Argumentative (Persuasive) Essay Guidelines

Writing Handout E-5: Argumentative (Persuasive) Essay Guidelines Structuring a Argumentative (Persuasive) Essay A persuasive essay is simply a writer’s attempt to convince readers of the validity of a particular opinion on a controversial issue. The following steps should help you write a persuasive essay. 1. Carefully select a topic Choose a topic that interests you. An argument does not have to be a burning issue, but it must be a debatable topic. It can be anything you feel strongly about. 2. Identify the controversy Your introduction should clarify the controversy or issue.Your thesis states your position on the issue. You must take a stand on the issue. 3. Provide support The body paragraphs of the essay should provide specific support. These supports may include personal experience, statistics, examples, facts, or experts’ opinions. They may be garnered from television shows, magazines, newspapers, textbooks, studies, or interviews. 4. Organization Include enough details to support your position; however, select only the facts that are relevant. 5. Consider differing opinions A persuasive essay may be strengthened by acknowledging conflict viewpoints and repudiating them. . Provide a forceful conclusion Restate your position in different words from the introduction. Do not introduce new material in the conclusion. You may want to conclude by encouraging some specific call to action (see the attached sample essay). Note to students: The following essay is a sample to illustrate format. Course instructors have copies. Duplication or near duplication would be regarded as plagiarism. E-5 Argumentative/Persuasive Essay Guidelines (July, 2011; g:ASC:EngRead) Page 1 Argumentative Sample Title An effective title should grab a reader’s nterest. Title is not underlined, boldfaced, or italicized. Introduction: An example provides an effective introduction to the topic. Thesis: Thesis statement identifies the argument. Body paragraphs: Each body paragraph contains a transition (bold) followed by clearly stated arguments (italicized), supported by specific facts or examples. Conclusion: Summarizes the main ideas, repeats thesis sentence, and draws conclusion. Boxing: Countdown to Injury A left hook smashes into the fighter’s jaw. A following right slams his head the opposite direction.An uppercut to the jaw snaps his head back, momentarily stopping the blood flow to his brain. The boxer drops, hitting the mat with a thud. His brain bounces off his skull for the second time in a matter of seconds. Is this what we should call a sport? Because of injuries, neurological damage, and ring deaths, the rules of professional boxing should be changed. Boxing has always been a brutal sport. The ancient Greeks used gloves studded with metal spikes, which slashed the face and body and split skulls. Although gloves are no longer spiked, boxers today sustain injuries ranging from cuts and bruises to broken bones.It is not uncommon t o see a boxer leave the ring with a cut on his face, an eye swollen shut, and a nose enlarged and bloody. Often, healing in is incomplete because these areas receive the same blows again and again in other matches. In fact, repeated blows almost cost Sugar Ray Leonard his sight when his retina detached in his left eye. Besides superficial injuries, boxers suffer short-term neurological damage as a result of staggering blows to the head. A knockout punch, for example, is often delivered with such force that the brain smashes against the skull, tearing nerve fibers and blood vessels, resulting in a concussion.Even a blow to the neck can close the carotid artery, the main artery to the brain, whereby oxygen and blood to the brain are disrupted, resulting in dizziness and confusion. Later, the boxers often have no memory of the moments before or after a knockout blow. In addition to short-term neurological damage, severe blows to the head can induce more serious injuries. For instance, Muhammad Ali now suffers from longterm neurological damage as a result of receiving repeated blows to the head. Evidence shows that Ali suffers from neurological damage caused by the blows that accelerated existing damage.As he aged, the boxer whom experts say was the â€Å"greatest of all† could not walk without the aid of a cane and could barely speak. Finally, the most serious outcome of continual beatings to the head is death. Ray Mancini retired from boxing after delivering such a crushing blow to the head of Duck-Kim that the end result of the match was death for Duck-Kim. The advent of gloves and protective headgear supposedly offers protection, but even a light punch can snap the boxer's head back explosively, causing severe injury or death.Thus, boxing has been a popular sport since the ancient Greeks reveled in watching one opponent physically beat another to death. To lessen the injuries, neurological damages, and deaths occurring from this sport, professional boxi ng rules need to be changed to those used in Olympic matches, where points are awarded for skill and precise landing of punches, not for physically maiming an opponent. To continue allowing the present, legalized assault of boxing to masquerade as another innocent challenge of skill is to remain in barbarism. E-5 Argumentative/Persuasive Essay Guidelines (July, 2011; g:ASC:EngRead) Page 2

