Womens Liberation Movement †Definition and Overview

Women's Liberation Movement - Definition and Overview The womens liberation movement was a collective struggle for equality that was most active during the late 1960s and 1970s. It sought to free women from oppression and male supremacy. The Meaning of the Name The movement consisted of womens liberation groups, advocacy, protests, consciousness-raising, feminist theory, and a variety of diverse individual and group actions on behalf of women and freedom. The term was created as a parallel to other liberation and freedom movements of the time. The root of the idea was a rebellion against colonial powers or a repressive national government to win independence for a national group and to end oppression. Parts of the racial justice movement of the time had begun calling themselves the  black liberation. The term liberation resonates not just with independence from oppression and male supremacy for individual women, but with solidarity among women seeking independence and ending oppression for women collectively. It was often held in contrast to individualistic feminism. The individuals and groups were loosely tied together by common ideas, although there were also significant differences between groups and conflicts within the movement. The term womens liberation movement is often used synonymously with womens movement or second wave feminism, although there were actually many different types of feminist groups. Even within the womens liberation movement, womens groups held differing beliefs about organizing tactics and whether working within the patriarchal establishment could effectively bring about the desired change. Not Womens Lib The term womens lib was used largely by those opposing the movement as a way of minimizing, belittling, and making a joke of it. Womens Liberation vs. Radical Feminism   The womens liberation movement is also sometimes seen as being synonymous with radical feminism  because both were concerned with freeing members of society from oppressive social structure. Both have sometimes been characterized as a threat to men, particularly when the movements use rhetoric about struggle and revolution. However, feminist theorists overall are actually concerned with how society can eliminate unfair sex roles. There is more to womens liberation than the anti-feminist fantasy that feminists are women who want to eliminate men. The desire for freedom from the oppressive social structure in many womens liberation groups led to internal struggles with structure and leadership. The idea of full equality and partnership being expressed in a lack of structure is credited by many with the weakening power and influence of the movement. It  led to later self-examination and further experimentation with leadership and participation models of organization. Putting Womens Liberation in Context The connection with a black liberation movement is significant because many of those involved in creating the womens liberation movement had been active in the civil rights movement and the growing black power and black liberation movements. They had experienced disempowerment and oppression there  as women. The rap group as a strategy for consciousness within the black liberation movement evolved into consciousness-raising groups within the womens liberation movement. The  Combahee River Collective  formed around the intersection of the two movements in the 1970s.   Many feminists and historians trace the roots of the womens liberation movement to the New Left and the civil rights movement of the 1950s and early 1960s. Women who worked in those movements often found that they were not treated equally, even within liberal or radical groups that claimed to fight for freedom and equality. Feminists of the 1960s had something in common with feminists of the 19th century in this respect: Early womens rights activists such as Lucretia Mott and Elizabeth Cady Stanton were inspired to organize for womens rights after being excluded from mens anti-slavery societies and abolitionist meetings. Writing About the Womens Liberation Movement Women have written fiction, non-fiction, and poetry about ideas of the 1960s and 1970s womens liberation movement. A few of these feminist writers were  Frances M. Beal, Simone de Beauvoir, Shulamith Firestone, Carol Hanisch, Audre Lorde, Kate Millett, Robin Morgan, Marge Piercy, Adrienne Rich, and Gloria Steinem. In her classic essay on womens liberation, Jo Freeman observed the tension between the Liberation Ethic and the Equality Ethic, To seek only equality, given the current male bias of the social values, is to assume that women want to be like men or that men are worth emulating...  It is just as dangerous to fall into the trap of seeking liberation without due concern for equality. On the challenge of radicalism versus reformism creating tension within the womens movement, Freeman goes on to say, This is a situation the politicos frequently found themselves in during the early days of the movement. They found repugnant the possibility of pursuing reformist issues which might be achieved without altering the basic nature of the system, and thus, they felt, only strengthen the system. However, their search for sufficiently radical action and/or issue came to naught and they found themselves unable to do anything out of fear that it might be counterrevolutionary. Inactive revolutionaries are a good deal more innocuous than active reformists.

