The Government of Finland and Spain Case Study Example | Topics and Well Written Essays - 1000 words

The Government of Finland and Spain - Case Study Example The two countries have some disparities in the accounting standards adopted. Moreover, the manner in which the International Public Sector Accounting Standards (IPSAS) are adopted by these countries differ greatly. The level of adoption of the International Public Sector Accounting Standards (IPSAS) in Spain is much slower than that of Finland. In Spain, a very strong legal culture persists where the administrative law is used to administer the public sector. The central government is the accounting regulator and any reforms in accounting standards. Any accounting standards that have to be incorporated in the countries accounting standards have to pass via a process of scrutiny according to Spanish laws. The adoption rate is also slow because the influence from accounting professionals is weaker compared Anglo-Saxon countries (Brusca, Isabel, Vicente, and Danny 440).Looking at Finland, it has a very fast adoption rate as compared to Spain. Finland customs and tradition ensure that th ere is a common law that provides for the diffusion of accounting standards in the country. During the period of New Public Management, the Finnish government was among the first countries to like this type of accounting in the public sector. Also in this era, the Finnish government began to adopt the accrual-based type of accounting (Oulasvirta 277). This accounting model was more based on historical costs. Stressing on the historical cost principle, Finnish government stated its resources at the amount, which the business was acquired.

Literature Review on Hand Dominance

Literature Review on Hand Dominance Much research has gone into the study of hand dominance. Strangely, it is common for right and left handed people to use the opposite side of their bodies for activities.5 If you use your left hand, you are right brained, and if youre right handed, you use the left side of your brain.5 A rare form of handedness is ambidexterity.1 Common things such as scissors, paper and instruments such as guitars have to be specially made for left handed people. Surprisingly, the true meaning of left and right is much more than we think. No theories have yet been accepted as to why some people are left handed and others right handed.3Â   Right and left handedness is an interesting topic to study. Handedness is the skill of using one hand more than the other, such as right and left handedness.1 Another word for handedness is laterality, or the human preference to use one side of the body over the other.2 Right handedness is the most common form of handedness.6 According to, The Right Mind, by Robert Ornstein, only ten percent of the population are left handed. This percentage indicates that left handedness is much less common that right handedness.9 There is no prevailing theory that explains why right handedness is so much more common than left handedness.3 Numerous neurological studies and physiological analysis have stated that right handed people use the left side (or cerebral hemisphere) of the brain, and left handed people use the right side.5 It is not uncommon for right handed people to use their left legs and left handed people to use their right legs when playing sports such as soccer.2 There are different types of handedness such as ambidexterity and mixed- handedness (also known as cross- dominance).1 Ambidexterity is the ability to perform tasks equally with the left and right hand.2 Mixed- handedness is the ability to perform some tasks with one hand and other tasks with a different hand.4 Although ambidexterity can be learned, it is a very rare form of handedness.1 Robert Ornstein indicates that only three percent of humans are ambidextrous.9 Even though ambidextrous people can use both hands, they still demonstrate a strong preference for one or the other. Mixed handedness often appears in the example of using the right hand to write and the left to throw a ball. Because our society often defines handedness by which hand is used to write with, mixed handedness is often overlooked. Both ambidexterity and mixed-handedness are rare things to come by. 1 Although America has moved on from the days of disregarding left-handedness, treating left handed people as evil or outcasts, many societies still prefer only to use the right hand. In prior years, people, who were naturally inclined to use their left hand, were forced to write with their right hands.6 Most of the alphabet is written with a preference to right handed people. Because our society is so right hand dominant, writing tablets, books and binders are manufactured for right handed writing. So much so that using your left hand may cause smudges on freshly written words. Hindus only use their right hands for respectful activities, as the left hand is reserved for less desirable usage. Muslims believe that on the day of judgment their good deeds will be written on the right side of the book and their bad deeds on the left.3 Many writings show preference to right over left; the bible is not excluded. In Matthew 25: 32-34, 41 it says, Before him will be gathered all the nations an d he will separate people one from another as a shepherd separates the sheep from the goats. And He will place the sheep on his right, but the goats on the left. Then the King will say to those on his right, Come, you who are blessed by my Father, inherit the kingdom prepared for you from the foundation of the World. Then He will say to those on his left, Depart from me, you cursed, into the eternal fire prepared for the devil and his angels.10 In Perhaps right handedness being associated with goodness is part of the foundations of our beings as set forth by God. Even in technology right handedness is preferred. Such things as scissors, can openers, and cameras were originally designed only for right handed use. Papers and binders are also made for right handed people. As society matures, designers have re-engineered many items for right or left hand uses.3 There are now such things as left handed scissors. It is interesting to see the effects of handedness in society. Â  Although we only think of left and right as directions, the meanings of the words are not widely known. Many languages interpret left and right as bad or good. In many areas left means weak, useless, awkward and sinister. On the other hand, right means correct, straight and right.6 Websters Dictionary describes left as clumsiness, underhand, inept, and devious.8 The Oxford Dictionary records that left means weaker, awkward, clumsy, ambiguous, double-edged, of doubtful sincerity or validity, ill-omened and sinister.7 Rogets Thesaurus gives unskillfulness as a synonym for left-handed. These are only a few of the descriptions given.8 As stated before, even the Bible says that the right is blessed and the left is cursed.10 Several languages even associate left with bad things. In French, their word for left, gauche, is translated to awkward. Sinister, is the Latin word for left, which means bad, ominous, and treacherous. The Anglo-Saxon word, lyft, which is where we derive our words left, is translated to mean weak or worthless.6 Meaning left and deceitful, mancino, is the Italian word for left. No ser zurdo, a Spanish idiom, means to be very clever, but a word for word translation means not to be left-handed.8 Words can mean so much more than we realize. Although many theories have been proposed about how handedness occurs, no single theory has been accepted.3 A new theory says that there really is no dominant hand. Both hands work together. In writing, one hand writes the words while the other grips and holds the paper steady. The Brain Hemisphere Division of Labor theory, proposed by the American Psychological Association, is the most accepted theory. This states that speaking and handiwork both require fine motor skills to accomplish them. In order to work efficiently, the brain uses only one hemisphere to do this, instead of splitting the job into two hemispheres, which would require more work for the brain. Although very popular, no single theory has yet been widely accepted by scientists.1 Handedness, the natural tendency to use your right or left hand, has been studied and observed by many scientists and psychological organizations.1 Only three percent of humans have the amazing ability to function equally with both their right and left sides of the body.9 In years past many children were forced to be right handed.6 Websters Dictionary claims that left means devious, clumsy and underhand.8 The Brain Hemisphere Division of Labor theory is the most popular theory as to why some people are left handed and some are right handed.1 The discrimination of left handedness is no longer an issue, but it is still a part of our history. Works Cited Wikipedia. Handedness. Wikipedia.com. 2 December 2009. 4 December 2009. http://en.wikipedia.org/wiki/Handedness Wikipedia. Laterality. Wikipedia.com. 24 September 2009. 4 December 2009. http://en.wikipedia.org/wiki/Laterality Wikipedia. Right-Handedness. Wikipedia.com. 19 November 2009. 4 December 2009. http://en.wikipedia.org/wiki/Right-Handedness Wikipedia. Cross-Dominance. Wikipedia.com. 14 November 2009. 4 December 2009. http://en.wikipedia.org/wiki/Cross-Dominance Williams, H. Robert, Stockmyer, John. Unleashing The Right Side Of The Brain. U.S.A: The Stephen Greene Press, Inc., 1987. Edwards, Betty. The New Drawing on the Right Side of the Brain. New York City, New York: Betty Edwards, 1999. Brown, Mark. Left Handed: Right Handed. North Promfret, Vermont: David and Charles Inc., 1979. Springer, P. Sally, Deutsch, Georg. Left Brain, Right Brain. U. S. A: Sally P. Springer and Georg Deutsch, 1993. Ornstein, Robert. The Right Mind. Orlando, Florida: Robert Ornstein, 1997. God. The Holy Bible. Wheaton, Illinois: Crossway, 2005. Edition: ESV (English Standard Version).

Responsibility of Friar Lawrence in Shakespeares Romeo and Juliet Essa

â€Å"From forth the fatal loins of these two foes, A pair of star- crossed lovers take their life, Whose misadventured piteous overthrows, Doth with their death bury their parents’ strife.† There are many reasons to the tragedy of William Shakespeare’s Romeo and Juliet. The tragedy, of Romeo and Juliet, involves a pair of ill- fated lovers who by their deaths will end the long and bitter feud that has been raging between their families for centuries. There are many incidents that occurred and many people could be blamed for the deaths of the two lovers. However, I believe that Friar Laurence is the one character most at fault for the tragedy that occurred. One of the mistakes that Friar Laurence made was sending Friar John with the letter to inform Romeo of the plan. â€Å"I’ll send a Friar with speed to Mantua, with my letters to thy lord. (Act 4- Scene 1, Pg. 100)† He should have instead sent Romeo’s servant Balthasar. â€Å"Her body sleeps in Capels’ monument, And her immortal part with angels lives. I saw her laid low in her kindred’s vault, And presently took post to tell it to you. (Ac... Responsibility of Friar Lawrence in Shakespeare's Romeo and Juliet Essa â€Å"From forth the fatal loins of these two foes, A pair of star- crossed lovers take their life, Whose misadventured piteous overthrows, Doth with their death bury their parents’ strife.† There are many reasons to the tragedy of William Shakespeare’s Romeo and Juliet. The tragedy, of Romeo and Juliet, involves a pair of ill- fated lovers who by their deaths will end the long and bitter feud that has been raging between their families for centuries. There are many incidents that occurred and many people could be blamed for the deaths of the two lovers. However, I believe that Friar Laurence is the one character most at fault for the tragedy that occurred. One of the mistakes that Friar Laurence made was sending Friar John with the letter to inform Romeo of the plan. â€Å"I’ll send a Friar with speed to Mantua, with my letters to thy lord. (Act 4- Scene 1, Pg. 100)† He should have instead sent Romeo’s servant Balthasar. â€Å"Her body sleeps in Capels’ monument, And her immortal part with angels lives. I saw her laid low in her kindred’s vault, And presently took post to tell it to you. (Ac...