Ece Lab Manual Ece 315

LABORATORY MANUAL ECE 315 MICROPROCESSOR BASED SYSTEM DESIGN LABORATORY 1 TABLE OF CONTENTS S. No. Title of the Experiment Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: (i). Write a program to add two 8-bit numbers. (Or) Write a program to add two 16- bit numbers. (ii) Write a program to subtract two 8-bit numbers. (Or) Write a program to subtract two 16-bit numbers.Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: (i) Write a program to multiply two 8 bit numbers by repetitive addition method (Or) Write a program to multiply two 8 bit numbers by rotation method. (ii)Write a program to divide 16-bit number by 8-bit number. Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: (i) Finding 1’s and 2’s complement of an 8-bit number. (ii) Finding 1’s and 2’s complement of an 16-bit number.Perform the following using 8085 Simulator an d 8085 Microprocessor kit in assembly language: (i) Write a program to count number of 1’s in a program. (ii) Split hex data into two nibbles and swap the higher nibble and lower nibble of that number. Write a program to convert a 2-digit BCD number into its binary equivalent number. Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: (i) Write a program for displaying BCD down counter. Counter should count numbers from 99 to 00 and it should increment after every 1 sec. (ii) Write a program for displaying binary up counter.Counter should count numbers from 00 to FFH and it should increment after every 0. 5 sec. Interfacing of Seven segment display with 8085 microprocessor. Interfacing of D/A converter with 8085 microprocessor to generate RAMP wave. Interfacing and control of stepper motor using 8085 microprocessor. Design 8085 Microprocessor based Traffic light control. Page No. 1 3 2 7 3 11 4 15 5 17 6 19 7 8 9 10 21 23 25 26 2 Exper iment 1 1. Aim: Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: i. Write a program to add two 8-bit numbers. (Or) Write a program to add two 16bit numbers. ii.Write a program to subtract two 8-bit numbers. (Or) Write a program to subtract two 16-bit numbers. Equipment required: 8085 microprocessor kit 2. Learning Objective: a. To acquaint with 8085 microprocessor performance. b. To determine the addition and subtraction of two numbers. 3. Program Program ( i. a ): Program (i. b): 3 Program ( ii. a): 4 Program ( ii. b ): 5 4. Required Results: Input: 1st number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 2nd number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Output: Addition of two numbers: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Subtraction of two numbers: †¦Ã¢â‚¬ ¦.. 5. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. . Learning outcomes: Mathematical operations using 8085 kit. 6 Experiment 2 1. Aim: Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: i. Write a program to multiply two 8 bit numbers by repetitive addition method (or) write a program to multiply two 8 bit numbers by rotation method. ii. Write a program to divide 16-bit number by 8-bit number. Equipment required: 8085 Microprocessor kit. 2. Learning Objective: a. To acquaint with 8085 microprocessor performance. b. To determine the division and multiplication of two numbers. 3. Program Program (i. a): 7 Program ( i. b): 8 Program (ii):MVI E, 00 : Quotient = 0 LHLD 2200H : Get dividend LDA 2300 : Get divisor MOV B, A : Store divisor MVI C, 08 : Count = 8 NEXT: DAD H : Dividend = Dividend x 2 MOV A, E RLC MOV E, A : Quotient = Quotient x 2 MOV A, H SUB B : Is most significant byte of Dividend > divisor JC SKIP : No, go to Next step MOV H, A : Yes, subtract divisor INR E : and Quotient = Quotient + 1 SKIP:DCR C : Count = Count – 1 JNZ NEXT : Is count =0 repeat M OV A, E STA 2401H : Store Quotient Mov A, H STA 2410H : Store remainder HLT : End of program. 9 4. Required Results: Input: 1st number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2nd number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Output: Multiplication of two numbers: †¦Ã¢â‚¬ ¦.Division of two numbers: †¦Ã¢â‚¬ ¦.. 5. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 6. Learning outcomes: Mathematical operations using 8085. 10 Experiment 3 1. Aim: Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: i. Finding 1’s and 2’s complement of an 8-bit number. ii. Finding 1’s and 2’s complement of an 16-bit number. Requirements: 8085 Microprocessor kit. 2. Learning Objective: Complement of a number using 8085 kit. 3. Assembly language: Program (i. a): Program (i. b): 11Explanation: This program finds the 2’s complement of an 8-bit number stored in memory location 3000H. Let us assume that the operand stored at memory location 3000H is 85H. The operand is moved to accumulator from memory location 3000H. Then, its complement is found by using CMA instruction. One is added to accumulator by incrementing it to find its 2’s complement. The result is stored at memory location 3001H. Program (ii. a): Explanation: This program finds the 1’s complement of 16-bit number stored in memory 3000H3001H. There is no direct way to find 1’s complement of 16-bit number.Therefore, this can be accomplished by finding the 1’s complement of two 8-bit numbers. Let us assume that the operand stored at memory locations 3000H-3001H is 45H-6AH. The operand is loaded into H-L pair from memory locations 3000H-3001H. The lower-order is moved from register L to accumulator. Its complement is found by using CMA instruction. The result obtained is moved back to register L. Then, the higher-order is moved from register H to accumulato r. Its complement is found by using CMA instruction. The result obtained is moved back to register H. Now, the final result is in H-L pair. 12 The result is stored from H-L pair to memory locations 3002H-3003H. Program (ii. b): Explanation: ? ? ? ? ? ? ? ? ? ? ? ? ? This program finds the 2’s complement of 16-bit number stored in memory locations 3000H- 3001H. There is no direct way to find 2’s complement of 16-bit number. Therefore, this can be accomplished by finding the 1’s complement of two 8-bit numbers and then incrementing it to get 2’s complement. Let us assume that the operand stored at memory locations 3000H-3001H is 12H05H. The operand is loaded into H-L pair from memory locations 3000H-3001H.The lower-order is moved from register L to accumulator. Its complement is found by using CMA instruction. The result obtained is moved back to register L. Then, the higher-order is moved from register H to accumulator. Its complement is found by using CMA instruction. The result obtained is moved back to register H. H-L pair is incremented to get 2’s complement. Now, the final result is in H-L pair. The result is stored from H-L pair to memory locations 3002H-3003H. 4. Required Results: Input: 8-bit number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 16-bit number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 Output: 1’s and 2’s complement of 8-bit number: †¦Ã¢â‚¬ ¦. 1’s and 2’s complement of 16-bit number: †¦Ã¢â‚¬ ¦. . Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 6. Learning outcomes: Student will be able to learn how to use logical instructions. 14 Experiment 4 1. Aim: Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language: i. Write a program to count number of 1’s in a program. . ii. Split hex data into two nibbles and swap the higher nibble and lower nibble of that number. Requirements: 8085 M icroprocessor kit. 2. Learning Objective: Swapping of lower and higher nibble of a number. . Assembly language Program ( i ) : MVI B,00H MVI C,08H MOV A,D BACK: RAR JNC SKIP INR B SKIP: DCR C JNZ BACK HLT Program ( ii ) : LDA 2200H ; Get the packed BCD number ANI F0H ; Mask lower nibble RRC RRC RRC RRC ; Adjust higher BCD digit as a lower digit STA 2300H ; Store the partial result LDA 2200H ; Get the original BCD number ANI 0FH ; Mask higher nibble STA 2301H ; Store the result LDA 2300H ; Get the contents of memory location 2300H into accumulator MOV B, A ; save the contents in B register LDA 2301H ; Get the contents of memory location 2301H into accumulator.STA 2300H ; Store the contents of accumulator at address 2000H. MOV A, B ; Get the saved contents back into A register STA 2301H ; Store the contents of accumulator at address 2200H HLT ; Terminate program execution 15 4. Required Results: Input: Enter the number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Output: number of one’s in number: à ¢â‚¬ ¦Ã¢â‚¬ ¦. Result after swapping: †¦Ã¢â‚¬ ¦. 5. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 6. Learning outcomes: Students will be able to learn mathematical operations using 8085 kit. 16 Experiment 5 1.Aim: Write a program to convert a 2-digit BCD number into its binary equivalent number. Requirements: 8085 Microprocessor kit. 2. Learning Objective: BCD to binary conversion of a number. 3. Program: Sample problem: (2200H) = 67H (2300H) = 6 x OAH + 7 = 3CH + 7 = 43H Sample Program: LDA 2200H : Get the BCD number MOV B, A : Save it ANI OFH : Mask most significant four bits MOV C, A : Save unpacked BCDI in C register MOV A, B : Get BCD again ANI FOH : Mask least significant four bits RRC : Convert most significant four bits into unpacked BCD2 RRC RRC RRC MOV B, A : Save unpacked BCD2 in B register XRA A : Clear accumulator (sum = 0) 7 MVI D, 0AH : Set D as a multiplier of 10 Sum: ADD D : Add 10 until (B) = 0 DCR B : Decrement BCD2 by one JNZ SUM : Is multiplication complete? i if not, go back and add again ADD C : Add BCD1 STA 2300H : Store the result HLT : Terminate program execution 4. Required Results: Input: Enter 2 digit BCD number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Output: Equivalent binary number: †¦Ã¢â‚¬ ¦. 5. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. . Learning outcomes: Student will be able to learn the use of stack pointer and subroutines. 18 Experiment 6 1. Aim: Perform the following using 8085 Simulator and 8085 Microprocessor kit in assembly language : i. ii. Write a program for displaying BCD down counter. Counter should count numbers from 99 to 00 and it should increment after every 1 sec. Write a program for displaying binary up counter. Counter should count numbers from 00 to FFH and it should increment after every 0. sec. Requirements: 8085 Microprocessor kit. 2. L earning Objective: Implementation of BCD down counter and Binary UP counter. 3. Program ( i ) : LXI SP, 27FFH : Initialize stack pointer MVI C, 99H : Initialize counter = 99 BACK:CALL Display : Call display subroutine CALL Delay : Call delay subroutine ADI 99H : See Addition below DAA : Adjust for decimal CPI 99H : Compare with last count JNZ BACK :If no, repeat HLT 19Program ( ii ) : LXI SP, 27FFH : Initialize stack pointer MVI C, OOH : Initialize counter BACK: CALL Display : Call display subroutine CALL Delay : Call delay subroutine INR C : Increment counter MOV A, C CPI OOH : Check counter is > FFH JNZ BACK : If not, repeat HLT : Stop Delay Routine: Delay: LXI B, count : Initialize count BACK: DCX D : Decrement count MOV A, E ORA D : Logically OR D and E JNZ BACK : If result is not 0 repeat RET : Return to main program 4. Cautions: a. Before enter the program press RST key on 8085 kit. b.Proper care must be taken while handling the microprocessor kit. 5. Learning outcomes: mathem atical operations using 8085. 20 Experiment 7 1. Aim: Interfacing of Seven segment display with 8085 microprocessor. Requirements: 8085 Microprocessor kit, Seven Segment LED & wires. 2. Learning Objective: Seven segment interfacing using 8085 kit. 3. Circuit Diagram: 4. Program: MVI A, 80H OUT CR K: LXI H, 2000H MVI B, 10H KK: MOV A, M OUT PA CALL DELAY INX H JNZ KK 21 JMP K HLT Delay: LXI D, Count Back: DCX D MOV A, D ORA E JNZ Back RET 5.Inputs: 2000: 40H, 79H, 24H, 30H, 19H, 12H, 02H, 78H, 00H, 18H, 08H, 03H, 46H, 21H, 06H, 0EH 6. Result: On the Seven segment LED we can see all the Hexadecimal no’s displayed with some delay as mentioned. 7. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 8. Learning outcomes: Students will be able to learn how to interface seven segment with 8085. 22 Experiment 8: 1. Aim: Interfacing of D/A converter with 8085 microprocessor to generate RAMP wave.Requireme nts: 8085 Microprocessor Kit, DAC0808, 100nF(2), 1k, Op-Amp 741. 2. Learning Objective: Digital to analog converter interfacing. 3. Circuit Diagram: 4. Program: MOV A, 80H OUT CW MVI A, 00H KK: OUT PA CALL DELAY INC A JMP KK RST 5 Delay: LXI D, Count Back: DCX D MOV A, D ORA E JNZ Back RET 23 5. Result: On the CRO we can see a RAMP wave generated. 6. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 7. Learning outcomes: Students will be able to learn how to interface digital to analog converter with 8085. 4 Experiment 9 1. Aim: Interfacing and control of stepper motor using 8085 microprocessor. Requirements: 8085 Microprocessor kit, Stepper Motor, Motor driver circuit (ULN2003) & wires. 2. Learning Objective: Stepper motor interfacing with 8085. 3. Program: i) To rotate in Clock Wise direction MVI A, 80H OUT CR MVI A, 44H KK: OUT PA CALL DELAY RRC JMP KK RST 5 ii) To rotate in Anti-Clock Wise directi on MVI A, 80H OUT CR MVI A, 44H KK: OUT PA CALL DELAY RLC JMP KK RST 5 Delay: LXI D, Count Back: DCX D MOV A, D ORA E JNZ Back RET 4.Result: Stepper motor rotates in Clock wise & Anti-clock wise direction. 5. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 6. Learning outcomes: Students will be able to learn how to interface and control stepper motor with 8085. 25 Experiment 10 1. Aim: Design a 8085 Microprocessor based Traffic light control for figure shown below with the following conditions: Allow traffic to flow from N to S & S to N for 1sec Glow all Yellow lights for 0. sec Allow traffic to flow from W to E & E to W for 1sec Glow all Yellow lights for 0. 2sec Make this process continues. Requirements: 8085 Microprocessor Kit, 9 LED’s, 5K resistors (9) 2. Learning Objective: Traffic light control system using 8085. 3. Circuit Diagram: 4. Program: MVI A, 80H : Initialize 8255, port A and p ort B OUT CR ;(CR) : in output mode START: MVI A, 09H OUT PA; (PA) : Send data on PA to glow R1 and R2 MVI A, 24H OUT PB; (PB) : Send data on PB to glow G3 and G4 MVI C, 28H : Load multiplier count (40 ) for delay 26CALL DELAY : Call delay subroutine MVI A, 12H OUT PA; PA : Send data on Port A to glow Y1 and Y2 OUT 81H ;PB : Send data on port B to glow Y3 and Y4 MVI C, 0AH : Load multiplier count (10 ) for delay CALL: DELAY : Call delay subroutine MVI A, 24H OUT 80H ;PA : Send data on port A to glow G1 and G2 MVI A, 09H OUT 81H; PB : Send data on port B to glow R3 and R4 MVI C, 28H : Load multiplier count (40 ) for delay CALL DELAY : Call delay subroutine MVI A, 12H OUT 80H : Send data on port A to glow Y1 and Y2 OUT 81H : Send data on port B to glow Y3 and Y4 MVI C, 0AH : Load multiplier count (10 for delay CALL DELAY : Call delay subroutine JMP START Delay Subroutine: DELAY: LXI D, Count : Load count to give 0. 5 sec delay BACK: DCX D : Decrement counter MOV A, D ORA E : Check whe ther count is 0 JNZ BACK : If not zero, repeat DCR C : Check if multiplier zero, otherwise repeat JNZ DELAY RET : Return to main program 5. Cautions: a. Before enter the program press RST key on 8085 kit. b. Proper care must be taken while handling the microprocessor kit. 6. Learning outcomes: Students will be able to learn how to design microprocessor based traffic light system using 8085. 27

