The Shining Essays - English-language Films, Films, The Shining

The Shining Have you ever been so frightened of someone or something that it controls your thoughts and actions? When I was a small child, this ?something? was the movie ?The Shining?. With the director's used of good actors and actresses, a vivid story line, and terrifying special effects, this movie frightens children, as well as adults alike. As the story unfolds, the main characters are a family of a father, mother, and young son. They have to stay in a huge hotel as caretakers, snowed in for the winter months. The father, Jack Torrance, can't take the solidarity and ends up going crazy. His son, Danny, is also noticing dead people living in the house as ghosts. He has a special ?sense? and only he can see and talk to these spirit people. These ghosts soon possess the child and his mother, Wendy, must shake him out of his trances. Jack becomes psycho at the end and attempts to kill his wife and son to live in the hotel with the spirits of the once living. When they arrived at the scary hotel, just the sight of it made my insides hurt. Large, empty hotels are very scary to me now. As the young boy wanders throughout the hotel, he stops and talks to these mysterious dead people that once inhabited the hotel. He was advised at the very beginning to stay out of room number 217. The child is led, of course, down the corridors to this room by spirit children every chance they could get. Since I was a child, this scared me because they were my age. The horrors in that hotel room are what scarred my abilities to take showers or be alone as a child. In this terrible, forbidden room, as the boy entered it, the floor was wet. The dead woman in the bathtub that attempts to strangle poor Danny has special effects makeup that is incredible. When Danny and Wendy are trying to escape the murderous Jack, I was terrified to see a wave of blood spew from the elevator. Everything looked and sounded believable in this movie; a key factor in scaring its audience. It seems this movie was definitely generated and aimed for the ?adult? audience. I'm not really sure why my parents let me see this disturbing movie in the first place! Through the believable acting, terrifying plot, and gruesome special effects, this movie was an instant classic. Even as it aims for the older audience, even then it is only for the strong of mind, heart, and of course, stomach.

“Speak When You Are Angry- and You Will Make the Best Speech You Will Ever Regret” Essays

â€Å"Speak When You Are Angry- and You Will Make the Best Speech You Will Ever Regret† Essays â€Å"Speak When You Are Angry- and You Will Make the Best Speech You Will Ever Regret† Paper â€Å"Speak When You Are Angry- and You Will Make the Best Speech You Will Ever Regret† Paper â€Å"Speak when you are angry- and you will make the best speech you will ever regret† Dr. Laurence J. Peter How does the above quote relate to the use of language as a tool for expressing one’s emotion? There are many ways of expressing our emotions. We can do this by our face expressions, by our movements and acts, using our body language but the most powerful and common way is using the ordinary language. Ordinary language is the ability of people to communicate between them to share ideas, to make plans, and understand each other by using words. But it is also a way of sharing feelings and expressing emotions. Behind each word there are many thoughts and feelings hidden. Each one of us through out his life has learnt almost all that words and become aware of the deep meaning and the hidden feelings of that words. This is the reason why when we grow up we become able not to talk passive but with sentimentalism. Therefore language is one of the best ways of expressive our emotions. â€Å"Speak when you are angry- and you will make the best speech you will ever regret†, is a quote of Dr. Laurence J. Peter an educator and a hierarchiologist. From this quote we could see that our emotions are expressed by our speeches, words or otherwise that our words are effected by our emotions. Anger is a feeling that overcomes any other feeling of fear or depression, even though love. When you are angry according to Dr. Laurence J. Peter you can make the best speech because the only emotion coming out of that speech is anger, therefore your speech will be clear, and focusing only to the aim of it. This speech will have passion and zeal. All of this anger will come out of the speech, will eventually enter people hearts when they heard the tone of your voice pronouncing heartlessly words loudly, clearly with no doubt and coming out from a hard heart. Then by leaving them recording to their minds each word they will be able to understand what your feelings are, when you speak to them. If your words are full of anger that brings on that they will be barbed words. As people are sensitive living things, they will be hurt psychologically by those words. Your words might damage their lives immeasurable. Your words might sound to their ears forever and no excuse or apology can take them back. And when you finally discover this you will eventually regret about what you had said, you will feel ashamed of yourself because you let your anger to speak, instead of yourself. But if we change the concept and you are fell happiness instead of anger, then what you will give out will be totally different. The same speech, with the same point of view, might sound exactly different. What you will give out will be emotions of happiness and calmness. The atmosphere will change colour becoming lighter, as your voice will be lighter and calmer, full of joy. Language consists of so many words, and you will find yourself many times, want it or not, showing emotions but shouting small words or telling phrases. For example when you are impressed or enthusiastic with something, you will say â€Å"wow†, when you are disgust you will say â€Å"yuk† or when you’re in pain you will say â€Å"outs†. There are infinite examples of phrases too, showing emotions. The most common one is â€Å"I love you†, expressing love. Sometimes you might find yourself so depressed or full emotions; therefore you will need to expresses yourself in a way. The most common and effective way is to call a relative or a friend and talk to him. Or emotional people often become writers. They express themselves by writing their feelings on a paper. Then people reading those graven words can feel what the writer was feeling when he was witting the book. That are proves of how important is language for the expression of emotion. In some cases words can be misleading and expressing emotions that they don’t really exists. This is also the job of an actor. To get into the spirit of a film and say what he has to, with an emotion so it can sound real. How emotions are expressed by language is a topic that anthropologists and sociolinguistics had spend time about it, but it is also a topic that we are getting through every day and we are researching it with our own way. Dr. Laurence J. Peter taught us by his phrase that we have to control our words and don’t let our emotions to build sentences that will destroy friendships or create misunderstandings. Words been driven by bad emotions can kill positive feelings and this is the worst death a person can have. This bond between people’s emotions and language will never brake, and if it is controlled and used correctly can express all types of feelings with a beautiful way and draw smiles to people’s faces and hearts. References: A. http://en. wikipedia. org/wiki/Laurence_J. _Peter B. consistent-parenting-advice. com/raising-emotional-intelligence. html C. Cambridge University Press 0521641632 Metaphor and Emotion: Language, Culture, and Body in Human Feeling Zoltan Kovecses

