Whatapos;s Normal, Anyway Example

Whatapos;s Normal, Anyway Example Whats Normal, Anyway – Article Example What’s Normal, Anyway? The of the What’s Normal, Anyway? Mental health is extremely important for every human in the world. In this respect, there is an obvious question, namely: what is mental health? Our strong belief is that psychological health of any person is defined by his or her normal psychic reactions to different life conditions and situations, which may be even of harmful nature. In other words, mentally healthy people are constituted by psychical equilibrium that leads to the state of well-being with its capabilities of self-manifestation, self-realization and self-development. So, among the basis attributes of a mentally healthy person are a sound response, healthy behavior and desire of personal improvement, both physical and mental one. To our mind, there is the only one weak point of such a viewpoint, that is, the notion of norm as well as the concept of sound behavior is somewhat abstract or subjective, since they are determined by social norms, which can vary not only in different cases but also in minds of numerous people. Consequently, abnormality can be determined in a subjective way as well. In fact, ones there has happened a casus perceived by everybody around as odd or abnormal behavior in public. The thing is that a guy had hit a Coca-Cola dispenser with such strength that it has rocked forward and backward and has almost fallen down. Obviously, such a conduct has been seen as a manifestation of groundless aggression with further making a diagnosis of a mood disorder with its peaks and valleys. Anyway, that action has been a display of social nonconformity, for it doesn’t fit or meet social expectations of people. Only situational context gives the answer for such an act: that very Coca-Cola dispenser has taken money and hasn’t given the drink the fifth time in a week. So, there has been a particular reason, at least in the mind of that young man. Taking into consideration all the types of therapies, there i s a cognitive therapy, which most appeal to our perception, as it addresses psychological issues in a positive key of thinking, while a medical therapy is seen as least appealing, for it uses medical methods of treatment instead of putting emphasis on psychotherapy (Wadsworth, 2013). Â   To sum it up, mental health is an essential part of human wellness. It is determined by social standards and norms, so its concept can be seen in a somewhat subjective way. Anyway, analysis of behavior and appropriate treatment add to understanding of an issue and its improvement, whether it is needed. ReferencesWadsworth.(2013). Psychological Disorders. Therapies. Text modules 60 – 69.

Understanging the Parallel Structure of English

Understanging the Parallel Structure of English One of the most common writing mistakes in more advanced English learners writing is parallel structure. Parallel structure refers to structures which are repeated because they are connected by words such as: and, but, and or. These connecting words are referred to as coordinating conjunctions. Here are a few examples of correct parallel structure. Tom enjoys taking hikes, riding his bicycle and paragliding in his free time.I went home, took a shower, changed my clothes and ate some lunch. Here are the same two sentences using incorrect parallel structure: Tom enjoys taking hikes, to ride his bicycle and paraglide in his free time.I went home, take a shower, change my clothes and eat some lunch. In both cases, there is a mistake in parallel structure. Notice how the verb forms in the correct version of the two sentences use the same verb form. In the incorrect version of the sentences, the verb forms are varied. Parallel structure refers to the same structure repeating throughout a sentence. In other words, if the gerund form (ing form) of a verb is used after one verb, all the listed verbs also take the gerund form. Remember:  If you are listing verbs after the main verb, keep the verbs in the same form. (verb infinitive, verb gerund) He hopes to play, eat and get some rest.She enjoys listening to music, reading novels and playing tennis.He would like to have some lunch, study and then play the piano. If you are conjugating a number of verbs to relate a story for the same subject, use the same tense. We went to church, bought some lunch, came home, ate and took a nap. There are also other types of parallel structure mistakes. Which two types of mistakes in the parallel structure do you think are made in these sentences? Bob drove carelessly, quickly and in a reckless manner.Peter mentioned that he wanted to go home, that he needed a shower, and go to sleep. ... and the correct versions of the sentences: Bob drove carelessly, quickly and recklessly.Peter mentioned that he wanted to  go home, that he needed a shower, and wanted to go to sleep. In the first sentence, adverbs are being used in a list and should continue, rather than injecting an adjective. carelessly, quickly, recklessly, ruthlessly, etc. RATHER THAN carelessly, quickly, and in a reckless (adjective) manner. In the second sentence, the dependent clauses are used that he wanted to go home... that he needed a shower, etc. and should continue in the same manner. Notice also that the verb used in the third clause of this string of clauses is in the present tense, rather than the past as the other clauses. Here is another example of a similar adjective mistake in parallel structure. Which adjective is incorrect? Why? Jennifer appears to be tired, distracted and upsetting. If you answered upsetting, you are correct. The first two adjectives tired and distracted refer to the state that affects Jennifer. In other words, she feels tired and distracted. Upsetting refers to the effect that she has on someone else. Jennifer is upsetting to Jim. In this case, the intent is that Jennifer appears tired, distracted AND upset. All three adjectives refer to how she feels, rather than the effect she has on someone else. Double-Check for Mistakes in Parallel Structure A good way to check for mistakes in the parallel structure is to look for anything you list using commas  and make sure the list of equal elements are all in the same form. Parallel Structure Exercise Identify and correct the mistakes in a parallel structure in the following sentences.   Alex decided to get up early, go jogging, eat a healthy breakfast and got ready for school.I wish he would listen to his father, take his advice, and applied for a job.James stopped smoking, drinking and to eat too much.Jason invited Tim, her, they and Peter to the wedding.He is an articulate, thoughtful, and meaningfully speaker.Alexander did her homework, cleaned her room, but doesnt play the piano.The politicians hope to clean up, and modernizing this city.Eating healthy food, drinking lots of water and get exercise improves your quality of life.The teachers had graded the tests, completed the reports and meeting with parents before they went on summer vacation.Sheila misses seeing Tom, going on long walks with her friends, and played football. Answers: Alex decided to get up early, go jogging, eat a healthy breakfast and  get  ready for school.I wish he would listen to his father, take his advice, and  apply  for a job.James stopped smoking, drinking and to  eating  too much.Jason invited Tim, her,  them  and Peter to the wedding.He is an articulate, thoughtful, and  meaningful  speaker.Alexander did her homework, cleaned her room, but  didnt  play the piano.The politicians hope to clean  up and  modernize  this city.Eating healthy food, drinking lots of water and  getting  exercise improves your quality of life.The teachers had graded the tests, completed the reports and  met  with parents before they went on summer vacation.Sheila misses seeing Tom, going on long walks with her friends, and  playing  football.

