Dialectical Journals F Great Expectations - 2476 Words

Name: Courtney Tatrai Date : July 24, 2016 Period: Pre-AP English 1-H Dialectical Journals ~ Great Expectations Quote Commentary 1. â€Å"‘I tell you what, young fellow,’ said she, ‘I didn’t bring you up by hand to badger people’s lives out.’† (Dickens 14). 1. This quote shows unusual behavior for the time period present. In the Victorian times, it was the man’s duty to take care of the wife and children, or in other words- to take charge of the family in general. It was a sign of strength for men. Since Mrs. Joe is the one taking care of the family, which was commonly the husband’s job in this era, Joe is considered a weakness to his society and to his wife. This is because he is not taking charge for his family. The determination and strength coming from Mrs. Joe was also not very common either for women of the time. (109 words) 2. â€Å"Neither were my notions of the theological positions to which my Catechism bound me, at all accurate: for, I have a lively remembrance that I supposed my declaration that I was to ‘walk in the same all the days of my life,’ ... â€Å" (Dickens 42). 2. This quote represents how society in the Victorian times treated young men and women. In this time period, if you were rich everything would be wonderful and easy. If you were poor, however, then you wouldShow MoreRelatedSummer Reading2774 Words   |  12 Pagesclass: Several grades will be given for the summer reading. ïÆ'Ëœ Dialectical response journals for each book (rubric attached). ïÆ'Ëœ Exams on the assigned novels within the first days of school. ïÆ'Ëœ In class essay questions on each of the novels. 9th Grade Regulars and Honors - Reading Assignment: 1. Fiction novel: The Hobbit by J.R.R. Tolkein *12 Dialectical Journal Entries 2. Nonfiction: A Walk Across America by Peter Jenkins *12 Dialectical Journal Entries 10th Grade Regular and Honors - Reading Assignment:Read MoreEvidence Based Treatment : Coping With Ptsd For Veterans2132 Words   |  9 Pages Evidence Based Treatment: Coping with PTSD for Veterans Roy M. Macias Northern Arizona University A. In today s society, there is a great deal of research and practice about evidence based practice. Most of this is highly sought upon in the field of psychology, where evidence and decision making is key to accomplishing new ideas of treatments for people who retain psychiatric problems. The meaning of evidence-based practice in psychology is that it involves making very educated andRead MoreCom 321 Final Draft3227 Words   |  13 Pagesbehavior. This is apparent through a variety of everyday activities. For instance, there is a specific way a person should act at church, or in a work environment, although I have found this is not a rule for all people. I have been experiencing a great deal of stress at work due to the lack of professionalism, disrespectful attitudes, gossiping and drama. This type of behavior has greatly affected others attitudes and work related relationships. I absolutely believe language whether verbal, writtenRead MoreDiagnostic Paper on Joan Crawford237 6 Words   |  10 Pagestop of the cinema ranks becoming one of the most famous movie stars of all time (â€Å"American Legends,† 2013, loc.30). However, Crawford’s rags-to-riches course encompassed a post-war era pathology in which women attempted to breakthrough former expectations of gender roles in American society. In examining Joan’s life, there are many aspects that may have contributed to her personality and the complexities of behaviors that were both well known and those that are left to speculation including earlyRead MoreAdult Learning Essay 23808 Words   |  16 Pageschange the way they interact with and provide services for these individuals. In order to do so, higher education providers first need to fully comprehend adult learning. Stephen Brookfield (Tuinjman, 1995) states that â€Å"despite the plethora of journals, books and research conferences devoted to adult learning across the world, we are very far from a universal understanding o f adult learning†. Brookfield also mentions that adult learning is inherently joyful, and adults are innately self-directedRead MoreThe Starbucks Brandscape and Consumers10413 Words   |  42 Pagese-mail: zarsel@bus.wisc.edu. For many helpful suggestions on earlier versions of this research, the authors extend much appreciation to the editor, the Journal of Consumer Research reviewers, Doug Holt, J. Paul Peter, and the marketing faculties at the University of Tennessee—Knoxville and Southern Denmark University—Odense. 631 2004 by JOURNAL OF CONSUMER RESEARCH, Inc. †¢ Vol. 31 †¢ December 2004 All rights reserved. 0093-5301/2004/3103-0015$l0.00 632 wielded by transnational corporadonsRead MoreMethods of Qualitative of Data Collection19658 Words   |  79 Pagesinteractions in natural social settings. Even in studies using in-depth interviews, observation plays an important role as the researcher notes the interviewee’s body language and affect in addition to her words. It is, however, a method that requires a great deal of the researcher. Discomfort, uncomfortable ethical dilemmas and even danger, the difficulty of managing a relatively unobtrusive role, and the challenge of identifying the big picture while finely observing huge amounts of fast-moving and complexRead MoreHegemony and Discourse : Negotiating Cultural Relationships Through Media Production8970 Words   |  36 Pages Hegemony As Condit (1994: 207) notes, hegemony as described by Gramsci is ‘an elaborate but incompletely developed political theory’, although Gramsci did attempt to spell it out concisely: [Hegemony is] the ‘spontaneous’ consent given by the great masses of the population to the general direction imposed on social life by the dominant fundamental group; this consent is ‘historically’ caused by the prestige (and consequent confidence) which the dominant group enjoys because of its position andRead MoreContemporary Management Issues9330 Words   |  38 Pagesare ‘dialectical. Ritualistic irony works as a safety valve that allows subordinates to let off steam in a manner that does not radically challenge the existent social order. Some sects of the medieval Church, for example, celebrated the ‘day of the ass once a year in which the figure of Jesus was replaced by a wooden ass and mockingly worshipped. Such a release provides a manageable outlet for tension and frustration, reinforcing the power of the Church for the rest of the year. Dialectical ironyRead MoreImperialism in India6601 Words   |  27 PagesIndian National Congress. (Mas ani, quoted in Wood, 32, 1989) There is no doubt that British imperialism had a large impact on India. India, having previously been an group of independent and semi-independent princedoms and territories, underwent great change under British administration. Originally intended to consolidate their hold on India by establishing a population that spoke the same language as their rulers, the British decision in the 1830s to educate Indians in a Western fashion, with English

Judicial Review Essay - 848 Words

After the 1800 election where Thomas Jefferson won, President John Adams proceed to fill the judicial branch with members of his own party, the Federalists. In response, Jeffersons party of the Republicans repealed the Judiciary Act of 1800. This act created new position on the bench for Federalist judges. The Supreme Court was threatened with impeachment if they overturned the repeal (Marbury v. Madison,1803). President Adams attempted to fill these new vacancies prior to the end of his term but some of the commissions were not delivered. When Jefferson was sworn in, he refused to honor these commissions. As a result, one of the appointees, William Marbury, sued the new Secretary of State, James Madison. Marbury asked the Supreme Court†¦show more content†¦It set the Court as arbiter and final authority of the Constitution. As a result of this ruling, the Supreme Court became an equal partner in the three branches of the federal government. Thus giving the U.S. government j udicial review. Thomas Jefferson stated that considering the judges as arbiters of all constitutional questions is dangerous. Because they are in office for life and not responsible to the elective control (Marbury v. Madison,1803). On the other side of the Atlantic Ocean, the Dutch have utilized this statement in their debates about judicial review in the Netherlands (Serves, 2009). Their system is rather complicated and confusing system. Their formal laws which are laws of the parliament. The material law is the law from lower bodies like the county. These laws the judges are allowed to check to determine it is in accordance with the Constitution. The judges are not allowed to determine if formal laws are in accordance with the Constitution. Article 94 and 120 in the Constitution forbid it. The main reason of not having judicial review is it is the responsibility of the legislator to decide of a bill is in accordance with the Constitution. Its maintenance is in the hands of the pa rliament and government. If there is a dispute with a formal law, the dispute should be settle by a legislator not a judge (Serves, 2009). Since 2002 Femke Halsema has trying to obtainShow MoreRelatedJudicial Review2674 Words   |  11 Pagescontroversy of judicial review which at extreme points, is called judicial activism, is a concept new to India. Judicial review can be defined as the judiciary, in the exercise of its own independence, checking and cross checking the working of the other organs of the government, while trying to uphold the ideal of ‘the rule of law’. Judicial activism more reformist in character is often confused with judicial review. According to Black’s Law Dictionary, judicial activism is â€Å"a philosophy of judicial decision-makingRead MoreJudicial Review : The Constitution1168 Words   |  5 PagesJudicial Review is the power of courts to determine whether or not actions by the government are valid. The courts adjudicate the consti tutionality of the governmental actions under review to ensure their validity. Under judicial review, the government actions under consideration for validity are presidential orders and actions, as well as legislation by Congress. In other words, judicial review is a check on the executive and legislative branches of the government. Judicial review checks these governmentalRead MoreJudicial Review : The Supreme Court968 Words   |  4 PagesJudicial review is the idea that the actions of the executive and legislative branches of government are subject to review and possible invalidation by the judicial branch, most commonly the Supreme Court. It allows the Supreme Court to take an active role in ensuring that the other branches of government abide by the constitution, as they interpret the document. This process is paramount in protecting the validity of the Constitution as well as upholding the laws set forth by it as well. JudicialRead MoreJudicial Review And The Indian Courts 2740 Words   |  11 PagesJUDICIAL REVIEW AND THE INDIAN COURTS Introduction Judicial Review is basically an aspect of judicial power of the state which is exercised by the courts to determine the validity of a rule of law or an action of any agency of the state. The courts have the power of testing the validity of legislative as well as other governmental action with reference to the provisions of the constitution. The judiciary tries to undo the harm that is being done by the legislature and executive and they also tryRead MoreJudicial Review and Judicial Supremacy: a Paradigm of Constitutionalism in Nigeria.15519 Words   |  63 PagesJUDICIAL REVIEW AND JUDICIAL SUPREMACY: A PARADIGM OF CONSTITUTIONALISM IN NIGERIA. By A.T.Shehu, PhD( ABSTRACT This paper examines judicial review and judicial power in Nigeria under the 1999 Constitution in relation to the constitution itself and in relation to the political branches of government. This is essentially to locate where lays supremacy between the branches and the judiciary particularly the Supreme Court with its final appellate jurisdiction. Judicial review and supremacy of theRead MoreJudicial Review And The Indian Courts1444 Words   |  6 PagesPolitical Science Essay Monsoon Semester 2014 Submitted by- Pradyumna Soni 214048 JUDICIAL REVIEW AND THE INDIAN COURTS Introduction Judicial Review is basically an aspect of judicial power of the state which is exercised by the courts to determine the validity of a rule of law or an action of any agency of the state. The courts have the power of testing the validity of legislative as well as other governmental action with reference to the provisions of the constitution. TheRead MoreJudicial Review : The United States1242 Words   |  5 Pagescase that they play a very big part in the public’s policy making. Judicial review is the primary role of the federal courts to discuss back and forth if a law is unconstitutional. Judicial review can also regulate the acts or behaviors that the Executive and Judicial carry out in legislation and the Courts may choose to declare those actions taken by the other branches or not those actions are unconstitutional or not. Judicial review is also the main source of power in the Supreme court s. It hasRead MoreJudicial Review : The United States813 Words   |  4 PagesTh e judicial review is the convention concealed by the executive and legislative activities which are liable for the judiciary to look over. Particular courts that have judicial review authority must repeal the demonstrations of the state. This happens when it discovers them inconsistent with a higher power. Judicial review is a case of the detachment of forces in a present day administrative framework. This rule is translated diversely in distinctive wards, so the method and extent of judicial reviewRead MoreJudicial Review : An Intrinsic Necessity1312 Words   |  6 PagesSubmissions to the High Court Regarding Judicial review is an intrinsic necessity to the Australian Government and is a critical aspect in enforcing accountability of both the legislative and executive branches. Essentially, the actions of constituent legislative and executive branches are subject to review, regardless of these governmental counterparts holding authority exceeding that of the judiciary. In fact, a number of provisions for judicial review are upheld by the Australian ConstitutionRead More The case against Judicial Review Essay892 Words   |  4 PagesThe Case Against Judicial Review In order to make a case against judicial review it is first important to understand the origins. Born in 1803 out of the landmark United States Supreme Court decision of Marbury V. Madison, judicial review gives the court the power to invalidate any law repugnant (or in conflict with) to the constitution. Judicial review has for the courts, become a self made license to strike down legitimately made legislation by democratically elected representatives

