The Wild Bunch (1969) essays

The Wild Bunch (1969) essays I rarely see Western films, so this time I decided to see a western film, The Wild Bunch for this film analysis. In my mind, western movies mean cowboy movies. I do not like that emphasis on the difference between right and wrong, focusing on action, so I always tried to keep my distance from western films. However, The Wild Bunch was pretty interesting and the story was different from my image. The style of the movies was pretty similar to western, but it is focus on drama between men. The beginning of the movie, I thought that the story was very simple like chasing between main character and a member of the group which he belonged. However, as the details of the reason why a member chasing the main character became clearer, I understood that the story was more complex and interesting. I thought that here were only two kinds of people, right or wrong, in western films, but as the plot develops, I did not understand which was right or which was wrong because characters behavior and backgrounds made me feel like everyone have a reason of their own for living and fighting. I felt that men in the movie tired to find the reason for importance of existence. In this movie, the main character and his members lined up in single file from left to right, I like these shots because these images showed their feeling of togetherness and bond of trust especially in the last scene. When they were going to rescue a member, a main character said Lets go and the other answered Why not? and they started walking side by abreast. It was one of my favorite scenes in this movie. The other my favorite was the gunfight in the last. Camera was focused on each and their deaths were shown in slow motion. We knew that die from a gunshot was happening in a flash, but because of slow motion, we could see their expressions carefully and the technique made their deaths more impressive. Also, continuation...

Star Wars vs. Hidden Fortress essays

Star Wars vs. Hidden Fortress essays These two movies are not directly related, but they do have striking similarities. George Lucas didnt remake The Hidden Fortress but he did pull some of plot and characters for his film Star Wars, from it. Both films were great hits when they came out but Star Wars stands alone financially, spawning two sequels and three prequels that have grossed well over a billion dollars. Both films have similar settings, though their time periods are way off. The Hidden Fortress takes place in a period where the Yamana province has taken over the Azikuzi province and the Azikuzi bloodline is struggling to stay alive. Star Wars takes place in a galaxy far, far, away where the Empire, which is in correlation to the Yamana Clan, has constructed a new weapon in which it will use to intimidate the galaxy and destroy the rebels, who are in correlation with the Azikuzi Clan. Both settings have struggling factions trying to evade a conquering force. In both films there is one object that the struggling faction has, that can destroy the dominating force. In The Hidden Fortress it is the last remaining Azikuzi royalty, Princess Yukohime, who can rebuild the Azikuzi empire and overthrow the Yamana Clan with her power. In Star Wars, the object is not the princess directly but the Death Star plans that she carries with her. If the rebels have the power to destroy the Empires pride possession, the Death Star, then the Empire altogether is vulnerable. One of the most noticeable similarities between the movies are the two droids and two grave diggers. Though the droids seem to be more intelligent, you can make the correlation when you see the droids squabble just like the grave diggers do. Though both movies scripts become pretty far apart at times, you can get the basic gist of what Lucas took from Kurosawa. Also both movies begin with the droids and ...

Statistical Methods Math Problem Example | Topics and Well Written Essays - 2000 words

Statistical Methods - Math Problem Example 4. Given data: , Sxx = 27100, Syy = 280.1 and Sxy = 2665 Cxx = Sxx - n = 27100 - 10(51.82) = 267.6 Cyy = Syy - n= 280.1 - 10(5.12) = 20 Cxy = Sxy - n= 2665 - 10 (51.8) (5.1) = 23.2 The slope a of the fitted regression line Y on X is a = Intercept b = = 5.1 - (0.0867) (51.8) = 0.6091 Estimate S for the standard deviation of the model s = = 5. H0: A = 0 Vs H1: A 0 where A is the slope of the fitted line Y on X. Test statistic: Under H0, tn - 2 distribution where a is the sample slope parameter, A is the population slope parameter, s is the sample estimate for the standard deviation. The results from Q4 are a = 0.0867, s = 1.4495 and Cxx = 267.6 and A = 0. Test statistic: Pr {-2.306 t8 2.306} = 0.95. The value 0.9786 is contained in this interval and hence we have insufficient evidence to reject the null hypothesis. The p-value is 0.3 which is higher than 0.05. Hence we can conclude that the population slope parameter A = 0. 6. The Fitted line is y = ax* + b where 'a' is the slope and 'b' is the intercept. From previous questions we have the results a = 0.0867 and 0.6091 At x* = 44, the value of the line is y = 0.0867(44) + 0.6091 = 4.424 At x* = 52, the value of the line is y = 0.0867(52) + 0.6091 = 5.118 At x* = 54, the value of the line is y = 0.0867(54) + 0.6091 = 5.291 The 95% confidence interval for mean of Y is given by the formula where a = 0.0867, b = 0.6091, x* = 44, 52 and 54, = 51.8, n = 10, s = 1.4995, Cxx = 267.6 and t8,0.025 = 2.306 At x* = 44, the confidence interval is 4.4239 1.9784 (2.4455, 6.4023) At x* = 52, the confidence interval is 5.1175 1.09428 (4.023, 6.21178) At x* = 54, the confidence... The value 0.9786 is contained in this interval and hence we have insufficient evidence to reject the null hypothesis. The p-value is 0.3 which is higher than 0.05. Hence we can conclude that the population slope parameter A = 0. The tabulated value for t32 distribution at upper 5% significance level is 1.694. Since our test statistic value is higher than this value, we reject H0 at 10% significance level. The tabulated value for t32 distribution at upper 2.5% significance level is 2.037. The test statistic is lower than this. Hence we accept H0 at 5% level of significance. The estimated p-value should be between (0.05, 0.1) excluding the upper and lower limits. The result is statistically significant and we can conclude there is a difference in the mean profit outputs. Since we can only say that the means are not equal and cannot say about which is larger, we recommend carrying out one-sided test and then choosing about which course is best. This is reasonable as the sum of n-1 values of a sample gives the other value of the statistic and there is dependence between the n terms and so the degrees of freedom of sample size n are n - 1. As we infer about 2 samples it is reasonable to use 2(n-1) as degrees of freedom when the sample sizes and variances are equal.