Globalization Is Merely a Platform for the Multinationals to Expand Essay

Globalization Is Merely a Platform for the Multinationals to Expand Their Global Reach - Essay Example This paper stresses that free competition in developing countries is restricted, in the context of the multinationals. This is because there will be no legislation to prevent the practice of monopoly and oligopoly that are consequent to the trade agreements between the host nation and the multinational firms. Such monopolistic practices hinder the prosperity and growth of the third world countries. Small scale industries in the host countries are forced into liquidation, because they will find it difficult to compete with multinationals, which offer similar products at lower prices and of a better quality. This report makes a conclusion that Some people view globalization as economic terrorism, due to the fact that the socio economic and political avenues of the poor countries suffer further deterioration and subordination. Such adverse effects are due to globalization, which exists in order to promote the economic interests of the wealthy countries. The inequality in political, military and economic coordination between third world countries and the dominant superstructure economy compel the dependent third world countries to modify their economic interests in order to comply with the requirements of the dominant economy. Domestic requirements of third world countries are compromised in this fashion. The IMF and the World Bank require the countries seeking loans to fulfil certain conditions, which compromise the fundamental rights of citizens of those countries.

Structure of central banks and the federal reserve system Essay

Structure of central banks and the federal reserve system - Essay Example e American public to the existence of central bank resulted in the failure of two banks in 1811 (First Bank of United States) and 1836 (Second Bank of United States) (Mishkin & Eakins). Since the aim of establishing these two banks was to police the banking function, therefore, their failure caused problems for American financial markets because of the unavailability of lender of last resort. As a result bank panics were seen frequently during the nineteenth and early twentieth centuries. Finally, the panic of 1907 and the loss to depositors convinced the public regarding the importance of central bank system in an economy. Even after being convinced, the fear of the American public opposed the establishment of a centralized authority or central bank (Bank of England). Moreover, the fears were also seen about the interference of government in the affairs of private banks. The major disagreement was that whether central bank should be a private bank or a government body. Finally the disagreement ended with the Federal Reserve Act of 1913 with its 12 regional Federal Reserve banks. Congress wrote the detailed system of checks and balances into this Act. To diffuse power along the regional lines, between government and private sector, business community and public, the formal structure of Federal Reserve System was defined. Following are the four entities of Federal Reserve System. In addition, more than 3000 commercial banks are the members of Federal Reserve System. Mishkin and Eakins (2007) systematically highlight the relationship between these entities and three policy tools of Fed. The current European Central Bank was founded as a result of a treaty between European Central Bank and European System of Central Banks in 1999. Based in Frankfurt, Germany, European Central Bank consists of Executive board including president, vice president and four members and Policy group including executive group and governors of central banks from 11 member countries. The

