My Dreams and Ambitions Essay

I was raised in a small town called Joao Pessoa by my grandmother .The town was very small that everyone knew their neighbors and the town. At this time as was single and living in Brazil. We had a very nice house, which I had my own room and I loved it. I had everything in my room. But was a especial place that I like about my room, It was where I keep all of my favorite things, my craft supplies, favorite CD’s, books, magazines, cameras, photos, and my diary. A place to escape when my house was a little crazy and noise. I used to love stay on my room writing on my diary for hours, every day before go to bed, I used to sat down on my desk and writing about my life. I always think about the future. My grandmother was old, almost 65, and I was always worrying what will happen to me after she dies. I grew up with opportunities for intellectual and spiritual growth, secure in the knowledge that I was loved by her. But not from my parents who gave me away. When I was 16, my life changed dramatically in the fall of my sophomore year of high school. My beloved grandmother was dying of cancer. I was forced my view of the world and my sense of responsibility to take a dramatic turn. Each morning before school I went to the hospital where she received chemotherapy to treat the cancer that was destroying her body. After school finished, I went back to the hospital to speed the rest of afternoon with her. Many times I eat at the hospital just to spend more time with her. Because I knew that after she dies everything will change in my life. In the fall of the same year she dies. I was very depressed about my life. I knew that I need to move on, but didn’t know how. Years passed, and I was finished high school. In 1998 was accepted into the nurse school, and the same time studying to be an elementary school teacher. In 2000, after graduate as a teacher, my aunt invited me to come to United of States. That happen 6 months after found the love of my life. I was undecided, but I ended up accepting my aunt offer and postpone my love history and my career as nurse. I came to Orlando in 2000 and sign up to English school. Since already decided to leave, I had to learn the language. I remember like today, I was feeling lost, since I didn’t had any friends or family here. But, I came with a purpose, to learn the language and make my life here. One year after living here, I break up with my boyfriend in  Brazil. I was not sure any more about going back to my country. I want to try the whole long distance thing but he doesn’t, so we ended up finishing our relationship. My actual husband, I met at school. Close to the apartment that I used to leave, there was a high school, and I decide to go there to get more information about the English classes. When I arrived to school, there were a lot of people waiting to enroll for the classes. I sign in and wait until somebody calls me. After few minutes the lady called my name and asked me for some documentation that was required to enroll. My purse was so crowded with a lot of papers and credit cards inside, that when I opened, I dropped all my cards on the floor, and then a guy came to help me. I thank you him for the help and I went to the registration desk. After I finish with all paper work, he follows me through the exit door and ask if he can see me another day. I guess he liked me. Then he offers to take me home since I didn’t have transportation. I didn’t want to accept. But I felt I could trust on him. Time passed and we went out many times. On the beginning I didn’t like him, but he always surprises me. A month later, we stared dating, and after two years we got married. My family is warm and loving. There’s me, my husband, and my son. I am thirty two years old. My husband Jorge is forty two, and the 9 year-old Kevin Gabriel is our only child. . We’ve been married for nine years. My husband is a Dentist on his country, but here in the United States, he was not able yet to take his license, so he works for a hotel as Supervisor. My son Kevin Gabriel is the best son in the world. He is very calm, is carrying about his family. He loves to go school and paint. When he has a free time he drawn his family on the peace of paper and stick on his bedroom wall. He is always telling me how much he loves our family. I am a woman who loves enjoy the life each day, and speed time going to the church every Sunday with my son. Unfortunately, my husband doesn’t like to attend to church with me because his is Catholic and I’m Christian. I believe one day he will change. He always said that his is Catholic, but never attend to the service on church. I think is just one more excuse to not go. I work for a very successful company on hospitality industry â€Å"Marriott†. I like my job, but I’m not planning in staying there the rest of my life. My dream is became a plastic surgeon, maybe one day my dream came true. I  believed that dreams are the most amazing things in life, we all love to dream and we all love to hope and to see ourselves getting better and achieving more each day. That was the reason I decided to go back to college and finish my career. Everyone dreams of being something and tries to achieve their goals; everyone has their own resolutions and has something to look up to and reach. For me, I would like to achieve many things during my life such as: entering in to a high respected university to study medicine. Also, have my own house at the beach for my family. For some people, money is the first thing, and most of the times the only thing that measures success in their life, but that is not my case. Money can buy power, fame, time, and much more. But there is one thing that money could not buy is happiness. My dream is to become a good plastic surgeon and day after day it has transformed into an ambition which I want to move towards. I do not want to be famous, but just good enough to have my own clinic and work for a very successful hospital. Many people think that becoming a doctor is difficult, and I know that takes many years of preparation, but anyone can achieve if they have determination. Also, I would like to help people that have dreams to do a plastic surgery, but doesn’t have the money. I am interested in this career because I like to help people. Even though studying and working at the same time are very hard, it pays off in the end, when someone makes a difference in someone’s life. I think it is really great to dream and to live my life trying to reach my hopes. I always try to set my goals and work as hard as I can to reach them. Another ambition of mine is someday to have my own house on one of the beaches in Hawaii. The color of the house will be white and it will be surrounded by a large garden with a few trees. Every morning I will go outside and breathe the wonderful breeze, which carries the smell of the sea. It may not seem like an ambition as much as it seems like a dream, but I would really like to live in such a place and I am willing to do everything to make it come true. To conclude, I believe with determination and commitment I will climb  up the ladder of life and with practice I will avoid slipping, however, drawing a plan in my mind has helped me achieve a lot and will still do so. I always convince myself to never give up and I strive to look forward to what person I would become if I achieve my goals. I hope one day my dreams will came true.