Modern sheet-metal forming processes used in the automotive industry Essay

Modern sheet-metal forming processes used in the automotive industry - Essay Example Parts that are made using sheet metal have numerous attractive qualities, which include excellent accuracy of dimension, adequate strength, light weight, and a wide range of possible dimensions ranging from miniature parts in electronics to the large parts of airplane structures. All sheet-metal forming processes can be divided into two major groups: cutting processes that include shearing, blanking, notching, piercing, and so on; and plastic deformation processes, which include bending, stretch formation, deep drawing, and other various forming processes. The cutting group of processes involves cutting the material by subjecting it to sheer stresses between punch and die or between the blades of a shear. The punch and die may be any shape, and the cutting contour may be open and closed. Parting: this consists of cutting the piece into several pieces or removing pieces of scrap of various shapes from deep drawn pieces. The operation of parting results in production of some scrap, unlike cutoff. Bending; this consists of straining flat sheets or strips of metal uniformly around a linear axis. Metal on the outside of the bend is stressed in tension beyond the elastic limit. Metal on the inside of the bend is compressed. Bending is a process by which metal can be molded into any shape through plastically deforming the material. It usually refers to deformation about one axis, and the material is stressed above its yield strength but below it’s ultimate tensile strength. The surface area of the material is not altered much. It is a flexile process by which a wide variety of shapes can be produced using standard die sets. The material is placed on the die, then positioned in place using stops and gages, and held in place with hold-downs. The upper part of the press, which is the ram with the desired shaped punch descends and forms a v-shaped bend

