The Chinese Cultural Revolution Essay -- China History Chinese Red Gua

The Chinese Cultural Revolution The Great Proletarian Cultural Revolution, beginning as a campaign targeted at removing Chairman Mao Zedongs political opponents, was a time when practically every aspect of Chinese society was in pandemonium. From 1966 done 1969, Mao encouraged revolutionary committees, including the red guards, to take power from the Chinese Communist party authorities of the state. The Red Guards, the majority being early adults, blush up against their teachers, parents, and neighbors. Following Mao and his ideas, The Red Guards main goal was to eliminate all remnants of the old culture in China. They were the frontline implementers who produced havoc, used bloody force, punished suppose counter revolutionists, and overthrew government officials, all in order to support their beloved leader. ?Red Guards? was a title given to people belonging to many different social groups workers, peasants, demobilized soldiers and scholars. A vast majority of the people in th is group were youngsters in their mid-teens, who were summoned at their middle schools by Mao. The Red Guard young soon turned from gentle to rebellious students. Red Scarf Girl is a novel based on truth, terror and courage during the Cultural Revolution. The following excerpt discusses about the hundreds of palisade posters the young Red Guard?s wrote, which discriminated against teachers, and members of their community.?Sheet after sheet, article after article, each da-zi-bao was a bitter accusation. One was titled, ?Teacher Li, Abuser of the Young.? The student had failed to hand in her homework on time, and Teacher Li had told her to copy the assignment over five times as punishment. Another student verbalise his teacher had deliberately ruined his students? eyesight by making them read a lot, so they could not join the Liberation Army. Still another criminate Teacher Wang of attempting to corrupt a young revolutionary by buying her some bread when he learned that she had no t eaten lunch.? (42)With the incentive of being promoted, the youth set out to change the whole educational system. The students denounced the old curriculum and lessons, which taught abstract ideas not pertaining to the revolution. They vilified respectable administrators, whose only intentions were to educate children and turn them into intelligent young adults. This disruption in the ... ...ng the time of the Chinese Cultural Revolution, mayhem was a part of everyday life. Mao Zedong encouraged rebellious actions from the Red Guards, and rewarded those who shone as leaders. He also targeted his political rivals by provoking the Red Guards to follow his ideas, and annihilate all remnants of china?s old culture. After the revolution ended, the Red guards received the disciplinary actions they deserved, and the tortured victims finally inadvertently received the vengeance they deserved. Works CitedCheng, Nien. Life and Death in Shanghai. New York, New York The Penguin Group, 1986. Hoobler, Dorothy, Thomas Hoobler, and Michael Kort, comps. China regional Studies Series. Upper Saddle River, New Jersey Globe Fearon, 1993. 174-177. Interview Mr. Nien with His Daughter. The Harbinger. 27 Mar. 2001. 21 May 2004 . Jiang, Ji Li. Red Scarf Girl. N.p. HarperTrophy, n.d. Mr, Nie. Interview with His Daughter. The Harbinger. 27 Mar. 2001. 21 May 2004 . Nie, Mr.. Interview with His Daughter. The Harbinger. 27 Mar. 2001. 21 May 2004 . Red Guards. Brittanica. Red Guards. Wikipedia. 20 May 2004 . Red Guard. tiscali.reference. 21 May 2004 .

Preserving the Fall :: Personal Narrative Nature Seasons Papers

Preserving the Fall Starts with a photograph, a frame of reference. Steve seems deeply meditative, sitting cross-legged, transfer exploring some invisible blade of grass, plucking some wildflower blossom from its stem. Eyes downcast, content, absorbed in this task of dissecting nature, shredding it. Curved back, sunlight painted onto the sleeve of his pinny, the sweater I borrowed to go hiking in the Sierras, both of our knobby joints contri thating to its decay around the elbows, gray, true to its color even in black and white. He was cordially that day, I imagine. The background Middle Runthe largely unexplored natural area of Newark, DEagain. It is a field here, used in some months to grow straw, but is flanked by forest, contained by it. I would always come here on Sunday afternoons, looking for adventure, recruiting one or two friends to be the subject of my photography. I never tired of this game, of making the hike to that hidden field, of placing people in that conte xt, nestled among bales of hay, stiff grass, those horizons, sudden leaps from sky to straw, straw to trees. Transitions. Changes. Weekend to weekday, human to nature, recent to future. The cornfields there remain unexplored territory. I understand that they are part of an experiment, that the University of Delaware agricultural science department studies these plants genes, breeds them, cross-pollinates. They hope to find the perfect stalk of corn, the highest yielding, the most nutritious kernels. I too must experiment, must search out something of greater quality.Certain seasons find the corn healthy, tall and strong. Productive. They give this place a sense of life, hope. At other times, only wilted stalks remain, consumed by the threat of decay, crackling the sounds of death, of loss and cold beneath heavily traipsing feet. This many dead plants are arresting, an assault to the visual sense and sense of gravity, of time, one I would like to capture in a photograph. I have come to this place in all seasons, have thrown snowballs, run barefoot in the grass here. But I always picture it in Fall, associate it with cyclical death. It is gothic to love, to come back to this time the most, strange to find solace in the thoughts of leaves falling, disintegrating, of declining temperatures, shortening days, and the stark emptiness of the suddenly and awkwardly naked forest.

Sir Gawain and the Green Knight Essay -- Sir Gawain Green Knight Essay

Sir Gawain and the common land Knight In this passage taken from Sir Gawain and the parkland Knight Lines 1623-1718, the reader sees how Sir Gawain is the hero of the poem, through with(predicate) the tests of the emcee. Sir Gawain is speaking to the host of the castle where he is staying for a few daylights before journeying on to the park Chapel. The host has skillful returned from hunting and cleanup position some boar. While the host is out hunting for the boar, we learn that Sir Gawain is developing a love interest in a special lady friend, the wife of the host, who makes several attempts to seduce him. Before this hunt, Gawain and the host make a promise to each other that they forget transmute whatever they may win that day for the others winnings. The host gives Sir Gawain the boar in exchange for two kisses. Then the host says to Sir Gawain Now we are even (Norton, 236, wrinkle 1641.) There is a vivid exposition of the meal that follows, as well as the singing o f Christmas songs. Then Gawain tells the host that he should be on his mood to the putting surface Chapel to face the Green Knight. The host comments on the fact that he has tested Gawain twice and is quite impressed with his performance. The host then tells Gawain roughly the third test. In the test, the winner will take all, and the loser takes nothing. Gawain thinks this is all just a game and doesnt realize that it is actually a test. Sir Gawain later decides that he will stay, after learning from the host that the Green Chapel is not too far away from the castle. He has some more drinks with the host. After this, he goes to bed and gets the best nights rest, and is up archaean the next morning. That morning, the host hunts for some fox as Gawain lies in bed. The passage ends with a description of how the host an... ...n suffers a wound to his neck. But, that does not stop him. He points out to the Green Knight that he is not immortal as the Green Knight is. The wound in hi s neck shows this. Unlike the Green Knight, Sir Gawain squeeze outnot just put his head back on his head. This also shows that he is a hero. He is not a point like the Green Knight appears to be. He can die, and he still risks his life in fighting the Green Knight. In conclusion, this passage taken from Sir Gawain and the Green Knight shows the reader how brave Sir Gawain rattling is. Here, the reader sees that Gawain is ready and able to face any challenge and obstacle that cross his path. Rather, he approaches these challenges and obstacles with the utmost gallantry that a true hero can have. Works CitedAbrams, M. H. The Norton Anthology of English Literature. New York W.W. Norton & Company, Inc., 1993. Sir Gawain and the Green Knight Essay -- Sir Gawain Green Knight EssaySir Gawain and the Green Knight In this passage taken from Sir Gawain and the Green Knight Lines 1623-1718, the reader sees how Sir Gawain is the hero of the poem, through the tests of the hos t. Sir Gawain is speaking to the host of the castle where he is staying for a few days before journeying on to the Green Chapel. The host has just returned from hunting and killing some boar. While the host is out hunting for the boar, we learn that Sir Gawain is developing a love interest in a special lady friend, the wife of the host, who makes several attempts to seduce him. Before this hunt, Gawain and the host make a promise to each other that they will exchange whatever they may win that day for the others winnings. The host gives Sir Gawain the boar in exchange for two kisses. Then the host says to Sir Gawain Now we are even (Norton, 236, line 1641.) There is a vivid description of the meal that follows, as well as the singing of Christmas songs. Then Gawain tells the host that he should be on his way to the Green Chapel to face the Green Knight. The host comments on the fact that he has tested Gawain twice and is quite impressed with his performance. The host then tells Gawa in about the third test. In the test, the winner will take all, and the loser takes nothing. Gawain thinks this is all just a game and doesnt realize that it is actually a test. Sir Gawain later decides that he will stay, after learning from the host that the Green Chapel is not too far away from the castle. He has some more drinks with the host. After this, he goes to bed and gets the best nights rest, and is up early the next morning. That morning, the host hunts for some fox as Gawain lies in bed. The passage ends with a description of how the host an... ...n suffers a wound to his neck. But, that does not stop him. He points out to the Green Knight that he is not immortal as the Green Knight is. The wound in his neck shows this. Unlike the Green Knight, Sir Gawain cannot just put his head back on his head. This also shows that he is a hero. He is not a superman like the Green Knight appears to be. He can die, and he still risks his life in fighting the Green Knight. In conclusi on, this passage taken from Sir Gawain and the Green Knight shows the reader how brave Sir Gawain really is. Here, the reader sees that Gawain is ready and able to face any challenge and obstacle that cross his path. Rather, he approaches these challenges and obstacles with the utmost bravery that a true hero can have. Works CitedAbrams, M. H. The Norton Anthology of English Literature. New York W.W. Norton & Company, Inc., 1993.

Free Awakening Essays: Kate Chopin :: Chopin Awakening Essays

The Awakening  Kate Chopin       Kate Chopin was an American author who lived during the nineteenth century, but because of The Awakening, a novel which was considered scandalous at the time, she has just recently been accepted into the canon of major American writers(Trosky 105). Through Kate Chopins main character of The Awakening, Edna Pontellier, she is able to present her feelings and desires that were otherwise suppressed by the ideals of American society at that time. Kate Chopin was born on February 8, 1851 in St. Louis, Missouri. She was brought up in a family that was a member of the big French- Creole community. During her childhood she possessed a love for reading. Her favorite types of literature were fairy tales, poetry and novels. She secluded herself for almost two years, away from her family and school in her attic, spending the majority of her time reading (Trosky 102). After her schooling, Chopin spent her days as a belle in St. Louis hig h society. She was greatly admired for both her sweetheart and wit. She continued her readings, becoming more interested in contemporary works. In 1869, she traveled to New Orleans where she met Oscar Chopin, whom she married. Though married, Chopin remained fairly independent, practicing habits such as smoking and walking alone in the city, two things unheard of from women at that time.(Trosky 102) In 1883, Oscar Chopin died of swamp fever. By 1884, Kate moved with her six children back to St. Louis. Around this time, Chopin began her create verbally career, writing in periodicals and publishing collections of short stories. She received good reviews and continued to write at an impressive rate. Her acclaim was short lived though, following the publication of The Awakening. This work, which would eventually be recognized as her masterpiece and a seminal work in American feminist fiction, first proved her most notorious publication and her literary undoing.(Trosky 103) At the time , Chopins novel was considered scandalous and immoral, for it dealt largely with a womens sexuality. At the time The Awakening was written, a novel would be judged on its moral message as much as its artistic merits. After the negative response of critics, Chopin published a few more works, but postcode was well received. She received little recognition, which when given, described her as an author of southern local color stories (Trosky 103). Local color writing was a movement which move to capture the feeling of a particular region through descriptions of local speech and manners(The Age of Realism).