Levi’s Dockers †creating a sub-brand Essay

Qn 1) Explain what is Levi’s brand image and what makes up its brand equity. In this regard, assess the role of its flagship 501 jeans product. (40 marks) Brand image can be defined as perceptions about a brand as reflected by the brand associations held in consumer memory. It is basically what exists in the mind of consumers, total of all the information they have received about the brand from experience, word of mouth, advertising, packaging, services etc. And the information is modified by selective perception, previous beliefs, and social norms. The brand image perceived by consumers of Levi’s products includes durable, comfortable, approachable, affordable, contemporary, individuality, independence, casual, fashionable and adventurous, when it became an indispensable part of miner’s uniform and gain reputation for being as tough and rugged as the people who wore them. It is also comfortable enough to fit into the workers everyday lives both in physical and social sense. Its affordability was also adored by students and miners. It has also become an essential commodity available to defense worker during WWII. It portrays individuality, fashionable, independence when students and teenage idol wear 501 as a form of self expression and has become the essential fashion for the emerging baby boomers where it has transforms from a pair of tough pants to a symbol of freedom, adventure and independence. Most importantly, Levi’s 501 jeans had become an icon and its brand name had become synonymous with jeans where people tend to associate jeans whenever they saw the Levi’s logo. It had successfully been made known to millions of Americans and had established its brand image in the hearts of every consumer. Brand equity was defines as â€Å"the value of a brand based on the extent to which it has high brand loyalty, name awareness, perceived quality, strong brand associations, and other assets such as patents, trademarks, and channel relationships.† THE GALLUP BRAND EQUITY MEASUREMENT MODEL Based on Gallup Brand equity measurement model, the components of Brand Equity are the integration of several interrelated key brand characteristics: They are: Brand Presence is the degree to which the brand â€Å"stands out† from its competition. Levi’s have managed to claim familiarity and hence have become synonymous with jeans. The success of Levi’s 501 jeans has become an icon and this mark the market leader position for Levi’s. Levi’s brand established brand awareness by inventing the first patented double arcuate pattern sewn into the back hip pocket which became American’s first apparel trademark and the â€Å"Two Horse Brand† leather patch which act as the symbol & logo to enable consumers to recall and recognise & associate jeans with Levi’s Brand. Brand Position is the degree to which the brand is uniquely positioned and perceptually differentiated from its competitors and Levi’s brand personality is driven largely by the firm’s heritage of providing clothes for miners, by the brand attributes and used contexts of western cowboy. Levi’s brand positioning can be derived from the combination of the brand’s personality and values and its rational associations. Levi’s personality composes of several characteristics or values with emotional associations, which are defined as Original, Masculine, Sexy, Youthful, Rebellious, Rugged, Authentic, American, Individual and Freedom. Brand Experience is the degree to which customers have had positive or negative experiences with brand purchase and use. Customer satisfaction can be seen throughout the 1900s where sales of Levi’s 501 jeans grew and became the essential commodity available primarily to defense workers. This reflects a very high satisfaction of the product based on the extent of its usage and attention drawn which can be seen here when  an individual owns about 2.5 pairs of jeans. Brand Value is the degree to which the brand adds perceived value to a product or service, and or to a range of proposed product offerings. Levi’s brand value is perceived when it extended to Levi’s Dockers which proved to be a success. Brand Loyalty is the degree to which the brand is preferred and selected over its competitors. Basically, in the initial stage of launching Levi’s jeans, there were no alternative products and competitors, which explain why the purchasing behaviour is very strong throughout the 1900s. Thus, Levi’s actually enjoyed the prestige of gaining 100% customer loyalty, with also the help of the above components of brand equity which contributed to its success. The role of Levi’s flagship 501 jeans actually led to the line extension of more new products. And the success of 501 lead to the formation of subsidiary and globalization of Levi’s worldwide. Levi’s 501 jeans were able to sustain as the top selling jeans till 1979 which contributed to the success. Contradictorily, due to the over whelming success of Levi’s 501 jeans, the company became over diversified and this led to a shift from the core product which eventually led to a slump in the sales of 501 jeans. Realising their blunder, Levi’s decided to shift their focus back to 501 jeans and the success of 501 Blues jeans ad campaign had manage to reinvigorate the brand. Following the success of 501 Blues jeans, Levi’s was able to penetrate into another market segment and this led to the birth of Levi’s Dockers. 2) Critically assess Levi’s branding strategy in general. (30 marks) The branding strategy for a firm reflects the number and nature of common & distinctive brand elements applied to the different products sold by the firm. Brand strategy involves deciding which brand elements will be applied to which products and the nature of new and existing brand elements to be applied to new products. The branding strategy adopted by Levi’s include line extension strategy, brand extension strategy, diversification and marketing strategy. In 1873, the first jeans was sold and by 1890s, Levi’s adopted a new inventory system and the name Levi’s 501 jeans were born. From the late 1940s through the early 1960s, Levi’s Strauss had virtually no competition. Gradually, the Levi’s brand was recognized as the post-war standard jeans. In the mid 1960s, Levi’s Strauss expanded its distribution internationally and by end of 1960s, LS & Co. launched their first growth beyond their core category of blue denim and ventured into a wide variety of new apparels which included cords, slacks and sportswear for men, as well as a range of apparel for woman and children. To necessitate its rapid expansion, an initial public offering was launched in 1971. And in the early 1980s, LS & Co. adopted diversification in its brand stretching strategy where it expand beyond the core jeans lines to utilize the Levi’s name on non-jeans where new product lines was introduced. These covered a wide range of family clothing needs, denim and corduroy jeans for men, women and children. Action suits and tailored classic blazers, slacks and activewear. At first, the new accessions gave Levi’s momentum, but the business climate quickly change and Levi’s was not structured to compete in the fast-paced and unforgiving fashion apparel business. Eventually, this new product line proved to be a flop resulting in a serious slump in the sales which caused a negative impact on Levi’s. The shift in focus on image rather than keeping the product contemporary was  the key reason for Levi’s decline. And the various reasons contributing to the failure of the line extension could be due to the various non-jeans products being launched to the market which could have act as a competitive threat to the 501 jeans and at the same time diluted the sales of the core products. Secondly, the various product bearing the Levi’s brand could have also led to confusion to the consumer which led to the lost of focus of Levi’s core product as multiple product lines were often promoted in one commercial which add on to more confusion. Thirdly, the establishment of numerous licensing agreements which led to Levi’s restricted distribution policy further eliminated market share opportunities thus leading to decline in sales. As a result of vigorous diversification and acquisition strategy, LS & Co. own apparel business that offered products to suit almost any style. Thus, with too much products on hand, Levi’s begin to lose their concentration on its flagship product. Another reason could be due to the non performance of the non-jeans lines, the failure to recognize the shift in the marketplace dynamics, Levi’s management was completely unprepared for competitive threats when competition attacked their market share from every direction. The slump in sales was also due to failure to keep pace with changes on the jeans market. In late 1984, Levi’s shifted focus back to core product business, reinvigorate the company’s core product, discontinue distribution expansion of non-jeans products and licensing agreement, rebuild retail relations and reemphasize its basic jeans and corduroy lines. To revitalise its flagship product, Levi’s launch new designs target at specific customer segments with the support of aggressive promotion and advertising, upgrade its retail presentation and enhance partnership with retail customer. They also improve operations by implementing a demand driven supply chain to better manage inventory and retail relationships. The success of the 501 jeans campaign was critical as it was the centrepiece of â€Å"back to basics† strategy which manage to reinvigorated jeans sales and brought back the brand’s core value. With the success of 501 Blues, Levi’s adopted brand extension strategy and branched out to introduce Levi’s Dockers in 1986 where diversification was built on the trend to smart office wear. It was a good move to avoid the saturation point which might be rapidly approaching for the mainstream brand. In addition to that, Levi’s also pioneered on the concept of â€Å"casual Friday† and had since managed to establish a leadership position in casual fashion. 3) Evaluate the Levi’s Dockers communications strategy. (30 marks) Marketing communications being the final and most flexible element of the marketing mix are the means by which firms attempt to inform, persuade and remind consumers directly or indirectly about the brands that they sell. In a sense, marketing communications represent the â€Å"voice† of the brand and are a means by which it can establish a dialogue and build relationships with consumers. Marketing communications can contribute to brand equity by creating awareness of the brand and or linking strong, favourable and unique associations to the brand in consumer’s memory. Foreseeing that the existing product lines did not sufficiently satisfy the needs of the 25-49 year old male customers, LS & Co. decided to address the opportunities in the casual slacks market by identifying its challenges to increase Levi’s slacks brand share. Levi’s slacks were considered to be more contemporary, less conservative and more casual than other leading slacks. However, it’s Action Slacks line fail to address the customer needs and fail to reflect the core values which the  recent 501 jeans campaign had established successfully. This give rise to the idea of having a different market segment with a new product that will motivate and retain customers within the Levi’s brand franchise which promise to be different from anything it had sold before. To establish a leadership position in casual fashion, Levi’s Dockers ® was introduced where it was positioned as the new pants to men as more formal than jeans and less casual than dress slacks. It was also designed to satisfy an unfulfilled need in the men’s pants market and to appeal to the baby boomers’ fashion demands. In order to achieve brand association and to create brand awareness, Dockers was eventually package with a unique logo & a colourful pocket flasher which consisted of interlocked wings and anchors to integrate the brands’ name with its symbols. To enhance the brand, the pocket flasher was attached to the back of all pants and the Levi’s moniker was incorporated in the Dockers’ winged logo to establish an understated association with the Levi’s name. Part of Levi’s communication strategy involved marketing Dockers pants to the retail trade as a major fashion statement – an alternative to jeans – and the driving force in the â€Å"new casuals† category. In an effort to establish Levi’s Dockers new casuals line, LS & Co. identify their key target distribution channel by concentrating distribution in department stores and chains where its majority target consumers of 25 to 49 year-old men did their shopping and where one-third of all slacks were sold. Levi’s work closely with retailers in order to generate excitement and support for its new pants and had resorted to â€Å"woo† retailers nationwide, including those department and speciality stores that had previously curtailed business with LS & Co – with aggressive marketing strategy with extensive presentations, sell-in brochures and swatch books. Trade promotions such as sales support, sales kits for retail-based marketing,  cooperative advertising and sales promotion programs were provided. In additionally, supplemental financial support was also offered for advertising and promotional activities to important high-image department stores. A critical component of the company’s marketing effort was the establishment of Docker’s shops within main floor men’s area of major department stores. With such vigorous marketing promotion techniques, retailers were getting more confidence in Levi’s products and were showing greater interest in innovative merchandise techniques. Being sensitive to the market trend, the first in-store concept shop was introduced for the men’s main floor area and key trade show was set up introduce Dockers casual pants to retailers. The Dockers in-store shop sought to create a friendly, accessible environment, prominently displaying the sporty Dockers logo and linking consumer advertising with point-of sale signage and posters. Levi’s also adopted point-of purchase advertising through shelf talkers to give consumers an entirely different kind of shopping experience which the concept proved to be very successful. Point-of sale displays were established in stores where shops were experiencing space or financial constraints. All the above product positioning and marketing strategy was able to overcome the initial reluctance of retailers and ultimately generated an exceptionally high level of prepromotion excitement in which Levi’s Dockers was also seen as the leader in the new casuals category and moved the pants ahead of its competitors. Following that, LS & Co. shifted its attention to the development of an effective communications program focused on the consumer. They recognized that a focused comprehensive consumer marketing effort would be required in order to establish Levi’s Dockers as a major brand. Given the market opportunity for casual pants, Levi’s believe that a high impact consumer marketing program would accelerate the growth of the Docker’s line and generate consumer support. Part of the advertising strategy was defining target audience accordingly by demographically, attitudinally, clothing needs and purchasing behaviour and a focus group was selected for determination on the type of ads that appeal to the target group. To advertise Dockers, consumer advertising was adopted, commercials were aired during selective prime time slots and spot TV was used in all 11 major regional markets. Also Levi’s brilliantly chose the notorious fashion garment district – the New York City for their advertising executions in a bid to reach out to more consumers where TV spots were supplemented with subway signs and mobile billboards located primarily around the city’s garment district. In addition to TV, co-op advertising with retailers, point-of-sale displays, sales promotion during advertising kick-off party, publicity campaign and follow up visits to key retail accounts also contributed to Levi’s successful communications strategy.

