Deep sea exploration Essay Example | Topics and Well Written Essays - 1000 words

Deep sea exploration - Essay Example This scientific act can be seen as good or bad depending on the perspective of an individual. From the beneficial point of view, deep-sea exploration can enhance human life on the planet through revelation of new sources of drugs, food, energy resources. The information from the deep-sea exploration can help foretell earthquakes and tsunamis and help scientist to understand how these affects change of on climate and human life as a whole. On the other hand, it can be seen as a threat to human life in the following ways: ocean acidification and atmospheric ozone depletion. Species like sponges normally have chemicals compounds that they use for defense purposes when they are under attack. These chemicals have very essential components that may of great use in the manufacture of new medical drugs (pg 20). These drugs can cure for various diseases such as heart diseases, cancer, asthma and arthritis, which are the most killing diseases in the world. This species are proving to be of very importance to the health of the humankind as indeed the cure of all this diseases can increase an individual’s ability to live longer hence contributing one way or another to the positive development of the whole world (Koslow, J2009). Scientists have for long tried to discover new pharmaceuticals for various diseases, which have made them to spend a lot of time and resources, and sometimes ending in the total disappointment. If they encourage deep -sea exploration then there are no doubts that they will reap so many benefits from it according to the studies (Kos low, J2009). Deep-sea exploration can also improve ocean literacy and inspire new carriers to the growing population of the youths. These carriers may include engineering and mathematics. Deep-sea exploration creates adventurous discoveries that the youths find to more exciting to be part of. The urge to discover new ideas concerning the deep sea has provided the basic knowledge for problem

A christmas carol Essay Example for Free

A christmas carol Essay How does Dickens make the reader of A Christmas Carol want to keep Christmas well? Charles Dickens (1812-70) remains one of the most widely read Victorian novelists. He was raised from a poor family and as this experience left its mark on him he grew up not forgetting his early brush with English injustice. So many of his works deal with problems of growing up in poverty and the fight for injustices. This is evident in some of his books like Oliver Twist, Bleak House, A Tale of Two Cities and Great Expectations. A Christmas Carol which is said to be the first and best of all Dickens Christmas books became a national benefit and a personal kindness to all its readers. In A Christmas Carol, Dickens tells of how Scrooge, a miser learns what Christmas really means. This story tells the reader how Scrooge on Christmas Eve sits in his house and counts his money regardless of what goes on. He just wants to be left alone until the humbug of Christmas is over. At the beginning of the novel, Scrooges nephew reminds him of Christmas as a time where we think of the poor However four ghosts-Marley, his partner, the ghost of Christmas Past, Present and Yet to Come- reveal to Scrooge the mistakes of his way. The visits of the spirits also remind Scrooge that Christmas is a time of generosity, joy, laughter, showing goodwill to others, sharing as well as a time to spend with loved ones. So by the dawn of Christmas Day, Scrooge is ready to keep Christmas well and learn to enjoy it. By this Dickens social conscience moves the reader and tells the reader what is involved in keeping Christmas well. Dickens uses two techniques to get readers to keep Christmas well. He frightens the reader firstly by the use of some characters like Marley. Secondly, he makes the reader want to join in with those who are enjoying Christmas by using the Cratchit Family At the beginning of the novel, Dickens makes the reader dislike Scrooge because of his attitude towards others. The reader immediately sees Scrooge as a mean, self-contained man who has no time for anyone else but himself and his money. This is seen in how he treats people. For example, Scrooge treats his clerk with anger and suspicion. However, when the latter shows interest in Christmas, the former threatens to give him the sack. Scrooge warns the clerk by saying: Let me hear another sound from you, and youll keep your Christmas by losing your situation. (Page 7) Similarly Scrooges treatment of the clerk does not differ from his nephew. Scrooges nephew pays him a visit to wish him a Merry Christmas and to invite him for dinner. Again, Scrooge treats him with contempt, making him look like a nai ve person for believing in Christmas. His response to the charity collectors was very discouraging and demeaning. Two portly gentlemen ask Scrooge to donate for charity. Due to his unbelief in charitable activities, he suggests they go to workhouses. They explain to him that most would rather die than go to such places. In reply, Scrooge says:

Once there Was a Village :: essays research papers

The book, Once There Was a Village, written by Yuri Kapralov, is an autobiographical tale of his experiences living in the ethnically diverse East Village of New York City. The story takes place during the late 1960s and early 1970s and most of the events occur around Thompson Square Park-- the center of Alphabet City. Yuri Kapralov came to America after World War II, displaced from the Caucuses. He made the East Village home. In the book, he was adamant about what is the â€Å"East Village†. His description was west of Avenue A. He describes the ethnic composition as ever changing, but for the later part of the sixties, was mostly divided into Puerto Ricans, Russians, Polish, Blacks, and Bohemians; the bohemians were further divided into black-and-white couples, students, left-over beatniks and hippies. Kapralov describes how the area around Thompson Square Park and much of New York, during the late sixties and early seventies, became a dangerous place to call home. Crime was a daily occurrence brought on by the drug infestation and poverty typical of the location and era. People of the East Village were poor and disheartened by what they considered the New York Police Department’s lack of protection. In the late 1960s,although the East Village was overrun with crime, police officers were rarely seen east of First Avenue. Letters were written to the mayor and to newspapers requesting patrol officers in the area. The letters were either ignored or the authors were told the manpower was not available. Due to this situation, the Police become an object of hate. They never seemed to be there for protection against the ever recurrent muggings, robberies, and general violence against East Village citizens. The crime was so frequent that the residents began defending themselves with anything available and even resorted to buying illegal weapons. Many residents were caught with these illegally purchased weapons and arrested, further straining relations with law enforcement The summer of 1966 saw the climax of the antagonistic relationship with law enforcement and residents. There were street riots on Avenues C and B. Cars were burned, stores were robbed and people were killed. That evening, the area turned into a War Zone during the evening east of Avenue B. The community had many different views of the events. The Russian immigrants, who were deemed by the writer to be "more racist", saw the events as evident of the Black and Puerto Rican people acting "out of control" and the neighborhood "going to hell".

Bank and Fidelity

In the ever changing banking industry, First Fidelity Bancorp had grown to be one of the largest holding companies of eight financial institutions and over 500 branches. Their growth has been through the acquisitions of other smaller institutions and internal growth generated by strong relationships with customers. This growth has come at a cost and First Fidelity has been left with a complicated mix of systems, operations, and organizational culture. First Fidelity allowed the eight financial institutions to operate totally independent of each other and the corporate office solely managed the integration of the financial reporting responsibilities. The non-integration of systems and operations has also left First Fidelity with higher costs and the need to make changes which will allow them to be competitive in the future. By the early 1990’s First Fidelity had begun to integrate some of the operational functions, but had yet to connect them further. Due to changes in banking regulation, the US government had begun cracking down on new rules on financial reporting, asset quality, and capital requirements for the banks. The government wanted better controls from upper management and the only way First Fidelity could accomplish this was to integrate systems, management, and combine all eight financial institutions into a more consolidated with less autonomous feel. Management made this their highest priority and put a strict deadline of 18 months on this task. This deadline put two major decisions directly ahead of First Fidelity, organizational structure and method of achieving the full integration. In order to evaluate the full impact of their decision on organizational structure changes, First Fidelity looked at the following criteria: †¢ Cost Effectiveness †¢ Responsiveness to Business Needs †¢ Responsiveness to Individual Needs †¢ Ability to Standardize Products and Service Offerings †¢ Ability to Support Outsourcing Options †¢ Ability to Support Acquisitions †¢ Service/Quality Orientation/Incentives While these criteria would decide what organizational structure First Fidelity would have, they also had to decide how the rationalization and consolidation plan should be conducted, internally, through the use of consultants, or through outsourcing. First Fidelity saw outsourcing as the most viable solution to their problem and felt it would best serve the company by achieving the goals in the desired time frame. First Fidelity has recognized several potential outsourcing vendors and determined the advantages and disadvantages of each vendor. Their decision now must be to select the proper vendor who will provide them not only with the services needed to move them through the rationalization and consolidation process, but one which will provide quality services and cost savings to First Fidelity for years to come. Changes to Organizational Elements The major change First Fidelity will be forced to deal with is the change to their organizational structure and hierarchical relationships within the firm. Prior to the rationalization plan, First Fidelity operated as eight separate financial institutions. Decisions were made independent from each other and there was no single person to oversee all operations from the holding company point of view. When Don Parcells was put in charge of all operations, and improvements were needed immediately, he put a plan in place to consolidate functions and make First Fidelity a more cost efficient organization. In order for this to become a success, First Fidelity was going to first have to restructure their separate cultures into a single unified culture. Parcells was planning on consolidating the separate operations and systems which the eight banks used. To make this a success, all parties need to be thinking in the same direction and accepting of the upcoming changes. Parcells task of unifying First Fidelity under these same systems would not be a success if the current management did not understand the reasoning behind the changes and understand the â€Å"big picture† of increased profits and long-term sustainability of First Fidelity. Current management would also be forced to deal with changes in management structure. This will give the First Fidelity corporate office more control over the eight banks and ensure the banks operate in a consolidated manner once the initial changes are implemented. Systems Integration The importance of systems integration goes well beyond the cost efficiencies First Fidelity hopes to experience. The system changes will put one face on the eight financial institutions and will provide them with the ability to accomplish many of the goals mentioned before under the criteria for organizational structure changes. First Fidelity should also take this opportunity to take advantage of the best practices which can be found through their analysis of their own internal operations and systems, external competitors, and the potential third parties they are analyzing for outsourcing opportunities. As the 25th largest bank holding company, First Fidelity has the potential to take advantage of improvements in technology. By decreasing their transaction costs through technology, First Fidelity’s high volume will allow them to take advantage of economies of scale. An integration of systems will also make First Fidelity a much more attractive candidate for merger activity. They will either be able to expand and make new acquisitions integrate more smoothly into the First Fidelity family, or make themselves more attractive as an acquisition target. Outsourcing at First Fidelity First Fidelity is in a very difficult situation. The short time period in which First Fidelity has to turn around its operations and systems does not ffer First Fidelity many options. They are seeking a simple solution to a problem which should have been addressed a decade earlier when they had begun merging the banks under one holding company. When considering the use of outsourcing, businesses should not rush this decision and should analyze what functions and how important these functions are to the business. As a general rule, core functions should not be outsourced to third party vendors. Only non-core functions should be considered, and only when significant cost savings will be made and the vendor offers a long-term, high quality service which will not have a negative impact on the customers of the outsourcing firm. First Fidelity needs to consider whether their systems and operations are part of their non-core functions and will truly add value through cost savings. Long Term Implications of First Fidelity Decision First Fidelity’s decision to outsource will have long term implications on the future of their banking operations. When First Fidelity began investigating the decision to outsource in 1990, one important variable would be the future of banking and which technologies would be the future of bank operations. The upcoming jump in the use of technology in banking will have a major impact on the systems necessary to be successful in banking. This offers even greater risk for outsourcing, since First Fidelity will be giving up much of their control of their technology. The Decision and Future of First Fidelity. First Fidelity did decide to use EDS as the company which will handle their software systems and data center operations. The contract was valued at $450 million over ten years and was considered the largest outsourcing contract for financial institutions at that point in time. In 1996, First Fidelity merged with First Union, in what was then considered one of the largest mergers in the banking industry, and made First Union an imposing force in banking along the east coast of the United States. One of the major factors for the merger was to add additional economies of scale to First Union’s operations and to decrease the high costs of technology which banks were experiencing. First Fidelity’s decision to integrate their systems in 1990 came at an integral point in time for the bank holding company. It provided them with cost savings and made them a strong acquisition target by un-complicating their systems and making their operations more efficient.