New Wave of Internet Technology and the Effects on off-line Relationshi

Abstract in that respect is a new place for exploration in regards to relationships traditionally we meet people on the street, at bars or by other friends. However, since the vast expansion of Internet users, there have risen new ways of interacting and communicating with others. There are places on line that are specifically made to meet people in different context and environments. Some of these areas include instant message engines, trounce rooms, and different other Internet based companies, which provide these services. Along with these new technological advances, as with many other things, there are negative outcomes. There has been research done on how these new ways of communication whitethorn cause turmoil to a relationships, through the idea of 0Internet Infidelity,1 Internet infidelity is defined by Shaw, 0as taking the sexual energy of any sort thoughts, feelings, and behaviors out side a commit sexual relationship in much(prenominal) a way that it damages the relat ionship, and then pretending that that this drain in energy will affect neither partner or the relationship as long as it remains undercover. (p. 29)1 Some individuals discount these acts of interactions on line as 0non-real,1 therefore not constituting them as cheating but through my research and my qualitative inquiries, I have found that 0cyber cheating1 may and has caused dire consequences in relationships. IntroductionThere has always been a concern about cheating with in relationships. However, the risk seems to have increase with the advances of new technologies, such as the Internet and the services it provides in regards to meeting people. The Internet now offers many opportunities to meet people on-line through services such as on-line personal ads, chat rooms, and instant messenger systems. It is reported that, 0national averages indicate that families have wholeheartedly adopted the computer and the Internet irritate into their homes in relatively short time. The expone ntial growth of Internet access at home raises questions regarding how Internet sexuality influences couples sexual relationship and sexual propitiation-(Gonya, 2004, p. 386)1 These new technologies have provided individuals in relationships the opportunity to venture in to a new way of what would be considered 0internet infidelity.1 The priming coat people get trapped into ... ...relationships, when in a real physical relationship will damage the relationship that is that is not cybernetic. However, I suggest more(prenominal) research to be in this new area of infidelity, in order to give a stronger base to its substitutability. References and Works CitedM. Castro. 2005, May. 21. (Personal Interview, May 21, 2005)Gonya, J. 2004. Internet Sexuality clinical Implications for Couples. American Journal of Family Therapy. Vol. 32, Issue 5 P.375Gwinnell, E., 1998. Online Seduction and Falling in Love with Strangers on the Internet. New York Kodansha America, Inc. p. 88-121. Leiblum, S. R. 1997. Sex and the Net. Clinical Implications. Journal of Sex discipline and Therapy. 22. p. 21-27Patton Q., Michael. Qualitative Research & Evaluation Methods 3rd Edition. California Sage Publication Inc. p.215-225.Powell D.1995, Engendering Infidelity Essentialist of Social Constructionist Readings of a Story Completion Task. Feminism and Psychology, p. 345-372.Shaw, J., 2001, Treatment sane for Internet Infidelity. Journal of Sex Education and Therapy, 22, p. 29-34. Whitty, M. 2004, Cyber Cheating. Counseling and Psychotherapy Journal, Vol. 15 Issue 8, p.38.

New Wave of Internet Technology and the Effects on off-line Relationshi

AbstractThere is a new place for exploration in regards to relationships traditionally we meet deal on the street, at prohibit or by other friends. However, since the vast expansion of profit users, there have risen new ways of interacting and communicating with others. There are places on line that are specifically made to meet people in several(predicate) context and environments. Some of these areas include instant message engines, chat rooms, and different other net based companies, which provide these services. Along with these new technological advances, as with many other things, there are negative outcomes. There has been search done on how these new ways of communication may cause turmoil to a relationships, through the idea of 0Internet Infidelity,1 Internet infidelity is defined by Shaw, 0as taking the inner energy of any sort thoughts, feelings, and behaviors out side a committed sexual relationship in such a way that it damages the relationship, and then pretendin g that that this drain in energy will affect neither render or the relationship as long as it remains undercover. (p. 29)1 Some individuals discount these acts of interactions on line as 0non-real,1 consequently not constituting them as cheating but through my explore and my qualitative inquiries, I have found that 0cyber cheating1 may and has caused awful consequences in relationships. IntroductionThere has always been a concern about cheating with in relationships. However, the risk seems to have increase with the advances of new technologies, such as the Internet and the services it provides in regards to meeting people. The Internet now offers many opportunities to meet people on-line through services such as on-line personal ads, chat rooms, and instant messenger systems. It is reported that, 0national averages indicate that families have wholeheartedly adopted the computer and the Internet access into their homes in relatively short time. The exponential growth of Internet access at home raises questions regarding how Internet sexuality influences couples sexual relationship and sexual satisfaction-(Gonya, 2004, p. 386)1 These new technologies have provided individuals in relationships the opportunity to venture in to a new way of what would be considered 0internet infidelity.1 The reason people get trapped into ... ...relationships, when in a real physical relationship will damage the relationship that is that is not cybernetic. However, I suggest more research to be in this new area of infidelity, in order to give a stronger base to its substitutability. References and Works CitedM. Castro. 2005, May. 21. (Personal Interview, May 21, 2005)Gonya, J. 2004. Internet Sexuality Clinical Implications for Couples. American Journal of Family Therapy. Vol. 32, Issue 5 P.375Gwinnell, E., 1998. Online Seduction and Falling in Love with Strangers on the Internet. New York Kodansha America, Inc. p. 88-121. Leiblum, S. R. 1997. Sex and the Net. Clinical Implica tions. Journal of Sex education and Therapy. 22. p. 21-27Patton Q., Michael. soft Research & Evaluation Methods 3rd Edition. California Sage Publication Inc. p.215-225.Powell D.1995, Engendering Infidelity Essentialist of Social Constructionist Readings of a Story Completion Task. Feminism and Psychology, p. 345-372.Shaw, J., 2001, Treatment Rational for Internet Infidelity. Journal of Sex Education and Therapy, 22, p. 29-34. Whitty, M. 2004, Cyber Cheating. Counseling and Psychotherapy Journal, Vol. 15 Issue 8, p.38.

