a piece of her mind :: essays research papers

Frequently our decisions depend on our fundamental needs and what causes us to feel safe. However, there is consistently that moment question tangled inside our gut, thinking about what might have occurred on the off chance that we took the perilous, the reluctant, and the all the more exciting way. One of the most all inclusive encounters people face as we age is we begin to think back upon our lives and marvel in the event that we settled on the correct decisions. For certain individuals, they experience a â€Å"mid life crisis† and decide to start from the very beginning once more, urgently longing for an alternate outcome. Others abide one might say of despairing, disheartened by their dreams of what life could have been had they picked â€Å"the other path.† What on the off chance that I had hitched in an unexpected way? Imagine a scenario in which I had picked an alternate profession. These â€Å"what ifs† start to heap on top on each other, making a frustr ating pile of vulnerability and hypothesis. Inside Mrs. Dalloway, Virginia Woolf depicts Mrs. Clarissa Dalloway as a lady who is investigating these inquiries in a solitary evening of her life. In the event that Mrs. Dalloway were to have kept a journal during this one day in her life, coming up next is a passage of what I figure she would have written in it. Dear Diary,      â€Å"As a cloud crossed the sun, quietness falls on London: and falls on the psyche. Exertion stops. Time folds on the pole. There we stop; there we stand. Inflexible, the skeleton of propensity maintains the human frames.†(49) Earlier today, he just remained there before me, his disappointment figure appearing to be more overwhelming than any time in recent memory. As my eyes met his, window hangings of memory started to disentangle inside my brain, revealing the old sheds of deserted sentiments. It was too hard to even think about ignoring the throbbing torment I felt when my eyes met hit. My eyes wildly looked for a departure outlet. As I went through the enormous wooden entryways towards the little room, I had to stand up to the golden tranquility of a shockingly placeless spot. I filtered the room I had quite recently got done with cleaning almost an hour sooner. While everything had all the earmarks of being all together and purified of any residue or mes siness, any slight issue jumped out at me. The drained racks inclined aside under the heaviness of missing books, presently pushed to the floor maybe by the breeze. Countenances were covering the divider, caught in high contrast mercilessness of photos and the quieted mumble of blurred chuckling.

New Deal Relief Projects Essays - New Deal Agencies, Free Essays

New Deal Relief Projects Essays - New Deal Agencies, Free Essays New Deal Relief Projects After the significant emergency of the banking circumstance had marginally blown over, President F.D.R. confronted another and much increasingly conspicuous issue; and that was to give help and different foundations to the jobless and now numerous destitute families, alongside battling organizations also, offices. He immediately planned some new programs that would most likely assistance these families that were in urgent need of it. The Public Works Organization (PWA) was intended to give the open certain necessities, without giving the government officials with the chance of defilement, Roosevelt looked out for these procedures cautiously. The plans that were executed right now included tremendous open structures, dams, water system and other flood-control ventures. Another alleviation plan that made a difference organizations specifically was the National recuperation Administration, (NRA) along with the National Industrial Recovery Act, (NIRA). These were intended to help organizations by disposing of out of line rivalry through a progression of codes and recently settled laws. The laws against mixes of enormous organizations were suspended as long as laborers were ensured explicit least wages, most extreme hours, and the option to deal as an association. An extremely effective help activity that was explicitly structured for youngsters was the Civilian Protection Corps, (CCC). This association gave work to and jobless and unmarried men. They gotten food and cover and were paid about $30 per month for their administrations, and $25 of that month to month aggregate was expected on accommodating their families. More than 250,000 men joined this gathering, living respectively in armed force type camps. They performed open air work, for example, burrowing trench, battling fires, likewise reclamation and development of homes. They profited from the exercise, and their families

Flip Video

Flip Video Flip Video (Cisco Company) Home›Marketing Posts›Flip Video (Cisco Company) Marketing PostsIntroductionThe video was developed from the Pure Digital Point and Shoot videos camcorder. This was around May in 2006 after the CVS, a product known for its one time operation camcorder. The pure Digital Point was sold through CVS, the pharmacy stores which converted them to DVD. This product also was from the chain of the disposable camera under Ritz Camera. In 2006 September, the camcorder was now named the Flip Video and Flip Ultra was released in 2007 September. The Ultra version has received wide market and use internationally. In 19th March 2009 Cisco System took the Pure Digital Technologies which makes Flip Videos a process that ended in May of the same year. Several models of Flip Videos are today found in the market these include the Flip HD, Flip Mino, Flip Mino HD and the Flip Slide HD (Mossberg, 2006).Cisco CompanyCisco Company finds its origin in San Francisco from a couple computer operation staff members of members of Stanford University in 1984. Today it is a multinational Company based in California. Currently, the company has over seventy thousand employees earning over forty billion dollars revenue. Today the company operates on a range of services and products which includes architectural services, hard and soft wares, and voice over IP and hosted collaboration Solution (Boehret, 2007).HD Video Camera FeaturesAs one of the cameras with high demands HD is a slim ultra camera. It has high video capturing system of 720/60fps from its very simple interface.   It has longer shooting time of up to two hours and also very easy to handle. This is a result of its large in-built memory of 8GB. It has high video stabilization when in use for proper images; in addition, its well equipped with powerful ultra video battery and backed up by the AAA lithium powered battery (Boehret, 2007).This machine is well served with a USB which is a built in and Mac for so ft ware loading and launching tentatively. It has a well high performing edit share for taking photographs, edition of videos, creation of custom movies and for sending greeting cards. This camera also gives an opportunity to watch videos though its HDTV connection system. Moreover, most of HD H264 videos are compatible with most machines like the window players and iTunes. It has well protected clips through its child safe system. Lots of recording nevertheless can be done in silence. Finally, HD has high sharing system with quality and speed (Mossberg, 2006).Product PromotionsThe market for Ultra cameras has gone very high following high promotions which are tied to it. Most of this product receives high internet and other social media marketing strategies. In the internet, HD products have been highly promoted by the application of one to one method. This has seen several internet browsers coming across messages related to the topics associated to the products. Normally the clear HD images are displayed on the windows with some of its promotion words. Prices are normally displayed to the consumers as well (Boehret, 2007).HD promotion aspect has also taken appealing to interest system where by the target group are identified mostly the youth who are constantly the victims of technological changes. Market niche internet promotion has also been widely used in the HD videos, this by the customers get to familiarize with the specific product. These sites have become specifically for these customers.Print media and Televisions have also been used to get these promotions to the consumers. Magazines and journals have been used intensively with all the information and pictures of these product displayed. Televisions also have intensified HD product promotions across different stages. This has seen many people turn to the products as they acquire more knowledge from the social media.Market CompetitionFilm industry has seen a great evolution mostly attributed to compe tition. There have been a lot of changes in technology as seen when the Sony Company came up with its laser JPEG technology, subsequently Fuji Company pioneered the Smart Media memories. These are just event lately traced in late 1990s. These competitions have led to the developments of memory as well as the credit cards. Other companies like Vtech and Fisher are diversifying to different population structures as they work towards satisfying children with their products (Osterwalder, 2010).Digital cameras came into the market and started sweeping the film system out of the market; this can be seen by the reduced market demand for the film cameras.   Competition today, moreover, is majorly based on cheap products with high quality storage, photographs, ability to share, strong battery system, sleekness and their compatibility with computers and other electronics. This has made many companies to come up with new innovations like editing and texting systems on the cameras. Taking these into consideration, SWOT analysis is needed to determine the market position of HD video cameras in the market (Osterwalder, 2010).SWOT AnalysisThe analysis needs to cater for factors that include, what is our position in the market; the companies dealing with this product should determine their sales position in relationship to what the competitors are doing. They are supposed to adjust accordingly with the market trends.Who are our customers, since most of these products are aimed at the youth; the HD producers like Cisco should be able to know the demand of these youth concerning video products. It is also vital to for the Company on getting the group on their social site for easy promotion of the products.The company should be able to know its market share in terms of geographical and quantities measures such that its production and logistic measures meets and satisfy all the customers. The consumers should be able to access these products at their convenient and timely.Survey ResearchA questionnaire was constructed as the primary research tool, it was well structured to include the following aspects of the product and the target audience: beliefs, audience attitudes, audience behavior towards the product, existing competitors and weaknesses in the existing market. The research tool was also steered to find out the existing gaps in the market and to establish whether brand contact points exists.An online survey research was conducted on Flip Video HD, to ascertain some useful facts about this product. The survey outcome would be used by the manufacturing company to adjust accordingly and help build the Company’s image, identify advertising media or means to reach the target audience and also to look into the existing gaps in the market.Introduction of the survey of researchSurvey research was conducted online, the sample was randomly taken through online method of research. The target audiences were the youths (Osterwalder, 2010). The instrument of surv ey applied was questionnaires, which were administered by a research company known as statistics solutions. A sample questionnaire is attached under the appendix section for cross reference.Study PeriodThe survey took a maximum of one week, from 21st May to 28th May, 2011. All the desired data were collected relatively a small duration due to the simple mode the questionnaires, which were administered. The result analysis was equally done in a short time. The results were analyzed using the scientific systematic methods.Study PopulationThe target audiences were the youths while the target market was nternationally oriented, the research tool was therefore designed to meet all these targets. Samples of 100 youths were served with the questionnaires to answer online and submit their result to the company that was conducting the research.Results of the SurveyThe online respondent were compiled and studied to meet the aim of the experiment. The answers on the questions asked were analyz ed to ascertain subjects of study as was outlined in the experiment. The questionnaires were evaluated using Excel Spreadsheet for easier translation and understanding. An excel table is important to this document for easier comparison of the obtained values. The research questions were grouped according to the objectives of the study (Behling Law, 2000).  Results on products, industry and competitionTo establish the existing market, the question on whether one has ever had a Flip Video HD and whether the responded had it were separately analyzed for easier interpretation.Audiences Attitudes and BehaviorThe questionnaire questions that were related to the above subjects were analyzed. (Refer the table actual values obtained).Product, Industry and CompetitionFrom the results that were drawn from the market research. There were up to 50% among the sample who had never had Flip Video HD while only about 23% of the clients being in its possession. This revealed a small market that need s quick expansion. This was a good show that the market share was minimal despite the positive attitude that was possessed by other clients.Audience’s attitude and behaviorGenerally the target audiences have a considerably positive attitude towards the product. However there is need for a well established system that can create a permanent customer loyalty for this strength. The client needs better ways of marketing in order to be a float in other key sectors as well. There is need for extensive design to keep the clients and even widen the capacity for the potential customers who appreciates alternative sources.ConclusionThe client’s performance is much reduced compared to the target market, which is also noted with deep competition. The Company needs to get new strategies that can help the products expand its market. Therefore, a strategic promotional policy needs to be in cooperated for affectivity of sailing in the market.