Understanding the Meaning of the French Verb Chercher

Understanding the Meaning of the French Verb Chercher Chercher is a regular -ER verb and means to look for. Chercher is commonly used like its English counterpart, but there are a few aspects that make it a little tricky. This lesson explains which verb mood to use with chercher, the meaning of chercher followed by an infinitive, and a few essential expressions with chercher. Meaning Chercher means to look/search for when its followed by a noun. The meaning of for is built into the verb itself, so it should never followed by the preposition pour.Que cherches-tu  ?What are you looking for?Je cherche mes clà ©sIm looking for my keysIl cherche une nouvelle voitureHes looking for a new car Chercher and a Verb When chercher is followed by a verb, it means to try or to attempt and must be followed by the preposition :Je cherche comprendre la situationIm trying to understand the situationQuest-ce que tu cherches faire  ?What are you trying to do? Chercher and Verb Moods Chercher is a rather unusual verb, in that it can be followed by any of three verb moods, with a subtle difference in meaning between each one. This occurs in the construction chercher indefinite pronoun verb: Chercher and IndicativeIn this construction, you know that the person or thing exists and youre trying to find him/it:Je cherche quelquun qui peut maiderIm looking for someone who can help meJe cherche lhomme qui connaà ®t mes parentsIm looking for the man who knows my parentsJe cherche quelque chose qui peut le faireIm looking for something that can do itJe cherche une maison verte qui est en centre villeIm looking for a green house downtown (it belongs to my brother)Chercher and subjunctiveThe subjunctive indicates in French either that youre not sure the person or thing exists, or that youre not sure youll be able to find him/it. Unfortunately, this distinction does not exist in English, unless you add some additional words:Je cherche quelquun qui puisse maiderIm looking for someone who can (might be able to) help meJe cherche un homme qui connaisse mes parentsIm looking for a man who knows (might know) my parentsJe cherche quelque chose qui puisse le faireIm looking for somethin g that can (might be able to) do itJe cherche une maison verte qui soit en centre villeIm looking for a green house downtown (that may or may not exist)Chercher and ConditionalWith the conditional, you expressing hope about existence of the person or thing and your dream of finding him/it.Je cherche quelquun qui pourrait maiderIm looking for someone who can help meJe cherche un homme qui connaà ®trait mes parentsIm looking for a man who might know my parents (I hope there is someone)Je cherche quelque chose qui pourrait le faireIm looking for something that can do itJe cherche une maison verte qui serait en centre villeIm looking for a green house downtown (I really want to buy a house like that) Expressions With Chercher Aller chercher, to fetch, to go and getChercher midi 14 heures, to complicate the issueChercher la petite bà ªte, to split hairs Conjugations Present tense:je cherchetu  cherchesil cherchenous  cherchonsvous  cherchezils  cherchent

How useful is the concept of semi-presidentialism for understanding Essay

How useful is the concept of semi-presidentialism for understanding the political regime of the Fifth Republic - Essay Example The first aspect worth analyzing is to what extent France meets Duverger’s first criteria: a president elected by universal suffrage. In 1962, the then French president Charles de Gaulle passed a constitutional amendment altering the presidential election from parliamentary to universal suffrage (Curtis 2004). This meant that the president of the republic would be elected by the population, and therefore had to become a strong and appealing individual leader. At the time, this benefited De Gaulle since he epitomized charismatic leadership and desired a system were the president wielded the majority of government power and responsibility. Universal suffrage gave constitutional power to the president, as he, by virtue of being elected by majority vote, now possessed similar legitimacy to that of a majority in the Assembly. Thus, 1962 marked the beginning of a shift of power from the Assembly to the President, and is even considered by Robert Elgie to be the point that establishe d the Fifth Republic as a semi-presidential regime.   The second criteria of Duverger’s definition of semi-presidential regime is that â€Å"(2) he possesses quite considerable powers† (Duverger, 1980:166 cited in Elgie:2009). Scholars such as Robert Elgie criticized Duverger for being too vague in his definition of semi-presidential regimes. For instance, Duverger underscores the fact that the president must possess considerable powers, but never expounds on this idea in order to establish what is deemed to be considerable. Reading further on Duverger’s other work such as A NEW POLITICAL SYSTEM MODEL: SEMI-PRESIDENTIAL GOVERNMENT (1980), Duverger defined the considerable powers saying that French Fifth Republic as â€Å"A country with an all-powerful presidency† (Duverger 1980:170). He justified this proposition by citing Article 16 which states

The use of strategic operations management & innovation principles in Essay

The use of strategic operations management & innovation principles in Apple inc - Essay Example Furthermore, what Brown and his colleagues try to emphasise from their definition of operations management is that the activities involved in it are actually different forms of operations that take place in the whole operation of the organisation. For instance, marketing activities deal with understanding not just the company or industry but there is a need to substantially consider the entire market. Such leads further to consideration of the price, products, promotion and place. These are not the concerned of the production department but it is there concern to get information from the marketing department in order to come up with products that the market requires. In the same way, product innovations for instance is not the concern of the accounting department but they only coordinate with the marketing department and production department in order to essentially address the need of the operation to substantially flow effectively and efficiently. As it can be observed, the three d epartments involved different nature of operation from the other but when they are combined together as entire activity; there is a definite outcome or one whole flow of activities which defined the organisation’s whole operation. This has to be managed accordingly and such leads to operations management. However, in today’s time when competition is everywhere and becoming fiercely complex, an organisation needs to actually come up with strategy in order to be competitive enough. Thus, here comes the need for strategic operations management. There is a need to use strategy in order to achieve the ultimate goals an organisation has set to be achieved (Brown, Lamming, Bessant, & Jones, 2005). This paper tries to critically review Apple Incorporated on its operation management. Specifically, the proponent tries to include the following. Critical review of the organisation’s Strategic Operations Management activities from manufacturing, service & administrative pers pectives. Critical assessment of the organisation’s global capability & evidence of competitive advantage in their products & services in terms of design, planning, implementation of operations, etc. Critical review of information & their relative value to enhancing competitive advantage. Strategic Operations Management of Apple Incorporated Let us try to take a look at the strategic operations management of Apple Incorporated from manufacturing perspective. Product quality is so far the most obvious reason why until at present, Apple is renowned for its top-priced products for ipods, laptop computers and other line of products. Apple has concisely presented its financial performance and this is properly justified by different factors which of course include manufacturing considerations (Apple Incorporated, 2011). It has substantially stated that there is a wide range of importance that it has to take into account on product innovation strategy while trying to remain its comp etitive advantage on product quality and uniqueness. Furthermore, it has also identified the need to come up with unique products

