Essay on Bill Gates.

Exposition on Bill Gates. The most fascinating article that I have perused recently must be about Bill Gates and how he has lead his organization into the main spot on the planet. He helped to establish Microsoft in 1975 and filled in as its Chief Executive Officer structure the time the first association was consolidated in 1981 until January 2000. He is perceived as the most youthful independent extremely rich person ever. Windows working framework is America's most utilized programming on most of PCs. Clearly it takes a specific sort of individual to effectively make and keep up such a gainful association. The article discussed how such a man had dropped out of Harvard to pursue his fantasy. Entryways has consistently had confidence in his objective and has strove constantly for flawlessness. His focus on satisfaction and his alluring authority has been a significant key to Microsoft's prosperity. Doors guides his representatives and they do it.Bill Gates at the World Economic Forum ,2007.They put stock in him. Entryways perceives the need to have others, just as himself, center around the gathering's vision and he understands that it is the pioneer's obligation to move his subordinates by driving by example.Gates understands that he needs adherents help and backing to make hierarchical and cultural changes and he certainly looked for the help and knowledge of others when during the time spent structure the organization. He worked hands on with his kindred representatives, recognizing and remedying issues with programming and consistently setting and arriving at long haul objectives. Entryways is such a charming pioneer thus phenomenal in his vital knowledge that his subordinates venerate him and need to resemble him. Entryways utilizes exceptional prudence while employing candidates to work for Microsoft. He needs to guarantee that everyone has a similar outline for the partnership,

The Quest essays

The Quest articles Pre-adulthood is a time of life wherein basic mental and physiological changes happen. It is additionally when personality, a bound together feeling of self portrayed by mentalities, convictions, and methods of acting that are truly ones own (Insel, 1994), structures. The hypothesis of Eric Erikson portrays the mental advancement of way of life as a formative stage wherein people are confronted with discovering what their identity is, what they are about, and where they are going in life.(Santrock, 1997) During this stage, youths are attempting to discover a response to the inquiry Who am I? what's more, settling on significant life decisions, for example, vocation, close responsibilities, or profound quality. The character development period is extremely basic and it will influence the person all through the adulthood. On the off chance that immature shows up at a positive way to follow throughout everyday life, at that point a positive personality will be accomplished; yet in the e vent that a constructive future way isn't characterized, at that point character disarray rules. (Santrock, 1997) I met a multi year old young lady from a knowledgeable family. The meeting was done in the protection of her home in her own room and took around 40 minutes. During the meeting, the high schooler was asked to answer a rundown of inquiries and urged to use however much subtleties as could be expected. Each answer was painstakingly recorded and assessed. The inquiries I posed to her focused on crucial self viewpoints that construct the sentiment of personality. The meeting analyzed the accompanying viewpoints: job experimentation, self conviction, peer connections, family connections, sexual direction, vocation, and authority. The young lady I met had a solid feeling of uniqueness-she needs to appear as something else and communicates brilliantly. I found that appearance is significant, for example, reception of various designs and in hairdos. Young ladies are extremely aware of what they look like. While admitti ... <!

How to Stop Overthinking With ADHD

How to Stop Overthinking With ADHD ADHD Living With ADD/ADHD Print How to Stop Overthinking When You Have ADHD By Jacqueline Sinfield facebook twitter Jacqueline Sinfield is an ADHD coach, and the author of Untapped Brilliance, How to Reach Your Full Potential As An Adult With ADHD. Learn about our editorial policy Jacqueline Sinfield Updated on January 13, 2020 ADHD Overview Symptoms Causes Diagnosis Treatment Living With In Children Anthony Harvie / Getty Images If you are living with ADHD, you are probably familiar with the concept of ‘overthinking’. It’s when your thoughts get caught in a loop,  and you go over and over the same thoughts without feeling better or finding a resolution. Your thinking might get stuck on day to day worries  or on future events. However,  a large portion of your overthinking is probably to do with events that happened in the past. Whether it was something that happened last week or decades ago, you keep wishing you had done or said something different. Feelings of shame or regret sweep over you. Because your brain works faster than people without ADHD, you can do more thinking loops than your non-ADHD peers. This  means you experience more of these negative feelings. It is helpful to reflect back on a situation and see what worked and what you would do differently next time.  On the other hand,  overthinking is damaging and can result in sadness or depression. It can make you feel anxious and lower your confidence in your ability to navigate the world.  It can also make you less social because you are self-conscious about what you say and do. Tips for Avoiding Overthinking Even if you have been an over-thinker your whole life, you can change. Here are four suggestions to help. Notice the Times You  Overthink Notice the specific times in the day when you do your overthinking.  For example:  in the shower, driving home from work,  etc. Then,  create a plan to stop the overthinking before it starts. You might set a timer for a 4-minute shower. That way,  you don’t have a chance to get lost in thought. In the car,  you might listen  to  an engaging podcast. Know Your Triggers There could be triggers in your life that make you more likely to overthink. For example:  feeling sad, sleep-deprived, hungover, or stressed. You might not be able to completely avoid those things, but if you know when you are more likely  to  overthink,  you can be more vigilant during those times. Actively  Process Your Concerns While overthinking  isn’t  good, actively processing your concerns or worries is very helpful. Sit down with a pen and paper and write down everything that is on your mind. On the other side of the paper, write down any concrete actions you could take that would help. For example,  if you constantly worry about doing presentations at work, join  Toastmasters. If you need to plan your vacation, break it into small actions to take. Such as  rent a car, book a hotel. If you overthink the past, is there something proactive you can do,  so it doesn’t happen again? Find Distraction Even after you have created a plan addressing your concerns, you might still overthink;  which is where distraction is helpful. Create a list of possible activities to distract yourself  rather than overthink. These activities need to be compelling and interesting enough for you to engage in them fully rather than thinking. What works for one person might not work for you, so you can personalize your list. Here are some suggestions: Have a conversation with a friendWatching a film or  TV  showPlay  a computer game or board gameExercisePerform an act of kindness for someone elseListen to music

Essay about Poverty in Janet Poppendiecks Want Amid Plenty

In Janet Poppendiecks â€Å"Want Amid Plenty: From Hunger To Inequality† she argues that America puts excessive focus upon hunger issues among the poor when there are many other important issues that go unnoticed. Poppendieck believes that it is time to find a way to shift the discourse from undernutrition to unfairness, from hunger to inequality. In todays society, there are many food banks, food drives, soup kitchens, etc. Food is extremely abundant in America, therefore Poppendiecks statement is proven true when she states that there is too much focus on hunger. Throughout this text, she strongly supports her claims about hunger, equality, and poverty in general. The author begins her argument by making known the abundance of food in†¦show more content†¦This textual evidence was then followed by a statement by many interviewed volunteers. These volunteers felt that their work at the soup kitchen was the only thing they participated in that made them feel as thoug h they were doing a good deed. Seeing as how Americans have no concern for the amount of food they waste, and seeing as how Americans rely on the constant need of food as some sort of confidence boost goes to show the reader that there is no actual cure for hunger – because no one truly cares enough to find one. Poppendieck does an excellent job of using textual evidence to support a claim made in this passage. She also does not rely solely on statistics to prove a point. Throughout this passage, Poppendieck has constantly shows her progressive leanings. By doing so, she allows the reader to see the authors point of view. It greatly strengthens her argument because it offers more than just one dimension, and broadens the perspectives of the reader. Jane also supports her argument by pointing out obvious facts that may have previously been unrecognized by the reader. For example, she introduces huger as some sort of a seductress. One that attracts people one way or another. Hu nger is very â€Å"seductive† to Americans because it allows them to feel accomplished, as stated earlier. Some people make a career out of feeding the needy. The only problem is however, that hunger is not the only issue.