Philosophy Paper On John Locke - 1416 Words

Christian Hubbard Dr. Burgess Philosophy 101 September 27, 2017 Philosophy Paper 1 John Locke believes our ideas originate from intuitive knowledge based on our own experiences. Locke states, â€Å"We know that we exist on immediate reflection because of the nature of consciousness, not because of any poor knowledge hidden within us† (pg. 201). In this quote, Locke explains how his ideas originate. He believes that our knowledge is based on experience of what we learn in nature rather than in a pre-existing hidden knowledge. This belief is what is usually called the â€Å"white paper or tabula rasa theory† (pg. 201). The white paper, according to Locke, is the â€Å"tabula rasa, a blank slate that has no characteristics until someone experiences†¦show more content†¦Some examples of secondary qualities are taste, color, and smell. In all these examples, perceptions fuel our mind with what we see and how we see it. An apple can look very shiny and can have the appearance of being red, but those are only perceptions of our mind. It is possible to obtain certain knowledge from matters of fact because both sides of an argument in matters of fact can be conceivable. Therefore, one would have both sides or opinions to an idea which would lead people to obtain certainty. Hume’s fork of knowledge represents a metaphorical fork of two beliefs that seem to contrast amongst each other. The specific beliefs in the fork of knowledge are relations of ideas and matters of fact. The first side is called relations of ideas. Relations of ideas are propositions known with perfect certainty that can be demonstrated using the mind alone. Thus, they do not rely on the existence of anything (beyond the mind). If one would deny a specific relation of idea statement, the sentence would end up sounding in an absurd and nonsense fashion. For example, if someone stated the fact; all triangles have three sides, its opposite would be, not all triangles have three sides. This statement is nonsense because a shape or figure that has three sides to it is and always will be a called a triangle. Thus, relations of ideas must be true statements. These carry the â€Å"weight of necessity† because they are essentially necessaryShow MoreRelatedJohn Locke : Philosophie s And Contributions Essay1414 Words   |  6 Pagestheir own philosophies of education and changed the way we look at learning. Whether it is educating the children of today or bringing religion into the stream, our curriculum is always changing with their ideas in mind. John Locke and Erasmus provide extremely different philosophies when it comes to the curriculum of education although they have both impacted the way we teach today dramatically. Although there were a lot of child educators who were strong in what they did, John Locke is most evidentRead MorePropelling Rational Thought Over Compelling Empiricism1459 Words   |  6 PagesAaron Nicely Intro to Philosophy 02-09-2016 In this paper I intend to examine the rationalist philosophy of Rene Descartes and fundamental empiricism of John Locke’s philosophical arguments, in particular their ideas relating to the science of man, his identity and attempt to explain distinctions between the two. As I lay the framework of my argument it is important to understand the precepts that serve as the underpinning for the views considered by Descartes and Locke respectively. RationalismRead MoreEssay on John Locke and the Enlightenment579 Words   |  3 PagesThis paper is about John Locke who was a philosopher in the 17-century. He was an Englishmen and his ideas formed the basic concept for the government and laws, which later allowed colonist to justify revolution. I agree with what Locke is saying because everybody should be able to have their own freedom and still respect the freedom of other people. John said, â€Å"Individuals have rights, and their duties are defined in terms of protecting their own rights and respecting those of others†. This paperRead MoreWhy John Locke is the Greatest Philosopher of all Time1413 Words   |  6 PagesWhy John Locke is the Greatest Philosopher of all Time John Locke was a British philosopher and physician who lived from 29th August 1632 to 28th October 1704. He is one of the most outstanding of enlightenment thinkers, who explained many of the ideas that affect human life in today’s society. He is widely known as the father of classical liberalism, because of his emphases on liberty of persons by, restricting the authority of the government Jenkins and John (18). He is also regarded as one theRead MoreBiography of John Locke876 Words   |  4 PagesJohn Locke was a British born philosopher, physician, and writer that played a significant role in the framework of The United States. He was born in Wrington, England on August 29th, 1632. A father, also named John, who was a country lawyer, and his mother Anges Keene, raised Locke. Both his parents were Puritans, which influenced his later work immensely (John Locke). Locke’s parents sent him to the famous Westminister School in London where he was led by Alexander Popham, a member of ParliamentRead MoreAnalysis Of John Locke s The Of The Golden Era Essay1393 Words   |  6 Pagesthe Renaissance and William Shakespeare treated us to the best writings and plays in the English language. Likewise, John Locke is a man who accomplished what many men could not. He single handedly developed a political system that had a focus on liberty, his work would help influence many men from both sides of the Atlantic. Aside from being a brilliant political theorist, Locke was an author who wrote many outstanding writings. He is remembered as being one of the best English philosophers of allRead MoreEssay on Descartes vs Locke1257 Words   |  6 Pagesperception. Renà © Descartes and John Locke, both seventeenth century philosophers, are often seen as two of the first early modern philosophers. Both Descartes and Locke attempt to find answers to the same questions in metaphysics and epistemology; among these: What is knowledge? Is there certainty in knowledge? What roles do the mind and body play in the acquisition of knowledge? Descartes and Locke do not provide the same answers to these questions. In this paper the similarities and differencesRead MoreBusiness Ethics: John Locke Essay1696 Words   |  7 PagesBusiness Ethics: John Locke Business Ethics Business ethics is defined as â€Å"a specialized study of moral right and wrong that focusses on moral standards as they apply to business institutions, organizations, and behavior† (Velasquez, 2014, p.15). Business ethics is the study of moral standards that focusses primarily on how these standards may apply to social systems and/or organizations. For this paper I will be focusing on one of the great minds of business ethics, John Locke, his ideas andRead MoreComparing the Ideas of Locke and Freire846 Words   |  3 Pagescontrast and comparison of the ideas of Locke and Freire. Prerequisite Skills: High School reading comprehension Course work/Reading: Locke, Spencer and Freire The first of these is the English philosopher-polymath John Locke (1632-1704), widely hailed as father of classical liberalism and modern secular society. Lockes ideas had a profound effect on the coming of age of enlightenment and no less a figure than Thomas Jefferson attributed to Locke many of the ideas that became the bedrockRead MoreComparison between Two Political Thinkers and and their Understanding of Private Property1464 Words   |  6 Pagesis important to recognize the philosopher behind the written work, and comprehend why they reflect the political beliefs that they do. This paper will compare and contrast two of the most noted and influential political thinkers and their understanding of private property. The first theory is found within the work of English philosopher John Locke. Locke strongly supported the concept of private property, and believed that the only reason society falls upon armed conflict and warfare is because