Child in the Preoperational Stage Essay

A study was carried out by two third year psychology students to investigate Piaget’s stage theory. A 4 years old female child was tested in task of comprehension of more and less, followed standard and modified versions of conservation and class inclusion tasks. Results indicated that child exhibited difficulties in both modified conservation and class inclusion tasks despite the removal of some confounds in standard tasks. This infers that children of pre-operational stage do lack the ability to conserve and categorize objects, as predicted by Piaget. Further research need to address children’s numerical abilities, as well as attending to perceptive seductions. This research needs to compare children who are able and unable to attend to number logics, as well as modifying the class inclusion task so that perceptive seduction cannot take place. Child in the preoperational stageMany researchers have been interested in various confounds which are present in Jean Piaget’s stage theories. His studies have postulated that children in the pre-operational stage lack the ability to perform conservation and class inclusion tasks (White, Hayes, Livsey, 2005). The methodologies of the study however, have been criticized by many researchers. Flaws and alternatives found in the standard Piagetian tasks include conversational confusions, perceptual seduction, and linguistic misunderstandings (Light, 1986, Siegel, 1978, 2003, Meadows, 1988). These issues have been addressed with modifications to the standard tasks. Majority of the research have found modified tasks to be better predictors of child’s abilities in conservation and class inclusion tasks. (Light, 1986, Siegel, 1978, 2003, Meadows, 1988). According to Piaget’s stage theory, children in the pre-operational stage are non-conservers (White et al, 2005). Their tendency of centration causes them to focus on only one aspect of the problem at a time (White et al, 2005). This implies that they are unable to comprehend that quantitative properties of certain objects remain unchanged despite changes in its appearance (White et al, 2005). For example, pre-operational children typically judge water of the same volume to be more, after the transformation in standard liquid conservation tasks (Siegal, 2003). A problem in this procedure however, lies within the confusion caused by children’s conversational experience (Siegal,  2003). This theory proposes that rather than actually responding to the logic behind the transformations of the liquid, children misinterprets the repetition of the same question as a cue to switch their answer in order to please the adult experimenter (Siegel, 2003). To address conversational confusion, liquid conservation tasks had been modified by the means of incidental transformation (Light, 1986). The intention of this modification is to contextualize the intentions of adults in repeating the same question. Light (1986) administered the standard Piagetian conservation procedure up to the point when both beakers of the same size and volume. However, during the transformation, the experimenter â€Å"incidentally† noticed that one of the beakers was chipped, and found a taller and thinner beaker as the replacement container for the original content. The result found that only 5 percent of children correctly responded to the conservation task in the standard condition, while 70 percent correctly responded to the incidental condition (Light, 1986). An alternative to Piaget’s theory of conservation is that non-conservers may actually be perceptually seduced (Siegel, 2003). This theory postulates that children pay more attention to the post-transformation state and disregards the pre-transformation state(Siegel, 2003). They fail the question about conservation because all of their attention are diverted into the new state and they perceive it as different from the old state (Siegel, 2003). Research had shown that children who do not witness the process of transformation are much more likely to conserve than children who sees the transformation taking place (Siegel, 2003). Another difficulty that Piaget found in pre-operational children is their ability to attend to class inclusion tasks (Siegel, 2003). In a study, pre-operational children were presented with a set of 6 cars and 4 trucks. When asked the question â€Å"are there more trucks or vehicles†, children will typically answer cars (White et al, 2005). Explanation for this result as proposed by Piaget is that children are unable to conceptualize cars as a more inclusive category of the hierarchy (White et al, 2005). Limitations however, were found in this theory in terms of children’s linguistic misunderstandings. A study by Sigel (1978) compared the performance of 4 year old children who were asked whether they would like to eat candy with those asked if there were more candy in the array. Results found that significantly more children passed the eat-candy task (50%) as opposed to 26% in the more-candy task. This implicates that pre-operational children performs better on tasks of class inclusion when linguistic cues were made salient with age-appropriate cues as opposed using comprehension of relational terminology such as â€Å"more† and â€Å"less† (Sigel, 1978). A modified class inclusion task was designed in the current experiment to address the linguistic issues associated with child’s performance. Previous studies have found that children experience confusion when similar words are used in each level of the hierarchy (e.g. black cows, cows) (White et al, 2003). They are however, more familiar with the relationships where each member makes up part of a whole (White et al, 2003). Hence, when children were taught, or are familiar with the superordinate class such as â€Å"family†, they are more likely to have certainty about its relation with the subordinates (e.g. three baby horses, two parent horses) (Meadows, 1998). The present study is aimed to investigate whether children in their pre-operational stage experience difficulties in conservation and class-inclusion tasks as predicted by Piaget. From the research examined, it was anticipated that the child’s performance on modified tasks will be better than the standard tasks. It was hypothesized that the child will perform poorly in standard conservation and class inclusion tasks. It was also hypothesized that the child’s performance in the standard tasks were influenced by factors other than those intended in the standard Piagetian procedure. MethodParticipantThe subject is a four year and old female who is living at home with both of her parents in Petersham. She currently attends the local pre-school. The test was conducted inside the child’s house with two experimenters. One of the experimenter, who is her aunty, was responsible for interviewing the child, while the other transcribes the events. MaterialsFor comprehension of more or less, a total of 11 blocks were used. 5 blue and 5 yellow blocks were used in the standard number conservation task. 2 bottles of the same size and a thinner and taller bottle were used in the standard liquid conservation task. A picture with 4 black horses and 2 white horses was used in the standard class inclusion task. In the modified liquid conservation task, 2 toy horses were used as characters for picnic. 2 bottles of the same size, with one missing the label was used in the pre-transformation stage. A taller, thinner bottle was used in the post-transformation stage. In the modified class inclusion task, 2 larger â€Å"parent† toy horses and 3 smaller â€Å"baby† toy horses were placed next to one another. ProcedureThe experiment was carried out in the order test of comprehension of more and less; standard number conservation; standard liquid conservation; standard class inclusion; modified liquid conservation; and modified class inclusion. In the comprehension of more and less task, the experimenter takes out 8 blocks, but separates them so there were 4 each side. There is also another basked with 3 spare blocks in it. The child is then asked to make one pile more than the other, followed by the prompt to make the now larger pile less than the other pile. In the standard number conservation task, the blue and yellow blocks were placed in 2 lines equidistant of each other. On post-transformation, spaces between the yellow blocks were enlarged by the experimenter. Please refer to the appendix for details on rest of the tasks. ResultsOutcome of the study shows that the child is able to comprehend when something is more, but was unable transform the pile that had more objects to be less than the smaller pile. Results have also shown that the child was able to correctly answer the pre-transformation questions of standard number and liquid conservation, as well as modified liquid tasks, but failed in post-transformation and justifications of these tasks. Finally, the results have shown that the child was unable to correctly answer any of the class inclusion tasks, even after concept of family was eventually introduced to her by the experimenter in the modified class inclusion task. For the full results, please refer to the results summary in Appendix A. Discussion Contrary to the anticipations, the child did not perform better in any of the modified tasks as compared to standard tasks. The results provide support for the hypothesis that child will perform poorly in standard conservation and class inclusion tasks. The child performed consistently poorly across all three standard Piagetian tasks. As a result, the child’s performance in the tests clearly places her in Piaget’s preoperational stage of development. The results are consistent with all critics in the current field, who found children of preoperational stage to perform poorly across standard tasks (Light, 1986, Siegel, 1978, 2003, Meadows, 1988). Hence, the validity of the criticisms relies on the child’s performance on modified tasks. A notable aspect of the results indicates that child’s performance in the standard tasks may be hindered by her ability to correctly comprehend the concept of more and less. The results did not support the hypothesis that child’s performance in the standard tasks were influenced by factors other than those intended in the standard Piagetian procedure. No support of conversational confusion was found in the present experiment whereby despite the removal of such confounds. The incidental transformation in the modified liquid conservation task did not produce better results compared to the standard tasks. This result did not support Light’s (1986) experiment where children in modified tasks performed significantly better than those doing the standard tasks. The reasons behind this result may be that the child does not have a correct grasp of the concept of more and less. Alternatively, the child, who is in  her preoperational stage, may genuinely lack the ability to conserve, as proposed by Piaget (White et al, 2005). A limitation behind this result may be attributed to the theory that the child may be perceptually seduced (Siegel, 2003). In essence, despite the transformation being â€Å"incidental†, the child still witnessed it taking place. Hence, child’s attention was diverted to the post-transformation state of the water â€Å"got bigger† in the taller, thinner bottle. Future research may incorporate the â€Å"incidental† transformation task that prevents the child from witnessing the process of transformation taking place. No evidence for linguistic misunderstanding was found in the current experiment. The child performed equally poorly in both standard and modified class inclusion tasks despite the removal of such confound. The result shows that even after introducing the concept of the family to the child with evidence of learning, she was still unable to comprehend that the â€Å"family† was a superordinate of class with subordinates of parent and baby horses. This finding does not support Meadow’s (1988) theory in that grasp of the relationship between superordinate and subordinates helps children perform better in class inclusion tasks. The child’s problem in all class inclusion tasks may be attributed to Piaget’s theory of centration whereby children in the preoperational stage are only able to attend to one aspect of the problem at a time (White et al, 2005). In this case, the child may be centrated on the old concept that there are more baby horses and disregard the new concept that the baby horses were a part of the â€Å"family†. Alternatively, the child’s performance may be hindered by their inability to comprehend more and less. A further limitation of the study was that results of the experiment were strongly hindered by the fact that the child was unable to comprehend when something is less. This confound creates ambiguity to the question whether child in the preoperational stage genuinely lack the ability in conservation and class inclusion tasks, or if the outcomes were attributed to their lack of logics with numbers. Future research could overcome this problem by comparing the results of preoperational children who are able, and unable to  correctly attend to the concept of more and less. An alternative way to overcome this problem is to employ age-specific linguistic cues in class inclusion tasks as opposed to using concepts of â€Å"more† and â€Å"less† (Siegel. 1978). Overall, the results of the study suggest that children in the preoperational stage do indeed lack the ability to correctly perform conservation and class inclusion tasks despite the removal of some confounds. However, the results were not clear cut to whether they were caused by child’s ability to comprehend to more and less or if they were perceptually seduced. Future research could compare children who are able and unable to attend to number logics, as well as modifying the class inclusion task to remove the confound of perceptive seduction. References Light, P. C.(1986). Context, conservation and conversation. In M. Richards. & P. Light (Eds.) Children of social worlds : Development in a social context. Cambridge, U.K.: Polity Press. Meadows S (1988) Piaget’s contribution to understanding cognitive development. In K Richardson & S. Sheldon (Eds.) Cognitive Development to Adolescence. Hove: Lawrence Erlbaum. Siegel, L., McCabe A., Brand J, & Mathews J (1978) Evidence for understanding of class inclusion in preschool children: Linguistic factors and training effects. Child Development, 49, 688-693. Siegal, M. (2003). Cognitive development. In A. Slater & G. Bremner (Eds.) An introduction to developmental psychology. Malden, MA: Blackwell. Chapter 8White. F, Hayes. B, Livesey. D (2005). Evaluating Piaget’s claims: Preoperational period. Developmental Psychology: From infancy to adulthood .Pearson Prentice Hall. Chapter 5

