Developing a Nursery That Meets the Needs of a Child

Developing a Nursery That Meets the Needs of a Child Foundations to Psychology This essay will look into how the designs of nurseries, in light of relevant research will contribute to meeting the cognitive, social, emotional and physical needs of children aged three to five years old. The aim of this essay will be to provide a range of activities that nurseries could in cooperate into their timetable to meet these needs. Cognitive The key elements of the cognitive theory is to try and explain the method and processes by which an infant, and then a child will develop into an adult, who can think and reason using hypotheses (simplypsychology.2009.) Cognition consists of the development of perception, attention, language, memory and thinking. As children develop they acquire the cognitive structures that stay with them throughout their lives. Psychologist Jean Piaget viewed cognitive development as maturational process which focuses on childrens interactions with the physical word, and how they view it in their mind. He suggested that children think differently than adults and that they actively try to explore and make an understanding of the world. (simplypsychology, ND.) There are four stages to Piagets cognitive theory, but the one that is most relevant to a nursery caring for three to five year olds is the preoperational stage. This is the idea that children cannot conserve because they like to please people (psychologyabout,  ND.) To test if children were egocentric, Piaget used the three mountain tasks, where children were shown a mountain that had snow on it and a hut on the other side, they were then asked what could be seen from a different perspective (simplypsychology,  ND.) A child of age three to five is beginning to think with numbers and symbols and develop memory strategies. An activity relevant to developing this would be placing counters in front of a child and asking them how many counters they have, this is encouraging them to think logically. Piaget believed that each child moves from stage to stage at their own pace, and that in the classroom you have to look at what stage each child is, to move them forward. So ones who are at a further stage would be able to do more complicated counting tasks. Another activity would be mouse trap, children would have to work together to keep the mouse from being trapped, making the children having to see someone elses point of view and developing their inability to conserve according to Piaget. (littlechildren,  ND.) Lev Vygotskys theory for cognitive development relies on the zone of proximal development. The three different levels are what I cant do, what I can do with help and what I can do. This is known as Vygotskys scaffolding theory and it was to try and explain that social interaction is important for cognitive development. (simplypsychology,  2007.) Vygotsky suggested that having interaction with older people would be an effective way to develop skills. So nurseries could pair up a five year old child with a three year old child and they could work together to complete a puzzle, this would give the three year old the help from an older peer which could help them to complete the puzzle on their own eventually (simplypsychology,  2007.) Piagets contributions to cognitive development in children are not flawless. Piaget didnt take into account who he was talking to, children of that age like to say whatever would please someone, so if a child is asked what is two add two, the child will answer four, but then if they are asked now what is two add two the child will think that they have answered the question incorrectly and will give a different answer. Physical The key elements of physical development in children is the physical maturation of an individuals body up until it reaches the adult stage. A childs physical and measurable growth such as weight and height are taking place. Physical development concerns the development of our bodys structure and processes during life and how these developments help of hold back how we think and behave socially and emotionally. Everyone develops physically at roughly the same age but the physical changes that occur may vary from one person to another. (psychologyabout,  ND.) According to theorist Mary Sheridan, at three years old, a child will be able to walk up the stairs, cut with scissors and turn while running and pulling toys, so they are able to multi task. At four years old, a child can turn sharp corners, they can run, push and pull, and they can hop and climb. Then at five years old, they can skip and dance and hop (childdevelopmentchart,  2013.) Sheridan also suggests that in terms of other physical developments a child of aged three to five years would be able to give their name and address, they can help with dressing themselves, use their fork and spoon, be able to draw a person and be able to speak roughly 1500 words. (childdevelopmentchart,  2013.) Sheridan says that children between aged three and five should be able to draw figures, so nurseries could cater for this type of physical development by having art sessions where children can draw or paint family portraits. This would also improve their fine motor skills such as fingers and hands. Another theorist Arnold Gesell identified the importance of the role of nature and heredity in childrens development. There is a psychology debate about whether our nature (biological heritage ) or our nurture (the environment we are brought up in.) Gesell believed that a timetable could be used to outline the developmental growth of every child. (ehow,  ND.) Gesell indentified the typical behaviours of children through their childhood. He categorized these behaviours into different areas which he called the gradients of growth. The ones that would be mostly used at a nursery would personal hygiene, motor characteristics, school life and play and pastimes. (education,  ND.) In terms of physical activities to help a childs development and to help work on their