scarlet letter essay1 essays

scarlet letter essay1 essays Through out Nathaniel Hawthones The Scarlet Letter, the main characters suffer psychological damage as a result of different forms of alienation. The character traits they posses make them more susceptible to certain types of alienation. Since Dimmesdale cannot reveal his secret to anyone, he can not share his pain. All the pent up guilt he has stored with in eats away at him, slowly deteriorating his body and soul. Dimmesdales masochistic and pious attributes greatly contribute to the extent of his alienation. For the reverend it was essential to his peace to feel the pressure of a faith about him. This need for punishment coupled with religious devotion gives reason for Dimmesdales secrecy. Hiding his intimate self from other people bestows Dimmesdale the punishment he so desperately seeks. His mental breakdown stemming from his social alienation is most clearly shown in the chapter the The Ministers Vigil. His self-torture leads him to walk under the influence of a species of somnambulism, thinking irrationally in a way not like himself. His pent up agony causes Dimmesdale to act out in ways like this that could reveal his secret. Dimmesdales psychological agony partly stems from a form of spiritual alienation. As a minister, he has a close relationship with God and has a strong sense of spirituality. Due to his sin, his relationship with God suffers in the way that his sin separates him from the teachings of Jesus. Without the virtue and purity he once held, Dimmesdale views himself unworthy in the eyes of God. While lying on the forest floor, Dimmesdale utters The judgment of God is on me, he is too mighty for me to struggle with! To close this gap of isolation between God and himself, Dimmesdale commits acts of penance to relieve his sin. His acceptance of Chillingworths torture and his use of the ...

A Short History of the American Red Cross

A Short History of the American Red Cross Historical Importance of the American Red Cross The American Red Cross is the only congressionally mandated organization to provide aid to victims of disaster and is responsible for fulfilling the mandates of the Geneva Convention within the United States. It was founded May 21, 1881 It has historically been known under other names, such as ARC; American Association of the Red Cross (1881 - 1892) and American National Red Cross (1893 - 1978). Overview Clara Barton, born in 1821, had been a schoolteacher, a clerk in the U.S. Patent Office, and had earned the nickname Angel of the Battlefield during the Civil War before she founded the American Red Cross in 1881. Bartons experiences of collecting and distributing supplies to soldiers during the Civil War, as well as working as a nurse on battlefields, made her a champion for the rights of wounded soldiers. After the Civil War, Barton aggressively lobbied for the establishment of an American version of the International Red Cross (which had been founded in Switzerland in 1863) and for the United States to sign the Geneva Convention. She succeeded with both the American Red Cross was founded in 1881 and the U.S. ratified the Geneva Convention in 1882. Clara Barton became the first president of the American Red Cross and led the organization for the next 23 years. Just days after the first local chapter of the American Red Cross was established in Dansville, NY on August 22, 1881, the American Red Cross jumped into its first disaster relief operation when they responded to the devastation caused by major forest fires in Michigan. The American Red Cross continued to aid victims of fires, floods, and hurricanes over the next several years; however, their role grew during the 1889 Johnstown flood when the American Red Cross set up large shelters to temporarily house those dislocated by the disaster. Sheltering and feeding continue to this day to be the largest responsibilities of the Red Cross immediately following a disaster. On June 6, 1900, the American Red Cross was given a congressional charter that mandated the organization to fulfill the provisions of the Geneva Convention, by rendering aid to those wounded during the war, providing communication between family members and members of the U.S. military, and administering relief to those affected by disasters during peacetime. The charter also protects the Red Cross emblem (a red cross on a white background) for use only by the Red Cross. On January 5, 1905, the American Red Cross received a slightly revised congressional charter, under which the organization still operates today. Though the American Red Cross has been given this mandate by Congress, it is not a federally funded organization; it is a non-profit, charitable organization that receives its funding from public donations. Though congressionally chartered, internal struggles threatened to topple the organization in the early 1900s. Clara Bartons sloppy bookkeeping, as well as questions regarding Bartons ability to manage a large, national organization, led to a congressional investigation. Instead of testifying, Barton resigned from the American Red Cross on May 14, 1904. (Clara Barton passed away April 12, 1912, at the age of 91.) In the decade following the congressional charter, the American Red Cross responded to disasters such as the ​1906 San Francisco earthquake and added classes such as first aid, nursing, and water safety. In 1907, the American Red Cross began working to combat consumption (tuberculosis) by selling Christmas Seals to raise money for the National Tuberculosis Association. World War I exponentially expanded the American Red Cross by significantly increasing Red Cross chapters, volunteers, and funds. The American Red Cross sent thousands of nurses overseas, helped organize the home front, established veterans hospitals, delivered care packages, organized ambulances, and even trained dogs to search for wounded. In World War II, the American Red Cross played a similar role but also sent millions of packages of food to POWs, began a blood collection service to aid the wounded, and established clubs such as the famous Rainbow Corner to offer entertainment and food to servicemen. After World War II, the American Red Cross established a civilian blood collection service in 1948, has continued to offer aid to victims of disasters and wars, added classes for CPR, and in 1990 added a Holocaust War Victims Tracing and Information Center. The American Red Cross has continued to be an important organization, offering aid to millions affected by wars and disasters.

