Sociology - New Zealand Essay Example | Topics and Well Written Essays - 1500 words

Human science - New Zealand - Essay Example Keall, 2000, p. 1). solid social condition in a nation quick changing towards ever new difficulties and recently advancing cultural ethos. The previously mentioned projection of Australian social insurance framework shows up very like human services in New Zealand too. This way to deal with the developing multi-social society in New Zealand is obvious in the translation of the Treaty of Waitangi of 1840. Particularly Article 2 of this Treaty broadens extremely majority rule esteems so important for a solid society: Article 3 comprises an assurance of legitimate uniformity among Mori and different residents of New Zealand. This implies all New Zealand residents are equivalent under the steady gaze of the law. Besides, the precedent-based law framework is chosen by the Treaty as the reason for that equity, albeit human rights acknowledged under universal law are likewise fused. Article 3 has a significant social centrality in the understood affirmation that social rights would be delighted in similarly by Mori with all New Zealand residents of whatever starting point. Uncommon measures to achieve that equivalent delight in social advantages are permitted by global law (http://en.wikipedia.org/wiki/Treaty_of_Waitangi). This shows New Zealand's about 170 years of history of worries with sociological and different issues to help society and its kin. Human services and its open and private financing in New Zealand are of complex nature. Approaches are figured yet they are feeble on the money related and usage front. A few wellbeing suppliers are there. New Zealand Care is anyway the most settled on and looked for after wellbeing supplier. Whole financing isn't appropriately enhanced into required regions of human services. Senior residents, betting addicts, Youth and Mori people group endure the most on this record of ill-advised subsidizing from open sources and fairly particular vision of different governments and private entertainers. Offices are there. They don't have that span, range and profundity that is really fundamental. Numerous focussed projects are likewise there in spite of the fact that the whole social wellbeing framework relies to a great extent upon General Practitioners. In spite of recently rising difficulties, New Zealand's human services framework is viewed as truly outstanding inside the OECD gathering of nations. Residents of New Zealand approach a wide scope of free and government-financed social insurance choices, including medical clinic and specialist administrations, free open clinic treatment and free 24-hour mishap and crisis facilities (http://www.globalvisas.com/new_zealand/healthcare_2.html ). In spite of a few upgrades and changes, the New Zealand Health System is in emergency prompting social weaknesses (http://www.nzfirst.org.nz/bulletin/mar04/09.php). GPs escaping to Australia, hanging tight records for tasks, over the top agony positioning because of delayed sitting tight for activities, shocking working conditions, authentic issue of benefit testing, expanding red tapism of expanding organization and frequently happening delays in settling the wellbeing claims and so on. This is upsetting the government managed savings systems administration and its proficiency. It is likewise augmenting people groups' torment and

Final Questions 2 Essay Example | Topics and Well Written Essays - 250 words

Last Questions 2 - Essay Example Accordingly Presidents Bill Clinton and Dwight D. Eisenhower have delighted in wide prominence and acclaimed extraordinary by ethicalness of the prosperous occasions they served the country (Griffin and Hines, 2008). President Abraham Lincoln, as I would like to think, is without a doubt the best American president. He stood firm in guaranteeing the triumph of the Federal Government over the withdrawing Southern States during the American common war. The triumph, to be sure, changed the America history as it prompted solidification of the association, yet additionally prompted the liberation of African-Americans from the obligations of subjugation. Moreover, Abraham Lincoln convictions and activities are establishments of numerous American’s thoughts. For example, his meaning of majority rules system as the administration of the individuals, by the individuals and for the individuals has become the generally acknowledged meaning of popular government. Franklin D. Roosevelt had huge effect on American history. He battled and won two of the best danger to the America †the Great Depression and the World War II. His forceful and very much executed New Deal Program changed American history while his engaged and submitted authority prompted the deformity of the Allies powers during the Second World War. While a few presidents become extraordinary by impacting the time they served, others become incredible by goodness of the time they serve.

Essay Topics For Death of a Salesman

Essay Topics For Death of a SalesmanYou have chosen two essay topics for death of a salesman. One of the topics, 'Survivors of tragedy,' is for an essay on stress and is open ended; you will need to write about the victim's life experience and not the death.For this essay you are writing a memorial tribute for a former business owner. This topic will involve surviving loss and mourning the loss of your business. Since you are creating the essay as a memorial tribute, you will be asked to speak from the heart and do not need to be afraid to express your emotions. Remember that you are allowed to feel your grief but should express it in a respectful way so as not to impact others.The second topic, 'Promise in life,' is for an essay on leadership skills. This topic will ask you to consider the experiences of a salesman who has been unable to make his or her own promises in life. Consider the person's ability to think critically and act with integrity and write about how this individual' s life experience has shaped who he or she is today.The last topic, 'Future,' is for an essay on how to live well after the tragedy. This topic will require you to explore how the person's spirit can find peace and calm even after a loss of success in one's life.Write the topic of your essay before you begin the research. Prepare several drafts and then arrange them according to the essay topic you chose. Decide which topic best addresses the topic of your essay. Additionally, determine whether or not you will edit the essay before you send it to a dissertation editor.While you are writing the essay, research your topic and the subject of your professor. Research the history of your professor and any other former students, he or she may have. The professor's teaching methods may also be researched by researching the literature on the topic.Once you have completed your first draft, do a final edit of the essay. Contact a former student, to offer input on the final draft and keep copi es of the drafts for yourself, your dissertation committee, and your personal library. Many professors agree that editing after a dissertation is an excellent way to strengthen the final product.Do not allow the loss of your business to be an opportunity to reflect on how to live a happy and successful life following a tragedy. Give your family the opportunity to recover and succeed as well.

The Movements of the 20th Century Culture Essay - 1170 Words

How many of us can recall the most important events that occurred in the 20th century? A century that was full of many innovations; most importantly, these events made a tremendous impact in our lives as of today. The 20th century contributed an abundance of improvements to our culture. In addition, the progressions of the advancement helped society lives to better, such as the industrialization, the remarkable inventions that made our lives easier. Nevertheless, the 20th century presented a copious amount of remarkable artists that introduced us to many arts that were modernism and postmodernism; such as Pablo Picasso his work of art were considered a modern art, and Marcel Duchamp involved in Dadaism; In addition, the Cultural revolution†¦show more content†¦Most of Duchamp art work was based on cubism, Dadaism and surrealism. Cubism was invented by Pablo Picasso and George Braque but Duchamp portrayed vitality into his cubism. However, one of his favorite artistic works i s the â€Å"Nude Descending a staircase† Duchamp presented it to the salon; therefore it was rejected because they felt that he was making fun of cubist art. Duchamp interpretation of the Nude Descending staircase is the swift nudes were â€Å"flight of imagination†. (www.understandingduchamp.com). Dadaism is a cultural movement; it was founded in Zurich, Switzerland in February of 1916 by a group name Cabaret Voltaire (Sayre 1355). In addition, the Dada artist goals were to â€Å"challenge nature of art†. (Lectured 5/25/10) an example of dada was â€Å"Marcel Duchamp took a reproduction of da Vincis painting, and drew a moustache and goatee on her face.† Also, Marcel Duchamp created his â€Å"ready-made† art, name the Fountain, an upside urinal. The urinal was bought from a plumbing store in New York and he presented it to the salon has his art; he signed a fictitious name to prevent from revealing his identity. http://www.npr.org/templates/story/ story.php?storyId=5191892. Furthermore, in the late 20th century culture it involved movement of decolonization’s, many countries gained independence from their European colonizer. On the contrary, the Americans endure many changes during the cultural revolutions. Some of these revolutions wereShow MoreRelatedMy Point Of View 20th Century1110 Words   |  5 PagesA. From my point of view 20th century period is the best and the worst time to represent the western culture. But it’s the best for the most part. Western culture refers to the culture of any country that is a part of the western world. The western country is always democratic has neo-liberal capitalist economy. Has a separation of church and state, and high livings standards with materialistic society? The USA, UK, France are examples of western countries. Western culture is also a music type andRead MoreARTS 125 Week 5 Assignment Art And Culture Paper858 Words   |  4 Pagesï » ¿ Art and Culture Liliana Gonzalez ART/125 May 11, 2015 Joseph Blomer University of Phoenix Abstract Art has evolved in ways only one can imagine, however; their imagination does not have to go far because all one has to do is turn on the computer and connect to the World Wide Web to get information on everything. Architecture, sculpture, and painting has been around for ages, then photography made its way on to the art scene in the 1820’s and has taken leaps and bounds to establishRead More Dada Surrealism Essay1237 Words   |  5 PagesDada Surrealism What elements of dada and surrealism suggest the influence of Freud? The 20th Century marked a changed in how people viewed the known world. Since its beginning art has played a major role in how people were able to express themselves. The early 20th century brought rise to new and exciting art forms. These were types of writings, paintings and, documentaries that no one had ever seen before. From expressionism to Dadaism types of work ranged by all means of the artist. AboutRead MoreHistory is not important in Intercultural Relations Essay639 Words   |  3 Pageswith foreigner in foreign culture. One of the major issues in intercultural relation is culture. The foundation of culture was shaped by human history. Therefore, different culture of communication between county to country may understand with different meanings. This essay will discuss that history is or not important in intercultural relation by considering several aspects: firstly, discuss German nationalism affected the relation between the European in early 20th century, secondly, the post firstRead MoreReflection On The American Culture1384 Words   |  6 PagesReflection on Class Sources American culture refers to the traditions and practices of the people of the United States. Culture comprises of the nature of buildings, religion, music language and marriage. The population of the United States is more than 320 million people making it the most culturally diverse country in the globe. Books such as Crabgrass Frontier, Manifest Destination and Muscular Christianity are important sources of information about American culture. This paper is a reflection on theRead MoreThe Freedom Of The Free Love Movement Essay1582 Words   |  7 Pagesfor emotional intimacy and even spiritual union† (84). Sexuality no longer held strong ties to procreation and soon sex became more for pleasure. Furthermore, women now had some choice of whether/when they wanted to have children. The free love movement was one of the many social groups that challenged the sexual ideologies of their time. However, free love holds great significance in that their message soon became the â€Å"middle-class sexual ideology† (D’Emilio 165). Their message was that â€Å"neitherRead MoreThe History of American Christians 620 Words   |  3 Pagesbeen present since the colonial times. In the late 19th century, they were still thriving in the United States. In the early 20th century they were still involved in the broader American culture, committed to shaping public policy and welcome in political life. But as time continued, evangelicals started to create their own subculture, no longer involving themselves in politics and the rest of the American culture. By mid to late 20th century, evangelicals saw that the nation was becoming furtherRead MoreEssay on Resistance to Colonial Rule in Africa1041 Words   |  5 PagesBy the start of the 20th century, Colonial rul e by both the French and the British in Southern Africa had rising expenditure costs. The British method of indirect rule in their colonies, created by Frederick Lugard to leave existing government as it is, had far lower costs than the French method of direct rule. Nonetheless taxation stood as the universal method of keeping all colonies cheap and straightforwardly ran. African’s disgust with a white man telling them to pay for the white man’s endeavorsRead MoreA Marxist Evaluation Of Feminism And Gender Equality Essay1572 Words   |  7 Pagescapitalistic model. Feminism, since the 1970s, has become a subjective and distorted version of what it was meant to be—a system that sought to raise the rights of women out of the home (as domestic servants) and into the workplace. In the late 20th and early 21st century, the idea of Marxism as a system of economic analysis for women to dissect the inequalities of patriarchal capitalism has also become diluted and co- opted by the ruling classes as a â€Å"political phenomenon:† In this sense, then, rather thanRead MoreChinas Fast Entry into the Fashion World after the 20th Century1825 Words   |  7 PagesChina’s fast entry into Fashion World after the 20th Century The dawn of the 20th century brought in many challenges in China such as cultural, political, economic, and social. The social changes increased its push after the 1911 revolution which caused in the passing of the Qing Empire. Social improvement led to amendment in dress codes as well. The head shaving and queue (long plait) men had been compulsory to wear, to validate their subservience, gradually vanished. The practice of foot compulsory