gross motor skills (arms and legs,) nurseries could provide a playtime, where children have the chance to interact with each other, play games and have a run around. This would be part of the play and pastimes section on Gesells timetable. (developmentalpsychology,  ND.) Gesells theory of development has been accepted as it is still used today, however there are criticisms of his theory because his timetable only went up to the ages of five, so there is no developmental stages for the childhood beyond that age (ehow,  ND.) Emotional Emotional development is how an individual develops emotional competence, for example how they deal with emotions and how their identities develop. For a child, hints of their personalities will start to show, so if they are upset of angry they may kick and scream as a way of dealing with that emotion. How a child is treated and their relationships contribute to their emotional development. Psychologist Wolcott believed that if a child brings in a toy that reminds them of home and their mother they will still have this attachment. This toy would be the mother substitute because they are recognising it as something from being at home. So if the child became upset from missing home which children tend to do when they are going to nursery for the first time, they have something to remind them of home. (psychologytoday,  ND.) A more interactive activity that would strengthen a childs emotional development would be a persona doll. A persona doll is a puppet and could be used at nurseries to put on a show where different situations are created and the children would be asked how they would feel if such a situation happened to them. This would help a child to understand emotions and how they might feel. (personadolltraining,  ND.) Michael Rutter believed that you have to have a mother or a mother substitute in the first five years of life. Rutter conducted a study on children at an orphanage of whom had suffered emotional deprivation. He looked at adopted children and how when they were adopted into families their weight and their IQs had improved dramatically (pbworks,  ND.) Michael concluded that if a child doesnt develop an emotional attachment this is privation whereas deprivation is the loss of an attachment. (simplypsychology,  ND.) John Bowlbys attachment theory looked at the attachment relationship between parents and their children. Bowlby believed that if an infant was unable to develop a warm relationship with their mother, the child would have difficulty forming relationships with other people (bowlbyattachmenttheory,  ND.) Bowlby was convinced that the mother and baby bond was formed on a biological basis and that the baby is born with the need to form their bond and the mother has the instinct to form this bond. Bowlby suggested that a child would form only one attachment, normally their mother and this figure would act as their secure base when they explore the world. This one attachment acts as a starting relationship for future relationships that the child may have. (simplypsychology,  ND.) In light of what Bowlby and Rutter say about the importance of having the mother of the mother substitute, nurseries could assign carers or teaching assistants to groups of children or to each child if there is enough. Bowlby in particular said that consistency is important, so by assigning a carer to each child, there would be the mother substitute always there for that child. (littlechildren,  ND.) The implications of Bowlbys theory are that he suggested that the mother should be the constant carer therefore implying that the mother should not go out to work as she should be at home looking after the children and keeping this consistent bond (simplypsychology,  ND.) Social The key element of social development is socialisation, how individuals develop social abilities by building relationships and how they form friendships. For a child they will develop same sex relationships known as vertical relationships, and they will form friendships by playing with other children. Social development looks into our moral development, groups and peer group influences. Theorist Erik Erikson developed the psychosocial theory. Erikson had eight development stages, but the one that applies to a child of aged three to five is initiative vs guilt, this is where children start to understand purpose and the meaning of different things (currentnursing,  ND.) During the initiative vs guilt stage, conscience and imagination develops, children begin to understand what people expect of them whether it be at home or at school. Children can begin to assert some kind of power and control through direction of play which can include fantasies. (childdevelopmentchart,  2013.) The best way to in cooperate Eriksons psychosocial theory would be with indoor activities. At a certain time of day at a nursery, children could have the chance to have a play time indoors where there are sandpits, a play kitchen and a play house. The children would be in groups and they would rotate so that they could have the chance to play with each thing. This would give the children a chance to interact with each other and use their imagination to play restaurants or mummys and daddys with the play house or kitchen (jubed,  ND.) Albert Banduras social learning theory emphasized the importance of observing behaviour. Most human behaviour is learned through modelling by observation. The social learning theory explains that human behaviour is interaction of different influences; behavioural and environmental. Bandura believed that an individual is more likely to adopt behaviour if it results in outcomes that are valuable to them. (instructionaldesign.ND.) Banduras theory is supported by the bobo doll experiment. Children observed an adult attacking a bobo doll to try and knock it down, the children then imitated this behaviour (simplypsychology,  ND.) When meeting childrens social needs in light of Banduras experiment on the bobo doll in which behaviours are learned, a nursery would ensure that