The poem ‘But These Things Also’ Essay Example for Free

The poem ‘But These Things Also’ Essay Thomas has a very distinctive eye for the miniature of nature, often overlooked by others. Explore his appreciation of the natural world in the poem ‘But These Things Also.’ Thomas throughout his collection of works has a very clear and distinct appreciation for nature which he wishes to explore it in all its glory and becomes a recurring theme. He consistently urges ‘man’ to look at the beauty of nature and the effect it has on the natural world. He expresses his application through the words of a poet and tries to do the endless wonder that is nature justice. In ‘but these things also’ he especially highlights the impact nature has on the audiences’ life and gives his personal account of the relationship he has with nature and in particular spring. Written in 1915, Thomas has not yet enlisted this is important as although not directly about war, the comparison of winter and spring could be his suggestion that the seasons are more than just seasons but a symbolic representation of life and death, not just in the natural world but also within human life. This could be taken as Thomas commenting on how life and in a sense goes so quickly by like the seasons themselves, therefore liking it to the war and his confusion of whether to enlist. The tone of the poem on a whole is relatively pessimistic to mains appreciation of nature. He begins the opening line almost defining the characteristics of Spring, that he and spring are almost linked with the use of the world ‘also’, an attempted to glorify spring itself. It then moves onto something slightly more sinister in the grass is ‘long dead’ – something which is not normally attributed to spring itself which is seen as the coming of new life and rejuvenation. This is Thomas saying to the audience that is we do not see the beauty of nature then it may as well be dead to us like in ‘winter is was’ as it would have no purpose if the aesthetic is not glorified. The use of enjambment helps the poem to build in crescendo effect. For example ‘and starling flocks by chattering on and on keep their spirits up in the mist,’ this is done for two purposes. Firstly to expresses Thomas’ exasperation at humans for not noticing nature; he continues on his train of thought without taking a moment to breathe. Moreover he uses it to enable to the beauty of the ‘starling flocks’ to have an impact on the audience. He doesn’t just want the audience to notice nature he wants them to bask in it, and by using enjambment he is able to have the continuous train of thought so people can experience its beauty without interruption. It is also important to look at the reason for Thomas describing the birds as ‘chattering on and on’. This can be seen as a representation of the rest of the world’s complete disregard for its beauty. They do not take the time to just stop and look but continue on with their daily lives missing the important things i.e. nature. Furthermore birds are a reoccurring theme which Thomas uses throughout his body of works as a symbolism of the soldiers and of mankind as a whole. In words, a poem which has a lot of similarities to this as both emphasise the beauty and complexity of a ‘thing’, Thomas refers to the words as ‘nightingales’ in order to represent their freedom. This is similar this this poem as Thomas is showing the beauty and freedom of nature on a whole through the use of a bird. He uses the power of the second stanza to try and emphasize the things that he himself notices that are beautiful in the world. ‘The chip of flint and mite of chalk’ very menial things in the sense of the entire world but for Thomas they are the ones which matter the most, the minute detail as it is. He even shows his appreciation for ‘the small birds’ dung’ something which would never in a normal context be seen as something to look highly upon. However for Thomas it makes up the natural world. ‘a man mistakes’ shows Thomas imploring the audience to not always see these sorts of things as bad but look at them in the sense of art which is adding to beauty. This could also be seen as a representation of the blots on the world as a whole, a critic of them almost. The ‘splashes of white’ can be taken as the impurities that man himself carelessly inflicts on nature. The ‘ruins’ that the violets seek through are these impurities, and only that nature of beauty itself can purify them totally. Given the context this could be the blot of war but also symbolism for the blood shed from war and how it is dampening nature and losing it altruistic qualities. The symbolism of the violets is key in this poem. It links into to Thomas direct use of flowers/herbs and is used an imagery device. He does this similarly in the poem ‘March’ where he references the primroses, and in ‘Old Man’ were the initial is an herb in itself. Violets are the first flowers to bloom in spring time and are therefore the first hope of life. This is something which is a parallel with hat of March. It contrasts the darkness of winter with the light and hope of spring. ‘To pay winters debts’ is the flowers and therefore nature in spring time making up for the darkness and the gloom of winter. It almost a like a reference to pathetic fallacy, for spring has to bring him joy in comparison to the dark gloomy days that winter brings. The final line of ‘but these things also’ highlights the emphasis that Thomas wishes to place on the beauty of nature and how so many of us miss it in the everyday world. He is not just glorifying spring he is also glorying winter. ‘Springs here, winter not gone’ he is stating that the beauty of nature is regardless of the seasons and each one holds a new treasure which man must appreciate. This is similar to the poem ‘glory’ where he is trying to find the words to express his feelings towards nature but here he is saying that words nor seasons do not matter, nature in its full force is omnipresent. However this could also be read as the impacts of winters destruction and gloom are ever overshadowing the goodness of spring and the beauty of it. This can be translated into Tomas saying that man is missing out on the beauties of life; even when in full bloom spring cannot detract from the unhappiness in life, and especially war. It is his job therefore throughout this poem to try and make the audience see that there is so much goodness in the world and especially nature. In conclusion Thomas’ use of the theme of nature and his appreciation of it is one which is diverse. His main aim it to try and have an impact on the audiences view of nature and let them see that this is not always destruction in the world even if it may appear that way on the surface. He attempts to show them his view of nature and how it personal makes him feel, whilst also showing them some of the beauties of the world which they may miss in everyday life due to the all-consuming war. He effectively uses pieces of imagery to enable the audience to picture nature and have it at the fore front of their minds. He explores the themes of nature, war and destruction, which is in keeping with his other body of works.

