Cell Phones: How Have They Changed Us Socially Essay

Cell phones have been called â€Å"one of the most technologically persuasive influences† over recent decades (Addo 2013). No matter where one looks, he or she can see people using their phones in one way or another. The cell phone has become an essential communication tool that is being used worldwide. According to Pew Research, â€Å"cell phones are now being used by 91% of adults in 2013† (Brenner 2013). The research also states that â€Å"56% of American adults have smartphones.† Pew Research even conducted a survey which indicates that â€Å"youth ages 12-17 put their cell phone adoption at 78% (and 37% of all teens have a smartphone)† (Brenner 2013). It is hard to imagine our lives without cell phones, but it wasn’t very long ago that they were introduced to society. The history of the cell phone goes back forty years. The first cell phone was created by Martin Cooper of Motorola. He made his first wireless phone call on April 3, 1973, to his rival Joe Engel, head of research of Bell Labs (Buck 2013). The phone Cooper used weighed 2.5 pounds; it was ten inches long; and it had a battery life of only twenty minutes. In 1983, the first cell phone (Motorola Dynatac 8000X) was sold to the public. The price tag for the phone was a staggering $3,995.00. Over the passing years, the size of cell phones have become smaller and the price tags for these devices have also decreased. Smart phones are the most popular type of cells phones in current public circulation. In 1983, cell phones were designed for one purpose only: to make phone calls. In present times, smart phones are capable of performing a number of different functions. They allow users to not only make phones calls, but also to send text messages and picture texts, send and receive emails, have face-time, play music and games, and access the internet. There are new versions of phones being released yearly and the technology is growing just as rapidly. Cell phones are having an impact on society in terms of creating an informative, connected, culturally innovative society, and are also impacting personal lives of users in many ways including time use, privacy, safety and individuality. One positive impact cell phones have on society is  the ability to keep in touch with family and friends. Another is the ability to be more aware of what is happening in the world around us (by access to the internet). One of the negative impacts are the effects of texting and driving. This is especially common among teenage drivers. Another negative affect is several people are overusing, misusing, and even abusing their use of cell phones. However, when used responsibly, cell phones are a very important and necessary factor of today’s society. Cell phones have an effect on the way that individuals function in society, and while there has not been a lot of research on the effects of cell phone use, it has both positive and negative consequences (Addo 2013). Cell phones, in their short time of existence, have changed the way in which individuals are interacting with each other. Cell phones have allowed social networks and relationships to be strengthened as well as new relationships to be formed (Addo 2013). They have provided avenues for individuals to stay connected on a new lev el that does not depend on space and time, but is readily accessible at anytime, anywhere. Works Cited Addo, Augustine. The adoption of mobile phone: How has it changes us socially? Issues in Business Management and Ecomonics, 1(3). p. 47-60. 2013. Web. Buck, Stephanie. Cell-ebration! 40 years of cellphone history.http://mashable.com/2013/04/03/anniversary-of-cellphone/. 2013. Web. Brenner, Joanna. Pew Internet: Mobile. http://pewinternet.org/commentary/2012/february/Pew-Internet-Mobile.aspx. 2013. Web.