children behave correctly, and that no violent or aggressive behaviour is tolerated. Also children would learn to put their hand up when they want to speak. This way they are learning how to behave when they are at school. Criticisms of the social learning theory are that they rejecting the differences in individuals such as genetics, brain and learning differences which could affect how they perceive and respond to behaviour. With the bobo doll experiment, critics have argued against saying that children manipulated into responding to the attack on the doll. Children were further teased because they could not knock the doll down (criminology,  ND.) This is the way to go about creating a nursery that would meet the cognitive, social, emotional and physical needs of children aged three to five years old. There is a lot of evidence from doing experiments such as Piagets three mountains experiments and observations like Rutters orphanage study that supports the theorists and their theories, therefore strengthening the ideas on how a child develops in each criteria. Essentially every child develops differently and at a different pace, but looking collectively at children aged three to five years, there are certain activities that nurseries could use to help children thrive emotionally, socially, physically and cognitively. Reference List bowlbyattachmenttheory.(ND). Retrieved from http://explorable.com/bowlby-attachment-theory instructional design. (ND). Retrieved from http://www.instructionaldesign.org/theories/social-development.html childdevelopmentchart.(2013). Retrieved from http://pgcegroup3.files.wordpress.com/2013/11/child-development-chart.pdf psychologyabout.(ND). Retrieved from http://psychology.about.com/od/developmentalpsychology/ss/early-childhood-development_2.htm jubed.(ND). Retrieved from http://www.jubed.com/youth_ministry/view/Animal-Farm/?s=106 simplypsychology.(ND). Retrieved from http://www.simplypsychology.org/bowlby.html simplypsychology.(2009). Retrieved from http://www.simplypsychology.org/piaget.html developmentalpsychology.(ND). Retrieved from http://psychology.about.com/od/developmentalpsychology/ss/early-childhood-development_2.htm littlechildren.(ND). Retrieved from http://littlechildren.wordpress.com/2007/11/29/cognitive-development-activities-for-3-to-5-year-olds/ irrpublic.(ND). Retrieved from http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/7401/documents/theories_outline.pdf simplypsychology.(2007). Retrieved from http://www.simplypsychology.org/vygotsky.html pbworks.(ND). Retrieved from http://as-psychology.pbworks.com/w/page/9174253/DeprivationPrivation currentnursing.(ND). Retrieved from http://currentnursing.com/nursing_theory/theory_of_psychosocial_development.html psychologytoday.(ND). Retrieved from http://therapists.psychologytoday.com/rms/state/VT/Wolcott.html personadolltraining.(ND). Retrieved from http://www.persona-doll-training.org/ukhome.html education.(ND). Retrieved from http://www.education.com/reference/article/arnold-gesell-child-learning-development-theory/ ehow.(ND). Retrieved from http://www.ehow.co.uk/info_8593772_criticisms-gesells-maturation-theory.html childdevelopmentchart.(2013). Retrieved from http://pgcegroup3.files.wordpress.com/2013/11/child-development-chart.pdf criminology.(ND). Retrieved from http://www.criminology.fsu.edu/crimtheory/bandura.htm

The Importance of Each Decision in Robert Frosts The Road Not Taken Es

The Importance of Each Decision in The Road Not Taken "Two roads diverged in a wood, and I -- / I took the one less traveled by, / And that has made all the difference." Robert Frost's "The Road Not Taken" is a lyrical poem about the decisions that one must make in life. When a man approaches a fork in the road on which he is traveling, he must choose which path to take. The choice that he makes, as with any choices made in life, affects him in a way that "has made all the difference . Thematically, the poem argues that no matter how small a decision is, that decision will affect a person's life forever. "The Road Not Taken" is told as a first-person narrative. The narrator is looking back on the decisions that have affected him. The decision that is illustrated in the poem occurred at a much earlier point in the narrator's life. It would be possible for a reader to be drawn into the poem to such a degree that the reader would become the narrator. Everyone has made decisions, and since it is the purpose of this poem to discuss and address those decisions, it would be easy to look beyond the narrator and see oneself. The word choice used in the poem very effectively portrays the speaker. The language used is very simple, almost as if the narrator is not speaking, but thinking, for the language of thoughts tends to be simple without using words that require a dictionary to define. The simple, almost quiet and seducing tone acts to draw the reader into the poem allowing the reader to become the narrator. Throughout the poem, Frost uses images that could be interpreted as either quite simple and very specific or incredibly involved and extremely general. For example, by interpreting images such as "Two roads... in a yello... ...ming lines do not necessarily contain the same number of syllables. This choice by Frost pulls the reader into the poem, but maintains the thought-like atmosphere as the narrator looks back unto his life at the decisions that he made and their results. In his perhaps best known poem, Frost recognizes something that everyone should realize. The simple picture of a man deciding which path to follow is suddenly changed into a description of life by the mastery of Frost's poetic hand. No matter how small a decision appears to be at the time that it is made, that decision will affect a person's life forever, or as Frost puts it, each and every choice will make "all the difference." Work Cited Frost, Robert. "The Road Not Taken." The North Introduction To Literature. 6th ed. Eds. Carl E.Bain, Jerome Beaty, and J. Paul Hunter. New York: W.W Norton, 1995. 1097.