Tips for Writing Broadcast News Copy

The idea behind news writing is pretty simple: keep it short and to the point. Everyone writing for a newspaper or website knows this. But that idea gets taken to a new level with it comes to writing copy for radio or television broadcasts. There are lots of tips for broadcast news writing that make the job a little easier. Keep It Simple Newspaper reporters who want to show off their writing style occasionally insert a fancy word into a story. That just doesnt work in broadcast news writing. Broadcast copy must be as simple as possible. Remember, viewers arent reading what youre writing, theyre hearing it. People watching TV or listening to the radio generally dont have time to check a dictionary. So keep your sentences simple and use basic, easily understood words. If you find youve put a longer word in a sentence, replace it with a shorter one. Example: Print: The physician conducted an extensive autopsy on the decedent.Broadcast: The doctor did an autopsy on the body. Keep It Short Generally, sentences in broadcast copy should be even shorter than those found in print articles. Why? Shorter sentences are more easily understood than long ones. Also, remember that broadcast copy must be read out loud. If you write a sentence thats too long, the news anchor will be gasping for breath just to finish it. Individual sentences in broadcast copy should be short enough to be easily read in one breath. Example: Print: President Barack Obama and congressional Democrats sought to ease Republican complaints about a massive economic stimulus plan Friday, meeting with GOP leaders in the White House and promising to consider some of their recommendations.Broadcast: President Barack Obama met with Republican leaders in Congress today. The Republicans arent happy with Obamas big economic stimulus plan. Obama says hell consider their ideas. Keep It Conversational Many sentences found in newspaper stories simply sound stilted and unwieldy when theyre read out loud. Use a conversational style in your broadcast writing. Doing so will make it sound more like real speech, as opposed to a script someone is reading. Example: Print: Pope Benedict XVI joined U.S. President Barack Obama and Queen Elizabeth II on Friday by launching his own YouTube channel, the latest Vatican effort to reach out to the digital generation.Broadcast: President Obama has a Youtube channel. So does Queen Elizabeth. Now Pope Benedict has one, too. The pope wants to use the new channel to reach out to young people. Use One Main Idea per Sentence Sentences in newspaper stories sometimes contain several ideas, usually in clauses that are broken up by commas. But in broadcast writing, you really shouldnt put more than one main idea in each sentence. Why not? You guessed it — put more than one main idea per sentence and that sentence will be too long. Example: Print: Gov. David Paterson appointed Democratic U.S. Rep. Kirsten Gillibrand on Friday to fill New Yorks vacant Senate seat, finally settling on a woman from a largely rural, eastern district of the state to replace Hillary Rodham Clinton.Broadcast: Gov. David Paterson has appointed Democratic Congresswoman Kirsten Gillibrand to fill New Yorks vacant Senate seat. Gillibrand is from a rural part of the state. She will replace Hillary Rodham Clinton. Use the Active Voice Sentences written in the active voice just naturally tend to be shorter and more to-the-point than those written in the passive voice. Example: Passive: The robbers were arrested by police.Active: Police arrested the robbers. Use a Lead-In Sentence Most broadcast news stories start with a lead-in sentence that is fairly general. Broadcast news writers do this to alert viewers that a new story is being presented, and to prepare them for the information that is to follow. Example: Theres more bad news today from Iraq. Note that this sentence doesnt say very much. But again, it lets the viewer know that the next story is going to be about Iraq. The lead-in sentence almost serves as a kind of headline for the story. Heres an example of a broadcast news item. Note the use of a lead-in line, short, simple sentences, and a conversational style. Theres more bad news from Iraq. Four U.S. soldiers were killed in an ambush outside Baghdad today. The Pentagon says the soldiers were hunting insurgents when their Humvee came under sniper fire. The Pentagon hasnt yet released the soldiers names. Put Attribution at the Start of the Sentence Print news stories usually put the attribution, the source of the information, at the end of the sentence. In broadcast news writing, we put them at the beginning. Example: Print: Two men were arrested, police said.Broadcast: Police say two men were arrested. Leave out Unnecessary Details Print stories tend to include a lot of details that we just dont have time for in the broadcast. Example: Print: After robbing the bank, the man drove approximately 9.7 miles before being apprehended, police said.Broadcast: Police say the man robbed the bank, then drove nearly 10 miles before he was caught. Sources Associated Press, The. Rep. Gillibrand gets Clintons Senate seat. NBC News, January 23, 2009. Associated Press, The. Vatican launches Pope YouTube channel. CTV News, January 23, 2009. jengibson. Simplifying Print Writing. Course Hero, 2019. What makes good broadcast writing? StudyLib, 2019.

