Jean Piaget Theory of Cognitive Development Essay

Throughout history, many people have made important contributions to the school of psychology. Jean Piaget was one who made a contribution with his theories on the cognitive development stages. Cognitive development is the process of acquiring intelligence and increasingly advanced thought and problem-solving ability from infancy to adulthood. Piaget states that the mind of a child develops through set stages to adulthood (Famous Biographies TV Shows - Biography.com). The theory of cognitive development has made a significant impact throughout the history of psychology, and is still practiced and learned about today. Jean Piaget was born on August 9, 1896 in Neuchà ¢tel, Switzerland, and died on September 16, 1980 in Geneva (Famous†¦show more content†¦His theory was imperative to understand that early cognitive development involves processes based upon actions and later progresses into changes in mental operations (Cherry). Piaget’s stages of cognitive development have had an enormous impact on developmental psychology, as well as education. Albert Einstein called Piaget’s discovery â€Å"so simple only a genius could have thought of it† (Cherry). The first stage of cognitive development, called the sensorimotor stage, is characterized by learning to coordinate sensation and perception with motor activity. Infants begin to understand that there is a relationship between their physical movements and the results they sense and perceive (Rathus 242). This stage lasts from birth to approximately age two years old, and is focuses on the infant trying to make sense of the world (Cherry). The behavior of newborns is mainly reflexive; they are only capable of responding to their environment and cannot initiate behavior. However, at about one month of age, infants begin to act with purpose. As they coordinate vision with touch, for example, they will look at objects they are holding (Rathus 242). When infants reach three and four months of age they are easily amused by watching themselves open and close their fists (Rathus 242). Infants begin to coordinate basic motor activities and sensory experiences to form simple skills and perceptions. During this period, infants make remarkable discoveries that they areShow MoreRelatedJean Piaget : Theory Of Cognitive Development Essay1377 Words   |  6 Pages Jean Piaget: Theory of Cognitive Development Jean Piaget, was a trained biologist who was employed at the Binet Institute, where his main job was to develop a French version of an intelligence test. Piaget was very interested in the reason why children would give wrong answers to questions which called for some type of logical thinking. It was believed by Piaget that these wrong answers showed some very drastic differences between the way children and adults both thought ( McLeod, 2015), thisRead MoreCognitive Theory And Jean Piaget Cognitive Development Theory Essay2016 Words   |  9 Pageslearning expansion in general and play a vital fragment of early childhood development. They all accept that cognitive learning is relatively systematic and takes place gradually at a variety of rates. Learning only occurs when experience causes a permanent change in an individual’s knowledge or behaviour (Weatherby-Fell, N. 2013). I am reviewing Burrus Federic Skinner’s behavioural theory and Jean Piaget cognitive developme nt theory. This report style essay will provide an overview of the two theoristsRead MoreTheory of Cognitive Development and Jean Piaget2077 Words   |  9 PagesAbstract: Swiss psychologist Jean Piaget was the first to study cognitive development systematically. One of his major contributions is his theory of cognitive development. However, his theory has numerous limitations and has come under frequent criticism. This essay will analyse four limitations of Piaget s theory and provide alternative accounts. The first three limitations will be presented through a cultural, social, neuroscientific point of view, and finally, end with the problems of researchRead MoreJean Piaget s Theory Of Cognitive Development895 Words   |  4 Pageshave contributed to the study of Psychology. One of these great contributors is Jean Piaget, a Swiss psychologist. He is mostly known for his theory of cognitive development. Jean Piaget used his own life as well of the lives of his own children to develop this theory. He believed that the thought process between children and adults were different and thus that began the process of Cognitive Development. Jean Piaget is a Swiss psychologist who was born on August 9, 1986. He is one of the mostRead MoreJean Piaget And His Theory On Cognitive Development1601 Words   |  7 PagesJean Piaget and His Theory on Cognitive Development Jean Piaget is one of the most influential theorists in cognitive development and he argues that children pass through the same sequence of stages when it comes to this developmental domain. This paper will begin with a general overview of Jean Piaget’s beliefs when it comes to children’s cognitive development and the basics of his four stages. Next, an in depth look will be taken at each of the stages followed by defining the Piagetian ideasRead MoreJean Piaget s Theory Of Cognitive Development943 Words   |  4 PagesJean Piaget’s theories of cognitive development broke new ground in the field of Psychology leading to the extension of further research into the area of developmental psychology. In this essay I seek to examine these theories whilst considering their current relevance to modern psychology and society. A major part of Piaget’s theory focuses around the idea of schemas; a set of linked mental representations used to make sense of the world. According to Piaget (1952), we are born with a small setRead MoreJean Piaget s Theory Of Cognitive Development Essay2015 Words   |  9 Pages Jean Piaget’s Theory of Cognitive Development Penny Clark Austin Peay State University Jean Piaget’s Theory of Cognitive Development Introduction There have been many people that have made huge contributions to the school of psychology. Perhaps one of the most influential theorists was Jean Piaget. Piaget was a philosopher, biologist, educationalist, and psychologists. He decided to study the many ways in which children develop knowledge. He made many contributions to his theoriesRead MoreJean Piaget s Theories Of Cognitive Development1360 Words   |  6 Pages Jean Piaget was a Swiss psychologist. He worked in the fields of Developmental Psychology and Epistemology. He’s known for his works and theories in the field of child development. His theories of cognitive development and epistemological views are called, â€Å"genetic epistemology†. Piaget placed the education of children as most important. His works and theories still play a huge role and influence the study of child psychology today. Jean Piaget was born on August 9, 1896 in Neuchatel, SwitzerlandRead MoreJean Piaget s Theory Of Cognitive Development1607 Words   |  7 PagesShaquille Ross Professor Morris Piaget Theory Jean Piaget s theory of cognitive development gives a broader way of explaining the way of how the process of thinking is developed, based off of different age groups. He became interested in how organisms adapt and conform to its environment. He believe that it was labelled as intelligence. He observed these behaviors by controlling them through schema or schemes. In other words, Piaget organized experiments that are based off of intellectualRead MoreJean Piaget s Theory Of Cognitive Development998 Words   |  4 PagesJean Piaget, born in Switzerland in 1896, contributed to our understanding of the minds of children by introducing his theory of cognitive development. This theory shows us how children come to understand the world in four different stages: the sensorimotor stage, the pre operational stage, the concrete operational stage and the formal operational stage. According to Piaget, each one of these stages is the foundation for the next, so missing a stage is impossible. H e compares it to building the second

