ABSTRACT ASSIGNMENT Example | Topics and Well Written Essays - 500 words

ABSTRACT - Assignment Example 557). They want to know what mediation mode is used in LD relationships as intimacy is a complex idea as conceptualized in many ways. METHOD: Research asked 67 heterosexual dating couples to fill-up a one-week on-line survey independently of each other. This method relies on self-disclosure but is thought to be more detailed and accurate in natural context. Participants were made to answer a forced-choice query. SUMMARY: The study concluded the interpersonal process model of intimacy (IPMI) has some validity. Intimacy in LD relationships is enhanced depending on how partners used concurrent and cognitive processes imaginatively independently of different interpersonal media available. EVALUATION: The study found how close relationships can still develop in LD relationships based on just a few factors which are more adaptive self-disclosures and idealized perceptions of their relationships. Behavioral adaptation is a key on how it affects the two factors mentioned but this is dependent on cue multiplicity, synchronicity, and mobility of communication medium used by LD couples. An insight is people in LD relationships tend to strive more than others. PURPOSE: The aim of the article is to allow students to engage in practical use of knowledge in advertising by deconstructing an advertising campaign of a big multinational corporation so the lessons they learn such as use of persuasion in advertising today will be longer-lasting. METHOD: The method as stated in the article is a short term paper of 10-12 pages in which students are to analyze the elements utilized in a corporate advertising campaign. These elements are those by Aristotle (logos, ethos, and pathos) and also by Cicero (the canons used in rhetoric, namely invention, arrangement, style, memory, and delivery). The idea is an applied or practical nature of the assignment will help to synthesize and

Reasoning for Bible Allusions in the Bear Essay Example | Topics and Well Written Essays - 750 words

Reasoning for Bible Allusions in the Bear - Essay Example Also Sam Fathers painted Isaac's face with the deer of the blood after his first kill of a deer, a ritual that symbolizes sacrifices. The bear Old Ben, conversely, is a complex object of symbolism. Many scholars interpreted Old Ben as a symbol of strength and willingness of human nature. Some sees him as a symbol of freedom in wilderness. However, in Biblical allusion, Old Ben was compared to the Tree of Knowledge. Hunters are hunting down devotedly the old bear. Not because it was a threat to the nearby civilization, but because of the hunters' pride in the achievement of the wild bear's declination. The curiosity is intriguing and enticing to accomplish. The same goes with the Tree of Knowledge. The fruit of the three was forbidden to eat. Thus it became a center of curiosity for the first man and woman habituated the garden, its taste, its effect after eating it. The majestic figure of the bear fascinated the minds of the Southern Hunters. The rewarding hunters' pride to take down Old Ben was like a devil that tempted Eve to defy and eat the forbidden fruit. It is then tempting the mind towards viciousness of the southern people to go after the cruel reward awaiting. Canaan is obviously referring to the So... It was also directly describing the South where Faulkner himself explored with his early years as well as Isaac's during his early years, as Hebrew Bible illustrated Land of Canaan as extension southward from Gaza to the Brook of Egypt. The civilization in the second part of the story that Isaac gone to had came from the concept of Canaan. Faulkner used both Biblical places to emphasize the contrast between the wilderness and the civilization. From the Garden of Eden, Isaac fled to Canaan, and eventually learned that people in the civilization can be more uncivilized as creatures in the wilderness were, if not being paralleled. This in regards to the lifestyle he witnessed during in his relatives in the South, like McCaslin Edmonds, and Uncles Buddy and Buck. The practice of incest, the deception in the Buck and Buddy's old ledger of ownership, Cass' prejudices, all of these made Isaac to see that Old Ben is a symbol of untamed human willingness and at a same time of great independence of human spirit. The fascination to kill Old Ben was the curse that brought in people's lives towards their greed and viciousness. Now, in the last part of the story, Boon's madness could be the result of the curse in discovering the curiosity of killing Old Ben. The same goes when Adam and Eve have eaten the forbidden fruit of the Tree of Knowledge, a curse bestowed to them along with the knowledge they suddenly acquired upon eating the fruit. Boon suddenly thinks he owns everything in the wilderness as he defeated the most regarded powerful creature in it. He acquired a thinking of replacing Old Ben's mightiness. Thus the impossible possession he had will make him madder eventually. A repeat to the excerpt of Faulkner's description "Arcadian Biblical vision of a world which