Blue Remembered Hills Essay Example for Free

Blue Remembered Hills Essay When I first read the script of Blue Remembered Hills I thought it was quite naturalistic and it was well written from a childs perspective. The characters were all very believable and it seemed like a fun play to perform. I thought it would be easy to do because the characters are all children and I can still remember how I was at that age. In the performance I played the part of Peter, a young boy of about seven or eight years. He is the bully of the group and he tends to use his strength to get his own way over the others. He is not very intelligent and some of the characters use this to their advantage to get out of situations e.g. in scene two when Peter tries to steal Willies apple but Willie convinces him one bite would kill him. To get into our roles of young children, we did various exercises like childhood games and hotseating. I found hotseating particularly helpful because afterwards all of the class give their opinions and constructive criticism so I could improve my character. Playing childhood games helps to put you into the mind of an eight year old. After a few weeks we looked at the subtext of the play. This means you go through the script and look for the true meaning of the words that are spoken. For example if somebody says something sarcastically, you know to say it in a certain tone. Doing this helped with the language and how to speak the words in accent using the correct tone so that the true meaning is given across to the audience. I found the best way to improve voice, movement and gesture was to keep rehearsing it and talk to each other about how it looks and what could be improved. All of the characters wore similar clothing, as theyre all children of the same age living at the same time. For Peter I chose a pair of dirty, grey shorts and a plain dirty white shirt as this was typical for the time. He did not have any props specific to his character. I think that together as a group we worked very well. I found that constructive criticism and feedback from the other people in my group helped me greatly because it tells you what you look like to others and how the character comes across to the audience. We didnt experience many major problems throughout the project and other problems were easy to solve. Last minute rehearsals were just to polish off the scripts and make sure that all the scenes ran smoothly together. In the run-up to the final performance we would just act out each scene over an over and confirm that we had the play how we wanted it. I was quite pleased with the final performance but despite weeks of learning the lines, I still managed to make a few slip-ups, which I and the other character made up for by improvising. I thought that each person in the group fitted very well into their characters and worked very well together. We all added a bit of our own personality, which made the characters more believable. If I did the play again I might have made it more physical and at a faster pace. I didnt see any other groups performances so I cant compare ours to anyone elses. Over the past few weeks I have learned new techniques of character development and I feel my ability to work in a group has improved. I think I need sometimes to put in a bit more effort in the lessons and do every rehearsal as if it were the real thing as I lacked motivation in some lessons. It has prepared me a bit for the written exam because I have been analysing the performance, which is exactly what I have to do for the exam.

Facts of Cloning Essay -- essays research papers

The possibility of stem cell research exploded with momentum when a certain sheep named Dolly was born. The reason why this was such a breakthrough is because Dolly was the first mammal ever cloned. Although this all began in 1996, the study into stem cell research has been documented since the 1960’s, where Joseph Altman and Gopal Das brought forward new evidence of adult neurogenesis ( the ongoing stem cell activity in the brain). The birth of Dolly brought many breakthroughs for the scientific community but it also created an avalanche of concern because of the ethical implications. With all of the reporting on Dolly, the news media only spoke of one type of cloning and that is reproductive cloning. This may be the most popular type of cloning known in society, but there are two others used in the scientific community. The two types are, recombinant DNA cloning (DNA cloning), and therapeutic cloning. The type of cloning used for Dolly was reproductive cloning, which is, a technology used to generate an animal that has the same nuclear DNA as another animal that is currently in existence or once was. More specifically there is a process known as SCNT (somatic cell nuclear transfer). In SCNT, the genetic material from the nucleus of a donor adult cell it transferred into a cell where the nucleus has been removed. Once this has taken place the cell that has been reconstructed must then be stimulated with either chemicals or an electric current. This must be done to initiate, or stimulate cell division. Once when cell division is at a suitable stage, the cell is then transferred into the uterus of a female host, where it will continue to develop until birth. The animals that are created with reproductive cloning are no... ... previously, ACT was only able to have one enucleated egg out of eight replicate six times before stopping. Furthermore, when Dolly was created, she was the only success out of 276 attempts. Also is the fact that more than 90% of cloning attempts fail. It would be an obvious statement to say that cloning at this stage is extremely inefficient and still in the works. In my own personal view I am pro for all cloning at this point in time. I say â€Å"at this point in time†, because I do not know where I will stand when the complete cloning of a humans will be possible. For now though, I believe that the research into diseases, and nerve damage should be fully explored. It is said that the American dream is to live in the land of the free. Is it possible that within the next fifty years the American dream could be to live for fifty years past the average life span?

