University of Bahrain Essays - Latter Day Saint Movement

University of Bahrain Department of English Language Year: 2016- 2017 The Mormons Research Paper 57150033020 Taqeya Ali Saleh 20122062 Dr. Youssef Jamal Course: American Multiculturalism 411 Taqeya Ali Saleh 20122062 Dr. Youssef Jamal Course: American Multiculturalism 411 The Content The Introduction . Page (3 - 4) The Body .. Page (5 - 7) The Conclusion . Page (8 - 9) References ... Page (10) Introduction Mormons have always had a peculiar hold on the American imagination, but few know who the Mormons actually are or who they claim to be, and their story is one of the great neglected American narratives. Mormonism is a way of life that is practiced by members of the Church of Jesus Christ of Latter-day Saints. Over two-thirds of the church's membership is in the United States. However, members are also located in many other countries around the world. Mormons use the Bible, the Book of Mormon, and two other books or revelations to Joseph Smith, founder of the church. These other two revelations are the Doctrine and Covenants and the Pearl of Great Price. The Mormon organization consists of a three member First Presidency and a twelve man Council of Apostles who make up the major policy-making body of the church. Mormonism's founding doctrine was based on the assumption that Christianity was corrupt and that it was necessary to restore the "true" Christian gospel. The Mormon Church sees only itself as recognized by God. Joseph Smith founded the church in New York in 1830. He said that he had visions of God and other heavenly beings that told him to establish the restored Christian Church. He was "directed" to some thin metal plates that he translated into what is now called the book of Mormons. This book describes the history, wars, and religious beliefs of a group of people who migrated from Jerusalem to America. Smith attracted a small group of followers who settled in Kirtland, Ohio, and Jackson County, Missouri. Because of persecution, the church moved to northern Missouri, then to Nauvoo, Illinois. The people of Illinois welcomed the persecuted Mormons, and Smith began to construct a temple and a hotel there. In 1843, Smith secretly instituted the practice of plural marriage among a group of his followers. This could be because he himself had 50 wives. The Mormons lived in relative peace until 1844 when a group became mad about Smith's practices. They started a newspaper called the "Nauvoo Expositor" and attacked him, accusing him of practicing polygamy. Smith denied this charge but was killed anyway. Brigham Young took over as their new leader. In 1852, polygamy was officially announced at the Mormon conference. The Body The Mormon Church Is a conservative religion focused on family values and strong participation in community service. It is an unspoken rule that all men must complete a mission during which time there sent around the world for two years to proselytize and convert others to the Mormon faith. These young boys are taken from their church and the members claim that their faith in the word and the messages received by Joseph Smith is so strong that they are willing to put their faith in the hands of young boys. While an interesting joke, church does have significantly more text than most Christian faiths. In addition to the Old Testament and the New Testament members of the Mormon Church add to their scriptures the book of Mormon, the pearl of great price, and doctrine and covenants. It is said that these additional scriptures were founded by Joseph Smith at the direction of an angel, uncovered and translated in spite of his ignorance and Illiteracy were translated after which they w ere taken back up to heaven. Mormons believe that God has a clear plan for each of us. This plan is thought to have begun before we came to earth, and which will continue after this life. Those beliefs are written in thirteen clear declarations known as: "The Articles of Faith". Many religions have a written creed that clearly establishes beliefs and practices for that religion. The Church of Jesus Christ of the Latter-day Saints does not have such a strict creed as a code of faith; rather they recognize the

Demasiado Spanish Word Usage

Demasiado Spanish Word Usage Demasiado is a common adjective or adverb that usually carries the idea of too, too much, too many, excessive or excessively. When used as an adjective, demasiado precedes the noun it refers to and agrees in number and gender with it. Demasiado can also appear in the predicate of a sentence following a form of ser. Tres partidos polà ­ticos son demasiados. Three political parties are too many. Hay demasiado azà ºcar en los cereales de los nià ±os. There is too much sugar in childrens cereals. Fue demasiada la tentacià ³n. The temptation was too much. Tener demasiados amigos en Facebook provoca estrà ©s y culpa. Having too many friends on Facebook causes stress and guilt.  ¿Se puede tener demasiado amor, demasiada fe o demasiada honestidad? Considero que no. Can one have too much love, too much faith or too much honesty? I think not. As an adverb, demasiado is invariable - that is, it doesnt change in form. It typically comes before any adjective or adverb it affects the meaning of but after any such verb. El verano llegà ³ demasiado rpido. Summer arrived too quickly. El expresidente habla demasiado y sus declaraciones son desatinadas. The former president talks too much and his statements are foolish. Dicen que los coches ecolà ³gicos son demasiado caros. They say green cars are too expensive. Soy demasiado inteligente para creer en esas cosas. Im too smart to believe in those things. Las reas brillantes pueden aparecer demasiado blancas en las fotos. Bright areas can seem too white in the photos. El problema es que mi marido trabaja demasiado. The problem is that my husband works too much. In popular speech, you may sometimes hear demasiado as an adverb made to agree with an adjective it refers to, but this is not considered grammatically proper Spanish. As an exception to the rule, however, it is correct to make demasiado agree with forms of poco: Pasan demasiadas cosas en demasiadas pocas pginas. Too many things happen in too few pages. Sample sentences are adapted from a variety of sources. Among those used in preparaing this lesson: Tiempo (Honduras), ABC (Spain), San-Pablo.com.ar, Bogo de la web, Actualidad Motor, Reina del Cielo, Ideeleradio, Sony.es, ForoAmor.com, Cinemascope.

