Thursday, November 28, 2019

Franklin Roosevelt and Veto Power

Introduction The United States of America has enjoyed independence since 1796, the year that she was freed by the British colonial government. Since then, the country has continued to grow in all sectors of economy to become the world’s only super power.Advertising We will write a custom research paper sample on Franklin Roosevelt and Veto Power specifically for you for only $16.05 $11/page Learn More On the same note, it has had many presidents, some of which are remembered for their good legacy; while others are remembered for their bad leadership especially in matters pertaining to economy. One of the famous and remembered presidents is Franklin Delano Roosevelt. He was the United States of America president prior and during the outbreak of the World War II. Why did President Franklin Roosevelt veto more bills than any other president of the United States of America? Franklin Delano Roosevelt was the thirty second president of the United States of America. He became the United States President in 1933, having succeeded Herbert Hoover. Prior to becoming the President, Franklin Delano Roosevelt had served as the 44th governor of New York from January 1929 to December, 31st 1932. According to Pfiffner (21), in order for a bill to pass through, it has to receive a simple majority of votes in both the House of Representatives and in the Senate. He has claimed that in the House of Representatives, at least two hundred and eighteen of the four hundred and thirty five members must vote in favor of such a bill. On the other hand, the Senate has to have at least fifty one members out of the hundred supporting the bill. In the United States, and as per the constitution, every bill passed by the House of Representatives is given to the president for assent. The president is supposed to approve the bill and sign it before it is made law. If the president does not approve the bill, he should return it to the house, stating his objectio ns, for more debate. The presidential assent must be done within 10 days without counting Sundays. In case he does not approve and sign the bill by this period, the same bill will become a law. It will fail to become a law if the congress, by their adjournment provides otherwise. One of the main reasons why President Franklin Delano Roosevelt vetoed many bills during his tenure compared to other presidents is because during his time, the United States of America went through some of the most challenging events in history, that is the Economic Recession of 1929. This therefore called for bills addressing the plight of the people and the country so that adequate measures can to be put in place to protect the whole country. He vetoed a total of six hundred and thirty five bills.Advertising Looking for research paper on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More By the time Franklin became the United States president, Pfiffner (2 1) has argued that the country was still recovering from the 1929 Great Depression that continued to persist until the United States went to war after the attack at the Pearl Harbor. He notes that the attack on Pearl Harbor made the United States of America participate in the World War II. Therefore, in an attempt to rebuild the United States ailing economy, President Roosevelt initiated a New Deal Concept. This was meant to try and provide relief for all the members of the public and especially the employed ones from loosing such employment opportunities. He noted that, this deal was very complex because it involved other aspects of economy that were all intertwined. In addition, Conley (20) argues that Roosevelt had established well informed advisors who would help him on when to veto a certain bill. He gave an instance in 1944 when Roosevelt vetoed the tax measures in the Senate. He has observed that Roosevelt vetoed the bill and termed it as a bill not meant to help the poor peo ple but one meant to help the greedy in the society. He has further stated that Roosevelt wanted to preserve the integrity of the United States of America. He notes that by vetoing some of the bills, Roosevelt wanted them to be taken back to the Senate so that they could be deliberated upon in details so that such bills did not provide obstacles in future. On the other hand, Henderson (20) has stated that Roosevelt did not want the United States of America citizens deprived of the benefits of areas that had been regarded as historic and recreational. This point has been illustrated by the president refusal to assent to a bill seeking to abolish the Jackson Hole National Monument in 1943. In his remarks, he noted that his predecessors had not abolished the national monument and therefore he would not be exceptional. Another reason why Franklin Delano Roosevelt vetoed most of the bills was to make sure that the Congress was run by his fellow democrats. This is according to Karlyn (28) , who has observed that Franklin Roosevelt had initiated a plan that would help the subsequent Congresses be controlled by the democrats. To make sure his intentions worked as planned, he says that Franklin Roosevelt vetoed most of the bills brought by the Republican members of the Congress for him to assent to. According to Pfiffner (20), Franklin Delano Roosevelt has been the longest serving the United States of America president in history. He says that some of his predecessors and successors have been serving utmost a period of two terms. However, Franklin Roosevelt served for four terms, that is from 1935 to 1945, when he died while he had just begun his fourth term. As a result, Pfiffner (20) says that this is enough time for him to have vetoed such a huge number of bills.Advertising We will write a custom research paper sample on Franklin Roosevelt and Veto Power specifically for you for only $16.05 $11/page Learn More In addition, Deen (22) has observed that during his tenure, the number of Democrats in the Congress and in the Senate was not enough to counter that of the Republicans. Therefore, whenever a bill was presented to the senate or Congress it sailed through quickly through the simple majority vote. This left Democrats without any significant influence in both houses. As a result, Franklin Roosevelt had to use his power to veto most of these bills to tame the influence of the Republicans on the Democrats. Moreover, he has claimed that Franklin Roosevelt vetoed some of the bills because they failed to reflect the wishes of many people in the society. He has argued that Roosevelt’s failures to assent to some of the bills were informed by the public opinion on certain bills. He claims that Roosevelt had been elected as a very popular president and would therefore do all within his powers to make sure that the people are served according to their expectations. He says that during his entire period, Roosevelt re mained and died as a popular president. In 1944, Karlyn (28) noted that President Franklin Roosevelt declined to assent to the Revenue Bill because it was in a way contradicting itself. He says that in his remarks after declining to assent to it, he said that the bill had purported to increase the national revenue by over two billion dollars. However, Roosevelt said that the bill itself would provide less than one billion dollars to the economy. As a result of that, Roosevelt said that he was compelled in deciding that the bill itself was ineffective in realizing its objective. The other reason why Franklin Delano Roosevelt vetoed some of the bills presented to him for assent was because he wanted to keep the United States of America away from the European affairs. Prior to the attack of the Pearl Harbor by the Japanese navy, many people had requested the President to allow the military to help Europe end the war to no avail. However, soon after the attack, Franklin Roosevelt declar ed war on Japan and her allies. The United States therefore joined Britain and her allies in the war. The failure by Roosevelt to assent to bills presented to him was as a result of huge division by the members of the Congress and the Senate. This is according to Miller Center (2), which says that Roosevelt wanted to remain neutral so that he could not be seen as inclining on one side of the debate. It says that the president would return such bills to the Senate and the Congress so that they could be debated further and an amicable agreement is found. This would go along way in making sure that there is peace and tranquility after he has assented to such bills. Although, some of the bills he vetoed were later assented to, many people have regarded him as one of the best United States of America chief executives.Advertising Looking for research paper on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Roosevelt goes down in history as the longest serving president in the US, after being elected for a fourth term. This means he came across the number of bills than any other president. Was he to serve for the two terms that most presidents were subjected to, president Grover Cleveland would have passed him for he vetoed the most number of bills than any other president for the full two terms. Roosevelt is therefore favored by the length of time he served in the office. Coupled with this is also the rate of happening of events at that particular time. This long tenure in the office was characterized by turbulent events of the depression and the World War, meaning a big deal of bills had to be proposed by congress than during normal times. Conclusion Franklin Delano Roosevelt has remained the longest serving presidents of the United States to date. Although, he has remained as the President who vetoed most of the bills, his contribution to shaping the modern day United States of Amer icas’ society has lived on. Therefore, the subsequent governments should have made sure that his legacy continues to live on by carrying on with all the projects he had initiated. This would be a positive initiative because it will ensure that those born after his death continue to learn about his achievements. In terms of vetoing bills, the subsequent presidents should make sure that the bills are well scrutinized to avoid negative consequences in future arising from such bills. Works Cited Conley, Richard. â€Å"Toward a New Typology of Vetoes and Overrides.† Political Research  Quarterly 54 (2001): pp. 31. Deen, Rebecca. Veto Threats as a Policy Tool: When to Threaten? Presidential  Studies Quarterly 32 (2002): 30-45. Henderson, Phillip. The presidency then and now. Maryland: Rowman Littlefield Publishers, 2000. Karlyn, Kohrs. Presidents creating the presidency: deeds done in words. Chicago: University of Chicago Press, 2008. Miller Center. â€Å"American Pre sident: A Reference Resource. Key Events in the Presidency of Franklin Delano Roosevelt.† Boston Cengage Learning. n. d. Web. Pfiffner, James. The Modern Presidency. Boston: Cengage Learning, 2011. This research paper on Franklin Roosevelt and Veto Power was written and submitted by user Kasey D. 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.