Teenagers Frustrations

Teenager's Frustrations -Stress From studying -Peer Pressure -Cyber Bullying As competition in the career world increases, the pressure to do well in studies and be a straight-A student also increases. As such, nowadays many students who actually want to be a step higher than the rest are putting too much pressure on themselves as to Juggle with many extra curricular activities and extra subjects on top of the usual 9 that students take.With the burden of doing well in all these objects, students get overworked and a few cases like these actually end up in suicide. Such stress from studying are one of the frustrations teenagers face. Peer pressure might be a common term to many of us but this is a huge problem amongst students in school. Peer pressure can be either good or bad in many ways. One benefit of peer pressure would be when a student is motivated through peer pressure to do as well as his friends are doing thus being helpful to his/her academics.Another would be when a stude nt mingles with the wrong company such as smokers and thus peer pressure without mind control would actually motivate him to smoke which is absolutely not beneficial to him in anyway. Thus, peer pressure is a big challenge teenagers around the world face. In the 21 -SST century where technology makes the world go round, lies technology negative points. One of such negative points would be cyber bullying which is commonly seen in social networking sites such as Backbone, Twitter andNamespace. These cases of cyber bullying usually come in forms of threats to the person which might embarrass or depress the victim by any sort. Thus, not being able to take the embarrassment, many have died. One of such cases would be the cyber bullying of Megan Meier which resulted in her hanging herself 3 weeks before her 14th birthday. Some teenagers are faced with such challenges on a daily basis and must seek help before anything gets out of hand. Red-topic sentence blue-concluding sentence

Discuss how three or more important symbols add to your understanding of Of Mice and Men Essay

In Of Mice and Men, John Steinbeck portrays messages to the reader through various techniques, including the vivid animal imagery presented throughout the novella, most notably in Chapters 1 and 6. However, his most potent form of message conveying is through his use of symbolism. Interweaving light imagery and exercising characters as symbols into the text furthers the development of integral themes and plotlines throughout the turbulent story. From the â€Å"deep and green Salinas River† to the â€Å"right hand that had held the gun†, Steinbeck’s utilization of symbols contributes to the reader’s overall appreciation of the chaotic book, highlighting recurring themes such as loneliness. As was stated in the introduction, Steinbeck employs characters as symbols. The most familiar example of this is old Candy. Candy is a significant figure in Of Mice and Men, due to the likenesses between him and George. â€Å"I ain’t much good with on’y one hand†¦that’s why they give me a job swampin,’ Candy explains to George. As a swamper, this is all Candy has left. In 1930s America, a worker who could not work to his full potential, especially during the time of the Depression, would be replaced- Candy’s ultimate fear. That’s why he wants to â€Å"cook and tend the chickens and hoe the garden some† on Lennie and George’s land. Candy can lead a safe life, not having to worry about being â€Å"canned†. Candy’s stumped wrist is a result of an accident on the ranch. Candy is a prime example of being caught in the Migrant Worker’s Cycle- moving to one job, before leaving and moving somewhere else. A link can therefore be established with George, and Lennie, who appear to have been traveling around working before the time of Of Mice and Men. This is another case of the cyclic nature of the novella, and a reflection of the American way of life in the 1930s. Another example of Candy’s symbolic nature is with his â€Å"ancient dog†. This [Candy and his dog] is the first ‘relationship’ in the novella to be broken, with the final bond, George and Lennie, being destroyed at the climax. â€Å"‘No,’ he said softly. ‘No, I couldn’ do that. I had ‘im too long,'† explains Candy in Chapter 3, referring to the idea of killing his dog. This is very similar to George who, despite knowing Lennie will only cause grief to him and those around him, does not want to hurt him, because he too has been with his companion for a long time. Candy explains that, â€Å"I been around him so much I never notice how he stinks,† while George earlier says, â€Å"but you get used to goin’ around with a guy an’ you can’t get rid of him.'†- Another likeness between the two. George has his own dog, Lennie, who follows George around, maintaining silence in conversations and growing increasingly dependent on a master. During the novella, the recurrence of loneliness, and speculating at a lonesome finale, is ever present, especially in the form of playing cards. The bunkhouse is often the scene of the games, with George the dealer. This is significant, as George frequently exclaims his desire to be alone, â€Å"If I was alone I could live so easy.† However, solitude is George’s enemy, and he is fearful at the prospect of living alone. This is projected through his card playing, â€Å"Slim sat down†¦across from George†¦He studied the solitaire hand that was upside-down to him.† Inadvertently, George has dealt a game of solitaire- a single player game, an insinuation at the conclusion of the story, when George ultimately kills his companion. A similar event arises when Candy’s dog is led by Carlson to be shot. â€Å"‘Anybody like to play a little euchre?'† asks George. The key theme of loneliness is being forced away by George, who refuses to be alone, opting to ask the group to play cards. The constant reminding of impending solitude, and its effects, enable the reader to understand and fully interpret the inevitability of what is to come. Hands play a vital role in the symbolism of Of Mice and Men. There are various references to the hands of men, building up to the climatic noting, â€Å"right hand that had held the gun.† Despite the assortment of quotes in relation to hands, each has its own meaning. George’s â€Å"right hand† is the killing hand that seals his isolation in the world. Candy’s lack of a hand, accompanied by persistent referencing to his handicap, â€Å"Candy stood in the doorway scratching his bald wrist,† provides a stark reminder of the perils of working in 1930s America, stressing the importance of staying healthy. If an illness or injury affected the work rate of a person, they were often removed from their job- a brusque feature of Capitalism. The contextual relevance expands the fluency of the text for the reader, as the framework for the 1930s American society is commonly paralleled with the novella. With regards to Curley, his â€Å"glove’s fulla Vaseline†, which he’s â€Å"keepin’ soft for his wife.† This is one of many sexual references regarding Curley’s wife, who regularly symbolizes the contextual attraction of whorehouses and prostitutes to the migrant workers. As stated above, Curley’s wife’s character is sharply familiarized with prostitutes and the brothels of the 1930s American society. Her flirtatious nature is met with an everlasting disapproval from the workers on the ranch – Candy thinks, â€Å"Curley’s married†¦a tart,† who, â€Å"got the eye,† referring to her engaging character. However, in a letter to Miss Luce, the actress who plays Curley’s wife in the play version of the text, Steinbeck explains, â€Å"She is a nice, kind girl and not a floozy.† According to Steinbeck, â€Å"she is a little starved. She knows utterly nothing about sex except the mass of misinformation girls tell one another.† From this, we can deduce that Curley’s wife isn’t a â€Å"Looloo†, and she isn’t likely to be found in â€Å"Old Susy’s Place†, but due to the fact Curley and her have not consummated their marriage, she feels an object to men â €“ â€Å"no man has considered her as anything except a girl to try to make.† Curley’s wife, Steinbeck explains, is a nice person, and knows the only way men will notice her is if she is desirable. In Of Mice and Men, Curley’s wife experiences loneliness, due to neglect from Curley, and she confesses this to Lennie, â€Å"‘Ain’t I got a right to talk to nobody?'† Since no one has tried talking to her, Curley’s wife has not proved to be anything more than a floozy, which explains the unpleasant behaviour towards her. It is interesting that, when Candy calls her a â€Å"tart†, there is a pause, as if to suggest caution. Further along in the conversation, Candy asks, â€Å"You won’t tell Curley nothing I said?† This implies that Candy is afraid Curley will learn of what he has been saying, as the ranch is the only work he’ll ever acquire, due to his old age and handicap. The threat of Curley’s wife to the workers intimidates them to the point of obeying her. Steinbeck’s pointed description of how Curley’s wife flagrantly flirts with the other workers is a repetition of the theme, which he has earlier shown, using the brothels and his showing of the women who work in them as being mere objects. It is almost as if Curley’s wife believes that the only way to get by in life is to be like those women in the brothel, and to offer herself as an object. This is the case in Chapter 4, when Crooks coldly exclaims, â€Å"You got no right comin’ in a coloured man’s room.† Curley’s wife uses her position as the boss’ son’s wife, and her contextual superiority over the Negro to threaten him, â€Å"I could get you strung up on a tree so easy it ain’t even funny.† This is threatening to Crooks, as one simple cry of ‘Rape’ will result in a lynching. Curley’s wife also knows that, despite the harmful comments made by the men on the ranch, she holds a distinct advantage over them – â€Å"Curley’s pretty handy.† – Curley could beat the worker, and get them fired, due to his position as the boss’ son. All but two of the workers fear Curley – Slim, â€Å"Slim†¦was scowling†¦Ã¢â‚¬â„¢You lay offa me,'† and Carlson – â€Å"‘I’ll kick your god-damn head off.'† Curley’s wife, therefore, can target the remainder of the men, and flirt with them, to further her position. This goes horribly wrong when she begins to pursue Lennie. Firstly, she re-establishes her coyness through Lennie’s dream, â€Å"‘Well if that’s all you want, I might get a couple rabbits myself.'† Then, in the barn house, she looks, â€Å"closely at Lennie to see whether she was impressing him,† another instance where she is trying to leave her mark on a worker. Curley’s wife seals her own fate by exclaiming, â€Å"‘Mine [Hair] is soft and fine†¦feel right here.'† This is the last ‘stage’ of Curley’s wife’s seduction – physical contact. She has seen for herself that Lennie likes to pet things, and she foolishly bids Lennie to stroke her hair, knowing full well he will. Lennie strokes too hard, and she â€Å"flops like a fish.† Steinbeck purposefully repeats this simile, as this has been used when Lennie crushes Curley’s hand. This shared simile between the married couple suggests similar characteristics between the two – most notably the volatile tempers of the two, â€Å"‘What’s the matter with me?’ she cried.† As the novella was written in 1930s America, the contextual content would be ever-present. However, coming off of the Depression, the American Dream had been damaged. This is highlighted by Curley’s wife, â€Å"I never got that letter,† referring to her failed career as an actress. â€Å"He says he was gonna put me in the movies. Says I was a natural.† This is a prime example of the American Dream – a nobody becoming a somebody. However, as with the Depression and many lives in America, this Dream was shattered – â€Å"So I married Curley,† almost as if she married him to anger her mother, â€Å"‘I always thought my ol’ lady stole it.'† Curley’s wife can be classed as the Depression itself – the ender of dreams. The Depression ended the American Dream (Curley’s wife’s dream), as well as other people’s – in Of Mice and Men, Curley’s wife also ends Lennie and George’s dream, by enticing Lennie, which led to her death, and the end of the Dream. Putting this into reality, these small symbolizations, such as Curley’s wife ending Lennie and George’s dream, enhances the understanding of the novel, as the main contextual features are evidently clear, assisted by Steinbeck’s geographical knowledge of the area – Steinbeck was raised in the California area, and he worked on a farm – the descriptions of the landscape would therefore be accurate, blurring the line between fact and fiction. One of the most effective symbols that Steinbeck employs to the novel is that of animal imagery. Throughout the novel, Lennie is likened to a bear, due to numerous references, â€Å"sloping shoulders; and he walked heavily, dragging his feet a little, the way a bear drags his paws.† The bear-like stance of Lennie suggests his ferocity and power aid him, but he is clumsy, and prone to attack, a true reflection of Lennie’s character. In the opening and final chapters in the novella, the moods are very different, yet similar. The evocative beginnings to each chapter contain repetition of â€Å"the deep green pool of the Salinas River,† whilst both being disrupted by man. The most significant part about these openings is the disposition of the disturbance – in Chapter 1, â€Å"the rabbits hurried noiselessly for cover, â€Å"whilst in Chapter 6, Lennie’s intrusion is â€Å"as silent as a creeping bear moves,† yet another reference to his bear-like stature. However, the most potent form of animal imagery is when it is used in a prefigurative sense. In Chapter 1, â€Å"A stilted heron laboured up into the air and pounded down-river.† In Chapter 6, the heron reappears, â€Å"A silent head and beak lanced down and plucked it out by the head, and†¦swallowed the little snake.† This is a foreshadowing of the events to follow, where George shoots Lennie in the back of the head. Steinbeck’s manipulation of his short story permits him to substitute ordinary characters and plots with complex, contextual symbolism. This is used to great effect, and enhances the reader’s understanding of the text, which allows a broader knowledge of both the book and the milieu in which it was written.

