5 Techniques to Become Fluent in Italian

5 Techniques to Become Fluent in Italian There are a number of academic papers and tips from expert language learners that will help you become fluent in Italian, but you might be surprised to know that while those techniques are great, its really daily commitment that seals the deal on the way to fluency. As you go about your daily studies though, there are five techniques that will help you get ahead  as a student of Italian. 5 Techniques to Become Fluent in Italian 1.) Passively watching or listening doesn’t cut it as practicing the language There is a vast difference between actively listening and benefiting from something in a foreign language and passively listening to it while ironing your button-downs or driving to work. When you listen to something in a foreign language,  like a podcast, you need to have one sole purpose for doing so. For example, if you’re looking to improve your pronunciation,  focus on the way the speakers are pronouncing words, where they pause, and where they put the emphasis. This way you are able to focus on one area and make more progress within it. And speaking of pronunciation†¦ 2.) Rushing through the pronunciation sections of each course is detrimental Pronunciation IS important and taking the time to understand the correct way to say things helps you understand the spoken language and feel more confident when you start producing the language on your own. If you travel to Italy and and start a conversation, an Italian person is more likely to feel comfortable speaking to you and will continue in Italian if she or he can hear that your pronunciation is clear.   Plus, there are added side effects of helping you with sentence structure, grammar and vocabulary. 3.) Dont sip  the immersion Kool-Aid that being in the country is  going to vastly improve your language ability The truth is that  going to Italy at a beginner level  is  lovely, but not as beneficial as if you were  at an intermediate level. At an intermediate level, your capacity to notice details, pick up on patterns within the language, and remember more of what you hear around you expands. Studies have shown that going as a beginner is too soon and that you’re too far along if you go at an advanced level. You’ll make the most progress as an intermediate learner. Im not suggesting that you shouldnt go to Italy as a beginner, but what I am trying to say is that youll have the best experience if you manage your expectations beforehand. 4.) Know how to work with a dictionary Katà ³ Lomb, a Hungarian polyglot, claims that dependence on dictionaries can cripple your ability to produce language on your own. I would agree with her and elaborate that it cripples your trust in yourself. Every time you choose to run to a dictionary instead of giving the word you know you’ve learned thought, you tell yourself that the dictionary is more reliable than what you’ve stored. Don’t do that. You can’t run to dictionaries in live conversations, so learn to trust and rely on yourself while using a dictionary as what it’s meant to be – a study aid. If you want to use something on a regular, the best method would be digital spaced-time repetition flash cards. 5.) Roadblocks are going to plop themselves in your way as if they owned the place Time will  take a vacation and leave you wondering where it went, money will be tight and limit how many classes you  can pay for, and family or school or Netflix will demand your attention. What I want you to do is to  anticipate the roadblocks and plan ways around them. When you don’t, they have a tendency to run your life and will leave you at the airport at the end of another trip wondering why you’re stuck at exactly the same place you were the year before. Youll find that youre more creative in solving problems with your studies before they happen than you realized. Buono studio!

