The Observation of a 5 Year Old Boy Essay - 1263 Words

The Observation of a 5 Year Old Boy Date: 3/19/04 Time observation started: 1:40 pm Time observation ended: 1:55 pm Name of child: Daiki Age of child: 5.6 Setting: The setting took place in a play area/corner in the classroom of the school where Daiki attends. Daiki is playing with power rangers and there are also other children present, playing in the same play area. Observation: Daiki is sitting in a play area with a friend playing with power rangers at a small table. He is acting out and talking like the power rangers. Daiki is getting up and running, pretending he is flying. He then sits back down at the table and looks very closely at the power ranger, trying to put his helmet back on the power ranger. He†¦show more content†¦For Daikis age group Berger says, Language allows a person to enter and traverse the zone of proximal development, because words provide a bridge from the childs current understanding to what is almost understood (Berger, 253). Daiki is Chinese so maybe the fact that he doesnt speak complete or full sentences is because his parents possibly do not. This could be one reason, or he could have just not yet developed this certain skill yet. I noticed that Daiki demonstrated egocentrism, in that he sees the world in just his own perspective and not any one elses. Daiki showed this when he threw his power ranger acros s the room. When he threw the figurine he was just thinking in his point of view. He knew that he was frustrated and the only way he thought he could get out his frustration was by throwing the power ranger. He did not think about how it would affect other people. Egocentrism is very typical for Daikis age group. Typical five year olds dont realize that people have thoughts and have points of view of their own, that they themselves can personally affect. Egocentrism is very important concept from Piagets pre-operational theory. Although this is one aspect of cognitive development, the theory- theory of mind, contradicts Piagets concepts. The definition of theory of mind is, an understanding of human mental processes, that is, of ones own and others emotions, perceptions,Show MoreRelatedThe Observation of a 5 Year Old Boy2209 Words   |  9 PagesPlay Observation Checklist Observer:_______________ Play Setting:_______________________ Date:_____________ Approximate Child Age:___ Child Gender: M F Hand Preference: L R Initiation of Play Observed Yes No Comments / Questions Behavior Child quickly engages in play Child requires help in getting started Child needs encouragement Child directs his/her own play Child shows initiative or curiosity Child appears impulsive Child initiatesRead MoreStudent Observation Report Essay1012 Words   |  5 Pages Confidential   The names in this Observation Report have been changed to protect the privacy of the parents and the child. Student’s Name : Calvin Sex : Male Place of Observation : Inside the classroom of County Preschool. Time of Observation : In the morning, 10.30 a.m. and it was a sunny day. General View : †¢ The classroom was pretty well organized ( clean, tidy and many facilities inside such as books, games, a computer and so on ) †¢ It was a pretty large group in theRead MoreA Pleasurable And Educational Preschool Observation1271 Words   |  4 PagesPleasurable and Educational Preschool Observation: Option E I observed a 4 year old preschool class during playtime in Staten Island, New York. The class consisted of eight children, and one certified preschool teacher. There were 4 boys and 4 girls in the class. During my sixty minute observation I noticed several instances of dramatic play, peer relationships, relationships with adults, and self-control. Dramatic Play During my observation, I witnessed a group of two- one boy and one girl-playing houseRead MorePhysical and Motor Development in Preschool Children Essay1042 Words   |  5 Pagesduring the first 3 years, especially during the first few months, than they ever will again. By 5 months, the average baby boys birth weight has doubled to 16 pounds and, by year 1, has nearly tripled to 23 pounds. The rapid growth rate tapers off during the 2nd and 3rd years. A boy typically gains about 5 pounds by his second birthday and 3 and 1/2 pounds by his third, when he tips the scales at 31 and 1/2 pounds. A boys height typically increases by 10 inches during the 1st year (making the averageRead More Naturalistic Observation Report Essays1698 Words   |  7 Pages Naturalistic observation is a way of observing applicants in their own natural environment without the contestants realizing the observers are present. My observation took me to different places and settings to complete my assignment whe re I observed the subjects’ reactions and further relate it with concepts of psychology. This assignment is going to look into the observation at different settings by watching people as they go about their normal activities in their own habitats, and will brieflyRead MoreObservation of a Preschool Class694 Words   |  3 Pagesï » ¿Observation of Pre-school Dialogue Participants The participants in this study were a university campus laboratory preschool class of 13 children, comprised of 6 girls and 8 boys. The teacher is named Ms. H. The children range in age from 2 to 4. There are 5 minority children in the class (3 girls, 2 boys), one bi-racial child (boy), and all other children are Caucasian. All the children had attended the preschool for a minimum of four months prior to observation. The focus of this observationRead MoreChildrens Relationship with Classmates: a Comprehensive Analysis of Friendship Nominations and Liking1732 Words   |  7 PagesChildren s Relationship with Classmates: A Comprehensive Analysis of Friendship Nominations and Liking Psychological Profile: Subject is young male 7 years old (my nephew), will be 8 years old January 1st, 2006. Height is approximately 4ft 1 inches and weight is roughly 58lbs. Olive toned skin complexion, brown short hair, and big brown eyes, with a devilish smile. The subject has a personality that constantly changes based on the people in his surroundings. More playful and rough withRead MoreMall Observation Essay1059 Words   |  5 PagesShopping Mall Observation A sociological observation was conducted at Manhattan Village mall from 5:48 P.M. to 8:00 P.M. on Saturday, September 18, 2010. There were many different types of ethnicity and different ways of how people act. On the observation day, there were many people in groups of three or more. People tend to just worry about themselves and their own group. Many families brought little kids and let them play around the water fountain. People are so unique in so many ways such asRead MoreViolent Video Games Contribution To Adolescences’ Behavior1465 Words   |  6 Pagesinterviewed the driver. They found out that the driver was â€Å"†¦ an 11-year-old boy† who â€Å"†¦ had just been finishing playing Grand Theft Auto at home and wanted to find out what it was like driving a car† (â€Å"11-year-old†¦,†2016). Grand Theft Auto is widely considered a violent video game. This undoubtedly is a good parenting lesson for all parents in the world. However, t he more important question here is that what would lead an 11-year-old boy drive a car in a dangerous manner and how would one prevent similarRead MoreGender Differences Within Social Development1747 Words   |  7 Pagescertain differences between the behaviors of males and females. Girls are found to be physically and neurotically advanced at birth. Girls are also found to excel early in verbal skills. Boys are found to be more mature in muscular development. They also found to excel in visual-spatial and math skills. Girls and boys have many different experiences as they develop which can lead to highlighting existing differences. Studies reflecting gender difference for the specific behavior The first thing parents

The Catcher Of The Rye, By F. D. Salinger - 1795 Words

During the 1950’s, literature underwent a tremendous change in structure as well as philosophy. J. D. Salinger’s book The Catcher in the Rye helped contribute to this revolution by highlighting new philosophies in literature. This is evident in pre-1950 writing as well as the changes that persisted through the remaining part of the decade, especially in the writing style popularized during the Great Depression. The Catcher in the Rye also contributed to a change in conflict. This conflict started as an external object to overcome, but after the release of this book and other, the conflict changed from external to internal and became a moral or philosophical struggle to be thought about rather than something to overcome. Jerome David Salinger began his life on January 1, 1919 in New York, New York. Salinger was born to Sol and Miriam Salinger, and he was the younger of two children. Salinger’s father was a rabbi who ran a successful ham and cheese import business. Salinger mother was Scottish-born and non-Jewish, but mixed marriages were looked at crudely. So Miriam decided to hide her heritage from almost everyone and it was only after Salinger’s bar mitzvah that he found out about his mother s heritage. Salinger was shipped to Valley Forge Military Academy after flunking out of McBurney School, even though he is intelligent. Valley Forge Academy was also some of the first exhibition writing Salinger participate in, This included being editor of his school YearbookShow MoreRelatedF. D. Salinger s Catcher Of The Rye1721 Words   |  7 PagesJ. D. Salinger’s Catcher in the Rye features a complex narrative surrounding a troubled young student, Holden Caulfield. Difficulties he f aces throughout the story force Holden to confront his fears of adulthood and maturation and the responsibilities therein through the difficulties he faces throughout the story. Academic controversy surrounds whether Holden learns from these confrontations and adjust accordingly, maturing throughout the story. While initially this seems rather subjective, a thoroughRead MoreThe Catcher Of The Rye By F. D. Salinger1795 Words   |  8 Pages literature underwent a tremendous change in structure as well as philosophy. J. D. Salinger’s book The Catcher in the Rye helped contribute to this revolution by highlighting new philosophies in literature. This is evident in pre-1950 writing as well as the changes that persisted through the remaining part of the decade, especially in the writing style popularized during the Great Depression. The Catcher in the Rye also contributed to a change in conflict. This conflict started as an external objectRead MoreEssay about The Catcher in the R ye Should be Included in the Curriculum1083 Words   |  5 Pagesabout the inclusion of The Cather in the Rye, by J.D. Salinger in the high school english curriculum. This is such due to the inappropriate and adult oriented themes within If considered, many times within the novel the main character will face situations in which that the negative and vulgar themes will blossom into something meaningful that the reader can benefit from as a person and as a student. While the vulgarity and adult themes in The Catcher in the Rye are indeed inappropriate for adolescentRead MoreJD Salinger Research Paper1671 Words   |  7 Pages Jerome David Salinger, also known as J. D. Salinger, is a fascinating author best known for his novel, Catcher in the Rye. Although Salinger only published one novel, he wrote several short stories for magazines like The New Yorker and Story. A large number of these stories went on to be compiled into books such as Nine Stories, Franny and Zooey, and Raise H igh the Roof Beam, Carpenters and Seymour: An Introduction. Despite the fact Salinger has not published any stories in over 45 years, his reputationRead MoreCatcher In The Rye Essay example1672 Words   |  7 PagesFrom the Outside, Looking In Despite the debate that may wage on regarding the status to be afforded J. D. Salingers writings, the authors books have not quietly faded into obscurity. Although published almost a half-century ago, the authors most famous work, Catcher in the Rye, enjoys almost as healthy and devoted a following today as the book did when it was first published. Because of a self-imposed exile that began almost at the same time the Salingers career was just taking off, muchRead MoreHoldens Attitude to Loss - the Catcher in the Rye942 Words   |  4 PagesThe Catcher In The Rye Holden’s Attitude To Loss And Goodbyes The theme of loss and goodbyes recurs throughout The Catcher in the Rye and each occurrence reinforces Holden’s negative attitude towards change. The most vivid quote to gain insight into Holden’s view on change and subsequently loss (Byrne, Kalua and Scheepers 2012: 64) is in chapter 16 when Holden reflects back on his childhood and his regular school visits to the Natural History Museum, Holden finds a great comfort in the staticRead MoreThe First Person Narrator in J.D Salinger’s The Catcher in the Rye1097 Words   |  5 PagesIn J.D Salinger’s The Catcher in the Rye, the first person narration played a critical role in helping the reader to know and understand the main character, Holden Caulfield. Salinger also uses symbolism to help portray the theme that not everything that glitters is gold. Holden, in his narration, relates a flashback of a significant period of his life, three days and nights on his own in New York City. Through his narration, Hol den discloses to the reader his innermost thoughts and also helps toRead More Importance of Language in The Catcher in the Rye Essay1711 Words   |  7 Pages   Ã‚  Ã‚   The Catcher in the Rye, like many other great works, was met by scornful criticism and unyielding admiration. However, many literary critics also marveled at Salingers use of language, which was used to make Holden Caulfield, the main character, extremely realistic. Such language includes both repetition of phrases and blatant cursing, in order to capture the informal speech of the average, northeastern American adolescent. Through Holdens thoughts and dialogues, Salinger successfully createdRead More J. D. Salinger Essay2481 Words   |  10 PagesJ. D. Salinger J. D. Salinger The worth of a book is to be measured by what you can carry away from it. -James Bryce* In 1945, a novel was published that would forever change the way society views itself. The book, entitled The Catcher in the Rye, would propel a man named Jerome David Salinger to fame as one of the most famous authors of the twentieth century. This same man, not ten years after the publication and while still in the peak of his career, would depart from this society- theRead MoreThe Great Gatsby And The Catcher In The Rye Analysis1028 Words   |  5 PagesThe Great Gatsby is set in the 1920s while The Catcher in the Rye is set in the 1950s. Despite the time periods being 30 years apart, both novels depict the American Dream in similar ways through the protagonist. The Great Gatsby follows the story of young man, Jay Gatsby, trying to win back his former love interest, Daisy, through his acquisition of wealth. The Catcher in the Rye is narrated by a male teenager, Holden Caulf ield, and follows the story of how he ended up in a mental hospital. The