Linguistics and Language Teaching. Essay Example for Free

Linguistics and Language Teaching. Essay Introduction Language may refer either to the specifically human capacity for acquiring and using complex systems of communication, or to a specific instance of such a system of complex communication. The scientific study of language in any of its senses is called linguistics. Linguistic theory has traditionally considered native speakers as the only reliable source of linguistic data (Chomsky 1965). It is therefore not surprising to ? nd only a limited number of works focusing on non-native speakers prior to the 1990s. The ?  rst attempt to put‘(non)nativism’ onto the centre stage of linguistic inquiry by challenging current undisputed assumptions on the matter was Paikeday’s (1985) The native speaker is dead , in which it is argued that the native speaker ‘exists only as a ? gment of linguist’s imagination’ (Paikeday 1985: 12). Paikeday suggested using the term ‘pro? cient user’ of a language to refer to all speakers who can successfully use it. A few years later, Rampton (1990) similarly proposed the term ‘expert speaker’ to include all successful users of a language. Davies (1991, 2003) further delved into ‘native speaker’ identity, and thus formulated the key question of whether a second language (L2) learner can become a native speaker of the target language. His conclusion was that L2 learners can become native speaker of the target language and master the intuition, grammar, spontaneity, creativity, pragmatic control, and interpreting quality of ‘born’ native speakers. Generally, English educated Malaysians of all ethnic and family language background speak and move alike. However, with the implementation of the national language policy of Bahasa Malaysia as the national language of Malaysia and as the language of instruction, (except in the cases of Chinese or Tamil medium primary schools), the status of English Language in Malaysia is different from the earlier years. The English language covered a continuum from first language through second language to a foreign language. Bahasa Malaysia is replacing English in most of its previous functions, but English may be expected to remain as a continuum from second language to foreign language according to the background and occupation of the speaker. In Malaysia, presently the use of English is less common than in Singapore and is likely to decrease steadily with the implementation of the national language policy. However, English still remains as a language of considerable importance and is still being used in various spheres of everyday activity. The role of English has changed from its earlier status as the precise language of the colonial era and the decades after the Second World War to a second language. At the moment, it is still considered as an international code to be used for diplomatic and commercial negotiations and as a language necessary in many fields of tertiary study and research. Not surprisingly, the non-native English language speakers among Malaysians make grammatical mistakes from time to time. These usually happened among Malaysian adult students and even among some Malaysian English teachers. 1. The transcript of a recorded conversation. The following excerpt is a recorded conversation among teachers and will be analysed of the mistakes made by some teachers during discussion. Our discussion was on the quality and effectiveness of a programme called ‘Program Penutur Jati’ or English Language Teacher Development Project (ELTP). Briefly, the aim of the project is to enhance the lower primary ESL teachers’ ability to plan and deliver quality English lessons based on the new National English Language Curriculum in 600 schools across East Malaysia. The teachers involved in discussion come from various races, ethnic groups, ages and teaching experiences. Kamel : That is my opinion. I don’t know yours. Ok. Chairperson : I agree . laugh Kamel : But , as I said just now. I don’t like that the fixture.. ok. For example aaaa as my mentor come to our school .. every Monday ok.. my class start at nine o’clock. 7. 30.. that mean one and half hour include the preparation for my lesson, so I don’t think that I have an ample time for me to prepare the things ok . Moreover, the one hour and one and half hour is the .. for all to prepare.. the whole week not only , the one day. So I don’t think that will be effective. Chairperson: Emmmm Kamel : So Chairperson : Did you tell him about it? Kamel: Aaaaaa So far not yet. Chairperson : Do you have the chance to talk about it. Kamel : Because, I don’t have any.. I don’t have the opportunity to.. Chairperson : Then, you should tell him. Kamel ; I was thinking. Why don’t the mentors like them to be .. have qualification in teaching, so that they can come to the trainee teachers training college rather than Chairperson : For your information, ahh Chairperson : Overall, it seems to be working with you Naga : The ideas (cough) is good and different he is friendly. Chairperson : So.. ahh. If supposing .. You have a mentor to this.. who doesn’t speak.. doesn’t speak like Morrocan. Alright Naemah : Yehhh Chairperson: Right.. Alright, if.. Chairperson: Who? Chairperson : Madam Soya? She is from where? Others : Bulgaria.. (together) Chairperson : Bulgaria? Does she have the accent? Chairperson: What do you think? Do you think | 2. Common grammatical mistakes and errors by non-native English speakers. The types of errors can be categorised into two: descriptive and surface structures. Descriptive errors include noun phrase, verb phrase and complex sentence. While surface structure errors include omission, addition, misinformation, misordering and blends. After analysing the recorded conversation, there are few mistakes or errors made by Mr. Kamel during the said discussion. a. The use of unmarked forms instead of marked forms is far more frequent, as can be seen in the examples as follows. * I don’t know yours. * I don’t know about you. * .. as I said just now. * .. as I have said just now. One possible cause of these errors is merely interlingual errors which is the result of mother tongue influences ‘Saya tak tahu awak punya’ and ‘ seperti yang saya kata tadi. ’ respectively. In his article, ‘A Role for the Mother Tongue’ in ‘Language Transfer in Language Learning’, Professor Corder (1981) reinvestigated the phenomenon and questions the term ‘transfer’. He suggests that mother tongue influence as a neutral and broader term to refer to what has most commonly been called transfer. Corder says that since most studies of error were made on the basis of the performance of learners in formal situations where it appears that errors related to mother tongue are more frequent, it was natural that an explanation of the phenomenon was of considerable concern to the applied linguistic. It was out of this concern that the whole industry of contrastive studies arose. He also claims that as far as the acquisition of syntactic knowledge is concerned, no process appropriately called interference takes place, if by that we mean that the mother tongue actually inhibits, prevents, or makes more difficult the acquisition of some feature of the target language. The term ‘interference’ is now most often used to mean what is no more than the presence in the learner‘s performance in the target language of mother-tongue-like features which are incorrect according to the rules of the target language. b. Obviously. Mr. Kamel has the problem in pronouncing certain words especially in the pronunciation of the initial sound of common words like the, there, then and that. It is also the middle consonant sound in feather and the final sound of bathe. These sounds are formed with the tongue tip behind the upper front teeth. The initial sound of that and the final sound of both are both voiceless dental. This problem arises because Mr Kamel’s tongue is not merely