You Suck: A Love Story Chapter 4~5

Chapter Four Red and White and Dead all Over Rapoc stuffing and chicken feathers lay in great, fluffy drifts across the room, along with the shreds of their clothing, the futon cover, pieces of a fuzzy, Muppet-skin rug, and the crushed remains of a couple of cheap-ass Pier 1 paper lanterns. Sparks crackled from the bare wires over the breakfast bar, where the pendulum light fixtures used to hang. The loft looked as if someone had thrown a hand grenade into the middle of a teddy-bear orgy and the only survivors had had their fur blown off. â€Å"Well, that was different,† Jody said, still a little breathless. She was lying across the coffee table, looking out the window at a streetlight from an upside-down angle, naked except for one sleeve of her red leather jacket. She was smeared with blood from head to toe, and even as Tommy watched, the scratches and fang marks on her skin were healing over. â€Å"If I'd known,† Tommy said, panting, â€Å"I'd have grown a foreskin a long time ago.† He lay across the room where she had thrown him, sprawled on a pile of books and kindling that had once been a bookshelf, also smeared with blood and covered in scratches – wearing only a sock. As he pulled a pencil-sized splinter of bookcase out of his thigh, Tommy thought that he might have been a little hasty about yelling at Jody for turning him into a vampire. Although he couldn't really remember much of it, he was pretty sure he'd just had the most amazing sex ever. Apparently what he had read about vampire sex being all about drinking the blood and nothing else – it was just another myth like the changing into a bat and the inability to cross running water. â€Å"Did you know that was going to happen?† Tommy asked. â€Å"I had no idea,† Jody said, still on the coffee table, and looking more to Tommy every minute like a murder victim, except that she was talking, and smiling. â€Å"I was going to make you buy me dinner and take me to a movie first.† Tommy chucked the bloody bookcase splinter at her. â€Å"I don't mean did you know we were going to do it, I mean did you know that it was going to be like that?† â€Å"How would I know that?† â€Å"I thought maybe the night you spent with the old vampire†¦Ã¢â‚¬  Jody sat up. â€Å"I didn't do him, Tommy, I just spent the night with him trying to find out about how to be a vampire. And his name is Elijah.† â€Å"Oh, so now you're on a first-name basis.† â€Å"Oh, for the love of God, Tommy, would you stop thinking? You're taking what was an amazing experience and sucking all the life out of it.† Tommy fidgeted on his pile of rubble and started to pout, but winced when he tried to push out his lower lip and it caught on his fangs. She was right. He'd always been like that, always overthinking, overanalyzing. â€Å"Sorry,† he said. â€Å"You have to just be part of the world now,† Jody said softly. â€Å"You can't put everything into categories, separate yourself from experience by putting words on it. Like the song says, let it be.† â€Å"Sorry,† Tommy said again. He tried to push the thoughts out of his head, closed his eyes, and listened to his heartbeat, and Jody's heartbeat coming from across the room. â€Å"It's okay,† Jody said. â€Å"Sex like that does sort of beg for a postmortem.† Tommy smiled, his eyes still closed. â€Å"So to speak.† Jody stood up and crossed the room to where he was sitting. She offered him her hand to help him up. â€Å"Careful, the back of your head is kind of stuck in the dry wall.† Tommy turned his head and heard plaster cracking. â€Å"I'm still starving.† She pulled him to his feet. â€Å"I'm feeling a little drained myself.† â€Å"My bad,† Tommy said. He could remember now, her blood pulsing into him, at the same time that his was pulsing into her. He rubbed a place on his shoulder where the punctures from her fangs hadn't quite healed yet. She kissed the spot he was rubbing. â€Å"You'll heal faster when you've had fresh blood.† Tommy felt an ache, like a sudden cramp in his stomach. â€Å"I really need to eat.† Jody led him into the bedroom, where Chet the huge cat was cowering in the corner, hiding unsuccessfully behind the wicker hamper. â€Å"Wait,† Jody said. She padded back out into the great room and came back a few seconds later wearing what was left of her red leather jacket (really more of a vest now) and her panties, which she had to hold together on one side where they'd been torn off. â€Å"Sorry,† she said, â€Å"I'm not comfortable being naked in front of strangers.† Tommy nodded. â€Å"He's not a stranger, Jody. He's dinner.† â€Å"Uh-huh,† Jody said, nodding and shaking her head at the same time, making her appear like a bloodstained, bobble-head doll. â€Å"You go. You're new.† â€Å"Me? Don't you know some superanimal hypnotism to call him to you?† â€Å"Nope. Go get him. I'll wait.† Tommy looked at her. On top of the blood that streaked and smeared her pale skin, there were gobs of futon stuffing stuck to her here and there, as well as white chicken feathers in her hair from one of the exploded cushions. He had feathers and cat hair stuck to his chest and legs. â€Å"We're going to have to shave him first, you know?† Jody nodded, not looking away from the huge cat. â€Å"Maybe a shower first.† â€Å"Good idea.† Tommy put his arm around her. â€Å"But just washing. No sex!† â€Å"Why, we already lost the cleaning deposit?† â€Å"Those shower doors are glass.† â€Å"Okay. But can I wash your – â€Å" â€Å"No,† she said. She took his hand and dragged him into the bathroom. It turned out that superhuman vampire strength came in handy when shaving a thirty-five-pound cat. After a couple of false starts, which had them chasing Chet the huge shaving-cream-covered cat around the loft, they discovered the value of duct tape as a grooming tool. Because of the tape, they weren't able to shave his feet. When they were finished, Chet looked like a big-eyed, potbellied, protohuman in fur-lined, duct-tape space boots – the feline love child of Golem and Doddy the house elf. â€Å"I'm not sure we needed to shave all of him,† Tommy said, sitting on the bed next to Jody as they considered the bound and shaven Chet on the floor before them. â€Å"He looks creepy.† â€Å"Pretty creepy,† Jody said. â€Å"You'd better drink. Your wounds aren't healing.† All her scratches, bruises, and love bites were completely healed, and except for a fleck of shaving cream here and there in her hair, she was as good as new. â€Å"How?† Tommy asked. â€Å"How do I know where to bite him?† â€Å"Try the neck,† Jody said. â€Å"But sort of feel around for a vein with your tongue before you bite, and don't bite hard.† She was trying to sound confident in her instructions, but she was in unexplored territory as much as he was. She was enjoying teaching Tommy about the particulars of vampirism, just as she enjoyed teaching him how to do grown-up human things like how to get the power and phone turned on in the loft – it made her feel sophisticated and in charge, and after a series of boyfriends for whom she had been little more than an accoutrement, whose lifestyles she had affected, from heavy-metal anarchists to financial-district yuppies, she liked being the pacesetter for a change. Still, when it came to teaching him about feeding on animals, she couldn't have been winging it more if she really could turn into a bat. The only time she'd ever considered drinking animal blood was when Tommy had brought her two large, live snapping turtles from Chinat own. She hadn't been able to bring herself to even try biting into the armored reptiles. Tommy had named them Scott and Zelda, which hadn't helped. Now Zelda was functioning as a lawn ornament in Pacific Heights and Scott was encased in bronze and standing next to the old vampire in the great room. The biker sculptors downstairs had bronzed them, which is what had given Tommy the idea to bronze Jody and the old vampire in the first place. â€Å"Are you sure this is okay?† Tommy said, bending over Chet the huge shaved cat. â€Å"I mean, you said that we were only supposed to hunt the sick and the weak – the black auras. Chet's aura is shiny and pink.† â€Å"It's different with animals.† She had no idea if it was different with animals. She'd eaten a moth once, whole – snatched it out of the air and downed it before she could think about it. She realized now that there were a lot more questions she should have asked Elijah when she had had the chance. â€Å"Besides, you're not going to kill him.† â€Å"Right,† Tommy said. He put his mouth on Chet's kitty neck. â€Å"Like thith?† Jody had to turn away to keep from laughing. â€Å"Yeah, that looks good.† â€Å"He tathes like thaving cream.† â€Å"Just go,† Jody said. † ‘Kay.† Tommy bit and started to moan almost immediately. Not a moan of pleasure, but the moan of someone who has his tongue stuck on the ice-cube tray in the freezer. Chet seemed strangely calm, not even struggling against his kitty bonds. Maybe there was something to the vampire's power over his victims, Jody thought. â€Å"Okay, that's enough,† Jody said. Tommy shook his head while still feeding on the huge shaved cat. â€Å"Tommy, let off. You need to leave some.† â€Å"Nu-ih,† Tommy said. â€Å"Stop sucking the huge cat, Tommy,† Jody said sternly. â€Å"I'm not kidding.† She was kidding, a little bit. Tommy was breathing hard now, and a little color had come into his skin. Jody looked around for something to get his attention. She spotted a vase of flowers on the night-stand. She pulled out the flowers and tossed the water on Tommy and the huge cat. He kept feeding. The cat shuddered but otherwise remained immobile. â€Å"Okay, then,† Jody said. It was a heavy, stoneware vase, something Tommy had picked up to hold some apology flowers he'd brought her from the grocery store where he worked. He'd been good that way, sometimes bringing home apology flowers before he'd even done anything to apologize for. Really, you couldn't ask for more than that from a guy – which is why Jody slowed to half speed as she brought the vase around in a wide arc that ended with it smacking Tommy in the forehead and knocking him back about six feet. Chet the huge shaved cat yowled. Miraculously, the vase did not break. â€Å"Thanks,† Tommy said, wiping the blood from his mouth. There was a crescent-moon-shaped dent in his forehead that was rapidly filling in, healing. â€Å"Sure,† Jody said, staring at the vase. Great vase, she thought. Elegant, fragile porcelain was all well and good for the collector's case or the tea party, but for the girl who finds herself in need of a vessel that can deliver a wallop, Jody was suddenly sold on the sturdy value of stoneware. â€Å"Tastes like cat breath,† Tommy said, pointing to Chet. The punctures from Tommy's fangs had already healed. â€Å"Is it supposed to?† Jody shrugged. â€Å"What's cat breath taste like?† â€Å"Like tuna casserole left out in the sun for a week.† Being from the Midwest, Tommy thought everyone knew what tuna casserole tasted like. Having been born and raised in Carmel, California, Jody knew it only as something eaten by the extinct people on Nick at Nite. â€Å"I think I'm going to pass,† Jody said. She was hungry, but not cat-breath hungry. She wasn't sure what she was going to do about feeding. She couldn't very well try to live off Tommy anymore, and regardless of the rush and the sense that she was serving nature's cause by taking only the weak and the sick, she didn't like the idea of preying on humans – strangers anyway. She needed time to think, to figure out what their new life was going to be like. Things had been happening too quickly since Tommy and his friends had taken down the old vampire. She said, â€Å"We should get Chet back to his owner tonight if we can. You don't want to lose your driver's license – we may need a valid ID to rent a new place.† â€Å"A new place?† â€Å"We have to move, Tommy. I told Inspectors Rivera and Cavuto that I would leave town. You don't think they'll check?† There had been two homicide detectives who had followed the trail of bodies to the old vampire, and ultimately the discovery of Jody's delicate condition. She'd promised them that she'd take the old vampire and leave town if they'd let her go. â€Å"Oh yeah,† Tommy said. â€Å"That means I can't go back to work at the Safeway either?† He wasn't stupid, she knew he wasn't stupid, so why was he so slow to see the obvious? â€Å"No, I don't think that would be a good idea,† Jody said. â€Å"Since you're going to pass out cold at sunrise, just the way I do.† â€Å"Yeah, that'd be embarrassing,† Tommy said. â€Å"Especially when sunlight hits you and you burst into flames.† â€Å"Yeah, there's got to be company policy against that.† Jody screamed in frustration. â€Å"Jeez, kidding,† Tommy said, cringing. She sighed, realizing that he'd been goofing on her. â€Å"Get dressed, cat breath, we don't want to run out of dark. We're going to need some help.