Ethical dilemma Essay

In the following, ethical dilemma has been discussed and identified from the given case study. The background for the ethical dilemma has been explained. How the consultant has handled the situation of ethical dilemma and how a learner would have handled it differently, has been given below. ? Ethical Dilemma â€Å"Ethical dilemmas, also known as a moral dilemmas, are situations in which there are two choices to be made, neither of which resolves the situation in an ethically acceptable fashion. In such cases, societal and personal ethical guidelines can provide no satisfactory outcome or the chooser. Ethical dilemmas assume that the chooser will abide by societal norms, such as codes of law or religious teachings, in order to make the choice ethically impossible. † In the given case study, Kindred Todd is also in a situation which is an ethical dilemma. She had just finished her master degree and got a very company to join in. But she did not realize that she had been introduced as an expert on CQI to the potential clients which she discovers by the end of the meeting with the potential clients. She discussed with her boss about the need of the CQI expert but he did not give it an importance and indirectly pushed her to do what the company says. She has now a conflict between her own values(may be religious) which insist her on quitting the job and her personal materialistic needs which do not allow to leave such a good company for her career. Background for Ethical Dilemma â€Å"In a perfect world, businesses and their employees would always do the right thing. Unfortunately, in the real world, ethical dilemmas are a common occurrence in the orkplace. According to the Merriam Webster Dictionary, dilemmas are situations or problems where a person has to make a difficult choice; an ethical dilemma is a problem where a person has to choose between a moral and an immoral act. Employees must deal with pressures to perform and help the company succeed as well as personal temptations to take the easy way out. In the end, workers will likely face many dilemmas in their careers; companies should provide training and information to assist them in making the right decision. † There are many reasons which make the background or the reasons for the ethical dilemma. Employees in organizations undergo in such a situation when they are sometimes under the pressure from management . When they are particularly asked to do something which is un ethical but it goes in the company’s favor. In some cases, some employees become quite ambitious and want to succeed in their life at any cost without considering the concept of being ethical or un-ethical. They just do what akes them towards promotions or higher career. â€Å"Though diversity is an important part of business, some people may not be comfortable with people from different backgrounds and possibly be reluctant to treat them fairly. This kind of discrimination is not only un ethical but illegal and still remains common. † â€Å"Negotiators may also try to bribe their way to a good deal.  While this is illegal in the U. S. , it still sometimes happens; in other nations, it is more common, and sometimes even expected, which can put negotiators in a difficult position. † This means in organizations negotiating tactics are sometimes also the cause of ethical dilemma. ? How the Consultant Handled the Situation from Ethic View Point The consultant raised an objection before the president of the company instead of remaining uiet on the issue that why she had been introduced wrongly as a CQI expert. Moreover, she passed on the exact evaluation of her meeting about the potential clients and stress on the need of an CQI expert in order to deal with the clients. At least, in order to secure the job, she did not pretend that she can do anything they want. The best part was that she did her best to help the clients in the area of quality improvement by going through books and consulting her friends, so much so that she had a consultant behind her, unseen, to help sort out CQI issues. After the assigned work got over, she resigned the company, as she could’t trust the company for future. A View of How the Learner would have Handled the Situation Differently I would have not been, probably so daring to ask the president for the actual requirement of the clients or might not have resigned the job. ? Conclusion In a workplace, ethical dilemmas are quite common. There are different reasons for a worker to become ethical or un ethical. So, the important thing how you win the war between your values and materialistic needs.

Free topic Research Paper Example | Topics and Well Written Essays - 2000 words

Free topic - Research Paper Example The key focus of this paper is to determine the significance of the religious myth in the Indian culture, as well as the ability of mythology in Indian culture to reflect the values, beliefs and philosophies, which guide the daily lives of people, in India. Religious mythology is an essential component of Indian culture, and Indians hold it dear to their lives. Meaning and purpose of myths Myths are tales and stories, which are used to enlighten people and guide them by sharing collective knowledge and encounters. The facts of myths are obtained from reality and handle real world problems affecting the lives of individuals by the use of imaginary characters and events. Myths tend to explain survival of natural phenomena or beliefs, tribal customs, describe the establishment and origin of rituals, proper behavior instruction and entertainment (Joseph Campbell Foundation par. 13-16). Primarily, myths serve the purpose of giving vivid explanations of cultural and natural phenomena. The evolution of mythology owes its credit to the quest and desire of people to develop a deep understanding about the world. Secondly, myths serve the purpose of justifying, validating, and explanation of the continuation of social systems and traditional customs and rites. It is imperative to note that myths have secondary purpose, which includes instruction vehicles and tools and source of healing among others (Joseph Campbell Foundation par. 13-16). Indian Religious Myth and Diversity There are diverse religious activities and beliefs in India, and the socio-cultural habits in that region of the planet tend to be equally rich and diverse, as they incorporate many nations with religious backgrounds that tend to be extremely vivid. Indian mythology analyzes the entire myths associated with Buddhist, Jain and Hindu among other scriptures (Lauhitya Kingdom par. 1-15). Evidently, the richest element of the Indian culture is the Indian mythology; the mythology can be termed as essential i n modeling the Indian culture, as well as the beliefs. The stories and encounters of the Indian mythology have been passed from one generation to the next, either through keen story telling or systematically written books and articles. It is vital to note that Indian mythology cannot be separated from the religion of India; the myths describe the religious goddesses’ and gods’ accounts for the vast Indian population (Lauhitya Kingdom par. 1-15). It is imperative to note that oral transmission of Indian mythology has become the most effective because people believe in the religious teachings given orally. Further, Buddha mythology and Hindu mythology form part of Indian mythology, and they will be discussed deeply in the course of the paper. Jatakas include tales that contain the legends and myths, related to Buddha, as well stories of the birth of Buddha, his life and his Nirvana attainment (Lauhitya Kingdom par. 1-15). Indian Epic Poetry The mythology of India and Ind ian epic poetry also relate to one another and married to each other. The two interrelate on various grounds, which show the significance of the rich reserve of poems written in India. Epic poetry describes a long poem, which narrates the daring exploit of a person in ways, which tend to be basic to the culture and beliefs of Indian people. Epic poems are laden with

Human rights among the dominican republic and haitian border Research Paper

Human rights among the dominican republic and haitian border - Research Paper Example Immigration has been a common practice within the human cultures where people move from and into other countries on such grounds as search of employment, as refugees or asylum seekers or even for trade. This has been evidenced by the frameworks that have been crafted within government structures of different countries to deal with the feature. Governments acknowledge that there exists immigration into or out of these countries either legally or even illegally and thus the need for regulatory frameworks. However, there are international human rights that influence government decisions surrounding immigration and which are generally accepted within the international context. Nevertheless, every nation has her foreign policies as decisions that point to the future on accounts of other nations as against her internal decisions. By taking interest in the theme of violations of human rights along the borders of these countries, the analysis revolves around understanding the genesis and factors that contribute to the vices. The study intends to put into perspectives the influence of international legislations that govern the rights of the refugees and asylum seekers as well as the internal concerns about the security of the countries due to the influx of refugees and asylum seekers. Moreover, the paper will address the rising concerns of the infringement of the human rights of the immigrants as they are subjected into the compulsory detentions against the provisions of the international human rights frameworks for immigrants.... a) Trade rivalry, differences in cultures, race as well as the skill complexion led to the rise in conflicts along the borders between the nations. b) Population pressure and poverty has been the major cause of Haitian to migrate into Dominican Republic. c) The two governments have been slow to address the violations to human rights. d) International community, through such bodies as the UN and UNHCR are slowly taking up the roe to address the violations in Dominican Republic. Chapter 2: Literature review In an analysis of the increased violation of human rights by the Dominicans towards the Haitians a along the border, Cloud noted that migration of persons from Haiti have been gradual and at alarming rates in the past. Harsh economic times, poverty as well as overpopulation result to too much pressure within the republic of Haiti making the majority of the Haitians to consider crossing over towards the neighboring country of Dominica where the prospects of better living are seen. Th is informs the concerns on social political stability of the country together with the likelihood of population pressure growing in the Dominican Republic. Moreover, the politicians express concern over exhaustion of the local resources through over exploitation by the overpopulation caused by the immigration from Haiti. Mistreatment of the Haitians has therefore been a common thing as informed by racial discrimination and the intention to have the migration into the Dominican Republic discouraged (Cloud, 58-59). Prejudice on racial grounds is a deep-rooted problem within the Dominican Republic where the light-skinned Dominicans perceive the dark skinned Haitians as uncivilized and inferior hence the

Importance of music in the film Research Paper Example | Topics and Well Written Essays - 2250 words