Describe How to Establish Respectful free essay sample

Listening is arguably the most important way in which to establish a respectful and professional relationship with a child or young person. By a TA listening to what a child has to say, without interruption, conveys to the child that the TA in interested in and values what the child has to say. By not interrupting the child, it shows that their views and opinions are not only respected by the TA, but are also as important as the views and opinions of the TA themselves. The TA should also take an active interest in what the child has to say and an interest in the child themselves.For example, what are their hobbies, their interests, their likes and dislikes? When talking with, or listening to children, the TA should maintain eye contact, concentrate on what the child is saying and physically lower themselves to the child’s level, thus giving the child the same respect that they would give to another adult. This shows the child that they are considered an equal by the TA. Children respond to routine and rules and should be made aware of what the rules are and the consequences of breaking rules.By doing this, it enables the TA to explain to the child that the punishment they have received for breaking a rule ‘is fair’. Fairness helps to establish respectful relationships. Children are very aware of the concept of fairness and the statement ‘it’s not fair’ is often heard within the classroom. Another way of showing ‘fairness’ in response to a rule break, is giving the child an opportunity to explain. Allowing a child to explain their version of events shows that the TA is willing to listen to what the child has to say. The TA should then explain why they believe a rule has been broken and the ecessary punishment. The TA should always adhere to the schools behavior policy and follow through with punishments. By doing this, the TA communicates that there are consequences to the decisions children make and that the punishment is ‘fair’ in regards to the rule break. It is important for the TA to be consistent in such situations. For example, if two children were to break the same rule it would be ‘unfair’ to allow one to go unpunished, yet punishes the second child. This would result in a lack of respect from the children. Likewise, it would be ‘unfair’ if a TA was to show favoritism.For example, if a TA was to allow their favorites to ‘get away with’ things that they would punish other children for; this is ‘unfair’. Ultimately, the relationship that a TA wants to establish with all the children is one of trust and respect. A relationship like this can not be created if a TA is unfair, inconsistent or shows favoritism. A TA should make an effort to learn all children’s names, how to pronounce them and also how to spell them. Again, this shows the child that the TA has taken a personal interest in them. On a professional level, it is very important to remember a child’s name.In the case of an emergency, i. e. a fire, it is necessary to know all of the children in the class and be able to put a name to a face in order to ensure the safety of the children. Not knowing a child’s name can hinder the amount of effective communication that you can have with that child (as shown in my own personal reflection. ) It also poses a problem when the TA needs to gain the attention of that child. For example, the child may need to be given an instruction or called across a busy playground. Being a positive role model contributes to the building of respectful and professional relationships with children.One of the attributes of being a positive role model is politeness. Being polite conveys to the children that they are respected. Politeness can also be used as a strategy for dealing with common situations that arise in the classroom. For example, children, especially young children, often ‘tell tales’. It would be impossible for a TA to deal with all the ‘tales’ that are told during the day by numerous children. By being polite and saying ‘thank you for telling me’, the TA has shown the child that they have listened to what they have said, even if they feel that no further action needs to be taken.It will often be the case that just being listened to will satisfy the child regards to that particular ‘tale’. Politeness is especially important when you consider that children mimic the behavior of adults. If a TA is polite and respectful to the children that they work with, there is more chance that the children will be polite and respectful in return. There are certain qualities that are useful in building valued and respectful relationships with children. An approachable TA makes it easier for children to come to them for help and support. A kind and patient TA allows a child to feel comfortable in their company.An encouraging TA may be able to illicit the best from the children, using encouraging language and gestures to spur the child on and then praising the child after the event. An impartial and reasonable TA will benefit all the children in the class, from the quiet child who needs encouragement to get involved to the child who knows all the answers. Giving all the children an equal chance, i. e. enabling all the children to answer questions, allows the child to know that they are all valued and respected equally, regardless of gender, religion and/or ability.

Lehrack, Otto. First Battle Operation Starlite and the Beginning of the Blood Debt in Vietnam Havertown, PA Casemate, 2004

The topic of this book was the very first battle in the Viet Nam conflict, as fought by the American marines against the North Vietnamese. The actual thesis was that the Viet Cong’s underestimation of the United States military forces’ ability to rapidly and effectively deploy and fight, pretty much lost the North Vietnamese the battle, despite the fact that their intelligence was detailed and available early. The evidence that supported the book’s thesis was borne out by many eye-witness accounts, on both sides of the conflict.Advertising We will write a custom report sample on Lehrack, Otto. First Battle: Operation Starlite and the Beginning of the Blood Debt in Vietnam Havertown, PA: Casemate, 2004 specifically for you for only $16.05 $11/page Learn More The overall quality of this work was superior as it appeared very thorough and well-researched. It also was an interesting read. The value of this work could be considered to be o f both historical and military benefit, in terms of actual recorded events and military tactics and strategy. Battle planners and historians may also enjoy and benefit from reading this book. Even, for those who lost family members in this battle, it could prove to be a worthwhile read. Further, most exemplary was the author’s research, including evaluation and review of command logs, along with perusal and analysis of the various interrogation and after-action reports. Then, too, the author spent much time on the actual battlefield, and also conducted interviews with various families and combatants on either side, from members of the Marine unit to the VC 1st Regiment. Lastly, his personal conversations with the participants at all levels, on both sides. Finally, his own Marine combat experience as an infantry company commander at that time speaks for itself. The quality of these sources were adequate and in some cases, superior. Everything appeared to corroborate the author ’s writing. This account is based upon actual primary and some secondary research but also personal experience, of course, as mentioned earlier. Thus, the author’s argument that the Viet Cong’s previous intelligence did not account for the rapid capability for the US marines to spearhead a most devastating and useful attack against them was quite creditable. Lehrack’s writing style and ability was such that the book was written clearly, and easy to read and follow, with plenty of action included, and sufficient background knowledge as gleaned from himself and his sources. As compared to our class activities, this student has observed that this reading was easier to get through than some others, and appeared to have adequate primary sources, as well as being sufficiently documented. A significant part of the appeal of this noteworthy book is due in part to its methodical â€Å"you are there† focus. The author places his audience right there in the g eographical locale, at the particular time period, within the first two chapters. He therefore makes his point that the US slid right into this war, in increments, without much forethought, perhaps basing much action on current Cold War fears.Advertising Looking for report on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The highlights in the book’s account consist of the following events. A teen age North Vietnamese deserter informed the United States Marine commander that right near the village of Van Tuong, also located near another new US base, was in danger. For, encamped nearby was the 1st Viet Cong Regiment. Soon, intercepted radio chatter confirmed this fact. Since this situation was a direct threat to the base and, also presented the chance to decimate this slippery VC organization. So Lt Gen Walt determined to take the battle right to the enemy. His subordinate leader was named and it was the notable Colonel Oscar F. Peatross. The battalions to be employed were those at Chu Lai, the 3d Bn, Third Marine Regiment, and the 2d Bn, 4th Marines. For reinforcements, Walt also requisitioned the amphibious 3d Bn, 7th Marines to join them, from the Philippines. A combined helicopter and amphibious assault was then employed. Secrecy and speed were and proved vital for success. So, in just three days, Starlite commenced. The Viet Cong then hurried to catch up and deployed anti-personnel mines, but these had no measurable effect. The battalions were able to land, leaving one unit in reserve. Tanks and UH-1 Huey gunships assisted in securing the hill off the beach, the first objective. Then, an enemy battalion had to be quickly routed, and additional assaults were launched. Corporal Robert O’Malley, one of the primary heroes in the conflict, led his squad across a crucial trench and secured it, while fighting against scores of enemy. Although O’Malley suffered numerous wounds, refused to stop and leave the battle. He managed to retrieve a number of his wounded troops. Then, the remainder of India Company secured the village of An Cuong 2, which had been aiding and abetting the enemy. At about the same time, in the Hotel, 2/4, 1stLt Jenkins’ Marines managed to overcome an attack coming from the village of Nam Yen 3. LCpl Ernie Wallace cleverly and bravely discriminated the camouflaged enemy out from the local terrain, and dispatched at least 25 of them with his M60.Advertising We will write a custom report sample on Lehrack, Otto. First Battle: Operation Starlite and the Beginning of the Blood Debt in Vietnam Havertown, PA: Casemate, 2004 specifically for you for only $16.05 $11/page Learn More Another menacing machine gun nest was taken out by Cpl Dick Tonucci and one of his riflemen, PFC Ron Centers. They then proceeded to take out a second one, and also an enemy bunker. Then, a rifleman, LCpl J. C. Paul, provided covering fire for the wounded out in the open. He himself had been shot but had refused the medevac chopper. Unfortunately, he was hit with mortar rounds and small-arms fire, and eventually passed away, defending his men. There was significant collateral damage on another assault on Nam Yen 3, although the enemy themselves suffered significant casualties. Further Marine casualties took place as a supply convoy was ambushed. This happened again with yet another convoy. Choppers came to the rescue, but also came under heavy fire. Some friendly air fire support proved to provide some valuable support. With 200 or so wounded, the Marines suffered 54 mortal casualties. Nevertheless, all their forces- ground, air, ship, and artillery- managed to cause almost 700 dead Vietcong, the better part of several battalions. Both aviation and ground personnel had managed to dig in adequately, although much damage was suffered. Certainly, there were many heroes and military honors that day, for this first momentous b attle. Thus, these Marines ended the Starlite Operation successfully and proved that they could fight guerrilla style, on yet another type of terrain, that of the jungle-heavy and swamp-laden vista of Viet Nam. And so began that lengthy and controversial conflict. Bibliography Lehrack, Otto. First Battle: Operation Starlite and the Beginning of the Blood Debt in Vietnam Havertown, PA: Casemate, 2004. This report on Lehrack, Otto. First Battle: Operation Starlite and the Beginning of the Blood Debt in Vietnam Havertown, PA: Casemate, 2004 was written and submitted by user Yadiel Simpson to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Write My Essay for Me