Reduce stress in life Assignment Example | Topics and Well Written Essays - 2500 words

Reduce stress in life - Assignment Example For example, not enough time of the day to deal with personal issues and work; need to find another higher pay job to afford endless bills. In my case, working fulltime while attend school full-time; a baby is on the way at the same time and not to mention I am a first time mum. However, I do not believe that a stress free life is possible and realistic. Stress is a response to challenges in life that occurred around us and many of these challenges cannot be avoided. As adult, we need to learn to confront the stressful situation, learn to find causes and to escape or cope with the stress around us. Mitigating of stress remains a major concern in every individual and this can only be achieved through the development of new behaviors. However, breaking from the old habits and adopting best practices remains a major challenge to a number of people due to the comfort that the old offers despite the stress that we face as a result of them. In this paper, shading of old traits as a way of mitigating stress will be discussed in line with a number of psychological theories and application (King, Singh, Bernard Merianos, & Vidourek, 2012). The management of stress is essential in the development of a normal life and this makes the description of cognitive approaches essential. Stress is considered as an event that has different variables and is influenced by individual’s behaviors and exposures in life. This makes interpretation of fear to differ from one person to another with some viewing the construal of stress and as either positive or negative. Four cognitive factors have been identified to influence fear reception and response in individuals, which ultimately determines their ability to change old habits. Appraisal, retribution, self-efficacy and general stress perception are four cognitive elements essential in the development of stress responses in an individual (Voisin, Stone & Becker, 2013). Initial response to

Critically evaluate the concept of bureaucracy as an effective system Essay

Critically evaluate the concept of bureaucracy as an effective system of organization - Essay Example Problem of red tape is often related with the term Bureaucracy. Effectiveness of bureaucratic management may be analyzed on the basis of how a formal organization relies on promptly defined hierarchical levels and different specific roles to maintain effectiveness and efficiency. It is being noticed that often bureaucracy is criticized for its inflexibility, complexity and inefficiency. Over the years, experts like Max Weber have strongly argued the importance of bureaucracy. Bureaucracy is the most effective way through activities of human being can be organized within any organization. The presence of bureaucracy is there in every organization but degree of bureaucracy differs from one organization to other. This essay will critically evaluate the concept of bureaucracy as an important and effective system of the organizations. In the course of this essay different theories of bureaucracy will be discussed. This essay will help to understand the deep rooted interrelationship betwee n bureaucracy and effectiveness of the organizations. This will be a step by step approach. The first name that comes to mind about the bureaucracy theory is German sociologist Max Weber. According to the theory of Weber, bureaucracy contains some characteristics. Those characteristics are very important for the effective system of organization. Those characteristics are Hierarchy, Specialization, Division of labour and Standard operating procedures. A hierarchy is a system with well defined span of command. This characteristic states that everyone has a boss in an organization. According to the theory the boss of organization supervises entire system. The power flows from the top management through the trickle down hypothesis (Durant, 2010). According to this theory subordinate follows the orders of superiors and can appeal against those orders. As per this theory bureaucrats are specialized persons for some specific areas of works. This provides

Introduction of the new Nokia Lumia Product Essay

Introduction of the new Nokia Lumia Product - Essay Example product development is crucial to survive in the global competitive environment especially when it comes to technology such as gadgets, mobile phones, tabs and other electronic devices. In the era of globalisation it becomes crucial for organisation to innovate new product to keep up with the competition in the global environment and secure a better market place. Timely and responsive new products have become more critical in the global environment and there arise the need to response quickly to the changing dynamics of global forces (Yelkur & Herbig, 1996, p. 38). Methodology Research methodology includes two forms of research, primary research and secondary research. Primary researches are conducted based on questionnaires, interviews and can be both qualitative analysis and quantitative analysis. Secondary research is based on data which were already found and an analysis is made on the existing data. The methodology used to analyse the product introduced by Nokia, Nokia Lumia 820 and 920 in collaboration with Microsoft operating system are done mainly through secondary research. Data are collected from sources such as web, books, news and other relevant sources and are further analysed. Analysis and findings of Nokia and Microsoft are also based on SWOT analysis. Findings and Analysis According to IDC press release the global mobile phone market grew by 1% in the second quarter of 2012 where Apple and Samsung shipped half of the global Smartphone. With respect to the Operating System, Android has expanded its dominance in the global Smartphone market and accounted for 68% of the total Smartphone shipped in second quarter in 2012. According to findings, success of Android can be traced to Samsung accounting for 44%, iOS posted growth with double digit and remains at... This essay stresses that Nokia currently has been suffering from a major decline in market share leading to major loss for the company. Symbia which was the OS for Nokia did not help the company to generate enough revenue and as a result the company has partnered with Microsoft regarded as an opportunity for the company to increase its market share and profits. Nokia was facing a tough challenge from OS like Android, iOS due to the lack of innovation made by Nokia and also its slow response to match up the international market demands. Thus the advantage of pairing Nokia with Microsoft will be beneficial for both as within six months of the launch of Lumia Nokia from zero percentage went up to a third of the overall windows phone devices in the US. Nokia which was once the market leader in the mobile category had recently suffered a setback in the smart phone category and is trying to catch up with Apple and Samsung. This paper makes a conclusion that the management decision to partner with Microsoft has resulted to be beneficial for Nokia as the growth rate has increased within the six months of its launch of Nokia Lumia 820 and 920. In the competitive mobile Smartphone market, Nokia was lagging behind the market leaders Samsung and Apple and had suffered huge loss. Now entering into partnership with Microsoft it hope to regain back its lost market share and introduce new range of products with exciting features.