You Need to Check Out These 70 Most Liberal Colleges in America

You Need to Check Out These 70 Most Liberal Colleges in America SAT / ACT Prep Online Guides and Tips If you’re politically active, you may want to go to a college where the students, faculty, and administration share your values. You’ll be more likely to find student groups that are aligned with your interests and beliefs and you'll probably have a more enjoyable college experience. In this article, I’ll give you the names of some of the most liberal colleges in the United States. Furthermore, I’ll detail the traits of liberal colleges, explain possible advantages and disadvantages of liberal colleges, and advise you how to find liberal colleges that could be a good fit for you. Traits of the Most Liberal Colleges Liberal colleges are very politically left-wing. They're more accepting of different sexual orientations and gender identities, and students tend to favor liberal positions like ending the War on Drugs, outlawing private prisons, and raising the minimum wage. The most liberal colleges tend to be private liberal arts colleges.Very liberal students are often drawn to small liberal arts colleges because these schools offer a more progressive education. For example, at Reed College, grades are recorded, but deemphasized and not distributed to students, and professors serve more as mediators in class discussions as opposed to being lecturers. Furthermore, the most liberal colleges usually reflect the political leanings of their locations. Many of the most liberal colleges are located on the west coast and in the Northeast, both known for being extremely liberal places. Possible Advantages of Going to a Liberal College If you're very liberal, then you'll probably be happier and more comfortable around like-minded people. You're more likely to make friends who share your political and social views. Your professors are also likely to be very liberal, and you'll be receiving an education that coincides with your values and beliefs. Liberal colleges are known for being extremely tolerant and culturally sensitive. LGBT students and students from underrepresented backgrounds may feel more supported at liberal colleges. The college is more likely to offer support services and organizations for these students. Also, very liberal colleges tend to be less strict and structured. Many liberal colleges pride themselves on being less focused on grades and big lecture classes and more focused on collaboration and self-actualization. They often have a much more permissive culture, and they tend to be less likely to harshly punish students who engage in "extracurricular" activities that are stereotypically associated with college life. If you're liberal and go to a conservative college, it's possible that you'll feel isolated and ostracized for your beliefs. You'll find more Bernie Sanders fans at liberal colleges. (Marc Nozell/Flickr) Possible Disadvantages of Liberal Colleges If you're very liberal, you may benefit from being exposed to different viewpoints. Having your beliefs challenged and being around diverse opinions can help you learn and grow. If you're very liberal and attend a liberal college, you may just be surrounding yourself with people who are likely to echo your beliefs. While liberal colleges are tolerant of people from different backgrounds, they tend to not be very tolerant of conservative viewpoints. Many of the students at the most liberal colleges view conservatives as closed-minded or ignorant. If you want to be in an environment that welcomes diverse viewpoints, you may not feel completely comfortable at the most liberal colleges. Furthermore, the most liberal colleges and students are becoming notorious for protesting and taking action against speech they consider insensitive or offensive. Many people believe these colleges and students have become hyper-sensitive. Because most colleges tend to lean liberal, and the majority of college faculty members are liberal, you don't have to attend the most liberal colleges to be around liberal people and ideologies. The only colleges that have a reputation for being more conservative are many of the religious schools, the service academies, and public colleges in the most conservative states. Finally, the less structured environment at the most liberal colleges may not be beneficial to you. Some students need more structure and discipline to excel. Also, the lack of emphasis on grades and a traditional curriculum at some of the most liberal colleges may not suit your educational needs and could negatively impact some of your future job opportunities. The Most Liberal Colleges Let's go through two rankings of the most liberal colleges, so you can get a sense ofwhereyou might want to look if you're hoping to attend a particularly liberal school. Niche Niche is a website that provides reviews, rankings, and statistics about neighborhoods and schools. It provides many different college ranking lists from the overall best colleges to the top party schools to the most liberal colleges. The Niche rankings of the most liberal colleges are based on a political poll of 50,000 students from 747 colleges. A full 80% of the rankings is based on student survey responses regarding the students' personal political leanings. The remaining 20% is based on student survey responses regarding the political leanings of other students at the college. The List I'm giving you the top 50 most liberal colleges according to Niche, with #1 being the most liberal. Most of these colleges are private colleges and many are small liberal arts colleges. Some of the public universities that made the top 50 are University of Vermont, UC Santa Cruz,SUNY Purchase, andPortland State University. UC Santa Cruz (Casey Marshall/Flickr) School Location Acceptance Rate 1. University of California - Santa Cruz Santa Cruz, CA 51% 2. San Francisco State University San Francisco, CA 70% 3. Columbia College Chicago Chicago, IL 92% 4. Mills College Oakland, CA 87% 5. University of California - Berkeley Berkeley, CA 17% 6. Mount Holyoke College South Hadley, MA 51% 7. Bard College Annandale-On-Hudson, NY 58% 8. Portland State University Portland, OR 92% 9. American University Washington, DC 29% 10. Oberlin College Oberlin, OH 34% 11. New York University New York, NY 28% 12. Howard University Washington, DC 41% 13. Sarah Lawrence College Bronxville, NY 53% 14. Bryn Mawr College Bryn Mawr, PA 38% 15. Smith College Northampton, MA 32% 16. Vassar College Poughkeepsie, NY 24% 17. SUNY Purchase College Purchase, NY 74% 18. Carleton College Northfield, MN 21% 19. Wesleyan University Middletown, CT 16% 20. University of Washington Seattle, WA 46% 21. SUNY New Paltz New Paltz, NY 44% 22. Northwestern University Evanston, IL 9% 23. Kenyon College Gambier, OH 34% 24. Fashion Institute of Technology New York, NY 47% 25. University of California - Santa Barbara Santa Barbara, CA 33% 26. CUNY Hunter College New York, NY 40% 27. Western Washington University Bellingham, WA 85% 28. Columbia University New York, NY 7% 29. Roosevelt University Chicago, IL 70% 30. Denison University Granville, OH 37% 31. University of Oregon Eugene, OR 83% 32. University of San Francisco San Francisco, CA 66% 33. Barnard College New York, NY 15% 34. Morgan State University Baltimore, MD 64% 35. SUNY Buffalo State College Buffalo, NY 58% 36. Occidental College Los Angeles, CA 42% 37. New College of Florida Sarasota, FL 69% 38. University of California - Riverside Riverside, CA 57% 39. Emerson College Boston, MA 46% 40. Swarthmore College Swarthmore, PA 11% 41. Northeastern University Boston, MA 27% 42. Hofstra University Hempstead, NY 64% 43. Boston University Boston, MA 25% 44. Bowdoin College Brunswick, ME 14% 45. California State University - Los Angeles Los Angeles, CA 46% 46. San Jose State University San Jose, CA 67% 47. Spelman College Atlanta, GA 40% 48. California State University - Dominguez Hills Carson, CA 54% 49. Ithaca College Ithaca, NY 71% 50. University of Vermont Burlington, VT 67% Rally of the "Carleton College Dems" (cursedthing/Flickr) Princeton Review The Princeton Review rankings for the most liberal colleges are based on students' responses to the question "Politically, are you left-wing, Democrat, middle, Republican, right-wing?" The List All of these colleges are small, private colleges with the exception of Clark University (Worcester, Massachusetts) and Brown University (Providence, Rhode Island), which are progressive private research universities. Schools that made both the Niche and Princeton Review lists are Bryn Mawr and the University of Vermont. The schools on the Princeton Review list are ranked from 1-20. School Location Acceptance Rate 1. Bryn Mawr College Bryn Mawr, PA 38% 2. Bennington College Bennington, VT 63% 3. Reed College Portland, OR 35% 4. Earlham College Richmond, IN 62% 5. Sarah Lawrence College Bronxville, NY 53% 6. Grinnell College Grinnell, IA 25% 7. Pitzer College Claremont, CA 14% 8. Scripps College Claremont, CA 28% 9. Mills College Oakland, CA 71% 10. Brandeis University Waltham, MA 34% 11. University of Vermont Burlington, VT 67% 12. Clark University Worcester, MA 55% 13. Skidmore College Saratoga Springs, NY 36% 14. College of the Atlantic Bar Harbor, ME 76% 15. Carleton College Northfield, MN 21% 16. Whitman College Walla Walla, WA 43% 17. Brown University Providence, RI 9% 18. Mount Holyoke College South Hadley, MA 50% 19. Lawrence University Appleton, WI 68% 20. Wesleyan University Middletown, CT 22% Marlboro College (Jared and Corin/Flickr) Student Reviews of Liberal Colleges Niche also offers student reviews of colleges. Here are some comments written by students about some of the most liberal colleges in the United States. I tried to include positive and negative comments about each school related to its very liberal environment. UC Santa Cruz There are some classes that really drill in the necessary skills needed for you future career. Other classes show you different aspects of other studies, which may be great for finding the perfect major. Overall, I would say that community is that best part of this college. It has taught me to be more open-minded and to always question the everything. Hippies everywhere! Public service announcement: if you need to be on psychedelics or smoke weed to have a better appreciation for the nature around you, you're doing something wrong! Nature is beautiful sober. Grinnell College Grinnell is extremely accepting of people from all walks of life. We have tons of programs and groups on campus to accommodate all students, such as Concerned Black Students, Cultural Diversity Panel, Spectrum, and Queer Students of Color. It was a great experience, but it requires that you are self-motivated. I thought I was at first and it was a hard wake-up call. You will be beaten, but you will come out better for it. Smith College Northampton is a perfect college town, very liberal, artsy, hipster, and worldly. So is the food. So many different types of restaurant options are available. Smith trusts its students, and it's also a school very concerned with social justice, so even seemingly trivial violations are taken very seriously and reported. Skidmore College I've learned a lot about issues that make people uncomfortable (especially in the United States) like race relations, radical environmental initiatives and the true significance of privilege. If you want drugs, then you will be able to find them relatively easily, and more than just your basics. Pot is smoked by more people than not. Alcohol is also very widely used. Most of campo just wants you to be safe and discreet, so if you are then you probably won't have any problems. For the most part, you need to be pretty obvious and obnoxious to get in trouble. Skidmore College How Should You Use These Lists of the Most Liberal Colleges? If you want to go to a very liberal college, you should research the colleges on the Niche and Princeton Review lists that interest you to determine if they’re schools you should apply to. There are many factors to consider to determine if a college is a good fit for you including location, selectivity, support services, and the majors offered. Look at the school’s website, and use guidebooks, college finders, search websites, and other ranking lists to help you in the college selection process. If possible, consult with teachers, counselors, parents, current students, and alumni. What Should You Do If You Want to Attend a Liberal College, but a School You're Considering Isn't on EitherList? Just because a school you're considering didn't make either list doesn't necessarily mean that it's not liberal. As I mentioned previously, most colleges tend to be more liberal than conservative. If you want to go to a college with a liberal atmosphere, look at the school's website to see if there are student groups that are aligned with your political and social views. There may be student groups for Democrats, feminists, or LGBT students. Similarly, there may be student groups that advocate for more liberal organizations or causes like Planned Parenthood, NORML (National Organization for the Reform of Marijuana Laws), climate change, or affirmative action. Also, you can consult other sources that evaluate or grade how liberal a college is. On the Niche profile for each college, under "diversity" for each school's guide, there is a category called "political activity" that describes the political activity on campus. For example, this is how Harvard's political activity is described: Harvard possesses a largely liberal political base, but conservative political groups do make their presence felt. Nearly every student has an informed opinion, and the Institute of Politics provides an excellent forum for discussion and debate of current political topics. On the College View college finder, you can select that you're "only interested in schools with a very liberal climate" and search for colleges that fit that criteria. Furthermore, there are 20 other search categories to help you narrow your college search. Finally, remember that the political leaning of a college is often reflective of the city or town where the college is located. Colleges in the Northeast and on the west coast tend to be more liberal, and colleges in the South tend to be more conservative. You can determine if a specific city or town is liberal by looking up the candidates it supported in the last election and its views on various political and social issues. From the city of Liberal, Kansas, which is ironically more conservative What's Next? Since liberal arts colleges are predominantly liberal, you may be interested in checking out our rankings of the 28 best liberal arts colleges in the country. Also, if you want to go to a selective college, you should take a look at the colleges with the highest SAT scores. Finally, because college tuition prices continue to rise and you may be worried about how you're going to pay for college, I recommend you read this post on how much college really costs. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Business Decision Making - Investigating the Leisure Industries Assignment