The History of Chinese New Year

The History of Chinese New Year The most important holiday in Chinese culture around the world is undoubtedly Chinese New Year, and it all started out of fear. The centuries-old legend of the origins of the Chinese New Year celebration varies from teller to teller, but every telling includes a story of a terrible mythical monster preying on villagers. The lion-like monster’s name was Nian (Ã¥ ¹ ´), which is also the Chinese word for â€Å"year. The stories include a wise old man who counsels the villagers to ward off the evil Nian by making loud noises with drums and firecrackers and by hanging red paper cutouts and scrolls on their doors, because Nian is scared of the color red. The villagers took the old man’s advice and Nian was conquered. On the anniversary of the date, the Chinese recognize the â€Å"passing of the Nian,† known in Chinese as guo nian (è ¿â€¡Ã¥ ¹ ´), which is synonymous with celebrating the new year. Lunar Calendar The date of Chinese New Year changes each year because its based on the lunar calendar. While the western Gregorian calendar is based on the Earth’s orbit around the sun, the date of Chinese New Year is determined according to the moon’s orbit around the Earth. Chinese New Year falls on the second new moon after the winter solstice. Other Asian countries such as Korea, Japan, and Vietnam also celebrate the new year using the lunar calendar. While Buddhism and Daoism have unique customs during the New Year, Chinese New Year is far older than both religions. As with many agrarian societies, Chinese New Year is rooted in a celebration of spring, like Easter or Passover. Depending on where its grown, the rice season in China lasts roughly from May to September (north China), April to October (Yangtze River Valley), or March to November (Southeast China). The New Year was likely the start of preparations for a new growing season. Spring cleaning is a common theme during this time. Many Chinese families clean out their homes during the holiday. The New Year celebration could also have been a way to break up the boredom of the long winter months. Traditional Customs On Chinese New Year, families travel long distances to meet and make merry. Known as the Spring movement or Chunyun (æ˜ ¥Ã¨ ¿ ), a great migration takes place in China during this period as many travelers brave crowds to get to their hometowns. Though the holiday is actually just a week long, traditionally its celebrated as a 15-day holiday when firecrackers are lit, drums are heard on the streets, red lanterns glow at night, and red paper cutouts and calligraphy hang on doors. Children are also given  red envelopes  containing money. Many cities around the world hold New Year parades complete with dragon and lion dances. Celebrations conclude on the 15th day with the Lantern Festival. Food is an important component of New Year. Traditional foods to eat include nian gao  (sweet sticky rice cake) and savory dumplings.   Chinese New Year vs. Spring Festival In China, New Year celebrations are synonymous with Spring Festival (æ˜ ¥Ã¨Å â€š or chÃ… «n jià ©), which is typically a week-long celebration. The origins of this renaming from Chinese New Year to â€Å"Spring Festival† are fascinating and not widely known. In 1912 the newly formed Chinese Republic, governed by the Nationalist Party, renamed the traditional holiday Spring Festival to get the Chinese people to transition into celebrating the Western New Year. During this period, many Chinese intellectuals felt that modernization meant doing all things as the West did. When the Communists took over power in 1949, the celebration of New Year was viewed as feudalistic and steeped in religion, not proper for an atheist China. Under the Chinese Communist Party, Chinese New Year wasnt celebrated some years. By the late 1980s, however, as China began liberalizing its economy, Spring Festival celebrations became big business. Since 1982, China Central Television has held an annual New Year’s Gala which is televised across the country and via satellite to the world. Over the years, the government has made several changes to its holiday system. The May Day holiday was increased and then shortened to one day, and the National Day holiday was made three days instead of two. More traditional holidays, such as the Mid-Autumn Festival and Tomb-Sweeping Day, are emphasized. The only week-long holiday that was maintained is Spring Festival.

Classroom Management Essay Example

Classroom Management Essay Example Classroom Management Essay Classroom Management Essay The books and other reading supplies will be placed in a well lit quiet area so that the children will have peace and quiet when they are doing these activities and also be able to see what they are reading. The childrens personal belongings such as jackets and back packs will be placed in a closet for them when they enter into the classroom. So they will not be in the way when the children are walking around to avoid them tripping, and also during activity time so there is nothing to distract them from learning. The school supplies will be placed in each childs desk so they will be accessible at any time of the day. The walls and bulletin boards will be validly decorated with different types of learning guides Just In case the children need to look at them for a quick reference. The computers If there are any or other types of electronic devices the children may need help with powering on or activating will be place close by the teachers desk so the teacher can get back and forth to these items without distracting any of the other students by walking across the classroom, and so the coacher will be able to guide the children during these activities. Each item will be neatly placed so that is will be visible at all times. In motivating the students it is the teachers duty to make sure that they stay on task. It is good for the teacher to interact with the child so that they will know that they can always ask for help with the things that they dont quite understand. Also, the teacher should let them know when they are doing a good Job, and to encourage them to do better when they are not doing such a good Job. This could be accomplished by Glenn the child Incentives and always having an open communication with the children. Sometimes by just telling the kids they are doing a good job will keep them motivated and wanting to do well. When disciplining the children taking a step by step process would probably be the best answer for a classroom of younger children. Things such as pulling strips would be effective if you have some type of key set up for the process. Using colors or number would be a great way for the kids to get a general of how the whole thing works. Such as pulling one strip is Just a warning, pulling two strips is alone time, time out, or some other type of reflection time for the children. Pulling three strips can be a call home, and four could be getting sent to the principal or higher authority and letting them deal with the problem. Another thing that would be effective Is letting them know they types of things that will absolutely not be tolerated such as fighting, profanity, and classroom disruption and letting them know that these things will have instant disciplinary action taken. I nee teaching style Tanat ten well De uses well De Dates on ten constructivist tenure. This will allow the children to interact during activities and lessons, opposed to sitting down in a controlled environment where the teacher stands in front of the class and Just talks and talks and lets them take notes. This will help the children stay alert and also keep them interested in whats going on. Using different activities such as group discussions, partner activities, games, and even crafts will help keep them wanting to do more, instead of being bored and falling asleep during instruction mime. In conclusion, when the children are giving the freedom to have learning time where they are actually part of whats going on opposed to the behaviorism theory where the teacher is in total control of the classroom and everything else that goes on in it. It seems to be more enjoyable. The children get to interact more and have some control of what going on around them while they are learning. In doing so the children are happier and want to learn more and more because they are having so much fun that they sometimes forget that they are even learning at all.