Corrective Feedback Methods Used

Corrective Feedback Use of a Native English Speaker Teacher and a Non-Native Teacher INTRODUCTION The importance and benefits of corrective feedback have been debated in many aspects in SLA field. Most of the teachers take correcting errors as their responsibility. There is no doubt that the first aim of corrective feedback is to make students aware of their mistakes so that they can correct.The way teachers carry out this progress may differ from eachother hence I dedicated this paper to find out differences or similarities in correcting feedback patterns of a native English teacher and a non-native English teacher lecturing at University of Kocaeli ELT Department. After observation , I asked them their opinions about students’ mistakes and corrective feedback so as to understand dynamics that effect the type and rate of Corrective feedback they give. LITERATURE REVIEW Corrective feedback is called any reaction from teachers to students’ â€Å"non-nativelike use of th e target language† indications. Kim, 2004)The approaches towards corrective feedback differ. Rezaei, Mozaffari&Hatef, 2011 summarize these approaches; some schools of thought like Behaviorism considered errors as taboos in their discourse and believed that theyshould be immediately corrected by the  teacher (Brown, 2007; Larsen-Freeman, 2000; Richards &Rodgers, 2001)while others claimed that error correction was not only unnecessary, but also harmful to language learning(Krashen, 1981a;1981b). With the emergence of communicative approaches, error correction underwent aradical shift (Nicholas, Lightbown, &Spada, 2001; Russell, 2009).CLT advocates created a balance betweenwhat Audiolinguists and Cognitistvists do and suggested that an error must be viewed as evidence of learners'linguistic development, not as a sin to be avoided. CLT advocates recognized the need for fluency and thisallows teachers to leave  some errors uncorrected. Nevertheless, currently SLA researchers st rongly believe in error correction and corrective feedback (Ellis,2006). While carrying out corrective feedback, different methods are implemented during the classroom period. Researchers have begun to focus on these different methods so as to find out which ones are more or less ffective. When it comes to practice in the class the methods may differ according to the students’ language level and type of error, teachers’ attitudes towards errors and also time for feedback. Types of Corrective Feedback:(Lyster, 1997; Lyster;Ranta, 1997). 1. Explicit correction: Clearly indicating that the student's utterance was incorrect, theteacher provides the correct form. â€Å"S:   Some diamonds  used to  decoration. T:Please say, ‘Diamonds  are used for  decoration’. ‘Don’t say,used to’. You must use a passive form of the present simple tense here. â€Å" 2.Recast: Without directly indicating that the student's utterance was incorrect, the teacher implicitly reformulates the student's error, or provides the correction. â€Å"S:   Some diamonds  used to  decoration. T: Some diamonds are used for decoration† 3. Clarification request: By using phrases like â€Å"Excuse me? † or â€Å"I don't understand,†the teacher indicates that the message has not been understood or that thestudent's utterance contained some kind of mistake and that a repetition or a reformulation is required. â€Å"S:   Some diamonds  used to  decoration. T: Excuse me? â€Å" 4. Metalinguistic clues.Withoutproviding the correct form, the teacher poses questions or provides comments or information related to the formation of the student's utterance . â€Å"S:   Some diamonds  used to  decoration. T: Do diamonds use something to decorate ? 5. Elicitation:The teacher directly elicits the correct form from the student by asking questions (1), by pausing to allow the student to complete the teacher's utterance (2) or by asking students to reformulate the utterance(3). Elicitation questions differ from questions that are defined as metalinguistic clues in that they require more than a yes/no response. â€Å"S:   Some diamonds  used to  decoration. – T: People used some diamonds, so †¦? 2- T: Some diamonds†¦? 3- T: Say that again. â€Å" 6. Repetition. The teacher repeats the student's error and adjusts intonation to draw student's attention to it. â€Å"S:   Some diamonds  used to  decoration. T: Some diamonds used to decoration â€Å" METHODOLOGY This research is conducted in Kocaeli University, English Language Department. I observed and voice recorded preparation class Listening course in which native English speaker teacher Ms. Costa lecturing and 1st year class Listening & Pronunciation course in which non-native teacher Mr. Kurtaran lecturing .I removed material listening parts of recordings from both and student to student discussions from Ms. Costaà ¢â‚¬â„¢s class. In that way I had 25minutes lasting data of student-teacher interactions. After transcribing and clarifying their corrective feedbacks, I interviewed with these teachers so as to understand the dynamics lying under the way and frequency they give corrective feedback. FINDINGS Corrective Feedback use by teachers are in the tables below: CORRECTIVE FEEDBACK TABLE OF NATIVE ENGLISH SPEAKER TEACHER| Recast| T: What did you do yesterday? S: I watched TV and I sleep, sleep, sleep. T: I slept, I slept, I slept. Okey. |Explicit Correction| T: What are the three things that you ate yesterday? S: I ate rice, meatballs and coke. T: Lets repeat, I ate rice, meatballs and coke. (Class repeats after the teacher for studying intonation) S: I guess you didn’t eat the coke, probably drink. Don’t eat your coke. | Recast with stress| T: What would you buy if you were rich? S: I want to buy.. T: I would buy S: I would buy a car and†¦. | Explicit Correction| T: Enver, where yould you go? S: I would go Dubai, Hon Khong, Paris. T: Okey, Dubai, Honkong and Paris. Umm, guys make sure you are using â€Å"to† go to, go to, everybody go to†¦( Class repeats after the teacher)|Recast & Explicit Correction| T: What would you buy if you were rich? S: Build a tall and big house T: You’d build a big and tall house, word order is like that. | Recast & Clarification Request| T: If you were rich, would you work? S: I think being rich and having a job is different things. Having a job you asked to a statu /statu/ in our life, it is important. T: Status /st? t? s/, is that what you mean? S: Yes, it is important. | CORRECTIVE FEEDBACK TABLE of NON-NATIVE TEACHER| Recast with stress| S: Is one road /r d/ to success / ’sakses/ better than another? T: Is one road / r d/ to success / s? k? es/ better than another ? | Recast| T: Of course here, the word â€Å"road† is used symbolicly, road is a methaphore, what does it actually suggest? S: Method, way.. T: Methodology, way, okey. | (1)Clarification Request & (2)Metalinguistic Clue| S: To be successful means that you can do whatever your aims are. T: What does it mean ‘to do an aim’? (1)Do we do an aim? Do we do an aim? Are the aims things to be done? What do we do the aims? (2) Ss: We achieve. | Repetation| T:What is your interpertation of success? S:Being able to reach the necessary knowledge. T: Reaching necessary knowledge? S: Requiring the necessary knowledge. (1)Repetation (2)Clarification request (3)Explicit Correction| S: My friend shatters†¦ brochures. T: Shatters? (1) What do you mean with shutters? (2) She shatters? You mean hands out, distrubutes? Shatter oyle dag? tmak degil. Darmadag? n etmek, an earthquacke shutters an area. (3)| Recast with stress| T: What is one skill or talent you wish you had? S: The leadership T: So you don’t think you have leadership skills. S: Uhmm, I have but not enough T: You wish you had more or bet ter leadership skills, okey. | Explicit Correction| T: I mean how do you think you could improve your communication skills?S: Going.. En.. T: Could ! Could! (clicks his fingers) I could do this, I could do that.. S: I could go to England†¦. | (1)Repetation (2)Metalinguistic Clue| T: Other suggestions please. S: Creator, idea creator in an commercial company. T: Idea creator,(1) that is not what they call it. Yarat? c?.. What do we call it in Turkish? (2) Ss: No idea. T: Advertising, lets call it advertising. | Explicit Correction| T: In what ways has the typical career part changed in the last few decades? S: In the past they climb the ladder but now they†¦ T: Nobody climbs no ladders. Is that what you are suggesting?S: No, they go to better job easily. One step to third step†¦Something like that. T: Something like that is not a sort. You mean; in the past, there was only one ladder to climb, the ladder you would climb, staying with one company but now, there are many opportinuties; many different jobs, companies, okey? That is it. | Corrective Feedback types and percentages given by two teachers’ are shown on the graphics below : It is seen that NT gives less CF during student talking time which is 2,24 times more than in NNT’s class. As it is seen in the graphic, NT uses Recast as a half of CF she gives.NNT teacher uses Recast, Explicit Correction and Repetation at the same level which are the mostly used first thee. Out of 8 CF; 4 Recast, 3 Explicit correction and 1 Clarification Request is used by NT. NNT uses more different types of CF. Out of 13 CF NNT uses; 3 of Recast, Explicit Correction and Repetation in addition to 2 of Metalinguistic clue and Clarification Request. Both teachers give more than one CF at a time. Native Teacher considers the students as language learners, Non-Native Teacher considers them as future teachers. Regarded to their consideration, their approaches to student’s mistakes differ.NNT thinks m aking mistakes is a part of progress but some mistakes of ELT students at that level are not acceptable. NT gives more importance to fluency and complexity hence she does not want to stop students speech so as not to make them feel uncomfortable. She thinks that she gives CF at a low rate than she should do as she focuses on meaning. NNT gives more importance to accuracy and thinks that they don’t have much time left as the students are about to become teachers, he tries any kind of Corrective Feedback so as to make sure that the students realise their mistakes and correct them.He thinks that he gives CF at a high rate than he should do as these classes are the last chances of the students to learn from their mistakes before they start teaching. According to the interview it could be concluded that being Native or Non-Native effect theachers’ expectations from students and these expectations effect the frequency and type of CF they give. References Kim, J. (2004). Issu es of corrective feedback in second language acquisition,Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics  4(2), 1. â€Å"Gass, S. (1997). Input, interaction, and the second language learner.Mahwah, NJ: Erlbaum. Schachter, J. (1991). Corrective feedback in historical perspective. Second Language Research, 7† Lyster, R. &Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition,19, 37-66. Rezaei, S. , Mozaffari, F. , &Hatef, A. (2011). Corrective feedback in sla: Classroom practice and future directions,International Journal of English Linguistics,1(1), 1. Corrective Feedback Use of a Native English Speaker Teacher and a Non-Native Teacher Betul Okcan Kocaeli University Reseach Skills A. P. Dogan Yuksel 2012

