Honors Program

Mary Kay Ash, the founder of Mary Kay Cosmetics, once said, â€Å"Don’t limit yourself. Many people limit themselves to what they think they can do. You can go as far as your mind lets you. What you believe, remember, you can achieve. † Being a part of the Honors Program will allow me to go above and beyond what I think I can accomplish and achieve. I take great interest in this Program and I believe that I can contribute many outstanding qualities that I possess as well as receive a lot from it. The Honors Program grabbed my attention because it’s for academically outstanding students and I am that student. Throughout my years of high school, I have taken Advanced Placement and Honors classes and have done very well in them. Being average is not okay for me, I want to do my best and reach my fullest potential in everything I do. I like being challenged mentally and that is exactly what the Honors Program will do for me. In the Honors Program I will be able to engage in social and cultural seminars that I know I will thoroughly enjoy. I have been a part of Diversity Club where different cultures come together to share ideas, exchange food, and get to know more about each others’ culture, so I have an idea of what seminars are like. I am a very outgoing person and I love to meet and interact with new people so through these seminars and projects I will be able to do that. I would also like to get a broader perspective on the world and throughout the many different projects, I will gain that. I read about the Honors Program and what will be done throughout the four years and I thought to myself that this is where I belong, I will fit right in. I want to accomplish many things that this program will allow me to and greatness is what I would like to aim for. The Honors Program at John Carroll University brings together one of the most gifted, diverse, and active groups of people not only on campus, but in the country and I would like to be a part of that, something great. I am totally honored to be a part of this institution. If lucky enough to be appointed to the Honors Program, I will be able to bring my diverse background, my various leadership qualities, my love for extracurricular activities, and an overall point of view that will be able to express the opinions of many people. In high school, I have stayed involved in activities because I believe everything that you do is a learning experience and you can grow as a person from it. As a member of the varsity volleyball team, I learned how essential it is to be a team player. Working hard together, staying motivated, never giving up, and having a positive attitude really do bring about success. Being a part of Link Crew, where I helped the upcoming freshman’s transition from middle school to high school more enjoyable, made me learn a lot about being a leader. I take pride in having underclassmen look up to me because I set a good example in and outside of the classroom. I am also a member of Relay for Life. I am a firm believer in standing up for what I believe in and taking action on something that I think is important. Each year my team donates a lot of money to support cancer patients. These skills that I have developed from some of the extra-curricular activities that I am involved in, I will bring into the Honors Program. For the most part, I realized that students that are highly motivated academically are always interested in exploring new things. I am anxious to learn more about everything, especially about myself and finding even more activities that I may take interest in. The main goal that I wish to accomplish from the Honors Program is growth. I think that life is about achievement but it is also about learning and growth and developing qualities such as compassion, patience, perseverance, love and joy and so forth. So from the Honors Program I would like to stretch myself and achieve much more than I think I can because nothing is impossible and there is always room for improvement in every aspect of life. Any organization or event that I commit myself to, I obligate myself to perform the tasks at hand at the fullest of my abilities and do not believe in doing anything half-heartedly. I consider myself a â€Å"leader† and enjoy taking responsibilities, making decisions, and being held accountable for my actions. Furthermore, if appointed to the Honors Program, I will make it one of my top priorities and be able to dedicate lots of hours to its causes and goals.

Burden Of Proof

It is a proof that should be proved by the person who made allegations. The burden will be on a party to prove the allegations. So it is the responsibility of Plaintiff to establish the prima facie evidence on the allegations made. But the responsibility is limited to civil laws only. In case of criminal cases, the burden will be on the State. The complainant must produce the evidence for the allegations made by him/her. BURDEN OF PROOF IN THE BUSINESS Like in other, the business laws also require evidences when the allegations are made by plaintiff.If the business cases lead to civil nature the burden of proof lies on the complainant and whereas in the nature of criminal cases, the burden proof lies on the investigating authority or respective State. When the person not in a position to prove the allegation, the objection ceases to exist. Hence compliant become null and void. BURDEN OF PROOF IN CRIMINAL LAW When a crime has been committed, the criminal defines that investigating aut horities are responsible to arrest suspects, searching and investigating suspects, questioning of witnesses etc.Hence the burden of proof lies on the investigating authority but not on suspected person or victim. BURDEN OF PROOF IN LABOR LAWS Several labor laws exist that are based for workers protection i. e. Workers compensation, equal remuneration, minimum wages etc. All such laws must be complied by the employers. The burden of proof lies on the employers about compliance of labor laws. The creation of laws did not happen in a single day. Many centuries involved for the development of laws. When there was no law, the workers were paid the wages discriminating the men and women.Accordingly Equal Remuneration Act was established. Previously the wages were paid only and no compensations was paid for the persons who have met with illness or injury at work place. The workmen compensation Act established to provide the compensation to such workers. In such cases, when there is allegat ion, the employers having burden of proof that they have complied the laws. REFERENCES: 1. http://www. answers. com/topic/burden-of-proof 2. http://www. britannica. com/EBchecked/topic/84967/burden-of-proof 3. http://www. gotovertime. com/law. html

Buddhism Essay Example | Topics and Well Written Essays - 1000 words

Buddhism - Essay Example Buddhism is one such religion. It is a religious practice that recognize and appreciates the reasonable teaching that emanate from every other religion (Harvey 19). Moreover, it tolerates the customs of other religions and cultural practices that might not be able to appreciate their teaching of Buddhists in return. Buddhism In essence, Buddhists are in a position to respect the views of man and appreciate other practices without harboring any religious prejudices. Buddhists, who are not able to appreciate the ways of other religious practices, maintain their silence and refrain from confrontations of any kind thus ensuring that is peaceful co-existence through sympathetic understanding (Harvey 23). Buddhism commenced as a reform group in Hinduism; India in the sixth century B.C (Eliot, 20). It was one of the ancient religions to emerge to become international having a membership of over two hundred thousand people. It was founded by Siddhartha Gautama, who was a son of the ruler of the Kshatriya caste (Eliot, 22). Gautama left his family and went out to seek enlightenment concerning the sufferings and anxiety of a decrepit man that he had witnessed in outside the royal compound. After seven weeks, he received the Enlightenment, hence became Buddha-the enlightened one. The Buddhists emphasize on practicing a religion that is honest, sincere, and truthful and that which is kind to others. They do not try to justify war under any circumstances rather they believe in solving a problem in a more considerable way while ensuring that they are not irritated or angered by people not paying attention to them (Skilton 24). In fact, they argue that, the attitude of a real religion; the Buddhism is to advice people instead of ruling or intimidating them. According to Buddha, human beings are not cruel or wicked by nature rather they make mistakes and act as cruel as people due to their ignorance. Hence the importance of guiding them in the right path, as opposed to condemn ing them to external suffering or religious damnation. They point out the vainness of certain religious beliefs and practices but at the same time preach religious intolerance. Needles to say, Buddhism has also been able to incorporate religious practices and customs from other religions, which have refined them in the course of their expansion (Skilton 26). Buddhism as a reform religion In relation to this, I agree to the fact that Buddhism is a reform religion. This is because Buddha who was associated with the Buddhism, lived a life that was sustainably different he considered himself as one who revolutionized the religious way of life in a more dignified manner. Although he was condemned, criticized and insulted by most noted teachers and critics, there is no doubt that Buddha reformed certain customs, duties pertaining to religion, rites, ethics and the general way of life. Essentially, his outstanding character cut across the buckets of false beliefs and practices that were pr esent in the religion leading to the exposure of the fact that they lacked content (Harvey 27). In particular, he brought up the idea of Nibbana, the Eightfold Path and the Four Noble Truths. And even though they believes were common per say, he gave rational and realistic explanations to support his argument and initiated it as a natural law of cause and effect. Further more, he appreciated the value of the many he come across especially those that related to the Truth hand even offered an explanation of their

IRAC Brief and Torts Scenario Coursework Example | Topics and Well Written Essays - 500 words

IRAC Brief and Torts Scenario - Coursework Example ly based on the flooding associated with Sandy.† (Butts, 2015) The rule used in deciding the case was from the Executive Order 165 and Order 163 while the insurance policy acted as the agreement document. The plaintiff’s insurance cover excluded the case of losses or damages that were caused indirectly or directly by the floods. It covered only the losses or damages that were caused â€Å"by order of a civil authority as a direct result of a Covered Cause of Loss to property in the immediate area.† (Butts, 2015) Bamundo, Zwal and Schermerhorn main cause of loss was Sandy storm which is a flooding condition. The evacuation was, therefore, not a cause of loss to the plaintiff’s but a precautionary act to avoid further loss. In case, the civil authority acted out of no natural forces to evacuate the plaintiff’s then the case’s verdict would have favored them. The major cause of the loss to the plaintiff is the floods conditions, therefore, the insurance company are not suppose to compensate the plaintiff. The civil authority evacuation order was a precautionary act that whose cause was the flooding condition. The judge’s ruling is right and the facts and arguments that are provided are reasonable and make sense. Personal property is a property that is movable contrary to real estate or real property. In common law it can be referred to as personalty or chattels while in civil law it is called movables or immovable property. It can be classified in the form of tangibles and intangibles, whereby, the tangibles include clothing, furniture and jewelry while intangibles include negotiable instruments and securities (Burke & Snoe, 2008). Real property is a kind of property attached to land directly and includes the land itself (Burke & Snoe, 2008). It includes buildings, other structures, interests and rights. The real property can be categorized as either residential or rental. Intellectual property is a broad group of intangibles that have a company as

Marketing Strategy for DHL Case Study Example | Topics and Well Written Essays - 2250 words

Marketing Strategy for DHL - Case Study Example DHL is a global company involved in postal services finance and express. In DHL, a fundamental innovation represents a break with the past and fulfills a need that was not previously met. Air conditioners and television sets are examples of fundamental innovations -- both meet previously unfulfilled needs. Their introduction requires considerable change in consumer purchase-and-use habits. A functional innovation requires some change in consumer habits but meets a need previously fulfilled. However, it meets the need in a superior manner. Automatic washers and dryers are examples. It is the least complex of all changes in the innovation spectrum. Minor product changes, color style, and package alterations fall into this category. To become an innovation, an invention or new idea must gain consumer acceptance. Innovation is inextricably intertwined with, and governed by, buyer behavior. Innovation focuses on such behavioral problems as acceptance of new products, brands, services, and processes, the diffusion of marketing information, resistance to change, informal leadership, and acceptance of risk. As a business strategy, innovation greatly affects corporate growth, survival, and profitability. It reflects the changing market wants and needs of customers. Innovation is stimulated by competition. Whenever new products or services are launched, business becomes concerned as to whether customers will accept them, and if they do, how long it will take for innovations to be profitable. Innovation as the M

