Christina Rossetti Poetry Flashcard

Christina Rossetti Poetry

Simile, Metaphor, Personification, Hyperbole with Examples Essays

Simile, Metaphor, Personification, Hyperbole with Examples Essays Simile, Metaphor, Personification, Hyperbole with Examples Paper Simile, Metaphor, Personification, Hyperbole with Examples Paper Essay Topic: Poetry Simile a comparison using like or as Personification giving human qualities to animals or objects Metaphor Time is money. Hyperbole extreme exaggeration Metaphor comparison not using the word like or as Personification The sun played hide and seek with the clouds. Simile She is as sweet as pie. Personification The stars in the sky blinked and winked. Metaphor She froze with fear. Hyperbole Im starving. Metaphor She has a bubbly personality. Hyperbole Hes driving me crazy. Simile The street felt as hot as the surface of the sun. Simile This pudding is as smooth as silk. Personification The leaves on the ground danced in the wind. Hyperbole Ill just die if I dont go to the party. Simile It flew as high as a kite. Metaphor The internet is the information super highway. Personification The teapot sang as the water boiled. Hyperbole You snore louder than a freight train.

Alternative Suggestion Article Example | Topics and Well Written Essays - 500 words

Alternative Suggestion - Article Example The chapter is quite comprehensive but as an alternative, some sort of activity should be designed which would send a clear message to the children that these are the words or phrases that have to be used while indulging in a conversation. A list of such words should be made and time should be given to children to understand the meaning of using these words, a whole session or more should also be dedicated to teaching to children the usage and importance of using the appropriate words in such kinds of communication. After these activities have been carried out there should be an assignment designed not to check how much the children have really understood but it should be really more of a help to the children in cementing the ideas that they have already grasped in the session during which these concepts or rather ideas were given to them. After all this activity has taken place a final assignment should be given to the children, it is imperative that the objectives of this assignmen t are clear so that the children would know what exactly is expected of them. The idea of this alternative is to give children a solid understanding of how communication needs to take place while it involves time because it is one of the most basic requirements that one needs. As mentioned before the chapter covers all the aspects of conversing in relation to time but it lacks that basic requirement of making everyone understand, it is definitely practical, reliable only to the extent that the most intelligent children will grasp it.

Arabic students overseas Essay Example | Topics and Well Written Essays - 2500 words

Arabic students overseas - Essay Example Indeed, the aforementioned countries have become the melting pot of cultures because of the lifestyle they offer which most people desire to have. For students, studying in one of these countries would mean better job opportunities either in the country of their choice or their own country. Nevertheless, along with the dream of pursuing one’s education in America or the United Kingdom are the challenges which could be truly difficult especially for Arabian students. The problems of communicating in English, having numerous written assignments, meeting new people, cultural differences, food preferences and homesickness are common among international students but there are solutions that could possibly help students to cope with their new environments. The first challenge that Arabian students face is communication barrier. Since English is not their native language, grammar mistakes, word use and sentence constructions which may come so easy with American and British students can prove to be a difficult job for an Arabian student. Struggling to speak in the English language oftentimes makes students ashamed or afraid to speak up their thoughts. In school, they may have difficulty explaining what they have in mind. During recitations, they may have wonderful ideas but their lack of English communication skills makes them incomprehensible and sometimes, they can be misinterpreted. In addition, they can also find it challenging to approach school authorities regarding their concerns because they may fear that their issues will not be resolved and that they will be exposed to humiliating circumstances. In communicating with their fellow students, the Arabian students may feel intimidated and therefore choose to keep to themselves ins tead and try to understand their lessons or other things on their own. However, of course, this often results to misunderstanding and further problems. Aside from having problems being understood, there is also the problem of

Compare and Contrast (Society) Essay Example | Topics and Well Written Essays - 750 words

Compare and Contrast (Society) - Essay Example She advocates for individual satisfaction in a marriage rather than sticking in a marriage for a lifetime because it is what society requires. Slater on the other hand, analyses the consequence of self esteem and its effects on a human being. She examines the distinctiveness of people with high and low self esteem. Society norms in both cases are predictable and easily determined. As Kipsin says when one is married they are expected to exercise obedience, compromise and stay as a couple for a lifetime. She argues that such an expectation from society in the modern world is somehow unrealistic. She argues that modern love maximizes on submission and minimizes freedom. She feels that a marriage should be build on freedom and wanting more (755). She feels that marriage is like having a soldier watching over someone all the time. To her traditional societies allowed household dictators and petty tyrants in the private sphere of a family. She believes that love should be subjected to othe r forms of emotional life than subjugation. To her, a marriage necessitates a sophisticated working acquaintance of the intricacies of mutuality (752). Mutuality according to Kipsin id to recognize your partners need and strive to fulfill them. She further says one should meet these needs to the satisfaction of your partner such that you become their desire thus attaining intimacy. She argues that mutuality requires communication so that your partner can understand your needs, desires and even sensitivities. She contradicts these with traditional societies where marriage was considered a business enterprise between families. Partners who hardly knew each other get married not because of their mutual interests but because of family interests. Thus, she argues these relationships were not based on love thus expecting them to last a lifetime in unreasonable. She argues that the main thing is for one to be happy and if society if a marriage is not working one should leave. She says that one cannot be tied in an unhappy union when she can be happily on her own. Society tends to judge people who are separated or divorced as ill-behaved, but she says this should not be the case thus should be avoided. In addition, she says that one should not be seen as lacking character because she is alone but be given their space. She beholds individualism something that society is against. Society always works as a collective unit where all are inclusive. That is why if one is not married, they begin to question. According to Slater, self esteem is a challenge to many American people. She uses research works by scientists like Baumeister and Emler to analogize her views. She argues that self admiration is crucial in the pursuit of contentment. She says that self esteem is not the maim reason why people feel good about themselves but how they relate with others. She uses research work done to analyze high and low self-esteem. She adds that low self esteem is not a dangerous aspect of life. Low self esteem is not the cause of poor academic performance since people with low self esteem tend to do well in life like others and even do better because they try harder (859). In discussing her views, Kipsins encounters several challenges that sway from society expectations. Marriage is a respectable institution in society and to gather the courage to argue about it is difficult. Kipsin boldly tackles marriage

