The Mark of Race Essay - 991 Words

Race has proven to be more than the color of someone’s skin. Race, through personal experience, is stigmas and stereotypes, limits and control, power, and opportunity. Race is about shades, hues, and pigments justifying bias actions. Does one race, because of something that cannot be changed, have an advantage over another? Does something as simple as the color dictate how one is seen in society and limit what one can and cannot do? We classify one another in four or five classes based on features and judge one another’s internal abilities based on race (Adelman and Herbes-Sommers 2003). We are quick to simplify the complexity of an individual based on physical features and what we assume to be correct. As stated in episode one,†¦show more content†¦To suppress a person after finding out information about them is difficult. The quickest way is to use past history about an entire race, place someone in their ‘respective’ category, and continue to act superior. As stated in the film, a story of race was created to justify how all men are not treated equal (Adelman and Strain 2003). This statement resonates with me because we use race to validate negative things different races say and do to one another. I rarely hear race in the media in a positive light. Race has become a crutch for those who are in power, to stay in power while keeping their foot on those beneath them. The history of racism in America has skewed how we interact with one another within our own race. As history has shown, men began to denounce their race to simply be seen as equal to the white man (Adelman and Strain 2003). People within the same race were treated different based on skin tone. The same privilege has carried over into today’s modern racism. Within the black community, there is hostility between people of different shades of brown. There comes unspoken privilege with being a lighter shade . There is more acceptance in society and more leverage for a lighter skinned African American then there is for a darker skinned individual. I find the division between people in the same race to be detrimental. For the dominate race, there is little division because they have found a common ground, power, thatShow MoreRelatedThe Damned Human Race by Mark Twain665 Words   |  3 Pages Mark Twain is arguably one of the greatest authors of the late 18th and early 19th centuries, writing unforgettable titles such as â€Å"Adventures of Huckleberry Finn† and â€Å"The Adventures of Tom Sawyer† which are still read by many today. However, it may be shocking for some to know he also endeavored in argumentative writing as well. â€Å"The Damned Human Race† is one such article. As with any Mark Twain writing, it is filled with emotion and thought. 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Twain tries to highlight the savage side of humans in the essay. The writer is right till a certain extent. The content is impactful but has some shortcomings of its own. Many a times, Twain supports his ideas with proper examples, but mostly this article failsRead More Mark Twains Writings and Race Essay1954 Words   |  8 PagesMark Twains Writings and Race Samuel Langhorne Clemens, whom readers know as Mark Twain, has written many novels including The Adventures of Tom Sawyer in 1876; The Prince and the Pauper in 1882; Puddin’ Head Wilson in 1883; and Twain’s masterpiece The Adventures of Huckleberry Finn which was completed in 1883 (Simpson 103). Throughout Mark Twain’s writings, Twain had written about the lifestyle in the South the way it was in truth and detail. 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Instead of analyzing The Adventures of Huckleberry Finn critically and solely, Gregory Fowler critically analyzes parts of the book and its effect to prove the different ways in which slaver morphs through the uses of allusions, exemplifications, and anecdotes. Fowler’s opening paragraph consistsRead More Mark Twains The Damned Human Race Essay examples699 Words   |  3 PagesMark Twains The Damned Human Race Within his essay of The Damned Human Race, author Mark Twain powerfully declares that the human race is both flawed and corrupt, and that people actually should be classified as lower animals rather than the formerly known higher animals. Twain does not hold claim to a Darwinian or creation standpoint, but rather draws conclusions from his own observations in performed experiments. He states that man is the cruel animal, and that we can attribute this

Scly4 Functionalist Approach to Crime and Deviance

Functionalist approach to Crime and Deviance Durkheim Functionalism sees society as based on value consensus. Functionalists argue that in order to achieve this solidarity, society has two key mechanisms: socialisation and social control (mechanisms include rewards positive sanctions for conformity, and punishments negative sanctions for deviance) The inevitability of crime Durkheim believes that crime is normal, and argues there are at least two reasons why crime and deviance are found in all societies: not everyone is equally effectively socialised into the shared norms and values, so some individuals will be prone to deviate, and particularly in modern societies, there is a diversity of lifestyles and values Different†¦show more content†¦He argues that an individual’s position in the social structure affects the way they adapt or respond to the strain to anomie. There are 5 different types of adaption: Conformity- individuals accept the culturally approved goals and strive to achieve them legitimately. This is most likely among middle-class individuals who have good opportunities to achieve, but Merton sees it as the typical response of most Americans. Innovations- individuals accept the goal of money success but use ‘new’, illegitimate means such as theft or fraud to achieve it. As we have seen, those at the lower end of the class structure are under greatest pressure to innovate. Ritualism- individuals give up on trying to achieve goals, but have internalised the legitimate means and so they follow the rules for their own sake this is typical of lower- middle class office workers in dead-end routine jobs. Retreatism- individuals reject both the goals and the legitimate means and become dropouts. Merton includes ‘psychotics, outcasts, vagrants, tramps, chronic drunkards and drug addicts’ as examples. Rebellion- individuals reject the existing society’s goals and means, but they replaceShow MoreRelatedcrime and deviance4817 Words   |  20 Pagesï » ¿ SCLY4 Crime and Deviance with Theories Methods Past Papers Use the following past papers to practise your exam writing techniques and aid your revision. Make sure you look at the mark scheme for each question to assess your answer. Also check the ‘model answers’ from students to see where good AO1 and AO2 marks were scored. Crime and Deviance Different theories of crime, deviance, social order and social control. The social distribution of crime and deviance by ageRead MoreSociology Essay20437 Words   |  82 Pagesmarks) Note that the question is worth two marks, so only a short explanation of approximately one to two sentences is required. Refer to pages 24–25 in Unit 1.2 as well as textbook, pages 59–60. The term ‘expressive role’ is associated with the functionalist view of the nuclear family whereby it is argued that women are more suited to a nurturing or caring role—that is, women look after the emotional needs of the family. (b) Identify and brieï ¬â€šy explain Parsons’ two functions of the nuclear family