European Government and Politics Essay

The three forms of government that will be examined in this paper include broadly, the Parliamentary system and the Presidential systems existing in Britain, France and Germany. Any comparative study of governing institutions involves an understanding of the governing institutions prevailing in different countries. All governmental institutions comprise a Legislature, an Executive and a Judiciary. Differences between governmental institutions primarily lie in how these three organs of government are related to each other and the extent of their functions. Traditionally, Britain consists of a parliamentary form of government. A parliamentary government is one where the most important and powerful office belongs to the prime minister. In this form of government, the legislature and the executive arms of the government are closely related, with the executive being involved in the working of the legislature and the executive being formed out of the legislature. In Britain, the legislature comprises the two houses of government, that is, the House of Lords (the upper house) and the House of Commons (the lower house). The House of Lords is a non-elective body and consists of both hereditary and life members who are called ‘Peers’. The strength of the House of Lords is over 900 members and a quorum of 30 members is the minimum for conducting proceedings in the House. The House of Commons comprises the elected representatives of the country. Since Britain has a bi-party system, members of the legislature mainly come from the two major parties, namely, the Labour and the Conservative. Elections for forming the government are held every five years and the party that secures a majority of votes polled forms the government with the leader of the party assuming the post of prime minister. It falls upon the prime minister to form the executive and he appoints his ministers and Cabinet members with the approval of the British Monarch. While the monarch and the prime minister together form the executive in Britain, the monarch is the constitutional head of the government and his powers are mostly ceremonial. It is the prime minister who is the real head of the government. However, there is a close collaboration between the prime minister and the monarch with the prime minister having to meet with the monarch and discuss matters relating to the running of the government. The House of Commons is more powerful than the House of Lords and money bills can be initiated only in the House of Commons, thus the lower chamber of parliament controls the purse of the government. The judiciary is the third organ of government. In the United Kingdom, there is no single judicial system and the judiciary of Britain consists of the judiciary of England and Wales. The House of Lords is the highest court of appeals both in civil and criminal cases. Since Britain does not have a written constitution, there is an absence of the system of ‘judicial review’ which enables the judiciary to act as the interpreter and guardian of the constitution. The courts in England therefore cannot decide on the merit of any law passed by the parliament. An important feature of the judicial system in Britain is ‘rule of law’ which implies that every person is governed by the same law, punishment is meted out only if a breach of law has been committed and the law protects the freedom and rights of the person. The British courts use three types of laws – the Cannon law, the Statutory law and the law of Equity. The judiciary functions on the basis of a jury system and open trial. Germany : In Germany, which is a Federal Parliamentary Democratic Republic, the parliamentary system of government prevails. In contrast to the two forms of governmental systems discussed above, Germany has a multi-party system unlike Britain and similar to that existing in France. In other words, while the political system in Britain is dominated by two major parties, in Germany there are several parties that contest elections. Among these the two main parties are the Socialist Democratic Party and the Christian Democratic Union. The other parties such as the Alliance 90 or the Greens, the Free Democratic Party and Delinke support the SPD or the CDU. Another important characteristic is that in Germany, coalition politics has dominated and the SDP and CDU, despite being dominant, have failed to secure a