History questions Assignment Example | Topics and Well Written Essays - 750 words

History questions - Assignment Example In response to aggressiveness, British soldiers opened fire upon civilians in order to maintain order. This slaughtering of civilians enraged the colonists. Lastly, the Quartering Act was an order in which the colonists were required to take in soldiers and provide for them. This angered the colonists as this served as a drain on already scarce and expensive resources. The English thought that it was necessary due to the fact that it was a reimbursement for having soldiers to protect the colonists from Indians, other countries. Etc. The Boston Massacre is considered by many to be one of the primary starting points to the start of the Revolutionary War. Evidence and speculation from the time leads many questions to be asked as to far who was the sole instigator in the act. Boston was already in turmoil as tensions were rising between the British and the colonists. Often, the colonists would taunt the soldiers. On this particular incident, it was reported that the taunting had reached an elevated level. In order to disperse the crowd, shots were fired into the air. This translated into turmoil in which the soldiers opened fired on the civilians until both parties retreated. Regardless of the facts, it is the colonists who instigated the attacks. The soldiers were just doing their duty and enforcing the laws. If this were to happen today with a riot facing the police, even if the policies were unfair, the blame would fall on the crowd. The purpose of the preamble of the Declaration of Independence was written in response as to the way the crown was treating the colonists. In essence, it was a dictatorship. As a result, the preamble states that the power, which is wielded by the government, is derived directly from the power, which is given by the people. The understanding that â€Å"all men are created equal† meant only white males in the colonies. At this time, women’s rights were unheard of and blacks were regarded as slaves meaning they were in es sence treated as property. The Declaration of Independence was a justification for why the colonies needed to break away from the corrupt form of government in England. The Virginia and New Jersey plans were created in order to help set up the new form of government, which would govern over the new independent colonies. The Virginia plan was based on the power in the government being based on population. Thus larger states would have more representative power in the government. The smaller states felt that this was not fair; therefore they constructed a system based on equality, one vote per state. The Connecticut Compromise set up a bicameral legislature, using the New Jersey Plan as a template. The Senate would have equal representation given by each state and population would base the House of Representatives. Samuel Slater is known as the father of the American Industrial Revolution. His idea of interchangeable parts allowed industry and the creation of machines to be accelerate d due to the fact that these parts could now be easily replaced and changed in mechanical components. One of the main areas in which Slater had an impact was on the textile industry, in particular the Lowell mills. It combined the textile and weaving process all in the same building, which maximized production and efficiency. Calhoun’s theory of nullification stated that in some instances, a state has the right to refuse to recognize a federal law within its

Homework Coursework Example | Topics and Well Written Essays - 250 words - 14

Homework - Coursework Example nism perspective diverges from the two perspectives since it does not seek Truth or to make permanent epistemological or ontological commitments like those that produce modernist forms of scientific endeavor of meaning and human meaning making activity. German sociologist Max Weber will resonate very well with me. In his modern organizational theory, idealized organizational structure, duties and responsibilities for workers are clearly stipulated and behavior is highly controlled by policies, rules, and procedures. This contributions are worthy while as most of organizations today are governed by rules that control the behavior of the staff Systems-technical theory is the interdisciplinary study of organizational systems in general. The main goal of system theory is to elucidate principles that can be applied to different types of systems at all nesting levels in all fields of research. Institutionalization refers to the process of implanting some conception within organizations, social system, and society I general. The concept may also refer to committing a particular group or individual to an institution, such as a welfare or mental institution. The term is also be used in political context to apply to the organization or creation of governmental institutions and particular bodies with duties of implementing or overseeing policy. Deconstruction is a form of literary analysis and philosophical derived primarily deduced from Jacques Derrida’s work done in 1967. In the 1980s it designated more loosely a wide range of theoretical enterprises in distinct areas of the social and humanities sciences. In addition to literature and philosophy, other field of interest in deconstruction includes historiography, anthropology, feminism, linguistics, sociolinguistics, political theory, psychoanalysis, and lesbian and gay studies. Bank of America maintains environmental guidelines and policies related to forests, climate change, energy, environmental lending and

Platos Reflection on Metaphysics Essay Example for Free

Platos Reflection on Metaphysics Essay A combination of the Greek word, meta, which translates to â€Å"after,† â€Å"beyond,† â€Å"along with,† â€Å"among,† and â€Å"behind,† and the Latin term, physica, that simply means the science of matter and physical properties. Philosophers refer to this term to theorize about the different elements of the world in which we live and the world that truly exists. One of the most prominent philosophers is Plato, who set the foundation for many modern philosophers on their perspective of reality through reason. Plato believed in two separate realities; the physical and the immaterial. He claimed that a dividing line existed between the two worlds, and the immaterial or intelligible is of more importance in the discovery of truth than the physical properties of our world. Comprised of intangible properties but that can be seen through logic, the immaterial world is grasping the reason behind the idea of an object and separating those elements from the subject. Plato explicates the physical world as anything or objects that is identified by one of our five senses. Within the physical world are two subsets, image and tangible object. Image refers to the shadow or reflection of the image. In addition, the physical object is self explanatory; the object distinguished by touch, taste, smell, or sight. Although primarily disconnected, the two worlds cannot exist without each other and the knowledge that pertains to both. For example, Plato utilizes a ball as the subject to form an analogy of the collaboration between the two realities. From childhood, we are taught that a ball is a ball based on others perception and knowledge of it; not our original thought. The ball exists in the world of appearances, physical. However, its intangible properties such as, roundness, exist on a parallel plane. Plato describes that plane as the world of Forms. In an effort to further enlighten us, Plato sets guidelines for the properties to forms. First, forms are objective; ideas exist through reason and not experiential. Objects that we perceive are reliant upon our experiences and verbal confirmation of the object and not the actual perspective of the object. Therefore, one can surmise that our senses are isleading, and the reality in which we live is different from others and the true reality. Next, forms are transcendent. The property remains true in spite of time and space. Third, forms are eternal. As aforementioned, Plato believes forms are unchanging; true concept behind an object is unchanging, redness. The form is separate from our subjective image. True comprehension lies in individually analyzing each separate form that comprises the object an d identifies it as what we perceive it as. Forth, forms are models; truest essence of an idea to which an object copies the form and combines it with other elements to create a copied version of a sample of the form. Fifth, forms are intellectual species; can only be determined through reason separating the being from the object. Lastly, forms are perfection. In its purest state, a form is a singular entity. A material object collects bits of forms and its perfection making the object itself impure. A material object cannot be perfect in its existence because it is but an imitation of several forms that only alone are perfect. Plato’s concept of reality or the simultaneous existence of the two realities are at best intriguing and worthy of exploring. However, as he himself stated, we can never come in direct contact with the immaterial world. Therefore, how can true knowledge be acquired or ascertained? Once again, it is not until we are no longer part of this world that we may finally discover the truth behind this vast universe and the world or worlds in which we reside.