Understand Child and Young Persons Develpment Free Essays

string(39) " child develops can vary in many ways\." Understand Child and Young Person Development. Core 3. 1 1. We will write a custom essay sample on Understand Child and Young Persons Develpment or any similar topic only for you Order Now 1 The term â€Å"Sequence† of child development refers to the how we expect a child to develop from the day it was born to the age of 19. Child Development is the biological, physiological and all the emotional changes that happen during these formative years as the child goes from dependency to autonomy. These changes could be hugely influenced by genetics, events that occur whilst in the womb and during prenatal development and are usually included in most studies of child development. Developmental changes are different. They occur as a result of a genetically controlled process called maturation or as a result of environmental factors and learning (home life and school for example) but these changes most commonly happen as a result of a combination of them both. It can also be a result of â€Å"human nature† which is the ability of the growing child to in fact learn from their environment. Human beings and especially children have a keen sense to adapt to their surroundings and this is what child development covers and includes. A child’s development is continually happening and can be measured in many different ways and although the child will develop at different rates and in different ways, the sequence in which this happens will follow the same sort of pattern . This is because in most examples they need to learn one skill before they can move onto the next. An example is walking. The child will need to learn to walk before they can run or jump etc. Development in children is more rapid in the early stages with many milestones happening in quick succession. This slows down as the child becomes a young adult with the milestones becoming further apart. (Cache children and young people’s workforce p49) The table below looks more closely at the aspects of child development. THE DEVELOPMENTAL STAGES CHART Age| Intellectual| Social / Emotional| Language| Gross motor| Fine Motor| Infant – Birth to one year| Uses hands and mouth to learn| Forms a bond with parents, will begin to recognise faces and smiles, at about 6months will recognise parents and be fearful of strangers. | Starts being ocal and using terms such as â€Å"mammy and daddy†| Lifts head first then chest, rolls over, pulls to sit, crawls and stands alone| Reaches for objects and picks up small items, clutches onto toys, e. g. Rattle | Toddler 1-2 years| Begins to learn words for objects and people| Learns that self and parent(s) are different or separate from each other, imitates and performs tasks, indicates needs or wants without crying| Can follow simple in structions and say more words than just â€Å"mammy and daddy†| Can walk, stop, jump and throw things like a ball. Unbuttons clothes, builds tower of 4 cubes, scribbles, uses spoon, picks up very small object| Preschool2-5 years| Understands things such as tired, hungry and cold, recognises colours, becomes aware of numbers and letters| Begins to separate easily from parent(s), dresses with assistance, washes and dries hands, plays interactive games like tag. follows directions, can make simple sentences of two or three words, vocabulary increases Names pictures| Runs well, hops, pedals tricycle, balances on one foot| Buttons Clothes, builds tower of 8 cubes, copies simple figures or letters| School age 5-12 years| Develops understanding of numeracy and literacy concepts, learns relationship between objects and feelings, acquires knowledge and understanding| Acts independently, but is emotionally close to parent(s) dresses without help, join same sex play groups and clubs| De fines words, know and describes what things are made of, vocabulary increases| Skips, balances on one foot for 10 seconds, overestimates physical abilities| Draws person with 6 parts, copies detailed figures and objects| 12-18 years| Understands abstract concepts like illness and death, develops understanding of complex ideas| Experiences rapidly changing moods and behaviour, interested in peer group almost exclusively, distances from parent(s) emotionally, concerned with body image, likely to have first sexual relationship| Uses increased vocabulary, understands more abstract concepts like grief| May appear awkward and clumsy while learning to deal with rapid increases in size due to growth spurts| Fully developed| 18 +years| Continues to develop the ability to make good decisions and to understand the complexity of human relationships| Becomes independent form parent(s), own lifestyle, and career, social and economic changes, develop interests, chooses a partner, becomes a parent. | Continues to develop knowledge and vocabulary of different styles of language used| Fully developed| Fully developed| (Cache Children and young people’s workforce p51-66) 1. 2 Child development is the term used to describe how the child will grow through a progression of developmental milestones. All children are believed to follow the same sequence of growth (the child will crawl, then stand, then walk for example) this is called the normative pattern. What we need to know is that not all children follow this pattern and for example some children will miss out stages altogether. One example of this is blind children and some children may decide to bottom shuffle and not bother with the â€Å"crawling phase†. The traditional approach to monitoring this is to use this normative measure which as I have mentioned already is the milestones in which we measure our child’s development. These actually only show what most children can do and in reality many factors such as genetic, cultural and social factors will all have an effect on the child’s development and it is important we take this into account before labelling children â€Å"advanced or backward. † The sequence of development refers to the stages of which a child develops; the rate of development is how fast the child is expected to achieve these developmental milestones. It is important to realise that the normative measurements can only indicate general trends and cannot be taken as â€Å"normal† . It is very important to realise that while the sequence of development may be somewhat the same in most children, the rate or speed in which the child develops can vary in many ways. You read "Understand Child and Young Persons Develpment" in category "Essay examples" Things that have a massive effect on the rate of a child’s development can include environment (home life) culture (religious beliefs), ability, the amount of stimulation a child receives and input (from parents for example). It is important to understand the difference between the rate and the sequence of a child’s development as this will equip you with the knowledge you need in order to plan effectively with your child and will help you identify any concerns which you may have within the developmental process. (Cache Children and young people’s workforce) 2. 1-2. 2 A child’s growth and development can be affected by many factors, with some having more of an affect than others. They can be split into two categories which I will go into more depth later. These are Personal factors (such as genetics and health related issues) and External factors (such as poverty, family life, personal choice and social interaction. ) Below is a diagram illustrating things which can affect a child’s development? Disability or special needs. Inherited (downs) or chronic (Autism) Disability or special needs. Inherited (downs) or chronic (Autism) Finances (living in poverty) Finances (living in poverty) Education (home schooled, private or state) Education (home schooled, private or state) Cultural background (Religion or beliefs) Cultural background (Religion or beliefs) Health status, Antenatal issues (smoking, drinking, drugs) Health status, Antenatal issues (smoking, drinking, drugs) Social class (lower, working, upper) Social class (lower, working, upper) Genetics, Birth problems Genetics, Birth problems Family Environment and background (loving or divorced parents) Family Environment and background (loving or divorced parents) Gender Gender Interpersonal Relationships Interpersonal Relationships Personal Factors influencing development. Genetic Influences Many studies believe it is both our environment and our genetics which will mould us into the person we ultimately become. Our chromosomes are where we find our genes. Parents pass these onto their children via their cells (the sperm and the egg). Alleles are different versions of the same gene and it’s this which can determine distinctive features such as eye colour, but also it is this which could lead to the inheritance of disorders such as cystic fibrosis. A baby’s development is also affected during pregnancy(before the birth) ,at the time of the birth and after the birth. Examples include a woman not knowing she is pregnant in the early stages and carrying on with all her bad habits (drinking, smoking, drug taking and diet. ) It’s at these crucial first 12 weeks in the uterus when all the essential organs are being formed. This is called the antenatal period. A child being born before term (37 weeks) and therefore is born prematurely may need intensive care and this could affect development. Health Status A child’s health status can have a great effect on how it develops. This is determined by genetic inheritance but can also be affected by factors such as diet, environment, and what health care they receive. Some children are born with conditions which affect their development (these include Down syndrome, cystic fibrosis and heart defects). Other illnesses which may develop over time( including asthma and diabetes) will also have an effect on the child’s development if for example they have frequent visits to the hospital and miss school or their activaties are restricted because of their condition. External Factors Influencing Development. Poverty This is the single biggest thing that threatens the healthy development of children and young people in Great Britain and can have an effect on all areas of a child’s development (Physical, Intellectual, Language, Emotional, Social, and Spiritual. ) This threat is part of the â€Å"cycle of deprivation† where poorer families will tend to live in poorer housing; they may also have a poor diet which will not provide all the right vitamins and minerals which will affect the child’s immune system which will have a knock on affect to the increased susceptibility to infectious diseases. Other things which are linked to poverty are: Accidents and illness: Children from poorer backgrounds are four times more likely to have an accident than those from higher up the social ladder. Quality of life: many children from lower classes have none or little toys, meals and clothes Poor diet: As I mentioned above a poor diet comes hand in hand with low income families as they more times than not have to buy the cheaper brands or processed convenience foods. Space to live and play: poorer children are more likely to be limited in their play space as the housing which they live will is more likely to be small and substandard. Growth: Poorer children are more likely to be smaller at birth and shorter in height. Education: Children from the lower classes are more likely to have poor attendance and less likely to do well. Long Term Effects: As adults they are more likely to be homeless, be unemployed, and become involved in drug abuse, offending or be in abusive relationships. Social Interaction There is a lot of research to show that social isolation or a lack or opportunity’s to socialise ( playgroup, family members, mother and baby groups, toddler groups) can lead to early child development issues such as speech problems , the inability to share or in fact the ability to socialise with people in a civilised manner. The social environment in which a child is raised can have a dramatic effect on their development. An example of this would be a child who has had no contact with neighbours, family members or classmates. Family Environment and background The situation at home will have a huge effect on a young person or child’s development. A child may seem physically healthy but if they are unhappy and are not enjoying their time at home this is will most definitely be affecting their development. Things a child needs include: Love and affection: A child needs unconditional love and affection from their primary carers whoever this may be (Parents, Grandparents, Foster Parents etc. ) A child needs to feel safe and secure. Stimulation: a child needs the right amount of stimulation for healthy growth and development. Too little or too much will result in unhealthy development Opportunities to play: It is common sense that all children need to play to develop, then on from that, young people need to be given the opportunity to socialise and have leisure opportunity’s (such as learning an instrument or joining a sports club). A child’s social and emotional development is majorly influenced by the foundations which the family unit creates. Most parents will provide a nurturing unconditional loving family environment where their child will embrace and flourish within it. There are some carers or parents who, for a lot of different reasons will not provide this nurturing platform which all children need. Examples of this include carers with mental health issues, drug misuse, marital conflict and violent behaviour. Theories Regarding Child Development. Theories of child development can be said to be a set of principles that are designed to explain or predict some things. There have been many theories over the years by many scientists and psychologists and they have come up with a multitude of different perspectives as to why a child will do certain things within their development. Theories not only provide an extended outline of understanding, they also allow educated guesses or hypotheses about some parts of a Childs development that are not clearly understood yet. These theories can provide a bounce board for other research but they also have some practical benefits. They can be useful (if you are a parent, teacher, therapist or carer) as a reference point when you need to make important decisions within the Childs lives and a well-founded theory can provide valuable information in making responsible decisions. On the flip side though, some child development theories can be limiting and misleading and can in fact hinder or jeopardise a Childs development if the primary carer follows this theory to the letter. It is with this in mind that it is vital to compare and evaluate a lot of theories before acting upon them and it is with this comparing and contrasting that you will find that a lot of theories strengths and weaknesses will be highlighted. There are many theories out there and underneath I will be going into a few of them in more detail. Alfred Bandura (Social learning theory) Main theory: Learning takes place by imitation. The social learning theory suggests that people will learn from one another through observation, imitation, and modelling. This theory has been renamed â€Å"the social cognitive theory† this is to accommodate later developments of this theory. Albert Bandura found that children tend to copy people they hold in high status (parents etc. ) especially so if these people are warm or have powerful personalities. This theory could lead us on to the fact that we should very aware of our behaviour in front of children and the effect this could have on them. Things to think about: * If children are smacked by adults will they be more likely to smack other children? * If children are shouted at by other adults, are they more likely to shout at other children? If children are given explanations, are they more likely to explain things to other * If children are comforted when they fall, are they more likely to do the same to others? How this affects practise * You will have to be very wa ry of the language and behaviour you use in front of your children. * It could a useful theory to use if you want your children to experience role play. * Being a good role model can only help the child. * This theory allows learning without direct experience. * Promotes positive behaviour. If you are positive this will rub off on the child. Transmission theories There are three main theorists involved in transmission theories. John Locke: He thought that the child was an empty vessel and that they can be shaped by the adult and that children can be shaped by external factors and these are greater influences than any genetic involvements (nature v nurture) Ivan Pavlov: (classical conditioning): Pavlov’s theory was his famous conditioned Reponses in dogs experiment. Pavlov likes to be known as a physiologist rather than a psychologist as he believed the two were linked and were useful and scientific. Classical conditioning is the way in which responses are under the control of new stimulus. In his case the â€Å"conditioned† stimulus was a church bell and the â€Å"unconditioned† stimulus was food. His experiment involved feeding the dogs every time the church bell rang. This eventually produced an â€Å"unconditional† response from the dogs which was saliva flowing from the dogs mouth when the food appeared. This would then gradually change into saliva being produced with any bell noise thus producing a â€Å"conditioned† response from the dogs. Food will produce salivation, but it’s this change in stimuli using classical conditioning which means that saliva is being produced with the sound of the bells and not the actual food. Pavlov’s Experiment Burris Frederick Skinner: (operant conditioning) Skinners main theory was one of that reinforcement and punishment moulds behaviour and children are conditioned by their experiences. Skinner maintained that learning occurred through responding to the environment and he coined the term â€Å"operant conditioning† to describe this phenomenon. He did extensive research with animals, notably with rats and pigeons. I t was skinner who invented the famous box in which a rat learns to press a lever in order to obtain food. He gave rats a reward of food if they pressed the lever. This was positive reinforcement. The desired behaviour was rewarded. Conversely, undesired behaviour could be negatively reinforced. The rats would receive an electric shock every time they went near one area of a maze and they would then begin to avoid that area. The undesired behaviour was got rid of and the desired behaviour was encouraged. How this affects Practise. Positve reinforcemnet includes * Special helper Kindness awards * Points * Stickers * Special jobs * Star of the week * Trips out * Priase or golden time. Negative reinforcement includes: * Lines * Detention * PunishmentThings taken from or kept from the child. The effects this has on practise is that it will provide motivation for the child to behave and also to put that lirttle bit mo re effort in than they would normally if they have something to aim for at the end of the week or day. It will give the child encouragement to repeat the good behaviour or effort upon recieving their treat or reward. Social constructavist theory Jean Piaget: This is the theory where all other theories are judged. His main theory is that the development of children take place in distinct stages of cognitive development. The adult does have an influence but the child is building their own thinking systems. Piaget believed that nature and nurture interact to create cognitive development. He claims that children when learning: * Go through stages and sequences in their learing * Are active learners * Use first hand Experiences and prior experiences in order to learn. * Imitate and transform what they learn in to symbolic behaviour. He devolped four stages of cognitive learing. 1: Sensory motor stage (0-2 years) the child explores using its senses( sucking ,grasping etc) : Pre operational stage (2- 7 years) The toddler understands the use of symbols and language and this can be understood. 3: Concrete operational stage (7-11 years) the child can now conserve and begin to reason logically. The child can now solve problems but their sucessful reasoning is largely limited to concrete situations. 4. F ormal operational years (11-16 years) the child is now developed and can show logical thinking and be able to work through abstract problems. Piaget view on a child as an active learner. Piagets three process: 1. Assimilation: this process is where people translate information in to a form they can understand. 2. Accomodation: This is where people adapt current knowladge in reponse to new experiences. 3. Equilibration: this is where people balance assimilation and accomodation to create a stable understanding. Implications in practise. Piagets theory suggests that childrens distictive ways of thinking at different ages need to be considered when deciding how best to teach them. In addition beacuse children learn by mentally and physically interacting with their environment, relative phsical activites are important in educational practise. How they influence current practise: * The language we use with the children * The resources you provide for the children * The need to incorporate role play * Activities( what to do with the resources at hand) * The way in which we chack for understanding from the child * We can question certain techniques What are social constructivists? A social constructivist feels that the adult will play an active role in helping the children through their stages of development. Lev Vygotsky: He was a russian psychologist who died prematurely. His theory dates back to 1924 and he developed ideas that there was relationship between language and thinking and cognative development. His theory empahsised the roles of historical, cultural and sociual factors in cognition and argued that language was the most important symbolic tool provided by society. He said that the ZAD (the zone of actual develpment) is where the child will develop naturally with out the adults help. He then says that the ZPD( the zone of proximal devlepment) is where the adult helps and he believes that adult intervention is crucial for the child to move between actual and proximal development. Jerome Bruner: he belived that learning was an â€Å"innate† function. He believes that children â€Å"do â€Å" â€Å"imagine† then â€Å"translate† them into sense through schemas and that older children create symbols to imterpret what they have done. Bruners three stages of development are: * Enactive (0-1 yrs) Doing * Iconic (1-7 yrs) Imagining * Symbolic (7+) Using symbolic representations Bruner also has his theory of â€Å"scaffolding† where he does recognise the importance of adult support. The easist way to get your head round this is to imagine the adult as the â€Å"scaffold† round the child, a bit like the scaffolding on a building. The adult moves and grows with the child offering them â€Å" support â€Å" and reinforcement on the way. How this effects current practise * We can use this to observe the children * We can look at the prefered learnign styles considered * This theory basically sums up the role of a teaching assistant â€Å" supprort and reinforcement† * Intorduce new concepts to expand learning * Will influence the way in which you question a child Humanistic Approach. Abraham Maslow and Mia Keller Pringle. Maslow created a theory of human needs that was relevant to all ages not just for children. This was known as the humanistic approach. He said that there was five levels of need and his theory suggested that each level had to be â€Å"met† before you could progresson to the next one. Maslow also said that it was almost impossible to reach your full potentiol if the lower needs were not sufficiently met. Maslows Hierachy of needs. How this may impact on current practise. There are many ways this theory could impact on practise: * Keeping an eye out for the childs basic needs( Hungry, clothing, tired,) * Awareness of bullying and social exclusion * Having a homework club (where the older children could help the younger ones. ) * Praise( Give praise when a child Produces a good piece of work) * Having a â€Å"Get to know you† activity or activities Understanding problems with a child( enabling you to asses the need of the child so he/she can progress) * Promote a positive learning environment which is individual to the children. * Devolop a â€Å"Culture† where the child feels comfortable to come f orward and say they have a need that is not being met. Mia Kellmer Pringle Pringle suggested that there are four primary needs that have to be met from birth. Love and security: this is probably the most important one of the four as this provides the basis for all future relationships. A child will also have objects as â€Å"security blankets† ie a favorite toy which they will use when they feel threatened or upset. The child will want routine which helps with their development and also they will need attachment which comes in the form of a caring a stable family. New experiences: this is a fundemantal requirement for cognitive development. In ealry life the act of playing and using new language as well as revisiting previous experiences and accesing new and demanding phsical and mental challenges all help in the childs cognitive development. This goes with them through to adolecence where they will start experimenting with boyfriends/ girlfriends and get involved in team roles etc. Praise and recognition: Strong incentives are vital for a child who is going through a difficult time. If a child is constantly put down or told they are useless it becomes a self fullfilling prophecy where the child has low expectations leads them onto low achievement. This will eventually lead onto the child never getting into any situations where they feel they will fail. Responsibility: It is also very inportant to structure the childs environment so he/she have challenges which reflect their interests and ability levels, this will encourage independance and co operation. Pringle goes along the same lines as Maslow so their impacts on practise are similar. Produce a routine the children are familiar with Plan trips out( get them interested in a musical instrument or have a themed week) Recognise cultural norms Make a child feel valued and Individual Have a School council( Promoting responsibilty) Welcome the child to his/her new setting( name on the peg, â€Å"get to know you activites) Give them jobs( registor monitor,handout milk etc) Leave it to nature Theories ( laissez faire model) Rousseau: was an 18th century philsopher who thought that the child will †learn naturally† and they were genetically engineered to learn certain things at certain times. He thought that a childs learning unfolds like a flower and that babbling leads onto talking which leads onto writing and reading, the same way kicking the legs and crawling leads onto walking and running. This theory suggests that adults mould the childs development through the environment they create and this â€Å"environment† will support the childs learning and help it to unfold. One example being speech. If a childs environment is all English speaking, the child will speak english, if a child hears both chinese and English it will become multi ligual and speak both languages. This view suggests that the child will do what they need to devolp and learn naturally. It sees the child as â€Å"active† in their own learing and as the adult do not need to act this is sometimes reffered to as the laissez faire view of how children learn. Rousseau mapped a set of developmental norms charting expected development. He believed that development followed a sequence and identified ‘normal’ age ranges of achievement. A depressing approach for children with special needs. Gessel: In the 1930s he mapped out a set of developmental norms which charted expectent development in children. These norms mapped out the childs expected development and this followed a sequence which identified the normal age ranges of achievement. This was also a very depressing approach for any children who have disabilites or learning needs. Gessels spiral of development. How this approach impacts on current practise. You will have an understanding that you can observe and not always intervene in a childs behaviour. How to cite Understand Child and Young Persons Develpment, Essay examples