† Out in the great room, the vampire Elijah Ben Sapir was trying to figure out exactly what was going on around him. He knew he had been constrained – bound inside a vessel, and whatever held him was immovable. He'd even turned to mist, which relieved his anxiety somewhat – there was an ethereal mind-set that accompanied the form, it took concentration to not let yourself just float off in a daze – but the bronze shell was airtight. He could hear them talking, but their comments told him little except that his fledgling had betrayed him. He smiled to himself. What a foolishly human mistake to let hope triumph over reason. He should have known better. It would be days before the hunger was on him again, and even then, without any movement, he could last indefinitely without blood. He could live a very, very long time constrained like this, he realized – it was his sanity that would suffer. He decided to stay in mist form – drift as in a dream at night, sleep like the dead during the day. This way, he would wait, and when the time came, and it would come (if nothing else, living for eight hundred years had taught him patience), he would make his move. Chapter Five The Emperor of San Francisco Two in the morning. Normally, the Emperor of San Francisco would have been tucked in behind a Dumpster with the royal guard snuggled around him for warmth, snoring like a congested bulldozer, but tonight he had been undone by the generosity of a Starbucks froth slave in Union Square who had donated a bucket-sized Holiday Spice Mochaccino to the cause of royal comfort, thus leaving the Emperor and his two companions jangled, wandering the wee hours on a nearly deserted Market Street, waiting for breakfast time to roll around. â€Å"Like crack with cinnamon,† said the Emperor. He was a great, boiler tank of a man, an ambling meat locomotive in a wool overcoat, his face a firebox of intensity, framed with a gray tempest of hair and beard such as are found only on gods and lunatics. Bummer, the smaller of the troops, a Boston terrier, snorted and tossed his head. He'd lapped up some of the rich coffee broth himself, and felt ready to tear ass out of any rodent or pastrami sandwich that might cross his path. Lazarus, normally the calmer of the two, a golden retriever, pranced and leapt at the Emperor's side as if it might start raining ducks any minute – a recurring nightmare among retrievers. â€Å"Steady, gents,† the Emperor chided. â€Å"Lets us use this inopportune alertness to inspect a less frantic city than we find in the day, and determine where we might be of service.† The Emperor believed that the first duty of any leader was to serve the weakest of his people, and he made an effort to pay attention to the city around him, lest someone fall through the cracks and be lost. Clearly he was a loon. â€Å"Calm, good fellows,† he said. But calm was not coming. The smell of cat was tall in the air and the men were jacked on Java. Lazarus barked once and bolted down the sidewalk, followed closely by his bug-eyed brother-in-arms, the two descending on a dark figure that lay curled up around a cardboard sign on the traffic island at Battery Street, beneath a massive bronze statue that depicted four muscular men working a metal press. It had always looked to the Emperor like four guys molesting a stapler. Bummer and Lazarus sniffed the man beneath the statue, sure that he had to have a cat concealed among his rags somewhere. When a cold nose hit a hand, the Emperor saw the man move, and breathed a sigh of relief. With a closer look, the Emperor recognized him as William with the Huge Cat. They knew each other to nod hello, but because of racial tensions between their respective canine and feline companions, the two had never become friends. The Emperor knelt on the man's cardboard sign and jostled him. â€Å"William, wake up.† William groaned and an empty Johnny Walker Black bottle slid out of his overcoat. â€Å"Dead drunk, perhaps,† said the Emperor, â€Å"but fortunately, not dead.† Bummer whimpered. Where was the cat? The Emperor propped William up against the concrete base of the statue. William groaned. â€Å"He's gone. Gone. Gone. Gone.† The Emperor picked up the empty scotch bottle and sniffed it. Yes, it had recently held scotch. â€Å"William, was this full?† William grabbed the cardboard sign off the sidewalk and propped it in his lap. â€Å"Gone,† he said. The sign read I AM POOR AND SOMEONE STOLE MY HUGE CAT. â€Å"My deepest sympathies,† said the Emperor. He was about to ask William how he had managed to procure a fifth of top-shelf scotch, when he heard a long, feline yowl echo down the street, and looked up to see a huge shaved cat, in a red sweater, heading their way. He managed to catch hold of Bummer and Lazarus's collars before they darted after the cat, and dragged them away from William. The huge cat leapt into William's lap and the two commenced a drunken reunion embrace that involved quantities of purring, baby talk, and drool, enough that the Emperor had to fight down a little nausea at the sight of it. Even the royal hounds had to look away, the two realizing instinctively that a maudlin and shaved, thirty-five-pound cat in a red sweater was clearly above their pay grade. There was just no doggy protocol for it, and presently they began to turn in circles on the sidewalk, as if looking for a good place to feign a nap. â€Å"William, I believe someone has shaved your cat,† said the Emperor. â€Å"That would be me,† said Tommy Flood as he came around the side of the traffic island, scaring the bejeezus out of everyone there. A pale and delicate hand reached out from behind the island, grabbed the collar of Tommy's coat, and snatched him back around the corner as if he were a rag doll. â€Å"Tommy?† called the Emperor. The big man stalked around the concrete art bunker. Bummer and Lazarus had headed back down the street toward the waterfront, as if they had just seen a particularly fetching porterhouse steak hopping around down there that needed to be investigated. The Emperor found his friend C. Thomas Flood, held tight in the clutches of his girlfriend, Jody Stroud, the vampire, who had her hand pressed tightly over Tommy's mouth and was furiously giving him noogies with the knuckle of her other hand. There was a hollow popping each time she connected, and muted cries from Tommy. â€Å"Jody, I must insist that you unhand the young man,† insisted the Emperor. And she did. Tommy twisted out of her grasp. â€Å"Ow!† Tommy said, rubbing his head. â€Å"Sorry,† Jody said. â€Å"Couldn't be helped.† â€Å"I thought you were going to leave the city with that fiend,† said the Emperor. He had been there, with the royal hounds and Tommy's crew from the Safeway, when they'd done battle with the old vampire at the St. Francis Yacht Club. â€Å"Well, yes, of course. He left already and I'm going to join him,† Jody said. â€Å"Just like I promised Inspector Rivera. But I wanted to make sure that Tommy was going to be all right before I left.† The Emperor liked Jody, and had been a little disappointed when he found that she was a bloodsucking fiend, but she was a pleasant girl nonetheless, and had always been generous with treats for the men, despite Bummer's dropping into yapping fits in her presence. â€Å"Well then, I suppose that will have to do,† said the Emperor. â€Å"It appears that our young writer does require some adult supervision before being set loose on the City.† â€Å"Hey, I do okay,† Tommy said. â€Å"You shaved the cat,† said the Emperor, raising a wild eyebrow that looked like a gray squirrel with a Mohawk. â€Å"I – uh, we were testing him out, to see if I should get a cat to keep me company after Jody leaves.† He looked at Jody, who nodded enthusiastically while trying to look wide-eyed and sincere. â€Å"And†¦ and,† Tommy continued, â€Å"I was chewing some bubble gum, you know, the kind that you can blow really big bubbles with – well, long story short, before I knew it, Chet had lunged at one of my bubbles and was completely covered with bubble gum.† Jody quit nodding and just stared at him. â€Å"So you shaved him,† the Emperor added. Now it was Tommy's turn to nod and look sincere. â€Å"Regrettably.† Jody was nodding again, too. â€Å"Regrettably,† she echoed. â€Å"I see,† said the Emperor. They certainly seemed sincere. â€Å"Well, the sweater was considerate.† â€Å"My idea,† Jody said. â€Å"You know so he doesn't get chilled. It's actually my sweater. Tommy washed it and put it in the dryer, so it's a little too small for me.† â€Å"And don't think it was easy getting a cat that size into a sweater,† Tommy said. â€Å"It was like trying to dress a ball of razor wire. I'm cut to ribbons.† He pushed his sleeves up to expose his forearms, which were distinctly not cut to ribbons. They were, in fact, unmarked, if a little pale. â€Å"Well, good show, then,† the Emperor said, backing away. â€Å"The men and I will be on our way, then.† â€Å"Do you guys need anything, Your Majesty?† Jody asked. â€Å"No, no, we have been most fortunate this evening. Most fortunate indeed.† â€Å"Well, take care, then,† Jody said, even as the Emperor backed around the corner and headed up the street. She can be deceptively pleasant for a blood-drinking agent of evil, the Emperor thought. Bummer and Lazarus were almost out of sight, four blocks ahead. They had known, the rascals. The Emperor was disgusted with himself, leaving William there like that, at the mercy of the fiends. There was no telling what they might do, the two of them, but he felt fear chilling his spine and he couldn't make himself turn around. Perhaps they wouldn't hurt poor William. After all, they had been sweet children in life, both of them. And even in her current state, Jody had shown a certain quality of mercy by waiting until now to turn Tommy. Still, he had a city he was responsible for, and he could not shirk that responsibility. It was a long walk to the Marina Safeway, but he had to reach it before the night crew left. As knavish as they might be, they were the only people in his city who actually had experience hunting vampires. â€Å"Bite him,† Tommy said. He was standing over the huge cat guy, who had passed out again under the statue. Jody shook her head and shuddered. â€Å"He's filthy. Don't tell me you can't smell that.† Since she'd become a vampire, she'd only experienced nausea when she tried to eat real food, but she was nauseated now, despite the hunger grating in her core. â€Å"Here, I'll clean off a spot.† Tommy fished a tissue out of his coat pocket, licked it, and cleaned a spot on William's neck. â€Å"There. Go for it.† â€Å"Yuck.† â€Å"I bit the cat,† Tommy said. â€Å"You said yourself that you were starving.† â€Å"But he's hammered.† Jody said. She was taking little steps in place like a little kid who has to pee. â€Å"Bite him.† â€Å"Quit saying ‘bite him. I don't think of it like that.† â€Å"How do you think of it?† â€Å"I don't really think of it. It's sort of an animal thing.† â€Å"Oh, I see,† Tommy said. â€Å"Bite him before some cops come along and take him away and you miss your chance.† â€Å"Ewww,† Jody said, kneeling beside William. Chet the huge cat looked up at her from William's lap, then put his head down and closed his eyes. (Blood loss had mellowed him.) Jody pushed William's head aside and reared back with her mouth open wide as her fangs extended. She closed her eyes and bit. â€Å"See how easy that was,† Tommy said. Jody glared at him without letting go, her breath rasping through her nose as she fed. She thought, I should have hit him harder when I had the chance. Finally, when she felt she'd taken enough to sustain her, but not enough to hurt the huge cat guy, she pulled away, sat down, and looked up at Tommy. â€Å"You've got a little – † Tommy gestured to the corner of her mouth. She wiped her mouth with her hand, came away with a little lipstick and a little blood. She looked at William's neck. It's was sort of a dirt-gray color, with a white spot rimmed in lipstick. The punctures from her fangs had already healed, but the lipstick sort of stood out like a target. She reached over and wiped the lipstick off with her palm, then wiped her palm off on the huge cat's sweater. Chet purred. William snored. Jody climbed to her feet. â€Å"How was it?† Tommy asked. â€Å"How do you think it was? It was necessary.† â€Å"Well, I mean, when you used to bite me it was kind of a sexual thing.† â€Å"Oh, right,† Jody snapped. â€Å"I planned all this because I wanted to fuck the huge cat guy.† She was feeling a little light-headed for some reason. â€Å"Sorry. We should get him off of Market Street,† Tommy said, â€Å"before he gets robbed or arrested. He's got to have some of the money left. That much alcohol would have killed him.† â€Å"The hell do you care, writer boy? You shaved and ate his cat. Or was that a sexual thing?† She was definitely feeling light-headed. â€Å"That was a mutual – â€Å" â€Å"Oh, bullshit. Bite him. See how sexual it is. Get a taste of that down-home human hemoglobin goodness, Tommy. Don't be a wuss,† Jody said. Well, he was being a wuss. Tommy stepped back. â€Å"You're drunk.† â€Å"And you're being a wuss,† Jody said. â€Å"Wuss, wuss, wuss.† â€Å"Help me. Take his feet. There's a sheltered alcove over by the Federal Reserve building across the street. He can sleep it off there.† Jody bent to take the guy's feet, but they seemed to move as she reached for them, and when she corrected, she missed, and fell forward, catching herself so that she was on all fours with her ass in the air. â€Å"Yeah, that worked,† Tommy said. â€Å"How about you take Chet and I'll carry the huge cat guy?† â€Å"Whadever, Mr. Wussyman,† Jody said. Maybe she was a little tipsy. In the old days, prevampire days, she'd tried to stay away from alcohol, because it turned out that she was sort of an obnoxious drunk. Or that's what her ex-friends had told her. Tommy picked up Chet the huge cat, who squirmed as he held him out to Jody. â€Å"Take him.† â€Å"You are not the head vampire here,† Jody said. â€Å"Fine,† Tommy said. He slung Chet under his arm and, in a single movement, scooped up the huge cat guy and threw him over his shoulder with the other arm. â€Å"Careful crossing the street,† Tommy called back to her as he crossed. â€Å"Ha!† Jody said. â€Å"I am a finely tuned predator. I am a superbeing. I – † And at that point she bounced her forehead off a light pole with a dull twang and was suddenly lying on her back looking at the streetlights above her, which kept going out of focus, the bastards. â€Å"I'll be back to get you,† Tommy called. He's so sweet, Jody thought.