Using MindMaps to Learn English Vocabulary

Using MindMaps to Learn English Vocabulary MindMaps are one of my favorite tools for helping students learn new vocabulary. I also frequently use MindMaps to think creatively for other projects that Im working on. MindMaps help us to learn visually.   Create a MindMap Creating a MindMap can take some time. However, it doesnt need to be complicated. A MindMap can be simple: Take a piece of paper and group vocabulary by theme, for example, school.   Who are the people at school?What kind of objects are in the classroom?What are the different types of classes?Which jobs do the people at school have?Which different types of students are there? Once you have created a MinMap you can expand. For example, from the above example with school, I could create a whole new area for the vocabulary used in each subject. MindMaps for Work English Lets apply these concepts to the workplace. If you are learning English in order to improve the English you use at work. You might want to consider the following subjects for a MindMap Titles of ColleaguesTitles of Customers / ClientsActions (verbs)Equipment I use EverydayMy ResponsibilitiesImportant Phrases to Use When Writing Emails In this example, you could expand on each category. For example, you could branch off categories from Colleagues to include what they do, or you could build out the vocabulary for each type of equipment you use at work. The most important factor is to let your mind guide you as you group vocabulary. Youll not only improve your English vocabulary, but you will quickly gain a better understanding of how the various items in your MindMaps interact. MindMaps for Important Combinations Another way to use a MindMap for vocabulary is to focus on grammar constructions when creating your MindMap. Lets take a look at verb combinations. I could arrange a MindMap using these categories: Verbs Gerund (ing form - doing)Verbs Infinitive (to do)Verbs Pronoun Base Form (do)Verbs Pronouns Infinitive (to do)   MindMaps for Collocations Another vocabulary activity that MindMaps can really help with is learning collocations. Collocations are words that are commonly used together. For example, take the word information. Information is a very general term, and we have all sorts of specific types of information. Information is also a noun. When working on collocations with nouns there are three main areas of vocabulary to learn: adjectives/verb noun/noun verb. Here are the categories for our MindMap: Adjective InformationInformation NounVerb InformationInformation Verb You can expand this MindMap on information further by exploring specific collocations with information used in specific professions. The next you start focusing on vocabulary, try to start using a MindMap. Start off on a piece of paper and become used to organizing your vocabulary in this manner. Next, start using a MindMap program. This will take some extra time, but you will quickly become used to learning vocabulary with this aid. Print off a MindMap and show it to some other students. Im sure theyll be impressed. Perhaps, your grades will start improving as well. In any case, using MindMaps will certainly make learning new vocabulary in English much easier than just writing down words on a list! Now that you understand the use of MindMaps, you can download a free version to create your own MindMaps by searching for Freemind, an easy-to-use open source software program. Now that you understand how to use MindMaps for learning new vocabulary and grammar, youll need some help on how to  create vocabulary lists. Teachers can use this reading comprehension MindMapping lesson to help students apply these technics in reading to help improve comprehension.

