The Last Song free essay sample

It has been widely accepted that textbook is an essential component of the classroom. It is the most common teaching device. A textbook is a manual of instruction or a standard book in any branch of study. They are produced according to the demand of educational institution. This paper is a textbook evaluation to determine the effectiveness of the book to the 3rd year high school students in the reading development and if it provides the learning goals of each lesson, classified into listening, speaking, reading, grammar, writing and study skills, and values objectives as a tool for learning and living in the highly competitive world. Education demands a high-quality level of learning device or technology. In fact, the efficiency of the teaching-learning process depends on the authenticity and relevance of the instructional material. One of which is the textbook. One of the skills education demands is the skill on reading. We will write a custom essay sample on The Last Song or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Reading is the cognitive process of understanding a written linguistic message. According to Timothy Dwight, â€Å"A person who cannot read is something like a blind man walking through a pleasant meadow, where there are flowers and fruit trees; there are many pleasant things and many wise and good things printed in books, but we cannot get them unless we read†. It is the root of all wisdom. So what do you think would be the effect if a student will gather wrong information or inaccurate learning from a book? Textbook is book used in schools or colleges for the formal study of a subject. They play a big role in the learning process of every individual. They can make or break the student’s future. So it is really important to select the best book that you will use in facilitating learning. Well, selecting isn’t enough, there should always be an evaluation; for you to see the efficacy of every components of the book. This paper will present how a specific textbook satisfy the requirements to be considered an efficient book. Each part of the book will be criticized and evaluated whether they work for each other or some should be eliminated. The following parts of the paper are product of close reading of the book â€Å"Public Speaking and Speech Improvement for Filipino Students Fourth Edition† by Arsenia B. Tan. OBJECTIVES 1. To determine the effectiveness of the book to the 3rd year high school students in the reading development. 2. To value the importance of the reading book/s instead of depending everything on the internet. 3. To awaken the students that even in their simple ways, they can be a good public speaker. TEXTBOOK ANALYSIS I. Title of the book: Public Speaking and Speech Improvement for Filipino Students II. Author: Arsenia B. Tan III. Subject Area of Concentration: English IV. Curriculum used: Third Year High School (English III) V. Textbook Analysis: This book offers a practical approach to the fundamentals of speech improvement. Since speech is a communication, there are a number of factors that the reader must consider. If he wishes to be an effective communicator of his thoughts are feelings. The following premises will discuss each part of the book about their content, implication, and efficiency. A. Title Page The book is covered with a yellow- colored skin with the title pointed on it. The design used a picture at a speaker showing his conviction in public speaking. As a reader you will initially figure out that the book indeed offers a great content by simply looking on its cover page. B. Copyright Page The book displays the total information about the book’s publishing company, date, and authors. This would be beneficial to the students who aim to have a research. C. Table of Contents Based on convention, the topics of the book were presented in organized form. Each topic was specified with its page location. Each part of the book was placed on the table of contents. The teacher, student of any reader will have an easy time looking for the topics of the book. D. Preface The most precious gift that God has given to man is the power of speech. It is the power that distinguishes man from animals. Man uses speech to communicate his thoughts, feelings, desires, and aspirations to his fellow beings with to whom he interacts in continual living or in social activities. This is how the authors started her preface. It is indeed encouraging to read the preface. It gives us an efficient birds-eye-view about the goals and content of the book. If you will match it to the curriculum, it is suitable to the demands of the Language subjects of the students. The preface seems to be the author’s journal. You can read how dedicated she is to transmit the wisdom of public speaking to her readers. It is the main objective – to develop not only mastery of the communication skills but also proficiency in the transmission of ideas that this book has been prepared. For this reason, this book will serve as an individual tool to develop one’s communicative power to the outmost if he expects to become a competent and dynamic administrator or leader in his field of endeavour. E. Chapter Analysis A. Part 1: On Public Speaking Chapter 1: What public speaking involves? The chapter deals with the definition of public speaking. It also presents different definition from various authors of public speaking. Since the book is used for language subjects in secondary, the content of chapter one satisfy the demands of a newbie speaker who will read this book. The student will easily understand the ideas of chapter one because the words are clearly defined and the examples given are congruent to the reality of life the book describes. The teacher could also apply the tips presented in the chapter. Most of the explanations can be easily discussed through the use of examples provided. The chapter offers a self- evaluation on its last part. It is an oral examination which asks ‘What can you contribute to make your country a better place to live in as an individual? As a member of the community? As a professional? † See page 12. Basically, the activity is appropriate to test the effect of the tips given on the chapter. The teacher could assess whether learners is effectively learning. B. Chapter 2: Delivery as an effective medium of putting words into action. This particular chapter talks about delivery. Its process, definition, and aspects. The factors affecting delivery were also presented chronologically. The salient factors to underscore in the process of delivery were presented in detail. The student could easily understand the steps because they were narratively presented. And most of the examples are true to life. The student can easily relate with the scenarios of delivery. The teacher is the best demonstrator of the following reminders of delivery. If she will follow the steps given she’ll be effective in her discussion of the chapter. The chapter offers another self- evaluation which asks for application test. The activity can help the teacher to