Business Decision Making - Investigating the Leisure Industries - Assignment Example re the main six sort of division of the Heuristics: the recognition heuristic, the minimalist strategies, the lexicographic strategy, take the last strategy, sequential decision making, and elimination by aspect. Goodwin & Wright (2014) assert that heuristic is used for multiple making decisions that involve several or multiple objectives. For an instant, in this case a choice is to be made in picking two alternatives which are either to choose Egypt or Edinburg. Goldstein & Gigerenzer (2002) argues that recognition heuristic is the simplest of all the heuristics hence can be introduced as fast and frugal in this particular program. This is due to the fact that individuals tend to have good recognition memory. In this type of heuristic, when an individual perceives one of two things, he or she will judge the perceived thing to be more prominent in whatever measurements associated with recognition. Oppenheimer (2003) argues that the size of the city is positively associated with recognition hence through the recognition heuristic, it will predict that the recognized cities will be judged as larger in comparison with the cities that are not recognized. This type of heuristic is useful in settling on choice rapidly though it gives an illusion of a good choice by excluding other opportunities such as prior hypothesis. For an instant, some individuals may choose the most visited countries and cheap countries while other may opt for either Egypt or Edinburg due to safety and security reasons. Miao & Mattila (2007) illuminates that information results in confidence in making judgment in reference to the price of the consumers and their decisions. The Smart technique is based on a model that is additive linearly. It implies that the overall of an alternative is calculated as the total sum of the performance score of every criterion multiplied with that criterion’s weight (DTU Transport, 2014). Goodwin & Wright (2014) explain that the application of SMART is

Literature Review on effective listening in the work place Research Paper

Literature Review on effective listening in the work place - Research Paper Example On the other hand, effective listening help a person to understand the whole things properly and he may not have any doubts over the things which he has listened. An effective listener will clarify his doubt at the time of listening in order to avoid future confusions. This paper analyses three articles on effective listening to understand the importance of effective listening at the workplace to avoid conflicts. The first article reviewed in this paper is the article Listening Effectively published by the Raj Soin College of Business, Wright State University. This article explains Why Effective Listening Matters, What Effective Listening Is, How the Most Skilled Communicators Respond When Listening, Typical Objections to These Effective Listening Techniques, etc. The second article reviewed in this paper is the article 10 Roadblocks to Effective Workplace Listening, on December 18, 2008 by David Wolf, PhD. Advice, Warning, Logical argument, Praise, Reassurance, Philosophizing, Psychoanalyzing, Diverting, Criticizing and Name calling are the ten characteristics required for effective workplace listening according to this article. The third article reviewed in this paper is Better Listening for a Better Workplace written by Julie Sturgeon. This article gives us some tips for improving our listening skills through some real life examples.   Ã‚  Ã‚  Ã‚   Research has found that by listening effectively, you will get more information from the people you manage, you will increase others trust in you, you will reduce conflict, you will better understand how to motivate others, and you will inspire a higher level of commitment in the people you manage (Listening Effectively, n. d). An effective listener always command respect from others. People always keep a strong relationship and build trust with others who listen their problems, worries or opinions carefully. An effective listener always persuades the orator to