Reflective Essay on Important Skills- MyAssignmenthelp.com

Question: Write about theReflective Essay on Important Skills. Answer: For any management profession, there are so many skills which are necessary and very much needed to make sure that there is a proper development of any person. The skills which I have chosen are very important because of the facts that these all qualities should be must in the managers and should be learnt and developed in every individual. The skills which I have chosen are actually to make sure that there is a holistic development in the person. Be it the managerial assumptions or the global readiness index, there needs to be a proper way in which things should be done by a manager and how we should be while even managing our own businesses. Skills of Effective Managers Managerial Assumptions Global Readiness Index Time Management Profile Emotional Intelligence Skills of Effective Managers The skills of effective managers can be seen as the needed requirements of the ways; things can turn the way of a company. Thus the managers can be taken as the main entity which actually makes and breaks the organization, thus there should be a proper assessment of the effective managers. Looking at my assessments which should be seen as a very low score, thus there should be development in my effectiveness as a manager. The assessment of the skills of effective managers, its important for me to develop the same qualities in the way. Managerial Assumptions The managerial assumptions assessment made me clear about various things that how the processes work in a workplace and moreover, how things work out in a process and the managers should be acting as the way. Thus this is an important assessment which makes it important for everyone to have it done. Also the managerial assumptions are something which I should say should be taken very seriously. The managerial assumptions should be taken in account to assess that how things are done and taken in picture from the managers side. Managers assumptions have been done to make sure that when you are in the workplace, you dont work on myths but facts on your workforce. Thus in assessing my results, I need to make sure that there is a proper understanding of facts about your understanding. Global Readiness Index Global Readiness Index: This index talks about your global skills and mindset covering your knowledge, this can actually cover how a person will be fit or not in an international set up like in MNCs where people from different cultures gets involved and there is a proper way, skills should be implemented. Global Readiness Index which talks about global work skills, mindset and knowledge should be taken in account and moreover there needs to be a proper way how things work and even how globally equipped you are. Looking at my own scores, I can understand that there is a very strong outlook of my mindset and global work skills. This makes me confident that with my current mindset, I can work globally with other people from different mindsets. Moreover there is a proper assessment of the information which has been taken in account. This can actually make sure that I am involved in proper access of the information globally. Time Management Profile Time Management Profile is something which is there to make sure that we the managers properly manage times and make sure that there is an effective use of the time for the best results. Moreover there is a proper development of the time profiles, which should be kept in mind while working professionally. Emotional Intelligence The emotional intelligence assessment also talks about the way you are passive or aggressive enough in order to make sure that all your soft skills are checked. Since when you become a manager, there is a proper balance you need to maintain and there is a proper approach behind maintaining that and when you have to use what. Looking at my scores, the aggressiveness tendency is on the lower side, but the assertiveness is on a very high side. This actually asks me to maintain a balance in the way things work and also to assure that there is a proper development of the passiveness, aggressiveness and assertiveness so that the emotional intelligence is properly maintained. The expressive powers of mine will matter a lot in my workplace. Thus I should try and change this outlook and be more stable emotionally. Personal Development Action Plan PERSONAL DEVELOPMENT ACTION PLAN Name .. Student Number .. In order to reach your goals, what behaviours will you Stop, Minimise, Keep Doing, do More of and which will you Start? SKILL STOP MINIMISE KEEP DOING DO MORE START 1 1. Skills of Effective Managers I should keep improvising on this one 2 2. Managerial Assumptions I should keep improvising on this one 3 3. Global Readiness Index I should keep improvising on this one 4 4. Time Management Profile I should keep improvising on this one 5 5. Emotional Intelligence I should keep improvising on this one The above development plan explains that the skills which I have chosen should be followed by me, to make sure that there is proper development in my skill set. Moreover, this needs to be done properly in order to make sure that there is a development in my future also and this helps me to break my myths and build on facts. The plan is to self-development for a better for a better professional life and focus on values of time, global mindset and much more to have a good professional life. Moreover there is a proper development of the time profiles, which should be kept in mind while working professionally. This helps also in my college life to inculcate these values. References Koontz, H. (2007), Essentials of Management; McGraw Hill- 7th Editions, Chandra,J.H. (2008) , Impact of Globalization on Management Education in India, www.citehr.com. Pareek,U.(2009), Understanding Organizational Behavior; Oxford University Press, - 7thEdition.