Developing Gross And Fine Motor Skills Young People Essay

Developing Gross And Fine Motor Skills Young People Essay The role of the preschool in the development of a child is very important. Preschool education provides basic literacy to prepare children for higher levels of study. It also gives training to prepare them for the challenges of life. In particular, it is in the preschool that children learn and improve their motor skills. Teachers play a significant factor in developing and refining these skills. Also, the school is expected to provide enough opportunities and tools for harnessing such skills. In this paper, we discuss the role of the teacher and the school in developing gross and fine motor skills of young children. Gross motor are broad movements that involve large muscle groups (Mauro, n.d.) while fine motor are movements produced by the bodys small muscle groups. Gross motor activities include walking, jumping, kicking, crawling, climbing stairs, etc. Meanwhile, fine motor skills include writing, drawing, cutting or folding paper, etc. Both require coordination of the body functions such as the brain, eyes, and the muscle responsible to produce the movement (i.e., hand muscles for writing). Inability to perform motor tasks with precision may mean a disability. Therefore, it is important to observe the child closely when undertaking activities requiring motor skills. As a child grows, certain motor abilities develop. For instance, a two-year old child holds a pen differently from a three or four-year old child. Likewise, a toddler may be unable to hold onto monkey bars while a seven-year old may find it easy to do so. Still, a nursery child will draw a human figure with incomplete features, while a kindergarten who is aware of the body parts may be able to produce a better representation of the actual figure. Given this, it is important to help develop the motor development of a child to avoid delays and identify disability in advance, if any. Particularly, teachers in the preschool should provide activities to make children develop the right skills they need to perform bigger tasks in the future. These activities should include both gross and fine motor activities. Arnheim Pestolesi (1978) provide indicators of average motor development in children 48 months to five years. These indicators imply that with only a four-month difference, normal children can develop additional gross motor abilities. For example, a two-year old child can hop two times on one foot while a child four months older can hop four times on one foot. Likewise, a three-year old child can jump from a small step with both feet while a two-year old can do so but with asynchronous feet. In terms of fine motor skills, children show development in fine motor as they age. Particularly in writing, toddlers and children out of school exhibit the so-called supinate grasp with the fist holding the pen while nursery students may have the pronate grasp with the pen between the middle and ring fingers. Meanwhile, a kindergarten student may show the dynamic tripod, which is the way most people, even adults, hold a pen. Considering this, it is important for every teacher to provide activit ies and monitor students motor skills, because a delay in fine motor could mean a disability. Several activities should be included in the pre-school curriculum to enhance gross and fine motor skills. For gross motor skills, school activities could include hopping, jumping, walking, running, kicking, skipping, crawling, rolling, pushing and pulling and catching. Holecko (n.d.) suggest freestyle activities or dancing to the tune of childrens songs such as Im a Little Teapot or Wheels on a Bus. Aside from improving gross motor, these activities bring an atmosphere of fun and camaraderie among children. Moreover, playing games that involve gross motor activities also brings excitement and makes children develop sportsmanship. Furthermore, pretend plays such as imitating movements of animals, things and people allow students to exhibit gross motor, and creativity. Meanwhile, fine motor ability, which includes writing, drawing, sculpting, tying knots, folding and cutting paper, etc should likewise be given proper attention in the pre-school curriculum. Learners who exhibit inability in such activities should be noted and subject to further observation by the teacher and if possible, by the counselor. Children found to have evidence of disability in either gross or motor skills should be referred at once to the relevant authority for proper intervention. Considering this, it is important to know some standards set as regards developing motor skills in the pre-school classroom. The National Network for Child Care, a private organization, has developed the Early Childhood Education Rating Scale, otherwise known as ECERS (Harms Clifford, 1980). This is a set of standards which includes important requirements to look for in a preschool, including space and furnishings, personal care routines, listening and talking, program structure, etc. This scale provides relevant information to both administrators and parents on what to look for in a preschool in as much as developing motor skills is concerned. In particular, it specifies the tools and equipment needed to enhance fine and gross motor skills. A highly equipped pre-school will likely develop motor skills more comprehensively than an unprepared environment. Therefore, it is important to note which tools and equipment should be present in a pre-school. The tools and instruments that ECERS recommends to develop gross motor ability include building blocks, sand and water boxes, balls, and playground equipment. All these should vary in colors to make them look attractive. They should also come in different sizes to provide allowance for improvement of skills. For example, younger children can play with smaller balls and put up lesser number of building blocks while bigger children can do otherwise. In any case, the school should provide a variety of resources for different kinds of children. For developing fine motor skills, schools should ensure they cover for the childs needs to practice fine motor and hand-eye coordination. Activities such as clay-molding, writing, drawing, playing simple musical instruments, and tying a knot are only some of the activities that help improve fine motor skills. Relevantly, writing, drawing and musical instruments, clay, and utensils should also be in place. Importantly, the preschool program should include the proper use of utensils when eating. As schools serve as the second home, so they should learn the proper way of holding utensils for eating. The development a childs motor skills may come naturally. It can occur even without the teachers intervention. Nevertheless, the pre-school teachers and school programs play a major role in harnessing and refining these skills. Teachers serve as the guide to check whether children are exhibiting safe and proper motor practice. They are also the record keeper to the childs progress or disability. Meanwhile, pre-school programs and tools also help enrich the childs motor skills by aiding practice of such skills. Together, these factors harness childrens ability to perform functions, thus preparing them for greater challenges in the primary level and later in the adult life.

The Status of Africa :: Politics Economics Geography African Essays

On October 7 1999, Arizona Daily Wildcat published a remarkable article by Lora Mackel, a history Junior in the University of Arizona. In the article, Mackel expressed her views about the current state of the African continent as follows: We have all seen the images before: Children with bloated bellies, rebels with assault weaponry, shanty towns that spread as far as the camera can pan. These images reflect our own modern conceptions of Africa, for it seems that these wretched conditions and the continent itself are permanently linked. (4) Mackel’s article reminded this writer of a little anecdote told by a fellow countryman of mine named Kagiso, who is from northern Botswana and is currently studying in Alabama. Apparently, one of his American classmates innocently asked him how he had escaped from the civil war going on in Africa. According to Kagiso, this particular classmate of his has this notion that Africa is just one big country. Although it was easy for my countryman, Kagiso, to dismiss his classmate’s question as emanating from an individual on the lower side of the I.Q. scale, the point is that it connects to Mackel’s views and summarizes the perceptions of some Americans about Africa. Their perception is that the whole African continent is a basket case. On the other hand, there are some Americans who – unlike some of their countryman – may not dismiss Africa entirely out of hand. Such Americans may hold the view that Africa is a serious cause for concern. Once in a while , a sympathetic soul who holds the latter view more strongly may arise. Unfortunately, most of the time, such people feel so sorry for Africa that they end up being apologists for the African continent, never mind the fact that the continent is home to 61 countries with varying economic successes (â€Å"Atlas† 122). The generalized descriptions of Africa by writers such as Mackel fail dismally to present a true image of the continent. Africa’s critics may single out the political instability prevalent in some African countries as a cause for their dismissal of Africa. These critics may use Rwanda to plead their case. In 1994, approximately 250,000 Rwandans crossed into neighboring Tanzania as refugees. This was after their village leaders forced them out just because they belonged to a different ethnic group (Shawcross 4). It is easy for Africa’s critics to gloat over these reports. However, one need not be reminded that political strife is not uncommon in this day and age.