Contemporary International Trade is no longer explained by Factor Essay

Contemporary International Trade is no longer explained by Factor Proportions Theory - Essay Example While some countries were naturally rich in capital resources, other had a huge population which gave rise to an abundance of labor. The nations were said to possess competitive advantage in the factors of production which was readily available in their economies. It followed from common logic that countries having natural endowments of a specific factor would always engage in a production technology intensive in that particular factor. Therefore, a capital rich economy was always considered to engage in a capital-intensive technology for the production of commodities. The same case would apply for the labor abundant economy as well. However, in that case the countries ended up producing goods produced by only one factor-intensive type of production method. Therefore, they needed to engage in mutually beneficial exchange of goods to gain access to other types of products as well. However, the contemporary trends in international trade sometimes violate the tenets of the Factor Propor tions Theory. Homogenous countries being naturally endowed with the same pattern of factor endowments have been increasingly observed to have engaged in trading with each other. In such cases, only Factor Proportions Theory cannot explain the current trends in global trade. Consequently, specialists in trade have sought to explain the contemporary trading practices with the help of a number of alternative theories. This paper has attempted to evaluate these alternative theories and investigate their explanations about modern international trade. The Classical Theory of International Trade was the first acceptable explanation of international trading practices. About 150 years after this,the Swedish economists Eli Heckscher and Bertail Ohlin had proposed the factor proportions theory or the factor endowment theory of international trade. This theory is based on the concept of the comparative advantage (or disadvantage) of a country based on its relative abundance (or scarcity) of the factors of productionavailable within its economy.The factor proportions theory advocates that a country should be engaged in the production and export of commodities that is primarily based on a factor of production which is abundantly present in its economy.Considering the framework of a two-country, two-factor and two-commodity framework of international trade, the theory states that the different nations are endowed with different proportions of the factors of production like capital and labor. Some nations have an abundance of capital resources but are short on available labor. Such a country would be capable of producing commodities using a capital intensive mode of production at acomparatively low cost. Similarly, countries having an abundance of labor resources would produce labor intensive goods at a low cost. The first country would then be inclined to export its capital intensive goods to the second nation and import labor intensive commodities from the latter. Through i nternational trade, both countries would gain access to both the types of commodities at the least cost. However, the present international scenario presents a different picture of international trade. Current world trade is dominated by the exchange of goods between homogenous countries which are found to have an advantage in the same factor (factors) of production. In such cases, trading involves commodities which are generated by a similar

Using the topic, thesis statement, and supporting points from your DB Essay

Using the topic, thesis statement, and supporting points from your DB 1 posting, - Essay Example With this being said, many persons think that children need to stop playing at school so that they can get to the work of learning academics. Although it may appear that play is not important in terms of the academic achievement of early childhood students, in fact, play is vital to their future educational success Through play, young children learn social skills such as taking turns and sharing. They learn communication skills such as listening to others without interrupting and asking for help when necessary. They learn how to make and keep friends and how to compromise. During play, children also learn to lead and to follow. Some children naturally lead, while others naturally follow. Play gives them the opportunity to try out different roles and learn to lead and follow. Children also learn about rules as they play. They determine when rules are necessary and what those rules need to be. They learn when the rules are working for what they need and when the rules need to be revised. They learn to make rules and to follow rules. They may also learn the consequences for not following rules. Academics are also learned through play. As young children engage in play, they reinforce learned skills and are exposed to new skills. While playing store, they make lists, write numbers, add numbers, try out calculators, read store advertisements and get exposure to percents. They also sort and count money. It is the teacher’s responsibility to ensure that young learners have the necessary and appropriate props and supplies to fully carry out a play scenario. Young students also have the opportunity to act as both teacher and learner during play. Academic skills are reinforced when students have the chance to teach the skills to others. Students also learn from one another. In conclusion, play gives students authentic opportunities to learn and practice.