The Residue of Internal Conflict and Colonialism on Sri Lanka free essay sample

The country I chose to research for my geography paper was Sri Lanka, primarily because my family has strong ethnic connections to the country. My parents were born and raised in Sri Lanka, and later immigrated to Canada as refugees due to ethnic tensions escalating in the nation. They were survivors of the infamous 1983 riots, which sparked the mass migration a large number of the Sri Lankan Tamil population (Korf 287). Introduction A â€Å"once described paradise by European settlers† Sri Lanka is an island located off the southern coast of India (Norton 179). Like many countries it has a â€Å"long history of colonization, by the Portuguese, Dutch and British, having achieved independence in 1948† (Norton 190). Supportive of the dependency theory discussed in the fifth chapter of Human Geography, former colonies are dependent on developed countries. They achieve third world status and are less developed due to the historically extensive exploitation of their resources by colonial powers; Sri Lanka has experienced hindered growth due to this reason (Norton 188). We will write a custom essay sample on The Residue of Internal Conflict and Colonialism on Sri Lanka or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As a nation that had already been debilitated by colonialism, Sri Lanka experienced further hindrance in development in recent years due to both anthropocentric and natural disasters. This paper discusses the twenty-six year civil war between the Sri Lankan government and Liberation Tigers of Tamil Eelam, which came to a bloody end four years ago in 2009. The civil war is a crucial component of Sri Lanka’s history and its impact trickled into every aspect of the nation’s identity in terms of political framework, cultural identity, social interactions, international relationships and the economy. The conflict had significantly devastated the country and its people by economic measures, increasing social tensions and environmental destruction (Grobar and Gnanaselvam 395). Suggestions will be featured in the paper, regarding how Sri Lanka can combat the drawbacks it has recently experienced. The Aftermath of the Sri Lankan Civil War Background to the Internal Conflict Sri Lanka’s population is comprised primarily of two ethnic groups: the Singhalese majority representing 74% and Tamil minority representing 12 % of the population. Tensions between these two groups date back as far as 150 B.C.E, due to cultural differences (Grobar and Gnanaselvam 395). The Singhalese population practices Buddhism, which is a universalizing faith (seeking converts) while the Tamil population is mainly Hindu (an ethnic religion that does not seek converts) (Norton 238-240). In addition to practicing different faiths, the two populations speak different languages further deepening the division between both ethnic groups. In 1972 the government consolidated its power to the Singhalese majority, thus expressing and acting upon the interests of the dominant group. Consequently Tamils demanded to form a separate state in the Northern and Eastern provinces, fearing that their culture would be lost unless their values were embedded in state policies. Seeking Tamil in dependence triggered the formation of violent separatist group the Liberation Tigers of Tamil Eelam (LTTE). The group periodically clashed with the Sri Lankan government, gaining power in the Northern province. However the conquest for a separate State of Eelam came to an abrupt end in 2009; with a vast majority of the LTTE wiped out by the Sri Lankan military and their international allies. (Grobar and Gnanaselvam 395). Despite the despise of the LTTE, the scars of the civil war remain and continue to act as a barrier to the growth of Sri Lanka. Economic Drawbacks of Civil War The internal conflict in Sri Lanka is responsible for several of the economic drawbacks the country endured and currently faces. The government obtained extra funds by significantly decreasing investments allocated for economic services as well as â€Å"borrowing from domestic sources, abroad or central† (Grobar and Gnanaselvam 399). Also as a result of low domestic savings, Sri Lanka became increasingly dependent on income generated from export markets, foreign savings and investment (Grobar and Gnanaselvam 401). Loss of cultivable land contributed to the deceleration of economic growth and the country’s inability for subsistence. Supportive of the â€Å"idea of entitlements,† remaining cultivable land is used to grow export crops such as tea leaves at the expense of local production; making Sri Lanka vulnerable to global market changes (Norton 196). Bomb attacks on physical infrastructure in the capital/economic hearth Colombo projected an image of instability among foreign investors (Arunatilake, Jayasuriya and Kelegama 1494). Sri Lanka’s tourism industry experienced a massive decline due to the poor public image it has generated for being a country damaged by ethnic disputes. In 2006, it was reported that resorts were only functioning at 20% capacity. Additionally, buffer zones have been established 100 meters within the coast, a huge blow to businesses aspiring to rebuild damaged structures (Norton 179). The Tamil Diaspora Cultural Loss The prolonged period of violence deeply impacted the social life of Sri Lankan citizens, and built animosity between the different ethnic groups present. Large Tamil populations were relocated from their homes as internally displaced persons, and were forced to flee the country as asylum seekers in foreign countries. An estimate of 700000 people Tamils reported immigrated abroad, which is roughly one third of the Tamil population prior to the civil war, this mass migration is referred to as the Tamil Diaspora (Korf 287). As seen in Figure 2 a large number of once Tamil inhabited landscape was destroyed as an outcome of the civil war, which additionally endangers the survival of the minority’s culture (â€Å"Hindu temple of ritual significance destroyed in Trincomalee† 2009). â€Å"Tamils that have fled war-torn areas and seek residence in Colombo are forced to re-negotiate their Tamilness to avoid being picked on by security forces (Korf 287). Having to conceal oneâ⠂¬â„¢s ethnic background or assimilate to the dominant group is a sign of the endangerment of culture (Norton 275). The immigration of a majority of skilled Tamil workers impacted the economy as well; leaving behind laborers in the agricultural industry (Arunatilake, Jayasuriya and Kelegama 1484). Internally displaced Tamils were not allowed to return back to their homes, and had their property claimed illegally by the Singhalese under the protection of the armed forces/police. Notably in the town of Trincomalee, Tamil fishermen and farmers were prohibited from entering fishing grounds, but were open for use by the Singhalese (Korf 285). A significant loss of human life with conservative estimates of casualties ranging between 750,000 to 100,000 were provided by the government; since media censorship has been issued those statistics are not considered valid (Arunatilake, Jayasuriya and Kelegama 1487). The internal conflict in Sri Lanka is not just interwoven in the nation’s h istory but its impact is deeply embedded in the day to day life of its citizens. Brutish Policies in the Name of State Security The poor population of both Singhalese and Tamil heritage suffered greatly in the duration of the civil war and in its four-year aftermath. A consequence of the war was the alteration of state policies allowing unlimited military power/authority to ensure the maintenance of state security. In order to control the local population both the military and police developed a series of checkpoints in areas once under the LTTE’s domain. These policies allow for â€Å"round-ups, checks and raid at anytime instilling uncertainty upon the life of the Tamil population.† (Korf 285). Sri Lanka’s harsh security policies have earned stern criticism from organizations like Amnesty International. Claims of arbitrary arrests, unjust detainments, abductions, torture and executions in the custody of security forces have continued to swarm around the Sri Lankan government. The enforced media censorship has also sparked suspicions of malpractice by the government (â€Å"Annual Repor t† 2012). Although there has been a cease of violence in Sri Lanka since 2009, the country has yet to achieve a sense of nationhood and mutual respect between ethnic groups. Discussion As a nation Sri Lanka is incredibly vulnerable to both natural and human made disasters. An obvious example would be the Indian earthquake and Tsunami that took place in 2004, demonstrating the fragility of the nation. The Indian Ocean lacked a Tsunami warning system that was in place in the Pacific Ocean, and the Sri Lankan public health system was not prepared for a natural disaster of the tsunami’s magnitude (Yamada 38). The tsunami was responsible for 38,195 casualties and the displacement of 834,000 people on the island (Lee 1410). Although it was not the root cause, the tsunami further aggravated pre-existing problems regarding infrastructure, political and social grounds. It should be noted that during this time period the civil war in Sri Lanka was still on going. The LTTE had political control of the North and East thus post-tsunami relief was their responsibility (Yamada et al. 39). Sri Lanka heavily relied on foreign aid to support post-tsunami relief, which sugges ts its dependency on developed countries. The Central Bank of Sri Lanka received more than 1 billion dollars in aid within two months of the tsunami (Yamada et al. 45). The Indian Ocean earthquake and tsunami acted as an additional obstructing factor in the progress of Sri Lanka’s growth as a developing nation (Lee 1410). Sri Lanka was particularly sensitive to the severe aftermath of the tsunami given the characteristics it possesses as a less developed country i.e. its â€Å"fragile cultural, political and economic conditions making its people vulnerable to environmental extremes† (Norton 200). Without assistance from wealthier foreign countries and non-government organizations, Sri Lanka would be in complete turmoil post-tsunami (Yamada et al 45). Sri Lanka’s economy (particularly it’s primary industries) strongly reflects its dependency on global markets. Given that the nation’s development occurred during a stressful environment it could not c ompete with the economic achievements of its South Asian counterparts. Malaysia and South Korea shared a similar starting GDP as Sri Lanka, but the former catapulted into economic success due to a politically stable environment allowing for financial growth (Kelegama 18). Protectionism (the creation of policies to protect workers with in a nation by regulating foreign trade) by developed countries is credited for the thriving success of Sri Lanka’s garment industry. Also many policies were placed to encourage â€Å"export-led industrialization and attract foreign investment† (Kelegama 54). As a result of such policies Sri Lanka is becoming increasingly dependent on unstable international income. 90% of the country’s export earning are generated through the sales of plantation exports such as tea, coconut and rubber in exchange for the purchase of food imports (Herring 325). The affairs of Sri Lanka have always been that of international concern due to the number of Sri Lankans that reside in foreign countries. In the final years of the Sri Lankan civil war a number of Diaspora Tamils publicly voiced criticism towards the government’s lack of civilian protection (Korf 287). Thus, cultural ties exist between Sri Lanka and the larger global society through the dispersal of its people abroad. The battle between the LTTE and Sri Lankan government also generated strong military ties/alliances with superpowers India and China. China not only provided funding for defeating the LTTE in 2009 but has also vowed to invest 760 million dollars for Sri Lankan infrastructure development in November 2012 (â€Å"Sri Lanka-China strengthens military ties† 2012). Sri Lanka has burned bridges with other developed countries on the grounds of suspected human rights violations such as the US and Canada. Stephen Harper announced his decision to boycott a heads of government summit in Sri Lanka in 2013, because the country had failed to improve its human rights records. The United States decided to stiffen military support on the same grounds (â€Å"World Report 2012: Sri Lanka† 2012). What can be deduced from the preceding research is that Sri Lanka is a nation reliant on the protection provided by foreign countries in a military and monetary perspective. Conclusion It can be concluded Sri Lanka is a nation that has continuously been debilitated and set back due to a series of events (predominantly man made). Being under the domination of differing European groups surely hindered its growth, but colonial exploitation is a characteristic shared by a large number of countries. The latter have been able to thrive economically despite the historical set back i.e. India. Needless to say, there are other factors that prevented Sri Lanka from achieving such success. Dependence on other countries, unjust state policies and mismanagement by the government are the root causes of the problems Sri Lanka experienced/continues to face. The hostility between the two ethnic groups in Sri Lanka is still a threat despite the termination of the civil war. â€Å"Tamils claim to be victims of unjust, education and colonization policies† (Korf 285). The latter was the grounds by which the LTTE first started their rebellion against the Sri Lankan government, to achieve equality by governing their own state. The Sri Lankan government could ease the cultural tension in the country by providing minority groups with validation of their culture in state policies such as making Tamil an official language or removing culturally prejudiced policies. If implemented, the minority group wouldn’t feel their culture was endangered thus would not seek separation from the state. In addition the government should take initiatives to preserve the Tamil culture and prevent its distinction, with the restoration of destroyed cultural landscapes inhabited by the minority group. Instead of seeking â€Å"state homogeneity† e ncouraging acculturation by the Sri Lankan government would encourage mutual respect without certain ethnic groups feeling pressured to assimilate (Korf 295). Some argue that the cultural resentment between the Tamils and Singhalese is irreversible and cannot be eradicated simply with the adjustment of policies, but a shift in cultural attitude is required. On the contrary I believe that tensions between the two groups are not completely ethnically motivated but are supplemented by poverty. Benedikt Korf makes a valid point in the article Who is the rogue? Discourse, power and spatial politics in post-war Sri Lanka: Corruption, nepotism and clientele networks have mainly benefited the English speaking elite in Colombo and a small rural elite of local politicians and their clients. These clientele structures reproduce poverty in the south and have created grievances among the rural Singhalese youth, who cannot fulfill their economic aspirations (Korf 285). This excerpt identifies that the Sri Lankan infrastructure caters to the elite, neglecting a majority of the population regardless of cultural background. As highlighted in the seventh chapter of Human Geography, it is known that economic problems are the breeding grounds for blaming certain ethnic groups and triggering social conflict. When individuals feel they cannot achieve their goals and are deduced to live in poverty, they lash out in extremist measures (Norton 273). Thus, assessing the government’s actions towards improving economic conditions in poor rural areas would be beneficial to alleviating social conflict/tensions. One of the concerns of regional geography addressed in the second chapter of Human Geography was that â€Å"regions reflect characteristics of the occupying society and consequently impact that society† (Norton 38). As previously noted, the presence of state security is prominent in the northern regions of Sri Lanka, which were previously under the LTTE control. The physical presence of the military has become permanent feature in the landscape and instills a fear in citizens who live under the notion that although the war has halted, their fear has not. From a human geographic perspective, the removal of intimidating state security in the public eye would help in the restoration of a more peaceful attitude for Sri Lankan citizens. As for solving Sri Lanka’s foreign dependency problem, it is largely in the hands of the allocation of government investment. Sri Lanka has had 50% of its rice imported from foreign countries although it has a suitable environment to grow staple crops domestically. Instead farmers are growing export crops (Herring 325). It would be wise if the government focused on developing Sri Lanka’s infrastructure so that it can generate a stable income domestically, as opposed to relying on global markets that are susceptible to change. Shifting economic focus from globally to domestically generated income reduce its vulnerability and dependency on international countries. Works Cited Annual Report 2012 The state of the worlds human rights. Amnesty International. Amnesty International, 2012. Institute of Policy Studies of Sri Lanka. Web. 18 Feb. 2013. . Arunatilake, Nisha, Sisira Jayasuriya, and Saman Kelega. The Economic Cost of the War in Sri Lanka. World Development 29.9 (2001): 1483-500. Institute of Policy Studies of Sri Lanka. Web. 18 Feb. 2013. . Grobar, Lisa M., and Shiranthi Gnanaselvam. Economic Development and Cultural Change. 41.2 (1993): 395-405. Institute of Policy Studies of Sri Lanka. Web. 18 Feb. 2013. . Herring, Ronald J. Economic Liberalisation Policies in Sri Lanka: International Pressures, Constraints and Supports. Economic and Political Weekly 21 Feb. 1987: 325. Institute of Policy Studies of Sri Lanka. Google Scholar. Web. 18 Feb. 2013. . Image of Murukan desecrated. 2009. TamilNet. Web. 3 Mar. 2013. . Kelegama, Saman. Development Under Stress: Sri Lankan E economy in Transition. Colombo: SAGE Publications Pvt. Ltd, 2007. 18-54. Institute of Policy Studies of Sri Lanka. Google Scholar. Web. 18 Feb. 2013. Kondrashov, Sergey. Distribution of Languages and Religious groups of Sri Lanka 1981. 1981 Census of Population and Housing, Colombo. Web. 22 Feb. 2013. . Korf, Benedikt. Who is the rogue? Discourse, power and spatial politics in post-war Sri Lanka. Political Geography 25.3 (2005): 279-97. The Hekman Library. Web. 21 Feb. 2013. . Lee, A.C.K. Local perspectives on humanitarian aid in Sri Lanka after the tsunami. Public Health 122.12 (2008): 1410-17. Web. 21 Feb. 2013. . Norton, William. Human Geography. 7th ed. Toronto: Oxford University Press, 2010. Print. Sri Lanka-China strengthens military ties. The Official Government News Portal of Sri Lanka. Department of Government Information, 12 Nov. 2012. Institute of Policy Studies of Sri Lanka. Web. 18 Feb. 2013. . World Report 2012: Sri Lanka. Human Rights Watch. Human Rights Watch, 2012. Institute of Policy Studies of Sri Lanka. Web. 18 Feb. 2013. . Uyangoda, Jayadeva. Ethnic conflict, ethnic imagination and democratic alternatives for Sri Lanka. Futures Beyond Nationalism 37.9 (2005): 959-88. ScienceDirect. Web. 22 Feb. 2013. . Yamada, Seiji, Ravindu P. Gunatilake, Timur M. Roytman, Sarath Gunatilake, and Thusara Fernando. The Sri Lanka Tsunami Experience. Disaster Management Response 4.2 (2006): 38-48. Web. 21 Feb. 2013. .

