Mark And Mathew Essays - Prophets Of Islam, Christology,

Mark And Mathew A Comparison between Matthew and Mark While both books of Mark and Matthew portray Peter as one of the most important followers of Jesus, Mark seems to emphasize Jesus' spiritual career unlike the broad, more in-depth pursuit of Jesus' life that Matthew embellishes on. As both Jesus' student and friend, Peter is the one disciple most commonly referred to in the stories. Yet the two passages seem to draw different pictures of Jesus' distinguished disciple. In Matthew, Peter seems to play a larger role in Jesus' teachings and seems more significant to Jesus throughout the book. In Mark, he is still important, but to a lesser extent in the eyes of the author. Mark leaves Peter out of a few of the stories altogether and only touches on Peter's importance to Jesus towards the very end. Each difference in the stories connected to Peter gives a slightly altered account of his personality and role. Peter is introduced as one of Jesus' first followers in both Matthew 4.18 and Mark 1.16. Both passages seem to recount Jesus' speech word-for-word. He merely said to Simon (a.k.a. Peter) and his brother, 'Follow me and I will make you fish for the people'(Matthew 4.19, Mark 1.17). Their reaction is described in a simple phrase, And immediately they left their nets and followed him(4.20, 1.18). This story presents Peter and his brother as incredibly devoted to their leader from the first few moments. Whether their lives as fishermen were prosperous or not, to simply abandon everything for one stranger is risky and takes faith. The story's important message about Jesus' strength as a leader and his follower's devotion entices both authors to include it among their lessons. Yet, Matthew's next significant mention of Peter is a story that Mark fails to develop. The story of Jesus walking on water appears in both accounts (Matthew 14.22-14.33 and Mark 6.47-6.52). Yet only in Matthew does Peter have a role in the story. Upon seeing Jesus on the water, he calls out, 'Lord, if it is you, command me to come to you on the water'(Mt. 14.28). He almost succeeds, yet he suddenly gives in to fear and begins sinking. Jesus scolds him by saying, 'You of little faith, why do you doubt?'(14.31). This draws a strange picture of Peter. He no longer simply listens to Jesus, but tries to become actively involved in his teacher's lessons. This idea is again shown in Matthew 15.15. After the parable of the blind leading the blind, Peter asks, Explain this parable to us. Jesus replies with a rather impatient remark, but dives a little further into the meaning. He often comes to Jesus with questions throughout Matthew and these questions always ask for clear definitions of st ories or truths about some spiritual detail. Many times Jesus snaps a little at him, but Peter obviously is not swayed by any impatience his teacher bestows. This seems to paint a closer relationship between the two men, where Peter is not afraid of Jesus and Jesus is not simply polite to Peter, as teachers tend to be. Jesus' obvious favoritism of Peter, shown in the transfiguration and throughout the gospel, leads one to believe that the two are indeed close friends with trust and mutual respect, which allows them to be freer with their words to one another. Friends tend to be less polite and more open with each other, as Matthew has painted these two to be. Mark tends to leave out these little views into Peter's relationship with Jesus, for they are rather trivial when it comes to the message from the Lord. Yet these few questions leave the reader with a better understanding of how the divine one interacted with his close buddies and the very human qualities to the exalted one's d ay to day life. Peter's deep trust in Jesus is apparent through his bold actions in Matthew's account of walking on water. His faith is so strong that he is willing to put his fears aside and try to trust God with the purity his teacher does. For a short while he appears to succeed, proving that he above all the other followers has the courage to follow and the faith

Free Essays on Heroism In The Odyssey And Sir Gawin And The Green Night

Heroism in The Odyssey and Sir Gawain and the Green Knight A hero is defined as a person noted for feats of courage or nobility of purpose, especially one who has risked or sacrificed his or her life (The American Heritage Dictionary of the English Language). In The Odyssey and Sir Gawain and the Green Knight two characters are introduced that are heroes of their story. Each story tells of a different voyage and each hero fights a different battle; however, each character has certain moral fibers that make them heroic. Odysseus and Sir Gawain are both heroes written about in the same era but their voyages do not take place in the same time era. Odysseus was a noble mortal that fought at Troy. He had struggles but was looked up to by most men and regarded highly by the gods; ‘[Odysseus] is not only the wisest man alive but has been the most generous in his offerings to the immortals who live in the wide heaven’ (Homer 4). Sir Gawain was a knight for King Arthur and a brave man to stand up for his lord knowing that it would cost him his life; ‘The court assays the claim. And in counsel all unite / To give Gawain the game / And release the king outright’ (Borroff 23). A hero must be made through heroic action and these characters completed heroic action while standing up for their own authority, which were the lords of the sky and the lords of the castle. While on their voyages they each encountered sin as well. The Greeks in The Odyssey were not worried much about th eir hero sleeping with goddesses because it was expected; however, in Sir Gawain and the Green Knight it was looked more down upon. Nonetheless, each hero dealt with the temptation of a female force and each hero surrendered to this temptation at one level or another. In some ways giving into sin would symbolize the fall of a hero, but being the men they were it just showed that they were so heroic and such great men that women yearned to be with them... Free Essays on Heroism In The Odyssey And Sir Gawin And The Green Night Free Essays on Heroism In The Odyssey And Sir Gawin And The Green Night Heroism in The Odyssey and Sir Gawain and the Green Knight A hero is defined as a person noted for feats of courage or nobility of purpose, especially one who has risked or sacrificed his or her life (The American Heritage Dictionary of the English Language). In The Odyssey and Sir Gawain and the Green Knight two characters are introduced that are heroes of their story. Each story tells of a different voyage and each hero fights a different battle; however, each character has certain moral fibers that make them heroic. Odysseus and Sir Gawain are both heroes written about in the same era but their voyages do not take place in the same time era. Odysseus was a noble mortal that fought at Troy. He had struggles but was looked up to by most men and regarded highly by the gods; ‘[Odysseus] is not only the wisest man alive but has been the most generous in his offerings to the immortals who live in the wide heaven’ (Homer 4). Sir Gawain was a knight for King Arthur and a brave man to stand up for his lord knowing that it would cost him his life; ‘The court assays the claim. And in counsel all unite / To give Gawain the game / And release the king outright’ (Borroff 23). A hero must be made through heroic action and these characters completed heroic action while standing up for their own authority, which were the lords of the sky and the lords of the castle. While on their voyages they each encountered sin as well. The Greeks in The Odyssey were not worried much about th eir hero sleeping with goddesses because it was expected; however, in Sir Gawain and the Green Knight it was looked more down upon. Nonetheless, each hero dealt with the temptation of a female force and each hero surrendered to this temptation at one level or another. In some ways giving into sin would symbolize the fall of a hero, but being the men they were it just showed that they were so heroic and such great men that women yearned to be with them...