Use of Adobe in Cyprus Free Essays

string(90) " dry during summer where the demand for airing is extremely demanded inside the edifices\." What is Adobe? Production, Application A ; Features Adobe is a composite edifice stuff made with dirt and straws. Needed sum of H2O is added to dirty and straws which is traditionally crushed and squezed by pes, to blend the stuffs making clay. In some parts, droppings is used alternatively of straws. We will write a custom essay sample on Use of Adobe in Cyprus or any similar topic only for you Order Now Straws are used to adhere the bricks together. It besides allow the bricks to dry every bit. Some experiments show that utilizing straws in adobe bricks make them more immune for clefts. Dung is chiefly used to avoid insects. The mixture is so casted into wooden frames ( normally 30cm ten 45cmx 6cm ) .It is compressed within the wooden frames to forestall the spreads, doing it heavy and strong. Excess clay is glanced off the frames to do a level surface for the bricks. Wooden frames are removed and adobe bricks are left to dry in a level surface, under the Sun for a few yearss. It is a low-priced and easy to do stuff which was widely used all around the universe extensively in Egypt, Sudan, Middle East and Asia Minor. As it is an earth stuff, it is suited for semi-arid climes where summers are hot and dry and winters cold and wet. It has a high thermal mass which is defined as the ability of the stuff to absorb heat. It helps to stabilise the inside temperature of the edifices. Main natural stuffs of adobe can easy be found locally. Soil types and colorss depends on the vicinity and that is the chief ground to see different coloured adobe edifices in different countries. Load bearing walls made from adobe bricks are normally 45-50cm broad. Minimal breadth should non be less than 30 centimeter. Adobe walls carry their ain weight into foundations so there is no demand for other sturctures to transport the burden of the walls. Normally, 80-100 centimeter high rock walls are built as a base for the adobe walls to forestall the affect of land humidness on adobe bricks. As there are non any other constructions to transport the adobe walls, land is dug for the termss. The deepness of the excavated country depends on the local features of the land and the frost degree of the dirt. The misguided apparatus of the foundations might do clefts on the walls. Courses of adobe bricks are lined horizantally and binded together with clay howitzer to organize the adobe walls. Mud plaster which is a breathable stuff that can let the wet of the adobe walls to vaporize ; is used to stick on the first bed of the adobe walls. Fine grained straws are added where straw fibres increase adhering and to obtain a smooth surface. Mud plaster is a lasting stuff but the concluding coating of the wall is made by stick oning calcium hydroxide based paste which is a water-repellent stuff to protect the structural feature of the adobe. As it is an earth stuff, one-year fix is recommended. Worn surfaces are replaced by clay howitzer and plastered once more. This procedure is normally carried out during fall. In adobe houses, the breadth of the edifices do no transcend 4m ( 13ft ) by and large. The infinites are largely rectangular and in some instances they might be square shaped. It is recommended to construct maximal two floors with adobe. Ceiling beams which were normally wood, are placed parallel to the short side of the rectangle with 30-40cm intervals. For these beams, cypress tree was normally used in Cyprus. Bushes or reeds were placed above the beams or in some instances reeds in the signifier of mats might be used if available. On top of this bed, 20-25 centimeter midst clay is casted and compressed by a rock roller. This type of roofs need one-year fix, which normally carried out in fall. If the roof is build with a incline, tiles are used to cover the clay bed. This will cut down the scratch of the clay and reduces the demand for care. Use of Adobe in Cyprus Adobe is a common edifice stuff in Cyprus from early ages. Building stuffs might change in different parts, such as Kyrenia and Paphos ( which are coastal parts of the island ) rock was used to construct shelters. In the fields and foothills, adobe was widely used. The usage of the stuffs depended on the regional handiness and climatic factors. As adobe is an insulating stuff, bulk of the houses were build utilizing adobe. Mesaoria vale which is located between Kyrenia Mountains in the North and Trodos Mountains in the sou’-west of the island, is an aluvial field where most of the adobe edifices can be seen. Reports on dirt studies in Cyprus shows that there are chiefly two types of dirt in the island. One is ‘deep soils’ which can be found in fields and 2nd one is ‘shallow soils’ which can be found in mountain and semi mountain countries. ‘Deep soil’ consequences show that % 60 of the dirt in fields is clay. Large sum of the field lands is calcareus with Ca carbonate content up to % 40-60. Limestone is a sedimentary stone which includes high degrees of Ca carbonate. Limestone is processed in different phases to bring forth calcium hydroxide. Including insularity characteristics of adobe, suited ingredients can be found locally around the island which are dirt with high clay content, and limestone to bring forth calcium hydroxide. Adobe bricks are dried under Sun where limestone and roof tiles are baked in local furnaces by utilizing wood or fuel. This makes adobe a sustainable and natural stuff. Limestone was besides used to construct patio walls. Nicosia is located in the Mesaoria vale where adobe edifices can widely be seen. After the declaration of independency of the island in 1960, concrete edifices started to lift over the island. Nowadays, little sums of Earth edifices are built around Cyprus. Cyprus is hot and dry during summer where the demand for airing is extremely demanded inside the edifices. You read "Use of Adobe in Cyprus" in category "Essay examples" Privacy was an of import factor on determining the traditional house design of Cyprus where Windowss were built above oculus degree to maintain the privateness. Windows on adobe walls were made by puting wooden headers on top of the gaps to back up the bricks above. Terra rossa dirt is present in some countries of Mesaoria field which is a ruddy brown dirt. Colour of adobe bricks might change in different parts of the island. Partition walls inside the edifices were normally built with light timber-framing filled with rubble or plaster. As adobe is a heavy stuff, it was used to construct the external walls merely. Testing adobe samples from the Davies House I scratched a really small sum of adobe from the external wall of the Davies House. It was easy crumbled into little pieces chiefly because of the low strenght of the wall. My chief purpose to prove these samples is to happen out and specify the ingredients of the adobe used in this peculiar edifice. My purpose was besides to happen out the age of the stuff if possible. First phase in the research lab was to look at the samples under a microscope. A little sum from the sample was taken and placed on a faux pas. Soil and straw atoms were clearly seen but it was difficult to place the stuffs clearly. As they were assorted and largely binded with each other, I need to divide the ingredients. The manner of dividing the composite stuff is to blend the coveted sum of sample with H2O and leave it for one twenty-four hours. By this manner, dense and heavy stuffs which are dirt atoms in this instance will drop ; where the light stuffs will drift on the liquid which are the straws that has lower denseness than H2O which makes them float. One-half of the adobe sample is grained by utilizing a cock. A all right grained pulverization was obtained. 5gr of the pulverization was weighted by a sensitive weighting graduated table. It was put inside a glass beaker and 200ml of distilled H2O added to the sample. The mixture was stirred manually for a few proceedingss and so placed on the magnetic scaremonger hot plate. The characteristic of this hot plate is that it has a magnetic field and if a magnet is placed inside the solution, the magnet will do a round spin and stir it. A magnet was put inside the solution and left to stir and heat for about 15 proceedingss. I used a thermometer to mensurate the temperature of the solution and around 42 ° , closed the hot plate. By stirring and warming, I achieved a well-mixed solution. After a few proceedingss, I covered the beaker with a level glass dish and go forth it for a dark. Through research I found out that calcium hydroxide was used to stick on the adobe walls. There are some grounds on the walls of the Davies House but to turn out that, I used hydrochloric acid. Lime is a stuff that contains calcium carbonate. The reaction of hydrochloric acid or any acerb with Ca carbonate will stop up with bring forthing C dioxide which can be seen by bare oculus as air bubbles. In order to turn out that calcium hydroxide was used in Davies House, I put a small sum of adobe pulverization in a trial tubing. Couple of beads of hydrochloric acid is adequate to see the air bubbles. As a consequence, reaction of the acid with the adobe sample is positive which proves that calcium hydroxide was used in this edifice. It besides raises another inquiry that if the type of dirt in Mesaoria contains % 40-60 Ca carbonate, does the reaction with the acid is because of the type of dirt used in adobe bricks? The mixture was left for a dark. Dense and heavy and indissoluble stuffs sink at the underside of the beaker, where light 1s float on the H2O. Water is non clear which can be defined that some of the dirt was dissolved in H2O. A filter paper was placed inside a funnel and an empty glass beaker was placed below. In order to roll up the natation stuffs, I poured the H2O into the funnel easy without upseting the underside. It was difficult to roll up all of the drifting stuff so I used a metal spatula to roll up the staying from the mixture. The H2O was filtered from the funnel, go forthing the straw atoms on the filter paper. Straws were collected from the filter paper and was put together with the 1s that were collected manually inside a porcelain crucible. I left them dry in the room temperature for 15 proceedingss and set them in the oven for 35-40 proceedingss. They were dried wholly and ready to burden. I changed the filter paper and poured the staying H2O into the funnel. Some of the indissoluble stuffs remained at the underside of the beaker so I collected them by the aid of the metal spatula and set indoors another porcelain crucible. Water was filtered after 2 hours from the funnel and I collected the stuffs from the filter paper and put them inside the crucible. Same procedure was made to dry the stuffs. I let them dry in room temperature for a piece and set them in oven for 40-45 proceedingss. Consequences I weighted the obtained stuffs individually by utilizing a reasonable weight graduated table. Insoluble Materials ( dirt, pebbles ) : 4.56gr ( Wa‚? ) Floating Materials ( straws ) : 0.06gr ( Wa‚‚ ) Exact sum of the whole sample was 5.04 gr. The expression below will give the per centums of the stuffs in the sample. Wa‚ Total Weight x 100 = % .. Wa‚‚? Total Weight x 100 = % .. Insoluble Materials ( dirt, pebbles ) : % 90.48 Floating Materials ( straws ) : % 1.19 As the H2O was non clear after go forthing the solution for a dark, it is defined that there are soluble stuffs in the mixture. So if soluble stuffs are Wa‚? ; Wa‚? + Wa‚‚ + Wa‚? = 5.04 gr Wa‚? = 0.42gr Wa‚? = % 8.33 Experiment shows that most of the adobe stuff is dirt. Straws were used to beef up the binding of the bricks. The sum of straws in 5gr is 0.06gr which is really few. As the edifice is old and ignored, straw atoms might hold been disapeared or decayed within the dirt through clip. Original ingredients of the adobe is soil, straws and H2O. In order to turn out that the detached stuffs from my sample is straws, they need to be identified under a microscope. They are most likely straws but there is a possibility that they might be timber. Timber and wooden stuffs are identified under a microscope by looking at the layout of the cells. Wood are chiefly classified in two groups which are soft and difficult forests but the layout of their cells are similar. If horizantal beams of cells are seen under a microscope, it is a wooden construction. Following measure of placing the straw atoms will be to look under a microscope after cutting really thin subdivisions of the pieces. One manner of thinking the age of the wood is to place the fungus formations within the stuff. The dimensions of the fungus might mention to its age. This can be done by utilizing a microscope but merely if the detached atoms are timber/wood but non straw. Figures img alt="C:UsersdeboMACDesktopdeney foto20140306_122226.jpg" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/0901413.001.jpg"img alt="C:UsersdeboMACDesktopdeney foto20140306_122230.jpg" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/0901413.002.jpg"/ img alt="C:UsersdeboMACDesktopdeney foto20140306_125309.jpg" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/0901413.003.jpg"img alt="C:UsersdeboMACDesktopdeney foto20140305_144412.jpg" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/0901413.004.jpg"img alt="C:UsersdeboMACDesktopdeney foto20140305_144404.jpg" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/0901413.005.jpg"img alt="C:UsersdeboMACDesktopdeney foto20140312_142130.jpg" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/0901413.006.jpg"/ img alt="E:jale andir 12.03.14DS-U1 - 0006.jpg" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/0901413.007.jpg"img alt="E:jale andir 12.03.14DS-U1 - 0001.jpg" src="https://s3-eu-west-1.amazonaws.com/aaimagestore/essays/0901413.008.jpg"Straws under the microscope: Dirt atoms under microscope: Bibliography Hadjiparaskevas C. Soil study in Cyprus. In: Zdruli P. ( ed. ) , Steduto P. ( ed. ) , Lacirignola C. ( ed. ) , Montanarella L. ( ed. ) . Soil resources of Southern and Eastern Mediterranean states. Bari: CIHEAM,2001. p. 101-110 ( Options Mediterraneennes: Serie B. Etudes et Recherches ; n. 34 ) hypertext transfer protocol: //www.lime.org/lime_basics/index.asp Oliver, P. ( 2006 ) . Built to run into demands: cultural issues in common architecture. Amsterdam, Architectural. Pg.129-142 Oliver, P. ( erectile dysfunction ) ( 1997 ) Encyclopedia ofVernacularArchitecture of the World, Volume 2, Cultures and Habitats. Pg. 1540-1563 Gunce K. , Erturk Z. , A ; Erturk S. ( 2008 ) . Questioning the â€Å" prototype homes † in the model of Cyprus traditional architecture. Building and Environment. 43, 823-833. Adobe, 2014. . Wikipedia, the free encyclopaedia. Anink, D. , 1996. Handbook of sustainable edifice: an environmental penchant method for choice of stuffs for usage in building and renovation. James A ; James, London. Dincyurek, O. , Turker, O.. , 2007. Learning from traditional built environment of Cyprus: Re-interpretation of the contextual values. Building and Environment 42, 3384–3392. Earth Materials URL hypertext transfer protocol: //earth.sustainablesources.com/ ( accessed 3.25.14 ) . Earth Plaster, Mud Plaster, and Clay Plasters For Straw Bale and Adobe Walls, n.d. Buildings with Awareness. URL hypertext transfer protocol: //www.buildingwithawareness.com/earth-plaster-walls.html ( accessed 3.25.14 ) . Hadjichristos, C. , 2006. Cyprus: Capital of cyprus and its d-visions. AD Architectural Design 76, 12–19. Roy, R.L. , 2006. Earth-sheltered houses: how to construct an low-cost belowground place. New Society Publishers, Gabriola Island, B.C. Snell, C. , 2005. Constructing green: a complete how-to usher to alternative edifice methods: Earth plaster, straw bale, cordwood, hazelnut, populating roofs. Lark Books, New York. Stedman, M. , 1973. Adobe architecture. 1 How to cite Use of Adobe in Cyprus, Essay examples