Write My Essay for Me Write My Essay for Me Write My Essay for Me How can I get my paper written are the words which are often said by the students. The number of different tasks a student has to complete simultaneously is quite large, the time is as always quite compressed, and the desire to study starts sleeping when spring comes. This is ordinary scenery of the studying process of any modern student. Some students fall into despair, some students are trying to find a way out. However, many students already know where they can get their paper written for them: Essay Writing Services Nowadays, a lot of essay writing services offer their help for those students who ask them write my paper for me or where can I get my paper written. Our essay writing service is not an exception; however, there are some positions, which distinguish us from all the other services. We offer only highly qualified specialists to deal with who have the proper level of education and experience. The words write my essay mean to us that the person who says write my paper for me needs a professional and immediate help and we are always glad to provide such a customer with the on-time help. We Pay Attention To Your Needs One more our distinctive feature of offering essay-writing service is as follows: when the person contacts us with the question: when can I get my paper ready we pay attention to the desire of the customer. For example, some services have their own terms and conditions for each piece of writing creating. Our writers take into account the desire of the customers. If a person needs his or her essay to be ready in several hours, he or she will get it. At this point, it should be emphasized that the compressed time for the work completing is not going to influence either its content or quality of it. We Do Not Plagiarize! Our team just disdains plagiarism; that is why all the works are written only for the individuals for their special orders. Absence of spelling and grammar mistakes is also considered to be our strength. If next time you will be asking write my paper for me you know where it is better to appeal in order to get a qualitative essay and for the short period of time. Is not it just great when you can tell write my essay and you desire will be fulfilled by our team like with the help of magic warmed? Popular posts: Sport Research Paper Science Research Paper Research Paper Topics Research Paper Proposal Research Paper no Plagiarism

The Royal Order of Adjectives

The Royal Order of Adjectives The Royal Order of Adjectives The Royal Order of Adjectives By Jacquelyn Landis Have you ever wondered why we instinctively say â€Å"the shiny new red car† and not â€Å"the red new shiny car†? The reason is that there is a royal order for adjectives, and most native English speakers learn to use it as we’re forming our first complete sentences. Adjectives fall into categories, and those categories comprise the royal order: Determiner (articles and other limiters: the book, your car) Observation or opinion (a genuine fraud, an interesting book, an expensive watch) Size and Shape (tiny, fat, square) Age (young, old, new) Color (blue, sea-green) Origin (American, Chinese) Material (describing what something is made of: silk, copper, wooden) Qualifier (final adjective, often an integral part of the noun: vacation resort, wedding dress, race car) Typically, writers know better than to string together more than two or three adjectives at a time, and we don’t seem to struggle too much in getter their order straight. Where it gets confusing is in deciding when to use commas to separate a string of adjectives. You probably already know that equal adjectives should be separated by commas, as in this example: The singer wore a beaded, feathered costume. â€Å"Beaded† and â€Å"feathered† are equal adjectives, ones that belong to the same category (material) in the royal order. You could switch their position, and the rhythm of the sentence would still be correct. However, when you create a string of adjectives, be mindful of both their proper order and of the fact that you needn’t use commas to separate adjectives of a different category. The singer wore an antique purple beaded, feathered costume. Only one comma is necessary in the above sentence because â€Å"beaded† and â€Å"feathered† are the only adjectives belonging to the same category. If you’re ever in doubt about where to place commas in a string of adjectives, refer to the royal order. It’ll be your faithful guide. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:70 Idioms with HeartRules for Capitalization in TitlesEmpathic or Empathetic?

Project risk analysis and assessment in oil and gas industry Essay

Project risk analysis and assessment in oil and gas industry - Essay Example However, the main aim of this paper is to focus on limitations and problems of the tools and techniques of project risk analysis and assessment.   Risk and uncertainty examination has a few limitation and pitfalls in the principal idea. Every one of these strategies makes solid component of intervention and absence of crucial premise in risk and uncertainty examination. These insufficiencies will bring about shameful treatment of uncertainties. Those limits are exhibited here to give the pursuer a reflection on the utilization of current risk and uncertainty investigation in the down to earth instance of the reasonable undertaking stage (Perminova et al, 2008). Focus the discriminating parameter for subject of examination. This basis can be addressed. Sensitivity examination is not vulnerability investigation. Sensitivity just concerns on yield result as adjustment of info parameter. Dubious info parameter is not decided through utilization of sensitivity examination. The investigation on how dubious information parameter is excluded in this investigation. The target of risk and uncertainty examination is to anticipate future execution of dubious noticeable amounts that are not known at the season of examination. Envision the impact of oil stores to combined NPV of a field. In the event that saves has substantial measure of oil contained, venture NPV may be positive. Something else, NPV may be negative on the grounds that cost will be higher than oil deals given that saves are beneath sure measure of worth. Sensitivity investigation is led to explore how oil stores affects NPV. It has nothing to do with how indeterminate the stores, vulner ability of stores beneath certain quality, or total likelihood of stores in the middle of high and low esteem. Sensitivity investigation is not used to focus unverifiable data parameter for risk and uncertainty

Poplar Branch by Grace Benedict Essay Example | Topics and Well Written Essays - 1000 words

Poplar Branch by Grace Benedict - Essay Example Similarly, concerning birthdays the poplar tree uncertainty for individuals born between August 5th and 13th. These individuals are associated with characters such as artistic, lonely, lacking confidence and organized. Finally, according to the Heraldry, the poplar tree is significant as representation of strength. Grace Benedict’s artwork is a picture of a poplar tree branch. The artwork is a single branch of the poplar tree with several leaves attached to the branch, but with some falling off the branch. In this artwork, Benedict uses gentleness and smoothness in both the colors and texture, that resonates with the wonderful spirit and significance attached to the poplar tree. Poplar branch represents beauty magnificent spirit that relates to human characters and activities. The smooth and gentleness portrayed in the artwork represent the beautiful nature and role of the poplar branch. Poplar tree has always been known to represent smoothness and gentleness because of the si gnificant role it plays in the society. Therefore, the drawing in this case portrays how it is important for humans to embrace gentleness, which will in turn make life smooth as opposed to rough and rugged. In addition, the painting calls upon the society as a whole to recall the lost memories lost memories and dreams, and through gentleness allow them to thrive and become a reality. In this artwork, the smoothness is represented by the texture, in which looking at the photo it is all clear that both the background and the material used are all smooth in nature. Similarly, gentles is represented by the texture, as well as the colors used in this artwork for the leaves among other characters in this artwork. These represent the nature of the tree, and overall the expected nature of human beings in the society as symbolized by the poplar tree. Therefore, the lesson that we can draw from this technique used by the artist is that we as human beings should give gentles and smoothness a h igh value in our lives and the society as a whole. The tall and extensive nature of the poplar tree branch represented in the artwork reveals that it is fast growing, which gives it symbolic qualities related to human nature. For instance, the tree grows very fast and can grow tall with an extensive root system, and it does not require much coddling to grow fast. This means that the wonderful spirit of the tree teaches human beings how they should dream, and that projects have the ability to manifest quickly and bring great rewards in the shortest time possible. This extends to the possibilities in life that the tree branch represents, which reminds humans that they rise and grow to higher heights, and achieve these possibilities, as well as dreams (Klimt &Kallir 56). Similarly, the extensive nature of the tree that gives it strength teaches individuals how to endure life’s hardships and keep their feet strong on the ground, or on whatever they engage on in life. In addition, it teaches individuals to overcome personal doubts, fear, which may block possible endeavors. The artist uses several colors and a number of leaves in this branch to portray the variety nature of the poplar tree. For instance, some leaves are green with blue shadows while other leaves are white with black shadows. In addition, there are several small branches in the main branch, which

European Tourism Essay Example for Free

European Tourism Essay The article in question paints a perfect picture of the little country of Andorra, one of the few places remaining on earth where culture and sanctity has have not been overrun by the trappings of modern life. After reading the article, one comes away with a warm and happy feeling about what is going on in Andorra. It is a place, to be frank, that any person would want to visit in order to feel the beauty of the Pyrenees Mountains and understand the history of Europe. The author is careful to point out the fact that Andorra is certainly not stuck in the 15th century, though. It has updated itself to modern culture and although you cannot catch a flight to the country, one could certainly drive there to take advantage of a few conveniences. Among those are the shopping, which the author spends a great deal of time talking about. It is interesting that a place with such a richness and wealth of history and culture would have to offer bargain basement tax breaks for people to come and visit. In a way, this speaks to today’s culture, where people are more concerned with commerce than they are with culture. Andorra is a perfect mix of that commerce and culture, though. It is a place that is naturally torn and conflicted between two of Europe’s most traditional powers, yet it somehow maintains a measure of neutrality and independence. It is similar to plenty of other countries in Europe in regards to size, but does not share many similarities beyond that. Andorra is a place that, according to the author, every person should get to see because of the beauty and history that will immediately engulf the senses.