Definition and Examples of Linguistic Purism

Purism is a  pejorative term in linguistics for a zealous conservatism in regard to the use and development of a language. Also known as  language purism, linguistic purism, and discourse purism. A purist (or grammaticaster)  is someone who expresses a desire to eliminate certain undesirable features from a language, including grammatical errors, jargon, neologisms, colloquialisms, and words of foreign origin. The problem with defending the purity of the English language, says James Nicoll, is that English is about as pure as a cribhouse whore. We dont just borrow words; on occasion, English has pursued other languages down alleyways to beat them unconscious and rifle their pockets for new vocabulary (quoted by Elizabeth Winkler in Understanding Language, 2015). Examples and Observations Like other tabooing practices, language purism seeks to constrain the linguistic behavior of individuals by identifying certain elements in a language as bad. Typically, these are words and word usage that are believed to threaten the identity of the culture in question--what 18th-century grammarians referred to as the genius of the language. Authenticity has two faces: one is the struggle to arrest linguistic change and to protect it from foreign influences. But, as Deborah Cameron claims, the prescriptive endeavors of speakers are more complex and diverse than this. She prefers the expression verbal hygiene over prescription or purism for exactly this reason. According to Cameron, a sense of linguistic values makes verbal hygiene part of every speakers linguistic competence, as basic to language as vowels and consonants. (Keith Allan and Kate Burridge, Forbidden Words: Taboo and the Censoring of Language. Cambridge University Press, 2006) Purism in the 16th Century I am of this opinion that our own tung shold be written cleane and pure, unmixt and unmangeled with borowing of other tunges, wherein if we take not heed by tiim, ever borowing and never paying, she shall be fain to keep her house as bankrupt. (John Cheke, Regius Professor of Greek at Cambridge University ­, in a letter to Thomas Hoby, 1561)- Sir John Cheke (1514-1557) was so determined that the English tongue should be preserved pure, unmixt and unmangeled . . . that he produced a translation of the gospel of St. Matthew using only native words, forcing him to coin neologisms (new words) such as mooned lunatic, hundreder centurion, and crossed crucified. This policy recalls an Old English practice in which Latin words like discipulus were rendered using native formations like leorningcniht, or learning follower, rather than by borrowing the Latin word, as Modern English does with disciple. (Simon Horobin, How English Became English. Oxford University Press, 2016) Purism in the 19th Century A certain Captain Hamilton in 1833 demonstrates the invective the British directed at the language used in America. He claims that his denunciation is the natural feeling of an Englishman at finding the language of Shakespeare and Milton thus gratuitously degraded. Unless the present progress of change be arrested by an increase of taste and judgment in the more educated classes, there can be no doubt that, in another century, the dialect of the Americans will become utterly unintelligible to an English man . . .. Hamiltons vituperation exemplifies a purist view of language, which allows only one fixed, immutable, correct version [and] which sees difference and change as degradation.(Heidi Preschler, Language and Dialect, in Encyclopedia of American Literature, ed. by Steven Serafin. Continuum, 1999) Brander Matthews on Lost Causes in the Early 20th Century The purist used to insist that we should not say the house is being built, but rather the house is building. So far as one can judge from a survey of recent writing the purist has abandoned this combat; and nobody nowadays hesitates to ask, What is being done? The purist still objects to what he calls the Retained Object in such a sentence as he was given a new suit of clothes. Here again, the struggle is vain, for this usage is very old; it is well established in English; and whatever may be urged against it theoretically, it has the final advantage of convenience. The purist also tells us that we should say come to see me and try to do it, and not come and see me and try and do it. Here once more the purist is setting up a personal standard without any warrant. He may use whichever of these forms he likes best, and we on our part have the same permission, with a strong preference for the older and more idiomatic of them. (Brander Matthews, Parts of Speech: Essays on English, 1901)D espite the exacerbated protests of the upholders of authority and tradition, a living language makes new words as these may be needed; it bestows novel meanings upon old words; it borrows words from foreign tongues; it modifies its usages to gain directness and to achieve speed. Often these novelties are abhorrent; yet they may win acceptance if they approve themselves to the majority. . . .To fix a living language finally is an idle dream, and if it could be brought about it would be a dire calamity.(Brander Matthews, What Is Pure English? 1921) Todays Peevers Language peevers write for one another. They are not really writing for the larger public; they do not expect to be heeded by the larger public, and it would not be desirable if they were. Their identities are predicated on the belief that they are an elect, purists holding up the flickering candle of civilization amid the rabble. They write for one another to reinforce this status. If everyone wrote as they prescribe, their distinction would vanish.Actually, there is a small additional audience of aspirants to the club: English majors, journalists, teachers pets in whose minds a handful of shibboleths lodge, to be applied mechanically and unintelligently thereafter. But the great unwashed public pays no attention and does not care, except to the extent that they have been schooled to feel vaguely uneasy about the way they speak and write.(John E. McIntyre, Secrets of the Peevers. The Baltimore Sun, May 14, 2014) The Grammaticaster Tradition Grammaticaster is a  pejorative  term for a  grammarian, especially one whos concerned with petty matters of  usage. - Ð Ã µ tells thee true, my noble neophyte; my little  grammaticaster, he does: it shall never put thee to thy mathematics, metaphysics, philosophy, and I know not what supposed sufficiencies; if thou canst but have the patience to plod enough, talk, and make a noise enough, be impudent enough, and tis enough.(Captain Pantilius Tucca in  The Poetaster, by Ben Jonson, 1601)- Nor have I much troubled their phrase and expression. I have not vexed their language with the doubts, the remarks, and eternal triflings of the French  grammaticasters.(Thomas Rhymer,  The Tragedies of the Last Age, 1677)- Such idiots, despite the rise of scientific pedagogy, have not died out in the world. I believe that our schools are full of them, both in pantaloons and in skirts. There are fanatics who love and venerate  spelling  as a tom-cat loves and venerates catnip. There are  grammatomaniacs; schoolmarms who would rather  parse  than eat; specialists in an  objective case  that doesnt exist in English; strange beings, otherwise sane and even intelligent and comely, who suffer under a  split infinitive  as you or I would suffer under gastro-enteritis.(H.L. Mencken, The Educational Process.  The Smart Set, 1922)  - Purist  is the most persistent of the many terms used to describe those people who concern themselves with correct English or correct grammar. Among other  epithets,  we find   tidier-up, precisian, schoolmarm,  grammaticaster, word-worrier, prescriptivist, purifier, logic-chopper  (H.W. Fowlers word),  grammatical moralizer  (Otto Jespersens term for H.W. Fowler),  usageaster, usagist, usager,  and  linguistic Emily Post. All of these seem at least faintly pejorative, some more than faintly so. The concern with the improvement, correction, and perfection of the existing language goes back to the 18th century, when the first influential grammars of English were written. There was current at that time a notion that a perfect language existed, at least in theory, and that reformation of the imperfect way existing language was used would lead to that perfection. (Merriam-Websters Dictionary of English Usage, 1994)

Wal-Mart Scandal Free Essays

New York Times reporter David Barstow uncovered a shocking story against retail giant, Wal-Mart. His investigation started after Wal-Mart shut down its internal investigation over the possible bribery of Mexican officials. Wal-Mart used these bribes to accelerate growth in their Mexican zoning areas. We will write a custom essay sample on Wal-Mart Scandal or any similar topic only for you Order Now These allegations surfaced when a Hispanic lawyer contacted Wal-Mart headquarters in Bentonville Arkansas. This lawyer had inside information on Wal-Mart’s bribes, as he represented them in their acts. He was used as a middle man for Wal-Mart’s payoffs to these officials. Wal-Mart took action in defending its image. In 2005 the company launched an internal investigation that dug into the operations of Wal-Mart de Mexico. The reports put together obvious signs that the company had, in fact been bribing the city officials to open up zoning areas and to swiftly create building permits. These bribes reported to total above $24 million. Wal-Mart’s lead investigator had this to say after the investigation was conducted, â€Å"There is reasonable suspicion to believe that Mexican and USA laws have been violated. When Wal-Mart’s leaders were faced with the decision to continue the investigation, they gave it to Wal-Mart de Mexico to investigate; it was shut down. Wal-Mart didn’t notify Mexican or American law enforcement with the information and none of these wrong doings were brought to the public eye until the publication of Barstow’s article. Wal-Mart would obviously face critical examination by the public if the allegations we re true; reasoning behind closing the investigation. Wal-Mart told the justice department that the investigation was unnecessary and the cases were minor where they did occur. The Time’s had a view in their investigation as they found substantial evidence supporting the bribes taking place. It’s believed that these bribes were the jump start Wal-Mart needed to gain its huge standing in Mexican society. 1 in 5 Wal-Mart’s are located in Mexico. The Times interviewed Sergio Cicero Zapata, who resigned from Wal-Mart de Mexico in 2004. Cicero told them of personal instances of him giving lawyers envelopes of money to pay off government officials. Cicero said that he had done these deals for years while working for Wal-Mart. Along with the information they received from Mr. Cicero, the times also found government documents with evidence of payoffs. These documents showed that within days of the money being given to the lawyers the permits were granted. The Times have published new stories exposing the company further with deeper information that they have gained through their investigation. Some of the information includes: * Wal-Mart pays $341,000 to officials in Mexico City to build a Sam’s club. The building was put in a densely populated area, and was done without a construction license, or an environmental permit or and urban impact assessment, or a traffic permit. Wal-Mart bribes officials to build â€Å"a vast refrigerated distribution center in an environmentally fragile flood basin north of Mexico City in an area where electricity is so scarce that many smaller developers turned away. † The bribe for this case was $765,000. * A zoning situation in Teotihuacan caused Wal-Mart to make a payment of $52,000 to enable them to build a s tore near a famous pyramid site. The citizens were enraged by the location of the store but the protests were ignored and the Wal-Mart was built. The mayor of Teotihuacan spent $77,000 buying and renovating a ranch the next year. Unexpected on a $47,000 yearly salary. * There have also been reports of Wal-Mart building on ancient ruin sites. They have been obtaining the permits to do so illegally. Now that the statements have been made public, Wal-Mart de Mexico has been under investigation by the U. S. and Mexican governments. The leadership is questionable within both Wal-Mart and Wal-Mart de Mexico. The high members of Wal-Mart de Mexico made a choice to shut down the investigation to cover up their tracks. The consequences of being discovered breaking the law to this extreme would put a huge chip on all of the Wal-Mart leaders’ shoulders. The growth of their business is also at stake. Apparently these bribes played a major role in the expansion of Wal-Marts across Mexico. The leaders located in Arkansas will more than likely be held accountable for irresponsible actions as well. If the allegations are true they could be found out for knowing about the illegal bribes. Ethical issues do not look good for leaders; it can dramatically impact the way the company is viewed. The actions of Wal-Mart making deals in Mexico could greatly affect the way the company is viewed and its overall standing to the public. With the investigation still ongoing it has yet to be clear what leaders at Wal-Mart are tied to the bribes in Mexico but it is undoubted by the New York Times that there are several people accountable for the actions. It is also possible that Wal-Mart has been doing this in other countries as well, but will only be confirmed when and if the government can obtain the information they need to prove wrong doing against Wal-Mart. Works Cited City. David Barstow; Alejandra Xanic Von Bertrab And James C. Mckinley Jr. Contributed Reporting From Mexico. â€Å"Vast Mexico Bribery Case Hushed Up by Wal-Mart After Top-Level Struggle. †Ã‚  The New York Times. 22 Apr. 2012. The New York Times. 04 Mar. 2013 http://www. nytimes. com/2012/04/22/business/at-wal-mart-in-mexico-a-bribe-inquiry-silenced. html. Radcliffe, Dana. â€Å"Leadership Lessons From Wa l-Mart’s Bribery Scandal. †Ã‚  The Huffington Post. 16 July 2012. TheHuffingtonPost. com. 04 Mar. 2013 http://www. huffingtonpost. com/dana-radcliffe/leadership-lessons-from-w_b_1672032. html. How to cite Wal-Mart Scandal, Essay examples