Poet Hughes Life and My Contribution to Poetry Essay

Poet Hughes Life and My Contribution to Poetry - Essay Example Biography James Mercer Langston Hughes was born on 1 February 1902 in Joplin, Missouri. He was the second child to Caroline (Carrie) Mercer Langston and James Nathaniel Hughes. Hughes mother worked as a teacher. Langston had a rough childhood. One of the experiences that greatly bore on him was the divorce of his parents. Upon divorce, Langston’s father left for Cuba and later settled in Mexico. He sought to escape racism that was rampant in the United States of America (West 160). After his parents separated, Langston stayed back with his mother. However, his mother travelled a lot in search for employment. As a result, Langston grew in a number of Midwestern towns. Langston’s maternal grandmother, Mary Patterson Langston, played a major part in raising young Langston Hughes. She was of great influence to young Langston in matters relating to racial pride, which she drew from black American oral tradition and activist experiences. Langston stayed with his grandmother i n Lawrence, Kansas, where he spent a better part of his childhood. Upon the death of his grandmother, Hughes moved in with his family friends, James and Mary Reed. He stayed with them for two years but later moved in with his mother in Lincoln, Illinois. Carrie remarried while Hughes was an adolescent. This made them move to Cleveland, Ohio where he attended high school. Their home was auctioned in February 1918 for $16,667. Since Hughes spent most of his childhood away from his father, they had a poor relationship. He lived with him for a short period in 1919. After graduating from high school, Hughes moved back in with his father in 1920. He hoped to convince his father to allow him to attend Columbia University. Hughes’ father had a dislike for Negroes and hoped that his son would study abroad. He was willing to support his son financially had Hughes agreed to do away with his ambition as a writer and pursue engineering. Hughes and his father came to a compromise that he w ould undertake engineering at Columbia University. After a two-year stay at the university, Hughes left due to racial prejudice. To earn a living, Hughes worked various odd jobs. At one time, he worked as a crewmember aboard the S.S Malone. Working on this ship saw him spend six months travelling partly to West Africa and Europe. He returned to the United States and secured a white-collar job working at the Association for the Study of African American Life and History. He served as a personal assistant to Carter G. Woodson. The job was too demanding for him, as it did not give him enough time to pursue his writing. Consequently, he quit the job and got another job as a busboy at the Wardman Park Hotel. It is at this place that he met the poet Vachel Lindsay. Lindsay was impressed by Hughes’ work and went ahead to publicize his discovery of Hughes as a poet. Some of Hughes earlier work was already published in magazines and was about to compile them into his first book of poe try. Hughes went ahead to enroll in Lincoln University which was synonymous with blacks in Chester county, Pennsylvania. Upon completing his B.A degree from Lincoln University in 1929, he went back to New York. He did a few travels to the Soviet Union and the Caribbean but spent a better part of his adulthood in Harlem. Controversy looms over Hughes’s sexuality. Some people such as Arnold Rampersand, Hughes primary biographers believe that he exuded homosexual tendencies in his poems thus belief that he preferred African American men (p.69). Hughes died on May 22, 1967.

Escobar's essay on post-development Example | Topics and Well Written Essays - 1250 words

Escobar's on post-development - Essay Example The catastrophe in developing mentalist discussion can be viewed in at least two ways. First, incapability of dangerous thinking and most communal powers to imagine a new domain, which finally leaves behind the fantasy of development, and that rise above development’s dependence on western historicity and modernity. On the other, the appearance of an influential social movement discussion that although still unclear about its possible instructions, has quickly become a privileged arena for political action and intellectual inquiry. The majority of assessment of development spoken within the cultural and epistemological freedom it defines has reached a stalemate. Therefore, the current disaster does not call for an improved method of doing development not even for other development. An evaluation of the perform and discourse of development, nevertheless can help clear the ground for a more fundamental collective imagining of the option future. According to this analysis, development has to be making out for strategy and discovery created by the first world concerning third world being underdeveloped. Thus, development should not only be observed as an instrument of economic power over the social and physical reality of much of Latin America, Africa and Asia. It has been the primary tool through which these fractions of the world have been shaped and have twisted themselves, thus ruling out or marginalizing other ways doing and seeing. Because post-world war II dialogue of development is resolutely well established in the western economy and modernity, the difficulty appears complex. To imagine about options to the development, therefore, necessitate a hypothetical practical transformation of the ideas economy, modernity and development. This change can be best attain by construction upon the practices of social movements,

Will Globalisation Lead to the End of the 'Third World' Essay

Will Globalisation Lead to the End of the 'Third World' - Essay Example Globalisation has been termed as the key to end poverty and gaining of financial stability in the countries all over the world. Globalisation can be simply termed as the increasing of relationships between culture, people and economic activities. Globalisation is characterised by more cheaper trading fees like exports and imports. In many instances globalisation is referred to as economic globalisation. Economic globalisation is the global distribution of produced goods and services. With globalisation, freedom to trade and to business has become a norm in the globe (Bhagwati, 2004). Countries are given the opportunity to trade with all other countries across the globe. It is further facilitated by the reduced fees of levies, taxes and import quotas. Prior to globalisation, the global economy was controlled by specific groups. In those days, the freedom to trade was not a norm. Business people had to pay heavy fees to governing bodies just to operate a small business. In the days of cold war, global trade was very expensive and biased. It is due to this that the global economy was growing at a very slow rate (Blomsrom & Hettne, 1984). The prices of exporting and importing products were high enough to hinder an ordinary merchant to conduct the business. This left militaries and governments as the only bodies with a comfortable run in the global market. It is during this period that many counties failed to grow economically and remained in bad economic positions up to today. However, with globalisation the economic trend of these third world countries is changing significantly. With economic and trading freedom, third world countries are striving to get an economic advantage in the global economy. Is this trend purely caused by globalisation? This paper will focus on the impacts that globalisation has brought to the third world countries. It will also look at the future of the third world countries under globalisation, and if globalisation will lead to the end of the third world. It was predicted that there would be a rapid development in Asia, Africa and Latin America. The growth would be enough to bridge the gap between the developing and developed states. According to Chew & Denemark (1996) the gap will be reduced until to the level that it would be insignificant and meaningless. This will provide a level ground of trading among all nations. These developments are said to be most beneficial to the poorest nations. In Africa, Asia and Latin America the desperation of success is growing each and every day among individuals. With the success trail made easier by globalisation, everyone in the developing nations see a future of success in them (De Beer & Swanapoel, 2000). This leads to innovation and entrepreneurship among them. If the trend of striving for success continues in the third world countries, third world countries will be no more. However, some critics argue that the development of third world countries in not due to globalisatio n but the need to get better lives. As much as the argument holds some truth, the developing global economy also has a crucial role in the success of developing countries. Globalisation has opened many opportunities for a global development. However, these opportunities are not evenly distributed because some states are being incorporated in the global economy more rapidly than the others (Burnell, 2008). This is mainly caused by the difference in governance of financial positions of the nations. With proper policies third countries have a probability of having the greater piece of the cake in the global economy. For instance, in the 1970s and 1980s Africa and Latin America implemented economic policies which focussed more on internal financial development. What followed was

Congestive Heart Failure Case Study Example | Topics and Well Written Essays - 2000 words

Congestive Heart Failure - Case Study Example The mechanism and resulting physiologic alteration c. The resulting effects on body system d. Citations from Peer Reviewed Articles IV. Analysis of Clinical Findings Manifestations a. Discussion of the Patient’s Clinical Presentation b. Review of Patient’s Clinical Course c. Comparison of this case to pathophysiologic findings in the literature d. Critical Thinking V. Analysis of Laboratory Tests VI. Treatments VII. Outcome Analysis VIII. References Introduction to Congestive Heart Failure Opening paragraph in which the topic is introduced and the content: More than 5 millions of the Americans are suffering from Congestive Heart Failure (CHF) and these people have been in and out from the hospital because of CHF and its clinical sequelae (American Heart Association, 2004). CHF changes lives. It affects the structure of the family and the society as well. Once it strikes the breadwinner of the family, it would mean loss of income and shifting of one’s role in the family. In general, this debilitating disease greatly affects the family and the society as a whole, since any problem that might occur in the family affects the community as well. How severe the condition is determines the impact to the life of a person. The milder CHF is in the life of the person, little does it affect the person’s life. ... Incidence of Congestive Heart Failure Discussion of the prevalence of Congestive Heart Failure in the United States: Congestive heart failure is a â€Å"serious condition† resulting to a considerable morbidity and mortality (Schocken, et al., 1992). In the US, CHF is an increasing public health concern because of the limited data that identifies the validity in diagnosing CHF (Goff, et al., 2006). Lui and Wallace (2011) noted that although the annual prevalence rate of CHF was 1.6 percent, which is much lower than that of hypertension, the number of average rate of hospitalisation was reversibly higher with high rate of hospitalisation among the older population belonging to the adults aged 75 and above, compared to the younger population who have the least group of individuals being hospitalized (Lui and Wallace, 2011). According to the National Heart Lung and Blood Institute (2012), the prevalence rate of CHF is increasing and an estimated 4.8 million Americans were diagnose d to have CHF and likewise, an increasing incidence of prevalence rate of hospitalizations and deaths secondary to CHF is increasing (National Heart Lung and Blood Institute, 2012). The incidence of new cases of mortality of 400,000 secondary to CHF is increasing each year and others were due to its complications (National Heart Lung and Blood Institute, 2012). Statistics of Morbidity and Mortality: CHF occurs equally in both men and women but is more prevalent in descent other than white Americans such as African – American, Hispanics, and American - Indians (Cleveland Clinic, 2011). About 1 million are hospitalized each year in the United States due to CHF and around 30 – 60 percent of these populations are readmitted due to the same problem (Cleveland Clinic, 2011). The