The Biggest Influence on The Lion King - Hamlet or the Epic of Son-Jara

The Lion King is Disney's most successful movie to date. Many believe that the Lion King is Disney's only original movie; the only movie not previously a fairy tale from one country or another. In fact, The Lion King is in on based on Shakespeare’s Hamlet. Disney writers conceal the basic character archetypes and simplified storyline in a children's tale of cute lions in Africa. On the other hand William Shakespeare’s Hamlet was based on the Epic of Son-Jara or Sundiata. This lead to the debate is the Lion King based on Shakespeare’s Hamlet or the West African story, the Epic of Son Jara. Simba, Hamlet, and Son-Jara are all heroes in their own story. All of them must take on a villain that knew very well, but who does Simba’s journey resemble the most Does Simba represent Hamlet, the prince of Denmark, or Son-Jara, the lion king. The characters in The Lion King closely resemble the characters in Hamlet. Simba, the main character in The Lion King, embodies Hamlet. Simba and Hamlet are the son of kings and both are the rightful heirs to the throne. â€Å"By pairing the play Hamlet with the Disney movie, The Lion King, students discover that both Hamlet and Simba represent the mythical archetype of exiled child whose role is to restore world order and who has an heroic task. Students also realize that they too are unique individuals on heroic journeys.†(Gavin 55) Hamlet and Simba, when he was a lion cub, were banished from their homes. Simba exiled himself because he believed that he killed his own father but, it was in fact his uncle scar that killed him. Hamlet, on the under hand, was sent off to college by his uncle Claudius. Claudius became the king of Denmark after death of Hamlet’s father. Claudius believed that Hamlet played a h... ...ng. Dir. Roger Allers. Walt Disney Pictures, 1994. Flim. Simon, Peter Ed. The Norton Anthology of World Literature. Shorter second edition, Vol.I. New York: W.W. Norton + Company, 2009 Nobumitsu .The Epic of Son-Jara. Simon 1552-1587 William Shakespeare. Hamlet. Simon 1782-1872 Gavin, Rosemarie. The Lion King" and "Hamlet": A Homecoming for the Exiled Child. The English Journal 3rd ser. 85 (1996): 55-57. Print. Paterno, Domenica R. "The True Lion King of Africa: The Epic History of Sundiata, King of Old Mali." Annual Meeting of the National Council of Teachers of English. Orlando. 16-21 Nov. 1994. Speech. "Q&A WITH THE DIRECTORS OF DISNEY'S THE LION KING!" Interview by Victor Medina. Q&A WITH THE DIRECTORS OF DISNEY'S THE LION KING! Web. 3 Apr. 2012.

Writing Sentences and Paragraphs

The Journey to Medicine I want to be a Medical Administrative Assistant at Vanderbilt hospital to honor my late sister and my parents. When I was 18 years old my sister Debbie died from cancer. The majority of my childhood and teenage years were spent in hospitals and the majority of my parent's money went to paying the doctors. During this period of my life I thought medicine was doing more harm than good. Because I was older at the time of Debbie's death my perception about medicine changed and I became motivated to find out why medicine costs so much and why some procedures cost more than others?So I studied hard, became Valedictorian of my class, earning a full scholarship to Vanderbilt University and now I'm ready to become a member of the Vanderbilt hospital community. It would be a great honor to secure one of the three Medical Administrative Assistants positions. The Perfect Fit. Megan you are an excellent organizer, you can flexible in your assignments, you work well with ot her people and you always find creative ways to get the work done. Mr. Braxton, the boss of PhreeRide, is looking for an assistant and you would be perfect.The company employees several hundred writers of all types and it also distributes magazines like Kaptur, the one you like so much. The boss is a work oriented gentleman but he will allow for creative solutions as long as the projects are completed on time. He would love to know about your multitasking abilities with Late Eats and how you always treated customers with respect when you worked at Diamonds. Megan, I will mention you to my boss and when you apply for the position don't be afraid to tell the interviewer that I recommended you.