The Capabilities of Leaders and Employees Essay Example | Topics and Well Written Essays - 750 words - 2

The Capabilities of Leaders and Employees - Essay Example The organization has to extend the improved peripheral vision and must consider that all parts of the organization are connected directly or indirectly so disturbance with any one part exerts stress on other parts too. The investment must be done in training and performance coaching. A new information system must only be implemented by examining the human association with such changes, exploring whether the change is successful, supported or not (Alvesson, Bridgman & Willmott, 2009). Otherwise, the changes are incomplete and create tension and drag down the momentum suppress results. Â  2. The organization is greatly decentralized; furthermore, autonomy is permitted to member companies to large extent in terms of tactics and functions. The company’s approach to managing new acquisitions has been entirely hardheaded. The Tata corporate brand is the main tool for bringing together the group, which represents the standards which are common by almost all the conglomerates of the group. Creating partnerships with the providers and the consumers is the new stratagem of the company that modifies the market as well as alters the interference and communication with the consumers. They show care, respect, consideration and kindness for partners, customers, and providers around the world. They always appreciate a change and work only for the advantage and benefit of the group of people they serve. Â  3. The organization has been itself changed a lot with the passage of time. These changes help to make sure that all the people pull in the same direction. The organization has provided a safe workplace and demonstrates high ethical standards. It also respects the environment and cares for its entire people. This strengthens the peoples’ trusts, hence increases the potential and they work more willingly.

Lean concept in manufacturing field Literature review

Lean concept in manufacturing field - Literature review Example With the failure of MRP to offer enhanced system performance, the shift has focused to Just-in-time production systems which are driven by customer demand Hence, the jobs are â€Å"pulled through the system† with linkage between stages in the production process (Deleersnyder, et al., 1989). The Japanese system of Kanban is required in order to physically implement the pull production system. Kanban is often used in conjunction with Just-in-Time production whereby the right quantity must be manufactured at the appropriate level and at the right time. Literally translated as â€Å"a card†, the Kanban signal, which is generated through the master production schedule (MPS) or customer demand, triggers JIT as it works its way backwards through each work centre. Generally, a Kanban is tied to each container of work-in-progress (WIP) which contains specifications pertaining to that WIP such as the lot size, card number, due date etc. Research has demonstrated various benefits associated with the use of Kanban. JIT allows most companies to achieve the benefits of shorter lead times, enhanced quality and low inventory buffer (Cimorelli, 2013). However, choosing the Kanban size often requires tradeoffs. For instance, a large size of Kanban will often result in higher level of stock albeit with a shorter lead time and less time for setting up machines frequently. Furthermore, Kanban acts as a means of communication from usage points to the prior operation as well as serve the purpose of visual signage (Wang, 2011). As far as the types of Kanban are concerned, there are generally two types of Kanban systems: single card and dual card systems. This entails separating the storage of output of a particular stage from the storage of input in the succeeding stage along with the use of extra cards named as â€Å"withdrawal† Kanban (Krieg, 2005). This Kanban is defined as one which accompanies the containers that are responsible for storage at the input stage . This is followed by removal of the withdrawal Kanban and its subsequent storage in a â€Å"collection box† when the production system uses a container (Krieg, 2005). Subsequently, the withdrawal Kanban is further removed from the collection box by a carrier and moved into the storage for output from the previous stage. On the other hand, the single-card Kanban is more efficient for manufacturing processes that contain high â€Å"changeover time† owing to batch production (Basu & Wright, 2005). The major difference between a single-card and dual-card Kanban is that the former lacks a â€Å"production† Kanban and specific inventory points (Basu & Wright, 2005). To conclude, the use of Kanban in the Just-in-time production system is fairly old. However, their importance has steadily increased owing to the paradigm shift towards demand-pull manufacturing systems as opposed to push-manufacturing systems. Nevertheless it must be noted that although the Kanban system lead to efficient levels of inventory, shorter lead times and better flow of communication across the production system, it may not always fulfill all order qualifiers at the same time as tradeoffs may be involved. 2. Push/pull systems Lean manufacturing systems are usually split into pull and push production systems. Push systems are based on scheduling work such that it is released on the basis of customer demand (Kimura & Terada, 1981). This is because their aim is to maximize the usage of production capacity. These systems are driven by the system of due-dates. The release date is controlled and the level of Work in Progress is then observed. By using this system, companies are able increase the volume of their production which in turn reduces the cost of production per unit. The push strategy has been used by companies such as Dunkin Donuts for producing their donuts. Customer demand for each of the donuts (such as Glazed, chocolate, cream etc.) is arrived

Coccidioidomycosis Valley Fever Research Paper Example | Topics and Well Written Essays - 1500 words

Coccidioidomycosis Valley Fever - Research Paper Example It is spread through the air when its spores are disturbed by wind. It is estimated that 150,000 infections take place annually in the US, although roughly half of this do not present any symptoms. The fungus is found in South America, Central America, Mexico, and South Western US since these areas weather conditions and dust that allows for the growth of Coccidioides. People get this illness when they inhale dust that contains the spores of this fungus. This spores spread into the air when dust containing the fungus undergoes disturbance through construction work, digging, or strong winds (Williams 41). The illness is hard to prevent, and no vaccine exists at present, although efforts towards its development are continuing. This research paper seeks to use journal articles and boos to discuss the epidemiology, pathogenesis, types, diagnosis, treatment, complications, and use in biological warfare of Coccidioidomycosis. Region of Primary Location The map provided below shows areas in the Americas where mass testing has revealed valley fever as an endemic illness. Taking note of the fact that two thirds of cases in the United States are found in Arizona with Tucson and Phoenix being the most affected is essential. In California, the endemic area is Kern County (Tabor 27). There are also areas of high endemic occurrences in Northwestern Mexico, South America, and Central America. In addition, it has been known for environmental conditions to spread spores across hundreds of miles and cause infection. The mass testing that identified the primary areas has not been done again for more than 50 years. Valley fever is restricted to America with an approximated 150,000 infections every year with the infection rates in the rest of the Americas currently unknown (Tabor 27). Approximately 25,000 new cases annually in the US lead to ~75 deaths annually. There are occasional epidemics with case numbers rising in Arizona, which may be related to people immigrating there. Out side of the United States, the most affected nations are Argentina, Paraguay, Brazil, Guatemala, and Mexico. (Williams 18) Epidemiology Valley fever is confined to areas that lie between 400N and 400S. The organism is particularly supported by dry and dusty soils in the lower sonaran life zone. Incidences of the organism’s occurrence increases significantly in periods where there is heavy rain followed by dry periods (Einstein & Catanzaro 23). The fungus is known to infect majority of the mammals, especially cats, dogs, and humans. Species such as marine mammals like the sea otter, llamas, and livestock have been found to be especially vulnerable to the valley fever fungus. Pathogenesis The valley fever fungus exists in the form of filaments in lab environments and soil. Cells that are found within the hyphae, over time, degenerate and form arthroconidia that are barrel shaped cells (Stevens 1079). These cells are light in weight and are transported by wind where they are eas ily inhalable sans knowledge of the individual. Once these cells arrive in the individual’s alveoli, they become larger, developing internal septations, whose structure is referred to as spherule and develop into endospores. Once these spherules rupture, the endosperms are released with the cycle being repeated, spreading a local infection. The nodules that at times form around the spherules could rupture, and their contents released, into the bronchus, to form cavities with thin walls. These cavities led to persistent coughs, haemoptysis, and chest pain (Stevens 1079). In people whose immunity is compromised, this infection could spread through the vascular system. Presentation Valley fever tends to mimic atypical