Frankenstein :: essays research papers

1. List the title and author of the work you read.   Ã‚  Ã‚  Ã‚  Ã‚  Frankenstein by Mary Shelley 2. Briefly describe the plot (action) of the work. What happens?   Ã‚  Ã‚  Ã‚  Ã‚  Robert Walton (the first narrator) finds Victor Frankenstein adrift in the Arctic. After a week’s recovery Frankenstein tells his story. As Victor was growing up he had always been interested in alchemy and pseudo-sciences. He hoped to one day to be able overcome death and decay. Victor learned how to create life in the laboratory and collected parts from cadavers to create his creature. After giving his creation life, he was horrified and fled. He was hidden away for two years, then received a letter telling of his little brother’s death. He suspected the creature, but the police suspected a female friend of his family’s and hanged her. One day the being found Victor and told him of his survival and his knowledge. He requested Victor make him a companion and in return they would flee away never to be seen again. He eventually agrees to make the â€Å"bride,† but after much pondering destroys all the work he had done. The â€Å"monster † curses Frakenstein assuring revenge on his wedding night. Later another of his friends turns up dead. Victor still made plans to marry Elizabeth with whom he was raised. On their wedding night she is strangled by the monster. He follows the monster pledging to destroy it. The story leads to where he is taken aboard the ship. Soon after the story Victor dies. The monster s discovered on board and announces his plans to kill himself. 3. How would you describe the author’s style? Examine the way the author writes, considering word choice, point of view, structure, special techniques (i.e., symbolism).   Ã‚  Ã‚  Ã‚  Ã‚  I really liked the way Shelley told the story from different points of view. She made the story whole by telling what Victor thought and what the creature thought. I also liked the way she didn’t just dive right into the central story, but laid out an outer frame. Shelley tries to make an easily read story by telling it from all angles and makes it a little different with the story inside of the story. 4. Was this an easy work to read? Why or why not?   Ã‚  Ã‚  Ã‚  Ã‚  I believe it was easily read. There was no overly difficult language. If you did have to pause in the middle of the story it was easily picked up again without rereading sections a couple times.