Child Prodigy Essay

| Child Prodigies: A Blessing or a Curse? | Term Essay| | | Mona S. November/28/2012 | Child Prodigy: A Blessing or a Curse? A child prodigy is an individual, who at a very early age (mostly under the age of 10) is a master of one or a couple of skills or arts. These individuals or children display expert ability or a deep grasp of the fundamentals in a field usually only undertaken by adults. Using a specific term which expresses or defines a child prodigy can change attitudes portrayed towards such individuals such as gifted, talented, superior, rapid learner, able student, bright, exceptional, and even genius.Although there are many terms used to define a child prodigy, the most accepted and preferred terms used are gifted or exceptional (Laycock, 1957). Barbara Clark (1997) identifies a child prodigy as an exceptionally gifted individual who seems to have different value structures, which usually allow them to cope with the conflict or difference they find between their perceptio n of life and that of the average person. According to D. Feldman (1993), a child prodigy may have a reasonably high, but not necessarily exceptionally high, IQ.Prodigies tend to be unusually focused, determined, and highly motivated to reach the highest levels of their fields. They are often marked by great confidence in their abilities, along with a naive sense of these abilities. Thomas & Crescimbeni (1966) refer to the gifted or child prodigies as individuals that have an IQ of 115 and higher. However, that could only be implied to highly intellectual individuals as there are many different forms of child prodigies.I am interested in child prodigies for many reasons as it plays a huge role on how they are raised and how they socialize with others. To others a child prodigy might be a blessing but to child prodigies it is a curse depending on how they are treated. Here are some reasons as to why it is perceived that way: Most child prodigies are denied from having a normal and he althy childhood especially by their parents as they want them to focus on improving their â€Å"gift† and sometimes it happens for the child’s own benefit or in other cases to be used to obtain fame and fortune.It might be a good thing, especially for child prodigies that are â€Å"gifted† in the arts field, to improve and practice on it for future use but it must be done in a healthy and proper way so that children can have a childhood which would help them interact and engage within a society in a normal and functional way, however, denying child prodigies from having a normal, play balanced childhood might eventually turn out disastrous as they will not know how to engage or behave in an acceptable behaviour within their society and it would probably cause them to develop a non-friendly, egoistic, and obnoxious attitude towards others as they believe they are better than the rest. This might cause their lives to brake or be unfulfilled for many reasons that I will expand on throughout this essay. And there is also the widespread belief that young geniuses are pushed and nudged to extremes by one or both parents. Von Karolyi and Winner (2005) believe that the ‘talented’ train and practice extensively, and this practice is necessary for the development of performance. However, thoughtful practice is a very special form of activity that differs from mere experience and mindless drill. Unlike playful engagement with peers deliberate practice is not inherently enjoyable.It also differs from successful performance in front of an audience, which is rewarded with applause, praise and receiving prizes. According to Yoga (2008), parents who wish or hope that their child is a prodigy need to rethink that whole notion especially due to the recent reports that have been portrayed within the media about child prodigies. When a child receives a reputation for excellence, originality, and brilliance for their gift, parents become so please d with the child’s performance and deny any involvement and although this might cause the child to feel delighted with their successful outcome, they face the difficulty of defining their own contributions and would eventually acquire feelings of doubt and ambiguity about their own abilities.What makes things worse is that parents’ standards keep increasing after each accomplishment which causes new projects difficult to start and this would only make the child feel that their finishing product will never be good enough therefore causing them to pick simple tasks where they will not worry about failing in. Goal setting may become defensive, aimed at protecting against feelings of failure or low ability (Covington and Beery, 1976). Competition encourages and motivates gifted children to perform to the best of their high ability, and the recognition they receive for their successes provides the motivation for continued competition. However, there are some negative side e ffects of extreme competitiveness.Child prodigies have to deal with a lot of stress and pressure on their performance because of the expectations that the people around them have of them and from the repeated adult praise such as being perfect, best, or the smartest. The world imposes adult expectations on them, and they are really only children. The challenge of allowing and encouraging gifted children a childhood remains the challenge to the parents and teachers of such children. In my opinion, too many children are pushed too soon into a world that they shouldn’t really be expected to live in. It’s up to the parents to shelter them from harm, and gently show them or introduce them to the real world and its negative side with clear and loving understanding.I don’t know any child prodigies personally, but I am guessing that for a long time they live in a protected bubble where everyone thinks they are special for their talent and not for being a person, when th ey grow up there talent is not as noticeable anymore and therefore their novelty appeal has worn off, they are then expected to live in the â€Å"real world† with no understanding of what it entails and how to interact on a social level. Parents would unintentionally be treating their â€Å"gifted children† differently from their â€Å"normal† children which would only cause sibling rivalry which can be minimized and adjusted but will not disappear. Usually sibling rivalry occurs due to the competition for parent’s attention and sometimes their resources.Cornell (1986) found that â€Å"non-gifted† siblings of gifted children were less well-adjusted than a control group of other non-gifted children. Some child prodigies feel entitled to special treatment yet rarely get it. This could include being excused from certain activities or classes to be given the opportunity to work on their â€Å"gift†. By receiving such special treatments child pro digies could fall in two paths, one of which they are being bullied by others due to their special treatment. Gifted children today experience many disruptions in their lives. Some of these disruptions are relatively unique to them, such