Employment-At-Will Doctrine Research Paper Example | Topics and Well Written Essays - 1250 words

Employment-At-Will Doctrine - Research Paper Example This discussion is based on four cases of employee-at-will doctrine and liability of an organization on these cases. The objective of the discussion is to find out the possible actions and responses on certain circumstances of employees’ behavior and performances in an organization. Case 1 In the first case, it can be observed that Jennifer (an employee) is unable to learn the usage of certain computer applications which is one of the core tasks of her job. It can be observed that the employee does not comply with the job skills requirements in order to perform the assigned tasks. Hence, it can be assumed that her employment is dependent on her request and interview procedure. Although the organization has recruited her on the basis of her qualifications, she is incapable to perform her assigned job. Thus, she could no longer be termed as a valuable human resource for the organization. The employment-at-will principle describes that an employee who is recruited on the basis of his/her own consent can choose to leave at any moment. The same is true for the organization, as it can also terminate, Jennifer on appropriate grounds. In case of termination, the organization will not embrace any kind of legal liability if no agreement was contracted between Jennifer and the organization with respect to employment. However, there is one exemption to the principle of employment-at-will which states that the organization cannot dismiss Jennifer if public policy supports her. Since Jennifer is not protected by any kind of public policy, the organization can easily dismiss her from employment. The other exception of employment-at-will is implied contract which is termed as oral covenant. Thus, this implied contract or oral pledges can prevent the organization to terminate Jennifer. Thus, the organization must arrange documentations in order to prove the basis for termination of Jennifer (Muhl, 2001). Case 2 With respect to second case, it can be observed that the emp loyee (Jennifer) has certain behavioral problems in the workplace, as she frequently arrives late at work and also demonstrates rage when she is criticized. Furthermore, she also demonstrates self-justifying attitude to the organization. In this context, it can be stated that the organization can dismiss her in a legalized way. In order to do so, the organization will need to record her every absence and late. Furthermore, each occurrence of defensive attitude shown by her and comments on behalf of employee rights also must be documented appropriately. The organization can bring this matter in front of her in order to make appropriate solution to the problem. With respect to her defensive attitude and comments about employee rights, the management must prepare in order to face any kind of legal proceedings while dismissing the employee (Urhuogo, 2010). Case 3 Concerning the third case, it can be observed that the employee (Jennifer) had taken a day off from work due to the observanc e of certain religious activities without taking proper consent of the management. Furthermore, the day off occurred during extremely busy period for the organization, during which the employer had informed that its employees will not be permitted to take any leave without any previous approval

Immigration Reform Essay Example | Topics and Well Written Essays - 1750 words

Immigration Reform - Essay Example This paper is aimed at providing a critical thoughtful process of the immigration reform that has been conducted in the United States of America, mainly after the incident of the 9/11 attack on the country. Comparative and Analysis: The Federation for American Immigration Reform (FAIR) has implemented reformatory policies aimed at providing anti-immigrant movements in the country. The most important mission of these policies is to achieve the aim of zero level of immigration in the country. These reformatory policies have blamed immigrants as the main cause of economic as well as environmental problems of the country. Immigrants are also blamed in regard to these policies as putting greater amount of pressure on the population of the country. The first policy in the context of immigration reform was implemented in 1979 by the chairman of the FAIR, John Tanton, who was also known as the "father of the anti-immigration movement" in the country. During this time policies related to immi gration reform have been developed for the purpose of providing greater amount of economic and environmental supports to the country and also to reduce the growing level of population of the country (FEDERATION FOR AMERICAN IMMIGRATION REFORM, 1). Classical liberalism Classical liberalism has been playing an important role in the process of social, cultural as well as economic development in the country since a long time. The country has been highly liberal regarding migration of people from other countries into their country. Large number of people who came into this country from countries across the globe is living temporarily or permanently in this country. They have become an integral part of this country. Political, economic, social, cultural, educational – all these aspects did not (do not and will not) match with these immigrants. However, these people are increasingly becoming citizens of the United States of America. But the debate regarding increase in the amount of migrated people in the country occurred after the 9/11 attack of 2001 on the World Trade Center. After this attack, politicians and American people started to raise their voice against immigrations and the need for immigration reform has been realized during this time by politicians of the country (Fitz and Kelley, 4). Factions (Pluralism) Political leaders and people of the country have started to raise their voice against the immigration and different policies have started to be proposed during this time. These policies have been put forward by several groups of people who have argued that the level of safety of resources and lives of general people of the country to a great extent if these policies are implemented. In these reformatory policies mainly specifies groups or factions were targeted. These groups have been constructed including, mainly, immigrants from Pakistan, Afghanistan and people of other middle-east countries. Mainly people who belong to the Muslim religion have been included in this group. â€Å"The House of Representatives preempted anticipated Senate action in late 2005 by passing an extreme enforcement measure (H.R. 4437) sponsored by Rep. Jim Sensenbrenner (R-WI). That bill, which would have felonized the undocumented population and many who interact with them, triggered an enormous backlash