Sunday, November 24, 2019

Free Essays on The Life Of Michelangelo

Michelangelo was pessimistic in his poetry and an optimist in his artwork. Michelangelo’s artwork consisted of paintings and sculptures that showed humanity in it’s natural state. Michelangelo’s poetry was pessimistic in his response to Strazzi even though he was complementing him. Michelangelo’s sculpture brought out his optimism. Michelangelo was optimistic in completing The Tomb of Pope Julius II and persevered through it’s many revisions trying to complete his vision. Sculpture was Michelangelo’s main goal and the love of his life. Since his art portrayed both optimism and pessimism, Michelangelo was in touch with his positive and negative sides, showing that he had a great and stable personality. Michelangelo’s artwork consisted of paintings and sculptures that showed humanity in it’s natural state. Michelangelo Buonarroti was called to Rome in 1505 by Pope Julius II to create for him a monumental tomb. We have no clear sense of what the tomb was to look like, since over the years it went through at least five conceptual revisions. The tomb was to have three levels; the bottom level was to have sculpted figures representing Victory and bond slaves. The second level was to have statues of Moses and Saint Paul as well as symbolic figures of the active and contemplative life-representative of the human striving for, and reception of, knowledge. The third level, it is assumed, was to have an effigy of the deceased pope. The tomb of Pope Julius II was never finished. What was finished of the tomb represents a twenty-year span of frustrating delays and revised schemes. Michelangelo had hardly begun work on the pope’s tomb when Julius commanded him to fresco the ceiling of the Sistine Chapel to complete the work done in the previous century under Sixtus IV. The overall organization consists of four large triangles at the corner; a series of eight triangular spaces on the outer border; an intermediate series of figures;... Free Essays on The Life Of Michelangelo Free Essays on The Life Of Michelangelo Michelangelo was pessimistic in his poetry and an optimist in his artwork. Michelangelo’s artwork consisted of paintings and sculptures that showed humanity in it’s natural state. Michelangelo’s poetry was pessimistic in his response to Strazzi even though he was complementing him. Michelangelo’s sculpture brought out his optimism. Michelangelo was optimistic in completing The Tomb of Pope Julius II and persevered through it’s many revisions trying to complete his vision. Sculpture was Michelangelo’s main goal and the love of his life. Since his art portrayed both optimism and pessimism, Michelangelo was in touch with his positive and negative sides, showing that he had a great and stable personality. Michelangelo’s artwork consisted of paintings and sculptures that showed humanity in it’s natural state. Michelangelo Buonarroti was called to Rome in 1505 by Pope Julius II to create for him a monumental tomb. We have no clear sense of what the tomb was to look like, since over the years it went through at least five conceptual revisions. The tomb was to have three levels; the bottom level was to have sculpted figures representing Victory and bond slaves. The second level was to have statues of Moses and Saint Paul as well as symbolic figures of the active and contemplative life-representative of the human striving for, and reception of, knowledge. The third level, it is assumed, was to have an effigy of the deceased pope. The tomb of Pope Julius II was never finished. What was finished of the tomb represents a twenty-year span of frustrating delays and revised schemes. Michelangelo had hardly begun work on the pope’s tomb when Julius commanded him to fresco the ceiling of the Sistine Chapel to complete the work done in the previous century under Sixtus IV. The overall organization consists of four large triangles at the corner; a series of eight triangular spaces on the outer border; an intermediate series of figures;...