Emotion and Behaviors Essay Example for Free

Emotion and Behaviors Essay This project requires that you observe two preschool-age children in the Child and Family Development Center (ground floor of the Alfred Emery Building) and, on the basis of your observations, report on a particular aspect of their development. In the following pages, three options will be presentedyou may focus on either language development, play, or emotional behavior. Thus, the option you select will determine the nature of the observation you conduct, but it is also true that all projects must follow the same guideline. First, you must decide which of the three options you will pursue. Second, you should become familiar with the objectives of your observation (based on the descriptions presented in the following pages as well as any reading from the textbook that would prove useful in this regard). Third, you should begin planning your observation; this should include decisions regarding what you will focus on during your observations (e. g., behaviors, specific features of the physical and social context), what kinds of things you will try to take notes on in the course of your observation, which preschool class you will observe, and when you will plan to conduct your observation to assure that you will leave yourself enough time for a second chance should you fail to gather all of the necessary information on your first observation attempt. Fourth, you should conduct your observation, paying very careful attention to the behaviors and situations that you have (beforehand! ) decided are most import antin all cases, you will have to observe two children for 15 minutes each. Take notes and remember that these notes are all you will have to work from when writing your paper. I also would recommend that you allow yourself approximately 1 hour for your observation. This would allow you at least a few minutes at the beginning of the observation to get a feel for the classroom and the children in it and to identify the two children you will observe; ample time to observe each child for 15 minutes (which may be split into 5 minutes now, 5 minutes in a short while and 5 more minutes at the end of your hour); and even some time to make up for observations that dont result in any useable information. Fifth, you must rely on your notes and the details of the assignment to prepare your paper. In all cases, I am asking that you provide some general, objective information about what you observed in each child, and that you interpret your observations in terms of what youve learned about preschooler development. In addition, the introduction of your paper should provide a brief description of who you observed, when you observed them and what was going on in the preschool classroom during your observation period. Finally, at the end of your paper, briefly comment upon your experience as an observer. For example, How easy or difficult was it? What did you learn? How confident are you in the representativeness of the behaviors you observed for each child? As usual, all papers MUST BE TYPED. You are limited to 3 typewritten pages so think carefully about how best to organize all of the information you wish to present. Papers are due at the beginning of class on Tuesday, April 15. *****The preschool schedule is as follows: There are three different preschool classes (children ages 3-5): one meets Mon/Wed/Fri, 8:30-11:30, one meets Tues/Thur, 8:30-11:30, and one meets Mon thru Fri, 12:30-3:30 pm). In all cases, there should be no problems if you observe (quietly) from the observation booths attached to each classroom, or from outside the playground fence. If you wish to observe from within the classroom, or if you wish to go onto the playground with the children, you will need the permission of the head teacher. Simply tell them about the project, mention the class and instructors name, and there should not be a problem (do this ahead of time! ). Following are descriptions of the three options, each focusing upon a different feature of preschoolers development. In this exercise, you will be concerned with describing and analyzing the childs speech and determining such things as the depth and variety of his/her vocabulary. 1. It is important to look at the childs speech in terms of Piagets concepts of egocentrism and sociocentrism. Egocentric speech is speech that does not take the other person into account; it is speech that, for all practical purposes, is private. There is no real effort to communicate with the other person; therefore, whatever is said is meaningful only to the speaker. Piaget identified three types of egocentric speech: (a) monologue, in which the individual talks only to himself and with no other persons present; (b) repetition, in which the individual repeats words and phrases over and over again as if to practice them or as if he simply enjoyed making the sounds; and (c) collective monologue, in which two or more persons are talking together but none of them is paying attention to what the others are saying. Each conversation is independent of the other conversation. Socialized speech, on the other hand, is public speech. It is intended to communicate with someone and each person takes into account what others are saying and responds accordingly. Q1: 2. Does the child engage in egocentric or socialized speech? What are the circumstances under which these types of speech are used? Vocabulary is the foundation of speech. We communicate by putting individual words together into properly constructed sentences and paragraphs. Presumably, the greater the number of words in our vocabularies, the greater the number and variety of sentences and ideas we can utter and transmit to others. Words have different meanings and serve different purposes. Moreover, words must be placed in the correct position within a sentence; thus, there are rules of grammar and syntax. Q2: What do you observe about the childs vocabulary? In particular, examine the childs speech for words that express relations and oppositions, for example, words such as and, or, not, same, different, more, less, instead, if, then, and because. Also, how varied or rich is the childs vocabulary when he/she talks about the world and the people/things in it? Think in terms of general classes or categories of objects, persons, and events, then assess how many different words the child uses to discuss those categories and/or how many different categories the child uses. B. Observational Objectives To learn about the language production abilities of preschool children, and how children of preschool age use language as a means of social interaction. C. Procedure For this exercise, your purpose is to observe and record the language behaviors of children as they are engaging in social exchanges. Basically, you will need to write about the vocabularies demonstrated, the ways in which children use their language for the specific purpose of communicating with others (either adults or other children), and the degree to which language appears to be influenced by the setting in which it occurs. For this purpose, select two children and observe each of them for 15 minutes during a time when they have opportunity to interact with others in a small group settingfree-choice periods are probably best. (Do not try to observe two children at the same time! ). As you observe, take notes regarding the nature and variety of words used by each child (writing down exactly what the child says would of course be very useful), the childs specific use of language to communicate with others, and the context in which all of this is going on. For each child, your paper should include a brief description of the language used (including information about vocabulary, communication and context) as well as an interpretation of each childs language behavior in terms of what youve learned about development during the preschool years. II. PRESCHOOLERS PLAY A. Background Information Play is considered by some psychologists to be the most important activity in which the young child engages. Indeed, play activities pervade the lives of children from infancy throughout childhood. Some play seems obviously linked to the childs observation of adults; other play seems to stem from the childs fantasies and from experiences that she finds particularly enjoyable. There are a number of explanations of the major purposes of play. These range from play as getting rid of excess energy to play as a means of socioemotional expression. Play can be a group or an individual activity. Play is distinguished from non-play by its special characteristics, the most important of which are its voluntary nature and its complete structuring by the participants, with little regard for outside regulation. When play is governed by consistent rules, we say children are playing games. These rules give play a social dimension. The participants must put their own personal wishes into the background and abide by the requirements of the game and the wishes of the larger group. It is important to note that not everything children do is play, although they will sometimes try to make play out of what adults intend to be serious. Parten (1932) has identified six types of play, which are given in an accompanying list (next page). Remember that play, like all behavior, occurs in a physical and social context. Therefore, include in your report information on the equipment and materials the child was using in his play and who the child was playing with, if appropriate. B. Partens Six Classifications of Play or Social Interactions 1. Unoccupied Behavior: Here the child is not engaging in any obvious play activity or social interaction. Rather, she watches anything that is of interest at the moment. When there is nothing of interest to watch, the child will play with her own body, move around from place to place, follow the teacher, or stay in one spot and look around the room. 2. Onlooker Behavior: Here the child spends most of her time watching other children play. The child may talk to the playing children, may ask questions or give suggestions, but does not enter into play. The child remains within speaking distance so that what goes on can be seen and heard; this indicates a definite interest in a group of children, unlike the unoccupied child, who shows no interest in any particular group of children, but only a shifting interest in what happens to be exciting at the moment. 