The Complex Life of Charles Maurice De Talleyrand

The Complex Life of Charles Maurice De Talleyrand Charles Maurice de Talleyrand (born February 2, 1754, in Paris, France- died May 17, 1838, in Paris),  was a defrocked French Bishop, diplomat, foreign minister, and politician. Alternately renowned and reviled for his tactical skills of political survival, Talleyrand served at the highest levels of the French government for nearly half a century during the reign of King Louis XVI, the French Revolution, Napoleon Bonaparte, and the reigns of Kings Louis XVIII, and Louis-Philippe. Admired and distrusted in equal measure by those he served, Talleyrand has proven difficult for historians to evaluate. While some tout him as one of the most skilled and proficient diplomats in French history, others paint him as a self-serving traitor, who betrayed the ideals of Napoleon and the French Revolution- liberty, equality, and fraternity. Today, the term â€Å"Talleyrand† is used to refer to the practice of skillfully deceitful diplomacy. Fast Facts: Charles Maurice de Talleyrand Known for: Diplomat, politician, member of the Catholic clergyBorn: February 2, 1754 in Paris, FranceParents: Count Daniel de Talleyrand-Pà ©rigord and Alexandrine de Damas dAntignyDied: May 17, 1838 in Paris, FranceEducation: University of ParisKey Accomplishments and Awards: Foreign minister under four Kings of France, during the French Revolution, and under Emperor Napoleon Bonaparte; played a key role in the restoration of the Bourbon monarchySpouses Name: Catherine Worlà ©eKnown Children: (disputed) Charles Joseph, comte de Flahaut; Adelaide Filleul; Marquise de Souza-Botelho; â€Å"Mysterious Charlotte† Early Life, Education, and Career in the Catholic Clergy Talleyrand was born on February 2, 1754, in Paris, France, to his 20-year-old father, Count Daniel de Talleyrand-Pà ©rigord and his mother, Alexandrine de Damas dAntigny. Though both parents held positions in the court of King Louis XVI, neither earned a steady income. Having walked with a limp since childhood, Talleyrand was excluded from his anticipated career in the military. As an alternative, Talleyrand sought a career in the Catholic clergy, bent on replacing his uncle, Alexandre Angà ©lique de Talleyrand-Pà ©rigord, as the Archbishop of Reims, one of the wealthiest dioceses in France. After studying theology at the Seminary of Saint-Sulpice and the University of Paris until age 21, Talleyrand went on to become an ordained priest in 1779. A year later, he was appointed Agent-General of the Clergy to the French Crown. In 1789, despite being disliked by the King, he was appointed Bishop of Autun. During the French Revolution, Talleyrand largely abandoned the Catholic religion and resigned as a Bishop after being excommunicated by Pope Pius VI in 1791. From France to England to America and Back As the French Revolution progressed the French government took note of Talleyrand’s skills as a negotiator. In 1791, the French foreign minister sent him to London to persuade the British government to remain neutral, rather than joining Austria and several other European monarchies in the looming war against France. After failing twice, he returned to Paris. When the September Massacres broke out in 1792, Talleyrand, now an endangered aristocrat, fled Paris for England without defecting. In December 1792, the French government issued a warrant for his arrest. Finding himself no more popular in England than in France, he was expelled from the country in March 1794 by British Prime Minister William Pitt. Until returning to France in 1796, Talleyrand lived in the war-neutral United States as a house guest of influential American politician Aaron Burr. During his stay in the United States, Talleyrand lobbied the French government to allow him to return. Always the crafty negotiator, he succeeded and returned to France in September 1796. By 1797, Talleyrand, recently persona non grata in France, had been appointed the country’s foreign minister. Immediately after being appointed foreign minister, Talleyrand added to his infamous reputation of placing personal greed above duty by demanding the payment of bribes by American diplomats involved in the XYZ Affair, which escalated into the limited, undeclared Quasi-War with the United States from 1798 to 1799.   Talleyrand and Napoleon: An Opera of Deceit Partly out of gratitude for his assistance in the 1799 coup d’à ©tat that saw him crowned Emperor in 1804, Napoleon made Talleyrand his minister of foreign affairs. In addition, the Pope overturned his excommunication from the Catholic Church. Working to solidify France’s gains in the wars, he brokered peace with Austria in 1801 and with Britain in 1802. When Napoleon moved to continue France’s wars against Austria, Prussia, and Russia in 1805, Talleyrand opposed the decision. Now losing his confidence in the future of Napoleon’s reign, Talleyrand resigned as foreign minister in 1807 but was retained by Napoleon as vice-grand elector of the Empire. Despite his resignation, Talleyrand did not lose Napoleon’s trust. However, the Emperor’s trust was misplaced as Talleyrand went behind his back, secretly negotiating personally profitable peace agreements with Russia and Austria. Having resigned as Napoleon’s foreign minister, Talleyrand abandoned traditional diplomacy and sought peace by accepting bribes from the leaders of Austria and Russia in return for Napoleon’s secret military plans. At the same time, Talleyrand had started plotting with other French politicians on how to best protect their own wealth and status during the struggle for power they knew would erupt after Napoleon’s death. When Napoleon learned of these plots, he declared them treasonous. Though he still refused to discharge Talleyrand, Napoleon famously chastised him, saying he would â€Å"break him like a glass, but it’s not worth the trouble.† As France’s vice-grand elector, Talleyrand continued to be at odds with Napoleon, first opposing the Emperor’s harsh treatment of the Austrian people after the end of the War of the Fifth Coalition in 1809, and criticizing the French invasion of Russia in 1812. Though he was invited to return to his old office as foreign minister in 1813, Talleyrand refused, sensing that Napoleon was quickly losing the support of the people and the rest of the government. Despite what had become his utter hatred for Napoleon, Talleyrand remained dedicated to a peaceful transition of power. On April 1, 1814 Talleyrand convinced the French Senate to create a provisional government in Paris, with him as president. The next day, he led the French Senate in official deposing Napoleon as Emperor and forcing him into exile the island of Elba. On April 11, 1814, the French Senate, in approving the Treaty of Fontainebleau adopted a new constitution that returned power to the Bourbon monarchy. Talleyrand and the Bourbon Restoration Talleyrand played a key role in the restoration of the Bourbon monarchy. After King Louis XVIII of the House of Bourbon succeeded Napoleon. He served as chief French negotiator at the 1814 Congress of Vienna, securing advantageous peace settlements for France in what was then the most-comprehensive treaty in European history. Later the same year, he represented France in negotiating the Treaty of Paris ending the Napoleonic Wars between France and Great Britain, Austria, Prussia, and Russia.   Representing the aggressor nation, Talleyrand faced a daunting task in negotiating the Treaty of Paris. However, his diplomatic skills were credited for securing terms that were extremely lenient to France. When the peace talks began, only Austria, the United Kingdom, Prussia, and Russia were to be allowed to have decision-making power. France and the smaller European countries were to be allowed only to attend the meetings. However, Talleyrand succeeded in convincing the four powers to allow France and Spain to attend the backroom decision-making meetings. Now a hero to the smaller countries, Talleyrand proceeded to secure agreements under which France was allowed to maintain its pre-war 1792 boundaries without paying further reparations. Not only did he succeed in ensuring that France would not be partitioned by the victorious countries, he greatly enhanced his own image and standing in the French monarchy. Napoleon escaped from exile on Elba and returned to France in March 1815 bent on forcibly retaking power. Though Napoleon was ultimately defeated in the Hundred Days, dying in the Battle of Waterloo on June 18, 1815, Talleyrand’s diplomatic reputation had suffered in the process. Bowing to the wishes of his quickly expanding group of political enemies, he resigned in September 1815. For the next 15 years, Talleyrand publicly portrayed himself as an â€Å"elder statesman,† while continuing to criticize and scheme against King Charles X from the shadows. Upon learning of Napoleon’s death at Waterloo, Talleyrand cynically commented, â€Å"It is not an event, it is a piece of news.† When King Louis-Philippe I, a cousin of King Louis XVI, came to power after the July Revolution of 1830, Talleyrand returned to government service as ambassador to the United Kingdom until 1834. Family Life Well known for using relationships with influential aristocratic women to advance his political position, Talleyrand had several affairs during his life, including a longtime intimate relationship with a married woman who would eventually become his only wife, Catherine Worlà ©e Grand. In 1802, French Emperor Napoleon, concerned that the French people viewed his foreign minister as a notorious womanizer, ordered Talleyrand to marry the now divorced Catherine Worlà ©e. The couple remained together until Catherine’s death in 1834, after which the now 80-year-old Talleyrand lived with the Duchess of Dino, Dorothea von Biron, the divorced wife of his nephew.   The number and names of the children Talleyrand fathered during his life is not clearly established. Though he may have fathered at least four children, none were known to have been legitimate. The four children most widely agreed on by historians include Charles Joseph, Comte de Flahaut; Adelaide Filleul; Marquise de Souza-Botelho; and a girl known only as â€Å"Mysterious Charlotte.† Later Life and Death After permanently retiring from his political career in 1834, Talleyrand, accompanied by the Duchess of Dino, moved to his estate at Valenà §ay. He would spend his final years adding to his voluminous personal library and writing his memoirs. As he neared the end of his life, Talleyrand realized that as an apostate bishop, he would have to rectify his old disputes with the Catholic Church in order to be given an honorable church burial. With the help of his niece, Dorothà ©e, he arranged with the Archbishop de Quà ©len and abbot Dupanloup to sign an official letter in which he would acknowledge his past transgressions and beg for divine forgiveness. Talleyrand would spend the last two months of his life writing and re-writing this letter in which he eloquently disavowed â€Å"the great errors which [in his opinion] had troubled and afflicted the Catholic, Apostolic and Roman Church, and in which he himself had had the misfortune to fall.† On May 17, 1838, abbot Dupanloup, having accepted Talleyrand’s letter, came to see the dying man. After hearing his last confession, the priest anointed the back of Talleyrand’s hands, a rite reserved only for ordained bishops. Talleyrand passed away at 3:35 in the afternoon of the same day. State and religious funeral services were held on May 22, and on September 5, Talleyrand was buried in the Notre-Dame Chapel, near his chà ¢teau in Valenà §ay. Did You Know? Today, the term â€Å"Talleyrand† is used to refer to the practice of skillfully deceitful diplomacy. Legacy Talleyrand may be the epitome of a walking contradiction. Clearly morally corrupt, he commonly used deceit as a tactic, demanded bribes from persons with whom he was negotiating, and openly lived with mistresses and courtesans for decades. Politically, many regard him as a traitor because of his support for multiple regimes and leaders, some of which were hostile toward each other. On the other hand, as philosopher Simone Weil contends, some criticism of Talleyrand’s loyalty may be overstated, as while he not only served every regime that ruled France, he also served the â€Å"France behind every regime.† Famous Quotes Traitor, patriot, or both, Talleyrand was an artist with a pallet of words he used skillfully to the benefit of both himself and those he served. Some of his more memorable quotes include: â€Å"Whoever did not live in the years neighboring 1789 does not know what the pleasure of living means.†Ã¢â‚¬Å"It is not an event, it is a piece of news.† (upon learning of Napoleon’s death)â€Å"I am more afraid of an army of one hundred sheep led by a lion than an army of one hundred lions led by a sheep.†And perhaps most self-revealing: â€Å"Man was given speech to disguise his thoughts.† Sources Tully, Mark. Remembering Talleyrand Restorus, May 17, 2016Haine, Scott. â€Å"The History of France (1st ed.).† Greenwood Press. p. 93. ISBN 0-313-30328-2.Palmer, Robert Roswell; Joel Colton (1995). â€Å"A History of the Modern World (8 ed.).† New York: Knopf Doubleday Publishing. ISBN 978-0-67943-253-1. . Charles Maurice de Talleyrand-Pà ©rigordNapoleon and EmpireScott, Samuel F. and Rothaus Barry, eds., Historical Dictionary of the French Revolution 1789–1799 (vol. 2 1985)Weil, Simone (2002). â€Å"The Need for Roots: Prelude to a Declaration of Duties Towards Mankind.† Routledge Classics. ISBN 0-415-27102-9.