Chinese culture Essay Example | Topics and Well Written Essays - 750 words - 3

Chinese culture - Essay Example The Chinese cuisine dates back to thousands of years and has been subject to metamorphosis from time to time and from one place to another depending on climate, fashion and local preferences. The Chinese cuisine embraces both styles from different parts of China and a collection from other parts of the world. Over time, cuisines from other cultures have been integrated into the Chinese cuisine due to imperial expansion and trade with the outside world. The staple foods of the Chinese include rice, noodles, vegetables and sauce and seasonings. Styles in ancient Chinese cuisine differed because of class, region and ethnicity resulting in an unrivalled range of ingredients, techniques, dishes and eating styles, collectively called the Chinese food. This wide diversity and array of food traditions has over generations caused the Chinese to pride themselves on eating a wide variety of food while also remaining true to the spirit and traditions of the Chinese food culture. The Chinese have eight major culinary traditions. These include Anhui, Cantonese, Fujian, Hunan, Jiangsu, Shandong, Szechuan and Zhejiang cuisines. The styles are distinguishable from one another due to contributors such as availability of resources, climate, geography, history, cooking techniques and lifestyle. The Sichuan cuisine prefers baking while the Jiangsu cuisine on the other hand, favors braising and stewing. Many traditional regional cuisines employ basic preservation techniques such as drying, salting, pickling and fermentation. The Cantonese cuisine uses traditional cooking methods such as steaming, frying, baking and stewing and is engineered to offer sampling of a variety of different foods by the eater. Some of these dishes include lotus leaf rice, rice rolls, turnip cakes, buns, Shui jiao-style dumplings, stir-fried green vegetables, congee porridge and soups and so on. The Sichuan style, which

Lyme Disease Research Paper Example | Topics and Well Written Essays - 1750 words

Lyme Disease - Research Paper Example The disease was characterized by outbreaks in the early fall and during the summer which showed that the vector was an arthropod (Todar, n.d). Initially children were diagnosed with juvenile rheumatoid arthritis; however, the increasing prevalence of the illness resulted in a detailed scientific research concerning the etiology of the disease. Studies of the pathogenesis and signs of the disease led to the discovery of its connection with Borrelia burgdorferi (Todar, n.d).This led to the distinction of the disease from rheumatoid arthritis as rheumatoid fever has an auto immune etiology (Edwards, Cambridge and Abrahams, 1999). The similarity of the symptoms of both diseases led to the incorrect diagnosis. Lyme disease has the highest prevalence among tick borne diseases in the Northern Hemisphere (Fell, 2000). Etiology The etiological agent was discovered by Willy Brgdorfer in 1982 (Todar, n.d). It was isolated from the gut of the black legged tick and was identified to be a spiroche te from the genus Borrelia (Todar, n.d). The spirochetes were found to react with serum which had been extracted from patients suffering from Lyme disease. The etiologic agent was named after Willy Burgdorfer and is known as Borrelia burgdorferi. Other species which cause Lyme disease include B. garinii and B. afzelii. Recent studies have also suggested that Borrelia miyamotoi is a causative agent as it has been found to occur in areas where Lyme disease is an endemic (Krause, Wormser and Narasimhan et al., 2013). Lyme disease is transmitted by an agent known as Inxodes scapularies. The bacteria live within the gut of these ticks which feed on human and animal blood. These ticks feed on blood for a long period of time and the bites are usually undetected due to the size of the ticks (Lo Re, occi and Mc Gregor, 2004). Risk Factors Some of the risk factors associated with Lyme disease are the activities in which one participates (Mayo Staff clinic, 2005). Individuals who spend a major ity of their time outdoors are prone to Lyme disease. The area which an individual lives in is also a risk factor for Lyme disease. Such areas include the Midwest and Northeast region (Diuk-Wasser, 2012). Ticks are mostly active during the warm seasons between May and November; hence this time period poses a risk of contracting the disease (Lyme disease Update Review, n.d). Events such as camping, hiking and gardening are also risk factors. The risk of contracting Lyme disease is high in individuals exposed to ticks. The highest cases have been reported among individuals between 5-15 years and 45-54 years old (University of Maryland Medical Center, n.d). Lyme disease is only transmitted in approximately 3% of all tick bites and the length of the bite increases the risk of transmission. Mechanism of the disease. Borrelia burgdorferi undergoes an infectious cycle from nymph moulds to adults. The female lays eggs which feed on the first host and are then dropped to the ground and trans form to nymph. The nymphs then attach and feed on the second host (Wasiluk, 2011). The chronic form of the disease affects numerous organs of the body, in particular, the joints, skin, brain and heart. The disease is classified into three stages, the first stage being of limited infection, which is followed disseminated infection and the last stage is late borreliosis (Wasiluk, 2011).

Case Studies Study Example | Topics and Well Written Essays - 250 words

Studies - Case Study Example From this perspective the sample should be dependant on the quantity of people entering the store but if we were to select one out of every five people that would represent twenty percent of overall entrants into the store. The method of determining information from the customers would be an in person survey with close ended questions. In situation #2 it is my recommendation that the airline should use a convenience sampling method. The means by which we should select the sample would have to be proportionally representative insofar as we and not only looking for people who would typically fly in airplanes but they must also be university students. Finally the sample size should be restricted by the overall budget. If the cost is $75 per student we would need to determine how many people we can interview based on the overall budget is $7,500 than the number of interviewees would be 100. However the number should ensure that the confidence level is larger than 95%. In situation #3 the type of sample that should be utilized is a systematic sampling method in which every nth person is chosen at a predetermined point in the city. The method of choosing the sample should be along the lines of every fourth or fifth tourist that they encounter.