touches the teeth. Thus, his pronunciation of these particular words are incorrect. Besides, difficulty in phonology can caused by mother tongue interference. Eltrug (1984) affirmed that mother tongue interference can contribute to a large number of pronunciation errors made by students. An English sound does exist in the native language, but not as separate phonemes. This simply means the first language speakers do not perceive it as a distinct sound that makes difference to meaning. For example The sound /? / does exist in Malay, but whether the vowel is long or short does not make any difference in meaning. For instance, the English phonemes/? / and /i:/ differ very much in meaning as in the words ‘leave’ and ‘live’, ‘sheep’ and ‘ship’. The great amount of vocabulary of English really makes the second language learner suffer in reading. There is a lot of words unknown and the most confusing point is even the second language learner know the meaning but they can’t really understand the meaning of the whole sentence. It is because an English word gives different impressions in different situations. This makes things so confusing about the meaning of the word. Grammatical interference is defined as the first language influencing the second in terms of word order, use of pronouns and determinants, tense and mood. Interference at a lexical level provides for the borrowing of words from one language and converting them to sound more natural in another and orthographic interference includes the spelling of one language altering another. In Malay grammar, it does not require one to have any form of determiner in front of instruments like computer, piano, internet. English grammar, however, requires the instruments mentioned above (computer, piano, internet) to be preceded by determiners and if neither a possessive determiner nor a demonstrative determiner is used, the use of either a definite article or an indefinite article is necessary. Thus, the ungrammatical sentences in could be the result of interference of the cultural transfer from Malay language structure on English. Erroneous form| Correct form| She plays piano while I sing. Malay: Dia bermain piano sementara saya menyanyi. | She plays the piano while I sing | She stay at home. Malay : Dia tinggal di rumah | She stays at home. | Table 1 : Examples of interference from the learners’ first language. c. Subjects also exhibited errors in subject-verb agreement as is shown in the examples as follows: * Every Monday, my class start at nine o’clock. * Every Monday, my class starts at nine o’clock. The omission of â€Å"-s† can be attributed to the fact that Bahasa Malaysia does not require verbs to agree with subjects. However, the ending free form is generalised for all persons to make the learning task easier and this is a common intralingual made by people with diverse native languages like Mr Kamel. 3. Causes and sources of errors and mistakes Interlingual errors are the result of mother tongue influences. Learners transfer/borrow some forms but not others due to two factors such as proto-typicality and language distance (Kellerman, 1979). Malay learners of English commonly make errors in negative sentences. For example: Adryna no coming today. [Adryna tak datang hari ini. ] Such errors are common in pre-verbal negation using no, the same negative construction as in their L1. In order to determine whether transfer is the cause for the occurrence of errors, James (1998), demonstrates that learners with a particular L1 make an error that those with a different L1 do not. He provides a useful summary of these strategies which includes the following; a. False analogy b. Misanalysis c. Incomplete rule application exploiting redundancy d. Overlooking co-occurrence restrictions e. System-simplification It is not clear which strategy is responsible for a particular error. Errors can also be viewed as ‘natural’ or as ‘induced’. For example: a. He played football yesterday. b. He goed home at six. c. He drinked milk. d. He eated dinner. e. He sleeped at eight. Conclusion To conclude, learners’ errors are a part of the learners’ language learning process. Hence, teachers should not penalise students for the errors they made. Instead, teachers should note those errors and devise ways to assist learners to overcome their problems in language learning. It is difficult to decide whether grammatically or acceptability should serve as the criterion for error analysis. If grammatically is chosen, an error can be defined as ‘breach of the rule of the code’ (Corder, 1967). Defining errors in terms of grammatically also necessitates giving consideration to the distinction between overt and covert error: In the field of methodology, there are two schools of thought with regard to learners’ error. Firstly, the school which maintains that if we were to achieve a perfect teaching method, the errors would have never be committed and therefore the occurrence of errors is merely a sign of inadequacy in our teaching techniques. The philosophy of the second school is that we live in an imperfect world and consequently errors will always occur in spite of our very best teaching and learning  methods. One effect has been perhaps to shift the emphasis away from a preoccupation with teaching towards a study of learning. The differences between the two are clearly defined: that the learning of the mother tongue is natural, whereas, we all know that there is no such inevitability about the learning of a second language; that the learning of the mother tongue is part of the whole maturational process of the child, whilst learning a second language normally begins only after the maturational process is complete. A child’s incorrect utterances can be interpreted as being evidence that he is in the process of acquiring language and the errors provide these evidences. Brown and Frazer (1964), point out that the best evidence a child possesses construction rules is the occurrence of systematic errors, since when the child speaks correctly, it is quite possible that he is only repeating something that he has heard. In the case of the second language learner, it is known that we do know some knowledge of what the input has been which we call as the syllabus. The simple fact of presenting a certain linguistic form to a learner in the classroom does not necessarily qualify it for the status of input, for the reason that input ‘is what goes in’, not ‘what is available’ for going in, and we may reasonably suppose that it is the learner who controls this input. This may well be determined by the characteristics of his language acquisition mechanism and not by those of the syllabus. References Mariam Mohd Nor, Abdul Halim Ibrahim, Shubbiah, R (2008). OUM-Linguistics and Language Teaching. Seri Kembangan, Selangor. Open University Malaysia. Corder, S. P. (1967). The significance of learners’ errors. International Review of Applied Linguistics, 5, 161-70. Corder, S. P. (1981). Error analysis and interlanguage. Oxford: Oxford University Press. Ames, C. (1998). Errors in language learning and use: Exploring error analysis. London: Longman. Kellerman, E. (1979). Transfer and non-transfer: Where are we now? Studies in Second Language Acquisition, 2: 37-57. Eltrug, N. S. (1984). Analysis of the Arab Learners Errors in Pronunciation of English Utterances in Isolation and Context. Ph. D Dissertation. The University of Kansas. Chomsky, N. (1965). Aspects of the theory of syntax . Cambridge, MA: MIT Press Paikeday, T. (1985). The native speaker is dead! Toronto: Paikeday Publishing. Rampton, M. B. H. (1990). Displacing the ‘native speaker’: Expertise, af? liation, and inheritance. ELT Journal 44. 2, 97–101. Davies, A. (1991). The native speaker in applied linguistics . Edinburgh: Edinburgh University Press. Davies, A. (2003). The native speaker of World Englishes. Journal of Pan-Paci? c Association of Applied Linguistics 6. 1, 43–60