Accounting Cash Flows Essay

Question 2.2 Accounting and hard bullion Flows Why is it that the revenue and cost figures shown on a standard income avouchment may non be representative of the actual property in flowings and outflows that occurred during a period?Financial Statements argon prep bed according to accrual rule of , according to which cost and revenue are recorded as they occur and not when they are actually received or gainful. This is wherefore change flows during the class may be various from revenue and costs in income statements. Different companies use polar policies to pay the costs and collect revenues in current and subsequent years. In other words, the income statement assumes that once a good is sold, it is also paid for at that exact like time. Typically collection of revenue does not happen at the same time of delivery.See more(prenominal) Examples of satire in adventures of huckfinn essayAs I reflect on managerial news report, I recall that whatever companies save colle ct twenty-five percent the same month of the exchange. Then, they collect the other fifty percent the month after and the final twenty-five percent cardinal months after the sale. Question 2. 3 Book Values versus Market Values In preparing a balance sheet, why do you think standard accountancy practice focuses on historical cost rather than market value? When comparing hold back value to market value it is simply what the firm paid for the item versus what the firm could sell the items on the market.Book values are used because they imbibe a historical perspective associated with them. I understand from my readings that the book values are the minimum or worst case scenarios of what these items are worth. Question 2. 4 Operating Cash Flow In comparing accounting net income and operation immediate payment flow, what two items do you find in net income that are not in operating exchange flow? let off what all(prenominal) is and why it is excluded in operating cash flow. Ope rating cash flow is revenues minus the costs, except for depreciation and financing care, because neither of these is paid in cash.Cash flows are important because the cash flow reflects, basically, whether a federations outflows of cash displace meet their inflows of cash. Net income does include financing by-line and depreciation, because all liabilities need to be accounted for. Question 3. 4 Financial Ratios Fully explain the kind of information the following financial ratios provide about the firm. some(prenominal) companies use financial ratios to avoid problems with comparing companies of different sizes.A quick ratio is also known as acid-test and is an indicator of a companys short-term liquidity. Furthermore, the quick ratio measures a companys ability to meet its short-term obligations with its approximately liquid assets. The higher the quick ratios the better the position of the company. A quick ratio is calculated as follows Quick Ratio = Current Assets Invento ry Inventories / Current Liabilities As notes in our text, the using cash to buy inventory does not affect the current ratio, but it reduces the quick ratio.The idea is that inventory is relatively illiquid compared to cash. (Ross, Westerfield, Jordan, p. 57) A cash ratio equals cash divided by current liabilities. The ratio of a companys total cash and cash equals its current liabilities. The cash ratio is most commonly used as a measure of company liquidity. It can determine if, and/or how quickly the company can repay its short-term debt. A strong cash ratio is useful to creditors when deciding how much debt, if any, they would be willing to extend to the asking party. (Investopedia. om) Furthermore, the cash ratio is generally a more conservative look at a companys ability to cover its liabilities than many other liquidity ratios. Mainly, due to the fact that inventory and accounts due are left out of the equation. Since these two accounts are a large part of many companies, this ratio should not be used in find out company value, but simply as one factor in determining liquidity. Finally, the capital intensity ratio is a ratio measures the ability of a company to effectively use its assets.Simply put, capital intensity shows how much of an investment in ameliorate assets was required during a impartn period to green goods $1 of gross sales revenue. The actual ratio formula to measure capital intensity is total assets divided by sales revenue for a specify period. One of the major problems with ratios is that different organizations and different sources often dont compute them exactly the same way, which lead to confusion and false results. The definitions are undefined and when comparing to others equations, you may find significant results depending on the way they are computed.Accounting Cash Flows Essay deception Stacey, a sales engineer for Aldhus Corporation, was worried. A flight delay had caused him to miss last weeks accounting class in the evening MBA program in which he had enrolled at the suggestion of the personnel director at Aldhus, a starting manufacturer of computer peripherals. The class he had missed had been devoted to a chat and preaching of the statement of cash flows, and he was sure the material he had missed would be covered in the weekly quiz that was part of each class session.A classmate had faxed Stacey some notes distributed by their instructor, but they were too cryptic to be understood by anyone who had missed the class. In desperation, John called Lucille Barnes, the admirer controller at Aldhus, to ask if she could take a few minutes to point him in the right direction toward understanding the statement of cash flows. She seemed charmed by the request, and they agreed to meet that afternoon. op The Meeting At 200 P. M. John Stacey went to the office of Lucille Barnes with his notes and questions.After they had exchanged greetings, Lucille handed John three cash flow statements from the annual reports of other high-technology companies (Exhibits 1, 2, and 3). John was worried that Lucille would ask him to explain them, and that she would see how confused he still was about some aspects of accounting instead, Lucille began explaining. Lucille Barnes (Assistant Controller) The statement of cash flows is really a very useful part of the set of three statements companies are required to prepare. In some cases, it tells more about what is actually misadventure in a business than either the balance sheet or income statement.The statements of cash flows that I have given you are very revealing. Let me give you a brief overview of the structure and content of cash flow statements, and then you take some time to study these statements. I have prepared some questions to guide your study. Then, we can meet again tomorrow to discuss what you have learned and to answer any questions that remain. I do not think you have to worry about your next quiz because if you understand h ow balance sheets and income statements are prepared, much about the statement of cash flows will seem pretty obvious.John Stacey I hope you are right. I really like the accounting course, and I want to do well in it and to really learn the material. Thats why I panicked when I could not understand the notes our instructor passed out last week. Professors Julie H. Hertenstein and William J. Bruns prepared this case as the basis for class discussion rather than to illustrate either effective or ineffective handling of an administrative situation. Copyright 1993 by the President and Fellows of Harvard College.To order copies or request permission to reproduce materials, call 1-800-545-7685, write Harvard Business School Publishing, Boston, MA 02163, or go to http//www. hbsp. harvard. edu. No part of this publication may be reproduced, stored in a retrieval system, used in a spreadsheet, or transmitted in any form or by any meanselectronic, mechanical, photocopying, recording, or oth er thanwithout the permission of Harvard Business School. Copying or posting is an infringement of copyright. Permissionshbsp. harvard. edu or 617-783-7860.Statements of Cash Flows Three Examples Lucille Barnes Forget those notes for a while and just concentrate on studying the statements I have given you. Notice that the statement of cash flows is divided into three branchs operating activities, investment activities, and financing activities. Each section shows the cash inflows and the cash outflows associated with that type of activity. Operating activities shows the inflows and outflows related to the fundamental operations of the basic line or lines of business that the company is in.For example, it would include cash receipts from the sale of goods or services and the cash outflows for purchasing inventory, and paying wages, taxes and rent. Investing activities shows cash flows for the purchase and sale of assets not generally held for resale and for the making and collectin g of loans. (Maybe it should more befittingly be called the investing and disinvesting activities section. ) Here is where you would see if the company sold a building, purchased equipment, made a loan to a subsidiary, or purchased a piece of rectitude in its supplier.Finally, financing activities shows the cash flows associated with increasing or decreasing the firms financing, for example, issuing or repurchasing stock and borrowing or repaying loans. It also includes dividends, which are cash flows associated with equity. However, ironically, it does not include interest payments these are included in operating activities. John Stacey That seems strange to me. Since loans are the reason interest payments are made, why are they not included in the financing activities section? You know, interest is to loans as dividends are to equity?Lucille Barnes Actually in some other countries much(prenominal) as the United Kingdom interest is included in the financing activities section Bu t in the United States the Financial Accounting Standards Board voted that interest payments should be in the operating activities section instead. This is one of these situations where you might have to do some adjusting if you were trying to compare a U. K. company like British Petroleum to a U. S. company like Exxon. John Stacey That is interesting How can I use each section of the statement?Lucille Barnes The operating activity section is the cash-flow engine of the company. When this engine is operative effectively, it provides the cash flows to cover the cash needs of operations. In a healthy, growing company, we would expect growth in operating working capital accounts such as inventory and accounts receivable (uses of cash) as well as in accounts payable and other operating payables (sources of cash). Obviously there can be quite a bit of variability in working capital accounts from period to period, but on average inventories, receivables, and accounts payable usually grow ingrowing companies. In addition, this operating cash-flow engine provides cash for needed investments, to repay debt, and to pay dividends. There are exceptions, of course. Start-up companies, for example, usually have negative cash flows from operations because they have not gotten their cash-flow engines up to speed. Companies in cyclical industries may have negative operating cash flow in a win year a company that has experienced an extensive strike could also be expected to have negative cash flow from operations.Although an occasional year of negative operating cash flow does not spell disaster, nonetheless, we should expect operating cash flow, on average, to be positive. Investing activities are a different story. Whereas we expect positive operating cash flow, we also expect a healthy company to continually invest in more plant, equipment, land, and other fixed assets to replace the assets that have been used up or have become technologically obsolete, as well as to expan d and grow.Although companies often sell assets that are no longer of use to them, we would normally expect them to purchase more capital assets than they sell. As a result, in general, we expect negative cash flows from investing activities. Like operating activities, exceptions occur, especially if the firm divests a business or subsidiary. Copying or posting is an infringement of copyright. Permissionshbsp. harvard. edu or 617-783-7860. Statements of Cash Flows Three ExamplesCash flows from financing activities could as easily be positive as negative in a healthy company, and they are likely to change back and forth. If the companys need for cash to invest exceeds the cash flow generated by operating activities, this will require extra financing by debt or equity, therefrom a positive financing cash flow. On the other hand, if cash flow from operating activities exceeds the investing needs, the firm will have excess cash to repay debt or pay more dividends, producing negative ca sh flows from financing.

1984 And Lord of the Flies Essay

Lord of the Flies, by William Golding, and 1984, By George Orwell, both portray the agency of the disposal and the disgusts that develop, while demonstrateing a different nature of idolise. some(prenominal) countersigns have a upstanding organization possessing power and control everyplace all the citizens. The novels comp be in expressing tutelage but, billet in showing establishedly divergent types of fear. Each piece of literature demonstrates jealousy and hatred towards the disposal which leads to revolts. Furthermore, in the book, Lord of the Flies, one boy, Ralph, rules over some(prenominal) boys while they are stranded on an island. The books Lord of the Flies and 1984 both have communities with an overruling government using extreme power. Lord of the Flies is about 20 boys who are stranded with no adult authority on a deserted island after their plane crashes. One of the oldest boys at the age of twelve, Ralph, becomes chief because he holds the conch shell and the boys all agree to follow his orders.The book 1984 takes place in the totalitarian country of Oceania after World War II. This powerful country is under(a) full control of their government known as The company and all the citizens are watched throughout the day by telescreens placed all over their communities. In the Lord of the Flies, Ralph quickly declares himself chief and exerts his power on his fellow tribesmen in attempt of running an organized community. As chief, Ralph orders distributively of the boys a job to achieve to afford the community run smoothly. One of the boys, old salt, is in charge of keeping the upraise lit and under control. Ralphs powerfulness is expressed when Jack leaves the prove unattended as a ship passes the island. Ralph pushes piggy to one side. I was chief, and you are going to do what I said (Golding 70). Once Ralph sees the ship at a distant from the island and realizes the fire is at a low ember he becomes outraged. He pushes pigg y and demands Jack to obey his orders. Ralph knew it was crucial to keep the fire going to get the attention of the sailors on the ship.See more Sleep Deprivation Problem Solution Speech EssayThis was a missed prospect by the boys and Ralph uses his power to make sure everyone executes their job. Ralph does non yell because he is arrogant, he uses his power to make sure the boys get home safely. Similarly, in 1984, the government is referred to as the Party and it has power over all the citizens. The telescreens are video cameras placed around the cities including inside everyones home. Also, the Party hangs propaganda around the cities to remind the citizens to obey all rules of The Party. In the beginning of the book the propaganda is explained as The black-mustachiod face gazed down from every commanding corner. There was one on the house presence immediately opposite. Big Br other Is Watching You, the caption said, while the dark eyes looked deep into his own (Orwell 2).Big Brother is the head of The Party and complete dictator of Oceania. These posters are used to remind the citizens they are being watched at all times. The propaganda used in the communities portrays the power of Big Brother and The Party. The posters are hung everyplace so the citizens are constantly faced with looking their dictator in the face. The books Lord of the Flies and1984 both portray a strong central government with a powerful dictator ruling over both communities. Virgina Tiger, professor and chair of English at Rutgers University in New Brunswick and an author of four books, is a critic on Lord of the Flies. Tiger said Middle-class Ralph, with his boy scout skills, fair complexion, and sense of fair play, is the son of a naval officer, olibanum is he closely linked to Britains past magisterial powers on the seas (Tiger). In this quote she is characterizing Ralph. His father is a naval officer so he is closely linked to the powerful force of the British Navy.Tiger believ es Ralph was declared leader because of the skills he possesses as well as his fathers strong leadership qualities displayed in the Navy. Similarly, critics of the book 1984 acknowledge the power of the government and its rule over the people. Victoria Gaydosik, an associate professor at Southwestern Oklahoma solid ground University and a published editor of young adult books, is a critic of 1984. She said The ruling political system, Ingsoc, venerates the leader (possibly mythical) Big Brother members of the Inner Party exercise the real power behind the ubiquitous face of Big Brother. Winston, a lowly member of the outer party, has no power to wield, and the state is implicated only in his obedience to the will of the Party (Gaydosik). Gaydosik says The Party only cares of the citizens obedience to the will of The Party meaning The Party has complete control and power over all the citizens. Both the critics of Lord of the Flies and 1984 recognize the power of the governments in both communities. In both of the books, Lord of the Flies and 1984, an expression of fear is present towards contrary ideas.In Lord of the Flies, the young boys are stranded on a deserted island and become shake of what else could be on the island. Also, they fear dead man connected to a parachute that landed on top of a mountain on the island. They boys believe it is some sort of creature and set up to kill it. In 1984, the main character, Winston Smith, faces the fear of being caught by the Party for his rebellious acts throughout the book. Conversely, in Lord of the Flies, the boys are horror-struck of a bass object attached to a parachute that floats on top of a mountain on the island. In Lord of the Flies, two boys are taking care of the fire when they spot what they believe is a beast on the mountain. They are extremely frightened and run to Ralph for help. They became motionless, gripped in each others arms, four unwinking eyes aimed two mouths open (Golding 98). The boys are still at young ages of around six to twelve years old. The surprise of eyesight an unrecognizable body with eyes immediately brought the boys to the conclusion the body was a beast. This puts a fear in all the boys of the unknown on the island.The boys are scared of what else could be on the island and what was the beast the two boys saw. The boys have no adult trade protection from the beast and fear what could happen to them. On the contrary, the citizens in 1984 fear their government and the cruel punishments resulting from not abiding the laws. The Party is extremely controlling and has strict laws for all the citizens to obey. Winston meets a girl, Julia, and they have to plan to meet secretly to see each other because their sexual relationship is not allowed in Oceania. Julia says, We can come here once again, its generally safe to use any hide-out twice. that not for another month or two of course (Orwell 112). This occurs when Julia and Winston first start seeing eac h other and Julia is explaining to him they could come spine to their hide-out but not for a couple months because it would be suspicious.They have to be cautious with their secret relationship because it can result in cruel punishment from The Party. Throughout the book they must face the fear of being caught by The Party and be sentenced to death. In both books, Lord of the Flies and 1984, a portrayal of fear is present but of contrasting ideas. A critic Paul Crawford is currently an assistant professor of history at California University of Pennsylvania and also published a book and many online articles including literary criticism on Lord of the Flies. In his criticism he says They face beasts and phantoms in a succession of apparently nonnatural events. Uncertain and fearful, the boys are subjected to unexplained phenomena. Suspense and hesitation as to the nature of the beast follow, and their fear increases accordingly (Crawford). Crawford is saying that the boys were faced with beasts and unknown objects under alien circumstances. Suspense rises when the boys see the beast and their fear increases in result of the unknown on the island.The boys fear the unknown and the beast because they dont have protection and dont know what the mysterious beast will do. In contrast to this the main character of 1984, Winston Smith, faces the fear of being seized by the government for is out of the question relationship with Julia. Critic of 1984, Jane Graves, is an award-winning author of romance novels. She states in an online article, After many difficult encounters where they attempt to hide from the telescreens, they agree to meet in a clearing in the woods. Here they are able to be free with one another and have sex for the first time (Graves). Graves explains the troubles in which Winston and Julia face to have sexual intercourse with one another. They have to avoid being seen on the video cameras around the cities and meet each other in the woods. Betraya l of The Party and Big Brother leads to severe consequences so Julia and Winston must always face the fear of being caught.The books Lord of the Flies and 1984 both express fear but of different concepts and situations. Lord of the Flies and 1984 compare in possessing rebellious groups with revolutionary beliefs against the government. In Lord of the Flies, one of the boys, Jack, is upset with the decision of making Ralph chief. Jack believes he is a more qualified chief and begins leading his own group of kids. In 1984 Winston Smith believes the government is corrupt and controls the future and the citizens by erasing the past. Winston starts having rebellious thoughts and believes in a revolutionary group named the Brotherhood against The Party. In comparison to the Brotherhood, Jack, from the Lord of the Flies, goes against Ralph and leads his own group of kids in a hunt for the beast. In Lord of the Flies when two boys spot a mysterious beast, they all start climbing the mountai n where it landed in search of it. Ralph decides to head back to their camp because the boys were getting tired but Jack refuses. Jack says Im going up the mountain to look for the beast now (Golding 119). Jack demands to search for the beast going against Ralphs decision of taking a rest from searching.A couple other boys agree with Jack and head up the mountain while Ralph and the rest of the boys go back to their camp. After disagreeing with making Ralph the chief, Jack finally makes a stand and refuses to take orders from Ralph. Likewise, in 1984, Winston Smith disagrees with the government and makes a stand against The Party. He begins by writing rebellious thoughts in his diary and wants to break the laws of Oceania by performing a sexual act. Winston believes having sex is rebelling against the government. Orwell says, And what he wanted, more even than to be loved, was to break down that wall of virtue, even if it were only once in his whole life. The sexual act, luckyly pe rformed, was rebellion (Orwell 60). Winstons dream comes true when he met Julia and call backs himself in a sexual relationship with her.Winstons main goal throughout the story is to rebel against The Party and to make his own decisions. Winston breaks the virtues of The Party and successfully rebels against Big Brother with his sexual involvement with Julia. The books Lord of the Flies and 1984 compare in possessing characters that clash with their respective governments ideals and partake in rebellious acts. Berthold Schoene-Harwood is a critic of Lord of the Flies as well as a teacher in Liverpool at John Moores University and a successful author and editor. Berthold says, The boys engage in a relentless, ultimately self-annihilating battle against their own nature. In their attempt to assert themselves as men (Schoene-Harwood). He is saying the boys find themselves fighting against each other to prove who is more of a man. These battles lead to the death of some of the children because they have become savages from their extended amount of time on the island. Jack acts out against Ralph because he does not want to be controlled by him.Jack deems he is his own man and can make his decisions which results in his revolt against Ralph. Similarly, in1984, Winston acts out against the government through performing rebellious acts. Gorman Beauchamp, a critic of 1984, graduated from the University of cabbage and is currently an associate professor emeritus at the University of Michigan as well as a published author. Beauchamp states, But because the whole duty of citizens is to love Big Brother, their love for one another is perforce politically subversive (Beauchamp). In this quotation he is explains the duty of the citizens is to love their leader and Winston and Julias sexual relationship is an act of betrayal towards Big Brother. Because of Winstons distinction with the party and hatred towards Big Brother, he is revolting against the government. The critic s Schoene-Harwood and Beauchamp confirm the exertion which defiant acts are displayed in the books Lord of the Flies and 1984.The books Lord of the Flies and 1984 display powerful governments as well as insubordinate acts against the government with divergent fears expressed in both. Lord of the Flies has a chief, Ralph, who has complete rule over all the boys on the island compared to Big Brother in1984 who powerfully rules over the citizens of Oceania. Both books present fear, but in Lord of the Flies the boys dread the unknown on the island compared to the despair of being arrested by the government in 1984. The revolting groups formed in Lord of the Flies and 1984 relate in both opposing the ideas of their government. Both books are similar in possessing powerful governments with opposing groups as well as expressing fear but the perspective in each is altered through the age of the characters. In Lord of the Flies the characters are very young and fear a far less serious matter of a mysterious beast verse being caught by the police and executed in 1984.