Douglas Haigs Great Contribution to World War I Essays

Douglas Haig (1861-1928) was one of the most renowned soldiers during World War I. He became the Commander in Chief of the British Expeditionary Forces and led very decisive battles at the Battles of Some and Passchendaele. He also was able to stop the Germans last offensive (March-July 1918) which ultimately led him to create a veteran’s facility called the Royal British Legion.† This caused him to be elected to be an earl in 1919 . Douglas Haig became Commander in Chief of British Expeditionary Forces, led forces at the Battle of Some and Passchendaele, created the Royals British Legion, and became an earl in 1919. Douglas Haig’s previous war experiences made him perfect for the position of Commander in Chief of the British Expeditionary†¦show more content†¦The same results would also happen at the Battle of Passchendaele. July 31, 1917, when Haig appointed an offensive-minded general (Sir Hubert Gough) to command, and pressed him to plan a decisive breakthrough, rather than a step-by-step advance.11 Again, this battle turn out to be a technicality win for Great Britain, however, they faced high casualties. These efforts obviously weakened Germany tremendously; however, the cost of lives was too high to really see any progress in their efforts. Haig has been criticized by many people over the years due to his plans that caused high casualties. The wartime Prime Minister, David Lloyd George, was one such critic. He wrote that he sometimes wondered whether he should have resigned on more than one occasion rather than permit Haig to continue with his strategy.12 In Haigâ€℠¢s defense, he was forced to apply pressure on France He had to push up his plans one month in advanced. That’s plausible reasoning to why his plans may have had someShow MoreRelatedWas Haig a Butcher or War Winner?3538 Words   |  15 Pagesthat occurred in the time frame of World War I, between France and England on one side, while on the other side, Germany. The objective of this battle for the English side is too re-conquer/ seize the French town of Verdun, a stronghold of France against Germany. Also, the English soldiers were ordered to annihilate as much German soldiers as possible, in order to eventually gain the vantage point of the battle. The English soldiers were lead by General Douglas Haig, and as a General, he devisedRead MoreSome People Have the View That British Generals Like Haig Were Incompetent Leaders. How Far Does the Sources Support or Contradict This Interpretation?2367 Words   |  10 Pagescontradict this interpretation? Some people have the view that British generals such as Haig were useless leaders. Famous sources like ‘O What a lovely War’, ‘Blackadder’ and ‘The Trench’ support this. However from the 1980s many military historians have challenged this interpretation and states that under Haigs leadership, Britain and her allies won the war from encouraging new weapons and military tactics. After Haigs death in 1918, historians blamed him for needless laughter of nearly 750,000 BritishRead MoreAviation in Wwi4096 Words   |  17 PagesTo what extent did the aerial forces of the First World War impact the course of the war and its outcome? â€Å"The day has passed when armies on the ground or navies on the sea can be the arbiter of a nations destiny in war. The main power of defense and the power of initiative against an enemy has passed to the air.† -Brigadier General Billy Mitchell. November, 1918. The Italo-Turkish war, which lasted from 1911-12 and was predominantly fought in Libya, was the first recorded event of a bombRead MoreThe sentry2864 Words   |  12 Pages(which might conclude a sonnet) with a quatrain which might begin one: We dredged him up, for dead, until he whined ‘O sir, my eyes – I’m blind – I’m blind – I’m blind!’ Coaxing, I held a flame against the lids And said if he could see the least blurred light He was not blind; in time they’d get all right. ‘I can’t,’ he sobbed. Eyeballs, huge-bulged like squids’, Watch my dreams still – Here, Owen meets the demands of rhyme and metre by a skilful combination of direct speech, indirect speech