Report relating to the recent financial crisis Essay

Report relating to the recent financial crisis - Essay Example A major strength in the author’s exposition is the manner in which he offers deductive analyses of situations, which makes it possible for the reader to connect the links between institutional practices and the resultant adverse effects on the American economy. In a significant sense, the author illustrates the manner in which the banking industry in America has used its immense financial resources to bankroll policies through calculated manipulation of Congress. The act of manipulation occurs through highly paid Ivy League economists and financial analysts who are paid large sums of money to give convincing but untruthful information about the matters of financial management and economic policies. As a result, it becomes appropriate to consider the fact that most of the issues raised by the author take a wide angle that connects the practices and policies of various institutions within a network that affirms the primacy of short-term financial gains over long-term policies by the corporate actors (Ferguson 44). The author makes the point that the various economic challenges facing America are derivative of the policies and practices adopted by Wall Street over the past decades. Fergusson enriches his arguments by roping in the changes in the legal framework, which have enabled private players in the economy to advance their private interests at the expense of economic growth. For instance, he cites the removal of the 1933 Glass-Steagall Act, had established and maintained some element of distinction between investment banks and commercial banks (Ferguson 51). The consequence of such actions were seen in a wide range of unethical and unprofessional business practices that included credit default swaps and other measures that had the long term effect of ruining many sectors of America’s economy. The book points out some of the major loopholes that have enabled the unethical practices to persist in the American economic environment are largely deter mined by various economic indicators that connect with the multiple issues on which the economic processes are based. In this regard, the book opens up a deep analysis of the unstable nature of the American economic systems in terms of their impact on the dependent economies. Bad corporate governance practices that thrive within the American economic system are explained in terms of non-existent of laws that would be relied upon to reign in the corporate culprits. On this particular matter, the author makes the case for the review of the current policies in the American economic sector for the purposes of instilling value and good corporate practices. Such practices, as the author argues, would shield the American economy from adverse effects such as those that were witnessed during the 2008 economic crisis. The crisis, according to Ferguson, was a culmination of years of corruption and institutionalized greed that have destabilized the American economic system and threatened the co untry’s economic power image in the world. The book offers projections about the possibilities of recurrent crises in the event that the United States does not review its policies by developing financial and economic safeguards to check against runaway corporate greed. An important aspect

E-commerce Literature review Example | Topics and Well Written Essays - 2250 words

E-commerce - Literature review Example For instance, according to Jia-xin, Hong-xia & Jun (2010), it is estimated that one of four customers in China and 2 of three in Europe and Korea use e-commerce in making their purchases. However, despite all the benefits associated with e-commerce from both the perspective of the business and consumer, there are inherent challenges, which are affecting both the buyers and business in e-commerce platforms. Therefore, this literature review will focus on the advantages, disadvantages of e-commerce from both the perspective of consumers and business; look at the e-commerce market in the UK; examine culture of youth employment in UK and the Hofstede’s culture dimension and finally, the theoretical framework underlying e-commerce. According to Doolin et al. (2005), most consumers making their purchases through B2C consider it as a habit because of the popularity the method has gained as a new of way of shopping for goods in the UK, U.S.A, Asia and Japan. Moreover, Jia-xin, Hong-xia & Jun (2010) argues that, e-commerce is a convenient and easier way of shopping for goods because it is more flexible in terms of place and time. Therefore, this implies that as long as you are linked to the internet you can shop from any place or any time by going online to a business’s website store and make orders for goods and services. Thus, as consumer you will need not to stop working or get stuck in traffic as you go for in-store shopping. Conversely, e-commerce shopping provides comprehensive information about goods and services that are stocked by a business to consumers, hence, making them feel satisfactory and confident in purchasing such goods and services (Jia-xin, Hong-xia & Jun, 2010). That notwithstanding, e-commerce is less costly compared to in-store shopping because consumers will not have moving from one shop to another looking for goods or engage in bargaining negotiations with salesmen, thus, saving them traffic fees and transaction energy and

Accounting writing assignment Essay Example | Topics and Well Written Essays - 500 words

Accounting writing assignment - Essay Example Another merger completed in 1985 saw the name change to Chevron. From 2002 to 2007 Chevron invested an estimated $72 billion to bring improved energy supplies to market. The company adopted name Chevron Corporation in 2005, and later acquired Unocal Corp. (Chevron) enhancing its position as the World’s leader in energy provision. Chevron has over the years demonstrated expertise in deep-water oil exploration. Sales and additional operating revenues decreased from 2012’s $230590 million to $220156 million. Net income profits declined by 18.2% in 2013 from 2012’s $ 26,179 million to $21,423 million. Their dividends per share were $3.90 million, and each share attracted a $1 return. Total assets rose to $253753 million in 2013 from 2012’s $232982 million, followed by a subsequent rise in total liabilities from $95150 million to $103326 million. Chevron’s total stockholders’ equity rose in 2013 to $ 149113 from 2012’s $ 136524 million (Chevron). The Board of Directors of Chevron comprises of an Audit Committee who are not under employment with the firm. This committee has regular meeting with the Management and auditors, both internal and external auditors to ensure conformity with the internal controls and the International Financial Reporting matters. Chevron’s operations have been affected by the altering economic, regulatory and Political environments in the various geographical areas of operations. Some governments have from time to time tried to renegotiate terms of contracts which has led to significant additional costs to the company. Management keenly follows developments in the money markets, the global economic trends and their impact on the enterprise’s fluctuations in oil and Natural gases. In the last quarter of 2011, a development well in the Frade field off the coast of Brazil caused an unforeseen pressure spike resulting in a migration