as needing to hide how well they do at school as a means to fitting into an anti-intellectual school environment (Coleman & Cross, 2001).All children are affected adversely by bullying, but gifted children differ from other children in significant ways, and what they experience may be qualitatively different. The personality traits and interests of many gifted children may make them targets of bullying by their classmates. At the same time gifted children may be more susceptible to the emotional damage that bullying can inflict. Usually the bullying will occur verbally in order to avoid a lot of trouble from physically abusing their targets and would include segregating the gifted child from peers and other activities, whether it is within class or outside. The gifted children would be called names such as â€Å"teacher’s pet† or â€Å"smarty-pants†. These days bullying can be done very easily that it would spread virally, i. e. cyber bullying.Some gifted children tend to be more timid than other gifted or non-gifted children due to lack of socialization if parents insist on them practicing their â€Å"gift† all the time for their future’s sake therefore they might keep it to themselves about being bullied and sooner or later without seeking help, or even though they do seek for help they are ignored by the adults within the society who believe that the bullying will eventually stop which it does not, it might cause the gifted children to commit suicide as they are tired of the endless bullying. Sometimes the bullying can also cause the gifted child to feel hatred or lose interest in their â€Å"gift† and would not want to engage in such activities again. The same thing can happen if t he child is forced to practice their â€Å"gift† all the time, such as the piano, and is denied their childhood or freedom and is treated as a tool for fame and success.Another path the child prodigy could fall under would be self-social segregation where the child prodigy would not want to spend time with the other normal children as they view themselves to be way better than others. Sometimes, when denied the access for special treatment, it might frustrate and cause them to be even more aggressive, driven, and overachieving than they are by nature. As the child is dehumanised and instrumentalized or taught to ignore reality and to occupy the parental fantastic space, such an unfortunate child feels almighty and all-knowing, perfect and brilliant, worthy of adoration and entitled to special treatment. The empathy, compassion, a ealistic assessment of one's abilities and limitations, realistic expectations of oneself and of others, personal boundaries, team work, social skil ls, perseverance and goal-orientation, not to mention the ability to postpone gratification and to work hard to achieve it are all lacking or missing altogether. Sex or gender differences do matter in accordance to being gifted. Reis and Callahan (1989) emphasize the importance of distinguishing between sex or gender differences, i. e. relating the biological and the sociocultural differences. The possibility of gender differences in interests, and perhaps even in cognitive activity, which would lead girl and boy prodigies toward different domains for study and mastery. These differences might also be biologically based to some extent; they are undoubtedly heavily patterned and reinforced by cultural values.Whatever their origins, it appears at first blush that girl prodigies are better represented in some fields than others, and further exploration of why this might be the case is in order. When we know more about such relationships, we may understand more about gender differences or at least individual differences in the development of specific talents. Why prodigies are found in some fields and not others, and whether certain fields attract more children of one gender than the other, is a matter for further attention. Being gifted or a prodigy also differs on what culture you are from, i. e. if a specific culture views you as a prodigy or not, as well as your socio-economic status because they might be rarely identified or described as gifted or talented if they are from a poor rural area.Peers of economically deprived or culturally different gifted children usually do not place a huge value on school achievement. Family, cultural, and language differences and testing circumstances must be considered as values and beliefs can affect ability testing. An understanding of different cultures is an important factor in both identifying who is gifted and how to set up a program that would help nurture their gift in a non-smothering manner. According to Bernal, 197 9; Bruch, and Curry, 1978, an interesting way to find such gifted people in these cultures would be to meet with students named by peers as out-of-school â€Å"leaders† who can explain characteristics of culturally valued giftedness within their own peer culture.Overall, I would like to state that child prodigy might be something good but only if the child was handled with care and love and given a lot of freedom of choice and opportunity to pursue their dreams otherwise they would be perceived as tools or mini adults with no mind or will of their own that are forced to do what pleases others. Brainstorm/Web Chart Here is a Brainstorm of ideas or a web chart of my term topic paper â€Å"Child prodigy: A blessing or a curse† References Bernal, E. M. (1979). The education of the culturally different gifted. In A. H. Passow (Ed. ), The gifted and the talented (pp. 395-400). Chicago: National Society for the Study of Education. Bruch, C. B. , ; Curry, J. A. (1978). Persona l Learnings: A current synthesis on the culturally different gifted. Gifted Child Quarterly, 22, 33-32 Clark, B. 1997). Growing up gifted: Developing the potential of children at home and at school. Upper Saddle River, N. J: Merrill. Cornell, D. G. , ; Grossberg, I. N. (1986). Siblings of children in gifted programs. Journal for the Education of the Gifted, 9, 253-264. Coleman, L. J. ; Cross, T. L. (2001). Being gifted in school: An introduction to development, guidance, and teaching. Waco, TX: Prufrock Press. Covington, M. V. ; Beery, R. G. (1976). Self-worth and school learning. New York: Holt. Feldman, D. H. (1993). Child Prodigies: A Distinctive Form of Giftedness. Gifted Child Quarterly, 37, 4, 188-93. Laycock, S. R. (1957). Gifted children.Toronto: The Copp Clark Teacher's Handbook Series. Reis, S. M. , & Callahan, C. M. (1989). Gifted females: They’ve come a long way—or have they? Journal for the Education of the Gifted, 12, 99-117. Thomas, G. I. , & Crescimbeni , J. (1966). Guiding the gifted child. New York: Random House. Von. Karolyi, C. and Winner, E. 2005. â€Å"Extreme giftedness†. In Conceptions of giftedness, Edited by: Sternberg, R. J and Davidson, J. E. 377–394. Cambridge: Cambridge University Press. (2nd edn) Yoga, S. S. (2008, April 14). Child prodigy: Two sides of genius. The star online. Retrieved from http://thestar. com. my/lifestyle/story. asp? file=/2008/4/14/lifefocus/20902655&sec=lifefocus