assess the student’s development in his delivery. C. Chapter 3: Developing a pleasing, impressive voice and using gestures effectively. The chapter discussed the definitions of voice and gestures. It also presented different techniques in developing the two. The book gave a lot of standard procedures in performing voice and gestures. The students are subjected to corrections and criticism whenever they attempt to perform such. The chapter could help the teacher in managing the voice quality of the students, even the execution of the gestures. The teacher should master every bits of information of this chapter three. She could effectively demonstrate the standard procedures. The chapter presented a voice drill and gestures drill which serves as an activity to evaluate the students’ mastery of the lesson. D. Chapter 4: Preparing the speech In this chapter the content is all about how will the student prepare a speech. There are factors that the student must consider as a speaker before making a speech. How to become an interesting and effective speaker are being underscore in this chapter. It also includes suggestions in preparing a speech to be a great public speaker. As a good speaker, every individual must know how to make a plan on how to produce or write an interesting beginning and a remarkable ending. The book suggests the ways in choosing a topic or a subject considering the audience, occasion, and the availability of the materials to be used in the speech. The activity given in this chapter assess the capability of the student’s knowledge on a certain topic and how will he react or present in the situation given. Thus, the given topic is somehow difficult for the students for the secondary level. The topic must be appropriate in their level. E. Chapter 5: Tackling the problem of listening. This chapter discussed the problems in listening. Basically, this is a very interesting topic for the readers who are experiencing problems in listening since talking is such a natural and endless activity that we perform in daily. We frequently have conversations without realizing that we are engaged in a public rather than in a private activity. Good thing about this chapter is that, it provides demonstrative examples like dialogues of native speakers as they overcome problems in listening. It also discussed different symptoms and signs about having listening problems. The students could easily relate to the lesson because students nowadays are sometimes experiencing listening problems. The chapter’s topic is a challenge to the teacher because it provides different tips to solve the listening problems. Part of which are the suggested activities see page 52- 53. F. Chapter 6: Variations in the forms of your prepared speeches. This chapter is a performance- based part. The time to speak has come! The students should have to stand before an audience and deliver their speech. This chapter asks for what kind of category of speech will the student perform on a specific purpose. The chapter provided concrete excerpts and sample speeches from different sources (see bibliography) which played a big role in transmitting the skills in speaking. There are also practical speeches to be practiced after every type of speech. A student could also use the examples to compare their speech efficiency to others. The teacher is privilege to have this part of the book because she will not have a hard time looking for resources. She could easily facilitate learning by simply using the given examples of speech on the chapter. Education- wise, the chapter also provided a practical activity on the latter part of it. It requires students to perform different types of speeches see page 66. G. Chapter 7: Speaking with a definite purpose. After discussing how to speak, this chapter aims to illustrate different purposes why we speak. The general purpose of speaking is usually to inform, to inspire, to convince, to entertain, to persuade. The student is lucky to have this part of the book, only limited books presents comprehensive details about different purpose of speeches. They could practice and inculcate in their minds the variation of speeches according to specific purpose. As expected, this chapter provided examples of speeches depending on its specific purpose of such. It presented narrative explanation of each type of purposeful speeches. A teacher can facilitate learning by using different examples given to this chapter. In fact, most activities are already given in the evaluation part of this book. H. Chapter 8: The art of audience psychology. As we observed, the topics are getting deeper and more complex. Since speeches are fundamentally built around people’s lives and are primarily directed to an audiences it is of vital importance to study the audience and to know the art of its psychology if a public speaker wishes to be successful and efficient during the moment of speech communication. This chapter, it was clearly searched that a speaker should master the audience’s psychology. In fact, it provides different factors to remember the audience’s psychology. The teacher is expected to discuss all pointers given in the chapter through the use of practical examples given in the book. In the evaluation part, it can be used in the actual discussion because it is performance- based. See page 85. I. Chapter 9: Can children and teenagers become public speakers and type of audience in a public speaking occasion. In this chapter, children and teenagers as public speakers and as an audience in a public speaking occasion. They will surely gasp with disbelief and prospect of seeing children and teenagers going to podium, standing before a microphone and getting ready to deliver a speech. This chapter deals with the other dimension to consider in public speaking. It focuses on a specific human age. These are children and teenager. Basically, childhood is the beginning of development. This chapter offers different pointers and suggestions on how to develop public speaking skill in special occasion. The teacher can use the given excerpts and literary pieces to facilitate the activities which the chapter demands. It is comprehensive because standard procedures were given to be able to perform a speech. J. Chapter 10: Getting involved with a group discussion. Today, we recognized the value of group discussions. Many changes are brought about in our social, political, and religious conditions. Religious conditions through participation of individuals in group discussions. After learning bout individual’s performances, this chapter moved to the next level which is group discussions. The student is being prepared for social interaction. It also presented the different requirements of group communication. The teacher and student can distinguish how efficient a group can be in accomplishing something that would be impossible or at least improbable for a person will depend on a large degree upon the ability of the group members to communicate effectively when they find themselves in a group situation. This chapter is a great source to