Impact of video games on children Essay

Video games have been available to consumers for the last 30 years. They are a unique form of entertainment, because they encourage players to become a part of the game’s script. Today’s sophisticated video games require players to pay constant attention to the game, rather than passively watching a movie. This has both positive and negative impacts on players. Several studies have been published that explore these impacts on today’s children. Most people this day and age grow up with technology. But now days what people see in the media about children being obese or not social. The media and physical fitness experts always express, the youth this day never go out and play and get about sixty minutes of play a day. This means exercise. I for one think video games isn’t the problem. With children being overweight, video games aren’t always filled with violet’s, there are games that teach you to work as a team with someone you’ve never meet. Even learning sportsmanship which I believe should be learned at a young age. Because facing the realities that you can’t always win there are going to be some people that are better and that you should encourage yourself to become better not just at video games life in general. Within the media they say kids need to go out and play. I think that’s true so what they need to do now a days with games is make it so kids get tired of the games after a while. That way they should try to lean toward making children wanting to go outside. When I was growing up in the 1980s video games where just starting to catch on. All the kids had to have the latest games or â€Å"Gameboys† ext. I remember we would try to find ways to make our parents let use stay inside and play. I believe it hindered me once I got older and wanted to play sports. I was so out of shape then it all came back to me I was hardly active when I was younger. Right now Approximately 17% (or 12. 5 million) of children and adolescents aged 2—19 years are obese. The studies show by kids not eating healthy or even from going outside to play. There are just so many reasons why children are so badly obese. I know video game’s is one of the biggest reason for are youth to being so heavy. Kids rather stay inside being on their video game consoles. I know it’s crazy to say but I believe that it has to do with the area kids are raised. Let’s say you are in a bad neighborhood. Where you know it’s not safe to be outside I know I would want my child to stay indoors so I know that he or she is safe. But I know my child would want to be entertained lots of people know young kids lose their interest in things after time. Which is understandable.