Formatting Columns in Microsoft Word

Formatting Columns in Microsoft Word Formatting Columns in Microsoft Word Much like ancient Greek architecture, some forms of writing would fall apart without columns. Newspapers, websites, journals, magazines and newsletters, for example, all present text in neat columns to increase readability and ensure professional presentation. Column formatting in action. If you are writing something along these lines in Microsoft Word, then, you’ll need to know how the column formatting options work. Read on to find out. Column Formatting in Microsoft Word Quick options for basic column formatting. To use the pre-set column options in Microsoft Word, all you need to do is: Select the text that you want to format using the cursor Go to Layout Page Setup Columns on the ribbon Pick the number and style of columns required If you do not select any text first, the column formatting will be applied to the entire document. Custom Column Formatting You can also create custom columns for more control over how text is presented. To do this: Go to Layout Page Setup Columns and click More Columns†¦ In the new window, select: The number per page Whether to use a line between columns The width of each column Which parts of the document to format (selecting This point forward will apply a section break at the cursor position) Additional column options. When you are done, click OK to apply the selected options. This will format all selected text (or the entire document) according to your preferences. Adding a Column Break You can also add a â€Å"column break.† This is useful if you want to end one column part way down and start a new one at the top of the page. To do this, place the cursor where you want a column to end and go to Layout Page Setup Breaks Column. This will add a column break in the place selected. Adding a column break. When to Use Columns Finally, a brief word on when to use this formatting style. It would be unusual in most documents printed at portrait A4 size, such as college essays or business reports. Typically, you would only do so if a style guide requested that you format part or all of a document in this way. However, for anything that will be printed or displayed in a wider format (e.g., on landscape A4 or larger paper), column formatting can make text easier to read by reducing the line length.

How To Get Started Designing Games for Mobile

How To Get Started Designing Games for Mobile Its a Whole New Mindset Mobile gaming is a booming market right now, and it seems everyone wants to dive in and grab a chunk of the market. However, getting started in mobile gaming isnt just about porting your Windows or Xbox title over to iOS. Design for Your Current Platform, Not Your Previous One This seems like common sense, but a lot of games out there will attempt to shoehorn the design of a console onto a multi-touch gaming device. While, yes, this can work, frequently the player is reminded that theyd rather be playing the game on a console gamepad than on an iPhone. When it comes to artwork, remember that tiny fonts may be readable on a Retina display (and allow you to fit a lot of text on the screen), but they are not very enjoyable to read. The same goes for highly detailed textures. You dont need a massive, high-resolution texture for all your assets. The detail can actually make the game more visually noisy, detracting from the artistic feel and causing eyestrain. While sound can make or break a game on a desktop computer or console, on mobile, its an entirely more complex matter. Most gamers would love to have sound in every game they play, either for the aesthetic or gameplay value. However, there is a matter of practicality to mobile gaming, in that many people cannot play the game with sound due to being in public spaces. By all means, include sound if youre able; many mobile users have headphones, or arent limited by environment. Optimized code. Yes. The power of current desktop computers allows a lot of un-optimized code to slip by, hogging extra system resources without anyone taking notice. Mobile is far more unforgiving than even a game console. Mobile OSes have a variety of techniques for handling background processes, battery management, resource allocation, etc. If your game bludgeons the systems battery to death in an hour, your game is going to get bad reviews, and you wont make any money. Slow performance is one of the first reasons people will choose to shelf a game forever. Optimizing Tips Weve covered what not to do. Now, lets look at a few places to improve. Interface Are you using a single multi-touch screen? If so, is it a tablet or a phone-sized screen? Are you using something more exotic like the PS Vitas front and back touchscreens and physical controls? How about camera-based augmented reality? Touch is very intuitive. Do not fight that. As I mentioned above, many games simply superimpose gamepad controls on a touch screen. This works in some cases, but frequently is problematic. One of the most important things you can do in this area is play other games and see what works and what doesnt. Specifically, what works without you having to think about it. The more instant immersion for the player, the more chance you have of them staying with the game, and either recommending it to others, or purchasing in-game items through microtransactions. If you cant find an existing scheme that works for your game, think about how you would manipulate your avatar in the real world, and find some way to translate that to the screen. Art As stated above, massive textures on mobile arent a great idea from the design point of view. They are also horrible about growing the size of your game in the devices storage or sucking up available RAM. You need to do everything you can to shrink your textures to the smallest size that will look good on the device. (Always keep high-res originals though, for when next-generation devices are released with higher-resolution screens.) Learn how to create a texture atlas, or find a good tool for the engine youre using/creating to build them automatically. Sound Audio is brutal, and pains many a good sound designer at the requirements placed on them. High-quality audio can cause an apps size to balloon incredibly. Be sure to listen to your final audio on every compatible device. Mobile phone speakers demolish audio, so dont just judge on how it sounds through headphones. Code Use an engine or framework that lets you go as close to bare metal as your programming skills allow. High-level managed code is frequently all you can do, but depending on the engine/framework you use, it may go through several layers of interpretation which can really slow down well-written high-level code. Final Words First impressions on an app store are critical! While you may have the urge to just get it out there and be done, then update it later, dont. With the way app stores work, you may only get one shot at that front page where people pick you up out of the crowd. Marketing and PR only go so far; if the first hundred people who checked out your game give it a 1-3 star review, odds are you wont get another chance. Take your time, do it right, and ship it when its done.