Catapult Project Essay Sample free essay sample

Slingshots have been used since Greek and Roman times. They were used as siege engines against palaces and walled metropoliss. The ammo loaded into the slingshots were meant to interrupt the walls with rocks. fire incendiary missiles over the walls. or used for biological warfare. such as establishing dead animate beings over the wall to distribute disease. The type of slingshot we built is a catapult slingshot. We like to name it RZYAACN ( our names combined and it sounds cool ) . The slingshot works through tortuosity. which is the tenseness caused when an object is twisted in one way while the other terminal is inactive or twisted in the opposite way. with equal and opposite torsions at each terminal. Now to the building of the slingshot. we foremost had to make up ones mind which type we would construct. We decided on the catapult slingshot because of its apparently simple design. We will write a custom essay sample on Catapult Project Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page demand for non excessively much stuffs. and awesomeness. We so went to the shop Home Depot to purchase our supplies. At Home Depot. we bought two 2?4’s ( inches ) which were eight pess and 12 pess long. and we had a Home Depot employee cut up for us into smaller lengths. He cut the wood up into two pieces that were 36 inches long. one piece that was 30 inches long. four piece that were 15 inches long. and one piece that was 18 inches long. We besides bought one piece of square plyboard that was half an inch midst. and had it cut from its original 24 inches by 24 inches size to 15 inches by 18 inches. We bought a 36 inch cylindrical piece of wood. which we sawed at the shop into two pieces. 15 inches long each. Last. we bought 21 pess of nylon rope at the shop. which was cut by one of the employees. We so drove back to the house. where the existent building began. We set up the base of the slingshot with the two 36 inch piece of wood and two of the 15 inch pieces. puting them up in a rectangle. We used power drill. and used a drill spot to get down the hole. and so drilled in three inch nails to maintain the wood in topographic point. Following. we put the staying two 15 inch pieces of wood on top of the base vertically. 15 inches from the terminals o f the base on opposite sides. reiterating the same procedure for the boring and nails. Then. we sawed the square piece of wood in half diagonally to organize two trigons. with the aid of Ryan’s pa. We so nailed on both of the trigons. one on each side. to the base and verticals. with the hypotenuse of the trigon lifting towards the verticals. Then. we nailed in the 18 inch piece of wood. linking the two unsloped 15 inch pieces of wood on the side antonym of the trigons. Then. we drilled a half inch hole in the 30 inch piece of wood 2 and ? inches from the terminal of the wood through the center of the side. Then. we drilled one inch holes that are 6 inches from the terminal of the base with the trigons attached and 2 ? inches from the underside. Now. it’s clip for the wrapper of the rope. First. we tied a knot with the rope onto one of the 15 inch cylindrical rods. Then. we put forced the rope through the holes in each piece of wood. traveling to the other side. wrapping it around the other piece of cylindrical wood one clip. back to the other side. and so back to the other side one time more. Then. this is where things change. Alternatively of traveling through the holes in the swing arm. the rope is wrapped above and below the arm. The wrapper is fundamentally in a figure 8 form. So when you go above the launch arm. the rope is hence traveling to travel into the following hole and wrap from under the cylindrical rod. which will do the following wrap to travel under the launch arm. and so away. Then. as we neared the terminal of our twine. we wrapped the rope near the launch arm together one time for better tenseness. and so knotted at the cylindrical rod. Now. with the twine in topographic point. we turned the rods towards us from the side with the twine and triangular supports. As we turned more and more. the launch arm rose and created a batch of tenseness. so much so that we had to acquire Ryan’s pa to make the last bend because it was so hard. and so had to put a nail to forestall the rod from stealing. We so attached a spherical object to the terminal of the launch arm to keep our object that we are establishing. which is a playground ball in this instance. We boring a little hole in the center of t he base and center of the terminal of the launch arm. and found a piece of wood in the garage that we attached a twine to. so that we could stop up the hole with this piece of wood attached to threading to remote launch the slingshot. And that. is how you build a catapult slingshot.