Politics In The Way Of Life Essay

Should religious beliefs shape how government activity are conducted in the contemporary world? Does violence nonplus a reference in politics? Should animals as well as humans be represented in politics? What do bodies and sexuality have to do with politics? Politics is the cognition of a good living. It is man who has to decide on the way he wants to live. However every human being is influenced by his religious, kindly and sexual beliefs nomatter where or how he starts his political way of living. Do you think politics should be mixed with devotion? Religion and politics are altogether different and should not be mixed with each other.All men and women are to be treated equally irrespective of the caste or the religion that they belong to. Every person has the right to follow his own religion and to carry forward his beliefs in his society. But when his beliefs and religion is such that it affects or hurts the feelings quite an beliefs of his own neighbours or fellow human beings it becomes politics. No man has the right to affect the feelings of another in any case. If man believes in God, he sure enough should believe in peace with fellow human beings. But when does this happen? How do religious beliefs turn to politics?When does a person start ache the feelings of his own fellow human beings? Religion greatly influences a man sensually that is his heart and mind. Thus the misunderstandings and misconception of religions leads to a difference of opinion between mountain thus leading to indifferences in their opinions thereby leading to mutual quarrel. Coming to the influence of the society and social beliefs on politics. It is the society that has created politics. Politics is for the quite a little, by the people and of the people. All the rules and policies right from the human right to social equality politics affects the way of life of every individual.Next the truth that every living being, including animals have their influence in politic s. Killing specific animals is a crime, hurting any animal is a crime. It is for the protection of animals that societies like blue cross have been developed. When cleanup spot an animal is punishable, it is glad that politics helps even animals live peacefully until they are not harmful to the human beings. Thus politics is the way of good living. It is the science of kinship. A life without politics would be unorderly and miserable. Politics forms the basis of life. Thus good politics forms the basis of a good life.

Gothic Themes in Edgar Allen Poe’s “the tell-tale Heart” Essay

In The Tell-Tale Heart, Edgar Allan Poe revolves the story around a raving unmarried and the object in which he obsesses over. This theme of delirium is progressed throughout the entire story by Poes style of Gothic writing. Gothic-style writing is defined by using these elements abnormal psychological behavior, creating a gloomy or threatening atmosphere, connections between the setting and its characters conception processes or behavior, and supernatural components. Poes usage of these gothic elements builds up the central theme in the The Tell-Tale Heart.Poes major element of gothic literature, which establishes the main theme of insanity, is the use of abnormal psychological behavior. The teller proves his insanity at the very beginning by ranting about his nervousness and states his fear that the reader will assume he is queasy, How, then, am I mad? Hearken And observe how healthilyhow calmly I can tell you the whole story, (The Gold-Bug and other tales*, pg. 74). The mere fact that he is afraid of being thought of as a mad firearm does non prove that his psyche is abnormal. Poe manifests the narrators insanity by having him state that his preconceived murder has no purpose, It obsessed me day and night. Object there was none. Passion there was none, (GB, pg. 74). The reader can understand the narrators madness again subsequently he divulges his innovation to the reader, stating, Hawould a madman have been so wise as this? (GB, pg. 74). Eventually the narrators idea gets the best of him and he kills the old man, scarcely afterwards, his attitude is down right odd and sadistic, In an instant I dragged him to the floor, and pulled the heavy bed over him.I smiled gaily, to find the deed so farthermost done, (GB, pg. 76). By having the narrator smile after killing the old man, Poe creates a picture of a raving lunatic in the readers mind. As the plot heightens, so does the narrators dementia. Police officers arrive at the narrators home shortly af ter he has finished disposing of the body. Feeling supercilious, the narrator invites them in to chat sitting directly over the old mans dismembered body. Hearing what he thinks to be the old mans magnetic corebeat, the narrators nervousness grows while he is chatting with the law of nature officers. Poe, once again, shows us the narrators insanity through his resulting actions, I foamedI ravedI swore I swung my chair upon which I had been sitting, and grated it upon the boards, (GB, pg. 77). The reader can really see theclimax of the narrators abnormal psyche when he actually thinks that the police officers can hear the beating feel too, They heardthey suspectedthey knewthey were fashioning a mockery of my horror (GB, pg. 78).In The Tell-Tale Heart Poe creates this kind of dismal and shake atmosphere that is traditional to gothic style writing. By choosing dark or depressing words, Poe creates a dreary mood for the reader. This mood then reflects upon the characters thinking i n the story. The narrator describes the old mans shopping center, his fixation throughout Poes story, One of his center of attentions resembled that of a vulturea pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold, (GB, pg. 74). The vulture is a creature of death, and by using this animal instead of another, Poe creates the sense of true evil, not on the dot any old, ugly eye. The word pale gives the eye a quality of dullness or lifelessness, both of which have negative connotations the film over the eye makes it repulsive to the reader, adding to the serious effect of how grotesque this eye really was to the narrator. The reader can perceive from the mood that Poe creates in the story, what is going on in the mind of the narrator.The way that Poe has the narrator describe this eye shows the absolute hatred that he feels towards this eye. It gives the reader insight as to why the narrator is plotting this horrible murder. Each night, the narrator exp lains, how he goes into the old mans room, describing it as black as pitch with the summary darkness, (GB, pg. 75). Poe writes the story so that the entire plot occurs at night, during this thick darkness, making the narrators motives even more dauntening. The atmosphere surrounding the narrator also reflects upon his emotions. He is about to commit murder, and action full of darkness and hatred, and Poe places the story in a dark, frightening setting instead of during the day or in the light of the narrators lantern. This feeling of fright is again created for the reader, by Poe, when the narrator goes into the old mans room, startling him, And it was the mournful influence of the unperceived shadow that caused him to feelalthough he neither saying nor heardto feel the presence of my head within the room, (GB, pg. 76).Emptiness and a mechanical like quality set the tone for when the narrator speaks of the old man being dead and what he did with the dead remains, he was stone, st onedeadFirst of all I dismembered the corpse. I cut off the head and the mail and legs, (GB, pg. 76). That quote alone is enough to frighten any reader, and that is exactly what Poe is aiming for by using this particular gothic writing technique. The reader can again see into the mind of the narrator. He is devoid of feeling for this old man, stating that the old man is stone dead further more, he meticulously explains the steps of ridding himself of the body after murdering the old man.Poes last gothic writing technique to enhance the theme of insanity is the use of supernatural components throughout the story. By having the eye fox the narrator until he viciously murders the old man, Poe is bringing a supernatural aspect into The Tell-Tale Heart. The narrators hatred for the old mans eye is unexplainable, and the narrator himself does not even know why he came up with the idea, It is impossible to say how first the idea entered my brain, (GB, pg. 74). This eye almost possesses t he narrator, becoming the thrust force of his insanity. Another aspect of the supernatural at work in Poes story is when the narrator hears the beating of the old mans heart in his own ears. Its obviously impossible to hear the beating in the intensity at which the narrator describes it, the sound would be heard by a neighbor, (GB, pg. 76), but Poe adds this sentence to enhance the storys supernatural aspect. Right after the narrator killed the old man, he could still hear the heart beating, again this feat is impossible, for many minutes, the heart beat on with a muffled sound, (GB, pg. 76).Even after the beating stopped, according to the narrator, it began again, once the police arrived. Poe makes it advance that the beating heart is not just the narrator listening to his own heart, or imagining the sound in his head, until, at length, I found that the noise was not within my ears, (GB, pg. 77). An unexplainable noise that grows louder and louder can only be the work of the super natural. For the narrator even believes that the police officers can hear the beating too, and are making a mockery of his horror. Poe cleverly intertwined this idea of the supernatural, a gothic writing element, to intensify the lunacy of his main character.Throughout his short stories and poems, Poe uses the technique of gothic writing. In The Tell-Tale Heart Poe contributes to his main theme bydirectly using certain gothic writing elements. More specifically, Poe uses the supernatural, gives his character an aberrant psyche, and creates a murky and shivery atmosphere that also directly correlates with the characters behavior and thinking.SUGGESTIONSParagraphs need to be broken up more. A little wordyNOTEall quotations are taken directly from the tell-tale HeartThis is an analysis of Poes story and his use of gothic theme writing.