Development from Birth to 19 Essay

Physical:- 0-3 Physical development from birth is usually very quick, within the first few weeks of being born a baby will smile and start responding to sounds and environments. Gradually their muscles start to develop and by 6 months they will start reaching for and holding objects. Around the time a baby reaches one year they are beginning to crawl, and can roll from front to back. Using furniture to aid themselves in standing or using adult support to start taking some first steps. They are now able to sit unaided. Hand eye coordination starts improving as they pass objects between both hands. Teeth may start to show and more solid food will be introduced to them. As they move towards the age of two a child will begin walking and using toys to push and pull while they are walking. Picking objects up in different ways, building small towers and starting to show a preference for one hand. Pointing at their choices and waving and using their head to tell you yes or no. Between two and three they will start making marks on paper and developing their fine motor skills. Gross motor skills will develop, kicking balls and throwing them. 3-7 From three years gross motor skills will start advancing, such as jumping and running, stairs will become easier. They will gain more independence. Fine motor skills will be easier and they can start to dress and undress themselves with a small amount of assistance. By the time a child gets to four girls and boys become slightly different. Boy’s gross motor skills will be developed further when it comes to throwing, catching, climbing pedalling etc, however for girls their fine motor skills will be more developed with use of scissors, pens/pencils and threading beads. When children reach the age of five they will have more control with pencils, copying letters and shapes. Gross motor skills will keep on developing and they are able to kick with an aim, learning to hop on one leg and then the other. By six children will start taking risks with jumping from heights and will start riding bikes better as their confidence increases. They learn to do buttons while dressing thems elves and begin to learn laces. 7-12 At seven years old children can walk along a thin line with arms out to the side for balance. They will start riding a bike two-wheeled or possibly roller skates. Stamina will have increased showing in some activities such as swimming and gymnastics. They start to assess their environment when running avoiding objects that are in their way. Catching becomes better, and may even use only one hand when doing so. They are more competent with their writing skills, incorporating colours with their drawings, such as green at the bottom of the page for grass. Children aged eight and nine have a quicker reaction time and their body strength will have increased. They enjoy participating in sports and energetic games. They can control over small muscles and can draw and write with more skill and dexterity and start joining letters in their handwriting. At ten and eleven years girls and boys begin to differ again, girls experience puberty earlier than boys, generally girls are two years ahead of boys. Body proportions become more like those of adults. Writing has become established and they will now have a writing style, usually with joined up letters. 12-19 Physical becomes very different in each child from the age of twelve upwards as they are now in adolescence. Boys and girls have a big difference. Boys will become bigger than girls, body shape will change, muscles will develop and body hair will grow. Strength and coordination will increase. Other changes that happen within puberty will start such as their voices getting deeper, testicles and scrotum will begin to grow. With Girls body shape will change and start to round and become curvy. Their breasts will start to develop, menstruation will start however this can range from eight years until late teens, and the average age is around thirteen. Some girls may become physically mature by the age of fifteen and close to their adult height, however some may still develop larger breasts and a fuller figure. Intellectual:- 0-3 When a baby is born intellect is very simple by imitating and trying new ways of behaviour. For example, imitating adults when opening their mouth and sticking out their tongue. They start to make eye contact and recognise their primary carers and cry in expressive ways. Begin to understand the meanings of words such as bye and mama. By the time they are turning nine months old they will understand their daily routines and follow simple instructions. They will watch a toy be hidden and then look for it (object permanence) and also look in the correct direction for a falling toy. By one year old children will use the trial and error method to learn about objects. They understand simple instructions such as ‘clap hands’ or ‘wave bye’. They will start to learn body parts and will point to them and refer to themselves by name. By two years children begin to understand the consequences of their own actions and of those around them. They follow simple instructions and give empathy to other babies cry and try to provide comfort. Vocabulary will grow to about 1,000 words and will start to put phrases together. 3-7 At three years old children are able to match two or three colours, following instructions will have grown and are fascinated by cause and effect often asking ‘why’. They have grasped the concept of one and lots. At four years old children will talk about things in the past and in the future, their memory skills have increased and can often confuse fact with fiction, they can give reasons and solve problems, and are able to sort objects into groups. By five years old, a child can produce drawings with great detail, they become interested in reading and writing. By six years old, children think in a more co-ordinated way and can hold more than one point of view at a time. They are able to know the difference between reality and fantasy but may still be frightened by supernatural characters. They develop concepts of quantity such as length, volume, capacity and weight. Cultural conventions influence their drawing and writing. 