Death Penalty - Justified Essay -- Argumentative Persuasive Papers

Death Penalty - Justified There are many problems facing our criminal justice system today. Some of the more important ones are overcrowded jails, the increasing murder rate, and keeping tax payers content. In light of these problems, I think the death penalty is our best and most reasonable solution because it is a highly effective deterrent to murder. And, tax payers would be pleased to know that their hard-earned tax dollars are not being wasted on supporting incorrigible criminals who are menaces to society. In addition, they would not be forced to fund the development of new penitentiaries in order to make room for the growing number of inmates in our already overcrowded jails. Moreover, the death penalty would serve to curb the growth of future crimes and consequently the number of inmates would also be reduced. Thus, overcrowding in federal and state penitentiaries would be eliminated. In this essay, I will discuss these ideas and prove why capital punishment is the best viable solutio n to the problems plaguing our criminal justice system. Capital punishment could solve our problem with the increasing murder rate because it serves a highly effective deterrent. â€Å"The death penalty deters murder by putting the fear of death into would be killers. A person is less likely to do something, if he or she thinks that harm will come to him† (Studyworld 1). This fear of death is the key to reducing the murder rate. Frank G. Carrington informs us that Louis Joseph Turck..., an ex-convict with a felony record dating from 1941, was arrested May 20, 1961 for robbery. He had used guns in prior robberies in other states but only pretended to be carrying a gun in the robbery here [Cal... ...ng tax payers, and the other problems facing out criminal justice system. As we have seen, it can serve as a deterrent and reduce the murder rate. In addition, the death penalty would fee up space in overcrowded state and federal prisons. Moreover, it satisfies tax payers because it requires less tax money and can eliminate the need for additional prisons. Hence, capital punishment should be instituted everywhere. Works Consulted â€Å"Benefits of Capital Punishment.† Studyworld. 20 Nov. 2002 . Carrington, Frank G. Neither Cruel nor Unusual. New York: Arlington House Publishers, 1978. Jacobs, Nancy R, Alison Landers, and Mark A. Siegel, eds. Capital Punishment - Cruel and Unusual?. 1979-1996. 7th ed. Texas: Information Plus, 1996.

Hybrid car

Facts about Hybrid Cars: Some important facts about hybrid cars:- Hybrid vehicles are a practical solution to the rising greenhouse gas levels and may still be some time till these cars are introduced into the market. Auto Makers like Honda and Toyota have taken initiatives to improve on the existing Hybrid technology by inventing cleaner engines that also give more mileage. A Hybrid vehicle is one which uses an electric motor to provide additional power along with the conventional internal combustion engine. They have a special mechanism that is capable of recharging the batteries without being plugged in.They can also be charged by the gas-engine if need be. As a result, the gas engines can be a little smaller as there is an additional power supply for its aid. The advantage is that the gasoline engine can then be quite small, since power is obtained from not one but two sources. When the car comes to a sustained stop, the gas engine shuts down saving fuel. When the car is ready to accelerate, the electric motor kicks in till the time the gasoline engine can resume on its Job. Hybrid Subs may be the alternative to those gas-guzzling, pocket- ripping Subs which could manage very little mileage.EPA mileage estimates about 33 MPEG as city/highway average. The Toyota Pries is estimated to give an average of 55 MPEG. Apparently, it has a better mileage in city conditions rather than the highway. That's because the battery pack comes into use more frequently in city conditions than on the highway. Advantages of Hybrid car: Hybrids combine clean energy of the electrical motor with the power of the gas- powered engine which results into lower emissions and better mileage. Thanks to the ever improving technology, hybrids perform at par with the normal gas-powered vehicles, if not better. Hybrids are reliable and comfortable as any traditional car ND they have a tax benefits(only till 2006). There are purchase incentives for Hybrid vehicle owners (varies by state). Hyb rids are much cleaner cars than normal vehicles with lesser CO and other greenhouse gas emissions. Hybrids provide a better mileage. The future for hybrids looks bright with rapid developments in hybrid technology to improve engine efficiency. Due to the Regenerative Braking technology, the batteries need not be charged by an external source. Disadvantages of Hybrid Cars: Hybrid cars, though useful, have some disadvantages.The point to be noted here is that the advantages far exceed the disadvantages. High cost: hybrids cost anywhere from $2,000 to $5,000 more their non-Hybrid versions. More weight due to battery packs. Some states charge additional fees for registration. In the event of an unfortunate accident, there is a risk of exposure to high voltage wires. They have a complicated system which needs to be taken care of by experienced mechanics only. Spare parts maybe hard to find and may be costly. Usually, hybrids have a lower acceleration than that their normal counterparts.T he hybrid car can be considered to be the car of the millennium. This is a very environment friendly car that hardly produces any combustion at all. This is a car that basically runs on two sources of energy; one being a fuel, and another a battery. With the presence of two sources of energy to the hybrid car, there is obviously a lower requirement of fuel in the car. This is because most of the driving is managed with the energy the battery provides. The battery provides sufficient energy for the driver to use the car for its normal uses of transportation.

