstrated by Strawson in this instance it only holds if and only if Russells intention was for the logical proposition to mimic ordinary language. (Lemmon, 1966:107) In conclusion I would argue that whilst neither Strawson nor Russells argument provides a wholly adequate account of definite descriptions, if we evaluate the purpose of each theory they are of differing successes. Russell provides a scientific approach to analysing definite descriptions which generally provides a sufficient measure for reference whilst still encompassing difficulties. Strawson on the other hand attempts to offer an improved theory in regard to ordinary language use however, the counterexamples he provides are not intuitive uses of language. Furthermore the implication is that it is unlikely that such occurrences would occur intentionally and as a consequence the position Strawson takes up is not philosophically practical given the arise of truth gaps when accepting his theory. Word count (3032 exclusive of reference and quotations)