Runic alphabet,

Interrogated and starting time grade, for example, many children write b instead of d, and whitethorn well-nightimes confuse p, q, and g. Teachers see these errors e genuinely last(predicate) the time, and gradu aloney work to admirer kids fix them. But as a caring pargonnt, should you worry? The stakes are high. DO these letter problems signal something deeper, much(prenominal) sidesaddle? To sort out the hype, we turned to two pros Linda Selves, Executive Director of the New York branch of the International Dyslexia Association, and Eileen poison arrow plant, PhD. A past Board President of that organization, a professor of special education, and a teacher and tutor in private practice with dyslexic children for to a greater extent than thirty course of studys. Heres what they hold to say when it comes to three special K fears about Wesleyan, and identifying it in kindergarten and first grade children Myth Youll know its dyslexia when a kid flips letter or misspells a l ot. Fact While some dyslexic slew may do this, its non the main problem Dyslexia, explains Selves, is a neurologically based learning disability in which flock read encumbrance associating sounds with letters. loads of kids who write b for d, or re rhyme other letters, are nonwithstanding making rookie mistakes whats more serious is when they female genitalianot hear the b in bear, and think, instead, that it may be a d or p. Backwards letters alone re not cause for worry, according to the experts. In kindergarten, explains Marjoram, dyslexic kids will have trouble in some(prenominal) related areas. Taken together, these Signs indicate that a child is not making the all-important connection between letters, sounds, and word meaning. kind of of worrying yourself sick about reversed letters, l would look further, says Marjoram.If by the end of a full year of good instruction in kindergarten, a child cant do all or most of the following, then its time to be concerned easily name all the letters of the alphabet, with most sounds maintain rhyming words ear initial sounds, like the c in cat. Identify basic sight words like is or the recognize environmental print like the word s crystallise on a roadside sign Myth 2 You cant really diagnose dyslexia until a kid is heptad or eight. Fact Kindergarten is not too proterozoic to evaluate a child. In fact, says Selves, Early intervention is key.The spaciouser you wait, the more the problem grows. Children quickly realize when something is wrong. Its all too easy for them to conclude, l cant tell so I must be really dumb, Selves says. If your kindergarten does display most of the signs above, both Selves and Marjoram emphasize that you should seek an evaluation with a qualified specialist, either with your school or through independent experts such(prenominal)(prenominal) as those certified by the International Dyslexia Association. Dont let your school convince you to wait. Early intervention makes a hu ge difference. Http// c mm/ magazine nee/article/ Kinder Stories, Poems, and Literature from the Viking years 13th century Icelandic manuscript Our knowledge of the Viking people comes from several sources. One valuable source is the literature from the period. Scandinavian people loved stories, and some of the stories and poems they themselves wrote, and that their ascendants wrote still survive. Stories about the Norse were in any case write by their contemporaries, including both their trading partners (such as the Arabs) and the victims of their raids (such as the Christian clerics who kept the historical records in Europe).This naval division describes scripted records the Viking-age people left behind. Language The Norse spoke gray-haired Norse, which they called exhausts tuna (the Danish tongue). With minor variations, this language was spoken throughout the Norse lands during the Viking period. Old Norse is one of ten branches that cake up the Indo-European family of languages which have been spoken throughout Europe and southern Asia for the last 3000 years. Old Norse is the motif language from which the modern Scandinavian languages descended, and is a close relative of modern English, Dutch, and German.During the period from 550050 AD, rapid linguistic switchs occurred, which separated the Norse from other Germanic people on the European continent to the south and west. During the Viking age, language was no barrier to communication across the Norse lands from Greenland to the Baltic, nearly the same language was spoken throughout. However, there is evidence that, despite the common language, a mans homeland could be identified by his speech.Some scholars today would go further and say that by the start of the Norse era, significant differences already existed between East Norse (Sweden and Denmark) and West Norse (Norway and the Atlantic settlements such as Iceland) dialects. Writing and Runes The footwork runic alphabet (so called for th e sounds of the first sestet letters in the runic row) was in wide use throughout northern Europe from roughly the 3rd to the twelfth century. At first, 24 letters were apply, but in the 9th century, he footwork alphabet was simplified to 16 letters, beginning in Denmark, then rapidly spreading throughout the region. numerous variations of the footwork rune row were utilize one of the Danish variants is shown above. In the same way that a modern reader of English would recognize all these glyphs as representing an upper case a Viking-age reader would recognize the many ways a rune might be represented. The runes consist of straight lines, typically in the course of a steep (a stave) with diagonal branches (twigs). The lack of any curves makes the runes easy to carve into wood, bone, or gem pitfall, which were the normal writing materials mongo the Norse.Runes are found carved graffiti-like into historical buildings and statuary not just in northern Europe, but all across the co ntinent, clearly showing the extent to which the Norse roamed over Europe. The marble lion shown in the sketch to the left is from outside Piraeus, near Athens, Greece, where some unknown Norse traveler carved runic graffiti into the shoulder of the beast. Judging from the number of inscriptions found on stones in Nordic lands that were clearly intended to be seen and read, and from the number of everyday objects inscribe with runes, it is possible that such of the Norse population could read runes.Many of the inscriptions are in the form of commemoration stones, such as those illustrated below on this page. These stones are highly public memorials. Theres scarcely any reason to erect them if most of the population could not read them. Many everyday objects are found inscribed with the owners name, or the makers name, or other messages. Runic inscriptions have been found ranging from trade and legal documents such as bills of sale, all the way to coarse lavatory scribbling. Some r unic inscriptions are clearly just for fun a comb was found inscribed l am a comb.Some inscriptions may have been the equivalent of Post-It notes one wooden Ernestine from Bergen is inscribed Cathy says come home. Additional evidence of far-flung literacy comes from the old Icelandic literature. In an episode from Importations (chi 34), it was not considered the least bit remarkable that a poor, unnamed Icelandic from the northern quarter was able to read the inscription on a buried treasure chest. In chapter 18 of Vigilant saga, Strikergs father HLempel left a rune stick on the path where Vigorous and Transit were sure to find it as they rode to the ship that loud take them away from Iceland.On the stick were Strikergs words saying she treasured to marry no other man but Vigilantly. There was no question that V(giggling would be able to read the message. rour challenged Klaus to a wrestling jib via a message on a rune stick in chapter 12 of Savorsla saga. Interestingly, just two chapters later, Klaus and Gar(s found runes carved on a ship naming the skipper, which Klaus was unable to read. He demanded that Grim read them. Wooden writing tablets provide additional evidence of the widespread use of runic writing among so-so(predicate) people.The tablet shown in the photos is a odder reproduction. The historic tablets are about 20-CACM high (about 8-12 in) and were filled with blackened wax within their raised borders. A pointed iron panache was used to write in the wax (top right). The reproduction stylus in the photos is set in an antler which allows a nice grip and which can be used to smooth the wax and erase unwanted writing (bottom right). The wooden fall out of historical tablets from the Norse era bear marks where the stylus broke through the wax, and the marks show that the runic alphabet Was being used.These tablets are more commonly found in rural areas, ether than in towns, suggesting that even remote farm dwellers could read and write runes. On the other hand, objects have been found inscribed with runes which appear to be utter nonsense, or filled with errors. Perhaps it do perfect sense to the craftsman who made the object. Or perhaps, realizing that the object he just made needed to decorated with runes, but not knowing the footwork, the workman simply made up something rune-like. The medium of choice for runic inscriptions was probably a stick or scrap of wood, which explains why few runic inscriptions are found today.Extraordinary conditions re required for the preservation of these wood scraps over the centuries since the Norse era. The runic writing shown to the right is one of a number of wooden merchants markers excavated in Bergen. It indicates the owners name, and was meant to be stuck in or tied to a pile of merchandise. It can be difficult to transcribe and translate runic writings. One difficulty is that there are more sounds in the language than there are runes to represent them. Thus a single character could represent one of several sounds.Another difficulty is the variations in the various footwork alphabets that were in use ring the period. Further, archaic or otherwise unknown words were used in runic inscriptions. Runes were much incorporated into the isomorphic designs (left) favored by the Norse. Additionally, every effort was made to reduce the space required to inscribe the message and the number of runes that needed to be carved. So, for example, if a rune repeated, only the first rune was carved and the indorsement discarded. Generally, there were no breaks between words or between sentences. Runes could be indite left to right or right to left.The facing of the runes makes it clear which way to read. For inscriptions longer than one line, alternating lines were frequently written in opposite directions, first leftwards, then rightwards. Sometimes, the lines bent around at the end, so that one line reads left to right and the next line right to left and upside down. The take is shown with English text using popish letters to the right. Some rune stones (such as the Rk stone shown to the left) have text crammed onto every surface of the stone, with lines reading upwards, downwards, leftwards, and rightwards.Further, runes could be coded into other figures, called cryptic runes. The intent is not always clear. Perhaps it was meant to highlight a function of the text, or to show off the expertness of the person carving the runes. And perhaps it was meant to hide the meaning of the text to those who did not now how the runes were encoded. One example of cryptic runes are skipsnear (ship runes), where the twigs adorn the theme and stern of the ship. The number of twigs in a figure indicated two numbers. The rune was coded by these two numbers.The first represented a particular TTT (grouping of runes within the footwork), and the second indicated which rune in the grouping was meant. Shown to he right are two figures from a series of cryptic run es in an Icelandic manuscript. Portion of rune stone with several same-stave runes Same-stave rune with missing portion restored Same-stave rune separated into individual runes Transcription into Roman letters Another example of cryptic runes is same-stave runes, in which all of the twigs branch from a single stave.The composite image to the left shows an example of this kind of runic inscription. The left image shows a small portion Of the Sender Kirby Stone in Denmark that uses same-stave runes for a portion of its message. The stave of interest in this example is the second room the left. The stone was damaged in this region, and a portion of this stave is missing. This part of the stone is shown in the second image, with a speculative reconstruction of the missing portion. The individual runes are shown in the next column, and the transcription into the Roman alphabet in the final column.The complete message is Orr vigil run, or Door hallow the runes. Another form of cryptic run es is visible at the top of the Rk stone, above left. With the coming of Christianity, and its educated clergy reading and writing Latin, runes were displaced by the Roman alphabet (modified to it the needs of the various northern European languages), written with pen and ink on vellum. However, runes continued to be used for many centuries, since the materials for runic writing were always readily at hand everyone carried a knife, and a stick could be picked up from anywhere.The Viking-age people did not develop a written culture until the arrival of the church. In the Viking age, runes were used for short notes only. The Viking culture was spontaneous, and long works were remembered using poetry. Runes certainly could have been used for longer messages in the same way as Roman characters, but hey were not. Perhaps the Norse people saw no need to preserve long works in written form, even though everything was in place to do so. Only a single rune stone containing a complete poem s urvives, although many stones contain individual verses.In chapter 78 of Sells saga, regular asked her father Gill to compose a memorial poem, telling him she would carve the verses into a rune stick (rises kefir). Whether that was common practice or not is conjectural. The Rk stone is an extraordinary rune stone over four meters high (13 feet) and is covered on all five sides with runic inscriptions. The front (and the beginning of the inscription) is shown to the left, and the reverse is shown in the photo above left. Many of the rune stones, particularly later ones, are memorial stones, which commemorated the dead and may have served as declarations of inheritance.The purpose of the Rook stone is subject to debate, but may well be a memorial Stone, as well. Poetry Surviving poems show a wide range of topics and tones respectful and reverent boastful and knightly witty and humorous threatening and defiant vile and obscene. However, scurrilous or satirical poems were banned cause of the injury they caused to the subject and to his reputation. Poems, being a forebode gift from ?in (the highest of the gods), were thought to have special power. Poems had the power to bestow honor on a worthy man and to remove honor from a wretch.A skillful poet could earn a valuable reward from a generous king, or save his head from an angry king, by creating a well quiet poem. Poems praising a woman were banned, both because of the publicity and the possible effect it might have on her reputation, but also because of possible spell spine effects the poem might have. (Surviving love memos suggest the ban was regularly ignored. ) On hearing certain kinds of poetry (for instance, poetry implying that a man was womanish), a man was at liberty to kill the person reciting the poem. The proscribed types of poetry are described in the medieval Icelandic lowbrow Gargs (K 238).Norse poetry does not have the regular rhythm and end-rhyme that one conventionally associates with poetry , but rather uses alliteration and irregular stress which falls on the most significant words in each line. Norse poetry can be divided into three classes, depending on form and content. Rune poems were unremarkably inscribed on monuments and serve to praise an individual. They are brief and usually have a simple meter and style. Decide poems describe the Norse gods and antiquated Norse heroes and their exploits. Decide poetry also has relatively simple meter and style.The stories are exciting, packed with action, and frequently contain valuable object lessons. Little can be said about the development of decide poetry, but it was probably in place and in use at the start of the Viking age. Classic poems typically praise the deeds of notable people, and they were usually written during the lifetime of the person being raised. While some of the surviving incorrupt poetry dates from the medieval period, many of the poems are believed to date from the Viking age. The Rk ironstone sh own above on this page records one stanza of classic poetry and dates from the middle of the 9th century.The Israeli ironstone shown to the right is the only classic verse in the elaborate drytakeTTT meter known to have been written down in the Viking age. It dates from roughly the year 1 000 and is located in Land in Sweden. While the decide poetry is uniformly anonymous, much of the surviving classic poetry is credited to a particular tote at a particular place and time. The classic poems have complicated meters, strict patterns of alliteration, and ornate metaphoric language, with wordplay to delight the sophisticated tender. The poems usually celebrate the exploits of a particular king or leader.Since, in the Viking age, exaggeration was considered to be mockery, and since mockery was considered a lethal insult, these poems are thought to be reliable testimony to the events, even though (in some cases) they werent committed to writing for centuries after their composition. Unfor tunately, the factual information in such poetry tends to be limited. Classic poetry uses a variety of circumlocutions, such as kennings. A kenning uses a phrase as a metaphor to represent an idea. The usual form is a noun, qualified by another(prenominal) noun in the genitive case. For instance sweat of the sword is used to mean blood, or horse of the sea to mean ship.Some of the kennings can only be understood by someone with an extensive knowledge of the culture and of the great stories. For example, flame of the Rhine is used to mean gold but would probably be understood only by someone who is familiar with the Vlasagna saga in which the great gold treasure of the Vlulus NCAR ended up t the bottom of the river Rhine. Kenning can have multiple levels. For example, a poet might use a kenning for gold, and then use that phrase in place of the word gold in yet another kenning, such as flame of the sea- steads path.Sea-steads (ship) path is water, so flame of the water refers to gold . Some kennings depend on hyperbole. Enemy of gold refers to a man who does not like gold and gives it away a generous man. Some kennings take the form of puns, such as using sky of the eel to represent ice in identifying someone as an Icelandic. The form of Norse poetry is complicated beyond the wordplay of the innings. The need to fit strict rules of alliteration and rhyming and rhythm firmness of purpose in verses in which multiple ideas are being formed simultaneously. (This concept is illustrated on the classic stanza page. Because Icelandic is a highly inflected language (word forms change depending on their usage in a sentence), its possible to jumble the word order yet retain the meaning of a sentence. Norse visual arts share this property (left). Exceedingly complicated forms are used all over a figure to create a single unified image. Its been suggested that this comparison between poetry and visual arts derives from the name underlying sensibility, some innate apprecia tion of the baroque form in Norse culture. Because of its complexity and wordplay, delight in whether classic poetry could be understood by a listener hearing a verse for the first time.There are examples in the stories that support this belief, such as chapter 18 fog(slab saga. Brids overheard a verse spoken by her brother, Gillis, in which he took credit for the killing of her husband, Programs. Not until she returned home did brd(s interpret the verse and understand its meaning. I may be overstating my case. At least one scholar of classic otter has told me that he believes the verses were easily understood by a listener in the saga age. Additionally, in an oral culture, it would be important to recall poetry without error.Because of the complexities of Norse verse, a defect in a recalled verse would be in a flash apparent, since the rhyme, rhythm, or alliteration would no longer work. Any erroneous substitution would stand out. Thus, the complexity of the verse acted as a mnem onic aid to help recall the verse and to identify errors. This built-in error detection was one of the reasons that information conveyed by poetry during the Viking age as thought to be more reliable than information in prose. The 12th century authors who first wrote the histories and stories of Iceland viewed the words of poets to be more authoritative than other oral sources.Some modern scholars disagree, and they suggest that in oral form, even poetry is unlikely to remain unchanged over long periods of time. Literature Many of the important poems were composed in the 9th through 12th century. These were part Of the oral tradition, and were kept alive by repetition as they were passed from one generation to another. Poetry was likely a major form of entertainment for the Norse. Poets were held in high regard, not only for their ability to improvise poetic entertainment on the spot, but also because they were the repository of the shared cultural experience.They were the watercraf t through which the culture was passed from generation to generation. Once committed to poetry, a thought was expected to last as long as the land is inhabited or as long as the Norse language is spoken. Story-telling was a popular entertainment wherever people gathered. FasterRA saga says in chapter 23 that origami Narrations told a story while sitting on his chair in front of his booth at the Ping. People sat all around him, earreach to his tale. When an unexpected downpour forced everyone to leave and seek shelter, Poorr took advantage of the opportunity and killed Door(Mr..Beginning in the 12th century, educated men in Iceland, where the oral tradition was strongest, began to write down the important stories. Iceland Was unique among European countries at this time in having a population comprised of a large number of relatively free, land- owning farmers. These men had the means to commission the creation of books in their own language, rather than in Latin as was the rule thr oughout he rest of Europe. The oral story-telling tradition of the Islanders also favored writings in the vernacular.A wide variety of material was written down in the Icelandic language. One of the first books to be written in the northern lands was the Icelandic law codes, begun in the year 11 17. Prior to this time, the law codes were remembered and recited orally by the law speaker (logsGuamour) at the Piping. A short time later, a history of Iceland was written known as slanderingk (the Book of Islanders) by Air FRRI (the learned) around the year 1 130. Scholars wrote books describing how to use Roman letters to represent the sounds of the Icelandic language.The First Grammatical Treatise was followed by three others. The genealogy and history of Icelandic settlers were written down in LandMBAk (the Book of Settlement)s. European literature was translated into Icelandic, including stories of the lives of saints, and learned books on topics including astronomy, natural history, and geography. Travel books were written by Icelandic visitors to Europe. New stories were written to commemorate the exploits of kings or other great leaders. Some of these books were in the form f histories, such as Homemakings, a history of the kings of Norway.Others described contemporary events, such as the sagas of the lives of Icelandic bishops, untangling saga, a compilation of sagas describing the events in the turbulent times when the sons of Stuart brarson were changing the political landscape Of the Iceland. Islanders also wrote down the stories of their ancestors. These sleddingguru (Sagas of Islanders, also called family sagas) remain compelling and entertaining reading today. They are a unique and new form of story-telling unlike anything that preceded them. Most of these sagas are thought to have been composed between 1200 and 1400.These stories tell of the tales of farmers and chieftains living in Iceland from the 9th through the 12th century. Many of them follow fa milies for generation after generation, from the settlement era to the solid ground period in Icelands history. They are distinctive in that they tell heroic tales not about heroes, but about just plain folks the early Islanders. Although distorted by the time that separates the events depicted and the writing of the stories, the family sagas present one of the best pictures we have of Norse society. We know the names of only a very few of the writers of these works.It was not customary to put the authors name on the manuscript. However, one author who can be identified with some certainty is Snorer Sturgeon (1 179-1241). A twentieth century sculpture of Snorer by Vigilant is shown to the left. Snorer feared that the tradition of composing poetry to commemorate great men and great events was dying. For this, and other reasons, he wrote the Sonora dead, a four part textbook on writing classic poetry. The book summarizes Norse mythology (necessary for the poet to understand the innin gs), teaches the language of poetry, and presents examples of the various verse forms.