Provision and planning for the outdoor environment

Provision and planning for the outdoor environment Discuss with reference to curriculum documentation and relevant research literature the importance of effective provision and planning for outdoor play and exploration in UK early years settings. In this assignment I am going to look at why it is relevant for effective provision and planning for the outdoor environment in the early years in the UK. Outdoor play is a vital element of young childrens physical, social and emotional development. Play is a young childs activity for learning. Therefore making the most of outdoor play is essential, providing plenty of experiences in a varied manner for children, early years settings are in a unique position to offer these, fully integrated with the indoors. The four aspects of Birth to Three Matters Framework include examples of experiences that very young children should have both indoors and outdoors. Similarly, the curriculum guidance for the foundation stage includes many ideas for taking learning outside. All six areas of learning can be effectively promoted, from the earliest stepping stones through to the early learning goals at the end of foundation stage. The statutory framework for the Early Years Foundation stage: setting and standards for learning, development and care for children from birth to five. (DCSF 2008) states the following in relation to the outdoor environment; Wherever possible, there should be access to an outdoor play area and this is the expected norm for providers. The indoor and outdoor environments (should be linked) so that children can move freely between them. A rich and varied environment supports childrens learning and development. It gives them the confidence to explore and learn in secure and safe yet challenging, indoor and outdoor spaces. Children must have opportunities play indoors and outdoors. All early year providers must have access to an outdoor play area which can benefit the children. If the setting does not have direct access to an outdoor play area they must make arrangements for daily opportunities for outdoor play in an appropriate nearby location. Being outdoors has a positive impact on childrens sense of well-being and helps all aspects of childrens development. (See EYFS Statutory Framework (p.35 and 37); EYFS Practice Guidance (p.7) and Principles into Practice card 3.3: Enabling Environments- the Learning Environment). The EYFS statutory framework for the EYFS is put in place so that every child in a setting environment has the best possible experience of the outdoors, as so much learning and development goes on within the outdoors and to cover the six early learning goals. The outdoors offers a unique environment, which is very different from the indoors. It offers space and freedom to try things out, to explore and experiment without the constraints associated with an indoor environment (Tovey 2007). Some opportunities for learning can only happen outside. The experience of a change in the weather, finding insects, making a large scale construction/painting all of these motivate children into mental and physical engagement, and can only be done outside. In fact all learning goals can be achieved outside while the childrens health and well-being are also being boosted. Outside children can run fast, shout and squeal and find out what their bodies and voices can really do (Ouvry, 2008). The space is more open, less confided and the greater space; the more unrestricted the movement possibilities. Indoors is a space where adults are in control, but outdoors as fewer restrictions, where children can escape the controlling eyes of adults (Stephenson 2002). The four main thinkers of early childhood towards the curriculum, advocating outdoor provision as essential for childrens learning and development are; Friedrich Froebel , Margaret McMillan ,Susan Issacs and Maria Montessori. These four all held the view that the young child is first and foremost a whole person, with thoughts, feelings and imagination that need to be cared for and cherished (Curtis 1986. P.5).They all believed in a child centred approach and free-flow play. Young children are motivated and wish to learn, they dont have to be sat at a table quietly (Curtis 1986). Friedrich Froebel argued that play was a serious and significant activity for the young child. David Cohen (1987) suggests that Froebel was the first educator to use childrens play for practical purposes. In order to help children learn through play Froebel devised series of playthings and games (Bruce 1991). As Curtis (1986 p.6) points out, he used the timeless playthings of childhood in his curriculum. Balls, boards, sand, clay, for example, have made up childrens play throughout the ages. The role of the adult is crucial in Froebels approach to play. Cohen however doesnt agree that children should learn particular things, as that would be to advocate play as preparation for life. Froebel valued play because it helped children to make meaning, and as Janet Moyles (1989 p.168) points out the importance of adults and children being equal partners in play, as in conversation (Bruce 1991). Janet Moyles (1989, p.24) points out that Froebel pioneered the theory of firsthand experience as the basis of play, but this was entirely different to that, Seguin (1812-1880), who developed learning though the senses for disabled children. This curriculum was aimed towards a particular direction. However, Froebels approach to play was targeted at all childrens needs, rather than Seguin, who concentrated on disadvantaged children (Bruce 1991). As Yvonne Conolly (1983) points out (OMEP), A good Curriculum is a good curriculum for all (in Bruce, 1987, Ch.9). Margaret McMillan, pioneer of nursery education campaigned for an education centred on the garden. She was the first person to model a nursery with children flowing freely between the inside and outside environment she quoted; The best classroom and the richest cupboard is roofed by the sky. She put so much emphasis on the outdoor environment that it has been recognised by the Qualifications and Curriculum Authority in its good practice guidelines for the early learning goals, which repeatedly stress those young children, should have access to a well-planned outdoors (Ouvry 2008). McMillan expanded on the ideas of Froebel, to see children playing as the integrated activity. It was through the garden that we see her begin to develop the free-flow play side of the curriculum. It is interesting to see that for Froebel, McMillan and Issacs, it was the childs free play in the outdoors that led to their greatest contributions to the early childhood educational curriculum (Bruce 1991). Issacs valued free-flow play because it gave children freedom in their actions, thoughts and emotional expression. Issacs further stressed that play also meets the emotional needs of a child, as they express all emotional during play (Bruce 1991). Montessori, who was also a pioneer for education, she thought it was an insult to children to suggest they should play. Montessori provided children with specific sense training apparatus which she expected them to use in an exact manner within the classroom, whereas McMillan believed children gained better sensory experience by playing in the garden (Bruce, 1991). Surely if practitioners are planning and setting up the activities that a child plays outdoors it is not really the childs freedom of choice, in a way it is still like the Montessori approach. Both Sylva and Bruner argued, in the 1980s, that structure is a characteristic of materials and activities themselves. Structured activities such