Maritime Logistics Essay Example | Topics and Well Written Essays - 1500 words - 1

Maritime Logistics - Essay Example Both parties sought to develop a solution meant to avert a strike, which would cause a substantial economic and social impact on East and Gulf Coast citisens and other business stakeholders. One port in eastern Florida employs approximately 64,000 workers on full-time and casual labour jobs. Staging of a strike means that the port will suffer an economic predicament for an indefinite period of time – certainly until authorities address the workers’ issues. According to maritime statistics, the port generates approximately $1 billion daily in form of gross domestic revenue to the US economy. This means that downing of tools by port workers will affect Florida residents because of the $1 billion revenue gap created on a daily basis. Among the stakeholders affected are export merchants involved in production and sale of agricultural produces. Norilsk (2012) argues that prolonged wrangles between workers and employers in the port will affect Florida farmers and other indust rial businesses that depend on the port for business activities. Efforts were made by the Longshoremen Association to pursue federal government into stopping the strike in the event that the parties could not reach an agreement. Despite these efforts, legal proceedings within the Florida judicial system allowed workers to continue with the strike. The courts arrived at this decision after considering the provisions availed by proportionate workers’ right in accordance with the Trade Union Ordinance. Therefore, the next step would be to appraise the economic and social impact that will result from the strike. Ports in Supply Chain Management Maritime technical operations indicate that ports play a significant role in international supply chain management. Supply chain management entails integration of technology, information, and manpower skills in facilitating the movement of products from the producer’s premises to the different types of consumers in the market. Wang (2007) states that the role played by supply chain management at the international business platform became more pronounced as a result of increased globalisation. Currently, these chains enhance synchronisation of business activities between trading partners. Supply chains facilitate flow of goods and information from one region to another. As a result, export companies can acquire relevant information meant to make future business decisions. From an economic perspective, producers will adjust their production likes based on consumer patterns observed in their market segments. On the other hand, consumers will only benefit in their trade relationship if they stay abreast of latest developments within the producers environment. This means that international supply chains are charged with the responsibility of developing and maintaining day-to-day movement of goods and information between trading regions. In the context of international supply chain management, ports play a key role as a source of relevant logistical infrastructure. Ports provide a suitable environment where buyers meet sellers. In this regard, involved stakeholders could adjust their business activities in relation to the dictates of supply and demand witnessed in ports. Supply inclines towards the trends created by the demand of goods and services within the consumer market. In this case, some producers wait

Port au Prince, Haiti Essay Example | Topics and Well Written Essays - 500 words

Port au Prince, Haiti - Essay Example However, in light of the country’s colonial past, there are practical measures that are referred to as viable and feasible as of this moment to rebuild its transportation facilities. Gathering of financial aid from any agencies whether local or foreign is the most important task amongst others. Reconstructing the public transport systems such as seaports and airports need sufficient budget so that the projected plans for rehabilitation can be possibly implemented without further delay. In line with this, monetary aid from organizations such as the United Nations (U.N.) and the International Monetary Fund (I.M.F.) can be utilized. Also, companies and banks from the different parts of the globe can be made as agents of Haiti government in accepting monetary donations. Appealing this aid to the masses can be done through print and electronic media. The coast guards especially the U.S. Coast Guard group called Coast Guard Cutter Oak has been proven helpful in facilitating the movement of vessels inside and outside the Haiti ports right after the earthquake. As such, they have been dubbed as an â€Å"integral part in the recovery of Haiti’s main harbor† (Mosley, 2010). Their crew members were the main rescuers for survivors in the port. They have helped in â€Å"tending the wounded, surveying the harbor, preparing any affected aids-to-navigation to service and placing additional buoys in marking a safe route into the harbor† (Mosley, 2010). This coast guard organization has been working with the Coast Guard Maritime Transportation System Recovery Unit (MTSRU), a team specially â€Å"designed for coordinating the rebuild of a transportation infrastructure† in Haiti (Mosley, 2010). In fact, according to PO1 David Mosley (2010), with the combined oversight and expertise of the two groups, â€Å"the port s of Haiti are poised to steadily come back online.† Accordingly, encouraging more coast guards to intervene and help will benefit Haiti. Providing trainings

Sampling on HCC gollf clubs (market research) Essay

Sampling on HCC gollf clubs (market research) - Essay Example If one person is interested, she or he may be able to provide names of other potential participants. This type of recruiting is known as the snowball technique (Lindlof, 1995 as cited by Barnett). Other considerations include demographics. A further question is whether to target a heterogeneous (everybody is different) or homogeneous (everybody is as similar as possible) sample. Most researchers prefer a homogeneous group with the common threads being the issues for discussion (Vaughn, Schumm, & Sinagub, 1996 as cited by Barnett). In this approach it is believed that having too many different voices could detract from the overall purpose. Those advocating heterogeneous groups argue that focus groups should capture a range of opinions, and that participants should feel able to present their perspective free from the fear of appearing different. In a heterogeneous group everybody is, by definition, different. It is important to consider whether focus group members will know each other or whether they will be complete strangers. The degree of familiarity unquestionably impacts group discussions. For the purpose of this research we will consider membership lists and will also contact the Government bodies to get information lists about the people of the area to get idea of people preferences. Since the membership in HCC golf club is very low already, membership lists can support the research purpose but we cannot rely on it. The heterogeneous samples should be selected in order to gain the knowledge about the different preferences of the customers so that the areas should be effectively addressed. It is preferred that group members should not be familiar with one another in order to try to prevent acquaintances from influencing comments. We will select adults aging between 18-49, with different income levels, backgrounds and status in order to get a broader perspective regarding the tastes of the target

Vote against war between America and Germany Essay

Vote against war between America and Germany - Essay Example Once the people have been led into war, there would not be anything as tolerance. Fighting requires ruthlessness and brutality. The very attitude penetrates into the fiber of national life. If this happens, everything ranging from the courts to the Congress, the common people, and the police would be infected. The only virtue would be conformity and those refusing to conform would be required to face penalties. If America enters into war with Germany, it would make the circumstances very unfavorable for the Constitution to survive in. The free speech would be gone and so would the right of assembly. It is, indeed, impossible for a nation to invest all its strength into war and yet keep its head high; there is hardly any example of the same in the history. We must go for any alternative that can be realized. So far, America has maintained a neutral attitude since the eruption of the war in 1914. America has been a proponent of the neutral states’ rights. The apprehensions of the Congress encourage the isolationist foreign policy about providing other countries across the globe with a political door into the policies of the US as well as the American population’s cultural melting pot. Keeping these facts into consideration, going into war with Germany would not be an informed decision.

Critique Article - Math for the young child or any math critique Essay

Critique Article - Math for the young child or any math critique article that deals with children - Essay Example There is immense value to the content of the article as it summarizes the results of the four year long researches on developing  the  Ã¢â‚¬ËœBig  Math  for  Little Kids’ pre-kindergarten and kindergarten mathematics program. The authors present ‘Big  Math  for  Little Kids’ as the  product of their effort from 1998 to 2002, to develop â€Å"a research-based and developmentally appropriate early childhood mathematics program  for  all pre-kindergarten and kindergarten children.† (Balfanz, Robert. et al, 2003, p. 264). The program consists of an all-inclusive set of sequenced learning activities and the lesson units of this program includes numbers, shapes, patterns and logic, measurement, operations on numbers, and spatial relations. The program, as the authors claim, combines mathematics into the daily routines and other early learning areas of the children such as music, art, movement, reading, writing, and science. It also presents mathematical symbols and words in the most cautious and meaningful ways aiming at the children’s lighthearted but purposeful learning of Mathematics. In their article, the authors not only provide the theoretical and research based evidences to the effectiveness of the program, but more significantly the evidences of the practical success of the ‘Big  Math  for  Little Kids’ from their observed results. After introducing the program the ‘Big  Math  for  Little Kids’ in detail, the authors deal with its research base which includes psychological and educational research as well as the design principles. They maintain that every child is capable of learning mathematics at a  young  age based on their researches. According to the authors, it is important to provide the children with adult guidance along with opportunity for play and they also specify that low-income children should

Migrant labor and unions Essay Example | Topics and Well Written Essays - 1000 words

Migrant labor and unions - Essay Example ding housing, transportation, bathing facilities, wages comparable to those of American laborers, and contracts written in Spanish; (US Government, p 1760) discrepancies between the guaranteed protections and actual treatment were, unfortunately, the norm. Many Mexican workers found themselves working in sub-standard conditions, and often faced hostility from the local population. Still, they were supposed to pay well by Mexican standards, and so many took the risk of winding up in lousy contracts. Important for our purposes is the way the Bracero program managed to establish the kind of circular migration pattern still a part of now mostly illegal Mexican migrant work: workers would come to the US for some time, return to Mexico during the off season, and then come back to the US to make more money with the next crop. It also established a history of broken promises to migrant workers on the part of farm labor employers, and minimal repercussion on those who would take advantage of migrant laborers. In the late 1960s, the Bracero program and all of its extensions and revised forms officially ended, but migration by Mexican workers north in search of agricultural did not. Today, many come for similar reasons as those who came generations ago. Not much has changed since the early half of the twentieth century concerning the motivations for workers to migrate: â€Å"Conditions in Mexico were much the same then as they are now—politically and economically unstable with a corrupt government and massive unemployment... Farmers and peasants tied to Mexico’s feudal economic system flocked by the thousands for a chance to travel to El Norte where work and a new life could be found†. (Bedolla) In the initial stages of the Bracero program, employers were responsible for transporting temporary workers to and from their home location in Mexico. When the program ended, many found that plenty of Mexican workers would make the trip themselves, often suffering

Critique Article - Math for the young child or any math critique Essay

Critique Article - Math for the young child or any math critique article that deals with children - Essay Example There is immense value to the content of the article as it summarizes the results of the four year long researches on developing  the  Ã¢â‚¬ËœBig  Math  for  Little Kids’ pre-kindergarten and kindergarten mathematics program. The authors present ‘Big  Math  for  Little Kids’ as the  product of their effort from 1998 to 2002, to develop â€Å"a research-based and developmentally appropriate early childhood mathematics program  for  all pre-kindergarten and kindergarten children.† (Balfanz, Robert. et al, 2003, p. 264). The program consists of an all-inclusive set of sequenced learning activities and the lesson units of this program includes numbers, shapes, patterns and logic, measurement, operations on numbers, and spatial relations. The program, as the authors claim, combines mathematics into the daily routines and other early learning areas of the children such as music, art, movement, reading, writing, and science. It also presents mathematical symbols and words in the most cautious and meaningful ways aiming at the children’s lighthearted but purposeful learning of Mathematics. In their article, the authors not only provide the theoretical and research based evidences to the effectiveness of the program, but more significantly the evidences of the practical success of the ‘Big  Math  for  Little Kids’ from their observed results. After introducing the program the ‘Big  Math  for  Little Kids’ in detail, the authors deal with its research base which includes psychological and educational research as well as the design principles. They maintain that every child is capable of learning mathematics at a  young  age based on their researches. According to the authors, it is important to provide the children with adult guidance along with opportunity for play and they also specify that low-income children should