An Analysis Of To His Coy Mistress English Literature Essay

An Analysis Of To His Coy Mistress English Literature Essay In the poem To His Coy Mistress the speaker carefully tells a subtle and valid argument as to why the woman or his addressee should be sexually attracted to him. The man attempts this sexual proposition through flair in manipulating reason, form and imagery like the vegetable garden. The reasoning would be familiar someone who studied somewhere renaissance England, as it is suggests of a sort of classical philosophical logic; the others are entailing a statement, a counter-statement and a resolution. In line with this method the authors speaker coded his argument in a classical imagery. The first section runs from lines 1 to 20, here the man sets out his view that if Had we but world enough, and time he would not rush the process of finding love and respect. The man establishes a sort of world unconfined by space and time by using the world he had to create the subjunctive tense. This passage of the poem is highly paradoxical however the man is aware that this is purely a hypothetical state before he even begins speaks the words, he cleverly lays out his point of view knowing the impossibility of his announcement. The man aims not only to smooth talk but also to impress the mistress using vivid imagery. To Flatter, but also to amaze her with his knowledge of Asia, the speaker refers to the Ganges and the Humber Rivers to emphasize the distance he would allegedly endure without her if time permitted. The exotic imagery of Asia is in line about British trade and exploration in the region. It also provided an escape from the relatively weak image of everyday life in En gland at the time even if the image of the Far East was unrealistic. This is how he dealt with the idea of space. To confront the concept of time, he uses biblical references to mark the permanent nature of reality. By using a story out of the Old Testament the image of the great flood that purged the earth as a start point and then used the image that Armageddon will ultimately occur at the conversion of the Jews as an end point, the man tries to show the vastness of predicted human existence. At the same time however he subtly hints toward the second more nihilistic section of the poem. If you look at this imagery it is interesting in two respects; first it suggests that physical human life has been ended by God and will be ended by him again. Thus providing a backdrop for the speakers argument that in reality life is temperamental and therefore procreation should not be delayed at the expense of morality. The image is interesting in a second way as it may be Marvells way, as a Puritan, of condemning the speakers attitude, suggesting that the speaker may be punished for sinfully trying to indu lge in base luxury. The speaker goes on to describe his vegetable love, many possible interpretations can be applied to this image. Firstly there is the sexual connotation whereby the vegetable operates as a phallic image, acting as a prelude to the speakers suggestions. As The Norton Anthology of Poetry suggests in the footnote, the vegetable symbolizes a slow unconscious growth of love, emphasizing the sincerity and power of his feelings as they grow vaster than empires. However the irony here lies in the fact that the speaker fully understands that he does not have time to spare and thus his love has developed quickly, consciously and almost forcibly. To finish the first section the speaker begins assigning years of devotion to each part of the mistresses body. It is notable a significant time is spent admiring her breasts, which seems to be a sexually motivated act as opposed to the shorter length of time spent on her eyes, which are often more associated with true love. The hyperbolic statements increase in unrealism to an incomprehensible age to every part; it seems that the speaker is being generous in his admiration but he is cognizant of the lack of weight in his words due to their unattainable status. The next section runs from lines 21 to 32, here the speaker moves away from the hypothetical to reality but retains the melodramatic language used in the previous section to sustain the tenacity of his points. Time here is portrayed as chasing the speaker as opposed to being something the speaker is in control of as in the end of the last section. This is done using the image of a winged chariot, this has classical associations with Greek mythology which relates to his form of argument. The meter of the poem is restrictively regular, this structure emphasizes the idea that time is constantly progressing; reflecting the speakers argument. Space is no longer inhabited by images of movement and life like the rivers previously mentioned but instead: before us lie / Deserts of vast eternity. The desert has strong connection with death, an issue that the man develops upon and progresses within this section. The speaker implies on lines 26-7 that the only exploration of the mistresss body that will be undertaken will be by the worms that are decomposing her body if she remains in her coy state. This thought that her sexuality should not be wasted is elaborated upon with a crude pun on line 29: And your quaint honor turn to dust These images of deterioration linked to sexuality are intended to shock persuade the mistress into not wasting her youth. The speakers sly and ironic tone is revealed to the reader in lines 31-2: The graves a fine and private place, But none, I think, do there embrace. The tone here is clearly sarcastic; the reader enjoys these ironic statements due to the falsity and overacting involved in Marvells speaker as he tries to woo the mistress. The purpose of this second section is to provide a counter-statement to the first section. Discord has been created within the poem; the first section sets out a space where the speaker has an infinite amount of time and space to engage with the mistress, but in the second, time and life are construed as being fleeting and temperamental. This tension is intended to make the mistress feel uneasy and anxious about herself as a young single woman; prompting her to change her attitude towards courtship. To conclude the argument and disagreement between the two former opposite parts the speaker offers a resolution. The reader can easily predict what this will be as the speakers suggestive tone throughout the poem points towards sexual unification. The speakers intention is described using fantastic and abstract lexical choices and phrases. The passage is full of images and language related to movement, physicality and violence such as transpires, like amorous birds of prey and devour. The speaker asserts his masculinity in these images, implying his sexual expertise in an attempt to better his offer. The speaker energetically expresses his make the most of it mentality suggesting that as a combined force, represented in the form of a ball in this section, they will be able to tear our pleasure with rough strife / through the iron gates of life. This notion that together they can conquer life is emphasized on the last two lines where, in agreement with the classical imagery throughout the poem, the speaker admits although he cannot stop the sun together: we will make him run. The mistress is lead to believe that if she submits to her pursuer the winged chariot of time from the previous section will be reversed, with the mistress and speaker in the dominant position. Thus the speaker has concluded his logical progression, firstly operating in an unattainable hypothetical state, then switching to a morbid reality and finally concluding in copulation as a form of mastery over time. Although the reader can see faults in the reasoning employed, admiration is still felt towards the speaker for elaborately crafting his speech in his pursuit of the mistress.