as construction are the most challenging and unstructured materials, such as sand and water, and open ended resources, outdoors lack any clear goal structure and, therefore, do not challenge childrens minds (Bruner 1980; Sylva et al 1980). Ouvry (2008) suggests making the most out of the outdoor area is also important, so that the children in that setting have the best opportunities possible and the changing of resources provided should be different daily. Also, it is important that the children have the opportunity to explore different resources and not stick with their favourite all the time i.e. bicycles. So Bruner and Sylvas research isnt very clear as all settings have a number of different opportunities for children to do in the outdoors environment, structured and unstructured. Children learn from them all in different ways and they are all targeting the six areas of learning. Piaget saw movement and physical development as the provision for higher levels of thinking. However Smith (p.68) argues this point and believes it is stillness we have to justify, not movement. Early Years children cant be sat down all day they need freedom to express themselves and explore their environment in order to learn new things, sitting down is going to make them more likely to disengage with what is going on. If movement is such an important aspect of a childs development, access to outdoor space must be part of a daily routine in order to nurture this mind-body growth. Children want space at all ages. But from the age of one to seven, space, that is ample space, almost as much wanted as food and air. To move, to run, to find things out by new movement, to feel ones life in every limb, that is the life of early childhood. So said Margaret McMillan (1930) Childrens entitlement to high quality outdoor play experiences is strongly supported throughout the Early Years Foundation Stage (EYFS) Framework and early years providers have a statutory duty to facilitate daily outdoor opportunities all year round for the children in their care. (See EYFS Statutory Framework (p.35 and 37); EYFS Practice Guidance (p.7) and Principles into Practice card 3.3: Enabling Environments- the Learning Environment). When children are denied adequate space they often feel desperately frustrated and this can lead to uncooperative behaviour. Research has shown that in environments that enable children to move about, to collaborate with others and take frequent breaks during calm activities, the behaviour of children who have a tendency to lose their temper or get over excited is less disturbing (Berk, l. E and Winsler, A 1995). This therefore shows that the tendency for children to shout and squeal and run around and be very hyperactive is taken outside there that type of behaviour is accessible (Ouvry 2008). Ouvry (2008) states that boys brains mature in a different sequence to those of girls and in some areas, at a slower rate. Boys first develop the parts of the brain for knowing about movement and space in which they have to move themselves and other things. Other areas of the curriculum then arise meaningfully out of play. Girls, stereotypically like playing imaginatively in the home corner and working with and alongside adults. Girls come to an understanding of adult world through domestic play and talk; they use reading and writing in their play because their brains are more developed for language at the three to five year old stage. The whole emphasis on activities that focus on children who are good at talking, fitting in, quick at learning and understanding other peoples intentions. Boys can tend to feel uncomfortable because they tend to feel more secure in the outdoor environment, where they can be themselves and still learn from their experiences just in a different manner. By the setting giving less attention to the outdoors environment and quality of outdoor play, they may be denying access to education to a significant number of boys (Bilton, H. 1998). The outdoor space must be viewed as an essential teaching and learning environment which is linked with the learning that goes on inside, but with even greater status because it allows for children to learn through movement. If we believe that young children learn through play and that play is thought in action- then offering children a playing space outdoors would seem the most effective means to fulfil their need to play, learning through first hand experiences and cooperate with others, that also cover the six main learning goals (Ouvry. 2008). Despite the much higher profile given to outdoor play in recent years with the introduction of the Curriculum Guidance for the foundation stage (QCA 2000), there is still evidence that the purpose and value of outdoor play is not well understood'(Tovey. 2007). Many practitioners have an unconscious belief that effective learning only happens when children are still, quiet and calm, with a pencil and paper at hand and with a teacher nearby to offer instruction. The idea that when children are physically active, many people believe they cant be learning anything to do with the curriculum (Ouvry 2008). But then what about forest schools, they are based outside all of the time and are still based on the curriculum and the learning intentions are still met and this is all due to planning for the six areas of learning. It is certainly true that if the outdoors is not well planned and the setting does not have clear aims for the childrens learning outside, then practitioners may find it difficult to see any worthwhile learning going on outside. This is however true when considering any environment for young children inside or outside. Without clarity of aims and learning intentions for children in play situations, it is impossible to know what to look for when observing the children or to know how to further the childrens learning. Structuring the environment and supporting childrens learning is as important outside as in (Ouvry 2008). The key person working with a four-year-old child may have observed on several occasions that the child is rather unsteady when moving around the outside area. The practitioner then plans to build an obstacle course to give the child lots of opportunities to use a wide range of physical movements. These then support the planning for enhanced provision. In many cases, this planned adjustment and enrichment of some aspect of the settings provision will also be relevant to other children in a group. Many of the other children in the group will enjoy helping to build and develop the obstacle course and will join the focus child in actively using and enjoying the challenges it offers. The right of the child to rest and leisure and engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and arts. (UNICEF 1989). There are constraints and fears that limit childrens opportunities for play particularly outdoors, deprive children of essential childhood experiences and opportunities- opportunities to develop friendships and to make relationships, to experience all emotions, to take risks, have adventures and misadventures, to have contact with nature and the environment (Casey, T. 2007). Children need to climb, run, jump, an bash balls against walls (Lewis Howdle, lecture, RIHE,1980). http://nationalstrategies.standards.dcsf.gov.uk/node/83976 http://www3.hants.gov.uk/childrens-services/childcare/providers/childcarepublications/horizons/horizons-issue-16/outdoor-learning-and-the-eyfs.htm http://nationalstrategies.standards.dcsf.gov.uk/node/151379 http://nationalstrategies.standards.dcsf.gov.uk/node/132681 http://www.teachingexpertise.com/articles/planning-quality-provision-early-years-5276