Why Students Cheat and How to Stop It

Why Students Cheat and How to Stop It Cheating in our schools has reached epidemic proportions. Why do students cheat? What can we as parents do to prevent it? Here are some answers to these questions and much more in this article which features an in-depth interview with one of the nations top authorities on the subject, Gary Niels. Why do students cheat? Here are three reasons: 1. Everybody does it. Its disturbing to discover that young people in middle school and high school think that it is acceptable to cheat. But its our fault, isnt it? We adults encourage young people to cheat. Take multiple choice tests, for example: they literally invite you to cheat. Cheating, after all, is nothing more than a game of wits as far as teenagers are concerned. Kids delight in outwitting adults, if they can. While cheating is discouraged in private schools by tough Codes of Behavior which are enforced, cheating still exists. Private schools which devise tests requiring written answers rather than multiple guess answers discourage cheating. Its more work for teachers to grade, but written answers do eliminate an opportunity for cheating. 2. There are unrealistic demands for academic achievement from state and federal education authorities. The public education sector is accountable to government, largely as a result of No Child Left Behind. State legislatures, state boards of education, local boards of education, unions, and countless other organizations demand action to correct the real and imagined failings of our nations public education system. As a result, students must take standardized tests so that we can compare one school system to another nationally and at the state level. In the classroom these tests mean that a teacher must achieve the expected results or better, or she will be viewed as ineffective, or worse, incompetent. So instead of teaching your child how to think, she teaches your child how to pass the test. No Child Left Behind is driving most of the assessment teaching these days. Educators really have no option but to produce the best possible results. To do that they must teach solely to the test or else. The best antidotes for cheating are teachers who fill children with a love of learning, who impart some idea of lifes possibilities and who understand that assessment is merely a means to an end, not the end itself. A meaningful curriculum will shift the focus from learning boring lists of irrelevant facts to exploring subjects in depth. 3. Cheating is expedient. It can be the easy way out. Years ago cheaters lifted whole passages from an encyclopedia and called them their own. That was plagiarism. Plagiarisms newest incarnation is dead easy: you simply point and click your way to the site with the relevant information, swipe and paste it, reformat it somewhat and its yours. Need to write a paper in a hurry? You can quickly find a site which provide a paper for a fee. Or go to a chat room and swap papers and projects with students nationwide. Perhaps youd prefer to cheat using texting or email. Both work just fine for that purpose. Sadly, many parents and teachers have not learned the subtleties of electronic cheating What can we do about it?   Schools need to have zero tolerance policies concerning cheating.Teachers must be vigilant and alert to all the newer forms of cheating, particularly electronic cheating. SmartPhones and tablets  are powerful tools for cheating with uses limited only by a students imagination. How do you fight that kind of brain power? Discuss the issue with both technology-savvy students and adults. Their exploits and perspective will help you fight electronic cheating. Teachers:  Ultimately the best solution is to make learning exciting and absorbing. Teach the whole child. Make the learning process student-centric. Allow students to buy into the process. Empower them to guide and direct their learning. Encourage creativity and critical thinking as opposed to rote learning. Parents:  We parents have a huge role to play in combating cheating. Thats because our children mimic almost everything we do. We must set the right sort of example for them to copy. We must also take a genuine interest in our childrens work. Ask to see everything and anything. Discuss everything and anything. An involved parent is a powerful weapon against cheating. Students:  Students must learn to be true to themselves and their own core values. Dont let peer pressure and other influences steal your dream. If you are caught, cheating has serious consequences. Editors Note:  Gary Niels  is Head of  Winchester Thurston School  in Pittsburgh and the author of a very useful paper on cheating entitled Academic Practices, School Culture and Cheating Behavior. I am grateful to him for answering my questions.    Everybody does it. Unrealistic demands for academic achievement by state education boards. Expediency or the easy way out are some of the reasons students cheat. Are there other reasons of which you are aware? The first thing to recognize about cheating is that the vast majority of young people (and adults for that matter) believe that cheating is wrong. Yet, by nearly every poll, most young people cheat at least once in their high school career. So, the most important question is why do young people behave in ways that are inconsistent with their stated beliefs? I believe the answer to this lies in a survival instinct. I am not a psychologist, but I believe there is a mechanism within each of us which triggers a need to save face. Saving face can mean a desire to save oneself from the angry assault of a parent or teacher; it can mean avoiding embarrassment; it can mean economic survival or a perceived pressure be it self-inflicted or inflicted by some other extraneous force. Nowadays, college acceptance is the major instigator of this survival instinct. Of course, the survival instinct isnt the only reason young people cheat. They might cheat because they find a lesson or a course to be meaningless -having no perceived relevance to their lives. They might also cheat because they belief something is unfair, so feel justified in cheating. Lets examine each one of these reasons in more detail. First of all, Everybody does it. To me thats like saying everybody cheats on their taxes or lies about their age. Does this signify a lack of moral conviction on the part of society as we head into the new millennium? Are parents setting the wrong example for their children? Historically, sociologists and psychologists have studied cheating behavior under the classification of aberrant or deviant behavior. Psychologists and sociologists have applied theories of deviant behavior in order to understand cheating. However, cheating is no longer deviant behavior; it is now normal behavior. This change poses a significant challenge for those who seek to establish academic integrity in a school environment since the student code is stronger to break and is more prevalent. As for the role of parents, Id like to come back to that a little later. The demand for accountability has created a clamor for state testing of students. The pressures are enormous on both students and teachers. How widespread do you think cheating is in this area? Does state testing  ipso facto  encourage cheating to achieve acceptable results? Although I cannot excuse it, I understand why an educator might find state testing to offer an unbearable pressure to cheat by in some way giving your students an unfair advantage. If you tell a school administrator that his schools existence or employment might hinge on his students performance on a test, I believe you are tempting fate. Most human beings have a breaking point and when anything threatens a persons livelihood, income and/or social status, you put them in a survival mode. In other words, as you threaten that individuals existence, you tempt them to reach their moral breaking point. Cheating offers an easy way out. Why bother studying hard and doing all those term papers by yourself if you can use somebody elses work? Would you agree that expediency is a major reason for cheating? Expediency might be one reason for cheating, but Im not sure its the main reason. In fact, strangely, young people will sometimes go to greater lengths to cheat than to study for a test. Occasionally, this is due to boredom. Studies indicate that there is a high correlation between certain pedagogical practices and cheating behavior: lack of clarity in a lesson, perceived lack of relevance, and too few tests offered in a grading period are just a few examples. Ive even wondered at times if cheating isnt some form of student protest against certain types of curricular or pedagogical factors. One mathematics teacher had an interesting insight into a student who had gone to elaborate lengths to program his calculator to outsmart his teacher. I cant help but believe that a student who is so capable in using technology, couldnt ace an Algebra test. Also, I find when I prepare a test with calculator use, I emphasize the problem solving aspect, not the calculation. Those real world applications which we are encouraged by (the NCTM) Standards to employ in our classes actually defeat the need to cheat in classes, or dont provide the opportunity to cheat. Without wishing to appear to be blaming teachers, it is necessary to point out that the way we present our curricula and the type of assessments that we offer can influence cheating behavior. We need to demonstrate to students why it is important for them to know the material we are presenting and the purpose it will serve in the bigger context of their studies and lives. Forms of Cheating One of the reasons you and I are doing this interview is to make our colleagues, both teachers and parents, more aware of the highly sophisticated forms which cheating has adopted since the advent of technology in the classroom. Can you outline some of the kinds of cheating we adults ought to be vigilant for? The University of Texas complied a very comprehensive list of cheating strategies, which Ive included in the  Appendix  of my paper  Academic Practices, School Culture Cheating. Youve raised a good point with regards to sophisticated forms of cheating. One of the problems we encounter in deterring cheating is that some kids can simply outsmart us. While writing my paper I was in touch with many educators around the country. At one point I received an e-mail tip that there was a discussion going on among some students on one of the major graphing calculators listserv whereby students were sharing how they had outsmarted teachers. The following was one of the entries that day: Concerning teachers clearing memory before test, just write a memory clearing simulation program. I had a bunch of formulas I needed for an Algebra test stored in a program. I wrote a program that would simulate almost every function after [2ND] [MEM]. I even had a blinking cursor. The only problem I had was with Page Up and Page Down and having two menus at the bottom of the screen. When the teacher started around the room clearing memories, I went ahead and executed my program, doing a fake total memory clear. When she came around, she saw the memory cleared, defaults set screen, and went on to the next person. What a dumb ass! So, yes, dealing with the more sophisticated forms of cheating is a reality. How can teachers keep ahead of their students when it comes to recognizing electronic cheating? This might seem simplistic, but, first, students need to understand why cheating is wrong. Dr. Lickona defined a few in his book Educating For Character: It will ultimately lower your self-respect, because you can never be proud of anything you got by cheating.Cheating is a lie, because it deceives other people into thinking you know more than you do.Cheating violates the teachers trust. It undermines the whole trust relationship between the teacher and his or her class.Cheating is unfair to all people who arent cheating.If you cheat in school now, youll find it easier to cheat in other situations later in life - perhaps even in your closest personal relationships. Secondly, when essay topics are generic in nature, there seems to be more opportunity to cheat. However, when the essay topic is specific to class discussions and/or unique to the courses stated goals, it becomes more difficult for students to go to web sources to lift material or download papers. Additionally, when the teacher expects that the papers development will follow a step-by-step process that requires them to document their topic, thesis, outline, sources, rough draft and final draft there are fewer opportunities to cheat. Conversely, when a paper suddenly appears with no documented process, then teachers should be wary. Lastly, if there are regular in-class writing assignments, a teacher can come to know the students writing style. Lastly, teachers might want to familiarize themselves with the major web sites which offer papers to students for a fee. Plagiarism seems so much harder to spot when students only have to cut and paste materials. How can you recognize electronic  plagiarism? I suspect the teachers reading this might offer many worthwhile tips. To me, however, the best way is to simply know the students writing style. At times we have even asked the students previous teacher to help us to determine whether the paper or a section of a paper was consistent with the students work from the previous year. The difficulty comes when youre convinced that something isnt quite right and the student denies any wrongdoing. Different schools will handle this situation in different ways. Prevention at School Does a Code of Ethics or an Honor Code help keep most unethical academic behavior in check? Only if students and faculty have bought into the system! This is the biggest challenge with honor codes. It will be very difficult, if not impossible, to establish an honor code, or any effort to deter cheating for that matter, if students are not permitted to play a role in developing the solution. Social Psychologists, Drs. Evans and Craig speak of the weight of the communities attitudes in determining the potential success of an Honor Code. Intuitively, beliefs about the efficacy of strategies to reduce or prevent cheating may predispose success or failure. For example, if students believe that an honor system to promote academic honesty wont work, chances for success of the system introduced by their teachers may be jeopardized from the outset. Dr. Gary Pavela, the director of judicial programs at the University of Maryland and the past president of the National Center for Academic Integrity, fully supports the notion of student participation in formulating an Honor Code: Such balancing and sharing of authority is premised upon the assumption that control of academic dishonesty will not be accomplished by threat of punishment alone. Ultimately, the most effective deterrent will be a commitment to academic integrity within the student peer group. Only by giving students genuine responsibility in a collaborative effort with faculty and staff can such a commitment be fostered and maintained. Trusting students to participate in the establishment, promotion and enforcement of community values is a difficult challenge. Traditionally, schools have been hierarchical with students being at the bottom. But educators are realizing that when trusted and when given an opportunity to participate in the vision of the school, students have a great deal to contribute. Moreover, this participation has had other positive consequences. Namely, the adolescent desire to belong has results in expressions of loyalty to the school, rather than the sub-group. The more of this type of loyalty which we can inspire, the less cheating behavior we will see. Prevention at Home I have always felt that parents should review their childrens work regularly to see what is being accomplished. Does this help prevent cheating? I am sure that this is important, but as the student gets older and more independent, it is less likely that parents will be checking work. The most important thing parents can do is to model integrity. Just last night I was attending a movie with my family. My son ran into a classmate whose father was in the adjacent line. When we simultaneously reached the front to purchase our tickets, we all clearly heard the boys father say One adult, two children to the ticket agent. Since the childrens age for a reduced rate was clearly demonstrated on the board and our sons were the same age it was obvious that the father lied about his sons age in order to reduce his fee by a couple of dollars. Although such a white lie seems harmless, it models to children that corners can be cut, little lies dont matter and honest is good when its expedient. How Teachers Can Help Prevent Cheating Model integrity, no matter what the cost.Dont assume young people know why cheating is wrong, both from a personal and corporate perspective.Enable students to understand the meaning and relevance of an academic lesson.Foster an academic curriculum which perpetuates the real-world application of knowledge.Dont force cheating underground - let students know that you understand the pressures and, at least initially, be reasonable in responding to violations. Tips for Foiling Electronic Cheating Catching students who cheat has always been part of your job as a teacher. The wrinkle these days is that electronic cheating is wide-spread in addition to all the other forms of cheating you and I are accustomed to. Here are five ways to catch your students when they cheat. 1. Use a PDS (Plagiarism Detection Service) like  Turnitin.com  to catch plagiarism. The service is used by thousands of schools and universities worldwide. Basically Turnitin.com compares your students papers with those in their enormous databases. Similarities are highlighted so that you can review the findings easily. 2. Forbid the use of smart devices in exam rooms. Students are extremely savvy when it comes to devising ways to use common electronic equipment to cheat. Be alert to these techniques. Sending text messages via cell phone is more common than you realize. Watch for earphones which can be extremely tiny and are used to play back notes. 3. Lock down your grade program and database. Hardly a day goes by without some chilling story about hackers breaking into a schools academic database and changing grades. Keep your computer secure by using secure passwords. Set your screen saver to activate in password protected mode after 2 minutes of inactivity. 4. Look for crib notes anywhere and everywhere. Students can write notes on the most ordinary things like gum wrappers and bottle labels and bring them safely into the exam room UNLESS you are watching carefully or ban them completely. So, be a grinch and pick up wrappers and miscellaneous bits of paper wherever you see them. You can fit many pages of information on a small piece of paper using very small fonts. And its edible too. 5. Be vigilant. Trust but verify. A cautious Trust but verify! approach to dealing with cheating will pay off. Use the same approach in your classroom. Be aware of the possibilities for cheating which are all around you. Resources Cheating: Today’s High School Norm?High-Tech Cheating on the Rise at SchoolsOne Third of Teens Use Cellphones to Cheat in School Article edited by  Stacy Jagodowski