Research of Culinary Arts Essay Example For Students

Research of Culinary Arts Essay The French were largely ignorant of fine cooking until Catherine De Medici arrived in France to become the bride of the future King Henry II. In her entourage included Italian cooks who introduced various methods and food items. Catherine De Medici Was came trot the wealthiest families during her time: the Medics family was a powerful clan with line dukes and popes and were great sponsors of art, literature, and science. She is one of the most influential personalities in culinary art history, she brought Caps chichi to France. She was an orphan few weeks after birth. At age 13, she was sent to France to many Henry, the second son of he king of Prance. 1 7th Century (Classic French cuisine was championed by chefs) 1. Pierre Franà §ois De Ia Variance He made the French cookbook Lee Cuisine Franà §ois (the book provided many preparation methods, including making roux, also serve as culinary encyclopedia of modern days. ) 2. Nicolas De Buffoons He published the book Sees Delibes De Ia champagne (the book was responsible in the French by turning away from the middle age practices of overuse spices to mask the rotten taste of the food. He introduces the techniques to enhance taste using natural flavors. 8th Century (this period was a great century for cooking; high end cuisine and affordable/ fancy were created). 1. Louis XIV The meaning of sumptuous dining took another leap in extravagance at his palace at Versailles. Multi-course meals and elaborate service were introduced. The fork appeared and was a common fixture in royal banquet Started the pra ctice of having dishes served separately. The culinary utensils of the middle ages were replace by %attire De cuisine, which included new pots and pans in tinplate and wrought iron, and later, the introduction of silver utensils. 2. Marie Antoine Career He is said to be the one Of the greatest chefs Of all time and probably the first celebrity chef, he is also called as the chef of all kings. Career had the ability to simplify menus and methods, to analyze Old and new cooking and define every aspect of art. He introduced haute cuisine He applied what he learn in architecture into cooking he would put architectural methods into food and its presentation, bridges made of confectioner, pastry fashioned into Greek temples, his interest in architecture enhanced his creations and designs of pastry art from different dough, preserved fruits, creams and sherbets. Wrote the following cookbooks Lee maitre delete Francis (described the hundreds of menus, which he created and cook in the capital Europe) Lee Cuisine Parisian (explain the principals tort making classic chauffeurs and aspic dishes. Scaffolds are small pieces of meat, fish, poultry or game, glazed in an brown or white sauce, and glazed with aspic. ) a popular French chef, is credited with developing the current chefs uniform-n, The tall hats had already been introduced, but she wanted to create a specific uniform to honor the chef, White was chosen for the chefs coat to signify cleanliness. The and 20th Century (In this century, two French chefs stood out) Montage Wrote largesse gastronomical in 1 938, the basic encyclopedia of French gastronomy. His contribution was to turn French cuisine away from architectural presentation s toward simplified decoration and shortened menus. He adopted Russian Service, thus the name of his cookbook: largesse means the Russian. Georges Augusta Scof fer (French) He is noted for his obsession to cleanliness of work area and hygiene of his employees. He is known for his compassionate but extremely strict and disciplined leadership. .ucdee90e9aade565760196385ac9f38bb , .ucdee90e9aade565760196385ac9f38bb .postImageUrl , .ucdee90e9aade565760196385ac9f38bb .centered-text-area { min-height: 80px; position: relative; } .ucdee90e9aade565760196385ac9f38bb , .ucdee90e9aade565760196385ac9f38bb:hover , .ucdee90e9aade565760196385ac9f38bb:visited , .ucdee90e9aade565760196385ac9f38bb:active { border:0!important; } .ucdee90e9aade565760196385ac9f38bb .clearfix:after { content: ""; display: table; clear: both; } .ucdee90e9aade565760196385ac9f38bb { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucdee90e9aade565760196385ac9f38bb:active , .ucdee90e9aade565760196385ac9f38bb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucdee90e9aade565760196385ac9f38bb .centered-text-area { width: 100%; position: relative ; } .ucdee90e9aade565760196385ac9f38bb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucdee90e9aade565760196385ac9f38bb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucdee90e9aade565760196385ac9f38bb .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucdee90e9aade565760196385ac9f38bb:hover .ctaButton { background-color: #34495E!important; } .ucdee90e9aade565760196385ac9f38bb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucdee90e9aade565760196385ac9f38bb .ucdee90e9aade565760196385ac9f38bb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucdee90e9aade565760196385ac9f38bb:after { content: ""; display: block; clear: both; } READ: Scarlet letter and ministers b EssayHe put discipline and system of cooking inside the itched, His kitchen brigade remembers him saying that a true leader is one that leads by example. His contemporaries would always refer to Scoffer as a great man whose greatness is based on humility and honesty. Modify the design of chef uniform and encouraged his kitchen staff to wear suits outside of work to signify professionalism of chefs. Scoffer brought the traditional chefs coat to London, managing the restaurants at the Savoy Hotel and then at the Carlton Hotel, His first job was a commits De rotisserie and then as saucier and then join the military to provide food for them. He then developed the chef uniform/ base on military uniform. Has a great tandem with Ritz (hotel all over the world grew out of their famous partnership) He introduce the concept of ala carte Emperor William II of Germany called Scoffer as Emperor of chefs, then on he is known as king of chefs. Manage several hotels vivid his partners; such as Ritz Hotel, Carlton Hotel, Hotel De Remarriage, Riviera Hotel and more. __ He became the emperor of Chefs as Emperor William II of Germany exclaimed. Then on, he was known as the king of chefs. Culinary Patron Saints SST. Anthony the patron Saint for Butchers SST. Elizabeth patron Saint baking SST. Fortunate Saint for male chef Honoree Saint for pastry chef SST. Lawrence Saint for hot kitchen chef SST. Martha Saint for female chef Chefs Uniform 1. Chef Jacket- the most important piece of chef apparel, white double-breasted jackets as a sign Of dignity and cleanliness in the kitchen. 2. Chef Hat-the traditional chefs hat is the most recognizable part Of the uniform, Traditional colored white and could be as high 18 inches, the number tot pleats in based on legend; during the time of Career, chefs would boost culinary skills in cooking eggs at least one hundred ways. They are proud to claim that they could serve their royal masters with different egg dish everyday in the year without repeating even one dish. 3. Chef pants-are usually exchequer, white often black and white, to hide spills, Executive chefs wear black pants while other members of the brigade wear exchequer, pattern pant. For baking all kitchen brigades wear pure white. 4. Chef Apron- are usually white and made of sturdy cotton or cotton mix. Most chefs wear half aprons that fall from the waist and some wear full-bib styles with front pockets. Side slits allow for easy access to internal pants pocket. Tangle-tree ii pull the apron together. S. Chef shoes-are usually black fully enclosed and provides support to the body and feet. Chef shoes are slip-ions with washable in-soles and slip-resistant soles. KITCHEN BRIGADE SYSTEM I _ Executive Chef ? do not do much of actual cooking but rather are more involved in the overall management and supervision of the kitchen. 2. Souse Chef is second in command. The souse chef assists the executive chef in the supervision Of the kitchen and Of the kitchen. 3. Tournament ? means the touring one, also called as the swing cook. He relieves chef De parties whenever necessary. This position is usually found in large and industrial kitchens and is considered as the training position for SOILS chef. 4. Chef De Partier is station-line cook. He is in-charge off particular station. Each station is headed by chef De partier who specializes in certain preparations: a. Patisserie A pastry chef or patisserie the correct French female version of the word is pities ¶re is a station chef in a professional kitchen, skilled in the making of pastries, desserts, breads and other baked goods. They are employed in large hotels, bistros, restaurants, bakeries, and sworn cafe ©s. B. Saucier A sauce cook, this position prepares sauces, stews and hot hors deserves and saute ©s food to order. Although is the highest position of the station cooks, the saucier is still considered subordinate to the chef and the souse-chef. C. .u5ebaf700c61a9299f049b95d1b648d64 , .u5ebaf700c61a9299f049b95d1b648d64 .postImageUrl , .u5ebaf700c61a9299f049b95d1b648d64 .centered-text-area { min-height: 80px; position: relative; } .u5ebaf700c61a9299f049b95d1b648d64 , .u5ebaf700c61a9299f049b95d1b648d64:hover , .u5ebaf700c61a9299f049b95d1b648d64:visited , .u5ebaf700c61a9299f049b95d1b648d64:active { border:0!important; } .u5ebaf700c61a9299f049b95d1b648d64 .clearfix:after { content: ""; display: table; clear: both; } .u5ebaf700c61a9299f049b95d1b648d64 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5ebaf700c61a9299f049b95d1b648d64:active , .u5ebaf700c61a9299f049b95d1b648d64:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5ebaf700c61a9299f049b95d1b648d64 .centered-text-area { width: 100%; position: relative ; } .u5ebaf700c61a9299f049b95d1b648d64 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5ebaf700c61a9299f049b95d1b648d64 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5ebaf700c61a9299f049b95d1b648d64 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5ebaf700c61a9299f049b95d1b648d64:hover .ctaButton { background-color: #34495E!important; } .u5ebaf700c61a9299f049b95d1b648d64 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5ebaf700c61a9299f049b95d1b648d64 .u5ebaf700c61a9299f049b95d1b648d64-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5ebaf700c61a9299f049b95d1b648d64:after { content: ""; display: block; clear: both; } READ: Creatine In Sport EssayGarden Manger meaning keep to eat refers to a cool, well-ventilated area where cold dishes (such as salads, hors doeuvre, appetizer, canapà ©s, pates and terrines) are prepared and other foods are stored under refrigeration. The person in charge of this area is known as the chef garden manger. Larger hotels and restaurants may have garden manger staff perform additional duties, such as creating decorative elements of buffet presentation like ice carving and edible centerpieces made from materials such as cheese, butter, salt dough or tallow. . Rotisserie is responsible for preparing roasted meats, braised meats, broiled meats and accompanying gravie s. E. Possessions a. The fish cook. In a large commercial kitchen, a cook tasked with preparing and cooking (and possibly selecting) fish and fish dishes. T. Entireties Is responsibilities in everything that has to do with vegetables b. G. Boucher De cuisine c. Is a person who may slaughter animals, dress their flesh, sell their meat or do any combination of these three tasks.