Our Need to Idolize :: Exploratory Essays Research Papers

Our Need to Idolize In a small way, I think we're all monarchists at heart--as long as we pick the monarchy and can change it at whim. It's when we lose control that we start to panic.The recent death of John F. Kennedy, Jr. started me thinking about who the Associated Press and A&E have called "an American prince." Why does this need to have someone to idolize exist? Where does it come from? Most of us, if we trace back far enough in our family trees, came from countries ruled by a king and queen. For centuries, those dreams of the glamorous royalty lingered in our collective unconscious. Little girls often grew up dreaming about being a princess. Prince William, especially after Princess Diana's death, has become a common pin-up in middle school lockers everywhere, right alongside the Backstreet Boys and 'N-Sync. Surely capitalism and dreams of wealth and status are only a part of the equation. Perhaps instead it's slightly masochistic: we all want to be ruled in some way. We want to be told what to do: it makes life easier. This desire to remain passive conflicts with what we also crave--freedom. At least for us Americans, we cannot simply yield the power our ancestors fought for. Without kings and queens, we have instead found other people to idolize and, without being explicit, they tell us what to do. Instead of the threat of incarceration or death, if we refuse to follow these mandates, we’re simply unpopular--a fate, according to some teens, worse than or equal to death. Millions of women adopted the "Rachel" haircut because Jennifer Aniston had it. A desire to "be like Mike" led to a sports marketing craze: for a while, I could not find a single neighborhood pickup game without someone in a Jordan jersey. Is this that radically different than Peter the Great coming back from France and commanding the men to shave their beards? Well, our adherence to celebrity suggestions is, as we Americans like it, largely voluntary. But the fact that we volunteer to follow someone else is significant. If there's one thing Americans can relate to, it's personal stories of their celebrities. National Enquirer is not an invention of today's society, but a continuation of Walter Winchell and Hollywood Confidential. John F. Kennedy’s assassination was one of the first to be broadcast on television--remember Jack Ruby shot Lee Harvey Oswald on live television--and combined the immediacy of life with visual cues.