The Book Of Sand Essay examples -- essays research papers

Jorge Luis Borges is a famous Spanish author, known best for his short stories. In this paper, I will discuss several short stories written by Mr. Borges, what influenced him in his writings, and a brief history of his place of origin, Argentina. Borges' The Book of Sand is the story of a man who is visited by a stranger trying to sell a "holy book" called the Book of Sand. The narrator looks at the book and is unable to see the first or last pages of it because, as the stranger explains, the number of pages is infinite. The narrator is fascinated by the book and buys it, only to become obsessed with it, until the point that it is all he thinks about. He eventually gets rid of it by mixing it up in a pile of many other books in his basement. As will be discussed in this paper, Borges wrote philosophy in a lot of his works. In The Book of Sand, infinity is depicted in the form of a mysterious book. It symbolizes man's constant search for the world's existence. Borges is saying that it is an endless search and therefore pointless. The Other is the story of Borges sitting on a bench, as he feels as though he had lived that moment already. He begins to speak to the man seated besides him, and finds out the stranger has the same name, and the same address as he does. When Borges asks the man what year it is, the man answers 1918, even though it is 1969. It is then that the narrator figures out he is talking to the person whom he was fifty-one years earlier. He then tells "the other" him of the future, after which they part, knowing they will never meet like this again. This story deals with time. The author is very nostalgic and lives for his memories. It also is a philosophical story where Borges expresses his doubt that we all may "just be an image of a greater being". The Mirror and the Mask is the story of an Irish king who tells a poet to write a poem describing his power. The poet wrote a praise of his fighting success, and in reward for the excellent poem, the king gives the poet a beautiful mirror and tells him to write another poem. In reward for his next work, the king gives the poet a mask. The king then asks for a third poem and receives a one line poem of perfection and in return gives him an elaborate dagger. The poet feels it to be a sin to hear such perfection and so he stabs himself with the dagger. The king ... ...s for his interest in eternity and his desire for control of time. He admits in his poems that time moves on, the world changes, that he will grow old, and that the past is gone forever. He says that one can only rely on their memories (as he expresses in The Other). In his fifties, Borges becomes blind, but continues to lecture in colleges and conferences around the world. During his lifetime, Borges was nominated several times for the Noble Prize in Literature. He wrote alot of short stories, literary reviews (based on books that never existed), poems and more. Although he passed away on June 14, 1986, his writings live on to be shared with all generations. When Borges was born, Hipolito Yrigoyen headed the Radical Civic Union. General Roca was president at that time and he defended the middle class (which was what Borges was). Argentina had alot of trade with Britain and helped the economy to flourish. The people became more educated. As you can see, Borges' greatest influences were his childhood, familial background, and people he met while starting to write. Borges writings are enjoyable and thought provoking. I definitely recommend it to people interested in philosophy.