Philip Levine Essays - Margaret, , Term Papers

Philip Levine White never thought she would be a famous photographer. In 1921, when Margaret was 17, she went to college to study herpetology, or the study of snakes and reptiles. That same year her father died leaving her family with little money. To stay in college Margaret got a job taking and selling pictures of the college campus using her father's broken camera. That summer she got a job as the photographer and counselor at a summer camp. Even though she liked taking pictures, for Margaret, photography was still a hobby. But architects and other photographers were impressed with her photographs and encouraged her to use her talent. When she graduated in 1927, Margaret turned down a position at the Museum of Natural History and went to Cleveland to open her own photography studio. Margaret had courage and talent from the beginning. At first she did advertising work for schools and other businesses but never stopped working on her artistic skills. For example, as she was walking by she noticed a preacher speaking in a square with only a group of pigeons to hear. Margaret wanted to take his picture but she didn't have her camera with her. She ran into a camera store and asked to rent or borrow a camera. The picture became one of her first works of art and the owner of the store became one of her best friends. One of Margaret's early dreams was to photograph the inside of a steel mill but women weren't allowed inside. Being a woman didn't stop her and the pictures were a success. Her shots were published in magazines all over the country and got Margaret her first big job, at Fortune magazine in New York. With Margaret's photos Fortune became one of the leading photography magazines. The magazine had also made her a star but Margaret still kept her studio, which had grown to a staff of eight and moved to the Chrysler building. In 1930 Fortune sent Margaret on one of her biggest assignments, to Germany to capture foreign industry. Curious about the Soviet Union she wanted to extend her trip but very few foreigners were allowed into the country. As she once said, "nothing attracts me like a closed door." Margaret never gave up and, after impressing Russian officials with her portfolio, was admitted into the country. She made a total of three trips and gained a reputation for being and expert on Russian industry. In 1931 she wrote her first book, Eyes on Russia. During World War II Margaret was sent Europe to cover the war. She got pictures of her own ship being torpedoed and became the first woman in a bomber. She also went with General Patton's troops to be one of the firsts to photograph a concentration camp. When she returned to the U.S. she wrote another book about the war, Purple Heart Valley. In 1950 Margaret was awarded an American Women of Achievement award but only seven years later she would no longer be able to hold a camera. She was diagnosed with Parkinson's disease but at first refused to believe the diagnosis. Margaret Bourke- White died in 1971, at 67 years old. Margaret was one of the greatest photographers but also one of the greatest women. She paved the way for many women in all professions, not just photographers, with her courage and determination.

Define formalization and mention its advantages and disadvantages for leaders and followers essay

Define formalization and mention its advantages and disadvantages for leaders and followers essay Define formalization and mention its advantages and disadvantages for leaders and followers essay Define formalization and mention its advantages and disadvantages for leaders and followers essayFormalization is the strict organizational structure and set of rules and regulations that determine relationships within the organization. Formalization aims at the establishment of highly formal relationships between the leader and followers based on their professional relations. Formalization does not admit the establishment of close personal relationships, including friendly relations, between the leader and followers. Formalization is a bureaucratic process, in a way, because leaders set clear, concise rules, which the organization and followers have to respect.At first glance, formalization is absolutely positive. At any rate, formalization enhances consistently the leadership because formalization introduces comprehensible and concise rules, which the organization has to follow. More important, the leader becomes the authority and can take decisions that will have consequences for the entire organization, which the leader heads on the ground of the rules established due to the formalization (Madsen Shafritz, 2010). The maintenance of formal relationships between the leader and his/her followers allows the leader to exercise his/her authority to the full extent because there remains little room for personal relations. For example, if a follower violates existing rules, the leader should not just forgive the issue because the follower is his/her friend. Instead, the leader applies the established procedure of punishment or certain sanctions to discourage followers from braking rules of the organization. At the same time, formalization helps to establish clear and comprehensive rules and regulate relationships between the leader and followers effectively without wasting time on the establishment of positive interpersonal relations. Instead, the leader and subordinates just follow established rules and norms.On the other hand, there are disadvantages of formaliz ation because formal leaders bear the full responsibility for their organization. Formalization contributes to the establishment of highly formal relations between the leader and followers. However, such relations are quite challenging for followers because they cannot feel the personal support from the part of the leader. Instead, they feel being a part of the rigid machine, where their relations are highly formalized and there is no room for more personal, friendly relations. In such a way, formalization widens gap between the leader and followers. As a result, formalization makes organizational relations very rigid and highly formal.Formalization raises the problem of the low flexibility of interpersonal relations between the leader and his/her followers. The leader and followers have to operate only within the framework of organizational rules and norms. These rules are essential but they prevent any changes in interpersonal relations, which may be essential, when the leader att empts to motivate followers by providing them with positive feedback, for example, because such motivation is rather informal than formal.Thus, formalization brings not only benefits to the leader and his/her followers but also responsibilities. The formal leader bears the lion share of responsibilities for outcomes of the organizational performance and, therefore, has to come prepared to perform at his/her best all the time.

Examples of Gapping in English Grammar

Examples of Gapping in English Grammar A construction in which part of a sentence is omitted rather than repeated. The missing grammatical unit is called a gap. The term gapping was coined by linguist John R. Ross in his dissertation, Constraints on Variables in Syntax (1967), and discussed in his article Gapping and the Order of Constituents, in Progress in Linguistics, edited by M. Bierwisch and K. E. Heidolph (Mouton, 1970). Examples and Observations: The cars were old-fashioned; the buses, too.(Bill Bryson, The Life and Times of the Thunderbolt Kid. Broadway Books, 2006)Arnaud was his closest friend; Peter, his oldest.(James Salter, Light Years. Random House, 1975)Forwards and BackwardsGapping ... describe[s] a transformation which creates gaps in a sentence after a conjunction by deleting a verb which would otherwise reappear, e.g. Caroline plays the flute and Louise (plays) the piano. Gapping can work forwards, as above, or backwards as in the deletion of the first mention of the word. According to Ross the direction of the gapping depends on the constituent branching in the deep structure, and provides insight into the underlying word order of a language.(Hadumod Bussmann, Routledge Dictionary of Language and Linguistics. Taylor Francis, 1996)Verb DeletionConsider the pattern in (154):a. John likes coffee and Susan likes tea.b. John likes coffee and Susan -   tea.(154) illustrates a pattern known as gapping. Gapping is an o peration which deletes a constituent in one sentence under identity with a constituent of the same type in a preceding sentence. More particularly, gapping in (154b) deletes the second verb of two co-ordinated clauses; this is possible because the deleted verb is identical to the verb of the first sentence. In (154b) the verb is gapped but, crucially, its NP [Noun Phrase] complement is left behind.(Liliane M. V. Haegeman and Jacqueline Guà ©ron, English Grammar: A Generative Perspective. Wiley-Blackwell, 1999) Gapping in Written EnglishCertainly, some constructions are overwhelmingly found in written language. An example is the English Gapping construction, as in John ate an apple and Mary a peach, where an implicit ate is omitted from the second clause, understood as Mary ate a peach. Tao and Meyer (2006) found, after an extensive search of corpora, that gapping is confined to writing rather than speech. In the Elia Kazan movie The Last Tycoon, a powerful film director rejects a scene in which a French actress is given the line Nor I you, on the grounds that this is unnatural speech. But his colleague, with earthier instincts, comments on this line with Those foreign women really have class. This rings true. The gapping construction is classy, and restricted to quite elevated registers, though it is not lacking entirely from spoken English.(James R. Hurford, The Origins of Grammar: Language in the Light of Evolution. Oxford University Press, 2012)

Effects of economic and political climates on current higher education Essay

Effects of economic and political climates on current higher education - Essay Example Various factors of politics, economy and regulatory developments do have an impact on institutions of higher learning. Most issues are above the control of the national higher education community and the individual institutions. In response to these changes, institution budgeters must respond accordingly to the anticipatory changes in political and economic conditions that may have an effect on the amount of revenue that is available. In addition, of equal importance, they must put into consideration the pressures that are being exerted by the external forces on the institution of higher learning before its survival is put in jeopardy. Economic climate Institutions dealing with higher education are stable partly due to the mission and role that they have in the society and the way they are operated their activities and management. Despite this, the current financial issues in various ways are affecting the institutions of higher learning (Solt 2008, pp.48–60). Economic changes have significantly affected the higher institutions of learning since the beginning of 1990’s. In respect to this, changes seen in the national government support for higher education have been accompanying the turmoil of the economy. Today, the institutions of higher learning are no longer enjoying the high ranking that they used to on the societal agendas, local, state and national talks. Resources that were previously directed to higher education are captured by other sectors of the government.