Thursday, November 21, 2019

Entrepreneurship Essay Example | Topics and Well Written Essays - 2250 words - 1

Entrepreneurship - Essay Example These theorists argue that social networks provide privileged access to entrepreneurs to their required resources which helps them progress in the business. On the other hand, there are factors other than knowing others which contribute to successful entrepreneurship. The paper develops a critical view towards the notion of social networking and contact-building and its relationship with entrepreneurship. The significance of social relations in entrepreneurship has since long been recognized with the same being used by entrepreneurs to obtain resources and advice on starting their business. This is because the need for contacts is evident at various phases of the new business. Relationships between entrepreneurs and those who possess resources required for the startup are quintessential to the success of a new business. Although the entrepreneur possesses the competence and knowledge as well as a novel idea to run the business, complementary resources may be required. Contacts provid e the resources, knowledge and/or market accessibility required for making the business idea work. Knowing individuals and organizations that operate amongst themselves broadens the resource base available to entrepreneurs for successfully running the business. Contacts that enable success of the new firm comprise the social capital and are essential components of entrepreneurial networks. The social capital, therefore, refers to the individuals who help entrepreneurs in getting things done. These contacts include, but are not limited to, individuals in the professional networks as well as friends and peers from past jobs. They form the basis of the wider entrepreneurial networks that comprise of not just individuals but clusters of companies and organizations. By increasing the size of their networks and number of contacts, entrepreneurs can get access to greater information and resources from those who are knowledgeable. Furthermore, the way in which entrepreneurs â€Å"positionà ¢â‚¬  themselves in the network determines the extent to which they are able to take advantage of their contacts. The aim of such positioning is to shorten the path to the contacts in order to get tasks done. Finally, members of the social network often tend to organize themselves by interacting amongst themselves which leads to the development of ‘multiplex’ ties that benefit the entrepreneur even more. Furthermore, family members too can play an important role in entrepreneurial success. In fact, they play a critical role in so far as entrepreneurship is examined in the context of family business (Rosenblatt et al., 1985). Therefore, knowing family members who have been involved in entrepreneurial business in the past is definitely an ingredient for success for family-run entrepreneurial businesses. Entrepreneurs can benefit from the unique business-specific knowledge that is possessed by their family members including parents. Most importantly, for maintaining confi dentiality of the business idea, most entrepreneurs may find it easier to obtain advice and guidance from their kin rather than non-kin contacts. On the other hand, having strong family ties may inhibit entrepreneurs from accessing a much larger pool of resources and information from non-kin contacts (Birley, 1985) (Renzulli et al., 2000). It is rare to have knowledgeable individuals from all disciplines of business (such as operations, marketing, HR) in one’s family (Renzulli et al., 2000). Hence, entrepreneurs will, at various times acquire the support of their acquaintances for this purpose. However, this social network is not developed instantaneously and may

Wednesday, November 20, 2019

Summary of the book Essay Example | Topics and Well Written Essays - 500 words

Summary of the book - Essay Example Wes Moore the author is a very successful man who managed to escape his poor background and childhood problems to become a well-respected person and even an author. He was born in a poor Baltimore neighborhood and got in trouble several times with law enforcement and then he was sent to a military academy where he turned his life around and he eventually went on to Oxford to become a successful person. While he was there he read an article in a newspaper about a man called Wes Moore who waas from the same neighborhood as him. This other Wes Moore referred to by the title was not as lucky as the author. His life has ended badly, and he is serving a life prison term for murder. He could have had similar chances in his life to become a good person but because of his circumstance he instead became a drug dealer and was engaged in crime early on. He did not have enough support from the community to turn his life around, and eventually shoots a police officer and is found guilty of the murder, ending up in prison. The way these two stories are told is in different sections through the book, which sort of suggests that each of the stories could have just as well happened to the other Wes Moore instead of the one it did happen to. The author thinks that there is not much of a difference between their lives, really, and even though both of them had slightly different circumstances in life he thinks that they are both basically different sides of what will happen to most African-American young men who grow up in an urban environment where the community is poor and dangerous. Ultimately the book is about what Tavis Smiley talks about in the end of it, that what makes people successful is the help they receive from other people even if it is just small kindnesses and attention. This is shown throughout he book by the differences in Wes Moore the authors fortunate circumstances and Wes Moore the

Sunday, November 17, 2019

Personal Ethics Development Essay Example | Topics and Well Written Essays - 1250 words

Personal Ethics Development - Essay Example Just like education, values are developed continuously. Personal values are more or less the same as DNA, which are unique to everybody. They are those that define and identify a person. Personally, I believe that people are responsible for their own actions. They are the ones to carry their own crosses in case of anything. I strongly believe in the togetherness of families i.e. family unity. I believe in sympathy, I believe in freedom of choice. I believe in integrity. I believe we can be what we want; I believe the father is the hero of every home. I believe in God. I believe in myself. All these ethical systems define who I am and identify me differently from other. Having being born and raised from the Southern background, the idea of family, honest, work ethics and education were instilled to me in my tender age. During that time, we could organize for family meetings and parties where we could meet and share the fun together. These celebrations brought different members of our extended family irrespective of their backgrounds, gender and social status. As I grew up, I learned to live with all family members irrespective of any situation. This has enhanced family unity and togetherness. To my opinion, family unity is watching a member of the family grow morally upright and guiding others with the right values. To me, effective family unity comes from honest and open communication lines. Family has been my favorite source of my values. When I was a child, I remember our family standing with us for guidance in all situations to ensure all was good to us. For sure, I may not have liked everything that was said but I learnt to appreciate them. When I was a teenager, I had developed a valuable belief that family is the best institution to nurture a child for healthy and wealthy living. I remember my parents emphasizing the virtue of honesty, and I ended up knowing that ‘honesty is the best policy.’ For one to determine and appreciate the