Problems in Gov essays

Problems in Gov essays Major issues state governments confront in the U.S. are basic issues that people have a lot to say about. These issues are interest group pressure, waste management, gambling, abortion, gun control, capital punishment, and emergency services. But first lets look at why people vote or do not vote. Why vote is a question that people try and figure out but just can not see reasons why they should take the time to make there way out on an election day and cast there vote. Local and state elections get about 30% of the people in there county, city, or state to come out and vote. Presidential elections always get larger amounts of people to come out and vote. Why do people stay home on Election Day? In class we rationally theorized to try and understand the nonvoting in the states. We came up with a few reasons, they are as follows: Registration requirements that are restrictive, there must be a good competition between the candidates, and peoples civic attachments and education. Hate, l ie, and vote this is the way a rational voter thinks. Rational voters are ones who seek to maximize personal benefits and minimize costs. Then you have your loyal voter. A loyal voter is someone who votes every time and is there for every election, no matter what its for. People who are loyal voters are usually old, wealthy, educated, and/or white. It takes a certain type of person to run for office or participate in the election campaign in someway. The following percentages are of the people who participate in politics: How do you get people to vote/register to vote? You could go door to door to peoples houses, usually job of a councilman. When someone applies for a license they have an opportunity to register. This is the Voter/Motor Law. When a person applies for welfare they have the opportunity to apply to vote also. This is part of the welfare reform. People will go to the polls when they feel that the election is close because t...

French Verbs of Perception Follow Their Own Drum Beat

French Verbs of Perception Follow Their Own Drum Beat French verbs of perception are verbs that, logically enough, indicate a perception or sensation. There are six common French verbs of perception:   Ã‚  Ã‚  apercevoir   to catch a glimpse of  Ã‚  Ã‚  Ãƒ ©couter  Ã‚  to listen to  Ã‚  Ã‚  entendre  Ã‚  to hear  Ã‚  Ã‚  regarder  Ã‚  to watch  Ã‚  Ã‚  sentir  Ã‚  to feel  Ã‚  Ã‚  voir  Ã‚  to see Verbs of perception and sensation may be followed by a noun or an infinitive. Note that in this construction, the French infinitive following the verb of perception is often translated into English as a present participle.For example:   Ã‚  Japerà §ois un arbre.I see (a glimpse of) a tree.   Ã‚  Ã‚  Japerà §ois tomber un arbre.I see (a glimpse of) a tree falling.   Ã‚  Jà ©coute les enfants.Im listening to the children.   Ã‚  Ã‚  Jà ©coute parler les enfants.Im listening to the children talking.   Ã‚  Ã‚  Jentends les à ©tudiants.I hear the students.Jentends arriver les à ©tudiants.I hear the students arriving.   Ã‚  Ã‚  Je regarde là ©quipe.Im watching the team.   Ã‚  Ã‚  Je regarde jouer là ©quipe.Im watching the team play.   Ã‚  Ã‚  Je sens le vent.I feel the wind.Je sens souffler le vent.I feel the wind blowing.   Ã‚  Ã‚  Je vois le chien.I see the dog.Je vois courir le chien.I see the dog running.   Word Order With Verbs of Perception Word order with French verbs of perception depends on whether the infinitive has a subject and/or object and whether these are nouns or pronouns.  How do you know whether the noun or pronoun that precedes the verb is the subject or the direct object? If the noun or pronoun is the person or thing performing the action of the infinitive, it  is the subject of the infinitive. If the person or pronoun is not performing the action but rather is being performed by the infinitive, it is the direct object. When the infinitive has either a subject pronoun or object pronoun, it must be placed in front of the main verb. Subject   Ã‚  Ã‚  Jentends les enfants arriver.(I hear the children arriving.)Je les entends arriver.Je regarde la fille à ©crire.(I see the girl writing.)Je la regarde à ©crire. Object   Ã‚  Ã‚  Jentends lire  lhistoire.(I hear the story being read.)Je lentends lire.   Ã‚  Ã‚  Je  vois  coudre  une robe.(I see the dress being sewn.)Je la vois coudre. If the infinitive has a non-pronoun direct object and no subject, it must be placed after the infinitive.   Ã‚  Ã‚  Jentends lire lhistoire.(I hear the story being read.)   Ã‚  Ã‚  Je vois coudre une robe.(I see the dress being sewn.)   Ã‚  Ã‚  Je regarde nettoyer la chambre.(Im watching the room being cleaned.) If the infinitive has a non-pronoun subject and no object, the subject can be placed either before or after the infinitive.   Ã‚  Ã‚  Jentends les enfants arriver.Jentends arriver les enfants.(I hear the children arriving.)   Ã‚  Ã‚  Je regarde la fille à ©crire.Je  regarde  Ãƒ ©crire la fille.(Im watching the girl write.)   Ã‚  Ã‚  Je sens le vent souffler.Je sens  souffler  le vent.(I feel the wind blowing.) If the infinitive has a non-pronoun subject as well as an object, you must place the subject in front of the infinitive and the object after it.   Ã‚  Ã‚  Jentends les enfants casser le jouet.(I hear the children breaking the toy.)   Ã‚  Ã‚  Je regarde le monsieur à ©crire une lettre.(Im watching the man write a letter.)   Ã‚  Ã‚  Je sens le vent caresser ma peau.(I feel the wind caressing my skin.) If the  subject  is a pronoun  (a.), it precedes the conjugated verb. If the  object  is a pronoun  (b.), it precedes the infinitive.   Ã‚  Ã‚  a.  Je les entends casser le jouet.(I hear them breaking the toy.)b.  Jentends les enfants le casser.(I hear the children breaking it.)   Ã‚  Ã‚  a.  Je le regarde à ©crire une lettre.(Im watching him write a letter.)b.  Je regarde un monsieur là ©crire.(Im watching a man write it.)   Ã‚  Ã‚  a.  Je le sens caresser ma peau.(I feel it caressing my skin.)  b.  Je sens le vent la caresser.(I feel the wind caressing it.) If both the subject and object are pronouns, you must place the subject in front of the main verb and the object after it.   Ã‚  Ã‚  Je les entends le casser.(I hear them breaking it.)   Ã‚  Ã‚  Je le regarde là ©crire.(Im watching him write it.)   Ã‚  Ã‚  Je le sens la caresser(I feel it caressing it.) Agreement With Verbs of Perception The rules of agreement for verbs of perception in the compound tenses are a bit different than for other verbs. Rather than agreeing with the direct object, as for most verbs conjugated with avoir in the compound tenses, verbs of perception only require agreement when the subject precedes the verb.  How do you know whether the noun or pronoun that precedes the verb is the subject or the direct object? If it is the person or thing performing the action of the infinitive, it is the subject of the infinitive and follows agreement  rule 1  below. If it is not performing the action but rather is being performed on by the infinitive, it is the direct object and follows  rule 2  below. 1.  If the  subject  of the infinitive precedes the verb of perception, there is agreement:   Ã‚  Ã‚  Jai vu  tomber  la fille.I saw the girl fall.La fille que jai  vue  tomber.Je  lai  vue  tomber.   Ã‚  Ã‚  Jai regardà ©Ã‚  les  enfants  Ãƒ ©crire.I watched the children write.Les  enfants  que jai regardà ©s à ©crire.Je  les  ai regardà ©s à ©crire.   Ã‚  Ã‚  Jai  entendu  arriver  les  Ãƒ ©tudiants.I watched the students arrive.Les à ©tudiants que jai entendus arriver.Je  les  ai  entendus  arriver. 2.  There is no agreement with the  direct object  of the infinitive.   Ã‚  Ã‚  Jai vu  les  enfants  Ãƒ ©crire  les  lettres.(Enfants  is the subject;  lettres  is the direct object. Even if we leave out  enfants,  lettres  is still the direct object, so there is no agreement.)Jai vu à ©crire  les  lettres.I saw the letters get writtenLes lettres que jai vu à ©crire.Je  les  ai vu à ©crire.   Ã‚  Ã‚  Jai entendu le monsieur lire une histoire.(Monsieur  is the subject;  histoire  is the direct object.)Jai entendu lire une histoireI heard a story get read.Lhistoire que jai entendu lire.Je lai entendu lire.   Ã‚  Ã‚  Jai à ©coutà © une fille chanter les cantiques.(Fille  is the subject;  cantiques  is the direct object.)Jai à ©coutà © chanter les cantiques.I listened to the hymns (get) sung.Les cantiques que jai à ©coutà © chanter.Je les ai à ©coutà © chanter.