Economics Essay, applying Porter's Diamond to the construction Essay

Economics , applying Porter's Diamond to the construction industry - Essay Example The work includes building of roads, bridges and other major infrastructures. The real estate business is also urban based; so the constructions companies need to base all their business activity in urban areas in order to compliment the real estate industry. The repair and maintenance of existing buildings and other infrastructures also falls under the domain of construction industry and its major business comes from the densely populated urban areas. This is due to the fact that the more usage of infrastructure in densely populated urban areas results in higher damages and hence is subject to repair. There are mainly three categories in which the construction industry is divided. First, being the heavy constructions that require high civil engineering; in this category we have the construction of roads, bridges and other big infrastructures. In this category the big guns of construction industry come into function for all major commitments. The second category is the general constr uction of buildings of real estate; in this category the construction companies operate in housing development works. The small construction companies mainly operate in this category, as it requires small budgetary involvements. The third and final category comprise of special constructive work, which is done in small scale. Specialized areas of construction fall in this category like the construction work on wood, electric related works, etc. In this category very specific construction companies operate as it require specialization in specific field of work. (Economy watch, n.d). It is seen that the contractor may be an individual or any organization; contractors definitely fall in any of the above categories in construction business. A construction firm, of any size can fall under these three categories of the construction business. The scope of growth of construction industry is favorable in the developing countries where the trend of

The Information Technology skills Essay Example for Free

The Information Technology skills Essay It is clear to me how University of Phoenix’ convenient and efficient educational program designed for working professionals, has helped me grow. I see tremendous change and development in myself. I have not only matured personally and professionally, but have also grown to believe in orderly goals and motives with respect to my existence. My life has been organized and I see greater potential for my progress. The outlook of the entire university, dedicated to the success of its students, may be viewed now in who I am as compared to who I was before joining the BS of Information Technology program. When I started the program at University of Phoenix, my professional attitude was unseasoned. I was an unsure person, someone who had not matured. My humble and uninformed self did not allow me to think much of my career. I had briefly dreamt of becoming a graphic designer. However, I had wrongly imagined that I would not go too far. My mind was set at thinking that I might have to do with unsuitable jobs. What else are high school graduates supposed to do? I did not aspire to be great or hold lofty goals for my career. My goals were in fact, not many. I only desired to keep myself employed. My knowledge base was limited. I was raw. To that end, I am absolutely honest to claim that I knew little or nothing about the things I have learned at the University of Phoenix. Knowledge has been added on to my life at a rapid pace with this great program. Before this, life could seem sluggish to me as an unaware person. At work, I did not consider myself a professional. I did not even present myself as such. I was simply working; holding a job because one has to do that in this uncertain world. I would describe my writing skills before the program as ranging from bad to good. This is one of the areas where I have experienced drastic change. Besides, I now have extremely different views about myself and my career. My verbal communication skills before the program may also be described as varying from bad to good. With less confidence, the way I presented myself was obviously poor. I did not grasp at the time that professionally, one must appear assertive and proficient to get the work done. At present, I like to view myself as a thorough professional. My critical thinking skills before the program were good. All the same, my â€Å"Critical Thinking† (PHL/251) general education course worked wonders to polish my skills. It was for this reason that I had chosen the course. I believe that my decision was absolutely correct. After all, critical thinking is crucial in both personal and professional life. My interpersonal skills were always excellent, according to my opinion. This is because I believe in people, trust them, and wish to know more about them in order to be of assistance to them. I chose the general education course called â€Å"U. S. History to 1865† (HIS/110) because I was deeply interested in understanding the mechanics of human relationships, as well as the causes and effects of human decisions. Learning about U. S. history was essential, seeing that the people I share my space with do also share the same history. Hence, I believed unconsciously that I would be able to improve myself in my relations with others if I studied human history. Once again, my decision to opt for this general education course was correct, seeing that I now deal even more effectively in my personal and professional relationships. The most important core courses with respect to my employment were â€Å"Critical Thinking: Strategies in Decision Making† (MGT/350) and â€Å"Project Planning and Implementation† (CMGT/410). I opted for these courses because I believe that professionals who know the functions of management are always more successful than the rest. Furthermore, these courses helped me to assimilate my ideas about team projects as well as leadership. I further believe that all professionals must be armed with knowledge of management, even if this knowledge is specialized in terms of Information Technology. What is more, decision makers, project planners and implementers must always bear in mind the people connected with the decisions and projects. Indeed, this idea connected with my love for people and interest in human relations. Moreover, I now connect better with the people at my workplace, and truly understand more about the mechanics of decision making and project planning as well as implementation. One of the terminal objectives of my program was, of course, for me to mature into a successful individual in my professional life. Even at my current organization – General Mills, where I presently work as a Network Engineer – development and innovation are priorities as well as major targets. Hence, both the University of Phoenix and General Mills have contributed to my current upsurge or growth. But the job without the education at University of Phoenix would definitely not be as good as it is at present. At this time, however, my job is a huge part of who I am and who I want to be. The program at University of Phoenix has really been a great source of inspiration for me. Employment may have helped me go on living. But the education here has helped me to live life fully, to enjoy my work and to be proper in all respects. It has shown me the way to live life in a way that is better, not just to live as I may have heard others living. Life does not just drag on anymore. It is full of enthusiasm and anticipation for a bright present and future. I am applying the tools that I have learned through the University of Phoenix, and there is hope to use them in better ways to achieve higher goals. I am eager to learn even more of that which would help me along. Learning should be a life-long process so that one’s intellectual powers do not rust. Before the program, it was as though I, as a resource, was underutilized. Now I feel fully functional. Just as General Mills thrives on research and development, I see myself flourishing with an increase in my knowledge base and the utilization of my mental resources to their fullest capacity. The Information Technology skills learned by me through the program at University of Phoenix are incomparable to anything I have ever been taught. I feel more grown-up now because of what this program has done for me. I have been shown much of my potential. It seems that I have learned a lot and there is excitement in me now to know more. Life does not seem like dreary employment anymore. I enjoy my personal and professional life much more now that I have been a part of the University of Phoenix. As far as my ethical outlook is concerned, I see no change between the past and the present, and I do not see it changing either. My values have not changed. My self-esteem has increased because the way I see myself has changed. Whereas I may have been covered by darkness in my mind, I now see myself in the light, capable of doing much, maintaining goals, and wanting to do all that is good. I certainly have become advanced in my professional attitude. With regards to my personal attitude, I even walk more confidently now and that has a serious affect upon my professionalism too. At work, I have to be responsible, knowing and showing that I can make it right and to the top. It is as though I have been cultivated and I know what I am doing now. My career views have changed so much that whereas I had seen myself doing basic jobs and not going too far in my professional life before I joined University of Phoenix, now I feel confident and able to be the leader at work. I feel that the axiom ‘the sky is the limit’ is working in my life now. Earlier I may have thought that it is impossible to have such an attitude unless one’s performance was really marvelous. But this program has been about trying to do one’s best and fulfilling one’s potential. It has made me open my eyes and view the world out there full of possibilities for a bright human being wanting to do more and wanting to do what is excellent. I feel capable of reaching the top of my company now. Furthermore, now that I have had a glimpse of my highest potential, I also feel self-assured and competent enough to be at the top of another organization, if not my present company. A part of this newly found confidence in me is a result of observation. Even so, the knowledge that has been imparted to me with the wonderful Information Technology program takes most of the credit for my motivation today. Resonant with my new goals is the fact that my knowledge base has grown impressively. I now know not only that which is taught at undergraduate level in my field, but I am also seen by others as a better professional. My professional sense is increasing, signaling that I must continue trying to do better. I do not see the way down now. What is more, I am now able to hold professional presentations and meetings with high level professionals at General Mills. I am also more interested in my work at present. Over the next five years, my professional and personal attitudes may become more refined. I hope to become more mature and confident. I now understand how learning more can make one grow. I do not only want to continue learning, but I also want to continue growing until I can become a self-actualized individual. I wish to develop my ability to move to higher levels in my career through greater productivity. My goal is to be my best and also to be the very best in others’ opinion. I would like to attend a graduate program. I have so greatly and positively been influenced by the undergraduate program at University of Phoenix that I hunger for more of education. I understand to an extent how much it can do for me. Before the program, I did not think much of education besides the fact that it is necessary to a certain level. But because I have been working and noticing the changes that education brings into my professional life, I long to gather more knowledge. Education is directly related to success. I love the changes higher education has brought to my life and I welcome this fantastic transformation on an ongoing basis. Thinking is the basis of our actions, and if the undergraduate program at University of Phoenix could do so much for my life and attitudes, I cannot yet imagine where a graduate program might put me with regards to my professional position. I need more guidance for the future though, to be specific about what I would really do. I see the possibilities laid open before me, but which way do I really go? Many ways seem important. Perhaps I would settle for an MBA. In any case, I would have liked the University of Phoenix to better assist me in getting to the right place at the right time in future. To get a clearer sense of my educational goal at present, I may have to go for education counseling. I would like to recommend at this point that the University of Phoenix should incorporate an extensive education counseling program for its students. Over the next five years, I wish to grow to have more business sense. This may happen through higher education and additional years of experience at work. In point of fact, I would like to improve in all spheres of my life, and in the areas of my being that are good now, I would like to keep a balance whereby I do not drift to the low side of things. With my new outlook, I feel ready to take responsibility to add value to the world, even if it is solely by way of doing my job well and showing others that honesty, hard work and learning can go a long way. I feel worthwhile now and am prepared to continue struggling through life with zeal. When life gets slothful, I know what I must do to change that and to be promoted learn. I must continue learning.