Quiz Essay Example | Topics and Well Written Essays - 500 words

Quiz - Essay Example Which of the following actions can you ethically take? 13. Ojay Corp., A-C, Inc., and Kato Co. are competitors in the production and sale of knives. A year ago, the three firms agreed to share pricing information with each other on a periodic basis. As a result of this agreed sharing of information, the three companies regularly charge the same prices, including a minimum price that none of the three goes below and a maximum price that none of the three goes above. A fourth producer of knives is Bronco Co., the plaintiff in a Sherman Act section 1 lawsuit against Ojay, A-C, and Kato. Bronco claims in the lawsuit that the foregoing facts constituted price fixing and that Bronco suffered direct antitrust injury as a result. Assuming that Bronco is a proper plaintiff, which of the following is an accurate analysis under current antitrust law? B) If the court believes that the evidence demonstrates an agreement to fix prices, it will hold the defendants liable under section 1 without giving them the opportunity to make arguments concerning any allegedly sound business justifications for their agreement. D) If the court believes that the evidence demonstrates an agreement to fix prices, the defendants should succeed with an argument that they are not liable for any fixing of maximum prices, because any such price-fixing would have benefited consumers. 14. Mel is a securities broker who holds shares in Beanbag Inc. Mel does not disclose this to his customer Kim, whom he advises to buy Beanbag shares. Mel hopes that by not disclosing his conflict of interest, he will influence Kim to buy the shares. Kim, believing the information on Beanbag shares is given from Mels disinterested point of view, declares that buying Beanbag shares "sounds like an excellent idea" and purchases the shares. Which of the following statements is most

Monotype printmaking Essay Example | Topics and Well Written Essays - 500 words

Monotype printmaking - Essay Example However, the blankets required in the etching press are different from those used on the lithography press. In line with this, the etching press requires the use of three blankets with each blanket varying in thickness, type, and their functionality being different (Banister, 1969) Monoprints and monotypes are similar in many aspects. However, there are underlying differences between these two that result to variations that set them aside from each other. In this case, a monoprint has a reusable matrix, which is used to produce a different result from the first one obtained. Conversely, monotypes involve permanent marks on the matrix with the possibility of obtaining at most two impressions (Monoprints.com, 2012). In effect, the fundamental difference between these two prints regards the plates used by the artist since an artist working on a monotype uses a clean plate that is unetched while an artist working on a monoprint uses etched plates such as fabric or lace. Consequently, the plates used determine the number of patterns an artist produce with a monotype producing one pattern while there is a repetition of patterns for a monoprint. Scale and proportion, in visual arts, are used to show the relative size of one figure in relationship to another figure. According to Lauer and Pentak (2007), scale is another word for the size of a figure and it is in reference to the size of an object when compared to other objects. In line with this, it is important to point out that scale is crucial in providing the focal point of the object. On the other hand, proportion is the relative size of an image. In this case, proportion is the size measured against another image or against an image that exists in mental form or standard (Lauer & Pentak, 2007). In art, artistic objects are representations, abstracts, or non-objective form of objects. In this case, objects in art are in representational form in instances whereby an artist produces a piece of work that