Poem Dreams Essays - Dream, , Term Papers

Poem: Dreams dreams A dream is a dream, is a dream. So come with me to a place not so far away where a dream is a dream and skies arent so grey. A dream is a dream, is a dream. So come with me and fly away. So come with me and fly away to a place where theres always a way, and no reason not to stay. So stay with me in this place tonight, I promise you Ill hold you tight. A dream is a dream, is a dream, so please stay with me in this dream tonight Poetry

Similes in the Purgatorio Essays

Similes in the Purgatorio Essays Similes in the Purgatorio Essay Similes in the Purgatorio Essay Essay Topic: The Aeneid The concept of a plainness held back hints at an absolute meaning: behind the veil of rhetorical language lies a potential exposition. The composer of ornamented rhyme chooses to cover his meaning with ornamentation, but a translation, or an illumination, must be available upon request for the obscurity to have any worth. Dante veils his grief at Beatrices death, in part, by placing it at a linguistic remove: in a book written solamente volgare there is no place for a letter earlier composed in Latin to tell of the worlds new condition. Because of this determined linguistic consistency, the words, Dante pleads, may not be quoted in full (the word he uses for quote, . allegare, also means plead, and this plea replaces the quotation he refuses to make) but a full translation into the vernacular is not raised as a possibility. The excuse is deliberately flimsy, sustaining a sense of the potential for a fuller understanding alongside its being withheld. Videmus nunc per speculum in enigmate tunc autem facie ad faciem nunc cognosco ex parte tunc autem cognoscam sicut et cognitus sum (1 Cor 13, 12). Christianity involves the conviction that all human knowledge is partial, but this requires that a whole be understood to exist. La Vita Nuova dismisses as stupid in their practice those who cannot divest their words of covering, to show the object rather than its reflection. Writing of God involves the difficulty that God may not be unveiled fully, but also the faith that there is a true meaning which might be divested of its veil. It seems crucial that Dante conceive this exposition would be made on being asked: a series of pressing questions, driven by the urgent desire to comprehend more fully, mark Dantes progress through the Purgatorio, so that there are degrees of partial knowledge. It is not enough to wait until you enter into the state of knowing as you are known by God, despite the fact that entering Purgatory secures the knowledge that such knowledge will be enjoyed in a matter of time. Yet God may not be unveiled, and writing about God means that the words may not be stripped of their covering upon demand: faith is required, by the reader as well as the writer, that the ornamentation does not disguise further confusions. Comfort, for the writer, lies in the word Dante uses for meaning in the passage from the Vita Nuova: intendimento is both meaning and intention, so that a full exposition is not demanded of the writer, but only his aim for the shape and plan of the work, the truth as far as it goes. Exposition, in human terms, is conceived as a further stage of rhetorical engagement, recalling Socratic dialogue. TS Eliot wrote of the Commedia that it is not necessary that the allegory or the almost unintelligible astronomy should be understood only that its presence should be justified. (The Sacred Wood). Justification may be a persuasive action, yet Eliots choice of tense allows this suggestion to be sustained alongside an alternative, that something is justified in a set way, and not that the process of justification need take place on a rhetorical level. God need not justify, because he is just. It is the provision of a structure which matters, perhaps, not the confusion of those lost in it. Being lost, or in discomfort, in the Purgatorio may be urgent because of the intensely temporal nature of its activities, and yet it is a place, in its upper slopes, safe from sub-lunar decay, a place which changes without itself being changed. Salvation lies at the end, so any sense of confusion is curiously unthreatening; blanks are deliberately left to be filled in. Often, they are filled in silently by Dante, part of the growth of an understanding partially withheld accio che tu per te ne cerchi (C17) but nonetheless attained. It is a way of conveying the experience, without revealing it, offering points of entry which involve further thought. Dante often tells Virgil he is satisfied with the reply to a question; the reader can only take his word for it, and attempt to make the same leap, confronted with the same explanation, leading to generations glossing passages like the following. e se pensassi come al vostro guizzo guizza dentro allo specchio vostra image, cio che par duro ti parrebbe vizzo People being like something. They were like people who were weary etc etc. Are they it, or like it? Word is God and is with God etc. Relates to thin spirits. Inner and outer stuff: when youre concentrating on something the outside world disappears/ is changed, and your experience of time changes, as a metaphor, being digressive, changes the fabric of the poem by taking up lines. In Canto XVII Dante discusses how the imagination works without any outward stimulus from the senses, having just shown how it may do so. A metaphor is such a stimulus, calling upon memory (ricorditi, lettor ) of a natural event, a common experience brought into relation with the poem, in order to illuminate the situation of Purgatory. Seeing the sun in mountain mist is the conceivable shadow of the experience of emerging from the Purgatorial veil, less a metaphor than an instruction as to how the experience may be glimpsed. Ricorditi, lettor e fia la tua imagine leggera in giugnere a veder There is strikingly little contrast between tenor and vehicle, so that although this passage recalls Classical epic similes in its reference to domestic experience and its sudden transport of the reader from the remote and heroic into the everyday, its appeal to the everyday is to show that everyday things may be imperfect impressions of exalted things. The common experience of seeing the moon in cloud is a conceivable glimpse of what it is like to see the sun through the acrid smoke of Purgatory. Its likeness projects a partial understanding, its unlikeness hints at a whole unencompassed by the span of the comparison, yet it is the same kind of thing, a pattern of the same experience in a different way from that in which Classical comparisons and similes often work, or even others in Dante, people huddling like sheep. It is a way of thinking relatively which recalls the medieval belief that passages from the Old Testament foreshadowed passages in the New Testament, often in obscure and subtle ways. An Old Testament passage is enriched by its relation to the New, just as this close relation of experience, seeing the moon and seeing the Purgatorial sun, enriches the readers appreciation of the everyday sight, as well as unlocking understanding of the purgatorial experience. This quality, a sense of the ways in which texts, and experiences, may illuminate each other, informs Dantes use of Classical sources, rendering his consciousness of the influence of Virgils epic similes one aspect of the workings of an imagined divine love. Canto XV, in its model for love, builds upon similes from the Aeneid, recalling especially the simile of reflected light used in Book 8 to describe the movement of Aeneas agitated mind. There, the hero is alone, with the burden of his race upon his solitary shoulders. Dante recalls this solitude while creating a vision of infinite sharing: the hero responsible for bringing a chosen race into the promised land of Italy is replaced by a wider covenant, of which an infinite number of people may come into possession. In his awareness of his own writing at this point, Dantes Virgil makes a mirror which, in describing how love between people works like an intensifying series of reflections and refractions, also shows that texts may be illuminated, not diminished, by their interrelation. It is a vision which balances the recognition, in the humility of Purgatory, that earthly fame will be swept away, that the renown of one artist will swiftly be usurped by another. Purgatory is a place which exists, in geographical and other terms, in relation to Italy; it is almost a mirror image, familiar constellations moving in unexpected directions in its sky. It is particularly apt that Dante should include such a comparison (between moon and sun) at this point, one which indicates the understanding that the shadows on the walls of a cave are only shadows of the real thing. The infliction of blindness upon the angry in Purgatory is not only the physical manifestation of the effect of their sin, but also a handicap to aid better understanding, complete knowledge reached through the very process of recognising that their knowledge is partial. The seven wounds are healed per esser dolente, another appeal to experience; wounds sting when they are healing. The disk of the sun is more easily seen through the dissipating smoke than in its unveiled dazzle.

Life in Britain is expensive.As a result many mothers have to work to Essay

Life in Britain is expensive.As a result many mothers have to work to pay the bills. This has caused the break-up of family life and had a disastrous effect on - Essay Example are for under 2 years of age has gone up by 33% in the past 6 years (Easier Finance, 2008) and the cost of electricity and gas is up by 16% compared to last year (The Times, 2008) to quote a few. This situation has resulted in more people in a family especially mothers going out to work in order to make ends meet as revealed by a recent study that 1 in every 3 parent’s work (Easier Finance, 2008). There has been a substantial increase in the proportion of married mothers going to work since the mid-1960s according to an article published by McRae, S. According to a recent survey, the number of women going to work as increased by 18% since 1993 (Easier Finance, 2008).A major reason identified for this is the increasing cost of living and in addition work also provides women confidence in themselves, a way of exposing their skills and also increased social contact (Orr, J, 1997). The publicly funded childcare mounts to only 2 % of children under 3 years of age. While earlier on mothers took up part-time jobs now they prefer to go for full-time jobs in order to make ends meet (Orr, J, 1997, Reynolds, T, Calleder, C, Edwards, R, 2003).This trend of both the parents going to work has affected the quality time they spend with their children (Easier Finance, 2008). A study conducted has revealed that children of working mothers showed lesser educational achievement due to lack of ma ternal care (Orr, J, 1997). The study also showed that among working mothers, children of mothers who worked part-time fared better in examinations compared to those whose mothers worked full-time reflecting the fact that the amount of time spent on children by the mother had an influence on the cognitive development of the child. Another new trend that is fast growing is the atypical working hours taken up by mothers. This includes working at weekends and in shifts during weekdays in order to manage both home and work. A Recent study has revealed that children get to spend less time with