Why did the majority of Germans conform to Nazi rule Essay Example for Free

Why did the majority of Germans conform to Nazi rule Essay The majority of German citizens conformed to Nazi rule because of the dual positive and negative pressures exerted by the regime. The Nazis designed and aggressively propagated a programme likely to be attractive to most of the community and backed this up with an apparatus of terror to silence those not convinced. The successes of the party within the country assured widespread support. Hitlers foreign policy, that overturned the Treaty of Versailles and secured Germany a great deal of territory even before the war, garnered him unparalleled popularity. The few opposition groups, and those groups targeted by Nazi ideology, were sent to concentration camps and a vigorous secret police assured that no opposition, especially not vocal, remained in Germany for long. Even when the atrocities of the Nazis became somewhat known Germans continued to conform to Nazi rule, primarily as a result of the anti-Semitism and bigotry prevalent in German society, effectively fostered by the Nazis. Finally, the Hitler myth is vital in understanding why the majority of Germans conformed to the rule of the regime. The contrast between Nazi rule and that of the Weimar Government that preceded it is vital in understanding why the majority of Germans conformed to Nazi rule. Gellately describes how many Germans believed that the liberal Weimar Republic was a degenerate society, and that their country was on the road to ruin. Newspapers were filled with stories regarding crime, drugs, murder and the activities of organized gangs. Crime had risen steadily between 1927 and 1932, the rate of some crimes in large cities almost doubling. The death penalty, a popular punishment, was bestowed 1141 times from 1919 to 1932, of which only 184 were executed, a figure which infuriated many German citizens. Hitler and his party, on the other hand, promised to restore some semblance of the normality for which they [the majority of Germans] longed (Gellately). Hitler gave the police far greater powers than they had had previously, which they immediately began exercising even petty criminals such as swindlers an d con-artists were sent to concentration camps without trial. Death sentences under Hitler increased in number and 80% were actually carried out, a huge increase from Weimars 16%. Exaggerated stories of crime and punishment were sent to the press so often that they became constituent parts of Nazi mythology (Gellately). The Nazi  partys emphasis on the rebuilding of the German state, an idea spread primarily through propaganda, was exceedingly popular. The Nazis also linked crime to Jews, homosexuals and gypsies, which heightened the homophobia and anti-Semitism already prevalent in German society, which meant that the more radical aspects of Nazi ideology were more accepted in society. The image of Hitler as a radical proponent of cleaning up the streets, banishing offenders, and purifying the race and the stories about swift justice all fuelled [the] populist myths about the regime as a crime fighter, and thus earned it considerable support (Gellately), which helps explain why the majority of Germans conformed to the Nazi regime. The domestic policy of the Nazi party was closely related to its foreign policy, which provided successes that are even more important in understanding why the majority of Germans conformed to Nazi rule. The majority of Germany believed that the Treaty of Versailles was a great injustice, and many, including Hitler, believed Germany had only lost because the army had been stabbed in the back by the Jews and politicians of Germany. After Hitler assumed complete power over Germany the clauses of the Treaty of Versailles were overturned one by one, and each was greeted with overwhelming public support of Hitlers actions. In 1934 Hitler publicly announced that the German army, limited to 100 000 by the treaty, had already expanded to 240 000 and would grow to 550 000 in less than three years. At the same time he made public the existence of a German air force, forbidden under the terms of Versailles. In 1936, while France had no government in control, Hitler ordered German troops to march into the demilitarized Rhineland. Next, in October 1939, German reoccupied first the Sudetenland and then, in a surprise tank invasion, the rest of Czechoslovakia in March 1939. These bloodless successes overjoyed the German populace, as shown by the wild, enthusiastic crowd scenes seen around Germany after each foreign policy success. The outbreak of war brought even greater success. Quickly defeating both Poland and France, and beating Britain back to her Island, then pushing far into Russian territory, the Nazi Government appeared to be well on the way to completely dominating the continent. Now at the peak of its power, the vast majority of Germans not only conformed to Nazi rule but actively supported it. Almost all youth,  male and female, were enrolled in Hitler Youth, as the competing youth associations (even the illegal gangs) had been removed, their leaders sent to concentration camps. Unemployment was essentially nil, with the German army and Germans arm production assuring employment for anyone that wanted it. The SPD (Social Democrats) in exile sent agents to gauge popular opinion and found that the Nazis were almost uniformly supported throughout the country. Apart from the domestic and foreign policy success of the regime, the use of terror in Nazi society is also important in understanding why the majority of Germans conformed to Nazi rule. The orthodox view of the role of the Gestapo, represented by such historians as Jackel and Hillgrà ¼ber, is that the German secret policy pervaded every aspect of society, and that most Germans were so afraid of being arrested and interrogated that they were terrorized into submission. Recent research, however, has proven this judgment false. The terror was not the blanket, indiscriminate terror of popular myth (Johnson). In the Cologne region, for example, the Gestapo had only one officer for every 10 000 to 15 000 inhabitants (according to Johnson). Nazi terror was instead targeted only at opposition groups and those condemned by Nazi ideology. When an average, non-Jewish, heterosexual German was under Gestapo scrutiny, they were generally treated leniently and almost never punished. When a Jew o r opposition of the state was interrogated, however, they were treated brutally and almost always sent to a concentration camp. The majority of Germans did not conform to Nazi rule because of the terror instilled by the Gestapo; they conformed because of the attractions of the regime as shown by its domestic and foreign policy success. On the other hand, the minority groups that were either targeted by Nazi ideology and those that were not won over by success were actually forced to conform to Nazi rule. The minority groups were primarily uncovered, according to both Johnson and Gellately, through denunciations. Many ordinary Germans were so won over by Nazi ideology that they would report to the Gestapo any suspicious behaviour, such as homosexuality or sympathy for the plight of the Jews. In fact, almost anyone who did not openly support the regime was denounced by at least one neighbour. This made the Gestapo a highly effective unit, despite its small numbers, when  tracking down ideological enemies of the state. The Gestapo also proved highly effective in tracking down more serious opponents of the state. Through forced confessions, reports from informers and paid spies, house searchers, police raids, information supplied by Nazi Party officials, SS and SA storm troopers, and police auxiliaries, long-existing police registers of political opponents and known criminals, and other official sources (Gellately) the Gestapo tracked down and removed all serious opposition to the Nazi regime. In this way the Gestapo is vital to an understanding of why the majority of Germans conformed to Nazi rule because those few who might harbor doubts about the regime could never voice them for fear of persecution. The most dubious elements of Nazi policy the systematic murder of huge numbers of people based on race or sexual preference were grounded in deep-seated prejudices that proliferated German society. The prejudice against homosexuality was extremely, so it is not a stretch of credibility to surmise that many Germans supported the imprisonment of confirmed homosexuals. Hitlers advertisement of Rà ¶hms sexuality as justification for his murder is indicative of the strength of homophobia in Germany. Anti-Semitism in Germany (indeed, Europe) stretches back well over a thousand years. Again, it seems certain that most of the German population would have personally approved, to varying levels, of the persecution of the Jews. This is not to say that the majority of Germans supported the Nazi atrocities, but that the majority of Germans supported the principle of discrimination (if not the extremes to which it was carried). While virtually all balked when presented with Nazi war crimes (although Kershaw argues that the systematic gassing programme was largely unknown, not all can have been sincere given the direct participation of Germans in many parts of the process), the principle behind the killings was appreciated by many Germans. By building on existing prejudices that Nazis ensured that most Germans could find something to support in Nazi ideology. Finally, one of the most important factors in explaining German conformity is in the foundation of the Nazis unity the most stunning propaganda success the regime enjoyed, the establishment of the Hitler myth. This propaganda  helped create a population that did not just conform, but willingly conformed. Kershaw argues that while ultimately most of Nazi propaganda failed in their objectives, Goebbels succeeded in depicting Hitler as a dynamic, active, visionary leader who would lead Germany to greatness. Kershaw states that Hitler was seen as the representative of popular justice, the voice of the healthy sentiment of the people, the upholder of public morality, the embodiment of strong, if necessarily ruthless, action against the enemies of the people to enforce law and order'. Before the war Hitler was portrayed as both a statesmen and as the future military leader, taking muster of his armed forces (Kershaw). When the war began this image was broadened and the image of Hitler as supreme war leader and military strategist came to dominate all other components of the Fà ¼hrer myth'. The decline of the Hitler myth followed the military reversals of the war, when the population realised Hitlers personal responsibility for the catastrophe of Stalingrad. But until then the myth formed a significant part of the reasons why Germans conformed to Nazi rule. Accompanied by the early successes of the Nazi regime, this created a very persuasive regime regardless of the attractiveness of its ideology. Without an attractive ideology, a majority of Germans would have willingly conformed to Nazi rule at least as long as they didnt have to make sacrifices to do so. Combined with the Nazi ideology, which was attractive to a broad cross-section of Germany, the high level of conformity exhibited in Nazi Germany does not seem remarkable. Germans conformed to Nazi rule primarily because of the regimes initial domestic and foreign policy success, and the success of the establishment of the Hitler myth. Those groups who either opposed the regime or were targeted by Nazi ideology had little impact on the overall support of the party because they were silenced by the highly-effective Gestapo.

Roll of thunder hear my cry Essay Example for Free

Roll of thunder hear my cry Essay Mildred Taylor writes about lots of families, some are successful and some are not. She writes about poverty families have to endure, discipline that they inflict on their children, loyalties, love and care. She contrasts poor families and rich families very well. She writes about poverty mainly in the black families although she does mention poverty in white families but very briefly. The Logans are good disciplinarians and know when to discipline their children and when not to and when they have been promised a beating, they will get it. An example of this, is when the Logan children go to the Wallaces store. As they had been warned not to go there, they got their beating. Even if it was a little late in the coming. We should have known better. Papa never forgot anything. She writes the book in the first person from the point of view of the nine-year-old girl Cassie, who in some ways is quite mature for her age but is still learning about racism and the unfairness of life. The only thing that she is sure about, is her absolute loyalty to her family, which remains constant throughout the book. The Averys a not very successful family, are one of the poorest black families. Mr and Mrs Avery have many children and not enough money. They sharecrop on the Grangers land and as they do not have much money, they also do not have money to spend on medicine, which as a result means that Mr and Mrs Avery remain in a constant state of illness. This of course does not help matters and contributes to the lack of discipline in their childrens lives. TJ one of their sons is a perfect example of this, they should have taught him the difference between and wrong and they should have taught him respect. Taylor attributes many of his problems to weak parenting, a thought expressed by mama when she says, Its just that the boys gotten out of hand and doesnt seem like anybodys doing anything about it. When he looses his friendship with the Logan children he finds friendship in RW and Melvin Simms. They are not ideal friends and laugh at TJ behind his back. As a result of this friendship he indirectly sends the whole Avery family into turmoil. Together the three boys conspire to rob the mercantile belonging to the Barnetts. The Simms brothers managing to outwit TJ, blame the whole affair on him and thus bringing the most of the white, black hating community to the Averys house. There, they assault Mr and Mrs Avery and TJ ends up in jail. RW and Melvin Simms are the eldest of the Simms children. All the Simms share the view that white people are better then black people. The exception is Jeremy Simms who doesnt really like his siblings, he also does not share the same views that they hold and he is the outcast. He even sleeps in a tree house, to get away from his family, which proves his alienation from them. I just climbs in my tree and its like going into another world. He is friends with the Logan children and walks with them on the way to school, the only white boy to do so. For being nice to the Logans and generally liking black people he gets a beating from his sister Lillian Jean who is just like the rest of her siblings and father. Maybe because of the fact that there is no mother figure to guide them that they feel they should follow their father in every way. But whatever the reason they are quite a dysfunctional family. The Jamisons are partly to blame for TJ not finding himself killed. Mr Jamison is a lawyer and has strong family roots in the community. They have no children and are completely not racist. They are the minority who genuinely care about people. They are comfortable and they hold quite an important place in society mainly because Mr Jamison is a lawyer. They become ostracized when Mr Jamison tries his best from preventing TJ from getting murdered even at risk to his own life. we just likely to take care of ourselves a nigger lover too tonight. The Logans are successful as a family because they are very strong family unit. They are completely loyal to each other and they all love and care for each other. This love for family and holding family as a priority has been instilled in the children quite clearly. They are just about the only black family to have any type of collateral whatsoever. This is because they are the only black family to own their own land. And most other white landowners resented that. Harlan resents the fact that you wont sell it. Because of their collateral they also have a lot of independence that the others do not have. Even though the Logans are poor, they are not desperate like the Averys who can barely afford to buy their clothes. But they have had to branch out of Mississippi to get enough money to pay the bills and even then its a struggle. Papa has to work on a railroad and Uncle hammer has moved to the north where he earns a good living. Even Uncle Hammer knows and understands the values that say that family comes first. This is demonstrated when the mortgage has to paid off and Papa finds himself short of money. What goods a car? you cant raise four fine babies on it. Big Ma plays the roll of the head of the household. She adds to the stability of the environment in the home and increases the awareness of the Logan family history. She also knows each of the family members inside out. All together I think in order to have a successful family it is necessary to support, love, trust and care for the people in your family. There should be a certain loyalty and a need for one another. To be able to depend on a family member is a virtue not to be ungrateful for and in the end even Uncle Hammer showed this. He fought for what was right. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mildred Taylor section.