Dual Identities Essay

What is identity? We know from intuitive self-awareness that personal identity exists. It seems to be a fact of conscious life, as common as the word â€Å"I.† But the real question is how to define it? I have come to realize that there is no set definition on what makes an identity, so if my understanding is correct anything and everything can make an identity. There is no wrong answer. It varies from person to person. For example Andre Dubus, the author of â€Å"Witness†makes his identity clear through stories in which he shows his disability. In his case having a disability is part of his identity â€Å"I cannot stand or walk . . . I cannot live as normals do.† As for myself, I can relate, although not to the extent as Dubus, I can understand the anger that goes along with a disability. My disability is anemia, and while most people that suffer from anemia do not see anything other than minor side effects, I do. I am severely anemic, and so it affects my everyday life. I have trouble getting up in the morning because I am too tired, even after a good night sleep. I have to take iron pills and I eat red meat almost every day. Furthermore, I have seen more doctors than I wish to remember and they all tell me the same thing â€Å"you’ll grow out of it.† â€Å"Really, thanks Doctor, you’ve been so helpful,† I reply sarcastically. Few people know about my sickness, which I plan to keep that way. For some reason I feel that if many people knew about it they would feel bad for me, and could possibly think I was weak, which is the last thing that I want. Part of my identity is being strong and un-afraid, which is a difficult thing to pull off for a girl. Dave Barry the author of â€Å"Guys vs. Men† thinks that a lot of men give â€Å"guys† a bad name. Just like Barry I think that a lot of girls give females a bad name. Let me explain. I think that a lot of girls are overly dramatic, way too emotional, and acted dumber than they really are, for reasons that are very unclear to me. I know that I am feeding into the stereotype, but some girls fit the stereotype too well to not comment on. I refuse to take guff from anyone, unless I deserve it, and I speak what is on my mind. I have heard that I can be very threatening, but I do not believe that I should refrain from speaking my mind when I see it necessary.  In Keith Bradshers essay â€Å"Reptile Dreams† Clotaire Rapaille describes teens very well by commenting that â€Å"They want to give the message, †¦Ã¢â‚¬â„¢I want to be able to fight back, don’t mess with me.'† Clotaire seems to sum up the thoughts of the American youth very well, or at least me. I think that I acquired that aspect of my identity from when I lived in Los Angeles. Zora Neal Hurston explains it well â€Å"I left Eatonville, †¦as Zora†¦When I disembarked on the river boat†¦She was no more,† in her essay â€Å"How if feels to be Colored Me.†She expressed exactly how I felt when I moved to Sacramento. I felt like I wasn’t myself anymore. When I lived in Los Angeles I developed an eclectic personality; because I was friends with so many different types of people I took on other aspects of my personality. Unfortunately because I lived in LA I always had to have my guard up, im not sure how to explain it correctly other than, if you lived there you would understand. For the most part everyone had to fend for themselves, and if you weren’t able to do that than you were a follower of someone who did. I later came to realize that ones sense of self, or ones identity is developed through, among other things, external influences including friends, family, and situations. Now looking back I can see where I have gotten my attitude. I’m smart mouthed, sarcastic, and blunt. Through those traits I have also acquired nicknames. A recent nickname as of this summer was, â€Å"Ms. Attitude.† This summer I went wake-boarding with some family friends, their friends, and my best friend. So basically it was my friend and I, and 7 guys. What I came to realize though this summer, is that most guys aren’t used to girls that talk back. Because I am very sarcastic the guys were very surprised, which is why I developed the nickname. They thought it was hilarious, and I was recently told by one of them that they miss my attitude, so I guess I left an impression. What is shocking to me though, is that I usually get that reaction from most guys, which leads me to believe that they have never met any girls from LA. I moved last summer before senior year to Granite Bay, and attended Granite Bay High School my senior year. I moved from my moms house to my dads house,  willingly, to avoid a lot of un-necessary drama. The move was quite unexpected for everyone but myself. I left because I came to realize that my friends were no longer my friends. Many of my friends had begun to do some very hard drugs, and so I no longer wanted to be around them. I knew it was a bad environment, so I left. I have always been very independent and have never relied on anyone else to make decisions for me. I only did what I thought was right, yet after sharing my story with a few new friends in Nor*Cal I witnessed a lot of jaw-dropping, everyone thought that it was such a big deal. My identity quickly developed, I was the girl from L.A. I valued that identity, I almost felt like superman, I was Clark Kent when I was home in LA, and Superman when I was in Sacramento. I say Superman because a lot of people kind of looked at me like that, like I was invincible. I was like nothing any of them were used to. Other than being influenced from where one lives or lived, I believe that family can have a huge impact on ones identity. For instance, because I was raised by my mom, I turned out differently than if I was raised by my dad. If I was raised by my dad I think I would have turned out much more emotionally detached, and much more independent. I say this because my dads a guy, he doesn’t seem to care about anything other than himself and definitely shows no sign of emotion or feeling, that means no hugs. If I was raised by him Im sure I would have had a job at thirteen and would probably be living on my own now. But because I was raised by my mom I grew being very spoiled, because my mom believes that school is more important than work so I was never allowed to get a job. Unfortunately I grew up having everything handed to me. Which is good because I got everything that I wanted very easily, but bad because I got used to having everything handed to me. In addition, because I grew up living with my mom I became more compassionate and caring because that’s what I was taught. I consider the way I was raised part of my identity, I grew up with very strong ties to my family and that’s part of who I am. In conclusion, I believe that there is no one way to decipher where an identity can come from. So once again what is identity? humans are the only animal that can be aware of oneself, and so we are also the only animal to  contemplate who we are, and why we are that way. Through this constant mission of self discovery everyone seems to have an ever-changing view on their personal identity. It is a fact of conscious life, as common as the word â€Å"I,† to want to know who we are. I have come to realize that there is no set definition on what makes an identity, so if my understanding is correct anything and everything can make an identity. There is no wrong answer. It seems to vary from person to person and if any given event, person, action, etc, has effected someone greatly enough it can become part of their identity, even unknowingly. For me writing this paper was a mission of self discovery, I have never really considered who I am other than the obvious. I now know who I am and why I am the way I am. To me that was the hardest thing to answer. Why?