The Impact of Working Parents on Managing Their Family free essay sample

Based on our observation, there are more than 70% of parents in Malaysian are working or employed. Socio-economic conditions in Malaysia have contributed to the need for dual incomes for families. Economically, â€Å"the number of two parent families below the poverty line would increase if they were to become single income families. Socially, it was the norm, in the past, for women to stay at home having a more expressive role in the family; taking care of the children and providing emotional support for the family. Presently, women feel that their traditional roles as child bearers and homemakers must be supplemented with a sense of achievement outside the home. In light of the fact that the majority of two parent families have also become dual wage earning families, it is important to examine the effects of such a phenomenon on society in general and on child rearing in particular. Children acquire their goals, values and norms based on the way that they view or identify with their parents as well as from the quality and amount of care, love and guidance given to them by their parents. We will write a custom essay sample on The Impact of Working Parents on Managing Their Family or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Parents who work present a different image to their children than parents who do not work. In addition, wage earners, including parents, must (in most cases), be absent from the home during the day. When considering these modifications to the family dynamics, there is considerable basis for proof that the positive effects outweigh the negative effects experienced by offspring in families were both parents are employed. The working parent occupies an important exemplary role within the family. Working parents often command considerable respect from their children, because they demonstrate the worthy characteristics of industriousness, social compatibility, self reliance, maturity, intelligence and responsibility. Because children identify with their parents, the feedback from such positive influences tends to be positive as well because many of these positive characteristics are imparted upon them. A child who observes the competent coping abilities of a working parent learns in turn, how to cope with life’s problems. At first this may translate into an improved sense of self-reliance and independence for the child as well as an improvement in the ability to be socially compatible. As the child grows, it can further render a child more emotionally mature and hence more competent in dealing with responsibility and task completion such as is needed for school work and extracurricular activities. In general, the working parent provides a very positive role model for the child in a family where both parents are employed. Attitudes of working parents pertaining to achievement, responsibility and independence affect both male and female offspring. There seems to be more beneficial effects felt by daughters of working women than by sons, however, this neither implies nor concludes that males do not receive some positive effects due to maternal employment. This tendency may result from the fact that in the mother’s absence, a daughter is often left to cope with caring for her. This promotes her independence and self-reliance. At the same time, the daughter may also be left with the job of looking after a younger sibling, helping to promote her sense of responsibility. Adequate child care is a necessity for parents who both work. It is often complicated to balance both the parent’s and child’s needs when using child care. However, it may be possible to satisfy the demands of both if forethought and prudence are applied. Many cultures worldwide realize that a child’s nurturing can be acquired from a variety of sources including both adults and older children. Children can be as comfortable with grandparents, neighbors, professional child care attendants, and babysitters as they are with their own mothers. In fact, a variety of sources for nurturing not only provide the child with a variety of role models, such as in the case of grandparents, but it also provides them the ability to compare these role models and to choose the appropriate characteristics which they will adopt as their own. In the end, the responsibility of choosing the proper type of child care lies with the working parents. Proper research of the day care facilities and employees should include an investigation into the availability of superior care in a quality program where rearing beliefs and practices mirror those of the parents. When both parents feel confident in their day care choices, they will view them as supportive influences rather than intrusive ones. This positive attitude will provide the child with positive feedback because when parents feel good about their lives and decisions, they communicate their satisfaction to their children in the form of positive feelings. These positive feelings are then internalized by the children. Parents who work alter several traditional methods of parenting. The aspects of parenting which are most affected are quality, quantity and content. When considering content, a major point is the preparation of the child for a society in which those children will be adults. Working parents are in a good position to prepare their children for that type of lifestyle. Healthy family dynamics including team work, sharing, and responsibility, are more easily adopted when they are already familiar. As far as quality of parenting, it has been observed that women who are highly satisfied with their roles whether they work or not, display higher levels of warmth and acceptance than do dissatisfied mothers and these positive feelings are reflected in their relationships with their siblings. Other than that, when considering quantity of time spent on parenting when both parents work. In fact, mothers who were better educated and employed outside the home spent more time with their children even at the expense of their own leisure and sleep time. Employed mothers spend about the same time reading to, playing with and otherwise paying attention to their children as do mothers who stay at home. Parental roles have been modified to meet these changes. Today, the family’s most important task is to provide emotional security in a vast and impersonal world. Working parents often possess the skills necessary for responding adequately and creatively to the increased stress placed on children to succeed in such an environment. Parents, who work must, out of necessity, are adept at providing fresh, innovative and effective modes of parenting even when time with the child is limited. The debate as to whether or not both parents should work or not is really not significant anymore. Both parents are working and will continue to do so and children are not being raised today in the same way as they were in the past. The next generation of parents will be more confident than their predecessors and they and their children will probably never experience the dichotomous feelings that today’s parents have about the dual income family and its effects on child rearing. Working outside the home and being a good parent at the same time is possible and in both of these tasks there is much to value and treasure. As a conclusion, there are some bad and good impact of working parent to their family and children. It is depend on us how to manage the family properly.

Stargirl Character Analysis Essay Example

Stargirl Character Analysis Paper Stargirl is a very eccentric character. We see that she acts very different compared to the other students. We see this at the basket ball match when she cheers the both teams. Even if the opponents score she cheers for them too. All the students conform and are not used to someone standing out of the crowd. People do not appreciate her for who she is. Her differences do not gain her any favors but make her life worse as others dont understand. She also act weirdly and this also makes her a target. Leo mentions that Stargirl cheered whenever the ball went into the basket, regardless which team shot it. He also mentions that she cheered anyone, anywhere, anytime. This shows how eccentric Stargirl is. She is very different and others dont appreciate her kind thoughts. She act like this because of her different background. Stargirls eccentric ways are looked down upon because everyone conforms. They do not see eccentric people as their own and thus she has a rough time alone. Stargirl is very extraordinary. We see this when she comes to mica high school or the first time. She wears different clothes that seem out of fashion, she sings happy birthday to everyone, Stargirl also has a pet rat named Cinnamon, she also plays the ukulele. People see her unusual behavior as a bad thing. She stands out from the crowd and is a constant target. Leo mentions that she wore and off white dress white ruffles and looked like it could have belong to Her grandmother. He also saysshe began to strum her uke, it was happy birthday. This shows her extraordinary side. She is different is nearly every aspect and is understood only by Leo who is the only one that appreciates her Different ways. Stargirl has extraordinary hobbies, fashion, actions and personality. Many people do not appreciate this but she enjoys being special. We will write a custom essay sample on Stargirl Character Analysis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Stargirl Character Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Stargirl Character Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Stargirl is very empathetic. She cares for everyone and is very kind. She is very emotional and doesnt like anyone being

Racism in Things Fall Apart Essays

Racism in Things Fall Apart Essays Racism in Things Fall Apart Paper Racism in Things Fall Apart Paper Essay Topic: Things Fall apart Racism has existed throughout human history. It is the belief that all members of each race share biologically transmitted traits that many people consider important. it is also distinguished as being inferior or superior to another race, or races. Race and ethnicity is created by society. Our society is defined by having a certain set of physical characteristics in order to be a member of a given race. Originally all humans in the world belonged to one of the other of these pure races. The United States is a country that is as racially and ethnically diverse as any in the world. The members of the U.S. society consider racial differences more important than people of many other countries. In the United States since its early history, Native Americans, Africans and Europeans were considered to belong to different races. The importance and meanings of race differ from place to place, and also change over time. The novel â€Å"Things Fall Apart,† written by a nigerian author; Chinua Achebe, tells the story of a Nigerian tribe being colonized by the British. This novel largely serves as a response to racist stereotypes of Africans. Throughout the book, the Igbo people are colonized and their culture is then taken over by the british. Okonkwo, in the story, was very well known throughout the 9 villages. He brought honor to the village. Unfortunately, Okonkwo killed himself at the end of the book, which made things â€Å"fall apart.† He wanted to keep himself tied to his religion and his beliefs, and not forget his culture. Committing suicide was a way for him to rebel against the norm of the Christian society. Okonkwo would see himself and his tribe as failing. He thought his tribe became weak, and will no longer be able to fight its enemies. And so, he killed himself because he would rather die than live in a world ruled by white men. The village was not ready to adapt to the changes that were coming, which was the most difficult adjustment

Revenue cycle management Essay Example | Topics and Well Written Essays - 250 words

Revenue cycle management - Essay Example In addition, he has to explain to these employees of the need to move to the integrated system so that the process is effective for the hospital. One key area that he needs to address is scheduling with accuracy. The details of the employees in the new system will have to be obtained accurately in order to save time that would be otherwise wasted in tracing such information. It will also assist in storing accurate preadmission details which will enhance future diagnosis. The second step is the verification of benefits in advance. Going with the procedure to be conducted, it is necessary to verify insurance information and the validity of cover of a patient (Townsend & Coleman, 2014). If the payments are self made, then it may be important to ask for them before surgeries so as to cut on bad debts and avoid belated cancellations in the event that it is difficult to make the payments. Establishing a plan for all the outstanding balances will assist in cash management. Anywhere Hospital will stay afloat of excess balances and ensure that all amounts are collected timely. The revenue collection schedule will have to be maintained for the shift to the integrated revenue collection system to be

Minard Assignment Example | Topics and Well Written Essays - 250 words - 1

Minard - Assignment Example In the graphical image by Minard, he uses six organizational patterns in Technical Communication. The six organizational patterns shown in the figurative map of Napoleons disastrous Russian campaign of 1812-1813 include the army size. The army size is ideally the number of individuals in the army at any particular stage during the inversion. Secondly is the location. In the image, there is the location depiction at every stage, showing the reduction progression of the army men. The third organizational pattern shown is that of the direction of the army’s movement. The direction of the army’s movement is clearly shown as the movement progressed from the Niemen River to Moscow. Other organizational patterns included temperature variance, which also contributed significantly towards the reduction in the number of soldiers as they would not tolerate the low icing temperatures. The various challenges faced, also shown as an organizational pattern in the figure. It mainly identifies the various obstacles that contributed towards the reduction in the number of army men. These included diseases. The last of the organizational pattern observable is unity. The image shows that despite the numerous challenges that were faced by the army men, a majority of them remained unity in forging ahead with the