Malcolm X a Homemade Education

Elizabeth Terry Biology 101-06 MWF at 3:00 November 14, 2011 Research paper DOWN SYNDROME Down syndrome is the most common cause of mental retardationDown syndrome is the most common cause of mental retardation. It is caused by the presence of an extra chromosome. Chromosomes contain sequences of DNA called genes that represent the genetic information that exists within a cell. Twenty-three distinctive pairs of chromosomes which is 46 in total. They are located within the nucleus (a region of the cell that is bounded by a specialized membrane, and which houses the genetic material).When a sperm cell fertilizes an egg cell, the newly created zygote normally receives 23 chromosomes from each parent. The contribution of genetic information from each parent is what makes each baby a distinctive blend of both characteristics. In Down syndrome a mistake during division of the sperm or egg cell produces a cell with an extra chromosome 21. This event occurs during cell division and is referr ed to as nondisjunction, or the failure of all chromosomes to separately properly resulting in retention of one of the chromosomes in one of the two new daughter cells.This is also called trisomy 21 and is accounted for 95% of all Down syndrome patients. A rare number of Down syndrome cases the original egg and sperm cells begins with the correct number of chromosomes but shortly after fertilization during the phase where cells are dividing rapidly a single cell can divide abnormally creating a line of cells with an extra chromosome 21. It’s called a cell line mosaicism. The individual with this type of down syndrome has two types of cells: some 46 chromosomes which is the normal number and some with 47.Individuals who are mosaic for trisomy 21 typically have less sever sign and symptoms of the disorder. Another are location that can cause down syndrome is called a chromosome translocation. This is an even that unlike the numerical abnormally causing trisomy 21, there is a st ructural abnormality. Exchange of material from two different chromosomes during the production of sex cells can take place such that there is a whole chromosome 21 attached to another chromosome but the chromosome number is normal. [1]These types of translocation involving chromosome 21, occur in about 3-4% of cases of Down syndrome.Ancient cultures, such as those in Greece, Rome, and Egypt, put disabled infants to death. Compassion toward the disabled was awakened by the early Christian church, but its charitable influence waned during the middle ages. Down syndrome also affected this people due to no one really caring about what was going on with the ill children. Down syndrome has a lot of causes and this is normally what some parents want to know is why their child is born with this syndrome. Most times this is why they tell you while you are carrying your child you need to watch very closely and look for all signs of genetic disorders with pregnant.Down syndrome is a chromosom al disorder as I said before. A baby is usually identified at birth through observation of a set of common physical characteristics. Babies with Down syndrome tend to be overly quiet. When I say that I mean less responsive with weak floppy muscles. With that being said a number of physical signs might be present. This includes a flat bridge of the nose which is smaller than normal. It’s a low set nose. They will tend to have a small mouth with a protruding tongue, upward slanting eyes and also extra folds of skin located at the corner of each eye, near the nose.They will have small outwardly rotated ears and small hands as well. Usually they have an unusual deep crease across the center of the palm and a malformed fifth finger. They will have a wide space between the big and the second toes and unusual creases on the soles of the feet. They also experience shorter than normal height later on in their childhood. Before genetic testing became available, Down syndrome was diagno sed based on certain typical physical characteristics. Not all people with Down syndrome have all these characteristics though.This can vary from certain people and are caused by the extra chromosomes. Individuals with Down syndrome also have joints that are looser than normal. Their skulls are short and broad. Newborns usually have extra skin on the back of their neck, and as the child gets older the neck often appears short and wider than usual. [2]Facial shape is round in the newborn and also during infancy. When the child gets older their face shape becomes oval like. This is due to the underdevelopment they go through. Their cheeks are round and the teeth develop late and in an unusual order.Although Down syndrome is not curable and there will be no cure for it, parents, researchers, and also the Down syndrome individuals try to make the best out of life and try dealing with it. Advances in medical treatment over the past 40 to 50 years for conditions such as heart defects and respiratory disease have led to dramatic increases in the life expectancy of those with Down syndrome. [3] Half of the children born with Down syndrome during the late 1960s survived to age 5. Bronchopneumonia, a respiratory illness and heart defects were the most common causes of death.Now about 80% of those born with it survive to age 10, and about 50% of them survive to age 50 or beyond. The recent statistics from various study places show that the place of incidence of Down syndrome anywhere from 1 in 600 to 1 in 1,000 live births. An analysis published by various people. Bray and colleagues in 1998 of combined data from nine different studies found that the incidence varies from 1 in 1,445 live birth mothers at age 10 to 1 in 25 live births to mothers at age 45. Down syndrome really is a hard disorder to live with but at the same time it has its advantages.Down syndrome has no treatment options but they have a lot of programs to help cope with this syndrome. The development of a child is a joyous thing. It involves amazing ohhs and ahhhs that would shock you every day your child does something new. All kids from the time their able to sit up by them and walks are learning new things everyday. Even as adults we learn new things everyday but still with Down syndrome, everything that they accomplish is outstanding. All kids learn to develop their fine motor skills but there are different aspects when it comes to Down syndrome children.The development of motor skills is very hard. The first thing you have to do is have a laid out foundation of how you plan on teaching that child. This is very dependent on stability. [4]Stability is being able to push open a heavy door. It’s being able to put on your shoes without falling. It is carrying a tray full of drinks. Its really a list that goes on but with this syndrome most things aren’t accomplished because down syndrome babies lack stability. Most of the people diagnosed wit this syndrome also tends to walk a little strange. They walk from side to side and always have their head twisted.Now as kids get older and reach their age past ten, then your not exactly ok, but you can breathe a little. Most researchers are still concerned about the older ones but its really the babies that most are worried about. They tend to go through a lot as newborns and unto there early infants stages. [5] Babies with Down syndrome suffer a lot. They have a lot they feel and go through, but being an infant and not being able to talk doesn’t help at all. Being born with Down syndrome you experience how it is from that point on and for the rest of your life.Children with this syndrome almost always have some degree of intellectual disability. That is why they learn slower and have difficulty with complex reasoning and judgment. The degree of intellectual impairment various tremendously. These kids do learn and what they do learn they will not forget. Down syndrome can not be prevented but it is People with Down syndrome, whatever their age, are people first. They are people with abilities, strengths and weaknesses like everyone else. They may have additional needs but first they have the same needs as everyone else of their age group.The quality of health care, education and community support provided to children and adults with Down syndrome makes a real difference to their progress throughout life. This module provides an introduction to all the issues that need to be addressed to enable individuals with Down syndrome, and their families, to enjoy full and happy lives within their communities. It offers an overview of the development of individuals with Down syndrome from infancy to adult life. It also provides a summary of the causes of Down syndrome, the incidence and prevalence of the condition, life expectancy and associated education and health care needs.Children with down syndrome experience problems with their digestive tract at a rate that is much higher than t hat of other children. [6] some of these problems such as blockage of the digestice tract can be life threatening and can require emergency surgery. Blockage or atresia of the esophagus or the duodenum can cause starvation if not corrected. Atresia occurs when the anal opening does not develop. This condition prevents solid waste from being eliminated from the intestinal tract and must be corrected surgically. Anal stenosis will allow waste products to pass, but will cause constipation.Gastroesophageal feflux is also more common in individuals with down syndrome. During this stage food reenters the esophagus from the stomach. This can cause vomiting and irritation of the esophagus. You can also have vision problem s with down syndrome to. Theses problems are common with those suffering with down syndrome. Strabismus in which one or both euyes either truns in or out. Occurs in 43% of theses chuldren. It is caused by abnormal or incomplete development of the cneters in the brain that control the coordination of eye movements. This condition may require an eye patch, special glasses or even surgery.Vision therapy may also be benificial and should be considered before surgery. Hearing problems also come with syndrome. [7] anatomical differences that result from trisomy 21 contribute to the larger percentage of hearing difficulties founf in individuals with down syndrome. Appromately 53% in children with down syndrome have hearing problems. This makes it more difficult to examine the ars for wax buildup and infection. The middle ear is smaller than normal, as well. This contributes to the presence of chronic ear infections in 40% to 60% of children with downs syndrome.The shallow nasal bridge founfd in 61% of individuals with down syndrome also contributed. Collapse or blockage of the eustachian tube, which leads from the ear to the throat, causes fluid to build up in the middle ear and increases the risk of middle ear infection. [8]In children with down syndrome t he eustachian tubes are often smaller tha normal and have lowered muscle tone. Problems with fluid build up in the middle ear occur in 60% of indiviuals with down syndrome this fluid buildup interferes with hearing and can cause permanent hearing loss if it remains for a long peopif of time.Estimates of hearing loss in people with down syndrome range from 60% to 80%. Hearing loss in children can contribute to language and speech difficulies as well as auditory attention. Monitoring for fluid buildup and infections of the middle ear should begin before the age of six months and should continue into adulthood. Hearin aids may be a choice as well. Another problem that occurs in down syndrome individuals is problems with thyroid gland. Weighing less than one ounce the thyroid is actually one of the largest endocrine glands. Thyroid hormones help regualte the synthesis of growth factore and many hormones.Thyroid hormones are crucial for proper brain development during pregnancy. They are also important in normal growth. Because they are composed of the amino acid tyrosine, to which iodine molecules have been atattched adequate iodine in the diet is esstenial for their production. Another hormone produced by the thyroid gland is calcitonin which regulates the levels and metabolism of calcium. The hormones tri-iodothyonine and tetraiodothyonine are produced by the thyroid gland in a ratio of 1;14. t4 is secreted by the thyroid gland in responses to TSH. The active form, T3 is formed in the kidney, liver, and pleen by removal of one iodine molecule from T4. individuals with down syndrome also are 10 to 30 times more likely to develop Leukemia. [9] This is a type of cancer caused by the production of abnormal qhite blood cells by the bone marrow. These abnormal cells eventually crowd out normal white and red blood cells. There are two main types of leukemia. Acute and chronic. Acute leukemias develop slowly and the patienst condition worsens slowly. Chronic leukemia de velops rapidly and the patients syptoms worsen quickly. About 10% of babies born with down syndrome develop a transient leukemia that usually goes away by 3 months of age.About 20% to 30% of those with this transient condtion go on to develop acute leukemia. Babies who do not have down syndrome rarely have the transient form of leukemia. This higher risk of leukemia is in contrast to the risk of other types of cancer in individuals with down syndrome. The incidence of most types of solid tumors is muh smaller than in the general population. Down syndromes rates has also increased. From 1979 to 2003, the prevalence (total number of cases of a disease in a population at a specific time) of Down syndrome (DS) at birth increased by 31 percent, from 9 to 12 per 10,000 live births in 10 US regions.Within the 10 regions, birth prevalence of DS ranged from a low of 9. 7 in Arkansas to a high of 13. 7 in Utah during 1997-2003. The number of infants born with DS was almost 5 times higher amon g births to older mothers (38. 6 per 10,000) than among births to younger mothers (7. 8 per 10,000). In 2002, DS was found to be present in about 1 of every 1,000 children and adolescents aged 0 to 19 living in 10 chosen regions of the United States, which means that approximately 83,000 children and adolescents with DS were living in the United States during that year. Prevalence of DS by age group was the highest in 0-3 year olds at 11. , declining to 10. 3 among 4-7 year olds, 9. 8 among 8-11 year olds, 8. 3 among 12-15 year olds, and 6. 0 among 16-19 year olds. A screening test will help identify the possibility of Down syndrome. Screening tests do not provide conclusive answers, but rather, they provide an indication of the likelihood of the baby having Down syndrome. An abnormal test result does not mean that your baby has Down syndrome. The goal with a screening test is to estimate the risk of t baby having Down syndrome. If the screening test is positive and a risk for Down syndrome exists, further testing may be recommended.Diagnostic tests can identify Down syndrome before the baby is born. January issue of Obstetrics & Gynecology, the American College of Obstetricians and Gynecologists released guidelines recommending screening for Down syndrome to all pregnant women during their first trimester. Agnostic tests tend to be more expensive and have a degree of risk; screening tests are quick and easy to do. However, screening tests have a greater chance of being wrong; there are â€Å"false-positive† (test indicates the baby has the condition when the baby really does not) and â€Å"false-negatives† (baby has the condition but the test indicates they do not).As far as those individual kids with Down syndrome there is a lot that they can do, just as the regular ones. Kids with Down syndrome tend to have a sense of humor. Those with this disorder have slurred words and stutter but what you can understand they have pretty good conversation. Also in about 4 percent of all down syndrome cases the individual possesses not an entire third copy of chromosome 21 material, which has been incorporated via a translocation into a no homologous chromosome. In translocation pieces are swapped between two non-related chromosomes forming hybrid chromosomes.The most common translocation associated with Down syndrome is that between the long arm (down gene area) of chromosome 21 and an end of chromosome 14. [10] The individual in whom the translocation has occurred shows no evidence of the aberration since the normal complement of genetic material is still present only a different chromosomes location. The difficulty arises when this individual forms gametes. A mother who possesses the 21/14 translocation, for example has one normal 21 one normal 14 and the hybrid chromosomes.She is a genetic carrier for the disorder because she can pass it on to her offspring even though she is clinically normal. The mother can produce three types of viable gametes: one containing the normal 14 and 21. the presence of an extra copy of the long arm of chromosome 21 causes defects in many tissues and organs. One major effect of Down syndrome is mental retardation. The intelligence quotients of affected individuals are typically in the range of 40-50. The IQ varies with age but being higher in childhood than in adolescence or adult life.The disorder is often accompanied by physical traits. Trisomy 21 is one of the most common chromosomal aberrations occurring in about 0. 5 percent of all conceptions and in one out of every seven hundred to eight hundred live births. About 15 percent of the patients institutionalized for mental deficiency suffer from Down syndrome. Before the chromosomal basis for the disorder was determined the frequency of Down syndrome births was correlated with increased maternal age. For mothers at age twenty the incidence of down syndrome is about 0. 5 percent which increases to 0. 9 percent by the age thirty -five and 3 percent at age forty-five. Comparing the chromosomes of the affected offspring with those of both parents have shown that the nondisjunction event is maternal about 75 percent the time. The maternal age effect is thought to result from the different manner in which the male and female gametes are produced. Gamete production in the male event in females. Formation of the female’s gametes begins early in embryonic life, somewhere but between the eight and twentieth weeks.During this time, cells in the developing ovary divide rapidly by mitosis forming cells called primary oocytes. These cells then begin meiosis by pairing up the homologues. The process is interrupted now and the cells are held in a state of suspended animation until needed in reproduction, when they are triggered to complete their division. Most individuals with Down syndrome have intellectual disability in the mild (IQ 50–70) to moderate (IQ 35–50) range, with individuals having Mosai c Down syndrome typically 10–30 points higher. Dr.Weihs notes the mental qualities of people with Down syndrome to be â€Å"unisexual,† â€Å"playful,† â€Å"affectionate,† â€Å"mischievous† and â€Å"imitative†. [21]Language skills show a difference between understanding speech and expressing speech, and commonly individuals with Down syndrome have a speech delay. Fine motor skills are delayed and often lag behind gross motor skills and can interfere with cognitive development. Effects of the condition on the development of gross motor skills are quite variable. Some children will begin walking at around 2 years of age, while others will not walk until age 4.Physical therapy, and/or participation in a program of adapted physical education (APE), may promote enhanced development of gross motor skills in Down syndrome children. A 2002 literature review of elective abortion rates found that 91–93% of pregnancies in the United Kingdom a nd Europe with a diagnosis of Down syndrome were terminated. [54] Data from the National Down Syndrome Cytogenetic Register in the United Kingdom indicates that from 1989 to 2006 the proportion of women choosing to terminate a pregnancy following prenatal diagnosis of Down syndrome has remained constant at around 92%.In the United States a number of studies have examined the abortion rate of fetuses with Down syndrome. Three studies estimated the termination rates at 95%, 98%, and 87% respectively. Medical ethicist Ronald Green argues that parents have an obligation to avoid ‘genetic harm' to their offspring, and Claire Rayner, then a patron of the Down's Syndrome Association, defended testing and abortion saying â€Å"The hard facts are that it is costly in terms of human effort, compassion, energy, and finite resources such as money, to care for individuals with handicaps†¦People who are not yet parents should ask themselves if they have the right to inflict such burde ns on others, however willing they are themselves to take their share of the burden in the beginning some physicians and ethicists are concerned about the ethical ramifications of the high abortion rate for this condition. [59] Conservative commentator George Will called it â€Å"eugenics by abortion†. 60] British peer Lord Rix stated that â€Å"alas, the birth of a child with Down's syndrome is still considered by many to be an utter tragedy† and that the â€Å"ghost of the biologist Sir Francis Galton, who founded the eugenics movement in 1885, still stalks the corridors of many a hospital†. Doctor David Mortimer has argued in Ethics & Medicine that â€Å"Down's syndrome infants have long been disparaged by some doctors and government bean counters. Some members of the disability rights movement â€Å"believe that public support for prenatal diagnosis and abortion based on disability contravenes the movement's basic philosophy and goals.Peter Singer argued t hat â€Å"neither hemophilia nor Down's syndrome is so crippling as to make life not worth living from the inner perspective of the person with the condition. To abort a fetus with one of these disabilities, intending to have another child who will not be disabled, is to treat fetuses as interchangeable or replaceable. If the mother has previously decided to have a certain number of children, say two, then what she is doing, in effect, is rejecting one potential child in favor of another.She could, in defence of her actions, say: the loss of life of the aborted fetus is outweighed by the gain of a better life for the normal child who will be conceived only if the disabled one dies. Individuals with Down syndrome have a higher risk for many conditions. The medical consequences of the extra genetic material in Down syndrome are highly variable and may affect the function of any organ system or bodily process. Some problems are present at birth, such as certain heart malformations. Ot hers become apparent over time, such as pilepsy. Other things Down syndrome patients go through are very emotional. For people with Down syndrome it is very hard to cope with the everyday activities. It is also hard on the family, especially the parents. It can be very frustrating for the parents to cope with having a child with Down. People born with Down syndrome require so much more extra attention than that of a normal child. Suggestions from some psychologists are for the parents to go to some kind of group sessions to talk to other parents who have children with Down.Therefore, someone else can understand the frustrations that they go through in raising their child. People with Down syndrome have a lot of different emotions running through their mind and body. People with Down syndrome, whatever their age, are people first. They are people with abilities, strengths and weaknesses like everyone else. They may have additional needs but first they have the same needs as everyone else of their age group. The quality of health care, education and community support provided to children and adults with Down syndrome makes a real difference to their progress throughout life.This module provides an introduction to all the issues that need to be addressed to enable individuals with Down syndrome, and their families, to enjoy full and happy lives within their communities. It offers an overview of the development of individuals with Down syndrome from infancy to adult life. It also provides a summary of the causes of Down syndrome, the incidence and prevalence of the condition, life expectancy and associated education and health care needs. Further modules in this series address each of these issues in detail.Down syndrome patients also have another way to look at things. The most of the time feel different and out of place. Most would like to know who Down syndrome affects. For instance what race and what are the ratios of living past a teenager Children and adults with Down syndrome have a wide range of abilities. A person with Down syndrome may be very healthy or may have unusual and demanding medical and social problems at virtually every stage of life. It’s important to remember that every person with Down syndrome is a unique individual. Each child will develop at his or her own pace.It may take children with Down syndrome longer than other children to reach develop Down syndrome cannot be cured. However, early treatment can help many people with Down syndrome to live productive lives well into adulthood. Children with Down syndrome can often benefit from speech therapy, occupational therapy, and exercises to help improve their motor skills. They might also be helped by special education and attention at school. Some of the medical problems common in people with Down syndrome, like cataracts, hearing problems, thyroid problems, and seizure disorders, can be also treated or corrected.It has been suggested that children with Down sy ndrome might benefit from medical treatment that includes amino acid supplements and a drug known as Piracetam. Piracetam is a drug that some people believe may improve the ability of the brain to learn and understand. However, there have been no controlled clinical studies with Piracetam to date in the U. S. or elsewhere that show its safety and efficacy. The life expectancy for people with Down syndrome has increased substantially. In 1929, the average life span of a person with Down syndrome was nine years. Today, it is common for a person with Down syndrome to live to age 50 and beyond.In addition to living longer, people with Down syndrome are now living fuller, richer lives than ever before as family members and contributors to their community. Many people with Down syndrome form meaningful relationships and eventually marry. Now that people with Down syndrome are living longer, the needs of adults with Down syndrome are receiving greater attention. With assistance from family and caretakers, many adults with Down syndrome have developed the skills required to hold jobs and to live semi-independently mental milestones, but many of these milestones will eventually be met.Therefore, parents should not compare the progress of a child with Down syndrome to the progress of other siblings or even to other children. [pic][pic] [pic] ———————– [1] Down syndrome K. Le Lerner Pg. 1377. Paragraph 1. [2] Genes and Disorders. By Fay Evans-martin. Pg. 14 paragraph 2. [3] Fay Evans-martin Pg. 17 Paragraph 3. [4] [5] [6] Genes & Disease By: Fay Evans Pg. 67 [7] Genes and Disorders Br Fay Evans Pg. 71 [8] Genes And Diseases By Fay Evans Pg. 71 [9] Pg. 75 Genes And Disorders By Fay Evans [10] Down syndrome medical guide. Pg. 749