Lean Manufacturing Essay Example | Topics and Well Written Essays - 2500 words

Lean Manufacturing - Essay Example Current process The present procedure is one with an 8 hour shift for 20 days in a month, with both Fridays and Saturdays observed as off-days. The details of the 11 current operations being run can be seen in figure 1. Initially the present VSM or Value Stream Mapping has been developed. VSM is basically is a method to understand the dense relationship between each of the operations. It depicts time elapsed, non-conformance number, inventory and the flow of information between operations. The following advantages of VMS have been elaborated by Tapping, et al. (2002): a) Envision all of the flow of information and material used. b) Envision the relationship between operations and production control. c) Point out the waste sources in the system. d) Identify bottleneck operations. Afterwards statistical charts like bar chart, pie charts and waterfall charts are constructed. For this purpose, all the activities in the operation that that value or non-value added, must be highlighted. Va lue added activity is one which creates value, as customers perceive it. On the other hand, non-value activities are those, for which, the customer will not be liable to pay for. For this reason all non-value activities should be removed from the process immediately. In this scenario, cycle time is a value added activity whereas the set-up time and waiting time are tagged as non-valuable activities. Reason behind future state The immediate target of the future plan is to nullify all non-valuable activities and wastes. Waste is described as the process that does not help in cost reduction and also as a process that doesn’t add to the product value. In total, waste can be categorized in seven parts: 1. Waiting 2. Needless inventory 3. Flaws 4. Transportation 5. Overproduction 6. Incorrect processing 7. Needless motion Nevertheless, another waste which is also considered in this list as the eight waste is over-employment, which means employees, whose services are not fully utili zed. This disease can only be curbed by the input of the employees in the company with innovations and better working ideas. Three major motives are involved in the consideration of lean manufacturing in the very first place. First and foremost is the expanding of the market at a global stage. Then comes, the higher demands of the customer in relation to quality and a better cost. Lastly, the old school methods are no longer accepted, for e.g. once a month delivery of the products to the customer. Lean manufacturing is an outstanding approach to achieve better operations, quality and cost wise. It is a sluggish process but contributes heavily to lessening of wastes. Additionally, it is more prone to increasing the quality of the process. The major motives behind VMS are listed and elaborated as follows: 1. TAKT time and bottleneck station TAKT is the essential element that has to be considered in lean manufacturing to meet the requirements of the customer. According to Carreiera (20 05), TAKT is defined as â€Å"the frequency with which your customer consumes a unit of product†. In simple words, it can be established about TAKT time that, it is the time available for producing a product which is parallel to the needs of the customer. TAKT time can be calculated by the following formula: If the time of the process is less than the

The Effects of the Death of a Parent on Normal Child Development Research Paper

The Effects of the Death of a Parent on Normal Child Development - Research Paper Example The first major difference is of quality and organization of the information being used. The professionally reviewed article has used the appropriate terminology and information boundaries like population being analyzed are clearly defined which makes the scope and depth of article crystal clear. The abstract explicitly defines the issue, stakeholders and various aspects to be discussed in the article. The author has correlated the information with his personal experiences of abandonment in early age. The effects like depression, addiction, hopelessness, homelessness, split loyalty and uselessness among children, adolescents and adults are discussed with the help of specific examples and case studies. Expert opinions and professional theories are constantly referred in the article to draw intellectually sound inferences. The magazine article on the topic is rather general and instead of a professional review it takes the shape of author’s opinion on abandonment and parental lo se. Article boundaries are vague and the information is not backed by expert opinions and professional theories. The effects of parental loss and remedies are not discussed at length rather a suggestive approach is adopted to provide solution.

Political science Essay Example | Topics and Well Written Essays - 2000 words

Political science - Essay Example A conservative would probably agree with all the Alabama measures against illegal immigrants. A conservative would think that since illegal aliens defied immigration laws they deserved to be treated like criminals and flushed out of their hiding places using all means. He will also consider as justifiable the use of stop and search measures on the basis of a vague rationale as reasonable suspicion, usually employed in anti-terrorism related drives, to ensure the apprehension of law breakers. On the other hand, a liberal, while realizing that illegal immigrants have violated immigration laws, will consider some of these measures as extreme, inhuman and unnecessary. A liberal will know how to balance between crime and punishment, and will not forget that illegal immigration is driven by the desire to find greener pastures and not to terrorize Americans. The punishment must fit the crime, but in any case no human being deserves to be treated like a rat. ... ?lack of codified law and coercive authority, a penchant for processes that are participatory and spontaneous, and an inherent impetus among community members to associate voluntarily and cooperatively† (Amster 291). Despite the system’s ideal underpinnings, anarchy is evidently unpopular. Successful rebellions against governments in various times of the world’s history did not result into the establishment of anarchic societies, but of new governments that were instantly installed to replace the toppled ones. The utopian nature of anarchy imports impracticability, presupposing a society where individuals stand together on equal footing, a notion that is illusory. There will always be individuals who will assert themselves above others and establish themselves as leaders, a position that can only be sustained if the community is organized and restrictions are imposed. Governments or systems of hierarchy are, therefore, inevitable (Kenneth & Goldman ). Moreover, an archy basically aspires for perfection, a condition impossible to achieve and more so to sustain. Nonetheless, anarchic societies do exist in the history of the world and even into the 20th century. This is exemplified by the Eskimo tribes of the North American Arctic, Pygmies in Zaire, the Yurok of North America, the Ifugao of the Philippines, the Land Dyaks of Sarawak, to name a few (Stringham 371-372). As can be seen, these societies are characterized by their small size, backward civilization and remoteness from the rest of the world, conditions that are impossible under a highly globalized world. Question 3: War on Terror The National Supremacy clause under Article VI of the US Constitution and the Reserve Clause of the Tenth Amendment have established the boundary between federal and state powers.

Leadership Development Research Paper Example | Topics and Well Written Essays - 3750 words

Leadership Development - Research Paper Example However, with the presence of globalization in the business environment, increases in available job opportunities in multiple industries, and internal business needs for multi-talented workers to maintain competitive advantages, many organizations had little choice but to break-down autocratic management systems if organizational managers desired to gain employee commitment, loyalty and retention. This is the foundation of modern leadership, an evolution from command-and-control management that ultimately became rather ineffective in the late 20th Century. Leadership is a type of social persuasion which allows a manager to seek support and assistance from employees in the pursuit of attaining positive results with common projects and objectives (Nickels, McHugh & McHugh, 2008; Chamers, 1997). Leadership is an influential individual within the organization that creates a mission, coaches others, builds positive social relationships, and ultimately maintaining competency that allows for group organization and team-working. Leadership, as opposed to traditional management practices, is now a fundamental aspect of contemporary human resources systems and the method by which organizations guarantee higher levels of job satisfaction and intention to stay with the company. However, it should be recognized that not all individuals in the professional environment maintain the skills and competencies to become effective leaders. Therefore, organizations must identify potential strategies and procedures to develop leaders with the aptitude and capability to gain employee followership. To be an effective leader means developing skills that promote a genuine willingness to follow the direction of leaders within employees, a talent that is multi-faceted and complex based on psychological and sociological attributes and behaviors of employees. Furthermore, not all leadership

Hamlet - Ghosts Speech - Act 1 Essay Example for Free

Hamlet Ghosts Speech Act 1 Essay In the beginning of the play, the reader is introduced to the disorder in Denmark, a prevalent motif. The mysterious death of the king spurred the disorder, and the prospect of revenge was magnified by the supposed appearance of the late King Hamlet’s ghost. The ghost’s appearance and subsequent speech intensify the disorder by validating the reader’s suspicion of Claudius as a murderer and an incestuous, adulterous serpent. Hamlet is torn by this revelation, and responds with justified drama. Thus far Hamlet had a few reasons to hate Claudius; the ghost’s message emboldened everything he had suspected and even added to it. Previously in Act One, Hamlet had criticized Claudius for a few major grievances: for being opportunist upon the death of his father by marrying his newly widowed mother in order to seize the throne instead of Hamlet, for not properly mourning the king by waiting just a month to take his wife, and for acting like an animal by behaving in an incestuous and lustful manner. By playing on many of the same metaphors as Hamlet and bringing forth new claims too, the ghost- whose word the reader takes as truth- bolsters Hamlet’s claims. In the ghost’s rhetoric, Claudius is an unnatural, murderous â€Å"serpent†.(sc. 5 ln. 43) As a â€Å"fat weed,† his parasitic nature is apparent and matches Hamlet’s assessment of the situation as an â€Å"unweeded garden.† (sc. 5 ln. 39) (sc. 2 ln. 139) Later, the ghost goes on to describe â€Å"lewdness† courting â€Å"virtue† in Claudius’ despicable new relationship.(sc. 5 ln. 60-1) To Hamlet and the ghost, the new union is an embodiment of evil though it holds an honorable, royal position. The royal bed is now a couch for luxury and incest. (sc 5. ln.89-90) The queen has been corrupted by â€Å"wicked wit and gifts† and succumbed by what almost sounds like magic. (sc. 5 ln. 51) This too plays on the motif of unnatural existence in â€Å"Hamlet† as exemplified by the ghost. The ghost refers to public opinion as â€Å"the ear of Denmark.† (sc.5 ln.43) By misleading this one representative ear, the entire country has been misled.  The ghost then furthers the ear imagery by describing how he was personally poisoned through his ear. This deception perpetrated by the current king adds to the sense of unrest. The late Hamlet was â€Å"sleeping within (his) orchard,† an emphatically innocent action, as the juice was poured into his ear and coursed through his body like quicksilver. (sc. 5 ln. 66) The poison â€Å"tetter(ed)†¦about†¦with vile and loathsome crust.† (sc. 5 ln.78-79) This vivid and gory description adds to the sense of decay and discord. As Marcellus put it, â€Å"something is rotten in the state of Denmark.† (sc.4 ln. 100) Then the ghost talks about how that napping time was his â€Å"secure hour.† (sc.5 ln. 68) This describes the feeling of routine that once existed in the kingdom. Now time is cursed and nothing is happens in a proper time because of Claudius’ unnatural murder. The senses of touch and sight are very important in this speech. The ghost carefully describes how things looked and felt to actualize his feelings to Hamlet and the reader. When describing the queen, he uses a prickly set of descriptive words. She isn’t just part of a cursed union, she has â€Å"thorns that in her bosom lodge to prick and sting her,† by some heavenly will. (sc, 5 ln. 94-5) Additionally, the description of the poisoning is graphic to make it personal and real for Hamlet.