Friday, November 15, 2019

Teaching English In Kindergarten Education Essay

Teaching English In Kindergarten Education Essay If piety is to take root in any man ´s heart, it must be engrafted while he is still young ; if we wish any to be virtuous we must train him in early youth ; if we wish him to make great progress in the persuit of wisdom , we must direct his faculties towards it in infancy, when desire burns , when taught is swift and when memory is tenacious. The process of education is one of the most important and complex of all human endeavors. A popular notion is that education is carried out by one person, a teacher, standing in front of the class and transmitting information to a group of learners who are willing to absorb it. This view simplifies what is a highly complex process involving an intricate interplay between the learning process itself, the teacher`s intentions and actions, the individual personalities of the learners, their background, etc. This research paper aims to provide a coherent psychological framework that will help language teachers to make connections between the process of learning and the making of decision in the classroom of kindergarten. In order to do so, it is necessary to adopt a particular approach to psychology which will be helpful at the moment of teaching English to children. The infantile education across the years has been extending this field of action to children. For the 4 and 5-year-old children, kindergarten has turned into an ideal area where to share the game and the learning with other children. The progresses reached in the skills and skills motorboats focus their behavior. English learning in kindergarten has become a phenomenon to education. The most standing points are the capacities to learn a new language rapidly. Children utilize different types of mental resources to incorporate words and meanings. They do interpretations of the listened and observed around them and this relation is notable with the new language. As a consequence, children increase their attention and their autonomy increase as well. Another essential aspect at this level is listening skill considered as essential to encourage the retention of information and actions which they consider to be children`s own childhood. Teaching English to children who have not yet reached a first grade age presents challenges which may not be so noticeable at first. It is the young children who exhibit voracity and aptitude for assimilating English which definitely diminishes with age. In light of this, there are several facets to bear in mind which will make teaching this special age bracket all the more rewarding. Very young children may often not grasp that teacher does not understand what they are saying, and may be very puzzled that neither can they make this strange adult comprehend their chatter, nor make head or tail of what is being directed at them. , but their willingness to please and expressive body language easily makes up for any frustrations. Incorporating several key themes into every lesson plan will maximize learning and enjoyment potential for all. Meeting the language development needs of such culturally and linguistically diverse students is challenging for teachers. A supportive, student-centered environment will assist the language development of all students. Such an environment, which values and accepts students languages, cultures and experiences as the foundation for instruction, will support and nurture each students language acquisition and development. Teachers who are aware of students sociolinguistic backgrounds can assess individual linguistic competence and assist students in developing English abilities in familiar and non-threatening contexts. Students are more likely to experiment with language and take risks during independent and collaborative language activities if they perceive their languages, cultures and experiences as significant, and if they recognize that their peers and teachers share this perception. It is important to say that teachers have not been trained to teach English in kindergarten. However, Kindergarten and elementary school teachers play a vital role in the development of children. What children learn and experience during their early years can shape their views of themselves and the world and can affect their later success or failure in school, work, and their personal lives. Kindergarten and elementary school teachers introduce children to mathematics, language, science, and social studies. They use games, music, artwork, films, books, computers, and other tools to teach basic skills. Teachers play an important role in fostering the intellectual and social development of children during their formative years. The education that students acquire is key to determining the future of those students. Whether in elementary or high schools or in private or public schools, teachers provide the tools and the environment for their students to develop into responsible adults. STATEMENT OF THE PROBLEM The importance of teaching English in kindergarten as well as the importance of teachers ´ role The focal point of this research is to appreciate the significance of teaching English in Kindergarten due to the fact that teachers have not been trained to deal in this level nor the use of methodologies in the process of learning. Also, it aims to take consideration the teachers ´ work. OBJECTIVES The goal of this study is: To understand how children acquire a second language To appreciate English teachers  ´role To describe the methodologies to teach in kindergarten. To appreciate the importance of teaching English to children for future levels. SIGNIFICANCE OF THIS STUDY This research is about how a new language is learned in kindergarten. I believe that this information about findings and theoretical views in second language acquisition can make a better judge and proponents of various language teaching methods. Such information can help to evaluate moment to moment of reflections about our children in kindergarten and teachers teaching a second language in this level. Also this work focuses in knowing the characteristics of the 4 and 5-year-old children of age during the process of learning. How incredibly is seeing children to manage to be orientated and to be located without having problems with what it concerns the language. HYPOTHESIS Teaching English in kindergarten is possible to fail because of: Lack of teaching training in kindergarten Lack of methods and resources to teach in kindergarten Chapter II BACKGROUND Teaching English in kindergarten must be as motivating as possible. Teachers should work with children taking into account their autonomy, curiosity, their capacity, and their willingness to do, say, listen, everything at the same time. The classes must take place in an environment full of motivation for children to acquire confidence in themselves. It is through play that much of childrens early learning is achieved. The physical, socio-emotional and intellectual development of children is dependent upon activity. Therefore, opportunity for play is a key aspect of the Kindergarten program. The program builds on, rather than detracts from, this natural approach to learning. Through touching, manipulating, exploring and testing, children find out about the world around them. Through interacting with other children and adults, they find out about themselves and their relationship to others. Through play, children imitate adults and experiment with what it means to be a caregiver, a fisher, a firefighter, a doctor and so on. Through play, they learn how to solve problems and work cooperatively with others. The features of the room of roleplaying are: a receptive and supportive environment for learning materials and equipment designed to provide for multi-level and multi-content experiences instruction based on the individual needs of each child an integration of ways of learning with understandings to be developed a total learning environment which provides for alternate ways of learning: play, games, sensory education, concrete manipulation and physical participation emphasis on language development. For the purpose of this study it is necessary to mention important authors as guides Age of acquisition We now turn to a learner characteristic of a different type: age. This is a characteristic which is easier to define and measure than personality, aptitude or motivation. Nevertheless, the relationship between a learner ´s age and his or her potential for success in second language