Incidences of Sexual Harassment: Cases from Nortern Cyprus

CHAPTER 1 INTRODUCTION Sexual harassment is not a new phenomenon. It has probably existed as long as both sexes have been in existence. Sexual harassment is harassment or unwelcome attention of a sexual nature. It includes a variety of behaviors, including mild transgressions and annoyances to serious abuses, which also involves forced sexual activity (Boland, 2002). Males as harassers and females as victims are the most common types of sexual harassment (O’Donohue et al, 1998). Research on sexual harassment usually falls into two categories: (1) investigating the dimensions of sexual harassment, and (2) investigating the factors that influence an individual’s perception of sexual harassment (Tata, 1993, cited in LaRocca, 1999). These factors include severity of the behavior, context in which the behavior occurs i. e. , power differentials, and incidental attributes of the persons involved i. e. , physical attractiveness. Rubin and Borges (cited in LaRocca, 1999) found that about 70 % of the women they surveyed reported some form of sexual harassment while attending classes at a university, and that majority of these sexual harassment incidents went unreported. Sexual harassment has been acknowledged to be a widespread and recurring problem in employment as well as educational settings (LaRocca, 1999). Sexual harassment in schools is recognized as a public health problem detrimental to students’ psychosomatic health (Gadin, 2002, cited in Witkowski, 2005). Awareness of harassment in an organization gives rise to psychological distress among individuals who have not been directly victimized (Schneider, 2001, cited in Witkowska, 2005). Studies have usually examined harassment and abuse in isolation rather than in the context of the total academic experience (Carr et al, 2006). Financial loss is a major consequence of sexual harassment to organizations (Worsfold and McCann, 2000), and it is more expensive to ignore the problem of sexual harassment than to provide training to the employees and employers, or students as the case may be. Sexual harassment has negative repercussions on the individual, the organization, and the community in general (O’Donohue, Downs, and Yeater, 1998). Headaches, backaches, nausea, weight loss or gain, sleep disturbance, neck pain, tiredness and psychological reactions, such as depression, anxiety, fear, anger, shame, guilt, helplessness, isolation, lowered self-esteem, lowered self-confidence, and nervousness are common for both working women and female college students who fall prey to sexual harassment (American Association of University Women, 2002). College students are known to have forfeited work, research, education comfort and even future career, due to sexual harassment (American Association of University Women, 2002). Thacker (1996), further states that formal education is an important factor in an individual’s career and personal development, and so stunting or obstructing a person’s educational accomplishment can have severe consequences. Formerly, sexual harassment has been seen largely as an instance of regular males’ sex pursuit of women in the workplace or classroom. However, researchers have begun to turn from studying sexual harassment as a problem between individuals, to a problem of organizational climate (www. de2. psu. edu/harssment/generalinfo. html). Thus, this study hopes to shed light on the nature of the organizational climate of E. M. U. This is because studying the perception of students on their understanding of what construes sexual behavior will provide an avenue for E. M. U to create and implement sexual harassment policies that will provide a sexual harassment-free studying environment for students. It also creates a foundation for further research. Schools may be considered as workplaces for students, just as they are for adult employees (Witkowska and Menckel, 2005). The school is an arena for students’ first contact with working life, and a place where they spend a large proportion of their time. 1. 1 Rationale for the Study In the course of carrying out a study on the incidences of sexual harassment of trainees in the tourism and hospitality industry of North Cyprus, the researcher found out that there was no clear cut definition of what sexual harassment means to these students. It is essential that we reformulate our focus to identify what sexual harassment means for students of E. M. U. The study hopes to provide data and theoretical evidence on the context in which E. M. U students perceive sexual harassment. To be successful in today’s competitive organizational environment, it is important for the administration of Eastern Mediterranean University to realize the significance of a sexual harassment-free school environment. It is also important to understand how students feel about the issue. Without a clear-cut definition of what constitutes sexual harassment, it will be difficult for the university to identify and deal with it. Because of the increase in incidences of sexual harassment in higher learning institutions (American Association of University Women, 2006), the negative psychological effects it has on students, e. g. , anxiety, tension, irritability, depression, headaches, lower morale, and the costs of lawsuit settlements increasing all over the world, it is with a pro-active view that this research looks at the perspective of sexual harassment by students in E. MU. Previous studies have contended that the best way to reduce sexual harassment is through prevention (Newman, 2000, cited in Wanthanee et al, 2006). Most of the studies that have examined sexual harassment have been conducted in the United States and other Western countries, thus; the findings from these studies may not be applicable in North Cyprus, given the difference in values and culture between countries. Social-sexual behaviors that may constitute sexual harassment in some countries may be perceived as acceptable in another (Hardman and Heidelberg, 1996, cited in Limpaphayom et al, 2006). Organizations need to establish effective sexual harassment policies and procedures, interventions and training programs to combat the problem (Newman, 2000, cited in Witowska, 2005). However, without a commonly accepted, behavioral –based definition of what constitutes sexual harassment, the degree to which the problem exists cannot be accurately assessed, an understanding of complaints and reactions cannot be reached, and organizations cannot accurately address the problem through policies or training (Nielson, 1996). More research is needed in terms of the effect of gender difference on sexual harassment perceptions and reactions. Current literature based on the United States sample shows no clear consensus whether males and females agree on what behaviors constitute sexual harassment. Perceived gender difference on sexual harassment perceptions in other countries or cultures remain largely unexplored (Wanthanee et al, 2006). 1. 2 Aims of the Study Despite recent interest in sexual harassment in schools around the globe, research in North Cyprus and other European countries remains limited. Therefore, the main objective of this study is to investigate the perception of male and female students of E. M. U in North Cyprus on sexual harassment. Thereby, the study aims to examine whether the sexual harassment construct varies across two specific genders, comparing male and female samples as to what behaviors may be perceived as sexual harassment. The present study builds on previous exploratory studies on sexual harassment and attempts to add to the development of a commonly accepted, behavioral based definition of a hostile work or school environment by identifying specific behaviors perceived by students to create a hostile school environment. Therefore, the aims of this study are: 1. To identify specific sexual behaviors perceived by students as contributing to the creation of differing levels of a hostile work environment. 2. Identify how these perceptions vary across selected demographic factors. 3. Identify how these perceptions are formed. 4. Provide recommendations to E. M. U. concerning the development and implementation of sexual harassment policies and procedures. 1. 4 Scope Of The Study The study will discuss the definition, theories and effects of sexual harassment, with emphasis on perceived differences of male and female gender. It will also give details of the classifications and categories of sexual harassment, with in-depth review of past research on the topic. Further, the study will focus on students who are registered full time in E. M. U. Based on the findings of the study and previous research, results will be analyzed and concluded. 1. 5 Outline of the Thesis The thesis has four chapters will comprise of 5 Chapters. Chapter One gives a background of the entire study, outlining a brief background of the topic, and stating the aims and objectives of the study. It also states the rationale as to why the subject of sexual harassment was chosen for the study. Chapter Two presents a review of the literature. It discusses what previous researches have concluded about the definition, classification, effects and incidences of sexual harassment, placing emphasis on the perceived differences of males and females on sexual harassment. It will also give information about Eastern Mediterranean University, North Cyprus, where the sample will be taken. Chapter Three gives detailed information about how the data set for the study are collected. Data for the study were collected through survey of the students, with questions asked based on the 5 categories of sexual harassment. Thus, the research will use quantitative methodology, using target sampling method to collect primary data. Chapter Four presents the findings. This section presents a detailed report on the perception of the respondents on the context of sexual harassment, supported by the researcher’s conclusions based on past literature and research. Respondents are categorized based on how they report their perceptions, experiences, and how they feel about it. Chapter Five presents a discussion of the findings, limitations faced in collecting data, and the conclusion. In this final chapter, suggestions are proffered to the University administration on how to educate students on issues and policies of sexual harassment. Finally, future research areas are proposed. CHAPTER 2 REVIEW OF LITERATURE 2. 