Importance of music in the film - Research Paper Example This "Importance of music in the film" essay, outlines purposes of the usage of music in movie industrie. The integration of music in the film industry has a long history that dates back to the early 20th century, the same time when the digital technology was evolving in this field. The first form of film with music was the Al Jolson which was launched in the 1927, a film that hit across the world for its presumed appeal. This formed a new opening that many film makers saw as an invention of the art, and an opening to a new era of â€Å"talkie† movies. In 1930, the filmmakers had already started to use movies as the preludes of their movie to set the atmosphere of the movie. This quick adoption of the use of music in the industry can be attributed to the appeal that the music was already earning from the public. By 1942, music was becoming an avoidable ingredient in the films with more pronounced songs with a wide range of themes. One of the movies in this time was the Casabla nca movie by Max Steiner that includes the French and German National anthems to bring out the spirit of nationality within the theme. As the music found its way into the films, more people found their way to the theatre as music was already becoming an attractive element in the movie industry. Patterson (2013) points to a number of special requirements that demanded for the inclusion of music from different genres in the film industry. The post war films allured to patriotism by including patriotic songs in the films.... As the music found its way into the films, more people found their way to the theatre as music was already becoming an attractive element in the movie industry. Patterson (2013) points to a number of special requirements that demanded for the inclusion of music from different genres in the film industry. For instance, the post war films such as the â€Å"The Dam Busters† which was launched by Eric Coates allured to patriotism by including patriotic songs in the films. In some other movies, the films were based on the music, which was achieved by creating pictures after the music. A good example is Disney’s Fantasias that was created in this manner. In the 1970s, more people were able to match the music genre with themes that they wanted to convey in the film. For instance, John Carpenter used a repetitive song in his movie ‘the Halloween’ which is highly regarded for its effective matching of music with the theme of the film. Patterson regards this as the p eriod in which music was inspired by the movie, a time when music and film were inseparable. Today, film scoring has featured into the optimization of human minds and the music industry and film industry have converged to optimize their productions. In this era, music is used to create more than just the theme but also to be part of entertainment, the film story line and to draw the emotions of the public into the theme of the film (Paterson, 2013: Scaruffi, 2005). With the evolution of technology, more film makers have an option to make more tracks recording to form both parts of the movie as well as the background sounds. In this time, critics have also risen up to condemn the inclusion of more than necessary music in the film

Generating Decision Alternatives Essay Example | Topics and Well Written Essays - 500 words

Generating Decision Alternatives - Essay Example Controlling a business means having control of the commodity one is supplying. In the case where one’s competitors are supplying your commodities, they can dictate the quality and quantity which is not good for business (Gilbert, Pinel, Wilson, Blumberg and Wheatley, 2002). GM barred Saturn from the access of new products in the market which lowered their income. The UAW then waged war on Saturn’s labor reforms which was intended to keep Saturn from spreading its tentacles to other GM factories (The Wall Street Journal, 2009). The UAW made Saturn agree to a contract which eliminated most of the work skills that only UAW members can perform. This meant that Saturn comprised mostly of UAW members who with any gain for the company, they also aimed at benefiting. The UAW members were also assigned to all executives and managers of Saturn and hence they formed part of the decision making team. They were able to manipulate many decisions in their favor which killed the company gradually. With the harsh labor conditions and the harsh agreement on the supply of commodity, Saturn could no longer stay in the market. The leaders at Saturn had the assumption that procuring vehicles from GM would enable them to compete favorably with other related firms. This was not the case since GM was also their competitors and being the creators of the firm, GM had to find a way to kill is the competitor and partner. The GM and UAW leaders could only be coaxed with the reasonable way of sharing profits. The Saturn leaders would also consider legal bindings, which may bar THE UAW from interfering in their business. To deal with the assumption above, the company needed to lure GM to deal which involved a high profit share. A share of about 60% and 40% or 70% and 30% would be enough to coax the GM leaders. This would give another income option to GM and they would do anything to keep their source of income in the

Project management Coursework Example | Topics and Well Written Essays - 1250 words

Project management - Coursework Example Several studies revealed that majority of traffic collision is caused by human factors related to intoxication or the use of cell phones while driving (Strayer & Drews, 2004; Strayer, Drews, & Johnston, 2003; Williamson, Feyer, Friswel, & Finlay-Brown, 2001). In some cases, other forms of visual or sound distraction such as the presence of billboard in highways or the use of loud radio could also promote road accidents (U.S. Department of Transportation, 2008). To prevent unnecessary deaths caused by traffic collision, this project initiation document will discuss the importance of joint training and exercises as a way to improve the multi-agency response to road traffic collision. Project Aim / Goal The aim of this project is to develop and implement a joint training and exercises programs that will improve the multi-agency response to road traffic collision. Project Objectives The following project objectives will be considered to ensure that the project goal is attainable: 1. To e ncourage the health care team (doctors, emergency care medical personnel, and nurses) to participate and work together with other related agencies like police department, traffic enforcement group, and the transport department in developing and implementing a joint training and exercise programs that will reduce the number of controllable traffic collision that happens each day; and 2. To educate the public about human factors that can contribute to controllable traffic collision and how to avoid vehicular accidents. Project Benefits This project will not only increase the public awareness concerning the public with regards to the primary causes of traffic collision, it will also serve as a means of reducing the number of deaths due to vehicular accidents. Since vehicular accidents related to traffic collision could create socio-economic and emotional problems on the part of the victims’ family and loved ones, the project benefits can be more than the cost of encouraging the health care team (doctors, emergency care medical personnel, and nurses) to participate and work together with other related agencies like police department, traffic enforcement group, and the transport department in developing and implementing a joint training and exercise programs that aims to reduce the number of controllable traffic collision. Project Costs Based on the work breakdown structure presented on page 4, the estimated cost of this project is ?2,330,000. (See Appendix I – Summary of Work Breakdown Structure on page 8) Business Case Based on the World Health Organization (2002) report, the global death associated with traffic collision is roughly 5 million each year whereas physical injuries caused these vehicular accidents can be as much as 12% of the total annual deaths (Peden, McGee, & Sharma, 2010). On top of the large number of road traffic injury cases, between 20 to 50 million people who becomes a victim of traffic collision has suffered from serious physi cal injuries (Geetha et al., 2010). Since the annual hospital cost of physical injuries related to traffic collision is between $65 billion to $100 billion (Geetha et al., 2010), implementing the proposed project with a budget of ?2,330,000 can be considered highly feasible. By implementing this project, the government will be able to save more people from going through the burden of paying large amount of money on hospital bills but also save the lives of thousands and

Disclosing Illness in Children Essay Example | Topics and Well Written Essays - 1750 words

Disclosing Illness in Children - Essay Example No challenges and obstacles should be oppressing our children. These claims are often provided by loving and caring parents. Very often they hide the truth from their children. In the context of medicine, ethical concerns are one of the most important. Therefore, when parents want to keep their children from knowing truth about their diagnoses, they are following such tendencies as fear to reduce child’s desire to live; avoid depression in their child, avoid social oppression or rejection etc (Hendrick, 2004). On the other hand, they are only complicating the situations, because children may be informed by third parties and then the pressure on them will be even more intense. There is a need to inform a child about the illness within family and develop illness coping strategies for sure (Leathard, McLaren, 2007). `In case children know their diagnosis, it will be easier for them to have higher self-esteem and to cause lower depression levels among their parents. In the case sc enario, a child does not know about her diagnosis hepatitis B. Her liver is being gradually destroyed and her mother wants to keep her uninformed about her status. On the other hand, it is better to inform the girl, because in such a way the danger of illness is potentially hazardous for her sexual partners for sure (Butts, 2008). Social implications of hiding the true diagnosis from a child may result in ruined friendship or damaged social contacts, distancing of family members and many other unpleasant things. It is better to inform the child about her diagnosis by family members at once. Of course, it is relevant to take into account child’s age and to find the best convenient time and ways of a child’s informing. There is a need to widen horizon of the neighbors or relatives about the illness in order not to keep them in fear. For example, the way HBV is transmitted is often unknown for people. All physicians of a child and family, few friends and family members sh ould be informed about a child’s diagnosis for sure (Dowrick and Frith, 1999). Of course, there is a chance that these people would remain aside this problem or would not understand your family, but it is better not to hide the truth for sure, but fight for a tolerant attitude to a child. There is a need for support from family members or friends. At this stage it is desirable to provide these people with relevant information about the disease (Reamer, 2005). Proper and on-time informing is worth consideration at different stages of diagnosis disclosure. Not only children should be prepared for this process, but all family member and the closest friends in order to support them. When child is at high school, she will be able to decide whether inform or not inform her friends about her diagnosis (Waz, 2010). Discussion and integration of the ethical principles and theories Treatment providers, the members of the family with HBV should follow ethics code. The highest standards of care should be developed in terms of ethics code. There is no need to choose between right or wrong decisions.  There is a need to balance ethical concerns of family members, teachers and medical staff in every particular case. Thus, it should be noted that professionals in medical sphere would always act in the interests of their client. For example, in this scenario they are worried about potential health hazards to her surrounding people and friends. Her mother is keeping secrets from

Managing Buiness Organization Essay Example | Topics and Well Written Essays - 2500 words

Managing Buiness Organization - Essay Example For instance, professionals are gaining more say in the running of organizations. Even where governance is by people who own the majority stakes, their own positions and the respect, they command are contingent upon their competence rather than ownership (Ahuja, 2005 880). "Management is the art of getting things done through other people. Management is the dynamic, life-giving element in every business. Without it the resources of production remain resources and never become production." (Sharma, 2004 11) This definition emphasizes that the managers achieve organizational objectives getting things done through the employees. Human resource Management is very essential for successful running of an enterprise. It ensures proper use of physical and human resources by deriving the best results. It leads to efficient performance and higher productivity. Human Resource Management is very essential for every organization to make productive use of human physical and financial resources or the achievement of the organizational goals. It helps in determination of objectives. No organization can succeed in tits mission unless its objectives an identified and well denied. Management helps in achieving these objectives by the efficient use of resources. In management, the term 'manager' means overseeing the subordinates at work by their superiors. It is the function of leading, co-coordinating and directing the work of others to accomplish designated objectives. It refers to the direct and immediate guidance and control of subordinates in the performance of their task (Sharma, 204, p.110). Role of manager in an Organization from the Onset of the Industrial Revolution The role of a manager in an organization has been shown below: Fig. Role of manager (Sharma, 204, p.111) (a) As Mediator- Manager acts as a mediator between higher-level management and the workers. (b) As Medium of Communication - manager acts as a medium of communication between higher-level managers and workers. He explains management policies to the workers and conveys the workers' attitudes, opinions, grievances and problems to higher-level management (Silbiger, p.103). In other words, he communicates (i) To the workers what the management expects from them and (ii) To the management what the workers want. Thus, manager bridges the gap between the expectations of management and demands of operatives and workers. (c) As Convertor - Manager acts as a convertor in the sense that he occupies such a key position which turns plans and policies into actual results through the efforts of workers. (d) As Inspirer - manager acts as an inspirer in the sense that he inspires workers to cooperate and contribute to the best of their capability for the achievement of organizational objectives. (e) As Leader - Manager acts as a leader in the sense that he influences the workers to work with team spirit for the achievement of organizational objectives. He also provides a cohesive force, which holds the group intact and develops a spirit of cooperation and discipline among the employees. (f) As Guide and Friend - Manager acts as a guide and friend in the sense that he educates and trains the workers, creates friendly environment and solves the disputes of the workers. In this way, he ensures team spirit, co-operation and discipline amongst the members (Sharma, 2004, p.115) Thus, the Manager is expected to secure not only the efficiency of operations but also the team spirit, co-o