acquisition is the subject of much lively debate. Chomsky makes a distinction between acquisition and learning explaining that It has been widely observe that children from immigrate families eventually speak the language of their new community with native-like fluency. Their parents rarely achieve such high levels of mastery of the new language. Adult second language learners may become very capable of communicating successfully in the language, but there will always be differences of accent, word choice or grammatical features which set them apart from native speakers who began learning the language while they were very young. One explanation is that as in first language acquisition there is a critical period for second language acquisition, the CRITICAL PERIOD HYPOTHESIS suggests that there is a time in human development when the brain is predisposed for success in language learning. Language learning which occur after the end of the critical period may not be based on the innate structures believed to contribute to first language acquisition in early childhood. Rather, older learners depend on more general learning abilities. According to Chomsky, learning take place in a formal environment where the learner depends on the teachers and learns form him/her. Another important author is Piaget who claimed that individuals are actively involved right from birth in constructing personal meaning, their own personal understanding, from their experiences. In other words, everyone makes their own sense of the world and the experiences around them. Piaget himself was mainly interested in the way in which people came to know things as they developed from infancy to adulthood. Thus, his theory is one which is action based, more concerned with the process of learning. Piaget ´s theory is based in learners passing through a series of stages: Sensori-motor stage : for the young infant, the most important way of exploring the environment is considered by Piaget to be through the basic senses. Intuitive or pre-operational stage: between the ages of 2 and 7. This is when the child ´s thoughts become more flexible and when memory and imagination begin to play a part. Concrete operational stage: between the age of 7 and the formal operational stage. Piaget ´s staged do have a message for the language teacher. When teaching young learners, we should not expect them to have reached the stage of abstract reasoning nd therefore should not expect them to apply this to sorting out the rules of the language. It is more important to provide experiences in the target language which are related o aspects of the child ´s own world. An original thinker in his own right, Bruner extended aspects of Piagetian theory to suggesting that three different modes of thinking needed to be taken into account by educators. These he termed the enactive, the iconic and symbolic modes of thought. These three categories are considered by Bruner to represent the essential ways in which children make sense of their experiences: through their actions, by means of visual imagery and by using language. The enactive level: learning takes place by means of direct manipulation of objects and materials. The iconic level: objects are represented by visual images one step removed from the real thing. The symbolic level: symbols can be manipulated in place of objects or mental images. How children of 4 and 5 are Kindergarten children, no matter what their cultural and experiential background, have characteristics in common with other children of their age and characteristics that are particularly their own Socio-emotional Development Children develop socially and emotionally during the Kindergarten year. At the beginning of the year some children may be shy and appear to lack initiative. However, as they come to know the situation, the teachers and peers, they usually gain confidence and begin to establish friendships and become an active part of the class. Other children may be too assertive prior to learning from experience more appropriate ways of relating to peers. It is a time of testing and exploring social relationships. Kindergarten children are eager to be trusted with responsibility. They appreciate going on errands, using proper tools, participating with grown-ups in such activities as cooking, bringing things from home, and suggesting solutions to practical problems. Although there are some senses in which Kindergarten students are still egocentric (that is, tied to their own view of things) they are also able, in a suitable group environment, to be of help to each other. They can show considerable empathy toward people and animals when their own needs do not conflict with the needs of others. When helpfulness is noticed, modeled and encouraged by the teacher, helpful behavior is likely to become more common in the classroom. Kindergarten children are developing a sense of independence but are also learning to work cooperatively with others. Kindergarten children are more stable socio-emotionally than they were as preschoolers. They are developing a good sense of humour, which they express by delighting in nonsense and playing with language. They may develop specific fears, such as the fear of death, and mistakenly assume that they have caused such events as their parents separating. Kindergarten students take criticism, name calling and teasing very seriously because they still think that what is said exists in reality at its face value. Physical Development Physical activity is one common characteristic of Kindergarten children, although children vary a great deal in the development of physical skills and abilities. Some children are slow and cautious about trying new things; others seem to accept any challenge that is presented. Most Kindergarten children are full of energy, ready to run, swing, climb and jump, and are eager to try their strength by moving big blocks or boxes. They are developing a sense of rhythm, and enjoy such activities as marching, jumping or clapping to music. These group activities need to be short and allow for more participation than standing. Required stillness is more exhausting and stressful for most Kindergarten students than movement. Sensory development is uneven. The coordination of the eyes and other senses are still developing. Physical growth has slowed down. It is a time of consolidating gains and developing fine motor control. However, over-emphasis on fine motor activities such as writing, cutting and making very discrete visual discriminations may result in tension and frustration. Intellectual Development Kindergarten children love to talk. Their intellectual development is reflected in the rapid growth of vocabulary and the power to express ideas. They are developing visual and auditory memory and the ability to listen to others. Their ears are keen but they still need help in distinguishing sounds, although they can pick up another language and accurately imitate other peoples intonations and inflections. They are especially keen to acquire new words (the names of dinosaurs, for example) and to use such words as infinity and trillion. Kindergarten children welcome opportunities to be inventive with language, to play with rhyming, to joke, to explain things to each other and even to argue. Opportunities to talk about what they do, what they see and what they hear help children construct meaning and learn from their experiences. The language and ideas shared by others enable children to gradually organize and attach meaning to their daily observations and activities. Kindergarten children have a powerful urge to find out about things, to figure things out. They ask many questions, often deep unanswerable questions and they love to play guessing games or solve riddles. Their curiosity leads them to figure out concepts and relationships, and become interested in symbols. They enjoy listening to stories, but they do not learn very much from passive attention to the teacher or mere listening to information. The intellectual growth of Kindergarten students comes from exploration, testing and investigating rather than only from listening. The children are still figuring out the properties of objects and are not yet able to reverse operations, that is, to understand that 250 ml of water in a tall narrow glass and 250 ml of water in a large, flat pan are equal in volume. Their reasoning, from an adult perspective, is still illogical. Happenings that occur together are thought to have a causal relationship to each other, for example, Because I wore my new shoes, it rained.