Should we be realist or non

Introduction It is sometimes difficult to make a choice on whether to be realistic or non-realistic towards religious claims. Often, people choose to apply both.Advertising We will write a custom essay sample on Should we be realist or non-realist towards religious claims specifically for you for only $16.05 $11/page Learn More Realist views in religion claim to be referring to God’s existence and God’s characteristics as a real being with real features. Therefore, if there is no God, and if these characteristics of God did not exist, people would be making false claims (Peterson et al., 2007, p.5). Of course, realism exists in many forms. An important form for discussion is ethical realism. The realist philosophers hence believe that their perceptions and normative claims concern definite realties in the moral realm. However, as the paper unveils, we should be realistic about religious claims. Without getting into much discussion about the prospects and challenges of non-realism on general philosophy, I can say that there is a central problem with non-realists’ perception of truth (Trigg, 1997, p.217). They fail to acknowledge the commonsensical idea, in religion and beyond, where truth relies on the way things are. Truth surpasses what is determinable in boundaries on certain discourse (Trigg, 1997, p.219). Religion is essential in a community and both realist and non-realist at some point aggress of this given the advantages that religion has had. The society has been using religion to ensure that people comply with its rules (Peterson et al., 2007, p.7). Non-realists point out the structure of religion as a social discipline with nothing supernatural about it. The basic sense of religion seriously changes from these thoughts.Advertising Looking for essay on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More My viewpoint is that, human agency works to determine whether there is something or nothing. It is blatantly false that the human beings created the universe (Peterson et al., 2007, p.7). People find themselves part of the universe hence the non-realist stance cannot explain creation. Don Cupitt view of religion relies on radical relativism, linguistic constructivism, and culture’s impact on humanity. Cupitt’s perception is that religion is a cultural situation in modern time (Cupitt, 1995, p.81). There has come the end of an era. The old realistic concept of God as omnipotent, spiritual and independent of human is long overdue according to Cupitt (Cupitt, 1995, p.81). People need to make their own truths and value developing a reality that encompasses everyone. In the past, Christian morals were entirely realist. For instance, the God’s commandments in the Bible tell people what to and what not to do. This has caused people to view moral truths as independent of the commandments. This implies obeying th e commandments without question (Cupitt, 1995, p.82). However, as people now challenge or even reject moral truths and religion by rationalizing issues to believe in, this has resulted in a perception of any absolute form of such issues gradually rejected. The main challenge to religion’s certainty and centrality beliefs came about in Europe following the emerging philosophy in 1700s. People refer this period to as the Enlightenment or Age of Reason. This rationalization of belief has reduced the objective view of God. Moral ethics stands out as attempts to obey God-given moral code. However, this has led to the perception that there are no absolute standards of what is right or wrong. According to Cupitt, the bottom-line is that there is a new starting point for Christian ethics.Advertising We will write a custom essay sample on Should we be realist or non-realist towards religious claims specifically for you for only $16.05 $11/page Learn More Cupitt’s rejects God’s objective existence based on epistemological concerns on how much knowledge human have of God, or more significantly lack. He rejects God’s existence as lawgiver arguing that, if he were to exist, then human would not truly free to live the way they wanted†¦they would follow certain ways designed by God (Cupitt, 1995, p.82). Such heteronymous faith cannot be a means of becoming autonomous of fully liberated spirit, as it seems decisive against God’s purpose of existence. An objective God cannot offer salvation. Believing in divine lawgiver is repressive from this viewpoint. If God set out the right ways to live, human beings would have to fallow that ‘path’. Cupitt argues that this view cannot save, as salvation means freedom, while this viewpoint means submission (Cupitt, 1990, p.106). Roger Trigg argues from different angles that it is badly unsound understanding of religion that makes people think it is optional and eccentric: secretive individual conviction. Religious belief is not typically private. However, it takes a public communal shape. Rarely is it an issue of personal concern: it finds expression in the way followers of the religion live out their communal life (Trigg, 2007, p.191). For many people, leave alone the religious ones, religion is not optional but a crucial factor of fundamental identity as persons. Religion has also over the years proven not to be an idiosyncratic thing.Advertising Looking for essay on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More For years, cognitive scholars argue that human beings are naturally religious beings. It is indispensable to add to the argument that no one merely has religion rather religion comes are types of religions (Trigg, 2007, p.191). If these arguments are true, it hence constitutes a powerful case for believing that humans have a prima facie inalienable right to practice their religion. Trigg notes that, in European declarations, it is common to see region referred to as clashing with rights. In such cases, it has to give way to rights (Trigg, 2007, p.193). Religion has it own rights. Realists like Trigg and Penelhum also argue that God’s existence has to be independent of believers. Trigg’s argument points out the possibility of defining God’s transcendence without reference to any mind enclosing boundaries (Trigg, 2007, p.195). Therefore, for realists, existence of God is real. Furthermore, this existence is independent of the world and, therefore, not the same as the world or anything in it. God exists independent of our minds – what we think (Trigg, 2007, p.196). The central tenet of realistic perception of religion is, therefore, the claim that God exists, otherwise referred to as the Objectivity of God’s reality. In essence, if this argument is true, God existence is not sensibly reliant on human’s subjectivity or certain ways of thinking and practice where cognitive actions and assertions pertaining God occur (Trigg, 1997, p.213). Realism simply declares that God derives God’s own existence and reality from God’s self and not from the world, notions and or language that people use when referring to God (Trigg, 1997, p.216). Theological realism is hence metaphysical realism that comprises of divine reality, affirming that God is objectively real with his existence independent of what people believe in or say about him (Trigg, 1997, p.217). Doing justice to this rational perception, people need to tie tru th with reality in a manner that the truth of religious propositions such as Omnipotent God or Loving God rely on whether reality is in agreement with them or not. Realists like Trigg try to save this notion by placing arguments that religious propositions are true only if they correspond to the way human-independent reality is (Trigg, 1997, p.215). Therefore, it is understandable with contention that an essential fact to realism is the concept of truth as constituted appropriate between beliefs or statements and the characteristics of independent, determinate reality. There are religious realists claiming that God exists beyond practice and perception while there are also non-realists who claim this is not true. Independent existence seems to be the main concept of their claims. I support the realist arguments that there is the existence of God beyond language, practice, and compromise. To deny this claim mixes up issues of how something is determined to be true and what it means t o be true. I think that it does not entirely require the concept of independent existence to prove real existence but the theory of objectivity of existence (Trigg, 1997, p.217). Don Cupitt defines truth as something that comes up because of language hence it is a cultural thing (Cupitt, 1990, p.107). If realists agree to this then, consensus is paramount in deciding on what in the truth. However, consensus cannot create the truth. It is not the people make truths by failing to accept certain true claims. Replacing them with our own notion is no better. In conclusion, I support the realist claim on the subject of knowledge, as well as its object regarding our search for truth. Realists claim that we can have knowledge of something. However, sceptics have a problem with how one achieves this knowledge. That is why Trigg proposes a non-fundamentalist way, which uncritically builds on own culture: a metaphysical thesis on the nature of reality (Trigg, 1997, p.220). Trigg puts it that t he solution to contention between realism and non-realism entails answering epistemological concerns, which refer to one’s ability to know. The metaphysical concern is the nature of objective reality. Something real is independent of how we criticize it. Unreliability cannot be consequential without logic of objective reality. Reference List Cupitt, D. (1990). Creation Out of Nothing. London: SCM Press. Cupitt, D. (1995). The Last Philosophy. London: SCM Press Peterson, M., Hasker, W., Reichenbach, B., Basinger, D. (2007). Philosophy of Religion. New York: Oxford University Press. Pp. 5-7. Trigg, R. (1997). Theological Realism and Antirealism: A Companion to Philosophy of Religion. Oxford: Blackwell. Trigg, R. (2007). Religion in Public Life: Must Faith Be Privatized? New York: Oxford University Press. This essay on Should we be realist or non-realist towards religious claims was written and submitted by user Kaliyah Chaney 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.

Funny Female Monologue From How to Kiss a Girl

Funny Female Monologue From 'How to Kiss a Girl' The following monologue is from a one-act comedy How to Kiss a Girl by Wade Bradford. This one-act play is  a silly, sketch-styled play about a young man named Ken who desperately wants to know how to behave on a date, and even more desperately wants to figure out how and when he should make his move and kiss a girl for the very first time. Monologue Background In order to learn, he enlists the help of his highly advanced smartphone, Minerva. The Minerva device downloads tons of audio instructional information, crafted from centuries of information. not all of the advice, however, is useful to todays typical teen. Unfortunately, Ken is too clueless to realize, and he ends up downloading relationship advice from the 1950s, pre-Civil War America, and even Pilgrims and Pirates. Belle is one of the Audio Advice characters, and while Kens date is wolfing down her spaghetti and slurping ice tea like its going out of style, the refined Southern Belle teaches Ken how to read subtle signs from a proper lady. Much of this monologue involves the old fashioned art of fan language, so the actress performing the art should have an elegant fan to flutter during her scene. The Monologue BELLE: When you arrive at her doorstep, be prepared for a grand entrance. Stand courteously at the doorway, breathlessly awaiting her presence. Drink her in. You are mesmerized. Walk in a half circle around her, never breaking your gaze. And still breathless. Place your left hand behind your back, lift your hat with your right hand, and bow. (Pause.) And now you may breathe. Make certain that you have already prepared a charming compliment, do so in advance to avoid being tongue-tied. Tell her she looks as plump and pretty as a sweet Georgia peach. As radiant and glorious as the days before the civil war. That she makes your heart fire faster than a Gatling Gun. Begin your romantic adventure by extending your elbow so that the lady might take your arm. As you escort her to the carriage, be mindful of any mud puddles that may happen to be in your path. Instead of walking around the watery obstacle, remove your jacket, drape it to the ground, and insist that this lovely plump peach wal k upon the jacket as not to soil her pretty shoes. That is chivalry. As you ride together in the carriage, you might be wondering as to what is going through the mind of this delicate young flower. You may be tempted to talk of idle things, such as the weather, but I find it best if a gentleman sticks to the subject at hand, which is mainly the beauty of the young lady in his midst. This time, select a specific physical feature to complement. Preferably, something above her neckline. I suggest you compliment her eyes, lips, chin, and even perhaps her earlobes if you are feeling particularly bold this evening. Avoid making comments about a womans nose. Even kind words will make her self conscious. But you will notice, as the carriage ride continues, the lady speaks very little, yet she says much. (Produces a fan.) To discover the secrets of her feminine mind, simply observe the subtle signals she gives you with the movements of her fan. If the lady holds the fan with her left hand and places it in front of her face, then she is desir ous of your acquaintance. However, if she twirls her fan in her right hand, like so, then she wants to speak with you in private. Dropping the fan curtly means she simply wants to be friends, but if she presents her fan to you, shut closed thusly, she is asking: Do you love me? Now, this one is most important, so I hope you are paying attention. If the lovely lady presses a half-opened fan to her lips, that means, young man, that she wants to kiss you. Now, watch her closely: What message is she trying to convey to you? Note: This monologue could obviously be performed by one person. However, it could be further developed with a total of three performers. One actress delivering the monologue, while two other performers act out the scene being described.