3. Solitary Play: This is play activity that is conducted independently of what anyone else is doing. The child plays with toys that differ from those used by other children in the immediate area within speaking distance, and she makes no effort to get closer to them or to speak to them. The child is focused entirely on her own activity and is uninfluenced by other children or their activities. 4. Parallel Play: Here the child is playing close to other children but is still independent of them. The child uses toys that are like the toys being used by the others, but he uses them as he sees fit and is neither influenced by nor tries to influence the others. The chid thus plays beside rather than with the other children. 5. Associative Play: Here the child plays with other children. There is a sharing of play material and equipment; the children may follow each other around; there may be attempts to control who may or may not play in a group, although such control efforts are not strongly asserted. The children engage in similar but not necessarily identical activity, and there is no division of labor or organization of activity or individuals. Each child does what he or she essentially wants to do, without putting the interests of the group first. 6. Cooperative or Organized Supplementary Play: The key word in this category is â€Å"organized. The child plays in a group that is established for a particular purpose: making some material product, gaining some competitive goal, playing formal games. There is a sense of â€Å"we-ness,† whereby one definitely belongs or does not belong to the group. There is also some leadership present–one or two members who direct the activity of the others. This therefore requires some division of labor, a taking of different roles by the group members, and the support of one child’s efforts by those of the others. C. Observational Objectives To learn about the distinguishing characteristics of different forms of play, specifically according to Partens classification of play behaviors. D. Procedure Familiarize yourself with Partens classifications of play as described above. Select two children in the preschool and observe each of them for 15 minutes, preferably during a free-choice period when the children are free to move about the room and play with who or what they wish. (Do not attempt to observe both children at the same time! ) As you observe each child, look for examples of each type of play or social interaction as described by Parten. Also, in addition to classifying each childs play behaviors, observe whether there are any patterns to their play. For example, are there particular situations in which a child tends to be an onlooker, but in other situations he/she engages in parallel or cooperative play? As you observe, you should take notes regarding these relevant issues so that you will have something to work from in writing your paper. For each child, your paper should include a brief description of the types of play exhibited (including information about which type(s) are exhibited most frequently) and the social context which characterized each type of play. Additionally, you should provide an interpretation of your observations based on what youve learned about development during the preschool years. III. EMOTION BEHAVIOR A. Background Information Emotions are such a basic part of our psychological beings that we sometimes take them for granted. Some of our emotions are clearly identifiable by us. We know when we are angry, frightened, or joyous. At other times, however, we can have feelings that are not so clear; we may not be able to label what we feel. Whatever the case, emotions are internal experiences that are private and directly accessible only to the individual experiencing them. This being so, we cannot state with certainty what emotion another person is feeling. She must tell us, or we must infer the emotion on the basis of the individuals behavior, facial expressions, and the event that preceded and might have caused the feeling. A childs emotional behaviors become more refined and extensive as she matures. Therefore, a four- or five-year-old will typically be more emotionally expressive than a two-year-old. In this exercise, you will be trying to gain some understanding of the childs emotional behaviors, of the range of her emotions and the kinds of situations that prompt these behaviors. Again, you can only infer what the child is feeling and cannot observe emotions directly. Therefore, be cautious in your interpretations and concentrate on the childs obvious behaviors and the contexts in which they occur. 1. There are several emotions that are commonly found in preschool children: aggression, dependency and fear. Aggressive behavior is frequently defined as behavior that is intended to physically or psychologically hurt another person (or oneself) or to damage or destroy property. An important issue is whether a behavior is intentionally aggressive or simply an accidental occurrence. Further, it is argued by some that in order for a behavior to be termed aggressive, the aggressor must feel anger or hostility toward the victim and must derive satisfaction from hurting the victim. This kind of aggression is called hostile aggression. In contrast to hostile aggression, there can be cases where the aggressor is interested only in getting some object from the victim or achieving some goal. This is called instrumental aggression, and it need not involve anger or hostility. Observe the childs behavior for instances of aggression, either toward  another child or an adult, or towards objects in the environment. Be certain to differentiate between intentional, hostile and instrumental acts of aggression. What kinds of situations or frustrations make the child angry? What behaviors by other people anger the child? How does the child express his/her anger? Dependency consists of such behaviors as clinging or maintaining proximity to adults or other children, seeking approval, recognition, assistance, attention, and reassurance, and striving for affection and support. It is important to recognize that all of us are dependent. The issue is to what degree and under what circumstances we show our dependency. It is also useful to distinguish between two basic types of dependency: a) instrumental dependency, which essentially is the necessary reliance we have on others for certain things that are beyond our capacity to do; and b) emotional dependency, which is a need to be near others and to have their support, affection and reassurance. It can also be the unwillingness or the selfperceived inability to do things for oneself that one can or should be able to do. It is important that, where possible, you distinguish instrumental dependency from emotional dependency behaviors. It is also important to note that as children mature, the characteristics of their dependency behaviors change. Very young children are likely to show clinging and proximity-seeking behaviors, whereas older children, who also have greater cognitive abilities, will likely seek attention and approval. Q3: 3. Fear is demonstrated by such behaviors as crying, withdrawing, seeking help, and avoiding the fear-producing situation. Fear can promote both dependency and aggressive behaviors. Nonetheless, fear can be expressed in such a way that it, and not aggression or dependency, is the primary emotion. Q4: 4. In what situations or activities is the child dependent, and, for example, seeks the presence, direction, or assistance of others? In what situations is the child independent and does not seek direction or assistance from others? What kinds of objects or situations appear to scare the child? In what ways does the child express his/her fears? How does he/she deal with his fears (e. g. , by withdrawing, confronting the fearful situation, seeking help)? In addition to the emotional behaviors just discussed, there are other feelings that children are capable of experiencing and expressing. You should be alert to as many of the childs affective states as possible. For example, there are the feelings of pleasure and displeasure, frustration, boredom and sadness. Like adults, children will differ as to how accurately they can identify and/or express what they feel. Q5: What kinds of things does the child find pleasant? What activities, play materials, stories, games and so on, seem to be particularly attractive to the child? How does the child express that pleasure? Q6: What kinds of things are unpleasant or uncomfortable for the child? In what situations does the child appear to be ill at ease? How does she express her displeasure? Q7: Are all or most of the childs feelings expressed with equal strength, or does their intensity vary with the particular feeling or situation? B. Observational Objectives To learn about the differences in childrens emotional behaviors and the range of emotional responses in preschool children. C. Procedure Select two children, observe and record each childs behavior for a 15-minute period (do not attempt to observe both children at the same time! ). Record behaviors in as much detail as possible (attending to the kinds of things that would help you answer the above questions) and be sure to include descriptions of the physical and social context as they apply to the emotional behaviors observed. IT IS RECOMMENDED THAT YOU OBSERVE CHILDREN DURING THE VERY BEGINNING OF THEIR PRESCHOOL CLASS SO THAT YOU WILL BE ABLE TO SEE THEM AS THEY ARE BEING DROPPED OFF BY THEIR PARENTS AND THEN MAKING THEIR INITIAL ADJUSTMENT TO THEIR PRESCHOOL SETTING. Your paper should include a brief description of each childs behavior (including the different kinds of emotions, the contexts in which they occurred and the relative frequency of each expression) as well as an interpretation or comment on each child using some of the questions and background information provided above. Finally, compare the two children, looking at the range of emotional expression, intensity of expression, and what evokes the emotional responses. In short, summarize how the children differ from each other in this area of functioning.