Study on the A Not B Error

Study on the A Not B Error After being discovered by Jean Piaget in 1954 perseveration tasks became one of the main means of investigation in cognitive development psychology, initially in children and later also in non-human animals. The most known of these is the, so called, A-not-B task, which even after many years of research still elicits debates about its underlying mechanisms. This paper aims to provide a review of existing empirical data in order to answer questions of who and why makes the A-not-B error. The first section of the review will give a theoretical background by describing the classic task used by Piaget, the importance of such experiments. This will provide a clear picture of what the A-not-B error is. The two following parts will focus on the questions of who makes the error and why, by an analysis of a set of classic experiments. Each study will be analyzed in terms of its goals, results, and what the impact of these findings is. The last part will include general conclusions based on st udies analyses from previous parts. In order to answer the questions stated in the review title, what is the A-not-B error, who makes it, and why?, classic data will be analyzed in order to determine what the best candidates for explanation of the mechanisms responsible for the error are (in the classic A-not-B task). The most convincing hypothesis will be chosen based on its explanatory power (can it explain most of the existing data?) and its relation to other approaches (can it incorporate other ideas?). Publication of the book The Construction of Reality in the Child in 1954 marks the beginning of research on perseverative tasks in infants. The author, Jean Piaget, described many hide and seek games, invented in order to investigate the understanding of permanence of objects in infants and its changes in time. One of these games became one of the most widely used to explore infant cognition, the A-not-B task. The classic example of its procedure involved a 9 and a half month old child called Laurent. Piaget placed him on a sofa and presented him with two hiding covers, one on the right, and one on the left. Then, he placed his watch under the cover A, and observed Laurent lift the cover to retrieve the watch. After this hiding and seeking was repeated several times, Piaget hid his watch under the cover B. Laurent watched this action attentively, but when given a choice searched back at the location A. As the author put it, at the moment the watch has disappeared under the garment B, he [Laurent] turns back toward coverlet A, and searches for the object under the screen. From this wrong choice, Piaget concluded that Laurent did not understand the independence of objects from his own actions on them. Since these initial results, the A-not-B error has been continuously studied and proven to be a strong and universal phenomenon in human infancy. However, the underlying mechanisms are still being debated, why the error happens and what it means. What is clearer, are the crucial elements of the task to produce the A-not-B error (Smith, 1999). In the original procedure an infant sits in front of two hiding locations that are highly similar and separated by a small distance. While the infant watches, an attractive object (for example a toy) is hidden in one of the locations, described as A. After a delay (which can vary), the infant is allowed to search for the object by reaching to one of the two hiding locations. This hiding and seeking is repeated several times, af ter which the object is hidden again, but this time in location B. Again, after a delay the infant searches for the object. In this traditional method, 8 to 10 month old infants keep reaching back to the initial location A, thus making the A-not-B error. More recent data suggests that there might be also other important elements of the experiment, including posture of an infant, social context, or who the person interacting with subjects is. Before proceeding to a more detailed analysis of existing A-not-B task data, the significance of such research will be briefly described. Investigations of A-not-B task are important for a couple of reasons. Firstly, it provides a clear paradigm to explore the development of infant cognition, how it changes in time. More specifically, it allows investigation how different processes involved in finding the object interact (such as looking, discriminating locations, posture control, and motor planning). Secondly, it also allows comparative experiments when the task is administered to nonhuman animals. Such research allow comparisons of cognitive abilities of different species and how these abilities might have evolved from common ancestors. However, after many years of research there is still no consensus on what is the meaning of the error and what its developmental importance is. The question of what the A-not-B error is has already been answered. The next question is about who makes the error. An answer to this question will be approached by analyzing a selection of studies on the A-not-B tasks which investigated human infants (Homo sapiens), rhesus monkeys (Macaca mulatta), and dogs (Canis lupus familiaris). The predominant group of participants checked on the A-not-B task are human infants of different ages. Diamond and Goldman-Rakic (1989) investigated extensively how the age of infants and the length of delay between observing and searching influences the commitment rate of the error. The experimental procedure was based on the original task, designed by Piaget. However, several differences were also introduced. Instead of sitting freely, infants were held sitting on their parents lap, prevented from turning or looking at the hiding location during the delay. Care was taken to ensure that the infant was observing the whole hiding process. In order to prevent visual fixation on correct hiding location, the infants were distracted by the experimenter calling them and counting aloud. Correct reaches were rewarded by gaining the hidden object (an attractive toy). In a case of an incorrect reach, the experimenter showed the right choice by uncovering the object, but did not allow the infan t to reach for it. Testing for A-not-B began immediately after the infant first uncovered a hidden toy from one of the hiding places. Different lengths of delays between hiding and searching were introduced to the procedure to check what the crucial time to commit the error was. The first introduced delay was a 2 second one. Most infants below 8-8.5 months of age made the A-not-B error at these or smaller delays, whereas only one infant above 11 months did so. The second delay was 5 seconds. By 8.5 months only half of infants made the error at delays of 5 +/- 2 seconds. By 9.5 months half of the infants required delays greater than 5 seconds for the error to appear. The last experimental delay was 10 seconds, where no infant below 8.5 months had passed, whereas by 12 months the average delay needed to be longer than 10 seconds. An interesting observation from this experiment is that infants who maintained visual fixation on the correct hiding location also reached correctly, while t hose who shifted their gaze, failed to do so (performed at chance levels). Another interesting fact is that infants tried to correct themselves when they made the A-not-B error (but not in the youngest ages). To sum up, the A-not-B error occurs in human infants at delays of 2-5 seconds at 7.5-9 months, and at delays greater than 10 seconds after one year. These findings also are consistent with studies conducted by Gratch and Landers (1971) and Fox et al. (1979) which both found that infants of 8 months made the error at a delay of 3 seconds, as well as with a study by Millar and Watson (1979) which showed that infants of 6-8 months could avoid the error when there was no delay, but committed it with delays as brief as 3 seconds. This last finding corresponds closely with Diamond and Goldman-Rakic who found that infants of 8 months will succeed on A-not-B task if there is no delay, but that they will also fail at delays of 3 seconds. Diamond and Goldman-Rakic used the same procedure to investigate ten rhesus monkeys with prefrontal lesions in comparison to monkeys with different brain lesions (parential), and ones with brains intact. Only animals with the prefrontal lesions committed the A-not-B errors at different delay lengths. There was no significant difference in performance between unoperated and parentially lesioned monkeys. Their age ranged from 2 to 6 years. At the delay of 2 seconds, all monkeys with prefrontal lesions committed the error. At the delay level of 5 second results were similar, all monkeys with prefrontal lesions committed the error. At the delay of 10 seconds the performance of prefrontal animals did not meet criteria for the error (such as at least one error in the reversed trial, the error at least once repeated during the same trial), exactly like human infants below 9 months. Behaviour of prefrontally damaged monkeys was noted to be very similar to that of human infants described befo re. The last research analyzed in order to provide an answer to the question of who commits the A-not-B error was conducted by Topà ¡l et al. (2009) on dogs, wolves, and human infants. In a series of experiments a behavioural analogy between human infants and dogs was found. The goal of the research was to investigate the functional nature of dogs sensitivity to communicative cues in a comparative framework, by the use of the A-not-B task. In one of the experiments dogs were shown to be influenced by the communicative context in their perseverative erroneous searches for hidden objects at a previously repeatedly baited (with a toy) location A, even when they observed the object being hidden at a different location (B). Such results are highly similar to those found in human infants. The task involved looking for a hidden object that the dogs saw being hidden behind one of two identical screens. The first phase consisted of the dog being allowed to repeatedly fetch the object (toy) from behind of the screens (location A). In the test phase, the experimenter hid the toy behind the alternative screen B. Dogs managed to fetch the hidden object correctly in all screen A trials. The main result from the test phase is that dogs in the social-communicative trial (the hider attracted the dogs attention) committed the A-not-B error more often than animals in the non-communicative (hiding with experimenters back turned toward the dog) or non-social (experimenter stayed still while the object was moved between screen by another experimenter, not visible to the dog) version. Additionally, animals in the non-social condition were significantly more successful than chance during the test phases. To sum up, the error was eliminated when the hiding events were not accompanied by communicative signals from experimenters. Dogs were shown to be influenced by the communicative context in their perseverative erroneous searches for hidden objects at the previously repeatedly baited loca tion A, even when they observed the object being hidden at a different location B. Such results are highly similar to those found in human infants. Thus, the A-not-B error was proven to also exist in dogs. Naturally this analysis does not exhaust all existing research on perseverative tasks. However, the aim of this review is to focus on A-not-B error only, in its classic version designed by Piaget. Other species, investigated in different variants of perseverative error tasks, included chimpanzees (Pan troglodytes), Japanese macaques (Macaca fuscata), cotton-top tamarin monkeys (Saguinus oedipus) (Hauser, 1999), as well as magpies (Pica pica) (Gà ³mez, 2005). After the data of who makes the A-not-B error was summarized, an analysis of the underlying mechanisms should follow, to answer the question of why the error is made. In literature different hypotheses are present. Principal of these include areas such as object permanence, memory deficits, information bias, immaturity of prefrontal cortex, and action oriented responses (reaching). The first explanation was provided by the author of the A-not-B task himself, based on his initial research on perseverative errors. Piaget attributed this error to a lack of conception of object permanence in human infants. In his view infants commit the error because they do not understand that an object continues to exist even when out of sight. Their reach back to location A is therefore seen as an attempt to bring that object back to existence. This is the first, historical explanation, which has been disproved by various studies. For example, Baillargeon (1987) has shown that some young infants (3.5-4.5 months) might have some understanding of object permanence. When watching possible (a screen rotating and stopping at a box behind it) and impossible events (a screen rotating as though there was no box behind it), infants looked longer at the impossible ones, which can be understood that they were not expecting them to happen. Similar results were also reported by Ahmed and Ruf fman (1998), where infants who made the A-not-B error in search tasks looked significantly longer at impossible events than possible ones in a non-search version of the task. Such behaviours required a comprehension that when objects are out of sight, they continue to exist. Infants did not expect the object to be retrieved from a wrong place and therefore they had to understand in some sense where the object was actually located. Such results call into question Piagets claims about the age at which object permanence emerges. An alternative explanation focused on memory as a factor responsible for the error occurrence. In her research, Diamond (1985) found that different delay lengths between hiding and object searching affected the rate of the error. Thus the conclusion was that the recall memory was causing the A-not-B error. However, such view was challenged by Butterworth (1977), who found that use of transparent covers in hiding locations does not decrease the error rates, which is inconsistent with the recall hypothesis. Seeing an object underneath a cover should create no need of using the recall memory and lead to the error not being committed, which did not happen. This study also can be used to argue against the hypothesis that competition between different kinds of memory is responsible for the error. Harris (1989; after: Ahmed Ruffman, 1998) proposed that infants make the A-not-B error because of two memory traces in combination with poor attention. In this view, information about the object at location A is held in the long-term memory, whereas information about the object at new location B is kept in a weaker short-term memory. However, the fact that infants continue to make the error even when provided with clear cues of the object location (transparent covers), suggests that the underlying cause is not related to memory issues. Another classic explanation placed the difficulty on the encoding of information. Bjork and Cummings (1984) suggested that encoding at new location B requires more processing (is more complex) than encoding repeated location A because B must be distinguished from A. Sophian and Wellman (1983) also referred to information selection, where prior information was mistakenly selected over the new information about location B because infants forgot current information (which relates strongly to the short-term memory limitations) or because infants did not know that current information should take over. These findings again can be debated in light of the transparent covers study by Butterworth (1977) and the violation-of-expectations study by Ahmed and Ruffman (1998). With the use of transparent covers, encoding new information does not pose major cognitive challenge since the desired object is visible all the time. The proposition of infants not knowing which information should precede is enough ambiguous in itself (what know means in this context, do adults know which information from their environment should be the most valid one?) and is additionally contradicted by the findings that infants look longer at unexpected retrieval of objects from old locations. Therefore, they behave as though they know where the object is currently hidden. All of the hitherto presented hypotheses have met their nemesis data. At this point, two major explanations of the A-not-B error will be presented that yielded wider acceptance. One of them, supported by neuropsychological literature, is the importance of the prefrontal cortex, especially its relation with perseveration and inhibition. The prefrontal cortex is an anterior part of the frontal lobes of the brain, which is often associated with planning behaviours, decision making, and moderating social behaviour. As Hauser (1999) states it, the act of perseveration (a repeated production of particular action or thought) often represents the consequence of a particular cognitive problem, related to inhibition. In order to prevent perseveration such mechanism is required to reject some alternatives while favouring others, which may involve activation of the prefrontal cortex (Kimberg et al., 1997). Infants, therefore, are highly susceptible to the commitment of the A-not-B error because of their immature prefrontal cortex. The research by Diamond and Goldman-Rakic (1989) provided the first evidence that A-not-B performance depends upon the integrity of the prefrontal cortex and that maturation of this region underlies improvements in the task performance in human infants between 7.5 and 12 months of age. Further support comes from other groups of subjects of this study. Monkeys with lesions in the prefrontal cortex also committed the error, whereas monkeys with brains left intact, managed to choose the correct location B. As the authors noticed, the A-not-B task performance of operated monkeys and 7.5-9 month old human infants was highly comparable (both groups made errors at delays of 2-5 seconds). This significance of the prefrontal cortex can be explained by analyzing two main abilities required for the error to occur, which depend upon the dorsolateral prefrontal cortex: temporal separation and inhibition of dominant response (Diamond Goldman-Rakic, 1989). The A-not-B task requires subjects to relate two temporally separate events: hiding cue and searching action. With no delay between hiding and searching even 7.5-9 month old human infants and prefrontally operated monkeys can manage to choose the correct location B. However, even when a brief delay (2-5 seconds) is introduced, they start to fail in object searching. Therefore, the aspect of delay plays a crucial role in committing the A-not-B error. This disadvantage can be overcome when subjects are allowed to maintain visual fixation or body orientation towards the new location during the delay. A similar effect is created by a visible cue which consistently indicates the correct choice (for example a mark on one of the locations). Those two findings indicate a possible involvement of short and long-term memory in the process of committing the error. In the case of fixation on the correct choice, a representation of this choice does not have to be held in short-term memory, and in th e case of learning an association between a landmark and a reward, the long-term memory is activated, guiding reaching behaviour accordingly. This brings back the argument about the role of memory in explaining the A-not-B error. The second ability stemming from the prefrontal cortex, the inhibition of dominant response, is mostly related to the act of reaching for the hidden object. In the A-not-B task subjects are first repeatedly awarded for reaching to location A, which leads to strengthening of this response. However, such conditioned tendency to reach to A must be inhibited in the test trial if the subject is to succeed and reach correctly to new location B. The fact that subjects reach back to location A even when they appear to know where the object is hidden (by looking there) or should know where the object is placed (transparent covers with visible toys), adds validity to the notion that inhibiting the conditioned response is difficult and that memory might not play a maj or role in explaining the error (the problem is not simply forgetting location of an object). Even when the object is hidden, human infants and operated monkeys will often immediately correct themselves if their initial reach was incorrect. It appears therefore that subjects know the object is hidden in location B but still cannot inhibit the initial response of reaching to the previously rewarded location A. However, human infants often look in the direction of the correct hiding place, even when simultaneously reaching to the wrong one. It seems that the act of reaching itself might cause troubles, which relates to the next major explanation of the A-not-B error. Smith et al. (1999) advocated a change in theoretical debates on possible explanations of the A-not-B error. Their explanation focuses on performance and behaviour during the task, which is described as reaching to successive locations in visual space. Errors are made by returning to an original location when the goal location had changed. Reaching to a place consists of a series of ordered steps, beginning with cognition (perceiving the target, forming a goal) and ending with action (selecting a motor pattern, forming a trajectory of the reach). The proposition states that the A-not-B error is mainly a reaching error, emerging from a directional bias to location A created by previous looking and reaching, and because the visual input available to guide the reaching hand is insufficient to overcome the bias (similar covers close to each other, not fully developed reaching skills of 8 to 10 month old infants). Crucial to this hypothesis is the idea of a continuous interaction between looking, reaching, and memory of previous reaches. In other words, it is important that there are two similar potential reaching targets and that infants have a history of repeatedly reaching to one of the locations. Results from experiments by Smith et al. experiments indicated that goal-directed reaches of infants stem from complex interactions of visual input, direction of gaze, posture, and memory (therefore indicating strong context effects). Such a system is inclined towards perseveration since it creates the reach based on current visual input and memories of recent reaches. This bias will prevail whenever the new information input is highly similar to previous reach information or whenever the systems memory of previous reaches is strong. Such an effect could be described as a version of a previously analyzed information bias. These general processes of goal-directed reaching are not specific to a particular moment in development, which suggests that older children and even adults are prone to commit the A-not-B error if placed in the appropriate situation. For example, when no visual cues are given, like in the case of hiding objects in sand (Spencer et al., 1997; after: Smith et al., 1999). However, if these processes are not specific to a certain age, why then a decline in making the error is observed? Authors point to two developmental changes that can contribute to an answer: increasing infants ability to discriminate among visually similar locations, and increasing skill in reaching. Although Smith et al. state that there is no discrepancy between their results and data from investigations of the role of the prefrontal cortex, they do not agree with the explanation placing emphasis on inhibition failure in this region of the brain. In such a view, infants reach successfully to the correct location not because a dominant habit to reach to A was inhibited, but because the current visual information biasing the system in the B direction is stronger than the previously conditioned action towards A. Therefore, direction of the infants reach depends on internal and external dynamics shaping the goal-directed action (outside stimuli and previous experience). The goal of this review was to answer the questions of what the classic A-not-B error is, who makes it, and for what reasons. The answer to the first two is a straightforward one. In order to determine who makes the error, it is enough to administer the original procedure devised by Piaget to various subjects (with slight modifications if used with nonhuman animals). The question of why the error is committed has a more complex nature. A range of proposed explanations have been presented, along with an analysis of how valid these hypotheses are in light of existing empirical data. Due to limitations of space, the review has focused on presenting a summary of the main hypotheses: object permanence, memory deficits, information bias, immaturity of prefrontal cortex, and goal-oriented reaching. The two latter possess the largest explanatory power, as they incorporate or explain elements of other approaches. The most important difference between them is present in the definition of who c an commit the error. In the neuropsychological approach only subjects with immature or a damaged neocortex will make the error, whereas in the reaching approach this error is not so limited. Another main difference concerns the concept of inhibition. Described as a main element of the influence of the neocortex on choosing the right location, it is removed completely from the reaching approach. However, certain similarities are also present, since the neuropsychological hypothesis includes the aspect of programming a goal-oriented reach. Considering these characteristics together, as the best candidate for an explanation of the A-not-B task the immaturity of the neocortex will be chosen. It can provide sufficient explanation for why human infants with immature prefrontal cortex, prefrontally damaged monkeys, and dogs make the error. In the case of the latter, the inhibition process might play the major part. Dogs committed the error mostly in the communicative experimental conditio n, which might suggest that overcoming a bias created that way is too difficult, inhibition in the prefrontal cortex (which is often assumed to organize social behaviour) is too weak. Of possible importance is the domestication process, during which dogs were selected to respond to human communicative signals. In terms of Marrs levels of explanation (Humpreys et at., 1994), the prefrontal cortex could be described as planning behaviours in order to act appropriately in the world (computational level), by the use of inhibition processes (algorithmic level) on the neuronal networks (implementional level). Additional empirical data, obtained in order to validate the prefrontal cortex hypothesis, should include studies on infant rhesus monkeys and other infant species, as well as autistic human children (due to their lack of social skills which could be attributed to malfunctioning prefrontal cortex). A set of such data would allow comparisons with existing findings. Naturally, new rese arch might bring a change of focus in mechanisms underlying the A-not-B error, as the issue of perseverative errors is a complex one and requires further investigation.