Communication in Health Social Care Essay

Communication between care workers and service drug users is essential for promoting and maximising the rights of users of health and social care services. All patients and users of our service should be kept communicate about their treatment. They should be able to talk to you or the workers making decisions about their treatment. It is your responsibility to overcome any problems with communication that may arise, non just in giving users information in a format that they can understand, but also in giving them sufficient opportunity to discuss their situation with the pertinent plenty.The expected level of communication may not always be plausible for example, some patients do not open up easily or may not be in the mood to have a conversation. Try to understand do not force them to talk. If the service user does not have the capacity to participate in decision making about their treatment, or an emergency situation this might signify that urgent treatment is required. The h ealth and social care sector is a vast sector and it constitutes of different aspect of care to different types of service users. There are many applicable theories which is applicable in the Health and Social care sector.Abraham Maslow defined some of these theories as humanist, behaviourist, cognitive and psychodynamic. In this report I will be explaining the humanistic theory of communication and its relevance to communication in health and social care. I will also cover its strengths and weaknesses. Humanistic scheme is achieved whereby you approach an idiosyncratic positively. In health and social care service users are considered to be vulnerable and the way to approach them should be in a well positively way by using humanistic manner, thoughts, actions, love, respect and dignity by providing the relevant care according to the philosophy of care as per legislation.Strengths of Humanistic theoryPerson centredCare Worker is non-intrusiveMeets service user as equal in proce ss and not expertDoes not label service userFollows care value baseUnconditional regard, empathy and genuineness required, qualities many care workers already have.Can be applied to many situationsVery positive kenFocuses on the short term nature of therapyIt provides power to individuals by emphasising free will and the ability to change.The therapy provides great insight into what any experiences have meant to the individual.Weaknesses of Humanistic TheoryShort termService user needs good communication skillsDifficult to show effectivenessCare worker has to be non-judgmental of all people which can be hard to maintain It does not pay sufficient attention to unconscious thoughts.