The Domestication of Horses

Domestication is the process by which humans take wild species and acclimatize them to breeding and surviving in captivity. In many cases, domesticated animals serve some purpose for humans (food source, labor, companionship). The process of domestication results in physiological and genetic changes in the organisms over generations. Domestication differs from taming in that tamed animals are born in the wild while domesticated animals are bred in captivity. When Where Were Horses Domesticated? The history of horses in human culture can be traced back as far as 30,000 BC when horses were depicted in Paleolithic cave paintings. The horses in the paintings resembled wild animals and it is thought that true domestication of horses did not occur for tens of thousands of years to come. It is thought that the horses depicted in the Paleolithic cave paintings were hunted for their meat by humans. There are several theories as to when and where domestication of the horse occurred. Some theories estimate that domestication occurred at about 2000 BC while other theories place domestication as early as 4500 BC. Evidence from mitochondrial DNA studies suggests that the domestication of horses occurred in multiple locations and at various times. It is generally thought that Central Asia is among the sites that domestication occurred, with sites in Ukraine and Kazakhstan providing archeological evidence. What Role Did the First Domesticated Horses Play? Throughout history, horses have been used for riding and for pulling carriages, chariots, plows, and carts. They played a significant role in warfare by carrying soldiers into battle. Because the first domesticated horses are thought to have been quite small, it is more likely that they were used to pull carts than for riding.

Social Networking And Social Media - 2079 Words

As time passes, the world is becoming better due to the invention of new technologies such as social networking sites and social media (Boyd Ellison 2007). Boyd and Ellison explained that it is an online website which provides entertainment that allows individuals to communicate with friends or meet new people with similar interests. Facebook, Twitter, Instagram, etc are the examples of social networking sites. The word â€Å"friend† has a wide range of definition which can be defined as an individual who you do not have any hatred feelings towards them. According to HelpGuide[HG](n.d.), friend plays an important role in everyday lives. The benefit of having friends around is that they give happiness, encouragement and companies through difficult times which reduces stress and tiredness. Acquaintances, colleagues, parents and strangers can be considered as friends. â€Å"Facebook friend† may be found in one of these sections (Quora 2014). Shear social media(2010) expl ained that a â€Å"Facebook friend† can be defined as someone whom you may or may not know in real like who has sent a friend request to your social networking site. They can be our close friends who we have been contacting all the times or long lost friends from college. However, some people are just a â€Å"Facebook friend† who have added people just to increase their popularity (Shear social media 2010). According to SingleBlackMale[SBM](2014) as people grow older, then tend to realize that only real friends will stay inShow MoreRelatedSocial Media And Social Networking1431 Words   |  6 Pages105 Analysis 3 11-28-16 The meaning of social media is the utilization of electronic and portable advances to transform correspondence into an intuitive discourse. Social networking, then again, is a social structure with individuals who are joined by a typical intrigue. Obviously, now, the meaning of social media appears like a misrepresentation. In the most recent quite a while, innovation has brought us extremely distant from where we began and social media nearly appears as though it is a totallyRead MoreSocial Media And Social Networking966 Words   |  4 PagesSocial networking is the use of dedicated websites and applications to interact with other users, or to find people with similar interests to oneself (Oxford Dictionary). Social media includes the websites and applications that enable users to create and share content or to participate in social networking (Oxford Dictionary). The world has seen an exponential growth in social media within the past decade that has truly transformed the way peop le interact. This originated from Compuserve in SeptemberRead MoreSocial Media And Social Networking1550 Words   |  7 PagesSeveral advantages and disadvantages of social media such as Facebook or Twitter that Kent State students are use the purpose of social media and how often students are use social media. The social networking is a tool that is used by the people of modern world. The use of social networking is common in all parts of the world. The basic idea that revolves around the social networking site revolves around the purpose to promote and help to communicate with the world. However, the technology seemsRead MoreSocial Networking And Social Media1301 Words   |  6 PagesSocial networking sites create an unspoken competition between users which will cause them to experience low self-esteem. For instance, people compete for social capital: relationships with people among a society. Jacob Silverman stated, â€Å"If I don’t get ten faves in the first three minu tes after tweeting something, I’ll probably just delete it, an amateur comedian told the wall street journal†¦What the comedian really fears is the loss of followers and social capital† (Silverman 25). When people postRead MoreSocial Media And Social Networking921 Words   |  4 PagesSocial media is the communication between individuals and groups to share and exchange their ideas through internet. The social networking is part of social media which plays the important role in today’s life. The biggest impact of the social networking is on children, youngs, and adults. Nowaday children are growing up surrounded by technology. They like to use technology such as mobile, tablets, and computers because they can connect easily to social network. We all know how important social networkingRead MoreSocial Media And Social Networking Essay1109 Words   |  5 Pageswould you be able to explain what the definition of â€Å"social media† is? Social media is the noun used to define websites that enable users to create and share content or to participate in social networking. Now you may wonder, what is the difference in social media and social networking? â€Å"Social networking is the practice of expanding the number of one’s business and/or social contacts by making connections through individuals, often through social media sites such as Facebook, Twitter, Google+ and InstagramRead MoreSocial Media And Social Networking1459 Words   |  6 Pagesthe first email was delivered, social media has taken the world by a storm with millions of demographic groups choosing to connect through social networking platforms that facilitate a multifaceted level of online communication. As of May 2011, Facebook was named the number one social networking site with over one billion users and 864 million daily active users (Satici Uysal, 2015, p.185). The surging popularity of Facebook, which was designed to foster social interaction, is unpre cedented. ConverselyRead MoreSocial Media And Social Networking1688 Words   |  7 PagesWithin the past decade, social media usage has increased exponentially, especially amongst adolescents (Blease, 2015). The emergence of social networking sites has provided society with a fast and convenient way to stay in contact with family, friends and even acquaintances. Major social networking sites allows individuals who in the past would have lost touch a front seat to every major life milestone with a simple click of a button. Adolescents being raised today are openly embracing this newRead MoreSocial Media And Social Networking875 Words   |  4 Pagesrelationship with that person. Facebook and other social networks give us the ability to interact and keep up to date on the daily lives of our close friends and acquaintances. Fisher comments on this phenomenon: â€Å"Today, our number of weak-tie acquaintances has exploded via online social networking. ‘You couldn t maintain all of those weak ties on your own,’ says Jennifer Golbeck at the University of Maryland in College Park, who studies our use of social media. ‘Facebook gives you a way of cataloguingRead MoreSocial Media And Social Networking1253 Words   |  6 Pages Have you ever heard of the contagious disease called social networking. Once you get a glimpse of any of the social media websites, you’re pretty much creating a custom made trashcan to throw your education in, a fire to burn your job into ashes, and the list goes on. Social networking is used in a way where students’ education is second from their list next to staying updated in friends, family, and even strangers’ life. With these habits developed, they bring it into their jobs like Mcdonalds