All Quiet on the Western Front and the Horrors of War :: All Quiet on the Western Front Essays

The Horrors of War    Throughout their lives, people must deal with the horrific and violent side of humanity. The side of humanity is shown through the act of war.   This is shown in Erich Remarque’s novel, â€Å"All Quiet on the Western Front†.   War is by far the most horrible thing that the human race has to go through.   The participants in the war suffer irreversible damage by the atrocities they witness and the things they go through.    One of the worst things about war is the severity of carnage that it bestows upon mankind.   Men are killed by the millions in the worst ways imaginable.   Bodies are blown apart, limbs are cracked and torn and flesh is melted away from the bone.   Dying eyes watch as internal organs are spilled of empty cavities, naked torso are hung in trees and men are forced to run on stumps when their feet are blown off.   Along with the horrific deaths that accompany war, the injuries often outnumber dead men. As Paul Baumer witnessed in the hospital, the injuries were terrifying and often led to death.   His turmoil is expressed in the lines, â€Å"Day after day goes by with pain and fear, groans and death gurgles. Even the death room I no use anymore; it is too small.†Ã‚   The men who make it through the war take with them mental and physical scarification from their experiences.    People who have actually been through war know how horrible it is.   Society on the other hand, while it believes it knows the horrors of war, can never understand or sympathize with a soldier’s situation.   The only people who can understand war is those who have been through it so they can often feel alone if they are out of the military.   Paul cannot even give a straight answer to his own father about his dad’s inquiries about war.   Paul’s dad does not understand that people who have been in the war can in no way truly express the horrible things that that have seen and experienced.   Nor can Paul fit in with the society who does not understand him.   Paul and so many others were brought into the war so young that they know of nothing else other than war.   Paul held these views on society as he said, â€Å"We will be superfluous even to ourselves, we will grow older, a few will adapt themselves, some others will merely submit, and most will b e bewildered;-the years will pass by and in the end we shall fall in to ruin.

Air Pollution – Summary

Air Pollution Summary Air pollution has adverse effects on almost everything. People, animals, the environment, and the economy are the main victims of air pollution. For people, animals and the environment the quality of the air taken in by all living things has to be clean. Unclean air can result in many illnesses to man, and can be especially harmful to those already suffering from asthma. Unclean air can also damage trees, crops, plants, lakes and all animals living on land or in the water. The cost to the economy is enormous: * health care for the people made sick * reduced farm crops and forests costs money in lost food and timber production The causes of air pollution are both natural and human. Human causes are: * burning of fossil fuels * emissions from all our sources of transport * electricity power plants * polluting the air by burning wood in stoves * the paint we use * aerosol sprays and most of the cleaning products we use Natural causes are: * Smoke and a gas called carbon monoxide wind erosion * pollen * Methane gas from farm animals and rotting plants * Radon gas and poisonous gasses from erupting volcanoes. We can all do our bit to reduce air pollution by using less electricity, using gas over wood or charcoal, cycling or walking rather than using cars, and to recycle as much as possible, for example, paper, plastic, glass bottles, cardboard and aluminium cans. There is strong evidence that recycling may reduce the amount of greenhouse gases released into the atmosphere.