Agesim 3

Thompson, 2006,comments that it is important â€Å"that due regard is given to questions of good practice in working with older people-that is, to the development of anti-ageist practice. † The Author will now discuss the above with particular attention drawn to Ageist &Anti-Ageist practice. The Theoretical framework applicable to aging & its implications on policy & practice within social care work with elderly people. Hughes & Mtezuka (1992) describes ageism as â€Å"the social process through which negative images of & attitudes towards older people, based solely on the characteristics of old age itself, result in discrimination. The Author whilst researching this topic came across various forms of ageist practices solely for the purpose of this essay several have been selected to briefly discuss. Firstly stereotyping all elderly people with less favourable assumptions such as â€Å"All elderly people are Dependent on Society. † â€Å"Ageism has the effect of under mining a sense of dignity and the self-esteem which partly depends on it. Ageism marginalizes, excludes and demoralises. †(Thompson, 2006. In Contrast with an Anti-Ageist practice where an assessment is recommended and an intervention is then put in place based on this assessment rather than on assumptions. According to Thompson â€Å"A key task within a programme of developing anti-ageist practice must therefore be the promotion of dignity and the enhancement of self-esteem-counterbalance to the prevalence of negative stereotypes. † A very Common Drawback in Ageist practice with social care workers is the applying of Medical terminology such as â€Å"treatment† and â€Å"diagnosis†. Whereas a less ageist approach would be in the utilization of social care terminology such as â€Å"Interventions† and â€Å"Assessments†, which have less of an impact on the Elderly persons Self-esteem and Self-Image, where becoming elderly is viewed as another stage in life rather than associated with illnesses such as strokes, heart attacks and deafness. A very visible Ageist practice is one, which was developed by the welfare state. Higgs (1998) discusses the welfare States role in producing or at least, reinforcing what can be described as â€Å"structured dependency. This is very evident in the implementing of the compulsory retirement age of 65 in Ireland, which Gerontologists categorize as â€Å"young old. † Where citizens lose their independence of earning and now rely on social funding and savings. For many elderly people reaching this retirement age can have various implications to their self-esteem and self worth. Social policies like so can be very exclusive, as Elderly people don’t have a voice when they can retire. However an Anti-Ageist practice is promoting interdependency & avoidance of a dependency nature and a change in exclusive ageist policies. The retirement age in England is to be abolished in October 2011 according to Age UK who campaigned for anti age discrimination legislation for four years a step, which would be welcomed in Ireland to abolish ageism and ageist practices. As Phillipson (1989) puts it: â€Å"Fostering the idea of interdependency needs, then, to become part of a new radical philosophy for work with older people. It provides recognition of the help older people need from us, as well as the rewards to be gained from giving this help. It also reminds us of the skills possessed by older people and the resources these might provide for activities and campaigns within the community. † Another familiar form of Ageist practice is the use of de-personalising terms. Terms of which are used in a very innocent manner but can be patronising towards elderly people. Examples of such terms are â€Å"Old dears† or â€Å"How are the girls? † when addressing elderly women, suggesting they are childlike which the Author will discuss later on. To avoid this Ageist practice a more Anti-Ageist practice should be adapted with more awareness of the use of language used when addressing elderly people. Lastly as briefly pointed out previously is the adaptation of Infantilisation within the ageist practice. Here Social care workers see Elderly people as if they are children with the rise of elderly abuse social care workers now see a strong need for protection however the ageist risk that comes with this is that elderly peoples decision making capacity is now looked at and within an ageist practice there voice is not heard. Norman (1987) once said â€Å"we deny them, as we deny children, the right to take responsibility for heir sexuality, their behaviour and their risk taking. † The Author shall now explore various theories in aging and how they impact on policy and practice in social care work with older people. The first theory to explore is that of Erikson 1992 is the last stage in his lifespan development this stage is â€Å"Ego Integrity v Despair. † This is experienced according to Erikison is at the later stage of adulthood 60 and over when the older person â⠂¬Å"experiences an increasing awareness of their limits of time-a realization of inevitable, impending death. () Which in turn creates a final life crisis where she reflects back on her life at what she has achieved and what she had failed to. Failure to achieve Ego Integrity causes the individual to experience feelings of anxiety hopelessness and despair. However it is said, â€Å"Those who use their growing capacity for philosophical reflection to achieve a degree of self satification are less fearful of death†(Bee, 2006. ) Havighursts anti-ageist Activity theory 1940 then in contrast to Erikison theory is based around denying aging for as long as possible and keeping active in the later stages of adulthood. Within the context of this theory, activity can be viewed broadly as physical or intellectual. Therefore, even with illness or advancing age, the older person can remain â€Å"active† and achieve a sense of life satification†() Cumming and henrys Disengagem ent theory of the 1960s is an ageist theory, which is focused around scaling down the elderly persons life. The question here to be asked is who disengages from whom is it the society disengages from the elderly person? Does the elderly person consciously decide to disengage or is it factors out of their reach, which causes society to disengage. Returning to again the compulsory retirement age society disengages from people age 65 and older in the work place. â€Å"Continuity theory is a theory of continuous adult development and adaptation. Adult development and aging, including the evolution of various components of the self, occur in the context of particular social structures†() This theory greatly contradicts the other theory’s where the lderly person is to come to terms with what they had achieved and failed, the immense of death, to deny aging and lastly disengage and scale down there life. However this theory suggests elderly people are just continuing living there life’s whether they were highly involved in the community or where passive and satisfied with there own company. However ageist practices and attitudes prohibit such where the elderly person is seen as vulnera ble, childlike, ill and taught to take the disengagement theory or Erikisons model to scale down ones life. Therefore the Author Concludes this essay where she has pointed out the importance thatâ€Å"due regard is given to questions of good practice in working with older people-that is, to the development of anti-ageist practice† over ridding ageist theorists assumptions of elderly people in today’s society. The Author has clearly pointed out visible ageist practices but has contrasted these with the appropriated anti-ageist practices. In addition to this the Author has explored theories in aging and has given several examples on how these theories impact on policy and practice in social care work with older people.

How to Write a Literary Analysis on Native American Literature

How to Write a Literary Analysis on Native American Literature When it comes to writing a literary analysis on Native American literature, you may have a tough time if this is your first time drafting one. After all, it needs to be structured, clear and sharply focused for your instructor to give you a good grade. While your work may be cut out for you once you have selected a topic to write on (get inspired by our facts on Native American literature or pick a topic from our list of 20 unique topics), you need to focus on the technical aspects of your analysis as well. Outline for Your Literary Analysis The first thing you should do after finalizing your topic is create a rough outline. You can create your own or simply use the one provided below. Introduction/Thesis Body of The Essay Main Idea 1 Support Evidence Example Main Idea 2 Support Evidence Example Main Idea 3 Evidence Example Support Conclusion Idea 1 + Idea 2 +Idea 3 Keep in mind that the analysis of any literature will involve textual evidence and support. Also, make sure to pay attention to the major themes and literary device the author uses. Note down any ideas you find interesting and then find the interconnecting threads which run through the work. Developing a Thesis Statement A thesis is the central idea of your essay. It is essentially a claim that you are making, which will be supported by evidence from the one or many works of literature you have chosen to analyze. Your thesis must be a specific statement which clearly communicates the purpose of your essay. This central idea will govern the overall development of your essay. Writing a Strong Introduction This section will include your main thesis and provide the reader a bird’s-eye view of your paper. Pay special attention to how you phrase your ideas in this topic. Your goal is to capture your reader’s interest, so use a relevant quote, an interesting fact, or a brief anecdote to quickly bring your subject into focus. Include any background information you feel is required in order to understand your thesis. Include the title of the work you are writing about and the author. Also make sure to mention your reason for choosing that particular piece of work. Creating the Body of the Essay This section is the main part of your analysis. Use this section to explain in detail the main ideas behind your thesis. You also need to include evidence from the text to back up your stated idea. You can use direct quotations from the text or specific details or rely on summaries and paraphrased   sections of the text to support your central idea. Think of three to four main topics and use one paragraph for each topic. Begin each paragraph with a topic sentence and then provide textual support. End the paragraph by connecting your topic with the central thesis. Follow these instructions for each of your topic paragraphs, which should be at least three topics to fully justify and explain your central thesis. Wrapping it All Up in the Conclusion Add a concluding paragraph that ties in your central thesis with all of your main ideas. Make sure it is phrased in a manner that communicates a sense of completeness to the reader. In other words, do not end it abruptly. You can include a re-statement of your main thesis. Also summarize the main points and add some comments about the specific literary work you are writing about. Make sure this point is relevant to your topic. This outline will serve as a handy guide to help you plan out and properly structure your literary analysis on Native American literature. Include all the relevant sections and follow the advice given for each and you will surely end up with a great grade. Along with it we have prepared 14 facts on Native American literature for your literary analysis as well as 20 topics and 1 sample essay about this subject. Make sure to check them to get the whole picture.