7-12 At seven years old, children will start to become better with technology, using computers for simple word processing using the mouse and keyboard. They start to challenge themselves by using new materials for experiments. They enjoy learning mathematical and scientific concepts and can perform simple calculations in their heads and telling time. Children develop a logical way of thinking but are still limited compared to an adult. At eight and nine years old children have an increased attention span, they understand complex sentences and are able to speak and express their ideas. They learn to plan ahead and evaluate what they do. At ten and eleven, they begin to devise memory strategies, they understand the motives behind the actions of another. Children may become curious about alcohol, tobacco and drugs and want to understand more about them. 12-19 During adolescence teenagers become more responsible for their own thoughts, words and actions, they think about possibilities and their future, occupations and relationships etc. Teenagers form their individual identity with guidance from education, parents and peers. They think through hypotheses and by using their ability they think about situations that are contrary to fact. They use imagination when solving problems and they approach a problem with a systematic method. Communication and language:- 0-3 A child’s language development usually begins within their first three months, babies will watch faces and mouths and try to copy other people’s movement and sounds. They will coo, gurgle and cry in expressive ways, they smile in response to speech. They laugh and vocalise with increasing tone and intensity. At around six months babies babble spontaneously, talk to themselves and squeal with delight. At nine months babies enjoy communicating with sounds, they understand and obey the command ‘no’. At the age of one, children will speak two to six or more recognisable words and show that they understand many more. At twelve months deaf babies stop babbling and begin to learn the special manual gestures of sign language. They start to learn a few body parts. At eighteen months the vocabulary grows to six to forty recognisable words and understand many more than that, using gestures alongside these words. Singing is enjoyable as well as listening to songs and rhymes. At two years old children speak over 200 words and learn new words rapidly, but can understand many more words than they can speak. Phases are used as telegraphic speech some phrases can mean more than one thing. Naming things becomes fun and they spend a great deal of time doing this. ‘Why’ becomes a favourite word and questions are constantly being asked. As a child reaches three years old, they will join in and remember both words and actions to songs, speech progresses into longer sentences and can easily learn new words, names, places and so on. 3-7 As children grow at three years old, if more than one language is being spoken around them they will learn more than one language. They can carry on conversations but often miss link words like ‘the’ and ‘is’ During their singing and speaking they will use pitch and tone. At four years old, children start to talk in past and in the future. They begin to recognise patterns in the way words are formed and apply these when talking however they are unaware that many common words have irregular forms, they may say ‘I runned’ or ‘I goed’. Jokes and play on words become enjoyable. At five years old children will talk with a good knowledge of tense, using the past, present and future in conversation. They are fluent in speech and grammatically correct for the majority. Questions are asked about abstract words like ‘beyond’. Children at six years old gain confidence when they speak and remember and repeat songs and nursery r hymes. They may alternate between wanting stories read to them and reading books themselves. 7-12 At seven years old children understand that words have more than one meaning. Expressing themselves becomes easier in speech and writing. They use compound and complex sentences, and can carry adult-like conversation. At eight and nine, children use and understand complex sentences, they are very verbal and enjoy making up and telling jokes. Spelling becomes understood, and using simple punctuation becomes consistent. They use writing for different purposes, for both imaginative and factual. They use books to find out answers, reading independently for long periods of time, sometimes using the help of adults. Through the ages of ten and eleven children can write moderately lengthy essays, to do this they may use dictionaries, school libraries or the help of an adult to gain the correct information. They will look at work they have done and try to correct punctuation and revising their own writing. 12-19 During adolescents, language skills may still be developing, but with a more complex manner. They may start using sarcasm and wit the older they get. They will have a fast legitimate style of handwriting and will communicate in an adult manner, including increased maturity. Teenagers are able to process text talk and abstract meaning, understanding abstract language and the meaning, figurative language and metaphors. Emotional and Personal:- 0-3 From birth babies respond to adults especially their mother/father’s faces and voices.. At one years old children may show distress or separation anxiety. Objects such as blankets or teddies will be used for comfort. They become emotionally liable, meaning that they are likely to have variable moods throughout the day. From two years old, children want to please adults and become much more independent, but frustration will show when they are unable to complete some tasks without the help of an adult resulting in tantrums. Jealousy begins to show when they are not receiving attention, sharing may become hard for some children, this can be with attention from adults or even some toys. Frustration is now shown more because of not being able to express themselves. Children may also show toilet needs by restlessness or words. 