The Many Ways to Pronounce I in French

The Many Ways to Pronounce I in French When youre learning French, the letter I may be one of the most challenging of the alphabet. It has a common sound, a couple of accents, and is often combined  with other letters and all of these have slightly different sounds. Because the I is used so often in French and in so many ways, its important that you study it thoroughly. This lesson will help fine tune your pronunciation skills and maybe even add a few new words to your French vocabulary. How to Pronounce the French I The French letter I is pronounced more or less like the EE in fee, but without the Y sound at the end. An I with an accent circonflexe, à ® or trà ©ma, à ¯, is pronounced the same way. This is also true for the letter Y when its used as a vowel in French. However, the French I is pronounced like the English Y in the following instances: When I is followed by a vowel as in  chà ¢tier, addition, adieu, and  tiers.When IL is at the end of a word and preceded by a vowel as in orteil, orgueil, and  Ã…“il.In most words with ILLE  such as  mouiller, fille, bouteille, and  veuillez. French Words With I Practice your pronunciation of the French I with these simple words. Give it a try on your own, then click the word to hear the correct pronunciation. Repeat these until you have them down because they are very common words that youll need often. dix  (ten)ami  (friend)lit  (bed)addition  (addition, restaurant bill)adieu  (farewell)orgueil  (pride)Å“il  (eye)veuillez  (please)fille  (girl) Letter Combinations With I The letter I is as useful in French as it is in English. However, it also comes with a variety of pronunciations depending on the letters its used in conjunction with. As you continue your study of I, be sure that you understand how these letter combinations sound. AI and  AIS  - There are three ways to pronounce AI. The most common is  pronounced like the È or bed.AIL  - Pronounced [ahy].EI - Sounds like the É or È  as in the word à ©tà ©Ã‚  (summer).EIL  -  Pronounced [ehy], similar to the E in bed followed by a Y sound. As used in  un  appareil  (device) and  un  orteil  (toe).EUI, UEIL, and  Ã…’IL  - Sounds  like the OO in good followed by a Y sound.IN - Called a nasal I, this is pronounce [e(n)]. The E sounds like an  E with a circumflex -  Ãƒ ªÃ‚  - and the (n) is the nasal sound. For example,  cinq  (five) and  pain  (bread).The nasal I can be spelled any number of ways:  in, im, ain, aim, eim, ein, em,  or en.IO - Pronounced [yo] with a closed O sound. Used in the  addition  example above.NI - When followed by another vowel, it is pronounced [ny]. If its followed by a consonant, the I follows the rules above and the N follows its own rules. For example,  une  nià ¨ce   (niece) versus  un  niveau  (level, standard).OI  - Pronounced [wa].OUIL  - Pronounced [uj]. TI - When followed by a vowel, TI sounds like [sy] as in un  dictionnaire  (dictionary). If a consonant follows this combination, the T follows its rules and the I follows the rules above. A perfect example is  actif  (active).UI  - Sounds like the English we. For example,  huit  (eight) and  la  cuisine  (kitchen, cooking).UIL and UILLE - When UIL follows a consonant, the sound is [weel] (with the exception of  un building). For instance,  juillet (July).  With UILLE, the double L transforms it to [weey] as in  une  cuillà ¨re  (spoon).

Atmosphere Essay Example | Topics and Well Written Essays - 500 words

Atmosphere - Essay Example In addition, the increase on temperature is causing the rise of the water level in seas and oceans. This is basically due to expansion of water systems and the melting of glaciers and polar ice caps (Hegerl et al. 667; Wittoeck). Based on such effects, a number of problematic aftermaths can occur. In the rise of sea level, considerable amount of land area will be submerged specifically in the Pacific and the Maldives. Swamps and estuaries that are rich in biodiversity will be under water permanently, thus, affecting the diversity of the organisms due to the fact that the survival of the inhabitants of such areas will be tested. Similarly, agricultural lands will significantly decrease, thus, ultimately affecting the food supplies. Water supply will also be a problem in the future since higher temperature can be equated to more evaporation, thus, less water in the liquid form (Hegerl et al. 667; Wittoeck). When such problems transcend to social issues relating to the livelihood of the people, chaos can arise specifically due to shortages in water supplies and food. In addition, due to the fact that such problems can affect the organisms of different forms, the only logical action to be undertaken is to cooperate and unite with other nations and people of different nationalities. Every member of the community is needed to practice and promote sustainability. The leaders of nations are needed to initiate actions that can lessen the practices that can result to global warming. One action of importance is the establishment of policies on air quality improvement. In the present period, the consciousness of the people regarding sustainable practices is higher and such actions to improve the awareness of the public can make the economic costs worth it. Included in the policies related to decreasing the effects of global warming is the Clean Air Act that can lessen the emission of gases that can intensify such effects (Hegerl et al. 667;

Victorias Secret and Womens Sexuality In-store Essay

Victorias Secret and Womens Sexuality In-store - Essay Example While essentialism states that men and women are inherently different and that women’s different physical form make them suitable for certain functions, constructivism counters this by claiming that sexuality arises out of the beliefs and attitudes governing religion and culture (Houston). Although the biological differences between the genders are present, social constructivism has a great role to play in how women are ‘perceived’ as sex objects as suggested by Victoria’s Secret’s use of space. This perception is reflected in the company’s store design and layout. The design team’s rejection of the conventional candy box color scheme of pink and gold colors was based on the premise that the company’s dominant color (pink) was being overused. The use of the ‘pink’ theme across its store is dominant which reasserts the stereotypical association of this color with women. Nevertheless, the need to tone down the pink col or is apparent by the use of black and cream colors with the use of flashing pink lighting in-store displays. Therefore, the overwhelming use of the pink color has been made subtle by the use of black and cream colors. This is not because the company attempts to divulge from its primary market of women. The color scheme has been altered to include black and cream to make the already pink merchandise â€Å"pop out†. GENDER SOCIALIZATION suggests how humans learn appropriate behavior with respect to their gender (Shaw and Lee). This follows that women are expected to maintain their physical beauty to remain acceptable in society. Women’s worth in society is often reflected in how ‘beautiful’ they are perceived by society, unlike men whose worth does not depend on their beauty (Shaw and Lee). This is often referred to as DOUBLE STANDARDS. This concept has been used by Victoria’s Secret which uses glamorous images of women throughout its store so that w omen feel they will look like those idealized images after wearing those products. A small fraction of women who are physically attractive are used throughout in-store photography which reflects the stereotypical belief that a woman’s worth is through her body and attractiveness. This is linked to the OBJECTIFICATION of women whereby their bodies are considered separate from the context (Shaw and Lee). This, in turn, is closely tied to the fragmentation of women when their bodies are separated from their personalities and are thought to represent the woman. The way in which specific body parts are highlighted in the photography reflects how the woman as a whole is discarded and how women are considered as objects that can be touched, â€Å"ogled† or even bought. The focus on specific parts such as breasts and other genital organs in these ads is reflective of the SURGERIES including VAGINAL SURGERIES that women undergo in the name of beauty. Only younger models are use d in stores which suggest that as women grow old they lose their sexuality and beauty and can, therefore, be discarded.