Inclusion of Students with Autism Spectrum Disorders

Inclusion of Students with Autism Spectrum Disorders Abstract The purpose of this study is to examine attitudes towards inclusion of students with Autism Spectrum Disorders (ASDs) and self-efficacy beliefs of preservice teachers. Background factors will be explored in relation to both attitudes towards inclusion and self efficacy beliefs. ASDs are becoming the fastest growing developmental disabilities with 1 out of every 150 births being diagnosed as having one of these disorders. ASDs are typically defined as developmental disorders and can range in symptoms from mild to severe. They are identified by abnormal or impaired development in social interaction and communication combined with a restricted repertoire of activities and interests. As a result, more children with ASDs are in need of educational services. Preservice teachers will be surveyed for their level of efficacy as well as attitudes towards inclusion of children with autism spectrum disorders. Preservice Teachers Efficacy: A Correlate of Attitudes towards Inclusion of Students with Autism Spectrum Disorder Chapter 1: Introduction This study will focus on self-efficacy beliefs preservice teachers’ and their attitudes towards inclusion of students with Autism Spectrum Disorders (ASDs). Historically, inclusion studies have broadly focused on students with general disabilities without differentiation of the 13 disability categories as listed in the Individuals with Disabilities Education Act of 2004 (IDEA). It is necessary to briefly address special education law in order to understand how students with exceptionalities are placed and serviced within the education system (either in special education, general education, or a combination of classes). IDEA is the federal legislation that regulates the education of students with disabilities (Woolfolk, 2010). It was originally enacted by Congress in 1975 to ensure that children with disabilities had the same opportunity as students without disabilities (Woolfolk, 2010). The law has seen many revisions throughout the years. The most recent amendments to IDEA were passed by Congress in December 2004. The final regulations were published in August 2006 and termed the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA 2004) (Public Law No. 108-446). IDEIA 2004 guides how states and school districts identify and provide special education and related services to children with disabilities (http://www.nichcy.org/idea.htm). IDEIA 2004 specifically addresses where students with disabilities should be educated and also requires schools to provide a free and appropriate education (FAPE) for all students (Woolfolk, 2010). Although the law does not specifically use the terminology inclusion, it does use the term least restrictive environment (LRE) when speaking of placement for students with disabilities (Inzano, 1999). The law regarding placing students within the LRE has generated many questions as to exactly what constitutes an LRE. According to the law, in an LRE, the student is to be placed with non-disabled peers as much as appropriate throughout the school day (IDEIA, 2004). In addition, the student can only be separated from nondisabled peers if the nature or severity of their disability impedes upon their education (IDEIA, 2004; http://www.findcounseling.com/journal/sped/least.html). Based upon this law, there appears to be a push to teach children with disabilities within the regular education classrooms (Villa, Thousand, Nevin, Liston, 2005 Liston, 2005). As a result of this, there will be a paradigm shift moving away from segregation to integration where students with and without disabilities will be taught together (Giddens, 2001). Inclusive education is identified by the integration of all students, including those with disabilities, into the general education classroom (Avramidis Norwich 2002; Woolfolk, 2010). Inclusion is often confused with the notion of mainstreaming. Schnorr (1990) indicated that mainstreaming and inclusion each deal with students with disabilities in the regular classrooms, the responsibilities of the general education teacher is different for both. In mainstreaming, the regular class teacher is responsible for some of the instruction of the student with exceptionalities while the special education teacher is primarily responsible for the student’s instruction (Lipsky Gartner, 1989). This is quite different than inclusion. Through inclusion, the regular class teacher is responsible for nearly all of the instruction of the student with special needs. The special education teacher serves as a support to the regular education teacher (Salisbury et al., 1995). For the purposes of this study, inclusion will be defined as full term placement in mainstream general education classes with appropriate special education support services. By studying disability categories under a broad umbrella, it is difficult to differentiate attitudes towards inclusion of specific disability categories. Inclusion of students based on specific disability categories is limited and has not been fully analyzed in current research studies. Research has largely focused on teacher attitudes towards inclusion of students with learning disabilities (Avramidis, Bayliss, et al 2000; Bender, Vail, et al, 1995; Bradshaw Mundia 2006; Buell, Hallam, et al 1999; Burke Sutherland 2004; Campbell, Gilmore et al 2003; Clough Lindsay 1991; Elhoweris Alsheikh 2006; Hammond Ingalls 2003; Jobe, Rust, et al. 1996; Kadell Wiebe 2001; Kalyva, Gojkovic, et al 2007; Kwapy 2004; Reasons 2005; Romer 2004; Ross-Hill 2007; Sebesta 2002; Shade Stewart 2001; Walpole 2006). There have been some studies focusing on emotional and behavioral difficulties within the general education classrooms (Avramidis, Bayliss, Burden 2000; Clough Lindsay 1991; Hastings Oakford 2003; Soodak et al. 1998; Stoiber et al. 1998); cognitive impairments (Center Ward 1987; Thomas 1985), and mild physical disabilities (Center Ward 1987; Forlin 1995). The remaining special education categories have not been the focus of much research (Autism Spectrum Disorder, Blind or Low Vision; Deaf or Hard of hearing; Deaf-Blind; Developmentally Delayed; Language or Speech impairment; Multiple Disabilities; Other health impairment; Orthopedic impairment; and Traumatic brain injury). This study will investigate the attitudes of pre-service teachers toward inclusion of students with ASDs. ASDs fall within the Pervasive Developmental Disorders based upon the Diagnostic and Statistical Manual of Mental Disorders – Fourth Edition (DSM-IV, p. 14; 2005). The terms ASDs and Pervasive Developmental Disorder (PDD) are often used synonymously (Pieranagelo Giuliani, 2007). Pervasive Developmental Disorder is a general term that refers to a spectrum of disorders that differ with respect to the number and type of symptoms or age of onset (DSM-IV, pg. 69). Pervasive Developmental Disorders include Autistic Disorder, Rett’s Disorder, Childhood Disintegrative Disorder, Asperger’s Disorder, and Pervasive Developmental Disorder Not Otherwise Specified (DSM-IV, p. 14; 2005). ASDs are typically defined as developmental disorders in which behavior characteristics range in syndrome expression and the symptoms change as the child develops on a continuum from mild to severe (Volkmar, Paul, Klin, Cohen, 2005). â€Å"They are typically characterized by severe and perva sive impairment in several areas of development that include reciprocal and social interaction skills, communication skills, or the presence of stereotyped behavior, interests, and activities†(DSM-IV, pg 69; 2005). Four million children are born in the United States every year and of these four million children; 560,000 individuals between the ages of 0-21 have an ASD (http://www.cdc.gov/ncbddd/autism/faq_prevalence.htm). Based on prevalence statistics from the Centers for Disease Control and Prevention (CDC) from 2007, one out of every 150 children in the United States has autism (http://www.autism-society.org/site/PageServer?pagename=about_whatis_factsstats). Due to the increase in diagnosis of ASDs, more children are in need of specialized education programs. In 2006, the CDC reported 484,299 individuals between the ages 3 through 21 received services under the ‘autism’ classification for special education services (https://www.ideadata.org/tables30th/ar_1-3.htm). Additional data from the CDC reported the state of Indiana serviced 159,679 students under IDEA in 2006 between the ages of 6 and 21. Of these students, 7,391 were identified as having an ASD (https://www.ideadata.org/tables30th/ar_1-3.htm). Illinois reported serving 289,611 students under IDEA in 2006 between the ages of 6 and 21. Of these students, 9,398 students were identified as having an ASD (https://www.ideadata.org/tables30th/ar_1-3.htm). Michigan reported serving 217,673 under IDEA in 2006 between the ages of 6 and 21. Of these students, 9,723 were identified as having an ASD (https://www.ideadata.org/tables30th/ar_1-3.htm). The needs of students with ASDs vary and should be identified and addressed within their educational programming. As stated earlier, ASDs are a group of developmental disabilities that are defined by significant impairments in social interaction, communication, and unusual behaviors (DSM-IV, pg. 69). This is of particular concern when looking at the best learning environment for students with ASDs. Researchers and educators agree that children with ASDs benefit from early intervention services (National Research Council, 2001; Rapin, 1997; Rogers, 1996; Strain, Wolery Izeman, 1998). It has been found to be beneficial to place students with ASDs in the general education classroom so they have early interventions as well as appropriate role models of social skills (Klinger Dawson, 2005). At the same time, this presents a problem because students with ASDs are often not accepted into the general education class. Rejection increases with the students’ age and severity of their symptoms which increases their tendency to become socially isolated (Burack, Root, Zigler, 1997 as cited in Volkmar, Paul, Klin, Cohen, 2005). Parents, teachers, and students need to work together to determine which educational services are needed and specifically, to afford them with the greatest possibilities for future transitions (Bock Myles, 1999; Crowley, 2000; Bowe, 2005 as cited in Volkmar, Paul, Klin, Cohen, 2005). Educational placement options for students with ASDs need to be a place where they receive the