1 Defining Sexual Harassment The definition of sexual harassment adopted by the European Commission in 1991 refers to unwanted conduct of a sexual nature, or other conduct based on sex affecting the dignity of women or men at work. This includes unwelcome physical, verbal or non-verbal conduct (Witkowska, 2005). According to Dziech et al (1990), sexual harassment is harassment or unwelcome attention of a sexual nature. It includes a variety of behaviors that include mild transgressions, serious abuses, and can involve forced sexual activity. EEOC (Equal Employment Opportunity Commission) in the United States, defines sexual harassment as unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature, when submission to or rejection of such conduct is used as the basis for employment decisions affecting an individual, or where such conduct has the purpose or effect of interfering unreasonably with the individual’s work performance, or creates an offensive, hostile or intimidating working environment. (US Equal Employment Opportunity Commission, 1992, cited in Limpaphayom et al, 2006). One chief difficulty in defining sexual harassment is that people with different demographic and/or social backgrounds have different perceptions of what sexual harassment consists of (Foulis and McCabe, 1997, cited in Lin, 2004). Inconsistencies and disagreements on what actually constitutes a hostile working environment and the degree to which sexual harassment is present in the workplace may be the result of two important factors: first, sampling differences found in previous research, and second, lack of a commonly accepted, behavioral based definition of sexual harassment (Nielson, 1996). In November 1993, the Supreme court handed down a decision in Harris versus Forklift Systems Inc, that no longer required complainants to prove that a hostile or abusive environment caused them psychological injury- the complainant needed to simply show that the defendant’s behavior was either physically threatening or humiliating or unreasonably interfered with his or her work (Reynolds, 1994, cited in Nielson, 1996). Based on the above decision, it is clear that there is still no accepted definition of sexual harassment. Individual interpretation is inherent in the identification of a hostile work environment. Behavior that is considered harassing by one individual may not be harassment to someone else, and the reason for these differences in perceptions remain unclear. Sexual harassment seems to be in the eyes of the person being harassed, and it is left to the courts to decide what constitutes acceptable or unacceptable behavior. Although the researcher realizes that it is difficult to define the exact boundaries of sexual harassment, for the purpose of this study, sexual harassment is defined as unacceptable conduct of a sexual nature, or other conduct based on sex that interferes with a student’s right to a supportive, respectful and safe learning environment in school, or that affects a student’s dignity in a negative way. This definition includes both the quid pro quo and hostile work environment types of harassment listed by the European Commission, which captures a broad range of behaviors so as to better describe the nature of sexual harassment in school. Also, because schools are mainly educational institutions, it is necessary to evaluate standards of school behavior related to sexual harassment in a broader learning context than is the case for working adults. 2. 2 Theories of Sexual Harassment. 1. Sociobiology- This perspective argues that males are biologically programmed to be sexual aggressors and that sexual behavior in the workplace is an aspect of biological inheritance (www. de2. psu. edu/harssment/generalinfo. html). Proponents of this theory agree that though sexual behavior in the workplace is inappropriate, it is however, unavoidable, and argue that acting in accordance with one’s biological impulses should not be considered offensive or illegal ( Murrey, 2000). 2. Patriarchy- This perspective holds that men have social, political and economic power over women, and women are defined by the system as sexual in nature (www. de2. psu. edu/harssment/generalinfo. html). In some cultures, women are confined to the home as wives and mothers and female children are not formally educated. In other cultures (such as that of the researcher of the present survey, in Nigeria), women are not confined to the home, but, stereotypes about appropriate male and female behavior assign women a subordinate sexualized identity. Proponents of this theory believe that social structure must change before harassment can be eliminated. This can be done if both men and women are taught about the nature of stereotyping, and there are no links between power and sexuality (Barth and Raymon, 1995). 3. Culture- This perspective maintains that men and women are socialized into different cultures, different beliefs, values and ways of communication (www. de2. psu. edu/harssment/generalinfo. html). Proponents here believe that traditionally, the workplace has been a male culture where men joke and tease each other, and talk about women in a not too respectful manner, so, women who want to enter this scene should not expect men to change their culture in a minute; however men must learn to work along with women in the workplace (Taylor, J. K, 1999). Another argument here is that, suggesting that comments about sex are more offensive to women than men is stereotyping and it is gender discrimination, so the culture of the workplace should be a culture of respect towards all persons. 4. Discourse-The discursive perspective holds that communication creates and shapes social reality, so that communicative practices create assumptions about the nature of the world, which influence our opinions and behavior (www. de2. psu. edu/harssment/generalinfo. tml). This means that feelings and emotions are defined and taught so that people who harass and people who are harassed come to feel these behaviors are normal. Until recently, incidences of sexual harassment were not seen as inappropriate, but instead seen as normal in men’s conduct towards women (Wood, J, 1994). 2. 3 Classification of Sexual Harassment Hadjifotou (1983) classified sexual harassment into 5 categories: 1. Sexual remarks, jokes, catcalls, whistling and teasing, or pe rsonal remarks about parts of the body, particularly legs, breast and hair. These forms of harassment are the hardest to identify and tackle. 2. Suggestive look and gestures, staring and leering. Such unwanted behavior is threatening because there is no immediate escape at work. Ignoring this behavior carries the risk of the harasser increasing his actions; acknowledging the harasser’s interest may be taken as acceptance; and complaining may be difficult if the harasser has power over the woman’s job. For example, a lady narrated how her boss will stand with his hands in his pockets as if rubbing his genitals. (Farley, p. 116, cited in Hadjifotu, 1983). . Persistent demands for dates and sexual favors either from a supervisor or co-worker. Direct questions and comments of the sort cannot be easily ignored. Two scenarios may result from this: rejection or avoidance of the harasser may fuel the myth that women ‘like to play hard to get’, and/or it may be difficult to persuade the harasser that his attentions are unwanted. An example is given of a woman whose boss visited her at odd hours during her night shift, asking her to have an affair with him, a night out, an afternoon, or just half an hour. (Night Nurse p. 4, cited in Hadjifotou, 1983). 4. Touching, pinching, caressing and hugging. A familiar excuse for this type of behavior is that it demonstrates friendship, but when the action is unwanted and repeated, it cannot be mistaken for genuine concern for a person’s well-being. (Kitchen Helper, p. 67, cited in Hadjifotou, 1983. ) 5. Violent sexual assault, rape or attempted rape. Such cases account for a very small proportion of sexual harassment at work. Fitzgerald et al (1988), using Till’s (1980) study on sexual harassment of college women, identified how sexual harassment progresses. This study describes 5 categories of sexual harassment which are all similar to that of Hadjifotou (1983) above to describe the 5 levels of sexual harassment: 1 -gender harassment: generalized sexist remarks and behavior. 2 -seductive behavior: inappropriate and offensive, but essentially sanction-free, sexual advances. 3 -sexual bribery: solicitation of sex activity or other sex linked behavior by promise of rewards. 4 -sexual coercion: coercion of sex activity by threat of punishment. 5 -sexual assault: gross sexual imposition Fitzgerald et al (1988) believe that gender harassment is perceived as the east serious behavior of sexual harassment, while sexual assault is perceived as the most serious of all the behaviors of sexual harassment. This means that the 5 levels of sexual harassment that have been identified is on a 1 to 5 scale where 1 is equal to less severe and 5 is equal to most severe. However, it is believed that gender harassment often leads to eventual sexual assault. Pattinson (1991) states that though sexual harassment does not just involve having sexual intercourse, it is more often than not the prime motivation. 2. 4 Effects Of Sexual Harassment on University Students It is difficult to assess the actual extent of the effects of sexual harassment as a whole. Though many studies indicate the issue to be widespread and take a serious toll on the victim, critics say that many studies get response only from people who have experienced sexual harassment, and such experiences might be exaggerated (www. de2. psu. edu/harssment/generalinfo. html). In schools however, many scholars complain that sexual harassment remains an unspoken secret, with teachers and administrators refusing to admit the problem exists in their schools, thereby, not accepting their legal and ethical responsibilities to deal with it. Dziech and Weiner, 1990). A 2002 study of students in the 8th to 11th grade, undertaken by the American Association of University Women (AAUW), revealed that 83% of girls have been sexually harassed and 28% of boys have been sexually harassed, by teachers and colleagues, (AAUW, 2002). Also in the association’s study, it was reported that 62% of fe male college students and 61% of male college students have been sexually harassed in their universities, with 80% of the reported harassments being peer-to-peer (AAUW, 2006). Headaches, backaches, nausea, weight loss or gain, sleep disturbance, neck pain, tiredness and psychological reactions, such as depression, anxiety, fear, anger, shame, guilt, helplessness, isolation, lowered self-esteem, lowered self-confidence, and nervousness are common for university students who fall prey to sexual harassment (AAUW, 2002). College students are known to have forfeited work, research, education comfort and even future career, due to sexual harassment (AAUW, 2002). Thacker, (1996) argues that formal education is an important factor in an individual’s career and personal development, and so stunting or obstructing a person’s educational accomplishment can have severe consequences. Further negative effects include lower morale, decreased job satisfaction, and poor time-keeping (Stanford and Gardiner, 1993). Previous researches have shown that over a period of time, even low level frequent sexual harassment can lead to significant negative consequences for student victims. (Schneider et al, 1997). According to Hadjifotou (1983), common effects on the college victims are: – Decreased work or school performance, and increased absenteeism. – Loss of job or career, which in turn leads to loss of income. – Having to drop courses, change academic plans. – Defamation of character and reputation. – Loss of reference and/or recommendations. In addition to the above, a survey of 903 female students conducted by Fitzgerald et al in 1988 (cited in Lin, 2006), at a University in the US Midwest, reported that victims of sexual harassment did not report their experiences because of 3 reasons: 1. They felt they might not be believed. 