read because nowadays we are dealing with a multi- cultural world wherein we are demanded to be socially competent. This chapter gave an activity see page 128. It asked the student’s to perform an activity about group communication. ’ K. Chapter 11: The campaign speech. Since speech is broad, this chapter tackles a specific kind of speech which is the campaign speech. This is beneficial to students or even teachers who are hoping to be efficient in campaign speeches. We live in an era today, where politics, economics and social event dominated and determined the outcome of people’s life and destiny. This chapter discussed the definition, importance, implication, and glamour of campaign speech. It provides different styles and techniques in a good campaign speech. Each part of the speech is discussed on how to create such and how to implement. Each part provided different exercises which can test and practice the student’s efficiency in campaign speech. The attitudes of a campaign speaker cited can be used by the teacher while discussing the topic. It serves as a motivation for them because the exercises were really challenging for the learners. L. Chapter 12: Speeches for special occasion. Public speaking is indeed multi- faceted. It appears In different forms as it evolve out many varied occasions in which a person is asked to speak publicly. There is a variety of occasions that produce special types of public speaking and though brief in nature may still require a professional mode of preparation and delivery of speech in public and may demand guidelines to help the speaker achieve his goals. A student can efficiently master these topics presented simply because life is full of special occasions, wherein these occasions requires a good speaking skills. As a beginner, this is a good source of wisdom to follow. Practical examples and guidelines on making speeches for special occasions were given. Speech for special occasions is done with the use of following steps. So each topic gives procedures on how to perform such. The teacher can use the activities provided on page 49. M. Chapter 13: Some special types of public speaking which arise from occasional, historical, or special events of the time. There are types of speeches evolves only out of the occasional, historical, or special events that happen in a country, region, city or any business on educational institutions wherein buildings are expected to commemorate a special historical events or when important persons who have dedicated their whole life to the source of a country, on a well- known business organization or an outstanding educational institution are accorded full honours for their unstinting and meritorious works or services to humanitarian causes by means of status or other sculptural works in order to perpetuate their names during and specially after their life time. It is a great chapter because the newly- invented types of speeches were presented comprehensively the standard procedures were also presented comprehensively the standard procedures were also presented orderly in detailed- manner. The chapter offers practical activities about the types of speeches presented. The speeches can be read by the students and performed inside the class. The teacher can also make different activities suggested by the book. * Chapter 13’s Appendices This is a special portion of the book because it gives a lot of examples or ifferent genres of public speaking (see page 166-176). Some books don’t offer this portion. These examples can be used and implemented in the different speaking activities the teacher wish to perform. Drills for children on vowel and consonantal sounds through these action nursery rhymes and through varieties of poems. N. Chapter 14: The interview and choral verse recitation. From single performance/ speech this chapter pres ented a more complex speech type. They’re actually considered as special form of public speaking. Why? Because this special speeches requires two or more number of speakers. First on the list is the interview this will be very beneficial to the students because one of these days they will experience an interview. Another is the choral verse this is also known as â€Å"speech choir† the unity of voice and mind here is very important. The teacher can use different sources given for evaluating the acquired knowledge by the students. It provides situational activities wherein the students will be the one to decide on what to do. O. Chapter 15: Dramatic interpretation and play production. This is the last objective chapter of the books and this is another phase of public speaking. This time it tackles about drama and play production. As a public speaker being an actor is a must. The students and teachers shall deal with dramatic interpretation and play production as distinct special forms of public speaking. Principles and factors to consider in Drama were presented comprehensively. It will surely benefit for all the students. B. Part II. On Speech Improvement Students who desire to master the pronunciation of English or American vowels and consonant sounds that give them difficulties in the roduction of these sounds. This is a special part of the book wherein from lesson (1-51) are presented for the enhancement of the student’s proficiency in speaking. The students will be provided guidelines during the production of these sounds such as the position of the tongue, type of the sound, lip formation, etc. Students who wish to be proficient in the pronunciation o f the English or American show some clusters must always bear in mind that these consonant clusters are among difficult sounds for speakers of other language. A. Appendices The sources used were presented in a standard format of bibliography. It is good because the future researchers won’t have difficulty in using the book. The sources are efficient for the reader to use. B. Bibliography It is rare for textbook to have â€Å"appendices†. This part contains different excerpts and masterpieces which can be used by the students in exercising the lesson of public speaking. GENERAL FINDINGS: Fit between Student and Text 1. Content / Explanation Is the content likely to be of interest or use to the students? The book is easy to read and has a refreshing style. It has a â€Å"Speech Improvement Part† that is relevant to the book content and it captured the interest of the students because of its contents that contains oral reading and acting activities that will develop the student’s skills in reading and speaking. And also it helps the teacher to evaluate the individual progress of the students. 2. Examples Are the examples appropriate to the lives and interests of the students? Do the examples fit closely with the concepts they are supposed to be explaining? The examples in the textbook are appropriate and interesting because it helps the pupils to learn more. The textbook also provides an illustration in the example which emphasizes the real life situation where pupils will learn. 