most benefit as well as keeping in accordance with the law requiring LRE. The increase of students with special needs within general education classrooms has spurred changes in attitudes of teachers, parents, and students regarding the appropriate placement for students with disabilities to receive an education. Research has shown that teacher attitudes towards inclusion have a significant impact upon whether or not inclusion is a success or failure within the classroom (Avramidis Norwich 2002; Bacon Schultz 1991; Barton, 1992; Barton Wiczenski 1993; Bishop, 1986; Carroll, Forlin, Jobling 2003; Chow Winzer, 1992; Coates, 1989; Cook, 2001; Cook, Semmel, Gerber 1999; Good Brophy 1997; Hannah Pliner, 1983; Hayes Gunn, 1988; Idol, Nevin Paolucci-Whitcomb 1994; Roa Lim, 1999; Salend 2001; Schumm et al. 1994; Semmel, Abernathy, Butera, Lesar, 1991; Shade Stewart, 2000; Wiczenski, 1993; Van Reusen, Shoho, Barker 2001; William Algozine, 1977; Wood, 1989). Attitude research pertaining to inclusion of students with disabilities has provided widely var ied results (Bennett et al, 1997; Garriott, Miller, Snyder, 2003; Leyser Tappendorf, 2001; Rea et al. 2002; Shier, 2002). Professional groups vary considerably in their perceptions of which children are most likely to be successful with the inclusion process (Bochner Pieterse 1989). There are educators who support the inclusion of students with disabilities and indicate it has positive benefits for students (Avramidis et al, 2000; Chalmers, 1991; Frederickson, Dunsmuir, Lang Monsen 2004; Leyser Tappendorf 2001; Rodgers, 1987; Rojewski Pollard, 1993; Ward et al, 1994; Villa et al, 1996; York, Vandercook, MacDonald, Heise-Neff Caughey, 1992). If teachers’ attitudes toward inclusion are positive, then the experience of their students will also be positive (Anderson, Chitwood, Hayden 1997; Alexander Strain, 1978). Conversely, many educators are not as accepting of inclusion and hold negative attitudes towards inclusion (Alghazo, Dodeen, Algaryouti, 2003; Berryman, 1989; Bradshaw, 2004; Buell, Hallam, Gamel-McCormick, 1999; Center Ward, 1987; Coates, 1989; D’Alonzo, Giordano Cross, 1996; D’Alonzo Ledon 1992; Dixon, 1999; Forlin, Douglas, Hattie, 1996; Gersten, Walker Darch, 1988; Hammond Ingalls 2003; Hayes Gunn, 1988; Horne Ricciardo, 1988; Jamieson, 1984; Jobe, Rust, Brissie, 1996; Larrivee Cook, 1979; Leyser Tappendorf, 2001; Luseno, 2000; Minke et al, 1996; Murphy, 1996; Reiter et al, 1998; Schumm Vaughn 1991; Semmel et al, 1991; Thomas, 1985; Vaughn, Schumm, Jallad, Slusher Saumell, 1996). If the teachers’ attitudes towards inclusion are negative, then the experience of their students will be unsuccessful (Anderson, Chitwood, Hayden 1997; Alexander Strain, 1978). Forlin et al (1999) indicated that teachers’ attitudes towards individuals with disabilities suggest that negative attitudes lead to lower expectations of that student. Research has also shown teachers attitudes toward inclusion were strongly influenced by the nature of the student’s disabilities (Avramidis, Bayliss, Burden, 2000; Bradshaw and Mundia 2006; Center Ward, 1987; Dean, Elrod Blackbourn, 1999; Jobe, Rust Brissie, 1996; Mak, 2003; Scruggs Mastropieri, 1996; Soodak, Podell, Lehman, 1998). Several studies have shown that specific disability areas negatively affected teacher attitudes towards inclusion. Thomas (1985) studied teachers in England and found they opposed integration of students with intellectual difficulties. This opposition has been replicated in several subsequent studies (Avramidis, Bayliss, Burden, 2000; Center Ward, 1987; Clough and Lindsay, 1991; Forlin, 1995; Hayes Gunn, 1988; Kwapy, 2004; Soodak et al., 1998; Stoiber et al., 1998). Research also shows that teachers had difficulty with children who had emotional and behavioral difficulties (Avramidis et al, 2000; Bowman, 1986; Clough Lindsay, 1991; Forlin, 1995; Hastings Oakford, 2003; Hayes Gunn, 1988; Heflin Bullock, 1999; Kwapy, 2004; Soodak et al., 1998; Stoiber et al, 1998). Center and Ward (1987) found that teachers within their research study were reluctant to include students with more severe physical disabilities or students with intellectual disabilities; however, they were willing to accept the inclusion of students with mild physical disabilities. As a result of the mixed results of research on inclusion, it is important to identify attitudes towards inclusion of students, specifically with ASDs, within the general education classroom. To date, there has been a lack of research on ASDs and teacher attitudes towards inclusion. With the movement within the educational system to integrate all students with disabilities into regular education classrooms, it is going to be important to evaluate teacher attitudes toward inclusion of students with ASDs as the prevalence rate for this specific disability is on the rise. Multiple factors have been found to affect teachers’ attitudes (Salend Duhaney, 1999). These factors primarily relate to the child, teacher, and school. Several factors seem to consistently arise in research regarding attitudes towards inclusion of students with disabilities and include teacher efficacy, the type of disability, and the individual’s teacher preparation program. These areas will be the focus of this research study. Teacher efficacy has been a focus in many research studies (Allinder, 1994; Allinder, 1995; Ashton, 1984; Ashton Webb, 1986; Brownell Pajares, 1999; Gibson Dembo, 1984; Pajares, 1992; Soodak, Podell Lehman, 1998). Teacher efficacy is a teacher’s individual beliefs in their capabilities to reach all of their students, regardless of disability and teach all types of students (Armor et al., 1976; Ashton, 1984; Ashton Webb; 1986; Berman McLaughlin, 1977; Coladarci Breton, 1997; Gibson Dembo, 1984; Tschannen-Moran, Woolfolk-Hoy, Hoy, 1998; Woolfolk, 2010). Many studies have noted that a teacher’s sense of efficacy can have a direct positive affect on student achievement (Anderson, Greene, Loewen, 1988; Ashton, 1984; Midgley, Feldlaufer, Eccles, 1989; Woolfolk, 2010) and is a principal factor impacting classroom effectiveness (Allinder, 1993; Ashton Webb, 1986; Brownell Pajares, 1999; Gibson Dembo, 1984; Pajares, 1992). There has been limited research as to the effect teacher efficacy has upon the students with ASDs. Research on general disability areas has shown that as a teacher’s personal efficacy increases, they become less anxious about including students with disabilities into their classrooms (Allinder, 1994; Soodak, Podell Lehman, 1998). Other research studies have found that teachers often lack confidence in their instructional skills when dealing with a student with a disability (Buell, Hallam, Gamel-McCormick, 1999; Center Ward 1987) thus decreasing their self efficacy. By identifying links between teacher efficacy and teacher attitudes towards inclusion of students with ASDs; more information can be provided to teachers to help them feel confident as well as successful in teaching students with ASDs within their classrooms. Another factor affecting teacher attitudes towards inclusion stems from their teacher preparation programs. Much of the current research on inclusion of students with disabilities has shown that general educators often feel confused when asked to make accommodations for students with disabilities within their classes (Lombard et al., 1998). Educators have indicated that they feel unprepared to implement inclusion as a result of a lack of preparation in education programs (Avramidis, Bayliss Burden, 2000; Bender Ukeje, 1989; Bender, Vail, Scott 1995; Betancourt-Smith 1994; Bruneau-Balderrama, 1997; Buell et al, 1999; Center Ward, 1987; Creal, 2000; Edelen-Smith, Prater, Sileo 1993; Evans, Townsend, Duchnowski, Hocutt, 1996; Ferguson, 1995; Forlin et al. 1999; Garfinkle Schwartz, 2002; Glass 1996; Grbich Sykes, 1992; Hammond Ingalls, 2003; Hastings, Hewes, Lock Witting, 1996; Johnston, Proctor, Corey 1994; King-Sears Cummings, 1996; Kwapy, 2004; Lanier Lanier 1996; Mastrop ieri Scruggs, 2000; Minke, Bear, Deemer Griffin, 1996; Nevin, Cohen, Salazar Marshall, 2007; Olson, 2003; O’Shea O’Shea, 1997; Pugach Seidl, 1995; Reber, Marshak, Glor-Scheib, 1995; Reed Monda-Amaya, 1995; Reitz Kerr, 1991; Salend, 2001; Schumm et al. 1994; Schumm Vaughn, 1992; Schuum Vaughn, 1995; Scruggs Mastropieri, 1996; Shanker, 1994; Sindelar, 1995; Singh, 2001; Slusher Saumell 1996; Snyder, 1990; Soodak, Podell Lehman, 1998; Swoboda, 2000; Tait Purdie 2000; Taylor, Richards, Goldstein, Schilit 1997; Vaughn, Schumm, Jallad, Wang, Reynolds, Walberg, 1994; Vaughn, Schumm, Jallad, Slusher, Saumell, 1996; Wang, Reynolds Walberg, 1994; Wanzenried, 1998). Currently, many educators remain insufficiently informed about the practice and theory of inclusion as well as the effect it has on all students within the classroom. Part of teacher preparation programs includes instilling a sense of knowledge and experience of working with students with disabilities. Those with experience working with students with disabilities tend to have more positive attitudes toward inclusion (Beh-Pajooh, 1991; Forlin, Fogarty Carroll, 1999; Gallagher 1985; Gregory, 1997; Hastings et al., 1996; Hastings Graham, 1995; LeRoy Simpson 1996; Pernell, McIntyre, Bader 1985; Sack 1998; Rees, Spreen Harnadek, 1991; Shoho, Katims, Wilks 1997). If teachers feel as though they are unprepared to accommodate students with disabilities; there needs to be a change in teacher preparation programs to ensure that all teachers feel confident and prepared to teach students with exceptionalities. By changing teacher education programs and adding more required coursework regarding students with exceptionalities, teachers should be better equipped to make accommodations and interventions for exceptional students. It is important to account for preservice teachers’ attitudes and beliefs in order to rectify any ill conceived notions about inclusion of children with ASDs. By identifying attitudes towards inclusion of students with ASDs, the inclusion process can be improved. By identifying factors that lead to negative attitudes towards inclusion and dispelling any myths associated with inclusion of students with ASDs, these students may be better served within the general education classroom. In addition, the attitudes towards inclusion may pinpoint weaknesses within teacher preparation programs. By identifying weaknesses, teacher education programs may be able to change or revise classes and curriculum to better meet the needs of future