An Analysis on the Interaction of the Different aspects on Human Development

Abstract The growing up process or the human developmental process has been an interesting topic of research in the field of Psychology. Great psychologists and sociologists have already provided up of the different theories and hypotheses about growing up. However, the application of these theories may not that easy for us to understand. Therefore this paper shall describe, compare, and contrast the developmental theories according to the psychodynamic, cognitive, learning, and humanistic perspectives.An Analysis on the Interaction of the Different aspects on Human Development  on the Overall Development of a Child Development or the growing-up process is the most crucial part of a person’s life. It is the time when changes in the cognitive, emotional, and biological aspects occur. Hence, this is the stage when a person needs utmost attention and guidance. This area has been a topic of interest for researchers for several years which led to the birth of Developmental Psycho logy as a separate field of study. Developmental psychology aims to grasp and provide a better understanding of the idea and significance of growing up in reaching a person’s full potential.To explain the process of human development, various theories were proposed by several psychologists. Hence, this paper aims to describe, compare, and contrast the developmental theories according to the psychodynamic, cognitive, learning, and humanistic perspectives. Psychodynamic Perspective Freud’s Psychosexual Theory There are various theories in studying the development in human life cycle. The first one is the Psychodynamic perspective. In this theory, the names Sigmund Freud and Erik Erikson hover among the others.Freud’s theory attempts to explain human development through what he calls the psychosexual stages. According to his theory, sexuality starts at a very early stage in a person’s life. Each stage is identified according to the specific pleasure source a child has on that stage. In case that a pleasure urge is not gratified, it may eventually lead to various fixations later in a person’s life (Institute of Human Thermodynamics [IoHT], 2005). Freud enumerates the different psychosexual stages as follows: Table 1 – The Psychosexual Stages Stage Pleasure source Conflict/Fixation Oral  (birth-18months)Mouth Oral Fixation- excessive eating, drinking, smoking, and biting of nails Anal (2-4 years) Anus Anal fixation o Anal retentiveness- too much orderliness/ cleanliness o Anal repulsiveness- messy Phallic (4-5 years) Genitals Oedipus (boys) or Electra (girls) complex, Castration Anxiety, Penis Envy Latency (6-puberty) Repressed sexual urges Genital (puberty onward) Physical sexual changes reawaken repressed needs. Social rules Freud also emphasized the effects of the Id, Ego, and Superego in the developmental process of a child. The id is the pleasure seeking part of individuals.This is the source of biological needs and drives. On the other hand, the superego is oftentimes in conflict with the id because it consists of the moral part of individuals, and it is more popularly described as the voice of the conscience. Finally, the ego operates under reality, and it is further described by Freud as the conscious mind which contains one’s thoughts, judgments, and memories (IoHT, 2005). In summary, the three main concepts of Freud’s psychosexual theory are: (1) pleasure and fixation; (2) sexuality at an early age; and (3) id, ego, and superego.Pleasure and fixation deals about the pleasure sources of an individual per stage and the fixation that may come if that certain pleasure will not be gratified. Sexuality at an early age on the other hand talks about the sexual pleasures an individual experiences during the early periods of life, which Freud explain to be the major source of all our frustrations as we grow old. Lastly he also talks the id, ago and superego which, for Freud, are the ce ntral controllers of our behavior. Freud’s psychosexual theory is similar to other developmental theories in several ways. First, it summarizes the developmental process into stages.Second, like other theories, this theory also talks about a child’s needs and the importance of gratification. Finally, it associates consciousness as a factor in each stage. However, the psychosexual theory appears to be different from other psychosexual theory in various ways. One of its unique features is that it deals with sexuality in the early years of a child’s development. Another distinct characteristic of this theory is that it does not involve other emotional and external factors. Lastly, it does not include other areas of growth aside from the sexual development.Erikson’s Psychosocial Theory Erikson’s theory deals with personality development. In this theory, Erikson summarized the Psychosocial Development of a person into eight different stages. The 1) trus t vs. mistrust, 2) autonomy vs. shame, 3) initiative vs. guilt, 4) industry vs. inferiority, 5) identity vs. role confusion, 6) intimacy vs. isolation, 7) generativity vs. stagnation and 8) integrity vs. despair. In each stage, a person deals with a crisis based on physiological development and the demands from the parents, guardians, or the society (Clifton & Davis, 1995).In summary, the three main concepts of Erikson’s personality development theory are: (1) a person’s search for an identity, which answers the question of why an individual goes through the different psychosocial development stages; (2) psychosocial crisis, which talks about the social and personal difficulties and problems that a person experiences whenever he or she was not able to overcome a psychosocial stage successfully; and (3) the ego psychology in agreement with Freud’s ego concept, which explains that the ego primarily controls the way a person acts and socializes.Erikson’s psy chosocial theory appears to be similar to other developmental theories in numerous ways. First, like other theories, it summarizes the developmental process into stages. Second, it talks about a child’s needs and the importance of gratification as well. Last, the psychosocial theory associates the effects of the social environment with a child’s development. However, some features of the psychosocial theory make it distinct from the other developmental theories. One of these features is that it believes that the ego is of utmost importance.Another characteristic of this theory that sets it apart from the others is that it believes that both social and sexual factors play an important role in personality development. Finally, it also deals with mental health. Cognitive Developmental Theory The most renowned proponent of the Cognitive Development Theory is Jean Piaget. In this theory, he points out that cognitive development is a process where a child’s knowledge and awareness of his/her surroundings is a function of experience and time.Piaget claims that children have this so-called â€Å"reflexes† at birth which control their behavior (Huitt & Hummer, 2003). These reflexes are then replaced with constructed schemes. He described the processes as Assimilation and Accommodation. Assimilation pertains to the process of using or transforming the environment so that it can be placed in a pre-existing cognitive structure (Huitt & Hummer, 2003).On the other hand, accommodation is the process of changing cognitive structures in order to accept something from the environment. Piaget further simplified his theory by enumerating what he called the stages of cognitive development: 1) Sensorimotor stage (infancy); 2) Pre-operational stage (toddler and early childhood); 3) Concrete Operational stage (elementary and early adolescence); and 4) formal operational stage (adolescence and adulthood) (Preisser, 1997).In summary, the three main concepts of Piaget’s Cognitive Developmental theory are: (1) reflexes and schemas are the main factors of a person’s behavior; (2) assimilation and accommodation, where assimilation is the process of using or transforming the environment so that it can be placed in preexisting cognitive structures, while accomodation is the process of changing cognitive structures in order to accept something from the environment (Huitt & Hummer, 2003); and (3) constructivist learning, which explains that the learning is mostly dependent on the learner and the teacher.It is the learner who interacts with his or her environment and thus gains an understanding of its features and characteristics (Thanasoulas, 2003). Some traits of Piaget’s Cognitive Development Theory are similar to other developmental theories include the following: (1) it summarizes the developmental process into stages; (2) it talks about a child’s needs and the importance of gratification; and (3) it emphasizes the role of the parents/guardians in a child’s development. However, certain characteristics of this theory make it unique and different from other developmental theories.These characteristics are as follows: (1) it focuses on mental development only; (2) it looks at the cognitive development not just as a series of several stages but also as a process as a whole; and (3) it does not look at the other factors, such as the social and emotional aspect of a child’s development. Learning Perspective: Social Learning Theory Among other theorists, Albert Bandura is considered as the leading proponent of this theory. According to J. E. Ormrod (1999), Social Learning Theory keeps its focus on the learning that occurs within a social context.This is means that people tend to learn through observation and modeling. This theory also proposes that learning is still possible to occur even without a change in behavior. This is because according to social psychologists, a person can learn through observation alone, and this may not manifest in one’s actions. The theory also states that learning becomes possible through cognition; that is, prediction of future rewards or punishments has a great effect on how a person behaves (Ormrod, 1999).In summary, the three main concepts of Bandura’s Social Learning theory are: (1) learning through observation and modeling, where people learn easily through observation and imitating another individual’s behavior; (2) cognition as a major factor of learning, which refers to an individual’s knowledge absorption, analysis, and processing; and (3) self-efficacy, which refers to how people feel, think, motivate themselves, and behave. Such beliefs produce these diverse effects through four major processes (Bandura, 1994).Bandura’s Social Learning appears to be similar to other theories as it: (1) focuses on mental and learning process; (2) emphasize the role of parents/guardians in a childâ€⠄¢s development; and (3) mentions about the significance of reinforcements in learning. However, this theory also differs from other theory because it: (1) emphasizes on modeling as a form of learning; (2) deals with self-efficacy; and (3) centers on the stages of the learning process rather than on the development process as a whole.Humanistic Perspective: Self Actualization and Hierarchy of Needs This theory is proposed by Carl Rogers. He explained through this theory that just like animals, plants, and other organisms, human beings have that natural urge to thrive and survive (Boeree, 2007). This theory also emphasizes the importance of positive regard and positive self-regard in the process of growing up which, he says, may eventually lead a person to accomplish his or her full potential and worth—the full functionality of a person.In summary, the three main concepts of Rogers’ Personality theory are: (1) self actualization which is concerned with the awareness or realization of one’s identity which helps to draw his/her utmost capabilities and potentials; (2) positive self-regard, which, just like self esteem and self confidence, helps build up an individual’s trust in his/herself that s/he can do anything that s/he endeavors; and (3) fully functioning person—a person who achieved self actualization and consistently has positive self-regard. Rogers’ Personality theory has characteristics that are similar to other developmental theories.These similarities include the following: (1) it sees people only as good, healthy, well, or ill; (2) it perceives mental health as a normal progression in life; and (3) it is person-centered (Boeree, 2007; Pescitelli, 1996). However, this theory has features that make it different from other developmental theories. These features include: (1) it is relatively simple; (2) it looks at cognitive development, not as a series of several stages but also as a process as a whole; and (3) i t does not take into consideration other factors such as the social and emotional aspect of a child’s development.Importance of Understanding the Developmental Theories in Helping Children Reach Their Potential All new born children need and deserve the attention, love, and support from their parents. However, the support and the care do not actually stop at that period of life; rather, it has only just begun. The most important period when a child needs proper care and guidance is during his/her early years. It is during this time when various factors, both internal (e. g. , thought processes) and external (e. g. , family), shape the personality of the child and what s/he can become (Day, 2008).It is also during this stage that children find their identity—who they want to be in the society and how they want to be treated as a person. In this development process, the cognitive, physical, and emotional aspects of a child are interrelated in a way that each one affects the child’s overall development in various ways. The cognitive aspect of a child’s development is directly connected to the other two since it is the mental processes which govern the rest of an individual’s activities and behavior.The physical aspect on the other hand is important to be developed properly since the physical capacities and limitations of an individual depend to that. Lastly, the emotional aspect also poses significance in a child’s development since this will determine how strong and how weak shall this person be in dealing with personal and social emotional issues in the future. Thus, the parents cannot just focus on one aspect of development; rather, these three aspects must be taken into consideration and must be given proper attention.In addition to this, a growing child is more vulnerable and more fragile compared to adults. For this reason, children must receive proper guidance in order for them to become good and useful members of the society. Through the theories discussed in this paper, it can be concluded that a child’s development is never as simple as gaining height and weight. It is not as plain as learning to write and read better through the days spent in school.In the process, the parents and the child’s environment actually mold him/her into a person who can reach his/her greatest potentials. If parents neglect or fail in this obligation, issues and problems may arise regarding a child’s attitude, behavior, and capabilities later on when s/he grows as an adult. Hence, just like a butterfly’s metamorphosis, parents want their children to grow with the most beautiful and strongest wings possible; that is, through understanding these developmental theories. References Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of Human Behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of Mental Health. San Diego: Academic Press, 1998) Boeree, C.G. (2007). Carl Rogers 1902-1987. Personality Theories. Retrieved October 16, 2008 from http://www.social-psychology.de/do/pt_rogers.pdf Clifton, A. and Davis, D., Psychosocial Theory: Erikson, Haverford College. Retrieved October 15, 2008 from http://www.haverford.edu/psych/ddavis/p109g/erikson.stages.html Day, A. (2008). Why understanding your child’s personality is so important. Helium. Retrieved October 16, 2008 from http://www.helium.com/items/942762-why-understanding-your-childs-personality-is-so-important Institute of Human Thermodynamics. (2005, December 26). Freud’s Psychodynamic Theory and Thermodynamics [1873-1923]. Retrieved October 15, 2008 from http://www.humanthermodynamics.com/Freud.html Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. retrieved October 15, 2008 from http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html Ormrod, J.E. (1999). Human Learning (3rd ed.). Upper Saddle River, N.J.: Prentice Hall. Pescitelli, D. (1996). An Analysis of Carl Rogers’ Theory of Personality.Telford Hypnotherapy. Retrieved October 16, 2008 from http://www.telfordhypnotherapy.co.uk/An%20Analysis%20of%20Carl%20Rogers.doc Preisser, G. (1997). Theories and research. Developmental Psychology Student Net Letter, Mesa Community College. Retrieved October 15, 2008 from http://www.mc.maricopa.edu/dept/d46/psy/dev/Fall98/Theories/theories.html Thanasoulas, D. (2003). Constructivist Learning. Center for Southeast Asian Studies Northern Illinois University. Retrieved October 18, 2008 from http://www.seasite.niu.edu/Tagalog/Teachers_Page/Language_Learning_Articles/constructivist_learning.htm Syque. (2008). Freud’s psychosexual stage theory. Changing Minds. Retrieved October 15, 2008 from http://changingminds.org/explanations/learning/freud_stage.htm   