Critique qualitative Essay Example | Topics and Well Written Essays - 1000 words - 1

Critique qualitative - Essay Example Unhealthy diets are the consumption of foods containing low levels of nutrients. In the article, the researchers conducted a qualitative study. In the study, they used interviews, which is one of the methods of data collection in a qualitative study. The data was recorded in form of audios. The research demanded induction form of analyzing the data because the research was supposed to give the exact situations as they were. Therefore, the researchers decided to use a critical incident technique as a method of doing data analysis. However, the researchers failed because they did not use the observation methods of data collection. The research was supposed to get exact data from the participants and not conclude I from another perspective or generalization of the data collected. Before conducting the research, the researchers seek consent from their institution. However, the research does not fully indicate on the procedures followed during the study. They did not indicate how they seek consent to conduct the study from the participants. There must have been ethical issues apart from the schedule of data collection. Using the CIT method, the situations mentioned by the participants made up the results. Therefore, there was very little to be analyzed because the analysis was not complex. In fact, the researchers used all the data collected and came up with the final analysis. Therefore, the researchers came up with categorization technique to analyze the data. That was the most important subjectivity of the research done. Research question for the study was how night shift working amongst community nurses influenced their eating and exercising habits both positively and negatively. In addition, the question addressed all the situations that affected and influenced healthy diet and exercising habits of the nurses in question. The question aimed at finding out how the nurses’ lifestyle influences their

CHAPTER 8 DISCUSSION EXERCISE- THE WORLD HEALTH ORGANIZATION HEALTHY Assignment

CHAPTER 8 DISCUSSION EXERCISE- THE WORLD HEALTH ORGANIZATION HEALTHY WORKPLACES MODEL - Assignment Example In this context, a healthy workplace is an environment filled with sustainable strategies and resources meant to create and maintain suitable levels of physical, emotional and psychological well-being among the workforce. One of the key underlying principles of WHO workplace health model is leadership involvement. In addressing health issues within a workplace, leaders and managers should be at the forefront. Primarily, subordinate employees work under strict directions provided by leaders. Actually, subordinate employees have limited influence in the formulation and structuring of workplace practices (World Health Organization 21). Contrarily, leaders have the freedom and permission to integrate health objectives in workplace practices. Besides leadership involvement, another paramount core principle in the model is sustainable representation of workers. Technically, employees possess practical knowledge on the depth and breadth of health challenges within their respective workstations. In this case, democratic representation of workers in decision making and policy formulation will enhance the representativeness of healthy workplace practices (World Health Organization 21). Personally, I would inco rporate both principles of leadership engagement, and sustainable representativeness in my future workplace. As a participant in strategies of improving workers’ health, I would actively engage in awareness campaigns, especially charity runs and related community outreach programs. Undeniably, the first step in addressing health problems within a workplace is awareness creation. Most workers and community members may be oblivious of unhealthy workplace practices. In this case, awareness campaigns will not only highlight the presence of undesirable workplace practices, but also elaborate on the probable impacts of those practices. In this context, I would participate in the planning and staging of awareness marathons, and offer any