A Separate Peace :: Free Essay Writer

What point of view does each character show in regards to their attitude to the war? The war is a symbol of how things are not always what they seem. Recruiting posters and propaganda to join the army convinced many boys into thinking the war is an exciting adventure. â€Å"The characters Gene, Finny, and Leper are used as opposing forces struggle between that cold reality of war and a separate peace†(Brian, Gatten), A peace away from the real war and all the terrible things that come. The attitudes towards war of Finny, Gene and Leper reflect their approach to life. Finny does not face the reality in life nor the war, Leper (stands on the sidelines) is isolated from life and the war, while Gene is a follower in life and the war. Finny does not face the reality in life nor the war by, finny first begins to create games. Because Phineas cannot face the reality of the real war. For him, these games are representative of the war. Finny made up these games and he made it so that he could be in control. This is just like Finny ‘s world of separate peace. Also finny does not fully understand the impact of war on people. He does not understand that war kills people physically and mentally. He also does not understand how it affects a person’s life. Finny is not present for the beginning of the fall session at Devon and as a result, the statement â€Å"Peace had deserted Devon†(knowles, pg. 132). Is true indicates the lack of peace†¦Ã¢â‚¬ the peace that the school had come to know when finny was present.†(Brian, Gatten) â€Å"With the lack of this peace, the door is open for the reality that is war, to enter†. (Brian, Gatten) Finny has his own reality, about the war. That is why he created the games to the substitute for the war. Leper’s attitude towards to the war is that he feels that was does not affect him. Leper is much like Finny because of his innocent, romantic view of the world, he loves nature and especially skiing during the winter. Leper is not popular at Devon due to his oddities, but he does not give any attention to such things. He joins the army after seeing a film about their ski troops although he is not even fighting is the war; he is shocked to find military life to be much different from what he expects.