3-7 From three years old, children will begin to learn to share better with other children. They feel more secure are able to cope in new surroundings and new adults for a longer period of time, but still need routine and structure to feel safe. They like to do more things independently and unaided. Affection is shown to siblings whether it be older or younger. Using the toilet independently and dry throughout the night but may still have accidents, although this may be different with each child. Fears may develop for example of the dark, this is because they are capable of pretending and imagining. At four years old children can eat skilfully with a spoon and a fork. Dressing themselves and doing things like brushing their teeth, washing and drying their hands can be done independently but still need help with buttons and laces. Children at five years old have definitive likes and dislikes, but may have small apparent logic, for example they may eat on food when it is only cut a certain way. From the age of six children begin to compare themselves with others around them, thinking that they are like others but in a different way. They carry out simple task and like to get rewarded for doing so, some people may use reward charts to do so. 7-12 At seven years old children learn how to control their emotions, learning that they can keep their emotions to themselves and hide their true thoughts and feelings. Who they would like to be becomes thought about and can be critical of their own work. Children at eight and nine years old can easily be embarrassed, can be discouraged easily and take pride in their own competence. They can become argumentative and bossy however can still be kind and approachable. The feelings and needs of others may not be fully understandable to them but they do begin to see things from somebody else’s point of view. Through the ages of ten and eleven, children have an increasing ability to understand the needs and opinions of others, developing a more defined individual personality. They can become gradually more self-conscious and are able to identify and describe what they are feeling to others. For girls especially those who start puberty early they may have sudden dramatic or emotiona l changes. 12-19 As teenagers go through adolescents through the ages of twelve and sixteen they may feel misunderstood, they may become self-conscious or anxious about their physical appearance and often compare themselves to others, needing a great deal of reassurance. They may alternate between behaving like a child and behaving as an adult, this is because they will experience big emotional changes and may find them difficult to control. Recognition from peers becomes important to teenagers feeling the need to be accepted, this may influence their clothing styles and interests. Through sixteen and nineteen teenagers may begin to explore their own sexuality, they can start to question their own family’s beliefs, values and attitudes and develop their own. Their peers have less influence on them as it becomes less important to them. Social and Behavioural:- 0-3 From Birth babies enjoy feeding and cuddling. They enjoy the company of others and games like ‘peek-a-boo’ become one of their favourites. They will become shy around others and look to their primary carer for comfort and reassurance. They begin to show a particular temperament, they can be placid or excitable. At around six months babies become more wary of strangers and show distress when their mothers leave, they smile at familiar faces and strangers. From one year, children help with daily routines, such as getting washed and dressed, they enjoy socialising at meal times, trying to master feeding themselves.. They may repeatedly throw objects on the floor during play or because of rejection. Playing by themselves contently but may prefer to be near a family member or familiar adult. At two years old children become curious about their environment and are eager to try new experiences, they like to play with other children but may not like sharing their toys. 3-7 From three years old children can see things from someone else’s point of view and family meal times become very enjoyable. They are willing to share their toys with their peers and begin to take turns when playing, it is interesting to make friends and having them. They are more cooperative with adults and like to help them. At four years old children like to be independent and are strongly self-willed. They like to be with other children but often show sensitivity to others. When a child reaches five years old they are able to amuse themselves for longer periods of time, for example looking at a book or watching a DVD, they show sympathy and comfort to friends who are hurt and are able to choose their own friends. At six years old children choose their friends from their personalities and interests, they hold long conversations with them naturally taking it in turns to speak and listen. 7-12 Children from seven years old start to form close relationships mainly with those of the same sex as them, however adult help may be needed in resolving arguments. Speaking up for themselves becomes easier for example when visiting people like the dentist or doctor. Around this age it is important for children to understand boundaries and why they are there. At eight and nine children make friends rather casually and may change quickly, the majority of friends are still the same sex as them but begin to show interest in the opposite sex. They start to join informal clubs formed by other children themselves but also like to join adult led groups like brownies or cubs, and start to show a sense of loyalty to these groups. Through the ages of ten and eleven children have stronger relationships with friends and usually have a best friend, the friendship will also last longer, these friendships will be formed on the basis of a mix of different shared interests and things that they have in common. Children fall into peer pressure and want to talk, dress and act like their friends, they prefer to spend time with friends and still continue to enjoy belonging to small groups of the same sex. 12-19 During adolescents teenagers start to identify more with friends and the relationship with parents becomes weaker. Because of the emotional need of feeling accepted from their peers, friends influence their interests. Teenagers become more socially skilled and become better at resolving conflicts with others. As they reach the age of sixteen to nineteen relationships with parents become strong again as they can have much more of an adult relationship with them. Friends and others around them influence their behaviour less as they become less important to them.