Foils Of Hamlet Essay Example For Students

Foils Of Hamlet Essay the foils of hamlet In his plays, Shakespeare often puts the antagonists in circumstances similar to or resembling the problems of the main character or hero. He does this in order to give us a clear perception of what the characters are like, through contrast or similarity between them. These literary experiments are called foils. In Hamlet, Shakespeare gives us many foils for Hamlet, the main character. One major foil is Ophelia. Hamlet and Ophelia have both lost their fathers. In the beginning of the play it seems that Hamlet is mourning too much and over reacting, but when Ophelia loses her father it makes Hamlet’s mourning seem subtle. Ophelia is very affected by her father’s death and it eventually leads to a factor in her insanity and death. This changes the way we look at Hamlet and Ophelia. Another foil for Hamlet is Polonius, Laertes’ and Ophelia’s father. Hamlet and Polonius are both very quick to speak or and lash out in excitement. Both of them have made major mistakes because of this unwanted trait. Hamlet has, on many occasions, spoken too quickly or acted out of rage or ignorance and hurt himself and others. When Polonius spies on Hamlet and the Queen, Hamlet thinks that it is the king who is spying behind the curtain, and without knowing who it really is he stabs Polonius and kills him. Polonius also has the same problem, but with much tamer results. Polonius usually ends up just making himself sound like a babbling fool by not thinking things out first. He never really hurt anyone and his slaying by Hamlet’s sword makes Hamlet seem more the fool. This foil gives Hamlet the image of a violent person that doesn’t know how to control his emotions, and in this instance he almost becomes the antagonist. Hamlet also has foils that aren’t as close to him. Like the young Fortinbras, the nephew to the king of Norway. Fortinbras’ father, the king was killed, and his uncle, the king’s brother took over the crown. The exact same thing happened to Hamlet. Both countries also have a prince who feels that they were robbed from the crown. Fortinbras, in contrast to Hamlet, takes an active role in Norway’s leadership. In act IV scene 4, he leads an army on to Poland. He also does this because he want’s to avenge his father’s death by taking what he believes to be rightfully his. Hamlet spends most of his time sulking or complaining, and it makes him seem a little spoiled and cowardly, as if he doesn’t want to face the world. He keeps his plot for revenge a secret. In somewhat the same manner Laertes is a foil to Hamlet. He too seeks revenge for his father’s death, and does it very openly. He goes as far as getting a mob together supporting him to be king. It seems radical but it probably would have been better for Hamlet to go about things this way. If he hadn’t kept it in the castle a lot of bad things wouldn’t have happened. Hamlet could have saved a lot of trouble if he went about things the way Laertes did, but then we would have a boring play. Another thing for Hamlet and Laertes is their love for Ophelia. Obviously they are completely different kinds of love, but both are extremely strong. Laertes cares greatly for his sister and gives her strong advice concerning her and Hamlet. He warns her against keeping a relation with him, showing that he doesn’t like Hamlet. After Ophelia rejects Hamlet, his love dies off and he gets pale and sickly, showing how much he cared for her. It is strange that both these characters care so much for Ophelia but hate each other to death. When Ophelia dies, both are shocked and enraged. .u5ac325f229d06b4c4513f3cec0e81aef , .u5ac325f229d06b4c4513f3cec0e81aef .postImageUrl , .u5ac325f229d06b4c4513f3cec0e81aef .centered-text-area { min-height: 80px; position: relative; } .u5ac325f229d06b4c4513f3cec0e81aef , .u5ac325f229d06b4c4513f3cec0e81aef:hover , .u5ac325f229d06b4c4513f3cec0e81aef:visited , .u5ac325f229d06b4c4513f3cec0e81aef:active { border:0!important; } .u5ac325f229d06b4c4513f3cec0e81aef .clearfix:after { content: ""; display: table; clear: both; } .u5ac325f229d06b4c4513f3cec0e81aef { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5ac325f229d06b4c4513f3cec0e81aef:active , .u5ac325f229d06b4c4513f3cec0e81aef:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5ac325f229d06b4c4513f3cec0e81aef .centered-text-area { width: 100%; position: relative ; } .u5ac325f229d06b4c4513f3cec0e81aef .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5ac325f229d06b4c4513f3cec0e81aef .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5ac325f229d06b4c4513f3cec0e81aef .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5ac325f229d06b4c4513f3cec0e81aef:hover .ctaButton { background-color: #34495E!important; } .u5ac325f229d06b4c4513f3cec0e81aef .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5ac325f229d06b4c4513f3cec0e81aef .u5ac325f229d06b4c4513f3cec0e81aef-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5ac325f229d06b4c4513f3cec0e81aef:after { content: ""; display: block; clear: both; } READ: Child Abuse Essay In the end at her burial they both end up jumping into Ophelia’s grave and fighting each other over her dead body. Their extreme love for her and profound hate for each other is almost a mystery. Laertes also, like his father, has the same rashness and spontaneity as Hamlet. There are many, many foils throughout this play, some completely obvious, and some scarcely noticeable. In â€Å"Hamlet†, Hamlet has a foil with almost ever other character in it. Foils greatly enrich all literature and tell us much more than meets the eye about a specific character and the decisions they make. Literary Phenomena like this make great stories masterpieces.

Background of Saudi Aramco Essays

Background of Saudi Aramco Essays Background of Saudi Aramco Essay Background of Saudi Aramco Essay The story of Aramco’s beginnings and the journey the company has taken to become the largest oil company in the world is as remarkable as the journey that has brought Saudi Arabia to its current standing in the community of nations. Aramco is a company characterized by resilience and the courage to take bold steps that have made it a key player in global energy security (Saudi Aramco 2012). The journey of the company is tied to the transformation the Kingdom of Saudi Arabia has undergone to become a modern-nation state and a key player in the geopolitical sphere of not only the Arab world but also globally. Having began as merely an oil producing companies that was no different from other companies in the industry at the time, Aramco has steadily grown to become the fully integrated global energy enterprise that it is today with partnerships spreading to various parts of the world including Asia, Europe and North America (Saudi Aramco 2012). Aramco’s journey began with the signing of an oil concession agreement with the Standard Oil Company of California on May 29, 1933 which paved way for the beginning of aerial surveys the following year. In 1935, the first oil well was drilled and a new pier was erected at al-Khobar at a time when more proven oil finds were located in Bahrain, Iraq and Persia. In 1936, the Texas Co. made a 50% acquisition of the concession and launched operations in Bahrain. By 1939, various wells had been drilled and for the first time, an oil tanker transported the first load of petroleum from Saudi Arabia. Aramco was officially on its way to becoming the corporation it is today (Saudi Aramco 2012). By the beginning of the 1940s, the company was producing about 15,000 bpd and its workforce had grown to nearly 4,000. 1940 began with the discovery of the Abqaiq oil field but during the early years of the 1940s, the company faced some difficulties including the closure of its refinery at Ras Tanura in 1941 and suspension of field mapping in 1942. 1943 witnessed growth of innovation in the oil and gas industry due to the shortages occasioned by the World War II and Casoc was renamed Aramco in 1944 with headquarters in San Francisco and an amazing journey of remarkable growth began. As of 1949, Aramco had increased its productivity to 500,000 bpd. In 1946, the company commissioned its administration building in Dhahran and the decade ended with the completion of the Trans-Arabian Pipeline enabling Saudi Arabia to export its oil through the Mediterranean Sea (Saudi Aramco 2012). In 1951, the Safaniya offshore oil field was discovered and the following year, Aramco moved its headquarters to Dhahran. In 1954, the company’s production reached 1 million bpd transforming Aramco into an oil production powerhouse (Saudi Aramco 2012). Exploration work at Rub’ al-Khali began in 1955 and by 1958; the company’s production had topped 1 million bpd. The close of the 1950’s saw two Saudi nationals joining Aramco board as more Saudis assumed managerial positions within the company. In 1961, the company hit yet another milestone when it exported liquefied gas from its Ras Tanura facility for the first time. By 1962, production of crude oil had hit the 5 billion barrels mark and the following year, the company patented its oil sweetening technology. In 1965, Aramco’s oil production reached 2 million bpd and the discovery of the Shaybah oil field further boosted the company’s productivity. The company closed the decade with the commissioning of an offshore gas-oil separation plant at the Safaniya oil field, the first of its kind in the history of Aramco (Saudi Aramco 2012). Photo 2: Aramco’s first offshore gas-oil separation plant at the Safaniya oil field commisioned in 1969 [Source: Aramco] During the 1970s, the Saudi Government began the acquisition process aimed at changing Aramco into a fully government owned company or a national oil corporation (NOC). It is a decade that would witness rapid growth in the oil and gas industry as Aramco was operating three of the largest oil and gas projects in the world (Saudi Aramco 2012). The company had officially taken the lead in oil and gas production and taken its rightful place in the global energy security landscape. In 1973, the Government acquired a 25% stake in Aramco followed by a further acquisition of 35% in 1974 bringing the Government’s ownership of the Aramco to 60%. The same year, the Ju’aymah offshore crude oil terminal was commisioned and in 1976, Aramco became the first oil company in the world to reach an output of 3 billion barrels in one year, a fete that had not been achived by any other company (Saudi Aramco 2012). In 1980, the Saudi Government completed acquisition of the remaining 40% ownership of Aramco but the decline in oil prices would force the company to rethinkk its strategy (Saudi Aramco 2012). By this time, the governemt owned 100% stake at Aramco and despite the hardships in the global oil market, Aramco made significant strides. For example, the Exploration and Petroleum Engineering Center (EXPEC) was opened in 1983. Having fully acquired the company, the Saudi Government transformed Aramco into Saudi Arabian Oil Company (Saudi Aramco) and in 1989, the company found oil at Hawtah marking the beginning of a decade that would witness massive invention and investment in the oil and gas industry (Saudi Aramco 2012). Picture 3: Aramco’s Operations Coordination Center, the largest of its kind in the Oil and Gas industry [Source: Aramco] Aramco began its expansion strategy in earnest with the 1991 acquisition of a 35% stake in S-oil refinery and harbor, Onsan, Republic of Korea (Saudi Aramco 2012). The following year, the company’s exploration efforts yielded discovery of oil in the central part of the country having drilled its first well at Midyan. In 1993, Aramco’s merger with Samarec was completed and the following year, Aramco acquired a 40% stake in Petron, a company based in the Philippines and in 1996, Aramco entered its first European joint venture. In 1999, the company completed the refurbishment of the Ras Tanura refinery before opening a Research Development Center (RDC) to spearhead innovation in the oil and gas sector (Saudi Aramco 2012). Picture 4: Refurbished and upgraded Ras Tanura refinery [Source: Aramco] During the 2000s, Aramco established partnerships with various international companies with focus on gas production as well as patenting of technology developed by the company’s RDC. On top of this, Aramco embarked on the largest capital expansion in the company’s history aimed at ensuring stability and reliability. To this end, the company commissioned Hawiyah gas plant in 2001 and in the following year, Aramco acquired Texaco’s stake in Motiva (Saudi Aramco 2012). This was followed by the opening of the Haradh gas plant in 2003 before further expansion plans in 2004 led to rge acquiition of stake in Showa Shell which enabled the company to raise its output by a further 800 thousand bpd. In 2005, Aramco entered into a joint venture with Sumitomo Chemical Company. 2007 saw Aramco enter into yet another equity venture, this time in China with the Fujian Refining and Petrochemical Co. Ltd. In 2008, Aramco celebrated its 75th year in the oil and gas industry and the following year, the company completed its expansion program raising its capacity to 12 million bpd (Saudi Aramco 2012) but with actual production averaging 9. 1 million bpd in 2011.