Relationship Between Child Abuse and Delinquency

A child is an innocent figure only looking for love and care from those around them. No one can ever imagine that the lives of children are put in danger everyday. Child abuse is commonly known for physical marks such as bruises or broken bones. It is obvious that some marks are not from falling off a bike and those are the signs that appear that something is wrong with the child. According to the Florida Statue, abuse means any willful act or threatened act that results in any physical, mental, or sexual injury or harm that causes or is likely to cause the child’s physical, mental, or emotional health to be significantly impaired.Abuse of a child includes acts or omissions. Corporal discipline of a child by a parent or legal custodian for disciplinary purposes does not in itself constitute abuse when it does not result in harm to the child. [s. 39. 01(2),F. S. ]. However, there are several types of abuse. Emotional abuse and neglect can also mean making a child feel worthless , not paying attention to them, and putting them in dangerous situations. Whether it is physical or not child abuse is never an answer to a situation because the end result will only cause harm.Some often wonder about child delinquents and the reason behind their actions. Children’s behavior can be the result of genetic, social, and environmental factors. In addition, it can relate to their emotional, cognitive, and physical characteristics. In this particular topic it is a factor as to why children become a delinquent. Some may debate that it is not a result of child abuse that children’s behavior become corrupt but there are behaviors that mirror what the child is going through in their life. I. Prevalence Once a child has been abused there are several outcomes for them as they grow up.With that outcome creates a strong relationship between child abuse and later delinquency. Being abused at a young age increases the occurrence of a child to become delinquent and resu lts in being arrested. Researchers found that the prevalence of child abuse was a risk factor for delinquency, violent delinquency, and moderate delinquency. It was seen frequently in a more serious form of delinquency in dealing with assaults but not in lesser forms of delinquency such as underage drinking (Cross, 2003). On the other side of this issue some people believe that being abused as a child does not ecessarily mean that the child will become a delinquent. Abuse alone does not lead to an act of violence. It would seem that something peculiar about certain kinds of abuse would promote delinquency or that additional factors interact with abuse and together it will contribute to the development of antisocial, often aggressive behavior. Although about 20 percent of abused children go on to become delinquent, retrospective studies indicate that surprisingly high percentages of delinquents were previously abused, neglected, or both.The United States Department of Health and Huma n Services has estimated that approximately 3. 4 children per 1,000 per year are physically abused. These proportions provide some measure with which to compare the prevalence of a history of abuse in delinquents (Cicchetti, 2001). II. Effects on Children There are several effects on children involved in child abuse. These effects are so strong that a child may never be able to deal and cope with what they have experienced. Effects may range from having trouble in relationships with others to not being able to function in a work setting.For children as young as twelve months old there are immediate effects of child abuse such as injuries resulting from shaking. Physical child abuse can vary from child to child depending on six factors: severity of the physical abuse, frequency of the abuse, age of the child when physical abuse begun, child’s relationship to the abuser, availability of support from people, and child’s ability to cope (Pipe, 2008). How hard a child is st ruck is only one aspect of severity. The object in which the child is struck with can also be a factor.It does not mean that a fist or an open hand will cause less effects but, the measure of damaged done to the child can make a big difference in how the child will cope. It only takes one punch, one slap, or one broken bone to lead to a severe trauma and the more a child is abused on a regular basis the more effects will be placed on the child. If a child is being abused at a young age it will leave more of an impact on them. It will also show a bigger impression as they continue to age. As for the abuser, it is usually someone the child knows and has a close relationship with such as a parent.When being close to the abuser it makes it harder for the child to betray their trust in telling others what is occurring. A child may even fear the abuser and is force to keep quiet so they will not face harsher punishments. Instead of having that person take care of them they are hurting the child. Sometimes a child has one person or friend who they can turn to when they feel lost or confused about what is happening to them but, when there is no one to lean on they may encounter feelings of abandonment which then adds on to more effects of abuse.Coping strategies can also be a form of effects for children. An abused child may be the class clown in class where they use their humor to cover up their sufferings. Some other effects include lack of trust and relationship difficulties. Being abused by the one person who should be the first person to trust is putting a child in a position that no one is safe. By breaking that bond and trust with a child it will forever make it difficult for them to have a relationship with anyone.They may never understand what a good relationship consists of since all they know is how to be abusive and controlling over another person. Another effect on children is feeling worthless. Some believe that name calling should not leave a mark on a person but for young children not knowing any better or understanding the concept of what is being done to them can make them truly believe whatever is being said to them. They will believe that they are not smart or pretty and grow up thinking that they are damaged and are good for nothing.Lastly, abused children tend to have problems expressing their feelings and regulating their emotions. Some children keep quiet to themselves and hold all their emotions inside while others may lash out unexpectedly causing them to become aggressive and harming others. If these emotions are not dealt with right away it will carry on to their adulthood where they will struggle with issues such as anger and depression which then can lead to drugs and alcohol. The effects of abuse can continue on in a variety of ways but this is only a handful of effects that can occur. III.Role of Professional Social Worker in addressing the issue A social worker, whether protective or one who has other job functio ns, is considered to be a professional (Popple and Leighninger, 2007). A professional is one who possesses the following: a systematic body of knowledge, authority because of his or her expertise, sanction from the community, a code of ethics, a professional culture, and an obligation to professionalism or to perform competently (Crowsson-Tower, 2010). As for child abuse, a social worker must know and understand what is going on in the home of an abusive child.He or she will need to have the knowledge of how to work with the family and what they do and do not like. Being in this field of work a social worker will have the role of working with different systems such as the community and the government. They will need to be aware of what will always be best for the client even if it results in removing a child from the home. A child may not understand why they are being taken away from their home but the social worker will have to trust their instincts of how to handle the situation.A social worker will always have the authority from their agency to take and place children into the foster care system. From knowledge, authority, and community sanctions social workers are able and are mandated to report any situation they feel should be reported. By committing these acts, a social worker is following the code of ethics as well as a professional mannerism. In addition, social workers and administrators may hold divergent views on the needs of the clients within the context of overall agency responsibilities.Thus, there is a culture of related professionals who, despite similarities, are often quite different in their views and opinions (Crosson-Tower, 2010). Other roles a profession social worker must carry is having ethical competence. There are many diverse clients who social workers will come across and will need to be able to relate to their client’s values, language, history, traditions, and basic ways to accommodate the needs of the minority clients. F urthermore, when having clients that are young like children, social workers will need to know personal qualities such as showing warmth and sensitivity.These qualities are crucial in this role as many children who have been abused do not understand how it feels to be nurtured. A social worker may not get carried away with their sensitive side as it is also their responsibility to provide structure and allocate the duties of the child’s case. IV. Intervention Techniques Once a child has been abused and a social worker has been informed everything becomes intensified when dealing with the family. An intervention process is then put into work where techniques are brought into the scene so no harm is done and no one will remain upset.Effective intervention that is, to intervene so as to cause the least damage and prove the most helpful with culturally diverse populations necessitates several areas of expertise on the part of the worker and agency (Fontes, 2008; Leigh, 1998; Roth man, 2007). If there is a city with a high culture of Hispanics, it is a good technique to have many case workers who are fluent in Spanish. Creating intervention techniques may be easy or difficult depending on the family. However, one main technique that is proven to be helpful is identifying the strengths of the family.Before they know what they have done is wrong it is easier to develop a bond with them by assuring them that they can trust you as their social worker. As this trust is gained it is merely one step at a time and one problem at a time for the family. The social worker will then help the family choose their goals and how to go about accomplishing them. In this particular circumstance in child abuse there are a lot of resources that must be used during the intervention stage. A family will need to focus on treatment of an abusive parent, legal issues, employment, parenting skills, and any other services needed for the intervention.Removing a child from the home may be best at this point since signs of abuse are obvious but it may also be a benefit for the parent where they are able to relieve any tension and focus on themselves. Techniques that are commonly used in intervention also consist of self-disclosure, instilling hope, working through resistance, and use of a sense of humor. Demonstrating similar stories on how people overcome problems in the same situation will help the client realize that they are not the only ones who have been put in their situation and it is possible for them to make a turnaround.Instilling hope gives the client the strength and confidence in themselves and the ability to become a better person. There may be some parents who refuse to work through treatment but social workers should not take this as an offense as it may be that the parents have always been passive. The social worker will then have to work with the parents in trying to get to them to open up. Lastly, by demonstrating a sense of humor with laughter gi ves off a comfort to the client. V. Implications for PracticeAs the saying goes, practice makes perfect however, in this profession one can never receive enough practice. Working with others is a big responsibility where the life of someone such as children is placed in your hands to protect. The most evident ways to practice for this career is to take as many courses as possible to prepare you for any and every situation possible. Never assume to work with only one client population as there are a various ethnicities. One must be able to work with diverse populations and be able to research on cultures if it is not known.Some other suggestions for practice are to role play with others who are involved with working in the same field. Being put in a position is the experience that all future social workers need whether they are the client or the case worker. Researching on cases and learning the concepts behind the meaning of why and how protocols are used can be an immense amount of help. Volunteering as well will give the experience a person will need to work in this field. It is better to find out early on that this is a career one wants then to be stressed over why they chose to do it.Shadowing workers can also give good practice on what to do and what not to do when working with clients. In the end, once you are placed in the field and are working with others, a social worker will grasp the concept and procedures of how to handle each case. As long as the passion is there to do what it best for the client the social worker will always be doing their job. References Chapter 39, Florida Statues and excerpts from the Florida rules of juvenile procedure. (2005). Tallahassee: Florida Cicchetti, D. (2001).Child maltreatment: theory and research on the causes and consequences of child abuse and neglect. New York: New York Cross, Theodore P. , Wendy A. Walsh,  Monique Simone,  Lisa M. Jones, â€Å"Prosecution of Child Abuse: A Meta-Analysis of Rates of Crimin al Justice Decisions,† Trauma, Violence, & Abuse: A Review Journal. Volume 4 (October 2003): pages 323-340. Crosson-Tower, C. (2010). Understanding Child Abuse and Neglect (8th ed. ). Boston: Allyn and Bacon. Fontes, L. A. (2008). Child Abuse and Culture. New York: Guilford. Leigh, J. W. (1998). Communicating for Cultural Competence.Boston: Allyn & Bacon. Pipe, Margaret-Ellen, Yael Orbach, Michael Lamb, Craig B. Abbott, Heather Stewart, Do Best Practice Interviews with Child Abuse Victims Influence Case Processing? (pdf, 123 pages), Washington, D. C. , National Institute of Justice, U. S. Department of Justice, NCJ 224524, November 2008. Popple, P. R. , and Leighninger, I. (2007). Social Work, Social Welfare, and American Society. Boston: Allyn & Bacon. Rothman. J. C. (2007). Cultural Competence in Process and Practice: Building Bridges. Upper Saddle River, New Jersey: Pearson