Child Observation Essay

Child Observation Essay Observation of young children allows for a naturalistic insight into child development, which more experimental methods fail to provide. The method of observation also means social workers can develop skills that would usually be difficult to learn, such as observing without taking notes a practice that is applicable in a professional social work role. Trowell and Miles (1996) emphasise the importance of observation as one of the foundational skills developed in social work, relating to the social workers role in making judgements, decisions and juggling the issues of race, gender and sexuality whilst making important decisions regarding peoples welfare. The observation took place across 5 weeks involving 5 different observation sessions, allowing the child to be observed across a variety of different times during the day. The observation study was based upon the Tavistock method emphasising not taking notes, becoming completely absorbed into the observation and placing importance on the observer recognising their own reactions and responses to what behaviours and dynamics may be displayed. The Tavistock model encourages observers to see what there is to be seen and not look for what they think should be there (p. 2, Reid 1999). This encourages the observers use of non-judgemental perception and not creating inferences about situations based on instinct without evidence. Whilst the Tavistock model traditionally uses weekly observation across the first year of a babys birth this observation was across 5 weeks. It would be hugely beneficial from a child development perspective to observe a newborn infant for a year, however I can imagine the process to be very emotional. I found it difficult to complete my goodbyes to the child I was observing, as I had become a relatively constant fixture in the childs life. Also from the process of observation I felt as if I had begun to know the child, as I had watched her intently and picked up upon habits, favourite activities and began to recognise and understand her personality traits. The age of the child being observed was also very different from the Tavistock model, however I feel that observing a child at the age of between 3 and 5 was incredibly useful. Observation of newborn infants can inform social workers of attachment development and the very first milestones. However an older child can start to infor m social workers of the way children interact with other adults, develop speech and how children themselves relate to others and the wider ecological system (Bronfenbrenner 1990) which can help inform practice, especially direct work with children. The use of the Tavistock model also helped me understand the usefulness of not taking notes, and I think it is a skill I have developed and already put into practice when working with children. Due to learning how to perceive what is going on around me and what is occurring for the child I have been able to transfer this to listening to children talk about their home life (specifically in wishes and feelings work) whilst being able to observe the childs body language. I have made it a point to not take notes when talking to a child, so that they feel I am fully focused on their story. The observation took place in an early years class, in a Roman Catholic School in a deprived area of Suffolk. The schools mission statement is to educate young people to meet the challenge of life courageously, to use their abilities to the full and to live the values of Christs gospel and there is an emphasis on a Catholic education, including religious iconography in all classrooms, regular prayers and a prayer garden in the school grounds. Children are also encouraged to take their first holy communion and attend mass regularly. The school itself is recognised as good by Ofsted, and whilst its main student population is from the nearby area and would describe themselves as White British, there are a small, but growing, population of ethnic minorities. This includes Philippines, Korean and Polish and due to the high incident of non-English speaking parents the schools website offers a translate service. The Ofsted report also discusses that the school has a higher than average numb er of pupils with special educational needs. The area is predominately working class, with an increasing problem with unemployment and poverty. Whilst it is well evidenced that children growing up in deprived areas are more at risk of health problems (McLeod and Shanahan 1993) and at greater risk of varying types of abuse (Aber, Bennet, Conley and Li 1997) the child for this study is developing within the considered normal boundaries, is not known to social services, and is white British. I fortunately already had links to the school due to previously completing work experience- I was therefore already known by members of staff, and had already gained their trust that I would behave in a professional manner. I approached the school and the school agreed to the observation study. I was then invited to come in and speak to a potential parent as she brought her child in to school. The teacher had chosen this child as she had no developmental concerns, describing her as average, the child, siblings and other family members were also not known to social services and come from a stable family. I approached the mother as she entered school and explained the project to her, she was interested and expressed no worries or issues with her child being the subject of the child observation. I was very surprised at the ease of permission, as there is a negative stereotype regarding social workers (Gibleman 2004), however when I spoke to the parent of the child she said that she unde rstood that everyone needs to learn. This made me feel positive regarding the observation as I wasnt immediately challenged or questioned and the parent did not ask for any feedback on the child development which I was initially concerned may be asked of me. I completed the observations on a Tuesday at a variety of times. Due to starting at the end of September I started my observation at 9am as C (as the observation subject shall henceforth be known) had only just begun school and was not yet attending full time. As time progressed I was able to complete observations during the afternoons. I chose the observation to focus on as C participated in a range of activities that appeared to demonstrate numerous facets of child development, including imaginary play, shared play, scaffolding (Vygotsky 1978) and cognitive development (Piaget 1964). I chose not to use the first observation I completed, as C cried for the most part of the observation and was very unresponsive to any task the class teacher had set and refused to participate in any activities, instead she remained on the lap of a teaching assistant. Whilst this in itself obviously indicated a great deal regarding development of attachment this essay would then primarily be focused of attachment rather than the other aspects of child development. The observation I have focused on was the second observation I completed, and is therefore still relevantly soon after C had started school, I could therefore begin to make inferences related to Cs first relationships with her peers and could observe how these developed across the following observations. Analysis of Observation: This observation was the second observation in the series of five. I chose it as I felt the child demonstrated a range of facets of development, including participating in shared play, imaginative play and I began to understand more about the childs individual personality. Language development: Language and communication development begins very early, with very young infants using eye contact and changes in the infants behavioural state in order to communicate their needs to adults. These responses begin to become more complex and reciprocal between adult and caregiver and the child begins to learn sounds ultimately developing language, an important tool in communicating to adults (Sheridan, Sharma and Cockerill 2008). The observation and school day began with the children asked to practice phonic sounds; in this observation the letter O. C (the child) used gestures as well as sounds to practice the letter, encouraging C to recognise the sound and value of the letters, however by 4 years and 3 months Cs language development was such that she could already construct sentences, engage with other children and instigate games and jokes (Pecceci 2006) This is evidenced with C asking another child to play the row your boat game. C is demonstrating her grasp of complex sentence structure using relative clauses (Clark 2003). Similar evidence of developed language acquisition is Cs ability to ask grammatically correct questions, for example when she asked for milk C demonstrated that she had developed an understanding of auxiliary verbs. Social and emotional development: Play is a central part of a childs social development including solitary play (mastery play, generative play), constructive play, locomotor and sociodramatic play. C participated in a range of play indicative of gender stereotypes for example playing brides with a friend, pretending to be a kitten again with a friend, all examples of imaginative and co-operative play. Piaget (1965) discusses the importance of peer interactions to the childs moral feelings, values and beliefs. In the above examples C is engaging in play where the two children involved are expressing their interests and desires (i.e. interest in animals and the desire to have a pet kitten) when the same interests do not exist, an disequillibrium occurs (DeVries 1997) and dependent on the value of the relationship, the child may try and re-establish equilibrium, which is why Piaget suggests peer friendships, and ultimately peer play is essential to a childs operational and co-operational development. C participated in a game with three boys, which involved building a structure. C had to work with her peers, this game was more structured and therefore more implicit rules which is how Piaget (1965) explains the development of childhood moral values. Alternatively Vygotsky (1978) believed that the life long process of development is dependent on social interactions and this leads to cognitive development, which is also known as the zone of proximal development. C worked with three other students to work together to build using the wooden planks, C resolved the problem of where to put the planks to build the most sound structure independently problem solving. There is also an emphasis on play leading to the development of an imagination. This can be evidenced in C becoming a kitten, and behaving as a kitten would- licking her hands as paws etc. Vygotsky (1966) argues that all play involves the creation of an imaginary situation, liberating the child from realistic situational constraints, ultimately Vygotsky implies that childhood play and the transition to adult imagination are both rule bound, and this first develops through imaginative play as observed in C. Emotional development, self-regulation and containment largely derive from the quality of the childs early attachments (Bowlby 1969). Cs mother bought C into the classroom and C appeared reluctant to leave her mother, but she was comforted by the teacher and waved goodbye and did not appear to be distressed. This observation was completed at an early stage of the child attending school full time, therefore a certain amount of separation anxiety could be expected. However C was easily comforted by the teacher suggesting C had developed a secure attachment to her mother but was able to leave her without being anxious. This has important implications for Cs future adjustment at school. Granot and Mayseless (2001) suggest that those children with secure attachments adjust to school better than those with disorganised, avoidant or ambivalent attachment styles. Intellectual and cognitive development: Piaget (1957) theory of child cognitive development states that the child constructs and understands the world around them by experiencing discrepancies from what they already know and what they begin to discover. There are four stages of development, which Piaget discusses sensorimotor, pre-operational, concrete operational and formal operational. Due to Cs age (4 years 3 months) Piaget (1957) would describe C as being in the pre-operational stage mentally representing objects and engaging in symbolic play (seen throughout the observation). The pre-operational stage also links to Piaget and Inhelders (1948) stages of drawing. C demonstrated that she was in the later stages of the synthetic incapacity stage of drawing C had drawn a circular, closed figure with limbs but these were not in proportion, C has also not grasped a sense of perspective and the human figure did not fit the background feature in Cs case a bathtub. The synthetic incapacity stage of drawing runs parallel to the pre-operational stage hence why the picture was also in 2D, as C could only draw from her perspective replicating a bathtub from her internal mental representation. However Vygotsky (1966) theory of cognitive development varied from Piagets (1957) and he placed a greater importance on the cultural and social environment of the child being a vital part of the construction of knowledge. Learning through interactions with their peers, and the expectations, beliefs and traditions of their own cultures. Vygotksy (1966) also placed an importance of peer collaboration, as well as adult assistance in promoting the zone of proximal development, also known as the scaffolding process (Wood, Bruner, and Ross 1976). Scaffolding is very much used a teaching strategy and can be seen with C and her classmates. The teacher demonstrated the letter O and asked the children to copy both sound and movement, providing encouragement and reward when the task was done well. In this situation the teacher also split the task of recognising O down first explaining to the children, then asking the children to sound the letter out, before drawing on the whiteboard and asking the children to copy the writing action. C was then asked to draw the letter on a piece of paper, using the technique previously used by the teacher. C did this task well, suggesting the success of the scaffolding technique. In this observation C also began to demonstrate the beginnings of the development of theory of mind. Perner, Lang and Kloo (1999) suggest an intellectual and developmental shift in a child of around 4 years of age, including the acquisition of theory of mind and self-control. In this observation C and another child hid from a boy, they hid behind the shed, and therefore developed the understanding that if they hide from another that he will not know where they are. However Perner Lang, and Kloo (1999) also suggest a link between acquisition of theory of mind and self-control, but in the hide-and-seek game the two girls called the childs name and giggled, suggesting their executive control has not yet fully developed Moral and spiritual development: As previously described the school is a Roman Catholic school, and there is religious iconography in the classroom, including a picture of Mary and Jesus on the wall. The children are expected to pray three times a day as well as attend mass, collective worship and religious assemblies. There is also a greater emphasis on religious education starting from the early years class. Whilst the childs family are not religious, it is important to consider the impact that such a religious education may have on the childs concept of