Spelling Errors With Grade Nine Students English Language Essay

Spelling Errors With Grade Nine Students English Language Essay The main goal of this study was to go beyond the general awareness that spelling is a problem for Grade 9 at Abdel Rahman Aldhakhel School students. Its purpose is to identify more specifically the kinds of spelling difficulties they have. In addition, the purpose of the study was to determine the most common types of spelling errors made by those students who were in the ninth grades. In addition, the purpose of the study is to determine the main difficulties that face students in spelling. Also, It attempted to determine the causes of the spelling errors with those students and how could we solve them. This study was limited to data obtained from a spelling test given to students in Abdel- Rahman Aldakhel School C2. There were 45 ninth grade students. They were all male students. Their ages were between 15 to 17 years old. The data were collected from questionnaires given to different teachers. They were six males and four females. The result was that most students committed at least one error in this test. The types of errors committed by the largest number of learners were omission, insertions, and substitution. Also, the most type of difficulty for students was silent letters. It was a problem for 38 students of 45 (84.4%). Also, way of writing sound /z/ and ways of writing sound /s/ were a problem for them. Most of teachers agreed that the spelling errors might affect the students learning process. The researcher tried to find the best strategies that teachers and parents can follow to improve their childrens spelling. Also, He mentioned the best activities that teachers can use in classes to reduce spelling errors with those learners. Also, the researcher focused on spelling errors in order to find out the common spelling errors and the best strategies to overcome them. Introduction English as a second language is an easy language to start learning, because it is related to our language Arabic. That means English and Arabic share some elements. Sometimes the same word (how to say it) like Alcohol. However, you will face some difficulties when you learn it. English is different from Arabic in the way of writing the letters and the way of pronouncing. Many students make more mistakes in spelling. That maybe because the spelling of word may not show the exact pronunciation (way of saying) of it. This is because English words come from many different sources. In addition, sometimes the word is too long to keep it or it is similar to another word. Therefore, that, some students mix them. Spelling errors are the most common type of mistake in the written work of English learners. Spelling is a particular problem because of the differences in the writing systems of Arabic and English. In addition, it is because in English the relationship between sounds and writing are not regular. The researcher focused on spelling errors in order to find out the common spelling errors and the best strategies to overcome them. Statement of the problem The students in grade nine at Abdel Rahman Aldakhel School face difficulty in spelling. They make many mistakes in their writings. They committed many mistakes in their exams and in their homework therefore that will affect their learning process. When they write a paragraph or an essay, they feel worry of those spelling mistakes. So, the researcher did this research to find the best ways to overcome those spelling errors and to know the best strategies that teachers and parents can follow to reduce spelling errors with those learners. Significant This research is very important for many reasons. First, it will determine the different types of spelling errors. Also, it will determine the different kinds of errors. Third, it will help both students and teachers to overcome those spelling errors in the future. In addition, it will help the teacher to choose the best ways to teach spelling for students. Term of Definitions 1- Transfer refers to the effect of native language on the learning of second language. 2- Overgeneralization is common process in native language and second language in which the students extend the use of a grammatical rule of linguistic item beyond its accepted uses. 3- A communication strategy means to express meanings using the words and grammar. Addition is the addition of unnecessary letters to a word. 2- Omission is the omission of a letter or letters from a word. 3- Substitution is the substitution of a letter or letters for the correct letters. 4- Inversion is the arranging of the correct letters in the wrong order in a word. 5- Miscellaneous is spelling which in no way resemble the word. Review of literature Spelling defined as the learners ability to write words correctly from memory. Effective writing depends on effective spelling. Understanding learners spelling difficulties can help teachers support the development of learners writing. Good spelling is a goal to the students in his writing. The student who cannot spell has a very difficult time in converting his ideas to others. His thoughts are broken by inability to spell words. The misspelled words will take the mind of the reader away from the meaning of the message. So, spelling is necessary for communication. Errors made by second language learners are classified into two groups, interlingual and interlingual errors. First, Interlingual errors are those that result from language transfer and caused by the learners native language. Some researchers hypothesized that errors in the second language are caused by the interference of the students native language. Such errors reflect the students inability to separate native language and second language. Other researchers pointed out that students errors in second language are caused by several things. These include transfer, overgeneralization and communication strategies. Transfer refers to the effect of native language on the learning of second language. In transfer, some patterns are borrowed from native language. In Overgeneralization, patterns may be extended from second language by analogy. Overgeneralization is common process in native language and second language in which the students extend the use of a grammatical rule of linguistic i tem beyond its accepted uses, generally by making words or structures follow a more regular pattern. A communication strategy means to express meanings using the words and grammar, which are already known. Intralingual errors are those, which result from faulty learning of second language, rather than from language transfer. Phenix (2001) believes that spelling difficulties with learners can be divided into two groups. First, linguistic, which are related to the nature of the language. Second, personal, which are related to the different stages of development learners go through. Phenix (2001) describes these stages as follows: First, pre-phonetic, learners use a mixture of pictures, signs, shapes and letters. Second, semi-phonetic, learners use letter names to represent the sounds. Third, phonetic stage, learners use known sounds to write words and they become aware of word boundaries and leave spaces between words. Fourth, visual learners use most letters correctly, if not in the right order; they use vowels in every syllable. Fifth, mature which means that learners use a full range of strategies to spell words and they are able to make analogies from known spelling patterns; they are able to recognize incorrect spellings. There are many studies done on spelling errors and the different kinds of errors and different types of difficulties. Snowball did a study on spelling errors and the main kinds of spelling errors. She listed six different kinds of spelling errors. She said that it is not enough to know that the students have misspelled words but she finds it useful to analyze the different types of error students are making and then provide relevance teaching based on that knowledge. She listed some common types of spelling errors based on his study and the best strategies to help them overcome them. The First kind is spelling by sound only like photo, foto. The second kind is not hearing sounds in words like, library, library. Third, confusing about homophones like tow, too, to. Fourth, shaky grasp of suffix and prefix rules like stopt, stopped. Fifth, lack of attention to the order of letters in words like, brid, bird. Finally, knowing to spell, but not to caring like, for some students, the proble m is not a lack of spelling skill but confusion about the importance of spelling correctly. Teachers should be careful when dealing with those kinds of errors. She listed some strategies that teachers can follow for overall correction. First, teachers should ask them what ideas they are using when they spell. Then, he should use their answers as a starting point to clear up confusion. Second, when analyzing or correcting spelling mistakes, they should keep in mind the appropriate expectations for the age and experience of the writer. Third, they should be sure to point out the many good strategies that they observe in students spelling. Then, they should encourage their students by using phrases like these, I like the way you try unknown words, I see that you know how to spell many high-frequency words, I see that you are learning how to use common spelling patterns and I notice that you care about your audience and so you have proofread your writing. (Snowball, 1997) There are four types of spelling errors that learners of English commonly make. These are omissions and it means leaving letters out, substitutions, which means replacing letters with incorrect ones, transpositions, which means reversing the position of letters, and additions /insertion, which means including extra letters.( clements, 1971) It is very important to teach students the best strategies to learn words and to check spelling of words they have written. Teachers and parents are alike need to incorporate teaching strategies for learning words and strategies for teaching spelling into all curricula. Sarah Malburg (2009) mentioned some strategies that can parents do to improve their children spelling as the following: Parents can help in teaching spelling to their children. They should sit with their children at home for a fixed amount of time in order to teach or learn spellings of words. In addition, they can put the common words on different items at home. Children will look at the word daily and they will try to establish the relationship of words and their use in daily life. In addition, they can use hide and seek technique for teaching word spellings to their children. They can make the child look at the word, say the word, hide the word with one hand behind the back, then have them write and say the word and then check it. Parents can close the eyes of their children with their hands; tell them to visualize a picture of the word in their heads. They can tell the child to trace the letters in the air with eyes closed. Then, they tell the child to open their eyes and write t he word on the paper. In addition, they can tell the child to check the spelling with the word in the book. They also can teach children about group words. Parents should encourage children to make associations of words with similar patterns e.g. other, brother, mother etc. There are some strategies that can teachers do to improve their students spelling as the following. The teacher should teach spelling strategies in the classroom. While teaching, the teacher should say the word slowly and students should listen carefully. Then he should write the word clearly, syllable-by-syllable on the blackboard. Then, he should write the similar sounding words on the blackboard e.g. bead, dead, read, bread etc. The teacher should teach students about listening to the order of sounds in a word. In addition, he should teach students about the derivations of different words from the base word e.g. sign, signal, resign etc. this will help children in the formation of new words by adding prefixes and suffixes. Teacher should teach dictionary skills to his students. He should explain alphabetical order and use different word endings under the base word e.g. bank, banking etc. Ù†¦Ãƒâ„¢Ã¢â‚¬   ØلكØ ªÃƒËœÃƒËœÃ‚ ¨ There are six common ways that can teacher follow in teaching spelling for learners and they are called Six Research- Based Techniques. First, careful word selection, you cannot pain a picture without the pain, and you cannot teach spelling without words. So, teachers should be careful when choosing words and they should agree that the words are suitable for their students. Second, using a pretest-study-posttest format, administrating a pretest is an efficient way to individualize spelling. In the pretest, each writer in classroom quickly and easily demonstrates whether or not he or she knows the words or patterns in the weeks unit of study. Third, use a self-correction technique, follow self-correction technique like, Find a partner and take the test, ask your partner to read your words and tell you if there are any words he does not know (how to say). Then, say the words for him, write the word on a piece of paper. when you complete your list, witch roles Fourth, teach children How to study unknown words. A system technique for learning the correct spelling of words is by using a combination of auditory, visual, kinesthetic and tactile procedures. You have to follow look, say, write technique. Fifth, use spelling Games: using games in teaching students is a useful way because to attract the students attention. Many students like games and it will be an affective way to teach them by using games. Sixth is word sorting like, using pocket chart. Methodology In order to know the common spelling errors and their causes, the researcher chooses spelling errors as a topic of my research. Then, he started to collect the information from different sources. First, he observed his classes (Grade 9/4 and 9/1) at Abdel-Rahman Al-Dakhel School. The participants were 45 boys. The learners were aged 15-17. The boys were in two classes of 23 and 22. He observed the students while they were writing in class, their writing in the exams and he found some spelling mistakes. In addition, he took four workbooks. Then, he searched about the spelling errors in their writing in their workbooks. Next, he analyzed the results. I searched in the internet about some information that helped me in analyzing the results. In addition, I interviewed some teachers at Abdel-Rahman Al-Dakhel School. I asked them about the common spelling errors and the reasons that make students spell wrong. Finally, I wrote the report. Data were collected through spelling tests administered to these learners. Also, data were collected through interviewing some English teachers. I choose 10 words. The learners in each class were given a copy of their ten words to study the day before the test. This figure shows that most of the teachers agree with that spelling errors may affect students learning process. In addition, some of them said that they agree with that spelling errors affect students learning. Some teachers dont agree with this point. They said that it does not affect students learning. This figure shows that some teachers were agree with that reading stories or books help students to limit spelling errors. However, some of them were not agree at all with this point. They said that students cannot limit spelling errors by reading stories and books only. They have to follow a plan to solve this problem and there are some steps they can follow to reduce spelling errors. This figure shows that all the teacher were agree with that teaching way plays a major role to improve students spelling. So, the teachers should focus more in their teaching ways to reduce spelling errors with students or to improve spelling with those students. This figure shows that most teachers were agree with this point. They said that improving students spelling helps them to improve their language. Most teachers arguer with this point and they said that it is not enough to teach them the phonetics to reduce spelling errors or to improve their spelling. There are some ways that they have to follow to improve their spelling. Most students committed at least one error in this test. The types of errors committed by the largest number of learners were omission, insertions, and substitution, while errors of transposition were present in the work of smaller proportions of learners. Some students did well in the test and they were seven students. Substitution was the most types of errors that students fell in with 84.4%. In addition, Omission was one of the most types of errors with 84.4%. Some students committed two mistakes in one word, (omission and substitution), like bul instead of pull. So, as the researches approved that substitution and omission are the most common type of errors that Arab learners make. This figure shows that the most type of difficulty for students was silent letters. It was a problem for 38 students of 45 (84.4%). Most of them wrote nock instead of knock because they spell words by sounds only. In addition, way of writing sound /z/ and ways of writing sound /s/ were a big problem for them. Some students wrote z instead of s like noz. There are other mistakes done by those students like writing b instead of p and that problem because they are not hearing sounds in words. The number of the students who did not make any errors and they did not have difficulties were 15.5% only. Discussion: Through these tables, the researcher noticed that the students faces difficulty in spelling and that of course will affect the learning process. He tried to know the reasons and how can a teacher help students to solve their problems. He think that the reasons are first, the way of teaching because most teachers dont care about spelling and they care only about speaking, so the students can read the word but they cant spell it. The second reason that some students when they learn any new word, they do not try to spell it and they dont practice to write or use it. The third reason is that most students dont read English magazines, books or newspapers which are important to know the words and the spelling of them. The Fourth reason is that most students cant differentiate between the C and S, C and K. The fifth reason is that most students writes what they hear like writing Z instead of s. The last reason that most words in English have silent syllables like light, know, bought, listenà ¢Ã¢â€š ¬Ã‚ ¦act. Recommendations for students: Students should follow a plan to solve this problem. Students should use the unit list of words to study the words carefully. Students should read books and magazines. Students should practice writing the difficult words at home many times in order to remember the words correctly. Students should listen to the words carefully and try to differentiate between different sounds of letters. Students students Recommendations for teachers: Teachers should Recommendations for curriculum designers: CONCLUSION The research showed that some students faced problems in learning second language. They are facing problem in spelling more than verbal skills. The researcher showed the common spelling errors and how the teacher can solve them to improve students. In my opinion, there should be a special class that focuses on reading and writing for improving spelling skills. That will make the teachers care more about spelling. We recommend that Education College should provide teachers with training courses in developing strategies to improve spelling skills. In conclusion, learning language requires many inputs.