The Characteristics Of Childrens Learning Styles

The Characteristics Of Childrens Learning Styles CHAPTER I The background and main characteristics of childrens learning style 1.1 The characteristic of teaching young learners The concept of learning is influenced by the psychological study of the learning process and is widely interpreted in the popular use. The psychological concept extends quite far and includes all parts of childrens development, from language acquisition to social roles and changes in their personality. Language teaching can be widely interpreted as all activities intended to facilitate and cause language learning. At the beginning of learning the new language, the learners knowledge has none or hardly any associations with the language, it is as an infant learning its first language. The lack of contact with the language and the lack of a safe reference system can give the learner an intellectual and emotional shock which can discourage from further learning. Thus, the task for the teacher is to overcome childrens disorientation which characterises the beginnings of learning, build up and associate a system of positive attitudes and feelings with the language: that is, being able to reply spontaneously and to think in the second language. In teaching of the second language, certain social strategy is also needed, so that children should feel a need of imitation and acquire the second language in the same way as their first one. (H.H. Stern Fundamental Concepts of Language Teaching:397-400) Childrens world is based on games and having fun and the same should apply to their learning. Children should not be aware of learning, neither lexicon nor grammar, but the teacher can easily use these facts to teach the foreign language through games, stories and songs. In teachers work with young learners, it is important to teach them according to psychological and pedagogical rules. The amount of material which the learners can remember depends on teaching techniques and the way the material is drilled. It is important to remember that lack of stress in learning makes it more efficient and easier to use in real situations. What is more, only friendly attitude of the teacher towards a learner, teachers willingness for learning and using all methods of relaxation can protect a child from being discourages and shy in learning and using the foreign language. Any good associations with parts of the material can cause that vocabulary or grammar will be better and longer remembered. It is also important that childrens concentration span is quite short and it is crucial to use any procedures which can make the learner able to longer concentration. Student should be also involved and interested in the lesson (BrzeziÅ„ski 1987: 145-150). Childrens learning is based on imitation and having fun rather than on their awareness of learning. Imitation is the easiest way of introducing new vocabulary and its aim is to lead to correct articulation and intonation of sounds and their memorization. In teaching young learners, intonation exercises are especially useful because of childrens flexibility of larynx which disappears with time. In terms of imitation exercises, the teacher should pay attention to learners reactions determined by their age. Furthermore , the teacher should change the techniques of teaching to avoid learners getting bored (WoÃ… ºnicki, T./ Zawadzka, E. 1979: 60). Most activities for children should consist of movement and involve their senses. The teacher needs many objects, visuals and pictures to work with, and to create a possibility to use all of the schools surroundings. It is also important for the teacher to let the pupils play with the language, talk to themselves as much as it is possible, use songs, rhymes and tell stories. As a matter of fact, the teacher should let pupils talk even nonsense to enable them to experiment with the language. The basic principle in teaching a language is a variety of activities, pace, organisation, voice and face expressions. Nevertheless, routines in the classroom are also essential so that the children can know the rules, be able to use the mark system and complete tasks. Using familiar situations or activities creates the atmosphere of safety, especially for the shy learners. Another important criteria in making teaching a language efficient is the classroom atmosphere. During the lesson, there is s upposed to be room for shared experiences, group work, pair work; what is more, rewards and prizes should be avoided. It is much more useful for the teacher to make notes about each pupil regularly in case the teacher would like to inform the pupils parents about their progress (W. A. Scott Teaching English to Children:5-7). 1.2 Theory of language acquisition in the early age From around 1975, â€Å"language acquisition† is contrasted with language learning. The American applied linguist Krashen uses the word â€Å"acquisition† to describe learning of the second language which is analogous to the way in which a child learns â€Å"naturally† his or her first language and does not focus on the linguistic form. The disadvantage of Krashens terminology is that it is contrasted with psychological terms. Krashen differentiates between â€Å"acquisition† and â€Å"learning†, as learning for him is more or less conscious. It is a very valuable distinction but it implies a constraint on the use of the term â€Å"learning†, and frequently deliberately limits it to the school-like learning (H.H. Stern Fundamental Concepts of Language Teaching: 18-20). In the light of an early start of language learning, Anderson claims that the way a person acquires mother tongue still remains a riddle. Between birth and the fifth year of life, children develop their ability to speak. Children in the first stage observe adults behaviour and any noises they produce. After some time, they start understand the meaning of such noises without seeing adults movements. The next step is imitation of sounds and (partially) a creation of their own ones. Consequently, children find out that they can control adults behaviour by making certain sounds. Lonnerberg mentions that only 10% of childrens utterings is like adults ones and that 90% of such utterings is their own language production. As far as it is concerned, childrens language acquisition is a dispute between an innate, individual parole and the langue created and used by the society (BrzeziÅ„ski 1987: 22-23). 1.2.1 A critical age for foreign language learning Regarding the age of the earliest acquisition and learning point as birth, the best moment to start teaching a child the second foreign language is the age of 4-5. This is because of childrens flexible larynx which allows for nearly ideal imitation of sounds and the most efficient brain which all together create a great opportunity for language acquisition. Nevertheless, only until the age of 12-13, children keep their flexibility and natural readiness for language acquisition. Lenneberg shows through extended case studies the stages of physiological maturity processes taking place in the brains hemispheres (especially the left one), which is dominant. What is more, if it happens that the left hemisphere is damaged before the age of 12-13, it is possible that the right hemisphere takes over the domination and speech problems can be reduced. In addition, after this age such a process is almost impossible (BrzeziÅ„ski 1987: 28-29). 1.2.2 Childrens second language acquisition The phenomenon of mother tongue acquisition is interesting for linguists, psychologists, neuropsychologists and even neurophysiologists. Furthermore, it is connected with natural bilingualism which occurs when a child learns, in a natural way, the second language. The process of the second language acquisition in natural conditions is quite similar to the first language acquisition or even identical. The only difference between those two is the fact that the second language is assimilated later and is based on experience and knowledge of the first one and, as a result, the whole process happens faster and more effectively (BrzeziÅ„ski 1987: 18). Chomsky(1964) claimed â€Å" it is a common observation that a young child of immigrant parents may learn a second language in the street, with amazing rapidity, and that this speech may be completely fluent and correct to the last allophone, while the subtleties that become second nature to the child may elude his parents despite motivation and continued practice† (BrzeziÅ„ski 1987: 8). The first international meeting connected with childrens acquisition and its use in teaching foreign languages took place in Hamburg in 1961. Participant tried to find out if it is right to introduce foreign languages in the primary schools, if it is true that children learn better than teenagers and adults and which techniques are supposed to be used in teaching them. After four years, the second meeting took place and the first answers were given. During many decades, lots of contrary opinions developed. As early as 1967, Corder points out: â€Å"It still remains to be shown that the process of learning second language is of fundamentally different nature from the process of primary acquisition†. On the other hand, in 1972, Moulton stresses that in teaching a foreign language to young children it is possible to adopt some methods and intuition procedures, used by a child during mother tongue acquisition, and weave them into learning of the foreign language (BrzeziÅ„ski 19 87: 8). 1.2.3 Factors of efficient language learning In 1960s, the matter of teaching a foreign language during the early age was a topic of many discussions. After the war, in many methodological books it was said that children can easily absorb, imitate and produce the new language. Learning of languages in the early age is connected with the habit of repeating words and sentences in a foreign language and acquisition of language material with the help of various memory techniques. The technique of frequent repetition of the material, as the main key to learning a language, is also supported by many psychologists such as Watson and Thorndike. In many psychological books, it is easy to find many completely different definitions of habit. According to â€Å"MaÅ‚y sÅ‚ownik psychologiczny†, habit is well-practised through numerous repetitions: actions which are done always in the same way and automatically. This definition can bring one to a wrong opinion that one should always react in the same way. Lado definites habit as fluency in using units and models of a particular language in answering while attention is not paid to units but to content. There are many more definitions of habit written by A. Szulc, Lompscher or Rubinsztejn, but all these definitions come down to the conclusion that the habit is way of mechanic, unconscious repetition and conscious production leading to the conscious process where consciousness is removed so long as the automatic element is eliminated. In this case, the fact that the process of repetition is the most important comes from the opinion of psychologists based on the theory that acquiring the mother tongue comes from the imitation of adults. There are also certain reasons directly influencing and shaping the process of learning and its efficiency:  · age - ­ after the age of 10, language acquisition ease diminishes. Childrens minds lose their flexibility and it is not that easy to acquire a language. Younger learners have better and more specific memory but have less ability to learn and need more repetitions. Children are more willing to imitate but have a very short concentration span. Their mechanical memory is better than that of the adults, and their short memory is more dynamic and more effective. The older the child, the more specific the way of learning is. Older children have their own range of memory, their long-term memory is more developed and more logic. They can focus more easily and have wider general knowledge. Being more mature, having better learning techniques and better motivation, the young and adults can easily make up this matters, which children can reach thanks to their imitating skills and more flexible minds.  · attitude in learning, there are many elements which have influence on better acquisition or learning, but attitude is one of the most important because it stimulates brain to better work and makes memory work more efficiently. What is more, the lack of motivation can cause that person who is not interested in the topic or in learning itself will not remember anything.  · previous experience connected with the material that has to be learned the more experience the learner has, the easier and more efficient learning is for him or her.  · material and content there are some units of material which are more difficult to understand or remember, for example, sentences which have lots of information. Also, the size of the material, the length of sentences, the kind of material (Passive Voice sentences are harder to remember and require longer time to learn than Active Voice sentences) significantly influence the effectiveness of the learning process.  · way of learning Humans use mechanical or logical memory while the logical one is more preferred and a part of material learned in a logical way is not only easier to reconstruct, but also stays longer in human memory. Certain researches show that talking in a foreign language is not only a simple reproduction of material that was learned. A learner should pay attention to very basic patterns which can be modified and updated with new vocabulary and structures. Mechanical memorising of sentences can be even a quite dangerous and tricky factor because certain language elements occur in a particular arrangement, in a way they were learned and drilled by exercises.  · number of exercises and repetitions Psychological research shows that the long term memory is extended in proportion to the learning time. What is more, overlearning is a very important element in the memorizing process. The higher the level of overlearning, the slower is the process of forgetting. Yet, the level of overlearning is reached individually after each learner performs a number of repetitions. At the same time, mindless repetitions cannot be treated as overlearning.  · time spent on learning It is important how long and how often repetitions and exercises are done. Frequent and short exercises are more efficient than rare and long ones (WoÃ… ºnicki, T./ Zawadzka, E. 1979: 30-40). 