Heres What no One Tells You About Managing Stress as a Writer

Heres What no One Tells You About Managing Stress as a Writer Your deadlines are looming and your creative spark isnt catching fire. Youve poured more cups of coffee than anyone should reasonably drink and youre trying every trick in the book to induce the muse. Your thoughts run in circles trying to find the right words to type but youve deleted almost as many lines as youve typed.Like any job, writing for a living has its stressful moments. For the typical observer looking at the writing profession from the outside, its assumed that you spend your mornings at the coffee shop, wearing a fedora (okay, maybe thats a stereotype), chatting with the locals and languidly spending hours to find the perfect word for your eager audience.The truth, however, is quite different from that scenario. The writers who make a living at writing have deadlines and word count requirements that often require hundreds of words per hour and constant creativity, even if you only managed a few hours sleep last night. And thats in addition to the research that goes into what is written before words are even put on the page.Creativity is exhaustingWhile writers who do it as a hobby write whenever the mood hits or the muse visits, professional writers must write daily- regardless of how creative they feel. One of the great advantages to writing for a living is to work in your favorite place and set your own hours, but the daily need for boundless creativity also has its drawbacks, too. Especially for writers who have solid deadlines that must be met and several projects going at once.Professional writers often have solid deadlines and several projects going at once.One of my favorite quotes from Stephen King, in his part-memoir/part-instruction manual, On Writing: A Memoir of the Craft, is this one:There is a muse, but hes not going to come fluttering down into your writing room and scatter creative fairy-dust all over your typewriter or computer. He lives in the ground. Hes a basement kind of guy. You have to descend to his level, and once you get down there you have to furnish an apartment for him to live in. You have to do all the grunt labor, in other words, while the muse sits and smokes cigars and admires his bowling trophies and pretends to ignore you. Do you think its fair? I think its fair. He may not be much to look at, that muse-guy, and he may not be much of a conversationalist, but hes got inspiration. Its right that you should do all the work and burn all the mid-night oil, because the guy with the cigar and the little wings has got a bag of magic. Theres stuff in there that can change your life. Believe me, I know.Stephen King, On Writing: A Memoir of the CraftWhen I read that passage, I understand exactly what King is talking about, especially when he refers to grunt labor. In my own words (which are far less poetic than Kings), I feel he is referring to the work that must go into writing before the magic moments happen. Particularly, its important for a professional writer to understand that it wont be magical every time you write. The magic will happen and youll eventually write an amazing passage that people talk about for years to come. But you will have written hundreds of non-magical passages before getting to that point. Its just how it works.Most of the time while writing, it will be difficult to find the right words and will be hard to be creative when your mind is focused on the mundane details of life. Bills due, errands to run, children and spouse needing attention- the constant tug-of-war that happens in a writers mind between creativity and routine can be distracting. Sometimes, it can even be detrimental in the process of meeting multiple deadlines.Your daemon or genius is flightyIn a TedTalk aimed at artists in general, especially writers, Eat, Pray, Love author Elizabeth Gilbert speaks of a time in Ancient Greece and Rome when people believed that creativity was a divine entity, separate from the artist himself or herself. In Greece, it was referred to as a daemon and in Rome, it was called a genius. In both cases, it was something outside of the artist- a supernatural thing living in the walls that would visit the artist to ensure those magic moments happen. And there might be things the artist could do to summon the genius, but there was never a guarantee the flighty thing would show up. Whether or not this happened, however, was beyond the artists control.Further in the discussion, Gilbert speaks of the changes that occurred with rational humanism and the belief that all the magical moments in art were a direct result of something the artist did or didnt do. She notes that this belief, which places all of the burden of creativity on the shoulders of the writer or artist, can produce extreme anxiety and a sense of failure in the inevitable moments when it doesnt happen. It can likewise produce extreme ego.Gilbert ends her talk wishing that artists (including writers) would return to the ancient understanding of genius to avoid the pressure that is placed on them in the creative cycle. In such, she reiterates Stephen Kings point that the magical moments wont always be there, and thats okay. The trick is to keep writing, to keep working, and eventually- your creative genius will pay a visit. But only on his or her own time schedule. Its a visit that cant be forced, even if youre wearing a fedora in a coffee shop.Uninterrupted time alone is crucialAnother method Ive observed thats useful in managing stress as a writer is to insist on some alone time to work and protect it fiercely. As a mother of three children, this becomes especially hard over school holidays and breaks- days that keep them running in and out of my office with various requests or complaints. Even when they insist, Ill be quiet, simply having another person in the room is distracting for me as a writer, which often makes the whole coffee shop routine difficult. Ive found very few coffee shops without a lot of other customers present.This insistence on alone ti me includes social media. I find that if I have notifications turned on in my social media or personal email accounts, the simple interruption of someone else seeking my attention is enough to completely destroy whatever magic moment I might have been achieving. Maybe this means that my genius is an introvert, I dont know, but I do know it slows down my writing process significantly when I allow these distractions to be present.Your preferred writing environment might be different than mine. However, my guess is that many professional writers share the need to fiercely protect their alone time to achieve their writing goals for the day. While its possible to write surrounded by noise and distractions, if youre like me, your best work will never come from that environment.A writers best work will never come from a loud, distracting environment.Read when youre not writingAnother way Ive found to cope with stress as a writer is to read. Reading is a relaxing activity for most people, b ut even more so for professional writers. Beyond the relaxing aspect of it, it is highly useful in building your skills (and therefore, your confidence) as a writer. The more you read, the more you are able to take in writing skills such as dialogue, description, and characterization- particularly if you are reading an amazing writer who has much to teach you.Heres how King puts it:You have to read widely, constantly refining (and redefining) your own work as you do so. Its hard for me to believe that people who read very little (or not at all in some cases) should presume to write and expect people to like what they have written, but I know its true. If I had a nickel for every person who ever told me he/she wanted to become a writer but didnt have time to read, I could buy myself a pretty good steak dinner. Can I be blunt on this subject? If you dont have the time to read, you dont have the time (or the tools) to write. Simple as that.Reading is the creative center of a writers li fe. I take a book with me everywhere I go, and find there are all sorts of opportunities to dip in †¦ Reading at meals is considered rude in polite society, but if you expect to succeed as a writer, rudeness should be the second-to-least of your concerns. The least of all should be polite society and what it expects. If you intend to write as truthfully as you can, your days as a member of polite society are numbered anyway.Stephen King, On Writing: A Memoir of the Craft