Analyzing What Boudicca Is

Analyzing What Boudicca Is Though the primary sources on Boudicca are fragmentary and limited, it can still be ascertained that she played a major role in the revolt of the Iceni against the mighty foreign power of Rome. Throughout history powerful men have been viewed as threatening, but powerful women such as the late queen of the Iceni are often seen as awe-inspiring. Owing to Boudiccas mistreatment and bravery she rose up against the Roman Invasion endeavouring to seek vengeance and in doing so shaped European history. Boudicca, one of historys most powerful women, suffered rape only vicariously as a mother, but her revenge destroyed thousands. The rebellion of Boudicca has an established and monumental place in British history. Her ability to recruit a brutal Celtic army and massacre thousands in her revolt displays her courage and determination as a leader. The character of this woman and the events of her life, contribute immensely to her importance in history. While over time she has been viewed by dif ferent perspectives, she is most commonly seen as the obvious; a queen, mother, wife and survivor. Boudiccas revolt against the Romans was initially shaped by misfortunes brought upon her life and her family. Among ancient Celts, women were equal to men and held a number of well established rights. Consequently, when Boudiccas husband, Prasutagus, King of the Iceni tribe met his death in 60 AD, Boudicca took her assumed role as Leader and queen. Her husbands will outlined Boudiccas inheritance of the tribe and its land yet the Romans considered this practise illegal and demanded she hand over her wealth and territories. The injustice of such a demand resulted in Boudiccas strong refusal which ultimately led to her arrest, flogging and then the public brutalisation and rape of her two young daughters. Tacitus, senator and historian of the Roman Empire depicted the event in his work, The Annals. He states, His kingdom was plundered by centuries his wife Boudicca was scoured and his daughters outrage. All the chief men of the Iceni as if Rome had received the whole country as a gift, were stripped of their ancestral possessions, and the kings relatives were made slaves.(http://classics.mit.edu/Tacitus/annals.html). This prominent historian outlines significantly the atrocious actions of the Roman Empire and mistreatment of the Royal Family and its tribe. Manifestly, after the assault to her children, her family and her kingdom, it was time to seek vengeance. Boudicca triumphed as courageous female leader and despite the fragmentary nature of sources; there is strong historical evidence which depicts her heroic qualities. In the case of Boudicca, the public lashing she received and the rape of her daughters was a calculated political move on the part of the offending Romans, whose intent was to show the Celts their helplessness against the conquerors. For years Celtic tribes had suffered under roman domination and taxation. They had been driven off their own land and subject to lives as slaves and prisoners. After suffering yet enduring such great offences, Boudicca recruited neighbouring Celtic tribes which without a doubt strongly supported the revolt. Tacitus articulated that even neighbouring tribes which had not yet been cowed by slavery agreed in secret conspiracy to reclaim Celtic freedom. (Annals, 14,31). Cassius Dio, a Roman historian, could not overlook the magnanimity of Boudicca as he romantically depicts her in his literature when he displayed, She was huge of frame, terrifying of aspect, and with a harsh voice. A great mass of bright red hair fell to her knees: she wore a twisted Torc, and a tunic of any colours, over which was a thick mantle, festered by a broach. Now she grasped a spear to strike fear into all that watched her.(www.unc.edu). Without question, Boudiccas larger than life reputation, courageous persona and frightening stance was clearly recognised and depicted strongly in Roman history. Her ability to inspire support from neighbouring tribes in her vengeance in seeking to revolt made her a leader in her own right. Her final speech to her army, retold by Tacitus, displays the motivations of the Celts. Boudicca stated, Roman lust has gone so far that not our very person, nor even age or virginity, are left unpolluted If you weigh well the strength of the armies, and the causes of the war, you will see that this battle you must conquer or die. This is a womens resolve; as for men, they may live and be slaves, and captive.(www.unc.edu). Boudicca expresses that she would rather die than let herself and her tribe fall under the control of the Roman Empire. It is articulated that Boudicca saw the battle as life or death and that women will fight to the very end in the name of vengeance. Despite the fragmentary nature of the sources surrounding Boudicca, it is still evident that her efforts to build and motivate her army display her impact and inspiring leadership qualities. After the rape of her daughters, her own lashing and the outright theft of Iceni lands, Boudicca inspired an army of some 100,000 to break out from the oppression of the Roman Empire. Those who rose up against the Romans were few and far between. Perhaps the most significant factor is that the Roman Legions were far away from the Iceni Lands when the uprising occurred. Roman Governor Suetonius and his army were on the island of Mona and his march would take considerable time to intercept Iceni plans. Consequently, Camulodunum, Romans centre of rule, was attacked by Boudiccas troops and burnt to the ground. With little resistance in Boudiccas path, her army marched on to Londinum which suffered largely the same result as Camolodunum. Boudiccas army slaughtered the Roman people mercilessly. Inspired by vengeance the army marched on. Governor Suetonius described by Tacitus as an officer of distinguished merit, received news of the revolt and gathered 10,000 legionaries and marched them to stop Boudicca in her path of destruction. The exact location of the final battle is unknown but Boudiccas tribe were confident in their triumph against such a small Roman army. What the Iceni army did not have was militaristic training like the Roman soldiers did. Suetonius positioned his army on a hill leaving Boudiccas army to fight uphill, tired and hungry. Cassisus Dio described the Iceni as a swelling army in a battle that lasted all day with Boudicca sending wave after wave of Celts. (www.womenshistory.about.com) Tacitus gives an account of the final battle and tells of the women running around frantically, hair wild, naked and screaming, The Celtic chief was adorned to barbaric splendour with highly ornamental shields of armour. (www.conquest.caeraustralias.com.au) Boudicca was again presented in a heroic light yet her tribe was depicted as unhuman and unsophisticated. This is evident bias as the Romans stood for order and military discipline. Consequently, Boudiccas army were brutally defeated. Boudicca escaped with her daughters and it is believed that they ended their lives with poison to escape punishment and having to submit to the hands of Roman Rule. The Celtic tribes were hopelessly outmatched in militaristic methods yet they represented tradition and religion. Boudicca led a rebellion which literally and metaphorically set Roman Britain ablaze, but in doing so guaranteed the destruction of her people. Regardless of the fragmentary nature of the sources, Boudiccas influence is clear yet her fame in British and Roman history somewhat outweighs her achievements. Cassius Dio expresses the impact of Boudiccas revolt as he highlights, A terrible disaster occurred in Britain, Two cities we sacked, eighty thousand of the Romans and their allies perishedMoreover, all this ruin was brought upon the Romans by a women, a fact which in itself caused them the greatest shame. (M.J.Trow, 2005). Boudicca had clearly made a significant impact, but perhaps the most history making aspect of the revolt was the simple fact that its leader, Boudicca, was a female. Cassius continued to make reference to Boudiccas gender as he articulated that she possessed greater intelligence than what often belongs to a woman. (S.Busby, 2006). The shock to the Romans that a woman caused such a large uprising was evident and contributed greatly to her eminence. In contemporary times, Boudicca, warrior Queen of Iceni, is regarded as a heroine, a leader who stood her ground against foreign invasion. The misfortunes brought upon Boudicca and her tribe resulted in her vengeful seeking war against the Romans. The significant events which destroyed thousands of Romans, is a clear exemplar of her courage and leadership qualities. Despite fragmentary sources she rose as a strong female leader recruiting an outsized army. Her gender along with her achievements contributed immensely to her eminence and important place in history. Her name and history will constantly serve as a brutal yet remarkable reminder of Britains past.