Short Personal Essay Thesis Sentence

Short Personal Essay Thesis Sentence The roots of education are bitter, but the fruit is sweet.- Aristotle Why do famous quotes become famous? What is special about them? If you think about it, famous quotes are succinct statements that make a bold claim. A thesis statement should do the same thing. It should state a big idea in just a few words. Example #1 Consider this quote: He who opens a school door, closes a prison. - Victor Hugo This statement manages to encapsulate an enormous argument in one terse comment, and that is your goal when writing a thesis statement. If Victor Hugo had wanted to use simpler words, he could have said: Education is important for personal growth and awareness.Social awareness develops from education.Education can reform. Notice that each of these statements, like the quote, makes a claim that can be backed up with evidence? Example #2 Heres another quote:Â  Success consists of going from failure to failure without loss of enthusiasm. - Winston Churchill Once again, the statement sets up an argument in interesting but terse language. Churchill might have said: Everybody fails, but successful people fail many times.You can learn from failure if you dont give up. A Word of Advice When creating a thesis, you dont have to use colorful words like the ones that appear in famous quotes. But you should try to sum up a big idea or make a big claim in one sentence. Activity Just for fun, look over the following quotes and come up with your own versions that could work as a thesis statement. By studying these quotes and practicing in this way, you can develop your own ability to sum up your thesis in a brief but engaging sentence. Bette Davis: Attempt the impossible in order to improve your work.Henry Ford: Before everything else, getting ready is the secret of success.Carl Sagan: In order to make an apple pie from scratch, you must first create the universe. The most successful students know that practice always pays. You can read more famous quotes to get the hang of creating concise, engaging statements.

News Analysis Assignment-Gay Marriage Essay Example | Topics and Well Written Essays - 250 words

News Analysis Assignment-Gay Marriage - Essay Example -sex couples, while the causes of the problem are the risks of supporting a controversial position during the campaign period and the responsibility of reducing prejudice against gay people through supporting their right to marriage. This news story assigned responsibility by underlining that Obama’s views on same-sex marriage evolved and became more open because of his interactions with same-sex couples. Obama said: â€Å"When I think about those soldiers or airmen or Marines or sailors ... [and other gay couples, I decided to change my views on gay marriage]† (Gast, 2012, par.38). His statement shows that because of his interactions with gay couples, he realized that they can be as dedicated to marriage and families as heterosexuals. Obama took responsibility for supporting gay marriage that is central to the gay community. The causes of the problem are the risks of supporting a controversial position during the campaign period and the duty of reducing prejudice against gay people in general through supporting their marriages. Tony Perkins thought that the president â€Å"...handed to Mitt Romney the one missing piece in his campaign† (Gast, 2012, par.19). Indeed, Obama is campaigning for a second term, and this opinion can risk him the support of conservative voters. Nevertheless, Obama is prepared to take the risk if it means taking the responsibility of reducing prejudice against gay people in general through supporting their marriages. He said: â€Å"...for me personally it is important for me to go ahead and affirm that I think same sex couples should be able to get married† (Gast, 2012, par.38). His opinion underscores that gay couples are equal to heterosexual couples, so they should have the same legal marriage rights. With the context of the election, Obama’s support for gay marriage cuts both ways. On the one hand, he gains the votes of the LGTB community. On the other hand, he might lose the votes of conservative voters. Still, the article shows

Mentoring, Americans with Disabilities Act, Flex-time, Workplace Assignment

Mentoring, Americans with Disabilities Act, Flex-time, Workplace Security, and Performance appraisal - Assignment Example The four phases are (Boreen et.al, 2000): A mentoring relationship is based on numerous factors that relate to the success of the process as preferred by both the mentor and mentee. The basic relationship requirements include (Boreen et.al, 2000): The process of mentoring provides significant influence in career development. In women and minority groups mentoring is regarded as a mandatory requirement. Women and minority are viewed as a weaker part of the human race. For this reason, they are exposed to limited career opportunities and resources. Through mentoring this gap is lessened as they are provided an opportunity to learn basic career requirements from experts. This also improves their succeeding probability. The ADA was created to respond to the plight of the disabled or otherwise challenged persons. The Act was signed in 2009 by President Bush. Main components in the Act focused on making work places comfortable for the disabled or other wise challenged persons. Additionally, public places and entities were also required to be observant of the Act (Schall, 1998). In the act the beneficiaries are described as people with physical disabilities. The act excluded the inclusion of people affected by drug or substance abuse and visually impaired people whose sight can be corrected by the use of an optical lens. The ADA has positively impacted the working environment as companies have become more sensitive in making working places comfortable to the disabled persons. To ensure compliance of the ADA, an employer should put in place systems and mechanisms that address the issues raised by the ADA. For instance, an organization should advice other employees against discriminating against disabled persons (Schall, 1998). Traditional work schedules were heavily demanding on employees as they had to work during many hours and the output displayed could not match the time taken to complete tasks. Working on full time or eight hour day daily on the

Lekythos Essay Example for Free

Lekythos Essay A lekythos is an ancient Greek vase made of ceramic; the plural of lekythos is lekythoi (Reference #2). It has a narrow neck, single handle, and is tall with a small, deep mouth (Reference #7). The lekythos was used as a flask, used to hold olive oil and perfumes (Reference #1), and were developed in ancient Athens during the fifth century. In Classical Athens, lekythoi were painted in white ground with figurative scenes. White ground is a form of art used by Athenians in which they created the vase, fired it, and then the lekythos was painted in white. The figures and scenes were then painted on top of the white ground. This method meant that the paintings did not last as well, but were very beautiful in their original state (Reference # 8). Lekythoi were mainly used during funerary rituals, but they were also used by Greek athletes. In ancient Greece, the athletes would practice and compete outdoors, getting themselves covered in sand and dirt. Rather than cleaning themselves at the bath-house, they would rub themselves down with olive oil from a lekythos, then scrape off the excess dirt and oil, leaving their skin soft and clean (Reference #8). The lekythoi used by athletes would be covered in depictions of scenes from Greek mythology, often including imagery of Greek goods such as Zeus and Achilles (Reference #8). The role of lekythoi in funerary rituals is made clear by their excavation from cemeteries and tombs (Reference #7). A lekythos that was meant to be used during a burial ceremony would be painted with scenes of mourning or scenes from the life of the deceased (Reference #5). These lekythoi were sometimes painted with scenes depicting Greek gods, perhaps to cast the deceased in the light of heroic warriors of history (Reference #8). Researchers have been able to put together the funeral process the Athenians went through, and have found that lekythoi played a key role in funerary rites. Firstly, a lekythos would be brought in during the preparation of the body for burial. The body would be prepared by a woman from the same household as the deceased, and it would then be anointed by the oil from the lekythos (Reference #6). Secondly, some lekythoi were filled with scented oils and perfumes and placed around the body, while others were set along the approach to the grave or placed beside the tomb (Reference #5). This was done as a part of the religious focus of the burial ceremony, and was given as an offering. Lastly, a lekythos would often be brought to the gravesite or tomb of the deceased after the burial. It was very important to ancient Greeks to visit the gravesite of loved ones quite often, and when they visited, they would bring offerings to the deceased such as fruit, a feast, or a lekythos filled with olive oil or perfume (Reference #6). In time, the Lekythos was developed into a much larger version of itself, being called â€Å"Huge Lekythoi†. These were often left on top of a grave, or beside a tomb opening, almost as an ancient grave marker (Reference #7). Though they would not be inscribed with any words or the name of the deceased, they would have a painted scene depicting the deceased, some scene from their life, or a scene depicting a sport or activity the deceased greatly enjoyed. Many lekythoi have been recovered and are currently housed in museums all over the world. Though many are not in their original glory, most have been reconstructed. New lekythoi have been made in Greece and are still used today in some small Greek communities during the preparation of the body, and left by the tombstone of the deceased.

Heroes of Celtic and Germanic Mythology Essay -- Celtic Germanic Mytho

Heroes of Celtic and Germanic Mythology Throughout the myths of the Celtic and Germanic peoples of northern Europe tales of epic heroes and their extraordinary deeds abound. These tales depict heroes performing a variety of incredible feats; many of which appear to be magical, superhuman, and, quite honestly, utterly impossible (e.g., wading across oceans, defeating armies virtually single-handedly, and other astounding exploits). Since the Celtic and Germanic tribes of antiquity inhabited neighboring lands and lived in close proximity to one another (as many of their modern descendants continue to do: i.e., in Great Britain), it is not surprising that they often established intimate relationships with each other via commerce, conquest, and the spread of religious beliefs. In light of this intimate association, it is not astonishing that the cultural and consequent poetic traditions of these ethnic groups were often remarkably analogous. Frequently, the archetypical champions of Celtic and Germanic mythology exhibited similar characteristics regardless of whether or not they were Anglo-Saxon, Rhenish, or Irish. Indeed, there are many parallels between the behaviors demonstrated by the heroes of Beowulf, the Nibelungenlied, and the Tain Bo Cuailnge. Some of the most striking of these parallels are: the noble and divine lineage of the hero; the hero’s increased endurance and his exceptional combat abilities (including the use of powerful weapons and berserker behavior); the hero’s ability to attain victory against seemingly insurmountable odds or indestructible creatures; and the ritual practices of the taking of heads and the giving of rings. The epic poem Beowulf may be considered unique in the context of mythol... ...kely exception being Cuchulainn). Interestingly, as a result of the parallels between these champions, one can gain important insights regarding the values of ancient Anglo-Saxon, Celtic, or Rhenish culture by examining any one of them. Bibliography Beowulf. Translated by Chickering, Jr., Howell D. New York: Random House, Inc. 1977. Crossley-Holland, Kevin. The Norse Myths. New York: Random House, Inc. 1980. Davidson, H.R. Ellis. Myths and Symbols in Pagan Europe: Early Scandinavian and Celtic Religions. Syracuse, New York: Syracuse University Press. 1988. The Nibelungenlied. Translated by Hatto, A.T. London: The Penguin Group. 1969. Powell, T.G.E. The Celts. New York: Thames and Hudson, Inc. 1980. The Tain: From the Irish Epic Tain Bo Cuailnge. Translated by Kinsella, Thomas. New York: Oxford University Press, Inc. 1969.