Common Core State Standards Essay Example for Free

Common Core State Standards Essay Is a girl in your neighborhood being taught the same things as a boy in another neighborhood? Is a graduating senior in Baton Rouge as prepared to get a job as a graduating senior in Minneapolis? The answer to these questions is â€Å"no,† and rightfully so. All children are unique. A student with autism or dyslexia should not be taught the same way as students who have no learning disabilities. Indiana, which adopted the Common Core State Standards (CCSS), is now eliminating those standards because, the state asserts, Common Core â€Å"takes control of educational content and standards away from parents, taxpayers, local school districts, and states† (Volsky). The Indiana legislators want to write new standards, which are governed locally, not at the federal level. NEED A TRANSITION? Forty-five American states, the District of Columbia, four territories, and the Department of Defense Education Activity have adopted the CCSS (Common Core State Standards Initiative). These standards were designed by a group of teachers, school chiefs, administrators, and other experts. The CCSS are suggested targets in English Language Arts and Mathematics that set the skills a student should possess in order to proceed to the next level of education. There is no clear divide on the standards between Republicans and Democrats; both have expressed their concerns. But, the controversy reached its peak when the Obama administration slowly started to support the CCSS (Bidwell). Proponents of the CCSS argue that the standards ensure that all students will have the same set of skills, the standards will make sure all students are college ready, and that the standards are a new state-led effort instead of a federal effort. I believe that all states should abolish the CCSS because children with disabilities should not be expected to learn the same way as advanced students, the CCSS takes away from the tradition and individuality of independent/parochial schools, and the problem in education is not standards but poverty. The CCSS have not made success easy for students with learning disabilities. According to the CCSS, students with disabilities â€Å"must be challenged to excel within the general curriculum† (Herbert 10). In addition to students with disabilities, students without disabilities learn different things in different ways, mature at different rates, and have different talents and goals. There is no reason for states to have standards that require students to learn the same things at the same time, and learn them the same way (McClusky). The CCSS â€Å"moves all kids largely in lock-step, processing them like soulless widgets† (McClusky). In a recent discussion, Drexel University and University of Pennsylvania special education student teachers expressed their frustrations in trying to teach special-ed students within the confines of the CCSS (Beals 2). The CCSS are supposed to boost national achievement levels, but by restricting these students to subject matter beyond thei r cognitive abilities, the standards are ultimately lowering student achievements. The CCSS also take away from the tradition and individuality of independent/parochial schools. Parochial schools are private schools that are affiliated with some religious organization and whose curriculum includes religion along with all major subjects. As a graduate of Catholic schools, I believe it is important that the traditions and religion classes be kept alive in these schools. The standards were approved without consideration of how they would affect Catholic schools (Strauss 4). The Catholic education is geared at preparing students for a life of spirit, truth, and faith in God, all of which are never mentioned in the CCSS. Adopting the standards into Catholic schools will essentially diminish them of their tradition to help children not only obtain an education but to develop their faith. As an education major, I have observed many Catholic schools. On the walls, on the boards, and in the hallways, there are examples of prayer and religion everywhere. Taking this away wou ld be taking away the identity of these students. This will ultimately lead to the some students being ashamed of their religion. Another issue that arises is the involvement of the federal government. Independent and parochial schools are independent in their finances and governance and in most cases rely on tuition for funding. The CCSS are state-led efforts but, because these  schools are free from state and federal government financing and guidance, they will not be able to afford the implementation of the CCSS. One of the reasons people believe CCSS are needed is because of the idea that America’s school system has low national test scores. This is not because the current standards are not working; the real issue is poverty. The reason for low-test scores is that about 23% of American students live in poverty. Finland, which has the highest-ranking test scores, has only 5% of students living in poverty (Krashen 37). Poverty stricken children in Queens, NY that have a lack of health care, food insecurity, and