3. Exercises / Tasks Do the exercises or tasks provide enough variety to meet the needs of different kinds of learners in the class (es)? Will they be of interest to those students? The exercises or tasks provide enough variety to meet the needs of different kinds of learners in the class by means of providing activities which are systematically organized to develop reading proficiency. It meets the interest of the learners, because it includes enjoyable activities which they can relate and apply the things that they have learned. 4. Presentation / Format Does the book look right for these Students? Are the illustration and other graphical and design elements appropriate for their age and educational level? Is the printed text easy to read and appropriate for their reading level? Is the mix between print and white space balanced so that readability is enhanced and appropriate? Does the book have an index, appendices, or other sections that are usable by students? Is the book well-constructed will it last a term of hard use by students? Yes, because the illustrations, graphical designs elements and all its contents are appropriate for the student’s age and grade level. It is conducive for learning. In fact, the hierarchy of lessons is in the simple to complex form. Which is really good for the readers? ADVANTAGES OF THE TEXTBOOK 1. The reading exercises provide practice in a variety of informational skills and reading comprehension skills. 2. The important words are being emphasized by means of bolding the letters. 3. Concrete how-to procedures are given, based on actual teaching experience. TABLE I. Analysis of Content for implementation of teaching Linguistic Content| The content contributes towards addressing learning objectives of the system. It teaches pupils to be an English-educated person for it helps to develop reading English skills. Concepts and skills are presented in the most logical sequence, from reading readiness level to the highest level, to make it easier for the pupils to learn and for the teacher to teach, and also to help pupils to enhance their creative or logical thinking. Thematic Content| The book contains two (2) that has different topic, and in each unit contains different lessons. Since this is a reading and speaking book, in the first unit the topic is all about â€Å"On Public Speaking†, second unit entitled â€Å"On Speech Improvement†,The topic in each unit makes happen to students that reading is fun and interesting. By this topics It can motivate st udents to read more, since each theme are connected to the lessons to be tackled. | Table II. Analysis of Teaching Activities for Implementation in Teaching Which of the activities provided in this textbook will I do in class? Chapter 7, Activity 2. The re-enactment of a specific scenario is one of the most done in English Classes. | Which activities in the textbook will I assign as homework? | Chapter 4 (Activity 1-4) The student should prepare different tips on how to create a speech by using different sources or speakers. | Which activities in the textbook will I hold back to use for testing? | Unit 2, (Chapter 2) Mastery of the English Sounds. With this type of activities it focuses with one main goal; to evaluate whether the learners understand the topic or not. We can also identify if the information given was acquired by the learners and how long it was retained with their minds. | Which activities in the textbook can be used for review later in the term? | The activities that can be used for review are activities are Chapter 1, Activity 1. With these types of activities teachers can evaluate whether the learners are listening to the stories presented in class and how they will reason-out with the questions being asked. | Which activities in the textbook require longer periods of time to accomplish- special projects? Chapter 6, (Interview and prepare a talk about a famous TV show nowadays, in this activity learners is requiring a lot of self-confidence, Creativeness is one approach that learners could apply with this said activity. | Which activities in the textbook might require special Equipment that was to be ordered ahead of time? | Activities 6(Role playing) are the activities in the textbook that might require special equipment. The reason why it requires special equipment for the learners to see the reality of things. Having props and costumes conveys someone’s curiosity and imagination. With this role playing activities the learners can witness and experienced what’s in the book and how it was being done. | Which activities in the textbook do I not want to do at all? | Chapter 14, Activity 1. Prepare a choral verse presentation. | CONCLUSION The program of activities should follow a predictable format wherein each lesson is covered in one week. Planning that the students will know in advance what areas of development are to be taken up each day. DAY| ACTIVITY| Mondays and Tuesdays| Developmental reading skills with emphasis to comprehension. Wednesdays| Functional skills with emphasis on the materials in science, math, social studies, and other subject areas. | Thursdays| Literary appreciation skills with emphasis on reading for enjoyment and enrichment. | Fridays| Review and testing of the reading skills covered during the week, including unite test. | RECOMMENDATION Since it is for 3rd year high school students, as observed the book doesn’t have a lo t of graphics which the learners like to see and learned, especially for the gestures taught. I recommend that all pictures/illustrations must be in practical and visible design regarding with some activities, I prefer to suggest putting some rubrics for evaluation purposes. With their young age, I think this kind of activities is not truly appropriate. 3rd year high school students are in the stage of reading refinement wherein they can figure out the purpose for reading. Activate background knowledge of the topic in order to predict or anticipate content and identify appropriate reading strategies. Attend to the parts of the text that are relevant to the identified purpose and ignore the rest. This selectivity enables students to focus on specific items in the input and reduces the amount of information they have to hold in short-term memory. And of course select strategies that are appropriate to the reading task and use them flexibly and interactively. Students comprehension improves and their confidence increases when they use top-down and bottom-up skills simultaneously to construct meaning. Check comprehension while reading and when the reading task is completed. Monitoring comprehension helps students detect inconsistencies and comprehension failures, helping them learn to use alternate and the directions to be followed or if they can’t put a glossary in the back of the book can surely help the learners if they can see the meanings of hard words they have encountered. Another thing is the book must have an index, because an index seeks to direct the reader/s to all names and subjects on which the book has information. Index can set as a guide with the learners if they are in trouble of finding their lessons.