We Dont Choose a Life, We Live It Essay Example | Topics and Well Written Essays - 1750 words

We Dont Choose a Life, We Live It - Essay Example In fact, by living our life, we get to make decisions; decisions that shape and change our lives in ways we never knew existed, while at the same time we get to know and embrace our strengths, weaknesses and differences. Whether we believe that the life we have comes from God or we evolved and Mother Nature decides where we land, one thing is for sure, that none of us has control of that life, we only get to live it. We will also agree that no one has a map of how to live this life; it is like a giant complicated maze that we are all trying to break out from. In real life, it is like everybody is a tourist, we either are trying to arrive at a different place in our life we have never been or just looking for new experience. How however we go about accomplishing our new destinations and creating memories, is what separates us; it is part of what makes us different in the end. There are two classes of persons in life, those that follow the rules and get through life how they are told t o and there are those individuals that like taking risks, trying out things that others are not willing to. Tourists when visiting new places, they have guides who show them where to go and narrates everything they think is important for them to know. But if that is the best way to get through life is another issue that needs debating. Again at the same, also drifting from the group mentality and visiting places on your own and experiencing life and new situations differently is another debatable way to get through life. As a tourist myself, I am of the view that always following what the guide says and being content with it is not the best way to experience new places. For one to get the full experience of a place, they need to meet the locals, talk to them. Let them give you an account of how they live. What makes them different and behave in a certain manner thus that is the only way to travel and get a true tourist who not only takes photographs and memories, but also experience s. This is exactly at the end of the day, shapes our lives, the way we think and interact with one another. It is true that the universe is full of different sceneries different from where we live, that is a fact. It is also true that these places have different people living in them from us. Just visiting the place and getting the history from it is not as important as meeting the people who live there. The world is developing so is the technology, this sis seen today where we have cyber space in place. Places where virtually people can visit new places and act as if they are touring real places. To imagine you can achieve all this right from the comfort of your home is what makes it even more exciting. As much as this is an important step in technological development, in my view, it curtails the ability for individuals to shape how they see the world and how other people think. Although it is a very exciting idea, it cannot compare to the real life changing experience derived from one on one dialogue with locals from different regions of the globe. People become involved in tourism for many reasons, it can be leisure, which can be substituted by cyber space virtual tourism, and it could also be for business purposes. But one thing stands out, that an effect is produced, either on the locals visited or the economy of the host nation. Recently, there are issues which have come up in the tourism sector. One of them is sustainable tourism which involves management of all resources in such a manner that we preserve cultural integrity for instance while in pursuit of economic

Importance of play in the speech and language therapy Assignment

Importance of play in the speech and language therapy - Assignment Example In my opinion, the members of administration team simply do not understand the importance of play in the children’s development and I believe such actions will highly affect our department. Playing is one of the activities that young children often spend the better part of their time doing during the day and it is therefore important to appreciate the significance and impact of playing on the learning and development of children (Pellegrini, 278). First and foremost children often use play to experiment and explore new things as well as use words to express their thoughts and ideas during play. As children grow and become more sophisticated in their play skills, their language development may equally advance. Children use language during play to solve problems and to communicate their desires. During play, children are normally provided with opportunities for social interaction with their peers and therefore learn to express and control their emotions using language. Speech an d language learning is an ongoing process that takes place all day long particularly during the children’s everyday activities such as playing. During such activities, children usually significantly enhance their communication and language skills in a very indirect way. Additionally play materials that allow children with language problems to play imitative and repetitive games may also them to acquire important skills such as those of listening and attention which are necessary for their speech and language development. According to many speech and language experts, play is one of the most effective and natural ways of encouraging the development of speech and language skills in children. This is particularly because small children usually learn many skills such as listening, attention, sharing, building sentences and imagination through play. Another important reason why it is critically for the hospital administration not to affect any budget cut on the play materials in m y department is that play helps the children to develop their concentration ability. For example playing children not only focus on objects and people but they also listen and learn a lot of new names and words and this is necessary for their communication development. Apart from speech and language development, playing also help children to learn about cultural expectations and norms, discover the world around them and learn how to negotiate their ways in their surroundings. Play also support development and learning of children in a number of ways. Recent research suggests that sufficient play not only enhances growth and enrichment of children but their active participation also facilitates control and mastery leading to feelings of self efficacy and competence. On the other hand, play also encourages children to take turns and this is also important because individuals often take turns to speak and listen during normal conversations. Play enhances confidence in children while ex pressing themselves and through this the child develops the art of; listening and attention, naming, building sentences and understanding. In order to learn a language, children need both to hear and see signs. This is why most of the play materials designed for children are usually labeled and described to enable them to make connection between the objects and the words and eventually learn to use such words. Children need very many playing materials and the proposed budget cuts may potentially affect their learning abilities. Right from birth babies should get sufficient playing materials such as dolls,

HRM Research Paper Example | Topics and Well Written Essays - 1750 words - 1

HRM - Research Paper Example ional human resource in Kaiser Permanente has put several measures in place to ensure that both internal and external laws are enforced in a very effective and appropriate way. This plays a very vital role in ensuring that good relationship is maintained in the entire organization and to the extended environment. On the other hand the organizations has several policies which are put in place to ensure that the organization’s goals and objectives are fully achieved. However, for the goals to be met the policies of Kaiser Permanente must be fully implemented. Decisions made in the organization can be borrowed from the transnational scope which implies that Kaiser as an organization can make its decisions on international scope (Harris 98). On the other hand the organization also makes its decisions basing on a worldwide perspective but not on a local perspective. The style of management is also another ideal secret to successful growth of Kaiser. As an organization it has put in place measures to ensure that all leaders or heads of different department are qualified and able to manage the duties of the department bestowed to them. On the other hang the human resource management strategies should put measures in place to ensure that the style of management suits each and every employee within the organization. This enables all the works to discharge their duties effectively and efficiently. However the challenge arises when it comes to coming up with the suitable way of catering for every employee irrespective of the country they come from. The other feature of good leadership in this organization is prevalence several managers from different places of the world therefore the services offered by this managers is commendable (Harzing and Ruysseveldt 45). Multicultural way of operation has also be embraced to ensure than not only the demotic people get employed but also people from the international world, however the core principle of international human resource

Analysis capital structure of saudi companies Essay

Analysis capital structure of saudi companies - Essay Example The same considerations affect Islamic financial instruments, but with the difference that Islamic finance does not charge interest, thus changing the considerations for which debt is incurred. This paper examined ten Saudi Arabian firms as far as capital structure is concerned, and inquired into the factors that bear upon the decision to avail of certain modes of financing. The methodology made use of financial ratio analysis and qualitative data analysis in arriving at its findings. It concludes that Saudi firms are conservatively capitalized, and that the effects of conventional capital structure theories are not rigidly evident in the choice of capital mix of debt and equity. Acknowledgment Table of Contents Title page 1 Abstract 2 Acknowledgement 3 Table of contents 4 Chapter 1: Introduction 6 1.1 Chapter overview 6 1.2 Background of the research topic 6 1.3 Research objectives and questions 7 1.4 Significance of the research 7 1.5 Chapter summary 9 Chapter 2: Literature review 10 2.1 Chapter overview 10 2.2 Theories 10 2.3 Optimal capital structure literature 14 2.4 Factors influencing capital structure 15 2.5 Arab countries 17 2.6 Chapter summary 29 Chapter 3: Methodology 30 3.1 Chapter overview 30 3.2 Research study and methodology 30 3.3 Subjects of research 31 3.4 Type and source of data 32 3.5 Method of analysis 33 3.6 Variables used in the study 33 3.7 Chapter summary 34 Chapter 4: Results 35 4.1 Chapter overview 35 4.2 Summary of capital structure for Saudi Arabian companies 36 4.3 Summary of EPS, annual dividend, and payout rates of Saudi Arabian firms 37 4.4 Chapter summary 38 Chapter 5: Discussion and analysis 39 5.1 Chapter overview 39 5.2 Description of the capital structure choice of Saudi companies 39 5.3 External influences on capital structure decisions of Saudi companies 49 5.4 Chapter summary 61 Chapter 6: Conclusion 62 6.1 Summary of the dissertation 62 6.2 Conclusion 62 6.3 Directions for future research 65 References Appendices Chapte r 1 Introduction 1.1 Chapter Overview This chapter sets the context of the dissertation. It introduces the problem in the context in which it is significant, in order to provide direction and guidance for the further progress of the dissertation. The statement of the problem and the supporting research questions are provided, to serve as focus for the subsequent discussion. 1.2 Background of the Research Topic The capital structure choice is a long-standing issue of great importance for companies. The mix of funds, which affects the cost and availability of capital, has long been the focus of interest among companies due of its impact on investment decisions. Capital structure is defined as the relative value of debt and equity used to finance projects. The importance of capital structure results from the financing sources and the mix of securities used by firms to finance real investment. Capital structure is also important in Saudi Arabia, especially after the 2006 crisis. Firms n owadays try to finance their capital in better ways. Capital structure theory began with the celebrated paper by Modigliani and Miller (1958). These authors pointed out the trend that must be shown by such theories by showing under what conditions capital structure is irrelevant. Since then, many economists have followed the study with regard to all matters relating to capital structure, and have

Business Insurance Law Case Study Example | Topics and Well Written Essays - 750 words

Business Insurance Law - Case Study Example It is palpable that pressure is piled on Allied Insurance to cover for John’s damages. Either way, there is an extremely little probability or chance of John missing the payment when the case reaches the Jury. This implies that Allied has to be prepared to eventually pay. The only concern now is to determine how to pay less than is being demanded. It is recommended that Allied seeks to have the case dismissed without it heading to the Jury. The risk of taking the case to court is high considering the expenses. For example, the chance of Allied paying nothing to John is 0.20 against 0.30 which exposes them to pay the whole amount. The time and cost is to be lost in the process yet John had accepted an offer of $750,000. It is, therefore, witty to persuade John into accepting a figure closer to that amount or if he cannot then the $750,000 be awarded to him.Decision StrategyIn order to negotiate for a counteroffer of $400,000, Allied can arrange for a session with John himself o r with the lawyers representing him so that the case can be solved. In order to convince John into accepting the counteroffer Allied as well needs to be represented by a shrewd negotiator who can navigate through the case and reach an amicable solution. This strategy will ensure that Allied persuades John much more since both parties would not want to lose the case. Through the sessions, Allied should be able to explain the possible outcomes of the court case so as to convincing John into giving in to the offer.