Judaism, Christianity and Islam: The Three Oldest Religions are Based

Religion in all aspects is based on faith and commitment. It starts with a faith that people have in something that they have not seen. I have always wondered about the faith people show for their religion. No matter what is happening they stay strong in whatever it is that they believe in. Humans have come a long way from the beginning of time when it comes to forming religions. There are so many different kinds of religions out there in this world right now. And all those religions come from some kind of faith and are based on a faith that emerged through something or someone. There are people out there in this time that are dying and killing for their faith. There are some religions that are based on the same roots but are called known as different religions because of their differences in faith. Although they have similar background and roots they are very different from each other. Judaism, Christianity and Islam for example are three religions that have similar background and a re branches of the same roots, but are very much different from each other because of the differences in their faith and belief. Faith, the word by which people base their afterlife, has become the foundation of every religion. The three religions Judaism, Christianity and Islam are one of the oldest religions of the world. They have always been known for the strong faith they hold for their religion. Although the three religions are somewhat similar to each other they have their differences and beliefs. All three started with the same creator and got split to become their own religion. All of these religions started with Abraham and they still to this date hold Abraham in high position. Even with being almost the same religion they base everything o... ... same God, that is Abraham’s God, but they differ when it comes to other things that make up their religion. The disbelief of Jews in Jesus differ them from Christians, the concept of all three religions have about the coming of Messiah also differs them from each other. Jews believe the messiah is yet to come and is coming to revive the Jews, Christians believe in the second coming of the messiah and believe that he is going to take all the believers of Christ with him, and the Muslims believe that Jesus is coming again to fight as warrior for the Muslims against the world. From doing the study on the three religions, I have learned that they all have the same concept to which it started with, but no longer are the same because their faith changed along the way. And they broke off from one to another and formed the three strongest religions in the world presently.