New Years Resolutions for Teachers

New Year's Resolutions for Teachers As elementary school teachers, we are always striving to improve. Whether our goal is to make our lessons more engaging ​or to get to know our students on a higher level, we are always trying to take our teaching to the next level. The new year is a great time to take a closer look at how we run our classroom and to decide what we would like to improve. Self-reflection is an important part of our job, and this New Year is the perfect time to make some changes. Here are 10 New Years Resolutions for teachers to use as inspiration. 1. Get Your Classroom Organized This is usually on the top of the list for all teachers. While teachers are known for their organizational skills, teaching is a hectic job and its easy to let things get a little out of control. The best way to achieve this goal is to make a list and slowly check off each task as you complete them. Break up your goals into smaller tasks to make them easier to achieve. For example, week one, you might choose to organize all your paperwork, week two,  your desk, and so on.   2. Create a Flexible Classroom Flexible classrooms are all the rage right now, and if you havent yet incorporated this trend into your classroom, the new year is a great time to start. Begin by purchasing a few alternative seats and a bean bag chair. Then, move on to bigger items such as standing desks.   3. Go Paperless With educational technology tools, its really gotten even easier to commit to a  paperless classroom. If youre lucky enough to have access to iPads, you may even choose to have your students complete all of their work digitally. If not, visit Donorschoose.org and ask for donors to purchase them for your classroom. 4. Remember Your Passion for Teaching Sometimes the idea of a fresh new start (like the New Year) can help you remember your passion for teaching. Its easy to lose track of what initially motivated you to teach, especially when youve been at it for a long time. This new year, take some time to jot down some of the reasons why you became a teacher in the first place. Remembering your drive and passion for teaching will help you keep going. 5. Re-Think Your Teaching Style Every teacher has their own style of teaching  and what works for some may not work for others. However, the New Year may give you the opportunity to re-think the way that you teach  and to try something new that you have always wanted to try. You can start by asking yourself some questions, like Do I want a student-centered classroom? or Would I like to be more of a guide or a leader? These questions will help guide you in figuring out which teaching style you want for your classroom. 6. Get To Know Students Better Take some time in the new year to get to know your students on a more personal level. This means taking some time to get to know their passions, interests, and family outside of the classroom. The better connection that you have with each individual student, the stronger the  classroom community you can build. 7. Have Better Time Management Skills This new year, take some time to improve your time management skills. Learn to prioritize your tasks and take advantage of technology to really maximize your students learning time. Tech tools are known to keep students engaged in learning longer, so if you really want to maximize your students learning time use these tools every day.   8. Use More Tech Tools There are some great (and affordable!) educational tech tools that are on the market. This January,  make it your goal to try and utilize as many pieces of technology as you can. You can do this, by going to Donorschoose.org and creating a list of all of the items that your classroom needs along with the reasons why. Donors will read your inquiry and purchase the items for your classroom. Its that easy. 9.To Not Take Work Home with You Your goal is to not take your work home with you so that you can spend more time with your family doing things that you love. You would think that this seems like an impossible task, but by showing up for work thirty minutes early and leaving thirty minutes late, its very possible.   10. Spice Up Classroom Lesson Plans Every now and then, its fun to spice things up. This New Year,  change up your lessons and see how much fun you will have. Instead of writing everything on the chalkboard, use your interactive whiteboard. If your students are used to you always using textbooks for their lessons, turn the lesson into a game. Find a few ways to change up your normal way that you do things and you will see the spark being lit in your classroom once again.

Summary for 'the parable of sower' Essay Example | Topics and Well Written Essays - 500 words

Summary for 'the parable of sower' - Essay Example Question #2: The destruction of the gated community where Lauren and her family live. The meeting of Lauren and Taylor Bankole on their journey north marks her first encounter with love. The transformation of her belief that God is change, into a religion and acquiring new followers in the form of Travis and Zahra. The disappearance of Lauren’s father and the death of her brother Keith. The enlargement of the north bound group. Question #3: Lauren Olamina is the leader of the group offering guidance to the group (Mayer 113), and the story is told from her point of view. Harry Balter being the only man initially provides added security. Zahra Moss proves to Lauren that she can teach people to read and write. Taylor bankole acts a source of wisdom and balances the age gap among members of the group because he is older than the rest of the group members. Question #4Dystopia is the setting of a story or film based on the future dysfunction of affairs in a community and members group together for protection against the chaos from outside. Characters group into a group of trusting individuals and shun others they do not trust. Question #7: The empathy disease is a condition of actually experiencing emotional and physical pain or pleasure of other people. Lauren, Grayson Mora, Emery Tanaka Solis, Tori and Doe are ‘sharers’. ‘Sharing’ in society is aimed at portraying the need to understand other peoples’ feelings and the good it could accomplish in attaining a better relationship among individuals. Question #20: The book is an enjoyable read because the issues it address are already present making it easier to identify with the characters’ situation. The book is a good recommendation to those who enjoy fiction based on near true circumstances or

Sunbelt South Essay Example | Topics and Well Written Essays - 1000 words

Sunbelt South - Essay Example The book continues in this vein moving along the time line until the second world war from whence a tremendous change starts sweeping through the south; altering its identity amid strong global influences. This change is witnessed amid strong resistance from the south’s white leadership who try to stem the new influences that threaten to change the status quo that has existed and given the south its distinct identity up to that point in time. Cobb uses a huge base of historical and literary references to illustrate his points and succeeds in providing a very balanced and unbiased account of the state of the south. The only criticism that can be leveled his way is the lack of reference to the medical situation through out the narration. The health maladies that plagued the south at various durations over time have also had an impact on the self- identity of the south and deserved some mention as well. To illustrate the state of the south since the Second World War, we have to r ely on the available literature and Cobb is a renowned historian of repute especially concerning the south. The study of the south is intricately interwoven with the history of America and its only fitting we look at it to understand the state of America since the end of the second world war. ... The image of the south has undergone change all through its existence and none is more profound than the change experienced after the Second World War and intensified during the civil rights era. The white supremacists fought hard to cling on to the status quo from this period but the winds of change were blowing harder and getting even harder to ignore. The very definitions of the southern way of life as it was known up till then were shaken to the core. The African Americans were at this time examining their southern heritage more keenly and openly and beginning to embrace their southern heritage amid their championing of their black identity. There is a distinct feel of the south’s development and evolution being dissected in the book and its wide array of relevant topics got fromfrom the national ascendance of southern culture and music, to a globalized Dixie's allure for foreign factories and a flood of immigrants, to the roles of women and an increasingly visible gay pop ulation in contemporary southern life. The heart of the book illuminates the struggle for Civil Rights. For instance the author refers to a time when Jim Crow still towered over the South in 1945, but Cobb shows that Pearl Harbor unleashed forces that would ultimately contribute to its eventual downfall. Rising black political influence outside the South and the incongruity of combating racist totalitarianism overseas while condoning the same at home, created the opportunity for returning black veterans to organize the NAACP's postwar attack on the South's racial system. This assault elicited not only vocal white opposition but also led to increasing violence that climaxed in the murder of young Emmett

Sociology can be a potent tool for the emancipatory youth worker Essay

Sociology can be a potent tool for the emancipatory youth worker discuss - Essay Example "It is never localized here or there, never in anybody's hands, never appropriated as a commodity or piece f wealth" (1980a, p. 98). Although discourse and practice pre-exist us, we learn to harness them to our own end. The notion f power being located within rules and regulations which are continually adopted and transformed by individual agents is central to Giddens' structuration theory f power (1984,p. 14). Foucault is known for his work analyzing changes in the discourse and practice f discipline and punishment, particularly in relation to education (1977a) but, with the exception f Dwyer's (1995) study f post-compulsory education in Australia, his theories have not had any major impact in adult education (Westwood, 1992). To understand the notion f empowerment and emancipation, we must begin with an analysis f power. This leads immediately to a fundamental problem: If power dictates or produces truth, how do we recognize true statements about power More fundamentally, is truth possible beyond power We may believe, with Habermas, that there is a realm f truth which exists beyond power and which is central to authentic human being, communication, and voluntary social order. Habermas (1984) argues that the "orientation to reaching understanding" is a universal feature f human communication which is central to overcoming self-interest and the domination f economic and political power in our lives (p. 286). This is also the fundamental assumption underlying Mezirow's (1994; 1995) theory f adult learning. Foucault, however, insists that there is no truth without power (1980a, p. 131). It is in and through power that what is known, what is said, what is taken for granted, and what is regarded as the truth a re constituted. The tensions between these two positions are central to the following discussion. It is argued that for people to become emancipated it is important first to be able to distinguish social action deriving from power as opposed to, for example, love and affection. It is also important to distinguish different types f power. This is something which is missing in Mezirow's work. Within a Habermasian framework, understanding how power works is crucial if people are to prevent the colonization and technization f the lifeworld by power and money and develop a society based on free, undistorted communication (Habermas, 1987, p. 183). It is argued here, that for emancipatory learning to reach its full potential, there is a need to go beyond an analytical realist typology f power to a Foucauldian structuralist analysis which helps people understand how they are limited and controlled by discourses and practices (Honneth, 1993; Kelly, 1994). The central tenet f this paper is that empowerment involves people developing capacities to act successfully within the existing system and structures f power, while emancipation concerns critically analyzing, resisting and challenging structures f power. The first section begins with an analysis f empowerment. Empowerment used to be associated with a wide variety f radical social movements (Bookman, 1988; Davis, 1988; Hanks, 1987; Inglis, 1994; Kieffer, 1984; O'Sullivan, 1993; Solomon, 1976; Villerreal, 1988). In more recent years, however, it has been appropriated by organizational