An Evaluation of Jessie Nelson’s Directed Film, I Am Sam

An Evaluation of Jessie Nelson’s Directed Film, I Am Sam The movie I chose to review is I am Sam. This movie is about a man, Sam, with a mentally disability coping with the struggles of raising his daughter. He has the mind of a seven year old so things get tough when his daughter, Lucy, becomes seven and surpasses his intelligence and the kids in her classroom begin to make fun of him. Sam soon gets in trouble with social services and finds a lawyer, Rita, to help win his daughter back. The movie ends with a couple co-parenting Lucy, with Sam. So in a sense everyone wins; Sam and Lucy still get to have their relationship and the couple gets a daughter and can raise and take care of her needs. Sam’s character is said to have autism and a mental disability but did not specify what it was exactly. All that was said is that he had the mind of a seven year old. He was portrayed as a loving and caring father who read to his daughter every night and even threw her birthday parties. He also had a group of friends, who were also disabled, that helped raise Lucy. In one scene Sam did not have enough money to buy Lucy a new pair of shoes for school and all of the friends chipped in to pay for the shoes. You could also see how he struggled because Wednesday nights were IHOP nights but Lucy wanted to try a different restaurant. Sam went to the other restaurant but threw a fit when they did not have the pancakes that he wanted. It was hard for him to change his routine, but he tried because Lucy asked him too even though, with his disability, it was very hard for him. During the trial to win Lucy back Sam did everything in his power to get her back. Rita, the lawyer, was portrayed as a woman who put work before her family and kids. This was the reverse role of Sam because all he wanted was to be with Lucy. Once she got to know Sam she tried to do everything she could to help him and they even became great friends and she became a better mom because of him. You could really see how he struggled in the trial due to his disability. It was hard for him to keep up with the questions being asked and sometimes when he got confused he would quote The Beatles or things that happened to The Beatles; they were his favorite band. The movie wanted you to feel sympathy for him and pity him because he wanted so bad to be the father he needed to be put was held back by his disability. This movie was a positive portrayal of individuals with disabilities because it showed that even though Sam had a disability it did not affect his ability to love. Playing off the role of Rita, which was the opposite of Sam, she was the typical lawyer who had lost touch with his young son and even admitted to hating him. This scenario also showed that people without disabilities are not perfect and can learn from individuals with disabilities. She even said in one scene, towards the end of the movie, that she gained more from their relationship than Sam had gained from it. This shows how special individuals with disabilities are and how much they can better the lives of others and all that they want is to be treated like everyone else, because they do have feelings. Since the movie said that he had some form of autism I think they portrayed it well. Autism disorders are known to be on a spectrum and full of variety. Some people can be somewhat autistic while others are considered to be very autistic. Autism can, â€Å"affect a child’s development and ability to communicate and that includes unusual behavioral manifestations such as repetitive motor movements† (Kirk, 2012, p. 148). During the movie Sam constantly tilted his head up when he was frustrated and did not understand what was going on. This happened often in court when he was asked questions that he did not understand or too many questions were being asked to him at one time. Asperger’s Syndrome is also considered to be on the spectrum of autism and Sam showed signs of, â€Å"a preoccupation with certain subjects almost to the exclusion of other subjects† (Kirk, 2012, p. 148). This is seen with how he relates everything to The Beatles or things that happened between the band members. Another sign of Asperger’s Syndrome that Sam portrayed was hand flapping, especially when he was excited. He also had a job at Starbucks and every sugar had to be in the correct order and in the same place which is also a classic sign of Asperger’s Syndrome. He also had a routine as mentioned before Wednesday nights were IHOP nights and Friday nights were movie nights with his friends. A difference in Sam and Asperger’s Syndrome is that he had no difficulty socially. He was very sociable and enjoyed meeting new people. Rita had a couple in her office who were fighting over custody and the mother was crying and Sam went up to her and gave he r a hug to make her feel better. With all this being said I think the movie did an excellent job portraying autism in Sam’s character. It was clear that he struggled in certain aspects of everyday life mentally, but he had no physical disability. One thing I did notice in the movie is that they kept referring to Sam as â€Å"retarded.† This movie came out in 2001 so I am not sure if that is what they were still calling people with exceptionalities but it made me feel ashamed of those people for referring to him that way. This movie impacted me greatly and by the end of it I was in tears. It was amazing to see a person with disability love someone so much and do anything for them and impact so many lives in the process. I have read several movie reviews and most of them say it was an amazing and accurate performance, for example, â€Å"I Am Sam deserves to be remembered for Sean Penns remarkable performance as a mentally challenged man. Penns accuracy, his lack of condescension or sentiment, and his w illingness to inhabit his character without any implicit commentary take what might have been the equivalent of an inflated TV movie and elevate it to the level of art† (LaSalle, 2002). I feel that I got a lot out of this assignment and really enjoyed it. It was great to see the love and compassion that individuals with disabilities feel and how much they can impact society and the lives of others. It shows that even though they have a disability they are first and foremost a person who can feel and express themselves, just a little bit differently. I think this was the entire purpose of the movie; to make the viewer feel sympathy for Sam but also realize that he is not so different after all.

Compare and contrast the presentation of Jesus in the Gospels of Essay

Compare and contrast the presentation of Jesus in the Gospels of Matthew and Luke - Essay Example The Christians believe that since the sins and misdeeds of humanity have exceeded to a great extent, God had to send His son to sacrifice for saving the humanity from Gods wrath. â€Å"The Son of Man did not come to be served, but to serve, and to give his life as a ransom for many.† (Matthew 20:28) The Christians are also in wait of Christs second arrival in the world since they believe the very reality that Jesus is alive and will come to preach the humanity all regarding virtue and goodness. The Holy Bible is the sacred book among Christians, which consists of different versions and four main Gospels, which are the basic sources of information and knowledge regarding the life and teachings of Jesus Christ. Among these four versions, the Gospels of St. Matthews and of Luke maintain imperative place for the whole Christian community. It is therefore the philosophers, scholars, parsons and priests deliver sermons and make speeches from these two Gospels and cite the words and lines from them at the churches every Sunday and lay stress upon charity, piousness, sacrifice and compassion to all creatures of God without discrimination. Both the Gospels have distinguished place in Christianity. There are so many accounts and details of the life of Jesus, on which the Matthews and Luke are in consensus. Both the books view that Jesus Christ was the descendant of the chosen seed, which had been selected to convey the people the message of God. Both Luke and Mathew vehemently declare Jesus as the descendant of Abraham and David, both of them were highly revered personalities. Jews are the progeny of Abraham through Isaac and Jacob. They had been the Heaven’s favorite-most nation since their creation on earth. Therefore, Jews are not only called as the chosen seed, but the blessings of the Lord on both Elizabeth and Mary were the outcome of the noble deeds made by the virtuous ladies from the chosen seed. Milton quotes in his Paradise Lost: â€Å"Of