Ethics Form Essay Example | Topics and Well Written Essays - 500 words

Ethics Form - Essay Example It was for the need to ensure that respondents had adequate time in reviewing their questions that questionnaire was preferred over interview. With questionnaire, respondents were free to attend to questions at any suitable time for them without rush. 8. Will informed consent will be appropriately documented? (While a consent signature is standard, note that anonymous surveys can obtain implied consent by informing the participant, â€Å"To protect your privacy, no consent signature is requested. Instead, you may indicate your consent by clicking here/returning this survey in the enclosed envelope.†) As far as participants are concerned, conflict of interest was avoided by ensuring that questions were given to respondents in such a way that participants did not deal with questions that bore their direct interest. The central explanation of the PIS was based on the research purpose. The statement of research purpose thus formed the first sentence of the PIS so as to ensure that participants came to appreciate the research purpose. No clearly defined compensations were put in place. It is for this reason that the researcher made personal contact with the participants instead of making participants spend fund to come to researcher. 18. Does the PIS explain how the participant can contact the researcher and the university’s Research Participant Advocate? (USA number 001-612-312-1210) or email address liverpoolethics@ohecampus.com). 21. Are adequate measures in place to adequately protect participants from coercion to participate, distress, loss of work/school time, damage to professional reputation, physical/psychological harm, and loss of privacy? 23. If the researcher happens to also serve in a trusted or authoritative role to the participant (e.g., health care provider, teacher, etc.), do the recruitment procedures

User Experience Evaluation for carphone warehouse website Essay

User Experience Evaluation for carphone warehouse website - Essay Example Online payment methods and the use of mobile phone money transfers have further enhanced the capability for conducting business within the internet based business transaction. The utilisation of internet and websites has significantly increased in the 21st century, prompting almost all operations to have an online presence, for global reach. Globalisation of businesses has taken a new trend through the application of internet based applications and resources. Organisations wishing to reach the global markets must have websites which provide information to clients regarding the company products which are available. There number of individuals utilising websites for different activities other than business, has increased immensely. When undertaking marketing strategies through the internet, all internet users become potential clients. This makes the utilisation of internet based business marketing become relatively popular and increasingly attractive among many organisations involved in selling different wares. Undertaking online business requires the creation of a website in which the products are presented and which enables customers to interact with the sales personnel. Online businesses commonly take different fronts in the presentation of the information to the customers. The aspect taken by the business seeks to target specific market and customers based on the internet utilisation. Many of the common forms include websites, online stores, blogs and social media accounts. Currently many businesses undertake activities on several of these fronts in order to maximise the number of customers who can be reached by the business online activities. The utilisation of different fronts seeks to ensure that the different customers can reach the business through approaches which they easily understand. The utilisation of a website in conduction online business could present several

Principles of Marketing: Bentley Motors

Principles of Marketing: Bentley Motors Marketing strategy with details of the 4 P’s with justification (Bentley Motors): Bentley Motors limited is a British luxury automaker and a wholly owned subsidiary of the Volkswagen AG. Designing, engineering, manufacturing and distribution of luxury motors are the major activities of Bentley Motors. Bentley Motors was established in the year 1919 by W. O. Bentley. This company was founded in Cricklewood near London. Rolls-Royce Motors had acquired this company in the year 1931 and in the year 1998 this company had purchased by Volkswagen AG. Since then this company has been the wholly owned subsidiary of Volkswagen AG (Stephanie, 2013). The marketing strategy of Bentley Motors had been so formulated that the company sells the models of the automobiles through the franchised dealer all over the world. This company had been producing the motors which are considered to be the luxury motors in the global market. The strategic management of the company makes the company to successfully market the models of the cars all over the world. The marketing strategy of Bentley with the 4Ps is as follow; Products: The luxury automobiles of the company satisfy the needs of the customers. The cars models of 4.5 liters became much popular as the vehicle of choice of the population. The luxury cars of this company are designed as per the needs and the demands of the customers. The racing cars designed by this company are also much popular. The Bentley Continental fastback coupe was designed by this company to cater the domestic demands. These models were manufactured with the compilation of many important standardized components. Standard steel saloon, continental models, S-Series, T-series models are some of the well known and popular models of the company (Georges, 2014). Place: The company sells the cars models through the franchised dealers all over the world. China has been a very good market for this company’s cars. The company tries to enter into many emerging markets scattered across the world. After Rolls Royce had purchased Bentley Motors, the later could compete with other competitive and expensive car producing companies in the international market. Price: The cars of this company are of high quality and thus the prices are higher compared to regular use cars. The company focuses on the satisfaction of the customers and tries to cater best quality racing cars and luxury cars. The company could not compromise with the quality and standard of the motors. The high end cars are designed and engineered with the use of technology. The company targets rich section of the society those who consider the quality of the cars with their prices. Promotion: The company implements ethical marketing strategies compromising of effective marketing tools to market the cars in the international market. Proper advertisements, campaigns, promotional schemes and other promotional schemes are practiced to make the product well known to the customers of the world. The logo of the company is a symbol of status and prestige for the customers (milesperhr, 2012). Briefly discuss about the Integrated Marketing Communion (IMC) to become more competitive: Integrated Marketing Communication or IMC is the tool to understand the marketing communication strategies in the light of innovation and innovative strategies. IMC helps to formulate such strategies which could solve different types of the business issues through the collaboration with the international companies and the rivals in the market. The IMC strategies help the companies to become more competitive in the market and to make them cost effective in the competitive world. The companies could implement the IMC strategies in both the conventional and non conventional marketing media. The companies could implement these strategies in making the promotional methods to make them more effective and efficient towards successful achievement of the organizational goals. There had been several changes in the modes of communicating with the customers. These continuous changes have been possible because of the consistent conduction of the research and development in the field of marketing strategies (bentleymotors, 2014). There had been various positive shifts from the conventional marketing strategies to interactive marketing, from Mass Media to some kinds of Specialized Media, from Low Accountability in marketing to high Accountability in marketing spend, from limited connectivity to persuasive connectedness. These shifts had made the Integrated Marketing Communication so much effective to make the goal of customer orientation possible by the companies. The various components of IMC which are implemented in the marketing strategies of different companies are the following: Organizational culture The mission, vision, goal and objectives together build the organizational culture. Four Cs in Marketing Mix- Consumer, Cost, Convenience, Communication The most important components of the marketing strategies are described here. The consumers are the target segment; cost and convenience decide the price of the products and the distribution channels to be formulated. Finally the communication is the important tool of intimating the customers about the products. Advertising: The advertising includes various media like broadcasting, commercial ads, outdoor advertising, online advertisement which is also gaining much popularity now a days. The companies can put advertisements in different auction sites, social networking sites and classified ads are also there in the newsletters etc. Direct marketing: Another important tool of communicating is direct marketing where the customers could be interacted directly through different channels like direct mails, telemarketing, shopping channels, internet sites, websites, mobile messages, outdoor advertising etc. The seller could come into direct connection with the buyers through direct marketing (Panerai, 2015). E-Commerce: E-Commerce includes Search engine optimization, Mobile marketing, content marketing, social media like Facebook, Twitter, Instagram etc. The components of E-Commerce are making the marketing more effective and useful. Public Relations: The companies could interact with the target segment through creating an effective public relation strategy. The companies could communicate through special events, interviews, conferences, charity involvement etc. Promotions: There are various promotional tools which are to be implemented by the companies. The promotional schemes include contests, coupons. Product samples, prizes etc (milesperhr, 2012). Corporate volunteering: Now a day the companies are getting engaged in donations, volunteering and many other charitable actions. References: bentleymotors. (2014, August 28). Bentley Looks to the Future with new Skills Programme. Retrieved from bentleymotors: http://www.bentleymotors.com/en/world-of-bentley/our-story/news/2014/bentley-new-skills-programme.html Georges, C. (2014, September 09). In Conversation With Christophe Georges, President CEO, Bentley Motors Inc. Retrieved from luxurysociety: http://luxurysociety.com/articles/2014/09/in-conversation-with-christophe-georges-president-ceo-bentley-motors-inc milesperhr. (2012, March 01). Bentley Motors Campaign Plan. Retrieved from milesperhr: http://www.milesperhr.com/tag/bentley-marketing/ Panerai, F. (2015, February 18). Bentley motors. Retrieved from slideshare: http://www.slideshare.net/FiammaPanerai/bentley-motors-art Stephanie, A. (2013, October 02). Bentley company case. Retrieved from slideshare: http://www.slideshare.net/aguness/bentley-company-case

The Economic and Political Motives of the American Constitution vs. the

The Economic and Political Motives of the American Constitution vs. the Articles of Confederation Introduction The Constitution of the United States of America is often revered and thought of as the basis for all democracies around the world. However, when it is used as an example of the perfect democracy, the facts and history behind its creation are often left out. While it is a fascinating document, it is not the pinnacle of perfection that we often hold it up to be. It had a stumbling start, full of problems and arguments, instead of the immaculate conception that is often described. Its beginnings were much humbler, and they started with the Articles of Confederation. It is somewhat strange that the American people know so little of the fundamental nature of their system of government. Their acquaintance with it extends only to its outward form and rarely includes a knowledge of the political philosophy upon which it rests. The sources of information upon which the average man relies do not furnish the data for a correct understanding of the Constitution. (Smith, Allen, 1965: 30) What I propose to show is that the Constitution of the United States is not necessarily the best form of government for the United States, but that a reworking of the Articles of Confederation would have been sufficient. The motives I would like to call into question are those of the Framers of the Constitution, but also those of the Framers of the Articles of Confederation. The Articles of Confederation are often historically overlooked, but they play a major role in the creation of the Constitution. By examining the creation of the Articles of Confederation and its demise, I hope to shed some light on why the Constitution was created an... ...an Company, 1936. Bourgin, Frank. The Great Challenge: The Myth of Laissez-Faire in the Early Republic. New York: George Braziller, 1989. Campbell, R.H. and A.S. Skinner, eds. An Inquiry into the Nature and Causes of the Wealth of Nations. Glasgow edition of the works and correspondence of Adam Smith. Indianapolis: Liberty Classics, 1981. Jensen, Merrill. Articles of Confederation: An Interpretation of the Social-Constitutional History of the American Revolution, 1774-1781. University of Wisconsin: University of Wisconsin Press, 1940. Kenyon, Cecelia. The Antifederalists. New York: Bobbs-Merrill Co. Inc., 1966. McDonald, Forrest. We the People: The Economic Origins of the Constitution. Chicago: University of Chicago Press, 1958. Smith, J. Allen. The Spirit of American Government. Cambridge, Mass.: Belknap Press of Harvard University Press, 1965.