Importance of Philip II in the Success of His Son Research Paper

Importance of Philip II in the Success of His Son - Research Paper Example After the death of Philip, his son Alexander took over as his successor. He executed the plans of his father to invade Asia. During the tenure of Alexander, the Macedonian empire was extended in the west, including Asia Minor, Egypt, Central Asia and India (Present Kashmir and India) in the east. He was just thirty-three years old at the time of his death; he was worshiped by his followers like a God because of his bravery, comradeship and man management. He had already planned invasion in Arabia, having which he had created a long lasting, unparalleled and undefeatable empire. This brought him the title of Alexander the Great. Alexander had a very short tenure of emperorship, but yet it was very successful and full of victories. What could have been the role of Philip towards success of Alexander? Would there have been a successful Alexander the Great without having Philip as his predecessor? One thing is very clear: all historical figures are the merchandise of their predecessors. Philip was always proud of Alexander for his bravery, courageousness and his victories right at the outset of his military life. Alexander remained in school of Aristotle for three years and returned at the age of 16. Upon his return, he came to know about second marriage of his father and birth of step brother, who in his thoughts threatened his position as heir of the throne. Alexander was closer to his mother, whom he thought as a deprived lady due to the second marriage of his father. This increased distances and rivalry within the family and gave rise to conflicts / quarrels between father and son. The differences between them aggravated to an extent that Alexander was banished from Macedonia for quite a long time. Later on, both reconciled, but the distances in between remained ever increasing. Even though Alexander was one of the most popular, successful, brilliant and brave king / general that existed in any period of history, without the on-going efforts of Philip in the fi elds of politics and military, Alexander could have never been as thriving and successful. Philip had opened many avenues to conquer for Alexander. The seed which was sown by Philip in form of collation with Balkan people was harvested by Alexander the Great as subsequent victories with full administrative support by the Balkans (Cole and Coffin 2). Philip was always very concerned about the success of his son. He arranged for his good education and military training. He sent him to Aristotle for three years and then on return, handed him over to military trainers for war preparedness and learning of tactics. Despite the fact that Alexander distanced from him since his second marriage, Philip always remained forthcoming, approachable and friendly to his son. Alexander was always given the feeling of parental pride and honor by his father. His bravery and valor were always valued by Philip. Though Alexander used to remain away on campaigns for long durations, the approach of Philip t owards Alexander was characterized by care and guidance of a truly caring father. Unluckily, this relation of trust and love was not reciprocated by Alexander. He loved his father but in comparison, he was closer to his mother. But after the second marriage of Philip, he did everything in his capacity to remain away from his father but at the same time, he inherited skills of tactician and commander from his father. Alexander learned a lot

Advertisings Fifteen Basic Appeals Essay Example | Topics and Well Written Essays - 1000 words

Advertisings Fifteen Basic Appeals - Essay Example Like most Advertisements aiming to persuade us into buying a certain product or service the advertisement employs a degree of persuasion to the tune of tapping into our emotional financial and sub-rational (Fowles) perspectives and subconsciousness. The aim of any advertisement then in Fowles observation is to permeate the inner layer of the subconsciousness to play with our securities and insecurities. Now coming to this advertisement under analysis it is as mentioned before about a financial services company, from the renowned Toyota Group. The Advertisement claims to be able to help college students in particular with funds and finances to be able to afford a car during their rocky college years when they have no stable source of income. The question here that springs to the mind can be very colloquially put as â€Å"So what’s the catch?†.The catch is what lies in the small print at the bottom of the page which will be discussed later. The first thing of utmost importance here is whether Fowles's psychological analysis that advertisers will try to sell anything to us in a box by packing it to get around the need for rational thinking and critical reflection. The advertisement is all set in white with what seems to be a college freshman displaying all signs of frustration due to some unknown matter in the first instance. Curiosity demands that the reason for this frustration should be traced. The problem here is that in the first instance the Advertisement seems to remind us of old Advertisements for Intel computers or maybe some software. Then it states â€Å"sociology term paper due at 9 am† and then it states that the computer of what is the screaming college freshman has crashed somewhere 45 minutes before the date of submission. At this point the consumer is confused.

Importance of Philip II in the Success of His Son Research Paper

Importance of Philip II in the Success of His Son - Research Paper Example After the death of Philip, his son Alexander took over as his successor. He executed the plans of his father to invade Asia. During the tenure of Alexander, the Macedonian empire was extended in the west, including Asia Minor, Egypt, Central Asia and India (Present Kashmir and India) in the east. He was just thirty-three years old at the time of his death; he was worshiped by his followers like a God because of his bravery, comradeship and man management. He had already planned invasion in Arabia, having which he had created a long lasting, unparalleled and undefeatable empire. This brought him the title of Alexander the Great. Alexander had a very short tenure of emperorship, but yet it was very successful and full of victories. What could have been the role of Philip towards success of Alexander? Would there have been a successful Alexander the Great without having Philip as his predecessor? One thing is very clear: all historical figures are the merchandise of their predecessors. Philip was always proud of Alexander for his bravery, courageousness and his victories right at the outset of his military life. Alexander remained in school of Aristotle for three years and returned at the age of 16. Upon his return, he came to know about second marriage of his father and birth of step brother, who in his thoughts threatened his position as heir of the throne. Alexander was closer to his mother, whom he thought as a deprived lady due to the second marriage of his father. This increased distances and rivalry within the family and gave rise to conflicts / quarrels between father and son. The differences between them aggravated to an extent that Alexander was banished from Macedonia for quite a long time. Later on, both reconciled, but the distances in between remained ever increasing. Even though Alexander was one of the most popular, successful, brilliant and brave king / general that existed in any period of history, without the on-going efforts of Philip in the fi elds of politics and military, Alexander could have never been as thriving and successful. Philip had opened many avenues to conquer for Alexander. The seed which was sown by Philip in form of collation with Balkan people was harvested by Alexander the Great as subsequent victories with full administrative support by the Balkans (Cole and Coffin 2). Philip was always very concerned about the success of his son. He arranged for his good education and military training. He sent him to Aristotle for three years and then on return, handed him over to military trainers for war preparedness and learning of tactics. Despite the fact that Alexander distanced from him since his second marriage, Philip always remained forthcoming, approachable and friendly to his son. Alexander was always given the feeling of parental pride and honor by his father. His bravery and valor were always valued by Philip. Though Alexander used to remain away on campaigns for long durations, the approach of Philip t owards Alexander was characterized by care and guidance of a truly caring father. Unluckily, this relation of trust and love was not reciprocated by Alexander. He loved his father but in comparison, he was closer to his mother. But after the second marriage of Philip, he did everything in his capacity to remain away from his father but at the same time, he inherited skills of tactician and commander from his father. Alexander learned a lot

The Palace of King Minos Essay Example | Topics and Well Written Essays - 2250 words

The Palace of King Minos - Essay Example An Antiquarian and Numismatist, Sir Evans contracted my assistance on the project toward historiographic documentation of his work, and that of Duncan MacKenzie whom will provide oversight on the forthcoming archaeological excavation. Inspired by the work of one of my colleagues, Heinrich Schliemann and his discovery of the royal tomb at Mycenae in 1876, Sir Evans has made numerous trips to Crete and the site at Knossos since the first encounter in 1894. In the Ancient Minoan period, the great palace is not only a royal residence but also the center of administration for the broader agrarian and maritime economies of the island. The site of exchange for governance of Cretan society, and locus of power in communiqu with other seafaring cultures of antiquity, the Palace of King Minos was to become my greatest resource for inquiry into to ancient civilization. While I had spent time following others like Schliemann around the Mediterranean in writing about the development of Bronze Age cultures, nowhere was I enlightened to the human spirit and its potential for inculcating both equity and whimsy into a praxis of leadership. Unlike the hierarchies of the Ancient Egypt Egyptian Kingdoms of the same period, Crete main tained a separate culture that could very well be the precursor to democratic monarchies of the modern period. Six Months later . . .How does a historian go about constructing an adequate chronological framework for such a site as we are uncovering We have been toiling at our work endlessly as Mr. MacKenzie and his crew of local workers dig, dust and classify the bronze statuary from both Crete, and the surrounding Mediterranean, the vast amount of clay pottery, and even shards of ivory and other foreign materials from as far away as East Africa that are so indicative of the world of abundant trade that the Minoans engaged. The robustness of their culture and especially successful economic trade with other civilizations, attests to the high standard of living that the culture enjoyed well beyond what might have been expected in Europe even one hundred years ago. We have decided upon a Chronology for the Minoan Bronze Age which is now determined to be three periods: Early, Middle and Late Minoan (em, mm, lm). Subdivision of the periods has been classified according to noticeable shifts in pott ery styles. Late Minoan pottery: (a) conical rhyton, h. 325 mm, from Gournia, Room C58, lm ib; (b) ovoid rhyton, Marine style, h. c. 240 mm, from Palaikastro, lm ib; (c) bridge-spouted jar, Special Palatial tradition, Floral style, h. 165 mm, from Knossos, lm ib; (d) 'Ephyraean' goblet, h. 150 mm, from the Temple Tomb, Knossos, lm ii; (e) jar, Palace style, h. 850 mm, from Knossos, lm ii-iiia:1 (all Herakleion, Archaeological Museum); (f) stirrup jar, Close style, h. 105 mm, from a tomb at Tourloti, lm iiic (Philadelphia, PA, University of Pennsylvania, University Museum of Archaeology and Anthropology).iMuch effort has gone into geographic analysis of the site, and interpretation of planning that is an obvious precursor to Roman topographic renderings available to us today. The Palace at Knossos is to our best estimation 1300 BC. The