How E-Commerce Has Changed the Way to Do Business Research Paper

How E-Commerce Has Changed the Way to Do Business - Research Paper Example This essay will also give a brief history concerning E-Commerce and also state the advantages and disadvantages of E-Commerce to customers/ businesses. Earlier on, E-Commerce was branded as the facilitation of marketable business electronically by means of technologies like Electronic Funds Transfer (EFT) and Electronic Data Interchange (EDI). These technologies were introduced early in the 1970s. Technological advancement led to introduction of other systems like automated teller machines (ATM), telephone banking, airline reservation system and credit cards which are also forms of E-Commerce (Reynolds, 2009). In the early 90s, Tim Berners-Lee invented the World Wide Web which profoundly altered a scholarly telecommunication system to a global communication system named www or the internet (Plant, 2012). In time, many European and American business firms offered their services through the Worldwide Web. Since then, people are much conversant to E-Commerce with the ability to purchase various goods through the internet using electronic payment services and secure protocols. As defined earlier, E-Commerce is the process of buying and selling products and services from the internet, especially the World Wide Web. When retail selling is used, then the term e-tailing can be used. E-Commerce is divided into several categories. They include E-tailing, Electronic Data Interchange (EDI), business-to-business transactions, gathering and use of demographic data through Web contacts, E-Mail and fax and the security of business transactions (Plant, 2012). E-Commerce has a number of benefits to customers and other businesses. They include efficient buying and selling procedures as well as an easy way of finding products. Buying and selling of products is not limited. The customers are able to purchase products and get services 24 hours daily. E-Commerce also allows customers to select products from various providers without the need of moving physically from one point to ano ther. This process, therefore, cuts down the rate associated with processing, inventory management, marketing, customer care and information storage (Reynolds, 2009). This in turn, reduces the burden influenced by infrastructure to conduct businesses. This form of business is easier to start and run. Moreover, this invention allows more customers to find products and services without hypothetical geographic boundaries. Lastly, there is no need for physical company setups since the business is run on a network. Since the early 1990s, the internet has tremendously grown as a technologically enthusiastic tool to many corporations. Improvement in technology and other forms of E-Commerce also came in play. There are four principal categories of E-Commerce business models. They are business to consumer (B2C), business to business (B2B), consumer to business (C2B) and consumer to consumer (C2C) (Plant, 2012). In E-Commerce, there are eight unique features that enable this web shopping proc ess run successfully. They are global reach, ubiquity, richness, universal standards, interactivity, personalization and customization and information density (Plant, 2012). Ubiquity is the leading factor in the success of any E-Commerce business. Online stores never close and they are available every time and anytime. Global reach is also essential in ensuring a successful E-Commerce busines

That Was Then This Is Now English Literature Essay

That Was Then This Is Now English Literature Essay Hinton states that she is a private person who is not comfortable talking about her personal life. She has revealed, however, that she enjoys reading (writing, taking classes at the local university, and horseback riding. She currently resides in Tulsa, Oklahoma with her husband David Inhofe, a  software engineer,  whom she married in the summer of 1970  after meeting him in her freshman biology class at college.  In August 1983, they became parents to Nicolas David Inhofe, who has worked a  sound effects recordist  on the movie  Ice Age: The Meltdown. Title explanation: The title is That was then , This is now. The title has a lot to do with the content of the book. Mark, Bryon and their friends have much to do with this two times , Then and Now. At the end of the book when Bryon visits Mark in the prison, he uses the words That was then, This is now Place: This story is set inà ¢Ã¢â€š ¬Ã‚ ¦..(place) This story is set in the US The US has about 307,212,123 residents (2009). In the US they use the dollar. The president of the US is the famous Barack Obama. The capital of the US is Washington DC. The US also has a motto ; In god we trust. Time: I cant find where this story takes place , not even on the internet ! The time that is covered in the story isà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. (one year? two months? one day?). Quote from the book to prove your point The time that is covered in this story is about a half year. In the begin of the story passed about 1 month , than you can find in the book i quote ; From that moment she could not see him for a couple of months.   I think thats about 4 months. Together make 5 months. Thats almost a half year. Main characters: Describe (at least two of) the main characters. The main characters are Mark and Bryon. Mark ( 16 Year) Hes small and compact, with strange golden eyes and hair to match and grin likes a friendly lion. Hes also very strong, stronger then you thought he would be. In the story he had no concept of right and wrong. He thought that he did not have to obey the laws because they were just words written down. Mark doesnt change throughout the story, he is always the same guy. The same thing as for Bryon counts for Mark. But the difference from being a friend of Mark is that I really dont think that I ever could or would have been his friend. Because his behaviour is so different from mine. I think I never would have met him or talked to him in the first place. Bryon ( 16 year) Bryon is a strong guy. He has dark hair and dark eyes. Bryon is a Street-Gangster , he is in difficult times. He comes in contact with Girls , Drugs and Street-Gangs. Bryon is sick of his Gangster life. He will began a hole new life. He became a very clever teenager. Looks Personality Does the character change in the book? if yes: explain how and why!! Plot: Write a summary of no more than 500 words! Mark and Bryon are very good friends. Mark lives next to Bryon, but when the parents of Mark killed each other when they were both very drunk, Mark goes to live at Bryon and his parents. The mother of Bryon is really sick, she is in the hospital. Mark and Bryon have some problems with the money because they must pay the surgeries from the mother of Bryon. Bryon and Mark have some difficult times. They have good friends but also enemies. M M is one of those friends Bryon and Mark. ( They give MM that name because he eats a lot of MMs ). Mark and Bryon have to sell the car because they have money problems. On a night Mark , MM and Bryon goes to a Pub . MM proposes for Cathy to Bryon , Bryon was immediately falling in love. Bryon and Cathy have a good time together. There is a dance where Bryon want to go with Cathy but ha didnt have a car. He asks Charlie if he could borrow his car . Bryon and Cathy go together to the event. They have a great time. At one point they hear there is a serious accident happened. To the great alarm at Bryon there is something wrong with Mark! Curtis, a close friend of Bryon shouts that there is something wrong with Mark. Mark must go to the hospital he has 10 stitches , he was hit by a beer bottle. Some time later Mark completely refreshed. Mark and Bryon are back together and have a desire to play some poo l. They go to the pub (Charlies). There were also a couple of Mexican guys at the pool table. Mark and Bryon losses, but later in the evenin they have more luck and they are winning. The boss of the bar (Charlie) said that the pub was closing. The Mexicans left the pub. But when Bryon and Mark came out there was a gun in their focus. Charlie had a gun and tried to save Bryon and Mark. Mark and Bryon were relieved but saw those hopes go up in smoke, a Mexican with his gun aimed at Charlie he fired and Charlie died instantly. Later, when Cathy, Bryon, Mark, and M M go out M M would assume not go home and walk away from his friends. M Ms friends are worried, there are a few months past. The friends of M M try to find him but they cant. On a day Mark told to Bryon that he knows where M M is. Bryon and Mark go together to the hippie home they see M M. Later they also go with Cathy who can not bear to see her brother so. MM goes bad and Bryon calls an ambulance for him. After that Bryon discovers that Mark is dealing drugs. Mark is in prison. Bryon hate him for ever. Favourite part: Copy ( = type!!) your favourite part/scene from the book. And, more importantly, explain WHY you like it so much. Favourite part ; He laughed then , and his eyes were the golden, hard, flat eyes of a jungle animal. Like a friend once said to me, That was then , this is now. I broke out out in a sweet and was suddenly glad of the walls and the guards and the bars. I think if he could have , Mark would have killed me. This was at the end of the book. I like this part very much because you did not expect this. The good friendship of Bryon and Mark are going broke in this part. Here you get to know that they hate each other. A kind of revelation, always very exciting to read. Essential words: A list of words you really need to know, because they are used a lot. At least 5. Explain their meaning in English Street gang = A street gang is a group of normally young people about sixteen year. They are Often on the street sometimes they make things break or do other things that are not allowed. Drugs = Drugs is a narcotic agent, many people become addicted to drugs. Dollar = A dollar is a coin unit , they use the dollar in the US. Prison = A building where people imprisoned for their crimes. Borrow = temporarily without payment of a slightly different usage and the return. My verdict: Give your opinion on the book. See instructions on how to write a good verdict Introduction : This is my verdict. In the next paragraphs you can read why i like/dont like this book. I hope you enjoy. Paragraph 1 I like this book very much . Its an exciting book , i like that. It is constantly going on , with this book you dont get bored. I read the book very fast . Because its very exciting the hole time. Paragraph 2 The book is quite credible. Something happened in real life, just not very often. In the book they use weapons. In most countries they have a gun ban. But that makes it original. Paragraph 3 I think the book is very original because its not really a happy ending. In the majority of the book is generally well off, thats not the case in this book. Conclusion All my three paragraphs are positive , so thats a easy conclusion I like the book very much . Especially because its a very exciting book. Optional assignment: Choose an assignment from the list. Really making an effort is important hereà ¢Ã¢â€š ¬Ã‚ ¦. Extra assignments Make a drawing (picture)/ collage of the main character. Write down what you think of this person. (at least 100 words) Write an interview with one of the characters in the book (at least 25 open questions, which means that you cannot answer with a simple yes or no; include the answers in your interview) Draw a detailed map of the area in which the story is set. Write a letter to one of the characters in the book, and let the character write a letter back. Write a review for a magazine; use at least 150 words. Make a small site about the book. Draw a comic about a scene from the book, and make sure that you include text!! Think of a different ending for the book and write it. In the style of the book, of course! Write a part of the diary of one of the characters in the book (at least 3 entries!) Make little files on 3 of the characters in the book. A little picture and detailed information should be included. Do you have another suggestion?Tell your teacher How to write a good verdict How to express your opinion about a book. Teachers dont like it when you say you liked the book, because it was niceà ¢Ã¢â€š ¬Ã‚ ¦, or when you say something like: I hated that book, because it was stupid. It may all be true, but we like to hear more from you. It may be difficult to pick out exactly what it was that irritated you, or what kept you reading for hours on end. So here is a list of things that might be helpful to express your likes or dislikes about the book you just read: Think about what actually happened in the book Think about the characters in the book Think about the structure of the book Think about the language that was used in the book Professional critics do roughly the same thing! They come up with arguments about: the structure of the story, the credibility (=geloofwaardigheid) and the ethical (right and wrong) aspects of the book. They talk about whether it is an original, whether it brings about certain emotions, whether the author manages to reach the goals he set himself and finally, they comment on the style used by the author. VERDICT: Write an English essay in which you express your opinion about the book you have read. Your essay should consist of an introduction, 3 paragraphs that give your arguments (supported by examples from the book) and a conclusion. Taken from Metropool, literatuur voor HAVO/VWO bovenbouw, basisboek, published by Wolters Noordhoff Groningen, edited by Corrie Joosten, Elout Roeland, first published in 1999. ISBN 90 01 20565 8

The Aboriginal People of Newfoundland :: American America History

The Aboriginal People of Newfoundland The Beothuk people of Newfoundland were not the very first inhabitants of the island. Thousands of years before their arrival there existed an ancient race, named the Maritime Archaic Indians who lived on the shores of Newfoundland. (Red Ochre Indians, Marshall, 4.) Burial plots and polished stone tools are occasionally discovered near Beothuk remains. Some people speculate that, because of the proximity of the artifacts to the former lands of the Beothuk, the Maritime Archaic Indians and the Beothuk may have been related. It is not certain when the Beothuk arrived on the island. In fact little is actually known about the people, compared to what is known about other amerindian civilisations, only artifacts and stories told by elders tell the historians who these people really were. Some speculate that they travelled from "Labrador to Newfoundland across the strait of Belle Isle, which at one time was only 12 miles wide. By about 200 AD the Beothuk Indians were probably well settled into Newfoundland."(Red Ochre, 8) The Beothuk were not alone on Newfoundland wither. The Dorset Eskimos, who came from Cape Dorset regions of the north around 500 BC also shared the island. They presumably had contact with the Beothuk, exchanging tools or engaging in battle. In any case the Dorset Indians died out leaving Newfoundland empty to the control of the Beothuk people who now had no enemies and a wide vast territory. The Beothuk, although part of the Algonkian family developed their own language and culture. The 400 words that are still known from their language prove their Algonkian heritage. The development of their culture was a great success. The success of the Beothuk people as a whole was in part because of their skills in fishing, hunting and travel. They were the "only amerindian group to navigate on the high seas."(Grabowski lecture Oct 4,`96.) This was because of the construction of their canoes. Normally paddling on the high seas is dangerous, but Beothuk canoes were so designed to with stand high waves and stay accurately on course. The canoes "were made of a frame work of spruce and then covered with birch bark."(Red Ochre, 9) They curved high at the sides and a sharp bottom acted as a keel. The high sides protected as a barrier from wave swamping the boat. Because of hunting expeditions on the Funk islands, 60 kilometres from shore, ocean travel was evident and sea worthiness was essential.