Tuesday, November 12, 2019

Conquest of Mexico Essay -- essays research papers fc

Conquest of Mexico   Ã‚  Ã‚  Ã‚  Ã‚  In 1519 Hernà ¡n Cortà ©s led a couple hundred other Spaniards inland to the impressive Empire of the Mexica ruled by the Great Montezuma. Many historians today tell how quickly and almost effortlessly these Spaniards conquered the Empire. They paint an image of ignorant, helpless Indians practically giving up their land out of fear of this group because certainly the Spaniards must be gods since they have powerful weapons and strange animals. We know neither Cortà ©s nor any of his men were gods, of course, but what was it that allowed Cortà ©s to prevail over the inhabitants of the land? The First Expeditions To begin, in 1517 Francisco Hernà ¡ndez de Cà ³rdova, Bernal Dà ­az del Castillo, and some other gentlemen embarked on a journey to explore new lands in hopes of seeking employment since they had yet to find it in their new home of Cuba. In need of additional provisions, the governor of Cuba, Diego Velà ¡squez, loaned the group supplies and a boat with the agreement that they return with Indians to be used as slaves. At Cape Catoche of the Yucatan Peninsula, Cà ³rdova’s men first encountered a group of Indians who at first appeared friendly and welcoming only to draw those who disembarked along the road to their village where they then ambushed the explorers. In that battle, fifty soldiers died and the captain and the remaining men all suffered many wounds. The explorers continued to receive this type of reception from the Indians they encountered at every stop along the coast of the peninsula. Nearly dieing of thirst for want of fresh water, Cà ³rdova and his men tried again and again to safely land and gain casks of fresh water. At Champoton they encountered fresh water. Yet again they met with hostile, warring Indians. Only one man escaped without harm, but the Indians captured him. Once the Indians retreated, Cà ³rdova and his men quickly filled the casks with fresh water and returned to their ship. In light of the fact that the voyage proved to be somewhat of a disaster and all the men were either ill or wounded, they decided to return at once to Havana. (Dà ­az) Once in Havana, Cà ³rdova sent a report to Governor Velà ¡squez word of their return. In addition to reporting about the warring natives, Cà ³rdova described the discovery of heavily populated lands where the people lived in masonry houses, wore cotton garments,... ... Spaniards, and various Indians battled day after day often regaining what they had lost in the night as they retreated for rest. Cortà ©s had previously been adamant about only causing harm to the Indians when absolutely necessary. The new lord refused to withdraw and admit defeat. Finally, Cortà ©s called for all buildings to be decimated. He had envoys at all entrances to the city by that time, and escape was impossible. July 26, 1520, after 12,000 dead, Cortà ©s claimed Mexico City for Spain. Works Cited Cortà ©s, Hernando. 5 Letters of Cortà ©s to the Emperor 1529 – 1526. Trans. J. Bayard Morris. New York: W. W. Norton, 1962. Dà ­az del Castillo, Bernal. The Discovery and Conquest of Mexico,1517 – 1521/Edited from the only exact copy of the original MS. (and published in Mexico) by Genaro Garcà ­a. Translated with an introd. And notes by A.P. Maudslay. Introd. To the American ed. By Irving A. Leonard. New York: Farrar, Straus, and Cudahy, 1956. Helly, Mathilde. Montezuma and the Aztecs/Mathilde Helly and Rà ©mi Courgeon. New York: Henry Holt and Company, 1996. Morris, J. Bayard, trans. 5 Letters of Cortà ©s to the Emperor 1529 – 1526. By Hernando Cortà ©s. New York: W. W. Norton, 1962.

Sunday, November 10, 2019

Beowulf: Pagan Values Tied with Christianity

The poem titled Beowulf was composed sometime between the seventh and tenth century in a language that is known as Anglo-Saxon. It incorporates many pagan themes and concepts, yet it also contains many references to Christianity. Although paganism and Christianity can be seen as unalike, the two aspects are brought together by the poet in order to show the need for grouping. The pagan themes, such as fate or the common goal of fame and heroism, raise questions in the religious community that could be misleading or misinterpreted without the Christian insight provided in the text.As a result, it is clear that this combination of pagan concepts and Christianity shown in Beowulf is for a Christian audience. In order to enhance the value of the poem Beowulf, the author reconciles pagan concepts such as fame, vengeance, and fate with Christianity. The pagan concepts play key parts in the storyline and are related to the components of Christianity in the poem. One of the pagan concepts dep icted in Beowulf is fame. Other ancient texts, such as The Odyssey and The Iliad, show warriors who venture out far from home to accomplish heroic tasks and build fame.The poem shows Beowulf and other characters in the story to have the same urge. Beowulf is shown early in the story as â€Å"the mightiest man on earth, high-born and powerful† (p. 15). The concept of fame is very important to him and to his people. After hearing of Grendel and his strength, Beowulf declares â€Å"to heighten Hygelac’s fame and gladden his heart, I hereby renounce sword†¦: hand to hand is how it will be, a life-and-death fight with the fiend† (p. 31). He wants to maximize not only his own fame but the fame of his king.He will fight Grendel equally matched and â€Å"perform to the uttermost what your people wanted or perish in the attempt, in the fiend’s clutches† (p. 43). The pagan concept of fame is accomplished when Beowulf defeats Grendel and gives the arm of the creature to Hrothgar. Beowulf has proven his skills and strength by ridding the land of Grendel and Hrothgar praises him by stating, â€Å"You have made yourself immortal by your glorious actions† (p. 63). Although the idea of fame at this time conflicts with certain notions of Christianity, the author reconciles the two by adding many references to God with the achievement of fame.The author is able to attribute both Christian concepts and heroism to God through the dialogue of Hrothgar. When Hrothgar arrives in the mead-hall the morning after the slaying, he first thanks God by saying, â€Å"let the Almighty Father be thanked†¦the Heavenly Shepard can work His wonders always†¦Ã¢â‚¬  (p. 63). He praises Beowulf and states that the killing of Grendel was accomplished â€Å"with the Lord’s assistance† (p. 63). Another example of the ties between God and fame is when Hrothgar gives his speech to Beowulf over the dangers of power. He tells the stor y of Heremod, a king who eventually loses everything due to selfishness, to Beowulf. Almighty God had made him eminent and powerful and marked him from the start for a happy life†¦ a change happened, gave no more rings to honour the Danes†¦ he suffered in the end†¦his life lost happiness† (p. 119). The story shows that God is the true beholder of power and when man strays from Him, or lives a life of no values, He has the power to take away happiness and power. The only way to live on earth is through the grace of God. Consequently, the pagan concept of fame ties back to God and is reconciled to Christianity. Another concept of paganism found in the poem is the concept of vengeance.The first sign of vengeance comes clear when Grendel’s mother becomes aware of Grendel’s death. She is infuriated and â€Å"desperate for revenge† (p. 89). She had no interest in the Danes or Geats until the death of her son. She goes to the mead-hall, kills Aesch ere, and takes back Grendel’s remaining corpse. This anger and desire to avenge Grendel’s death also leads to her eventual death when Beowulf meets her at the mere and kills her with the mystical sword. After killing Grendel’s mother and resurfacing to land, Beowulf tells his men, â€Å"if God had not helped me, the outcome would have been quick and fatal† (p. 15). The author seems to imply that latching onto anger and vengeance leads to the destruction of oneself. It can also be interpreted that Beowulf was aided by God to destroy Grendel’s mother due to her fixed desire to wreak havoc and revenge on the mead-hall. This can be seen as the authors attempt to reconcile vengeance with Christianity. Another example of vengeance can be seen when Grendel’s mother kills Aeschere and Hrothgar mourns over his death. Beowulf tries to console Hrothgar by saying, â€Å"Wise sir, do not grieve. It is always better to avenge dear ones than to indulge in mourning. † (p. 97).This shows the importance of avenging the death of one’s comrade or friend to Beowulf and also the contrast between vengeance and Christian belief. After Beowulf finishes his boast, Hrothgar â€Å"sprang to his feet and praised God for Beowulf’s pledge† (p. 97) This is another attempt by the poet to reconcile the pagan concept of vengeance with Christianity. The desire to seek vengeance is discouraged through Christianity, and in the case of Grendel’s mother, can result in the destruction of oneself. Although, the question rises as to why Beowulf wasn’t corrected for seeking vengeance on Grendel’s mother.This is where a third pagan concept is seen in Beowulf; the pagan concept of fate. The pagan concept of fate in Beowulf is mentioned in association with good and bad fortune. For example, when explaining Hygelac’s death, the author states â€Å"fate swept him away because of his proud need to provoke a feud with the Frisians† (p. 85). The use of fate in this context refers to bad fortune due to Hygelac’s desire to stir up a confrontation with the Frisians. At an earlier point in the story, Beowulf tells Hrothgar, â€Å"no need to lament for long or lay out my body: if the battle takes me†¦Fate goes ever as fate must! (p. 31). Here Beowulf leaves the decision to fate, which is a concept of paganism, but there is no mention of fate being controlled by God. This is in direct conflict with Christianity and the author is does associate fate with Christianity in other portions of the text. For example, when Beowulf is declaring his formal boast to kill Grendel, he states, â€Å"And may the Divine Lord in His wisdom grant the glory of victory to whichever side He sees fit† (p. 47). This example shows Beowulf’s demonstration of his Christian beliefs and acknowledgement that it is ultimately up to God who will win the fight.After the fight with Grendel’s mother, Beowulf makes another declaration of fate when he states â€Å"it was hard-fought, a desperate affair that could have gone badly; if God had not helped me, the outcome would have been quick and fatal† (p. 115). Beowulf surrenders himself to God and is fully aware that his fate was left to God’s will. Beowulf once again shows his belief in not only the pagan concept of fate but in God as well. Therefore, the author has successfully reconciled fate with Christianity. In order to enhance the value of the poem Beowulf, the author reconciles pagan concepts such as fame, vengeance, and fate with Christianity.These concepts are seen all throughout the poem and act as representation for the relationship between pagan concepts and Christianity. Although in some areas the two aspects of Anglo-Saxon life can be seen in conflict, as in the pagan concept of vengeance, the two seem to be interrelated. Although Beowulf is an epic narrative, it is full of Christian elements t hat show the beliefs of Christians today venture back in time to as early as the seventh century. Christian customs, such as man believing in God and the presence of good in the world, make this pagan story into what is now believed to be a primary Christian story amongst many.