Egyptian art Essay

Egyptian art is one of the most fascinating topics in both ancient art and ancient history. As a culture, the Egyptians truly represented themselves through their art and as a result produced a body of work that is rivaled only by the Renaissance. In the two reliefs pictured, the Egyptian ideal is pictured. This compares to the palette of King Narmer and the tomb of Ti in Saqqara. One thing that we can say about Egyptian art is that it does not change much over time. This can clearly be seen in the overall style of both of the reliefs pictured. One was done during the Sixth Dynasty and the other was done during the First Intermediate Period. The similarities in style are marked. From the stylized view of the head to the way the arms and body are drawn, the similarities are striking. This is compared with the Palette of King Narmer, which is from the Predynastic period. The same stylized images are displayed in this palette as in the two reliefs. Even in the tomb painting of Ti at Saqqara, one sees the same stylized images in living color. When we look at the Portrait of Ni’Ankhesut, one sees a relief image of a male wearing a headdress of non-noble bearing. He is also wearing a necklace, though we cannot see much detail. Our subject is seated, and above him we see some Egyptian hieroglyphics. These are probably cartouche in nature, that is, they reflect the subject’s name and rank within Egyptian society. The relief is composed in limestone, which was the primary building material of the time. The Funerary Stele of Iamu is another typical work of Egyptian art. Like the portrait, it is also composed limestone, but in this case, it tells a story. The Egyptians took their afterlife traditions and rituals very seriously and to that end, made sure the story of the deceased’s life and afterlife was told in detail. In this case, the tale being told is that of death. This relief shows the funerary rites as they are performed as well as hieroglyphics that explain what exactly is going on. In this case, the relief shows the process involved in serving the master and in creating the facade that is the Egyptian afterlife. Both of these reliefs contrast to the Narmer Palette. This is a two-sided object that is arrowhead shaped. Many archeologists feel as though it shows the dominance of Upper Egypt over Lower Egypt. Narmer is presumed to be a mythical god-king who presumably united Upper and Lower Egypt. Narmer is displayed prominently on both sides of the palette, and while there are some themes that are common in Mesopotamian art, there are aspects that are uniquely Egyptian. The partial profiling of the figure with the front view of the hands is Egyptian in and of itself and shows that Egyptian art had a style all its own even at the early juncture of its history. This palette also tells a story, that is, it tells the bloody story of the unification of the two parts of Egypt. This is also a theme that is indicative to Egyptian art. The nature of the storytelling that each piece tells shows that the Egyptians are very much interested in showing their own story and history through their art. Even at this early juncture, they saw art as a means of cultural transmission, and used it effectively to create the story of their own beginnings. Finally, the last piece of art is the tomb of Ti at Saqqara. This piece of art is unlike the others, in the fact that it still retains its original color. In this scene, we see who we can presume is Ti sailing on the Nile that is overflowing with fish and other marine life. He is with other warriors and is presumably hunting hippopotami and birds in the marshes. Again, the relief is highly stylized with no variations in the human form. As with the other reliefs noticed, there are no variations in the human form. Each person looks almost identical to the last, and the only way that one would know the difference between the various people is by looking at their cartouche or knowing what tomb one is in. It is even difficult to tell who is who in the relief images without the help of the hieroglyphic writing. What are the ways we tell who is who in the various relief pictures that we are exposed to in Egyptian art? One of the major ways that we can tell is by looking at the size of the person that is displayed. What does this tell us? What it says is that the largest person in the picture is usually is the main subject of the tomb or the hieroglyphics. The smaller figures are usually minor players or servants. Even spouses are sometimes displayed smaller in respect to the main figures. The main protagonist of the painting or relief is prominently displayed with the accompanying cartouche and tomb writings more than capably tell who is who in the grand story. If we look at the portrait of Ni’Ankhesut, we see that he is the largest figure in the relief. In the Funerary Stele of Iamu, we see that Iamu is most prominently displayed. Again, both of these examples show the casual observer who is the prominent figure in the relief. Additionally, the cartouche and the tomb writings show us easily who is the main protagonist. In the Narmer palette, Narmer is prominently displayed on one side of the palette, taking up nearly the entire side. This is the most telling sign of Egyptian art and supremacy of the figure. By making King Narmer the largest figure in the palette, the artist is showing the supremacy and the importance of Narmer in the history of Egypt. What can we learn from Egyptian art? We can learn that this group created a fascinating body of work that has permeated the world in which not only they lived, but we live as well. Without the Egyptians, we would not have modern portrait art and the art of realism that exists today. Though Egyptian art is highly stylized, we see shades of ourselves in their work. All cultures can look to the Egyptians for their own inspiration for their own art and culture. Each culture took from the Egyptians to form their own unique art forms and their own stylizations and themes. As a modern culture, we can look to the Egyptians for inspiration for the future, and we can look for them to reinforce our past so we can continue to learn more about the fascinating culture that continues to affect us even today.

Discussing the Positive and Negative Aspects of Including...

1.0 Introduction Play is a common word used during the early year’s program in the current educational era. Play is been implemented as a subject in the current international school that I am attached too. Children play every day and it is now seen as being crucial to the development of the child (Tassoni and Hucker, 2000:1). Playing is a way of experiencing bodily, emotional sensations through engaging with the immediate real, imagined social and physical environment in any number of ways, when the player has a sense of control (Wolmuth, 2000:2). Thus, play carries a heavy weight in student’s early days. Tassoni and Hucker added by stating that playtime is often said to be child’s work carry out playing (2000:1a). Truly speaking,†¦show more content†¦A German Educationist, Friedrich Froebel said that ‘recognition of the importance of play as a central integrating element in a childs development and learning’ (Scherle et al, 2014). Downey and Garzoli from S onoma State University strengthens the statement by stating that Maria Montessori and Froebel developed the curriculum by including play as a subject, which subsequently gives teachers an insight into what children are interested in. These results to develop the curriculum from those interests discovered (2007). In terms of child development, The Montana State University supports Froebel’s theory by stating that play helps children to learn social and motor skills as well as cognitive thinking skills (2010). For example, during play activity, children are able to communicate along with their peers in their settings. During certain period, play is helpful and provides children not only knowledge but also the skills to get along with other (Bailey, 2014). Therefore, it is a basic way of children practicing their communications skills as well as their social skills during play. Apart from that, play should be included in the curriculum in order to develop children’s creativity. During playtime, students are able to develop and solve problem creativity in addition allows children to feel good about themselves (Bower, 2010). Play is also recreation quite literally; play allows one to create and recreate the world through one’s won senses and feelings in a relaxed andShow MoreRelatedThe Foundation Phase Of The Curriculum2216 Words   |  9 PagesThe Foundation Phase of the curriculum is the curriculum which has been set for children between the ages of 3 and 7 and has been based around the creativity, imagination of the child and to help with the meeting of the developmental needs of the child. In 2008 the Welsh Assembly Government (WAG) decided to bring together the Early Years curriculum and the 5-7 years curriculum, which then created the Framework for Children’s Learning for 3 to 7-year olds in Wales (The Framework). 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Research Report Analysis And Critique - 1465 Words

Name: Jennifer Kressel Points: _____/15 Research Report Analysis and Critique ATTACH A COPY OF THE ARTICLE TO THIS FORM. Author: Mollie Galloway, Jerusha Conner, and Denise Pope Title: Nonacademic Effects of Homework in Privileged, High-Performing High Schools Source: The Journal of Experimental Education Galloway, M., Conner, J., Pope, D. (2013). Nonacademic effects of homework in privileged, high-performing high schools. The Journal of Experimental Education, 81(4), 490-510. doi:10.1080/00220973.2012.745469 Researcher(s): ____ Classroom teacher(s) __x__ University-based researcher(s) ____ Other: ____________________________________ Data†¦show more content†¦491) ____ Stated, but not as a question (p. ____) ____ Implied _____/2 Pts. Participants and Setting: Who were the participants? What was the setting? Why were they chosen? The study was based on surveying a sample of 4,713 students at 10 high schools in the San Francisco Bay area. The subjects came from high-performing high schools in upper middle class communities. †¢ four public †¢ six private According to Galloway, Conner, and Pope (2013), â€Å"All of the schools in [the] study were college preparatory schools in advantaged, upper middle class communities and had elected to participate in the study as part of the larger research and intervention project† (495). _____ /3 Pts. Data Collection: What data were collected? Comment on the â€Å"trustworthiness† of the data (e.g., Do the participants talk as â€Å"real† second-graders do?) and the â€Å"doability† of data collection (e.g., How difficult would it be for you to collect this data?). The student survey included Likert-type and open-ended questions. Likert-type questions assessed students’ self-reported homework load and perceptions of homework load, well-being (stress over schoolwork, performance anxiety, physical health, sleep behavior, and time for outside activities), behavioral engagement, and enjoyment of schoolwork.The open-ended questions were posed in the middle of the survey, The Data Collected: Nightly homework hours (by Grade and Gender) †¢ On average, students reported spending 3.11 hr. per