Private Versus Public Indonesian Schools Health And Social Care Essay

Besides [ 2 ] , there is another paper that investigated the effectivity of private and public junior secondary schools in the Indonesian context. [ 8 ] studied the relationship between school pick and academic public presentation alternatively of school pick and future net incomes. [ 8 ] found that the academic public presentation of public junior secondary schools pupils was higher than private school pupils as measured by national concluding trial test tonss ( UN[ 1 ]) upon completion of junior secondary school. Therefore, contrary to Bedi and Garg, [ 8 ] believe that public junior secondary schools are more effectual than private junior secondary schools. [ 8 ] besides doubt that the positive consequence of private schools could outweigh the high quality of public schools ‘ input quality. This paper presents a re-examination of Bedi and Garg ‘s appraisal on differential net incomes of public and private junior secondary school pupils, which is the nucleus of their empirical analysis. Using Bedi and Garg ‘s sample informations set, I obtained contradictory consequences to them. I found that their decision is biased and misdirecting. I am besides concerned about the usage of some placeholders of school quality indexs in Bedi and Garg ‘s net incomes theoretical account. Bedi and Garg used three variables that do non specifically demo the quality of junior secondary schools. Alternatively, Bedi and Garg use variables that show the status of the last school attended. Hence, it may be either a junior or a senior secondary school. I believe the used of inappropriate placeholders of school quality may bias the cogency of Bedi and Garg ‘s net incomes derived function. Last but non least, Bedi and Garg used the individual imputation of average permutation to get the better of the losing information. I believe this attack may skew the findings. I used the up-to-date MICE ( multiple imputation by chained equations ) attack to handle the losing value job. Using MICE, I besides found contradictory consequences to Bedi and Garg ‘s as the public school alumnuss net incomes are higher than private non spiritual school alumnuss.2 Sample ReplicationThe first measure used to retroflex Bedi and Garg ( 2000 ) was to make an indistinguishable information set to Bedi and Garg ‘s. Bedi and Garg use the Indonesia Family Life Survey 1 ( IFLS1 ) 1993 to gauge the effectivity of private and public schools in Indonesia. The IFLS1 is a large-scale longitudinal observation of single and household degree on socioeconomic and wellness study. The IFLS1 trying strategy was based on states, so the samples were indiscriminately selected within states. Due to cost- effectiveness the study had took merely 13 out of 26 states on the Island of Java, Sumatra, Bali, West Nusa Tenggara, Kalimantan, and Sulawesi. They were selected to stand for about 83 per centum of the Indonesian population. In 2000, RAND as the major manufacturer of IFLS published the 3rd moving ridge of IFLS, so called IFLS3. Harmonizing to the RAND web site, the populace usage files and certification of IFLS4 should be ready by early 2009. Bedi and Garg do non explicate the ground they merely use the first moving ridge. However, I assume that Bedi and Garg do non utilize IFLS2 and IFLS3 as the research was conducted before the IFLS3 was publically released. Despite Rand has printing IFLS2 in 1997, the moving ridge does non incorporate employment informations that consists of net incomes and the figure of hours worked informations[ 2 ] [ htbp ] Comparison of Exclusion ProcessItemBedi and Garg ( 2000 )Fahmi*Initial income information 4900 7220 Had non proceeded beyond primary instruction 3391 5448 Had more than 12 old ages of instruction 291 274 Lack of information on hours of work 33 37 Missing information on school type 10 13 Reported incomes seemed incredibly high 3 9 Missing information on category size–41 Attend ( erectile dysfunction ) school more than 12 month ( miscoded )–45 Missing information on failed in primary school–1 Missing information on male parent ‘s instruction–214 Missing information on female parent ‘s instruction–80 Missing information on school location–6 Missing information on faith–2 Number of staying observation 1194 1050 * ) The Exclusion stairss follows Bedi and Grag ( 2000 ) and another exclusion procedure can alter the consequence. I created a sample informations based on Bedi and Garg ‘s counsel ( pages 467-468 ) . However, I failed to reproduce Bedi and Garg ‘s sample informations even though I merged all necessary files and cleaned the informations right. My initial sample informations set consisted of 7220 respondents who have net incomes and are no longer pupils. The size of the initial information was about twice Bedi and Garg ‘s initial sample informations with 4900 observations. Missing and miscoded informations and besides sample limitations reduced the information set by 6170 ( more than 85 per centum ) to 1050 observations. Most of the observations, 5448, were dropped as they had non proceeded beyond primary school, while 274 observations were dropped since they had more than 12 old ages instruction. Furthermore, I dropped 13 respondents due to losing information on the school type and 9 observations as they had either 99997 or 999997 on entire monthly net incomes. Finally, I exclud ed the staying 389 observations as they had either losing information, miscoded category size ( 41 observations ) , figure of months in school period per twelvemonth ( 45 ) , failed in primary school ( 1 ) , parents ‘ instruction ( 294 ) , state where school is located ( 6 ) , and faith ( 2 ) . Table 1 nowadayss the full comparing of the exclusion procedure. Bedi and Garg used the IFLS1 issued by RAND in 1996 ( DRU-1195-CD ) . On the other manus, I used the IFLS1 information set called IFLS1-RR ( re-release ) that updates the original IFLS1. [ 9 ] explains that IFLS1-RR revisions and restructures the original IFLS1 to attach to with IFLS2. The different construction of IFLS1 ‘s DRU-1195-CD and IFLS1-RR perchance causes the mismatch between my sample informations and Bedi and Garg ‘s. Bedi kindly sent the sample informations set, PUBPRIV.DTA[ 3 ]. Bedi and Garg create the file on 7 February 1998 which consists of 1527 observations and 231 variables. However, Bedi and Garg did non direct the do-file[ 4 ]. Therefore, I can non track the building of sample informations. I tracked the difference of the sample informations sets by comparing Bedi and Garg ‘s sample that consists of 1194 observations with my 1050 observations. I can fit Bedi and Garg ‘s sample by 745 observations. Of the staying 449 observations, 17 observations are unidentified and 305 are considered as losing information. On the other manus, Bedi and Garg ‘s sample does non incorporate 305 observations from my sample informations despite those observations do non hold losing informations. Of the 305 observations losing informations, 34 observations have no information on the figure of months in a twelvemonth go toing school and 32 observations have no information on category size. Bedi and Garg substitute the losing informations on those observations by utilizing a sample average alternatively of dropping the figure of observations. The staying 214 observations have no information on either male parent ‘s or female parent ‘s instruction. Bedi and Garg put â€Å" 0 † value on those observations alternatively of dropping them. Despite Bedi and Garg explicating the major exclusion procedure, they do non indicate out the permutation procedure on the 305 observations. On the other manus, I provide the sketch of the tracking procedure in Table 1. I present the complete comparing of drumhead statistics between Bedi and Garg ‘s sample informations and my sample informations from IFLS1-RR in Table 2. [ T ] Table 1: Tracking Process of Mismatch Sample DataNo.NoteObs.745 Identical 17 Unidentified 152 Had more than 12 old ages instruction 34 – Missing information on period of school in months. – Bedi and Garg substitute the losing informations by sample mean. 32 – Missing information on category size. – Bedi and Garg substitute the losing informations by sample mean. 154 – Missing information on male parent instruction. – Bedi and Garg put â€Å" 0 † , alternatively of losing value in three silent person variable male parent of instruction. – Three variables of male parent instruction are FATH_PRI and FATH_JH and FATH_SH. 60 – Missing information on female parent instruction. – Bedi and Garg put â€Å" 0 † , alternatively of losing value in two dummy variables of female parent instruction. – Two variables of female parent instruction are MOTH_PRI and MOTH_SEC. Since my sample informations does non fit with Bedi and Garg ‘s sample, I can non reproduce all Bedi and Garg ‘s appraisal consequences. However, I continued the remainder of the appraisals by utilizing Bedi and Garg ‘s sample. Using Bedi and Garg ‘s sample I can retroflex Table 1 and 2 in Bedi and Garg ‘s paper. Table 1 in Bedi and Garg ‘s paper presents the descriptive statistics of all variables whereas Table 2 presents the descriptive statistics by type of school. I could retroflex the consequence of the coefficients on polynomial logit appraisal in Table 3. However, I could non fit the consequence on fringy effects of explanatory variables. Technically, I generated the consequence utilizing mlogit and mfx2 faculty on stata. I present the consequence on polynomial logit appraisal in Table 8 in appendix.VariableBedi and Garg ( 2000 )Fahmi( R ) 2-5MeanStd. DevMeanStd. Dev— ContinuedVariableBedi and Garg ( 2000 )Fahmi( R ) 2-5MeanStd. DevMe anStd. DevContinued on Following Page†¦ LOGEARN -0.202 1.079 -0.290 1.063 EARN 1.492 2.567 2.030 17.655 Age 34.66 7.502 34.264 7.321 Junior 0.307 0.462 0.415 0.493 Senior 0.521 0.499 0.527 0.500 Male 0.672 0.469 0.689 0.463 Indonesian 0.404 0.491 0.370 0.483 HIN_BUD 0.066 0.248 0.074 0.262 Jesus 0.091 0.289 0.092 0.290 PRI_FAIL 0.204 0.403 0.208 0.406 Scholar 0.048 0.215 0.040 0.196 FATH_PRI 0.422 0.494 0.521 0.500 FATH_JH 0.101 0.302 0.113 0.317 FATH_SH 0.085 0.279 0.084 0.277 MOTH_PRI 0.380 0.485 0.470 0.499 MOTH_SEC 0.109 0.312 0.094 0.292 DIRT FLOOR 0.067 0.251 0.044 0.205 Class Size 36.47 9.301 36.651 8.884 Calendar months 9.459 1.849 9.638 1.710 OTH_PR 0.023 0.148 0.031 0.175 SKALI_ED 0.043 0.204 0.036 0.187 NSUMA_ED 0.106 0.308 0.097 0.296 WSUMA_ED 0.068 0.253 0.049 0.215 SSUMA_ED 0.051 0.220 0.052 0.223 LAMP_ED 0.023 0.151 0.027 0.161 EJAVA_ED 0.120 0.325 0.135 0.342 WJAVA_ED 0.139 0.346 0.131 0.338 CJAVA_ED 0.141 0.348 0.155 0.362 BALI_ED 0.048 0.215 0.058 0.234 NTB_ED 0.042 0.200 0.056 0.230 YOGYA_ED 0.067 0.251 0.065 0.246 SSULA_ED 0.042 0.202 0.038 0.192 JAKAR_ED 0.079 0.270 0.069 0.253 URBAN 0.708 0.455 0.670 0.470 SKALMNT 0.043 0.204 0.050 0.219 NSUMATRA 0.098 0.297 0.084 0.277 WSUMATRA 0.066 0.250 0.045 0.207 SSUMATRA 0.053 0.225 0.057 0.232 EJAVA 0.103 0.304 0.117 0.322 WJAVA 0.131 0.338 0.125 0.331 CJAVA 0.088 0.284 0.098 0.298 Bali 0.054 0.226 0.068 0.251 NTB 0.042 0.202 0.057 0.232 LAMPUNG 0.029 0.168 0.034 0.182 YOGKARTA 0.067 0.251 0.065 0.246 SSULAWES 0.042 0.202 0.040 0.196 Jakarta 0.176 0.381 0.160 0.367 Number of Sample 1194 1050 Table 2: Comparison of Descriptive Statistics Table 3 nowadayss the consequences on fringy consequence after polynomial logit appraisal. All Bedi and Garg ‘s fringy effects are different to my consequences. The marks on the coefficient of fringy effects in my consequences contradict Bedi and Garg ‘s consequences. Those coefficients are MOTH_SEC in private non spiritual and public appraisals, HIN_BUD in private Islam school, FATH_JH in private Islam school, and FATH_PRI in private Christian school. The differences may bespeak that Bedi and Garg used different techniques or faculties in gauging fringy consequence after polynomial logit. I used the the stata ‘s faculty mfx2 that suggested by [ 13 ] . [ 13 ] argues that mfx2 likely the most utile after multiple-outcome appraisals such as mlogit. On the other manus, Bedi and Garg do non advert the faculty or stata bid in the fringy consequence appraisal. Table 3: Fringy Effectss AppraisalsVariablePublicPrivate NRPrivate IsPrivate Ch2-9BediFahmiBediFahmiBediFahmiBediFahmiandandandandGargGargGargGargMale -0.0154 -0.005 -0.0259 -0.002 -0.0253 -0.005 0.0667 0.012 Indonesian -0.0345 -0.006 -0.0244 -0.001 0.0441 0.006 0.0147 0.001 Hin_bud 0.1983 0.003–-0.005 0.2817 0.123 -0.4819 -0.121 Jesus 0.0318 0.062 -0.2304 -0.029 0.2371 0.291 -0.0385 -0.323 Pri_fail 0.0897 0.017 -0.0304 -0.001 -0.0196 -0.002 -0.0397 -0.014 Fath_pri 0.0348 0.007 0.0171 0.001 -0.0028 0.001 -0.0548 -0.010 Fath_jh -0.0183 -0.004 0.0022 -0.000 -0.0289 -0.004 0.0450 0.008 Fath_sh -0.0048 -0.006 -0.0680 -0.003 -0.0752 -0.008 0.1481 0.017 Moth_pri -0.0147 -0.006 -0.0413 -0.002 -0.0293 -0.005 0.0854 0.013 Moth_sec 0.0139 -0.001 -0.0387 -0.002 -0.0390 0.008 0.0638 -0.005 Nitrogen 221 133 73 767 [ parity ] Bedi and Garg= [ 2 ] . Fahmi=Fahmi ‘s appraisal utilizing Bedi and Garg ‘s sample. Public is public school. Private NR is private not spiritual. Private Is is private Islam. Private Ch is Private Christan and other.3 Selectivity VariablesBedi and Garg include the selectivity variables in the net incomes appraisals and the net incomes decompositions. Bedi and Garg argue that in Indonesia, the junior secondary school sorting is a consequence of parental pick and choice standards that in some instance may implement by the school. In doing the determination, Bedi and Garg assume that parents evaluate the benefits of go toing each peculiar school and they face four available school types, public, private non-religious, private Islamic and private Christian schools. The school screening that is based on choice standards is most likely true for public secondary school as they require a certain degree of concluding trial tonss before accepting the pupils. Bedi and Garg besides suggest that school sorting may non be exogenic and the pupil who has higher ability may be more likely to come in public secondary schools. Bedi and Garg used two-stage appraisal suggested by [ 5 ] to get the better of the selectivity prejudice job. To gauge the net incomes appraisal, Bedi and Garg ab initio used a polynomial logit theoretical account to bring forth the selectivity rectification term. In the 2nd measure, Bedi and Garg estimated the net incomes equations and included the selectivity variables or the opposite of Mill ‘s ratio ( lambda ) to the equations. The coefficient on lambda measures the consequence of non-random screening single, while either the positive or negative mark indicates the nature of choice. The negative coefficient indicates that unseen variables that influence school pick are negatively correlated with unseen variables that determine net incomes. Bedi and Garg compared the consequences of OLS decompositions and two measure decompositions to demo the consequence of choice prejudice on the theoretical account. Despite Bedi and Garg utilizing the two measure method used in many surveies on school effectivity, I am concerned about the consequences of Bedi and Garg ‘s appraisals on selectivity variables and decompositions with selectivity prejudice. To verify the consequences, I re-estimated the polynomial logit equation utilizing Bedi and Garg ‘ sample informations set that derived from PUBPRIV.dta. I used the two-step technique proposed by [ 3 ] . [ 3 ] created selmlog as a faculty in STATA on choice prejudice rectification when choice is specified as a polynomial logit. I used Lee ‘s method in selmlog option, since Bedi and Garg used Lee ‘s two-step method to gauge the theoretical account. The Comparison of Selectivity Variable ( )School TypeBedi and Garg ( 2000 )Bedi and Garg ‘s sampleand Fahmi computation2-5 t-stat. t-stat. Public -0.089 ( -0.310 ) 0.104 ( 0.370 ) Private Non Religious -0.848** ( -2.384 ) 0.895** ( 1.990 ) Private Islam 0.073 ( 0.120 ) 0.259 ( 0.330 ) Private Christian 0.031 ( 0.272 ) -0.666* ( -1.75 ) [ parity ] [ 1 ] * = P & lt ; 0.1, ** = P & lt ; 0.05, *** = P & lt ; 0.01 Table 3 presents the comparing of selectivity variables. Using Bedi and Garg sample informations, the consequences show positive selectivity for public schools, private non-religious schools, and private Islam schools and negative choice into private Christian schools. The coefficient in private non-religious school and private Christian school equation are statistically important. This consequences contradict Bedi and Garg ‘s consequences. In Bedi and Garg ‘s appraisals, negative selectivity exists in public and private non spiritual groups, whereas positive selectivity nowadayss in private Islam and private Christian schools. The coefficient lambda is important merely in private non-religious school appraisal. The coefficient on the selectivity variable of public schools in Bedi and Garg ‘s is -0.089, whereas in my consequence it is 0.104. In private non spiritual schools and private Christian schools, Bedi and Garg ‘s are -0.848 and 0.031, while in my conse quences are 0.895 and -0.666. In private Islam appraisal, Bedi and Garg ‘s is 0.073 while in my consequence is 0.259. I present the full comparing of the two measure appraisals in Tables 9, 10, 11, and 12. Bedi and Garg point out that the negative coefficient on lambda was statistically important in private non spiritual school appraisal. Bedi and Garg used this determination to back up their statement that the strong negative choice consequence in private non-religious school reversed the public and private non-religious school advantage. However, utilizing Bedi and Garg ‘s sample informations set, I found that the mark of in private non spiritual is positive. The positive and important coefficient on lambda implies that a non-participant type in private non spiritual group will be given to hold higher net incomes. Non participant-type in private non spiritual schools are pupils from high socio economic sciences background. From the consequence of school screening in Table 3, pupils whose parents do non hold secondary instruction most likely attend private not spiritual schools. Therefore, the non participant type or the sub-sample of private non spiritual school are pupils whos e parents have high instruction or have high socio economic background. The negative mark on the selectivity variable in private Christian school implies that pupils from non-participant types in these group will be given to hold lower net incomes. Intuitively, pupils from low socio economic sciences backgrounds who study in private Christian schools will be given to hold lower net incomes.4 Net incomes DecompositionBedi and Garg used the Blinder-Oaxaca decomposition to gauge net incomes differential between public school and private school alumnuss. Bedi and Garg used the double decomposition that included some non-discriminatory coefficient vectors to find the part of the spread in the forecasters. Harmonizing to [ 10 ] , the two fold decomposition can be written as ( 1 ) where the inferior refers to the public schools group and the inferior refers to private schools groups. is the the natural logarithm