Child and Young Person Development Essay Example for Free

Child and Young Person Development Essay Understand child and young person development Understand the expected pattern of development for children and young people from birth to 19 years It is important to remember that development is holistic, and each child is unique and will develop in their own way. Many skills and areas of development overlap with one another. A child does not learn the skills needed to play football, for example, which may be considered as a physical skill, without having social, communication and cognitive skills as well. Aspects of development include physical, communication and language, intellectual/cognitive, social, emotional and behavioural and moral. Physical development This is an important area of children`s development and one often assumed will take place automatically as they grow and mature. Although children will develop many skills naturally as they get older. * 0-3 years. This is a period of fast physical development. When they are first born, babies have little control over their bodies. There movement are dependent on series of reflexes (for example, sucking and grasping) which they need to survive. In their first year they gradually learn to control over their bodies so that by 12 months, most babies will have a degree of mobility such as crawling or rolling. In the second year babies will continue to develop quickly and it is at this stage most children will start to walk. Their ability to control their movements will mean they will start to use their hands for pointing, holding small objects and will start to dress and feed themselves. They will be able to play with a ball and will enjoy climbing. In their third year, children will start to have more control over pencils and crayons and will enjoy turning pages in books. They should be able to use cups and feed themselves. They will start to walk and run with more confidence, and will be exploring toys such as tricycles. * 3-7 years. At this stage children will be able to carry out more co-ordinated movements and will be growing in confidence as a result. They will be refining the skills developed so far and will he more control over fine motor skills such as cutting, writing and drawing. They will be become more confident in running, hopping, kicking a ball and using larger equipment. * 7-12 years. Children will continue to grow and develop many of their skills. They may start to have hobbies and interests which mean that they are more practised in some areas, for example, sport or dance. Girls in particular will start to show some of the early signs of puberty from the age 10 or 11. In boys, puberty usually starts later, when there will be another period of rapid physical growth. * 12-16 years. At this stage of development, young people will be growing stronger. Boys will be starting to go through puberty and many girls have completed this process and have regular periods. Girls will experience breast enlargement and increase fat layers. Boys will experience enlargement of their testes and penis and muscle strength. Their voice will become deeper. Boys and girls may experience a growth spurt at this time also. * 16-19 years. This is the stage which young people become adults and often at their peak of their physical performance. Although many girls may have reached physical maturity, boys will continue to grow and change until their mid-20s. Communication and language development * 0-3 years. From the earliest stages adults will usually try to communicate with babies even though they are not yet able to understand what is being said. This is because it is important for babies to be stimulated and have an interest shown in them. Babies will be listening to language from those around them and will enjoy songs and games. Most will try to speak around 12 months although pronunciation will not be clear and words will usually be used in isolation. Between 1 and 2 years they will start to put words together and their vocabulary will start to increase fairly rapidly so that by 2 years, most children will know 200 words. Between 2-3 years children will be starting to use negatives and plurals in their speech. * 3-7 years. As children become more social and wider experiences they will start to use familiar phrases and expressions. They will also ask a large number of questions. * 7-12 years. By this stage most children will be fluent speakers of a language, and will be developing and refining their skills at reading and writing. Intellectual and cognitive development Children`s intellectual development will depend to a wide extent on their own experiences and the opportunities they are given from the earliest stages. It is also important that children will learn in a variety of ways. * 0-3 years. Babies will start to look at the world around them and will enjoy repetitive activities in which they can predict the outcome. For example, when something is hidden from they are able to find it. They may start to recognise colours. * 3-7 years. This is the period of development in which the children are becoming more skilled at the aspects of numbers and writing, as well as continuing to learn about their world. They will also start looking for adult approval and will start to learn to read. * 7-11 years. Children will start to develop activities or subjects which they enjoy. They will still be influenced by adults and will become fluent in reading and writing skills. They will develop their own thoughts preferences. * 12-16 years. Young people will usually now have a clear idea about their favourite subjects and ideas. They will be reflecting on their achievements and choosing their learning pathway. They also lack in confidence or avoid situations in which they have to do less popular subjects, to the extent they may truant. * 16-19 years. by the time they come to leave school, they will be thinking about a career and college choices based on the pathway and subjects they have selected. Social, emotional, behavioural and moral development * 0-3 years. Very young children will be starting to find out their own identities. They will need to form a strong attachment, the earliest of which will be the parents and carers. At this stage of development children may start to have tantrums through frustration and will want to start doing things for themselves. * 3-7 years. Children will still be developing their identities and will be starting to play with peers and social using imaginative play. This helps them to develop their concept of different roles in their lives. It is also important they are able to learn boundaries and why they are necessary. They will also be given a responsibility, for example, a class helper. * 7-12 years. Children`s friendships now will become more settled and they will have groups of friends. They will also require more independence to carry out activities such as problem solving. They will continue to need praise and encouragement and will be increasingly aware of what others may think of them. * 12-16 years. At this stage the self-esteem of children and young people can be very vulnerable. They still want to be independent of adults and spend more time with friends their own age, but continue to display childish behaviour. It maybe they are unsure how to behave in different situations. * 16-19 years. As young people enter adulthood they may still need advice and guidance from other adults. They will lack experience and individuals will vary in emotional maturity and the way which they interact with others. Personal factors Pupils` health If pupils suffer from poor health or a physical disability or impairment, this may restrict their development opportunities. For example, a pupil who has a medical condition or impairment may be less able to participate in some activities than other children. This will effect physical development but may also restrict social activities, for example, participating in sports. The child`s emotional development may also be affected depending on their needs and the extent they are affected. It is important that as I as an adult I`m aware of how pupils may be affected by these conditions and circumstances, so I can support them by ensuring them that they are included as far as possible. External factors Poverty and deprivation are likely to have a significant effect on pupil development. Statistics show that children who come from deprived backgrounds are likely to thrive and achieve well in school, as parents will find it more difficult to manage their children`s needs, which will in turn impact on all areas of development. These will all affect the way in which pupils are able to respond in different situations. Pupils will come from a range of different family environments, cultures and circumstances. Many families go through significant changes during the child`s school years. These may include a family break-up or a new partner, bereavement, illness, moving house or changing country. The personal choices of pupils will affect their development as they grow older, as they decide on friendship groups, extra-curricular activities, academic involvement and so on. They may need advice and support from adults to enable them to make the right choices. If a child is looked after or in care, this may affect their development in different ways. However, they will be usually monitored closely and there will be regular meetings with the school to ensure that they are making expected levels of progress. Where there are any issues, these will then be addressed straight away. In some cases children may come to school without any previous education- for example, if they are from another country where formal education may begin later. Alternatively they may come from a home schooling environment or a different method of schooling, so they may need to have some additional support until they become settled. Theories of development include Cognitive Piaget believed that the way children think and learn is governed by their age and stage of development, because learning is based on experiences which they build up as they become older. As children`s experiences change they adapt what they believe. For example, a child who sees only green apples will believe all apples are green. Children need to extend their experiences in order to extend their learning, and will eventually take ownership of this themselves so that they can think about experiences that they have not yet developed. Psychoanalytic Freud stated that our personalities are made up from three parts- the id, the ego and the superego. Each of these will develop with the child and each will develop in a subconscious way driven by psychological needs. The id is the instinctive part of our personality; in other words, it is based on biological needs such as hunger. A baby will cry if it is hungry and will not consider the needs of others around it. * The ego starts to develop as the child realises thats its behaviour may affect how its needs are met. For example, if it is hungry, it may not decide to cry for food but to wait, as food will come anyway. * The s uperego develops later on in childhood and it is based on the development of the conscience, the superego may develop conflicting views to that of the ego, and may punish the individual through guilt. Alternatively if the ego behaves well the superego will promote pride. Humanist Maslow was originally interested in behaviourism and studied the work of Watson. He also acknowledged Freud`s belief in the presence of the unconscious-however he did not think that individuals were driven by it. He felt that knowledge of ourselves were driven by it. Humanistic psychology is based on our free will, although we have a hierarchy of needs without which we will be unable to continue to progress. Social learning Bandura`s approach was also one of behaviourism, in other words, it was accepted the principles of conditioning. However Bandura stated that learning takes place through observing others rather than being taught or reinforced. Children sometimes copy the behaviour or activities of adults or peers without being told to do so, meaning learning is spontaneous. Operant conditioning Operant conditioning theory states that our learning is based on consequence which follows a particular behaviour. In other words we will repeat those experiences which are enjoyable and avoid those that are not. This is relevant for for learning experiences as it is for behaviour. For example, a child who is praised well at a particular task again. B. F. Skinner called this positive reinforcement. This work closely linked to that of John Watson, discussed below, although it differs from Watson`s in that individuals are more active in the process of learning and will make their own decisions based on the consequences of their own behaviour. Behaviourist Watson believed that we was all born with the same abilities and that anyone can be taught anything-it dies not depend on innate ability but on watching others. His idea `classical conditioning` and was born out of Ivan Pavlov`s research using dogs. Pavlov devised an experiment by ringing a bell when dogs were about to be fed, which made them salivate, as associated it with food appearing. The bell was then rung repeatedly with no food and gradually the dogs stopped salivating. Watson discounted emotions and feelings while learning and based on his theories purely on how individuals can be `trained` to behave in a particular way. Social pedagogy Social pedagogy is a humanistic framework to support development. It refers to holistic approach to the needs of the child through health, school, family and spiritual life, leisure activities and the community. Through social pedagogy the child is central through their involvement and interaction with the wider wide. The framework is socially constructed and may vary between cultures, contexts and the time it takes place. Methods of assessing development needs: * Assessment frameworks * Observations * Standard measurements * Information from carers and colleagues It is important to understand the purpose of observations as part of my role. This is because I will need to report back to the teacher, who will in turn report to parents and carers on the pupil progress. Parents and teachers should share information about pupils to enable them to work together in the pupil`s interest. These observations may be carried out formally and informally, these have advantages and disadvantages. Informal observations will be those which I carry out each day as work with pupils. These may be small but over time it will enable me to build a picture of each pupil. I may notice, for example, that individual is able to understand a new concepts very easily. A disadvantage to informal observations is that it may not be recorded and you might forgot. I may also be asked to carry out formal observations on pupils to support the teacher in assessing pupils` Standard measurements are used to measure a child`s physical development and to determine whether they are growing at the expected rate for their age. It is unlikely that I will be required to carry out this kind of check, as it will be done by health visitors. The Assessment Framework of Assessment Triangle is the term given to the way in which a child is assessed, to determine whether they are in need and what the nature of those needs is. In his way the child`s best interests can be planned for with regard to their stage of development. Standard measurements and assessment frameworks will be useful in deciding on whether the child is reaching expected milestones of development in different areas. I should not to be required to use these without the guidance and support form teacher or SENCO. Disability may affect development in a number of ways. Depending on the pupil`s needs, it may cause a delay in a particular aspect of their development – for example, a physical disability may affect their social skills if they become more withdrawn, or their behaviour if they become frustrated. Development may also be affected by the attitudes and expectations of others – if we assume that a disabled person will not be able to achieve and do not allow to take part, we restricting their development in all areas. When I am working with pupils who have special educational needs (SEN), you will find that many professionals and parents speak about the danger of `labelling` pupils. This is because it is important that we look at the needs of the individual first, without focusing on the pupil`s disabilities or impairment. How different types of intervention can promote positive outcomes As a teaching assistant I am involved in intervention groups and other group work on order to support pupils who are not progressing at the same rate as others. This is advised by either the SENCO or another professional who links with the school. * Social worker – a social worker might be involved if a child has been a cause of concern in the home environment or if the parents have asked for support. They will liaise with school regarding Looked After Children (LACs). Occasionally schools may contact social services directly if they have concerns about a child and their home environment. * Speech and language therapist – they will give a diagnosis of a particular ommunication delay or disorder and will also advise school and parents about ways in which they can support the child. Speech and language appointments will usually be delivered in blocks, followed by activities for pupils to work on before their next review. * Educational psychologist – they may become involved if, following intervention and action from speech and language therapists and teaching staff, the child is still not making progress. They will carry o ut an assessment and suggest next steps * Psychiatrist – may be asked to assess a child if there is serious concerns about their emotional development. Children will usually have been referred through a series of assessments before this takes place. * Youth justice – this form of intervention is a public body which aims to stop children and young people offending. The youth justice team may be involved in a partnership with schools and the community where there are cases of offending behaviour. It also acts in a preventative way by running youth inclusion programmes, which are targeted towards those who may be at high risk of offending. Physiotherapist – will advise and give targets to pupilsto work on around the development of their gross motor skills. They give exercises for school staff and parents to work on each depending on the needs of the child. * Nurse/health visitor – these medical professionals may be involved in supporting the development of some children where they have physical and health needs. They will usually come into school to advise and speak to staff generally with parents present. * Assist ive technologies – these are technologies which enable pupils who have specific needs to access the curriculum. They range from computer programmes to specific items such as a speech recognition device or a hearing aid and will give the individual an increased level of independence. How play/activities are used to support speech, language and communication We need to encourage children and young people to develop language and communication skills as much as possible, as this is a key area of their development. Adults will need to give children and young people opportunities to take part in speaking ang listening for different purposes and in different situations. It is important that pupils use language both in whole class and small group activities and I encourage them to talk about their own ideas. In early years play experiences can enhance all areas of development and can be directly specifically to address individual areas such as speaking and listening or can be used more generally to support all. Through play children will learn both about themselves and about others, and will use their speech, language and communication skills in order to interact in a non-pressured environment. As children grow older their play takes on rules which require skills of negotiation. Children and young people still need to receive the chance to enjoy self-directed activities and equipment which support their creative and investigative skills. It is important that they have opportunities to use their own initiative and at times work collaboratively. Project work particularly when problem solving, can support children and young children to develop their personal, learning and thinking skills. A great deal of our communication with others is expressed non-verbally. It is important for children and young people who are autistic for example may well have difficulty in recognising and interpreting non-verbal signs, when working with a pupil who has communication and interaction needs, you will to be using different non-verbal strategies to support them. Through using this foem of communication you will be giving pupils additional aid to understand. The kind of strategies to use include: * Using gestures – this could be something as simple as thumbs up or beckoning the pupil to come over. Pointing to objects – you can help pupils to understand by giving concrete examples of what you are discussing and encouraging pupils tp point to different objects in a similar way * Through facial expressions – a smile or a nod can show approval while you also indicate excitement, disapproval, happiness and other emotions * Through the use of body language – you show that you are giving the pupil attention through the way the way in wh ich you sit or stand A number of visual and auditory approaches can also be used to enhance communication * Pictures can be used to initiate or supplement conversation as they are a good starting point. The pupils can also use pictures to illustrate their ideas. * Games are often used successfully to initiate pupil`s speech and involve them in social interaction * Signs support pupils who are unable to communicate verbally. However, they should not be used exclusively by these pupils; other children will enjoy learning different signs as well as teaching them to one another * Technology such as CDs, computer programs and interactive white boards are useful means of stimulating pupil`s communication skills * Modelling language is important as it gives hildren the chance to hear the correct use of language * Music and singing are excellent ways of reinforcing language for all age groups * Drama and movement activities can provide alternative ways to communicate ideas Understanding the potential effects of transition on the children and young people`s development Whatever age group I am supporting at some stage I will be working with children or young people going through a transition phase. The term `transition` is applied in different situations in which children and young people will pass through a period of change. As well as more obvious school-based transitions, such as starting school, changing classes or key stage, or passing on to secondary school, children will pass other periods of transition with may lead to long or short term. These may include changes in personal circumstances or experiences, passing through puberty or simply a change in activity i the classroom. Different types of transition include: * Emotional – for example, bereavement, entering/leaving care * Physical – for example, moving to a new educational establishment, a new home/locality from one activity to another * Physiological – for example, puberty, long-term medical conditions * Intellectual – for example, moving from pre-school to primary or post-primary It is important that children have positive relationships during periods of transition, as they will need to feel secure in other areas of their lives. They may need to talk to someone about how they are feeling and make sure that there is opportunities for them to do this.