The Alchemist Book Review - 984 Words

* Mundane Wisdom Book review of â€Å"The Alchemist† Regine Carlo N. Alvarez BSBA-FTM/ I-2 The theme of the phenomenal novel â€Å"The Alchemist† written by Paulo Coelho revolves around dreams, symbols, and adventure. It tells of a young shepherd named Santiago who travels around Andalusia and once dreams of a treasure hidden in the pyramids of Egypt. It is a book full of wisdom and life lessons used to achieved one’s dreams and fulfill self-happiness. The story opens in the mythical region of Andalusia in Spain. The shepherd travels along this place to feed his sheep and to sell wool to merchants. There he finds peace in the familiarity of the place, until his dream is interpreted by a gypsy woman and meets the King†¦show more content†¦Because of his help, the shop grows financially stable and more people go to his place atop the hill. When he saves enough money to go to Egypt, he finds a caravan to take him there. In Al-Fayoum, he meets a lot of tribesmen in tents surrounding the oasis. There are also a great number of women and children living i n the area. He also meets the woman he is going to love forever – Fatima. A desert woman by heart, she willingly waits for Santiago to go back after his search of the treasure is over. Santiago seeks wisdom from the alchemist – a man with the elixir of life and the philosopher’s stone. This man aids the shepherd to reach the treasure in the pyramids, and he learns that the destination is not the most important thing rather the experiences along the way and the knowledge one gains throughout one’s journey. One of the conflicts in this novel is when Santiago, the young shepherd tries to accept or more accurately, tries to believe the concept of â€Å"Personal Legend†. This illustrates a man against himself conflict. The Englishman and Santiago have a rather pretty discussion about whether one has to read books or one has to pay more attention to the caravan. This describes indifference with the two characters’ personalities; shows a man agains t man conflict. There is also a man against society conflict. It is when Santiago robbed by an Arab in Tangier. The young shepherd is helpless and wants to give up, but suddenly thinks of his dream and the King of Salem’sShow MoreRelatedThe Life of Paulo Coelho1274 Words   |  5 PagesPaulo Coelho is a famous author that has written many popular works in these past few decades. He is most notably known for The Alchemist, which was written in 1988. The Alchemist was â€Å"one of the greatest best-sellers of all times† (Kaaki). During his lifetime, Coelho went through many obstacles; the most notable event was getting an electrical shock when he was in a mental institution and getting placed into prison. 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Philosophy of the Human Person free essay sample

For me, the whole point of doing philosophy, of understanding who we are and what we are as humans, and of understanding our lives can be compared to the simple act of writing that as a student, I can very much relate to. I personally love to write, especially in my native language, Tagalog. Each time I decide that I want to write, I can think of the best beginning and end that would perfectly support my chosen topic. However, as I write, I tend to stop. In the course of my writing, the ideas and thoughts that I previously had seem to cease and I cannot go on. I often find myself thinking and wondering what would be the best direction I can take to be able to reach that perfect ending that I had in mind. I get confused a lot and most of the time, I become undecided. Now that I think about it, this is no different from the life that we live as individuals, and as part of society. As humans, we always already know that our existence in this world has a definite beginning and end—that is, birth and death. We know for a fact that our time on this earth is limited; that we are mere mortals. And it is precisely because of this fact that we often find ourselves worrying, and sometimes even fearing, the idea of death. We are very anxious of making our lives worthwhile so that we can say to ourselves in the end that we have lived a good life. We will all end up with the same fate and there is nothing we can do about it. In the end, what would matter is how we have lived our lives—what we have done, what we have achieved—in reaching that end which is death. In other words, what matters is the direction that we have chosen for ourselves in living the life that we want. However, for me, there is no better achievement that a man can get than to understand who he is and what he is as a person. In our lives, we would often be confronted with different challenges, we would be introduced to various cultures, ideas, and concepts, and we would meet people who differ from us. All these experiences, and their influences, can change the way we view our lives, and even the way we view the world. These, too, can have an effect on the direction that we have chosen for ourselves. We will get confused. We will doubt if the path that we are on is the right one. This confusion—doubt— now leads us to the main argument of this essay. This will revolve around the idea that we, humans, are thinking beings and that we are capable of discerning what is right from wrong—that we have the ability to make decisions for ourselves in living our lives. This essay will explain the relationship between the idea that we are thinking beings and why we do philosophy, why we question, the problem of philosophy, our existence, the existence of others, language, and self-understanding. We, humans, have always been curious about our surroundings. We never fail to wonder. We have this innate characteristic of wanting to know how things work. This natural curiosity could be traced back to the Greeks. During the ancient times, the Greeks were always in awe and in astonishment for nature. They concentrated on what is there—on reality as it presented itself. What mattered for them was the nature of things: how they worked, and what it is that is already contained in each thing. In other words, they valued the substance or the whatness of things. For ancient thinkers, things existed by acting out their substance—their whatness—which remained potentially in them. In applying the notion of substance to human beings, Aristotle asked, â€Å"What is the substance of being human, and how is it acted out? † Aldo Tassi gave an answer to this question by saying that, â€Å"The world of Aristotle is populated by entities each of which possesses a nature enabling it, by virtue of its relationship to other things, to be or to develop what it is. The terms by which anything is are already fully contained in each thing and if we are to do justice to things, we must allow ourselves to be engaged by these terms. Looking at the nature which man displays in the various relationships he enters into with his fellowmen, it becomes apparent that the political order is the context which gives the greatest scope for man to be or to develop who he is in relation to his fellows (Tassi 1985, 190). † The nature of the human being for Aristotle, then, was to speak—to be in relation with others. According to him, persons must engage in politics. It is where man finds his purpose. Man, therefore, is a political animal; a rational animal. Now, what I have done so far is prove that we, humans, are hinking beings. What I am trying to get at here is prove that it is because of this idea that we are able to understand and direct our lives. For the next part of this essay, I will try to prove why thinking leads us to self-understanding. First, it is precisely because we are thinking beings that we do philosophy. During the earlier part of this course we have established that what we do in philosophy is thinking. However, it has not come to me until now that there seems to be a problem with this argument. Do we do philosophy because we think or do we think because we do philosophy? Philosophy is something that we do, perform, and commit. Along with many other sciences, it is an activity. But in order to be able to perform something, we have to have a foundation—perhaps knowledge—about a certain activity. Therefore, I firmly believe that we have to have the thought first before we can do philosophy. However, we would not really explain what is around us if we do not ask ourselves first what it is that surrounds us. In other words, we question. The human person is defined by an infinite thirst for knowledge, for the truth, for life and for love. According to Karl Rahner, we are defined by the dynamism of transcendence. We have an a priori tendency to go beyond ourselves, to transcend objects, and to constantly seek to find more and more knowledge to find the truth. It is already innate in human nature to seek to discover mysteries that are sometimes beyond our knowing. According to Kavanaugh, there is an assumption that all individuals are driven to authenticate who they are. The initiation of philosophy, therefore, is the act of questioning—particularly the kind of questioning that asks â€Å"Who am I? Questioning, for me then, is a life-long experience that we do until the end. â€Å"Every man wants to know himself and do something about himself. (Kavanaugh 1970, 21)† The self is closest to us but it is that which we are most unfamiliar with. This unfamiliarity with who and what we are necessitates our need to question. We need to be open to what and who we are. However, as we age, the way we view the world changes, the kinds of questions we ask change,and together with these, we change. The same thing goes for the things we write about. I have experienced a lot of times, while writing, the feeling of being uncertain about what to say next. I ask myself, â€Å"Is this the best statement to follow that previous one? † Sometimes, I even have doubts if what I am writing coheres with the whole idea of the topic. And when I run out of things to say, I seek help from others. I either ask them about their opinions or ideas or go to the library to research. Now, if I may relate this to philosophy, it stems from the fact that we, humans, are thinking beings that the problem of philosophy arises. Philosophy is not an acquisition of knowledge. However, in a considerably long period of time now, this is what seems to be the impression that people have about philosophy. We often see philosophy as a science of learning things just for the sake of learning them. Moreover, the astonishment, the harmony, the correspondence of humans to the nature of things has been lost through time. Our relation to the whatness of things has been obscured and confused. Before, people wondered what their place in the world was. They wanted to know what their purpose was and they understood themselves based on what is there. Today, we are faced with a completely different scenario. Nowadays, people ask â€Å"What is the place of that thing in relation to me? † From a cosmocentric view of the world, men have shifted to an anthropocentric one. This view of the world can be mainly attributed to the French philosopher Rene Descartes. He recognized the fact that error exists and therefore, he felt the need to be critical and asked himself, â€Å"How can I distinguish what is true from what is false? † For modern thinkers, â€Å"natural† observation was not enough; it was necessary to put nature â€Å"on the rack†Ã¢â‚¬â€that is, to manipulate nature—in order to know anything with certainty. As Tassi quoted Francis Bacon, â€Å"simple observation is not sufficient to give us scientific knowledge. We must vary the circumstances in order to induce nature to give up her secrets; that is, we must put nature ‘on the rack. ’ (Tassi 1982, 185)† Descartes did this by doubting everything outside the â€Å"I† and his way of â€Å"paying attention† explicitly showed how much he wanted to avoid uncertainty—error. With his universal methodic doubt, Descartes was able to come up with the conclusion that his proposition, â€Å"I am, I exist, is necessarily true each time I pronounce it, or that I mentally conceive it. Gallagher 1984, 32)† With this, we are led to the coincidence of thought and existence. What good Descartes has contributed to philosophy is that he introduced the idea that it is precisely because we, humans, think that we exist. However, when Descartes has proven the certainty of the â€Å"I† when he said that †Å"all beings which think exist,† his next task of proving the existence of the not-â€Å"I† has become very problematic. He failed to realize that human consciousness, or knowledge, is bipolar. For Thomas Aquinas, the subject can only know if it has already known its object. Therefore, we always already are aware of the existence of that thing which we think of or talk about. As Edmund Husserl stressed in his concept of intentionality, to be conscious is to be related to something—that which consciousness intends. â€Å"The nature of a conscious act is such that the act is reference to another. It intends, or tends out to its other; the intelligibility of consciousness is its intentionality. (Gallagher 1984, 49)† Now, the whole idea of existence can be perfectly elaborated by going back to the act of writing as an example. Why do we write in the first place? For me, personally, people write because they do not want to be forgotten. They want, in the smallest of ways, to leave something that would last forever. This is precisely because we know that we are mortals. For some, writing is their way of telling the whole world that they exist. They want to express how they feel and they want to be heard. Sometimes, we write because we want to escape the complexities of the reality that we are in and we create our own world with what we write. Here, we try, as much as possible, to change whatever it is that we do not like about our own realities. Therefore, writing proves the existence of the person who writes. On the other hand, we write because we have an audience. We write because we always intend for someone to read our work. If one’s main purpose in writing is to prove his existence, then this gives us the idea that he wants to prove his existence to someone other than himself. In other words, what we write is supposed to be shared. Otherwise, if one keeps it to himself, he does away from the main purpose of his writing. Simply put, the act of writing proves the existence of the â€Å"I† and the non-â€Å"I. If we go back to Aristotle’s concept of the nature of the human being, that is, to speak and be in relation to others, then we can say that by performing the act of writing, we are serving our purpose as humans. With this, several questions arise: â€Å"How exactly do we write? How do we relate to others? How do we speak to them? † This is where the concept of language comes in. We can ne ver separate man from language. â€Å"We can only think in a language, and just this residing of our thinking in a language is the profound enigma that language presents to thought. Gadamer 1976, 62)† Therefore, it is precisely because we are thinking beings that we are able to communicate with one another. Language has constituted a big part in our discussion of the philosophy of the human person. This may be attributed to the fact that it is in the presence of language that we exhibit our nature and serve our purpose and consequently, become humans. As Gadamer puts it, we are always already familiar with language. â€Å"We are always already at home in language, just as much as we are in the world. Gadamer 1976, 63)† And, when we talk about language, we cannot avoid the concept of speaking. Like consciousness, when we speak a language, it is always intended towards someone. Language is always shared. â€Å"Whoever speaks a language that no one understands does not s peak. To speak means to speak to someone. (Gadamer 1976, 65)† Because of thing sharing of language, when we speak, the words we utter are always open to interpretation. The same thing goes for writing. When a person writes, it cannot be helped that what he knows will affect the output of his work. After all, it is his work. Whatever cultural backgrounds that person is from and whatever his beliefs are, all this will greatly influence the kind of writing that he does. However, once a person has written something and has shared it to the whole world, the text suddenly acquires its own entity. It now has its own being. â€Å"Writing renders the text autonomous with respect to the intention of the author. What the text signifies no longer coincides with what the author meant. (Ricoeur 1986, 83)† It is when we write that we get to express what we like, what we believe in, and how we want certain things to be. It is when we write that we understand ourselves better—just like when we read. I believe that our writing mirrors our lives. It reflects the way we view the world, the kind of person we want to be, and where we want to be. We understand ourselves when we write. We write because we have a language. We have a language because we think. Remember what I said about fearing that we might not have lived our lives to the fullest when confronted by death. In the end, it is all a matter of choice. After all, we are a rational being. Only we have the right to direct our lives. Yes, at times we will doubt, we will ask if we are on the right path. But, whatever path we choose to take for ourselves, it will be right depending on how we look at it—how we interpret it. Ayn Rand said, Man has been called a rational being, but rationality is a matter of choice — and the alternative his nature offers him is: rational being or suicidal animal. Man has to be man — by choice; he has to hold his life as a value — by choice; he has to learn to sustain it — by choice; he has to discover the values it requires and practice his virtues — by choice. Works Cited