educators. Due to the increase in students identified with ASDs, laws mandating students be taught in the LRE, more general education teachers will have to make accommodations for students with ASDs within their classrooms. By identifying teacher attitudes towards inclusion of students with ASDs, teacher curriculum can be changed and in-services can be added to programming to improve teacher attitudes towards inclusion. Statement of the Problem This study will focus on self-efficacy of preservice teachers and their attitudes towards inclusion of students with Autism Spectrum Disorders (ASDs). Current research shows a range of attitudes towards inclusion of students with disabilities. There is a lack of research regarding teacher attitudes towards the various disability categories; specifically ASDs. Inclusion of students based on specific disability categories, ASDs, has been limited. With the increase in diagnosis of children with ASDs; there will likely be an increase in the placement of students with ASDs into general education classrooms. As a result, general education teachers will likely be responsible for teaching students with ASDs within their classrooms. By identifying attitudes towards inclusion of students with ASDs, the inclusion process can be improved. By identifying factors that lead to negative attitudes towards inclusion, such as teacher efficacy beliefs, and dispelling any myths associated with inclusion of students with ASDs, these students may be better served within the general education classroom. In addition, the attitudes towards inclusion may pinpoint weaknesses within teacher training programs. By identifying weaknesses, teacher education programs may be able to use this information to implement changes or revisions to classes and curriculum to better meet the needs of future educators. Purpose of the Study The primary purpose of this study is to investigate preservice teachers’ sense of efficacy and their attitudes towards inclusion of students with ASDs. Relationships between teacher attitudes towards inclusion, teacher efficacy, the type of student disability, teacher preparation programs, and demographic information will be explored. This study aims to identify preservice teacher attitudes toward inclusion of students with ASDs and their level of teacher efficacy. Additionally, it will explore factors that influence attitudes of preservice teachers toward inclusion of students with ASDs. By understanding the factors that influence preservice teacher attitudes, teacher preparation programs can better prepare teachers for students with exceptionalities, particularly ASDs within the classrooms. Research Questions What are preservice teachers’ attitudes towards inclusion of students with ASDs within the general education classroom? Secondary Questions: What is the relationship between teacher efficacy and teacher attitudes towards inclusion of students with ASDs? What factors are related to preservice teachers’ attitudes towards inclusion of students with ASDs? What is the relationship between the amount of college preparation courses and teacher attitudes towards inclusion of students with ASDs? Is there a relationship between having a special education background and attitudes towards inclusion of students with ASDs? Is there a relationship between having a special education background and teacher efficacy? Rationale Inclusive education integrates all students, regardless of disability, into the general education classroom. Integration of students with disabilities requires teachers to make accommodations and modifications for students in order for them to be successful within the general education classroom. The teacher’s level of efficacy has been found to affect their willingness to make modifications and accommodations for students with disabilities and thus affect their attitudes toward inclusion. This study will investigate preservice teachers’ sense of efficacy and its correlation with attitudes towards inclusion of students with ASDs. Current studies focus on the integration of students with disabilities without differentiating specific disability categories. This study will allow for differentiation of ASDs from the remaining disability categories. Findings from this study will be beneficial for teacher preparation programs. Bandura (1986, 1994, 1997) suggested that predications about behavior outcomes affect the individual’s goals, effort, and motivation to complete a task. Predications of behavior are highly influenced by a person’s self-efficacy (Woolfolk, 2010). Self-efficacy has been defined as the belief in one’s capabilities to organize and execute the course of action required to manage prospective situations (Bandura, 1995). As a result, people are more likely to engage in behaviors that they believe they are capable of completing successfully. If a person believes they are able to complete an activity with success, they have high self-efficacy; conversely, if they do not feel they are able to complete certain behaviors successfully, they have low self-efficacy. Individuals tend to seek behaviors that they have success with and will put more effort and persistence to activities that they consider to be successful. Self-efficacy is also influenced by a person’s previou s successes or failures with an activity, feedback from others regarding their performance, and success or failure of other people around them (Woolfolk, 2010). For inclusion to be successful, teachers will need to observe a successful implementation of inclusion. In addition, they will have to feel confident in their own abilities to implement inclusion. This confidence will likely come from their teacher education training as well as role models indicating a successful implementation of inclusion. If a teacher does not believe he or she is able to implement inclusion within their classroom, the inclusion process is likely to fail. This has implications for the students within their classrooms. Students without disabilities are likely to model the teacher’s negative attitude towards inclusion and imitate behavior; at the same time, if the teacher has a positive attitude toward inclusion, the children would imitate that behavior. The self-efficacy of the teacher and their resulting actions has a large impact for the successful inclusion of students with ASDs within the general education class. Conceptual Framework This study is rooted in the theories of Albert Bandura, a cognitive theorist. His theories on social learning, social cognition, and self-efficacy have an influence this study. Bandura’s social cognitive theory and his construct of self efficacy (Bandura 1977) help explain how teacher’s attitudes towards inclusion would potentially have an effect upon the students within their classrooms. Bandura’s (1977) theory of self-efficacy is closely tied with teacher sense of efficacy. Teacher sense of efficacy is the belief that a teacher can reach all of his or her students, regardless of disability and teach all types of students (Woolfolk, 2010). Teacher sense of efficacy has a major impact upon the students within a teacher’s classroom. A high sense of teacher efficacy would indicate a teacher believes that he or she is capable to teach their students. Teachers with a high sense of teacher efficacy believe they can teach all of their students, regardless of disability (Woolfolk, 2010). Significance of the Study Due to revisions of federal regulations regarding placement of special education students within the LRE, children with disabilities are spending a majority of their day in the general education classroom. This study is an investigation of preservice teachers’ sense of efficacy and attitudes regarding inclusion of students with ASDs. It is valuable to determine attitudes of preservice teacher regarding the placement of students with ASDs due to research currently citing teacher attitudes strongly effect the success of students (Avramidis Norwich, 2002; Bacon Schultz, 1991; Chow Winzer, 1992; Coates, 1989; Cook, Semmel, Gerber, 1999; Good Brophy, 1997; Hayes Gunn; 1988; Idol, Nevin, Paolucci-Whitcomb, 1994; Roa Lim, 1999; Salend, 2001; Semmel, Abernathy, Butera, Lesar, 1991; Shade Stewart, 2000; Silberman, 1971; Van Reusen, Shoho, Barker, 2001; William Algozine, 1977). Previously, students who needed modifications or adjustments within the classroom were separated from the non-disabled students and placed in special education classrooms. Changes in the law have provided a directive that all students must be educated in the LRE, part of the Education for All Handicapped Children Act (PL 94-142). This law states that individuals, regardless of the severity of their disabilities, are entitled to receive services from the public school systems at no cost to the parents (Public Law No. 94-142). With more students being placed in general education classrooms, it is important for future educators to have positive attitudes towards successful inclusion of students with ASDs. The results of this study may help in the development of effective educational curriculum at universities and colleges with teacher education programs. Education programs need to be committed to producing highly qualified and prepared future educators. This means being prepared to teach and understand the unique needs required by students with ASDs within the classroom. Results from this study may help preservice teachers to gain insight into their attitudes towards inclusion and their efficacy beliefs. Definitions and Terminology Accommodation: â€Å"A change in testing materials or procedures that enables students to participate in assessments in ways that reflect their skills and abilities rather than their disabilities† (Salvia, Ysseldyke Bolt, 2007, p. 682). Americans with Disabilities Act (Coladarci Breton): Public Law No. 10-325 (1 January 2009). â€Å"Prohibits discrimination against persons with disabilities in employment, transportation, public access, local government, and telecommunications† (Woolfolk, 2010, p. 129). Autism: â€Å"Developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age 3 and ranging from mild to major† (Woolfolk, 2007, p. 613). Autism Spectrum Disorders (ASDs): A group of five related developmental disorders that share common core deficits or difficulties in social relationships, communication, and ritualistic behaviors; differentiated from one another primarily by the age of onset and severity of various systems; includes autistic disorder, Asperger syndrome, Rett syndrome, childhood