2. They did not want to cause trouble or be labeled as trouble makers. 3. They rather dealt with the problem themselves or, they had not perceived it as serious enough to be reported. 2. 5 Effects of Sexual Harassment on the Organization and the Community Sexual harassment is a widespread and continuing problem in workplaces and schools that cuts through occupational and professional categories, age groups, educational backgrounds, racial and ethnic groups and affects everybody (www. de2. psu. edu/harssment/generalinfo. html). On October 6, 1991, Anita Hill, a University Law Professor, notified the United States Judiciary Commission that she had been repeatedly harassed by Judge Clarence Thomas, a Washington DC Circuit Judge nominated to sit on the US Supreme court by President Bush. This incidence, Anita reported, occurred a decade earlier when they both worked at the US Equal Employment Opportunity Commission (Barton and Eichelberger, 1994). The U. S. Equal Employment Opportunity Commission (EEOC) reported a $1 million settlement of a class action lawsuit against Grace Culinary Systems, Inc. and Townsend Culinary, Inc. lleging egregious sexual harassment of 22 Hispanic women at a food processing plant in Laurel, Maryland. The suit charged the companies with routinely subjecting the female workers, all recent immigrants from Central America who spoke limited English, to unwanted groping and explicit requests for sexual favors by male managers and co-workers over several years (www. de2. psu. edu/harssment /generalinfo. html). The governor of Osaka was ordered to pay $ 107,000 to a university student in Japan's largest sexual harassment verdict, a ruling described as revolutionary in the size of the award and one that is expected to lead to more court cases. Japan has seen a growing number of lawsuits since a revised labor law prohibiting sexual harassment and sex discrimination took effect last April. In July, a court awarded $87,000 to a woman who said she was harassed and forced into a sexual relationship by a piano teacher while she was a university student (www. de2. psu. edu/harssment/generalinfo. html). WR Grace & Co agreed to a $1 million settlement in a sexual harassment suit. Managers at a food processing facility in Maryland were charged by the US Equal Employment Opportunity Commission with the harassment of 22 female workers from Central America. The violations included the demanding of oral sex, touching of the women and exposing themselves to the women. According to commission officials, two pregnant women who refused the men's advances were fired (www. de2. psu. edu/harssment/generalinfo. html). As is seen in the examples above, financial loss is a major consequence of sexual harassment to organizations (Worsfold and McCann, 2000), and it is more expensive to ignore the problem of sexual harassment than to provide training to the employees and employers. Government officials are not left out in the criticisms and lawsuits levied against them on sexual harassment matters. In a 1990 survey of employees of the US Defense Department (Barton and Eichelberger, 1994), 64 percent of the findings in the military reported that they had endured sexual harassment while in service. Also surveyed are the cases of at least a dozen Senior Naval Officers who had been reassigned or demoted over charges of them harassing female Officers at a Las Vegas convention in the summer of 1991 (Barton and Eichelberger, 1994). O’Donohue et al (1998), summarize some of the effects of sexual harassment on the organizations as follows: -Decreased productivity: when sexual harassment occurs in the workplace, the individuals involved will be psychologically affected and may not perform as well as they ought. -Increased absenteeism of staff: staff that experience sexual harassment behaviors in the workplace tend to make excuses for not showing up for work. Increased healthcare costs and sick pay costs: in organizations where sexual harassment behaviors are prevalent, staff will incur more healthcare and sick pay costs during post harassment treatment. -Decreased ethical standards and discipline in the organization: organizations that condone sexual harassment behaviors and do not do anything about it will find a decrease in their ethical standards and discipline because employees will act in anyway they like knowing there will be no consequences. This is also bad for victims as they will feel no one cares about their predicament. Legal costs if complainants take issue to court: when victims file lawsuits against organizations, costs are incurred in settling the complainants or paying for the services of attorneys. 2. 6 Effects of Sexual Harassment on the Individual Rubenstein (1992) identifies anxiety, tension, irritability, depression, headaches, sleeplessness, fatigue and deterioration of personal relationships as stress related consequences of sexual harassment. Further negative effects on the individual include lower morale, decreased job satisfaction, and poor time-keeping (Stanford and Gardiner, 1993). Previous researches have shown that over a period of time, even low level frequent sexual harassment can lead to significant negative consequences for the victim (Schneider et al, 1997). 2. 7 Gender Differences In Sexual Harassment Sensitivity Gender has been a dominant aspect of sexual harassment research and has been shown to be a predictor of sexual harassment sensitivity (Crow et al, 1995). Research by Crow et al also suggests that males and females, do, in fact, differ in sensitivity to harassment. Major differences were found in the reaction to harassment of a non-sexual nature where women were more likely than men to perceive a given incident as harassment. As human beings, we grow up to be aware of who we are through being exposed to particular interpretations of what it is to be human- in this case, either male or female, masculine or feminine (Linstead et al, 2005). Traditionally, sexual harassment sensitivity has been looked at in terms of social-sexual behaviors based on gender (Crow et al, 1995). The traditional view from research is that gender has a significant impact on sex-role behaviors and sexual behaviors. It has become apparent that men and women automatically have different orientations towards sexually-related behaviors, which in turn results in different perceptions to sexual harassment (Reilly et al, 1986, cited in Crow et al, 1995). Tangri et al in their 1982 study (cited in Lin, 2006), state that females are more sexually attractive and so are more socially disadvantaged than their male counterparts. Therefore, Lin (2006) argues that females are more vulnerable to harassment than the males. Males as harassers and females as victims is the most common type of sexual harassment (O’Donohue et al, 1998). Men seem to be more tolerant of sexual harassment than women and tend to rate hypothetical scenarios and specific social behaviors as less harassing than women (Gutek, 1985 cited in Crow et al, 1995). Women are assumed to resent sexual overtures at work and tend to react more negatively to sexual harassment scenarios than men. Gender differences occur because men and women weigh information about the victim and the harasser differently (Carr et al, 1999). Men tend to be more influenced by incidental behaviors of the victim. For example, Pryor and Day, in their 1988 research (cited in Carr et al, 1999), found that men were more influenced than women by the information of how the victim dressed, thereby, attributing more blame to the victim than the harasser. Researchers of past surveys have had difficulty in defining sexual harassment and have attempted to identify behaviors that constitute sexual harassment by respondents of their survey (Worsfold and McCann, 2000). However, the most commonly reported forms of sexual harassment are gender related derogatory remarks, suggestive looks, and sexual comments ( Stanford and Gardiner, 1983). CHAPTER 3 METHODOLOGY 1. Introduction This chapter outlines the research method, research design, and the research sample. The research method gives detailed information about the type of research that was utilized for this study and gives reasons why it was used. It also gives information on the kind of data that will be collected and which sources will be used. The research design gives information on the survey instrument used for the study, explaining the questions and their source. The research sample provides the reader with the population used for this survey and the reason why it was used for this study. 2. Research Methodology This research is an inquiry into the perceived differences on sexual harassment between male and female students of EMU, examining the size of the gender difference within specific behavioral categories in an attempt to identify those behaviors that produce the largest difference and provide accurate information about the actual size of the gender difference. Thus, this study uses the quantitative approach to test the hypotheses. The aim for using this method is to determine whether the predictive generalizations of the hypotheses hold true. The researcher uses questionnaires to collect data, and remains objectively separated from the subject matter of the research. 3. Survey A questionnaire is a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents. Questionnaires were chosen for this research because this research involves a large sample, thereby making data entry and tabulation easier to analyze. Also, questionnaire surveys are familiar to most people, and generally do not make people apprehensive in answering questions. In addition, the researcher’s own opinions will not influence the respondent to answer questions in a certain manner, reducing bias, and also are less intrusive than telephone or face-to-face surveys, as the respondent is free to complete the questionnaire on his/her own time-table. 3. 1 Questionnaire Design This survey is designed to provide information distinguishing between reactions to both pervasiveness and severity of particular behaviors, as well as to provide information distinguishing between reactions to gender harassment, seductive behavior and sexual imposition. The questionnaire design used for this research was adopted from Nielson (1996). Nielson (1996) examined the perception of sexual harassment, focusing on the female office professional’s perspective. Self administered questionnaires will be given to respondents with assurance that data will only be used for this thesis research and not for any other purpose. The items of the survey instrument will be prepared in English and then translated into Turkish by using the back translation method. There will be a pilot study of students who will be given questionnaires to complete, so that the researcher could confirm if the questionnaire was well understood by the respondents. After confirming the questions were understood, the researcher will hand out the questionnaires to students in various classrooms after taking permission from the University administration. Questionnaires returned by the espondents will be analyzed using Windows SPSS 0. 