of single net incomes. is a vector of ascertained features and is a vector of coefficients on ascertained features. is the individuality matrix and is a diagonal matrix of weights. Now the double decomposition is ( 2 ) where is the net incomes difference. The first constituent, , is the net incomes derived function that is â€Å" explained † by group differences in the forecasters. The first difference is besides known as measure consequence. The 2nd portion, is the â€Å" unexplained † portion. is the differences caused by favoritism and unseen variables. Bedi and Garg follow [ 10 ] who used the average coefficients between the low and the high theoretical account or. Reimers believes that the favoritism in in labor market could impact the net incomes of either the bulk or minority group. Therefore, Reimers suggests that the diagonal of D ( matrix of weights ) should be 0.5 to avoid the incompatibility in decomposition consequence. I re-estimated the Blinder-Oaxaca decompositions on Bedi and Garg ‘s ascertained net incomes differential utilizing Oaxaca. Oaxaca[ 5 ]that created by [ 4 ] , is a STATA technique which allows gauging the Blinder-Oaxaca decomposition net incomes derived functions in one bid[ 6 ]. I present the comparing of the reproduction on the Blinder-Oaxaca decomposition in Tables 4 and 4. Table 6 presents the comparing of net incomes differential utilizing OLS appraisal as the appraisal does non include the selectivity variable. The consequences of Bedi and Garg and my appraisal utilizing Bedi and Garg sample informations are similar. Despite some differences in the 3rd denary values, the consequences could be considered as minimally different. The consequences suggest that Bedi and Garg ‘s computation and my technique, utilizing Jann ‘s Oaxaca, produced similar end products. However, Bedi and Garg do non supply the standard mistakes or statistical trials for the difference. Harmonizing to [ 4 ] , merely a few surveies on the Blinder-Oaxaca decomposition are concerned about the issue of statistical illation. Jann argues that statistical illation in the decomposition consequences is necessary to bring forth equal reading. In general, my computations on Blinder-Oaxaca decomposition are similar with Bedi and Garg ‘s. However, there are some differences in the 3rd figure in some denary Numberss. For case, Bedi and Garg ‘s entire log net incomes derived function between public and private non spiritual is 0.316 whereas in my consequence the spread is 0.318. The consequences of Bedi and Garg ‘s net incomes decompositions should be treated with cautiousness because of two factors. First, Bedi and Garg do non supply the t-statistics or the standard mistakes of the difference. Second, the choice prejudice could hold appeared in the net incomes appraisals. Table 3 shows that the choice prejudice occurs in private non spiritual school and private Christian school appraisals. Therefore, the net incomes derived function in Table 4 on those two groups are biased. The Comparison of Earnings Differentials Between Public and Private Schools ( OLS )Type ofBedi and Garg ( 2000 ) aFahmib2-8 School Thymine Tocopherol Uracil Thymine Tocopherol Uracil Private Non Religious 0.316 0.162 0.154 0.318*** 0.163*** 0.155** ( 0.086 ) ( 0.054 ) ( 0.078 ) Private Islam 0.311 0.254 0.057 0.309*** 0.254*** 0.055 ( 0.117 ) ( 0.077 ) ( 0.113 ) Private Christian -0.140 -0.204 0.064 -0.142 -0.205* 0.064 ( 0.147 ) ( 0.116 ) ( 0.130 ) [ a ] Bedi and Garg do non supply standard mistakes or t-statistics [ B ] Standard mistakes are in parenthesis and heteroscedasticity consistent T = Observed net incomes derived function utilizing OLS E = Differentials due to differences in agencies utilizing OLS ( Explained ) U = Differentials due to differences in parametric quantities utilizing OLS ( Unexplained ) = P & lt ; 0.01, ** = P & lt ; 0.05, * = P & lt ; 0.1 Table 4 shows that pupils who graduated from public schools earn 30.9 per centum more than their opposite number from private Islam schools. This grounds is strong as the net incomes derived function is statistically important at 1 percent degree of significance. The difference in the explained features contributes to about 82 per centum as the spread is 25.4 per centum. This spread is significance at 1 percent degree of significance. It means that the variables included in the theoretical account could explicate the 82 per centum of net incomes differential between public school and private Islam alumnuss. The difference in unexplained features are 5.5 per centum. However, this consequence is likely non true as the difference is non statistically important. [ ht ] Table 4: The Comparison of Earnings Differentials Between Public and Private Schools ( Two-Step )Bedi and Garg ( 2000 ) aFahmib2-8 Thymine Tocopherol Uracil Thymine Tocopherol Uracil Private Non Religious -0.754 0.236 -0.990 0.243** 0.151*** 0.09 ( 0.111 ) ( 0.055 ) ( 0.098 ) Private Islam 0.468 0.241 0.057 Sodium Sodium Sodium ( NA ) ( NA ) ( NA ) Private Christian -0.046 -0.226 0.180 -0.104 -0.197 0.093 ( 0.233 ) ( 0.123 ) ( 0.190 ) [ a ] Bedi and Garg do non supply standard mistakes or t-statistics [ B ] Standard mistakes are in parenthesis and heteroscedasticity consistent T = Adjusted net incomes differential utilizing Two-step E = Differentials due to differences in agencies utilizing Two-step ( Explained ) U = Differentials due to differences in parametric quantities utilizing Two-step ( Unexplained ) = P & lt ; 0.01, ** = P & lt ; 0.05, * = P & lt ; 0.1 NA = Not Applicable In Table 3 the selectivity variables in private non spiritual and private Christian schools are statistically important. This grounds suggests that ordinary least squares ( OLS ) appraisal every bit good as the net incomes differential decomposition in these two groups would be biased. Table 4 nowadayss the net incomes decomposition utilizing the two-step method. In this tabular array, I do non supply the spread between public and private Islam schools since the coefficients on selectivity variables of both the groups are non statistically important. The net incomes derived function between public school and private non spiritual school is 24.3 per centum and is important at 0.05 degree. The spread is lower than the net incomes difference calculated by OLS appraisal. The net incomes decomposition on OLS appraisal between two groups are 31.8 per centum. Therefore, the inclusion of the selectivity variable in the theoretical account corrects the net incomes spread of 7.5 per centum. Si milar with the net incomes spread between public and private Islam schools, the explained or observed features in the theoretical account contribute to most of the spread. The part of measure effects or ascertained variables to the spread is about 60 per centum and is important at 0.01 significance degree. This part is higher than the OLS appraisal that merely contributes 52 per centum to the spread. The spread on the unseen variable are little and non statistically important. This consequence contradicts Bedi and Garg ‘s decision that the strong selectivity consequence reverses the public and private non-religious net incomes decompositions. I agree that the selectivity consequence corrects the net incomes spread but it does non change by reversal the advantages of public schools over the private non spiritual schools. The net incomes derived function of two-step appraisal between public and private Christian schools corrects the spread estimated by OLS. However, all the differences are non statistically important. Therefore, I can non reason what is the net incomes differences between the two schools since the groundss are likely non true. This undistinguished consequence on net incomes spread may be caused by the little figure of observations in the private Christian school group. The figure of observation in this group is 73 whereas the figure of observations in public school group is 767.5 School Quality IndexsDespite my findings beliing Bedi and Garg ‘s decisions, the placeholders of school quality indexs may bias the cogency of Bedi and Garg ‘s net incomes theoretical account[ 7 ]. Alternatively of utilizing standard variables for school quality indexs such as teacher-student ratio, outgo per student, and degree of instruction of instructors, Bedi and Garg used three proxy variabl es: a dummy variable of whether the school has a soil floor ( DIRT FLOOR ) , the length of the school term ( MONTHS ) , and the figure of pupils in the category ( CLASS SIZE ) . The figure of observations that linked to the information of these standard variables for school quality are non equal[ 8 ]. I believe BG ‘s placeholders for school features ‘ variables could hold biased the consequences. Harmonizing to the manual book of IFLS1, DIRT FLOOR, MONTHS, and CLASS SIZE[ 9 ]supply information about the school features last accompanied by respondents. Therefore, some of the informations on these proxy variables will be biased for respondents who attend senior secondary schools. The 1,194 from informations observation set in Bedi and Garg ‘s survey, there are 519 observations that are non junior secondary school. In fact, Bedi and Garg merely focus on the quality of junior secondary schools.6 Missing Data TreatmentI am besides concerned about the losing informations intervention in Bedi and Garg ‘s paper. There are two variables in net incomes equations that have losing values: CLAS_SIZ and MONTH. CLAS_SIZ has 72 losing values whereas MONTH has 55. Bedi and Garg used a traditional attack, the average permutation, to get the better of losing informations on those two variables. Hence, Bedi and Garg replaced the 72 losing values in CLAS_SIZ and MONTH by 36.40461 and by 9.412534. Harmonizing to [ 6 ] average imputation is simple to implement, nevertheless, it has some serious disadvantages. First, average permutation will diminish the discrepancy of the sample as the decrease of the sample will under gauge the true discrepancy. Second, the appraisal of non additive variables can non be estimated systematically. Third, average imputation will falsify the distribution of and form of the imputed variables. [ 1 ] points out that average permutation would be the worst attack when there is big inequality in losing informations for different varia bles. Another traditional attack that is alleged the list-wise or instance omission may be applied in this theoretical account to get the better of losing informations job. However, This attack may give indifferent appraisal if the MCAR premises are met. MCAR or Missing Wholly At Random appears when the chances of losing informations do non depend on any other observed or unobservable variable. However, MCAR seldom happens in household or family study. In the survey about the impact of childbearing on wellbeing utilizing IFLS informations, [ 7 ] argues that the premise of MCAR is non sensible in the survey. Mattei believes that the premise of losing informations mechanism or MAR ( Missing At Random ) is more sensible. To avoid inconsistent prejudices or equivocal consequences, I re-estimated Bedi and Garg ‘s school pick and net incomes derived function utilizing the multiple imputation by chained equations ( MICE ) . Multiple Imputation was originally developed by Rubin ( Rubin1976, Rubin1977 ) and implemented as MICE for general used by [ 12 ] . In STATA, MICE is implemented utilizing mvis or ice[ 10 ]. These STATA ado-files bundle were developed by [ 11 ] . Selectivity Variable in Mean Substitution and Multiple Imputation attackSchool TypeBedi and Garg ( 2000 )Bedi and Garg sampleAverage SubstitutionMouses2-5 t-stat. t-stat. Public -0.089 ( -0.310 ) -0.103 ( -0.360 ) Private Non Religious -0.848** ( -2.384 ) -0.896** ( -2.200 ) Private Islam 0.073 ( 0.120 ) -0.247 ( 0.320 ) Private Christian 0.031 ( 0.272 ) 0.650* ( -1.820 ) [ parity ] * = P & lt ; 0.1, ** = P & lt ; 0.05, *** = P & lt ; 0.01 I created 5 transcripts of imputed sample informations utilizing ice bid. Then, I used mim bid to gauge the polynomial logit and two-step net incomes equation utilizing the five imputed information set. I compared the consequence of utilizing multiple imputation and Bedi and Garg ‘s average permutation in Tables 6, 5, and 6. Table 6 presents the comparing of the selectivity variable of Bedi and Garg ‘s and my appraisal. Then, Tables 5 and 6 compare the OLS and two-step net incomes derived function utilizing individual imputation ( average permutation ) and multiple imputation ( MICE ) . [ ht ] Table 5: The Comparison of Earnings Differentials Between Public and Private Schools ( OLS )Type ofBedi and Garg ( 2000 ) aFahmibSchoolAverage SubstitutionMultiple Imputation2-8 Thymine Tocopherol Uracil Thymine Tocopherol Uracil Private Non Religious 0.316 0.162 0.154 0.315*** 0.168*** 0.148** ( 0.034 ) ( 0.021 ) ( 0.030 ) Private Islam 0.311 0.254 0.057 0.314*** 0.251*** 0.055 ( 0.045 ) ( 0.077 ) ( 0.030 ) Private Christian -0.140 -0.204 0.064 -0.119*** -0.191*** 0.072 ( 0.056 ) ( 0.044 ) ( 0.046 ) [ a ] Bedi and Garg do non supply standard mistakes or t-statistics [ B ] Standard mistakes are in parenthesis and heteroscedasticity consistent T = Observed net incomes derived function utilizing OLS E = Differentials due to differences in agencies utilizing OLS ( Explained ) U = Differentials due to differences in parametric quantities utilizing OLS ( Unexplained ) = P & lt ; 0.01, ** = P & lt ; 0.05, * = P & lt ; 0.1 Table 6 shows that about all selectivity variables in MICE appraisal have the same mark with Bedi and Garg ‘s appraisal, with merely the private Islam school group beliing to Bedi and Garg ‘s. The coefficient on selectivity variable in private Islam school is -0.247, whereas Bedi and Garg ‘s lambda in the same group is 0.073. The coefficient on lambda in private non-religious and private Christian schools are statistically important. Bedi and Garg point out that the negative coefficient on the selectivity variable in the private non-religious school group reverses the high quality of the public school group to their opposite number from private non spiritual schools. Bedi and Garg province that the net incomes spread between public schools and private non spiritual schools are reversed from 31.6 per centum to -75.4 per centum. However, in MICE appraisal the important negative coefficient on selectivity variable merely reduces the spread from 31.5 per centum to 24.6 per centum as public schools are still superior than private non spiritual school. Furthermore, the spread that is caused by unexplained or unobservable variables alternatively adds a positive 8.8 per centum to the entire spread. Table 5 shows that there is a similarity in net incomes derived function of the private Islam group in Bedi and Garg ‘s and my appraisal. The entire spread in MICE appraisal is 31.4 per centum whereas the explained spread is 25.1 per centum. The discernible variable adds 5.5 per centum to the entire spread, however the coefficient is non important. [ ht ] Table 6: The Comparison of Earnings Differentials Between Public and Private Schools ( Two-Step )Bedi and Garg ( 2000 ) aFahmib2-8 Thymine Tocopherol Uracil Thymine Tocopherol Uracil Private Non Religious -0.754 0.236 -0.990 0.246*** 0.158*** 0.088*** ( 0.045 ) ( 0.022 ) ( 0.039 ) Private Islam 0.468 0.241 0.057 Sodium Sodium Sodium ( NA ) ( NA ) ( NA ) Private Christian -0.046 -0.226 0.180 -0.071 -0.180*** 0.109 ( 0.092 ) ( 0.047 ) ( 0.073 ) [ a ] Bedi and Garg do non supply standard mistakes or t-statistics [ B ] Standard mistakes are in parenthesis and heteroscedasticity consistent T = Observed net incomes differential utilizing two-step E = Differentials due to differences in agencies utilizing two-step ( Explained ) U = Differentials due to differences in parametric quantities utilizing two-step ( Unexplained ) ` = P & lt ; 0.01, ** = P & lt ; 0.05, * = P & lt ; 0.17 DecisionUsing Bedi and Garg ‘s sample informations, new sample informations, Jann ‘s selmlog and Oaxaca, and multiple imputation attack, I found the contradictory consequence to Bedi2000. I found that the important negative choice variable in private non spiritual schools does non change by reversal the high quality of public schools over private non spiritual schools. I found grounds that public school alumnuss earn more than private school alumnuss. Bedi and Garg used the traditional average permutation to get the better of the losing information. This individual imputation attack is non appropriate and may bias the consequences. Using the up-to-date MICE ( multiple imputation by chained equations ) to handle the losing value, I found the public school alumnuss have higher net incomes than private non spiritual alumnuss. The negative coefficient on the selectivity variable does non change by reversal the high quality of public schools. The usage of some placeholders as school quality indexs in Bedi and Garg ‘s gaining theoretical account may besides bias the consequences. Bedi and Garg used three proxy variables that explain the status of last school attended. Since some of the respondents attended senior or higher instruction, hence, it may bias the cogency of the theoretical account.Mentions[ 1 ] Acock, A.C. Working with losing values. Journal of Marriage and Family, 67 ( 4 ) :1012 — 1028, 2005. [ 2 ] Bedi, Arjun S. and Garg, Ashish. The effectivity of private versus public schools: the instance of Indonesia. Journal of Development Economics, 61, issue 2:463-494, 2000. [ 3 ] Bourguignon, FranAA §ois and Fournier, Martin and Gurgand, Marc. Selection Bias Corrections Based on The Multinomial Logit Model: Monte Carlo Comparisons. Journal of Economic Surveys, 21 ( 1 ) :174-205, 2007. [ 4 ] Ben Jann. A Stata execution of the Blinder-Oaxaca decomposition. ETH Zurich Sociology Working Papers, 5, ETH Zurich, Chair of Sociology, 2008. [ 5 ] Lee, L. F. Generalized econometric theoretical accounts with selectivity. Econometrica, 51:507, 1983. [ 6 ] Little, R.J.A. and Rubin, D.B. Statistical analysis with losing informations. Wiley New York, 1987. [ 7 ] Mattei, A. Estimating and utilizing leaning mark in presence of losing background informations: an application to measure the impact of childbearing on wellbeing. Statistical Methods and Applications, 18 ( 2 ) :257 — 273, 2009. [ 8 ] Newhouse, David and Beegle, Kathleen. The consequence of school type on academic accomplishment – Evidence from Indonesia. Journal of Human Resources, 41 ( 3 ) :529-557, 2006. [ 9 ] Peterson, Christine E. Documentation for IFLS1-RR: Revised and Restructured 1993 Indonesian Family Life Survey Data, Wave 1. Technical study, RAND, 2000. [ 10 ] Cordelia W. Reimers. Labor Market Discrimination Against Hispanic and Black Men. The Review of Economics and Statistics, Vol. 65 ( No. 4 ) : pp. 570-579, 1983. [ 11 ] Royston, P. Multiple imputation of losing values: update. Stata Journal, 5 ( 2 ) :188 — 201, 2005. [ 12 ] Van Buuren, S. and Oudshoom, CGM. MICE: multivariate imputation by chained equations. web. inter. nl. net/users/S. new wave. Buuren/mi, 2000. [ 13 ] Williams, R. MFX2: Stata faculty to heighten mfx bid for obtaining fringy effects or snaps after appraisal. Statistical Software Components, 2006. Appendix