complete majority in the elections. Therefore the other parties have systematically supported either the SDP or the CDU in forming the government. The constitutional framework adopted in 1949 known as the Grundgesetz, or the basic law, has been in effect even after 1990. The executive in Germany is comprised of the Chancellor who is equivalent to a prime minister and holds office for a period of four years and the President who holds office for a period of five years. The Chancellor is the head of the government while the President is the head of the state. Like a parliamentary system, the executive functions in close collaboration with the legislature. The legislature in germany consists of the Federal Diet or the Bundestag and the Federal Council or the Bundesrat. The Bundestag is a directly elected body through the system of proportional representation. The Bundesrat consists of the representatives of the 16 federal states who are also members of the state Cabinet. The Bundestag has the power to remove the Chancellor by passing a motion of no-confidence. The judiciary in Germany is independent of both the executive and the legislature and follows the concept of Judicial Review. Almost all state actions are therefore subject to interpretation by the courts. In Germany, a complex and hierarchical system of appeals exists with separate branches dealing with administrative, taxation, labour and security aspects. In addition, there exists a Constitutional Court which handles violation of constitutional rights after the regular appeals system has been exhausted. France : Arguably, France is the seat of modern democracy following the French Revolutions of 1789. Like Germany, politics in France in its present form is of recent origin from 1958 to the Fifth Republic. While the government in Britain and Germany is Prime Ministerial, the French government is semi-Presidential. In effect the executive arm of the government consists of two heads of government where the President is the head of state and the Prime Minister is head of government. On the other hand, unlike in Britain and very much similar to Germany, France has a pluralist and multi-party system of politics. The French Presidency is the oldest in Europe. France has had five Republics and the powers and functions of the President has varied in these five Republics. Parliamentary system of government was in order in the Third and Fourth Republics which made the presidential office a nominal one, where as in the Fifth Republic, the President has been vested with more powers. Thus, although there exist two heads of government, the President is more powerful in comparison to the prime minister unlike in a parliamentary system. In addition, where as previously the Presidential tenure was seven years,, it has been cut down to five years. The prime minister is the leader of the majority party or coalition and can be appointed by the president indefinitely. He has no fixed tenure. The prime minister forms and heads the Council of Ministers whose sessions, in turn are chaired by the president. The legislature consists of the National Assembly which is the lower house and represents single-member constituencies and the Senate which is the upper house and represents mainland France and its 13 overseas territories. The lower house is in charge of conducting the daily proceedings of the government while the Senate looks after constitutional and foreign matters. The judiciary in France is composed of a two-tier system, one relating to the judicial branch dealing with civil and criminal law and the other relating to the administrative branch. France has a written constitution and therefore laws can only be interpreted by the judiciary in accordance with the process of judicial review. The Cour de Cassation is the highest court of appeals which is headed by six chief judges appointed by the president. All judicial appointments to the Supreme Court are appointments for life and all former French presidents are de jure members of the Constitutional Court. In conclusion, it can be said that the merits of the presidential system involving a fixed tenure and separation of powers and more important than a parliamentary system. Similarly, a multi-party system offers more representation and accountability than a bi-party system. Refernces Curtis, Michael & Ammendola, Guiseppe. (2002) Western European Government and Politics. Longman.