The Gains and Losses of Educating Rita :: Educating Rita Willy Russell Plays Essays

The Gains and Losses of Educating Rita The purpose of my essay is to explain, in considerable detail, the gains and loses of Educating Rita for it being a two-handed play. The play, ‘Educating Rita’, written by Willy Russell is very entertaining, although there are only two characters, hence the reason it is a two-handed play. The grounds on which I found it entertaining is based upon the basic plot outline which consists of Rita, a working-class Liverpool girl, with a hunger for education and Frank, her lecturer, attempts to do just that, but, their relationship changes, they become close. Close in the sense by not sharing your average perception of a student and teacher relationship. They drink and smoke together. This soon changes when Rita’s knowledge expands with the help of Frank and summer school. Summer school also helps to boost Rita’s confidence enabling her to socialise with educated people like herself. Rita divorces her husband, Denny, and gets a new flat mate called Trish. Trish has a great influence on Rita until, she discovered, Trish tried to commit suicide. Rita and Frank soon fall out however; Frank still enters her for an exam. This concludes in Rita passing her exam and fulfilling her dream of an education. She soon becomes Frank’s friend again. Other characters, such as Trish and Denny are never seen but talked about. All the scenes, throughout the play, are set in the Open University where Rita is being taught. To help me carry out this essay I watched the film, ‘Educating Rita’, in order to identify any gains and losses for the two – handed play. After having read the play and seen the movie I am struck by the large number of differences. Many small details have a great impact on how the story can and is being perceived. The movie offers a great deal of background information on events that are relevant to the play. This is an example of a big loss for ‘Educating Rita’ being a two-handed play. By seeing the deleted scenes of the play you get a greater understanding of the sequence of events. Being unable to see the deleted scenes may have lead to confusion and misinterpretation resulting in the play not achieving its full potential. The play is much more predictable in the sense that numerous actions will not take place on stage. For example, nothing taking place outside Frank's office can be seen by the audience. All action is unavoidably confined within the office. At the point in the play where Frank invites Rita to his home for dinner the audience are not set up for anything

The Future Economy

Imagine yourself living the dream of being an entrepreneur. You are a business man of the 21st century; you have a popular product that many firms want to purchase. You feel financially secure with your future because of the amount of buyers for your product. Then 5 years go bye, and the once abundant number of firms has dwindled down to a couple of major corporations. You try to think to yourself how did this happen? You then realize that all the little companies that fought for your business, and helped you get the highest capital are gone. They were acquired by or merged with larger firms. You know that when this happens the market gets smaller and there are less people to buy your product. With fewer options of companies to sell your product to, comes a smaller amount of profit for you. Two more years go bye and the market gets more concentrated, the remaining giants can now offer you any price they want. If you choose not to accept it, you don†t sell your product. Your dreams of being your own boss and selling a quality product for a fair price are fading away. Some people may think that this story couldn†t happen, but mergers and acquisitions take place everyday in the corporate world. This story that I just told you about is real. Instead of being about business men of the 21st century my article was about the beef cattle farmers of southwestern Wisconsin. The article talks about Virginia-based Smithfield foods, acquired American Foods Group and Packerland Holdings Co. Smithfield is the nation†s largest pork processor; they have a 20% market share. Besides the two recent acquisitions Smithfield also has ownership of Cudahy-based Patrick Cudahy Inc. As a result of this Smithfield will now be the nation†s forth-largest beef processor, with a 9% market share. Smithfield†s merger is part of an overall consolidation among the nation†s larger food processors, which includes the companies of the nation†s beef industry. Wisconsin is known to many people as the dairy state because of our cheese and milk production. While this is true, when the dairy cows get older and there milk production drops they get sold to beef processors. Due to this, Wisconsin†s number of beef cattle has been increasing. Wisconsin had 1.29 million dairy cows as of July 1, according to the Wisconsin Agricultural Statistics Service. The state had 260,000 beef cattle, a 2% increase from July 2000. If I had the other three firms information on the market value they have. I could figure out if the market is highly concentrated or somewhat competitive using the Herfindahl-Hirschman Index which you showed us in class. Wisconsin beef producers are definitely concerned about the latest news of Smithfield†s plans involving Packerland and American Foods. Tom Thieding, a spokesman for the Wisconsin Farm Bureau Federation said, â€Å"Any time in a consolidation, you just lose the marketing and price opportunity.† State Agriculture Secretary Jim Harsdorf also expressed his concern about the consolidation saying â€Å"we need to make sure there†s still opportunity and competition out there, or the producers are the ones who are going to see their margins cut.† The nation†s livestock sector is already highly concentrated, a point that is made repeatedly by farm organizations and others. Serious questions have been raised about vertical and horizontal integration and market power that puts small livestock producers at a disadvantage and puts consumers at risk. The farmers know that the Smithfield acquisitions further concentrate U.S. meatpacking and eliminate an important competitor in the purchase of livestock, very likely resulting in lower prices for producers. Smithfield believes that it must consolidate in order to keep up with other companies and to provide for their customers. But to make a profit the beef and pork processors will be under pressure to pay fair prices to farmers. But the farmers have a very important role in this equation, they supply the product. If the farmers don†t have an economic incentive to produce, the processors will not be able to deliver to their customers. Smithfield†s plan to buy American Foods could be reviewed by the U.S. Department of Justice to address the possibility of an antitrust. As we learned in class the antitrust policy tries to promote competition and discourage collusion. But Smithfield believes that American Foods is small enough that the deal won†t need regulatory review. The deal with Packerland foods was reviewed and approved by the federal government. Smithfield believes that they are a growing company; they will not approach the size of industry leaders IBP, ConAgra and Excel. To beef producers the debate is not theoretical. Mike Riechers, a cattle farmer in southwestern Wisconsin said he believes the competition among cattle buyers dropped in 1998 after Packerland took over the operations Murco Foods. With Smithfield buying Packerland and American Foods farmers are concerned that competition could drop even further. In conclusion, consolidation is taking many other forms: â€Å"mergers,† â€Å"partnerships,† â€Å"integration,† and similar terms are being used to describe a variety of business arrangements that result in the same final product: fewer people making decisions in agriculture. In many ways, agriculture is just catching up with the rest of the business world, which has been consolidating at a record pace for the past several years. Meanwhile the farmer will become a grower, providing the labor and often some of the capital, but never owning the product as it moves through the food system and never making the major management decisions. Most consumers already put no thought into the financial cost of growing the hay that fed the cow that ends up on your plate.