Flight of the Kittyhawk Essay

The case showed that HP valued technical innovation as a key to the business’ success. From the beginning, HP had employed a management by objective (MBO) process that motivated its people to focus on the potential paths of innovation and strategy to achieve its goals. Hence, when the idea for the Kittyhawk project came up, Spenner received the support of Hackborn , and Rey Smelek , the same people who promoted Spenner to General Manager of the Disk Memory Division (DMD) and supported Spenner’s â€Å"concept-driven thinking. The project also received executive support from the top ranks of HP despite the hesitation of some of the R&D section managers in view of the unclear market of the proposed new product. HP seems to have done everything right. They had set up an autonomous project team, and gave the project heavy senior management support. It was then easy for Spenner to create the team for the development of the project. The Kittyhawk team was not governed by the division’s traditional development processes and was given autonomy to develop the drive, find new markets and cultivate its customer base. Seymour and White, both with reputations for â€Å"quick-thinking and action,† led the R;D and marketing divisions, respectively. The Kittyhawk managers carefully selected their staff of exceptional employees from within HP, composed of risk-takers that would be more excited by the market potential of a 1. 3-inch drive than by its technological capabilities. HP has never been a pioneer in the disk-drive business, and Kittyhawk was considered a pioneering effort by the company. HP concentrated its efforts on the most productive stages of the NPD process. The core team for the development of the 1. -inch drive came from within the company. The whole process of development was done within the company but the project team outsourced the manufacture of the drive to an external supplier with proven expertise in miniaturized manufacturing — Japan’s Citizen Watch Corporation — which designed and built an automated production line for Kittyhawk. Initial market rese arch was undertaken by Seymour and White but to give Spenner reassurance, the team contracted a highly reputable research firm that specialized in high tech markets to independently gauge the magnitude of Kittyhawk’s opportunity. However, as no clear market was evident yet, the research firm ended up deriving their conclusions from the Kittyhawk team. As a result, the results of the independent study only mirrored the thoughts of the team. This may have contributed to the error in the target market of the Kittyhawk. HP provided adequate resources and focused R;D funding to the project team which were critical to the success of its NPD process. Eventually, the Kittyhawk project failed to meet its goals but HP still acknowledged its value.