Saint Nick in France - a French Story with Translation

Saint Nick in France - a French Story with Translation Click here to access the story about the French Santa in French only. Click here to see how to best use my learn French in context stories. French Christmas Markets - Les Marchà ©s de Noà «l en France Camille est en voyage en Alsace, au nord-est de la France. Elle se promà ¨ne avec son amie Annie dans limmense marchà © de Noà «l de Strasbourg, ouvert de la fin du mois de novembre la fin du mois de dà ©cembre.Camille is traveling to Alsace, in the North-West of France. She is talking a walk with her friend Annie in the huge Christmas market of Strasbourg, opened from the end of November to the end of December. CamilleJadore lambiance de ces marchà ©s de Noà «l : tous ces petits chalets en bois, les dà ©corations de Noà «l, lodeur du vin chaud et des marrons grillà ©s†¦Ã‚  I love the ambiance of these Christmas markets: all these little wooden shacks, the Christmas decorations, the smell of hot wine and grilled chestnuts... AnnieOui, cest trà ¨s typique de la rà ©gion. Bien que ce soit une tradition qui sexporte maintenant dans le reste de la France : il y a maintenant plusieurs marchà © de Noà «l Paris.Yes, its quite typical of the region. Although its a tradition that is now being exported to the rest of France: there are now several Christmas markets in Paris. CamilleOui, il y en a un à ©norme sur lavenue des Champs-Elysà ©es, qui attire beaucoup de touristes.Mais, Annie, je dois te demander ; je vois partout ce personnage avec une grande barbe, mais    avec un drà ´le de chapeau avec une croix chrà ©tienne dessus. Cest un pà ¨re Noà «l alsacien ?Yes, there is a huge one on the Champs-Elysà ©es, which attracts many tourists. But Annie, I have to ask you; I see this character with a big beard everywhere, but with a strange hat with a Christian cross on it. Is he an Alsatian Santa? Saint Nick, Father Flog and Other Christmas Traditions in France Annie Presque ! Cest Saint Nicolas. Un personnage trà ¨s important chez nous, mais aussi en Lorraine, et dans beaucoup de pays de lest de lEurope : lAllemagne, la Suisse, le Luxembourg, la Belgique, les Pays-Bas, la Russie, la Pologne, l’Autriche†¦Dans La nuit du 5 au 6 dà ©cembre, Saint Nicolas passe dans les maisons pour apporter aux enfants sages des friandises (fruits secs, mandarines, gà ¢teaux, bonbons, chocolats et surtout de grands pain dà ©pices). Il porte une longue barbe blanche, une mitre et une crosse et un long manteau, souvent rouge. Il est accompagnà © du pà ¨re Fouettard : cest lopposà © de saint Nicolas. Daspect horrible et menaà §ant, il tient une verge pour fouetter les enfants mà ©chants...Almost! Its Saint Nicholas. He is a very important character in our region, but also in Lorraine, and in many Eastern European countries: Germany, Switzerland, Luxembourg, Belgium, The Netherlands, Russia, Poland, Austria†¦On the eve of December 6th, Saint N ick stops by houses to bring goodies to nice children (dry fruits, nectarines, cookies, candies, chocolates and above all big gingerbreads). He wears a long white beard, a miter and a crosier and a long coat, often red. He is accompanied by Father Flog: he is the opposite of Saint Nick. Looking terrible and menacing, he holds a whip to flog naughty children. CamilleCest un personnage rà ©el ?  Hes a real person? AnnieOui, Saint Nicolas de Myre, un à ©và ªque nà © en Turquie entre 250 et 270. Cà ©tait un à ©và ªque bienveillant, qui protà ©geait les veuves, les enfants et les personnes faibles. Pendant les Croisades, une relique de Saint Nicholas a à ©tà © rapportà © en France, et il est devenu le saint patron de la Lorraine. La là ©gende dit que Saint Nicolas a ressuscità © trois enfants tuà ©s par un boucher.Yes, Saint Nicolas from Myre was a bishop born in Turkey between 250 and 270. He was a benevolent bishop who protected widows, children and the weak. During the Crusades, a relic of Saint Nicholas was brought back to France, and he became the main saint of the Lorraine region. Legend says that Saint Nicholas brought back to life three children murdered by a butcher. Saint Nicks Story Continues on Page 2 French Santa Saint Nick Saint Nicolas - Continues from page 1 CamilleEt pourquoi ressemble-t-il tellement au pà ¨re Noà «l ?  