scent of women :: essays research papers fc

The scent of women   Ã‚  Ã‚  Ã‚  Ã‚  It is safe to say that most women like to smell good. Perfume holds the power that woman are what they wear. Women’s magazines everywhere show ad after ad about perfume and what she will be able to do once they wear it. However, not all women have the same tastes and interests. In order for perfume ads to be successful, advertisers cannot just use one kind of formula to appeal to attract women. Sporty women compared to high class conservative women probably do not have the same taste in perfume, as would a teenager compared to a 50-year-old woman. Advertisers must use a variety of tactics to sell women’s perfume in order to appeal to the different types and personalities of today’s women.   Ã‚  Ã‚  Ã‚  Ã‚  Many perfume ad campaigns nowadays use simple women doing simple things but clearly enjoying it. The ad campaign for Clinique’s perfume lines is a very good example of this. In the May issue of Teen People, the ad for Clinique’s perfume, â€Å"Happy,† shows a woman wearing a sleeveless turtleneck sweater. Although not clearly shown, the girl seems to have a huge smile on her face but is hidden behind her turtleneck. The caption of the ad says â€Å"Clinique happy.† Although it is a simple ad, it deems as effective toward women. Featured in a magazine targeted to teens, the girl in the ad is young looking, which would relate to teens. As for older women, it would appeal to them as well so they too can feel young and fresh again. Another ad for a Clinique perfume is for â€Å"Simply,† found in Cosmopolitan magazine. The name of the perfume alone, says it all. The ad shows a bottle of the â€Å"Simply† perfume set on top of a table with a woman’s fingertips lingering on top of the bottle. This ad doesn’t even use a woman’s face, which is a different approach from many other perfume ads. The entire ad looks to be of one shade, like a golden skin tone color, which shows a very simple lifestyle. The woman’s fingers show no trace of a manicure or glamorous looking nail polish. It just shows a woman’s bare, yet beautiful hands. Also, the fact that the table used in the ad is made of wood, this shows of simple living. The ad uses wood that reminds readers of nature and not marble and glass.

Return to Normalcy Essay

â€Å"Return to Normalcy† – United States presidential candidate Warren G. Harding’s campaign promise in the election of 1920. Doc 7 – Muscle Shoals – famous for its contributions to American popular music in the 1920’s. Doc 24 – Election of 1924 – Republican Calvin Coolidge wins election by a landslide. Doc 11 – Federal Farm Board – created in 1929, before the stock market crash on Black Tuesday, 1929, but its powers were later enlarged to meet the economic crisis farmers faced during the Great Depression. It was established by the Agricultural Marketing Act to stabilize prices and to promote the sale of agricultural products. The board would help farmers stabilize prices by holding surplus grain and cotton in storage. Doc 7 – Theodore Dreiser – an American novelist and journalist of the naturalist school. His novels often featured main characters that succeeded at their objectives despite a lack of a firm moral code, and literary situations that more closely resemble studies of nature than tales of choice and agency. Dreiser’s best known novels include Sister Carrie (1900) and An American Tragedy (1925). Doc 3 – T. S. Eliot – a publisher, playwright, literary and social critic and â€Å"arguably the most important English-language poet of the 20th century. † Although he was born an American, he moved to the United Kingdom in 1914 (at age 25) and was naturalized as a British subject in 1927 at age 39. Doc 1 – Fundamentalists – The demand for a strict adherence to specific theological doctrines usually understood as a reaction against Modernist theology, combined with a vigorous attack on outside threats to their religious culture. The term â€Å"fundamentalism† was originally coined by its supporters to describe a specific package of theological beliefs that developed into a movement within the Protestant community of the United States in the early part of the 20th century, and that had its roots in the Fundamentalist–Modernist Controversy of that time. Doc 20 – Billy Sunday – an American athlete who, after being a popular outfielder in baseball’s National League during the 1880s, became the most celebrated and influential American evangelistduring the first two decades of the 20th century. Henry Ford [Model T]- an automobile that was produced by Henry Ford’s Ford Motor Company from September 1908 to October 1927. It is generally regarded as the first affordable automobile, the car that opened travel to the common middle-class American; some of this was because of Ford’s innovations, including assembly line production instead of individual hand crafting. (23) flappers- a â€Å"new breed† of young Western women in the 1920s who wore short skirts, bobbed their hair, listened to jazz, and flaunted their disdain for what was then considered acceptable behavior. Flappers were seen as brash for wearing excessive makeup, drinking, treating sex in a casual manner, smoking, driving automobiles and otherwise flouting social and sexual norms. (8,9,14,22) Harlem Renaissance- a cultural movement that spanned the 1920s and 1930s. At the time, it was known as the â€Å"New Negro Movement†, named after the 1925 anthology by Alain Locke. Though it was centered in the Harlem neighborhood of New York City, many French-speaking black writers from African and Caribbean colonies who lived in Paris were also influenced by the Harlem Renaissance. 3) Marcus Garvey- a Jamaican publisher, journalist, entrepreneur, and orator who was a staunch proponent of the Black Nationalism and Pan-Africanism movements, to which end he founded the Universal Negro Improvement Association and African Communities League (UNIA-ACL). He founded the Black Star Line, part of the Back-to-Africa movement, which promoted the return of the African Diaspora to their ancestral lands. (10) Charles Lindbergh- an American aviator, author, inventor, explorer, and social activist. As a 25-year-old U. S.  Air Mail pilot Lindbergh emerged suddenly from virtual obscurity to instantaneous world fame as the result of his Orteig Prize-winning solo non-stop flight on May 20–21, 1927, made from Roosevelt Field[N 1] located in Garden City on New York’s Long Island to Le Bourget Field in Paris, France. (5,21) Twenty-One Demands- a set of demands made by the Empire of Japan under Prime Minister Okuma Shigenobu sent to the nominal government of the Republic of China on January 18, 1915, resulting in two treaties with Japan on May 25, 1915. 5:5:3:1. 75:1. 5 naval ratio- after World War I, many nations became concerned about the threat of another war and the possibility of an arms race. To address these issues in the naval arena, in 1922, Great Britain, the United States, Japan, France, and Italy signed the Five Powers Treaty at the Washington Conference. In the treaty, the powers agreed to a 5:5:3:1. 75:1. 75 ratio of naval tonnage and restrictions with regard to new building of both ships and bases. Young Plan- a program for settlement of German reparations debts after World War I written in 1929 and formally adopted in 1930. It was presented by the committee headed (1929–30) by American Owen D. Young. The reparations, set in January 1921 by an Inter-Allied Reparations Commission at 269 billion gold marks (the equivalent of around 100,000 tonnes of pure gold) were deliberately crushing. Teapot Dome Scandal- a bribery incident that took place in the United States in 1922–1923, during the administration of President Warren G. Harding. Secretary of the Interior Albert B. Fall leased Navy petroleum reserves at Teapot Dome and two other locations to private oil companies at low rates without competitive bidding. doc 24 Secy. of the Treasury Mellon (tax cuts)- Mellon came into office with a goal of reducing the huge federal debt from World War I. To do this, he needed to increase the federal revenue and cut spending. He believed that if the tax rates were too high, then the people would try to avoid paying them. He observed that as tax rates had increased during the first part of the 20th century, investors moved to avoid the highest rates by choosing tax-free municipal bonds, for instance. (doc 15 Progressive Party- was an American political party. It was formed by former President Theodore Roosevelt, after a split in the Republican Party between himself and President William Howard Taft. â€Å"The Lost Generation†- is a term used to refer to the generation, actually a cohort, that came of age during World War I. The term was popularized by Ernest Hemingway who used it as one of two contrasting epigraphs for his novel, The Sun Also Rises. (doc 9, Doc 13 Ernest Hemingway [A Farewell to Arms]- a semi-autobiographical novel written by Ernest Hemingway concerning events during the Italian campaigns during the First World War. The book, which was first published in 1929, is a first-person account of American Frederic Henry, serving as a Lieutenant (â€Å"Tenente†) in the ambulance corps of the Italian Army. The title is taken from a poem by 16th-century English dramatist George Peele. (doc 13 prohibition [Volstead Act]- prohibited the production, sale, and transport of â€Å"intoxicating liquors†, it did not define â€Å"intoxicating liquors† or provide penalties. It granted both the federal government and the states the power to enforce the ban by â€Å"appropriate legislation. † A bill to do so was introduced in Congress in 1919. (Doc 2 Immigration Acts (1921, 1924)- was a United States federal law that limited the annual number of immigrants who could be admitted from any country to 2% of the number of people from that country who were already living in the United States in 1890, down from the 3% cap set by the Immigration Restriction Act of 1921, according to the Census of 1890. doc 11, doc 17 Scopes Trial- was a landmark American legal case in 1925 in which high school science teacher, John Scopes, was accused of violating Tennessee’s Butler Act which made it unlawful to teach evolution in any state-funded school. (Doc 1 The Jazz Singer (Doc 7)- is a 1927 American musical film. The first feature-length motion picture with synchronized dialogue sequences, its release heralded the commercial ascendance of the â€Å"talkiesâ⠂¬  and the decline of the silent film era. Produced by Warner Bros. with its Vitaphone sound-on-disc system, the movie stars Al Jolson, who performs six songs. The â€Å"New Woman† (Doc 22)- was a feminist ideal that emerged in the late 19th century. The New Woman pushed the limits set by male-dominated society, especially as modeled in the plays of Norwegian Henrik Ibsen (1828–1906). â€Å"The New Woman sprang fully armed from Ibsen’s brain,† according to a joke by Max Beerbohm (1872–1956). Langston Hughes (Doc. 3)- was an American poet, social activist, novelist, playwright, and columnist. He was one of the earliest innovators of the then-new literary art form jazz poetry. Hughes is best known for his work during the Harlem Renaissance. Pan-African Movement (Document 10)- is a movement that seeks to unify African people or people living in Africa, into a â€Å"one African community† Differing types of Pan-Africanism seek different levels of economic, racial, social, or political unity. Spirit of St. Louis (Doc 21)- is the custom-built, single engine, single-seat monoplane that was flown solo by Charles Lindbergh on May 20–21, 1927, on the first non-stop flight from New York to Paris for which Lindbergh won the $25,000 Orteig Prize. Washington Naval Conference(NA)- also called the Washington Arms Conference, was a military conference called by President Warren G. Harding and held in Washington from 12 November 1921 to 6 February 1922. Conducted outside the auspices of the League of Nations, it was attended by nine nations. Dawes Plan(NA)- was an attempt in 1924 to solve the reparations problem, which had bedeviled international politics, in the wake of the Ruhr occupation and the hyperinflation crisis. It provided for the Allies to collect war reparations debt from Germany. Intended as an interim measure, the Young Plan was adopted in 1929 to replace it. Kellogg-Briand Treaty(NA)- agreement, signed Aug. 27, 1928, condemning â€Å"recourse to war for the solution of international controversies. † It is more properly known as the Pact of Paris. In June, 1927, Aristide Briand, foreign minister of France, proposed to the U. S. government a treaty outlawing war between the two countries.