Gothic Style in Britain Essay Example for Free

Gothic Style in Britain Essay Gothic style has been enduring father of architectural design in Britain. Its development was complex and contradictive as it offers extraordinary vision of forms, shapes and angles. Nevertheless, the style has found its recognition. Usually, on distinguishes four major developmental stages of gothic style: Norman Gothic dated 1066-1200; Early English Gothic dated 1200-1275; Decorated Gothic dated 1275-1375; and, finally, Perpendicular Gothic dated 1375-1530. The term ‘gothic’ originated in France and was often referred to as the philosophy of architecture. Speaking about characteristics of gothic style, it is necessary to admit strong vertical lines, minimal wall spaces, high vaulted ceilings, buttressed walls and pointed door openings(Ross 2005). For the first time British architects became interested in gothic style during the Norman Gothic period or, in other words, during the Norman Conquest. That period brought Gothic style to life. Nevertheless, during that period British style was similar tot hat of the rest in the Europe and it hasn’t yet found distinguishing character. Designs of buildings were transitional as many of them were still provided with thick piers and rounded windows which were inherent to Romanesque style. Decoration and vaulting were simple and little sign of elaborate stonework was observed. Nevertheless, that period was the foundation of original British gothic style being so popular even today. Famous examples of that period are Wells Cathedral, Durham Cathedral and Ely Cathedral(Mahoney 1995). During the Early English period English architects had managed to truly adapt peculiarities of gothic style. Actually, that period was called ‘Lancet’ due to pointed lancet windows. Proportions were still magnificently simple, as well as the forms were still austere. The main points of early gothic style were lancet windows, slender towers, narrow shafts, and quadripartite ribbings in vaults. The best known example of early gothic style can be seen at Salisbury Cathedral(Frankl 1962). The third stage of gothic development was Decorated Gothic period being characterized by fanciful tracery and window ornamentation. New feature was that windows became wider than lancet ones. Invention of flying buttress contributed significantly development of gothic style as it became possible to provide widening or lessening in wall areas naturally. Furthermore, vaulting techniques improved and was much of help in supporting weight off the walls. The wall became little more than sells with decorated window openings. During that period architects became interested in stone decoration which was varied and rich. Moreover, window glass became more colorful and vivid. Designs were marked by stone carvings and paintings. One of the famous examples of Decorated Period is Exeter Cathedral(Harvey 1990). Finally, Perpendicular period was characterized by strong vertical lines in wall paneling and window tracery. The style became more functional. Flying buttress was provided with decorative features and vaults were elaborate fan shapes. British towers became decorated elaborately – they became massive and ‘traceried spider-webs of stone like lace’. Distinguishing features of that period were minimum wall space which entailed the viewer with the feeling of spaciousness and light. Kings College Chape and Henry VII’s chapel at Westminster Abbey were built in Perpendicular style(Ross 2005). It is necessary to underline that gothic style never really died in Britain after the medieval period. During 17th and 18th centuries gothic styles was still present despite popularity of classical themes which were ruled only by fashion. For example, gothic elements were added to Christopher Wren’s London churches to make them look older. In the end of the 18th century Batty Langley opened school of romanticized Gothic architecture which became popular design of domestic buildings. Finally, in the beginning of the 19th century gothic style was proclaimed to be more suitable to university buildings and churches: King’s College and Bridge of Sighs at John’s college(Frankl 1962). Bibliography Frankl, Paul. (1962) Gothic Architecture. Baltimore, Penquin Books. Harvey, John. (1950) The Gothic World, 1100-1600: A Survey of Architecture and Art. London, B. T. Batsford. Mahoney, Kathleen. (1995) Gothic Style. UK, Harry N. Abrams. Ross, David. (2005) Gothic Architecture in England [Internet]. Available from: http://www. britainexpress. com/History/Gothic-architecture. htm [Accessed 14 February 2008].