Discussion Assignment Example | Topics and Well Written Essays - 250 words - 94

Discussion - Assignment Example In the case of the call center, measuring the performance of the employees in terms of the received calls is erroneous. The goal and mission of the organization is to offer quality services to its customers in ensuring customers are satisfied. It follows that satisfaction cannot be measured by the number of calls received as the customer care attendant has to ensure a customer is satisfied before receiving the next call. Moreover, basing performance on the number of calls will tempt the attendants to offer wrong information to the clients before verifying the authenticity of the given responses, which would lead to customer dissatisfaction. Alternative performance measures would include counting the number of feedbacks from clients and their level of satisfaction based on every customer care. Moreover, the company may reward and acknowledge customer care attendants with the best customer relations skills. Lastly, organizations may consider the effectiveness of each call center attendant based on how best they link the service men to clients and the follow-up to determine whether the client is satisfied. The best way to gather performance data would be to request clients to give feedback anytime they are served, indicating the persons who served them. In addition, the organization may keep records of all cases handled by each employee and then determine high performing employee by the number of cases solved to customer satisfaction within a given time

Reflective Report includee 2 tasks M Essay Example | Topics and Well Written Essays - 1750 words - 1

Reflective Report includee 2 tasks M - Essay Example I also expected to combine work and study in order to finance my personal needs, acquire valuable work experience as well as improve my professional network. I have learned how to live in a multicultural environment since I came to the UK even though there were a lot of challenges in adapting to the life in UK. I have also become a more sociable and confident person from interacting with individuals from diverse backgrounds. I have been exposed to different experiences and cultures of which I wouldn’t have if I was not in the UK. Before I came to the UK I was very shy unlike now. It was not easy for me to make major decision all by myself but the experience here has made me more independent. Among the things I have learnt at Greenwich is how to combine both the theoretical and practical aspects of my studies in real life situations. This has been very helpful to me since theory doesn’t always aid one in getting a placement, an internship or a job. Given that English is not my first language, communication proved quite an uphill task for me at first but I eventually had to learn how to use it fluently. I have learnt to improve my English by wide range of educative books such as those which target international student learning English. This was very useful in the beginning since English in such books is written in a manner that is somewhat simplified. This made it easy for me to learn and understand English. I also sharpened my skills by frequently watching English TV episodes. This made learning more fun. I also engaged in discussions with my fellow student. This improved my communication skills since I can now confidently express myself in English. Since I started learning at the Greenwich University, my study skills have greatly improved. I have learnt to always prepare for my classes at the most appropriate time. For classes that involve recitation, I spend time making questions regarding previous recitation, brushing up on the

Math Essay Example | Topics and Well Written Essays - 1000 words - 2

Math - Essay Example In other words, they are positively correlated. However, it is important to note that some of the data indicate that at some levels of income ($ 52,000 and $ 66,000), the amount spent on cars decrease when compared to lower levels ($ 38,000 and $ 40,000). There are a few more values which differ from the rest. However, most of the data indicate that the relationship is positive. The Correlation coefficient is positive confirming the positive association between the two variables. Also, the value of the coefficient is 0.89 which indicates a strong relationship between the two variables. B. What is the direction of causality in this relationship - i.e. does having a more expensive car make you earn more money, or does earning more money make you spend more on your car? In other words, define one of these variables as your dependent variable (Y) and one as your independent variable (X). In order to identify the direction of causality, the two variables are analyzed objectively. When a person spends more money on the car, it does not have any effect on his income. Hence it is evident that the amount spent on the car does not affect or have an influence on the annual income of the person. However, when a person’s annual income increases, he is more likely to spend higher on the car. In other words, annual income is the cause and the amount spent on car is the effect. Hence the annual income is the independent variable (X) and the amount spent on the car is the dependent variable (Y). The amount spent on the car (Y) depends on the annual income (X). C. What method do you think would be best for testing the relationship between your dependent and independent variable, ANOVA or regression? Explain your reasoning thoroughly with a discussion of both methods. Correlation establishes the association between two variables, however does not indicate the direction of causation

Creating the Myth Essay Example | Topics and Well Written Essays - 1000 words

Creating the Myth - Essay Example Creating the Myth â€Å"Myths are common stories at the root of our universal existence.†(Seger 356-364) Meaning that these stories have been told since mankind first began to tell stories. As different as they may be in appearance, we all have a familiarity that could be called comforting. They speak to a part of us. It is something that can connect each and every one of us regardless of age, gender, ethnicity, religion, or geographic location, because it is in some way a part of all people all over the world. It is called â€Å"The Hero’s Journey† It is present in our stories, fairytales, ritual, but it is part of our general psychological development as individuals, as well.(Vogel) â€Å"The Hero’s Journey† follows the central figure of the story. The hero is an archetype that stands as a representation, in most cases, of what is good. (â€Å"Oracle ThinkQuest†) We will then follow the hero through his adventures, quests, trials and tribulations, through love and loss; all in hopes of seeing the hero succeed in the end. Star Wars, in particular, is a perfect example of â€Å"The Hero’s Journey† and the central character of Luke Skywalker is the perfect example of the hero archetype. He is normal. His life is simple. He dreams of more. In meeting his mentor in the desert he finds his guide in starting his quest. His whole world changes, literally in his case as he does, in fact, leave his home planet behind. He meets amazing characters and gains greater power. We see ourselves in the hero. We all want to be that person of average, humble beginnings intended for greater things. All the disappointments and pitfalls of our lives are just road blocks on the way to our destiny. Someday we will all get to blow up the Death Star. The hero archetype can present itself in many ways. Not every hero is automatically an easy hero as Luke Skywalker. â€Å"The Thematic Paradigm† shows that the hero in a story, are people that possess completely opposite traits.(Ray 342-351) Meaning that the character may be a mobster who tenderly sings to his houseplants. Two sides in the same person, light and dark, and little good and a little bad all at once. This makes their behavior not as easy to predict. Ray, also, explains that there is more than one kind of hero. The â€Å"bad, bad, boy† template, which can be seen in the ShowTime series Dexter, follows the story of a main character who happens to be a serial killer. Now Luke Skywalker is an example of the traditional â€Å"good, good boy† representation. (3) Meaning simply, that he is the white knight, just and moral. But, the character of Han Solo, who is essentially a gambling mercenary, is considered the reluctant hero.(3) He is capable of being heroic, but it will take some pushing in the right direction in order for him to overcome his more selfish nature. â€Å"Myths are marketable†¦Ã¢â‚¬  (Seger 356-364) This is clearly true. The majority of, what would be called blockbusters are movies that have made their way into modern culture and have always followed â€Å"The Hero’s Journey†

Marketing Strategy of Coffee Making Equipment Manufacturers in China Assignment

Marketing Strategy of Coffee Making Equipment Manufacturers in China - Assignment Example â€Å"In the 1990s, the main consumers of roasted coffee in China were expatriates. Germans wanted one kind of roast, Italians wanted it another way and so on, making it hard for a roaster to find one blend to please all†.  The above-mentioned statement bears testimony to the fact that the market in China has braced itself for the coffee boom. But to fully know the market thereof such equipment, there is a need to conduct proper market research there as well.This research should be conducted using both primary and secondary sources. The data needs to be collected and collated so that we could gauge the market for such research.The following primary sources could be used: questionnaires, interviews, consumer panels, stock counting, observation.All of these aforementioned types of primary sources have their own advantages and disadvantages. The main advantages are:- They elicit direct responses.- They provide accurate data. - They give the researchers a chance to have direct i nteraction with the target market.The main disadvantages are:- They might be biased.- Costly to conduct.- Difficult in terms of accessibility.- They might give one a one-sided picture of things.The secondary sources that are also called the ‘desk research’ methods include the following: newspapers and magazines, government reports, official statistics, specialist journals.The main advantages of such a method are fewer costs involved, fewer hassles, information is authenticated, easy accessibility. The main drawbacks are:- Data might be biased.- It could be out-dated.

Response paper Essay Example | Topics and Well Written Essays - 250 words - 15

Response paper - Essay Example She, therefore, brings about a difference in all the companies she works. In this aspect, she has been referred to as a go-getter as she usually feels reader for any opportunity that is presented before her. As the Levendary cafà © wishes to move its operation to China, it is important for her as the Chief Executive Officer to realize that China is a different country with a different culture than that of America. She does it well by studying the cafes that operate in china (Bartlett and Han). She should manage Louis Chen, who is the compatriot manager in China and the company’s subsidiary in China using the same framework. The only changes she should make is to incorporate the cultural foods that are popular in china and offer some management thoughts to the indigenous people. These changes will help subsidiary cafes to grow fast in China since they will feel Levendary becomes part of Chinese