Critically evaluate piaget’s theory of cognitive development Essay

Piaget has been described as the father of cognitive psychology (Shaffer, 1988) and his stage theory as the foundation of developmental cognitive psychology (Lutz & Sternberg, 2002). It is not possible to describe Piaget’s empirical findings and theory in only 1,500 words. Instead, I will briefly review the theory’s scope, comprehensiveness, parsimony, applicability, heuristic value and methodological underpinning. I will then evaluate in more detail the theory’s utility in describing and explaining cognitive development. Historically, Piaget’s ontological approach was ground-breaking with its focus on the qualitative nature of cognition and its constructivist perspective. The theory itself is wide-scoped (universal), comprehensive (covering a broad spectrum of cognitive achievement) and elegantly coherent (from neonate to adult). It remains profoundly influential on cognitive psychology and continues to be widely applied in childcare and educational settings. Piaget’s theory is parsimonious in its commonality of approach to a broad range of complex phenomena with key interlinking concepts. Inevitably, such an ambitious theory has generated a wealth of research, some supporting, some supplementing, some extending and some disputing aspects of Piaget’s theory. Some of the weaker aspects of Piaget’s theory appear to arise from his ‘clinical method’ of using observational behavioural data to infer conclusions about children’s underlying cognitive competences. Longitudinal data, ideally suited to monitoring progression, was only recorded for his own three children. Certain of his techniques were insufficiently sensitive to identify the underlying causes of performance variations, especially with very young infants, where more recent habituation techniques have shown that Piaget considerably underestimated their understanding and ability (Bower, 1982, Baillargeon & DeVos, 1991). This may have led him to overlook other relevant explanations for varying levels of performance, eg limitations on memory capacity (Bryant & Trabasso, 1971, Kail, 1984, Diamond, 1985), motor-co-ordination (Mandler, 1990), availability of memory strategies (Siegler, 1991) and verbal understanding (Sternberg, 1985). However, Piaget’s clinical method, his flexible and ecologically valid approach did reveal original insights into children’s thinking, which a more standardised, ‘scientific’ approach may have overlooked entirely. Piaget’s theoretical framework describes the structure of cognitive development as a fixed sequence of four discontinuous and qualitatively different ‘periods’ (for ease of understanding, referred to as stages) of all children’s intelligence across domains, tasks and contexts. Invariance is a core feature of Piaget’s conceptual structure, in contrast with contemporary perspectives, which question rigid conceptual structures, eg post-modernism and chaos theory. Piaget emphasised the invariance of progression through stages, so that a child never regresses to thinking methods from an earlier stage of cognitive development. This is empirically unconvincing, eg, as an adult, I have easily switched from formal-operational to concrete-operational thinking when presented with flat-pack furniture and an incomprehensible set of instructions. Research (Beilin, 1971, Case, 1992) has also contradicted the assumption that within a given stage of development, children demonstrate only stage-appropriate levels of performance, eg 4-year-olds make the same mistakes as 1-year-olds on some hidden-object problems by looking at locations where they have found the object previously (Siegler, 1998). Structural, qualitative discontinuity between stages – a key feature in the theory’s description of cognitive development – is also questionable. Although much research has shown that children can do things at ages earlier than Piaget considered possible (Baillargeon, 1987, Mandler, 1998, Diamond, 1991), Piaget focussed on the sequence of progression from one stage to another rather than the respective ages of cognitive achievement. However, because cognitive achievements have often been shown to emerge earlier (and occasionally later if at all, eg certain formal operations) than Piaget’s stages indicate, exactly when these stages begin and end cannot be clearly established. This blurring of boundaries between stages, suggests a spiralling structure of gradual, continuous cognitive development rather  than a stepped structure of discontinuous stages. Piaget’s focus on competence as opposed to performance contributes to the difficulty of determining when one stage becomes qualitatively different from another. What we may be capable of doing optimally (competence) may often differ from what we do actually much of the time (performance) (Davidson & Sternberg, 1985). Even if we accept Piaget’s stages as distinguishing when competences are fully developed and functional not necessarily when they first appear (Lutz & Sternberg, 2002), there is still insufficient evidence that qualitative leaps in cognitive competence can be distinguished between one stage and another. Indeed, Piaget (1970) adjusted his position on the discontinuity of stages, acknowledging that transition from concrete-operational to formal-operational reasoning occurs gradually over a span of several years. Siegler (1998) suggests that catastrophe theory (a mathematical theory which examines sudden changes) explains both the continuous and discontinuous appearance of cognitive development. The forces that lead to the collapse of a bridge may build up over a period of years, however the bridge’s visible collapse appears as a sudden event. Analogously, a child may suddenly solve a problem that she could not solve the day before, but her progress may be due to experience and improved understanding acquired over preceding months. Thus cognitive development may be viewed both as a continuous process of small, imperceptible amendments or as a discontinuous shift from one state to another – depending on when and how closely viewpoints are taken. Bloom (2002) provides a similar argument in refutation of ‘spurts’ in word learning. Piaget initially argued that his stages are universal, ie that they apply to everyone irrespective of their individual experience. Recent research suggests that cultural practices are related to children’s proficiency on tasks (Rogoff, 1990). Piaget (1972) always acknowledged the impact of social and cultural contextual factors on cognitive development but came to revise his claim that his stages are universal, eg by recognising that achieving formal operations is dependent on exposure to the specific type of thinking  found in science classes and on individual motivation to undertake certain types of task. Piaget’s revised stance on universality and the discontinuity of stages also calls into question the theory’s implicit structural premise of cognitive development being domain-general. Piaget refers to stages as holistic structures, with coherent modes of thinking that apply across a broad range of tasks, ie are domain-general. However children do not appear to develop consistently and evenly across all cognitive tasks or even within specific types of cognitive functioning, eg conservation. Piaget explains unevenness of progression, eg, within the domain of conservation, mass is conserved much sooner than volume, by ‘horizontal decalage’, which occurs when problems that appear quite similar in the requirements of underlying knowledge actually differ in the complexity of schemata required. An alternative explanation for perceived unevenness in cognitive development is domain-specificity, ie that specific types of cognitive processing develop separately and a t differing rates from others. One example of domain-specificity for language vs number acquisition occurs in deaf infant’s symbolic-representational ability allowing them to learn American Sign Language as early as 6-7 months, while children’s symbolic-representational ability for number appears months later (Mandler, 1990, Meier & Newport, 1990). Subsequent research (Chomsky, 1986, Fodor, 1983, Chi, 1992 cited in Pine, 1999) has suggested domain-specificity for language, mathematics and logico-spatial reasoning involved in chess! Horizontal decalage is described, at best, as a peripheral element and, at worst, as undermining the theory’s holistic stage structure and domain-generality. To summarise the descriptive utility of Piaget’s theory, it certainly describes the general sequencing of children’s broad intellectual development, although stage-like discontinuity may be a