Lenovos Brand Strategies Case Study Example | Topics and Well Written Essays - 1500 words

Lenovos Brand Strategies - Case Study Example Mr. Yang Yuanqing, The acting CEO of Lenovo Group reported to Xinhua news agency in April 2009 that the recent cost cutting operations tagged to an aggressive branding and marketing strategy, unleashed by the company are expected to lead to an additional income of $ 300 million (Chao 2009). This will not only bring the company back on the profitability track, but will also strengthen its position as a brand in China and the other emerging markets. There is no denying the fact that Lenovo is definitely not immune to the ongoing meltdown that has hit China as well. Thus, the branding strategy and marketing communications of this firm certainly deserve the attention of interested individuals and concerns. The astounding fact is that in the Chinese PC market, Lenovo commands the most commendable brand awareness. In fact, it is amazing to acknowledge that the brand awareness of HP in China stands second to Lenovo (China Business News 2007). As per a survey conducted by the search engine Baidu, based on a sample of 43,400 cookies, associated with the data pertaining to PC related searches, nearly 16.38 percent of searches were attributed to Lenovo, with HP standing second, commanding a pathetic share of 9.19 percent (China Business News 2007). The same survey also declared Lenovo to be the top ranker in the Chinese notebook market, accruing an impressive share of 16.9 percent of all the searches (China Business News 2007). The given survey concluded beyond doubt that Lenovo commands exceptional brand awareness in the Chinese PC and notebook market, courtesy its innovative branding and marketing strategy. The effective branding strategy of Lenovo dose not happen to be a very recent phenomenon, but a plan that was conceptualized and unleashed by Lenovo at least half a decade ago. In 2005, Lenovo unravelled its new global brand strategy, which was to be first tested and fine-tuned in China. This new strategy was rolled on and implemented in the Chinese market by the end of 2005. The spike end of this strategy was to exploit the Think trademark that Lenovo inherited from IBM to target the elite corporate customers having a detectable predilection for Lenovo's high-end products. In contrast, Lenovo chose to retain its original corporate name to attract the marginal corporate customers and individual buyers interested in the company's regular and mainstream products. Hence, this double brand strategy chalked out by Lenovo turned out to be utterly successful in covering a whole range of customers located in China. Lenovo's brand integration with IBM materialized into a huge success that ce rtainly bolstered the company' brand appeal in China and the related markets. Yet, Lenovo was well aware of the possibility of diluting its brand identification to the much popular IBM brand. Hence, the top management decided to use IBM brand name for its PC products for a period of five years only. The main objective of this strategy was to eventually give way to a more identifiable and strong Lenovo brand appeal in the Chinese and world markets. Simply speaking, Lenovo intended to use the brand appeal of IBM as a launch

Facebook as a New Media Home and Distance Assignment

Facebook as a New Media Home and Distance - Assignment Example The paper posits that in the virtual space, Facebook has overcome the friction of distance. In reality, however, the medium has increased the social distance between its users. My Facebook community is significant. First, there are members of family and relatives. While a significant number of them are present on Facebook, I still prefer to communicate with them through more formal channels such as phone and email. For this category of participants, the virtual distance remains large, although socially we are close. Then there is an entire array of â€Å"friends† from elementary and high schools, classmates in college, and friends and acquaintances from church. Then, of course, there are â€Å"friends† of these â€Å"friends†. I communicate with this category of â€Å"friends† a lot via Facebook. Thus, the virtual distance between us is very short(Chen 1212). However, for close friends with whom I have had a long history, I preserve more serious talk on the phone and face-to-face conversations. For a physical house, the boundaries are quite clear. In most cases, there is a fence that demarcates the boundaries of the house. Usually, a person will not walk into the house unless they are a member or have been invited. This order ensures privacy for the inhabitants of the house. For the media house that is Facebook, the boundaries of friendships are quite blurred (Chen 1214). In fact, it appears that there is no limit to the chain of friends one can â€Å"invite† or receive invitations from. This scenario virtually erodes privacy on Facebook. Often, I receive "friend requests" from total strangers. In all cases, my reaction is to turn them down. On my part, I only â€Å"invite† people I know personally and whom I believe would be pleased to receive the invitation. There is a hierarchy of my Facebook â€Å"friends†(Chen 1213). At the top of the pyramid are family and friends. So serious am I about this category of friends that I limit my Facebook communications to greetings.  Ã‚