Eternal Sunshine of the Spotless Mind Movie Review

Eternal Sunshine of the Spotless Mind - Movie Review Example The film had mostly viewed in a subconscious mind of Joel as he is struggling to resist in erasing his memories of Clementine. This took place when he was undergoing the procedure of the Lacunar amnesia. Upon reliving in his mind the memories of him and the estranged wife, he suddenly realized that he wanted to keep the memories of her instead. As the doctors and technician of Lacuna were busy on the procedures to him through mind-mapping, he was resisting the unexplainable changes that were happening in his subconscious mind. Human Identity and Memory. The film does set a debate of the ground whether identity and memory are connected to one another. It provided open ended analysis for the viewers of the theoretical issue of identity being embedded in human memory. It appears so in distinctive results of the Lacunar amnesia to the main characters, Joel and Clementine. Clementine had her memories of Joel erased, thus her attitude changed toward her new friendship with Joel, much different from the time she still has a memory of him. It can be assumed in the given case that if a person lost his memory, his identity about the established personality within that memory will eventually lost as well. However, it will be a chance for the person who lost the memory to recreate new personality as his identity as a person. New identity in personality could alter the forgotten one if the memory got totally lost as well - a complete amnesia. However, it is different in the case of Clementine, as she only had a portion in her memory erased. Thus, her identity about herself has not totally altered or forgotten. Joel almost falls similarly with Clementine's case, but his procedure deviated as he opted to retain his memories about her. Although they went to such procedure, their identity is not completely at lost as it's only a part of their memories being erased. They retained the memories of their own self previously before they met each other, at least with Clementine's case. In recent study, it was discerned that human identity is synonymous to personality. Personality is described by neurobiologists and psychologists as "a collection of behaviors, emotions, and thoughts that are not controlled by the I-function" (Trinh 2005). Personality has relevance or significant connection with human memory. It was discovered that memory is being "controlled and regulated by the I-function of the neocortex" (Trinh 2005). In Psychological study, the collection of thoughts and behaviors that make a person distinct from others, which is called personality, is actually restored in a memory. The maturity or development of thought, and self-concept is being reinstated in the memory (Trinh 2005). A man's personality or identity was established and developed through the help of memory, or rather within the memory. In direct sense, without a memory, man has no idea of his established identity, or previous personality. The significance of the memory towards human identity is also affirmed by neuroscientists of University College London. They stated that: "The brain stores all

Fish Philosophy Essay Example for Free

Fish Philosophy Essay Just finished reading â€Å"FISH Philosophy† the book and so great it was. It’s a tiny book (two hours of focused read would do) that talks about how to transform your work place (or even your life) into a fun place to enjoy and be excited to come to again and again. I don’t want to talk about the great story in the book, and the details of how a fish market ignited the idea – hence the name FISH – for a manager to transform her workplace, as I want to encourage you to get it and read it. The philosophy is simple, and goes by applying four ingredients that will turn the place from stress and dullness into relax and fun. The ingredients of FISH philosophy are as follows: 1. Choose your attitude 2. Play 3. Make their day 4. Be there Ingredient 1 – Choose your attitude: This is the platform to build upon, and the core concept that everything else depends on. You have the freedom of choice of your attitude: an optimistic and happy attitude, or a pessimistic and sad one. Choose to be happy, smiling, easy going, ignorant of mistakes, and you’ll discover how beautiful and shining you and your place would be. On the other hand, choose to be angry, frowning, hard-headed, picky on mistakes, isolated, and you’ll discover how miserable your day would be! â€Å"Choose your attitude† is the hardest ingredients, but sets the stage for all other ingredients to happen. So work on your attitude, and work on it now. Ingredient 2 – Play: Have fun, even if you have lot’s to do with deadlines nearing, and don’t seem to have enough in your schedule. All that stress come from the fact that you prevent yourself from enjoying what you do. Make it a playful project, an enjoyable study, an easy shopping, a fun meeting, etc. If you cannot enjoy what you do, then try to have some pleasant moments between the heavy tasks you work on. Engage with colleagues or family to create a play yard out of your place. Ingredient 3 – Make their day: By having fun yourself, work on extending that to others who surround you. Make their day by expressing how you’re grateful to have them, or by cheering them up. Get them out of their misery by offering advice and help. You cannot imagine how cheerful you would be when giving a hand to someone. Ingredient 4 – Be there: Be present to your family, customers, colleagues, and people by giving full attention to who calls for you to advice or help. Don’t be ignorant to those calls†¦ get to answer them on the spot, or at least dedicate some time to connect with those you care about to listen to. Ignoring a call for help from your wife, your son, a colleague, or a customer could yield to disappointments and sometimes problems that you could’ve avoided earlier. Applying FISH to your life: I actually believe in the importance of these ingredients to have better place whether at home or at work, and below are some ideas I’m thinking of to practice those in my life (both at home and at work): Ideas| At Home| At Work| Choose your attitude| Be happy, smiling, and open-minded, soft, easy going, ignorant to small acts or mistakes. Spell out the good thoughts, and ignore the bad ones. Say hi or salam to everyone you face! | Play| Educate by fun, and stop yelling. Make the shopping a learning experience for your child where he or she looks for the stuff and picks them up. Enjoy home fixes. Watch cartoons with your child while commenting. | Start your meetings with fun or jokesPost some funny pictures or comics to your desk, or common placesHave a board so employees can post some jokesHave a gaming console and work on a gaming competition| Make their day| Compliments, Compliments, Compliments. Bring your wife some flowers. Invite the family to a day out (I really mean the invite here, and not like †¦ we’re bored, let’s go out). Bring your child something he or she likes (candy for instance). | Compliment the work and attitude of your colleagues. Engage with customers and pinpoint their pains and offer solutions with what they already have. Avoid bad news, and be a passenger of the good ones! | Be there| Listen to your wife and don’t offer solutions, just listen (we all can hear, you need to listen! ). Have a conversation with your child on school or how others deal with him. Listen to the unsaid, and express your willingness to offer help if needed. | Listen to pains from colleagues and customers and offer solutionsStop emails and phone calls if someone calls for your adviceGive full attention when talking to your colleagues or customersNot all people are comfortable talking about their problems, so dig deep within the soles and look for faces that need help. | Remember to work hard on setting the stage by choosing the right attitude! Just finished reading â€Å"FISH Philosophy† the book and so great it was. It’s a tiny book (two hours of focused read would do) that talks about how to transform your work place (or even your life) into a fun place to enjoy and be excited to come to again and again. I don’t want to talk about the great story in the book, and the details of how a fish market ignited the idea – hence the name FISH – for a manager to transform her workplace, as I want to encourage you to get it and read it. The philosophy is simple, and goes by applying four ingredients that will turn the place from stress and dullness into relax and fun. The ingredients of FISH philosophy are as follows: 1. Choose your attitude 2. Play 3. Make their day 4. Be there Ingredient 1 – Choose your attitude: This is the platform to build upon, and the core concept that everything else depends on. You have the freedom of choice of your attitude: an optimistic and happy attitude, or a pessimistic and sad one. Choose to be happy, smiling, easy going, ignorant of mistakes, and you’ll discover how beautiful and shining you and your place would be. On the other hand, choose to be angry, frowning, hard-headed, picky on mistakes, isolated, and you’ll discover how miserable your day would be! â€Å"Choose your attitude† is the hardest ingredients, but sets the stage for all other ingredients to happen. So work on your attitude, and work on it now. Ingredient 2 – Play: Have fun, even if you have lot’s to do with deadlines nearing, and don’t seem to have enough in your schedule. All that stress come from the fact that you prevent yourself from enjoying what you do. Make it a playful project, an enjoyable study, an easy shopping, a fun meeting, etc. If you cannot enjoy what you do, then try to have some pleasant moments between the heavy tasks you work on. Engage with colleagues or family to create a play yard out of your place. Ingredient 3 – Make their day: By having fun yourself, work on extending that to others who surround you. Make their day by expressing how you’re grateful to have them, or by cheering them up. Get them out of their misery by offering advice and help. You cannot imagine how cheerful you would be when giving a hand to someone. Ingredient 4 – Be there: Be present to your family, customers, colleagues, and people by giving full attention to who calls for you to advice or help. Don’t be ignorant to those calls†¦ get to answer them on the spot, or at least dedicate some time to connect with those you care about to listen to. Ignoring a call for help from your wife, your son, a colleague, or a customer could yield to disappointments and sometimes problems that you could’ve avoided earlier. Applying FISH to your life: I actually believe in the importance of these ingredients to have better place whether at home or at work, and below are some ideas I’m thinking of to practice those in my life (both at home and at work): Ideas| At Home| At Work| Choose your attitude| Be happy, smiling, and open-minded, soft, easy going, ignorant to small acts or mistakes. Spell out the good thoughts, and ignore the bad ones. Say hi or salam to everyone you face! | Play| Educate by fun, and stop yelling. Make the shopping a learning experience for your child where he or she looks for the stuff and picks them up. Enjoy home fixes. Watch cartoons with your child while commenting. | Start your meetings with fun or jokesPost some funny pictures or comics to your desk, or common placesHave a board so employees can post some jokesHave a gaming console and work on a gaming competition| Make their day| Compliments, Compliments, Compliments. Bring your wife some flowers. Invite the family to a day out (I really mean the invite here, and not like †¦ we’re bored, let’s go out). Bring your child something he or she likes (candy for instance). | Compliment the work and attitude of your colleagues. Engage with customers and pinpoint their pains and offer solutions with what they already have. Avoid bad news, and be a passenger of the good ones! | Be there| Listen to your wife and don’t offer solutions, just listen (we all can hear, you need to listen! ). Have a conversation with your child on school or how others deal with him. Listen to the unsaid, and express your willingness to offer help if needed. | Listen to pains from colleagues and customers and offer solutionsStop emails and phone calls if someone calls for your adviceGive full attention when talking to your colleagues or customersNot all people are comfortable talking about their problems, so dig deep within the soles and look for faces that need help. | Remember to work hard on setting the stage by choosing the right attitude!