Health Care Reform Recommendations Essay Example for Free

Health Care Reform Recommendations Essay The topic of heath care reform is a highly debatable one. Many different organizations have diverse ideas on what is essential to ensure a successful healthcare system is developed in the United Sates. After reading recommendations to advance health care reform from the Mayo Clinic’s (2008), The Wall Street Journal’s Health Care CEO Council (2008), consisting of CEO’s from multiple different medical organizations, and America’s Health Insurance Plan (AHIP)(2007), the following is a list of three recommendations considered by all to be valid ideas for healthcare reform: 1. Access: Universal Health Insurance A. A comprehensive health care reform recommendation of providing universal access to affordable, guaranteed, quality insurance plans for those not covered by employer-based programs. This plan would require individuals to buy insurance, giving them choice, accessibility, control, and peace of mind. B. This reform would require adults to purchase private health insurance for themselves and their families. Employers could continue to participate by buying insurance for their employees or giving them stipends to purchase it. However, the individual would own the insurance. C. Appointing and independent agency to provide coordination, oversight and education for individuals choosing insurance options. 2. Quality: Reform the Payment System A. Change the reimbursement system to reward preventive care and evidence-based care, and extend government efforts to no longer reimburse inappropriate, unsafe or wasted care. Define and measure desirable outcomes for most common diseases. B. Payment to providers should be changed in order to improve health and minimize waste. Create payment systems that provide incentives for various providers to coordinate care, improve care, and support informed patient decision-making. Models of payment should be developed based on the success of chronic care coordination, care coordination teams, shared decision-making and episode-based payment. C. Change Medicare to a pay-for-value model. Redistribute Medicare payments to favor physicians who perform well, as opposed to the current system that rewards volume not value. Paying providers based on value can help produce desired results such as: great outcomes, safety, and service at an affordable cost over time. 3. Affordability: A. Poorly coordinated care also drives up costs when individuals seeing several health care practitioners receive the same diagnostic tests and procedures multiple times because one physician did not know that the other already had conducted them. Access to information that compares the effectiveness and cost of treatments: give providers, patients and purchasers access to a trusted source where they can find up-to-date and objective information on which health care services are most effective and provide the best value. B. Provide positive personal health habit incentives. Lifestyles characterized by smoking, poor diet, and lack of exercise leading to obesity are key contributors to high health care costs in the United States. Childhood obesity significantly increases the risk of cardiovascular disease in adulthood (CDC, 2006) and according to a study done by the Office of the US Surgeon General (2007), the complications from obesity: cardiovascular disease, diabetes and cancer are estimated to cost $92 billion (Finkelstein, 2003) in lost productivity per year whereas estimates suggest that the health consequences of smoking may lead to more than $75 billion per year in medical expenditures. C. Provide tax credits to individuals, families for the purchase of insurance, and to small business owners that provide medical coverage to employees. On January 24, 2007, while speaking about healthcare at Families USA, a healthcare advocacy group, then Senator Obama said â€Å" The time has come for universal health care in America [ ] I am absolutely determined that by the end of the first term of the next president, we should have universal health care in this country. (Wikipedia, n. d). Senator McCain however, proposed tax credits and open-market competition as opposed to government funding control (Wikipedia, n. d. ) In comparison, President Obama and Senator McCain, had similar plans in regards to cost and quality improvement. Both parties suggested the adoption of medical malpractice reforms, allowing drug re-importation, focusing on healthcare costs as a reflection of quality service, prevention and care of chronic conditions, and development/deployment of HIT. In addition to similarities in cost and quality improvement, both also believed that prevention is the key to creating a healthier population. Senator McCain focused more on individual responsibility in maintaining and healthy lifestyle whereas President Obama supported increased funding to community based preventive interventions. Overall, a comparison of both parties preliminarily health reform plans reflect multiple similarities in general ideas of needed reforms to the United Sate’s current healthcare system. Whether by adopting a universal healthcare system or implementing changes to the current system; extending coverage, lowering costs, and improving quality of care are all issues agreed upon by both parties as needing attention. References America’s Health Insurance Plans (AHIP)(2007). Guaranteeing Access to Coverage for all Americans. Retrieved 26 January 2009, from http://www. ahipbelieves. com/media/AHIP%20Guarantee%20Access%20Plan. pdf Centers for Disease Control and Prevention (2006). National Center for Health Statistics. Retrieved 26 January 2009, from http://www. cdc. gov/nchs/data/hesate/preliminarydesths05_tables. pdf. Finkelstein E. , et al. (2003). National medical spending attributable to obesity: How much and who’s paying? Health Affairs. W3: 219-226. The Mayo Clinic Health Policy Center (2008). Building Upon the Cornerstones: Recommendations, action steps and strategies to advance health care reform. Retrieved 26 January 2009, from http://www. mayoclinic. org/healthpolicycenter/recommendations. html The Wall Street Journal (2008) CEO Council: Shaping The New Agenda, Health Care. Retrieved 24 January 2009, from http://blogs. wsj. com/ceo-council/2008/11/23/health-care/ U. S. Surgeon General (2007). Overweight and Obesity: Health Consequences. Retrieved 26 January 2009, from http://www. surgeongeneral. gov/topics/obesity/calltoaction/fact_consequences. htm. Wikipedia (n. d. ). HealthCare Reform in the United States. Retrieved 26 January 2009, from http://en. wikipedia. org/wiki/Health_care_reform_in_the_United_States#cite_note-152

Purpose of theory Essay Example for Free

Purpose of theory Essay A theory can be explained as a given set of principles or statements used to give an explanation to an occurring phenomenon. Theories explain existing situations and can be used to develop solutions to identified problems within an organization especially when it has been tested for a number of times hence acceptable or producing evidence based results. A theory differs from a model in such a way that a model act as a representation of a given phenomena or the actual concept. A model can in this case be used to explain a given theory. Like a theory a model can be used to make predictions and to control a given situation. Scientific inquiry involves the use of systematic methods of collecting, analyzing and concluding data and in turn developing new inventions using scientifically gathered information or facts. The process involves the formulation of theories or hypothesis and effective experiments to test the formulated hypothesis. Naive inquiry on the other hand involves an informal collection, analysis and interpretation of data and does not necessarily include the application of critically thought ideas and skills. In this case a theory is explained using natural language. Scientific inquiry is likely to produce reliable and results or findings that can be used to find evidence based solutions to an existing problem. It makes use of collected evidence to test given ideas. Evidence based management requires the application of scientific inquiry as it involves the use of meta skills and critically thought approaches in the development of workable solutions (Judd, Kidder Smith, 1991). Tested theories act as evidence and produce explanations for existing phenomena that can be used to develop new inventions which may act as control measures or solutions Reference Judd, C. , Smith, E. , Kidder, L. (1991). Research Methods in Social Relations, 6th ed. , New York: Harcourt Brace Jovanovich College Publishers. .