Friday, November 8, 2019

Bombast Definition and Examples of Bombast

Bombast Definition and Examples of Bombast A pejorative term for pompous and inflated speech or writing. Adjective: bombastic. Unlike eloquence, a favorable term for forceful and persuasive discourse, bombast generally refers to empty rhetoric or a windy grandeur of language (Eric Partridge). Dickensian Bombast My dear Copperfield, a man who labors under the pressure of pecuniary embarrassments, is, with the generality of people, at a disadvantage. That disadvantage is not diminished, when that pressure necessitates the drawing of stipendiary emoluments before those emoluments are strictly due and payable. All I can say is, that my friend Heep has responded to appeals to which I need not more particularly refer, in a manner calculated to redound equally to the honor of his head and of his heart.(Wilkins Micawber in David Copperfield by Charles Dickens) Shakespearean Bombast Full thirty times hath Phoebus cart gone roundNeptunes salt wash, and Tellus orbed ground;And thirty dozen moons, with borrowd sheen,About the world have times twelve thirties been;Since love our hearts, and Hymen did our hands,Unite communal in most sacred bands.(Player King in the play within a play in William Shakespeares Hamlet, Act III, scene two) Bombast and Hyperbole Bombast and hyperbole . . . are not interchangeable terms. Hyperbole is a figure of thought and one of the devices used to achieve bombast. Bombast is a stylistic mode, a manner of speaking and writing characterized by turgid and inflated language. The Elizabethans seem to have understood bombast to be more of an acoustic and an almost renegade quality of language, in contrast to rhetoric which was generally organized into a system. . . . Hyperbole shares with bombast the force of exaggeration, but not necessarily its lexical limitlessness and inelegance.​(Goran Stanivukovic, Shakespeares Style in the 1590s. The Oxford Handbook of Shakespeares Poetry,  ed. by Jonathan Post. Oxford University Press, 2013) Alexis de Tocqueville on American Bombast I have often noted that Americans, who generally conduct business in clear, incisive language devoid of all ornament and often vulgar in its extreme simplicity, are likely to go in for bombast when they attempt a poetic style. In speeches their pomposity is apparent from beginning to end and, seeing how lavish they are with images at every turn, one might think they never said anything simply. ​(Alexis de Tocqueville, Democracy in America, 1835) The Lighter Side of Platitudinous Ponderosity The following remarks on style appeared anonymously in dozens of late-19th-century and early-20th-century periodicals, ranging from Cornhill Magazine and the Practical Druggist to the Brotherhood of Locomotive Engineers Monthly Journal. Decide for yourself whether the advice is still appropriate. In promulgating your esoteric cogitations, or articulating your superficial sentimentalities, and amicable, philosophical or psychological observations, beware of platitudinous ponderosity.Let your conversational communications possess a clarified conciseness, a compacted comprehensiveness, coalescent consistency, and a concatenated cogency.Eschew all conglomerations of flatulent garrulity, jejune babblement and asinine affectation.Let your extemporaneous descantings and unpremeditated expatiations have intelligibility and veracious vivacity, without rhodomontade or thrasonical bombast.Sedulously avoid all polysyllabic profundity, pompous prolixity, psittaceous vacuity, ventriloquial verbosity, and vaniloquent vapidity.Shun double entendres, prurient jocosity, and pestiferous profanity, obscurant or apparent.In other words, talk plainly, briefly, naturally, sensibly, truthfully, purely. Keep from slang; dont put on airs; say what you mean; mean what you say; and dont use big words! (Anonymous, The Basket: The Journal of the Basket Fraternity, July 1904) Honey, dont let the blonde hair fool you. Although  bombastic  forms of  circumlocution  should be generally avoided, one mustnt shy away from big words in the right  context.(Aphrodite in Punch Lines.  Xena: Warrior Princess, 2000) Etymology:From Medieval Latin, cotton padding Also Known As: grandiloquence