Ways To Manage Work Life Balance English Language Essay

Ways To Manage Work Life Balance English Language Essay This is the sentence that brings the idea when we talk of work-life balance. When we work every day, all day, with no time set aside for living life, we just get more stressed. We are unable to find sight of reality. We may not have the touch with creativity, which is just as important for producing quality work as it is for innovating in business. There are no benefits to living a workaholic lifestyle. A good work-life balance is very important in our life. Working is necessary and hard working is surely not bad but we need to find the right balance to keep our body healthy. Some rest is always necessary and that is something that the so called workaholics many times forget. A recent study shows that people who are stressed out in their jobs have a higher risk for dementia later in life.   This is bad news for the American worker who often has long hours and can often loose work-life balance on their way to climbing to the top of the corporate ladder. Deadlines, conflicting demands, promised delivery, increased accessibility, mixed with a need for a life outside of work, does not easily tip the scales to personal well-being. We have to focus on prioritizing and setting goals for ourselves, and create an action plan that will help us organize our life at work and in the home. Follow this Work Life Balance guide to get ourselves focused, and to create a plan that will help us to reduce stress. Setting healthy boundaries is essential for a healthy work life balance. Be attuned to our patterns of working, as well as our high alert, medium concentration, and down times during a 24 hour cycle. This will help us allocate tasks to appropriate times in which to complete them. Three more GETS to consider for a balanced life that will help us to sleep through out the night! These are Get Organized, Get Connected and Get Going. This paper deals with the ways to manage work life and reduce stress. Ways to Manage Your Work-Life Balance and Reduce Stress Introduction: Work to LIVE. Dont LIVE to work. This is the sentence that brings the idea when we talk of work-life balance. Its important to get a handle on mood swings or energy shifts if we want to maintain our work life balance and be successful in business. A good work-life balance is very important in our life. Working is necessary and hard working is surely not bad but you need to find the right balance to keep your body healthy. Some rest is always necessary and that is something that the so called workaholics many times forget. In todays intensely competitive global environment, companies that support work-life balance practices and encourage their employees to manage their personal energy effectively will come out on top. According to studies by the National Institute of Occupational Health, American businesses lose more that $300 billion a year due to absenteeism, employee turnover and workers compensation benefits directly resulting from overwork. We need to make priorities; it is necessary to take time for your family life. If you are married you need to spent time with your wife and your children. What are you with all the money if you dont have time to spend together. It is very often better to divide your time in working time and relax time. Work life imbalance leads to Stress: Happiness on your work is very important but when you come home you need to put all the sorrows and problems of your work away .A stressful job can lead to unhappiness that seeps into your leisure life and leads to bad health.   A recent study shows that people who are stressed out in their jobs have a higher risk for dementia later in life.   This is bad news for the American worker who often has long hours and can often loose work-life balance on their way to climbing to the top of the corporate ladder. There is good news though.   Companies realize that they need healthy employees and some are starting to take notice of new ways to handle work-life balance.   NPR reports said that in 2010 one percent of U.S. companies allow unlimited paid vacation for their employees.   Employees are allowed to take time when they need it as long as they get their work done.   This number also appears to be on the rise as companies pay more attention to results rather than tradition. As long as youre working, juggling the demands of career and personal life will probably be an ongoing challenge. Use these ideas to help you find the work-life balance thats best for you. Strike a better work-life balance: When your work life and personal life are out of balance, your stress level is likely to soar. Use these practical strategies to restore harmony. Deadlines, conflicting demands, promised delivery, increased accessibility, mixed with a need for a life outside of work, does not easily tip the scales to personal well-being. You have to focus on prioritizing and setting goals for yourself, and create an action plan that will help you organize your life at work and in the home. Follow this Work Life Balance guide to get you focused, and to create a plan that will help you to reduce stress. Be attuned to your patterns of working, as well as your high alert, medium concentration, and down times during a 24 hour cycle. This will help you allocate tasks to appropriate times in which to complete them. Ultimately you want to optimize the time you have available in order to reach your goals. This means disciplining yourself to work on your most important tasks, even though they may only be bite-sized chunks of a much larger project, rather than do the quick and easy, less important tasks that will make you feel better to cross them off in short order on your to-do list but, in reality, will bring you no closer to your goals. Three more GETS to consider for a balanced life that will help you sleep through the night! i.e. Get OrganizedGet ConnectedGet Going   Tips for Better Work-Life Balance: There was a time when the boundaries between work and home were fairly clear. Today, however, work is likely to invade your personal life and maintaining work-life balance is no simple task. Still, work-life balance isnt out of reach. Start by evaluating your relationship to work. Then apply specific strategies to help you strike a healthier balance. Track your time. Track everything you do for one week, including work-related and personal activities. Decide whats necessary and what satisfies you the most. Cut or delegate activities you dont enjoy or cant handle or share your concerns and possible solutions with your employer or others. Take advantage of your options. Ask your employer about flex hours, a compressed workweek, job sharing, telecommuting or other scheduling flexibility. The more control you have over your hours, the less stressed youre likely to be. Learn to say no. Whether its a co-worker asking you to spearhead an extra project or your childs teacher asking you to manage the class play, remember that its OK to respectfully say no. When you quit doing the things you do only out of guilt or a false sense of obligation, youll make more room in your life for the activities that are meaningful to you and bring you joy. Leave work at work. With the technology to connect to anyone at any time from virtually anywhere, there may be no boundary between work and home unless you create it. Make a conscious decision to separate work time from personal time. When youre with your family, for instance, turn off your cell phone and put away your laptop computer. Manage your time. Organize household tasks efficiently, such as running errands in batches or doing a load of laundry every day, rather than saving it all for your day off. Put family events on a weekly family calendar and keep a daily to-do list. Do what needs to be done and let the rest go. Limit time-consuming. Bolster your support system. At work, join forces with co-workers who can cover for you and vice versa when family conflicts arise. At home, enlist trusted friends and loved ones to pitch in with child care or household responsibilities when you need to work overtime or travel. Nurture yourself. Eat healthy foods, include physical activity in your daily routine and get enough sleep. Set aside time each day for an activity that you enjoy, such as practicing yoga or reading. Better yet, discover activities you can do with your partner, family or friends such as hiking, dancing or taking cooking classes. ABCDE for restore work life balance: Heres a practice recommends for shifting from hopelessness to hopefulness. I successfully use it with my clients to help them restore their work life balance. He calls it ABCDE for: Adversity Beliefs Consequences Disputation Energization. A Adversity Start by spelling out the nature of the situation. Notice that you can experience hopelessness in response to ostensibly positive situations as well as to negative ones. For example, getting a new client or being accepted into a final round of interviews can upset your balance and send you into a whirlwind of anxiety and fear that produces just as much hopelessness and overwhelm as not getting the job or not making the cut. B Beliefs This is your opportunity to spell out the thoughts and beliefs that are fueling the negative response. C Consequences Look at the consequences of your beliefs what happened as a result? How do you behave? What happened then? D Disputation Actively dispute the beliefs that break your life balance and send you into the downward spiral. This is where you practice arguing with yourself in a productive way. E Energization When you have been effective in disputing the problem beliefs, you feel an influx of energy, a sense of renewed hope, or at least of peacefulness. Strategies for managing work life balance and reduce stress: Here are nine strategies that, taken together, can help to change course without abandoning the destination and help you restore your work life balance: 1. Dont panic. Even if you feel panicky, you can choose modest, recoverable steps to address the situation. This is no time to get a divorce, fire an employee, or buy a new computer system. Tip: Talk with a coach or therapist to get perspective. 2. Return to Source. Whatever our spiritual orientation or tradition, connect with what for you is the Source of life or spirit. Know that there is something larger than you that encompasses you. Spend at least 15 minutes each day connecting with that Source. (I like Mark Silvers Remembrance Practice described in his free downloadable workbook Getting to the Core of Your Business.) 3. Take a body inventory. Are you sleeping well? How are you eating? Whats your energy level? If these are not up to par, get a professional evaluation and take the steps that will restore your well being. 4. Tell the truth. Sometimes energy flags when weve gotten into a pattern of pleasing others or living according to standards that are not our own. Notice if there is any imbalance. Notice where youre being less than forthright and get clear about your motives, then clean it up. (Talking to a coach or therapist can facilitate clear, authentic communication.) 5. Keep good company. Are you stimulated and encouraged by your peers and clients? Do you have great playmates? Playing on the wrong playground with the wrong kids is neither fun nor productive. 6. Tune Up Your Thinking. Theres substantial evidence that managing the way we think can have a profound and lasting effect on mood and motivation. 7. Set Healthy, Flexible Boundaries. Yes, real life and real business are intimately connected, but that doesnt mean that you need to give up your privacy. To find your work life balance, set boundaries so that you can feel generous without feeling depleted and available without feeling invaded. Keep them flexible, because things change. 8. Create or Refine Systems. We cant manage real life and a real business or hope to achieve meaningful balance without good systems. Look at where things feel most out of sorts and resolve to create or improve a system to get things on track. 9. Keep the Goal, Drop the Plan. Sometimes the best way to achieve a goal is to let go of our plans. Promptly and clearly revise commitments and offers as necessary to bring current activity in line with current resources. Why abandon ship when you can drop anchor while you make some repairs. As for me, these strategies led me to postpone the re-launch of the Authentic Promotion teleclass and take a break from Internet marketing. Having stopped the war between myself and my business, I restored my work life balance and now feel more engaged with the things that I choose to take on (like writing this article.) My audacious goals are now shining possibilities instead of looming obligations, and if it takes a little longer to reach them, arriving will be all the sweeter. Boost up Your Bottom Line by Encouraging Work-Life Balance: Overwork also takes its toll on employee creativity. Bruce Van Horn, CEO of Yogaforbusiness.com and author of Firm Footing in a Changing Marketplace, writes, We need to be human beings, not human doers. Here are seven practices you can introduce into your organization to increase productivity and creativity and reduce costs at the same time. Train your managers to listen and use their best judgment to work with their employees to co-design arrangements that foster better work-life integration. Linda Stokes of PRISM International, Inc. puts it well: The real challenge here is to identify actual requirements of the job versus traditions of the company or preferences of the manager that sometimes masquerade as real job requirements. Use the actual job requirements and employee needs to design a better work-life integration plan.   Bring back lunch. Encourage everyone to regularly take at least 30 to 60 minutes for lunch away from the workplace. Encourage real vacations. A real vacation involves more than a few days away from the office while fielding cell phone calls and e-mail. Encourage managers to do what managers in European countries with paid leave legislation have been doing for years . . . cross-train employees.   Encourage productivity phases. Dr. Krista Kurth states, According to research, the human brain is hardwired to take a rest, or shift in attention, at least every 90 to 120 minutes. If we do not take this mental break, our brains will take it anyway. This is when we most often make errors. People who take productivity pauses return to the task at hand with renewed vigor and focus. Provide resources. Offer articles, books, brown-bag lunches and online seminars about stress and overwork, work-life balance and personal energy management. This will give employees the information they need to make better choices about balancing their energies across their work and life. Use the material in this article to begin designing your own seminar. Better yet, hire an expert to speak to your managers and employees or enroll them in appropriate training. Look for ways to sneak in a little fun. For example, if you have a cafeteria, you can transform lunchtimes into concert times inexpensively by inviting employees with musical instruments and hopefully a modicum of talent to play and/or sing for their colleagues.   Consider providing employees training in relaxation methods, such as Yoga and meditation. These practices help strengthen the body and lower stress. Meditation, Van Horn points out is the perfect vehicle to refresh physical and mental functioning and to enhance the emotional intelligence, which is a prerequisite for business building and developing entrepreneurial skills. Conclusion: In todays world, managing work life balance can be tough if you dont know what youre doing. Work is such a large part of your life that it can seem easier to forgo the other areas such as recreation, spirituality and family, to name just a few. But its important that you find enough time to enjoy all different aspects of your life, otherwise you can burn out. The first thing you need to do is write down your Intentions. These are things that you want to turn into reality for the next week. Attending your daughters recital, going to church or taking care of your tax return are all Intentions. So make sure you write your Intentions down in your diary for a certain day and allow time for them. Intentions dont have to be tasks, either. They can be as simple as wanting to Be Kind. If you want to live your ideal life, first you have to plan it, and then live it! This is the key to managing work life balance. Its important that you dont put off until retirement something youve always wanted to do. Remember, dreams are goals without a deadline. So if you want to turn your dream into reality, then you need to give it a deadline.

Free Essays on The Stranger (The Outsider): Relationships :: Camus Stranger Essays

Relationships in The Stranger (The Outsider)  Ã‚   On the surface, Albert Camus's The Stranger (The Outsider) was about a misguided man and his sudden, fatal tribulation. Covertly, a second, more heart-grasping plot occurred in the novel. It involved a misfortuned widower and his side-kick of a dog. This scenario can be sharply contrasted to Meursault's insensitivity toward all life (and beyond). Purposefully, this contrast will evidently prove the case that Camus employed a broad range of multipersonality to enhance his novel and, perhaps, to illustrate the keen differences in people. Salamano, the widower, was afforded the dog shortly after the passing of his wife. Apparently, he showed no regard or value for her, for "he hadn't been happy with her, but he'd pretty much gotten used to her" (Camus 44). The dog was to fill the void in his life. He often pampered the dog and lavished it with gifts. When the dog took ill, he nourished it back to a considerable health. However, soon afterward he became indifferent to the dog. He began verbally and physically abusing the dog. His second "marriage" mirrored the one with his wife profoundly. The dog eventually ran off to escape the punishment, and once again Salamano experienced a life of solitude. He did not get over this loss as well or as soon as the one of his wife. He came to the realization that he had taken life for granted. To prove this, he rarely socialized prior to his dog's disappearance; after losing the dog, though, he offered his hand to Meursault in kindness (Camus 46). Meursault, in contrast, does not change his mental attitude at all in the novel. His time was precious, for he could correspond with no one unless arrangements had been made in advance. He was very disrespectful and unsensitive, and he was very open about this fact. One aspect of his attitude was the relationship between him and Marie. She was only a sex object to him. He based their relationship solely on sex and sexuality. He most definitely talked with her, but he did not truly care for her.