Financial reporting Case Study Example | Topics and Well Written Essays - 1500 words - 1

Financial reporting - Case Study Example C) issued new additional disclosure requirements; and the Financial Accounting Standards Board(FASB) went to the extent issuing an exposure draft (ED) proposing to eliminate the criterion to account for Repo 105 transactions as sales. Lehman’s bankruptcy was considered as the largest one in the financial history of America. In 1850, Lehman took start as a modest retailer of textiles and clothing in Alabama; soon, it became a leading global financial services giant, investing mostly in investment banks, investment management and brokerage securities. However, the year of 2008 recorded the financial history with Lehman filing bankruptcy in September due to its exposure of the risks associated with the residential-mortgage loans; at the same time, Lehman owed $613 billion to its creditors. Lehman perpetrated its deception by using 102% in Statement of Financial Accounting Standards (SFAS) No. 140 (Pounder, 2011) in repos. A repo is associated with a transfer of financial assets when the borrower-transferor- wants to hold its ownership of the assets in the long term, but requires fulfilling the short term cash needs. Initially, the transferor commits that he would repurchase the financial assets in a given period of time after receiving a sum of cash- mostly smaller than the original value of the asset- for the financial assets. Upon maturity of the date, the transferor repays the amount originally received at the start of the transaction along with an agreed-upon sum of additional cash to the transferee. This transaction is accounted for as receiving a short term loan from the transferee and the financial asset is recorded as collateral in case the transferor is unable to repay the sum of amount. The accounting treatment for this type of accounting transaction is prov ided in (SFAS) No. 140, â€Å"Accounting for Transfers and Servicing of Financial Assets and Extinguishments of Liabilities.†, providing two accounting treatments applicable to such transfers. Under

Health Care Museum Essay Example for Free

Health Care Museum Essay My proposal for a new health care hall of fame museum would include several things. My museum will pay tribute to the five most significant developments in the evolution of health care in the United States. These developments has helped change and save the lives of many people. Exhibit 1: Vaccines and Medications Vaccines and Medications are very important. With these two we have had a significant decrease in the number of people that were hospitalized or caused death. With the â€Å"advances in medical science† you can be protected against more diseases. Medicines can either heal, prevent, or stop diseases or a sickness. Medicine can be used in the form of a tablet, syrup, drugs, and exercise. When we get sick we take medicine for many different reasons. With the help of medicine it will â€Å"restore us back to normal†. Exhibit 2: Prevention and Control of Infectious Disease If you do not have control of infectious diseases from spreading, then we all can be at risk of a big epidemic of disease that are contagious. You have different community partners and health care providers that work with people to discuss the pros and cons of the infectious diseases. We all should work together to prevent the spreading of any kind of germ. This can be something as simple as washing your hands more frequently throughout the day. You would also use vaccines and medicines to prevent and treat infectious diseases. Exhibit 3: Technology Technology is a great advancement for the health fields, especially now that it is improving every day. Technology has become an important source to obtain medical information. Everyone is using technology on so many  different ways. They are using it to reach â€Å"wider populations,† contact with patients, public awareness, community outreach, and any questions that you may have medically, you can chat with doctors and nurses online as well. Exhibit 4: Medical Equipment Medical Equipment is something I choose, because with the different types of medical equipment it can save many lives. You have different types of medical equipment. â€Å"Diagnostic medical imaging machines† are used to help with diagnosis. MRI, Ultrasound, CT scanner equipment is used to maintain a person’s function. These are just some of the medical equipment’s. You also have other machines that monitor your vital organs in your body. Like EKG machines to monitor your heart, lung and dialysis machines. Exhibit 5: Oxygen Oxygen is needed by all living organism. Without oxygen humans will not be able to survive. In institutions like hospitals, they keep a supply of oxygen in stock that is provided to patients who have difficulty breathing. We must take care of ourselves in order to have a longer life span and in order to live healthy. All of my exhibits that are presented to you, I feel are very important and vital in the health care field. These are all thing that we need in the health care and in order to survive. Reference 1. Health Statistics. Health U.S. 2010: With Special features on death and dying. Hyattsville MD:CDC, National Center for Health Statistics, 2011

Microteaching As A Tool For Training Teachers English Language Essay

Microteaching As A Tool For Training Teachers English Language Essay Microteaching (MT) originated in 1960s at the Stanford University as a tool for training of student teachers. Allen and Ryan (1969) who originally gave this idea had conceptualized MT as a real teaching, where the complexities of normal classroom in terms of class size, scope of content and time are all reduced. Further, it focuses on specific teaching tasks, allowing increased control of practice and greatly expanding the feedback dimensions of teaching. In essence, it meant viewing MT as a scaled down version of a real teaching scenario with less time, less content, less skills being put to use and less audience. The name of the technique seems to have originated from this concept of less. MT provides an opportunity to the teachers to give a small sample of their teaching, get feedback from peers and re-practice the skills as required. The focus is on improvement of individual or a cluster of skills, which could be covered within a short span of 5-7 minutes. Allen and Ryan (1969) listed 14 teaching skills, each of which could be individually or with other skills covered within the time available. Conceptually, it was a sound model, using the power of feedback to shape behavior. Implied in this was to view teacher training with a behavioristic approach i.e. trying to develop similar set of responses in all teachers under similar conditions. The originators of MT viewed it as an opportunity for safe practice of a cluster of teaching skills to make lessons more interesting, reinforce learning and be able to open and close lectures effectively. Immediate focused feedback and encouragement with opportunity to practice the suggested changes were considered essential components of MT protocol. A perusal at this philosophy brings out certain important points. The sessions are brief; are conducted in a safe and non-threatening environment; teaching is broken into smaller skills and tackled one at a time; encouragement is provided to reinforce the good points and immediate and focused feedback is provided. The most important of these- especially considering that we are dealing with grown up adults with a varied number of years of teaching experience- seems to be the provision of a safe and non-threatening environment. While the concept spread out to a number of pre-service teacher training institutions, there were certain changes in the methodology along the way. MT became a session where teaching was to be critiqued and the trainee teacher needed to repeat the sessions till perfection! Simultaneously, large and larger checklists were developed to capture almost every aspect of teaching behavior, taking away the very basic tenet of micro. A Google search of microteaching checklists generates a number of documents, some of them with over 60-70 points to be observed within a span of 5-7 minutes. Even the smaller checklists so often used in basic medical education workshops list the entire rage of teaching behaviors from lesson planning to closure. Such checklists may be alright for a feedback on teaching but are not suitable for MT as all the listed behaviors cannot be observed within the time available. For some reasons, MT was also seen as putting the teacher under a microscope so that all faults in his/her teaching can be brought out (Ananthakrishnan, 1993). Contrasted to the safe environment and encouragement originally conceptualized by Allen et al (1969), MT came to be seen as an exercise in fault finding. Using checklists during MT sessions has its own problems. In addition to the inappropriate length and content discussed above, it is presumed that there is the way to teach, which can be quantified and that all teachers can and should acquire this way. This situation is similar to the conflict that we have about use of atomized checklists of an OSCE and global ratings of a long case. While checklists may be appropriate during initial stages of training, they generally fail to capture the total, which is more than aggregation of individual skills (Norman et al, 1991). Given the difficulty of meaningfully observing a large number of trainees on a large checklist within a short span of time, use of technology was made. The technique was modified to include use of video recording of lectures so that the trainees and instructors could later go through the tapes in a more meaningful way. The use of video recordings became so much a part of the process that in some later definitions, this used to be included. Barnett(1991) for example, defined MT as method of teacher training in which simulated teaching sessions (often videotaped) are used to develop and analyze trainees specific teaching skills and behaviors. (Emphasis added) Developed countries may have been able to make use of technology as an additional input but for most others, it only seems to have alienated the teachers further. While many pre-service training programs continued to use it, its use for in-service training does not seem to be very encouraging. Most of the times, it is a session at basic education workshop but its use as a useful teacher improvement tool remains highly underutilized. While we do not have any data to this effect, it is unlikely that a large number of participants from these workshops ever use it back home. An interesting turn to this story came, when Allen and Wang (1996) themselves felt the dissatisfaction with the methodology, writing ..its complexity overwhelmed its effectiveness as a training device and its use declined over time. This resulted in a revamp of the system of microteaching to emphasize the basic tenets viz. providing a safe environment in which recognition and feedback help the teachers to improve their teaching skills. One of the driving forces behind this change was to make MT less dependent on technology, especially for use in resource poor settings. This method was extensively used in Namibia and China. It is pertinent to mention that the new model was specifically directed towards in-service training something with which we are struggling. The major change in the new model, which incidentally has been called 21st century microteaching (we will call it MT2), was the further scaling down of the teaching environment. Large number of teachers to be trained and less availability of technology seemed to prompt these modifications. However, as we shall see later, there was also an implicit shift from behavioristic to cognitivistic philosophy by taking away the pre-decided response from teachers and allowing them to reflect on their teaching behaviors. This is line with accepted models of teachers professional development (Clarke and Hollingsworth, 2002). This methodology has been extensively tested and has become a part of Chinas nationwide strategy for in-service teacher training. A number of other countries are also using this approach. Broadly, the MT2 consists of a small group of 4-5 teachers, rotating through the roles of a teacher and students. Elaborate scoring protocols have been done away with and replaced by a simple 2+2 evaluation protocol. In effect, it means that each student will provide 2 compliments and 2 suggestions to the presenter. At the end of the session, each presenter will thus have 8 compliments and 8 suggestions, presuming that there are 5 members in the group. Contrasted to the earlier version of MT, where a supervisor was considered essential, MT2 relies on the power of peer feedback, making the environment even less threatening. Presenters also find it convenient to organize the re-teach sessions depending on their time and convenience. The benefits of such an approach go beyond simple improvements in teaching skills. In the first place, it allows the teachers to reflect on the feedback (Anson et al, 2010). Reflective teaching has been found to be an important input in making teaching better. In addition, participation in such sessions seems to improve the self-efficacy beliefs of teachers (Mergler, 2010), which are considered a crucial input in determining the application of newly acquired skills. The process of reflection is stimulated by feedback- in this context, the quality of feedback becomes an important factor. A good method to use is the Pendletons framework (Pendleton et al, 1984). In essence, this consists of asking the presenter first about what he/she did well. The observers then discuss what went well, adding their comments. The presenter is then asked what went less well and what different he/she would do next time. Finally, the observers discuss what went less well and offer suggestions for improvement. As can be seen, this approach is strength oriented, focusing on what is done well, re-enforcing it and offering suggestions for improvement. The possibility of using the suggestions is high compared to the critique oriented deficit based model. Some people however, feel that presenters pay less attention to positive points as wait more for the negative points to come. Moreover, this approach categorizes comments as positive and negative. To overcome some of the issues with providing feedback as given above, some modifications have been tried (Millard, 2000). The presenter is first invited to say how he/she found the experience and whether s/he thinks that learning outcomes were achieved. The observers then take turns to say what they learnt and how they felt. They are encouraged to use I statements and tell only their observations rather than inferences (I think you did..) or advice (I think you should..). Finally the presenter has the chance to add any more comments but without justifying or being defensive. S/he can also invite advice if required. This allows learning from what actually happened rather than from hypothetical situations or from remembered experience. Beyond these simple easy to use steps, a number of add-ons are available depending on the availability of technology, resources, personnel and institutional support. Video recording and then viewing the tapes together seems to improve the outcome of the sessions (Brent et al, 1996). Using standardized students (on the lines of standardized patients) has been another modification, especially for improving teaching of clinical skills (Gelula and Yudkowsky, 2003). Standardized students can also be used for formal evaluation of teaching skills using objective structured teaching evaluation (OSTE, on the lines of OSCE) (Morrison et al, 2002). However, even without such interventions, MT2 seems to provide good opportunity to teachers and improves its acceptability. It can be seen that MT2 has the potential of better acceptability, ease of use and provides a much safer environment for teachers to improve their teaching skills. It does not use terms like criticism or putting the teacher under microscope. Rather, it uses the power of positive re-enforcement to promote reflections, develop self- efficacy beliefs of teachers and allow them to make changes in their teaching conceptions, each of which is considered crucial to professional development of teachers. Not that the earlier model was bad or wrong- but considering that in most of basic medical education workshops, we impress upon the participants to use adult learning principles in their teaching- it is desirable that we also treat the participants as adult learners. Rather than demanding a pre-decided pattern of responses from teachers, it would be worthwhile to provide them with feedback and allow them to reflect on this. Any change brought about this way is likely to be more long lasting and convincing. Strictly speaking, MT may not be called a technology but its adoption can very well be explained by technology adoption model (Davis, 1989). The likelihood of adoption of an innovation depends on two crucial factors viz. perceived usefulness (which has been built during the workshop sessions) and perceived ease of use (which relates to the ease of having a session back home). If participants do not find the innovation easy to use ( e.g. they have to get the Dean/ MEU coordinator, get photocopies of long documents, make a video recording etc.), then it is unlikely that it will be put into practice. MT can be compared to a situation where before going for a party in a new outfit, you ask your friend how am I looking and s/he tells you that the suit is perfect but the tie is looking a bit odd so why not change it with a different color. With this kind of interaction, you are likely to use this technique in future as well. However, if your friend takes out a checklist and starts criticizing your poor dress sense, then it is unlikely that you will ever ask it again.