Autonomous Learner Characteristics

Autonomous Learner Characteristics INTRODUCTION 1.1 Background of the study Looking back in time, English language were used once during the Cambodian Republic Regime (1970 1975), but thereafter, English was completely banned during the Genocidal Regime of Pol Pot and the Khmer Rouge; in 1993, for the first National Election in Cambodia, English language emerged again in this country with the arrival of United Nations Transitional Authority in Cambodia (UNTAC) (Narith, 2008). Since then the popularity of English language has gradually grown among Cambodian people. According to Crystal (1997) indicates that English language gains its popularity in the world due to political power, military power and economic power. In Cambodia, because of local and international business, international non-governmental organizations, job requirements, consumerism, computers and mass media, young people are encouraged to learn English as a foreign language (Narith, 2008). Further, Igawa (2008) studies about English language and its education in Cambodia states that communicat ive competence in English means a better job and a better pay for Cambodian people. That is why English language is encouraged and promoted to learn. Concerning English language learning, Cambodian students culturally seem to be respectful, obedient, and passive towards their teachers. This happens because of the traditional classroom, which is commonly practiced and mainly focused on teacher-centered approach. This approach offers fewer opportunities to students to engage in their learning, because the teacher always plays a role as a knowledge transmitter to students. Moreover, there is little interaction among teachers and students. The teacher usually spends a great deal of time speaking and explaining in the class; while students are required to sit passively and listen to the teacher attentively (Wang, 2007). However, after the communicative language teaching has emerged in Cambodia over the last ten years, the role of teacher and student has been gradually changed in modern classroom. In other words, there is a shift from a teacher-centered approach to a learner-centered approach, which offers students more possibilities to actively engage in their learning process. Since this shift occurs, learners are viewed as the main source of information for learning process, which the practice of learner autonomy begins to grow in language learning and teaching (Benson, 2001). Holec (1981) was the first person who coined the term learner autonomy and defined it as the ability to take charge of ones own learning. Autonomous learning encourages a very active role of learners and focuses on greater students initiative rather teacher-centered direction. (Eyob, 2008). Tudor (1993) also states that learner-centeredness is not a method, nor may it be decreased to a set of rules. It is, however, an approach, which views students to have more active and participatory roles in the learning and teaching process than in traditional approaches. Additionally, this approach requires different classroom activities, the structures of which are decided by students themselves resulting in increases in students involvement and motivation. There is also a parallel change in the teachers role in learner-centered classrooms. The teacher is less likely to dominate classroom events in contrast to traditional classrooms where the learning environment is teacher-centered and teachers are considered as authorities. According to, Nunan (1996) there are two complementary aims of learner-center. One of them focuses on language content, the other focuses on learning process. To achieve these aims, leaner need to decide what they want to learn and how they want to learn at their own pace, and make a decision regarding their own language competence. Thus, it is the teachers duties to create such autonomous learning conditions in which students can acquire skills and knowledge while making choices about the process and content of their learning. Likewise, Tudor (1993) suggests that if teachers are to foster autonomous learning conditions, student will be able to get more benefit from the teaching and learning process, particularly in the following areas: (a) more relevant goal setting with the contributions of students, (b) more effective learning enriched with students preferences, (c) more benefit from activities, the content of which decided by students, (d) more efficient study program with more s tudent involvement. Learner autonomy is considered as a crucial concept that students actively manage their learning in and out of the classroom. That is, they are independent in terms of selecting their own goals and purposes, deciding on materials, choosing ways of learning and tasks, and opting for criteria for self-evaluation (Eyob, 2008). Besides, autonomous learning can be achieved by certain conditions such as using cognitive and metacognitive strategies, learner attitudes and motivation, self-esteem, and learners awareness and knowledge about language learning (Thanassoluas, 2007). Similarly, Cotterall (1999) indentifies learning strategies as one of the most important factors in autonomous language learning. She also claims that the learners will have difficulties in classroom promoting autonomous learning without strategies training. Additionally, Chan (2001) states that increasing the level of learner control will increase the level of self-determination; thereby increasing overall motivation in the development of learner autonomy. Therefore, learners need to be self-directed and to determine the direction of their own language learning process. In brief, developing and promoting autonomous learning is vital as the aim of all education is to help people think, act and learn independently in relevant areas of their lives. In this respect, a strategy for developing and fostering autonomy in language teaching will require enhanced cognitive and metacognitive skills, self-awareness to improve motivation and willingness to take charge of learning. 1.2 Problem Statement With this novel concept, learner autonomy, Cambodian students are expected to take more responsibilities to demonstrate a great deal of autonomy in their learning process in order to succeed academically. However, Many English language teachers have become frustrated with investing endless amounts of energy in their students and getting very little response. Most teachers have had groups of students who never did their homework, who were reluctant to use the target language in pair or group work, who did not learn from their mistakes, who did not listen to each other, who did not use opportunities to learn outside the classroom, and so on. These reveal that students are not making efforts in their learning. Moreover, most of them are not likely to be aware of their roles in their learning process, and particularly they lack learning strategies to enable them to excel in their language performance. Regarding this issue, students make slow progress in their learning, performing poorly, thereby affecting their ultimate achievement in English language learning. And to the best of our knowledge, there is little research conducted on assessing learner autonomy in Cambodian EFL context. Thus, the aim of the present work is to identify learners perspectives about their learning responsibly and their actual practice of learner autonomy in Cambodian Youths Future Institute (CYFI). 1.3 Research Questions: The study on the current practice of learner autonomy is aimed at answering the two main questions and the two sub questions below in order to meet the objectives 1. How do the CYFI students perceive their own and their teachers responsibilities in learning English? -Are there any differences in the learners perceptions of their own and their teachers responsibilities in learning English regarding their gender? 2. To what extent, are the Autonomous learning strategies (inside and outside the classroom) used in learning English by ESL learners at CYFI? -Are there any differences in the learning strategies according to their gender? 1.4 Significance of the study This study is expected to provide empirical support for the identification of factors considered to be significant for the promotion of autonomy in foreign language classrooms and examines the claims made in language learning literature about each of these factors. By exploring them, teachers could also construct a shared understanding of the essential foundation of learner autonomy and obtain considerable insights into what roles they have to play in order to facilitate learner autonomy. Furthermore, it can increase learners awareness of how to be in charge of their own learning and inform the learners which learning strategies that they need to learn more and apply in their learning process. Similarly, it will help learners change their behavior by encouraging them to take responsibility for their own language learning, to change their attitudes towards the English class, and to deal with their foreign language learning problems. And finally, it may serve as a preliminary idea for any interested researchers in the area. CHAPTER TWO LITERATURE REVIEW The Literature in this review was found from the Hun Sen Library of the Royal University of Phnom Penh (RUPP), and by using the websites of Asian EFL Journal, Cambridge, Google Scholar, Oxford and Zunia to identify relevant books, journals and articles focusing on Autonomy in English langue learning. Other reviews was obtained from numerous articles and the list of references by several well-known scholars such as, Beson, , Gardner, Holec, Lee, Little ,Tudor and Wenden. These scholars are long established writers in this field and have written and conducted many researches about this area. The key words used to identify the articles are Lerner Autonomy, Learner Responsibility, Self-regulated Learner and Self-access Learner. 2.1 What is learner autonomy? The definition of learner autonomy seems to interpret in many different ways. Holec (1981, p.3) was the person who first coined the term learner autonomy and defines the term as the ability to take charge of ones own direct learning. Dickinson (1995) characterizes autonomous learners as those who have the capacity for being active and independent in the learning process. While Higgs (1988, p.41) views it as a process, in which the learner works on a learning task or activity and largely independent of the teacher who acts as manager of the learning programme and as resource person. In fact, learners attain autonomy depends on a variety of factors, including learners ability to take responsibility, personal constructs, teacher support, peer support, availability and flexibility in learning environment (Little, 1990; McDevitt, 1997; Lee, 1998). Even though there is a slightly different interpretation of learner autonomy, those meanings may contribute to the understanding deeply of the term. According to Benson and Voller (1997) there are five categories of the term learner autonomy, including situations in which learners study entirely on their own, a set of skills which can be learned and applied in self-directed learning, an inborn capacity which is suppressed by institutional education, the exercise of learners responsibility for their own learning, and the right of learners to determine the direction of their own learning. However, there is also a great deal of misconceptions about the definition of autonomous language learning. Esch (1996) thinks that autonomy is not self-instruction or learning without a teacher, does not mean that intervention or initiative on the part of a teacher is banned, is not something teachers do to learners, is not a single easily identifiable behavior, and is not a steady state achieved by learners once and for all. 2.2 Why learner autonomy? In fact, the cultivation of learner autonomy is a long process. Teacher should help students develop gradually from teacher dependence to autonomy. As an old Chinese saying goes Give a man a fish, and you feed him a day; teach him how to fish, and feed him for a life time. Moreover, the saying you can bring the horse to water, but you cannot make him drink can clearly illustrate why we need learner autonomy in teaching learning process. In language learning, a teacher can offer all the necessary tools and input, but learning can only occur if learners are willing to get involved and participate (Scharle Szabo, 2000). Further, Scharle and Szabo (2000, p.4) indicate that learners can be successful in learning when they have a responsible attitude. Therefore, we can understand that learners need a great deal of responsibility and active involvement in conducting learning activities in order to accomplish tremendous achievement in language learning. Eyob (2008) also states that learners accept responsibility for their learning, they constantly reflect on what they are learning, why they are learning, and with what degree of success; and their learning is fully integrated with the rest of what they are. 2.3 Characteristics of Autonomous Learners We understand that autonomous learners have to be responsible for all decisions that they have to make in their own learning. In other words, they are self-directed in the sense that they act independently of the teacher without remaining passive or waiting to be told what to do from teachers. According to Hedge (2000) characterized autonomous learners as those who: know their needs and work productively with the teacher towards the achievement of their objectives. learn both inside and outside the classroom. can take classroom based material and can build on it. know how to use resources independently. learn with active thinking. adjust their learning strategies when necessary to improve learning. manage and divide the time in learning properly. do not think the teacher is a god who can give them ability to master the language. Further, Wenden (1991) also characterized autonomous learners as those who: are willing and have the capacity to control or supervise learning. are motivated to learn. are good guessers. choose material, methods and tasks. exercise choice and purpose in organizing and carrying out the chosen task. select the criteria for evaluation. take an active approach to the task. make and reject hypothesis. pay attention to both form and content. are willing to take risks. 2.4 The Role of Teachers and Students to Promote Learner Autonomy Holden and Usuki (1999) who questioned Japanese students perceptions of learner autonomy concluded that it was not the learners who were innately passive, but it was the teachers that created an environment which discouraged learner autonomy. Moreover, it also concluded that the vast majority of students view their instructor as playing a major role in the development of their language skills. However, it stresses that learner autonomy, is not something that teachers do to learners, or another teaching method that can be taught (Little ,1990; Benson, 2001). Also, Dickinson (1987) states that, the learner is totally responsible for all of the decision concerned with his learning and the implementation of those decisions. In a full learner autonomy there is no involvement of a teacher or an institution. And learners are also independent of specially prepared materials. For instance, the early research on language learning strategies carried out by such researchers as Rubin (1975) indic ated that good learners have an active involvement with language learning, that they have clear ideas about the best ways for them to go about language learning, and that they set up their own learning objectives. However, this research has no strong reason to support that autonomous learning requires teachers or institutions, does not mean that it must proceed independent of them. Even there is a contradiction between the role of the teacher and the learner in promoting learner autonomy, McCarthy (2000) and Scharer (2000) argue that, in developing learner autonomy, the teacher-student relationship is crucial. The trust and cooperation between the teacher and the students makes the students feel comfortable and secure in the classroom. Only then can the students have the confidence to adventure in language learning. Benson and Vollers (1997) study also found that teachers have a significant role to play in launching learners into self-access and in helping them to stay afloat. In this investigation, it was found that there is a great change for both teachers and learners. Teachers are no longer in their dominant position as speakers in class while learners are not passive receivers any more. However, it does not necessarily mean teachers are less important. On the contrary, the teachers job is more demanding and challenging in helping students grow up as creati ve and independent learners. Teachers must focus their attention on how to learn instead of how to teach. They must play different role in class as guides, facilitators and counselors. Therefore, adjusting the teachers and students roles, and establishing proper relationship are the keys to the success in promoting autonomous learning (Benson Vollers, 1997). 2.5 Language Learning Strategies There are a number of researchers who have defined the term language learning strategies (LLS) in different ways. Wenden (1991) defines LLS as, mental steps or operations that learners use to learn a new language and to regulate their efforts to do so. OMalley and Chamot (1990) defined LLS as the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information. By understanding various definitions from different researchers, we can see that learning strategies are very important in learning a language. Hence, all students have to be trained on how to use them appropriately in order to be successful learners. According to Hedge (2000), there are four types of learning strategies utilized by language learners, including cognitive strategies, meta-cognitive strategies, socio-affective strategies, and communication strategies. 2.5.1 Cognitive Strategies Hedge (2000) defines cognitive strategies as thought processes used directly in learning which enables learners to deal with the information presented in tasks and materials by working on it in different ways. According to Tudor (1996), cognitive strategies include: Repetition: repeating a chunk of language (a word or phrase) in the course of performing language language task. Resourcing: Using available reference sources of information about the target language, including dictionaries, textbooks, and prior work. Grouping: Ordering, classifying or labeling material used in a language task based on common attributes; recalling information based on grouping previously done. Note taking: Writing down key words and concepts in abbreviated verbal, graphic, or numerical form to assist performance of a language task. Deduction/ Induction: consciously applying learned or self-developed rules to produce or understand the target language. Substitution: selecting alternative approaches, revised plans, or different words or phrases to accomplish a language task. Elaboration: Relating new information to prior knowledge; relating different parts of new information to each other; making meaningful personal associations to information presented. Summarization: Making a mental or written summary of language and information presented in a task. Translation: rendering ideas from one language to another in a relatively verbatim manner. Transfer: using previously acquired linguistic knowledge to facilitate a language task. Inference: Using available information to guess the meanings or usage of unfamiliar language items associated with language tasks, to predict outcomes, or to fill in missing information. 2.5.2 Meta-cognitive Strategies According to Oxford (1990), metacognitive strategies are actions which go beyond purely cognitive devices, which provide a way for learners to coordinate their own learning process. Oxford also mentions that there are three metacognitive strategies such as centering learning, arranging and planning learning, and evaluating learning. Moreover, Tudor (1996, p.205) also states that metacognitive strategies consist of planning, monitoring and evaluating; some of these strategies are: Planning: previewing the organizing concept or principle of an anticipated learning task (advance organization); proposing strategies for handling an upcoming task; generating a plan for the parts, sequence, main ideas, or language functions to be used in handling a task (organizational planning). Directed attention: Deciding in advance to attend in general to a learning task and to ignore irrelevant destructors; maintaining attention during task execution. Selective attention: deciding in advance to attend to specific aspects of language input or situational details that assist in performance of a task; attending to specific aspects of language input during task execution. Self-management: understanding the conditions that help one successfully accomplish language tasks and arranging for the presence of those conditions controlling ones language performance to maximize use of what is already known. Self-monitoring: checking, verifying, or correcting ones comprehension or performance in the course of a language task. Problem identification: Explicitly identifying the central point needing resolution in a task or identifying an aspect of the task that hinders its successful completion. Self-evaluation: checking the outcomes of ones own language performance against an internal measure of completeness and accuracy; checking ones language repertoire, strategy use, or ability to perform the task. Thus, it is very essential to teach students about metacognitive strategies in order to make their language learning effectively. 2.5.3 Socio-Affective Strategies Oxford (1990) the term affective strategies refer to emotion, motivation, attitudes, and values. He claims that affective strategies are concerned with the affective elements of the learners such as self-esteem, attitudes, confidence, motivation, and anxiety. Oxford (1990) also suggests that there are three main sets of affective strategies: lowering your anxiety, encouraging yourself, and taking your emotional temperature. While Tudor (1996) suggests some of the affective strategies are: Questioning for clarification: asking for explanations, verification, rephrasing, or examples about the material; asking for clarification or verification about the task; posing questions to the self. Cooperation: working together with peers to solve a problem, pool information, check a learning task, model a language activity, or get feedback on oral or written performance. Self-talk: Reducing anxiety by using mental techniques that make one feel competent to do the learning task. Self-reinforcement: providing personal motivation by arranging rewards for one self when a language activity has been successfully completed. Therefore, good language learners should know how to control their emotions and attitudes about learning (Oxford 1990). 2.5.4 Communication Strategies According to Hismanoglu (2000), communication strategies are employed by speakers when confronted with some difficulties because of the fact that their communication was misunderstood or was not caught clearly. Hedge (2000) also states that learners use communication strategies in order to make them understood and to maintain a conversation; these strategies contain gesture, mime, synonym, and paraphrases. The significance of these strategies is to help learners get involved in conversations when they practice the language and to assist learners in getting their message across or clarify what the speaker conveyed. 2.6 Learner Attitudes, Motivation and Self-Esteem Benson and Voller (1997) state that language learning is not merely a cognitive task; Learners do not reflect on their learning in terms of the language input to which they are exposed. Rather, the success of a learning activity is partially contingent upon learners stance towards the world and the learning activity in particular, their sense of self, and their desire to learn. That is, language learning involves affective elements such as attitudes, motivation and self-esteem. The term attitudes refer to learned motivations, value beliefs, evaluations, what one believes is acceptable, or responses oriented towards approaching or avoiding (Wenden, 1998, pp, 52-53). There are two kinds of attitudes which are very essential: attitudes learners hold about their role in the learning process, and their capability as learner. Thus, it appears that if learners have positive attitudes towards their learning, then those attitudes will play an important role in increasing learners motivation, and contribute to their achievements in learning. In educational context, many researchers or experts have defined the term motivation differently. So there is little agreement on the exact meaning of the term. According to Dornyei (2001) the father of motivational strategies refers the term motivation as a keen, committed, and enthusiastic learner who has good reasons for learning. Motivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activity (Dornyei, 2001, p.7). Furthermore, according to Gardner and Macintyre (1993) indicate that motivation consist of three elements, including desire to achieve a goal, effort extended in this direction and satisfaction with the task. Indeed, people are motivated in different ways and to different degrees. And learners should encourage focusing more on their intrinsic motivation because it emerges with the inner drive or interest of the learners in doing something which they can sustain their motivation longer. Therefore, motivation is a key factor that contributes to the success of language learning. If learners are more aware of the importance of motivation, then they will be more likely to achieve their desire goals or outcomes. Indeed, attitudes and motivation are the concept of self-esteem (Thanasoulas, 2007). James (1983) defines self-esteem as a ratio found by dividing ones achievements in areas of life of importance to a given individual by the failures in them or ones success. According to Branden (2001), self-esteem is the sum of self-confidence (a feeling of personal capacity) and self-respect (a feeling of personal worth). If learners have a high self-esteem, then they may achieve highly in their learning process. Conversely, if they have a low self-esteem, then it can lead to negative attitudes towards their learning, possibly deteriorate their cognitive perform and lowering their success (Wenden, 1991, p.57). All in all, learners have to be willing to take charge of their own learning. They should use the right strategies plus having positive attitudes, intrinsic motivation and high self-esteem. And all of these do contribute a lot in leading them to largely succeed in language learning. Most importantly, they should use every opportunity that they obtain in order to learn the language effectively and successfully. Thus, teachers and students should be responsible in fostering autonomous learning (Eyob 2008). CHAPTER THREE Methods 3.1 Research Design To conduct this study, the researcher utilizes a survey research in order to describe the current practice of autonomous learning by CYFI students. By using this method, it also assists to illustrate the fundamental problems that challenge the practice. The method is suitable in attempting to describe the attitudes, opinions, behaviors, or characteristics of a sample or the entire population (Creswell, 2005). Additionally, it included cross-sectional studies using questionnaires and focus group interviews for data collection. 3.2 Data collection tools Chamot (2004) suggests that appropriate methods in conducting this kind of the study need to be utilized. Those recommending researches tools in data collection are group focus, interview and questionnaire and these methods can help researchers to ensure the reliability and validity 3.2.1 Questionnaire The self-administered questionnaire is used in order to obtain descriptive and frequencies data of the study. The researcher employs this questionnaire because it is able to be administered with or without the presence of the researcher and it is easy to analyze with many computer software packages (Wilson Mclean, 1994). In addition, Questionnaire is familiar to most people. Nearly everyone has had some experience completing questionnaires and they generally do not make people apprehensive. Questionnaire also reduces bias; there is uniform question presentation and no middle-man bias. Also, the researchers own opinions will not influence the respondent to answer questions in a certain manner because there are no verbal or visual clues to influence the respondent. Nevertheless, the researcher need to invest great amount of time to develop, pilot, and refine questionnaire and data collected may lack of flexibility of responding (Wilson Mclean,1994). The rate of return can also be a m ajor concern when the researcher uses this data collecting tool (Anderson Arsenault, 1998). 3.2.2 Focus Group Discussion The researcher uses a focus group discussion as a second data collection tool for this study. In order to verify the data collected from the questionnaire and to make the data more enriched and valid. By using focus group discussion, the researcher can explore more insights in some particular areas found from the results of the questionnaire and can cross check and probe more information about the study. Moreover, focus group will offer a collective view rather than an individual view and it is economical and less time-consuming. It also produce a large amount of data (Mogan, 1988). However, focus group may yield the data less than the survey and data may lack overall reliability as group disagreement and even conflicts may arise. Also, Data obtained from focus group will be difficult to analyze concisely. 3.3 Sample size and Sampling technique The research is conducted in the form of a case study. The target populations of this study are Level 07 CYFI students whose levels are pre-intermediate. The sample of about 60 students of the entire population is chosen purposively to complete the questionnaire study. Besides, 4 to 6 students are also selected purposively to involve in the focus group discussion. The researcher intends to choose a non-probabilistic convenient sampling procedure for the study because, as its name suggests, it is convenient, fast, low cost and less-time consuming. Also, it is easy to conduct and the participants are available and voluntary to participate in the study (Cohen, Manion Morrison, 2007). And yet, the sampling may fails to represent the whole population and be limited to make a generalizability of the findings due to its nature. 3.4 Data collection process The self-administered questionnaires are administered to the participants at the end of their class. Since there are two kinds of self-administered questionnaires, the participants have a choice to complete questionnaires either in the presence or in the absence of the researcher, assistants and their teachers. If the participants decide to fil