Middle Childhood: Evaluation of Development and Milestones

Middle Childhood: Evaluation of Development and Milestones These dimensions are not separate, they overlap consistently, for instance, can strongly influence another. Writing words, for an example, requires physical development (sub-category: fine motor skills) but it also requires language which falls under a part of the cognitive development. This essay discusses the developmental period of middle childhood (usually defined as ages 6 to about 12), addresses the milestones faced for this age group. It considers the theorists that have contributed frameworks and a deeper understanding in regards to human development and aging. Furthermore, an analysis of the environmental influences that foster typical middle childhood development shall be provided using the Bronfenbrenners model and then examines how conditions such as Auditory Processing Difficulties, might impact the development for an individual. Humans experience numerous periods of development throughout their lifecycle. Due to this, developmental stages are commonly defined as milestones. These are acknowledged as skills gained or age-specific tasks that are achieved within a stage identified usually by an age range, although these age specifications are generally used as guidelines to assist in identification of potential developmental delays as well. In modern western cultures, these identified stages in life are typically categorised into eight periods consisting of the following titles: Prenatal period, infancy, preschool period, middle childhood, adolescence, early adulthood, middle adulthood and late adulthood. Middle childhood, however, is around the identified age where children obtain an access to new settings, they witness pressures that present them with distinctive developmental encounters. Having achieved prior life milestones, the child is now moving into expanding roles and environments. Milestones typically associated with this stage is the development of foundational skills for building social relations and the preparation for adolescence beginning with entry into a school system and is denotes growing intellectual skills as well as the physical ability (Berk, 2014). For example, in the physical domain (domain interest lays in body size/systems, physical health, and brain development) the developmental growth continues at a firm rate but characteristics for this age group consist of youths mastering physical skills and exhibiting better command of large muscles (gross motor than fine motor) in addition to exhibiting better balance and coordination. Psychosocial development (pers onal and interpersonal aspects) would be an increased interaction with that of same-sex peers (Burton, 2015). Developmental Theorists and their Outlined Milestones Throughout history, theories have developed a model for understanding a persons thoughts, emotions, and general behavior. However, four major theoretical viewpoints are considered when developing an understanding of human development: The psychoanalytical viewpoint (established by Sigmund Freud and reviewed by Erik Erikson), the learning perspective (developed by Pavlov, Watson, Skinner and Bandura), the cognitive viewpoint (advanced by Piaget, Vygotsky) and the systems theory approach (exemplified by Bronfenbrenner and Gottlieb). Each theory produced emphases on a particular facet within development. When Sigmund Freud devised a psycho-sexual theory of development the domain of interest was in regards to how the mind works and what causes particular behaviors in individuals.This model proposed a sequence of psychosexual points, highlighting the possibility of problematic experiences leading to fixations or regressions (Burton et al., 2015). The characterization for middle childhood was known as the latency stage, it places importance on privacy and understanding their body.This stage is considered the time where sexual energy is at rest (quiet libido) between the early childhood and adolescence; the youths psychic energy began to narrow its focus primarily on social and cognitive growth (Sigelman Rider, 2009). This aspect of Freuds design is also captured by Eriksons emphasis on the development of a childs sense of industry. Erik Erikson established a social-developmental theory emphasising the social and emotional facets of human development (Sigelman Rider, 2009). For each of the eight stages developed, there was an identified milestone that exists for healthy personality development to occur. Industry versus inferiority stage (6 to 12 years) was considered the point where a child obtained a sense of self-worth from involvement.Children must master significant social and academic skills while matching their peers efforts otherwise, risk feeling inferior (Burton et al., 2015). It was the point where either the child established a sense of industry (providing a sense of purpose and confidence in their ability to be successful) or a sense of inferiority (cannot accomplish what is expected). Burton, Westen, and Kowalski (2015) outlines Ivan Pavlovs published work; his learning research regarding the salivation response in dogs began known as classical conditioning. Although bothJ.Watson and B.F.Skinner followed on from the work of Pavlov they rejected the psycho-analytical theory expressed by Freuds and explained his theory through the usage of learning principles establishing a learning perspective (behaviourism). This emphasised that behaviour is influenced by environmental stimuli and highlights a childs experiences. Furthermore, it suggests a mind is originally a blank slate gradually being moulded, while development is considered a response to positive and negative reinforcement. While Watson placed focused on the role of classical conditioning (the understanding of emotional responses) in his work, Skinner highlighted operant conditioning involving reinforcement and punishment (Sigelman Rider, 2009). The behavioural child development theory differs to the other th ree major viewpoints as it does not consider internal thoughts or feelings. Jean Piagets developmental theory focused on predictable cognitive (thinking) stages, particularly in regards to children. He described how they think and learn about the world they are currently observing; their mental operations. This was done through the usage of terms to describe processes (schemata, adaptation, assimilation, and accommodation) (Sigelman Rider, 2009). These processes occur during each stage of development and characteristics of thought among children were used to form various stages to identify milestones. The school-age (6-12 years) were identified as the concrete operational stage: the child is capable of mature thought when allowed to manipulate and see objects (Burton et al., 2015). The capability to solve practical, real-world problems is present. In addition, school-age children tend to be able to classify objects per several features, ordering in an arrangement of a single dimension (e.g. size) though egocentric thought tends to decline during this stage (Shaffer Kepp, 2009). Thus, when considering Piagets view, the significant psychological accomplishments in regards to middle childhood underlines in the intellectual competence field. The role of social interaction in learning was emphasised in a sociocultural theory of cognitive development, developed by Lev Vygotsky. His model proposes children collaborate and strive together on tasks to enhance their levels of understanding and development (Sigelman Rider, 2009; Shaffer Kepp, 2009). Humans are described as social creatures and being social beings childrens minds are developed through guided participation. Thus, Vygotskys zone of proximal development is a framework that stretches from sole performance to collaborative cooperation (Burton et al., 2015). Environmental factors directly impact development in ones lifespan. Unhygienic living situations (home environment) can harm health and developmental growth for children, while isolation can hinder social development.When little mental or sensory stimulation is provided within a childs environment, cognitive development can delay. The contribution between the innateness of genes based behaviours and the environmental factors areoften discussed in developmental psychology and referred to as the nature vs. nurture debate (Burton et al., 2015). Urie Bronfenbrenners model, The Ecological Systems Theory, suggests that there are different environments encountered across ones lifespan that may influence behaviour.This theory focuses on the interactions and influences of the outside environment on human development (Ben Price, 2011). It differs from the previous theories discussed prior in this essay due to the emphasis on outer world (community, school, and political systems) influence. Bronfenbrenner (1979) suggests that all surroundings need to be measured when identifying a childs development defining environment as a set of nested structures each inside the next like a set of Russian dolls. Therefore, the developing person is said to be at the centre of (embedded) in a system of five socially organised subsystems, all contained within the next. This theory outlines impacts on a childs cognitive, social and emotional development. The microsystem (first layer) represents the most influence on a childs development. Consisting of all experiences and impacts directly affecting the immediate environment of a child including family, school, peers (Berk, 2007). The interactions at this level are considered bidirectional relationships (an impact in two directions).For example, while children are being impacted by the people in their microsystems, their biologically and socially influenced traits (habits, capabilities, temperaments) effect behaviour of the company (Bronfenbrenner, 1979). Of the entire ecological systems theory, this is the most influential layer in regards to directly impacting a childs life development. The mesosystem (second layer) consists of the exchanges between different parts of a childs microsystem, it depicts the interrelations among such microsystems as peer groups or schools (Berk, 2015).Bronfenbrenner (1979) argues that when a childs environment contains supportive links between microsystems that development is optimized. For example, a childs ability to learn with an educational institution would depend on the quality of instruction that the teachers provide.Therefore, this is the layer where a childs independent microsystems do not necessarily function independently, but instead, asserting an impact upon another one. If there is trouble with interactions in one microsystem this will potentially affect others (butterfly effect). Although the prior layers are the most direct and influential in regards to a developing child, the following still impact development; the exosystem refers to settings in which the person is affected but not an active contributor. It indirectly influences experiences and is the third level of Bronfenbrenners ecological systems theory. In addition, the level, macrosystem, focuses on cultural values, laws, health ways that are affected by interactions with another. The final layer (chronosystem) reflects the dimension of time regarding the childs environment and can be external or internal factors as it consists of the experiences that have been undertaken during ones lifetime (Berk, 2007). This theory emphases influences (social, political and economic contexts) in which development occurs and been considered culturally sensitive. It acknowledges the presence of mutual interactions between, for example, a child and its various settings (Berk, 2007).To summarise and illustrate this theory, a child is placed in a centre of concentric circles representing a variety of different factors which all influence. Each of these layers of circles inexorably interacts with and influences each other including, every aspect of the individuals life.How each aspect interacts with the child will influence growth; the more nurturing these relationships founded, the better the child will be able to grow (Bronfenbrenner, 1979).However, a childs biology (genetic and influenced personality traits), plays part in affecting how others treat them; when a change/conflict occurs in one of the systems, it can produce changes in the other systems too. Auditory Processing Disorder (APD) is identified as a neurological defect that impacts how the brain processes spoken language. It is an inability to process sound meanings from surrounding environments (Lucker, n.d.).The central nervous system (CNS) is a vast system, known to be responsible for various functions (memory, attention, language etc.) APD in the broadest sense refers to how the CNS uses auditory information although APD individuals typically have regular hearing, it is the struggle to process and make meaning of sounds/verbal information, particularly when in presence of background noises (Bidwell, 2016). Poor expressive and receptive communication can arise due to this and generally leads to the deterioration of behaviour. Other behavioural indicators found to occur with APD children include mishearing/discrimination of sound difficulties, problematic direction following (predominantly multi-step), slow responsiveness to questions/instructions and short-term memory issues (Lucker, n.d.). In addition, an insensitivity to subtle properties of sound (pitch, volume, rhythm and stress) are all considered symptoms of APD. Formal diagnoses of auditory processing difficulties cannot be made by an audiologist until the age of 7 years when the system has maturated (Auditory Processing Disorder, 2015). Although, by 5 years speech-language pathologists, audiologists and/or psychologists are able to administer a sound based screening test in addition to auditory based language tests to determine if a child is at risk or showing signs of APD. A 3-5% estimation was apparent for children to be affected, worldwide (Mountjoy, 2002). Misdiagnosis/Testing: APD is often confused with other disorders such as attention deficit hyperactivity disorder (ADHD), learning disabilities, social delays, impairments in language or cognitive deficits etc. Multidisciplinary approaches are considered an accurate means for diagnosing this disorder due to the similarity in symptoms of other disorders (Bellis, 1997). This approach generally involves a child being assessed by an audiologist in addition to an educational psychologist and a Speech and Language Pathologist. Commonly misidentified most as an attention deficit due to similar types of behavioural problems consists with disorders such as ADHD or attention deficit disorder (ADD). Although coping mechanisms used for a child with attention deficit will not be effective for a child suffering from auditory processing difficulties (Musiek, Frank E., et al., 2010). Most APD children have a difficult time staying focused due to the inability to understand what is being communicated to them or they are bothered by the environmental background that most can block out. Possible Impacts and Long-Term Consequences: As discussed previously the concept of individuality is developing during middle childhood. Children can develop skills that enable them to work around challenges presented with APD, if left undiagnosed or unmanaged, however, lifelong difficulties become apparent. Effects of this disorder are individualised and the severity varies, as there are several categorises in regards to auditory processing issues: Auditory discrimination, auditory figure-ground discrimination, auditory memory and auditory sequencing; precise auditory skills may be needing to be developed for a child to progress (Bellis, 1997). Although, APD does impact all aspects of someones lifespan development: physical, cognitive and socioemotional. Language and communication are vital for a childs development and for life in general, competence in these areas enable bridges to be formed for engaging in social relationships, behaviour and emotion regulation.Language development is interrelated with social development when a child experiences difficulties with language (whether due to APD or otherwise) it can cause problematic relationships (with peers or parents for example) (Musiek, Frank E., et al., 2010).Adequate communicate is a necessity for children as expression of their feelings, thoughts and needs are vital in establishing, forming deep connections and preserving friendships, especially at this stage of development. Other areas of impact include academics, often children with APD experience complications developing reading and writing (language) skills. Developing phonemic awareness and vowel knowledge is a milestone often encountered with children associated with this disorder. Syllables that are not emphasised or contain similar sounds (e.g. free instead of three) may continue to cause complications long after other classmates have learned to correct themselves (Lucker, n.d. Auditory Processing Australia, 2016). This can invoke lowering self-esteem and a sense of inferiority among peers. Support for APD Children Direct intervention for APD (e.g. auditory training) combined with improved environmental settings and enhanced communication techniques in order to support and assist children can compensate for the difficulties experienced. Compensatory strategies, for example, would enable a child to recognise circumstances where their listening will be challenged and counter-tactics that could be used in such circumstances (Bidwell, 2016 Bellis, 1997). Bidwell (2016) proposes changes in ones environment can provide support to individuals with APD enabling more effective listening and learning. For example, eliminating environmental disruptions, say in an educational atmosphere (classroom) provides support because anything that captures the childs focus would minimised/decreased. Other probable distractions with classroom situations include background noise and visual clutter. In addition, there are general strategies that can be supportive for a child experiencing auditory processing difficulties: educating speakers on effective methods for communicating with the child (e.g. minimal language complexity and clear talking), or direct therapy for a type of impaired auditory functions are two. Recommendations, however, should be customised for each child, taking into consideration their personal and environmental factors (Bellis, 1997). In conclusion, the lifespan is across the age range, topics of importance vary among the periods of development (e.g. middle childhood) and the milestones faced are dependent on these stages. Major developmental theorists and theories were developed to establish an understanding of how we as humans change over time. In addition, this essay outlined the environmental influences that foster for typical development within the stage of middle childhood and examined how the condition of auditory processing difficulties might impact development for an individual.      Ã‚   References Auditory Processing Australia. (2016). Auditory Processing In the classroom. Retrieved January 2, 2017, from Auditory Processing, http://www.auditoryprocessing.com.au/computer-tablet-based-interventions-2/ Auditory Processing Disorder. (2015). CAPD central Auditory processing disorder. Retrieved January 2, 2017, from APD -Auditory Processing Disorder, http://auditoryprocessingdisorder.com.au/capd/ Ben Price (2011, October 27). Bronfenbrenners ecological systems. Retrieved from https://www.youtube.com/watch?v=sjhDYR1NbZYfeature=youtu.be Bellis, T. (1997). Understanding Auditory Processing Disorders in Children. Retrieved December 29, 2016, from American Speech-Language-Hearing Association, http://www.asha.org/public/hearing/disorders/understand-apd-child.htm Berk, L.E. (2014). Development through the lifespan, (6th ed), Pearson, Boston, MA. Berk, L. E. (2007). Infants, children, and adolescents (6th ed.). Boston: Allyn and Bacon. Bidwell, V. (2016). The parents guide to specific learning difficulties: Information, advice and practical tips. United Kingdom: Jessica Kingsley Publishers. Burton, LJ, Westen, D, Kowalski, R 2015, Psychology: 4th Australian and New Zealand edition, John Wiley Sons, Brisbane, Australia Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design (3rd ed.). Cambridge, MA: Harvard University Press. Lucker, J. What is APD? Retrieved December 27, 2016, from National Coalition of Auditory Processing Disorders, http://www.ncapd.org/What_is_APD_.html Mountjoy, A. (2002). What is APD? Retrieved January 3, 2017, from APD support UK, http://apdsupportuk.yolasite.com/ Musiek, Frank E., et al. American Academy of Audiology Clinical Practice Guidelines: Diagnosis, Treatment, and Management of Children and Adults with Central Auditory Processing Disorder. 2010. Web. http://audiology-web.s3.amazonaws.com/migrated/CAPD%20Guidelines%208-2010.pdf_539952af956c79.73897613.pdf Shaffer, D. R., Kipp, K. (2009). Developmental psychology: Childhood and adolescence (9th ed.). Boston, MA, United States: Wadsworth Cengage Learning. Sigelman, C.K., Rider, E.A. (2009). Lifespan human development (6th ed.). Wadsworth: Belmont, CA. EDC1100 Written Assignment Marking Criteria and Feedback Sheet Student Name: _Teianee-Kai Breznikar________________________________Marker Name: __________________________________________________ CRITERIA HD Outstanding A Advanced B Well developed C Satisfactory F Poor to Very Poor 1. Description of typical physical, cognitive, and psycho-social developmental milestones for identified developmental period. Demonstrates a sophisticated understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are no gaps or misunderstandings. Demonstrates a very good understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are a few minor gaps only. Demonstrates a well-developed understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are some gaps and/or minor misunderstandings. Demonstrates developing understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are many gaps and/or minor misunderstandings. Demonstrates limited to no understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are many gaps and/or minor misunderstandings. Lacks satisfactory breadth and/or many fundamental misunderstandings. The work does not meet the standard for a pass. No work submitted/ no response/ irrelevant response. 10-9 8 7 6-5 4-1 0 2. Analysis of the environmental interactions that shape physical, cognitive, and psycho-social development for the identified developmental period. Presents a balanced and exhaustive analysis of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. Presents a mostly balanced and thorough analysis of most of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. There are a few minor gaps in the analysis. Discusses many of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. There is some balance to the analysis, but further analysis of some environmental systems was required. Discusses some of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. There are many gaps in the analysis. The analysis lacks satisfactory breadth in terms of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. The work does not meet the standard for a pass. No work submitted/ no response/ irrelevant response. 10-9 8 7 6-5 4-1 3. Analysis of an atypical developmental condition, and its influence on the physical, cognitive and psycho-social development for the identified developmental period. Presents an exhaustive analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides a comprehensive set of recommendations to support an individual with the condition for the specified developmental period. Provides a thorough analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides a practical set of recommendations to support an individual with the condition for the specified developmental period. There are a few minor gaps in the analysis and/or recommendations. Provides a good analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides some recommendations to support an individual with the condition for the specified developmental period. There are several gaps and/or misunderstandings. Provides some analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides few recommendations to support an individual with the condition for the specified developmental period. There are many gaps and/or misunderstandings. The analysis lacks satisfactory breadth in terms of how the atypical condition affects physical, cognitive, and psycho-social development. Recommendations to support an individual with the condition are limited or irrelevant. No work submitted/ no response/ irrelevant response. 10-9 8 7 6-5 4-1 0 4. Use of credible and relevant literature (all sections) Exhaustively supports all of the main points/arguments with relevant and credible literature/evidence. All main points/arguments are supported with relevant and credible literature/evidence. Supports most of the main points/arguments with relevant and credible literature/evidence but lacking in some places. Supports some of the main points/arguments with relevant and credible literature/evidence but lacking in many places. Provides little, if any, relevant or credible support for points/ arguments. The work does not meet the standard for a pass. No work submitted/ no response/ irrelevant response. 5 4 3 2.5 2-1 0 5. Literacy and written communication skills (all sections) Superb writing. Purposeful, well integrated and succinct academic writing which clearly conveys key points. No errors in vocabulary, grammar, punctuation, word choice, spelling, or organization. Very good writing. Purposeful, well integrated and succinct academic writing which clearly conveys key points. Very minor errors in vocabulary, grammar, punctuation, word choice, spelling, and/or organization which do not affect comprehension and readability. Good writing. Writing is generally academic in tone but may occasionally lack some focus, integration and/or succinctness and may be minor errors or instances of ineffective use of vocabulary, grammar, punctuation, word choice, spelling, and/or organization. Overall comprehension and readability is good. Adequate writing. May be several errors and instances of ineffective use of vocabulary, grammar, punctuation, word choice, spelling, academic tone, and/or organization which obscure meaning some of the time. Poor to very poor writing. The degree of errors in vocabulary, grammar, punctuation, word choice, academic tone, spelling, and/or organization is such that it is difficult to know what the writer is trying to express. The work does not meet the standard for a pass. No work submitted/ no response/ irrelevant response. 10-9 8 7 6-5 4-1 0 6. Application of referencing presentation style protocols (all sections) Referencing (in text and reference list) and presentation conforms to APA style and is error free. Referencing (in text and reference list) and presentation conforms to APA style but may be occasional minor formatting errors. Referencing (in text and reference list) and presentation mostly conforms to APA style but may be some errors or inconsistencies. Referencing (in text and reference list) and presentation is recognizable as APA sty

