Essay about Curiostiy in The Little Convent Girl - 1618 Words

When people use expressions such as â€Å"curiosity killed the cat,† they usually don’t mean it literally. However this is a theme of Grace King’s short story, â€Å"The Little Convent Girl†. The Little Convent Girl is curious to find her mother, and see the outside world because she was never able to while living in the convent. However, because she is so used to her own lifestyle, it becomes difficult for her to accept and adapt to the American society. The Little Convent Girl’s curiosity (more than just about her mother) and her inability to adapt to the information that her curiosity reveals ultimately causes her to commit suicide. Being raised in a convent, the Little Convent Girl knows almost nothing of the outside world. There is a very†¦show more content†¦The Little Convent Girl seems to believe that she can not even be near sin at all or she will jeopardize her relationship with God. If she manages to sin, she will immediately pray for His forgiveness. In order to prevent herself from sinning, she becomes very submissive. â€Å"She could not do anything of herself, she had to be initiated into everything by someone else†(King, 1). She has been taught to equate submission with goodness. She wouldn’t even speak unless spoken to because it was a rule at the convent. She believes that this is the correct way to live life, however, it is very different from the lives the American people live. When she was an infant, the Little Convent Girl’s father took her away from her mother in New Orleans and placed her in the convent in Cincinnati. She was never allowed any communication at all with her mother, and that was a rule her father had set. She actually never saw him much, either, except for vacations and holidays, so it seems like he is trying to keep her secluded from society as long as possible. He also seems ashamed of her mother and has the need to keep her race a secret from his daughter. The only reason she was even able to leave the convent to pursue her mother was because her father died. His rule didn’t apply anymore. â€Å"Now that he was dead, all that was changed and the first thing the girl herself wanted to do was to go to her mother†(King, 3). It is not revealed until the end of the story that her mother

Vsepr Lab Free Essays

Molecular Geometry A. Natural Orientation of Volumes about a Central Point. You will need 20 round balloons for this experiment. We will write a custom essay sample on Vsepr Lab or any similar topic only for you Order Now Join them together as indicated in the Balloon Arrangement column and then describe the shape in the space provided. Balloon ArrangementDescription of the Shape Two-Balloon SetLinear Three-Balloon Set Trigonal Planar Four-Balloon Set Tetrahedral Five-Balloon Set Trigonal Bipyramidal Six-Balloon Set Octahedral B. Valence Shell Pairs: Single Bonds Fill in the table below for the corresponding compounds. Reference the tables provided in the introductory comments for Lab #16 VSEPR Theory. Molecular ShapeNumber of Bonds About Central AtomShape Description BF3 3Trigonal planar BeCl2 2Linear CH4 4Tetrahedral PF5 5Trigonal bipyramidal SF6 6Octahedral C. Valence Shell Pairs: Single Bonds and Non-Bonding electron pairs Fill in the table below for the corresponding compounds. Reference the tables provided in the introductory comments for Lab #16 VSEPR Theory. Molecular FormulaNumber of Bonds and Non-Bonding PairsShape Desrciption NF3 ,1Trigonal pyramidal H2S 2,2Bent H3O+ 3,1Trigonal pyramidal PH3 3,1Trigonal pyramidal ClO2 2,1Bent D. Valence Shell Pairs: Single and Double Bonds and Non-Bonding electron pairs Fill in the table below for the corresponding compounds. The shapes and other information on pages three and four of your lab will be helpful. FormulaNumber of Bonds and Non-Bonding Electron PairsShape Description CO32- 3,0Trigonal planar SO2 2,1Bent H2CO 3,0Trigonal planar SO3 3,0Trigon al planar SO32- 3,1Trigonal pyramidal NO2- 2,1Bent PO33- 3,1Trigonal pyramidal How to cite Vsepr Lab, Essay examples

Management Antifraud Programs and Controls free essay sample

Some organizations have significantly lower levels of misappropriation of assets and are less susceptible to fraudulent financial reporting than other organizations because these organizations take proactive steps to prevent or deter fraud. It is only those organizations that seriously consider fraud risks and take proactive steps to create the right kind of climate to reduce its occurrence that have success in preventing fraud. This document identifies the key participants in this antifraud effort, including the board of directors, management, internal and independent auditors, and certified fraud examiners. Management may develop and implement some of these programs and controls in response to specific identified risks of material misstatement of financial statements due to fraud. In other cases, these programs and controls may be a part of the entity’s enterprise-wide risk management activities. Misappropriation of assets, though often not material to the financial statements, can nonetheless result in substantial losses to an entity if a dishonest employee has the incentive and opportunity to commit fraud. The risk of fraud can be reduced through a combination of prevention, deterrence, and detection measures. However, fraud can be difficult to detect because it often involves concealment through falsification of documents or collusion among management, employees, or third parties. Therefore, it is important to place a strong emphasis on fraud prevention, which may reduce opportunities for fraud to take place, and fraud deterrence, which could persuade individuals that they should not commit fraud because of the likelihood of detection and punishment. Moreover, prevention and deterrence measures are much less costly than the time and expense required for fraud detection and investigation. An entity’s management has both the responsibility and the means to implement measures to reduce the incidence of fraud. The measures an organization takes to prevent and deter fraud also can help create a positive workplace environment that can enhance the entity’s ability to recruit and retain high-quality employees. Research suggests that the most effective way to implement measures to reduce wrongdoing is to base them on a set of core values that are embraced by the entity. These values provide an overarching message about the key principles guiding all employees’ actions. This provides a platform upon which a more detailed code of conduct can be constructed, giving more specific guidance about permitted and prohibited behavior, based on applicable laws and the organization’s values. Management needs to clearly articulate that all employees will be held accountable to act within the organization’s code of conduct. This document identifies measures entities can implement to prevent, deter, and detect fraud. It discusses these measures in the context of three fundamental elements. Broadly stated, these fundamental elements are (1) create and maintain a culture of honesty and high ethics; (2) evaluate the risks of fraud and implement the processes, procedures, and controls needed to mitigate the risks and reduce the opportunities for fraud; and (3) develop an appropriate oversight process. Although the entire management team shares the responsibility for implementing and monitoring these activities, with oversight from the board of directors, the entity’s chief executive officer (CEO) should initiate and 6 support such measures. Without the CEO’s active support, these measures are less likely to be effective. The information presented in this document generally is applicable to entities of all sizes. However, the degree to which certain programs and controls are applied in smaller, lesscomplex entities and the formality of their application are likely to differ from larger organizations. For example, management of a smaller entity (or the owner of an ownermanaged entity), along with those charged with governance of the financial reporting process, are responsible for creating a culture of honesty and high ethics. Management also is responsible for implementing a system of internal controls commensurate with the nature and size of the organization, but smaller entities may find that certain types of control activities are not relevant because of the involvement of and controls applied by management. However, all entities must make it clear that unethical or dishonest behavior will not be tolerated. It is the organization’s responsibility to create a culture of honesty and high ethics and to clearly communicate acceptable behavior and expectations of each employee. Such a culture is rooted in a strong set of core values (or value system) that provides the foundation for employees as to how the organization conducts its business. It also allows an entity to develop an ethical framework that covers (1) fraudulent financial reporting, (2) misappropriation of assets, and (3) corruption as well as other issues. 1 Creating a culture of honesty and high ethics should include the following. Setting the Tone at the Top Directors and officers of corporations set the â€Å"tone at the top† for ethical behavior within any organization. Research in moral development strongly suggests that honesty can best be reinforced when a proper example is set—sometimes referred to as the tone at the top. The management of an entity cannot act one way and expect others in the entity to behave differently. In many cases, particularly in larger organizations, it is necessary for management to both behave ethically and openly communicate its expectations for ethical behavior because most employees are not in a position to observe management’s actions. Management must show employees through its words and actions that dishonest or unethical behavior will not be tolerated, even if the result of the action benefits the entity. Moreover, it should be evident that all employees will be treated equally, regardless of their position. For example, statements by management regarding the absolute need to meet operating and financial targets can create undue pressures that may lead employees to commit fraud to achieve them. Setting unachievable goals for employees can give them two unattractive choices: fail or cheat. In contrast, a statement from management that says, 1 Corruption includes bribery and other illegal acts. 7 â€Å"We are aggressive in pursuing our targets, while requiring truthful financial reporting at all times,† clearly indicates to employees that integrity is a requirement. This message also conveys that the entity has â€Å"zero tolerance† for unethical behavior, including fraudulent financial reporting. The cornerstone of an effective antifraud environment is a culture with a strong value system founded on integrity. This value system often is reflected in a code of conduct. The code of conduct should reflect the core values of the entity and guide employees in making appropriate decisions during their workday. The code of conduct might include such topics as ethics, confidentiality, conflicts of interest, intellectual property, sexual harassment, and fraud. 3 For a code of conduct to be effective, it should be communicated to all personnel in an understandable fashion. It also should be developed in a participatory and positive manner that will result in both management and employees taking ownership of its content. Finally, the code of conduct should be included in an employee handbook or policy manual, or in some other formal document or location (for example, the entity’s intranet) so it can be referred to when needed. Senior financial officers hold an important and elevated role in corporate governance. While members of the management team, they are uniquely capable and empowered to ensure that all stakeholders’ interests are appropriately balanced, protected, and preserved.