More Than, As Often As...These Are Comparative Adverbs

More Than, As Often As...These Are Comparative Adverbs Comparative adverbs express relative superiority or inferiority. Superiority, the idea that something is more or (greater) than something else, is expressed with plus in French. Inferiority, meaning that something is less than something else, is stated with moins. You can also express equality with comparatives, to state that something is as (great) as something else; in French, there are two possible equivalents to this: aussi and autant. French Comparatives 1. In French comparatives, you use stressed pronouns after que, rather than subject pronouns. For example, Il est plus grand que moi Hes taller than me.2. Comparative adverbs are most commonly used with adjectives, but you can also use them with adverbs, verbs, and nouns. These comparisons have slightly different constructions for each part of speech. Click in the summary table below for detailed lessons. Construction of  French Comparative Adverbs Comparisons with... Required word order Adjectives plus/moins/aussi + adjective + que + noun/pronoun plus/moins/aussi + adjective + que + adjective plus/moins/aussi + adjective + que + temporal adverb Adverbs plus/moins/aussi + adverb + que + noun/pronoun plus/moins/aussi + adverb + que + adverb plus/moins/aussi + adverb + que + temporal adverb Nouns plus/moins/autant de + noun + que + noun/pronoun plus/moins/autant de + noun + que + de + noun plus/moins/autant de + noun + que + temporal adverb Verbs verb + plus/moins/autant que + noun/pronoun verb + plus/moins/autant que + pronoun (+ ne) + verb verb + plus/moins/autant que + temporal adverb    When comparing with adjectives, use plus (adjective) que for superiority, moins (adjective) que for inferiority, and aussi (adjective) que for equality.Adjective: vert (green)  Ã‚  Ã‚  plus vert (greener)  Ã‚  Ã‚  moins vert (less green)  Ã‚  Ã‚  aussi vert (as green)Like all adjectives, the adjectives used in comparatives have to agree with the nouns that they modify, and therefore have different forms for masculine, feminine, singular, and plural. The comparative itself, however, is invariable:Masculine singular  Ã‚  Ã‚  plus vert (greener)  Ã‚  Ã‚  moins vert (less green)  Ã‚  Ã‚  aussi vert (as green)Feminine singular  Ã‚  Ã‚  plus verte (greener)  Ã‚  Ã‚  moins verte (less green)  Ã‚  Ã‚  aussi verte (as green)Masculine plural  Ã‚  Ã‚  plus verts (greener)  Ã‚  Ã‚  moins verts (less green)  Ã‚  Ã‚  aussi verts (as green)Feminine plural  Ã‚  Ã‚  plus vertes (greener)  Ã‚  Ã‚  moins vertes (less green)  Ã‚  Ã‚  aussi vertes (as green)Note: The above i s true for all adjectives except bon and mauvais, which have special comparative forms for superiority. Types of Comparisons with Adjectives 1. Compare two nouns with one adjective.  Ã‚  Ã‚  David est plus fier que Jeanne.  Ã‚  Ã‚  David is prouder than Jeanne.  Ã‚  Ã‚  Jeanne est moins fià ¨re que David.  Ã‚  Ã‚  Jeanne is less proud than David.2. Compare one noun with two adjectives.  Ã‚  Ã‚  Jean est aussi riche que travailleur.  Ã‚  Ã‚  Jean is as rich as (he is) hard-working.  Ã‚  Ã‚  Jeanne est plus sympa quintelligente.  Ã‚  Ã‚  Jeanne is nicer than (she is) smart.3. Compare an adjective over time.  Ã‚  Ã‚  Jean est moins stricte quavant.  Ã‚  Ã‚  Jean is less strict than before.  Ã‚  Ã‚  Jeanne est aussi belle que toujours.  Ã‚  Ã‚  Jeanne is as beautiful as ever. Note: You can also make an implied comparison to any of the above by leaving out que.  Ã‚   Jean est plus grand.  Ã‚  Ã‚  Jean is taller.  Ã‚  Ã‚  Jeanne est moins fià ¨re.  Ã‚  Ã‚  Jeanne is less proud. When comparing with adverbs, use plus (adverb) que for superiority, moins (adverb) que for inferiority, and aussi (adverb) que for equality.Adverb: prudemment (carefully)  Ã‚  Ã‚  plus prudemment (more carefully)  Ã‚  Ã‚  moins prudemment (less carefully)  Ã‚  Ã‚  aussi prudemment (as carefully)Note: The adverb bien has a special comparative form when expressing superiority. Types of Comparisons with Adverbs 1. Compare two nouns with one adverb.  