Disinformation Definition

Disinformation Definition Disinformation is the deliberate and purposeful distribution of false information. The term is generally used to describe an organized campaign to deceptively distribute untrue material intended to influence public opinion. In recent years, the term has become especially associated with the spread of fake news on social media as a strategy of negative political campaigning. Key Takeaways: Disinformation The terms disinformation and misinformation are often used interchangeably, but they are not synonymous. Disinformation requires that the message be false, distributed purposefully, and with the goal of altering public opinion.The strategic use of disinformation can be traced back to the Soviet Union in the 1920s, where it was known as dezinformatsiya.In English, the term was first used in the 1950s, referring to Cold War disinformation campaigns.Social media has exacerbated the impact of disinformation campaigns. Definition of Disinformation A key component of the definition of disinformation is the intention of the person or entity creating the message. Disinformation is distributed with the specific purpose of misleading the public. The false information is meant to impact society by swaying the opinions of the members of the audience. The term disinformation is said to be derived from a Russian word, dezinformatsiya, with some accounts holding that Joseph Stalin coined it. It is generally accepted that the Soviet Union pioneered the deliberate use of false information as a weapon of influence in the 1920s. The word remained relatively obscure for decades and was used mainly by military or intelligence professionals, not the general public, until the 1950s. Disinformation vs. Misinformation An important distinction to make is that disinformation does not mean misinformation. Someone can spread misinformation innocently by saying or writing things that are untrue while believing them to be true. For example, a person sharing a news report on social media may commit an act of misinformation if the source turns out to unreliable and the information incorrect. The specific person who shared it acts as a result of misinformation if he or she believes it to be true. On the other hand, deliberately distributing false material with the purpose of generating outrage or chaos in society, essentially as a political dirty trick, would rightfully be referred to as spreading disinformation. Following the same example, the agent who created the false information in the unreliable source is guilty of creating and spreading disinformation. The intention is to cause a reaction in the public opinion based on the false information that he or she created. What Is a Disinformation Campaign? Disinformation is often part of a larger effort, such as a campaign, plan, or agenda. It may take advantage of well-established facts while tweaking details, omitting context, blending falsehoods, or distorting circumstances. The goal is to make the disinformation believable in order to reach the target audience. Multiple acts of disinformation may be carried out simultaneously in different outlets to achieve a goal. For example, different articles intended to discredit a political candidate may circulate at the same time, with each version tailored to the readership. A younger reader may see an article about the candidate treating a young person poorly, while an elderly reader may see the same article but the victim may be an elderly person. Targeting of this sort is especially prominent in social media sites. In the modern era, the 2016 efforts waged by Russians targeting the U.S. elections is perhaps the best-known example of a disinformation campaign. In this case, the perpetrators used Facebook and Twitter to disseminate fake news, as was revealed by the hearings on Capitol Hill which examined and exposed the scheme. In May 2018, members of Congress ultimately revealed more than 3,000 Facebook ads which had been purchased by Russian agents during the 2016 election. The ads were full of deliberate falsehoods designed to stir outrage. The placement of the ads had been fairly sophisticated, targeting and reaching millions of Americans at very little cost. On February 16, 2018, the Office of the Special Counsel, led by Robert Mueller, indicted the Russian government troll farm, the Internet Research Agency, along with 13 individuals and three companies. The highly detailed 37-page indictment described a sophisticated disinformation campaign designed to create discord and influence the 2016 election. Russian Disinformation Disinformation campaigns had been a standard tool during the Cold War and mentions of Russian disinformation would occasionally appear in the American press. In 1982, TV Guide, one of the most popular magazines in America at the time, even published a cover story warning about Russian disinformation. Recent research has indicated that the Soviet Union spread disinformation about America and the AIDS epidemic in the 1980s. A conspiracy theory that AIDS had been created in an American germ warfare lab was spread by the Soviet KGB, according to a 2018 NPR report. The use of information as a potential weapon in the modern era was documented in a deeply reported article in the New York Times Magazine in June 2015. Writer Adrian Chen recounted remarkable stories of how Russian trolls, operating from an office building in St. Petersburg, Russia, had posted untrue information to wreak havoc in America. The Russian troll farm described in the article, the Internet Research Agency, was the same organization that would be indicted by Robert Muellers office in February 2018. Sources: Manning, Martin J. Disinformation.  Encyclopedia of Espionage, Intelligence and Security, edited by K. Lee Lerner and Brenda Wilmoth Lerner, vol. 1, Gale, 2004, pp. 331-335.  Gale Virtual Reference Library.Chen, Adrian. The Agency. New York Times Sunday Magazine, 7 June 2015. p. 57.Barnes, Julian E. Cyber Command Operation Took Down Russian Troll Farm for Midterm Elections. New York Times, 26 February 2019. p. A9.disinformation. Oxford Dictionary of English. Ed. Stevenson, Angus. Oxford University Press, January 01, 2010. Oxford Reference.

Design management Essay Example | Topics and Well Written Essays - 500 words

Design management - Essay Example Design thinking is a problem solving process used to find most suitable and most creative solutions for any type of problem in order to get success and produce desired results. The four key stages of design thinking process include defining the problem, considering different solutions to the problem, refining the selected directions, and picking and applying the selected solution to the identified problem. The process of design thinking combines various critical factors which are directly involved in the success of any business. These factors include creativity, ingenuity and rationality. All these factors are combined in the process of design thinking in order to find proper solutions regarding different issues, to meet demands of the customers, and to make a business successful in a competitive market. Talking about design thinking, let’s also discuss the role of decision thinking process in the success of any business. Not a single business can achieve success and market domination without implementing appropriate decision making and problem solving methods and processes. These two processes act as pillars for the foundation of any business. If any of these important factors is ignored, success of the business can never be achieved. Design thinking is one of these processes and is widely used as a repeatable problem solving protocol in order to achieve extraordinary and progressive results for various businesses. Design thinking not only helps an organization in exploring the future of the organization in a competitive market but also helps in detecting and minimizing the risks related to the businesses. Hambrose (2010) asserts that â€Å"design thinking - shorthand for the role of design in a business - allows an organization to explore the future, test innovations and m inimize risk cheaply†. Today most companies and organizations make a great use of decision thinking approach because it not only helps the

Atlas Copco Group's Corporate Strategic Audit Essay

Atlas Copco Group's Corporate Strategic Audit - Essay Example Over the past years, Atlas Copco has focused all it recourses in strengthening its position in key market areas like India, China and Brazil. This determination of the company to hold strong of its market region has been the drive to its good performance. A flexible business model, as strong market position and the companies focus in innovation provides a perfect environment for the company to outperform its peers and capturing business opportunities. The stable cash flow of the company has enabled it to be in a position to distribute significant capital to its shareholders while at the same time simultaneously retaining the flexibility to act in its growth strategy. This information was not mentioned in the interview but additional research has been done to support the information. This information that follows was not mentioned in the interview but additional research has been done to support the information. Atlas Copco corporate strategy is to establish a strong business position in various industries and markets. The company also ensures the evaluation and monitoring of all business functional areas while making corporate strategy. The main strategy for Atlas Copco is to discover and expand in the new market. It is determined to capture markets that are unexploited over different demographics to enhance sale of the products. The company is focused in using both the vertical and horizontal integration. This is the reason why the cost of production is always low. Concentration strategy is also used by the company which is part of the growth strategy and all the two are directional strategy to improve the image of its brand. Atlas Copco’s is based on decentralized authority and responsibilities. The operation of Atlas Copco’s is comprised of 22 divisions and is structured in four business areas. Each operation unit is comprised of a business board which reflects the group operational structure. The company has put in