1.3 The characteristic of childrens memory Learning styles are various ways of learning. They involve education methods, characteristic for an individual, which are used by the individual to learn best. The alleged basis and efficacy for these proposals have been extensively criticized. Learning styles depend on individual preferences, and, according to Nail Fleming, such styles may be divided into four categories. The fist group is made of visual learners, who, as the term suggestsplies, receive most information visually. These learners have a tendency to do well at public schools because most of what they are taught is presented through visual teaching tools. They do well with visual aids like pictures. For visual learners, the easiest way to learn is watching and calling up visuals in their minds to remember what they studied in the past. They have a tendency toward appreciating arts: crafts, painting or drama. They tend to be creative and imaginative. The second group are auditory learnerswho tend to learn better through listening. They listen to instructions and follow them in such a way that they can gather large amounts of information and deal with it. Auditory learners are very good at listening to lectures and conversations for a longer time without getting bored. They are more concentrated than visual learners and may be more discerning and attentive in the class. They prefer to study with music in the background. These students may also be creative and imaginative. They are good at listening to information and reproducing it in their individual ways. Students with another style known as kinesthetic learning might be mistaken for too active in the classroom. They do not like waiting for information. They prefer to find things out for themselves without any prompts. They are the explorers who want to make new discoveries. They are quick to learn new things and do not mind being left on their own with a particular toy to find out how it works. They can be successful in practical tasks, such as carpentry and design. These children prefer doing rather than thinking. Homeschooling might be a better for these learners because regular classroom activities might not be interesting enough for them. The forth group consists of logical learners who think in a conceptual manner. They explore patterns and like to know how things work. They often ask questions and are good at puzzles, math problems, strategy games and computers. They understand abstract concepts faster than others. These students prefer inventing and building their own contraptions, for example, with toys (http://www.ehow.com/info_7881656_inventory-learning-styles-child.html#ixzz1MXMcJS9C). 1.3.1 Initial memorisation According to many researches, children have lots of problems when trying to remember and repeat parts of material or longer sentences. In a situation when a group of kindergarten children was asked to remember and repeat, they were passive and even did not take any action to do so. 8-year-old children are a slightly better and show some will to do what they were asked, although only the 10-year-old children and older pupils are able to deal with efficient memorization, data processing and are even able to organise new information to remember it better. According to this research, one can observe that at the beginning children can use only simple techniques and just after some time those techniques develop, become more complicated and fitted to individual preferences and styles. This fact is quite disturbing because during the very early school-years children are often required to remember mane, sometimes even complicated information like lyrics, grammar rules or definitions. On the o ther hand, children can easily learn their mother tongue, they widen their knowledge about society or nature quite fast. Children are often able to repeat the dialogue of their parents even if they seem not interested in it. In their first years, they are not aware of how their memory works. The flash memory term became very popular according to the discovered phenomena that some people have perfect perception and prefer things they saw rather than those which they listened to. It is a very important fact that children use flash memory in a metaphorical way because they mechanically transfer the received information to their memory. Everything seen by people is remembered for a very short time in their operation memory. For a long-term memorisation, it is useful to include various visual aids in the teaching process. Children are able to remember not only pictures but also many details from such pictures. However, sometimes a picture shown to a child may be slightly different, may h ave different colours or shapes (especially of those elements which amazed the child). Autistic children have a very efficient flash memory and after a few seconds they are able to memorise very complicated and detailed pictures; what is more, they do so without much effort. From the previously discussed research, one can deduct that only from the age of ten children can consciously memorise some facts for a longer time. More effective memory depends on which study techniques the child uses. Those study strategies consist of certain elements like: the level of consciousness and awareness of the aim the child is learning for and willingness the child hasmemorisation strategy effort used to learn a specific part of the material Sometimes it is very hard to prove which element from the ones mentioned above is used. It can be even said that children create memorization strategies in internalisation. Before a child creates its own technique of learning, a child cannot achieve better results in learning but when those strategies are already created, the child knows how to study to achieve his or her aim. Then, the process of memorisation becomes faster, easier and more efficient. After some time, children not only know how to learn faster but also can understand more and do this more freely. Nevertheless, at the age of six it is still very complicated for the young learner to organise material which has to be learnt, and this is why children start to repeat. Only nine-year-old children are consciously able to group certain pictures into categories to achieve better memorisation. To sum up, one can easily say that children develop their memorisation skills according to their age and in this process children reme mber those things which they pay attention to but it is short memory and at the same time hard memory which are used. Sensitivity on keeping memory on the alert and reaction do not depend on where this new information comes from (society, nature or their own body) but in case of children it is mainly automatically received and processed by their brain. This process happens quickly and almost without any effort and the teacher cannot see those processes and cannot stop or modify them. This process can be only stopped and controlled, but then it works much slower and requires some effort. What is more, a child has to be conscious of information and has to recognise it. To distinguish between automatic and controlled memorisation, one can distinguish three levels of the automatisation processes: the first level is dominated by the automatic use of information (also without paying attention) the second level is partially automatic when attention is not focused on information the third level is only rarely automatic but full attention is needed in this case ( E. Gruszczyk- KolczyÅ„ska, Ewa ZieliÅ„ska Wspomaganie dzieci w rozwoju zdolnoÅ›ci do skupiania uwagi i zapamiÄ™tywania WSiP Warszawa 2005: 52-68). 1.4 The theory how media influence children Media themselves may introduce lots of positive things but also the negative ones into the human life, shape attitudes and mentality of the young people. Furthermore, especially children may be easily influenced by commercials. Media contents are brought to people through the Internet, radio or television, and such media information consists of specific stimuli which affect brain, senses and create or change attitudes and ways of looking at the reality. The good side of the media is the fact that it is created for peoples development, making life more convenient, introducing social and personal values and causing that long distances are easier to overcome. As a result, even such aspects as education or culture are closer to various and separated nations. On the other hand, mass media become a kind of of a boundary or a cage in which a person is isolated from the others, as it may create a situation of misunderstanding and limit of ones social life which is then substituted with cyber space. Needless to say, the mass media caused radical reorganisation of the social life. In terms of education and upbringing of young generation, the media are creating new types of personalities, a sort of a new civilisation. This new generation of media-people is an inextricable part of the modern life, and can be source of many good, positive and improving aspects as well as bad, demoralising, violent and the ones encouraging unacceptable deviations. 1.4.1 Media in education The fact of striving for more effective ways of teaching is a main subject of many modern researches. Nowadays, in order to achieve the goal it is natural to use the most entertaining and universal tools like the Internet and other mass media. Thanks to these tools, learning can be more pleasant and successful for the learners and also easier and less effort-requiring for the teachers. More and more modern teaching techniques make education up-to-date and allow for leaving (old) traditional methods in education and introduce the modern model of integration of education with entertainment. In this context, education becomes a product, (almost a technological device), a source of educational tools and an incentive for the unconscious learning. Media may be easily and freely used not only in school teaching but also in private, out-school or even global, social, personal and cultural training. They can provide news, information and educational content using all possible multilingual tools. What is more, this kind of instrument has certain aspects which are singled out by Henryk GrudzieÅ„ in his work Media jako skÅ‚adnik procesu dydaktyczno-wychowawczego: direct influence this means that especially television programs and films immediately influence their audience (human emotions and intellect) building-up influence means building up information, associations and feelings connected with films or TV programs which cause some changes in the human psyche subconscious influence similar to the one above, but the audience is not conscious of changes in its attitudes because at the beginning the audience refuses the given way of thinking due to its unsuitable content and after some time its resistance disappears. Media also have a tremendous influence on the lifestyle of the young people, and they affect lots of spheres of young peoples lives, for example: the effect on the way that somebody behaves (making decisions, aggressive behaviour, social actions etc.) the effect on the level of knowledge (level of information, range of knowledge, level of communication skills etc.) the influence on attitude (believes, religion, judging of other people, etc.) the influence on physical fitness (damaging of senses, lack of motion, addiction) The processes mentioned above depend on many conditions such as age, psyche, actual situation in ones life, level of knowledge, weather, place of receiving such information or influences, company or gender. For example, the most influential may be a film watched in a cinema where the level of focus is very high, a bit weaker may be television and the weakest the radio. 1.4.2 The Internet in childrens education Nobody can deny that modern technology has changed and revolutionized education. Teachers have also quickly adjusted their teaching methods in a response to new technology because gadgets in the classroom can create a more interesting, interactive and entertaining environment. If schools strive to keep up with technological trends, then the learning that takes place there becomes more relevant and meaningful for the learners. The Internet and computer knowledge and literacy of major software programs is no longer reserved only for higher educational systems or special trade schools in the modern society. ( http://www.ehow.com/about_5410187_uses-modern-technology-classroom-teaching.html#ixzz1Iai4xP5X) Many children, when going to school, deal with individual difficulties on the basis of their opportunities. Nowadays, from the very early age, children get used to computers, the Internet and other modern technologies. The access and the use of the Internet fulfil many of the aims of education. What is more, it broadens childrens mind horizons, gives them a sense responsibility, builds up their self-esteem and develops their autonomy. A big advantage of the Web is its easy access and lack of duty to have a face-to-face contact. The author of the book Special educational needs and the Internet: issues for the inclusive classroom Chris Abbott claims that there are four principles and each one proves that websites and the Internet have become an influential tool for teaching as the pupils are: Informed The Internet is a source of information and news used in topic work, planning visits, web sites pictures of classmates work, connection with other pupils even outside the school, village or town and also link with past friends. Involved In the virtual tour, in preparing material, in creating and sharing their ideas; in group with the integrated activities where physical presence is not significant. Empowered enabling access for children with any physical difficulties, various tools, e-mails Recognised pictures on websites of the children and their work, whiles of the school council meeting, aiding successes and building self-esteem. (111-112) The Internet has a large part to play in the future education of the young people. In this book, the author included many useful tips when using computers in teaching young learners. For example, the page a teacher wants to use should be put on the screen before children come into the classroom. What is very important, computers should be set in a way so that the children cannot open unauthorized sites and also it is important to remind the children of behaving in a good way to prevent the pupils from running to get to the computers first. It is also useful to create a list of computer room rules. Wherever possible, there should be no more than three pupils per one computer. If children cannot see the screen, they may quickly lose interest in their school work and may not be willing to learn. All these elements can make children more concentrated and make learning more effective (C. Abbott Special educational needs and the Internet: issues for the inclusive classroom New York 2002).