8 and used according to the respective objectives and occasions. 300 questionnaires will be distributed. Demographic explanations for differing perceptions of sexual harassment will be tested based on the following research and proposed hypothesis. Based on the assumption that females are inclined to find social sexual behavior (dating and flirting) as more severe than boys, this study proposes that: H1- F emale students will perceive potentially harassing behavior as more severe than male students. Research found that men were more influenced than women by the information of how the victim dressed, thereby, attributing more blame to the victim than the harasser. Based on this information, the study proposes that: H2- male students will judge the victim more harshly than female students. Research shows that a person’s previous experience with regard to sexual harassment influences gender difference in perceptions of sexual harassment (Blakely et al, 1992, cited in Nielson, 1996). This means that if one has experienced sexual harassment behaviors, he/she will be more conscious and less tolerant of behavior considered as harassment. Based on this, this study proposes that: H3- students who respond to having been sexually harassed will perceive potentially harassing behavior as more severe than those who respond to not having been sexually harassed. Previous research shows that studies investigating sexual harassment has tended to exclude behaviors which are perceived to have a low potential to harass and have also provided respondents with limited responses. In attempting to deal with these issues, this survey utilized in this study is designed to measure students’ perceptions of a wide range of actual workplace behaviors which create varying levels of a hostile work environment. Within this variety of behaviors, both severity and frequency of the behavior will be manipulated. Therefore, the continuum to be used for this study is as follows: 1. Likely to consider it a compliment 2. Socially acceptable behavior 3. Annoying, but not likely to affect my studies 4. Disturbing to the point of affecting my studies, but no formal complaint 5. Basis for formal complaint, but not a lawsuit. 6. Basis for a lawsuit. The use of response options beyond formal complaint is to enhance the identification of behaviors that create a hostile work environment. Though such behaviors are typically not reported, they may have an adverse effect on the victim’s productivity, moral absenteeism and turnover. 3. 2 Survey Items. 1. Comment: â€Å"your hair looks nice† 2. Comment: â€Å"have you lost weight? † 3. Comment: â€Å" you have nice legs† 4. Comment: â€Å"your skirt is very short† 5. Comment: â€Å"your neckline is very low’ 6. Comment: â€Å"your clothes fit like a glove† . Comment: â€Å"you have an attractive build† 8. Opposite sex touches your hands 9. Opposite sex touches your arms/shoulder 10. Opposite sex asking for a date 11. Opposite sex touches your back 12. Opposite sex telling off-color jokes 13. Student forced into sex in school 14. Opposite sex asking for sexual f avors 15. Opposite sex touches your breasts 16. Hugs with caresses from opposite sex 17. Opposite sex touches your buttock 18. Opposite sex describing sexual abilities 19. Opposite sex staring, persistently 20. Observing peers having sex in the school environment 21. Peers discussing sexually related stories 22. magazines with pictures of people scantily clothed 23. Opposite sex touches your face 4. Research Sample The questionnaire survey will focus on students of E. M. U. in North Cyprus, who are registered as full time students. Purposive sampling is a sampling method in which elements are chosen based on purpose of the study. Purposive sampling may involve studying the entire population of some limited group (example, sociology faculty at Bilkent University) or a subset of a population (example, EMU faculty who has won a Nobel Prizes). As with other non-probability sampling methods, purposive sampling does not produce a sample that is representative of a larger population, but it can be exactly what is needed in some cases – study of organization, community, or some other clearly defined and relatively limited group. In this study, purposive sampling method was used, as the researcher decided to focus on students whose profiles are given above to get the specific information for the research. Table 3. 1 Questionnaire This questionnaire survey aims to investigate the perception of male and female students of EMU on sexual harassment. The researcher wishes to find out from you, whether the sexual harassment construct varies across two specific genders, comparing male and female samples as to what behaviors may be perceived as sexual harassment. Due to the sensitivity of the topic, be assured that whatever you say or write is strictly confidential and cannot be traced back to you, as you are not requested to write your name or any other personal information. Please answer the questions honestly and sincerely, as it is important for the output of this research. 1. What is your gender? a. Male b. Female 2. What age group are you? a. 16-20 b. 20-24 c. 25-28 3. What is your educational level at EMU? a. Year 1 b. Year 2 c. Year 3 d. Year 4 e. Graduate student. 4. What is your nationality? 5. For each of the scenarios depicted below, how would you rate such behavior? (In reference to the school environment). Kindly mark ‘X’ in boxes 1, 2, 3, 4, 5 or 6 (as applicable to you). Where; 1= Likely to consider it a compliment. 2= Socially acceptable behavior. 3= Annoying, but not likely to affect my studies. = Disturbing to the point of affecting my studies, but no formal complaint 5= Basis for formal complaint, but not a lawsuit. 6= Basis for a lawsuit. 1 2 3 4 56 1. Comment: â€Å"your hair looks nice† 2. Comment: â€Å"have you lost weight? † 3. Comment: â€Å" you have nice legs† 4. comment: â€Å"your skirt is very short† 5. Comment: â€Å"your neckline is very low’ 6. Comment: â€Å"your clothes fit like a glove† 7. Comment: â€Å"you have an attractive build† 8. Opposite sex touches your hands 9. Opposite sex touches your arms/shoulders 10. Opposite sex asking for a date 11. Opposite sex touches your back 12. Opposite sex telling off-color jokes 13. Student forced into sex in school 14. Opposite sex asking for sexual favors 15. Opposite sex touches your breasts 16. Hugs with caresses from opposite sex 17. Opposite sex touches your buttocks 18. Opposite sex describes sexual abilities 19. Opposite sex staring, persistently 20. Observing peers having sex in the school environment 21. magazines with pictures of people scantily clothed 22. Peers discussing sexually related stories 23. Opposite sex touches your face 6. Please define what sexual harassment means to you——————————————————————————————————————————————————————————————————————————————————————————————————————————————————————†”————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————â €”——————————————————————- Thank you very much for taking time out to help me in my research. For more information, or if you have problems filling out the questions, or if there’s anything you wish to talk about/discuss, please contact me: E-mail: [email  protected] com. Reference: AAUW (2002) â€Å"Hostile Hallways: Bullying, Teasing, and Sexual Harassment in School†, Research by Harris Interactive: American Association of University Women Educational Foundation, 11 11 Sixteenth street, Washington D. C. ISBN: 1-879922-28-2. AAUW (2006) â€Å"Drawing the Line: Sexual Harassment on Campus†, National Conference for College Women Student Leaders’ Summit on Sexual harassment, American Association of University Women, Washington D. C. , 20036. Anderson, J and Poole, M. (1994), ‘Assignment & Thesis Writing', John Wiley and sons, New York. Pp24-30. Barth, A. J. , and Raymon, P. 1995), ‘The Naive misuse of power: Non-conscious Sources of Sexual Harassment, Journal of Social Issues, 51 (1) pp 85-95. Barton, L. , Eichelberger, J. (1994) Ã¢â‚¬Ë œSexual Harassment: Assessing the need for corporate policies in the workplace. Volume 7, Number 1, pp 24-28, MCB Press, 095 3-3230. Boland, M. L. (2002), Sexual harassment: Your Guide to Legal Action, Naperville, Illinois, Sphinx Publishing, 2002. Fitzgerald, L. F. , Shullman, S. L. , Bailey, N. , Richards, M. , Swecker, J. , Gold, Y. , Ormerod, M. , and Weitzman, J. (1988), ‘The Incidence and Dimensions of Sexual Harassment in Academia and the Workplace’, Journal of Vocational Behavior, 32, 152-175. Hadjifotiou, N. (1983), ‘Women and Harassment at Work’, Pluto Press Limited, Australia and London. Lin, Y. H. (2006), ‘The incidence of Sexual Harassment of students while undergoing practicum training experience in the Taiwanese hospitality industry: Individuals reaction and relationships to perpetrators’, Journal of Tourism Management, 27, 51-68. O’Donohue, W. , Downs, K. , and Yeater, E. A. (1998), â€Å"Sexual harassment: A review of the literature†, Aggression and Violent Behavior, 3 (2), 111-128. Pahlavan, N. (2006), ‘Investigation of sources of funds in Restaurants in T. R. N. C. ‘ Masters thesis, september 2006, gazimagusa, North Cyprus. pp30-44. Reyner, C. , Sheehan, M. and Barker, M. (1999), â€Å"Theoretical approaches to the study of Bullying at Work†, International Journal of Manpower, Vol. 20, No. ? , pp11-15. Rubenstein, M. (1992), ‘Preventing and Remedying Sexual harassment at work: A Resource Manual, Eclipse, London. Schneider, K. T. , Swan, S. , and Fitzgerald, L. F. (1997), ‘Job related and Psychological effects of Sexual Harassment in the Workplace: Empirical Evidence from 2 Origins’, Journal of applied Psychology, Volume 82, Number 3, pp 401-410. Stanford, J. , and Gardiner, J. (1993), ‘Sexual Harassment: how it happens and how to beat it’, The Industrial Society, London. Taylor, J. K. 1999), ‘What to do when you don’t want to call the Cops’, New York: NY University books, p 8. Thacker, R. A. (1996), â€Å"A Descriptive Study of Situational and Individual Influences upon Individual’s Responses to Sexual Harassment†, Human Relations, 49 (8), 1105-1122. Thomas, M. (2005), â€Å"Bullying among support staff in a higher education institution†, Journal of Health Education, Vol. 105, No. 4. pp 273-288. Worsfold, P. , and McCann, C. (2000), â€Å"Supervised Work Experience and Sexual Harassment†, International Journal of Contemporary Hospitality Management, Volume 12, Number 4, pp 249-255. Woods, J. (1994), ‘Saying it makes it so: The Discursive Construction of