Admission Essay Editing

Admission Essay Editing Admission Essay Editing Admission Essay Editing Writing admission essays is a lengthy process. However, even if everything is ok from your point of view, admission essay editing should not be neglected. It is worth to read your admission essay several times while editing the content of the paper as well as editing grammar and spelling errors. Editing admission essay allows you to refrain from repetition and to avoid stylistic errors. Admission essay topics may be different while the rules of editing are the same for all writings. Just follow the paper editing tips below and you will polish your writing. It is always better to read your writing from the first word until the last one. In addition, you should start editing essay with punctuation without paying attention to the spelling. Next, read admission essay in back order (from the last paragraph to the first) editing spelling. While editing spelling errors in the normal reading order, you will pay attention only to the meaning of readable proposals and might skip many mistakes. So, in the process of admission essay editing, ask yourself some questions about content of the paper. Keep in mind that content is the message you want to convey to the reader. Usually, the content of your admission essay is very difficult to evaluate. The only thing to do is to put aside your admission essay and write a brief message that you want to put in your paper. Then, finish writing introduction and conclusion and read main part of the paper. While editing, ask yourself whether the meaning of your admission essay is the same as in the short entries. If yes, it is good. Not really? Ask yourself the following questions to enhance admission essay editing: Does the paper answer all posed questions? If not, then you have problems: paper has to be rewritten. At best, squeeze missing information. But if you have enough time to rewrite your admission essay, you should not hesitate to start writing from scratch again. Does each point have supporting example? Even if you think that admission essay editing does not require examples, you will definitely find some inappropriate or unnecessary information in your writing. Exert your imagination, rummage in your memory and you will find wealth of interesting and relevant examples. Are the examples convincing, and, most importantly, are they personal? It is the best question for editing. Let's start with the last part. It is a bad idea to write à ¢Ã¢â€š ¬Ã…“my friend made the same. In this case, more than ever the word à ¢Ã¢â€š ¬Ã…“I is appreciated. While checking persuasiveness turn to Critical Reasoning. Does the argument stand a criticism? Is the argument flawless? Alternatively, you may order custom admission essay writing at and we will edit or write from scratch your admission essay.