Causes and Effects of the War of 1812

Causes and Effects of The War of 1812 The nineteenth century brought major change to The United States turning it from a developing country into a world power. The addition of Alaska, Oregon, Texas, and Florida, the Mexican Cession and The Louisiana Purchase made The United States a world power. The War of 1812 catalyzed this great expansion. There were four main concerns that led to The War of 1812. Maritime and trade issues, the Embargo Act, territorial expansion, and War Hawks. Although they were major concerns, one alone did not start up the war. â€Å"On June 18, 1812, the United States declared war against Great Britain.In what is often called America's second revolution, the countries were locked in a series of battles for more than two years, which led to few gains on either side. It was one of the most unpopular wars in American history; when its treaty was signed on December 24, 1814, diplomats agreed that the countries should return to the situations they were in before t he start of hostilities. † The troubles with maritime and trade issues on the high seas could have been the biggest concern. As America increased in it’s foreign affairs it began to effect Great Britain and France and their on going quarrel.So President Jefferson declared The United States a neutral power. However this tactic did not work because Britain felt anyone trading with France was an enemy. So from 1803 until 1812 Britain impressed approximately 10,000 Americans, forcing them to work on British ships. And in 1805 Britain decided in The Essex Case that any American commercial ship traveling between enemy or neutral ports will be seized. When word of this British interference and impressments of sailors came back to America citizens were outraged and anti-British feelings began to rise.The Embargo Act was signed on December 22,1807 by Congress under President Jefferson. As a result of tension between Great Britain and France and the risk of losing American ships to either side this act was passed to ban all foreign trade. There was talk of amending the Non-Importation Act and The Secretary of the Treasury Albert Gallatin even suggested going into a full out war, but Jefferson failed to see the benefit of a restrictive economic policy like the Non-Importation Act and preferred a peaceful end.Although it was a noble idea to end the tension with a peaceful means, the act failed to make Great Britain and France respect American rights. The Embargo Act ended up affecting everyone at home more than it did Great Britain or France. The economy of The United States started spiraling downward since the act passed, and the smuggling trade began to increase. â€Å"Although it was successful in averting war, news of evasions and other such negative consequences of the Embargo forced Thomas Jefferson and Congress to consider repealing the measure.The American economy was suffering and the American public opinion was not in support of its continuation. U ltimately, the embargo failed to have a significant effect on the British. Goods still reached Great Britain through illegal shipments; British trade was not suffering as much as the framers of the embargo had intended†. The act only had a major effect at home; making Americans furious Britain would not open up free trade. Britain began to see the increasing tension between themselves and the United States, so British officers in Canada began making friends with Indians residing in the Northwest region of The United States.It was easy for Britain to befriend the Native Americans because they felt threatened by Americans and their desire to push westward, and take their land. One of the greatest Indian chiefs in North American history, a Shawnee chief, Tecumseh, prepared to protect their land. He began by traveling the Mississippi valley as far south as Tennessee looking for assistance to create an Indian confederacy strong enough to fight the Americans. He enlisted his brother , Prophet, to begin to unite the tribes of the west to fight against Americans.A disagreement broke out over an American purchase of three million acres of land in Indian Territory. In a battle outside of Prophet’s town of Tippecanoe River, Prophet foolishly decided to attack American militiamen while they were sleeping. The town was torched in the battle that followed, and years of planning and organization was wasted. After this incident in June 1812, Tecumseh and a small company of Native Americans joined the British at Amherstburg. During the war, American’s called for an invasion of Canada mainly because the support the British gave to American Indians.In the Battle of Thames, Tecumseh died and an American victory is gained. The War Hawks were a number of young representatives voted into the twelfth congress. They were typically people from southern and western states like Henry Clay, Speaker of the House at the time, John Calhoun of Kentucky and Langdon Cheves of South Carolina who spoke in Congress advocating going to war with Great Britain. They believed it was our right to expansion, and declared that a thousand Kentucky riflemen could take on Canada alone. They expected the war to be short, considering the British were in Europe fighting Napoleon.Although opposed by the Federalist of New York, New Jersey, and most of New England, on June 18, 1812 James Madison declared war on Great Britain. â€Å"However the War Hawks had displayed much more energy in talking about war than in planning and preparing for war. At the beginning of hostilities there were about 7,000 men in the regular forces and these were commanded by senior officers who were old, incompetent or lacking in experience. Congress had voted for war, but seemed reluctant to spend the necessary funds upon equipment and supplies.A bill introduced into Congress with the purpose of increasing the size of the American Navy was turned down by the members. Volunteer soldiers were bad ly fed and disgracefully clothed. In winter, the unfortunate sentries who patrolled the Canadian-American border shivered and shook on duty because they lacked overcoats. † Some historians say the war hawks are the ones to blame for the war, because they wanted to wage a war knowing the United States military was inadequate at the time. The war ended December 24,1814 with The Treaty of Ghent. Not a single senator voted against peace.Although the war did not have much effect at the time, besides gaining land conquered during battle, the effect of the War of 1812 would become grate. After the war, America gained international respect for resisting Great Britain’s control for the second time in less than forty years. Also, marking the last armed conflict between the two countries. Not only did the war prove the United States military, but also it’s army. It gave The United States battle tested leaders, and the opportunity to train servicemen; which proves to be need ed to expand by land acquisitions from the Spanish-American and Mexican-American Wars.The British blockade leading up to the War of 1812 strengthened the United States economy by requiring workers to manufacture most goods normally imported, diminishing foreign dependence. After the federalist did not support the war and were considered traitors for attempting to secede at the Hartford Convention, the party was destroyed. The end to this party marked an era of Good Feeling for the United States, since they did not have to deal with inter-party disputes. â€Å"Manifest Destiny†, America’s destiny to span from the Atlantic to the Pacific, would not be possible without the courage and wisdom The War of 1812 gave America.The military would not have be what it is today without taking off the way it did after the war, or the nationalism Americans felt and have been able to span the difference between the oceans. Many nations saw how The United States struggled but kept holdi ng on throughout the war to come to a peaceful agreement. By showing this, America became a force to be reckoned with and would prove to be a world power. Bibliography â€Å"American History Timeline- War of 1812. † Accessed November 20, 2011. http://americanhistory. about. om/od/warof1812/a/war-of-1812-timeline. htm Dooley, Patricia L. â€Å"The Declaration of the War of 1812. † The Early Republic: Primary Documents on Events from 1799 to 1820. Santa Barbara, CA: Greenwood, 2004. ABC-CLIO eBook Collection. Web. 27 Nov 2011 â€Å"Embargo of 1807,† Accessed November 20, 2011, http://www. monticello. org/site/research-and-collections/embargo-1807. Volo, Dorothy Denneen, James M. Volo. â€Å"WAR HAWKS. † Encyclopedia of the Antebellum South. Santa Barbara, CA: Greenwood, 2000. ABC-CLIO eBook Collection. Web. 28 Nov 2011. â€Å"War of 1812, 1807. Accessed November 20, 2011. http://www. u-s-history. com/pages/h2621. html â€Å"War of 1812. † Accessed N ovember 20, 2011, http://www. warof1812. ca/intro. html â€Å"War of 1812: Battle of the Thames. † Accessed November 20, 2011, http://www. historynet. com/war-of-1812-battle-of-the-thames. htm ——————————————– [ 1 ]. â€Å"Embargo of 1807,† accessed November 20,2011, http://www. monticello. org/site/research-and-collections/embargo-1807. [ 2 ]. â€Å"War of 1812. † Accessed November 20, 2011, http://www. warof1812. ca/intro. html

Cultural Enlightenment

They have access to large listening libraries, state-of-the-art recording studios, Instrumental combos, and regular master classes given by a variety of highly successful, working Jazz musicians. Graduates find work In a variety of settings as arrangers, ensemble directors, vocal coaches, recording engineers and producers, jingle singers, jazz artists, educators, theme-park and cruise-line entertainers, contemporary Christian singers, pop/rock singers, cabaret and club performers, back- p singers, and even arts administrators and managers.I thought about attending my first concert as an audience member, as I watched choir members Join their ranks. I was not sure what my reaction would be. Would I feel moved by the music? Would it put me in that fantastic trance of both energy and peace? As I watched the choir file on stage as part of their Vocal Jazz Ensemble Concert, I noticed many new faces mixed In with the familiar. I thought fondly back to my first weeks in the church choir as I was growing up. The music began before I knew If I was ready.After Just a few notes, though, I began to relax. I was still In the sanctuary. The experience was different. My nerves were running high, but the music still took me n TTS nana, Ana gently lea me to Tanat place AT Inner peace. Can song was an exploration of different texture and flavor of music. The music was introspective and thought provoking, bold and inspiring. Most importantly, the music was an escape. Music creates a wall of protection from those concerns. That is its power.I Joyously left the peaceful sanctuary so beautifully created by the choir on Friday night. Yet, I continue to hold that reminder of God's presence in my heart. It's a place I can go to when I need strength or peace. The music continues to live through this choir, and I know that their witness has inspired me. It is my hope and prayer that everyone who is a part of this wonderful process-director, choir members, and audience alike-will continue to carry this purpose and message with them. â€Å"The music lives! † Praise the LORD! [pick]