Phonological and Writing Systems of English and Thai

In the second language and foreign language (FL) classroom literature, it has been claimed that several variables related to the interface between L1 and L2/ FL, i. e. psychological aspects, contribute to language learners’ perception and production of a foreign language. A study of these variables could have important implications for the teaching of foreign languages. More recently, the role of spoken and written L2 input (e. g. Bassetti, 2008; Moyer, 2009) has been studied in greater detail, and there is an abundance of such studies.In this chapter, the relevant literature will be illustrated and critiqued, with particular attention to the works on phonological systems and writing systems across languages and the interaction between the two systems. In addition, the influence of affective factors on the productive skills of Thai learners is reviewed. The first section of the chapter is a discussion of the relevant literature on the differences between phonological and writi ng systems across languages and the resulting language learner output, followed by a review of the framework to be used in this study.The final section is a review of the effects of the affective factors on the learners’ language achievement and language performance as well as on language learning. 1. The related literature The findings reported in the literature that the majority of Thai learners of English demonstrate a low degree of proficiency, especially in the productive skills (speaking and writing) reflect the fact that â€Å"English language pedagogy in Thailand †¦ is still in its infancy† (Wongsothorn, A. , Hiranburana, K. & Chinnawongs, S. 2002; Laopongharn & Sercombe, 2009, among others). As reported in the national survey (1999) conducted by the Office of Educational Testing of the Department of Curriculum and Instruction (in Khamkhien, 2010), â€Å"high school sstudents’ productive skills were generally below 50 per cent, i. e. below average, leading to the recommendation in the report for immediate improvements of writing ability in all educational institutions in the country† (Wongsothorn et al. , 2002: 112). There are several factors that could prevent Thai learners of English from aining a sthrong command of productive skills in English. In terms of the phonological system, Yangklang (2006) investigated the improvement in pronunciation of English final [l] in 40 Thai sstudents in Matthayom Suksa 4 at Assumption Convent Lamnarai School who had used the Computer-Assisted Instruction (CAI) programme she was testing. The CAI in the study, as described by Yangklang: â€Å"contained drill and practice exercises. Drill and practice activities aimed to provide learners with adequate practices and also to review items that were new to learners.The goal of the drill and practice activities was to teach sstudents to pronounce words with final /-l/ accurately and automatically. † These practices and exercises were, therefore, provided by the computer programme as part of the post-lesson activities. The participants were divided into two groups according to their competence of pronunciation of English, one with good pronunciation and the other with poor ability. Prior to the experimental task, each participant had taken a placement test to classify their pronunciation competence.Subsequently, they all took three pronunciation post-tests every week for three weeks. It was found that both groups of sstudents improved their pronunciation significantly after they used the CAI programme. In general, both groups had positive reactions to the use of the CAI programme for improving their pronunciation. Obviously, the programme helped the participants improve their pronunciation, given that they had intensive training on pronunciation practice of specific English consonant sounds, and the post-test of pronouncing the sound was administered immediately after the programme training.As Graham (1997) and M acaro (2006), among others, have pointed out, effective language learning is about mastering communicative skills, i. e. speaking, writing, listening, and reading. This indicates that the more learners practise, the better their communicative performance in a language. In line with this, the results did not show anything unexpected. The point at issue, which I shall leave for future study, is how can accurate pronunciation, e. g. of the /l/ sound, be maintained after short-term, intensive training?In Yangklang’s findings, the English consonant sound /l/ which constitutes the coda, i. e. word-final ending in /l/, (see Figure 1 below) could be realised as [l], [n], and [w] by the participants. The participants with good pronunciation appeared to produce the [l], whilst the participants from the poorer group appeared to generate [n] and [w] instead of [l] or [? ]. The [n] was produced more frequently than [w] by these participants, however. Yangklang did not discuss why [n] and [w] constitute allophones of /l/.In the study, it was the poorer group who produced such allophones, and it was reported from interviews that the participants had not yet been exposed to an environment where English is used as a medium of communication. In the word list, part of the research instrument which consisted of pronunciation tests contained words like ‘ball’, ‘mile’, etc. which are English loanwords. I assume that there is some force of segmental alternation with regard to English loanwords.As /l/ is not available at coda position, the notion of final consonant phoneme alternation appears plausible. That is to say, [n] and [w] appear to be alternatives. Paradis (1996) in Kentowicz & Suchato (2006), claimed that the location of such segments in feature geometry and prosodic structure was relevant in dealing with segmental alternation in loanwords. Based on the data, /l/ and /n/ fall into the same natural class, in that both of them are sonorant con sonants, which can be represented by the feature matrices

Sales forecast Essay Example

Sales forecast Essay Example Sales forecast Essay Sales forecast Essay When deciding on our sales forecast for our car valeting business and car sales business we have based the figures on the previous two years business also keeping in mind that we are growing rapidly.In the following forecast you will see a considerable drop in business during month four. This we have identified is due to people going away from London for Easter holidays as well as it tend to be a rainy season. However there is a significant increase in month five this is mainly because the new number plates come out in this month, and thus car sales boom. People with new cars pay more attention to keeping their car looking good initially hence a increase in business during this month. By the month six this tends to come back to normal business.Our sales forecast for car valeting products is based on research on how much valeting product is sold through retail stores. Another factor considered in the promise by BP to buy our product at certain quantities over the first year. We have a lso used sales figures from luxury car valeters such as Jaguar to come up with our final sales figures.Our commission per car sold will remain at à ¯Ã‚ ¿Ã‚ ½1500.Our valeting service charge is à ¯Ã‚ ¿Ã‚ ½70 per carEach package consisting of valeting products will be sold at à ¯Ã‚ ¿Ã‚ ½40Month-1Car valeting;15 cars per week day = 75 per week20 cars per weekend day = 40 per weekTotal 115 cars per week à ¯Ã‚ ¿Ã‚ ½32 20010 cars sold during month à ¯Ã‚ ¿Ã‚ ½15 000Valeting products;Sales to BP 250 unitsSales to other car valeting services 125 unitsSales through outlets and other sources 75Total sold 450 units à ¯Ã‚ ¿Ã‚ ½18 000Total sales revenue for month 1 à ¯Ã‚ ¿Ã‚ ½65 200Month -2We have calculated that sales revenue from car valeting and sales will remain as same as month one during this monthValeting productSales to BP 500 unitsSales to other car valeting services 150 unitsSales through other outlets and other sources 90 unitsTotal units sold 740 à ¯Ã‚ ¿Ã‚ ½ 29 600Total sales revenue for month 2 = à ¯Ã‚ ¿Ã‚ ½ 76 800Month 3Car valeting;18 cars per week day = 9020 per weekend day = 40Total cars valeted = 130 per weekTotal sales revenue for valeting = à ¯Ã‚ ¿Ã‚ ½ 36 400Cars sold during this month= 15Total revenue from car sales = à ¯Ã‚ ¿Ã‚ ½ 22500Valeting products;Sales to BP = 750 unitsCar valeters =180 unitsSales through other out lets and other sources = 108 unitsTotal units sold during this month= 1038Total revenue for valeting products = à ¯Ã‚ ¿Ã‚ ½41 520Total sales revenue for month 3=à ¯Ã‚ ¿Ã‚ ½100 420Month 4Car valeting;15 cars per week day= 7525 cars per weekend day= 50Total cars valeted per week = 125Sales revenue of car valeting for the month=à ¯Ã‚ ¿Ã‚ ½35 000Cars sold = 17Sales revenue of car sales = à ¯Ã‚ ¿Ã‚ ½25 500Valeting productsSales to BP= 750 unitsSales to car valeters= 216 unitsSales through other out lets and sources= 130 unitsTotal sales for the month= 1096 unitsTotal sales revenue from product sales for the month=à ¯Ã‚ ¿Ã‚ ½ 43 824Total revenue for the month 4 =à ¯Ã‚ ¿Ã‚ ½104 324Month 5Car valeting;20 per week day= 10025 per weekend day= 50Cars valeted per week= 150Total revenue from car valeting = à ¯Ã‚ ¿Ã‚ ½42 000Cars sold= 5Sales revenue from car sales =à ¯Ã‚ ¿Ã‚ ½ 7500Valeting products;During this month we are projecting the business on product sales to remain as same as month 4Total sales revenue for month 5 -à ¯Ã‚ ¿Ã‚ ½93 324Month 6Car valeting;15 cars valeted per week day= 7525 cars valeted per weekend day= 50Total cars valeted per week = 125Sales revenue from car valeting for the month =à ¯Ã‚ ¿Ã‚ ½35 000Cars sold = 8Revenue from car sales = à ¯Ã‚ ¿Ã‚ ½ 12000Valeting products;Units sold to BP=750Units sold to car valeters= 259Units sold through other outlets and sources=156Total units sold for the month = 1165Sales revenue for valeting products= à ¯Ã‚ ¿Ã‚ ½46 589Sales revenue for the month= à ¯Ã‚ ¿Ã‚ ½93 589