The Donation of Constantine

The Donation of Constantine The Donation of Constantine  (Donatio Constantini, or sometimes just Donatio) is one of the best-known forgeries in European history. It is a medieval document which pretends to have been written in the early fourth century, giving large areas of land and related political power, as well as religious authority, to Pope Sylvester I (in power from 314 – 335 CE) and his successors. It had a little immediate impact after being written but grew to be heavily influential as time went on.​​ Origins of the Donation We’re not certain who faked the Donation, but it seems to have been written circa 750-800 CE in Latin. It might be connected to the coronation of Pippin the Short in 754 CE, or the grand imperial coronation of Charlemagne in 800 CE, but could easily have been to aid Papal attempts to challenge Byzantium’s spiritual and secular interests in Italy. One of the more popular views has the Donation being created in the mid-eighth century at the behest of Pope Stephen II, in order to aid his negotiations with Pepin. The idea was that the Pope approved the transfer of the great central European crown from the Merovingian dynasty to the Carolingians, and in return, Pepin would not just give the Papacy the rights to Italian lands, but would actually ‘restore’ what had been given long before by Constantine. It appears that the rumor of a Donation or something similar had been traveling around the relevant parts of Europe since the sixth century and that whoever create d it was producing something people expected to exist. Contents of the Donation The Donation begins with a narrative: Sylvester I was supposed to have cured Roman Emperor Constantine of leprosy before the latter gave his support to Rome and the Pope as the heart of the church. It then moves into the granting of rights, a ‘donation’ to the church: the Pope is made the supreme religious ruler of many great capitals- including the newly expanded Constantinople- and given control of all the lands given to the church throughout Constantine’s empire. The Pope is also given the Imperial Palace in Rome and the western empire, and the ability to appoint all kings and emperors ruling there. What this meant, if it had been true, was that the Papacy had the legal right to rule a large area of Italy in a secular fashion, which it did during the medieval period. History of the Donation Despite containing such a massive benefit to the papacy, the document appears to have been forgotten in the ninth and tenth centuries, when struggles between Rome and Constantinople raged over who was superior, and when the Donation would have been useful. It wasn’t until Leo IX in the mid-eleventh century that the Donation was quoted as evidence, and from then on it became a common weapon in the struggle between the church and secular rulers to carve up power. Its legitimacy was rarely questioned, although there were dissenting voices. The Renaissance Destroys the Donation In 1440 a Renaissance Humanist called Valla published a work which broke the Donation down and examined it: the ‘Discourse on the Forgery of the Alleged Donation of Constantine. Valla applied the textual criticism and interest in history and classics which grew so prominent in the Renaissance to show, among many criticisms and in an attacking style we might not consider academic these days, that the Donation was not written in the fourth century. Once Valla had published his proof, the Donation was increasingly seen as a forgery, and the church couldn’t rely on it. Valla’s attack on the Donation helped promote humanist study and in a small way helped lead to the Reformation.

Why the Working Age Should Be Lowered to 15 Essay

Why the Working Age Should Be Lowered to 15 - Essay Example One learns the important factors such as punctuality; the child learns the importance of time and completing the assigned tasks before the deadlines. Moreover, he/she learns to follow through and stand up to what he/she has committed to. This helps the children in evaluating the responsibilities that their parents are carrying and it teaches them the importance of money; one should first work really hard. It is obvious that most of the young children of around the age of 14-16 would prefer to sleep in. But if they set that pattern of getting up early in the morning and understanding their responsibility it may be hard to break when they grow up (Goldenthal 1983). Another important skill that children might evaluate is their ability to communicate with different people belonging to different fields of life and with totally different temperaments and personalities. While working, they may have to communicate with other kids, their colleagues, their bosses and the parents of other kids as well. These things would certainly help the young kids in getting a taste of the practical world very early in the age. They would learn from their mistakes and bad experiences and will turn out to be successful and productive citizens of the society (Goldenthal 1983). Working at an early age results in the gain of experience for the youngster and that each job leads to another. For example, when a child would be working at a position where he can perform well, he can be contacted by other employers for different positions. This leads to the psychological maturation of the child helps him in facing the problems and solving them in different circumstances. Moreover, the benefits of having a job at the age of 15 revolve around the potential of the youngster.  

Food Intake Journal Paper Essay Example | Topics and Well Written Essays - 500 words

Food Intake Journal Paper - Essay Example My daily protein intake is less than the recommended amount per day. To increase the percent of the proteins in my total daily calorie intake I have to consume protein rich food. For example, healthy and good sources of proteins are seafood, lean meat, poultry, eggs, low fat dairy products. It is better to increase the amount of plant sources of proteins such as beans, lentils, unsalted nuts and seeds. But, my daily carbohydrate intake is higher than the recommended amount. I consume the increased amount of sugar – sweetened beverages, refined grain products and desserts that contains high amount of unhealthy simple carbohydrates. I have to limit the amount of consumed fast- acting carbohydrates that include high amount of sugar and substitute them with complex carbohydrates such as whole grain breads and pastas, fruits and vegetables, nuts, seeds and legumes. My daily food includes higher amounts of incomplete proteins as I eat seeds, nuts, and peas. It is quite important to increase the amount of complementary proteins as they consist of all essential amino acids needed to build up new proteins in our body. I can combine different incomplete proteins in one meal to create complete proteins. For example, nuts with legumes, grains with legumes, dairy products with seeds, grains with dairy products. Proper nutrition is quite important part of human well being. Our body required normal amount of carbohydrates, proteins, lipids, vitamins, minerals and water to maintain all important life functions. Healthy balanced nutrition has a lot of advantages for our organism as it gives us energy and vitality, help to maintain normal weight, improve the work of our immune system and protect us from different dangerous diseases such as heart, gallbladder disease, diabetes etc. Lack of proteins in daily food intake can impair normal functioning of the immune system and bone work, provoke muscle wasting.