Protagonist vs. Antagonist Understanding a Storys Main Characters

Protagonist vs. Antagonist Understanding a Storys Main Characters Protagonist vs. Antagonist: Understanding a Story's Main Characters If there’s one thing every story needs, it’s conflict. And while conflict can take many forms (Self vs. Nature, Technology vs. Humanity, Character vs. Self, etc.), some of literature’s most beloved stories include conflict in the classic form of the protagonist and antagonist.Without the white whale, Moby Dick is just a book about a guy who goes sailing and then returns home. If there were no Harry Potter, then J.K. Rowling would have written a series about Voldemort taking over the world, unopposed. Without Sauron and the Ring, the Fellowship would have merely been an odd sight-seeing group touring Middle-earth. And as enjoyable as that may have been for  them,  it wouldn't have made a very good story for the rest of us.In this article, we will look at what protagonists and antagonists are, how these age-old character archetypes can help you craft memorable stories, and what famous rivalries look like in both literature and film.With that in mind, let's firs t go back to basics to figure out what exactly protagonists and antagonists are.What is a Protagonist?The protagonist is the main character whose story is being told. The term derives from classical Greek drama and literally means â€Å"first actor.† Though often referred to as the hero of the story, the main character isn’t necessarily virtuous, and also may be just one of many protagonists in the narrative.Because protagonists can take many forms, let's take a look at four common types of protagonists in action.4 Types of Protagonists1. The Lonely HeroThe Lonely Hero is the standard strain of protagonist, probably because it's seen as the most "heroic" type. As the name implies, the Lonely Hero is the one and only person who can stop evil from triumphing and save the day. Though they’re almost always helped by a team of supporting characters, the ultimate burden of the quest falls squarely on the shoulders of the Lonely Hero. They are the one who must sacrific e the most in order to accomplish their goal.Examples of Lonely Hero protagonists:Harry from  Harry PotterKatniss Everdeen from  The Hunger GamesFrodo Baggins from  Lord of the RingsMatilda from MatildaCooper from Interstellar So evil that all the heroes in the galaxy have to band together against him. (Image: Walt Disney Studios)Whether you have the traditional hero-villain character dynamic, or a non-traditional character rivalry, remember to make full use of the conflict their interactions generate in order to move your story along. By creating complex characters, you will find it much easier to develop an interesting plot and bring your story to life.SummaryIn any story, how can you tell if someone is a protagonist or an antagonist? They are both significant characters, but the easy distinction is that:The protagonist is always the main character, regardless of they are heroic.The antagonist isn't always evil or a villain, simply the character who is in opposition to the protagonist.With that distinction in mind, why not go ahead and create your own characters who are worthy of joining Frodo and Thanos in the pantheon of great protagonists and antagonists?Do you have a favorite protagonist? A favorite antagonist? What are your favorite protagonist vs. antagonist rivalries? Let us know in the comments below!

Free sample - Determinism. translation missing

Determinism. DeterminismFree will is the supposed ability of people to make choices freely from any kind of constraints. Will is usually paired with reason as one of two complementary activities of the human mind. The human will is considered the faculty of making choices and decisions, whereas reason is that of deliberation and argument. Determinism on the other hand is the concept that events within a given standard are bound by relations in such a way that any state of an object or event is, to some large extent, determined by prior states. Hence determinism is the name of a broader philosophical view that hypothesizes that every event, including decision, human behavior, and action is causally determined by previous events. In philosophical arguments, the concept of determinism in the domain of human action is often contrasted with free will. Determinists believe that the universe is entirely governed by causal laws resulting in only one possible state at any point in time. They normally assume that every event has a preceding cause in an endless causal sequence dating from the beginning of the universe. This therefore leads to the position that free will and determinism are logically incompatible, and thus the belief that people do not have free will. The principle of alternate possibilities states that, a person is morally responsible for what he has done only if he had an alternate choice. So for someone to be justly praised for keeping his promise to another, he must have been capable of breaking that promise, even if not at all inclined or likely to do so. Conversely, if breaking the promise is genuinely impossible, perhaps due to strong hypnosis, then he warrants no moral praise for keeping it. The principle of Alternate Possibilities thus identifies the availability of alternative actions to the agent as a necessary condition of that agent bearing moral responsibility for his actual actions. Frankfurt’s counterexample infers that a person is not morally responsible for what he has done if he could not have done otherwise a point with which he takes issue. Our theoretical ability to do otherwise, therefore, does not necessarily make it possible for us to do otherwise. These counterexamples are significant because they suggest an alternative way to defend determinism and this it does by using examples of agents who are intuitively responsible for their behavior even though they lack the freedom to act otherwise. To understand Frankfurt’s arguments, it is important to know his conception of free will is based on a major distinction between first order and second order desires. First order desires also known as Highers include the desire to own a new car, to meet the president, or to smoke a cigarette. A second order desire is in essence a desire for a desire. So, for instance, you might have a first order desire to drink alcohol; and a second order desire that you desire not to drink alcohol. A second order desire might be or might not be a desire that its corresponding first order desire be effective. Frankfurt therefore bases freedom on two aspects. Firstly, there is the aspect that a person’s actions are free in so far as they stem from their desires; that is, if they had desired differently, they would have acted differently. According to Frankfurt this is just freedom of action. Also a person has freedom of will. This is the ability by a person to control their desires and bring their first order desires into line with the second order desires. This is in essence means that we do not have free will because our desires are cause by other happenings. Hence the truth of determinism is validated.

Code-switching Among Students in the UK Essay Example | Topics and Well Written Essays - 3750 words

Code-switching Among Students in the UK - Essay Example This paper has been a pilot study to investigate the code-switching between English and Arabic among the Kuwaiti students in the utterances and construction level in the speech.The respondents of this study were undergraduate and postgraduate Kuwaiti students, studying in one of the UK universities programmes of both genders in different ages. The target population were from different universities, majors, and social status. The graph shows the results of the analysis. Most of the respondents do not find it a reason to code switch from Arabic to English because they want to raise audience and interest of what they are talking about with about 40 per cent said they slightly agree. There was about 25 per cent of those who disagree slightly with this fact while about 15 per cent strongly disagree. The first language of the target and sample population is Arabic, and second language is English where most of them have learned it as a compulsory subject at the age of six in the state schoo ls or earlier if they were in private schools. The quantitative method was used in this research. This was aimed at providing data for meeting the objectives of the study. This report makes a conclusion that this was a pilot study and it was aimed at finding out how the actual research will be conducted. The main aim was to find out the structure of the questions and how well they were understood by the respondents. Based on the results analyzed, most of the research questions were well understood. This is because there was no missing question that the respondents did not answer.