Essay --

What is a cultural group? A cultural group refers to people of the same race or nationality who share the same values, beliefs, practices, goals and most likely, speak a common language. Members of a certain cultural group can easily identify with each other as if they have a common heritage. Culture can refer to neither social Classes people are involved in nor the lifestyle they live but more importantly culture shows how people are different in many ways. Military, age and religion groups are the ones I consider myself a part of. The first group that has been valued by me and many other people is the military. They might not be everybody’s favorite group , yet the things they have accomplished for the United States, and many other countries are quite significant. For hundreds of years the United States military members have sacrificed their lives for not only America’s freedom, but also for other countries that have suffered a crisis. The military is currently involved in wars, humanitarian efforts, peacekeeping missions and as well as in state sponsored missions and country missions for natural disasters. Military members must be courage’s; due to the risky situations they must endure. For instance, they must be willing to put their life on the line in order to save others. Heroism consists of many characteristics that most military members should have. Soldiers are willing to risk their lives to save their fellow soldiers or serve their country in a war no matter what that cost is. Mos t of these men and women fought until they neither won nor got killed during a certain war. Even though many fallen soldiers haven’t been recognized for the achievements they made, they are still heroes in people’s perspective. I personally... ...lence, yet they don’t know that unjustified violence, terrorism and the killing of innocent people are absolutely forbidden in Islam. Islam is a way of living life that is meant to bring peace and equality to a society. Therefore people should look deep in the religion and study it before they judge on it based on people’s actions.