Religion as a Method of Improvement for Gender Equality Essay -- Chris

Religion as a Method of Improvement for Gender Equality Although women were still viewed and treated as second-class citizens, the status of women seemed improve under Christianity, especially in regard to social interaction and Islam, especially in regard to legal rights such as inheritance laws. The improvement of women’s situation was particularly pronounced when compared to the even lesser status of women during the Greek and Roman periods. Improvement in the treatment of women under Christianity and Islam is evident in the religious texts of both of the religions. Christianity’s The Gospel According to Mark and The First Letter of Paul to the Corinthians and Islam’s central religious text, The Koran, provide concrete evidence as to how women’s treatment under Christianity and Islam was relatively progressive. During the Greek period, women were viewed as inferior citizens, with no real rights. Although Greek drama portrayed many strong, remarkable women, like Antigone, what women in Greece actually experienced was much different. The role of free women in Athens, and many other places in Greece, was confined to the private sphere of the household. Women were restricted to childbearing and supervising the work done in the household; a woman’s value was based on her ability to produce legitimate heirs and to be a homemaker. Young girls were confined to their homes and received no formal education. Instead, their mothers taught them domestic skills, which were viewed as the only appropriate education for a woman at the time. Athenian women were considered unintelligent and submissive, and thus could not vote, buy or sell property, or press legal charges. Thus, Athenian women were viewed as ‘idiots’ because they were unable to... ...ren (Cow 2:233). Letting a man dictate a woman’s personal choices like this may seem surprising in today’s society; however, at the time, Islam was viewed as relatively progressive for women. Like with Christianity, Islamic women are not men’s equals, but instead are provided by Islam with additional rights than before. Under Islam, women experienced more progress than complacency. Thus, women’s situation under Islam is more beneficial than their situation under Greek and Roman rule. Overall, women’s status in society improved in many different aspects—social, legal, and otherwise—under both Islam and Christianity, especially when compared to the Greek and Roman periods. However, women’s strive toward equality did not stop with the improvements that came from the religions. Women today are continually struggling worldwide to receive rights equal to that of men.

Part Two Chapter IV

IV Samantha's dinner invitation to Kay had been motivated by a mixture of vengefulness and boredom. She saw it as retaliation against Miles, who was always busy with schemes in which he gave her no say but with which he expected her to co-operate; she wanted to see how he liked it when she arranged things without consulting him. Then she would be stealing a march on Maureen and Shirley, those nosy old crones, who were so fascinated by Gavin's private affairs but knew next to nothing about the relationship between him and his London girlfriend. Finally, it would afford her another opportunity to sharpen her claws on Gavin for being pusillanimous and indecisive about his love life: she might talk about weddings in front of Kay or say how nice it was to see Gavin making a commitment at last. However, her plans for the discomfiture of others gave Samantha less pleasure than she had hoped. When on Saturday morning she told Miles what she had done, he reacted with suspicious enthusiasm. ‘Great, yeah, we haven't had Gavin round for ages. And nice for you to get to know Kay.' ‘Why?' ‘Well, you always got on with Lisa, didn't you?' ‘Miles, I hated Lisa.' ‘Well, OK †¦ maybe you'll like Kay better!' She glared at him, wondering where all this good humour was coming from. Lexie and Libby, home for the weekend and cooped up in the house because of the rain, were watching a music DVD in the sitting room; a guitar-laden ballad blared through to the kitchen where their parents stood talking. ‘Listen,' said Miles, brandishing his mobile, ‘Aubrey wants to have a talk with me about the council. I've just called Dad, and the Fawleys have invited us all to dinner tonight at Sweetlove – ‘ ‘No thanks,' said Samantha, cutting him off. She was suddenly full of a fury she could barely explain, even to herself. She walked out of the room. They argued in low voices all over the house through the day, trying not to spoil their daughters' weekend. Samantha refused to change her mind or to discuss her reasons. Miles, afraid of getting angry at her, was alternately conciliatory and cold. ‘How do you think it's going to look if you don't come?' he said at ten to eight that evening, standing in the doorway of the sitting room, ready to leave, wearing a suit and tie. ‘It's nothing to do with me, Miles,' Samantha said. ‘You're the one running for office.' She liked watching him dither. She knew that he was terrified of being late, yet wondering whether he could still persuade her to go with him. ‘You know they'll be expecting both of us.' ‘Really? Nobody sent me an invitation.' ‘Oh, come off it, Sam, you know they meant – they took it for granted – ‘ ‘More fool them, then. I've told you, I don't fancy it. You'd better hurry. You don't want to keep Mummy and Daddy waiting.' He left. She listened to the car reversing out of the drive, then went into the kitchen, opened a bottle of wine and brought it back into the sitting room with a glass. She kept picturing Howard, Shirley and Miles all having dinner together at Sweetlove House. It would surely be the first orgasm Shirley had had in years. Her thoughts swerved irresistibly to what her accountant had said to her during the week. Profits were way down, whatever she had pretended to Howard. The accountant had actually suggested closing the shop and concentrating on the online side of the business. This would be an admission of failure that Samantha was not prepared to make. For one thing, Shirley would love it if the shop closed; she had been a bitch about it from the start. I'm sorry, Sam, it's not really my taste †¦ just a teeny bit over the top †¦ But Samantha loved her little red and black shop in Yarvil; loved getting away from Pagford every day, chatting to customers, gossiping with Carly, her assistant. Her world would be tiny without the shop she had nurtured for fourteen years; it would contract, in short, to Pagford. (Pagford, bloody Pagford. Samantha had never meant to live here. She and Miles had planned a year out before starting work, a round-the-world trip. They had their itinerary mapped out, their visas ready. Samantha had dreamed about walking barefoot and hand in hand on long white Australian beaches. And then she had found out that she was pregnant. She had come down to visit him at ‘Ambleside', a day after she had taken the pregnancy test, one week after their graduation. They were supposed to be leaving for Singapore in eight days' time. Samantha had not wanted to tell Miles in his parents' house; she was afraid that they would overhear. Shirley seemed to be behind every door Samantha opened in the bungalow. So she waited until they were sitting at a dark corner table in the Black Canon. She remembered the rigid line of Miles' jaw when she told him; he seemed, in some indefinable way, to become older as the news hit him. He did not speak for several petrified seconds. Then he said, ‘Right. We'll get married.' He told her that he had already bought her a ring, that he had been planning to propose somewhere good, somewhere like the top of Ayers Rock. Sure enough, when they got back to the bungalow, he unearthed the little box from where he had already hidden it in his rucksack. It was a small solitaire diamond from a jeweller's in Yarvil; he had bought it with some of the money his grandmother had left him. Samantha had sat on the edge of Miles' bed and cried and cried. They had married three months later.) Alone with her bottle of wine, Samantha turned on the television. It brought up the DVD Lexie and Libby had been watching: a frozen image of four young men singing to her in tight T-shirts; they looked barely out of their teens. She pressed play. After the boys finished their song, the DVD cut to an interview. Samantha slugged back her wine, watching the band joking with each other, then becoming earnest as they discussed how much they loved their fans. She thought that she would have known them as Americans even if the sound had been off. Their teeth were perfect. It grew late; she paused the DVD, went upstairs and told the girls to leave the PlayStation and go to bed; then she returned to the sitting room, where she was three-quarters of the way down the bottle of wine. She had not turned on the lamps. She pressed play and kept drinking. When the DVD finished, she put it back to the beginning and watched the bit she had missed. One of the boys appeared significantly more mature than the other three. He was broader across the shoulders; biceps bulged beneath the short sleeves of his T-shirt; he had a thick strong neck and a square jaw. Samantha watched him undulating, staring into the camera with a detached serious expression on his handsome face, which was all planes and angles and winged black eyebrows. She thought of sex with Miles. It had last happened three weeks previously. His performance was as predictable as a Masonic handshake. One of his favourite sayings was ‘if it's not broke, don't fix it'. Samantha emptied the last of the bottle into her glass and imagined making love to the boy on the screen. Her breasts looked better in a bra these days; they spilled everywhere when she lay down; it made her feel flabby and awful. She pictured herself, forced back against a wall, one leg propped up, a dress pushed up to her waist and that strong dark boy with his jeans round his knees, thrusting in and out of her †¦ With a lurch in the pit of her stomach that was almost like happiness, she heard the car turning back into the drive and the beams of the headlights swung around the dark sitting room. She fumbled with the controls to turn over to the news, which took her much longer than it ought to have done; she shoved the empty wine bottle under the sofa and clutched her almost empty glass as a prop. The front door opened and closed. Miles entered the room behind her. ‘Why are you sitting here in the dark?' He turned on a lamp and she glanced up at him. He was as well groomed as he had been when he left, except for the raindrops on the shoulders of his jacket. ‘How was dinner?' ‘Fine,' he said. ‘You were missed. Aubrey and Julia were sorry you couldn't make it.' ‘Oh, I'm sure. And I'll bet your mother cried with disappointment.' He sat down in an armchair at right angles to her, staring at her. She pushed her hair out of her eyes. ‘What's this all about, Sam?' ‘If you don't know, Miles – ‘ But she was not sure herself; or at least, she did not know how to condense this sprawling sense of ill-usage into a coherent accusation. ‘I can't see how me standing for the Parish Council – ‘ ‘Oh, for God's sake, Miles!' she shouted, and was then slightly taken aback by how loud her voice was. ‘Explain to me, please,' he said, ‘what possible difference it can make to you?' She glared at him, struggling to articulate it for his pedantic legal mind, which was like a fiddling pair of tweezers in the way that it seized on poor choices of word, yet so often failed to grasp the bigger picture. What could she say that he would understand? That she found Howard and Shirley's endless talk about the council boring as hell? That he was quite tedious enough already, with his endlessly retold anecdotes about the good old days back at the rugby club and his self-congratulatory stories about work, without adding pontifications about the Fields? ‘Well, I was under the impression,' said Samantha, in their dimly lit sitting room, ‘that we had other plans.' ‘Like what?' said Miles. ‘What are you talking about?' ‘We said,' Samantha articulated carefully over the rim of her trembling glass, ‘that once the girls were out of school, we'd go travelling. We promised each other that, remember?' The formless rage and misery that had consumed her since Miles announced his intention to stand for the council had not once led her to mourn the year's travelling she had missed, but at this moment it seemed to her that that was the real problem; or at least, that it came closest to expressing both the antagonism and the yearning inside her. Miles seemed completely bewildered. ‘What are you talking about?' ‘When I got pregnant with Lexie,' Samantha said loudly, ‘and we couldn't go travelling, and your bloody mother made us get married in double-quick time, and your father got you a job with Edward Collins, you said, we agreed, that we'd do it when the girls were grown up; we said we'd go away and do all the things we missed out on.' He shook his head slowly. ‘This is news to me,' he said. ‘Where the hell has this come from?' ‘Miles, we were in the Black Canon. I told you I was pregnant, and you said – for Christ's sake, Miles – I told you I was pregnant, and you promised me, you promised – ‘ ‘You want a holiday?' said Miles. ‘Is that it? You want a holiday?' ‘No, Miles, I don't want a bloody holiday, I want – don't you remember? We said we'd take a year out and do it later, when the kids were grown up!' ‘Fine, then.' He seemed unnerved, determined to brush her aside. ‘Fine. When Libby's eighteen; in four years' time, we'll talk about it again. I don't see how me becoming a councillor affects any of this.' ‘Well, apart from the bloody boredom of listening to you and your parents whining about the Fields for the rest of our natural lives – ‘ ‘Our natural lives?' he smirked. ‘As opposed to – ?' ‘Piss off,' she spat. ‘Don't be such a bloody smartarse, Miles, it might impress your mother – ‘ ‘Well, frankly, I still don't see what the problem – ‘ ‘The problem,' she shouted, ‘is that this is about our future, Miles. Our future. And I don't want to bloody talk about it in four years' time, I want to talk about it now!' ‘I think you'd better eat something,' said Miles. He got to his feet. ‘You've had enough to drink.' ‘Screw you, Miles!' ‘Sorry, if you're going to be abusive †¦' He turned and walked out of the room. She barely stopped herself throwing her wine glass after him. The council: if he got on it, he would never get off; he would never renounce his seat, the chance to be a proper Pagford big shot, like Howard. He was committing himself anew to Pagford, retaking his vows to the town of his birth, to a future quite different from the one he had promised his distraught new fiancee as she sat sobbing on his bed. When had they last talked about travelling the world? She was not sure. Years and years ago, perhaps, but tonight Samantha decided that she, at least, had never changed her mind. Yes, she had always expected that some day they would pack up and leave, in search of heat and freedom, half the globe away from Pagford, Shirley, Mollison and Lowe, the rain, the pettiness and the sameness. Perhaps she had not thought of the white sands of Australia and Singapore with longing for many years, but she would rather be there, even with her heavy thighs and her stretch marks, than here, trapped in Pagford, forced to watch as Miles turned slowly into Howard. She slumped back down on the sofa, groped for the controls, and switched back to Libby's DVD. The band, now in black and white, was walking slowly along a long empty beach, singing. The broad-shouldered boy's shirt was flapping open in the breeze. A fine trail of hair led from his navel down into his jeans.