Criticism of a Social Group

Criticism of a Social Group The intergroup sensitivity effect occurs when people perceive criticism of a social group they belong to. Group members evaluation of the criticism depends largely on the source of the message. According to social identity theory outgroup members are typically evaluated less positively than ingroup members because people are motivated to perceive their group (and themselves) as more favorable than a reference group. Applying this ingroup preference to intergroup criticisms; outgroup critics are evaluated less positively than ingroup critics, and their comments arouse greater sensitivity than do the same comments made by an ingroup member. Since ingroup members receive more positive appraisal, their criticisms are perceived as more constructive, provoke less sensitivity, and are agreed with more. Research by Hornsey and Imani (2003) supported the intergroup sensitivity effect by revealing that ingroup critics were met with less defensiveness than were outgroup critics, regardless of t he amount of experience they had with the ingroup. The black sheep effect is another phenomenon related to social identity. When ingroup member deviate from the defining norms of the group they threaten the image of the group. One goal of group membership is positive distinctiveness; to be distinct from a reference group in a more positive way. When ingroup members deviate from norms that define the group they threaten the positive distinctiveness of the group. These individuals are then negatively evaluated. The black sheep effect refers to more negative evaluations of ingroup deviants compared to outgroup members, deviant or otherwise. Outgroup deviants cannot threaten the positive distinctiveness of the group like an ingroup member can. Groups may have a tendency to agree on more extreme positions than those held by individuals through a process called group polarization. Often this occurs following group discussion. Two theories may account for this phenomenon, social comparison theory (SCT) and persuasive arguments theory (PAT). According to SCT, people are motivated to evaluate and present themselves positively, in order to do this an individual must be continually processing information about how other people present themselves and adjust their self-presentations accordingly. People also want to be perceived to be better than average so they present themselves in a more favorable light. When all members of a group engage in this comparing process the result is a shift in a direction of perceived greater value. To do this people engage in removal of pluralistic ignorance, where they present their views as compromises between the ideal and the desire to not be too deviant from the group. People then tend to shift towards the ideal position, leading to group polarization. The bandwagon effect, or one-upmanship, also occurs because people want to be different and distinct from other people in their group in a more favorable direction. This happens when people infer the norm of the group, then shift their respo nse to a more ideal position. The persuasive arguments theory (PAT) suggests that an individuals choice or position on an issue is a function of the number and persuasiveness of pro and con arguments that that person recalls from memory when formulating their position. Discussion causes polarization because it provides persuasive arguments to the individual. These arguments tend to be evaluated on their validity and novelty. A meta-analysis by Isenberg (1986) suggested that, while there is evidence for both SCT and PAT as mediators of group polarization, PAT tends to have a stronger effect. While both may occur simultaneously, there is evidence that they are two conceptually independent processes. One of the primary ways that individuals maintain independence from norms associated with social groups is through social support. Allen (1975) proposed that social support serves to provide an assessment of physical and social reality. Under situations of conformity (experimentally manipulated by consensus on an incorrect answer) social support encourages individuals to express responses inconsistent with those of the group. Social support counteracts negative social factors related to dissent by reducing anxiety related to potential rejection, and reducing the perception that the group will make negative dispositional attributions about the dissenter. On a cognitive basis, social support helps nonconformity by simply breaking the expectation of group consensus, by cognitively restructuring the meaning of a given stimulus, and by reassuring the dissenting person that they have not lost touch with reality. Nonconformity aided by social support is enhanced by previous social contact w ith the supporter, and occur whether the supporter is an ingroup or outgroup member (as long as the conformity issue is not related to the salient social identity. The effectiveness of minority influence relies on a number of factors. According to Moscovici Faucheux (1972) one of the main factors is consistency of the message. People are motivated to seek consistency in their social world and it is easier to persuade individuals of the legitimacy of ones view on issues when the message is consistent, particularly when the answer is unknown (e.g. how to fix  the economy). Moscovici also suggests that rigid minorities tend to have a less direct influence than more flexible minorities, which may imply that Palin needs to portray her views as more moderate. Alvaro and Crano (1997) suggest that indirect minority influence may be effective at changing attitudes. In an effort to effect popular opinion about highly contested and core political issues (e.g. abortion rights) she ought to target an associated, less contentious issue (e.g. sex education in public schools). In order for her to have any success at indirect influence however, she needs to present herself as an ingroup member. She might focus on her identity as a woman, a mother, cite a long familial American heritage or any other potential cross-cutting categories. She will have more success if she portrays herself as more similar to the majority of Americans. Old fashioned prejudice may be characterized as overt prejudice where discrimination is obvious and public. Modern prejudice can be conceptualized as aversive racism (Gaertner Dovidio, 1986) which is characterized by ambivalence between feelings and beliefs associated with a egalitarian value system and unacknowledged negative feelings and beliefs about African Americans. For most Americans an egalitarian value system is important to the self-concept, demanding a nonprejudiced self-image. This is the result of sympathy for victims of past injustices leading to support of public policies that promote racial equality. However, negative