Arguments of the Afterlife Essay

Throughout all recorded history mankind has battled to find answers to each and every one of life’s questions and to some avail found quite a few; still, one question that has yet to be answered pertains to the possibility of life after death. Some argue that the idea of survival of consciousness without a body is extremely impractical and out of the question; however, when relying on only practical evidence alone it is hard to formulate a concrete theory. On the other hand, when we look at things such as cross-cultural studies on near death experiences and their underlying similarities we can utilize them as clues to suggest the possibility of an afterlife. Using both logic and intuition we should be able to gain some insight on the matter. A near death experience (NDE) is a term that was originated by Dr. Raymond A. Moody in his bestseller Life After Life, a book that has revolutionized the way many people see death (Morris, 1; C.  Tan 1). According to Moody NDEs are visions of the afterlife that must happen to an individual under the conditions of one of the three following circumstances: being pronounced clinically dead; are close to death due to traumatic injury; or descriptions of visions seen by a dying person and later described by someone who is present (12). These visions are similar to fingerprints in the fact that no two are exactly the same (Moody, 17). However, there are many common characteristics such as: feelings of quiet and peace; strange noises that have been sometimes described as â€Å"disturbing† or even â€Å"peaceful†; beautiful being(s) of light that are often religious figures, but not always; dark winding tunnels that are usually cylindrical; intense flashbacks that play back the person’s entire life in order to â€Å"provoke reflection†; being greeted by family members or friends who have passed on before; and borderlines that could be any sort of border imaginable (Moody, 21-55). Although the term â€Å"NDE† is fairly new the experiences that define it are not. Since the beginning of civilization every culture has mentioned some form of an afterlife idea based on various religions and areas in which they are centered around; thus, we can compare anthropological and psychological observations from reliable sources- every civilization (C. Tan, 1). The earliest clues to NDEs can be found in ancient texts such as: The Egyptian and Tibetan Books of the Dead, which both describe the transition of life to death and what they might see; and even Plato acknowledges these experiences in Book X of the Republic which tells a short story of a soldier who was killed in battle along with several other soldiers, they all traveled through a tunnel together to be judged by a light; however, he was sent back by the light to tell everyone what he had experienced. Still another important clue is that NDEs are not limited to any certain religious group, gender or age. Muslims, Jews, Christians, Buddhists, males, females, adults and children have told their NDE accounts (C. Tan, 2; â€Å"Historical Tradition† sec. 2-3; Moody, 86; Williams, sec. 3). Skeptics may argue that the concept of an afterlife is unrealistic and brush these findings to the side by labeling them under hallucinations and psychological factors. Not only does the brain release certain chemicals such as DMT as a physical response to death, but also culture plays a strong roll in what a person might describe to have seen during an NDE (Neimark, sec. 1). For example, both a Christian and a Muslim encounter the same â€Å"being of light† during an NDE, while the Christian believes they have encountered Jesus Christ the Muslim believes that they have encountered Allah; simply in accordance to their religious beliefs. It is true that the brain releases DMT during its time of death and certain aspects of NDEs do vary from culture to culture due to psychological factors; nevertheless, this does not disprove the evidence supporting the idea of an afterlife (Williams, sec. 1-2). Meanwhile, when we study cases of NDEs such as Harvard neurosurgeon and former skeptic, Dr. Eben Alexander III; consequently, whose personal encounter with such an experience changed his whole view on this topic (â€Å"Heaven Exists, Says US Neurosurgeon Eben Alexander after Waking from Coma†, 1-2). In his book, Proof of Heaven: A Neurosurgeons Journey into the Afterlife, Alexander descriptively illustrates his personal NDE through a logical and intuitive point of view. He was admitted to the hospital on November 10th 2008 when he was discovered to have bacterial meningitis; moreover tests taken indicated gram-negative meningitis, which has a high mortality rate. Dr. Alexander was reported to fall in to a coma for 6 days and his mortality rate rose up to 97 percent, until the 7th day when he miraculously awoke. According to Scott Wade, M. D. who treated Dr. Alexander, â€Å"The fact that he went on to have a full recovery from this illness after being in a coma for nearly a week is truly remarkable. † (Wade, 184). Yet Dr. Alexander’s quick recovery from an almost fatal coma was not the only aspect that should be noted as â€Å"truly remarkable† (Wade 184). Not only did he experience some of the more commonly reported events in NDEs, such as: noises, beings of light and even an encounter with a family member who had passed some years before (Alexander, 38-79). But, Alexander also underwent some unconventional events in his NDE, that have never been reported in previous times, including: that during this NDE he had no knowledge of who he was before, what he was or even where he was; the family member that lead him through his afterlife experiences turned out to be his biological sister who he had never seen until after his NDE when a photo of her was sent to him by another biological sibling; and during this coma his neocortex which is the part of the brain that hallucinogens such as DMT affect was shut down (Alexander, 29-171). In fact, Alexander was in such a heave state of coma that there would have been no possible way of the vivid recollections of his NDE, because his cortex was not even functioning (Alexander, 140-186). Similar to having reoccurring characteristics in NDEs, the most universal reported event NDEs is that that everyone who has been â€Å"sent back† claims to have been â€Å"told† that the reason we are all here to learn how to love. They display a more spiritual lifestyle and usually have a set notion of certain beliefs pertaining to the afterlife, which cannot be budged (Alexander, 72-79; C. Tan 1-2; Neimark 3; Williams sec. 5). As Moody puts it â€Å"Still, the experience affects his life profoundly, especially his views about death and its relationship to life. † (C. Tan, 1). A number of these people even assert that â€Å"†¦we are not using the word ‘death’†¦ after you have the experience that I had, you know in your heart that there is no such thing as death. † (Moody, 73). Although we live in a world where scientific backing must play a roll in our research to conclude theories, we must also note that we are not scientifically advanced enough to rule out all that is considered to be an illogical argument. Likewise, until we are completely able to balance logic with intuition we will never be fully capable of finding answers to all of our questions. NDEs cannot be disproved until all holes in the logical argument are filled; moreover, NDEs show more supporting or at least unexplainable evidence than they do contracting evidence that could quite possibly answer some of questions if better researched.

Pee Wee Scouts Thanksgiving essays

Pee Wee Scouts Thanksgiving essays Pee Wee Scouts are a group of kids that do good things On thanksgiving they made baskets for the poor people. So the poor people had somthing to eat on thanksgiving. Now isn't that nice. When they were filling the baskets they found a unlabled can. Their teacher Mrs. Petters told them to put one unlabled can in each basket. She also said "They will suprsed what is in the can". They visit a turkey farm and Sonny went to cry because he wanted a pet turkey. So he cryed and cryed until he gets the turkey he wants. It's name is Tiger. Mrs. Petters tell them they are going to do a play. About pilgrims and Indains. With the mayor wachting them. They do the play and Rachel tells everyone she won't forget her part.Molly told Rachel she would not remeber her line.When it was time for Rachel to say her part she didn't remeber her line. So Molly helped Rachel say her line. Molly said her line great. Sonny has to bring Tiger back to the farm were Tigers firends live. "He was lonley anyway". said Sonny. ...