How to Write an Executive Memo

Writing an Executive Memo Your strategy professors have asked the English faculty to cover the executive memo, which you will use in your strategic management class, for two reasons: * The ability to write a short, informative, well-written memo like this will serve you well in your future careers. * Writing a good memo is difficult and requires practice. Students in past strategic management classes have had trouble with the guidelines you’ll see in the following paragraph. Please read this document carefully and be prepared to demonstrate your understanding during the next class session.An executive memo is a short (no more than 500 words) internal document whose purpose is to make strategic recommendations to a company. The executive memo has 4 parts: the issue, the recommendation, the action plan, and the discussion of alternatives, in that order. When you write your executive memo, there are several important guidelines to keep in mind: * The memo is short, so every word should count. Don’t waste time giving the company information it already has (i. e. , what the company does, how much it’s sold, etc. * It’s important that you present the material in the order given here. This is not creative writing! * Everything in the memo should be connected to the issue at hand: the recommendation, the action plan, and the alternatives should all serve to resolve the issue. * Since the memo focuses on the issue, it is crucial that you state the issue clearly. Starting your memo: the subject line Make sure your subject line encapsulates the main issue of your memo. Section 1: The Issue * The memo should begin with a statement of the strategy problem you will address (i. . , you are defining the problem). This definition is key because it determines the direction which the rest of the memo will take. * It is vital to distinguish between observational information and the problem you want to solve. Be crystal clear and specific about the issue you will address. Your issue section should do the following: * Identify the root problems associated with the issue. * Provide a measure of how significant the problem is. * Provide a sense of how urgent the problem is. * Identify the risk if the issue is not addressed.Section 2: Recommendation(s) This section comes early in the memo because it’s more important that the reader see it than the alternatives. Nevertheless, it’s best to write your alternatives first and choose from among them. * Your recommendation must be one of your alternatives and must relate back to the issue and causes you have defined initially. * State CLEARLY what solution you recommend and briefly why it represents the best alternative. * Normally, the recommendation will be one alternative; however, sometimes it may incorporate one aspect of a second option. Indicate briefly that you understand whatever drawbacks may exist to the solution you have chosen. * Make sure your recommendation is rea listic given physical and economic limitations. Section 3: Action plan This section should be a brief bullet list. The action plan is a schedule for the implementation of the recommendations you have made. * The goal of the action plan is to show the reader (your boss) the scope of the activity involved and demonstrate your understanding of what has to be done to complete it. * Since someone else will probably carry out the recommendations, your action plan gives that person a template to follow. Break it up into activity periods – Immediate, Short term, etc. , with days in brackets. This gives the reader a sense of the time period the program will be finished in. Section 4: Discussion of alternatives This section helps the reader understand how you came to your decision and demonstrates that you considered the issue thoroughly. Be sure to present three reasonable alternatives. * The section should begin with a brief introductory paragraph for background; this paragraph shoul d include the basic criteria which the alternatives are judged on. You should then move on to discuss THREE alternatives, which should all have a similar focus: 3 on a new target market, 3 on a marketing strategy, 3 on new distribution channels, etc. * For each alternative, you need to give factors in its favour and the reasons for your rejection, in other words, the pros and cons of each alternative. As you analyze each alternative, keep in mind the risk factor(s) you identified for the issue. * Remember that alternatives and the arguments you make for it must address the issue you have defined.

Ludwig van beethooven essays

Ludwig van beethooven essays 1. Mozart's finest opera, The Magic Flute is a comic German opera which is so lively with elements of fantasy and free-flying imagination. The Magic flute has an enormous complex plot and multilevel story The opera encompass variety of styles such as fugue, folk songs, comedy and hymn that describes autonomy of individual, self-determination, appalling sexism, the ideals of power, wisdom, and beauty. Mozart wrote The Magic Flute in 1791, just after the French Revolution and tragically just two months before his death it was premiered in Vienna. The opera is so rich with elements, it portrays different characters and expresses their every emotion and feelings that changes and evolves throughout the piece. Mozarts ability to express music in a way that it portrays human emotions and feeling so clear that it relates the audience in a personal level and where the audience becomes one with the music is indescribable. Mozart music and passion has inspired composers in his era and the m usic history after him. Countess Natalie Clarinet you are cardinally invited to a concert featuring the music of Herr Ludwig van Beethoven. The concert will begin at 7:30 and will take place at Theater-an-der-Wien. A premiere of Herr Ludwig van Beethoven new work, Symphony No. 5, will be included on the program. Also included will be the following works: Ah perfido, Mass in C major, the Fourth Piano Concerto, and Choral Fantasy. It was a cold dready winter of 1808, in Vienna, the year that has changed my life. It was the year when Napoleon occupies Rome and invades Spain, taking Barcelona and Madrid where he became a King of Spain. The Spanish king and his son were removed from power and replaced by Napoleon's brother Joseph. As news of this affront to their national pride spread, Spain's population exploded into a spontaneous revolt. It was a time of war, despair, and revolution. My family has already lost two brothers in the battle f...