US Immigrants’ Learning English and Mastering Content Goals

Bilingual Education is the teaching of two languages. This would also be the ability to speak two languages. During the 1920's testing among various groups of people began. These tests were conducted in poor testing conditions, overcrowded rooms, poor lighting, and large rooms with poor audibility. Many immigrants were categorized as â€Å"simpletons† for receiving zeros on the test because they were unable to speak English, could not read, and were unfamiliar with the American culture. The low-test scores confirmed white Anglo Saxon Protestant beliefs that immigrants were inferior. This gave the congressmen more reason to discriminate against the immigrants. In the 1950's, federal and state laws ruled that discriminatory testing was unconstitutional (What To Do About Immigration? p 327). Bilingual education did not originally grow from the pressures of immigration. It was started as a small, federally funded program to help Mexican-American children (largely native-born) in the Southwest. The purpose was to try to make Mexican-American children fully literate in English. Today, our expectations of bilinguals are very high. We expect them to learn our language fast and accurately. However, we do not teach them well. Instead of running away from this problem by abolishing bilingual education, we should find a way to improve this practice in order to make it a part of our culture. People with a native language other than English have two goals in school: learning English and mastering content. A very big problem is that bilingual education is taught in many different ways in classrooms. Often, students with limited English skills would be taught for no more than a year in special English classes before being moved to mainstream. Some students are pulled out of English as a second language. Others are placed in transitional bilingual education, which is intensive English-instruction. A portion of this class is taught in the native language. Maintenance or developmental, bilingual education builds the native language while improving English as a second language (http://www. edweek. org/context/topics/biling. htm). One solution to this problem is finding a one way to teach that will cover all aspects of the English language. After English is effectively taught, the students should be mainstreamed. Some say the curriculum is not the problem, but the poor teaching instead. The teache's want students to be proficient in a second language in one or two years. These days, there is also a shortage of well-qualified bilingual teachers. We can improve this by hiring teachers who are qualified and fully bilingual (http://www. edweek. org/context/topics/biling. htm). If we take a closer look at the educational system, we would notice that bilingual education is not the only guilty party in this stuation. There are many services available in different native languages; there is not much of an emphasis to learn English. There are newspapers, advertising, and even signs that will help immigrants of all cultures. Some people believe that in order to ensure that English is learned the government should make English its official language. I believe that people with another native language other than English should learn our language. This is not to say that they can not use their other language, but English should be used in offices and other work places. Today, the amount of bilingual immigrants entering our country is growing year by year. If solutions aren't found to the bilingual education problem, I fear what the future may hold for those looking to find new opportunities on American soil. In America, everyone has the right to dream.