Metaphors Of The Mind :: essays research papers

<a href="http://www.geocities.com/vaksam/">Sam Vaknin's Psychology, Philosophy, Economics and Foreign Affairs Web Sites The brain (and, by implication, the Mind) has been compared to the latest technological innovation in every generation. The computer metaphor is now in vogue. Computer hardware metaphors were replaced by software metaphors and, lately, by (neuronal) network metaphors. Such attempts to understand by comparison are common in every field of human knowledge. Architects and mathematicians have lately come up with the structural concept of "tensegrity" to explain the phenomenon of life. The tendency of humans to see patterns and structures everywhere (even where there are none) is well documented and probably has its survival value added. Another trend is to discount these metaphors as erroneous, irrelevant, or deceptively misleading. Yet, these metaphors are generated by the same Mind that is to be described by them. The entities or processes to which the brain is compared are also "brain-children", the results of "brain-storming", conceived by "minds". What is a computer, a software application, a communications network if not a (material) representation of cerebral events? In other words, a necessary and sufficient connection must exist between ANYTHING created by humans and the minds of humans. Even a gas pump must have a "mind-correlate". It is also conceivable that representations of the "non-human" parts of the Universe exist in our minds, whether a-priori (not deriving from experience) or a-posteriori (dependent upon experience). This "correlation", "emulation", "simulation", "representation" (in short : close connection) between the "excretions", "output", "spin-offs", "products" of the human mind and the human mind itself - is a key to understanding it. This claim is an instance of a much broader category of claims: that we can learn about the artist by his art, about a creator by his creation, and generally: about the origin by any of its derivatives, inheritors, successors, products and similes. This general contention is especially strong when the origin and the product share the same nature. If the origin is human (father) and the product is human (child) - there is an enormous amount of data to be safely and certainly derived from the product and these data will surely apply to the origin. The closer the origin and the product - the more we can learn about the origin. The computer is a "thinking machine" (however limited, simulated, recursive and mechanical). Similarly, the brain is a "thinking machine" (admittedly much more agile, versatile, non-linear, maybe even qualitatively different).