Research Study on Gender Bias in Education

Gender Biases in Education: Math Nicole S. Tester Bryant University Abstract This research project conducted was to find out whether women were more affected by gender based expectations than men. This was done by giving both young men and young women a simple standardized math test which most likely they had all been taught and exposed to in the past. This particular test was designed to be at or below the performance level of most college students. There was two versions of the test instructions, with one version providing information about men typically outperforming women on the test, and the other version stating the opposite.These instructions were used as a form of deception to prove my hypothesis. My hypothesis was that women would be more affected by this deception than would the men. My results proved otherwise. Results showed there was little difference in the way the women and men performed on these tests on either version. The ANOVA testing showed these clear results. Do es Performance Reflect Success? Gender biases are present in the American culture. Women are put in a stereotype as the one to stay at home cleaning and cooking while men are believed to have to bring home the paychecks. How we live though is not the only area with gender biases.There are biases when it comes to sports, who can do what jobs and even education. Women are believed to be better at the education aspects having to do with words and comprehension while men are believed to be better at numbers or math. In the research world there is much controversy on whether the bias presented is true or not. Researchers have not been able to support this belief or disregard it due to the many conflicting results. A study done with the purpose of determining whether gender expectations still exist in present time, resulted in the idea that more and more genders are becoming equal in education (Jordan 2008).It was found that both sexes are more likely than ever to complete their high scho ol education and even be able to obtain higher degree. The study also showed the gender gap in scores on the National Association of Education Progress becoming more and more narrow over time. Jordan does not refute the idea of gender bias in education but supported the idea that it is diminishing. These two researchers on the other hand, Fisher (2008) and Johnston (2005), have studies supporting their beliefs that gender biases in teaching are simply a myth.Both constructed research to support the idea that neither females nor males perform differently according to gender expectation or that these gender expectations are implemented at all. Fisher more, specifically, researching in math and Johnston in math and education. Chapman (2012) and Goetz (1996) though, both have studies that seem to prove otherwise. Chapman conducted a study, in Canada, which lead to the belief that gender discrepancies in teaching and education focus more positively on females. Chapman believes males are the ones taking losses in education expectancies.Goetz on the other hand, researched and came up with results which led him to believe American educators focus their attention more on males allowing them a positive advantage. After learning so much from previous research it can be accurately inferred that the gender bias in education does exist. A psychologist, Ghandi (2006) stated in his study the truth behind the bias. He used this truth to conduct a study in which he found that women not only believe the bias but are subject to it when they are told they will fail due to their gender.This particular study is what laid down the foundation for my research study. All of the above researchers knew the biased existed and all tried to support it or disprove it. This research project has one purpose; to find out not if gender biases exist but whether women are affected by these gender based expectations more than men. In many colleges and universities women are very comfortable with the ir gender; they are powerful, and successful. There are clubs devoted to women’s sexuality, success, and even fashion senses.There are awards given to women who have gotten superior grades, been offered great jobs, or are simply a success. Knowing this, what I want to learn is whether these women who are so highly praised and allowed the same success as men are still subjects to gender based expectations, more specifically in learning and education. In my study I will be deceiving the participants into thinking that only women will be successful in this study or to another group I will be saying only men will be successful. The way this will be done is by using simple high school level math tests. Before he test I will be falsely informing half of my participants (equal number of females and males) that only men will pass this test, and then I will repeat this with the other half of my participants but falsely informing them of the opposite. The fact that I will play on women ’s vulnerability will allow me to learn whether these very empowered and successful women will still be so after being told they will fail before even trying. My hypothesis is that these women will be affected by such a statistic and depending on the false statistic they get, they will fulfill it. Methods ParticipantsForty eight undergraduate volunteers (24 males and 24 females) from Bryant University took part in this study. The average age of participants was recorded at 20. 22 years (SD=1. 13). No cultural or ethnic backgrounds were recorded. With help from different psychology professors a general description was given out within psychology classes and volunteers were recruited. To these participants in particular extra credit was allotted. The rest of the participants were recruited through word of mouth and e-mail in which they were once again given a general description of the study and asked whether they would be willing to volunteer.Each participant was tested indivi dually and required approximately 15 minutes to complete study. Materials The study consisted of participants completing a standardized math test, four survey questions, and a deceptive article which can all be found in the appendix. The math test was found in an SAT math test practice site. This math test worked as the channel for the dependent variable (result on the test). The survey questions asked were simply used for collecting information. The questions did not ask sensitive information or anything that would put any participant at risk.Finally, the short article was written by myself and is completely fictional. It falsely informed the participants on information regarding SAT tests and reported false statistics on men outperforming women for half of the studies and the opposite for the other half. This was used as the deception part of the research which inconspicuously provided the participant with the independent variable (whether females or males pass this test) Procedur es Forty eight students were recruited (24 females and 24 males) from Bryant University as the participants of my study.They were all recruited through psychology classes in which Professors gave a brief overview of what my study entailed and from there proceeded to recruit. The participants recruited in such a manner were rewarded with extra credit points in their class. The rest of the participants were recruited through word of mouth and group e-mails. With each participant recruited I have a brief explanation of what the study was comprised of, what it entailed, and more specifically what each participant would have to contribute. Once I recruited all participants which were necessary I began the research itself.At the start of their participation, each participant was handed a consent for in which they were asked to read thoroughly and if they agreed to the terms and conditions they were to sign and date. In the consent form participants were informed of their ability to leave the study at any time, their entitlement to any information and debriefing, on the confidentiality of the study and many more safety factors. To show the validity of the form I signed and dated on the same page each participant did right in front of them.Each participant agreed to the consent form allowing the study to continue. Once the consent form process was finished I would hand each participant the study packet. At this point they were told that each study was to be completed alone. The packet started off with an article which was entirely false and used to deceive each participant. On it there was made up information on the performance of genders on the SAT test throughout the past years. Each participant was informed that they would not be able to continue with the packet if they did not read these instructions.Once the instructions were read each participant could continue to the next section which consisted of the survey questions. These questions were purely used to colle ct data for analysis. Once the second part was completed each participant would continue on to the math portion of this study. The math portion of the test was a high school level standardized math test previously tested by college level participants. Each participant completed the math portion and would come to me to hand it in. when each individual would approach me I made sure to let them know the true nature of the study and informed them of the deceit.It was very important that no participant left the study with the false idea of one gender outperforming the other. I made sure each participant was thoroughly debriefed and had any questions they had answered. Results The data were analyzed using an ANOVA with the alpha level set at . 05. The main effect of gender participation was not significant, ? (1,44)=. 12, p=. 73, ? 2=. 003 and the main effect of gender test taking was not significant, ? (1,44)=. 00, p=1. 0, ? 2=. 00. However, the interaction between the gender participati on and gender test was marginally significant, ? (1,44)=2. 97, p=. 9, ? 2=. 06. Figure 1 shows a cross-over interaction in which the two variables almost perfectly interact. My hypothesis stated that women’s scores would be more affected by the test gender and the deception then would the men’s. The results of the tests did not vary according to the gender of the participant or gender of the test. My hypothesis was not supported by the above data. There was, however, a notable factor in the results and the fact that they were similar in score for both genders. Discussion No significant main effect for test gender or participant gender occurred in this study.When taking a math test right after reading a deceitful article about the tendency of males or females to outperform the opposite sex, neither gender’s score seemed to be affected. This particular result is not what I predicted in my original hypothesis. Straying away from my belief that women would underperf orm the men once they were deceived into believing they would be outperformed, the results disproved my hypothesis. This outcome is consistent with the research of Fisher (2008) and Johnston (2005) in finding there is no significant gab in the performance of females and males in the subject of math.The results are not consistent though with those findings by Ghandi (2006) a researcher whose findings state that women do poorly on math when they are told their gender is to blame. Some factors which may have led to the inconsistency between my hypothesis and my results can be attributed to the limitation when conducting this research. Being part of such a small university, my research was very limited in the sample size it could use. Three thousand undergraduate students was a small population to choose just forty eight participants from.This also lead to what I believe was a biased sample since each and every participant was also my friend. The fact that the participants had a relatio nship with me could have caused an over performance level which would not usually happen. Some internal validity which should be looked at was the fact that many variables were simply not recorded. These factors include the race and ethnicity of the participant, whether English was their native language, if they understood the deceiving article in the start, and whether they understood every question asked in the math portion.Another internal validity factor is the way in which data was recorded. If this study were to be repeated, observation should definitely be an alternative way of recording data. There was so much happening as I observed each and every participant complete my study. Participants would get frustrated or smile the whole way through. Sometimes they would try to help each other out when I looked the other way or simply just guessed the answers since they did not want to be taking a math test.Using a standardized that does not give anything in return to these partici pants, should not have been my only source of data since it was not the best way to find results. Regardless of the limitations, new studies and research in the field of gender differences in education have resulted with outcomes very similar to mine. Although my hypothesis was not supported, the consistency it has with the studies of Fisher (2008) and Johnston (2005) only come to show that this study will be supporting much research in the psychology world.My results will be one more way to support the idea that there is little or no difference in gender performance in math. In addition to replicating my results, future research might extend the finding by examining other subjects in the world of education. Expanding the testing to be possibly in language, critical thinking, sciences and also math may give a better understanding on whether there is a discrepancy in women’s performance when they are told they are going to fail. Future research might also want to expand their sample by moving to younger generations in school, possibly in igh school, and older generations in and out of school. By doing so the outcome may result more accurately and allow a better understanding of the prediction. In conclusion, gender performance on standardized math tests do not have a direct link to the subject or the belief that one gender will outperform the other. After testing 48 participants (24 female and 24 male), giving each the same exact standardized math test but deceiving each to think they would outperform or underperform the opposite sex, no gender seemed to truly outperform. Each gender resulted close to equal.The results did not support my hypothesis but it led the way to a new hypothesis and a completely new approach to this study. References Goetz, J. (1996). In Education Expert: Classroom Gender Bias Persists. Cornell Cronicle. Retrieved from http://www. news. cornell. edu/chronicle/96/4. 25. 96/gender. html. Jordan, J (2008) The Myth of Gender Bias in School. Retrieved March 8, 2012. From http://www. parentdish. com/2008/05/20/the-myth-of-gender-bias-in-school/ Fisher, M (2008) Study: No gender differences in math performance. University of Wisconsin-Madison News. Retrieved from http://www. news. wisc. edu/15412Johnston, T (2005) No evidence of innate gender differences in math and science, scholars assert. Stanford University News. Retrieved from http://news. stanford. edu/news/2005/february9/math-020905. html Gandhi, U. (2006) Gender bias in math skills doesn’t add up, scientists say. The Globe and Mail. Retrieved from http://www. theglobeandmail. com/news/technology/science/article197902. ece Chapman, A. (2012) Gender bias in education. Research Room. Retrieved from http://www. edchange. org/multicultural/papers/genderbias. html Table 1 Cross over interaction [pic] Appendix Survey questions Male/ Female (circle one)Date of Birth __________ Anticipated graduation year __________ Have you ever taken a standardized test (e xample: SAT) Math questions (standardized test) http://www. majortests. com/sat/problem-solving-test01 1. Of the following, which is greater than ? ? [pic]A. 2/5 [pic]B. 4/7 [pic]C. 4/9 [pic]D. 5/11 [pic]E. 6/13 2. If an object travels at five feet per second, how many feet does it travel in one hour? [pic]A. 30 [pic]B. 300 [pic]C. 720 [pic]D. 1800 [pic]E. 18000 3. What is the average (arithmetic mean) of all the multiples of ten from 10 to 190 inclusive? [pic]A. 90 [pic]B. 95 [pic]C. 100 [pic]D. 105 pic]E. 110 4. A cubical block of metal weighs 6 pounds. How much will another cube of the same metal weigh if its sides are twice as long? [pic]A. 48 [pic]B. 32 [pic]C. 24 [pic]D. 18 [pic]E. 12 5. In a class of 78 students 41 are taking French, 22 are taking German and 9 students are taking both French and German. How many students are not enrolled in either course? [pic]A. 6 [pic]B. 15 [pic]C. 24 [pic]D. 33 [pic]E. 54 6. If f(x) = Â ¦(x? – 50)Â ¦, what is the value of f(-5) ? [pic]A. 75 [pic]B. 25 [pic]C. 0 [pic]D. -25 [pic]E. -75 7. ( v2 – v3 )? = [pic]A. 5 – 2v6 [pic]B. 5 – v6 [pic]C. 1 – 2v6 [pic]D. 1 – v2 pic]E. 1 8. 230 + 230 + 230 + 230 = [pic]A. 8120 [pic]B. 830 [pic]C. 232 [pic]D. 230 [pic]E. 226 [pic] 9. Amy has to visit towns B and C in any order. The roads connecting these towns with her home are shown on the diagram. How many different routes can she take starting from A and returning to A, going through both B and C (but not more than once through each) and not travelling any road twice on the same trip? [pic]A. 10 [pic]B. 8 [pic]C. 6 [pic]D. 4 [pic]E. 2 [pic] 10. In the figure above AD = 4, AB = 3 and CD = 9. What is the area of triangle AEC ? [pic]A. 18 [pic]B. 13. 5 [pic]C. 9 [pic]D. 4. 5 [pic]E. 3