Need to know Essay

nurture is a complex cognitive process of decryption symbols in order to construct or derive substance ( trailing knowledge). It is a means of language, of communication, and of sharing development and ideas. Like all language, it is a complex interaction between the textual matter and the referee which is shaped by the allegeers prior knowledge, experiences, attitude, and language community which is culturally and socially situated.The indication process requires continuous devote, development, and refinement. holders intention a variety of drill strategies to assist with decoding (to translatesymbols into sounds or visual representations of speech) and comprehension. Readers may use morpheme, semantics, syntax and context clues to identify the meaning of unknown words. Readers integrate the words they have interpret into their breathing framework of knowledge or schema (schemata theory).Other types of reading argon not speech based writing systems, such as music bi llet or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations. The history of reading dates back to the invention of writing during the 4th millennium BC. Although reading print text is now an all important(p) way for thegeneral population to access tuition, this has not always been the case. 2 With some exceptions, only a elf exchangeable percentage of the population in m some(prenominal) countries was flip overed literate before the Industrial Revolution.Some of the pre-modern societies with generally high literacy rates included classical Athens and the Muslim Caliphate. Scholars assume that reading tawdryly (Latin clare legere) was the more common practice in antiquity, and that reading silently (legere tacite or legere sibi) was unusual. In his Confessions, Saint Augustine remarks on Saint Ambroses unusual habit of reading silently in the 4th century AD.Currently intimately reading is every of the printed word from ink or t mavenr on news report, such as in a book, magazine, newspaper, leaflet, or notebook, or of electronic displays, such as computer displays, television, mobile phones . Handwritten text may in whatever case be produced using a graphite pencil or a pen. Short texts may be written or painted on an object. a good deal the text relates to the object, such as an address on an envelope, product info on packaging, or text on a traffic or way sign. A slogan may be painted on a wall. A text may also be produced by arranging stones of a different color in a wall or road.Short texts like these are sometimes referred to as environmental print. 3 Sometimes text or pics are in relief, with or without using a color contrast. Words or images force out be carved in stone, wood, or alloy instructions puke be printed in relief on the plastic housing of a home appliance, or a myriad of different examples. A requirement for reading is a good contrast between letters and background (depen ding on colors of letters and background, any pattern or image in the background, and lighting) and a suitable font size. In the case of a computer screen, not having to scroll horizontally is important.The field of visual word credit studies how concourse read individual words. A key technique in studying how individuals read text is eye tracking. This has revealed that reading is performed as a serial publication of eye fixations with saccades between them. Humans also do not appear to fixate on every word in a text, entirely sooner fixate to some words part apparently filling in the scating information using context. This is possible because human languages show certain linguistic regularities. Reading is typically an individual activity, although on occasion a person forgetread out loud for the benefit of other listeners.Reading aloud for ones own use, for better comprehension, is a form of intrapersonal communication. Reading to young children is a recommended way to inst ill language and expression, and to 4 promote comprehension of text. Before the reintroduction of separated text in the late middle Ages, the ability to read silently was considered rather remarkable. 5 I. READING TECHNIQUES i. The purpose of this technique is to overhaul you interpret the context of the reading. To sink in the informations you pack to know. You hind end also easily interpret those books you rump read.ii.You can learn more effective ways to speed up your reading skills and getting knowledge further. A. Have him read aloud. 1. This forces him to go slower, which gives him more time to process what he reads, which improves reading comprehension. Plus, hes not only seeing the words, hes hearing them, too. You can also take turns reading aloud. 2. To enhance fluency. Fluency is an substantial part of successful reading. Fluency is based on automaticity (a readers ability to recognize words automatically). If children are to reverse both automatic and mobile reade rs, they need practice.Preparing to read a text aloud expressively provides children with the time and means to recognize words automatically and to read a text with a high percentage of accuracy. 6 3. To strengthen comprehension. When children use techniques for expressive oral reading, their comprehension of what they are reading dramatically increases. Since fluency is closely tied to comprehension, when children become smoother and more accurate readers they provide also become more knowledgeable ones.4. To develop critical reading skills. For children to read expressively, they must father sensible decisions about how toread and what they should emphasize dapple they are reading so that they can effectively communicate both the surface and deeper meanings of a text. 5. To develop other important reading skills. When children prepare to read expressively, they pass on develop competence in grammar, memory, attention, sequencing, and understanding cause and effect. Reading w ell takes time, focus, and attention and if children are sledding to read aloud well, they must give the requisite time, focus, and attention to prepare the text.As children prepare a text for oral reading, they leave gain a greaterunderstanding of how grammatical and rhetorical structures (sentences, stanzas, and paragraphs) work and how the sequencing of words and ideas plays an important role in the delivery of meaning. 7 6. To build confidence. When children read with expressive skills, they will also develop more confidence in themselves as readers. No longer limited either to rapid word-calling or to stumbling over print, children will give way that, with practice and guidance, they can become more unruffled, purposeful, and effective readers of the kinds of print material that had previously frustrated or befuddled them. B.Provide the construct up kinds of books. 1. Make for certain your child gets lots of practice reading books that arent too hard. She should recogniz e at least 90 percent of the words without any patron. Stopping any more often than that to figure out a word makes it tough for her to focus on the overall meaning of the story. 2. Almost any book can foster build vocabulary and improve writing skills. It was advisable reading as some(prenominal) different genres and as many different books as possible. 3. allow them elect their own books as soon as they nonplus showing a preference for one over another.If a book is beyond a childs readingability, it can be read to him or her now. 8 4. Finding out what students is interested in, and choose books that are related to his interests either an informational book or a novel in an area of specific interest. 5. Find picture books because of the subject or artwork, will be effective right for a young reader , An interesting story in a beautiful, well-illustrated book offers the students an aesthetic experience to enjoy over and over once again. 6. Pick books depending on your read ing level, no matter what your age. C. Reread 1. If you dont understand what you are reading, read over the sentence(s) again.Try reading the words out loud to yourself. If you still dont understand something, ask a good reader nearby to explain the sentence(s) to you, or simply pick up a book that is easier to read and more appropriate to your reading level. 2. Feel free to use your finger as a pointer. It will keep your eyes centre on the line you are reading, improving your understanding. 3. To gain meaning from text and encourage reading comprehension, your child needs to read quickly and smoothly a skill known as 9 fluency.Rereading familiar, simple books gives your child practice at decoding words quickly, so she/hell become morefluent in her reading comprehension. 4. The more you read you the more you will remember them. Some of the experts suggest reading a chapter twice and then reading it again before a test.This technique is definitely effective it is time-consuming, es pecially if you read slowly. D. Study Reading Vocabulary 1. As your student reads books, have her make a list of words that were difficult or unfamiliar in the book. Make flashcards of these words, spend some time together talking about the meanings and looking them up in the dictionary. Take turns showing the cards and guessing the words and meanings.As the student masters each word, remove it from the deck and put it in a place of honor. When the whole deck is mastered, celebrate with a special reward. E. Participate in Library Reading Programs 1. Most libraries offer organized reading programs during school breaks for students based on their school levels. Many of these 10 programs are themed and showcase some of the best works for children and young adults. a. The library staff may forces activities based on books and have special events and field trips designed to help students explore the literature on a deeper level.Librarians areusually happy to help your child and can help rein ways to involve all levels of readers within an age group. F. Mind mapping 1. A mind map is a non-linear diagram that makes it easy to capture key thoughts and connections between ideas in a graphical / visual format. Starting with an idea, concept, or question in the center, you capture information by connecting key concepts and thoughts to the central idea. More detailed information related to these thoughts is then captured in branches that radiate out from the key concepts, away from the central idea.a. It is a useful technique to use while reading, since thenon-linear format allows you to view the entirety of your notes at a glance, then easily place new information in the appropriate branch or make connections between ideas. 11 Its also a useful technique when solving problems or planning projects start with a question or project description, then capture all ideas or necessary tasks in the appropriate branches. G. Scanning 1. A technique you often use when looking up a word in the telephone book or dictionary. You search for key words or ideas. In most cases, you know what youre looking for, so youre concentrating on finding a particular answer.Scanning involves moving your eyes quickly shovel in the varlet seeking specific words and phrases. Scanning is also used when you first find a resource to determine whether it will answer your questions. Once youve scanned the document, you energy go back and skim it. a. When scanning, look for the authors use of organizers such as numbers, letters, misuses, or the words, first, second, or next. Look for words that are dauntless faced, italics, or in a different font size, style, or color. 12 b. A process of quickly searching reading materials in order to ensconce specific bits of information.When scanning youdont start from the beginning and read to the end. H. Skimming 1. It is another technique whose purpose is to gain a quick overview in order to identify the master(prenominal) points. When skim ming, you will often skip words, sentences, and paragraphs. a. Skimming is done at a speed three to four times quicker than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you pauperization to see if an article may be of interest in your look. b. The students may read the first and last paragraphs using headings, summarizes and other organizers as they move pop up the page or screen.You might read the title, subtitles, subheading, and illustrations. Consider reading the first sentence of each paragraph. This technique is useful when youre seeking specific information rather than reading for comprehension. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts. 13 I. Make your own study pull out 1. An extension of the concept of composing questions about your reading, this technique involves creating a set of possible test questions and answers and studyin g from those.Determine what your professor is likely to ask, compose questions, and deliver theanswers under them. Study from your study guide until you spirit you know it well. Then create a version that omits the answers and see how well you do answering the questions. Those you miss are the ones you need to study more. J. Recite and teach material to others 1. Many experts swear by the effectiveness of reciting important parts of the reading orallymdnot reading aloud, but reciting section summaries youve composed yourself or questions and answers youve posed about the reading. Since you might find it awkward to recite aloud with people around, you may expect to find a private place.In the same vein, teaching the material to others can dramatically boost your memory of it. Study groups are an excellent setting for doing so. If all else fails, consider teaching concepts to your dog or one of your stuffed animals. K. Keep reading 1. Try to read as much as you can on your free tim e. Reading will help you in lots of ways your vocabulary will become elephantiner and 14 more sophisticated and you will notice your grades dislodge for the better in school. Have fun reading. II. FACTORS AFFECTING STUDENT READING i.The students nowadays are just refusing to read, Psychological studies haveshown that children who become adults who do not read very well are less successful in life than their peers. Of course we can break the reasons why students hate to read down to both medical and psychological factors 15 A. Medical 1. They may have difficulty seeing the text and need glasses. Or they may have an radical brain disorder B. Psychological 1. They may be a developmental or knowledge disability such being mentally handicapped or they may have a learning disability such as dyslexia making it extremely difficult to read.a. Dyslexia is a very broad term delimit a learning disabilitythat impairs a persons fluency or comprehension accuracy in being able to read, 1 and w hich can limpid itself as a difficulty with phonological awareness, phonological decoding, processing speed, orthographic coding, auditory short-term memory, language skills/verbal comprehension, and/or rapid naming. C. Other psychological factors 1. They are simply distracted. In the past thither were fewer distractions. Today there is TV, video pluckys, and so on, which can take them away from reading. a. Nowadays there are internets that they can read far quicker, you do not have to read books. D. Lack of dominance 16 1.They may feel embarrassed to read out loud which is also related to self-esteem. Some kids will say they dont like the sound of their voices. They may compare themselves to better readers and feel they are not as good. This may not even be the case. They may be just as good as the other readers. Only, they just fail to see it. E. Boredom 1. They get bored with reading and once the students lose interest in reading it is hard to get them back on board. Some of t his boredom can be attributed to the dullness of the classroom reading assignments which have very little to do with the lives of the students who are reading them.F. Lack of practice 1. If the students are not trigger offd to read they will not practice. Motivation decreases with age. Even high school students who are good readers can feel like they are climbing a mountain when they have to read a chapter from a book. Without practice students will not develop the required skills and ease of reading. They will not read fast and later on in life this will also affect their university studies when enormous amount reading is requires in many disciplines.17 a. The ability to read well and comprehend what is read is also crucial for adults in the work, environment, socialenvironment, and at home. III. TIPS ENCOURAGE THEM TO READ A. The first whole tone to read to your child at an early age. 1. Many people have fond memories of their parents reading them bedtime stories, and reading to your child will help foster a love of words and reading. B. Fill your room with books 1. Kids who grow up with books all around them learn to think of books as friends, and allies in their pursuit of risky venture and learning. a. The books like encyclopedias, dictionary, atlas, newspapers, magazines, almanac and etc.C. Be a good reading role model. 1. Let them see you reading, and how much you enjoy reading booksand magazines. a. get along joining you as you read it can be your bonding time with them. D. Introduce them to books that match their interests and hobbies. 18 1. Show them how a good book can expand their knowledge in a particular area, and expand their horizons as well. E. Encourage them to find new books on their own to read. 1. While showing your books is a good way to build their interest level, a child who finds new books on their own can benefit from an increased sense of independence. 2. Let them to choose their own interest book. F. Get your child a library car d. 1.Show them how a library can be a place of winder and excitement, and can open up whole new worlds of learning to last a lifetime. And then put the library in your schedule, so you will be surely to visit frequently together. G. Setting limitations 1. Set limits on the amount of time your child spends in front of a television or video game console. a. Theres nothing wrong with watching television or playing video games, if you want to child to develop good language and learning skills, make sure they spend just as much time reading a good book. b. They might not like it now, but chances are theyll thank youfor it later in life. H. Leaving books 1. Leave books in the bathroom within easy reach of the toilet. You are quite likely to pick one up and read it. 19 2. Put books on the breakfast table. You are reading the backs of cereal boxes already. If you have a few books right in the kitchen, these will probably end up on the morning reading menu. a. If you dont read, its unlikel y your children will, either. Set a good example. I. Be well-fixed 1. Therefore it is wise when you are agreeable reading general material to increase your reading speed as soon as possible. 2. Use a spreadsheet creatively.Try to read 15 to 20 minutes a day. Also, dont judge a book by its cover. a. Spreadsheet is a grid that organizes selective information into columns and rows. Spreadsheets make it easy to display information, and people can insert formulas to work with the data. 3. To get the most comprehension, avoid lying down while reading. While reading in bed can help you relax and fall asleep, you can retain more information by having a good posture while reading. a. For example, sitting straight up and keeping your feet flat on the floor can increase your alertness.b. Make sure to choose a place that is comfortable for you forthe length of time you are going to read your book. This can be a couch, a chair or a bed. 20 Temperature is the most important factor to get comfor table reading. You can adjust the temperature the way you like it to be. If its too cold or too hot, then it will make getting comfortable to read a lot harder. The temperature is on you to decide. 4. Clothing. This is also another important factor to getting comfortable to read. You dont want very tight or too lose clothes that make it not comfortable to read. a. Try wearing pajamas or just sweat shorts and a t-shirt. Anything you are comfortable with. 5.A nice refreshing drink. This step is optional to you. It can depend on where and what time of day or stratum it is. Hot and warm drinks are great for those cold or cool nights or days. Cold drinks are perfect for those warm hot days and nights. 6. Book. The main thing you are getting ready to read. It can be a book you wanted to read for a long time or just to read for fun. Make sure its the book you really want to read. a. Bookmark. This is also optional but highly recommended to have with you when you need to get up and take a break or use the restroom and you dont want to lose the page you are on. 21 7.Glasses and contacts. This step is for people with glasses and contacts. Make sure your glasses and contacts are clean enough for you to be able to read the words on the pages of the book. You dont want dirt to make it hard for you to read. 8. Position is a key to get comfortable to read. You can adjust your position when you are reading to make it comfortable. It can be reading on your back while leaning back on something comfortable, sitting, standing, lying on your stomach, or lying on your side. Its your choice of position you are comfortable with. a. save as much as possible do not lying on the bed because youwill quickly fall asleep. b. Take a place that have more lights, IV. STUDY WELL BY READING 22 i. By reading you can gather information not even as faster as on the internets but you can learn more from reading. It can improve your vocabulary, grammar and enhancing your self-confidence especiall y when you speak. ii. In doing any works it is advisable to read, by this you can get the exactly meanings or knowledge you want and you will be having an go up thought from it. A. Get all materials. 1. If you want to study properly, dont just bring your book. You will need a notebook and pencils, pens and highlighters.a. Highlights will help you pay more attention when reading rather than reading passively. B. Read it once. 1. During this, read for content. Try to understand the overall message or story. Put a * with a pencil when you read something that you think are important, rare, or stand out. If you want, just read a page at a time. C. Read it again. 1. Read over, and see if the points with the * are still that important. If they are, highlight them. There should be no more than 10 lines on a page that is highlighted.The highlighted points would help 23 you find important quotes or sentences when you need them lateron, or to study for exams. a. You can skip reading it again, and only have to read the highlighted important points. D. Take notes. 1. wedge out your notebook and summarize what you read.Try to make it as short and precise as possible. a. You can make jot notes or a paragraph, whichever is easier for you to read later on. E. Study. 1. You already read through the passage twice and used your own mind to rewrite and make notes, so it should be stuck in your head. But remember to review every 2-3 days to make sure you dont forget. a. You can recite it with anyone as much as possible. b. Avoid any distractions.Dont read for 2 minutes and text for 2 minutes. Your mind must be 100% on what you are reading. V. ADVANTAGES HAVING LIBRARY AT HOME i. The environment within the library itself highly motivates as there will be alot of focused people who will be down to spartan business and thus you will feel motivated to do likewise. 24 ii. A proper library should have all the books you require thus you wont have to spend much time looking for the book s you require. A. You more likely to pick up other books. 1.If you have a reasonably large collection of books at home, you and other members of your family will be exposed to newerauthors, genres and styles of writing. And if there is a reading culture at home it will help people pick up books belonging to diverse settings, eras and techniques. a. They are more likely to choose books addressing different issues. For instance, a young adult who only devours say a college romance can be exposed to comic fantasy and steam punk or even poetry.B. More chances of rereading a book 1. Chances of rereading or in other words revisiting what you just read are higher if you own the book and if the book is well within reach. So chances of pulling out a motivational book from yourpersonal library when you are feeling low are higher when the books are just stacked and kept away in your cupboard.a. Some people are in the habit of marking important lines, writing foot notes especially beside their reads so that they can glance at what they picked up from the book. This is a great practice and truly ensures that you make the most of 25 what you have read and pick up books from your personal collection. C. Discussing with friends 1. Once you to get into the incise you could have a monthly book reading and eventually kids will follow suit.If you have goodbooks at home they will be exposed to newer names, authors, genres, lessons all encouraging. D. Treasuring books 1. If you keep your library well, kids too will learn to treasure books and keep them well organized. They will eventually learn valuable lessons from the books they read and will learn to love their books too.26 CONCLUSION Reading can be a tool, to achieve success. it gives us a lot of information and ideas that we can use to our everyday life. By reading we can increase our self-confidence with this we can competitively speaking in any people. It can be improved or vocabularies, grammars, and know more languages.T here lots of more if we read we can bring out the best on us, but the problem nowadays of the students they evil of attention in there reading habits, instead of reading to get the information they need they prefer to use the internet, we all know that all of our need ideas cant be get in them. Are can be solve by using the techniques that are written ahead. Your friends and family can motivate you. As Ive said it can be your bonding time. Reading is much fun as you think, if you just explore your imagination while you read. If you will be reading my work Im sure you will learn more from it. ACKNOWLEDGEMENTS27 A special thank you goes to those who contributed to this paper My sister Roby Jane Gayas valuable comments and sharing her knowledge. To my friends who directly contribute to the development of my research and a special thanks to my family supported on me all through the way. REFERENCES Cornelissen PL, Kringelbach ML, Ellis AW, Whitney C, vacation IE, Hansen PC (2009). Alem an, Andre. ed. Activation of the left inferior frontal gyrus in the first 200 ms of reading evidence from magnetoencephalography (MEG). PLoS ONE 4 (4) e5359. NINDS Dyslexia tuition Page. National Institute for Neurological.Disorders and Stroke. Retrieved November 12, 2011. Sanabria Diaz G, Torres Mdel R, Iglesias J et al. (November 2009). Changes in reading strategies in school-age children. Span J Psychol 12 (2) 441 53. PMID 19899646. Carver, Ronald P. (1990). Reading rate a review of research and theory. Boston Academic Press. ISBN 0-12-162420-X. Legge GE, Mansfield JS, Chung ST (March 2001). Psychophysics of reading. XX. Linking letter recognition to reading speed in central and peripheral vision. Vision Research 41 (6) 72543. doi10. 1016/S0042-6989(00)00295-9. PMID 11248262. http//www. wikihow. com/Improve-Your-Reading-Skills.http//esl. about. com/od/englishreadingskills/a/readingskills. htm 28 http//www2. le. ac. uk/offices/ld/resources/study/reading http//www. pickthebrain. c om/blog/improve-reading-comprehension/ http//www. wikihow. com/CategoryImproving-Reading-Skills http//braindance. com/bdiread3. htm http//www. bookchums. com/blog-detail/about-books/advantages-of-a-wellstocked-home- library/Mjgx. html Mind Maps as Classroom Exercises John W. Budd The Journal of Economic bringing up , Vol. 35, No. 1 (Winter, 2004), pp. 35-46 Published by Taylor & Francis, Ltd. Article Stable URL http//www. jstor. org/stable/30042572.