Review Of Research Articles About Second Language Acquisition Education Essay

Below are 10 research articles and surveies that address issue we have discussed in 2nd linguistic communication acquisition for pupils that are English Language scholars. At the beginning of the class we discussed instructors ‘ prejudices and their deficiency of appropriate preparation and instruction in learning ELL that can impact pupils that are ELL. These abstracts validate that there is a job with prejudice. We have besides discussed the function of cultural and socioeconomics and how it affects the success of SLA. During this hunt, I noticed several articles turn toing different ways to turn to this issue. The running subject I have noticed is that there is no cosmopolitan and accurate attack to learning pupils who are ELL. There are many variables involved in each academic state of affairs. Students ‘ demands for larning 2nd linguistic communication are every bit single as each pupil. The attack for SLA depends on linguistic communication acquisition for the native linguistic communication ; socioeconomics, cultural issues, and if there are linguistic communication holds in the native linguistic communication.Gunderson, A L..A ( 2008 ) . The State of the Art of Secondary ESL Teaching andLearning.A Journal of Adolescent & A ; Adult Literacy, A 52 ( 3 ) , A 184-188.A Retrieved November 5, 2010, from Children ‘s Module. ( Document ID: A 1601681651 ) .The 1968 Bilingual Education Act specified that pupils who â€Å" come from environments where a linguistic communication other than English has had a important impact on their degree of English linguistic communication proficie ncy ; and who, by ground thereof, have sufficient trouble speech production, reading, composing, or understanding the English linguistic communication † should be provided with bilingual plans ( Bilingual Education Act, 1968 ) . Students who were Spanish, Vietnamese, Tagalog, or Punjabi talkers had higher disappearing rates and lower classs in academic categories than Chinese talkers because there were differences in socioeconomic position and households ‘ abilities to scaffold their kids ‘s instruction when school plans failed to make so. It seems that the same amazing finding and intent could be focused on detecting how scientific discipline, math, societal surveies, and English instructors can learn successfully in schoolrooms that include increasing Numberss of ESL pupils. As we have learned in some of our treatment stations, we need to turn to all facets of our pupils ‘ backgrounds when learning a SLA. Culture and socioeconomics is an of import portion of this. The fact that there is a dropout rate for pupils of different cultural backgrounds shows that pedagogues are non implementing cultural sensitiveness and consciousness as portion of their direction. There can non be a cooky cutter attack to learning linguistic communication to changing civilizations.Nykiel-Herbert, A B..A ( 2010 ) . IRAQI REFUGEE Students: From a Collection of Aliens to a Community of Learners.A Multicultural Education, A 17 ( 3 ) , A 2-14.A Retrieved November 5, 2010, from Multicultural Module. ( Document ID: A 2176089481 ) .Systematic observations of kids of assorted cultural groups in their schoolrooms and communities ( Au, 1980 ; Delpit, 1996 ; Gibson, 1982 ; Philips, 1983 ) constantly demonstrate that kids perform better academically if the civilization of their schoo lrooms, including outlooks of appropriate behaviour and instructional schemes, reflect the civilization of their places. The topics of the survey are 12 refugee kids from Iraq in classs 3 through 5 ( ages 8 through 11 ) in an Upstate New York urban school, in mainstream schoolrooms, pulled out for 50-60 proceedingss of ELL instructions. After 12 to 18 months at the school, many of the Iraqi pupils in center and higher classs were hardly at the emergent degree of literacy acquisition The research workers created a separate, self-contained schoolroom for the low-performing Iraqi pupils. The Edison narrative confirms what some earlier surveies of minority pupil groups have demonstrated, viz. that â€Å" pupils ‘ public presentation in school is straight affected by the relationship between the cultural forms supported by the school and those adhered to by the pupils There were those that were opposed to the self-contained schoolroom for the Iraqi kids. They did non desire to make an ambiance of â€Å" separate † or â€Å" segregated † . This can be a valid point in some state of affairss. However, pupils had trouble with acclimatizing to their new milieus. When they were in their self-contained unit, issues that were impacting them specifically could be addressed while they were being surrounded by a group of equals that came from the same emotional and physical topographic point. They were comfy in a cultural scene that was familiar to them while larning their new linguistic communication and acclimating, with their equals, to their new location.DelliCarpini, A M..A ( 2010 ) . Success with ELLs.A English Journal, A 99 ( 4 ) , A 102-104.A Retrieved November 5, 2010, from Research Library Core. ( Document ID: A 1972796791 )Form a collaborative, interdisciplinary squad that would be after and develop an incorporate course of study th at built accomplishments and met criterions for both academic topics and the Career Development and Occupational Studies criterions developed by the New York State Department of Education. Students who participated in the eight-week faculties engaged in a assortment of reliable authorship undertakings, acquired information on US markets, and studied concern history in the United States, planetary markets, supply and demand, resume authorship, communicating accomplishments, and choosing a concern that will win in a given market and economic clime. The importance of turn toing post-secondary ends and accomplishments when learning a 2nd linguistic communication is an of import portion of SLA. As discussed in one of our faculties, motive plays a cardinal factor. Students are more invested in their acquisition when they see a existent life application that is of import to their personal ends.Rodriguez, A D. , A Ringler, A M. , A O'Neal, A D. , A & A ; A Bunn, A K..A ( 2009 ) . English Language Learners ‘Percepts of School Environment.A Journal of Research in Childhood Education, A 23 ( 4 ) , A 513-526.A Retrieved November 5, 2010, from Education Module. ( Document ID: A 1807801991 ) .This survey investigated the perceptual experiences of 123 pupils ( 57 monolingual and 66 English linguistic communication scholars [ ELLs ] ) from a rural public simple school in North Carolina with regard to school clime, course of study and direction, extracurricular activities, self-efficacy, and self-esteem. With regard to teacher readying, Smith-Davis ( 2004 ) argued that instructors are non adequately prepared to assist ELLs make their maximal academic potency. The research workers visited the school 16 times over a six-month period in order to roll up the information. During the interviews with the bilingual and monolingual pupils, the research workers followed a modified version of the questionnaire protocol titled â€Å" Measuring success in ESL plans, † which was originally authored by Carrasquillo and Rodriguez ( 1998 ) although the informations reveal basically no differences in school clime, during the interview, several pupils reported that they were punished if they spoke in their native linguistic communication. After questioning a sum of 123 pupils in kindergarten through Grade 5, the chief determination of this survey is that the perceptual experiences of simple ELLs and monolingual scholars in a peculiar rural school in North Carolina were strikingly similar. the monolingual pupils in all classs besides have less self-esteem than the ELLs at all degrees, kindergarten through class 5. This is one school that evidently had a really strong ESOL plan in topographic point. Students did non detect any differences in course of study or extracurricular activities. This shows that instructors were supplying the same degree of challenge in all scenes. The survey would hold been more interesting if they used the questionnaires in three or four different schools with different socioeconomics and diverse backgrounds. North Carolina seems to be on the film editing border when it comes to ESE plans. The universities seem to make much research with RTI, ESE and Autism Spectrum Disorder. Brice, A A. , A Shaunessy, A E. , A Hughes, A C. , A McHatton, A P. , A & A ; A Ratliff, A M..A ( 2008, A October ) . What Language Discourse Tells Us About Bilingual Adolescents: A Study of Students in Gifted Programs and Students in General Education Programs.A Journal for the Education of the Gifted, A 32 ( 1 ) , A 7-33,139-141.A Retrieved November 5, 2010, from Education Module. ( Document ID: A 1574104461 The intent of this survey was to analyze pupil discourse between bilingual pupils in talented plans and bilingual pupils in the general instruction plans in an urban in-between school. This survey suggests a minor linguistic communication advantage for the bilingual pupils in the talented plan. The overall decision seems to bespeak that bilingualism, linguistic communication abilities, and giftedness involves many variables and that the relationships are non needfully direct. Participants were 16 pupils served in public in-between school ( grades 6-8 ) in one of the largest urban school territories in the southeasterly United States. In amount, the grounds from this survey suggests assorted support for the three research inquiries and a little linguistic communication advantage for the bilingual pupils in the talented plan. Bilingualism, linguistic communication abilities, and giftedness involve many variables ) . It appears that an apprehension of bilingualism and 2nd linguistic communication acquisition would be good for gifted and general instruction instructors. Some surveies seem to province the obvious. It would look that a talented pupil would hold an advantage in any regular or ESE scene. I agree that preparation for instructors who teach general instruction and talented plan should hold cognition of SLA. Students with disablements are in the chief watercourse schoolrooms much more than in the yesteryear. It is of import for ALL instructors to understand facets of SLA and ESE instruction.Meisel, A J..A ( 2007 ) . The weaker linguistic communication in early kid bilingualism: Geting a firstlinguistic communication as a 2nd linguistic communication? A Applied Psycholinguistics, A 28 ( 3 ) , A 495.A Retrieved November 5, 2010, from Humanities Module. ( Document ID: A 1289045851 ) .Past research demonstrates that first linguistic communication ( L1 ) -like competency in each linguistic communication can be attained in coincident acquisition of bilingualism by mere exposure to the mark languages. The inquiry is whether this is besides true fo r the â€Å" weaker † linguistic communication ( WL ) . The WL hypothesis claims that the WL differs basically from monolingual L1 and balanced bilingual L1 and resembles 2nd linguistic communication ( L2 ) acquisition. In this article, these claims are put to a trial by analysing â€Å" unusual † buildings in WLs, perchance bespeaking acquisition failure, and by describing on analyses of the usage of Gallic by bilinguals whose dominant linguistic communication is German. The available grounds does non warrant the claim that WLs resemble L2. Alternatively, it shows that WL development can be delayed, but does non propose acquisition failure. Finally, reduced input is improbable to do acquisition failure. The cardinal issue at interest is to research the bounds of the human linguistic communication devising capacity. I believe this addresses BICS and CALP. Reduced input is improbable to do acquisition. However increased end product is really built-in portion of linguistic communication acquisition. If you do n't utilize it, you lose it. This besides reminds me of a survey in one of the treatment posts that discusses simplifying linguistic communication while pupils learn to cut down their defeat degree. Joko Kusmanto, A & A ; A Anni Holila Pulungan.A ( 2003 ) . The Acquisition of English Negation ‘No ‘ and ‘Not ‘ : Evidences from an Indonesian Child in Non-Native Parents Bilingual Program.A K @ Ta, A 5 ( 1 ) , A 41.A Retrieved November 5, 2010, from Humanities Module. ( Document ID: A 967696001 ) . Every kid is born with an unconditioned gift by which ( a ) linguistic communication ( s ) acquisition is possible. This position emphasizes the function of cosmopolitan belongingss every kid is born with to get ( a ) linguistic communication ( s ) . This paper presents the acquisition of English negation ‘no ‘ and ‘not ‘ by an Indonesian kid brought up in Indonesian – English Non-native Parents Bilingual Program ( NPBP ) . The analysis is directed to uncover the form of ‘no ‘ and ‘not ‘ usage as the grounds that a kid still acquires a targeted linguistic communication despite the hapless targeted linguistic communication input s/he is exposed to. The consequence of the analysis shows that the acquisition of English negation ‘no ‘ and ‘not ‘ by an Indonesian kid in Indonesian – English NPBP besides has a form which falls into syntactic, semantic, and matter-of-fact instances. To some extent, it supp orts Universal Grammar frame, but there are some which provide new penetrations on this issue. The two pupils in are data analysis in faculty 5.2 both had negation issues. One had L1 that was Spanish and another had L1 that was Chinese. This kid is Indonesian. This seems to back up the research that a targeted linguistic communication can still be learned due to cosmopolitan grammar frame. The pupils understand the basic rule of negation. They may be non be puting no and non in the right order. However, they understand the basic rule regardless of their native linguistic communication.Stanley I Greenspan.A ( 2001, A November ) . Working with the bilingual kid who has alinguistic communication delay.A Scholastic Early Childhood Today, A 16 ( 3 ) , A 28-30.A Retrieved November 5, 2010, from Children ‘s Module. ( Document ID: A 85642407 ) .Greenspan discusses what a instructor should make if she suspects that a bilingual preschool pupil has a linguistic communication hold. The first measure should be to find if the linguistic communication hold is merely in the 2nd linguist ic communication, or if it is present in both linguistic communications. It ‘s really of import for kids who have linguistic communication holds, but are otherwise synergistic, to be in scenes with other kids who are communicative. The beat of interaction is critical for linguistic communication development, so it ‘s really of import for the kid to hold communicative and verbal equals. What we want is interaction, interaction, interaction! I am used to working with pupils that are speech-language impaired. However, I ne'er think of this in footings of pupils who may be SLA. The instructor in the Deaf and Hard of Hearing Unit has a new pupil from Mexico who has no linguistic communication. She did non travel to school in Mexico. She knows no mark at all, no reading, etc in her native linguistic communication. As a adolescent, she is larning linguistic communication for the first clip. Students in my unit who are speech-language impaired have made important betterments in linguistic communication by patterning their equals and their instructor. Obviously, their linguistic communication would non hold the same betterments if they did non hold any interaction with persons ( instructor and/or equals ) that interacted with them on a day-to-day footing.Mary Ann Zehr.A ( 2010, A October ) . Boston Settles With Federal Officials in ELL InvestigationA : District Agrees to Retest 7,000 Students ‘ English Skills.A Education Week, A 30 ( 7 ) , A 10.A Retrieved November 5, 2010, from Research Library Core. ( Document ID: A 2171700391 ) .Carol Johnson, the schools overseer in Boston, where 28 per centum of the territory ‘s 56,000 pupils are ELLs, said in an interview that the system has been seeking for a twelvemonth to convey its schools into conformity with federal civil rights jurisprudence. The attempt has involved developing some 2,000 instructors in how to work with English-learners, retesting the English accomplishments of 7,000 pupils, and mapping programs to speed up the acquisition of ELLs who should hold received services before but did n't. A study last twelvemonth by the Mauricio Gaston Institute for Latino Community Development and Public Policy, at the University of Massachusetts Boston, found the territory was n't decently measuring and placing many pupils as ELLs. In May 2009, the territory hired Ms. De Los Reyes and tasked her with turn toing the deficiency of services to ELLs cite d in the 2008 province reappraisal. She said the colony resulted from a strong coaction with the Justice and Education sections. I find this interesting that pupils were non being decently assessed as ELL. These pupils were taking their standardised trials I the mainstream and non in their native linguistic communication. Students were in the schoolroom. However, I ‘m inquiring if some of these schools had ESOL plans or they were trusting on untrained instructors to turn to the educational demands of the pupils that were ELL. If instructors are non trained in ELL or ESE, they may non be cognizant of the regulations on standardised testing for pupils who were SLA. They should reexamine the deficiency of services and the deficiency of instruction for instructors to supply services to pupils that are ELL.Huang, A J. , A & A ; A Brown, A K..A ( 2009 ) . Cultural FACTORS AFFECTING CHINESE ESL STUDENTS ‘ ACADEMIC LEARNING.A Education, A 129 ( 4 ) , A 643-653.A Retrieved November 5, 2010, from Research Library Core. ( Document ID: A 1800962381 ) .Confucianism meets Constructivism in North American univers ities and our schoolrooms are neglecting to run into the educational outlooks of Chinese pupils. Specifically, pupils from the People ‘s Republic of China mentioned six countries where they feel uncomfortableness: ( a ) They feel uncomfortable with the schoolroom behaviour of North American pupils. ( B ) They question the value of a professorial focal point on treatment instead than talk. ( degree Celsius ) They query the professor ‘s failure to follow the text edition. ( vitamin D ) They feel there is excessively much accent on group work. ( e ) They note a deficiency of talk sum-ups along with an evident deficiency of organisation. ( f ) They portion on common involvements ( e.g. athleticss, faith ) with their North American opposite numbers. This paper discusses the cultural factors that affect Chinese pupils ‘ academic acquisition at North American universities. It besides provides deductions for North American professors. This is more interesting research on how civilization affects pupils ‘ positions towards linguistic communication acquisition. In one treatment station, the issue of motive and how the pupils ‘ positions of the people and civilization for SLA affects their motive to larn. The Chinese pupils did non understand certain cultural facets and behaviour of North American pupils. Hidden course of study is an of import facet to include when learning a new linguistic communication to non-native born pupils.