Iroquois Kinship Essay

This paper is going to introduce the Iroquois kinship. Kinship can best be defined as a system of social relationships, or in simpler terms a system of family. Kinship can be seen in our everyday lives within our own circle of family and friends, and how we classify them in regards to importance and how we treat them based on our classifications of them. Kinship can best be defined as a system of social relationships, or in simpler terms a system of family. Kinship involves how people classify each other, the rules that affect people’s behavior and people’s actual behavior† (Nowak and Laird, 2010). Kinship can be seen in our everyday lives within our circle of family and friends, and how we classify them in regards to importance and how we treat them based on our classifications of them. For example, you may love your best friend and treat them with respect but would you respect your best friend more than you respect your mother? This provides us with an insight o f the kinship systems. The Iroquois are a female dominated group. Unlike most societies, the Iroquois trace their ancestry through the women making them a matrilineal society. It is a culture of responsibility and respect, where each person is valued for their contribution to the group. Women are the main producers of food and owners of the land. Men help by clearing and burning forest areas to prepare for farming and hunting small game. The younger adults are expected to do a greater share of the work due to their youth, strength, and stamina† (Laird and Nowak, 2010). The structure of the Iroquois kinship system gives responsibilities of all members regardless of age of their sex. â€Å"The males are responsible for hunting and clearing the land. The younger adults are expected to do a greater share of the work due to their youth, strength, and stamina† (Laird and Nowak, 2010). The Iroquois people are known as the â€Å"Haudenosaunee† or â€Å"The People of the Longhouse†. The Iroquois Indians are a horticultural society located in the Northeast region of North America. Horticultural societies use a atrilineal system of succession because the women have the primary responsibility for provision of food and goods for the family. This includes property, land, hunting and fishing territories, animals, and even knowledge. The likelihood of a society being or remaining a matrilineal society depends upon how much food is obtained from hunting and herding. The more men contribute by gathering food, the greater their importance and rol es will become. Because the Iroquois primarily rely on farmed foods for sustenance and trading, the women maintain the power status (Nowak & Laird, 2010). The Iroquois live in long houses because they have large extended families. In the Iroquois culture, the woman in a marriage holds most of the power. After a marriage the husband lives with the wife’s community. The longhouses provide separate living quarters for each family to occupy. Divorce exists as part of the Iroquois culture. If the wife no longer desires to be married, she simply places her husband’s belongings in front of the house indicating he has been removed from the family. If there are children involved, the children will remain with the mother. There some similarities between our culture and the Iroquois. The role of the female can be correlated when thinking of providing food for the family. The women gather food at the store as opposed to harvesting in the fields. Men also seem to have a correlation in they work they have responsibility to complete. Many males are involved in hunting for food and preparing an area or situation the female needs to complete a task much as the Iroquois prepare the field for planting. When comparing the Iroquois culture of kinship to personal family situations, many similarities emerged. The family members care for the elderly members in their homes. Several generations live in each of the homes. One family, living in a daughter’s home, includes the oldest grandmother, the grand-daughter and her husband, and two grand-sons. Another family unit, living in the daughter’s home, includes the second eldest woman and her husband, their daughter, a grand-daughter and two great-grandchildren. The daughters care for the older generation as well as helping the younger generation as they grow. The elder members of the family often try to run everyone else’s lives by instructing them on what they should and should not do and when they should do it. The Iroquois culture is one of the rare cultures of the world because it practices matrilineal descent. The Iroquois are matrilineal, the women hold most of the power in their tribes. Women are large contributors to the Iroquois food sources and greatly influence decisions made in the tribe. In a Iroquois marriage is where the woman holds most of her power and the children belong to her clan. If she is not satisfied with her husband, she can simply pack his things for him and send him back to his childhood tribe. The Iroquois used nature and the natural resources around them to meet their needs. The Iroquois is a matrilineal culture. Unlike most societies the Iroquois are a female dominated group and every person in the family has their own responsibilities. Each person is valued for their contribution to the group.

Point of View in ‘Little Things’ by Raymond Carver

Raymond’s ‘Little Things’ is a very short but interesting story that draws our attention to the problems couples may face in their marital life. It narrates an incidence of a quarrel between a husband and a wife that escalates to the point that it reaches the child and the couple is portrayed fighting for the possession of the baby. Now each parent is pulling on an arm causing him symbolic physical injury;†he felt the baby slipping out of his hands and he pulled back very hard†.From a narrative point of view, Raymond Carver uses in this story a third person narrator; an objective narrator, who relates information that is easily visible. The narrator in fact remains outside the actions of the story, seemingly neutral . I mean characters stand out more in the story rather than the narrator describes their situations. The narrator cannot tell us about the characters’ thoughts or feelings(through the whole story there is no explicit description of f eelings or thoughts, but only actions are reported to us).This is in fact like a camera eye, just like watching a movie where the only information you get is what you can see or hear. It is quite important as well to notice here that there is no moving backward or forward of actions or thoughts as the narrator consciously chooses not to raise his voice. The only voices we hear in this part of the story are the voices of the characters.Not bearing in mind of course the first paragraph of the original story where the narrator’s voice is raised to make symbolic comments on his character’s moral dilemma, like saying for instance: â€Å"But it was getting dark on the inside too†, it is not surprising, that Carver enshrouds their violence in darkness, as their struggle threatens , most important, to tear the infant apart. It is through the unraised voice, indeed, that we are told a lot about situations that many people can find themselves in( and Carver himself was on e of them).We are invited in ‘Little Things’ to create and develop our own rationale for the actions of the characters and the consequent results, for a big part of the narrative may take place beneath the surface. It is from beneath the surface, indeed ,that Carver creates a powerful sense in us of man’s lack of communication ,and exhibition of selfishness, of the harm couples can cause to their children in such an unfortunate situation , and of Carver’s suggestion that a warm and emotional argument between a couple will quickly reach a logical and peaceful end..Surely not our characters’ end where ‘the issue was decided’ . We do not know in fact which issue was decided, is it the separation itself? , the baby’s injury? , or even his death? .We surely know, however, it is akin to the pure ‘snow’ , ‘melting into dirty water’, as mentioned in the beginning of the story.

Ethical Behavior essays

Ethical Behavior essays Is it fair to measure a politicians public worth by his/her sexual behavior? This a question which has been brought before me and requires an answer, or a position on which I stand, fair or unfair? Well, I think it is fair. After a two-year scandal involving President Bill Clinton and his sexual escapades with different women besides his wife, I cant help but see a direct comparison in this question. Using President Clinton works as an excellent example as to why I take the position I do. For obvious reasons a politicians public worth should not only be measured by his/her sexual behavior, but this should be an important consideration. Every time a new president is elected they are sworn in, they raise their right hand and swear to approximately 272 million people to uphold certain duties as president. Each time a president neglects to uphold one of these duties or if he/she is found to be committing a crime, a process is followed to decide whether or not the president should be impeached. If the act is found to be minor or not an impeachable offense, business continues as usual, but the dignity or public worth of this individual has to be questioned by the public, because as the employers of these pol iticians it is our duty. Now even though it might not seem relevant to use the president, or any politician being sworn in as a valid example, in comparison to marriage vows, I think it is valuable. Along with marriage comes a word called fidelity, this is usually touched upon at the ceremony or even before, this means to be faithful and loyal. When a person such as President Bill Clinton, or any politician professes his/her love and fidelity to his/her life partner, which is only one person, then without any regret, completely disregards those promises. How can a politician like this make a promise or swear to uphold certain duties to approximately 272 million strangers and be trusted? In m...