attitudes toward African Americans are still pervasive. These feelings and beliefs may be derived from a historical and contemporary culturally racist contexts (creating uneasiness or discomfort). They may be biases derived from cognitive mechanisms that contribute to the development of stereotypes. They may also develop from any combination of historic al stereotypes, institutional racism, need for self-esteem, or economic competition. As opposed to the direct link between old fashioned racism and acts of prejudice, aversive racism has more complex antecedents for expression of prejudice. When there is weak, ambiguous or conflicting normative structure defining appropriate interaction or if a prejudiced response can be rationalized or justified through attribution to some factor other than race, actsof prejudice are more likely to occur. When there is clearly appropriate normative structure and a prejudiced response cannot be rationalized acts of prejudice are less likely to occur. Deindividuation effects have classically been described as anti-normative behavior stemming from decreased self-awareness and decreased self-evaluation, occurring when the presence and identity of a group supersede individual identity. Specific antecedents of deindividuation effects were proposed by Zimbardo (1969), which included anonymity, sensory overload, novel situations, loss of individual responsibility and substance abuse. Zimbardo proposed that deindividuation effects manifested as behaviors that were violations of norms and largely characterized as antisocial. Diener (1980) further elaborated on the effect as decreased self-awareness by an individual, making them responsive to external stimulus over internal monitoring and planning. It is important to note that these classical conceptions of deindividuation effects largely as an individual process, rather than a group process. A more contemporary model that challenges classical conceptualizations of deindividuation is the social identity perspective on deindividuation effects (SIDE; Reicher et al., 1995). The SIDE model proposes that deindividuation effects fall into one of two categories; (a) cognitive effects and (b) strategic effects, depending on whether the self or other group members are anonymous. Cognitive effects are believed to occur in relation to others being anonymous or identifiable. When group members are anonymous the individual has a tendency to perceive indicators of group membership, making social identity and group norms salient, however when other group members are identifiable, individual identity becomes salient, decreasing the power of group norms. In contrast, strategic effects occur when the self is either anonymous or identifiable to the group. They are named as such because rather than being involved in perception of social identity, they are involved in displaying social identi ty. Studies suggested that when an individual was anonymous they expressed more punishable than unpunishable ingroup norms, when they were identifiable, they expressed more unpunishable than punishable ingroup norms. When identity is available to an ingroup, individuals express group norms in an effort to enhance social identity, but when identity is available to an outgroup, individuals are less expressive of group norms, possibly for fear of retribution. The SIDE model suggests that crowd behaviors related to anonymity rarely result from deindividuated states, rather that behaviors were context dependant and consistent with group norms.

Memory Management Comparison Essay

When discussing the differences in memory management practices between Windows and Linux environments, an understanding of what they do is necessary. Memory management systems are core aspects of operating systems. Managing a memory hierarchy of random access memory (RAM) and available hard disks is only its basic function. They perform other critical tasks such as the allocation and de-allocation of memory for processes that take care of logistics and implementing virtual memory via the hard disk to perform as additional RAM. Maximum optimization of the memory system is crucial as it greatly affects the overall speed and performance of the system. An important concept in memory management is virtual memory. The basic idea behind this is providing an application the illusion of the presence of large amounts of memory available for use. This is made possible as the kernel makes use of secondary storage (hard disk) to fulfill extra memory requirements. Virtual memory requires mapping functions to do address translation – converting physical addresses to virtual addresses. The virtual being the location the application refers to, and the physical being the actual memory location; this is generally a paging or segmentation function, but can be both, depending on the kernel, processor architecture and its state. To begin a comprehensive comparison of memory management systems of Windows and Linux, let us first analyze the data structures used to keep track of and maintain virtual memory. Windows uses a tree form system where each node of the tree is called Virtual Address Descriptors (VAD). VADs denote a range of address that has the same commit state information and protection parameters. This tree is a balanced to keep the depth of the tree at a minimum. This allows the search time when finding a node containing a location to be kept relatively low. Nodes can be marked one of three ways, committed, free, or reserved. Committed nodes represent ones that have had code or data mapped to it. Free nodes are not yet used; reserved nodes are used in special cases. In Linux systems, virtual memory is kept in a linked list structure. This list is a structure that represents continuous areas of memory having the identical protection parameters. The structure records the address range it is mapped onto, whether it is pinned in memory, the direction it will grow in, and the protection mode. Whether the area the public or private is also recorded. This linked list also converts into a tree list if the number of entries exceeds a particular number. This method uses the best structure in the best situations. These two systems while originating in different backgrounds (Windows –commercial setting, Linux – hacker setting), have modern and theoretically sound concepts which are suitable for production environments. Both systems have many things in common with few technical differences. Windows has gone through more thought and effort during its design/development with decisions at various levels being made to better performance. While in the case of Linux, these decisions were often favoring simplicity instead of performance. This caused Windows to be developed into complex and sophisticated code whereas Linux is elegant and simple while still being modern.