Media Bias Denial of What Should be Done

As a nature of individuals, personal interests are often present in different aspects of life that is needed to be done. In the case of a larger set of community, the media is one perfect example of how and where interest is very present. In the course of the continuous media presentation of different news, events and issues in the different areas of life, the media is said to seemingly affect the thinking of people. Unlike in the past, the media was not a staple institution that the society seen as a factor that affects their lives.But now, in the current times the media has all the power and opportunities in which they could send a message for the people. However, the question that is posted that is mostly raised is: â€Å"Is the presentation and the perspective of the media of the news, events and issues unbiased? † In the book written by Bernie Goldberg entitled Bias, he stated that the issue of conflict of interest often becomes a grave concern that is often questioned by many. It is known that people have their own view points with regards different topics for example, the issue of September 9, 2001.In the event of the World Trade Center bombing, the perspective of the media had became the most important factor of which had influenced the people in looking at the event. In the very day that the buildings in New York was crushed and powdered into the ground many of the news anchors were seen to have a great bias of who had done the bombing. Every one in the media perceived that the actions of bombing were caused by the terrorists who are angry with the government.Many of the media personalities most especially in the news were angry of the event however, in the end the conspiracy of the September 9 bombings had come out and suddenly, different media personalities and their statements had presented a different perspective. In the case of the media elites, Goldberg was very vocal in stating that three media personalities Dan Rather, Tom Brokaw and Pet er Jennings are deeply respected by their viewers. However, the perspectives of all these elite media personalities are mostly conservative.Goldberg is obviously a liberalist and he openly stated that all the media personalities he had stated were all conservatives thus; all their statements were statements coming from the conservative view point. If any form of liberalist view point is stated within the circle of other media communities, there will be a so called hindrance in utilizing such perspective. In the book, the conflict of interest which is mostly noticeable in the narration of the author was that liberal bias is truly misunderstood by different media personalities.Variety of these personalities are seeing the perspective that they must be able to create distinction of weather they could affect the perspective of the republicans or the democrats. However, it is stated by the author that â€Å"liberalism is the result of how they see the world† (Goldberg, 2002, p. 5) . But then again as stated in the earlier paragraphs, different individuals have different perspectives when it comes to variety of topics. Some of the biases which they had imbibed came from experiences and learning which had stayed within the individuals’ values system.In the end, the book is presenting that the media has a system in which they wanted to please the people. The media wanted to provide something for their viewers in order to have a higher rating. Therefore, they grant the desires of the viewers but disregard the issue of bias. This then results to the fact that the media is pursuing a certain type of ideology in order to have higher income return and viewer followings. In the view of this, the media is presented as a true institution that has its own rules which must be followed by anyone.The main perspective of the media community is to satisfy the people who are watching however, the quality of the stories and events they provide has less substance for the ideology utilized is only locked to the view of the conservatives which limits the thinking of the individuals to see the other side of the story. Moreover, the media is seen as biases for there is no room for other view points which is creates in equality and prejudice.

Moral reasoning using a new version of the Heinz story Essay

Abstract The current informal case study used Kohlberg’s paradigm of assessing moral reasoning based on responses to a moral dilemma. A nine-year-old girl’s stage, relative to the expectations of Piaget (1932/1965) and Kohlberg (1984), was assessed. A new version of Kohlberg’s Heinz story was used so that, unlike Heinz and the druggist, two characters were in the same situation. The situation was more realistic than in the Heinz dilemma, and the characters were more similar to the child being assessed. The child’s responses were more morally advanced than either Piaget or Kohlberg would have expected. Moral Reasoning Using a New Version of the Heinz Story Both Piaget (1932/1965) and Kohlberg (1984) conceptualized the development of moral reasoning as hierarchical in the sense that children progress from using one form of reasoning to another. While this view has been challenged by theories and evidence that children use different forms of reasoning simultaneously (reviewed in Killen, 2007), in the current report Kohlberg’s paradigm (1984) of using responses to a moral dilemma to assess a child’s stage of moral development was used. A nine-year-girl, â€Å"Anna† (fictitious name), read a scenario about a moral dilemma (Appendix A). She would have been expected to be in Piaget’s â€Å"heteronomous† stage, a broad stage where moral reasoning is directed by rules – from parents, the law, religion, etc. This stage preceded â€Å"autonomous† reasoning, where children understand there are morally correct reasons for breaking rules. Kohlberg broke moral development down into three levels, with two stages in each: preconventional (based on consequences and then on personal gain), conventional (based on approval and then on law), and postconventional (based on preserving relationships within society and then on abstract justice). Kohlberg dropped Stage 6 because virtually no-one fit into it (Colby & Kohlberg, 1987). Anna would be predicted to be at the conventional level, either stage 3 (approval) or 4 (law). Appendix A, a new version of Kohlberg’s Heinz dilemma (1984), was motivated by the original version seeming slanted in the direction of agreeing with Heinz (e.g. , the greedy druggist saying, â€Å"†¦ I discovered the drug, and I’m going to make money from it†), seeming unbelievable to current generations (e. g. , a small-town druggist inventing a cure), and not particularly relevant to children (using adult men, Heinz and the druggist). Summarizing, Anna first said she wasn’t sure whether Kathy was right or wrong. She said she could understand how much the girl loved and cared about her own mother, but the other girl also loved and cared about her mother. She said she couldn’t think of any reason why one girl was entitled to the medicine any more than the other, that Kathy knew nothing about the other girl and her mother, so she had to conclude that Kathy was wrong. But then she added, â€Å"but if I were in her place, I’d probably steal the drug even though it would be wrong. † Regarding Piaget’s stage of â€Å"heteronomous† reasoning, Anna said nothing about using the kinds of rules Piaget described (1932/1964). Instead she compared the situations of both girls, basing her conclusion on the equality of their situations. Since it would seem reasonable to conclude she knew that stealing was against the law, she instead used what seemed to be an abstract rule of fairness, which would seem to indicate she was using â€Å"autonomous† reasoning (Piaget, 1932/1965). Similarly, she said nothing indicating concern for approval or for laws, as a child at Kohlberg’s stages 3 and 4 would. She spoke not only of one girl’s personal relationship with her mother, but the relationship the girl knew existed between those she didn’t know, suggesting she valued human relationships in the abstract. Thus her responses were indicative of stage 5 reasoning (Kohlberg, 1984). They were more advanced than either Piaget or Kohlberg would have expected. Most interesting, Anna’s last statement suggested she had an intuitive understanding of research findings that moral reasoning ability is not a strong predictor of behavior (Blasi, 1980) or that she sensed but wasn’t yet at a stage where she could express a morally correct reason for stealing the drug (society’s need for strong within-family bonds, strong attachment between mothers and children, etc.). Had Anna read the original Heinz dilemma, based on the obviously greedy druggist and caring, hard-working Heinz, she might have responded with a morally advanced reason supporting stealing the drug. References Blasi, A. (1980). Bridging moral cognition and action: A critical review of the literature. Psychological Review, 88, 1-45. Colby, A. , & Kohlberg, L. (1987). The measurement of moral judgment. Cambridge: Cambridge University Press. Killen, M. Children’s social and moral reasoning about exclusion. Current Directions in Psychological Science, 16, 32-36. Kohlberg, L. (1984). Essays on moral development. San Fransisco: Harper & Row. Piaget, J. (1032/1965). The moral judgment of the child. New York: Free Press. Appendix A Moral Dilemma A teenaged girl, Kathy, and her widowed mother lived alone. Kathy’s mother was dying from a rare illness that could be cured by taking a very recently developed drug. The drug was so new that there only was enough for one patient, and the drug company was willing to provide it to someone in need. Kathy went to the drug company at the same time as another girl. The other girl said she needed the drug because her mother was dying. Both girls were waiting to speak with a representative from the drug company. While the other girl was in the restroom, Kathy noticed the door to the representative’s office was open, the room was empty, and she saw the drug. She hesitated but then stole the drug. Should she have done that?