reflection of perspective only. However, the theory appears less accurate in its description of cognitive development as universal, functionally invariant and domain-general. More recent research (Fischer, 1980, Flavell, 1985) suggests that cognitive development occurs gradually and sequentially within particular intellectual domains. Turning to the theory’s explanation of cognitive development, Piaget’s theory explains cognitive development as the result of physical maturation and two basic biological, invariant functions: organisation and adaptation (Lutz & Sternberg, 2002). Organisation is seen as the tendency to organise physical and psychological processes into purposeful, efficient systems. Adaptation occurs via equilibration, namely the seesaw-like balancing of (1) assimilation, ie how children transform incoming information to fit their existing modes of thinking (‘schemata’) and (2) accommodation, ie how children adapt their schemata in response to new experiences. Equilibration integrates physical maturation, experience with the environment and social influences (Miller, 2002). Whilst Piaget’s focus on the active constructivist mechanism of individual/environmental interaction has been highly influential, it does not provide a sufficient explanation of cognitive development. There is little explanation of the physical maturational aspects that are key to cognitive development, such as that provided by subsequent researchers on age-related neural processing improvements (Diamond,1991). More importantly, the processes of adaptation and organisation do not explain how a child’s logical ability is derived from interaction with the environment, eg there is no explanation of how sensorimotor activity is transformed into mental images which are in turn transformed into words. Crucially, Piaget’s theory does not provide any explanation of the mechanism of cognitive transition from one qualitative stage to another. Piaget’s explanation of cognitive development thus appears impoverished. It has been supplemented by social theory, which explicates the role of social interaction in the child’s development (Vygotsky, 1934/1978) and is supported by research into the innate social characteristics of young infants (Meltzoff & Moore, 1994 amongst others cited in Smith, Cowie & Blades, 1998). Information-processing theorists (Case, 1985,) have also explained the contribution of specific areas of cognitive development, such as memory and attention. Other theorists (Karmiloff-Smith, 1992) have  incorporated a combination of approaches into a more holistic explanation of cognitive development. In conclusion, Piaget’s theory appears only broadly accurate in its description of cognitive development. Its explanation of cognitive development is inadequate; only acknowledging but not fully examining the role of social, emotional and contextual factors, underestimating the existence of innate cognitive abilities (Flavell, Miller & Miller, 1993), and ignoring the complex role of language in cognitive development. Nonetheless, Siegler (1998) describes Piaget’s work as ‘a testimony to how much one person can do’. The theory’s heuristic power is undeniable: recent studies of cognitive development have focussed on previously unsuspected cognitive strengths in children and on a broader range of children’s thinking than that investigated by Piaget (Kohlberg, 1984). The theory’s longevity is certainly warranted for its originality and inspiration to others. According to Piaget â€Å"the principal goal of education is to create adults who are capable of doing new things, not simply of repeating what other generations have done – who are creative, inventive, discoverers† (Piaget, 1977 cited in Shaffer, 1998). By this standard, Piaget and his theory of cognitive development must be judged a success for current cognitive psychology. References Baillargeon, R. (1987). Object permanence in 31/2- and 41/2-month old infants. Developmental Psychology, 23, 655-664 Baillargeon, R. & DeVos, J. (1991). Object permanence in young infants: Further evidence. Child Development, 62, 1227-1246 Beilin, H. (1971). Developmental stages and developmental processes. In D.R. Green, M.P. Ford & G.B. Flamer (Eds.) Measurement and Piaget. (pp 172-196) New York:McGraw-Hill Bloom, P. (2002). How children learn the meaning of words. New York: Oxford University Press Bower, T.G.R. (1982 ). Development in Infancy 2nd Ed. San Francisco: WH Freeman Bryant, P.E. & Trabasso, T. (1971). Transitive inferences and memory in young children. Nature, 232, 456-458 Case, R. (1985). Intellectual Development: Birth to adulthood. Orlando, Fl: Academic Press. Case, R. (1992). The mind’s staircase: Exploring the conceptual underpinnings of children’s thought and knowledge. Hillsdale, NJ:Lawrence Erlbaum Associates Chi, M.T.H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R.Giere (Ed.) Cognitive Models of Science: Minnesota studies in the philosophy of science. Minneapolis:University of Minnesota Press Chomsky, N. (1986). Knowledge of language: Its nature, origins and use. New York: Praeger Cole, M. & Cole, S.R. (2001). The Development of Children (4th Ed.). New York : Worth Publishers Davidson, J.E. & Sternberg, R. J. (1985). Competence and performance in intellectual development. In E. Neimark, R deLisi & J.H. Newman (Eds.), Moderators of competence (pp 43-76) Hillsdale, NJ: Lawrence Erlbaum Associates Diamond, A. (1985). Development of the ability to use recall to guide action, as indicated by infants; performance on AB. Child Development, 56, 868-883 Diamond, A. (1991). Frontal lobe involvement in cognitive changes during the first year of life. In K.R. Gibson & A.C. Petersen (Eds.) Brain maturation and cognitive development: comparative and cross-cultural perspectives. New York:Aldine de Gruyter Fischer, K.W. (1980). A theory of cognitive development: the control and construction of hierarchies of skills. Psychological Review, 87, 477-531 Flavell, J.H. (1985). Cognitive Development (2nd Ed.) Englewood Cliffs, NJ:Prentice-Hall Flavell, J.H., Miller, P.H. & Miller, S.A. (1993). Cognitive Development (3rd Ed.). Englewood Cliffs, NJ:Prentice-Hall Kail, R. (1984). The development of memory in children (2nd Ed.). New York:Freeman Karmiloff-Smith, A. (1992). Beyond Modulatiry: A developmental perspective on cognitive science. Cambridge, MA: MIT Press. Precis accessed at http://bbsonline.org/Preprints/OldArchive/bbs.karmsmith.html Kohlberg, L. (1984). The psychology of moral development: The nature and validity of moral stages (Vol 2). New York: Harper & Row Lutz, D.J & Sternberg, R.J. (2002). Cognitive Development. In M.H. Bornstein & M.E. Lamb (Eds.) Developmental Psychology: An advanced textbook (4th Ed.). Mahuah, NJ:Lawrence Erlbaum Associates Mandler, J.M. (1990). Recall of events by preverbal children. Annals of the New York Academy of Sciences, 608, 485-516 Mandler, J.M. (1998). Representation . In D. Kuhn & R.S. Siegler (Eds.), Handbook of child psychology (5th Ed.): Vol 2: Cognition, perception and language. New York: Wiley Meier, R.P. & Newport, E.L. (1990). Out of the hands of babes: on a possible sign advantage in language acquisition. Language, 66, 1-23 Meltzoff, A.N. & Moore, M.K. (1994). Imitation, memory and the representation of persons. Infant Behaviour and development, 17, 83-99 Miller, P.H. (2002). Theories of Developmental Psychology (4th Ed.). New York:Worth Publishers Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development, 15, 1-12 Piaget, J. (1970). Piaget’s theory. In P.H. Mussen (Ed.) Carmichaels’ manual of child psychology (Vol 1). New York:Wiley Piaget, J. (1977). The role of action in the development of thinking. In W.F. Overton & J.M. Gallagher (Eds.) Knowledge and development (Vol 1). New York:Plenum Pine, K. (1999). Theories of Cognitive Development. In D. Meuer & S.W. Millar (Eds.) Exploring Developmental Psychology: From infancy to adolescence. London:Arnold Rogoff, B. (1990). Apprenticeship in thinking. New York:Oxford University Press Shaffer, D.R. (1988). Developmental Psychology: Childhood & Adolescence. Belmont, CA: Brooks/Cole Siegler, R.S. (1991). Childrens’ thinking (2nd Ed.). Englewood Cliffs, NJ:Prentice-Hall Siegler, R.S, (1998). Children’s thinking (3rd Ed.). Englewood Cliffs, NJ:Prentice-Hall Smith, P.K., Cowie, H. & Blades, M. (1998). Understanding children’s development. Blackwell: Oxford Sternberg, R.J. (1985). Beyond IQ: A triarchic theory of intelligence. New York: Cambridge University Press Vygotsky, L.S. (1934/1978). Thinking and speech. In T.N. Minick (Ed.) The collected works of L.S. Vygotsky (Vol 1). Problems of general psychology. New York:Plenum Press