Similes in Literature and Daily Life

Similes in Literature and Daily Life NGUYEN THI HONG Abstract The assignment aims at exemplifying, analyzing and describing the character and function of the art of simile in works. It focuses on the occurrence of figurative language in standard English as well as in Vietnamese. The paper is chiefly based on Kleisers framework. Data analysis is done qualitatively with descriptive method. An overview of the paper is to exemplify and explain models with the purpose of revealing the character and the effects of the simile on showing expressions. 1. Introduction Every public speaker, writer, poet or musician knows the value of the simile to give vividness and color to his style of expressions. The simile has long been recognized as a useful element of expression. This technique is broadly used in prose, poetry, folk-song or even in report and magazine. The research takes examples from various works of famous writers as well as from peasant sayings in daily conversations. The reason for choosing these sources lies in the fact that the means of simile is efficient not only in literary works but also in daily life. In fact, if you wish to increase freshness, originality, vividness and accuracy on your written and spoken language, then you should use the art of simile. 2. A review of notion and classification 2.1. What are similes? Simile and the related word similar derive from the Latin similis, meaning like. A simile is a figure of speech which is extensively used in verbal language and which has long been recognized as a useful element of expression. According to Cleary (2009), a simile is a comparison between two unlike things that use like or as. Cuddon (2013) defined simile in this way: A figure of speech in which one thing is likened to another, in such a way as to clarify and enhance an image. It is an explicit comparison ( as opposed to the metaphor, q.v., where the comparison is implicit) recognizable by the use of the words like or as. It is equally common in prose and verse and is a figurative device of great antiquity (Cuddon, 2013). A simile is a figure of speech that directly compares two things by using connecting words such as like, as or than as in He is like a lion or in Tià ¡Ã‚ ºÃ‚ ¿ng suà ¡Ã‚ »Ã¢â‚¬Ëœi trong nhÆ ° tià ¡Ã‚ ºÃ‚ ¿ng hà ¡t xa/ Trăng là ¡Ã‚ »Ã¢â‚¬Å"ng cà ¡Ã‚ »Ã¢â‚¬ ¢ thà ¡Ã‚ »Ã‚ ¥ bà ³ng là ¡Ã‚ »Ã¢â‚¬Å"ng hoa in Vietnamese. In fact, simile is always the product either of the fancy or of the imagination. Similes are similar to metaphors in that they are both forms of comparison, but similes compare the two ideas whilst they remain separate by using connecting words ( like, as, so, than or various verbs such as resemble), whereas a metaphor compare two things directly. Although a comparison between simile and metaphor will be made, here is just one example: Simile: Abook is like a garden carried in the pocket. Metaphor: A book is a garden carried in the pocket. Obviously, the presence or absence of only word separates a simile from a metaphor. The similarities and differences will be discussed later. Now we focus on forms and kind of similes as well as the effects of simile on showing expression. 2.2. Classification of similes. Similes have different types and classifications, too. Bredin remarked about a scale going from the most stereotyped to the most creative similes. At one extreme is situated the conventionalized and fixed similes, and at the other extreme is the creative similes. Between the two extremes, standard (ordinary) and original (fresh, but not totally unexpected) similes can be settled. Ortony (1993) offered a semantic distinction between literal and non-literal similes. In non-literal similes, topic and vehicle are not symmetrical and the similarity markers can be dropped, but in literal similes, the terms can be reversed and the similarity markers can not be dropped. Another classification by Fromilhague has offered a distinction between objective similes, originating from concrete physical experience, and subjective similes, stemming from individual association mechanisms. He also explains explicit and implicit similes which are the basis of this article. In explicit simile, sense or point of similarity is stated directly. Most of the sentences with asà ¢Ã¢â€š ¬Ã‚ ¦as structures are of this kind as in as light as feather or in as hot as fire. Implicit simile, however, is the one whose sense is not stated directly and leave the onus of interpretation to the reader. Most words with like are of this types as in eat like a bird or in live like a pig. These types of simile can also be adapted, extended or cut. Often a writer will slide the usual expressions into hot like an oven or oven-hot or with the heat of an oven or some other phrases. To avoid clichà © and extend the image though this has to be done with caution a writer might take a simile like she looked like an angel and change it to she looked like an angel, full of its sadness for humankind the idea being to give the object of reference more detail in order to make the image more complex. 2.3. Functions of simile. A simile is a figure of speech that makes a comparison, showing similarities between two different things. We can find simile examples in our daily speech. We often hear comments like John is as slow as a snail. Snails are notorious for their slow pace and here the slowness of John is compared to that of a snail. The use of as in the example helps to draw the resemblance. Simile inputs vividness into what we say. Authors and poets utilize comparisons to convey their sentiments and thoughts through vivid word pictures like a simile. Some examples are given below: I would have given anything for the power to soothe her frail soul, tormenting itself in its invincible ignorance like a small bird beating about the cruel wires of a cage. The lines have been taken from Lord Jim written by Joseph Conrad. The helplessness of the soul is being compared with a bird in a cage beating itself against the merciless wires of the cage, to be free. In To the Lighthouse, Virginia Woolf compares the velocity of her thoughts about the two men with that of spoken words impressions poured in upon her of those two men, and to follow her thought was like following a voice which speaks too quickly to be taken down by ones pencil. She says both are difficult to follow and cannot be copied in words by a pencil. The first verse in A red, red rose by Robert Burns is a well-known simile: O my Luves like a red, red rose Thats newly sprung in june; O my Luves like the melodies Thats sweetly playd in tune. Robert Burns uses a simile to describe the beauty of his beloved. He says that his love is a fresh red rose that blossoms in the spring. Some similes are found in daily life such as as busy as a bee comparing someones level of energy to a fast-flying bee or as agile as a monkey implying someone can move as well as a monkey. According to Fromilhague, similes have various functions. Firstly, they serve to communicate concisely and efficiently. They are one of a set of linguistic devices which extend the linguistic resources available. Secondly, they can function as cognitive tools for thought in that they enable us to think of the world in alternative ways. Simile can be an excellent way for an author either to make an unusual thing seem more familiar like The planet Zenoth was as cold as ice or a familiar thing seem more unique as in Her smile was jagged like a broken zipper. In this way, similes can help the reader imagine the fictive world of a piece of literature. Good similes can also make readers think about things in a new way, and can sometimes create a lasting effect. Scottish poet Robert Burnss declaration that his luves like a red, red rose forever linked the concepts of love and red roses in our minds. Simile can help to make new connections for the reader. One of literatures purposes is to help better explain the world around us, and the technique of simile is one of those ways in which we are able to see things in a new way. All types of analogies are cognitive processes of transferring meaning from one thing to another, and thus the use of simile in literature has real synaptic effects. For this reason, and for aesthetic purposes, simile has been a popular literary technique for many hundreds of years. From the above discussion, we can infer the function of similes both in our everyday life as well as in literature. Similes can make our language more descriptive and enjoyable. Writers, poets, and songwriters make use of similes often to add depth and emphasize what they are trying to convey to the reader or listener. Similes can be funny, serious, mean, or creative. Using similes attracts the attention and appeals directly to the senses of listeners or readers encouraging their imagination to comprehend what is being communicated. In addition, it inspires life-like quality in our daily talks and in the characters of fiction or poetry. Simile allows readers to relate the feelings of a writer or a poet to their personal experiences. Therefore, the use of similes makes it easier for the readers to understand the subject matter of a literary text, which may have been otherwise too demanding to be comprehended. Like metaphors, similes also offer variety in our ways of thinking and offer s new perspectives of viewing the world. 2.4. Similes and metaphors. It would be a mistake to leave the subject of simile without a word about metaphor. The word metaphor derives from two Greek roots: meta, meaning over, beyond and pheiren, meaning to carry, transfer. According to the American Heritage Dictionary, a metaphor is a figure of speech in which a word or phrase that ordinarily designates one thing is used to designate another, thus making an implicit comparison. In literary texts, simile is used with metaphors to enhance the effect and beauty of the text. As metaphor is a covert comparison, simile is an overt one which explicitly and precisely explains the object and it is the first and simplest method for conveying the beauty of message which is used in poetry, prose and also usual conversations. Simile is much less investigated than metaphor, although it occurs as frequently in discourse. It can have an affirmative or a negative form: the affirmative form asserts likeness between the entities compared, as the sun is like an orange an d the negative one denies likeness, as the sun is not like an orange. Similes share with metaphors the goal of relating one thing to another, but they do it in a slightly different way. Look at the example: Simile: Simon is like a rocket. Metaphor: Simon is a rocket around the circuit. The presence or absence of only one word separates a simile from a metaphor. And because of the words like or as, it is classified as a simile. It is obvious that in a simile, there is an explicit comparison-one thing is said to be like something else. In a metaphor, there is no comparison because the two things are treated as identical ( an implicit comparison). In addition to like or as, several other words and expressions indicate the presence of a simile. A common one is than, as in faster than a speeding bullet or sharper than a serpents tooth. Here are some more expressions that signal the use of a simile: is similar tomay be compared tois akin to is comparable toputs one in mind ofis a kind of as thoughcan be likened tois the same as is not unlikeis not dissimilar tomay be seen as In the world of figurative language, similes have long taken a back seat to the more glamorous metaphor. Similes are similar to metaphors in that they are both forms of comparison, but similes compare the two ideas whilst they remain separate, whereas a metaphor compares two things directly. 3. Aims and objectives of the study The study aims at exemplifying and analizing models with the purpose of revealing the character and the effects of the simile on showing expressions. Accordingly, the paper tells you how to use the simile, the form and kind to use, and when to avoid it through risk of artificicality and the danger of becoming trite and obvious. 4. Research methodology 4.1. Sample of the study. The paper takes examples from the books of many well-known writers. These examples are chosen carefully which are suitable for each aspect. The models are either sentences in stories or verses in poems, thus they are short and each does not exceed 40 words. 4.2. Theorical framework. The theorical framework of the study is based on Kleiser (1925) and other authors like Grothe (2008) and Alm-Arvius (2003). However, Kleisers framework is chiefly used. 4.3. The uses of similes. The simile is generally regarded as a purely poetic accessory-as an artifice which, belonging to the realm of poetry, is sometimes divorced from its proper relationship and forced into the association of prose. Simile is always the product either of the fancy or of the imagination, and is therefore a poetic attribute. Still, simile is a poetic ornament mainly, and the similes that leap to ones mind when one hears the word mentioned are nearly always taken from famous poems. Simile is an imaginative, and therefore poetic, means of giving a vivid description. Kleiser (1925) claimed that there are four main uses of simile, including pure description, association, ornamentation and the effect of proverbial wisdom. We will take these uses in order. 4.3.1. Purely descriptive. The use for description is the chief use of simile. Generally speaking, descriptive passages are of three kinds-of persons, of interiors, and of natural scenery. Simile is the most effective in natural scenery. Conrad is a master in using similes in his works. His similes are extremely good. They are easily understood even by those who have never seen the sights he is describing and they are extraordinarily beautiful giving you the picture he is attempting to convey far more truly and far more vividly than any number of pure descriptions could do. Take an example from Lord Jim: The young moon, recurved and shining low in the west, was like a slender shaving thrown up from a bar of gold, and the Arabian Sea, smooth and cool to the eye like a sheet of glass, extended its perfect level to the perfect circle of a dark horizon (Conrad, 2005). He made a comparison between the young moon and a slender shaving thrown up from a bar of gold. By using the mean of simile, the author painted a perfect picture about the beauty of the moon. Similarly, that the Arabian Sea is compared with a sheet of glass shows an extremely smooth and lissom stream. The excellent simile draws a natural picture vividly and perfectly. Descriptions of people are often given both very vividly and very briefly by using the technique of simile. Take this from The gift of the Magi of O. Henry- an American writer of short stories Dellas beautiful hair fell about her rippling and shining like a cascade of brown waters. The comparation between Dellas beautiful hair with a cascade of brown waters describes very long, very soft and smooth hair. Each of these passages conveys a description by means of a simile which could not possibly be as effectively made in any other way. The technique of simile allows readers to make his own picture, and so conveys ti him his own individual interpretation of the scene you are trying to present. 4.3.2. Associative. The second use of simile is nearly as important as that of pure direct description. Kleiser (1925) claimed that it is this, to suggest by means of the simile employed the hidden character of the thing you are describing. Thus O. Henry, in The gift of the Magi, describing Jims surprise when seeing Dellas hair, says Jim stopped inside the door, as immovable as a setter at the scent of quail (Henry, 1906). Della-Jims wife-has a very long and smooth hair. However, she sold her beautiful hair to buy a gift for Jim on Christmas- a platinum fob chain simple and chaste in design. Absurdly, Jim sold his gold watch that had been his fathers and his grandfathers to buy a present for his wife-the set of combs. Jims attitude shows a sacrifice and true love to his wife. 4.3.3. Ornament. According to Kleiser, ornament simile is a quite legitimate but sometimes a simile put in merely to improve the rhythm of a sentence, or to enhance the effect of a description already given, is justified by its result; but the dangers are obvious. The ornament use of simile is particularly effective in a story written in a rather bare, straightforward style; the sudden introduction of a particularly apt simile arrests the attention, and forces the reader to take particular note of the passage in which it occurs. Similarly, it is very effective to recur to a simile already made in order to recall the circumstances under which it was first made. For instance, in Lord Jim, when the author wishes to remind the reader of the state of mind of his hero on an earlier occasion without putting it in so many words, he again refers to the thin gold shaving of the moon and the sea like a sheet of ice. 4.3.4. Proverbial. Simile is used very largely by country folk and peasants of all lands, but their similes are of a very particular kind, and to get your effect you must know exactly the kind of thing that peasants say. As slow as turtle, for instance, is a peasant saying in thousands of the century, and it has the true elemental ring; it might be found in fairy tales. The simile is a good way of achieving your effect if you are speaking of peasant life, for it is one of the poetic beauties of genuine peasant speech; but it must be such similes as would naturally occur to a cowherd or a fisherman or a washerwoman. Simile is an important technique in most works; therefore, to make a good use of simile, you should watch the similes that occur to you instinctively, try to compare the people and things you see every day to something that will at once give a good idea of the real object and at the same time be original; for you must at all costs avoid the obvious simile, which is mere waste of time. Morever, when you have both sifted your inspired similes and carefully created them out of your fancy and your observation, you should read those authors who are especially successful in the art of simile, noticing how they obtain their effects. 5. Results and discussion From the above analyses, we can see that almost writers and poets utilize the means of simile in their works. In addition, every one also uses similes in daily conversations and even many similes last in thousands of century and become typical similes in life as as nimble as a rabbit or as busy as a bee. It is indisputable that similes play an important role in enhancing the effects of expressions. They can make our language more descriptive and enjoyable. Besides, they can add depth and emphasize what the authors are trying to convey to the readers or the listeners. However, the uses of similes can be confusing to people who are not fluent in a given language because they will interpret the words literally. Also, similes can change from region to region, and even among groups of people. 6. Summary This study on similes and their use has exemplified and analyzed proses and verses as well as peasant sayings to discover four uses of similes. Pure description, association, arnamentation, and proverb are main uses of similes in which the first is the most important. So, too, the study suggest the ways to make a good simile and avoid bad similes. Types of simile are also showed and especially, metaphors are mentioned in order that people are not confused among the two notions. All types of analogies are cognitive processes of transferring meaning from one thing to another, and thus the use of simile in literature has real synaptic effects. For this reason, and for aesthetic purposes, simile has been a popular literary technique for many hundreds of years. 7. Implication Simile can be an excellent way for an author either to make an unusual thing seem more familiar or an fimiliar thing seem more unique. In this way, similes can help the reader imagine the fictive world of a piece of literature. Good similes should be therefore made to make readers think about things in a new way. REFERENCE Alm-Arvius, C. (2003). Figures of speech. Cleary, B. P. (2009). Skin like milk, hair of silk. Conrad, J. (2005). Lord Jim. Cuddon, J. A. (2013). A dictionary of literary terms and literary theory. Grothe, M. (2008). I never metaphor I didnt like: A comprehensive compilation of historys greatest analogies, metaphors, and similes. Henry, O. (1906). The gift of the Magi. Kleiser, G. (1925). Similes and their use. Ortony, A. (1993). Metaphor and Thought.