The Positive Aspects Of Fraternities :: essays research papers

The Positive Aspects Of Fraternities   Ã‚  Ã‚  Ã‚  Ã‚  A college fraternity exists on the premise that a man is by nature a social being and needs the companionship with his fellow man. A fraternity provides a structure, and an environment in which close friendships can flourish, Bringing each of the fraternity members closer to themselves. It is by no means the only organization in which a student might mature and develop life long friends. Just one of the many in which minds are shaped and imaginations flourish within its setteings.   Ã‚  Ã‚  Ã‚  Ã‚  The fraternity, not unlike any other human institution, encourages it members to make a commitment to something outside themselves, such as paticipating in charity events, events to benefit the homeless, raise money for the poor and commit themselves to learn about one another.As a student makes these commitments to a fraternity, the fraternity provides a structure within where these commitments can be acted out, in such things as rituals of pledging and initiation. A ritual is only one way of expressing a fraternities ideals and aspirations. A fraternities name, tradition, and history carries much symbolic importance to all who are apart of it. This is all important to the personoining because it eiil only help the to better themselves by growin into he fraternity.   Ã‚  Ã‚  Ã‚  Ã‚  With all these commitments and traditions, or rituals, one could see that fraternity life has a lot behind it and the members take it very seriously. Though at times the fraternity becomes very social and yes alcohol may be consumed, is not , however, the focus of the fraternity. Fraternities offer numerous benefits and building blocks for developing an independent and successful life with many close friends. such as paticipating in charity events, events to benefit the homeless, raise money fo the poor and commit themselves to

Albert Einstein :: biographies bio

Albert was born in 1879 on March 14 to Hermann and Pauline Einstein. Hermann ran an electrical technology business which was often on the verge of bankruptcy. Hermann's parents were Abraham and Hindel. Albert's parents moved around Europe several times while Albert was still living at home. He was born in Ulm, Germany. Two years Albert became a big brother when his sister Maja (Maria) was born, at this time his family was living at Munich. At the age of nine Albert entered a school in Munich called Luitpold. In school Albert got fairly good grades in his subject while he excelled in mathematics. However, he hated the school because success was based on memorization and obedience rather than how much a child knew. Then when Albert went home he studied mathematics, physics, and philosophy all on his own. Then later his teacher asked him to leave because Albert was causing the other students to loose respect for the teacher. At fifteen Albert took the teacher's advice and left mid term to be with his parents and sister in Italy. He renounced his German citizenship after enrolling in a cantonal school in Aarau, Switzerland. After he graduated from Aarau he entered the Federal Institute of Technology in Zurich, received his diploma and became a Swiss citizen. However, Albert had a difficult time holding down a full time job; he held many different part time jobs and it wasn't until he was offered a job with the Swiss Patent Office in Bern did he finally receive a regular salary. During one of his part time teaching positions his eye was caught by a young Serbian woman, Meleva Maric. She was the only woman in his physics class; yet Albert would not talk of marriage, even after she bore his daughter and gave it up for adoption. Once Albert was hired full time with the Swiss Patent Office in Bern he had enough money to begin thinking about marriage and he and Meleva were married in 1903. With this new job Albert had the time to write his thoughts down and to. Meleva gave birth to two sons Hans Albert in 1904 and Eduard in 1910. Hans would grow up and become a successful hydraulic engineer, while Eduard grew up being sick most of his life. In 1914 the German government offered Albert a position at the University of Berlin as well as a membership to the Prussian Academy of Sciences.