Ã‚  Ã‚  Jean lit plus lentement que Luc.     Jean reads more slowly than Luc.   Ã‚  Ã‚  Jeanne à ©crit moins souvent que Luc.  Ã‚  Ã‚  Jeanne writes less often than Luc.2. Compare one noun with two adverbs.  Ã‚  Ã‚  Jean travaille aussi vite que gentiment.  Ã‚  Ã‚  Jean works as quickly as (he does) helpfully.  Ã‚  Ã‚  Jeanne à ©crit plus soigneusement quefficacement.  Ã‚  Ã‚  Jeanne writes more carefully than (she does) efficiently.3. Compare an adverb over time.  Ã‚  Ã‚  Jean mange plus poliment quavant.  Ã‚  Ã‚  Jean eats more politely than before.  Ã‚  Ã‚  Jeanne parle aussi fort que toujours.  Ã‚  Ã‚  Jeanne speaks as loudly as ever.Note: You can also make an implied comparison to any of the above by leaving out que.  Ã‚  Ã‚  Jean lit plus lentement.  Ã‚  Ã‚  Jean reads more slowly.  Ã‚  Ã‚  Jeanne à ©crit moins souvent.  Ã‚  Ã‚  Jeanne writes less often. When comparing with nouns, use plus de (noun) que for superiority, moins de (noun) que for inferiority, and autant de (noun) que for equality.Noun: livre (book)  Ã‚  Ã‚  plus de livres (more books)  Ã‚  Ã‚  moins de livres (fewer books)  Ã‚  Ã‚  autant de livres (as many books) Types of Comparisons with Nouns 1. Compare the amount of a noun between two subjects.      Jean veut autant damis que Luc.  Ã‚  Ã‚  Jean wants as many friends as Luc (has).  Ã‚  Ã‚  La France a plus de vin que lAllemagne.  Ã‚  Ã‚  France has more wine than Germany.2. Compare two nouns (note that the second noun must also be preceded by de).  Ã‚  Ã‚  Jean a plus dintelligence que de bon sens.  Ã‚  Ã‚  Jean has more brains than sense.  Ã‚  Ã‚  Jeanne a autant damis que dennemis.  Ã‚  Ã‚  Jeanne has as many friends as enemies.3. Compare a noun over time.  Ã‚  Ã‚  Jean connaà ®t moins de gens quavant.  Ã‚  Ã‚  Jean knows fewer people than (he did) before.  Ã‚  Ã‚  Jeanne a autant didà ©es que toujours.  Ã‚  Ã‚  Jeanne has as many ideas as ever.Note: You can also make an implied comparison to any of the above by leaving out que.  Ã‚  Ã‚  Jean veut autant damis.  Ã‚  Ã‚  Jean wants as many friends.  Ã‚  Ã‚  La France a plus de vin.  Ã‚  Ã‚  France has more wine. When comparing verbs, use (verb) plus que for superiority, (verb) moins que for inferiority, and (verb) autant que for equality.Verb: voyager (to travel)  Ã‚  Ã‚  voyager plus (to travel more)  Ã‚  Ã‚  voyager moins (to travel less)  Ã‚  Ã‚  voyager autant (to travel as much) Types of Comparisons with Verbs 1. Compare a verb between two subjects.  Ã‚  Ã‚  Jean travaille plus que Luc.  Ã‚  Ã‚  Jean works more than Luc (does).  Ã‚  Ã‚  Jeanne a à ©tudià © autant que Luc.  Ã‚  Ã‚  Jeanne studied as much as Luc (did).2. Compare two verbs.*  Ã‚  Ã‚  Jean rit autant quil pleure.  Ã‚  Ã‚  Jean laughs as much as he cries.  Ã‚  Ã‚  Jeanne travaille plus quelle ne joue.  Ã‚  Ã‚  Jeanne works more than she plays.*When comparing two verbs, you need:  Ã‚  a) a pronoun referring back to the subject in front of the second verb  Ã‚  b) after plus and moins, the ne explà ©tif before the second verb3. Compare a verb over time.  Ã‚  Ã‚  Jean lit moins quavant.  Ã‚  Ã‚  Jean reads less than (he did) before.  Ã‚  Ã‚  Jeanne à ©tudie autant que toujours.  Ã‚  Ã‚  Jeanne studies as much as always.Note: You can also make an implied comparison to any of the above by leaving out que.  Ã‚  Ã‚  Jean travaille plus.  Ã‚  Ã‚  Jean works more.  Ã‚  Ã‚  Jeanne a à ©tudià © autan t.  Ã‚  Ã‚  Jeanne a à ©tudià © autant. Additional Resources French comparatives and superlativesIntroduction to comparativesComparatives with adjectivesComparatives with adverbsComparatives with nounsComparatives with verb