Nothing Compares to Teaching Essay -- Teaching Education Statement

Nothing Compares to Teaching When I first started college I was not sure what I wanted to do with my life. I would ask myself â€Å"If I could do anything I wanted to do for eight hours a day and get paid for it, what would I do?† After thinking about that question a couple of times the answer seemed perfectly clear. Spending my career devoted to children would be the most rewarding thing I could do with my life. There are many other jobs that revolve around children, but none that could compare to teaching. The most important goal in my classroom will be to ensure that my teaching methods are effective. No matter what I am teaching from reading and writing, to how to line up quietly my approach has to be effective. Figuring out how to be effective can be a challenge. Progressivism and pragmatism have an interesting theory. Having knowledge at any age is useless if you do not know how to apply the knowledge. Holding a student’s interest is a very important part of the learning process. Children are naturally curious. Their curiosity can be very useful in the classroom. Being able to teach information in a way that strikes their curiosity is the first step of successful teaching. The students need to be able to connect with what is being taught on a level that interests them. Letting children have the opportunity to use the information they learn in a practical, hands on, way is very important. The diversity of students is a major factor when it comes to discipline and other methods of teaching. Students learn in a variety of ways. Of the five major educational theories, I believe an eclectic approach is the best. I will never have a classroom full of students in whic... ...fectively teach at the college level. After being a student for so many years, I have learned a lot from many of my professors and I feel that I may have something to share with those that may someday teach my children. There are many goals I hope to accomplish in my classroom each year. I’m sure as I gain experience in the classroom each year, my goals will change. Helping students realize the importance of education is very crucial. I believe the elementary level is the best time to begin to encourage children to take their education seriously. Everyday offers a chance to increase your knowledge and try something new. The opportunity to share this with children on a daily basis is a blessing. I hope to be able to instill one core belief in all of the students that enter my classroom; â€Å"The biggest room in the world is the room for improvement.†

Compare And Contrast Essay -- essays research papers

One of my favorite things to do is to reminiscence with my father. It is so relaxing just to sit back and talk about old times. Something that it really funny when my father and I discuss things from the past is the major differences between our pasts even though we both grew up in the same town. Now when people say that "times are a changing'" I really know what they mean. In my town there is a beautiful lake. The scenery around the lake is absolutely breath taking. When my father was younger, him and his friends would always swim in the lake. He would tell me amusing stories of the bike rides and walks down to the lake. My favorite part of the stories of the lake have to be what him and his friends did before they actually jumped in the lake. They had to throw rocks in the water to scare away the snakes! I couldn't even imagine swimming in a lake knowing that there were snakes in the water. When I was younger, I was never aloud to go to the lake. The bike ride was extremely to far away for me and my friends to take on. The lake was posted private property by new owners of homes in the area. Plus, as rumor has it, the lake is contaminated from a new large company in the area. Hence, I never spent my summer days swimming around in the lake in my town like my father did. One of my beloveded memories deals with going to the local park. My mom or dad used to bring me there wi...

A Comparison of Repression in The Crucible and Black Ice Essay

The Crucible and Black Ice – Repression Within the small and somber courtroom, wandering eyes search for their victims; fingers of vengeance fly at the innocent with sufficient speed to free themselves of the accusations. Hear the anguishing voices of the dead, feel the fury of the falsely accused, see the pain of the convicted, smell the scent of a paradox authority, and taste the bitterness of societal repression. John Proctor devotes himself to saving his wife and bringing justice to the backward court that rises in his society. The authority makes efforts to repress his outspokenness with questions meant to steer him towards admitting to immoral deeds. Pressure builds on him as he becomes accused and forces him to live a life-threatening test. Similarly, Libby is given the challenge to succeed in the white dominating society while not betraying her own culture. Feeling repressed by teachers and students because of her color, she is torn between the decision to adopt the white world and fit in, or struggle to maintain her identity but at the same time, succeeding. In The Crucible by Arthur Miller and Black Ice by Lorene Cary, societal repression unfolds to be a troubling situation for them, however with their promising traits, they carry on towards their goal without hesitation. To start off, a comparison between the two protagonists would be their determination and ambition. After Proctor's wife is arrested, he confidently states that "my wife will never die for me! I will bring your guts into your mouth but that goodness will not die for me" (Miller 76). To reach his goal, Proctor vows to surpass any o... ...to die rather than succumb to the falseness of the authority. John Proctor is dead, but he is buried with the honor regained from trading in his life. With determination, strong-values and independence, Proctor makes his voice heard and does not succumb to the unjust authority, and because of that, he grasps in his hand the triumph of overcoming societal repression. As for Libby, she finally understands she does not have to be repressed to succeed in the white world, but instead, she can balance both her identities. She will take advantage of the privilege she is offered in the white world while she can easily slip back into her back skin at other times. So Libby overcomes societal repression as well with ambition, strong-values and fickleness, allowing her to at last skate on the black ice she has heard so much about.

Parenting Styles and Culture

Given the diverse cultures that can shape parenting behavior, some basic assumptions regarding the links between parenting styles and developmental outcomes may not be universal. Much research has been conducted on the different parenting styles across cultures. There are also many myths about which parenting style is the best or the most beneficial to the social development of children. Reviewing past literature on this subject matter reveals that the authoritarian parenting style produced more overt aggression and many more social interaction difficulties among young children. Recent research point to the theory that the best parenting style is dictated by the culture in which it is practiced. A study by Whaley (2000) states that although a positive correlation between the use of physical discipline (i. e. , spanking) and disruptive disorders in children is found in studies of European American families, research on African American families has found a negative association or none at all. Moreover, a review of the literature indicates that the positive association between spanking and child behavior problems is bidirectional for White families, whereas it is the product of reverse causation (i. . , negative child behaviors result in spanking) in Black families. The implications of these sociocultural differences for parent training programs and the family study of disruptive behaviors are discussed. This study establishes that the positive correlation between the use of physical discipline and disruptive disorders in children found in research on European American families does not appear to be generalizable to African American families. Black parents' use of spanking is more a consequence than a cause of problem behaviors in children. Moreover, parents in the African American community, especially in low-income urban areas, may use authoritarian methods in attempts to protect their children from noxious social environments. Awareness of sociocultural differences in the relationship between parenting practices and developmental outcomes would put Black parents' behavior in proper perspective, as well as encourage interventions and policies that address community-level problems to ensure healthy child development in high-risk environments. On the one hand, these controlling methods of parenting may be effective in reducing undesirable or high-risk behaviors of Black children and adolescents. On the other hand, they may place African American children at risk for other problems, such as academic failure and child abuse. Thus an appreciation of sociocultural differences in parenting styles and related outcomes should not lead to unconditional acceptance of punitive behaviors because of their cultural significance. Alternative strategies that are culturally compatible, such as response cost, may be useful if the motivation is child oriented and not parent oriented. Sensitivity to differences in parenting styles across cultures simply means that the functional significance of spanking should be explored, and the ecological context in which families live should be taken into consideration in theory, research, and practice devoted to understanding environmental influences on child development. Research conducted by Hart and colleagues (1998) shows that maternal and paternal parenting styles and marital interactions are linked to childhood aggressive behavior. This study included an ethnic Russian sample of 207 families of nursery-school-age children. Results corroborated and extended findings from Western samples. Maternal and paternal coercion, lack of responsiveness, and psychological control (for mothers only) were significantly correlated with children's overt aggression with peers. Less responsiveness (for mothers and fathers) and maternal coercion positively correlated with relational aggression. Some of these associations differed for boys versus girls. Marital conflict was also linked to more overt and relational aggression for boys. When entered into the same statistical model, more marital conflict (for boys only), more maternal coercion, and less paternal responsiveness were found to be the most important contributors to overt and relational aggression in younger Russian children. Similar to Western findings, the results of this research supports the idea that the absence of positive parenting is as important in the development of childhood behavior problems directed toward peers as is the presence of negative parenting. In terms of the development of aggression, lack of Russian paternal responsiveness and more maternal coercion remained significant contributors to overt and relational aggression, regardless of which other parenting style or marital hostility variables that they were pitted against in the regressions. Although this supports prior work concerning relationships between maternal coercion and aggression, it highlights the importance of paternal responsiveness that involves positive, playful, and engaging interactions in children's social development. It is interesting that only maternal (and not paternal) psychological control was found to significantly correlate with Russian preschoolers’ overt aggression. However, when pitted against the effects of other predictors in the regression model, its contribution was reduced to a marginal trend. Although these findings appear to suggest that psychological control may not be as powerfully related to aggressive outcomes in young Russian children, firm conclusions should be reserved for future researchers using a variety of methodological approaches. A study conducted by Chen and colleagues (2000) included a sample of children, initially 12 years old, in the People's Republic of China who participated in a 2-year longitudinal study. Data on parental warmth, control, and indulgence were collected from children's self-reports. Information concerning social, academic, and psychological adjustment was obtained from multiple sources. The results indicated that parenting styles might be a function of child gender and change with age. Regression analyses revealed that parenting styles of fathers and mothers predicted different outcomes. Whereas maternal warmth had significant contributions to the prediction of emotional adjustment, paternal warmth significantly predicted later social and school achievement. It was also found that paternal, but not maternal, indulgence significantly predicted children's adjustment difficulties. The contributions of the parenting variables might be moderated by the child's initial conditions. Since the implementation of the one-child-per-family policy, maintaining the balance between expressing love and affection and imposing requirements and limits on the child has been a significant challenge to Chinese parents. Many parents in China are concerned about whether their child is indulged or spoiled because they may give too much attention and privilege to the child. Does parental indulgence predict children's problems? An examination of this issue would not only help us understand the meaning and significance of the parenting dimension, but would also have practical implications for childrearing in China. The results of this study indicated that paternal indulgence had significant and negative contributions to the prediction of later leadership, social competence, and academic achievement. Furthermore, paternal indulgence significantly and positively predicted later aggressive-disruptive behaviors. Thus, children who had indulgent fathers tended to be less competent and more maladjusted in both social and academic areas than other children. Maternal indulgence, in general, was not significantly associated with children's adjustment outcomes. Two possible explanations may be offered. First, because parental indulgence is likely to result in a lack of social assertiveness and poor skills in self-control and self-regulation, which are important for social interactions and school performance, the effect of indulgence may be more salient on social and school adjustment than on psychological well-being. Fathers may focus mainly on children's social functioning and school achievement, whereas mothers may be more sensitive to the children's emotional adjustment. The review of literature on the different parenting styles and child development in different cultures support the current theory which states there is no particular parenting that is best over all others. There are, however, parenting styles that are more suitable to different cultures. Furthermore, it is becoming more clear and evident that not only culture determines which parenting style is best for children. Many other factors, such as social and economic circumstances play a significant role in this matter as well. References Chen X. , Li D. , Liu M. (2000). Parental warmth, control and indulgence and their relations to adjustment in Chinese children: a longitudinal study. Journal of Family Psychology 14(3) pp. 401-419 Hart C. , McNeilly-Choque M. K. , Nelson D. A. , Olsen S. F. , Robinson C. C. (1998). Overt and relational aggression in Russian nursery-school-age children: parental style and marital linkages. Developmental Psychology 34(4) pp. 687-697 Whaley A. L. (2000). Sociocultural differences in the developmental consequences of the use of physical discipline during childhood for African-Americans. Cultural Diversity and Ethnic Minority Psychology 6(1) pp. 5-12