Immigrant Voting Eligibility and Requirements

Immigrant Voting Eligibility and Requirements Naturalization typically increases as national elections draw closer, as more immigrants want to participate in the democratic process. This is especially true if immigration issues become important to the campaigns, as in 2016 when Donald Trump proposed building a wall across the U.S. border with Mexico and putting sanctions on Muslim immigrants. Naturalization applications increased by 11% in the 2015 fiscal year over the year before, and jumped 14% leading into 2016, according to U.S. immigration officials. A surge in naturalization applications among Latinos and Hispanics appears linked to Trumps positions on immigration. Officials say by the November election, close to 1 million new citizens could be eligible to vote an increase of about 20% over typical levels. More Hispanic voters is likely good news for Democrats who have relied on immigrant support in recent national elections. Worse for Republicans, polls showed that eight out of 10 Hispanic voters had a negative opinion about Trump. Who Can Vote in the United States? Simply put, only U.S. citizens can vote in the United States. Immigrants who are naturalized U.S. citizens can vote, and they have exactly the same voting privileges as natural-born U.S. citizens. There is no difference. Here are the basic qualifications for voting eligibility: You must be a U.S. citizen.Green card holders, or permanent residents, are not allowed to vote in national elections. A few localities - only a few - allow green card-holders to vote in municipal elections. But otherwise, as an immigrant, to participate in state and national elections, you must have completed the naturalization process and earned U.S. citizenship.You must have lived in the state where you’re intending to vote for a minimum period of time. It’s usually 30 days but does vary from some states to others. Check with your local elections officials.You must be at least 18 years old on or before election day. A few states permit 17-year-olds to vote in primaries if they will turn 18 by the general election. Check with your local elections officials.You must not have a felony conviction that disqualifies you from voting. If you have been convicted of a serious crime, you must get your civil rights restored to vote, and that’s not an easy process.You must not have been declared â€Å"mentally incompetent† by a court of law. Immigrants who are not naturalized U.S. citizens face serious criminal penalties if they try to vote in an election illegally. They risk a fine, imprisonment or deportation. Also, it is important that your naturalization process is completed before you try to vote. You must have taken the oath and formally become a U.S. citizen before you can legally vote and participate fully in American democracy. Voting Registration Rules Vary by the State The Constitution allows the states wide discretion to set voting registration and election rules. This means that registering to vote in New Hampshire can have different requirements than registering to vote in Wyoming or Florida or Missouri. And the dates of local and state elections also vary from jurisdiction to jurisdiction. For example, the forms of identification that are acceptable in one state may not be in others. It’s very important to find out what the rules are in your state of residence. One way to do this is to visit your local state elections office. Another way is to go online. Nearly all states have websites where up-to-the-minute voting information is readily accessible. Where To Find Information on Voting A good place to find out your state’s rules for voting is the Election Assistance Commission. The EAC website has a state-by-state breakdown of voting dates, registration procedures and election rules. The EAC maintains a National Mail Voter Registration Form that includes voter registration rules and regulations for all the states and territories. It can be a valuable tool for immigrant citizens who are trying to learn how to participate in U.S. democracy. It is possible to use the form to register to vote or to change your voting information. In most states, it’s possible to complete the National Mail Voter Registration Form and simply print it, sign it and mail it to the address listed under your state in the State Instructions. You can also use this form to update your name or address, or to register with a political party. However, once again, states have different rules and not all states accept the National Mail Voter Registration Form. North Dakota, Wyoming, American Samoa, Guam, Puerto Rico, and the U.S. Virgin Islands do not accept it. New Hampshire accepts it only as a request for an absentee voter mail-in registration form. For an excellent overview of voting and elections across the country, go to the USA.gov website where the government offers a wealth of information about the democratic process. Where Do You Register To Vote? You may be able to sign up to vote in person at the public places listed below. But again, remember that what applies in one state may not apply in another: The state or local voter registration or elections office, sometimes known as the elections supervisor’s office.The department of motor vehicles. Yes, where you get a driver’s license is often also the place where you can register to vote.Certain public assistance agencies. Some states use the social services network to promote voter registration.Armed services recruitment centers. A military recruiter may be able to help you sign up to vote.State-run programs that help people with disabilities.Any public entity that a state has designated as a voter registration center. Do some research to find out if there’s a government facility near you that might be able to help. Taking Advantage of Absentee or Early Voting In recent years, many states have done more to make it easier for voters to participate through early voting days and absentee ballots. Some voters may find it impossible to make to the polls on the Election Day. Perhaps they’re out of the country or hospitalized, for example. Registered voters from every state can request an absentee ballot that can be returned by mail. Some states require that you give them a specific reason - an excuse - why you are unable to go to the polls. Other states have no such requirement. Check with your local officials. All states will mail an absentee ballot to eligible voters who request one.  The voter may then return the completed ballot by mail or in person.  In 20  states, an excuse is required, while  27  states and the District of Columbia permit any qualified voter to vote absentee without giving an excuse.  Some states offer a permanent absentee ballot list: once a voter asks to be added to the list, the voter will automatically receive an absentee ballot for all future elections. As of 2016, Colorado, Oregon and Washington used all-mail voting. Every eligible voter automatically receives a ballot in the mail. Those ballots can be returned in person or by mail when a voter completes them. More than two-thirds of the states - 37 and also the District of Columbia - offer some sort of early voting opportunity. You can cast your ballot days before Election Day at various locations. Check with your local election office to find out what early voting opportunities are available where you live. Be Sure To Check for ID Law in Your State By 2016, a total of 36  states had passed laws requiring voters to show some form of identification at the polls, usually a photo ID.  Roughly 33  of these voter identification laws were expected to be in force by the 2016 presidential election. The others are tied up in the courts. Laws in Arkansas, Missouri  and Pennsylvania laws have been struck down going into the 2016 presidential race. The remaining 17  states use other methods to verify the identity of voters. Again, it varies from state to state. Most frequently, other identifying information a voter provides at the polling place, such as a signature, is checked against information on file. In general, states with Republican governors and legislatures have pushed for photo IDs, claiming a higher standard of identity verification is needed to prevent fraud. Democrats have opposed photo ID laws, arguing the voting fraud is virtually non-existent in the United States and the ID requirements are a hardship for the elderly and poor. President Obama’s administrations have opposed the requirements. A study by researchers at Arizona State University found 28 cases of voter fraud convictions since 2000. Of those, 14% involved absentee ballot fraud. â€Å"Voter impersonation, the form of fraud that voter ID laws are designed to prevent, made up only 3.6% of those cases,† according to the study’s authors. Democrats argue that if Republicans were really serious about cracking down on the rare cases of fraud that have occurred, Republicans would do something about absentee voting where the likelihood of misconduct is far greater. In 1950, South Carolina became the first state to require identification from voters at the polls. Hawaii started requiring IDs in 1970 and Texas followed a year later. Florida joined the movement in 1977, and gradually dozens of states fell in line. In 2002, President George W. Bush signed the Help America Vote Act into law. It required all first-time voters in federal elections to show a photo or non-photo ID upon either registration or arrival at the polling place A Brief History of Immigrant Voting in the U.S. Most Americans don’t realize that immigrants - foreigners or non-citizens - were commonly allowed to vote in elections during the Colonial era. More than 40 states or territories, including the original 13 colonies leading up to the signing of the Declaration of Independence, have allowed foreigners voting rights for at least some elections. Non-citizen voting was widespread in the United States for the first 150 years of its history. During the Civil War, Southern states turned against allowing voting rights to immigrants because of their opposition to slavery and support for the North. In 1874 the U.S. Supreme Court ruled that residents in Missouri, who were foreign-born but had committed to becoming U.S. citizens, should be allowed to vote. But a generation later, public sentiment had swung against immigrants. The growing waves of new arrivals from Europe - Ireland, Italy and Germany in particular - brought a backlash against giving rights to non-citizens and accelerating their assimilation into U.S. society. In 1901, Alabama stopped allowing foreign-born residents to vote. Colorado followed a year later, and then Wisconsin in 1902 and Oregon in 1914. By World War I, more and more native-born residents opposed allowing newly arrived immigrants to participate in U.S. democracy. In 1918, Kansas, Nebraska, and South Dakota all changed their constitutions to deny non-citizens voting rights, and Indiana, Mississippi and Texas followed. Arkansas became the last state to ban voting rights for foreigners in 1926. Since then, the way into the voting booth for immigrants is through naturalization.