Luther man between God and the Devil

Luther man between God and the Devil Introduction The preface to Luther by Heiko A. Oberman gives the reader a sneak preview of what to expect while reading the book. In his opening sentence however, Oberman warns the reader that discovering Luther is something that cannot fit within the confine of scholarship exposition. To understand Luther however, Oberman notes that people must be ready to leave behind their views about the world and life.Advertising We will write a custom critical writing sample on Luther: man between God and the Devil specifically for you for only $16.05 $11/page Learn More This is because Luther’s world was different from what the contemporary man knows; the church had so much power that it was equated to heaven, while the emperor’s represented the â€Å"powers of heaven† (xix). Reading through the book, one gets the impression that Oberman shares in the religious and spiritual issues that he documents about Luther having gone through. He relates the Luther experiences and discoveries both in terms of emotional and physical struggles as the same as what people in the contemporary society face. In the preface, one gets the impression that Oberman does not give religion or the state of the society as much weight as a factor that affected Luther’s life. This is made clear by the phrase, â€Å"It is not the Catholic, protestant or modern Luther we are looking for†¦Ã¢â‚¬  (xix). He however acknowledges that â€Å"we† will encounter religions and society’s state in the course of reading the book. The use of â€Å"we† in preface gives the reader the impression that he/she is not alone in discovering Luther. Oberman makes himself part of the journey too. The dying scene The main body of Oberman’s books starts with the dying scene where Luther is being attended by the â€Å"Reverend father†. It was February 18, 1546 when Luther Died. Before his death, Luther went through some final testin g where witnesses were summoned by his friend Justus Jonas just to confirm that Luther had â€Å"died steadfast in Christ and the doctrines that he had preached† (3). Oberman notes that Luther had always prayed that he would always be able to resist the devil to the very end believing that resisting Satan, who is branded as the ultimate and bitterest enemy to human kind would be his ultimate liberation from the tyranny posed by sin. Oberman also notes that Luther believed that a trust in God convinced him that the agony that he suffered in his life would be nothing more than brief blow upon his death (3).Advertising Looking for critical writing on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Liberal thinking Oberman further succeeds in portraying Luther as a person who had his own way of thinking. As indicated in the book, the author narrates that Luther adjusted his time with benchmarks rather than tol erance, enlightenment, modernity or progress to determine time. In order to understand Luther therefore, Oberman suggests that â€Å"we† need to read Luther’s history with a non-conventional perspective (12). Luther’s influence on the politics of the day seems to have been known to him more than anyone else. In one scene for example, Oberman states that Luther knew he posed a risk to the policy in Saxony. Since he did not want to break the sovereign’s freedoms that would be contained in political actions, he made the Saxony’s elector an attractive proposal that if accepted would have seen him leave the land (22). In a bid to stop Luther from leaving, the elector summoned him and promised to take a neutral position, while granting Luther the academic freedoms necessary to discuss scriptural questions with his students without any hindrances. Yet, Luther’s affair with the law was not always smooth. In 1520 for example, Pope Leo announced a con ditional excommunication to Luther based on his works, which the pope defined as â€Å"heretical, offensive and false† (Oberman 22). The pope however gave Luther 60 days to submit a response. Luther however could do nothing like that and finally in 1521, the Pope signed the excommunication letter, hoping that it had finally settled the troubles that arose from Luther. Luther’s supporters argued that the excommunication was motivated by the fact that the church could not stand reformation, yet a time for the same in the church was long overdue (Oberman 24). Reformist, teacher, doctor or preacher? Oberman’s book further notes that Luther’s influence on reformation would have ended sooner were it not for the death of Emperor Maximilian I in 1519. Before the death of the emperor, the Elector Cajetan in Saxon had done a lot to protect Luther. However, his protection of Luther stood no chance of surviving a final decision by the Papacy in Rome. Luckily however, the death of the emperor created a political upheaval in succession, which for a fair amount of time shifted attention from the Luther question.Advertising We will write a custom critical writing sample on Luther: man between God and the Devil specifically for you for only $16.05 $11/page Learn More The controversy between the Germans and the Papacy regarding Luther was clear as one end held that no one could be placed under a ban without being accorded a suitable hearing, while the other side maintained that Luther was under an automatic ban due to his incorrigible and notorious heretics (Oberman 36). While the Papal attracted critics, Oberman portrays Luther as having gained more public support especially from his writings which criticized how cases were â€Å"nipped in the bud† when they were tried in the imperial, papal or local courts (36). Having argued that no one deserved being banned without being given fair hearing, the Germans succeeded i n convincing the Papacy to grant Luther a hearing. In 1521 therefore, Luther appeared before the Bishop’s court sought to find the reality about the accusations of heretics placed on Luther. During the hearing, Oberman portrays Luther as a tactical and knowledgeable person who refused to answer non-specific questions. Asked whether he recognized the books written in his name as his own work, Luther sought to have the books mentioned individually (38). According to Oberman, the mentioning of the books served to dispense the notion that Luther was a â€Å"stupid monk† to anyone in the court room who may have held that idea. Asked whether he could recant, Luther requested the court to give him time to think. On his return the following day, his answer was an indirect one. He said that his books were neither polemical nor sharp. He stated that his writing addressed the Christian faith and life as directed by the gospel. To this end, he stated that not even the opponents wo uld find anything objectionable in the books. About the books that addressed the Papacy, Luther told the court that he had addressed how the papal office had ruined the church, weighed the human conscience down and oppressed the empire. He therefore argued that he could not renounce anything he had written in his books because by doing so, he would be encouraging tyranny.Advertising Looking for critical writing on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More By recounting this episode, Oberman portrays Luther as a person who stood steadfast with what he believed in regardless of whether he had the support from others or not. In a documented recounting of the proceeding that took place in the hearing, Luther is portrayed as a watchful person who not only realized that the hearing was not intended to gather information, but rather to accept the anticipated recantation by Luther or uphold the ban. Since the hearing was made of Germans, Luther argued that instead of acting independently, the Germans had acted childishly, allowing themselves to be fooled by the Romans. Oberman observes that though Luther’s evaluation of how the interrogation was conducted was indeed valid, he (Luther) was wrong about the Germans acting childishly. Oberman argues that no where in western Christendom would people find it politically viable to protect a seemingly rebellious monk against extradition from Rome. More so, obtaining a public hearing like what the Germans did for Luther who was perceived by Rome as a notorious heretic was also unusual. According to Oberman therefore, the same Germans who Luther has termed â€Å"follies† had kept his issue alive in such a long time such that the ban imposed by Rome was stifled (Oberman 40). Oberman’s book gives a clear picture of Luther’s attack on Rome and the papacy and gives the reader the actions that made Luther such a bitter person against the actions of Rome. At some point in the book, Luther is quoted saying that every person in Rome had gone crazy and â€Å"†¦had become inane fools and the devils† (Oberman 43). His reason for such strong wording about Romans was the fact that they had accepted the information passed by the church in Rome in that time, which Luther referred to as lies, which were being passed on as truths. According to Luther, Rome was the devil’s gateway to the church, yet, Christ sought representation through people who we re willing to work, preach, suffer and die. Instead however, the office of the Pope which was supposed to act as the servant of Christ leading the way for the church followers had become the â€Å"ruler of rulers† (Oberman 43). Reading this book however, one not only identifies the character of Luther, but also Oberman’s character as well. For instance, by making the devil a central agenda in his biography of Luther, one gets the impression that Oberman shared the convictions that Luther had about good and evil. One also gets the impression that not only does Oberman find the justification for a faith in Christianity, but he also finds â€Å"a new belief in the devil† (104). Surprisingly, Luther and Oberman are from different centuries. Luther was from the middle ages, while Oberman just wrote the book in the 19th century. Yet Oberman’s writing succeeds in portraying the devil not as a medieval residue, but an astonishingly modern reality. Oberman specifi cally portrays Luther’s role giving the reader a new understanding of Satan’s role in a person’s life. Through Luther’s believes and discoveries regarding Satan, Oberman gives the reader a few insights about how Satan allegedly operates. For example, as opposed to what many people may think; holiness and sanctity does not necessarily mean that the devil is absent. According to Luther, acts of Christianity which include preaching the gospels, people gathering to hear God’s word and other things that Christians do in order to strengthen their faiths provoke Satan to attack Christians even more. Luther also notes that in an attempt to ‘mislead’ Christians, the devil ties people down to religiosity. To this, Oberman adds that one is entangle in self devout analysis. He thus concluded that the ideals of divinization, perfection and holiness are Satan’s way of misleading the Christian faithful. Unlike a person who seeks Christ because he or she is â€Å"filthy and sinful†, Oberman notes that those who think they are divine, perfect or holy do not see the need to do so. Oberman is also successful in drawing a distinction between modern Protestantism and what Luther believed. Most notably, Oberman documents the high regard that Luther had for the sacraments. Despite his protests against the act of the Catholic Church and the papacy, Luther is quoted as having said â€Å"I am undeserving, but I rely on the faith of the church- or of another believer. Whatever my situation, O Lord, I must be obedient to your church, which bids me to go to communion. If I bring you nothing else, at least I bring you this Obedience† (Oberman 242). Further distinction between modern Protestantism and what Luther believed is portrayed by Oberman as his demand that Christians go to confession at least once annually. To this, Luther stated that instead of people approaching the sacraments with fear and humility, they should have faith and be confident when taking part in the sacraments. Through abandoning humility and fear and embracing faith and confidence, Luther argued that people would stop seeking worthiness, since no one could be worthy before God. Luther’s stand about the sacrament did not go unchallenged. Oberman notes that the Swiss for example questioned the profit that people got from assuming that Christ’s flesh was represented in the Holy Communion, while Christ himself had dismissed the flesh as having no profit. Further the Swiss questioned Luther how obedience can replace insufficient faith. With no clear answers from Luther regarding these questions, the Swiss branded Luther a neo-papist and a captive of the middle ages (Oberman 242). As a reformist, Oberman portrays Luther as a person who attracted more foes in high ranking positions than was prudent to do at that day and age. For example, he challenged the supremacy of the papacy and the mandate given to councils. Thoug h he acknowledged that the pope deserved respect as the bishop of Rome, while the papacy deserved being held in high regard especially because it was an institution created by agreeing people, he said that neither the pope nor the papacy deserved to serve as the standard of obedience. Instead, the Gospel should be used as the measure of obedience (Oberman 246). Oberman once again portrays Luther as a person who had a firm believe in himself and the things he did. For example, while his friends tried to dissuade him from publicly questioning the authority that the pope and the papacy office had on Christianity, Luther rendered an account based of St. Peter who the pope is modeled after. To this, he said that though Peter had a prime and honorary position among other apostles, his position did not give him any legal supremacy or authority to â€Å"make, send, govern or ordain other apostles† (Oberman 247). Oberman also portrays Luther as a man who believed that the institutions in the church should have been formed under the guidance of the Gospel. This he suggested should have been the case if people adhered to the gospel adequately instead of depending on heresy. According to Oberman, Luther insisted that the unwavering theology of the cross of Christ could not support either catholic-subjectivism or the protestant individualism. Rather, true theology would further unity in Christianity regardless of the denominations and would thus succeed in letting people know the need to heed God’s commandments. A reoccurring image of Luther throughout the book is that of unwavering and often fearless man. One gets the impression that Luther knew the possible implications of his words and actions but still chose to criticize or point out the evils that bedeviled the society mainly because the church then refused to play its rightful role and instead chose to engage in power games and governance. In 1519 for example when his ties with Rome were still intact, O berman observes that Luther said that the church â€Å"was an accumulation if schisms† (249). When the church in Rome finally excommunicated him, he burned the canon law and the bull of the pope to show his rapprochement. This was seen by some as the final act of revolt that Luther had started in 1517. Oberman notes that attempts by those opposed to Luther’s action to brand him a Hussite failed. Hussites had previously waged war against the Catholic Church and labeling Luther as one would no doubt would have cost him some support. Luther is however portrayed as a person who would have cared less about the labels that his opponents gave him. Luther is also portrayed as a person who attached meaning to his dreams. In Oberman’s account, it is stated that Luther had Utopian and devilish dreams, which he quickly recognized as traps set by Satan. In his interpretation, Satan conjured up images of purity for people and then encouraged them to understand the evil contai ned in their words, actions or thoughts (64-66). The reformation Oberman starts the chapter on reformation breakthrough by creating the Luther that people would have expected to see. Having become a doctor of theology, Oberman states that Luther was now in the same ranks as some stupid monks who spent their time arguing about nothing in specific. The monks perceived themselves as guardians of the proper doctrine and piety, yet, they were barely able to â€Å"count their own toes† (151). Oberman therefore portrays Luther as a truth seeker therefore contradicts public expectation of what the learned theologians of his time were used to doing. Oberman credits the reformist ideas of Luther to the fact that he (Luther) encouraged people not only to agree to the idea that God is just, but rather seek him with their entire beings, which included their thoughts and actions; bodies and souls; and suffering and love. Oberman also observes that the search for salvation as championed by Luther suggested that all people; whether educated or not could engage in the same exercise. Still, Oberman portrays Luther who did not allow his understanding of theology to alter his perspective or raise his voice to critique the medieval theologians who were regarded as authorities at that point in history. Central to the reformist ideas of Luther as noted by Oberman was Vicar General Staupitz. The latter is credited by Luther for â€Å"first of all being my father in this doctrine, and having given birth [to me] in Christ† (Oberman 152). Having introduced Luther into the doctrine, Oberman’s book indicates that Staupitz gave him a longing to seek the reality of the principles therein from the scripture. Still, not everything in the scriptures made perfect sense to Luther. More specifically, Oberman quotes Romans 1:17, as a scripture written by the St. Paul as an obstacle that Luther struggled with. The scripture reads: â€Å"For therein [in the gospel] is the right eousness of God revealed† (Oberman 152). During his study of the scriptures however, Luther appear to have come as one thing as the absolute truth; that God’s righteousness is the eternal law through which all men and women will be judged on doomsday. According to Oberman, the righteousness of God is not distributed to humankind like talents; rather, it put men who are willing to abide by God’s teaching in a position where they can attain righteousness. Luther’s discovery about God righteousness however suggests that it is united with Christ’s righteousness, further confirming that Jesus Christ and God the father are one. According to Oberman, Luther’s ability to think originally gave him the reformist qualities. More so, he was willing to test the discoveries he made while studying the scriptures against the prevailing laws used by the church. Luther’s discovert about the righteousness of God was unheard of during his time. He used it to discredit the doctrine of good works as championed by the church and to human action; he discredits the reward and merit ideals which were at the time the main motivators for human action (156). According to Oberman, tribulations and struggles make the true life of a theologian as opposed to speculation or philosophizing. Notably however, Luther’s experiences as a reformist reduce the fears, hopes, successes and struggles to two stages: 1) a desperate monk; and 2) the self-confident reformer. Oberman however notes that Luther astounds scholars because his works seems to have taken some form of systemic research, from which drew conclusions and finally delved into the world of reform. Accordingly, Luther’s reformist ideas were drawn from lesson from St. Augustine and St. Paul. After seeking a deep understanding of the scripture, he indulged in conflict with the pontifical church through logical accusations and arguments. Luther’s reformist role is not only co vered by Oberman alone. Other writers like Levi et al (259-284) have included Luther among the reformers who contributed schismatic solutions towards the renaissance and reformation. Luther’s Death Oberman gives the reader the impression that Luther’s death was not only waited by Luther himself, but his adversaries too. Most notably was Johannes Cochlaeus who first wrote about Luther. Unlike Oberman however, Cochlaeus did not have any kind words for Luther. He instead denounced him as the devil’s spawn that is portrayed in the Bible as the seven-headed dragon. What no one could not establish beyond Luther’s death however was whether his soul was taken by the devil or whether God rewarded it by taking it to everlasting happiness as Luther all along wished for in his life. Their books takes special note of the role that the reformist idea played in Germany at a time when Rome had taken the reigns of power in Europe through the office of the papacy and the p ope as the power figure. In this book however, one gets the idea that Luther’s ideas only set ablaze the feelings about Rome that had simmering in Europe and especially Germany. In an effort to solve the mystery of who between God and the Devil took Luther’s soul, Oberman’s book (3) gives an account of how simple believers and people in the academic world sought to establish the truth. The not-so-informed believers simply imagined that whoever was fast would snatch Luther’s soul first. The academic scholars on the other hand argued that a descent into hell could be easily diagnosed medically. According to their argument, Luther’s death would have been abrupt if the devil took his soul because, â€Å"the devil [would have] snipped the thread of life†¦, thus leaving the church unable to render its last assistance† (Oberman 3). As such, they argued that Luther’s slow death meant that he had commended his soul into the hands of God. Initially, Oberman (4) succeeds in portraying Luther as a patient, understanding and cheerful man who understood the reality of death in such a way that many men would have difficulties doing. More specifically, he describes how Luther knowing his death was imminent chose to spend his last days in his birth place in Eisleben where he mediated a protracted battle between two brothers. Weeks before his death, Luther is portrayed as a patient man who despite his despise for lawyers, spent hours sitting between the two parties trying to mediate them. Oberman also succeeds in portraying Luther as a man who had the nerve to accept that the inevitable death was eventually going to catch up with him. He even seems to have made fun of the fact that in death, he â€Å"would lie down in [his] coffin and give the worms a fat doctor to feast to on.†(5). Oberman also portray Luther as a man who had a firm believes in life after death although he did not state it as a fact. Rather, he said that â€Å"it was very likely† that people’s spirits in heaven would be renewed. He however stated that it was also likely that man’s spirit and body would remain undetached for people who would end up in hell (5). How closely Luther’s friends associated him with a man of God is evident when the news were first broken to his friend Melanchthon. Struggling for control and struggling to get the right words to break the news about Luther’s death to his students, Melanchthon used a phrase used to describe Prophet Elijah’s death. He told his students that the â€Å"charioteer of Israel has fallen† (Oberman 6). Having been the personality behind the evangelical movement and the reformation, Luther left a gap that had no immediate successor. To this end, Oberman manages to bring out the difference in tact between Prophet Elijah and Luther. Unlike Elija who had picked Elisha to be his successor, Luther had refrained from such a thing believin g that the Gospel would be strong enough to charge its own way (Oberman 7). Unfortunately, not every one shared in the Pope’s opinion. Conclusion Overall, reading about Luther gives one the impression that he was an argumentative, single-minded person, who hard an enormous amount of self confidence and believe. This characteristic mainly comes across because he did not waiver even when he faced opposition for his writings or spoken word. Being branded a heretic meant that he could face death by fire. Yet, even with controversies regarding his 95 theses raging, he could not renounce any of his written works or apologize for the same (Cep 5). He strongly believed that he had written the right thing and that apologizing for pinpointing the evils in the society would only lead to more tyranny. His writings and actions however led to his excommunication from the Catholic Church by Pope Leo and since Luther knew he could not reform the church from outside, he began the process of b uilding a new church (Cep 14). This marked the beginning of the protestant church, which was based on the concepts of freedom and liberty. According to Oberman, Luther never referred himself as the reformer; rather, he used the titles professor, preacher or doctor because he believed his role in Christendom was proclaiming the good works which were necessary for the survival of the real religion on the threatened world. Yet, Luther did not fail to have a fair share of shortcomings. Oberman notes that Luther, the ex-monk at some tome adopted the role of a new layman who was eager for the joys and pleasures that come with secular jobs. According to Brady, the new form of apocalypticism and worldliness that overtook Luther at some point meant that he became an alien to reformation (41). The progressive reformation that was as a result of Luther’s actions was far from his initial intention. Reading through Oberman’s account of Luther, it is clear that though Luther imagine d a world where the devil was forever pursuing God’s children, he adopted a sober view of Christianity and hence adopted a reformist role. Brady, Thomas. The work of Heiko A. Oberman: papers from the symposium on his seventieth birthday. PA Netherlands: Brill Publishers, 2003. Print Cep, Casey. â€Å"The ecstasy is real†. The Harvard Book Review. Dec. 2008. Web. Levi, et al. Renaissance and Reformation: The Intellectual Genesis. New Haven, CT: Yale University press, 2004. Print. Oberman, Heiko. Luther: man between God and the Devil. California: The Doubleday Religious Publishing Group, 1992. Print.