Positive Impacts of Sex Education on Teenage Pregnancies

Introduction Sexual behaviors and attitudes have changed overtime, although not completely. These changes have been attributed to the cultural transformations that have occurred in societies. Some reasons for this include the increased emphasis on sex education especially in schools and in the mass media, the increasing concern on HIV/AIDS and STDs as well as the general formal education acquired by individuals in formal schools and churches, and other organizations.Advertising We will write a custom term paper sample on Positive Impacts of Sex Education on Teenage Pregnancies specifically for you for only $16.05 $11/page Learn More These have helped change people’s perception on sexual behaviors. According to Gordon, Lottes and Weinberg (1997), education has played a key role in changing people’s sexual behavior, either positively or negatively. According to Baltzer and colleagues (2008), most teenagers seem to be responsible regarding the issue of sexuality, although some areas of concern still exist. Such areas include teenage pregnancy, AIDS and STDs infection, and their consequences on the health of the teenagers. Newspaper overview ‘’CDC: One-third of sex ed omits birth control.’’ Written by Stobbe Mike on the 15th of September, 2010. According to Stobbe, most teenagers in the US have obtained formal sex education but not all have received formal education on matters of birth control methods. According to the government’s report released on 15th of September, 2010, only two-thirds of those who have received formal education have the knowledge on birth control methods (Stobbe, 2010). Stobbe argues that most of the students do not absorb what they are taught in class about sex education. Therefore, teenage pregnancies have increased, especially between 2005 and 2007, with a slight decrease in 2008. Most students argue that they do not obtain sex education in their earlier ages and they only get it at the age of 18. They also argue that much of the teaching content provided through formal education mainly deals with saying no to sexual advances and STDs but lesser attention is paid towards the use contraceptives and other birth control methods. According to the data provided by the government, only two-thirds of teenagers acquire knowledge on birth control methods by the end of their high school education. The report released by the government also notes that most parents tend to discuss sex and birth control with their teenage daughters more than their teenage sons. According to Stobbe (2010), other research studies carried out on sex education in US seem to suggest that sex education declined between 1995 and 2002 and has not improved since then. This was mainly attributed to the government’s policies on sex education that only stressed on abstinence.Advertising Looking for term paper on education? Let's see if we can help you! Get your first pa per with 15% OFF Learn More The program only taught students about STDs but did not focus on how to apply birth control methods. However, over the last two years, much of the federal funding has focused on sponsoring teaching programs that discuss the use of birth control methods. A CDC report that was released at the beginning of this year show that teenagers attitude towards pregnancy and birth control methods have not changed. Education and Teenage Pregnancy Positive Impacts of Sex Education on teenage pregnancies Teenage pregnancy may be defined as pregnancy in a girl or a young woman who has not yet celebrated her twentieth birthday regardless of whether the woman is married or not (Boyce et al, 2002). Education has played a major role in guiding teenagers to change their behavior and attitude towards sexuality. They are able to understand themselves better and carry themselves in an appropriate manner. Most teenagers today play safe sex (Baltzer, et al.). According to Luong and Sen (n. d) and Sex Life Canada (2010), teenage pregnancies have reduced in Canada and British Colombia. This has been as a result of provision of a comprehensive sex education and health information to teenagers. Sex Life Canada, (2010), states that teenage pregnancy in Canada and British Colombia reduced by 37% and 35% respectively from 1996 to 2005. Sex education has enabled teenagers in Canada to apply birth control methods of using contraceptives. Some public hospitals in Ontario, Canada, have reported low birth rates of about 9.5% for young women between the age of 15 and 19 (Chen, Fleming, Demissie, Rhoads, Wen and Walker, 2007). The data above show that education can effectively help teenagers change their behavior and attitude towards sexuality and be able to avoid unplanned teenage pregnancies. According to Baltzer et al (2008) and Mackinnon (2002), majority of teenagers in Canada have acquired knowledge on sexuality and about 29% of boys are ready to abstain and wait till their get the right partners for marriage. Failures of Sex Education in reducing teenage pregnancies According to the article by Stobbe, education has not achieved much in terms of helping students change their attitudes and behavior on sex and use of birth controls. Although education has been perceived to help young women and girls avoid teenage pregnancies, it has not been able to fully achieve this goal. According to Hana (2010), America has seen tremendous increases in teenage pregnancy for girls aged between 15 and 19, over the recent years. According to her, about 0.75 million teenage girls get pregnant every year and out of these pregnancies about 82% is unplanned. These teenage pregnancies have severe impacts on girls especially when they are not planned. These may include problems with their emotional, social, psychological and physical health.Advertising We will write a custom term paper sample on Positive Impacts of Sex Education on Teenage Pregnancies sp ecifically for you for only $16.05 $11/page Learn More The reasons for the failure of the formal sex education are varied. According to Stobbe (2010), formal education failed to have an impact on teenagers due to the lack of its comprehensive approach. The policies on sex education laid by the government only focused on providing formal sex education on abstinence and awareness of STDs leaving out a very important part of birth control. This means that most students step out of high school with little or no information on application of birth control. Besides, According to Bruce (2001), the average age in which most young girls in America experience their first menstrual period is 12. However, much education on sexuality is mostly concentrated on the upper secondary schools, thus neglecting most of the girls who are also vulnerable to teenage pregnancies. According to the United Press International, (2006), most teenagers do not use condoms while having sex. According to the article, only 28% of teenage girls use protection while having sex. Evidence has shown that young girls even with ages below twelve years have conceived and given birth under normal circumstances. Researches have also shown that most parents do not find it appropriate to discuss matters of sexuality with their children. Only a smaller percentage has been able to this effectively. Most parents shy away from discussing matters of birth control with their children, especially the boys, assuming that boys are not psychological affected by young fatherhood (Dryburgh, 2002). Effective sex education can not be achieved without reinforcement from the parents and those close to the teenagers. Most mothers prefer to take their children to doctors to discuss matters on sexuality rather than discuss it with them since most mothers lack the full information on sexuality to provide for their children (Baltzer et al 2008). They also feel that the terminologies on sexuality are to o strong to be discussed with their teenage children. However, according to the research carried out by the Paediatr Child Health to determine the extent of sex education among the youth in Canada, only 7% of the teenagers had acquired sex education services from doctors (Baltzer,et al, 2008). Formal sex education does not cover all aspects that contribute to teenage sex and how to go about them. It has limited information on playing safe sex since much of the content provided only discusses about STDs and abstinence. They are also not taught how to deal with the influence from their peers who normally convince them into having teenage sex. Most teenage girls are pressured by their boyfriends into having sex. According to Treffers (2003), about 29% of teenagers are pressured by their peers into having sexual intercourse.Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The education provided on sexuality also does not cover matters of post pregnancy psychological consequences on the young mothers and fathers. The content does not discuss on how to deal with post pregnancy trauma. Thus the impacts of pregnancies are really felt by those who become pregnant. Some knowledge about the risks and post pregnancy psychological consequences would better help the teenagers to adapt safe sex while having intercourse. Conclusion Education is very important in changing the adolescent’s attitude and behavior towards sexuality and teenage pregnancy in particular. It is therefore essential to identify factors that bar the youth from getting full information and knowledge about sexuality. Therefore, providing a comprehensive formal sex education should be considered in order to reduce these cases of teenage pregnancies. Teachers, parents and health care professionals should provide a comprehensive and accurate sex education to teenagers. It is also importan t to ensure sexual health information is accessible to all teenagers. Reference List Baltzer, F, Elliot, A, Frappier, JY, Kaufman, M, Lane, M, McDuff, P and Pinzon, J. (2008). Sex and sexual health: A survey of Canadian youth and mothers. Pulsus Group Inc, Rockville Pike. Boyce W, Doherty M, Fortin C and Mackinnon D. (2002). Canadian youth, sexual  health and HIV/AIDS study. Web. Bruce, A. (2001). Adolescent Pregnancy. In Alex Gitterman: Handbook of Social  Work Practice with Vulnerable and Resilient Populations (2nd ed). Columbia University Press, New York. Chen, X.K, Fleming N, Demissie K, Rhoads G.G, Wen S.W., Walker M. (2007).  Teenage pregnancy and adverse birth outcomes: a large population based  retrospective cohort study. Int J Epidemiol. Dryburgh, H. (2000).Teenage pregnancy. Health Reports. Web. Gordon, L.E, Lottes I.L., Weinberg, G. (1997). Social class background, sexual  attitudes, and sexual behavior in a heterosexual undergraduate sample. HighBeam Business . Hana, M. (2010). Psychological Effects of Teenage Pregnancy. Web. Luong, M., Sen, A. (n. d). Sex, Teen Pregnancies, STDs, and Beer Prices:  Empirical Evidence from Canada. Stobbe, M. (2010). CDC: One-third of sex ed omits birth control. The Associated Press. Treffers, P. E. (2003). Teenage pregnancy, a worldwide problem. Ned Tijdschr Geneeskd. United Press International (2006, August 3). Report says teens don’t often use  condoms. United Press International. This term paper on Positive Impacts of Sex Education on Teenage Pregnancies was written and submitted by user Amel1a to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Gershwin1 essays

Gershwin1 essays My primary goal for enrolling in music appreciation was to learn about the composers/musicians that have greatly contributed to modern music. Therefore, I decided to analyze a piece of music Rhapsody in Blue, which affected music in 1920s and still impacting the music world today. George Gershwins, Rhapsody in Blues, first performance was on February 12, 1924, and became an overnight success taking the music world by surprise. In this paper, I intend to analyze two very important versions of Rhapsody in Blue, and describe Gershwins life leading to his achievement. George Gershwin was born Jacob Gershowitz on September 26, 1898 in Brooklyn, New York. The son of immigrant parents, George had two brothers, Arthur and Ira, and one sister Francis. Although, George is the most well know of the family, his brother Ira was also a successful lyricist. In fact, if it were not for Iras interest in music, Georges parents would have never purchased the familys first piano. George, took an immediate interest in the piano, and immediately began successfully playing by ear. His parents arranged for piano lessons, and George began to study seriously at the age of 12 years old. George began his professional career in Tin Pan Alley, Located in New York City were aspiring composers and songwriters would bring their music in hopes of selling them for a modest amount of cash. He became a song plugger for the Jerome Remick Company. There, he became exposed to thousands of songs, giving him a better idea on the quality of music. Two years after he started work for Jerome Remick, George had his first song published. When you Want Em You Cant Get Em this piece was not an instant success for George, but it attracted attention from other great composers. This composition shaped the foundation, for the success Georges futur...

How to Survive Failing a Class in College

How to Survive Failing a Class in College Oh my, now you’ve done it. You failed a class in college and what you once knew as a normal human life is about to descend into the seventh layer of†¦just kidding. Listen, it happens. Countless freshmen and sophomores lose sight, or let things slip. Sometimes upperclassmen take on more than they can handle. In this post we’ll look at a step-by-step process you can use to effectively deal with a big fat F. Step 1: Evaluate Overall GPA Fin-Aid Impact The moment you know you’re going to fail, or you happen to find out, the first thing you need to do is see how it will influence your overall GPA (big eye opener for most folks), and how it will impact financial aid. It could have a big impact on students with scholarships and things. Or who are getting funding from private sources with certain expectations. Whatever the case is, the first step to damage control is knowing the extent of the damage. Is this a course you absolutely must have for your major or are there other alternatives that may be better suited to you? How is this going to change your schedule for next quarter/semester? Does this mean that summer school is in your future? Maybe so. That’s not such a bad thing, but it could put a crimp in any road trip plans. Step 2: Evaluate Why You Think You Freaking Failed! Be honest and upfront with yourself. In the halls it sounds like a prison yard – everyone’s innocent! There’s a massive conspiracy going on, or the professor is being a hard ass with unreasonable expectations. Come on. Did you study as much as you should have or did you slack off and play video games with roomies instead? When you did poorly on the first couple tests, or struggled along why didn’t you join any study groups? What’s going on with you? Is this behavior causing you to come close to failing other classes? Come to terms, honestly, with the real cause for your failing and then do this next thing†¦ Step 3: Schedule Appointment with Professor If the class is one you have to take, then schedule an appointment with the professor. And, guess what, the reason your meeting with them is to apologize. That’s right! It’s your fault, not theirs. You’re going in there to say you’re sorry and you recognize the issue at hand. You’re ready and more than willing to correct things. Then, after you’ve genuinely humbled yourself, ask the professor for any advice they could give you to do better next time. DO NOT ask for a change in grade, insinuating they were somehow wrong or unfair to you. DO NOT walk in there and start playing the world’s smallest violin. They’ve heard it all, and at the end of the day your problems aren’t theirs. Most of the time this isn’t what they’ll expect. When they see how sorry and re-committed you are, they’ll tend to give you a little extra attention. Show professors you care, that you’re actually much better than this. Step 4: Make a New Plan Now, it’s time to fashion a new approach. One that will put you at the head of the class rather than the other end that you’re currently occupying. Bounce back like Rocky Balboa would! There’s no lack of support for students that are having trouble. Study groups are everywhere, along with tutors and fellow students that would appreciate the opportunity to practice what they know by teaching you on the side. If you don’t have a set studying schedule in general, now’s the time genius. Start devoting some time to online research as well. These days with access to the internet and the on-campus library system, there’s no excuse. Do you need to re-prioritize things? Is work playing a role here? You know the goal: turning that F into an A and bumping up the GPA. Set objectives, meet them and learn your lesson quickly. Avoiding problems is easier than solving them. So, find out how to avoid failing a college class even if you dont like it! Step 5: Don’t Hide It Don’t try and hide the failed class from family or friends. Be upfront with people. When they see that you’ve learned your lesson and are making changes to better yourself, you’ll get tons of extra support that you just didn’t know was there before because you weren’t trying. Study harder and in visible places where fellow majors will see you. Start hanging out with the other â€Å"studiers† and the students that are taking their education seriously. Step 6: Ace It! No worries, it happens. Do what you have to do to be more than you seem to be. You can and will ace these simple college level tests when you commit. The adult world is just around the corner where failures can be absolutely devastating.

Critical analysis Twelfth Night Essay Example | Topics and Well Written Essays - 750 words

Critical analysis Twelfth Night - Essay Example Although categorized as a romantic comedy, relating the story of a pair of twins washed up separately upon the same shore, each thinking the other is dead, Shakespeare’s Twelfth Night provides a great deal of this kind of social commentary as the two youths become involved with nobles they meet in their journey back together. By analyzing a single scene of this play, one can begin to understand how Shakespeare managed to convey social position and degree of intelligence in such a way that calls into question the prevailing social assumptions of his time. The scene is divided by the arrivals of two of the characters to Olivia’s house that quickly demonstrate the difference of social classes existent in England at the time. At the opening of the scene, Feste, the house jester, returns after an unexplained absence and finds it necessary to charm his way back into his mistress’ good graces. According to Richard Holinshed, â€Å"These men are profitable to none; for, if their condition be well perused, they are enemies to their masters, to their friends, and to themselves† (1580). Thus, his behavior seems to suit his station as in attempting to ease his way back into the household, he distracts the other characters from pursuing his personal activities by making jokes until the scene is interrupted by the arrival of Viola, disguised as the servant Cesario, delivering a message of love from Duke Orsino for the noblewoman Olivia. The conversation between Olivia and Cesario sparks an immediate and intense interest from Olivia, who recognizes Viola belongs to her own upper class. In both halves of this scene, language variety reveals social class as well as sincerity of intention within the characters portrayed. Feste changes his language style depending upon whom he is speaking with, making it possible for him to switch from one class to another simply by changing his means of communicating. As he speaks

Proposed Plan Term Paper Example | Topics and Well Written Essays - 250 words

Proposed Plan - Term Paper Example The iPhone 5S will be developed through making improvement on the features of the iPhone 5C product. This involves improving the memory to 40GB, increasing the processing speed, improving the internet connection capability, enhancing compatibility with other technological devices like PCs, and making it user friendly through making simple usage procedures. The improved features will ensure superior product which will ensure customer satisfaction. The sales projections by the marketing team indicated that 1 million units of the product will be sold globally, this is the daily average. One unit of the product will be sold at $800. This translates to a daily sales value of $800,000,000. The marketing team has given advice on exploiting the huge Chinese market. For further information on this new product development project, please contact me through my email address or telephone number. All strategies and resources are in place to ensure effective and efficient development of the iPhone

Kite Runner Connections with Skrzynecki Essay Example for Free

Kite Runner Connections with Skrzynecki Essay The Kite Runner is set in Afghanistan, about a young boy named Amir who feels that he must win the kite tournament in order to redeem himself to his father. Because his mother died while giving birth to Amir he feels somehow responsible for his mother’s death. His servant is his best friend, Hassan, who runs the kite for him. Amir feels as though he is not acknowledged or accepted by his father, therefore not feeling a sense of belonging when Baba (father) shows his love toward Hassan. This motivates Amir to not do anything about Hassan’s rape which later leaves him with guilt. Those who do not belong may commit acts that are not within their desire in order to belong. For example, after Hassan was raped Amir lied to his father saying that Hassan stole his watch and money from him causing them to be kicked out of their house as servants. Amir’s thoughts were that once Hassan had left, Baba’s love would be pointed toward him only, hence giving him a deeper sense of belonging to his father. Hassan on the other hand felt as though he belonged to the Afghan home of Baba and Amir even as a servant as he is treated with the same respect as the members of the family. However being Hazara’s, a minority ethnic group, Hassan would not have felt a sense of belonging on the macro scale for the reason that his rape was motivated due to the ethnic group he is from i.e. the minority in Afghanistan who are continuously discriminated against. After the Soviets invaded Afghanistan the country became a war-zone causing Amir and Baba to flee the country leaving all the memories and reminiscences in their country. Connections are shown with several of Skrzynecki’s poems, for example, St Patricks College. In St Patricks College it is signified that the poet has been at his school â€Å"for eight years† however he has still formed no sense of belonging. This connects with the relationship that Amir has with his father, Baba. Baba has raised Amir on his own for almost a decade however Amir feels as though Baba does not love him causing him to feel an insignificant amount of belonging.

Christianity Essay -- Jesus Messiah Story Christ Essays

Christianity   Ã‚  Ã‚  Ã‚  Ã‚  Christianity is one of the major religions of mankind. It has been the dominant religion in Europe and America, Christianity has also spread throughout the world and has a greater number of adherents then any other religion.   Ã‚  Ã‚  Ã‚  Ã‚  The Jewish teacher known as Jesus of Nazareth founded Christianity. Christianity drew on the expectations for a Messiah common in the region during these centuries. Jesus was born in Bethlehem, near Jerusalem, and grew up in the town of Nazareth. He was educated from the Pharisaic school of thought and was practicing as an observant Jew. He was not preaching to non-Jews so therefore only Jews could follow him. they started to think of him as their Messiah. As he traveled through towns in Judea he gathered small groups of followers. He chose twelve from these groups and they became known as the twelve apostles. They traveled around the world preaching. According to the gospels, he created great excitement among the people. In 30 CE Jesus traveled to Jerusalem. There he was hailed as the Messiah. Others denied that he was the messiah and regarded him as a revolutionary. The Romans feared that Jesus wanted to lead an uprising, and they considered him an enemy of the state. Jesus was tried before Pontius Pilate, the Roman governor. He eventually agreed to have Jesus crucified. According to the gospels, Jesus rose from his grave, and went back to his followers for forty days and preaches.   Ã‚  Ã‚  Ã‚  Ã‚  Before 45 CE a man named Peter co...

Causality and Effect

CAUSE AND EFFECT ESSAY Another common method of organizing an essay is by cause and effect. In a cause and effect essay, you discuss the reasons for something, and then you discuss the results. Cause and effect essays are concerned with why things happen (causes) and what happens as a result (effects). It is a common method of organizing and discussing ideas. The following are examples of typical cause and effect essay topics: * Causes and effects of computer revolution * Causes and effects of global warming * Causes for the popularity of fast food restaurants * Reasons for the increase in inflation Effects of illiteracy * Technology’s effect on human freedom and happiness In fact, cause and effect (which can also be called reasons and results) is one of the most used forms of organization in academic writing. STEPS IN WRITING CAUSE AND EFFECT ESSAYS 1. Distinguish between cause and effect. To determine causes, ask: â€Å"Why did this happen? † To identify effects, ask: â€Å"What happened because of this? † The following is an example of one cause producing one effect: Cause: You are out of gas. Effect: Your car won’t start. Sometimes, many causes contribute to a single effect or many effects may result from a single cause.The following are examples: Causes: Liked business in high school Salaries in the field are high Have an aunt who is an accountant Am good with numbers Effect: Choose to major in accounting Cause: Reduce work hours Effects: Less income Employer is irritated More time to study More time for family and friends However, most situations are more complicated. The following is an example of a chain reaction: Thinking about friend†¦forgot to buy gas†¦car wouldn’t start†¦missed math exam†¦failed math course. 2. Develop your thesis statement. State clearly whether you are discussing causes, effects, or both.Introduce your main idea, using the terms â€Å"cause† and/or â€Å"effect†. 3. Find and organize supporting details. Back up your thesis with relevant and sufficient details that are organized. You can organize details in the following ways: * Chronological: Details are arranged in the order in which the events occurred. * Order of importance: Details are arranged from least to most important or vice versa. * Categorical: Details are arranged by dividing the topic into parts or categories. 4. Use appropriate transitions. To blend details smoothly in cause and effect essays, use the transitional words and phrases listed below.For Causes: First, second, because, due to, one cause is, another is, since, for, etc. For Effects: Consequently, as a result, thus, resulted in, one result is, another is, therefore, etc. ORGANIZING the â€Å"CAUSE and EFFECT ESSAY† There are basically two ways to organize a cause and effect essay: â€Å"Block† organization and â€Å"Chain† organization. The former one is widely used in academic writing, whereas t he latter is used in writing about topics such as scientific experimentation. In block organization, you first discuss all of the causes as a block (in one, two or three paragraphs, depending on the number of the causes).Then you discuss all of the effects together as a block. In chain organization, you discuss a first cause and its effect, a second cause and its effect, and a third cause and its effect in a chain. BLOCK TYPE| CHAIN TYPE| Introduction| Introduction| 1st Cause| 1st Cause & Effect| 2nd Cause| 2nd Cause & Effect| Transition Paragraph| 3rd Cause & Effect| 1st Effect| Conclusion| 2nd Effect| 3rd Effect| Conclusion| BLOCK ORGANIZATION Below is an example of an essay â€Å"Turkey’s admission to the EU† written in block organization.This is the pattern| This is how the sample outline looks| Introduction * Introduction of general topic * Thesis statement * Specific areas to be covered in this essay| Introduction * Background information about Turkey’s at tempts to be a member of EU. * There are two main reasons for Turkey to be such a good candidate in order to be admitted to the EU: its economic development and unique geopolitical position * This essay will cover first causes then effects| Essay section I (Causes) * Cause 1 a) Subsection b) Subsection * Cause 2 a) Subsection b) Subsection| * Causes of Turkey’s being a good candidate for the EU. ) Progress in economy a) Increased welfare rate b) The increase in the GDP 2) Unique geopolitical position a) Strategic waterways b) Borders with various countries c) Crisscrossed by oil and gas pipeline| There is the transition paragraph to make a link between causes and effects blocks. Having looked at the causes (reasons) for being a suitable member for the EU, let’s now look at the two main effects of winning admission to the EU: increase in the literacy rate and decrease in the unemployment rate. | * Essay Section II (Effects)Effect 1 a) Subsection b) Subsection| * Effects of Turkey’s potential membership to the EU. . The increase in literary rate among the young population a) More schools b) More opportunities for education2. Drop in the employment rate in Turkey a) New job opportunities| Conclusion * Summary of the main points (and looks to future)| Conclusion * The two main reasons for Turkey to win admission to the EU are its developing economy in addition to its geopolitical position which is like no other country in the Middle East. * If Turkey continues with the same speed of progress and by applying the EU criteria, there is no wonder that this date will be quite soon. TURKEY’S ADMISSION TO THE EU Turkey is a developing country with a great potential of human and non-human resources which are waiting to be exploited. With this potential, for some time Turkey has been trying to win admission as a EU member. Nowadays, this topic is top on the agenda. One must admit that Turkey has come a long way to reach its present condition and to become a suitable candidate for EU membership. There are two main reasons for Turkey to be such a good candidate in order to be admitted to the EU: its economic development and unique geopolitical position.First of all, in order to be accepted to the EU, Turkey has shown much progress in economy. Turkish leaders have solved many economic problems. As a consequence, the welfare rate in the country has increased. Similarly, the increase in the GDP has affected the economy. Therefore, the external debts have been paid. Secondly, Turkey is suitable for EU membership because of its unique geopolitical position. It not only sits astride strategic waterways by means of the Straits but also borders with the countries like Syria, Iraq, Iran and the former Soviet republics of Armenia and Georgia.As a result, this geopolitical position creates an enormous desire in the EU to accept Turkey as a strategic ally. Moreover, Turkey is a county crisscrossed by oil and gas pipelines. Thus, it attr acts many businessmen for trade. Having looked at the causes (reasons) for being a suitable member for the EU, let’s now look at the two main effects of winning admission to the EU: increase in the literacy rate and decrease in the unemployment rate. One of the biggest effects of admission to the EU will be the increase in literacy rate among the young population.It is a well-known fact that some children in Turkey cannot have a good education and as a result do not know how to read and write. If Turkey is accepted, the literacy rate will start rising because the EU criteria in education will be applied in our country. As a result of these criteria, more schools will be built and more opportunities for education will be created. Therefore, the literacy rate will gradually increase over the years. Another effect of gaining admission to the EU will be seen in the drop in the unemployment rate in Turkey. The EU countries will provide new job opportunities for Turkish people.Sinc e Turkish people will be allowed to freely move in European countries, they will be able to solve their problem of unemployment in these countries by providing them with their cheap labor force. In conclusion, the two main reasons for Turkey to win admission to the EU are its developing economy in addition to its geopolitical position which is like no other country in the Middle East. If these factors enable Turkey to get what it wants for a long time, its effects will be seen in not only the increase in the literacy rate but also the drop in the unemployment rate.We exactly know the reasons and results of this process; however, what we do not know is the date of admission. If Turkey continues with the same speed of progress and by applying the EU criteria, there is no wonder that this date will be quite soon. PRACTICE I: MAKING AN OUTLINE WOMEN’S LIBERATION Since the middle of this century, women around the world have been seeking greater independence and recognition. No lon ger content with their traditional roles as housewives and mothers, women have joined together to create the so-called â€Å"women’s liberation movement. While the forces behind this international movement vary from culture to culture and from individual to individual, the basic causes sin the United States can be traced to three events: the development of effective birth-control methods, the invention of labor-saving for the home and the advent of World War II. The first cause of the liberation of women was the development of effective birth-control methods, freeing women from endless cycle of childbearing and rearing. As a result of having a choice as to when and if to bear children, women acquired the freedom and the time to pursue interests outside of the home.Because of the development of birth control, women could delay having children or avoid having them altogether, consequently, women had the opportunity to acquire an education and pursue a career. Another event was the development of mechanized labor-saving devices for the home, resulting in more leisure time and freedom for women. For example, fifty years ago, a housewife spent an average of twelve to fourteen hours per day doing housework. Dye to the invention of machines such as vacuum cleaners, washing machines and dishwashers, a housewife can now take care of her daily housework in about five hours.The final event that, at least in the United States, gave impetus to the liberation of women was World War II. During the war, most men were serving in the military. Consequently, women had to fill the vacancies in the labor force. Women by the thousands went to work in factories and then took over businesses for their absent husbands. This was a great change for the majority of American women, fort hey discovered that they could weld airplanes and manage businesses as well as change diapers and bake cookies.These three events planted the seeds of great change in society, and the effects of th is change are being felt at all levels: in the family, in business, and in government. One of the biggest effects of the greater independence of women is being felt in the home. The traditional husband-wife relationship is undergoing a radical transformation. Because so many women are working, men are learning to share the household. One of the biggest effects of the greater independence of women is being felt in the home. The traditional husband-wife relationship is undergoing a radical transformation.Because so many women are working, men are learning to share the household tasks of cooking, cleaning and even caring for children. In some families, there has been a complete reversal of the traditional roles: the husband stays at home, while the wife earns the family’s income. It should be pointed out, however, that this is the exception, not the rule. In most families in the United States, the husband still earns most of the Money, and the wife does most of the housework. Th e effects of women’s liberation are being felt not only in the home but also on the job.More and more women are working, and they are demanding equal salaries and equally responsible positions. It is not uncommon for a woman to be the president of a Corporation these days. Many businesses encourage women to advance to high management positions, and every year, the nations’ schools produce more women doctors, lawyers and accountants. Politics and governments are still other areas that are feeling the effects of the women’s movement. Although the United States doesn’t appear ready to accept a woman president, as some countries of the world have, women are being elected to public office in increasing numbers.The United States currently has several women governors, which is the highest Office in a state. A few years ago, this would have been unthinkable. In conclusion, women in the United States are acquiring greater independence, which is causing sweeping ch anges in society — at home, at work, and in politics. While men may not be happy with these changes, they should always remember that it was they, the men, who created the conditions leading to the liberation of women: men made war, male scientists developed birth control, and businessman earned a lot of Money selling vacuum cleaners and dishwashers.WOMEN’S LIBERATION OUTLINE This is the pattern| This is how the sample outline looks| * Introduction * Introduction of general topic * Thesis statement * Specific areas to be covered in this essay| * Introduction| Essay section I (Causes) * Cause I a) Subsection b) Subsection * Cause II a) Subsection b) Subsection| * Causes of women’s liberation * _______________________ _______________________ * _______________________ _______________________ * _______________________ _______________________|There is the transition paragraph to make a link between causes and effects blocks. __________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________| Essay section II (Effects) * Effect 1 a) Subsection b) Subsection * Effect 2 a) Subsection b) Subsection * Effect 3 a) Subsection b) Subsection| * Effects of women’s liberation * ________________________________________________________________________________________ * ________________________________________________________________________________________ * ________________________________________________________________________________________| * Conclusion * Summary of main points (and look to future)| * Conclusion * _____________________________________________________________________________________| Make an outline for the causes and effects of teenage smoking. I. Introduction Thesis:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. II. Cause 1: III. Cause 2: IV. Cause 3: V. Transition Paragraph VI. Effect 1: VII. Effect 2: VIII. Effect 3: IX. Conclusion Paragraph Now, write an essay that discusses causes and effects of teenage smoking. EFFECTS OF WATCHING TOO MUCH TVDiscoveries and invention of devices are always welcome till we, humans, find a way to abuse its benefit s and be adversely affected by it. This was the case when Wilhelm Roentgen discovered x-rays and within five years, the British Army was using a mobile x-ray unit to locate bullets and shrapnel in wounded soldiers in Sudan. TV was also invented with positive thoughts in mind-there would be no national borders, education and communication would be worldwide, etc. However, we are now trying to overcome its physiological and psychological adverse effects on human beings. One of the physiological effects of watching TV in excessive amounts is eye-strain.It is true that there are specifications for watching TV; TV should be 5 m. away from the eye, the room should be adequately lit, TV should be placed at the same height with our eyes, etc. However, these do not prevent our eyes from getting tired if we keep watching TV for a long time. Another effect is obesity, which is widely observed in people who like watching TV and eating snacks everyday (there is even a term â€Å"TV snacks† to refer to fast food that is suitable for eating in front of the TV). TV is such a powerful machine that people cannot get away from it. It is addictive. Apart from the physiological effects, TV also causes psychological effects. One is a result of being exposed to violence.After seeing so many violent scenes on TV, people start considering violent actions normal and they lose their sensitivity to their environment. Partly connected to this effect, the interpersonal communication among people decreases. Being insensitive to the suffering of other people causes people to become alienated. Also, after coming home from work, people seek to relax in front of the TV, and generally people prefer watching TV to talking to each other. This issue is very important since lack of interpersonal relationships mostly end with divorces. Shortly, inventions are meant to be beneficial for human beings, if we know how to benefit from them.TV is one of such inventions that need to be used for the r ight purpose only-being educated and entertained for a reasonable (according to age) period of time. We may, then, be safe from or at least reduce the adverse physiological and psychological effects of watching TV too much. A Different Example of Block Organization: CAUSES THE CAUSES OF POVERTY IN MEXICO Are you aware that 20 million people in Mexico live on less than two dollars a day? Sixty million people, half the Mexican population, live in poverty, and twenty million of them live in extreme poverty. Most of the time, garbage is their food, and some days, they don’t even eat anything. This critical situation in Mexico is caused by individual, geographic and political factors.The purpose of this essay is to analyze these three main causes of poverty in Mexico. The first and immediate cause of poverty in Mexico is the individual condition. This cause refers to circumstances and characteristics of poor people. For example, the amount of education, skill, intelligence, health , and prejudice all have an influence on poverty. The lack of education is one of the most significant factors that contribute to poverty. There is no access to jobs for non-educated people. The second cause of poverty has to do with geography. For example, statistics show that people who live in rural areas far away from the cities are poorer. This is caused by the lack of communication and transportation in remote rural areas.Because of this, governments can’t provide essential services such as water, affordable food, primary health care, and education. People who live there are totally isolated from the rest of the society. The third and most significant cause of poverty in Mexico is the political economy of the country. The International Monetary Fund and World Bank-prescribed structural adjustment policies have been applied in Mexico because the government doesn’t carry out enough policies to encourage successful development. They cannot, for these international i nstitutions lend money to Mexico on the condition that the nation open up its economy and cut social expenditures to repay the loans.The IMF and World Bank programs are supposed to reduce poverty, but actually they are increasing it. Unless the Mexican government works on the causes of the poverty which are the individual condition, the geographic factor, and the political economy of the country, the problem is going to get worse. Nobody likes to see poor children eating out of garbage cans. Mexico needs a new political economy designed by Mexican economists and politicians, people who are committed to Mexico and to the future of its society. CHAIN ORGANIZATION Another type of cause-and-effect analysis is the casual chain. Unlike the multiple cause-effect analyses, the causes and effects in a casual chain are always directly related; in fact, they are linked.In the casual chain, one effect can become a cause of another effect, which in turn becomes a cause of another effect, and so on. For example, let us say that a man had problems at work; as a result, he started to drink heavily. His heavy drinking eventually caused him to behave in an abusive way to his wife; his wife then alienated herself from him. His wife’s alienation caused him to feel even more alone and more of a failure; his depression caused him to decide for a divorce. The domino-like chain might be diagrammed as follows: problems at work cause drinking heavily effect cause abusive behavior toward wife ffect cause alienation of wife effect cause depression increase effect cause divorce effect The other major use of the casual chain is in science to analyze various kinds of cycles, biological or chemical chains, for example. Study the following essay, which analyzes a casual chain. See if the cause-effect relationships are clarified and explained. Below is an example of an essay written in chain organization. UPSETTING THE BALANCE OF NATURE The members of a living community exist together in a particular, balanced relationship, or ecosystem. One animal species eats another animal species which in turn eats another.Over years, a balance is worked out among the plants and animals in a community and it remains basically stable. It is like a huge puzzle with all of the pieces in their proper places. However, at times this balance in nature is disturbed, resulting in a number of possibly unforeseen effects. Perhaps a disease results in the near extinction of one species, leaving another species with no natural predator. The result can be a terrific increase in that one species’ population. This could further result in the devastation of a shared food supply, which could in turn affect another species. It is possible for the disruption in the balance of nature to have natural causes: disease, drought, fire.Sometimes, however, human beings intervene in a natural environment, perhaps only slightly and with good intentions. The result is the same. The balance of natur e becomes unbalanced and results in an entire chain reaction of unforeseen and unwanted effects. A good example of this occurred in the Antilles in the 1870’s. Sugar cane was a major crop there, but rats were eating and nesting in the cane, causing a great deal of damage. The mongoose, a one-and-a-half-foot-long mammal of the East Indies, was known to be an excellent rat hunter. Several males and females were imported in 1872, and laws were established that forbade the killing of them or their offspring. The mongoose flourished in the Antilles.After ten years it had multiplied abundantly and had significantly reduced the rat population. Consequently, damage to the cane fields was greatly reduced. It seemed that the scheme to add another piece to the ecological puzzle in the Antilles had been successful. However, that is not the end of the story. The influence of the mongoose did not stop there. As the rat population decreased and the mongoose population increased, the mongoos e needed to enlarge its menu. It attacked young pigs and goats, game, poultry, and began to destroy bananas, maize and pineapples. Because the mongoose could not be hunted, its numbers increased rapidly, and it became a terrible past. All of the indigenous animals suffered damage.The mongoose learned to enjoy the native birds, snakes, lizards, turtles and their eggs. Now, it was specifically these animals that kept the local insect population in check. There were in the ecosystem of the Antilles a number of beetles, borers, and other insects that lived on and in the sugar cane. Until that time, they had not caused significant damage to the cane, because they were the natural food of so many local animals that kept their numbers down. However, as the birds, snakes, lizards, and turtles disappeared, the insect population began to increase. With no natural predators to keep them in check, the insects began to do more and more damage to the cane fields.Finally, the people of the Antille s realized that the introduction of the mongoose had caused a finely and delicately balanced system to go awry. The law against killing the mongoose was rescinded, and the mongoose population was reduced. Gradually, the different members of the plant and animal community came back into balance with each other and equilibrium was reestablished. However, the human members of the community would not soon forget that a single change in an ecosystem can cause a chain reaction that results in completely unforeseen and sometimes unwanted effects. PRACTICE: MAKING AN OUTLINE The following short essay describes a simple CHAIN reaction. SADWhen winter arrives, some people get sad, even depressed. Doctors have recently started to study the causes of a medical disorder that they have appropriately named SAD, or seasonal affective disorder. People who suffer from SAD become very depressed during the winter months. Their depression appears to be the result of a decrease in the amount of sunlight they are exposed to. Doctors theorize that decreased sunlight affects the production of melatonin, a hormone manufactured in the brain, and serotonin, a chemical that helps transmit nerve impulses. Depression may result from ensuing (following immediately) imbalance of these two substances in the body.Also doctors believe that a decrease in the amount of sunlight the body receives may cause a disturbance in the body’s natural clock ( normal cycle of sleep and wakefulness) which could, in turn, result in symptoms such as lethargy (tiredness), oversleeping, weight gain, anxiety, and irritability—all signs of depression. Since absence of light seems to be the cause of this disorder, a daily dose of light appears to be the cure. Doctors advise patients to sit in front of a special light box that stimulates natural light for a few hours every day. In conclusion, the depressive effect of low sunlight levels may help explain the high number of depressed people in Scandinavian countries, and more importantly, it may suggest a remedy (cure). When the days grow short, turn on the lights. A) Read the essay above and answer these questions. 1. What causes the days to grow shorter? ________________________________________________________ 2. ————————————————- What is the effect of shorter days? ————————————————- 3. What does this cause? _________________________________________________________ 4. What other change results from a decrease in the amount of light? _________________________________________________________ 5. What is the final result? _________________________________________________________ B) Fill in the boxes to complete the flowchart, which illustrates the cause and effect chain described in the model essay â€Å"SAD† . WINTER| | Body produces less|Lethargy, oversleeping, weight, anxiety, irritability| CAUSE AND EFFECT ESSAY CHECKLIST Check the appropriate box. YES NO 1. Does your essay have general statements in the introduction paragraph? | | | 2. Does your essay have a thesis statement that indicates the cause & effect style and expresses the central idea of your essay in the introduction paragraph? | | | 3. Does your essay include both the causes and effects of the topic you wrote about? | | | 4. Have you analyzed the causes with sufficient supporting details using cause & effect structure words? | | | 5. Have you analyzed the effects with

Bone dissection Essay

The skeletal system is made up of cartilage and bone. Both bone and cartilage are connective tissues, that is, they are composed of cells in a matrix with intracellular fibers. Just imagine connective tissue as a gelatin salad with grapes and coconut. The grapes would represent cells, the gelatin the support material for matrix, and the pieces of coconut the intracellular fibers. By changing the amounts of each ingredient and adding extra substances, we can produce a material that is very hard like bone and can withstand weight or softer like cartilage which can be used as a cushioning material. In this exercise, we will examine a fresh raw chicken bone to study bone structure. Materials Note: To complete both experiments, you will need two raw chicken bones. Each experiment requires a separate bone. Fresh chicken leg bone Knife Procedure 1. Carefully remove the skin and muscles from the bone as you do this, note the way that muscles are attached.. 2. Split the bone lengthwise. 3. Examine the bone and locate the following structures: a. Tendon – Examine the attachment of the muscles to bone. In most cases, the long ropelike attachment is a tendon and is composed of dense regular connective tissue. b. Periosteum This thin membrane covers the outside of the bone. c. Articular cartilage Note this thin layer of cartilage covering the epiphysis. d. Marrow cavity This hollow cavity in the diaphysis of the bone is lines with a thin membrane called the endosteum. e. Spongy bone This type of bone is located in the ends or epiphyses of the bone and appears to be open with small spicules or bars. f. Compact bone Makes up the shaft or diaphysis of the bone. Questions 1. How does spongy bone differ from compact bone? What differences did you see in the appearance of the spongy bone and compact bone? What color was the spongy bone? 2. How does cartilage differ from bone? How did each one feel when pierced with the knife? 3. How did the periosteum and endosteum differ in thickness? 4. Was the bone marrow yellow, red, green or blue? 5. What type of cartilage makes up the articular cartilage? 6. How did the articular cartilage differ in appearance from the spongy bone? 7. What color was the tendon? What substance gives it strength? 8. How did the raw bone differ in appearance from the baked bone in the other experiment? Note: Chicken may be contaminated with Salmonella. Wear gloves when possible during handling and wash hands thoroughly at the conclusion of your work!! Note: There are questions that will tell me if you did the dissection as I asked. If you miss these questions, you will receive no credit for the dissection.

Effectiveness of EL interventions for facilitating children’s social and emotional development The WritePass Journal

Effectiveness of EL interventions for facilitating children’s social and emotional development 1.Introduction Effectiveness of EL interventions for facilitating children’s social and emotional development ; Palaiologou, 2016). Vygotsky (1986), on the other hand, did not view child development as an individual process which resulted from environmental interaction, but as the result of social interaction (Justice and Sofka, 2010). The researcher introduced the term zone of proximal development to signify actions that the child can learn from others and the zone of actual development to signify actions that the child can maste (Justice and Sofka, 2010)r. From this perspective, Vygotsky (1986) argued that the process of learning is characterized by a partnership between the child who learns and the adult who substantiates the learning needs of the child through social interaction (Justice and Sofka, 2010). Currently, in the most classroom environments, the cognitive model of Piaget (1929) is used, in which children pass through development stages that are mandatory. However these stages cannot be correlated with children who, under social cultural influence, have to acquire behaviours that their counterparties only acquire later in life. For example some children may learn reading and writing earlier than their counterparties.   In this regard, Biddulph (1995) makes a connection between failure in cognitive tasks at an early age and aggressive behaviour among children in primary schools arguing for the importance of EL. In Piaget’s model, emotional literacy is disregarded in favour of cognitive literacy, which leaves children exposed to negative emotions and subsequent problematic behaviour (Sherwood, 2008). At this point, it is important to explain the notion of EL. This is defined as a set of skills that encompass the ability to recognise, comprehend, manage and express appropriately emotions. EL is also referred to as emotional knowledge (Park and Tew, 2007). Other definitions of this concept describe it as the practice of thinking collectively and individually about the way in which emotions shape actions and use this understanding for attaining an enhanced thinking capacity (Park and Tew, 2007). One other possible definition of this term describes EL as a process of interaction by which a better understanding of personal and collective emotions is achieved. This understanding of emotion is then used to inform actions (Park and Tew, 2007). Social and emotional developments in children have been connected with EL as well as with academic achievement as many of the skills need for attaining academic success are similar with skills that come with EL (Brian, 2006). These include the use of language, cooperation with teachers and peers as well as being able to listen. At the same time, EL promotes a safe and caring environment for children in which positive relations are established which in return provide emotional security to children and help them reach their developmental potential   (Brian, 2006). 3.EL Interventions Several EL interventions that aim to achieve child social and emotional development have been implemented. These will be discussed in the following sections. From the literature, studies testing their efficiency have been extracted. According to the setting and approach used by these interventions, three types of EL interventions have been distinguished: EL interventions under the form of educational programmes, EL interventions that focused on parental involvement and School Based EL. The following sections will assess the efficiency of the EL categories interventions identified. 3.1.EL Delivered by Educational Programs A pilot study conducted by Gimà ©nez-Dasà ­, Fernndez-Snchez and Quintanilla (2015) demonstrated that children as young as 2 years old can benefit from EL interventions. The study contained a total number of 54 participants who were randomly assisted to control and experiment group. Baseline measurements were taken and the intervention was applied. In this case, the intervention to the experimental group consisted of a 30-min session per week for a period of six months. The EL training was delivered by a teacher who had been previously trained in this procedure.   Anova analysis of the two groups showed that the intervention group had higher scores in affective knowledge and social competence but both group maintained roughly the same level of emotional regulation capacity (Gimà ©nez-Dasà ­, Fernndez-Snchez and Quintanilla, 2015). The authors conclude that this intervention was efficient, at least in part, in improving EL in children as young as 2 years old. A similar population was studied by Camil et al. (2010) who conducted a meta-analysis study of 123 comparative interventions with EL and control groups for pre-school children. In the selected studies the EL intervention was delivered either by direct intervention in a pedagogical manner or via inquiries which set a stronger emphasis on student participation. The authors found that  Ã‚   EL interventions which focused on cognition tend to have a descending effect through time. Simply put, the effects did not last. Direct intervention EL showed some positive effects for cognition yet individualisation had a more significant impact. Burger (2010) also argues that EL intervention programs have some short-term and long-term effects even for children from disadvantaged backgrounds. Going back to the theories of Piaget and Vygotsky it can be argued that quality social interactions aids child development even under an improper economic environment, hence Vygotsky approach of information t ransfer seems more efficient for EL. Another study conducted by Humphrey et al. (2010) with children in the age group of 6 to 11 years old noted that EL has been attained and maintained by children seven weeks following the intervention. Similar to the methodology used by (Gimà ©nez-Dasà ­, Fernndez-Snchez and Quintanilla (2015), Humphrey et al. (2010) divided the 253 children participating in the study in control and intervention groups. The conclusions of this study have demonstrated improved EL skills in children when data was analysed from self-reporting questionnaires, but the same results were not present when self-reporting questionnaires from parents and students were assessed (Humphrey et al.,2010). This renders questionable the efficiency of the intervention, especially since the duration of the programme was only 7 weeks and data was collected under the influence of participant reporting bias by self-reporting questionnaires. Liew (2012) argues that self-regulatory interventions that aim at achieving social and emotional development need to be administered in conjunction with temperament-based frameworks. In other words, cognition and learning comes easier when there is a self-regulatory mechanism already in place. As this author argues, separating the two does not provide long lasting EL effects (Liew, 2012). One way to analyse this statement is to assume that EL interventions in schools may be more successful as they will encompass both cognitive as emotional development. The next section will analyse these aspects. 3.2.EL School Interventions One such study (Brown and Aber, 2011) analysed results upon delivering an intervention consisting of social-emotional learning with literacy development for childrens social, emotional, behavioural, and academic functioning. The intervention lasted for two years, with 1,184 children from 18 elementary schools taking part in this experiment. As with the previous two studies discussed (Gimà ©nez-Dasà ­, Fernndez-Snchez and Quintanilla 2015; Humphrey et al., 2010) baseline measurements were taken and children were randomly assigned to the intervention or control group. Two years after the intervention, children in the intervention group noted improvements in self-report of hostile attribution bias and aggressive interpersonal negotiation strategies. Lower levels of depression have also been recorded in this group. Teachers in the participating schools also reported less instances of aggressive behaviour, higher attention skills and higher social competent behaviour in these children ( Brown and Aber, 2011). Denham and Brown (2010) discuss the notion of Social–emotional learning (SEL) and its possibility to aid child social and emotional development through an integrated framework (Appendix 1) that encompasses school, parents and peers for aiding achieving development. At the same time, the authors link SEL with academic success and note that this model may be adjusted to a variety of variables which would suit the child’s development needs (i.e. student teacher interaction or child parent interaction) (Denham and Brown, 2010). Given that the framework accounts for a the main relationships that are defined by social interaction, by the skills needed to obtain positive interaction and by accounting for the environment and self-regulatory mechanisms, it can be argued that its application may be highly effective. Nevertheless, due to its complex nature, the framework may also be difficult to apply and may also require high levels of cooperation between children, parents and te achers for it to be implemented. Durlak et al. (2011) conducted a meta-analysis study researching the effects of SEL in various schools. A total number of 270,034 participants were accounted for from the 213 analysed studies. The participants were followed up from kindergarten through high school. By contrast with control groups, children that were involved in SEL programs showed significant improvements in attitudes, social skills as well as emotional skills. Additionally, academic performance and behaviour were also improved by 11 percentile-point gain in contrast to control groups. Upon analysing the results, Durlak et al. (2011) concluded that the most successful SEL programs focus on four distinct areas, combining them for attaining optimal results. These are strategies that include emotion, behaviour, cognition and communication. As the authors argue, EL programmes which do not include all these components may achieve only short term benefits and may also be less successful. Kramer et al. (2009) obtained similar results in a qualitative study design involving 67 student participants and 67 parents/caregivers. The implemented SEL strategy was delivered via a new curriculum named Start Strong. The programme was developed two years prior to this study, and included various EL strategies including behavioural and cognitive tasks (Merrell et al., 2007). Kramer et al. (2009) investigated not only the effects of this curriculum for SEL but also potential barriers to implementation of such programs in schools and the support provided by local educational authorities.   Based on the analysis of the collected information, the authors concluded that there were statistically noticeable improvements in child behaviour and emotional skills. These effects were maintained in the 6-week follow-up measurements. The authors also identified barriers to implementation, such as limited understanding of the programme, lack of interest and limited resources delivered by local authorities. 3.3.Parental Involvement Other researchers followed the lines of the theory developed by Vygotsky in regards to exploiting the notion of zone of proximal development. Thus, a series of studies investigated the effects of parental involvement for child EL. Sheridan et al. (2010) argue that parental engagement is connected with a series of adaptive skills in children who are in the pre-school age group. The authors conducted a randomised control trial with a longitudinal approach using parental involvement as an EL strategy. A total number 220 children participated in the research and data was collected for a period of four years. The authors noted that significant differences were observed between the control and the intervention group in self-control, aggression and anger and other behavioural problems. Furthermore, differences were also noted in initiative behaviour, attachment and anxiety and withdraw behaviours.   While the authors concluded that parental involvement plays a significant role in child de velopment of emotional and social skills and overall EL, Sheridan et al. (2010) also note that this area needs further exploration. In a similar study conducted in Australia, Havighurst et al. (2014) analysed the effectiveness of EL intervention that involved parents and teachers for children with severe behavioural issues. Professionals delivering the intervention had background training in EL while parents involved in the experimental group were trained via the Tuning in to Kids (TIK) method, developed by Havighurst et al. (2009). Positive results of using this tool for training parents in being more emotionally attentive with their children have also been reported by Wilson et al. (2012). The results obtained by Havighurst et al. (2014) in measuring the real world effects of the TIK intervention as an EL strategy showed that children of parents who attended TIK obtained significant behavioural improvements, including higher levels of behavioural control, social positive interaction, empathy and   better emotion understanding. 4.Conclusion Based on the studies analysed in regards to EL interventions, a series of conclusions can be drawn. Initially it is important to point out that almost none of the EL strategies follow the approach of Paige in regards to environmental implications for development and stages of learning.   However,   some notes to different age groups and the effects of the EL strategy were made. In this regard, Gimà ©nez-Dasà ­, Fernndez-Snchez and Quintanilla (2015) showed that children as young as two can obtain some benefits from EL, yet the small age may be a factor for which behavioural control was not achieved. Moreover, if looking at programme interventions and school-based interventions, it is notable that these studies focused on bringing in a professional or training a professional to teach children EL. This in return implies that Vygotsky theory of knowledge transfer from adults to children is the preferred approach for EL. This becomes particularly evident in EL strategies that aim f or parental involvement, where children of parents who are taught to be more emotionally aware of their child’s social and developmental needs, obtain positive results in EL. As it was noted, interventions that are delivered with focus on only one area (behaviour, emotion, cognition and communication) do not bring efficient or lasting effects, especially if they are delivered for a short period of time and if there is little interest or understanding of the intervention (Liew, 2012)Moreover, some frameworks are extensively complex and their complexity may act as a barrier for implementation. Effective EL strategies must begin early, preferably in the pre-school period especially considering that good EL plays a strong part in cognitive capacity. Furthermore, effective EL interventions must include all four areas of development and should be relatively easy to apply and understand. Also, effective EL strategies must be implemented over an extensive period of time and benefit f rom parental involvement.   References Biddulph, S. (1995). Manhood: An action plan for changing men’s lives (2nd ed.). Sydney: Finch Publishing. Burger, K. (2010). How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds. Early Childhood Research Quarterly, 25(2), 140–165. doi:10.1016/j.ecresq.2009.11.001 Camilli, G., Vargas, S., Ryan, S., Barnett, W. S. (2010). Meta-Analysis of the Effects of Early Education Interventions on Cognitive and Social Development. , 112(3), 579–620. Denham, S. A., Brown, C. (2010). â€Å"Plays nice with Others†: Social–Emotional learning and academic success. Early Education Development, 21(5), 652–680. doi:10.1080/10409289.2010.497450 Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A Meta-Analysis of school-based universal interventions. Child Development, 82(1), 405–432. doi:10.1111/j.1467-8624.2010.01564.x Gimà ©nez-Dasà ­, M., Fernndez-Snchez, M., Quintanilla, L. (2015). Improving social competence through emotion knowledge in 2-Year-Old children: A pilot study. Early Education and Development, 26(8), 1128–1144. doi:10.1080/10409289.2015.1016380 Havighurst, S. S., Duncombe, M., Frankling, E., Holland, K., Kehoe, C., Stargatt, R. (2014). An emotion-focused early intervention for children with emerging conduct problems. Journal of Abnormal Child Psychology, 43(4), 749–760. doi:10.1007/s10802-014-9944-z Havighurst, S. S., Wilson, K. R., Harley, A. E., Prior, M. R. (2009). Tuning in to kids: An emotion-focused parenting program-initial findings from a community trial. Journal of Community Psychology, 37(8), 1008–1023. doi:10.1002/jcop.20345 Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Lennie, C., Farrell, P. (2010). New beginnings: Evaluation of a short social–emotional intervention for primary†aged children. Educational Psychology, 30(5), 513–532. doi:10.1080/01443410.2010.483039 Jones, S. M., Brown, J. L., Lawrence Aber, J. (2011). Two-Year impacts of a universal school-based social-emotional and literacy intervention: An experiment in Translational developmental research. Child Development, 82(2), 533–554. doi:10.1111/j.1467-8624.2010.01560.x Justice, L. M., Sofka, A. E. (2010). Engaging children with print: Building early literacy skills through quality read-alouds. New York: Guilford Publications. Kramer, T. J., Caldarella, P., Christensen, L., Shatzer, R. H. (2009). Social and emotional learning in the kindergarten classroom: Evaluation of the strong start curriculum. Early Childhood Education Journal, 37(4), 303–309. doi:10.1007/s10643-009-0354-8 Liew, J. (2012). Effortful control, executive functions, and education: Bringing self-regulatory and social-emotional Competencies to the table. Child Development Perspectives, 6(2), 105–111. doi:10.1111/j.1750-8606.2011.00196.x Matthews, B. (2005). Engaging education: Developing emotional literacy, equity and co-education. Maidenhead, England: Open University Press. Merrell, K. W., Parisi, D. M., Whitcomb, S. A. (2007). Strong StartGrades K-2: A Social and Emotional Learning Curriculum. Journal of Developmental Behavioral Pediatrics, 29(5), 438. doi:10.1097/dbp.0b013e31818af9be Palaiologou, I. (2016). Child observation: A guide for students of early childhood. London, United Kingdom: SAGE Publications. Park, J., Tew, M. (2009). Emotional Literacy Pocketbook. Hampshire: Teacher’s Pocketbooks. Piaget, J. J. (1929). The Child’s Conception of the World. New York: Harcourt Brace. Saracho, O. N. (2012). An integrated play-based curriculum for young children. New York: Taylor Francis. Sheridan, S. M., Knoche, L. L., Edwards, C. P., Bovaird, J. A., Kupzyk, K. A. (2010). Parent engagement and school readiness: Effects of the getting ready intervention on preschool children’s Social–Emotional Competencies. Early Education Development, 21(1), 125–156. doi:10.1080/10409280902783517 Sherwood, P. (2008). Emotional literacy: The heart of classroom management. Australia: Australian Council Educational Research (ACER). Vygotsky, L. (1986). Thought and Language. Cambridge: MIT. Wilson, K. R., Havighurst, S. S., Harley, A. E. (2012). Tuning in to kids: An effectiveness trial of a parenting program targeting emotion socialization of preschoolers. Journal of Family Psychology, 26(1), 56–65. doi:10.1037/a0026480 Appendix Denham and Brown (2010) SEL Model. p. 655.

History of Western Art Essay Example | Topics and Well Written Essays - 1000 words

History of Western Art - Essay Example This piece was made in 1656, and exhibits some similarities to â€Å"The Arnolfini Marriage.† Velasquez uses refined technicalities, and combines them with profound representations, in order to create a court picture. The first similarity that can be made of these two works of art is in their content. They have human subjects as the main characters, but also incorporate dogs in them. The intended audience for both works is supposedly human. In Las Meninas, the mirror in the background reveals two people. They seem to be approaching Margarita (La Infanta), and her maids of honour. In Arnolfini Wedding, the portrait is a visual record of an event that takes place inside the confines of a palace. The audience in this case, is also reflected in the convex mirror placed on the wall behind Arnolfini and his bride. The three people reflected in the mirror are thought to be the audience to the event. In this portrait, there is a dog that is at the feet of the bride. The styles of the two portraits are also closely related. The body expressions used by the subjects are illustrative of the message being passed. In Las Meninas, the maid attending to Margarita is leaning towards her, indicating servitude. The other maid of honour behind Margarita is in a curtsy stance, to welcome the approaching party. The persons approaching this group as seen from the reflection in the mirror seem to be Margarita’s parents. In the Arnolfini Wedding, the bride has her hand in the palm of the groom. This is taken to be a symbol of her giving herself to him. The lighting in the portraits is from natural sources. In Las Meninas, light comes in through the door that appears to be close to an opening letting in sunlight. There also seems to be a light source towards the direction that margarita has turned her head. In Arnolfini Wedding, natural light come in through the open window. There are minimal facial expressions in both portraits. Natural colours are used in the portraits with various shades black and white featuring most in Las Meninas. In Arnolfini Wedding, blue, green and a deep shade of red break this monotony. The main context in both portraits appears to be family. In Las Meninas, there is Margarita who is being served by her maids of honour. From the mirror, her parents are seen seemingly approaching the group. This is why Margaritas head is tilted towards the direction that other subjects in the portrait are looking. The royal family in this case is present in the room. The setting represents how a child of the royal family is attended to. In Arnolfini Wedding, the first step to setting up a family is taking place. This wedding is performed in the privacy of a chamber, and is witnessed by very few people. Having become married, the couple can start their family, as the bride seems to be pregnant. The elegantly dressed persons in the portrait are symbolic of the royal families in the renaissance period. Part Two Humanism in art refers to a cul tural movement that was characteristic of 14th to 16th century art. The focus of works in this period was on humans. This is what set it apart from the earlier centuries that were dominated by Christianity. Humanism offered a different perspective to life. Humanism was a movement that praised humans for their achievements rather than owing it all to divine grace (Gardner, Kleiner and Mamiya). The subjects of painting in this period shifted from religious symbols, to humans and

Media, Culture and Identity Essay Example | Topics and Well Written Essays - 1000 words

Media, Culture and Identity - Essay Example The media therefore plays an important role in the formation of a cultural identity because of the vital role that it (the media) plays in the communication process. It is seen that communication is an important part in the formation of a cultural identity as it is the means through which people interact and through the interaction, the culture is transmitted. The media is therefore seen to play a vital role in the formation and in the transmission of cultural identity for different people. The media is important in that it facilitates the process of communication between the different people in a community. By facilitating the process of communication, the media makes a major contribution in the creation and in the spread of culture. The media also has an important role in the evolution of the different cultural practices. The media can be said to extend the human capability to create, spread, and store messages. By extension, the media also enhances the human capability to engage i n activities that are relevant to the different aspects of culture. When the process of communication is facilitated, the cultural practices can be spread. What is seen in the media is also a reflection of the cultural activities that are being engaged in by the people in the society (Gentz and Kramer 2). The increase in the consumption of media has been instrumental in the formation of identity. The introduction of new media and new media technologies has been linked to the formation of new patterns of identification. The cultural orientation of a given group of people and the way that people identify themselves change when they begin to consume the different kinds of new media and new technologies that are available to them. An example of the new media and media technology that has influenced the way people identify themselves and their cultural identity is the increased uptake of satellite television and the increased use of the internet. This is because of the interconnectedness and the high level of interaction that is offered by the new media. Media plays an important role in the formation of culture and identity in that it has increased the level of mobility that the community has access to. The mobility that the media offers is from the increased access to symbolic world that is enabled by the media. The media technology also brings change in cultural identity in that it increases the level of self sufficiency among the members of the given community. The interdependence that is offered by the media has led to a situation in which the global events and happenings have a major impact on the local culture. The local cultures of those who consume the media assimilate the culture of those that they watch and read about from the different media sources. The media is a major source of information as well as a source of cultural information. When it comes to transmitting cultural information the different actors and events in the media are typified into the d ifferent codes. They (actors and events) are also made to generic forms that are in line with the culture of a given society. The media through the different actors and events recreates the codes through which the events and actors are interpreted. The physical and social institutions as well as the cultural spaces have been reconstructed by the media, through the introduction of unlimited access to events and actors that are not physically