To Kill a Mockingbird by Harper Lee - : Statements and Themes :: Free Essay Writer

Statements and Themes of To Kill a Mockingbird   Harper Lee makes some direct statements about the thoughts of the public during the mid-nineteen thirties. The simplest way to make a statement in the novel is through the thoughts of Scout. Scout shapes her character from her father's advice. One of the principle values Scout attains from Atticus appears at the end of the novel when she states, "Atticus was right. One time he said you never really know a man until you stand in his shoes and walk around in them" (279). Lee demonstrates the difference between an adult's understanding of the world around him and a child's understanding of his environment by creating the character Dolphus Raymond. Dolphus states: "'Secretly, Miss Finch, I'm not much of a drinker, but you see they [adults] could never, never understand that I live like I do because that's the way I want to live'" (201). Scout does not understand why Dolphus trusts two children with his secret over an adult and he replies, "'Because you're children and you can understand it'" (201). Dolphus teaches that it is not until one loses his innocence that he looks on things with prejudice. Stating facts proves to be beneficial when one is trying to express a point; however, the best way to learn is through experience. Atticus gains respect from his children and is capable of teaching them good values because he allows them to experience some of life for themselves. For example, both Jem and Scout are allowed to walk into town on their own, play by themselves in the yard, and cavort around the neighborhood with Dill during the summer. Atticus allots this freedom and in turn, Jem and Scout gain a sense of independence and responsibility. Atticus' encouragement of Jem's visits to Mrs. Dubose, which proves to be an excellent learning environment for Jem. Not only does he learn how to behave in a gentleman-like manner, but he learns of a courage that exists without physical violence. Atticus also permits the children to watch the trial of Tom Robinson. Bob Ewell's testimony exhibits poor language and a low value system. His mannerisms are contrary to those of Tom Robinson, who portrays himself as a helpful and respectful man. The trial of Tom Robinson proves to be the most beneficial experience the chi ldren could have. Not only do they see their father in a different setting, but they are able to define what constitutes a decent human being and what amounts to human trash.

Mystical Experiences :: essays research papers

Mystical or Spiritual experiences occur everyday in so many ways for so many different people. Some people tend to encounter these experiences through religious rituals or even just on thoughts of life itself. Whatever the thoughts or feelings may be, everybody has such an experience sometime during their life. Could the feelings that some may have be reactions in the brain or acts of God to help us realize our faith, and discover new mysteries that may lie ahead of us? Hearing many stories of different individuals can give us new insight into the beliefs of others and of ours as well.   Ã‚  Ã‚  Ã‚  Ã‚  My first interview involved my grandmother, Elizabeth Barajas. She stated that she has had many spiritual experiences in life. She was brought up in a catholic educational system throughout her whole life and was raised by a very strict mother that had a firm and strong belief in God and faith. My grandmother chose to talk to me about my great grandmother, her mom, Esther P. Kelly. My great grandmother always attended church and would pray constantly during the day and night. My grandma was always curious as to why her mother was always praying. All through out childhood she would just watch my great grandma pray and do other religious acts of worship. When she became an adult she was finally able to ask my great grandma why it was that she prayed so much and how it came to be. My great grandmother answered by saying that she knows God can hear her prayers. She then said that while she prays she can no longer hear any outside interference or anybody else speak. Sh e said it feels as if she is in a secluded dark place all by herself and that she has conversations with God. She said that sometimes she doesn’t even feel the touch of my grandma when she needed something. My great grandma also attended mass just about every day and she loved to sing along with the choir. According to my great grandma, she feels a chill down her spine when she sings and she feels a sort of heavenly and peaceful presence around her. She said that she would get so caught up in the moment that she would forget all about her personal problems and the problems that awaited her outside the church doors. For some reason, my great grandmother had spiritual experiences or feelings whenever she was involved with her beliefs and rituals.

How to write an essay? Essay

Writing an essay Define the context of your essay. The context is the scope of the essay. What are you being asked to write about? The context can include multiple parameters including: Topic. Sometimes your teacher or professor will give you a prompt that you’re required to use. If you do get an option to pick your own topic, then choose something that you genuinely want to become an expert about or something you feel passionate about discussing. Format. The length of the essay, the way the pages are put together and the presentation all matter. Follow the rules exactly as your teacher gives them to you so that you don’t lose points. Audience. With whom are you trying to communicate? Do you want to persuade your teacher, your peers or a college admissions committee? You’ll need to tailor your writing to the correct audience. Types of Essays Narrative Narration is telling a story from a certain viewpoint, and there is usually a reason for the telling. All narrative essays will have characters, setting, climax, and most importantly, a plot. The plot is the focus of the story and is usually revealed chronologically, but there are sometimes flash forwards and flash backs. In writing a narrative essay, remember to: Include sensory and emotional details, so the reader will experience the story, not just read about it Have the story support the point you are making, and make reference to that point in the first sentence. Write in the first or third person Descriptive Descriptive essays have text which describes traits and characteristics of people, objects, events, feelings, etc in intricate detail. Whatever is being described will be thoroughly examined. For example, if you were describing roses, you would explain: Where they come from What they look like What colors they are How they grow and smell When you write a descriptive essay, you want to involve the reader’s senses and emotions. For example, you could say, â€Å"I got sleepy† or describe it like this, â€Å"As I was waiting for Santa, my eyelids began to get heavy, the lights on the tree began to blur with the green branches, and my head started to drop.† The second sentence gives vivid details to make the reader feel like he is there. Exposition Expository essays can compare, explore and discuss problems, or tell a story. An exposition essay gives information about various topics to the reader. It: Informs Describes Explains In writing an exposition, the text needs to: Be concise and easy to understand Give different views on a subject or report on a situation or event Explain something that may be difficult to understand as you write your essay. Remember that your purpose is to explain. Argumentative In an argumentative essay the writer is trying to convince the reader by demonstrating the truth or falsity of a topic. The writer’s position will be backed up with certain kinds of evidence, like statistics or opinions of experts. The writer is not just giving an opinion, but making an argument for or against something and supporting that argument with data. To know how to write an essay in an argumentative way, you have to research and backup what you say in the text. Learn by Example When learning how to write an essay, sometimes the best way to learn is to look and analyze essay examples. Following are excerpts from narrative essays: â€Å"Looking back on a childhood filled with events and memories, I find it rather difficult to pick on that leaves me with the fabled â€Å"warm and fuzzy feelings.† As the daughter of an Air Force Major, I had the pleasure of traveling across America in many moving trips. I have visited the monstrous trees of the Sequoia National Forest, stood on the edge of the Grande Canyon  and have jumped on the beds at Caesar’s Palace in Lake Tahoe.† â€Å"The day I picked my dog up from the pound was one of the happiest days of both of our lives. I had gone to the pound just a week earlier with the idea that I would just â€Å"look† at a puppy. Of course, you can no more just look at those squiggling little faces so filled with hope and joy than you can stop the sun from setting in the morning. I knew within minutes of walking in the door that I would get a puppy†¦ but it wasn’t until I saw him that I knew I had found my puppy.† â€Å"Looking for houses was supposed to be a fun and exciting process. Unfortunately, none of the ones that we saw seemed to match the specifications that we had established. They were too small, too impersonal, too close to the neighbors. After days of finding nothing even close, we began to wonder: was there really a perfect house out there for us?† The following is an example of a famous narrative written by John Updike, â€Å"Hub Fans Bid Kid Adieu†: â€Å"The afternoon grew so glowering that in the sixth inning the arc lights were turned on–always a wan sight in the daytime, like the burning headlights of a funeral procession. Aided by the gloom, Fisher was slicing through the Sox rookies, and Williams did not come to bat in the seventh. He was second up in the eighth. This was almost certainly his last time to come to the plate in Fenway Park, and instead of merely cheering, as we had at his three previous appearances, we stood, all of us, and applauded.† Following are excerpts from descriptive essays: â€Å"Like his twisted feathers, his many scars, the reliable old owl chose the gnarled, weather-beaten, but solid branch often—it being a companion to the wise alone with the night and the last branch to creak in the heaviest wind. He often came to survey the fields and the clouds before his hunt, to listen to the steady sound of the stream passing through reeds under the bridge, while combing his feathers for the unwanteds—whatever they might be.† Here is a descriptive essay about a first visit to a favorite diner written by a student at Roane State Community College:†When entering the door at Lou’s, two things are immediately noticeable: the place is rarely empty and seems to consist of a maze of rooms. The first room, through the door, is the main part of the restaurant. There is another, rarely used, dining room off to the right. It was added during the oil well boom of the seventies. Through the main dining room is yet another room; it guards the door leading into  the kitchen. This room contains the most coveted table in the place. The highest tribute Lou can bestow on anyone is to allow them access to seats at this table. This table is the family table; it is reserved for Lou’s, and her daughter Karen’s, immediate family and treasured friends.†