What Are Permalinks in WordPress How to Set Them and Why

TL;DR: Permalinks in WordPress = permanent links. Those are the permanent URLs of the  blog posts and pages on your WordPress site. For example, the permalink of this very blog post that youre reading right now is: https://themeisle.com/blog/permalinks-in-wordpress/Permalinks are also among the key parameters of any WordPress blog, and something that you should set right away after  you launch your shiny new website.Heres why:Why permalinks in WordPress are importantBasically, its through permalinks that the world identifies the individual pieces of content on your WordPress blog as grand as it might sound.For instance:If another blogger wants to link to your content, they point to one of your permalinks.If you want to share your content on social media, you share the permalink.If Google wants to index a piece of your content, they use the permalink.If you want to show your content to a friend, by mentioning it in an email for example, then you give them the permalink.I might be missing some important uses, but you get the gist.The problem with permalinks in WordPressThe main problem with permalinks in WordPress, as great as they are, is that the default permalink setting the one that WordPress comes preinstalled with isnt optimized at all.If you go to your wp-admin / Settings / Permalinks right after installing WordPress, youll see this:The default permalink structure therefore is:http://www.YOURSITE.com/?p=123where 123 is the ID of a given post or page in the database.Why is this bad?The chief reason is that a structure like that gives you no possibility to optimize the permalink for neither human beings nor Google (not good for your SEO).Heres why:Say you publish a piece of content on, Why Jamon Iberico Is the Greatest Ham in the World. If your permalink is:http://www.YOURSITE.com/why-jamon-iberico-is-the-greatest-ham then youre basically giving everyone a hint as to what this piece of content is about. This goes for both Google and human beings. Eve ry person, algorithm, and bot can decode that information.http://www.YOURSITE.com/?p=27 then no one knows anything. As simple as that.How to set permalinks in WordPressOkay, luckily, this is very simple. But the task  is two-fold:You need to set the permalink structure right after you launch a new WordPress site.You should set the permalinks for every piece  of content individually.In that scenario, #1 will give your site the right structure to work with for the future. And with #2 you can fine-tune the individual permalinks of all your posts and pages.Lets explain both of those quickly:1. How to set the permalink structure in WordPressTo set your permalink structure, go to your wp-admin / Settings / Permalinks. Once there, select this option:Just to make sure were on the same page, its the one labeled Post name.Now, why this one?Quite simply, it holds the least amount of unneeded clutter There are no seemingly random numbers, no dates, no arbitrary words (like archives). There s just the post name that you can control 100% (more on that in the next point).Note. Why you dont want dates in your permalinks?  The main reason is  because  dates discourage your visitors from reading  your older content. Any date thats older than  last week (or so) looks like out-of-date information, despite the fact that it might still be very valid, or might even be evergreen.After you select that new permalink structure (Post name), just click Save Changes at the bottom of the settings page:2. How to set the  individual permalinks for posts/pagesOnce you have the overall permalink structure set, you can proceed to tweaking your individual posts and pages.This can be done through each individual posts or pages editing screen.  When youre editing content, youll see this little area directly below the title field:You can click on the Edit button and adjust that permalink.  A box will appear, and you can put pretty much whatever you wish there:The standard, though , is to either use the given posts whole title or some simplified version of it. For example, this posts title is, What Are Permalinks in WordPress? How to Set Them and Why, but the permalink part is just, permalinks-in-wordpress, just like you can see above.Note. Try not to update the permalink structure once you publish your post or page. One of the main ideas behind permalinks is that they are permanent, hence the name. Changing those links later on makes finding your content more difficult for people as well as search engines.Thats pretty much all there is to permalinks in WordPress. The good thing is that point #1 you have to do only once after first launching your site. And from there, WordPress is quite good at proposing optimized permalinks for your posts and pages on its own, so #2 becomes easy too. When working on new content, you just need to have a look if WordPress version of the permalink makes sense, and then tweak it slightly in case of any issues.Setting the right p ermalink structure is one of 10  things that you should do after launching any WordPress site. We talked about the other 9  in one of our  previous posts. Check it out here.Free guide5 Essential Tips to Speed Up Your WordPress SiteReduce your loading time by even 50-80% just by following simple tips.