12 Quotations on Learning to Write by Reading

12 Quotations on Learning to Write by Reading Read! Read! Read! And then read some more. When you find something that thrills you, take it apart paragraph by paragraph, line by line, word by word, to see what made it so wonderful. Then use those tricks the next time you write. That charge to young writers happens to come from novelist W.P. Kinsella, but in fact hes echoing centuries of good advice. Heres how 12 other authors, past and present, have stressed the importance of reading to a writers development. Read, Observe, and PracticeFor a man to write well, there are required three necessaries: to read the best authors, observe the best speakers, and much exercise of his own style.(Ben Jonson, Timber, or Discoveries, 1640)Exercise the MindReading is to the mind what exercise is to the body.(Richard Steele, The Tatler, 1710)Read the BestRead the best books first, or you may not have a chance to read them at all.(Henry David Thoreau, A Week on the Concord and Merrimack Rivers, 1849)Imitate, Then DestroyWriting is a difficult trade which must be learned slowly by reading great authors; by trying at the outset to imitate them; by daring then to be original and by destroying ones first productions.(Attributed to Andrà © Maurois, 1885-1967)Read CriticallyWhen I was teaching writing -   and I still say it -   I taught that the best way to learn to write is by reading. Reading critically, noticing paragraphs that get the job done, how your favorite writers use verbs, all the useful techni ques. A scene catches you? Go back and study it. Find out how it works.(Tony Hillerman, quoted by G. Miki Hayden in Writing the Mystery: A Start-to-Finish Guide for Both Novice and Professional, 2nd ed. Intrigue Press, 2004) Read EverythingRead everything -   trash, classics, good and bad, and see how they do it. Just like a carpenter who works as an apprentice and studies the master. Read! Youll absorb it. Then write. If it is good, youll find out.(William Faulkner, interviewed by Lavon Rascoe for The Western Review, Summer 1951)Read Bad Stuff, TooIf you are going to learn from other writers dont only read the great ones, because if you do that youll get so filled with despair and the fear that youll never be able to do anywhere near as well as they did that youll stop writing. I recommend that you read a lot of bad stuff, too. Its very encouraging. Hey, I can do so much better than this. Read the greatest stuff but read the stuff that isnt so great, too. Great stuff is very discouraging.(Edward Albee, quoted by Jon Winokur in Advice to Writers, 1999)Be a Voracious, Loving ReaderWhen you start reading in a certain way, thats already the beginning of your writing. Youre learning what you admire and you re learning to love other writers. The love of other writers is an important first step. To be a voracious, loving reader.(Tess Gallagher, quoted by Nicholas OConnell in At the Fields End: Interviews With 22 Pacific Northwest Writers, rev. ed., 1998) Tap Into the World ConsciousnessToo many writers are trying to write with too shallow an education. Whether they go to college or not is immaterial. Ive met many self-educated people who are much better read than I am. The point is that a writer needs a sense of the history of literature to be successful as a writer, and you need to read some Dickens, some Dostoyevsky, some Melville, and other great classics -   because they are part of our world consciousness, and the good writers tap into the world consciousness when they write.(James Kisner, quoted by William Safire and Leonard Safir in Good Advice on Writing, 1992)Listen, Read, and WriteIf you read good books, when you write, good books will come out of you. Maybe its not quite that easy, but if you want to learn something, go to the source. ... Dogen, a great Zen master, said, If you walk in the mist, you get wet. So just listen, read, and write. Little by little, you will come closer to what you need to say and express it thr ough your voice.(Natalie Goldberg, Writing Down the Bones: Freeing the Writer Within, rev ed., 2005) Read a Lot, Write a LotThe real importance of reading is that it creates an ease and intimacy with the process of writing; one comes to the country of the writer with ones papers and identification pretty much in order. Constant reading will pull you into a place (a mind-set, if you like the phrase) where you can write eagerly and without self-consciousness. It also offers you a constantly growing knowledge of what has been done and what hasnt, what is trite and what is fresh, what works and what just lies there dying (or dead) on the page. The more you read, the less apt you are to make a fool of yourself with your pen or word processor.  ...[R]ead a lot, write a lot is the great commandment.(Stephen King, On Writing: A Memoir of the Craft, 2000)And Have FunRead a lot. Write a lot. Have fun.(Daniel Pinkwater) For more specific suggestions on what to read, visit our reading list: 100 Major Works of Modern Creative Nonfiction.

Why do I want to study commercial aviation management with flight Essay

Why do I want to study commercial aviation management with flight option at the university of western ontario - Essay Example progress had been made during the course of time that altered the very style of human life, is the outcome of magnificent imagination and superb thoughtfulness that led man’s way cave-age of Paleolithic and Neolithic eras to contemporary age of technologic advancement. Flying in air has always been man’s unabated passion for centuries, and he made efforts to have command over air in different times. Orville Wright and Wilbur Wright were the first persons to manage the very first flight of human history in 1903 through the very crude form of modern aero plane. With the passage of time, significant improvements were made in the machinery, appearance and technology of the plane turning into a safe, comfortable, speedy and swift mode of traveling. At present, thousands of the schools and universities are offering the studies related to commercial and defense aeronautics and air travel. It is fact beyond doubt that nature has created billions of people with different physical and mental features and characteristics. It is therefore, not only their can be observed individuality and uniqueness in their appearance, but also their actions, reactions, social behavior and thinking are also quite different from others. â€Å"If any human being†, Bacon argues, â€Å"earnestly desire to push on to new discoveries instead of just retaining and using the old; to win victories over Nature as a worker rather than over hostile critics as a disputant; to attain, in fact, clear and demonstrative knowledge instead of attractive and probable theory; we invite him as a true son of Science to join our ranks.† It is man’s soaring ideas and extraordinary thinking that distinguish him from others. The same is the case with me. I was born in Saudi Arabia, and got my early education in the same country. Since my father has high business ambitions and he travels wide fr om one country to the other in respect of corporate activities, I also got chances of traveling with him during these