Teen in Transition. Impact of a Family Move Essay

Teen in Transition. Impact of a Family Move - Essay Example Experts consider moving to be one of the major stresses in life. Leaving behind friends, familiar places, and activities creates anxiety for everyone involved - parents included. And it's hard work to pack and prepare for a move and then settle into a new home. The reasons behind a move may be upsetting, too, and that can add to the stress. A parent may be forced to take a job in a new town because of company layoffs or staff reorganizations. Sometimes a death or divorce in the family can lead to a move, or the family may have to move to take care of a sick family member, such as a grandparent. Cognitive development refers to the development of the ability to think and reason. Adolescence (between 12 and 18 years of age) marks the beginning development of more complex thinking processes (also called formal logical operations) including abstract thinking (thinking about possibilities), the ability to reason from known principles (form own new ideas or questions), the ability to consider many points of view according to varying criteria (compare or debate ideas or opinions), and the ability to think about the process of thinking. Research by the National Institute of Mental Health suggests that "the brain goes through a dramatic period of development during puberty." (NIMH) During adolescence the developing teenager acquires the ability to think systematically about all logical relationships within a problem. The transition from concrete thinking to formal logical operations occurs over time. Each adolescent progresses at varying rates in developing his/her ability to think in more complex ways. Each adolescent develops his/her own view of the world. It is important to keep in mind in the "family moving" scenario that some adolescents may be able to apply logical operations to school work long before they are able to apply them to personal dilemmas. When emotional issues arise, they often interfere with an adolescent's ability to think in more complex ways. The ability to consider possibilities, as well as facts, may influence decision making, in either positive or negative ways. Like other early adolescents, Hayley has already begun to question authority and society standards prior to our move. She also has begun to form and verbalize her own thoughts and views on a variety of topics, usually more related to her own life, such as: which sports are better to play.; which groups are better to be included in; what personal appearances are desirable or attractive; and what parental rules should be changed. And, yes, also where it would be better for the family to live. Sometimes I long for the elementary school-age version of Hayley, when she had strong ties to her family and want to please her parents. The years between 11 and 14 are a transition between childhood and adulthood, and appropriately adolescents begin to feel the psychological urge to become more independent from their families. This is sometimes seen in an all-consuming interest in friends and teen hobbies. Early adolescents tend to form strong solitary, same-sex friendships. Hayley's friends were always coming over in our old neighborhood - city kids tend to run in and out of each other's homes quite a bit. But things are different here in the rural community where we have moved. Even when Hayley does start to

Formulate Goals and a Statement of Intent Assignment

Formulate Goals and a Statement of Intent - Assignment Example The velocity of sound in air is different from the velocity of sound within the tube; this is because of the walls of the tube. A closed tube resonate if the length of the tube is  ¼ the wavelength. The tube can also resonate if the wavelength is 3/4, 5/4, and 7/4. Since the air that is in contact with the water surface cannot move. The length of air column must be equivalent to the odd multiple of  ¼ wavelength of the sound wave. However, the distance between two adjacent water levels, which correspond to resonance will be exactly  ½ of wavelength as shown in the figure below. The resonance gives an easy way vary the length of the closed tube. Holding a vibrating turning fork at a fixed location the height of the water level was varied. This was used to record the height h when resonance occurs. Notation was made regarding the relative pitch of sound. Two frequencies was used Although the folk vibrate at different frequency the frequency were related; the first frequency is half the second frequency. This is because the height was reduced by half. The frequency measured was also consistent with the turning folk and the sound sensor measurement. Closed tube sound waves are always reflected back and forth inside the tube. The length of the tube is the correct multiple of ÃŽ »; the bouncing wave can resonate in the tube. Standing wave will be produced in the tube sending waves of known frequency. Increasing the length of the tube increases the loudness (resonating). A wave occurs when a string or air is set into vibration, the wave have velocity and frequency for it to travel. When two waves travel in two opposite direction, the interference between the two creates a phenomenon known as standing wave. The wave has got both nodes and antinodes. It is the resonance of the wave that is vibrating the air; this creates musical sounds which are mostly used in