Does emerging energy technology have the potential to provide power for the entire Tanzanian population affordably?

our site – CUSTOM ESSAY WRITING – DISSERTATION EXAMPLES Abstract This study proposes to examine the role of emerging energy technology and policy innovation and how this impacts developing economies. Employing Brazil as an example, this research identifies and assesses opportunities for the expansion of sustainable energy and policy for the nation of Tanzania. The value of this study rests in studying the link between energy innovation, organisational culture and increased capacity. 1 Introduction1.1 BackgroundThe identification and application of emerging energy technology is at the forefront of national economic growth (Timilsina, 2012). Many studies illustrate the contention that innovation and organisational culture awareness can enhance economic prosperity, thereby increasing the adoption of valuable technology, leading to a better standard of living for many populations in emerging nations (Barry et al, 2011). This research rests on the hypothesis that emerging nations that adopt emerging technology and policy opportunities have the potential to increase national use and underlying standards of living. Assessing both the cultural expectations and the energy industry opportunities provided in Brazil, this research determines if performance in Tanzania should be boosted by an industry and leadership that aligns cultural policy with the objectives of the energy market to accomplish national goals.1.2 Aims & ObjectivesThe objective of this study: Determine the viability of emerging technology and energy policy to provide power and a better standard of living for the Tanzanian population. In order to accomplish this objective a case study based on the more developed nation of Brazil will provide real world demonstration of the strengths and detriments of the innovative energy policy approach.1.3 Research QuestionsThe research questions are as follows: What is the relation of emerging energy technology to Organisational Culture How are innovative energy processes facilitated by Organisational Culture How does a culturally innovative energy strategy impact a nation How does Organisational learning and energy innovation enable an industry to respond to Tanzania’s requirements Is innovation necessary to sustain access to emerging market opportunities 2 Literature Review2.1 Energy InnovationEnergy innovation is defined as the introduction of new methods or products into a market or policy setting (Ahlborg et al, 2014). This suggests that new technology can have an impact on an existing energy market such as Tanzania.2.2 Organisational CulturePractices, policies and priorities that are held by a society are directly responsible for the acquisition and application of innovative policy and technology (Hall et al, 2011).With this evidence, there is a clear suggestion of a link between cultural perception and technological adoption.2 .3 Implementation and Assessment of Innovative ImpactOne of the primary drivers of organisational structure is positive production and progress during implementation (Christensen, 2005).Assessing the efforts over time using Hofstede’s cultural dimensions as a cultural tool and the STEEPLE instrument to assess industry options provides a well-rounded illustration of impact. 3 Methodology3.1 ApproachBoth deductive and inductive avenues were reviewed; with the decision that the best method for this research will be the Interpretivism or the Qualitative approach (Cresswell, 2011). Secondary research based on a case study of Brazil evaluated using Hofstede’s Cultural dimensions to evaluate societal influences alongside the STEEPLE industry analysis thereby providing the working infrastructure evidence. This strategy will be adopted for this study so that existing data can be effectively accumulated and analysed.3.2 Research StrategyQualitative, Interpretative research methods will be used so that the literature can provide a wider analysis of the subject matter. This form of research will provide a solid foundation for well-balanced study.3.3 Data Collection Instruments and MethodsThe resources that will be used include text books, journal articles, online databases, government reports and applicable websites. 5 References Ahlborg, H. and Hammar, L. (2014). Drivers and barriers to rural electrification in Tanzania and Mozambique–Grid-extension, off-grid, and renewable energy technologies. Renewable Energy, 61, pp.117–124. Barry, M., Steyn, H. and Brent, A. (2011). Selection of renewable energy technologies for Africa: Eight case studies in Rwanda, Tanzania and Malawi. Renewable energy, 36(11), pp.2845–2852. Christensen, C. (2005). The innovator’s dilemma. 1st ed. New York: HarperCollins. Friebe, C., von Flotow, P. and T†aube, F. (2014). Exploring technology diffusion in emerging markets–the role of public policy for wind energy. Energy Policy, 70, pp.217–226. Hall, J., Matos, S., Silvestre, B. and Martin, M. (2011). Managing technological and social uncertainties of innovation: the evolution of Brazilian energy and agriculture.Technological Forecasting and Social Change, 78(7), pp.1147–1157. Strauss, S., Rupp, S. and Love, T. (2013). Cultures of energy. 1st ed. Walnut Creek, CA: Left Coast Press. Timilsina, G., Kurdgelashvili, L. and Narbel, P. (2012). Solar energy: Markets, economics and policies. Renewable and Sustainable Energy Reviews, 16(1), pp.449–465.

Starry night

Vincent Van Gogh Painted named Starry Night was painted with the use of oil mediums in 1889 while he was in Saint Remy seeking treatment in a mental asylum. Although when this piece was painted it was based on his memory. This piece is a symbolic landscape full of movement, energy and light. It is CACM by 92 CM and this painting alongside Mona Lisa is used to decorate more bedrooms around the world than any other image in the history of art. It is one of those iconic images, that have become visual click ©s due to mass production and consequently deserve a closer look to rediscover their power.It was based on a constellation rearrangement that Van Gogh had seen earlier on in the night sky of Provence. Starry night is perhaps one of his most famous artworks ever and is one of the most replicated artworks around the worlds. The night sky depicted by Van Gogh in this painting is full of whirling clouds, shining stars and a bright crescent moon on the far right of the painting. The ele ments ensure fluidity and this piece is not a happy piece nor a dark one as it has different tones throughout the whole piece.The Church and town symbolism unity as they are all together under the beautiful night sky, the dark object in the foreground represents isolation a darkness that is present and the most noticeable shining stars and moon represent hope and peace in dark times. Van Gogh has carefully placed the town in the lower center of the piece because even though it isn't the main focus of the whole artwork it is very carefully huddled around a church which connects into the sky to draw your eye from the flowing lines into the lit up town.The little huddled town creates a sense of seclusion and I would not expect this town to be full of crime or noise. Even if it was, this is not what the artist depicted. What he did depict was a town, some houses with the peace of sleep. Van Gogh lived in a little town Just on the outskirts of Saint Remy and I believe that this town swel l as the cypress tree and stars all relate back to his life pre suicide. I believe that all three are connected and the town symbolizes unity and gives an impression of isolation but also how much we have devolved because in one part we have a creation of man and in the other a creation of nature.There are various interpretations of Starry Night and one is that the canvas depicts pope. It seems that van Gogh was showing that even with a dark night such as this it is still possible to see light in the windows of the houses. Furthermore, with shining stars filling the sky, there is always light to guide you. First, it comes across as a sort of castle, but then you get the impression that it is a plant of some sort that is growing toward sky.As you look closer you realize that the mysterious shape is not made of black lines, but dark green, with hints of blues and blacks in its midst. This object is said to be a cypress tree and they usually symbolism death as they are most molly found in graveyards. It is possible that Vantage intensifies himself with the looming cypress tree in the foreground. The large cypress in Starry Night is arguably the most eye catching but at the same time ambiguous â€Å"thing† in the painting.Mostly because of its size and the way its dark and almost sinister presence contrasts to heavily with the brightly colored stars. I relate Van Gogh with this tree as it seems that even though he was cured of his illness there was no peace, so in death he knew that he would be at piece. Van Gogh was aware that his Starry Night composition was somewhat surreal. Although the features are exaggerated, this is a scene we can all relate to, and also one that most individuals feel comfortable and at ease with.This sky keeps the viewer's eyes moving about the painting, following the curves and creating a visual dot to dot with the stars. This movement keeps the onlooker involved in the painting while the other factors take hold. The rich colors u sed by Van Gogh almost makes it look as through it is smudged but if you zoom in and take a closer look they are Just different textures from thick to thin. This is basically the only light in this painting as t is surrounded by bright stars and the crescent moon.I believe it subsidizes the light that guides everybody through darkness as the cypress tree looms nearby. Also how our world is so beautiful above and sometimes we get caught up in our busy lives that to take time to appreciate a beautiful collation of stars and the sky itself is hard but right inferno of all of us. Beauty is always there among darkness but it's our choice if we choose to appreciate it. It seems that van Gogh was finally being cured of his illness and had essentially found his heaven. He also knew that in death he would be at peace. Starry night Vincent Van Gogh Painted named Starry Night was painted with the use of oil mediums in 1889 while he was in Saint Remy seeking treatment in a mental asylum. Although when this piece was painted it was based on his memory. This piece is a symbolic landscape full of movement, energy and light. It is CACM by 92 CM and this painting alongside Mona Lisa is used to decorate more bedrooms around the world than any other image in the history of art. It is one of those iconic images, that have become visual click ©s due to mass production and consequently deserve a closer look to rediscover their power.It was based on a constellation rearrangement that Van Gogh had seen earlier on in the night sky of Provence. Starry night is perhaps one of his most famous artworks ever and is one of the most replicated artworks around the worlds. The night sky depicted by Van Gogh in this painting is full of whirling clouds, shining stars and a bright crescent moon on the far right of the painting. The ele ments ensure fluidity and this piece is not a happy piece nor a dark one as it has different tones throughout the whole piece.The Church and town symbolism unity as they are all together under the beautiful night sky, the dark object in the foreground represents isolation a darkness that is present and the most noticeable shining stars and moon represent hope and peace in dark times. Van Gogh has carefully placed the town in the lower center of the piece because even though it isn't the main focus of the whole artwork it is very carefully huddled around a church which connects into the sky to draw your eye from the flowing lines into the lit up town.The little huddled town creates a sense of seclusion and I would not expect this town to be full of crime or noise. Even if it was, this is not what the artist depicted. What he did depict was a town, some houses with the peace of sleep. Van Gogh lived in a little town Just on the outskirts of Saint Remy and I believe that this town swel l as the cypress tree and stars all relate back to his life pre suicide. I believe that all three are connected and the town symbolizes unity and gives an impression of isolation but also how much we have devolved because in one part we have a creation of man and in the other a creation of nature.There are various interpretations of Starry Night and one is that the canvas depicts pope. It seems that van Gogh was showing that even with a dark night such as this it is still possible to see light in the windows of the houses. Furthermore, with shining stars filling the sky, there is always light to guide you. First, it comes across as a sort of castle, but then you get the impression that it is a plant of some sort that is growing toward sky.As you look closer you realize that the mysterious shape is not made of black lines, but dark green, with hints of blues and blacks in its midst. This object is said to be a cypress tree and they usually symbolism death as they are most molly found in graveyards. It is possible that Vantage intensifies himself with the looming cypress tree in the foreground. The large cypress in Starry Night is arguably the most eye catching but at the same time ambiguous â€Å"thing† in the painting.Mostly because of its size and the way its dark and almost sinister presence contrasts to heavily with the brightly colored stars. I relate Van Gogh with this tree as it seems that even though he was cured of his illness there was no peace, so in death he knew that he would be at piece. Van Gogh was aware that his Starry Night composition was somewhat surreal. Although the features are exaggerated, this is a scene we can all relate to, and also one that most individuals feel comfortable and at ease with.This sky keeps the viewer's eyes moving about the painting, following the curves and creating a visual dot to dot with the stars. This movement keeps the onlooker involved in the painting while the other factors take hold. The rich colors u sed by Van Gogh almost makes it look as through it is smudged but if you zoom in and take a closer look they are Just different textures from thick to thin. This is basically the only light in this painting as t is surrounded by bright stars and the crescent moon.I believe it subsidizes the light that guides everybody through darkness as the cypress tree looms nearby. Also how our world is so beautiful above and sometimes we get caught up in our busy lives that to take time to appreciate a beautiful collation of stars and the sky itself is hard but right inferno of all of us. Beauty is always there among darkness but it's our choice if we choose to appreciate it. It seems that van Gogh was finally being cured of his illness and had essentially found his heaven. He also knew that in death he would be at peace.