Adam Bede Example Of Literary Realism English Literature Essay

Adam Bede Example Of Literary Realism English Literature Essay Adam Bede is written by George Eliot, whose real name was Mary Ann Evans, and it was published in 1859. It was published with a pseudonymous, even if she was a well published and highly respected scholar of that period. The novel has remained in print from that time and is used in university studies of 19th century English Literature.  [1]  When we talk about realism, we mean the mode of writing that gives the impression of recording or reflectingfaithfully an actual way of life. The term refers, most of the times confusingly, both to a literary method and to a more general attitude. But what it interests us here, is the literary method which is based on detailed accuracy of description (i.e. Verisimilitude- which is very important in this period).  [2]   Adam Bede is believed that it is one of the best examples of literary realism in England and English literature. Realism, as we said above, has to do with recording the life exactly as it is. So, writers do not have to imagine characters and plots that could fit in the real world. Furthermore, realists (and here George Eliot) focus more on the characters than on the plot. Aslo, realist literature appeared in England in 1840 and remained for about fifty years. It had many differences from the previous movement, Romanticism, and people in the beginning found it difficult to deal with the new idea of Realism and its meaning. In Adam Bede George Eliot creates the false illusion of a steady and immemorial rural world. We can say that it is a realistic novel, first of all, because of the manifesto on realism in Chapter 17 and because of the plentifully observed details, which are really important in a realist novel. It also charts the consequences of moral action. The world of Adam Bede is immemorial and the village that George Eliot had chosen for her book is really very difficult to change, rather than a city, and many of the conditions of change would come from the outside (e.g. From cities). If fiction has to have the kind of validity that implied by the scientific word experiment, as a means of discovering what really would happen in certain circumstances and not what one might wish to happen, the novelists imagination must at least be as rigorously disciplined as the scientists observation. So, George Eliot must first of all, establish that the world in which the events of the novel take place, really is the world in which we live in, governed by the same natural laws that govern human existence in the world we know. If she did not convince us of this, we could hardly take her findings seriously. And we can recognize in a novel, the real world we live in à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ as we recognize people and places we know à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ not so much by their measurable extent of problems as by a whole range of variable impressions that we are often hardly aware of noticing.  [3]   The first requirment for a true fiction is the hard presence of a recognizably real world, and as we can see in many points George Eliot supplies it throught the novel. For example, when she describes the workshop of carpenter (Adams wprkshop), she tries to give us the sense of how difficult it is this work, by the use of details and descriptions. Also, in the description of the dairy in which Hetty Sorrel makes butter, we have a symphony in colours and textures. These details, make us feel like we watch the whole scene and smell the fresh butter. Adam Bede offers the radical contrast of a world shaped through and through by moral judgement and moral evaluation. Technique is that which selects among the multitude of possible qualities, organizes them in the finite world of the novel, and holds them in a shape that can catch the light of our own awareness, which without shapes to fall upon, is ignorant. Technique is like the convex or concave surface of the spoon, and the different turnings ans inclinations to which it is liable. Technique lengthens or foreshortens, and while the rudimentary relationships of common experience remain still recognizable, it reveals astonishing bulges of significance, magnifies certain parts of the anatomy of life, of whose potentialities we had perhaps not been aware, humbles others. So, the massively slow movement of Adam Bede is one such shape making technique. It is true that we are generally persuaded of the actual slow movement of rural life, and it is rural life à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ the life of villagers, tenant farmers à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ that George Eliot describes.  [4]   Actually, as we can see up to now, George Eliot uses many descriptions, many images and many details in order to succeed her purpose: to write a realistic novel. She also uses facts from common people who live in the country-side and they are much more sensitive to the changes of life. Of course George Eliot has done very well her job and we continue. Ian Adams article, The Structure of Realisms in Adam Bede mentions these: Whatever traps for the unwary lie in the term realism, few would quarrel over its appropriateness for Adam Bede. The characters in the novel are ordinary in either social class or native endowment and frequently in both, its tragic action grows out of a commonplace seduction, and its setting is humble and representatively agrarian. Perhaps, even more important is the treatment of these subjects: there is a high degree of consistency and historical accuracy in details of time and place, the background is richly and minutely crowded with particulars, and the account of characters motives always stresses ordinary causes, rationally explicable. He also mention that: The distinction between realism of subject and realism of procedure is an important one. Both kinds of realism exist in Adam Bede, as they do in most realistic novels, detailed presentation tending to go hand in hand with the selection of commonplace an d usually unfamiliar and unconventional subject. Realism of subject in the novel has perhaps had the most thorough treatment, particularly in discussion of the rustic background and the unheroic nature of the central characters. Ian Adam believes that Adam Bede is really a realist novel.  [5]   Another key of the realistic novel of Adam Bede is the description of the natural beauty of Englishs countryside, especially in scenes of sadness or evil. For example, when Hetty tries to find Captain Donnithorne, the countryside is very luxurious and the day is beautiful . Many people would think that this appearance of the day, represents also the beauty of Hetty; the outside,but also the outside beauty. But George Eliot here, tries to mislead us and she encourages us to look beyond the surface of people and things to their deeper characteristics. So, Eliot as we can see, tries to pass to the readers some messages about the people in the real life and she wants to make her readers more conscious. In Adam Bede George Eliot also tries to represent the life of the 19th century in England and especially in the countryside. As we can see from the novel, people faced many difficulties and the community was pretty strict. Even if some people were good some times they had to become evil and face the real life and the problems. George Eliot was also very careful about the use of language. She used the every-day language of that period in order to make the novel more persuasive about it realistic style. An example of the difficulties that people faced in the society of 19th century is the life of Adam. Adam is a hard man who learns, first through the death of his father and then through the suffering of an inferior being whom he loves, sympathy towards weakness. But what the idea of Adam represents in ones mind is not such a development, but something much more static. What it remains to the readers about him, are the qualities that he has from the first, summed up in his words to Arthur. (Ive seen pretty clear, ever since I could cast up a sum, as you can never do whats wrong without breeding sin and trouble more than you can ever see (Chapter 16) ). As we can see, Adam is a massive representation of the central Eliotic belief, but his dramatic existence, his learning through suffering, even his suffering itself, are by comparison notional.  [6]   As it mentioned in many books, the story of Adam Bede was actually the representation of the real life of George Eliot. In the beginning when people learned about that were a bit confused and afraid. It was pretty hard for them to believe that everything or pretty everything that was written in Adam Bede was in reality the life of George Eliot. This clue, could show us why the novel had so many details and descriptions. Also, because at first, the book was published anonymously, most of the readers believed that it was written by a man. Finally, to sum up, we could say that Adam Bede is one of the first realist book in England. It represents reality in many different ways, using many descriptions, a lot of details,use of everyday language, representations of landscapes full of colours and smell. Using the right methods and techniques George Eliot managed to write a realist novel which flurried not only because it was the story of the real life of George Eliot, but also because it was from the first novels with a realist context and it was pretty difficult for the readers of that period to understand it and understand its meaning. Unfortunately, there were many who fight George Eliot and Adam Bede but when the years pasted, they understood the value of this novel and they used it also in university studies. Only from this decision we can see how important was this novel for English Literature and more specific, about the Realist Literature of England.