Death penalty Term Paper Example | Topics and Well Written Essays - 1000 words - 2

Death penalty - Term Paper Example g at sea and crucifixion (Melusky & Pesto 8).Unlike in the present where many people do not witness such punishments, in the past death penalties were done in public. Apart from explaining on various forms of death penalties, the essay will also relay more information on its effects to the society. In the US, before the rise of legal institutions, cases of death penalties were quite rampant in all states. Since there were no modern legal institutions, many crimes ranked as capital whose punishment was death. For instance, in the US, crimes such as rape, kidnapping, arson and forgery were punishable by death (Walker 19). Most of these crimes were punishable by hanging and the process normally took place in public places where everybody would see. In the past, such events were quite common and usually attracted a large number of spectators some of whom came to do business during the occasion (Melusky & Pesto 2). Tens of thousands normally showed up in such events with the intension of viewing the hanging. This changed as from the 1960s when a modern legal institution was set up. To date, there have been numerous debates on the whether sentencing a person to death is justice as claimed. Most legal firms claim that a death penalty is justice only if one has committed a capital crime such as killing another person. Legal officers claim that one ought to receive punishment that is equal to the crime he or she has committed. According to Guernsey (9), even Biblically, an offender was to receive an eye for an eye; this implied that punishment was to fit the crime committed. Studies show that death penalties began in the US around the 1600 when the first English colonialists landed in the US (Guernsey 10). Captain George Kendall went down on record as the first person to die because of a death sentence. According to Melusky and Pesto (7), Captain Kendall was sentenced to death by the firing squad method. This was after an accusation of spying for the Spanish nation