Language acquistion essays

Language acquistion essays Language acquisition is the process of learning a native or a second language. Although how children learn to speak is not perfectly understood, most explanations involve both the observation that children copy what they hear and the inference that human beings have a natural aptitude for understanding grammar. Children usually learn the sounds and vocabulary of their native language through imitation, and grammar is seldom taught to them; that they rapidly acquire the ability to speak grammatically. This supports the theory of Noam Chomsky (1959). that children are able to learn the grammar of a particular language because all intelligible languages are founded on a deep structure of universal grammatical rules that corresponds to an innate capacity of the human brain. Adults learning a second language pass through some of the same stages, as do children learning their native language. In the first part of this paper I will describe the process of language acquisition. The second part will review how infants respond to speech. Language is multifaceted. It contains both verbal and non-verbal aspects that children seem to acquire quickly. Before birth virtually all the neurons (nerve cells) are formed, and they migrate into their proper locations in the brain in the infant. When a baby is born, it can see and hear and smell and respond to touch, but only dimly. The brain stem, a primitive region that controls vital functions like heartbeat and breathing, has completed its wiring. Elsewhere the connections between neurons are wispy and weak. But over the first few months of life, the brain's higher centers explode with new synapses. This helps an infant to be biologically prepared to face the stages of language acquisition. According to the textbook Child Development: A Thematic Approach, 3rd Edition (D. Bukatko & M.W. Daehler, 1996, p. 252) there are four main components to language acquisition. These components are phono...