And why does he look so much like Santa? AnnieCest le pà ¨re Noà «l qui lui ressemble ! Importà © aux États-Unis par les Hollandais, Saint Nicolas devient Sinterklaas, Santa Claus en anglais. En 1822, Clement Moore à ©crit le conte A visit From Saint Nicholas, aussi connu sous le nom de The Night Before Christmas. Saint Nicholas est maintenant Santa. Il a perdu ses attributs religieux, et au milieu du 19à ¨me sià ¨cle, le dessinateur amà ©ricain Thomas Nast lui donne limage daujourdhui. Il a encore sa grande barbe blanche, est habillà © de rouge et de blanc. Son chariot est tirà © par des rennes, et il habite maintenant au pà ´le nord. En 1930 et 1950, Coca-Cola utilise cette image dans ses campagnes publicitaires, et voil, Saint Nicolas devenu Pà ¨re-Noà «l.Well, its Santa who looks like him! Imported in the States by the Dutch, Saint Nicolas became Sinterklaas, Santa Claus in English. In 1822, Clement Moore wrote the tale A Visit from Saint Nicholas, also known  as The Night Before Christmas. Saint Nick is now Santa. He lost his religious attire, and in the middle of the 19th century, the American artist Thomas Nast gave him the look we know today. His sleigh is pulled by reindeer, and he now lives in the North Pole. Between 1930 and 1950, Coca-Cola used his image in their ads, and there you go,   Saint Nicholas has become Father Christmas. CamilleEt bien quelle histoire. Bon, moi je vais acheter un Saint Nicolas en pain dà ©pice pour ma fille Leyla, elle adore à §a !Wow, what a story. Well, Im going to buy a gingerbread Saint Nick for my daughter Leyla, she loves gingerbread! Je mets tous les jours des petites leà §ons, des conseils et des photos sur mes pages Facebook, Twitter et Pinterest - venez m’y rejoindre!I post mini lessons, tips, pictures and more daily on my Facebook, Twitter and Pinterest  pages - join me there! https://www.facebook.com/frenchtoday https://twitter.com/frenchtoday https://www.pinterest.com/frenchtoday/ Jai à ©crit beaucoup darticles et dhistoires sur Noà «l en France :I wrote many articles about Christmas in France: -  Quest-ce que tu fais pour Noà «l? Dialogue en franà §ais facile-  Christmas in France Dialogue - French English Bilingual Easy Story- 7 Must Know Facts About Christmas in France Christmas Vocabulary-  Qui est Saint Nicolas ? Dialogue en Franà §ais Facile-  Meet the French Santa - French English Bilingual Easy Story-  8 Gift Ideas for Your Francophile Friends-  Petit Papa Noà «l - The Most Famous French Christmas Song (with a link to a video of my daughter singing it!)-  My enunciated recording of the Catholic mass prayers in French Joyeuses fà ªtes de fin dannà ©e ! Happy Holidays!

Violence In Society Essays - Domestic Violence, Abuse, Crime

Violence In Society Essays - Domestic Violence, Abuse, Crime Violence In Society Violence in Society The first reaction to hearing about the topic of battered men, people tend to think of it as being absolutely false or very uncommon. Battered husbands are a topic for jokes because people always assume that it is the women who are battered. One researcher noted that wives were the perpetrators in seventy-three percent of the depictions of domestic violence in newspaper comics. Battered husbands have historically been either ignored or subjected to ridicule and abuse. Even those of us who like to consider ourselves liberated and open-minded often have a difficult time even imagining that husband battering could take place. Although feminism has opened many of our eyes about the existence of domestic violence, the abuse of husbands is a rarely discussed phenomenon. One reason that husband battering is not investigated is that it is a rare occurrence. Another reason is that because women were seen as weaker and more helpless than men pertaining to sex roles, and men on the other hand were seen as more sturdy and self-reliant. The study of abused husbands is considered to be unimportant. In 1974, research was done to compare male and female domestic violence. In this study, it was found that forty seven percent of husbands had used physical violence on their wives, and thirty-three percent of wives had used violence on their husbands(Gelles 1974). Also in 1974, a study was released showing that the number of murders of women by men was about the same as the number of murders of men by women. Although it had finally been shown that there was violence being perpetrated both by wives and husbands, there was no evidence about the severity or who initiated the abuse and who is acting in self-defense. The idea of women being violent is a hard thing for many people to believe. It goes against the stereotype of the passive and helpless female. This, in spite of the fact that women are known to be more likely than men to commit child abuse and child murder. Laws about domestic violence is always orientated toward the female victim. Society states that it is the woman who suffer from abuse. These reasons explain why most abused men, no matter how capable they are of doing so, offer little or no resistance to their partners' physical violence. And many women, well aware of these fears, may actually continue their abuse, knowing they can get away with it. While battered men find few facilities or support, there are a variety of programs (many of which are run by feminist men's groups) to help abusive men deal more effectively with their violence. But for violent womenstrangely enoughno comparable treatment programs exist. This fact further illustrates a serious problem: society is simply unwillingor unableto acknowledge and deal with violent women.