Definition and Examples of Catchphrases

Definition and Examples of Catchphrases Definition A catchphrase is a vogue expression, often media-inspired and usually short-lived. Also called catchwords. In a recent study (What Makes a Catchphrase Catchy?), Eline Zenner et al. describe catchphrases as expressions used in (visual) media, politics, literature etc. that catch on . . .: they are used freely in discourse, in contexts detached from the original source (New Perspectives on Lexical Borrowing, 2014). See Examples and Observations  below. Also see: Chunk51 Reasons Youll Never Be Told Youre FiredLogology Adage,  Maxim, Platitude,  and Proverb MottoPet PhraseSloganSnowcloneWhat Are Clichà ©s? Examples and Observations Wise Latina(catchphrase introduced by Sonia Sotomayor, first Hispanic Supreme Court justice)I know nothing.(Manuels catchphrase in the BBC television comedy  Fawlty Towers)Are you avin a laugh?(Andy Millmans catchphrase in  the BBC television comedy  Extras) Make America Great Again- In the end, Mr. Trump’s simple promise to Make America Great Again, a catchphrase Mrs. Clinton dismissed as a vow to return to a racist past already long disappeared, would draw enough white Americans to the polls to make up for his low minority support.(Amy Chozick, Hillary Clintons Expectations, and Her Ultimate Campaign Missteps. The New York Times, November 9, 2016)- You know how your favorite band suddenly seems less cool once your mom knows about them? Or an internet catchphrase loses its cachet once your history teacher uses it to explain the Reconstruction era? Presidential campaigns are like that.(Ryan Teague Beckwith, How a Beatles T-Shirt From Japan Became the Latest Donald Trump Merchandise. Time, August 26, 2016) Nuts to you, McGullicuty!The ultra-high-powered-to-the-point-of-insanity network executive, played by show-stealing Alec Baldwin, has a simple scriptwriting method: start with the catchphrases (Nuts to you, McGullicuty!, Who ordered the wieners?) and work backwards.(Pete Cashmore, 30 Reasons Why 30 Rock Rocks! The Guardian, February  14, 2009) Let Me Be ClearLet me be clear.In the first six months of Obama’s presidency, this simple sentence has gone from political pet phrase to full-on rhetorical signature, appearing (along with its variants let’s be clear and I want to be clear) scores of times in the commander in chief’s pre-written and extemporaneous remarks.(Andie Coller, Obamas Favorite Phrase. Politico.com, August  1, 2009) Oh, My![Dick] Enberg is especially remembered for developing and repeating memorable catchphrases in his broadcasts. After each Angels win, Enberg would close the TV broadcast by saying, And the Halo shines tonight! After any outsta nding play, youre likely to hear Enberg shout his catchphrase, Oh, my!(Ric W. Jensen, Dick Enberg. American Sports: A History of Icons, Idols, and Ideas, ed. by Murry R. Nelson. Greenwood, 2013) A catch phrase is a phrase that has caught on, and pleases the populace. Ill go along with that, provided these substitutions be accepted: saying for phrase; and public for the tendentious populace.(Eric Partridge, A Dictionary of Catch Phrases. Routledge, 1986) Sources of CatchphrasesCatch phrases can come from a variety of media sources. During the 1984 presidential campaign, Walter Mondale asked his Democratic rival Gary Hart, Wheres the beef? when he wanted to question his opponents political experience. Although the expression has since died, at the time there was widespread use of this phrase, which originated from a Wendys hamburger chain television commercial.Other examples of catch phrases include Homer Simpsons Doh; Bringing sexy back, from Justin Timberlakes hit single; Im kind of a big deal, a famous line from the 2004 comedy Anchorman: The Legend of Ron Burgundy.(Joseph Turow, Media Today. Taylor Francis, 2008) Dated CatchphrasesA catchphrase often wears itself out thro ugh overuse. A faux pas among those in the know is to date oneself by the use of an out-of-date catchphrase. As we examined catchphrases . . ., we noted that the older catchphrases (e.g., the journalistic If in doubt, strike it out, from 1894) seem more fresh than the more recent ones (Are we having fun yet? from 1984).(Dale D. Johnson et al., Logology: Word and Language Play in Vocabulary Instruction, eds. J. F. Baumann and E. J. Kameenui. Guilford, 2003) The Catchphrase CrazePrince must be peeved.Taylor Swift, born six years after he urged us to party like it’s 1999, is seeking a trademark for party like it’s 1989 and other phrases from her current album, including this sick beat and nice to meet you; where you been.If approved by the U.S. Patent and Trademark Office, Swift will have the exclusive right to use those phrases on a wide range of products, including clothing and accessories.She’s not alone in trying to cash in on catchphrases: The Seattle Seahawks have filed trademark applications for boom and the number 12, according to The Seattle Times. Toronto Blue Jays pitcher Marcus Stroman registered height doesn’t measure heart. . . .It’s all part of a disquieting trend to lock up property rights at the expense of others’ free speech.(Ken Paulson, Catchphrase Craze Comes With Costs. The Californian, February 4, 2015) The Lighter Side of CatchphrasesMarge: I saved these for you, Bart. You ll always have them to remind you of the time when you were the whole worlds special little guy.Bart: Thanks, Mom.Lisa: And now you can go back to just being you, instead of a one-dimensional character with a silly catchphrase.Homer: Doh!Bart: Aye Carumba.Marge: Hmmmmm.Ned Flanders: Hidely-ho.Barney Gumble: [belches]Nelson: Ha-ha.Mr. Burns: Excellent.[Everyone stares at Lisa.]Lisa: If anyone wants me, Ill be in my room.Homer: What kind of catchphrase is that?(Bart Gets Famous. The Simpsons, 1994)Its just like Vince always said. I should think about what I do before I do it. How does he put it? Considering the consequences is awesomeness . . . sss . . .. He turned away and feverishly shook his head, mumbling. That is the worst catchphrase ever.(David O. Russell and Andrew Auseon, Alienated. Simon Schuster, 2009) Alternate Spellings: catch phrase