Choosing nursing as a career Essay Example

Choosing nursing as a career Essay Example Choosing nursing as a career Paper Choosing nursing as a career Paper What are your reasons for selecting Nursing as a career? What are your aspirations for the future?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With the increasing number of population in the world who wants to live longer and thus needing specialist in the field of health care industry, nursing is one of the best choice in choosing a career. Nursing as a career does not only offer healthy salaries to those registered nurse but it offers a lot of rewarding opportunities because of its strong demand. According the Discover Nursing website, by the year 2020 there will be an estimated shortage of 800,000 nurses and this lead for many hospitals to offer signing bonuses of up to $14,000 for experienced nurses. Aside from this rewarding offers to nurses, it has other attractive reasons why choosing nursing as a career. One, being a nurse offers flexibility in my working schedules that I could work full-time or part-time, I can even choose if I want to work only for weekdays or weekends or a combination. Second, I can work anywhere I want, like if I want in urban hospitals or in quite re laxed suburbs. It also offers me a great opportunity of traveling to any state in United States, and even to different countries in Europe, Australia, or Africa. It gives me the chance of seeing the world using my profession. Moreover, being a nurse does not give me a hesitation if I could work abroad or not because demand for nurses in most countries is so high and I am assured that I could land a job quickly.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Moreover, if given a chance, after pursuing the Degree of Nursing, while working as a registered nurse I would choose to continue studying to Master Degree or Doctoral Degree perhaps. Once I already hold the Degree of Doctoral, I already have leadership’s roles in the field of Nursing that I could conduct research about nursing practice and health care or teach at colleges and universities. Thus, by choosing nursing as a career I could already picture out myself five or six years from now. Sources: Job Opportunities. Retrieved February 18, 2007, from DiscoverNursing.com Web site: discovernursing.com/job-opportunities

The Difference Between Good and Bad Writing

The Difference Between Good and Bad Writing Here are 10 writers and editors, ranging from Cicero to Stephen King, offering their thoughts on the differences between good writers and bad writers. 1. Dont Expect It to Be Easy You know what, it is so funny. A good writer will always find it very hard to fill a single page. A bad writer will always find it easy. (Aubrey Kalitera, Why Father Why, 1983) 2. Master the Fundamentals I am approaching the heart of this book with two theses, both simple. The first is that good writing consists of mastering the fundamentals (vocabulary, grammar, the elements of style) and then filling the third level of your toolbox with the right instruments. The second is that while it is impossible to make a competent writer out of a bad writer, and while it is equally impossible to make a great writer out of a good one, it is possible, with lots of hard work, dedication, and timely help, to make a good writer out of a merely competent one. (Stephen King, On Writing: A Memoir of the Craft, 2000) 3. Say What You Think A bad writer is a writer who always says more than he thinks. A good writerand here we must be careful if we wish to arrive at any real insightis a writer who does not say more than he thinks. (Walter Benjamin, journal entry, Selected Writings: Volume 3, 1935-1938) 4. Reach for the Best Word It is the misuse and overuse of vogue words that the good writer must guard against. . . . It is extraordinary how often you will find vogue words accompanied in the same sentence by pretentiousness or sloppiness or other signs of sickness. No motorist is to be blamed for sounding his horn. But if he sounds it repeatedly we are not only offended by the noise; we suspect him of being a bad driver in other respects too. (Ernest Gowers, The Complete Plain Words, revised by Sidney Greenbaum and Janet Whitcut, 2002) 5. Order Your Words The difference between a good and a bad writer is shown by the order of his words as much as by the selection of them. (Marcus Tullius Cicero, The Oration for Plancius, 54 B.C.) 6. Attend to the Details There are bad writers who are exact in grammar, vocabulary, and syntax, sinning only through their insensitivity to tone. Often they are among the worst writers of all. But on the whole, it can be said that bad writing goes to the roots: It has already gone wrong beneath its own earth. Since much of the language is metaphorical in origin, a bad writer will scramble metaphors in a single phrase, often in a single word... Competent writers always examine what they have put down. Better-than-competent writers- good writers- examine their effects before they put them down: They think that way all the time. Bad writers never examine anything. Their inattentiveness to the detail of their prose is part and parcel of their inattentiveness to the detail of the outside world. (Clive James, Georg Christoph Lichtenberg: Lessons on How to Write. Cultural Amnesia, 2007) 7. Dont Fake It In the course of a fairly long work, there are bound to be impasses. The writer must backtrack and choose other alternatives, observe more, and sometimes have bad headaches till he  invents something. Here lies the distinction between a good writer and a bad writer. A good writer does not fake it and try to make it appear, to himself or the reader, that there is a coherent and probable whole when there isnt. If the writer is on the right track, however, things fall serendipitously into place; his sentences prove to have more meaning and formative power that he expected; he has new insights; and the book writes itself. (Paul Goodman, Apology for Literature. Commentary, July 1971) 8. Know When to Quit Everyone who writes strives for the same thing. To say it swiftly, clearly, to say the hard thing that way, using few words. Not to gum up the paragraph. To know when to quit when youve done. And not to have hangovers of other ideas sifting in unnoticed. Good writing is precisely like good dressing. Bad writing is like a badly dressed woman- improper emphasis, badly chosen colors. (William Carlos Williams, review of Sol Funaroffs The Spider and the Clock, in New Masses, August 16, 1938) 9. Lean on Editors The less competent the writer, the louder his protests over the editing. . . . Good writers lean on editors; they would not think of publishing something that no editor had read. Bad writers talk about the inviolable rhythm of their prose. (Gardner Bots ford, A Life of Privilege, Mostly, 2003) 10. Dare to Be Bad And so, in order to be a good writer, I have to be willing to be a bad writer. I have to be willing to let my thoughts and images be as contradictory as the evening firing its fireworks outside my window. In other words, let it all in- every little detail that catches your fancy. You can sort it out later- if it needs any sorting. (Julia Cameron, The Right to Write: An Invitation and Initiation Into the Writing Life, 2000) And finally, heres a cheerless note to good writers from English novelist and essayist Zadie Smith: Resign yourself to the lifelong sadness that comes from never  ­being satisfied.

Sex, Violence and Transgression Essay Example | Topics and Well Written Essays - 2000 words

Sex, Violence and Transgression - Essay Example In some instances, violence occurs in relation to sex. This is mostly in instances of rape and any other sexual harassment (Fausto-Sterling, 2000). This essay will look at sex, violence and transgression with representation of violence from news media and analyze them. The modern culture is obsessed with sex and sexuality while there are still too many social pressures around sex. Some of these pressures are how to wear and what fashion trends to follow, how to raise and school your children and whom to befriend. These pressures affect people since everyone wants to accepted and fit in the society as a unique person. The study of sexuality encompasses an array of social activities, an abundance of behaviors, series and societal topics. Biologically sexuality involves sexual intercourse and contact. It also involves the psychological aspects in relation to medical related concerns. Being the main force conditioning human relationship, sex is essentially political. The construction of a sexual universe is fundamentally linked to the structures of power in any social context. Construction of sexual meaning is a means through which social institutions manage and shape relationships among human beings. Body Today s’ sexual behaviors have increased regardless of age or gender. Our cultures no longer respects sex as a power capable of producing human life instead to many, sex is not taken seriously and is used for the purpose of entertainment. Trivializing sex leads to loss of value in marriage, this degrades women and their families. Use of contraceptives has destroyed the family and society as well. Once divorced from the aspect of reproduction, any type of sexual union can practice marriages legal perquisites. Many girls are giving themselves away to gain things a child craves, and it will be years before they know what they have done to themselves. Once these girls are married for the purpose of having children they came to understand that life is a sacrifi ce, fulfillment was not part of their vocabulary. Sexual activity among youths and under children can bring serious consequences. Unfortunately, the recently long term trend in sexual activity among youth has not been promising (Monro, 2005). The rates of sexual activity have increased. About twenty percent of more males and females are having sex today by 18 than the earlier 1970s. Research shows that most of people who engage in sex are between ages 12 -10. About half of both boys between ages 12 -19 have not had sex. The increase of sexual activities among teenagers has led to an increase in teen birth rate, school drop –out rate and high level of poverty in the society. Adolescents who initiate themselves in these health risk behaviors’ of sexual intercourse and substance abuse such as contraceptives at an early age have poor health in their adult life. These adolescents achieve low in education and do not contribute adequately to society. There is also a big gap o f age difference between young girls and their first sex partners. The younger a girl is during her first sexual intercourse the higher the average age difference between her and sexual partner. This is also related to the number of sex partners she will have in her teenage life. This leads to teenage pregnancy due to lack of proper sex education (Connell, 2002). Non- voluntary and unwanted sex is particularly commonly among very young girls. This becomes a trouble to the

Developing Leadership Skills Assignment Example | Topics and Well Written Essays - 2250 words

Developing Leadership Skills - Assignment Example In 1970s Robert Greenleaf coined this term while describing a leader who wants to serve people. The leader of this mold would be noble and help people around him without any desire for returns. He is highly democratic, selfless and achieves power on the basis of ethical values and right approach; but would never demand it. These leaders would not resent if leadership and power are above their reach. They are just, honest and sincere in their work and do not expect returns. They do not compete for leadership; mostly leadership comes to them unsolicited. They are neither power-grabbers nor power-snatchers. Servant leader would serve first and may or may not be a formal leader. It is about collaboration, trust, listening, foresight, honesty, sincerity, and ethical use of power and empowerment. Greenleaf said "It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. He or she is sharply different from the person who is the leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions" http://www.greenleaf.org/leadership/servant-leadership/What-is-Servant-Leadership.html He thought that in the late 20th century, traditionally autocratic and hierarchical leaderships are vanishing and Servant leadership with ethically caring involvement is emerging. It is succeeding through trust, bravery, and forgiveness. Greenleaf Centre for Servant leadership lays down the mission statement with 10 principles: "Listening, empathy, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people and building community". "Servant-leaders are aware that the shift from local communities to large institutions as the primary shaper of human lives has changed our perceptions and caused a send of loss. Servant-leaders seek to identify a means for building community among those who work within a given institution" http://www.butler.edu/studentlife/hampton/principles.htm I am of the opinion that all these principles suit my temperament and the ultimate goals I have and they would shape my career in life. In this context, I am impressed by Peter Shelden, whom I met in Pakistan during my last visit thereafter earthquakes. Peter Shelden is an American, in charge of a non-government organization that is working in the earthquake hit areas of Kashmir. It is difficult to see a worse example of a disaster compared to what happened 'when the mountains moved'. In October 2005, an earthquake left three million people homeless and 200,000 people injured in Pakistan-administered Kashmir and North-West Frontier Province. Peter's team was providing health services, psycho-social service, and training and rehabilitation. Understandably, it was not an easy job. They were braving the Himalayan winter in temporary sheds and tents and the country was not theirs and the suffering people were not their countrymen. They owed nothing to this suffering lot. Still, throughou t my stay there, trying to help the people in distress, I had seen an amazing commitment in him, with a focussed desire to serve humanity, irrespective of race, region, and color. Â