lack of library access will not succeed as well as a student going to a school in the Upper East Side of New York City. For example, studies show that food-insecure children are more likely to have slow language development, and problems in social behavior and emotional control (Krashen 38). This results in missed schools days, causing students to repeat grades, which leads to low achievement scores. Instead of spending money on implementing the standards, schools need to spend t he funds on sufficient food programs, improved health care (including more school nurses), and more money going towards libraries in lower-income schools. Some in favor of the CCSS believe that the standards will ensure that all students, no matter what race, gender, or state they are in, will have the same set of skills when graduating to each new grade level (Gardner and Powell 50). Although this is a great notion in theory, the idea that every single student in America will know the exact same things is a major overgeneralization. Even with the CCSS, children with disabilities are physically and mentally incapable of learning the same things at the same rate as a student in advanced or gifted programs. The CCSS have also increased the rigor of the curriculum students are learning. Therefore, students who are already struggling to not fall behind will struggle even further causing the students, parents, and teachers to suffer. In addition to underachieving students, overachieving students will also be negatively affected by the standards. Children who learn faster than others, or who are naturally smarter than their peers will be for ced to learn at the same pace as students who are not as gifted. This will result in students being bored  and losing all interest in school. If every single child in America had the same cognitive abilities, the CCSS would be the answer; but they are not. Other proponents believe that the CCSS will make sure all students graduating from high school are college ready. The problem with this is, America has too many over educated students; the professional work force does not have enough jobs for American students when they graduate. If all students are college ready, no one will want to work at grocery stores, fast food restaurants, mechanic shops, etc. If every student gets a degree and starts work in the professional world, the economy will eventually fail. There will be no farmers to produce groceries; there will be no waitresses; there will be no janitors or cleaning services. In order for this country’s economy to produce money, there needs to be people who do not earn college degrees. One major reason people are supporting the CCSS is because they are state-led instead of being dictated by the federal government. The federal government is largely imposing the CCSS. The National Governors Association and the Council of Chief State School Officers, both of which do not represent states, created the standards. The hasty adoption by most states was federal action. To compete for a part of the $4.35 billion Race to the Top (ADD DEFINITION) reward, a federal government led education effort, states had to adopt the CCSS (McCluskey). When the CCSS came about, the Obama administration only gave states two options: adopt the CCSS or make sure a state university certified a student as college ready. Also, the U.S. Department of Education funded two programs that created the national tests that coincide with the CCSS (McCluskey). With all of this federal involvement, the CCSS is no longer a state-led effort. It is a â€Å"one-size-fits-all† program that ignores the nee ds of the individual states. The reason to oppose the CCSS is not because of the content, some of which is great, the reason is that the CCSS lacks most qualities needed to be considered authoritative, or to even be considered standards. Sadly, the CCSS is generating in America’s education system severe and lasting damage that would take decades to reverse. The CCSS is bad for states, teachers,  students, parents, and anyone associated with the education process. Now, ask yourself these questions again. Is a girl in your neighborhood being taught the same things as a boy in another neighborhood? Is a graduating senior in Baton Rouge as prepared to get a job as a graduating senior in Minneapolis? Still, the answer is â€Å"no†. Do you believe me now that this is a good answer? Works Cited Bidwell, Allie. The History Of Common Core State Standards. U.S. News Digital Weekly 6.9 (2014): 7. Academic Search Complete. Web. 27 Mar. 2014. Common Core State Standards Initiative., 2012. Web. 3 Feb. 2014. Herbert, Marion. Common Cores Implications For Special Ed Students. District Administration 47.2 (2011): 10.Academic Search Complete. Web. 27 Mar. 2014. Krashen, Stephen. THE COMMON CORE. (Cover Story). Knowledge Quest 42.3 (2014): 36-45. Academic Search Complete. Web. 15 Feb. 2014. McCluskey, Neal. No Child Is Standard. Reading Today 31.2 (2013): 30. Academic SearchComplete. Web. 27 Mar. 2014. Strauss, Valerie. â€Å"Catholic scholars blast Common Core in letter to U.S. bishops.† Washingtonpost.com. The Washington Post, 2 Nov. 2013. Web. 16 Feb. 2014.