Theory of Scaffolding Essay Example

Theory of Scaffolding Essay Theory of Scaffolding Literature around Scaffolding: There have been several discussions around scaffolding, in an attempt to define what it means for education. At the early stages of the theory of scaffolding, Wood, Bruner, and Ross (1976) explain the importance of the interactive, instructional relationship that tutors/teachershave in a learners development, supporting that the attendance of others is significant for scaffolding skills acquisition and problem solving. They also emphasize on the importance for realizing the value of a solution to generate the equence of steps that will lead to the solution of the problem, without scaffolding by an adult. As argued, this realization will result in effective feedback, as the learner will be able to value every step towards the solution, and therefore, in order for scaffolding to be effective the learner needs to generate solutions to the problem that are identifiable to them (Wood, Bruner, and Ross, 1976). However, in this scaffolding process, the tutor does not necessarily need to be a human; it can be a virtual, non- player character (NPC) as well. We will write a custom essay sample on Theory of Scaffolding specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Theory of Scaffolding specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Theory of Scaffolding specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In this project, the scaffolding process takes place in the virtual environment of Quest Atlantis, where learners embark on a mission to resolve a problem, part of which requires the decryption of Mayan signs, and interpretation of them in English. The facilitators in this case are the NPCs that learners/players come across during their mission. A rich experience is what a leaner needs to develop to a knowledgeable individual, and the impact of the surrounding environment and the scaffolds in it are important for learning. Wgotsky (1978) has proposed that the learner needs to be scaffolded in rder to acquire all the skills that would have been difficult to acquire independently. The Wgotskian theoretical perspective holds that learners, and especially children can perform more challenging tasks when assisted, and that they can reach a high level of development (Zone of Proximal Development). According to Wgotsky, there are two aspects of learning development; the actual development and the potential development (Ugotsky, 1978). The Zone of Proximal Development (ZPD) is the distance between the actual development level, as determined by independent roblem solving and the level of potential development, as determined through problem solving under adult guidance, or in collaboration with more capable peers (Ugotsky, 1978, p. 86). Further, based on Wgotskys theory, the ZPD can also be defined as the area between what the learners can achieve by themselves, and what they can attain with the help of more knowledgeable individuals (Video 1). Therefore, meaningful learning is being enhanced in the learners ZPD, with the use of all the available scaffolds afforded by the surrounding environment. Scaffolds in the case of he virtual geocaching project are considered to be the mission page, NPCs, boxes with information, scrolls with information, translation tool, etc. Zone of Proximal Development and Scaffolding Video 1: A video about the Zone of Proximal Development and Scaffolding, describing Pea, in his commentary paper (2004, p. 31) discussed the role of fading in the scaffolding process, characterizing it as intrinsic to the scaffolding process. A scaffold used for the learner must be gradually removed during the learning process, until it is completely gone, and when the learner has reached the learning goal Collins, Brown, Newman, 1989). It is argued that, if the learning help is not being gradually removed, then the process is not called scaffolding anymore, but distributed intelligence, namely, intelligence that is a collective product, and where the individual does not internalize learning (Pea, 2004). Over time, there have been numerous software tools created to scaffold meaningful learning experiences, in and out of schools. Scaffolding is an inherent characteristic of games, either in virtual or in physical life. In the case of computer games, the scaffolds for performing a task are rovided to the player/learner in the virtual context, enhancing active participation. This project aims at exploring the potentials of scaffolding such rich experiences with the use of virtual tools. According to the sociocultural theoretical perspective, children must have time to practice roles and behaviors through play. Therefore, it treats the several gaming tasks and virtual tools as scaffolds for learning development. In a similar vein, Wgotsky argued that game play in general can offer scaffolding-rich experiences, as well as opportunities for a player to act a head above himself (Ugotsky, 1978, p. 4) extending their abilities in ways that would not be possible without play (Video 2). Fantasy play and learning- A Wgotskian approach Video 2: A Wgotskian approach to fantasy play and learning. The video provides a definition of scaffolding, describes the Zone of Proximal Development, as well as some practical perspectives on game play. Videogames, expertly craft ways of scaffolding support through what Gee (2003, p. 138) calls the explicit information on-demand and Just-in-time principle. Computer games host contexts that frame problems, or aspects of problems and learners ecome engaged in those situations, to form their understanding and contribute to a solution. In this case, learners use scaffolds in the frames of a situation, in a context (whether it is real or virtual) to make meaning of a situation, transfer learning across multiple gaming situations as well as real-life situations, participate actively to make a change in the context, and ultimately enhance learning effectively (Lave, 1988). In such gaming environments, transformational play unfolds around the notion of reflexive action (Barab et al. , 2009) where player must take the consequences of their ctions and choices in consideration. However, this consideration takes place in a context where the outcomes of choices do not affect players/learners in any way apart for their game play. Scaffolding Definition as given in a class about Designing Learning in Context: explicit and/or implicit knowledge that enables the learner to be able to successfully engage the activity with acceptable results while maintaining the learners substantive involvement. (Learner+Scafold+Task=Success). Implicit in the definition is that once the learner acquires the explicit and/or implicit knowledge the scaffold is o longer scaffolding. If the learner only acquires part of the knowledge associated with the scaffold, but still needs the scaffold in some different form or level, the process of changing the scaffold to the changing learner knowledge level is called fading. Implicit in the definition is that something is scaffolding only when engaged during the activity, not only before or only after. Scaffolding also promotes learning of required and unknown explicit and/or implicit knowledge of some aspect of the activity, but not necessarily learning of all aspects of knowledge related to every caffold at any give time. If scaffolding is not promoting any learning and still compensating for learners lack of explicit and/or implicit knowledge, then it is not scaffolding rather it is a permanent knowledge crutch. A permanent crutch undermines all activity related learning because there is no need to learn because the learner can successfully engage the activity with the permanent crutch. Individual scaffolds can completely compensate for learners lack of explicit and/or implicit knowledge, without promoting learning if the explicit and/or implicit nowledge related to other scaffolds are being learned. This is called a temporary knowledge crutch. A temporary crutch allows the learner the opportunity to learn in other areas of the activity. My approach to scaffolding: In this section I am providing my personal definition of scaffolding, as I perceive it, after intense thinking, and after a lot influence by several theorists that talked about scaffolding. This definition has derived from and matured thr ough my constant online and in-class discussions in the frames of a class on Designing Learning in Context: Scaffolding is a process through which an individual/learner moves from the supported to the independent level of learning. In this process there is an expert source that provides help/support to the learner, while engaging in the process of completing an activity. Throughout the scaffolding process there is also a plan/ strategy followed (scaffolding is intentional, and not a random process) by the expert source, as well as a plan/strategy for gradually removing the scaffold (fading), when the situation affords it. [1] A scaffold is one in the set of scaffolding and compensates for one aspect of a earners lack of explicit and/or implicit knowledge that enables the learner to successfully engage the activity with acceptable results. f required and unknown explicit and/or implicit knowledge of some aspect o e TeamView activity, but not necessarily learning of all aspects of knowledge related to ev compensating for learners lack of explicit and/or implicit knowledge, then it undermines all activity related learning because there is no need to learn be Individual scaffolds can completely compensate for learn ers lack of explicit a knowledge related to other scaffolds are being learned. This is called a tem knowledge crutch. A temporary crutch allows the learner the opportunity to In this section I am providing my personal definition of scaffolding, as I percei after intense thinking, and after a lot influence by several theorists that talk scaffolding. This definition has derived from and matured through my consta online and in-class discussions in the frames of a class on Designing Learni supported to the independent level of learning. In this process there is an ex source that provides help/support to the learner, while engaging in the proc completing an activity. Throughout the scaffolding process there is also a pla strategy followed (scaffolding is intentional, and not a random process) by th noAK_noqep Pa3pe naponb HeKOH- @ 3any npVlE ngu Ox 1Aap substantive involvement. (Learner+Scafold+Tasesuccess). Implicit in the definition is during the activity, not only before or only after. Scaffolding also promotes lea of required and unknown explicit and/or implicit knowledge of some aspect e TeamViev activity, but not necessarily learning of all aspects of knowledge related to e compensating for learners lack of explicit and/or implicit knowledge, then it i ndermines all activity related learning because there is no need to learn b Individual scaffolds can completely compensate for learners lack of explicit implicit knowledge, without promoting learning if the explicit and/or implici knowledge related to other scaffolds are being learned. This is called a te knowledge crutch. A temporary crutch allows the learner the opportunity t In this section I am providing my personal definition of scaffolding, as I per after intense thinking, and after a lot influence by several theorists that tal scaffolding. This definition has derived from and matured through my cons nline and in-class discussions in the frames of a class on Designing Learn Scaffolding is a process through which an individual/learner moves from th supported to the independent level of learning. In this process there is an e source that provides help/support to the learner, while engaging in the pro completing an activity. Throughout the scaffolding process there is also a pl Scenario Figure 1. Barn and Silos Third grade students in Mrs. Maddoxs class have been studying about different types of communities for the past two weeks. Throughout this study, students have ocused on distinguishing between rural, urban and suburban communities. Living in a rural community, students are familiar with large expanses of land, farms, considerable distances between houses, and lack of malls, skyscrapers and entertainment venues. In contrast with that, the students took a field trip to downtown Atlanta to experience tall buildings, public transportation, commuters, super highways, extensive shopping, sports arenas and fine arts venues. Through this trip, they came to have a better understanding of an urban community. Between the school and downtown Atlanta, students were exposed to suburban communities s the bus took them through a neighborhood and a community outside the perimeter. Students experienced rows of houses, commuters, strip malls, eating establishments, churches and parks. The students were better able to apply the knowledge of their classroom activities to the field trip and could easily determine the differences between each type of community. Figure 2. City and Tall Buildings As a culminating activity for this study on types of communities, the students are going to prepare some type of individually selected project demonstrating their knowledge of urban, suburban and rural communities. Mrs. Maddox makes suggestions as to the types of projects students might consider. Some choose to write and illustrate a book, others write and perform a play, and still others film a video each community. Patrick, the computer whiz of the class, decides to prepare a PowerPoint presentation which will incorporate digital pictures taken on the field trip and of the rural areas surrounding the school community. He has successfully written the text for his slides but has been unable to insert the digital pictures from his disk. Mrs. Maddox notices that Patrick is experiencing frustration with his inability o insert the pictures. She approaches to offer help, not to complete the task for Patrick, but rather to provide support and to help him achieve his objective on his Figure 3. Computer Mrs. Maddox thinks aloud as she offers help: Lets see. I want to insert a picture into the slide from the disk. I need to go to the toolbar at the top and select insert since thats what I want to do. And since its a picture that I want to insert, Ill select picture. Now I have to tell the computer where to find the picture I want. Since the picture is on a disk, Ill select from file. Then Ill click insert and viola My picture is there. Now all I have to do is save it. As Mrs. Maddox talks through the steps, Patrick carefully follows her prompts and completes each step. He beams as he sees the selected picture on his slide. Mrs. Maddox then teaches Patrick a chant she has composed that will assist him with the steps: In-sert a picture from a file; locate the file and se-lect the pic; click to in-sert and save it, quick! She watches as Patrick goes through the steps, questioning him with leading questions when he hesitates, and listens while he quietly says the chant to himself to perform the task. Again, he beams with excitement as the slide displays the selected picture. Mrs. Maddox moves away from the computer and allows Patrick to insert the next picture on his own. Seeing that he is successful, she moves on to assist another student. Later, when another student, Melissa, needs assistance with inserting a picture to a PowerPoint slide, Mrs. Maddox asks Patrick to be a peer tutor to her. He further expands his learning by explaining the steps to Melissa and by teaching her the same chant he used to complete the steps to insert a picture in the PowerPoint slide. Through her support and facilitation, Mrs. Maddox helped Patrick master a skill and achieve independence through carefully designed instruction called scaffolding. This process of scaffolding is much like the traditional definition of scaffolding as a temporary support system used until the task is complete and the building stands without support. Such is the concept of scaffolding. Immediate support is given to students in order to help them achieve skill or task independence. This assistance is a temporary framework provided by the teacher or a more knowledgeable person to ssist students in performing a task they otherwise cannot accomplish without assistance. Support is provided to the learner and then gradually removed so that the student can become a self-regulated, independent learner. Although the teacher assumes much of the control during scaffolded instruction, the ultimate goal of instruction is covert, independent self-regulatory learning (Ellis et al. 1994). Caption: In this animation, each box represents scaffolding provided by the teacher, and with each activity the level of learning goes up. The first box represents verbalizing