self and their moral, religious and spiritual development. Eriksson (1964) drew attention to the importance of religion and spirituality, emphasising that if successfully resolved at an early stage it can bring about the virtue of hope, transferring over time to mature faith and the ability to believe without evidence that the universe is trustworthy (Roehlkepartain, Benson, King and Wagener 2006). Eriksson (1964) also asserted that religion could provide a transcendent worldview, moral beliefs and behavioural norms. Cs religious development can be witnessed through her joining in the prayer at the end of the lesson time. C knew the words to the prayer and actively demonstrated the actions that accompanied the prayer. Whilst I only witnessed 5 sessions, if following the true Tavistock method, there may be more evidence of how C develops religiously, and whether attending a religious school affects her later outcomes in life as it has previously been suggested that religious schools have better discipline, school harmony and less racial discrimination (Jeynes 2002). Cs moral development was also demonstrated several times during this observation. On several occasions C helped out adults, as well as listening to the teacher and following instructions when asked. C did not demonstrate any behaviour that may have been construed as mean or selfish. The fact that C tidied up when asked would suggest that C has reached the pre-conventional level of moral development (Kohlberg 1971). C is responsive to the rules of the classroom and aware of the consequence of not following instructions. It could also be argued that Cs willingness to help at milk time could be seen as evidence of Kohlbergs stage 3 (1971), with C beginning to participate in good behaviour, to please and be approved by others. However Kohlbergs (1971) theory is considered to be gender biased with females typically scoring lower than males, Gilligan (1982) argues that females and males have differences in moral development. Without doing further observations it is not clear how C may cont inue to develop morally and how she would react to Kohlbergs moral questions. Concept of self: School is an incredibly important arena for a child developing its own concept of self, for it is the first time the child begins to identify itself in relation to a number of characteristics such as gender roles and racial identity. C is beginning to develop an internal model comprising of personality, self-esteem, stability and self-efficacy (Markus and Kitayama 1991). C is marking the beginning of her concept of self, by already demonstrating preferences for the type of play, peer relationships and her interests. She showed an interest in artistic activities such as painting and drawing (also seen in future observations) and mainly playing games with girls, however she did also participate in a game of construction with boys. However many children in early childhood cannot express their concept of self instead seeing the mind, self and free will as physical body parts (Damon and Hart 1982). This lies with children believing that animals, plants and some inanimate objects also possess a mind, whilst this did not occur in this observation; C clearly demonstrated this belief in a future observation believing a soft toy had feelings and thoughts of its own. How the child experiences their world: I felt that during the observation that C had a positive experience. Whilst she was initially reluctant to leave her mother, as soon as the teacher had led her into the classroom C appeared to forget about her separation anxiety and immediately became involved with the class. C appeared to do well at the educational task, and when she was given free time to choose a task she participated in several activities including playing with other children but also drawing on her own. She was very giggly appeared happy during the observation running around and playing. However as Piaget and Vonà ¨che (1929) reveal the difficulties in using the observation method to understand how the child experiences the setting and the culture within the school, as C does not spontaneously communicate her thoughts and feelings about her experience, and rather it is the observer who makes these judgements. Analysis of the observation as a series: Language development: C was the age of 4 years and 3 months when completing the observation, she has therefore begun to manage the concept of language and was beginning to experiment with more complex sentence structure and asking more complex questions. As would be expected of a child between the ages of 4-5 C was also developing her receptive skills and demonstrated an understanding of spatial concepts (McLaughlin 2006). For example the teacher asked C to retrieve the box of beads, which was behind the curtain and next to the green box of letter shapes and C was able to do this. She demonstrated that she could follow step-by-step complex instructions as well as the spatial concepts of behind and next to. However whilst C is developing what would be considered normally she also still has difficulty in pronouncing slightly longer words. For example C was playing a pretend game of hospitals with one child being ill and C playing the nurse, however C had difficulties in pronouncing the word hospital and instead pronounced it hopital. Children between the age of 4 and 5 are still developing their linguistic skills and word distortions do occur, and it is expected that in time C with encouragement from parents and teachers will be able to progress (Owens 2005). Cs continued behaviour continued to be much along the same level as the first observation and I was not surprised at her occasional mistakes, as she is not yet linguistically competent and neither would she be expected to be at the age of 4. Social and emotional development: As already discussed, the quality and nature of Cs early social interactions with her primary caregivers gives a template for future social relationships and is also integral to their general social and emotional development (Fabes, Gaertner and Popp 2006). During this observation and the other observations C appeared to have a very good temperament, disregarding the first observation C remained friendly and happy to be interacting with other children. During the 4th observation C was observed to share her own personal toy she had bought in for show and tell because another child had forgotten theirs, thus suggesting C is becoming socially competent and the beginnings of empathy. Sanson and Hemphill (2004) suggest that temperament has the potential to influence several behaviours including how children interact with peers and adults. This in turn suggests that C is able to self-regulate her own emotions. As Eisenberg Cumberland, Spinrad, Fabes, Shepard, Reiser (2001) suggests, those children who are able to self-regulate are more likely to seek out peer relationships and therefore are recognised as more socially competent. This was evidenced in Cs relationships with the other children in the class. C was observed to share her toys without pressure from adults, and she demonstrated an emergence of the understanding of others wishes and beliefs. Fabes, Gaertner and Popp (2006) also suggest that the development of social competence in school age children can be evidenced through the reciprocal relationships between peers, with positive interactions and the maintenance of social contact. Again during the observations I did not observe a negative interaction between C and another child. However I was only in the classroom for an hour a week, it is very likely that C had not completely developed socially, and is likely to have had negative experiences with some of her classmates. There may also have been the added effect of investigator bias, with the children realising that I was observing and therefore modifying their behaviour. Intellectual and cognitive development: Three of my observations were completed first session of the morning and included the routine of the register and phonics and learning to link the letters with the sounds of the letter and introducing an action to help the children represent this therefore using all aspects of learning (visual, auditory and kinetic). During one of my observations I arrived after lunchtime and before the children were again allowed to choose an activity. The class teacher had planned a numeracy session, with the children sitting on the carpet. The teacher would use an abacus and ask the children to count the beads along with her. I observed C and she participated in the task, and was able to count the beads. The teacher then moved three beads across and asked C how many beads were left to which she was able to respond 7. This is concurrent with Piagets (1980) pre-operational stage described previously. This is also suggested by Gelman and Gellistel (1978) who identified two types of numerical knowledge. The first being numerical reasoning and the second being numerical abstraction. Numerical abstraction ability is the process by which the child can abstract and represent numerical value. I observed C doing this when she was asked to move two beads on the abacus and work out how many were left, again an activity she was able to complete, indicating the development of counting principles and basic numerical abilities. As C was in the very early stages of her school life, there is very much an emphasis on play rather than academic activities, as this begins to be introduced later in the school year, therefore much of the evidence of Cs intellectual and cognitive development arose from the occasional structures activities and her interactions with peers and adults. Moral and spiritual development: Piaget (1965) suggested that moral development was a gradual process, running parallel to the stages of intelligence with each stage characterized by a different process (i.e. the pre-operational stage already discussed). He suggested that children go through a heteronomous stage guided by societies rules and boundaries which can be seen as very much enforced by school. As the child matures this becomes more autonomous as these rules and values become an ingrained part of the child. C is learning the rules of the classroom, and these eventually become fairly implicit (though occasionally children need reminding of the basics). Often I observed the class teacher telling the children to sit still, be quiet and to raise their hand when answering a question. Considering the age of C she did not break rules frequently. Occasionally I observed the teacher warn C if she was giggling and talking to a child sat next to her (not unusual behaviour for a 4-5 year old child) and C would stop the behaviour. There were children in the class who did not respond to verbal warnings and they were either asked to sit on their own in a corner, or as a more severe punishment sent to another class. C was therefore able to see the consequences of other childrens behaviour and realise that this could be applied to herself if she did not follow the rules. Bandura and McDonald (1963) also evidenced the influence of social reinforcement upon a childs moral development. They found childrens moral judgements could be altered using reinforcements and social modelling, much the same as teachers use during lesson time. Concept of self: C continued to display a marked preference for playing with children of the same sex. Whilst she would occasionally join in with boy games such as playing with cars and construction games she demonstrated an overall preference for playing dress-up (she participated in a dress up game in two other observations, including dressing up in an apron and playing out a cooking scene) and taking an interest in animals- expressed through enactment, picking a story about a tiger and through drawing (I observed C drawing a picture of herself walking 3 dogs.) As I found out when observing C, with the exception of her dad, she comes from a predominately female family. She has two older sisters who have also previously been at the school who are twins. Due to the predominately female environment that C has grown up in, it may be her preferences for gendered stereotyped activities may be learned behaviour, with children often learning perceived sex roles from parents and older siblings (Fauls and Smith 1956). Again it is difficult to discuss Cs concept of self, as it is largely based upon my observations. Whilst these observations were largely free of judgements it was difficult for me not to say how C appears to be developing in her concept of self. She appears happy and content during her time at school (excluding the first observation) as she could be quiet she had begun to establish good relationships with other children and appeared to be developing healthy self-esteem and positive self-concept. I felt this was due to her close and supportive relationship with her mother and class teacher both of whom appeared to take an interest in her work, encouraging C when she had done something well. How the child experiences their world: Only during the first observation did I feel that perhaps C might not be enjoying her school experience. During the first observation, conducted in very early September starting at 09:00 C was what could only be described as very distressed when her mum dropped her off in the morning. She clung to her mums skirt and was crying refusing to let go. The teacher took her had and led her in to the classroom and then arranged for her to be sat with a teaching assistant, who had the child on her lap. When C was encouraged to sit with her classmates she refused and began to cry again. This suggested that C was displaying separation anxiety (Bowlby 1973). However as Bowlby (1973) discusses this reaction will largely be due to a new and strange setting, considering it was one of Cs first days at school C was finding herself surrounded my new people without the knowledge that her primary caregiver was there so she could explore whilst having a secure base to which to return. However as I progressed through the observation series C began to settle into her surroundings and the new routine of school life. I observed two more sessions at the beginning of the day and C gradually became less distressed, though she still said goodbye and gave her mother a cuddle, suggesting a continuation of the secure attachment. Process of observing: Experience of being an observer: I initially felt very nervous of the whole project, though I felt this was largely down to the difficulties in securing not only a place to observe but also approaching a parent of a child who was going to be comfortable enough to allow a student social worker to observe. It is widely known that many people, especially parents of small children, have developed judgements of social workers largely due to the portrayal in popular media (Gibelman 2004). Fortunately I have very good links to the school I chose to complete my observations in having already completed work experience a few years ago, therefore there were no problems in securing a placement as they already knew and had built up a level of trust. The early years teacher introduced me to a parent, and I was expecting the mother to ask me lots of questions regarding the observation, whether they would be allowed a copy of my observations etcetera but the mother simply stated that it would be fine and that another of her children in the school had also been previously been involved in a study similar. I must have accidentally expressed my surprise at the ease of getting consent (I also thought that due to the age of the children many parents wou