The Not-So Perfect Reality Professor Ramos Blog

The Not-So Perfect Reality The Not-So Perfect Reality Many of us have our own idea of the perfect reality. We might have fantasies of living in the perfect white picket fence house in the country-side or of living a luxurious apartment in the city. Our dreams might involve being a successful business person or settling down to start your own perfect family. No how bad you want it or how much you’re willing to give up- it’s not always achievable. Sometimes we see others who are living our perfect reality and are forced to face the bitter truth. I can’t have it all. In Sandra Cisneros’ storyNever Marry a Mexican,the protagonist Clemencia was forced to realize this. Her jealously was a recurring theme throughout the entire story when she had to face the fact that a red headed woman from Texas was living her dream. Clemencia was a young woman who was born in Mexico and prides herself as being a helpless romantic even though she would swear to never marry. Though she was helplessly romantic, she was also unwillingly materialistic and admired her father primarily for the fact that he wore ‘quality clothing’. Like many young girls, she dreamt of belonging to a man and â€Å"couldn’t wait to be shown off on his arm like an expensive jewel, brilliant in the light of day† (Cisneros). This innocent dream of hers was dissuaded by her mother who had married her father at a very young age with no reason and constantly told Clemencia that she should Never Marry a Mexican. She eventually discovered that her mother was cheating on her father- which left Clemencia feeling betrayed and detached from her mother. Studies show that a parent’s infidelity harms the emotional development that children feel- especially when a relationship ends in divorce and increases the probabilit y that the child will to experience infidelities within their own relationships. Just as the majority of little girls see their fathers as being their hero, Clemencia greatly admired her father. In her youth, she would imagine a younger version of her father dressed in expensive, show-off clothing. She idolized the fact that his clothing was expensive. She describes him by saying, â€Å"My father in his shark-blue suits with the starched handkerchief in the breast pocket, his felt fedora, his tweed topcoat with the big shoulders, and heavy British wing tips with the pin-hole design on the heel and toe. Clothes that cost a lot. Expensive† (Cisneros). Though her father, along with his quality possessions faded away, Clemencia’s desire for quality stayed. Cheating is much more frequent then many realize. Studies show that at least 16% of married couples in the U.S have reported cheating during their marriage. Clemencia’s secret lover Drew, would have contributed to a part of this percentage. Clemencia strongly believed that Drew loved her more than he loved his wife Megan. She believed that she was the reason that Drew didn’t want to have kids with his wife, and that by telling Drew that he should give his wife a baby- she herself was creating the child. Both Clemencia and Megan loved Drew and when she realized that he loved his wife more- Clemencia was overcome with jealousy. Many of us can recall a time when we let our emotions such as jealousy control our thoughts and actions. An article found onParentsexplained that though jealousy within relationships is normal- excessive amounts of jealousy can definitely lead to issues. Megan represented herself as being a non-jealous type who was a living example of the phraseâ€Å"Ignorance is bliss†,while Clemencia portrayed herself as being the contrary and wished to dwell on the known. Almost all women would express great concern when their husband receives a phone call from another woman late at night. Instead of reacting off of her emotions- Megan woke her husband up to give him the phone which surprised Clemencia. Megan realized that even if he was cheating, there was still hope for their relationship because many relationships can recover from infidelity (Rewire). Clemencia, being a more reactive person struggled with jealousy throughout the entire story. On her last night she spent with Drew she went into the restroom. Upon seeing Megan’s quality items everywhere- which she had idolized since her youth but was never able to afford them with her salary, she became extremely jealous that Megan would have everything that she wanted- the man, the silk robe, the nice house, etc†¦ In pleading attempt to make things fairer, she took a bag of gummy bears out of her bad and hid them throughout all of Megan’s things. She hoped that maybe if Megan found out about the affair, she would leave Drew and he would finally be only hers. Imagine falling head over heels in love with somebody who didn’t want you. If the opportunity were to arise for you to have somebody who was just like them, would you take it? Chances are that you would. Even though she swore to never marry, Clemencia just wanted to be loved. Many years later, she became the teacher of Drew’s son. She came to peace with the idea that since she couldn’t have Drew, she would have the second-best thing. His son. She slept with him â€Å"to make him love [her] the way [she] loved his father†. Everyone wants the fairy tale ending, whether it be a white picket fence or a place in the city. More than that, they want to be loved, and they want to love somebody with all that they have. Unfortunately, sometimes life is cruel, and it doesn’t always work out that way. Some relationships survive through the trials and the triumphs- while others crash and burn. Jealousy might cause relationships to fail such as Drew’s and Clemencia’s, yet it might cause them to grow stronger like Megan’s and Drew’s. Sometimes we’re forced to make the most out of our not-so perfect reality. â€Å"If You Cheated, Is There Hope for Your Relationship?†Rewire, 19 Apr. 2019, rewire.org/love/cheated-hope-relationship/.nbsp;â€Å"Who Cheats More? The Demographics of Infidelity in America.†Institute for Family Studies, ifstudies.org/blog/who-cheats-more-the-demographics-of-cheating-in-america.Cisneros, Sandra. / Woman Hollering Creek and Other Stories. / New York, Vintage,1991.â€Å"What Kids Learn from Your Marriage.†Parents, parents.com/parenting/better-parenting/advice/what-kids-learn-from-your-marriage/.

Why I agree with The World is Flat by Thomas Friedman Essay

Why I agree with The World is Flat by Thomas Friedman - Essay Example The Japanese, Chinese and Indians or Hindus are part and parcel of this World is Flat economy. According the Thomas Friedman, the recent series of technological and economic factors have been pooled together since the year 2000 with the improved organizational and personal capacities plus the additional of more new players (nations) in the worldwide economic playing field has created a huge impact on the American economic Community like a tsunami. This Tidal wave will continue to change the lives of many Americans for more than a decade. The Friedman book is a wake up call for Americans to adjust otherwise; they will be overcome, economically by Japan, China and India. playing field will be leveled FLAT so that there will be more players coming from far away places, including marginal or third world countries. The third world countries can now take advantage of the benefits of HIGH advances in technology and productivity. A very good example of the FLAT world concept of Friedman is the DOT-COM bubble. Dot-com is the onset of the internet age. A person can now talk, some call it chat, with other persons and receive and send information from one corner of the world to the farthest point thru the internet. Some quarters say that the internet age has resulted to the BUST of some American companies. This is true because now that the world is FLAT, economic players from China and India can compete for the manufacture of amenrican products. Due to the hDue to the high wages and other operating costs of maintaining factory producing American goods, the American businessmen can now put up its offices in China and India where wages are ten times or more lower than the average American worker's earnings.For the American employees, this is a bust because it will add their unemployment situation. For the American businessmen, they will generate huge profits from the low labor wage and low costs of operating a factory in China or India. For the Chinese and Hindu nation, they are the winners in this bust situation because they are now hired and paid wages that are very much higher than the average Chinese or Hindu wage. The pride of working in a Multinational company is such a ego boosting to the Chinese and Hindus. A good example of his THE WORLD IS FLAT philosophy is Mr Friedman's stories of many foreign companies that cropped up to provide the technological services to American enterprises is the case of An American Income tax company outsourcing its basic income tax return filings to companies based in India.The National language of India is English where communication is not a problem. The Indian employees are paid around ten times lesser than the average American worker. This cost savings for the American company will result to lower American selling prices and / or increased company profit.This only shows that workers in the third world countries, including china can be trained to produce goods and service that is at par or even better than the ones produced by the American workforce. This is made possible by the internet and other improvements in technology. This clearly shows that the American industrial footing as the "big dog on the block" has been successfully questioned by the

Finance Essay Example | Topics and Well Written Essays - 1000 words - 2

Finance - Essay Example The business organisations in order to expand on both its sales and revenue paradigms focus on expanding into international territories where they would be able to get hold of newer markets and newer customer segments. Body This process of international expansion is made possible by the business corporations depending on certain premises like conducting trades related to exporting of commodities to foreign nations, through rendering investment in business units created in foreign territories, opening up of new production units in the foreign locations. Further the business corporations can also move to conduct business in international areas through the creation of contracts with support firms to gain both managerial and technical expertise. Finally the business houses can also go for selling intangible assets like trademarks and patent rights through effective licensing schemes or can also expand into foreign territories by working on franchising activities. The method of exporting used by business to probe into international markets helps to gain wider recognition in such areas at reduced cost.Business corporations can focus on gaining control over foreign firms through the rendering of high amount of investments in such. Business organizations by focusing on opening up newer production zones help in generating economies of scale . These external business units can work on getting cheap local labour and also get a better understanding of the foreign markets and business territories. The method of forming external business contracts with firms located in foreign soil helps in outsourcing business expertise to these areas in return for an appropriate fee structure. Through licensing activities the business organisations can also gain more revenues and stake in foreign firms by selling knowledge assets top foreign firms. Finally through the franchising activities the business corporations can gain enhanced access to foreign markets where the cost of investments and risks involved is low (Global Business Strategy, 2001). Conclusion The above context describes the different methods which the business corporations can take to expand its business in international markets. Such activities reflect both cost intensive and market expansion strategies which helps the business corporations to enhance both their revenue and market structures. 2 Discuss the different types of risk that can impact upon an organization trading on an international basis. Introduction The potential business risks which the business organisations face while doing business in international markets are related to the transportation of commodities in international zones, risks pertaining to commercial activities, the large amount of political risks pertaining to the different international zones, other risks relating to the financial and economic conditions and other risks owing to the emergence of adverse business conditions. Body The first risk involved relates to the damag e to the products involved owing to improper transportation which amounts to breakage and spoilage of the goods involved. Again risks arise from the product interface owing to unavailability of the right amount of payment. Product risks are also involved owing to faulty manufacturing practices wherein production of faulty products leads to loss of business by the seller. The segment pertaining to commercial risks reflect that insolvency position of the buying community leads to loss