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Tobacco Industry Case Study Example | Topics and Well Written Essays - 2000 words

Tobacco Industry - Case Study Example Tobacco is one of the farming manufactured goods that are acknowledged as being addictive drug, developed from the new leaves of the vegetation.This has resulted in the formation of the British American Tobacco company as the industry for the produce to the people for their consumption in different forms. They have some of their stakeholders of which they have enabled the succession of the company in the past years. These stakeholder includes; the Russian government, the Rumania government, the European government, the African nations governments and the Americans government.Basing on this, the stakeholders have their own harms and the benefits that they do face today in the market. Focusing on the Russian and Rumania governments, they have continued to benefit in the market in that, their sales have continuingly increased in that in the year 2008, may, their sale growth rose upward by around 23% to around 30% of which showed a positive trend in the market of the tobacco in the BAT.R egarded the Americans market, the market have continuingly facing the harmful nature of the product. With this, the stakeholder noted the increase in the nicotine level in the product so as to increase the addictive quality of the product, this has led to the benefits of the market in that the increase in the addictive nature of the consumers have led to the increase of the sales in the market. With the Europeans as one of the stakeholders, they have experienced lose in regard to their contribution to the tobacco market. In this country, the consumer mostly involves the teenage girls of whom they have been addicted to the level that they can not perform correctly in the society. Basing on the African countries as the last stakeholders of the company, they have ended up involving themselves in the business of transporting the goods across the boundaries without paying the taxes. This has resulted in the high level of the consumption of the product among the uneducated people in the c ountries. 1.2 Banning of the Tobacco Industry. As much the industry has been one of the sectors that bring in high percentage of tax in the world as a whole, I do support the banning of the tobacco industry. This is because; the product has led to high negative effects to the consumer and even to the non users of the product. Whenever one associates anything with tobacco in the today world, they have tended to relate it to the lung cancer (Hoek 2000, pg 220). This is one of the diseases that have led to the decrease in the world population and thus leading to the low productivity of the nations in the world. other than the disease affecting the consumer only, it has that extent to the non smokers too as they receive the product impassively from the environment, and with this, I do support for the banning of the industry to reduce the death of the people in the world thus increase in the production rate. Due to the increase of the untaxed product being passed across the boundaries, the industry has in the long run resulted in being unproductive as no income tax is gained from it. With this, it has led to majority of the people involving themselves in the unlawful business of transporting the untaxed goods (Hoek 2000, pg 221). Thus, the industry will be best being banned to allow for the fairness in the country. This it will also utilize the utilitarianism theory of which states that, one has to do what will take full advantage of comprehensive happiness and gratify the significance of the people around him or her. With this, the society will be up to the idea of trying to ensure that the members of the society gets the clear and good air that they do need. 1.3 Duties & Responsibilities of the Tobacco Companies The tobacco companies were to be responsible to the application of the rules and the regulation on the usage of the product and the ways in which the consumer has to ensure that they do not affect the rest of the population in the environment. With this, the company has used