How the media has affected the youth Essay

What is body image? It is the subjective picture or mental image of one’s own body. People view their bodies differently that’s what makes an individual to have his or her own unique style of dressing. People pick up different styles from different places some have a negative impact while others positive. Body image includes: It takes time for some one to come up with an image that can be spotted a mile away by anybody. Some points to note are how we look at our bodies visually, the feeling we get from our physical appearance, the sense of how others view our body image and how much we are connected to our bodies. Why body image is important? A simple explanation as to why body image is a priority to people is because they want to look presentable and admirable to the rest. Women spend hours in the mirror trying to figure out the best way to dress or apply make up. They end up wasting a lot of time trying to fix themselves unlike men who some of them do not own even a mirror in the house. If some one has a poor body image this can adversely affect the person leading to an increase in weight and no control loss of control of their bodies. This low self esteem have driven many to look for options so as to boost their body confidence. Some opt to do dieting, exercising lot, laxative abuse, vomiting, smoking and use of steroids in order to control weight/body  which is dangerous and leads to negative body image. A quote may can relate with â€Å"There is always a vicious circle here: the more a person focuses on his or her body, the worse a person tends to feel about how he or she looks-obsession leads to discontent†. The human body thrives through compliments from different people this makes a person feel satisfied with the way they look. Negative compliments tend to make some one feel depressed and feel unwanted by the people surrounding them. Good comments about a person’s body image fuel their inner beauty and how they look at the world in general. A lady wants to be told she look amazing every now and then so that she can feel powerful which triggers her mind that she has control of her body entirely. But if a lady receives bad comments relating to how she looks her mind is set that no one likes her and she not worth looking at this is what leads people to do plastic surgery and the recent trend which is bleaching. How to develop a body image? When growing up body image was never an issue because our parents dressed us the way they knew best. Some times a child could wear all colors at the same time that prompted criticism from the friends. At a certain age that’s when a person starts to develop his or her own style. The most common was by watching how other people were dressing and how they looked with a hairstyle or shoes that defined their identity. The people around us mostly our friends help to develop our body image, conversations about clothes, looks and attractiveness provide a context for paying attention to interpreting appearance related information. Friends are very important in body image development because of the sheer amount of time involved, the value of friendships and the way in which  friends create shared norms and expectations about appearance. The Media This is the most powerful tool that has contributed significantly. This is through the various forms of media in the society for example Magazines, Internet (social media platforms available), Television and Radio. Many youth look up to different celebrity figures mostly in the entertainment industry the musicians and movie actors/actresses. I carried out a study to see to what extent the celebrities affect a person image and the results were astonishing. A lady from Nairobi who chose to be anonymous said that she looks up to Vera Sidika who is a famous socialite in Kenya who has earned her money through strutting her body. The lady claimed that anything Vera wears is what she will wear just to look like her. I asked her about if she was going to bleach her skin because her mentor has already done that. The reply I got was surprising â€Å"I have already booked an appointment to with a specialist so that I can get it done†, she said. â€Å"Do you know the reppurcations that are there for bleaching your skin?† I asked her. â€Å"I don’t care as long as I look like Vera Sidika its fine by me furthermore its my life and I can live it the way I want†, she said. This shows that many people are been lead a stray to do extreme and crazy things so that they can fit in the society and in the limelight whereby they must look cool. This is one of the negative effects of the media in establishing a person’s body image. Another negative effect is the modes of dressing most Kenyan ladies are donning skimpy dresses so as to impress and attract the opposite sex. This is causing a lot of noise from the Kenyan men who are saying the women are out to get them. The women seem not to be relenting and they even wear skin tights that reveal all the curves on their body. It might seem fashionable but our ancestors  turn on their graves by the sight of these ladies who claim to be trendy. The negative effects heavily outweigh the positive effects of the media but there are good contributions to the society. The media enables us to get new information about many things. There are programmes on television that talk about the healthy living styles, how to control/check your weight, better eating habits and dangers of using extreme methods to boost ones body image. A young man who I got the chance to socialize with said that his idol was Kanye West a United States rapper who is always on the limelight for wearing ‘man skirts’. Many have copied the trend and have started wearing these types of clothes ignoring the social effects it will have on them. Their only main concern is to look cool in the wears. Here is further explanation on the effects caused by different types of media platforms: 1. Television Our minds are made in a way that we are attracted to colorful and extraordinary things. The television is a powerful device that can build or destroy a person’s image. When celebrities wear any type of cloth it instantly becomes a fashion trend and everybody wants to dress like so and so. For example if a famous singer wears a piece of sack of gumboots on a hot sunny day the youth will emulate that style instantly. Before the television revolutionized people live the youth of the early days used to dress appropriately barely showing their thighs or cleavage. It is considered fashionable to wear the latest designer clothes and a certain style, if you don’t you are considered a fashion outcast who doesn’t have any taste plus lacks the hype of being cool. 2. Magazine Publications have a firm grip on the minds of the youth, which made them like  zombies following things blindly without asking questions. Ladies do to the extreme of cutting faces of models in the magazine and replacing them with their pictures so that they can feel good about themselves. This does not improve ones self esteem one bit but instead creates a cloud of belief that can be blown away by a single negative comment from some one. You find the youth have a number of style magazines that they consult before wearing anything or choosing a particular hairstyle. The youth tend to forget that we were all born differently with unique qualities that no one else has making us stand out to the rest of the world. 3. Internet This is the domain that has constantly dictated how we live our lives and will continue doing so as long as the world is becoming more and more technological. This is a platform where you can find anything you search for example how to bleach ones skin, the best way to seduce a man through the mode of dressing and the latest fashion trends among other many more sites people visit. The main contributor to the widespread use of the Internet is the easy access to the youth and its simplicity to maneuver it. Recommendation: Ways to boost a person’s body. Some ways in which a person can boost his or her appearance is by blocking out all that is advertised or shown in the television or messages from the radio. Another way is to stay off the scale it is not a good attitude to always climb on a weighing scale every time to feel good about your body image. Have a positive attitude of telling yourself â€Å"I feel good†. Realize that you cannot change your body type and appreciate and accept your genetic inheritance. Avoid as much as possible comparing yourself with others, you are physiology unique because you can able to sense your body’s needs and abilities and research show that too much comparing leads to a  negative body image. Move and enjoy your body which makes it feel at peace, strong, and energized plus involving yourself in activities such as swimming, dancing and biking so as to have control of your body. The other recommendation is to reduce the amount of time spent in looking at the mirror everyday because the more you spend lots of time in front of the mirror this charges the negative body image. Spending time with people who have a healthy relationship with food and their bodies is another sure way to boost your body image. This goes a long way to nurturing your inner self, which builds up self-esteem for both men and women. Conclusion: A person’s image can only be affected if he or she pays attention to the media and all that is trending. Feeling good about one self is the only key and ammunition one needs to survive in this world of discouragers by focusing on their own image development without minding what other people say. We were all born wonderfully with God’s image and it is not right to corrupt our images through chemicals or plastic surgeries to look like some one else on earth.

Immigration Politics

Essay about The Impact of the Internet in America

The Impact of the Internet in America The prevalence of the internet has had a tremendous impact on American society in terms of physical health and emotional well-being. In the following pages, I will attempt to briefly highlight some of the positive and negative impacts I feel today’s internet technology has had on people living in The United States of America. Public internet access can be found in most libraries or internet cafes. Internet Service Providers offer access to individuals in their homes as well as schools and businesses. To begin with, I utilized a popular website, Ask Jeeves http://ask.com, to help locate a definition of what exactly is the internet. â€Å"The Internet, sometimes called simply ‘The Net,’ is a†¦show more content†¦This type of information may be found on websites such as Web MD http://webmd.com, Medline http://medlineplus.gov/, or Health Finder http://www.healthfinder.gov/. An individual can utilize the information found on the previous pages to help determine if they should seek further care from their physician. It is important to note that health information found on these pages is no substitute for a thorough visit and diagnosis from a licensed physician, as stated in a typical medical information page disclaimer: â€Å"Do not rely upon any of the information provided on this si te for medical diagnosis or treatment. Please consult your primary health care provider about any personal health concerns.[4] People can also find information on personal fitness (diet and exercise programs), and mental health activities. In another example of the positive impact of the internet is how health information access can affect family life. For example, a parent of a child diagnosed with a learning disability can obtain special education information from the internet. 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