Rules for Capitalization in Titles

Rules for Capitalization in Titles Rules for Capitalization in Titles Rules for Capitalization in Titles By Carla Lowe I used to think there were only two ways to use capitalization in a title: (1) Capitalize only the first word in the title (except for proper nouns), which I learned working for a local newspaper; and (2) Capitalize the principal and longer words and lowercase the minor, shorter words, which I learned was wrong. I also came to learn that the rules for capitalization in titles- like the rules for other areas of English grammar- are not set in stone; style guides and grammarians disagree on which words to capitalize in a title. In fact, there are really only two rules that are consistent across the board: Capitalize the first word of the title Capitalize all proper nouns Sentence case, or down style, is one method, preferred by many print and online publications and recommended by the Publication Manual of the American Psychological Association. The only two rules are the two rules mentioned above: Capitalize the first word and all proper nouns. Everything else is in lowercase. For example: Why it’s never too late to learn grammar (all words lowercased except â€Å"Why†- first word in title) Another method is to capitalize all words in a title. This one is considered simple because there’s no struggle trying to remember which words to capitalize and which ones to lowercase; they’re all capitalized. However, one could argue it’s the lazy man’s method or that it’s not very aesthetic. For example: Why It’s Never Too Late To Learn Grammar (all words capitalized) Title case, or up style, is another method. Whether or not you capitalize a word in a title depends on its part of speech. According to most style guides that use title case, the basic rules are as follows: Capitalize the first and last word in a title, regardless of part of speech Capitalize all nouns (baby, country, picture), pronouns (you, she, it), verbs (walk, think, dream), adjectives (sweet, large, perfect), adverbs (immediately, quietly), and subordinating conjunctions (as, because, although) Lowercase â€Å"to† as part of an infinitive Lowercase all articles (a, the), prepositions (to, at, in, with), and coordinating conjunctions (and, but, or) For example: Why It’s Never Too Late to Learn Grammar (all words capitalized except â€Å"to,† a preposition) That last rule for title case is upheld by some style guides, but not all. The Chicago Manual of Style follows that rule (except in cases in which an article, preposition, or coordinating conjunction is the first or last word in a title). However, The Associated Press would have you capitalize prepositions and conjunctions if they are four or more letters long. For others, the magic number is five rather than four. So, according to some guides, you have to worry not only about the part of speech, but also about the length of the words. There is another common- but incorrect- â€Å"method† of using capitalization in titles. I used to follow it myself (see my first paragraph). Many writers mistakenly believe that in a title, you should capitalize the principal and longer words and lowercase the minor, shorter words. For example, writers often lowercase all two- or three-letter words in a title because they’re short, and many articles, prepositions, and conjunctions- most of which should be lowercased- are short, as well. However, short words can be nouns, pronouns, and verbs, etc., which should be capitalized. Part of speech is more important than length when it comes to determining capitalization in titles. For example: Why it’s Never too Late to Learn Grammar (wrong) â€Å"It’s† is a contraction of â€Å"it,† a pronoun, and â€Å"is,† a verb, both of which should be capitalized; â€Å"too† is an adverb, which should also be capitalized. Regardless of which convention you’d prefer to follow (except for the last example), you need to be consistent. Pick one (or follow the style guide of your employer, school, or clients) and stick with it. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Math or Maths?Probable vs. PossibleNominalized Verbs

Introduction to Business Law Essay Example | Topics and Well Written Essays - 500 words

Introduction to Business Law - Essay Example The other cases mentioned will be heard accordingly by other courts. First, with regard to the case involving a dispute between Colorado, Utah, and Arizona over water rights, the case involving a state law prohibiting the import of nuclear waste, a civil suit between a plaintiff from Tennessee and a defendant from Kentucky, and the case involving a state's criminal laws, civil code, or constitution, these cases will be heard by the US Federal Supreme Court. According to the United States Constitution regarding the jurisdiction of the Federal Supreme Court: The judicial power shall extend to all cases arising under this Constitution, [t]he laws of the United States, controversies between two or more states, between citizens of different states. (United States Constitution, Art. 3, Sec. 2) Thus, by virtue of the aforementioned cases' national significance, its implications to the Constitution and the possible conflict that may arise regarding the impartiality of District Courts, these cases may be heard by the Supreme Court.

Chronological and Subjective Age in Emerging Adulthood Essay

Chronological and Subjective Age in Emerging Adulthood - Essay Example The relationship between the chronological and subjective age has been a keen area of interest. Researchers have speculated that subjective age may be a motivational facet of identity, associated with a desire to be younger or older (Galambos, Kolaric, Sears,&Maggs, 1999). Subjective age also appears to be influenced by important social and autobiographical reference points (Montepare & Clements, 2001; Zebrowitz & Montepare, 2000) such as behaviours associated In an attempt to establish a relationship between the chronological and subjective age, a research was carried out. A sample of 190 university students (140 females, 50 males) ages 17 to 29 completed questionnaires assessing their subjective age, psychosocial maturity, number of role transitions, financial dependence, economic pressure, and alcohol use. Based on the results of these questionnaire, experts tried to locate the exact crossover point, where the subjective age exceeds the chronological age. It is important to locate the crossover point as it helps to acquire a proper understanding of the characteristics of emerging adulthood, and the changes in self perception accompanying it. As mentioned earlier, the study was conducted on 190 university students, falling between the age group of 17 to 29, the mean age of the sample being 21.87 years. The participants were judged on five different parameters- psychosocial maturity, number of role transitions, financial dependence on parents, economic pressure and alcohol use. Among these parameters, the former two are possible markers of adulthood while the latter two are barriers to its achievement. To have a better understanding of the study, it is imperative to comprehend the five parameters mentioned above. Psychosocial maturity is defined as an individuals' general level of adaptive functioning and socioemotional competence (Galambos & Costigan, 2003). It also takes into account various several other factors such as the ability to function independently, developed communication skills, and the capacity to shoulder social responsibility. Another criterion which was considered in the study was the number of role transition roles. This refers to the ease with which an individual can adapt a particular role according to the need of the hour. But experts believe that this particular feature isn't as important as is psychosocial maturity. While these two factors are representative of emerging adulthood, there are others which serve as barriers to maturity. Dependence on parents for financial assistance is one such factor. (Arnett, 1994). Economic pressure is another such criterion, which is intimately related to the first factor. As the name suggests, economic pressure refers to the difficulty associated with financial stressful conditions. (Conger, Rueter, & Conger, 2000). A higher level of economic pressure suggests that financial independence has not been achieved, which in turn is characteristic of a lower than expected subjective age. The last of