Kuch Nai Essays

Kuch Nai Essays Kuch Nai Essay Kuch Nai Essay I (A) CATEGORY WISE LIST OF JUNIOR ENGINEER (MECHANICAL) 2013 FOR COUNSELING DATE : 12/08/2013, TIME : 10:30 AM TO 01:30 PM Sl. No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Roll No. Candidates Name S/Shri/Smt. /Ku. Gender Category M M M M M F F F F F M M M M F F M F M M M M M ST UR OBC SC ST OBC ST OBC SC ST OBC OBC ST UR SC OBC UR UR OBC ST OBC OBC ST Sub Category (PH/Ex-Men) None None None None None None None None None None None None PD-OL(one leg affected (R;L) None None None None None None None None None None 401610114 AJAY KUMAR TOPPO 1601610120 ALOK KUMAR BANCHHOR 1501610443 AMBIKESH SAHU 1201611069 ANAND BOMBESHWAR 1501610356 ANIL KUMAR BHAGAT 1301610069 ANURADHA SAHU 1101610084 ANURADHA SINGH 1401610088 ANUSHA HIRWANI 1501610265 APEKSHA KOSHALE 1501610264 BHARTI RAJ 1301610826 DEEPAK PATEL 1601610359 DEVENDRA KUMAR CHOUDHARY 1201610704 DEVENDRA KUMAR NETAM 1201610267 GOPIRY CHARAN CHAUDHARY 1601610300 HENNA V KOSHALEY 1201610091 JYOTI MALA SAHU 1201610795 KAMAL KANT YADU 1201610994 KATYANI UPADHYAYA 1301610133 KHAGESHWAR SAHU 1201610180 KULESHWAR PRASAD MANDAVI 1201610073 LAKESH KASHYAP 1301610769 LEELADHAR DEWANGAN 1301610168 MAHAJAN SINGHAnnexure I (B) CATEGORY WISE LIST OF JUNIOR ENGINEER (MECHANICAL) 2013 FOR COUNSELING DATE : 12/08/2013, TIME : 02:30 PM TO 05:30 PM Sl. No. 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 Roll No. Candidates Name S/Shri/Smt. /Ku. Gender Category M M M M M F F M M M M M F M M F M M M F M F M M UR SC ST ST OBC ST OBC OBC OBC ST SC OBC UR ST ST ST UR ST ST UR OBC ST UR UR Sub Category (PH/Ex-Men) None None None None None None None None None None None None None None None None PD-OA(one Arm affected (RL) None None None None None None None 501610361 MANISH KUMAR 1302610057 MANISH KUMAR 1301610620 MINKETAN RATHIA 1201610648 MITHILESH KUMAR BADHAI 1501610528 NARENDRA KUMAR KAUSHIK 1601610345 NEENA LATA SAXENA 1501610507 NEETU DEWANGAN 1602610360 NEMAN MAHOBIYA 1201610832 OM PRAKA SH 1401610044 OM PRAKASH MOURYA 1301610675 PRAVIN KUMAR SONI 1301610215 RAHUL DEO RATHORE 1201610195 RASHMI RANI KARN 1601610271 RITESH DHRUW 1201610163 ROSHAN MINJ MINJ 1602610401 RUPANJALI BHAGAT 1101610080 S GANESH 1501610110 SANDEEP BHAGAT 1201611046 SHREERAMSANTOSH KANDRA 1701610132 SUMAN TIWARI 1602610309 SURYAKANT KUMBHAKAR 1202610127 TAMESHWARI SAHARE 1602610388 VIJAY SHEKHAR BUXY 1201610199 VIPENDRA KUMAR TIWARI

The Cold War and U.S. Diplomacy Essay Example | Topics and Well Written Essays - 1000 words

The Cold War and U.S. Diplomacy - Essay Example Cuban Missile Crisis was the most precarious event which took place in the history of cold war, where U.S discovered that USSR had placed anti-ballistic missiles in the vicinity of the U.S territory. This pushed President Kennedy to take action in order to reverse the effect, and Kennedy acted very cautiously and via his diplomatic skills he was able to convince Khrushchev to roll back the missiles. Another such instance was the conclusion of Nuclear Test Ban Treaty between U.S and USSR, where Khrushchev first agreed over to the Nuclear Test Ban Treaty, while later began testing nuclear weapons, as a result of which U.S tested five such weapons to retreat the situation. Analyzing the Kennedy Doctrine in this context makes perfect sense, as it implies that U.S will take all necessary steps to contain the effect of communism, i.e. expansion of the policy of containment (Thompson 1992). Though he was an advocate of diplomacy, whenever required he took all crucial steps to contain the co mmunism threat and to secure his homeland and also his allies. In his inaugural address of 1961, President Kennedy said; â€Å"Let us never negotiate out of fear. And let us never fear to negotiate†. ... However on October 14, the U2 plane took pictures of these ballistic missiles placed in Cuba by the USSR, which definitely called for an action (Kempe 2011). Now, President Kennedy had a few options on the table out of which some were quite aggressive, while others were neutral in nature. After considering various options, Kennedy considered the option of naval blockade which was indeed a very diplomatic move as he named it quarantine to make it sound legal. Also, chances of aggression on the part of USSR were also limited and at the same time USSR was pressurized to roll back the weapons. It was quite wise on the part of President Kennedy to use the option of quarantine i.e. to block the way where missiles were being transferred; however, the diplomatic skills were tested after the option was utilized, i.e. while he was negotiating with Khrushchev (Cull 1998). He communicated his concerns to Khrushchev via his brother Lyndon Johnson after which a deal was reached when Khrushchev put forth his concerns about the missiles in Turkey, and thus USSR rolled backed the weapons while a secret deal was reached via the backdoor implying the rollback of weapons from Turkey as well. Also, the Nuclear Test Ban Treaty was also an attempt on the part of President Kennedy to follow his policy of containment i.e. to contain the Russian threat of nuclear war. Firstly, USSR and even UK signed the treaty which was a huge triumph for the diplomatic skills of Kennedy as he pursued his goal through peaceful means (Maga 1994). However, another challenge arose when USSR started preparing for another nuclear weapon test when they had already given their word on the Nuclear Test Ban. President

Foundation of Human Resources Management - annotated bibliography Essay

Foundation of Human Resources Management - annotated bibliography - Essay Example Are they redesigning their HR functions?, etc. The author goes on to show that without effective  human capital, organizations are likely to have little or no revenue. The HR function can add value by adopting a control-and-audit role. But Lawler suggests that two other roles that HRM can take on allow it to add greater value. The first is the familiar  human resources management role. The second is the role of business partner, which emphasizes developing systems and practices to ensure that a companys  human resources have the needed competencies and motivation to perform effectively. Articulated in a clear and concise prose style, the book serves as a useful overview of HR functions. This journal article by Hargis and Bradley delves into strategic aspects of HRM in upstarts. They argue that when entrepreneurs and business executives develop a business plan, they identify that a great line of products or services helps a company achieve, and sustain, a competitive advantage. They go on to cite the successful businesses such as Coyote Logistics, W.L. Gore and Associates and Zappos.com to make their case. They further suggest that successful managers also recognize the importance of efficiently managing their employees and developing their  human resources. These firms clearly linked their  human resource management  practices to their competitive business model. When business leaders are able to align a strong competitive strategy with a well designed and strategically focused  human resource system, it has the necessary foundation that brings customers in the door (or to their website) initially and gets them to come back for repeat business. The article is well written and offers key insights into the strategic role of HRM in fledgling businesses. Role theory has been used effectively by researchers in the fields of psychology, social psychology, sociology, organization behaviour, and human resource management since the early