Anorexia and Bulimia Essay -- Eating Disorders Health Dieting Essays

Bulimia Nervosa Eating disorders are devastating behavioral maladies brought on by a complex interplay of factors, which may include emotional and personality disorders, family pressure, a possible genetic or biologic susceptibility, and a culture in which there is an overabundance of food and an obsession with thinness. Eating disorder also may be defined, as self-abuse. Two of these disorders, anorexia and bulimia, result from the fear or overeating and of gaining weight. This paper talks about what bulimia means, its causes, symptoms, medical consequences, and treatment. - What is Bulimia Nervosa?   Ã‚  Ã‚  Ã‚  Ã‚  Bulimia is an eating disorder characterized by binge eating followed by self-induced vomiting, the use of laxatives or diuretics, strict dieting or fasting, or excessive exercise. Although the disorder can affect men, the preponderance of people with bulimia are female adolescents and young women. Many are self-critical, perfectionist women from high achieving families. There are two subtype of bulimia nervosa: purging and nonpurging, it occurs in 0.5 percent to 2.0 percent of adolescents and young adult women. Purging type: this subtype describes presentations in which the person has regulatory engaged in self-induced vomiting or the misuse of laxatives, diuretics, or enemas during the current episode. Nonpurging type: this subtype describes presentation in which the person has used other inappropriate compensatory behaviors, such as fasting or excessive exercise, but has not regularly engaged in self-induced vomiting or the misuse of laxatives, diuretics, or ene mas during the current episode. Also, bulimics are usually of average or above average weight, there are ongoing feelings of isolation, self-deprecating thoughts, depression, low self-esteem, and there is a full recognition of the behavior as abnormal, for example: - Make excuses to go to the bathroom after meals. - Shows mood swings. - Buys large amounts of food, which suddenly disappears. - Has unusual swelling around the jaw. - Eats large amounts of food on the spur of the moment. - Laxative or diuretic wrappers frequently found in trash can. - If there is unexplained disappearance of food in the home or residence hall setting. - What causes Bulimia? Although the exact cause is not known, in a great majority of cases bulimia is thought to be related to a complex network ... ...n. Most patients can be treated on an output basis. However, other complications may indicate the need for hospitalization. Partial hospitalization programs are also available. Individual and group psychotherapy has been found effective, particularly cognitive-behavioral therapy. Antidepressants, nutritional counseling, couples therapy and support groups may be a part of treatment. The primary goals of treatment are: - Normalization of eating patterns and daily caloric intake. - Elimination of binge eating. - Relinquishing self-evaluation based on body weight and shape. - Enhancement of self-esteem. - Improvement of problem-solving and decision-making skills. - Enhancement of coping skills. - Heightening of self-awareness of personal needs. - Development of a solid self-concept. Medications are sometimes used to assist in the treatment of Eating Disorders like bulimia however, is important to understand that there is no a "magic pill" those in recovery and on medication should also be in some type of therapy environment. Some of these medications are Prozac, Paxil, Zoloft, Effexor, Remeron, Wellbutrin, Luvox, Lithium, Desipramine, Imipramine, Xanax, and Naltrexone.

A Web of Brands Essay

The essay, â€Å"A Web of Brands† by Naomi Klein focused on the relationship between clothing manufacturers in Toronto, Canada during the 1930’s and the clothing manufacturers in Jakarta during the 1980’s. The responsibilities for the web brands were accounted for cheap labor and the need for money of young Jakartans in order to survive. The need for cheap labor and the use of young adults resulted the people to take jobs far from their country. When Klein wrote about global coincidence. He also stated that there was a noteworthy alignment of two or more events that have no evident causal connections. These were seen when he spoke with the Kaho workers about working and living in a clothing factory. The ironic part was the fact that the factory where the London Fog Clothing in Jakarta was made, was the same manufacturer that Klein’s apartment building used in making the clothes during the 1930’s before the operation was finally moved to Jakarta. The purpose of the introduction was to paint a picture of Toronto during the 1930’s when clothing manufacturers still existed in town. Since the factories have now been moved to Jakarta, nothing much were left, but signs and loft apartments. Klein repeats the word â€Å"abysmal† twice in his essay with great detail because of the horrible condition that the Kaho workers endured during their days at work and at home. â€Å"Abysmal† usually connotes the feeling of being extremely or hopelessly negative, with the notion of having severe conditions. Postindustrial, on the other hand, is defined as a society wherein an economic transition occurred from being a manufacturing based economy to a service based economy. Furthermore, â€Å"limbo† is defined as the state of being disregarded or forgotten. Being required by rules is the definition for â€Å"compulsory†. Receiving something, such as money, either given or received as payment is connoted for compensation. Recourse, on the other hand, is defined as the act of turning to someone for assistance. Moreover, charades is defined as the acting out of a phrase by an individual for others to guess. Tenacious is then defined as being good at remembering. For euphoric, it is defined as the imparting of great feeling of well-being. Lastly, manic is defined as the state of high excitement and activity found in bipolar disease and is occasionally incorporated with other mental illnesses. The connection I had with logos was a very good question. I do not buy things merrily just because of the logo they carry. I buy goods, such as clothing, cars, electronics, and food for the reasonable price they have and not because of the brand/logo. For once, I bought two Champion t-shirts for the price of one, as compared to a Nike shirt, where I have to pay for a full price. I have always believed in bargain shopping and not in logo shopping. In the essay â€Å"Live free and Starve† by Chitra Divakaruni, the thesis is stated when Divakaruni writes â€Å"the liberals passed the bill†. Third world counties were names given to nations that were underdeveloped economically during the 20th century. The name Third World arose during the Cold War refering to nations that did not belong to the First and Second World countries. While there is debate over the appropriateness of the term, and no alternative is without detractors, the term is one embraced by many. As Americans, we are at the top of the pyramid, having moved up by satisfying all needs required at each level. When Divakaruni wrote about the Maslow pyramid, her purpose was to show that even if Americans were at the top, it is difficult to satisfy the needs of each level. The third world countries were not priviledge to have the opportunities Americans or other first and second world countries have, such as excellent education, decent jobs, and proper shelter to live in. The effect of the last paragraph and the rhetorical questions Divakaruni had was a strategy on how people will be educated and survive when the bill passes. By doing this, Divakaruni brings up some very good points as to how the people will survive once the bill is passed. The metaphor that Divakaruni used when writing about children laborers means that if the children stop working, their families will not have any money to survive. For short, the childreen need to work in order to financially support their families. The most basic cause of a large, poor family is survival. This can also be attributed to all of the family members being required to work in order to provide food and pay the bills. Although a large population of poor families exist in the United States, reasons may be attributed to the fact that Americans are sending good jobs to other countries in order to acquire cheaper labor, instead of keeping the jobs in the country to lessen poverty. Moving on, the essay â€Å"Drugs† by Gore Vidal is not outdated in terms of views regarding drugs in the United States. In this regard, what Vidal wrote about the government is true up to this day. Vidal appears to anticipate the response of the audience in the sixth paragraph of the essay. When Vidal asked questions within the paragraph, he gave anticipated answers to what the readers might say or think. The function of the rhetorical questions within the essay was a way for the public to ask themselves the same question while reading. By doing this, Vidal made the readers view the current situation with drugs in our country. Exhortation means a communication intended to urge or persuade the recipients to take some action. GNP, on the other hand, means Gross National Product. Mainliners is a slang term; referring to a principal and easily accessible vein, usually in the arm or leg, into which a drug can be injected. Furthermore, â€Å"perennially† means in a perennial manner repeatedly. Curtailed means to cut short or reduce. With the underestimated phrase, Vidal meant that he was not doing anything on his own, accepting what Homer gave him, but making it even worse. I am in favor of legalizing non-narcotic drugs. I have been to Amsterdam and the Netherlands. I have seen the possibility of how the United States could legalize these drugs. Amsterdam is a pleasant place to visit with wonderful people who live by. The country has positively allowed the legalization of non-narcotic drugs. Cafes, where drugs were available, where open for sale to the busy public. The selling of drugs is only monitored by the owner, who in turn, was carefully monitored by the Amsterdam government. I spent eleven weeks in Amsterdam, but I saw no dealers nor addicts. What I saw was a guy in the cafe being neglected with the drug, for he was already high. I believe that the legalization of the non-narcotic drugs in the United States would work in the country. If the Europeans were able to handle it, the Americans can. The essay, â€Å"Safe Sex Lies† by Meghan Daum, the awareness for AIDS became a pop culture, especially to people who did not believe that it can happen to them. Therefore, it has taken on the power of a myth that this belief on one’s social status can avoid transmission of HIV. There are two types of â€Å"Safe Sex Lies† discussed in the Daum’s essay. The first was â€Å"you do not know where they has been† and the second is â€Å"they did not tell me that he was shooting drugs†. These two examples of the lies about safe sex make the average person look ignorant. The effect of Daum’s confession is focused on the fact that no one has a perfect life. Repeated tests makes a person feel more at ease about the aids situation. People need to be more cautious with what they are doing, especially when it comes to having sex with their partners, whom they know little about. Children of the 20th century have been repeatedly told about the aids virus. As we all know, kids believe almost everything they hear on the radio or see on television. The effect of the word â€Å"those† in the first paragraph is a sarcastic meaning for all the needles and condoms that Daum had seen in her lifetime. The effect of the informal language that Daum used in her essay was effective for the essay. By writing the essay in an informal manner, the reader easily comprehends what is being said, receiving the points easily. Writing the essay in an informal manner was a good decision from the writer’s end, resulting in more queries about the said AIDS virus. I feel that handing out packets of condoms to kids these days is a bad idea. They are given the impression that engaging in pre-marital sex is alright. Sex should not be rushed, it has to wait either after marriage, or when both are mature enough to handle the consequences that come with it. Nowadays, what all the kids see on television is someone blowing up a condom. After such deed, they do not know the harsh realities that come with it, when broken. This is no joke, be cautious and aware of what you are doing.