Wednesday, November 6, 2019

Permeability of a Membrane Essays

Permeability of a Membrane Essays Permeability of a Membrane Essay Permeability of a Membrane Essay The starred result has been classed as an anomaly due to its lack of concordance with the other two. For this reason it was ignored when calculating the average.Visual ObservationsAt higher temperatures some water vapour was seen this may have made the pigment less dilute then it would have been had no water escaped. Also at higher temperatures the cubes were seen to float this would increase the surface area because at lower temperatures some faces of the cube were pressed against the sides of the test tube.ErrorsThe random errors were:* Maintaining the temperature of the water bath +/- 10% (this was the most significant)* Human error in reading the thermometer +/- 2%* Human error in reading the colorimeter +/- 2%The systematic errors were:* Inaccuracies in the thermometer +/- 1%* Inaccuracies in the colorimeter +/- 5%ConclusionsThe graph shows clear negative correlation (i.e. As the temperature goes up the light transmission falls). This indicates that the m embrane becomes more permeable at higher temperatures. The sharp fall between 65à ¯Ã‚ ¿Ã‚ ½C and 70à ¯Ã‚ ¿Ã‚ ½C is indicative of a breakdown of the membrane which is in holding with the fluid mosaic model of the membrane whereby at lower temperatures the membrane is tightly packed and gel like but at higher temperatures it becomes less tightly packed and more fluid until eventually it looses its structure and breaks down completely.EvaluationThe method selected would appear to be sound with most of the errors being quite low with only the temperature of the water bath being really significant. This could have been overcome if an automated water bath could have been used; unfortunately this was not possible due to lack of apparatus. Another related problem was reading off the thermometer as one had to make sure it was not at an angle and that the line of sight was directly at the top of mercury to make sure that it was at the right temperature. The results are all stated to two sig nificant figures, as it is reasonable to assume that the equitment was accurate to this degree of precision. It is therefore reasonable to assume that the conclusions drawn are both reliable and accurate.

Sunday, November 3, 2019

Business Research & Analysis Plan For Market Readiness for Electric Paper

Business & Analysis Plan For Market Readiness for Electric Pick-up Truck for Ford Motor Company - Research Paper Example Hence, to be on the safe side, a company ought to become dynamic by ensuring that it moves alongside the changes as they come (LaPlaca & Frank, 2011). Ford is one of the most recognized companies when it comes to the issue of automobile production. The company has been in existence for decades; hence, it has a global recognition since its brand quite reputable. However, the emergences of new automobile companies such as Nissan, Toyota and Chevrolet have been quite a challenge since they have resulted to stiff competition. For instance, Nissan was the first company to come up with the idea of inventing electric vehicles. Ever since, the automobile business has been a buzz whereby each company is striving to come up with the best electric vehicle in a move to attract more clients (Sandalow, 2009). Due to the stiff competition, Ford Company is also competing to retain its lost glory. The company is in preparation of unveiling its first electric version of the F-150 truck (Goreham, 2014). Although this is a good move for the company, there are a number of factors worth considering before the company unveils the electric version of F-150 truck. The company should first perform a market analysis in a move to determine whether the product will receive more sales or not. Although the company usually makes a number of sales on its products, this will not be the case if the company produces an electric vehicle before considering some vital aspects such as the market challenges. Studies show that the electric vehicles are still not as popular as those that depend rely of gas (Bigman, 2012). This is because to date, it is easier to locate a gas station than it is to find an electric charging station. It is therefore evident that most people will not purchase the electric vehicle since they will have problems when it comes to recharging. It is therefore essential that before the company unveils its new product, it should ensure that it first addresses

Friday, November 1, 2019

Mind and Body Essay Example | Topics and Well Written Essays - 2250 words

Mind and Body - Essay Example Optimistic mind seems to create a successful physical presence or cure it off its illnesses. Similarly, there are a number of cases when the presence of a strong body influences the mind and it continues to exist healthily. The interaction between the mind and the body has been suggested to be supportive in nature.   The earliest of the theories was on Dualism, the separate existence of mind and body. The physical differentiation of the mind and the body was easily achievable. As Descartes points out (Wozniak, Robert H. 1995), by cutting of a part of the body, say a leg, the body is affected but there is no change in the way the mind works. This makes them isolated and hence, the mind and the body exist as separate entities. This theory of dualism was strengthened during the days of Descartes and in the 17th century when it branched out into material or substance dualism and property dualism. Cardemoy and, later, Malebranche furthered Cartesian dualism (Wozniak, Robert H. 1995). Ev ery thing physical according to them is extendable in the physical world. One can see what the other person is holding if it is physical. In case of the mind, what is owned by the other person is not known; so also the person's own mind. It is not known fully even to the person who has it. However, in the case of Cartesian dualism, it is taken that the mind does not occupy any space whereas the physical body would occupy space (Churchland, Paul M. 1988). Since it does not occupy space, one cannot realize what the other person holds. And the mind continues to be a mystery. In the case of popular dualism, the mind would interact with the physical world but what it is made of and what it is will continue to be a mystery. Property dualism on the other hand, visualizes the mind to be a byproduct of the physical world and a part of the evolutionary mechanism. Epiphenomenalism, proposed by Skinner (1971), looks at the mind as a part of the evolutionary development of the human being. He al so proposed that mind will not be able to cause any physical change by itself. Whereas the other proponents of the property dualism argue that the mind can cause physical effect. This is reflected in a number of phenomenon of psychomotor effects to prove the point. While in the later eighteenth century and early nineteenth centuries, the Monism was proposed and discussed. While Monism essentially falls under two main categories, there are a number of sub-categories within them. Materialism viewed the entire world as a material object. This included the mind and the body as well. They both worked in sync with one another and one evolved from the other as a process. Whereas in the case of idealism, everything is controlled by the mental behavior of the people! Reality is made up of the spiritual forces and these forces are the ones that will push every action in the material world. Mind control physical power and mind can move it without the help of the physical power. In the nineteen th century, the epiphenomenon was proposed by Hodgson (1870) to further the idea that the mind and the body are inseparable; the mind cannot have a physical significance.Â