Leading Global Workforce Case Study Example | Topics and Well Written Essays - 1000 words - 3

Leading Global Workforce - Case Study Example Currently Sarah and Josh are working on the promotions and branding of the next Fire Force Five film but their ideas and strategies regarding the work are extremely contrasting. When Sarah relies on traditional promotional strategies like TV ads and print campaign, Josh wants Sarah to adopt non-conventional approaches such as online promotion. For this, Josh approaches the company CEO directly without the consent of his departmental head Sarah and gets the permission to present his ideas in the next management meeting. Now Sarah is furious at the conduct of her young marketing colleague as she could not accept his disobedient behavior. While analyzing the case scenario, it seems that a combination of different factors has contributed to an unhealthy worksite relationship between Sarah and Josh. Mainly, the age difference between them and the different contexts in which they started their career have influenced their ideas and worksite behavior. To illustrate, Josh is a 23-year-old marketing associate who was graduated recently from the University of Southern California. Josh’s vision is to make films that communicate strong social messages –like Al Gore’s An Inconvenient Truth or Morgan Spurlock’s Super Size Me (Erickson, 2009, p.1). He also aims to distribute those films on open platforms so that he can convey his social messages to the greatest number of people. Josh believes that employing unconventional distribution and promotion channels is a potential strategy to implement the current project more effectively. Sarah, the 37-year-old marketing chief joined Rising Entertainment 10 y ears ago and she grew her career in the company from an entry-level copywriter, to marketing associate, to head of the 22-person film marketing unit (Erickson, p.3). Sarah had worked with all the three Triple-F movies that were released and generated more than $2.4 billion in box-office over the

Talk about four ways in which sound is connected or disconnected from Essay

Talk about four ways in which sound is connected or disconnected from image in The Conversation. For example, do they jar, comp - Essay Example The article will discuss several ways in which sound disconnects or connected from the image in â€Å"The Conversation† by Francis Ford Coppola. Introduction According to Cowie in his text â€Å"Picking up The Conversation,† Francis’ career in film making involves more than twenty-five films all through a forty-year career his acclaims as a film director attribute to his participation with â€Å"The Godfather† movies. Such a positive affiliation, indeed, has served Francis well all through the challenges in his career and diminished the effects of his essential work. In 1974, Coppola wrote and was a director of â€Å"The Conversation,† which is a scene that went immensely unnoticed because of the immediate release of The Godfather Part 2. Even though, both of the scenes contributed to the nomination of Oscar for Coppola, the triumph of The Godfather contributed to the fading of The Conversation into a level of under appreciation (Cowie, Picking up T he Conversation). Nevertheless, in Dec. 2000 Paramount Home Video produced a new DVD of The Conversation. This digital video will enhance the film lovers to praise and see it as it provides the right format for a scene. This is because the film producer invested in attracting not only the visual sense of the viewers, but also their attention. Francis Coppola hardly limited channeling his creative traits towards the scene because he reinvented the utilization of sound. Just the same as Robert Altman did four years ago with MASH, Coppola accomplished his story because of sound application. The utilization of sound by Coppola in the film The Conversation is an aspect that makes the scene a unique and provides the audience with a cinematic experience. The Conversation, although released initially in 1974, it was perfect timing because it was when people had little faith towards the political institutions. The scene addresses, in broad, the increasing sense of people’s mistrust to wards the political institutions. Through a creative and masterful sound use, Francis takes a significant advantage of suspicion and apprehension of the audience. Even though, the occupation of Coppola puts him in a high position, his technology use is a cause of skewed perception in relation to reality. While looking for truth in the midst of the conversation in the film, Coppola utilizes self-engineering modern technologies. The technologies aim at eradicating every intrusive noise that might affect the quality of the recording. However, the use of self-engineering technology did harm to the film because it eliminated the realness aspect of the film’s conversation. Harry directs his assistant to pay extra attention towards the recording and little attention to what the characters are talking about. This is similar to the distinction that people draw between listening and hearing. As Harry hears the words from the conversation, he hardly listens to what the words mean. It is not because of Harry’s personality or his achievements that made him a mark; rather it is the sophistication of sound that made his opponents. More so, through the audio maneuvering, â€Å"The Conversation† does not only narrate Harry Cauls’ story, but also the American story. â€Å"The Conversation† by Francis Ford Coppola The producer of â€Å"The Conversation† created sound track separately from images and was inclusive of three elements: