The Role of the Colonies in the British Mercantilist System Essay

The Role of the Colonies in the British Mercantilist System - Essay Example This examination will start with the explanation that in the mid seventeenth century, England was a below average maker, dealer and maritime power. Before the century's over, it pushed out its top of the line contenders, for example, the Dutch and the French, through its military ability and financial creativity. Lord James II, a firm adherent to the perfect right of a ruler, hardened the provincial rule.â Though his replacements, who might relax the hold on the control over settlements, the British Empire depended on trade and therefore its security through military ability. English Empire extended utilizing its settlements as a wellspring of monetary advancement and superficial point of interest among different nations.  With King James II, British states transformed into a wellspring of benefit and force for the British Empire. Ruler James II endeavored to make a midway oversaw Atlantic Empire. Despite the fact that the Glorious Revolution debilitated illustrious hold on power , King James II set forth the establishments of mercantilism, for example, the need to extend monetarily so as to be a heavenly domain. English provinces hence served to improve British monetary status among different governments and autonomous states and towns in Europe. Mercantilism was an arrangement advancing independence among nations of the day. As indicated by Nettels, â€Å"[t]he arrangement planned to pick up for the country a high level of security or independence, particularly as respects food flexibly, crude materials required for fundamental businesses, and the ligaments of war†. In view of this objective, the British gentry sought after provinces which could create sugar, tobacco and other food items. In return, they were required to purchase English fabricated products, or utilize the English vendors as middle people (Henretta and Brody 69). This training was recommended by the Staple Act of 1663, as per which provincial grower purchased the greater part of the required produced merchandise from England (Nettels 109). Britain denied exchange with other European nations, as it couldn't force great terms of exchange (Nettels 105). English government structured laws that would keep states subordinate upon English economy: â€Å"Slaves must be purchased from English slave merchants. The territory must rely on English hotspots for capital and credit, and the grower couldn't profit themselves of legitimate gadgets so as to facilitate their weights of debt† (Nettels 109). Modern advancement overwhelmingly occurred in England. English strategies were to energize modern improvement using any and all means conceivable, for example, â€Å"tariffs, bounties and different types of state aid† (Nettels 113). In contrast to the English producers, provincial makers got no such appropriations (Nettels 113). English government guaranteed the arrangement was trailed by restricting pioneer governments to help settlements with any assistance at all in the field of assembling (Nettels 113). The British gentry supported triumph of new settlements, and forced itself as a maritime force (Nettels 106). Mercantilists saw it a government’s obligation to watch great terms of exchange and to store a satisfactory measure of gold and silver (Nettels 106). Along these lines, as indicated by the Navigation Act of 1661, the mercantilist government disallowed its residents all exchange with remote traders and vessels (Nettels 109). Its military guaranteed the law was obeyed and they even forced it on the Dutch and the French. In any case, the mercantilist government didn't make exercises in the states. As indicated by Nettels, monetary exercises jumped up from pilgrims, who chose which financial action was important for their endurance in new grounds (108). Therefore, the administration just controlled a specific monetary action once it had demonstrated itself to be beneficial. The British government impeded the financial development of manors. The mercantilist framework in England didn't intend to advance monetary improvement in its states. Mercantilism meant to extricate riches from

Managing Through People Assignment Example | Topics and Well Written Essays - 2000 words

Overseeing Through People - Assignment Example particles, including, eg, vocation improvement, preparing, association advancement, etc.†1 Human asset Management (HRM) is the administration movement of the workers of an association where as the Human Resource Development (HRD) is an increasingly broad term wherein separated from the administration work the improvements of the association and the representatives (inside and outer) through various kinds of preparing exercises are likewise the elements of a HRD division. The globalized current business condition has made the errand convoluted for the HR office. A large portion of the organizations are presently setting up their assembling units in abroad nations so as to misuse the abroad markets. A few workers should be sent to the abroad nations so as to set up the business there. The HR chiefs need to prepare such workers as per the necessities of the objective nation. The distinction in culture, language, condition all must be tended to by the HR chiefs while figuring the preparation systems. Microsoft is accepted to be one of the greatest programming organizations on the planet. Actually it controls most of the world’s programming market with their syndication. Significantly different organizations like Intel had to make microchip chips reasonable for the Microsoft’s Windows working framework in view of their imposing business model. Microsoft did this by making a progression of working frameworks (DOS, at that point Windows), and by characterizing the sort of machine that could run their OSs.† (Why is Microsoft a Monopoly?) Microsoft is lead by its author Bill Gates. It is really the extraordinary pioneer transport Bill Gates, formed Microsoft into such a major monopolistic firm on the planet. â€Å"Leadership is setting another bearing or vision for a gathering that they follow, ie: a pioneer is the initiate for that new heading. The executives controls or coordinates individuals/assets in a gathering as per standards or qualities that have just been established.†2 The pioneer constantly focused on setting the

Film!

Film! [by Nathan Kipniss 14] This semester I am currently taking STS.064J/21A.339J (Documenting Science Through Video and New Media). Its ridiculously cool. In the period of one semester you learn how to use serious equipment to create a film. Above is a photo of me shooting outdoor footage from the terrace in Simmons Hall for a practice assignment. I was trying to capture the sunset on film. We also explore different types of documentary, from the classically framed interview to cinma vrit and direct cinema (which, I should emphasize are not the same). One of my favorite films that we watched is Chronique dun t by Jean Rouch and Edgar Morin, which follows people in Paris and Saint-Tropez. There is a cathartic moment involving Marceline Loridan Ivens that I love because it is raw and powerful, which makes it beautiful. A still from the original film is below. Photo credit The Life Cinematic, 1000-films 2009 Edition A few weeks ago, I went with Doug, a fellow ARTalk blogger, and our friend Natthida, over to the MFA to see a screening of the documentary Urbanized. It is by Gary Hustwit, who also made Helvetica and Objectified. Simply amazing. It was interesting to watch while taking STS.064J, and analyzing it for how he used certain techniques to catch captivating interviews and footage. Hustwit is able to capture so much movement with the camera that keeps the audience engaged with the film. All of his shots are gorgeous. I also find the emphasis on design and architecture interesting as well, especially presenting all of the problems in housing people given the current population growth. Im not going to give it all away, you should get ahold of a copy and watch it yourself :) Trailer can be found here: http://urbanizedfilm.com/trailer/ Oh, and I must give a MITSO shout-out before I end. Decebmer 10th. Kresge Auditorium. Free tickets the week preceding the concert in either the student center or Lobby 10. $5 at the door. Program is Piano Concerto in Eb by Mozart and Symphony No. 1 by Mahler. BE THERE. http://web.mit.edu/mitso/ for more info.

The Truth About Vaccines - Free Essay Example

Sample details Pages: 6 Words: 1710 Downloads: 3 Date added: 2019/08/07 Category Medicine Essay Level High school Tags: Vaccines Essay Did you like this example? The Truth about Vaccines Living a healthy lifestyle can have many different meanings. Whether it is what you eat, where you live, how much you work or how you deal with mental blocks. Living a healthy lifestyle can benefit families in many different ways. Don’t waste time! Our writers will create an original "The Truth About Vaccines" essay for you Create order Vaccines have become a huge epidemic throughout the nation in recent years and some parents fear the health and safety of vaccinating their children. Parents recently have shown a lot of concern with the pros and cons of how it could affect their child in a negative way. Some also worry vaccines are the reason why children all over the world are born with a common disability known as autism. In recent years, many parents have said that vaccines are not a necessity in society nor are they healthy for children or adults. Vaccines have proven to save childrens lives and nations as well. In America, Polio was once the most feared disease. It caused death and paralysis across the nation, wiping out millions. However, thanks to intense research and vaccinations, there have been no reports of Polio in the United States (HHS, 2017).   Polio was a common disease for children to catch back in the 1950s and it seemed that it would never go away. In an article titled Wiping Out Polio: How the U.S. Snuffed Out A Killer published in 1952, nearly 60,0000 children became infected with the virus. Due to this virus, many children suffered from becoming paralyzed and a few thousand even died. Polio did not have a way of deciding whom it was going to effect but it was very common amongst kids (Beaubien, 2012). With Polio still out there, adults and even kids will still have a chance to obtain it. In Wiping out Polio: How the U.S. Snuffed out a Killer, it also states The virus remains endemic in only two parts of the globe: northern Nigeria and the border between Afghanistan and Pakistan, Poliovirus vaccines campaigns were being used throughout the countries of Nigeria and Pakistan. During this study, many parents feared the possible outcomes and consequences when receiving the vaccine. However, once clinical trials later showed that the IPV boosts a childs intestinal immunity tremendously. When children receive vaccines, they have a better chance of living a healthy and longer life then those who go without some vaccines. For example, HPV happens to be a very common disease. HPV occurs when teens or adults become exposed to any form of sexual intercourse i.e. commonly passed through anal a vaginal sex.   When parents administer the vaccine at a young age, it is nearly 100% effective in p rotecting the child throughout their life from HPV (Holloman, 2018). When children are born, they are able to produce more antibodies then the average adult due to the fact their immune systems are made up of new glands, organs, cells and different fluids. Immunizations and vaccinations are able to protect us once we have received them, even after many years. The Centers for Disease control and Prevention stated, The first time a child is infected with a specific antigen, the immune system produces antibodies designed to fight it. This takes time . . . usually the immune system cant work fast enough to prevent the antigen from causing disease, so the child still gets sick. However, the immune system remembers that antigen. If it ever enters the body again, even after many years, the immune system can produce antibodies fast enough to keep it from causing disease a second time. This protection is called immunity (CDC, 2017). When a child receives a vaccination, the child is given a small but strong enough dose of the antigen that will help their body naturally produce the antibodies that leads to their immunity. They have found that this should be any and every childs first exposure to a disease no matter how big or small. Some adults fear that vaccines can reverse the way they perform while in the body. While it is true that you can get sick from having a vaccination, it is not common. The most common side effect could occur in one per several hundred thousand vaccinations (Dohenny, 2014). Dohenny also states that combining vaccines have been used without adverse side effects dated back to the mid 1940s. To put into perspective, Sanjay Gupta said that humans are 100 times more likely to be struck by lightning then to have serious allergic reaction to a vaccine (Gupta, 2015). Many factors come into agreeing or disagreeing with the idea of vaccinations. Adults believe that the ingredients added to the vaccinations are harmful and dangerous to their children and selves.   Some say they do not want to vaccinate their child due to the ideas that vaccinations cause autism.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The idea of Autism being an outcome of vaccinations did not take place until the early 1990s. Dr. Andrew Wakefield went on to study if there were commonalities between the vaccinations, autism and bowel disease. With further research they found it to be very strenuous and time consuming and it required a lot of funding. He speculated that the vaccine had a possible chance of causing an internal issue that would later turn into bowel disease and possibly autism (Thompson, 1995). British researchers began to look into the outcomes and symptoms of vaccinations. In 1998, Andrew Wakefield along with 12 others published a case that had evidence that suggested children exhibited autism symptoms after receiving treatment. However, Dr. Richard Horton who discovered that lawyers strictly funded Wakefields research challenged this in 2010. Horton stated that Wakefields research was very flawed and led many to believe vaccinations could be causing their child neurological damage and intestinal damage (Laurance, 2004). In 2011, Brain Deer who at the time wrote for the BMJ reported that he reached out to those parents and children who were considered affected by the vaccinations and it turns out it was all a lie (Deer, 2011). When Deer did his research, he noticed that at most, two children experienced gastrointestinal or autism-like symptoms, not the eight that has been recorded. In addition, Wakefields claimed that all children were normal before the vaccinations, though when looked into the childrens backgrounds two of those students were considered to have developmental delays. When discovering this research it leads many others to research into the connections to autism and vaccinations. Scientific and medical experts will say that there are no connections to one another, especially with all the extensive research they have done. Before the middle of the last century, diseases like whooping cough, polio, measles, Haemophilus influenzae, and rubella struck hundreds of thousands of infants, children and adults in the U.S (CDC, 2017). In todays age, America and many other countries do not see that due to the vaccinations that previous generations have provided. Vaccine-preventable diseases are spread from person to person, often in common places. For example, kids playing on the playground, children or adults who are not vaccinated can affect adults walking around the office or families going to the farmers market in these locations. The CDC declared that nearly 12 million Americans throughout the years of 1964-1965 had been infected with the measles. Today, most doctors have never seen a case of measles. During this time, researchers were coming up with highly effective vaccination programs that could control measles. Doctors and researchers also declared that measles were eliminated from the United States around the early 2000s and with this news, came great hope for many women dealing with pregnancy. When women become pregnant, a mother is expected to receive vaccines that not only protect her but protect her unborn child as well. Mothers expecting or women trying to become pregnant are at huge risk when being exposed to someone who has a virus. However there are vaccinations that most, if not every, doctor will recommend to expecting mothers that will help both the mother and baby during pregnancy. In an article called How Vaccines Protect Moms (and Babies) During Pregnancy and Beyond, written by Beata Mostafavi published by the Michigan Health news states, Pregnancy changes your immune system Having the flu during pregnancy can cause problems for your pregnancy, including affecting the growth of the baby, causing fetal distress, leading to an early delivery and increasing the chance of a cesarean section. Expecting mothers are not able to maintain a healthy amount of antibodies for their growing child without some vaccinations during pregnancy, therefore doctors highly recommen d these vaccinations not only for the babies safety but for the mothers as well. Many vaccinations help protect pregnant women from common illnesses. The flu vaccine for example is a vaccination many women fear about receiving. However, if not administered it can cause life-threatening issues for both the mother and baby i.e. whooping cough. Women fear that receiving vaccinations could harm their child though; Tdap and flu vaccines are considered safe for pregnant women and their unborn child. When receiving vaccinations during pregnancy, the antibodies you are receiving will respond to the vaccine being injected and transfer to your child. It provides both protection for you and the baby. With that being said, it can also protect the baby for several months after delivery (Mostafavi, 2017). So not only are expecting mothers protecting themselves but also their babies even after their born, due to the antibodies mothers are able to provide for their child while in the womb.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Nations face potential threat everyday whether its war, what you eat, whom we see and what you take in. When participating in vaccinations, not only are people receiving their own health benefits but they are also providing everyone around them with protection as well.   With that, women rely heavily on vaccinations to protect themselves and the child. Parents worry about the consequences of giving their children vaccines but with intense study and research doctors have shown that the common fears parents have are less likely to happen when all the right precautions are taken into consideration. Receiving vaccinations at a young age will benefit your child more than it will hurt them and those who are not providing their children with vaccinations put every other child. Providing the correct healthcare for children and adults is a huge necessity and should be required to be taken more seriously; especially where some diseases are starting to eme rge again.

The World Health Organization Defines Violence Against Women

The World Health Organization defines violence against women as â€Å"any act of gender-based violence that results in, or is likely to result in, physical, sexual or mental harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life† (2014). Aboriginal women are three times more likely to experience physical abuse than non-Aboriginal women, and this was found to be true regardless of whether the offense was spousal or non-spousal violence (Brownridge, 2003). A key contributor to the violence these women face is rooted within colonization, which essentially left the Aboriginal people in a world saturated with inequality. The colonization of Canada led to a great number of alterations to the indigenous peoples’ lifestyle, and eventually resulted in a number of social variables that contribute to violence. Some of these contributing variables include: â€Å"younger population, lower educational attainment, increased involvement in precarious work, increased alcohol/drug use, increased family size, and living in smaller, rural communities† (Anderson, n.d). Through residential schools, unfair treaties, and assimilation policies and attempts, it’s clear that throughout history Canada has played a leading role in the marginalization of the Aboriginal people. â€Å"While Aboriginal people have been affected as a whole, Aboriginal women have been doubly affected because of this racist ideology and by theShow MoreRelatedDome stic Violence Against Women Essay1691 Words   |  7 PagesThe World Health Organization defines violence as: â€Å"The intentional use of physical force or power, threatened or actual, against oneself, another person, or against a group or community, that either results in or has a high likelihood of resulting in injury, death, psychological harm, mal-development or deprivation†. WHO has declared violence against women both a public health problem and a violation of human rights. Violence against women is of many types and has many faces. Also called Gender-basedRead MoreForms Of Violence Against Women1210 Words   |  5 Pages Forms of Violence Against Women Introduction In Pakistan, women live in a confined world that is structured by family, tribal, and religious customs. As such, women are subjected to not only violence but also discrimination on a daily basis. This has been brought about by the interpretation of Islam, the main religion in the country, which views women as persons needing maximum protection. This consequently leads to their oppression emotionally, physically, and mentally. They face various formsRead MoreLiving Free From Violence Is A Basic Human Right Essay1475 Words   |  6 PagesLiving free from violence is a basic human right, yet millions of women and girls suffer disproportionately from violence both in peace and in war, at the hands of the state, in the home and community. Across the globe, women are beaten, raped, mutilated, and killed with impunity. Violence against women is a technical term used to collectively refer to violent acts that are primarily or exclusively committed against women. Similar to a hate crime, this type of violence targets a specific group withRead MoreViolence Against Women In India1556 Words   |  7 PagesViolence against women is not a problem of today; it is rooted decades before. It is present all over the world .The condition is getting worse day by day. It is crossing all the borders and races. Violence against women is a very serious and sensitive issue as it is one of the most pervasive of human rights violation denying fundamental rights to almost half of population (females and girls).Domestic violence is much more drastic than violence outside because home is a place where individual seeksRead MorePrimary, Secondary, and Tertiary Nursing Care for Domestic Violence1427 Words   |  6 PagesRunning head: Nursing Interventions to Combating Domestic Violence Domestic Violence: Primary, Secondary, and Tertiary Nursing Interventions Jason Holt, RN Grand Canyon University NRS429V Diana Anderson, RN, MSNEd, CMSRN August 27, 2010 Domestic Violence: Primary, Secondary, and Tertiary Nursing Interventions Approximately 2 million American women are assaulted each year at the hands of their intimate partner and an estimated 1,200 are murdered as a result of intimate partner abuse (BlackRead MoreViolence Against Women And Girls Essay1322 Words   |  6 PagesIntroduction Violence against women and girls is internationally prevalent. Regardless of class, age, or race, women everywhere are subject to physical, sexual, psychological, and economic aggression (United Nations, 2015; 1). According to the World Health organization, 1 in 3 women will experience physical and/or sexual violence by a partner a non-partner. Moreover, studies conducted by the World Health Organization suggest that exposure to violent behavior can have detrimental impacts that canRead MoreFemicide1132 Words   |  5 Pagesrape in war and victimization o female refugees. The treatment of women prisoners and detained immigrant women are also related to the issue of femicide. Essentially, femicide is a form of gender-based violence (Stuart van Wormer Bartollas, 2011). It is considered to be an extreme form of gender-based violence that may include torture, mutilation, cruelty and sexual violence. The violence often culminated to murder. This violence is linked to gender concept s like inequality, discrimination andRead MoreAnnually 4.8 Million Women Are Physically Assaulted Or1398 Words   |  6 PagesAnnually 4.8 million women are physically assaulted or raped by someone they know or their intimate partners, which translates to three women being killed by their partners each day in the United States (Naylor). The United States has an alarming rate of violence against women, which is a grave violation of human rights. Its impact ranges from immediate to long-term physical, sexual, and mental effects for women and girls, such as depression, PTSD and death. Although both genders are guaranteedRead MoreViolence Against Women And Girls Essay1607 Words   |  7 PagesViolence against women and girls is internationally prevalent. Regardless of class, age, or race, women everywhere are subject to physical, sexual, psychological, and economic aggression (United Nations, 2015; 1). According to the World Health organization, 1 in 3 women will experience physical and/or sexual violence by a partner a non-partner. Moreover, studies conducted by the World Health Organization suggest that exposure to violent behavior can have detrimental impacts that can affect the physicalRead MoreDefinition Of Violence Against Women Essay1372 Words   |  6 Pagesto the World Health Organization, The United Nations defines violence against women as any act of gender-based violence that results in, or is likely to result in, physical, sexual or mental harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life (WHO Fact Sheet, 2016, para. 1).† There are many terms used to describe violence. The term domestic violence usually refers to interpersonal violence in a domestic

A Defense of an Uncensored Worldwide Web Free Essays

The fight for an uncensored worldwide web is, of course, characterized with conflicting principles and values. Although this can be resolved by the courts and other government agencies, there is no doubt that such resolution would not in any way mitigate or stop the struggle. It should be noted that values are not deterministic (behaving in pattern) or located in single set of arguments. We will write a custom essay sample on A Defense of an Uncensored Worldwide Web or any similar topic only for you Order Now They are defined by intensity and of course necessity. There are people who want to abolish the internet in some countries (the president and the imam of Iran for example). There are those who want to regulate the internet; that is, setting up limitations on internet access. And there are those who view the internet as an avenue for articulation (creativity); where intellectual, emotional, and psychological growth could be achieved. One of the most known cases involving the unlimited access to the internet occurred in the Alameda County on January 14, 1999.[1] The county court dismissed a lawsuit that seeks to require the Livermore Library to censor the use of internet at the library. It was the second time that the request had been denied by the court. The plaintiff argued that the unlimited internet access at the library â€Å"constituted a public nuisance.† [2] She also argued that she had a constitutional right to force the library to discontinue its open access policy. The American Civil Liberties Union of Northern California though in a statement argued that such demonizing of the library also constitutes public nuisance. Not only that the civil liberty to inform was affected, but also the â€Å"right of the public to be informed† (the policy rests on the First Amendment values). [3] The same organization also noted that the internet use at the Livermore Public Library informed its patrons over its material content, and that the primary responsibility of supervising the use of internet for children belongs solely to their parents. The same organization noted that â€Å"it enables each family to be sure that its children use the Internet in a manner that is consistent with its own values without imposing those values on other families.†[4] After all the arguments and evidences had been examined, the court decided in favor of the defendant (Livermore Library); that is, for unlimited internet access. Here what one sees is a conflict of values: 1) individual freedom vs. order, 2) right to be informed vs. right to be protected from obscene materials, and 3) individual happiness vs. freedom of conscience. Such conflicts though should not be viewed with rigidity. They are conflicts that cannot be reconciled or settled. In this paper, we shall present evidences and arguments that favorably seeks unlimited internet access; that is, a defense of an uncensored worldwide web. The first part begins with a staunch defense from a normative view, that is, hedonism. [1] Court Upholds Livermore Library’s Uncensored Internet Access Policy. (California: ACLU of Northern California, January 14, 1999). URL http://www.aclunc.org/news/press_releases court_upholds_livermore_library’s_uncensored_internet_access_policy.shtml. Retrieved October 1, 2007.   [2] Ibid [3] Ibid [4] Court Upholds Livermore Library’s Uncensored Internet Access Policy. (California: ACLU of Northern California, January 14, 1999). URL http://www.aclunc.org/news/press_releases/court_upholds_livermore_library’s_uncensored_internet_access_policy.shtml. Retrieved October 1, 2007.    How to cite A Defense of an Uncensored Worldwide Web, Papers

One Flew Over The Cuckoos Nest Essays (1206 words) - Nurse Ratched

One Flew Over The Cuckoo's Nest This movie demonstrates much of what I despise about my fellow feeble-minded Americans. In this movie, I saw stereotypes galore, and almost every cliche in the book. For example, one voluntary patient is seeking therapy for his marital problems. It seems that he and his wife were having "sexual" problems. This ultimately leads everyone, patients and viewers alike, to believe that this man must be gay. As if this weren't enough, we have to have the "blind-deaf-and-dumb-guy", and of course, he's foreign! The central character in this drama is Randal McMurphy. Mac is a new patient at the mental institution. He was transferred from a nearby prison. He seems to have been committed not for mental illness but because he is resistant to authority. In the past he has been arrested for such things as assault and statutory rape. He may be a criminal, and he may deserve to be in jail, but he is not insane. He was just too much work for the prison guards "cause I don't sit there like a goddamn vegetable" he says. I believe the only dangerous thing about Mac is his desire to fight authority, and I believe the danger is only for the authority figures. He may not go about his struggle in a lawful manner, but I do believe he has some good, sane ideas and beliefs which he tries to maintain in all of his situations. For example, in jail, he didn't feel it was right for the authorities to demand he act as a "vegetable" and I agree with him. In the institution, he felt that decisions should be made democratically and fairly, and he fought for this belief, which inevitably lead to punishment by ECT . Another influential character in this movie is Billy. Billy has some obvious self-esteem issues. I feel the portion of the film that we viewed in class only touches on his true character. Billy has a very obvious speech impediment, which seems to make him reluctant in many ways. He is the character that follows orders without question. He is threatened by Mac in many ways, but excited by his ideas at the same time. Mac's presence in the institution disrupts the routine that Billy has functioned so well under for so long. It is possible that his naivety could be a dangerous attribute to himself, but I do not feel that Billy is necessarily a dangerous individual. Chief is the stereotyped blind-deaf-and-dumb character. Before Mac, everyone ignored his presence, primarily on the basis of his silence. The other patients and staff apparently never even tried to incorporate Chief into their activities. When Mac comes along, he tries to utilize one of Chief's attributes, his height, in a basketball game. After awhile, Chief catches on, to the astonishment of all present, and helps Mac's team win a game. To the surprise to Mac, in a private moment Chief speaks. This leads the audience to believe that perhaps this silent man would only speak to those worthy of his words. Chief is not dangerous, only cautious. The infamous Nurse Ratched is the head nurse on this floor. She leads the therapy sessions and attempts to maintain order of her patients. She always uses a calm and rational tone of voice and claims to know what is best for all of her patients. The audience is lead to believe that she has some ulterior motives for her decisions when she requests that Mac stay in the ward during a review of his mental status. It is apparent to all at this point that there is nothing mentally wrong with Mac, though she decides he needs to stay. Perhaps this decision was made out of spite for his disruptive behavior. I do feel that she is dangerous. She has the power to keep a sane man in a mental institution and rule over his life for as long as she desires-this is very dangerous. Along with medication, the patients in this ward are undergoing a sort of talking therapy. It is lead by Nurse Ratched. Only certain patients are involved, primarily the less severe patients. Several patients assemble themselves in a semi-circle at the beginning of the session. They may begin where they had left off during a previous session, or they may start with a new issue. I am not sure if this type of therapy is used widely. I understand the benefits of group therapy, but perhaps in this situation a more individual-based therapy

Impacts of Playing Video Games on Learning in Children Essays

Impacts of Playing Video Games on Learning in Children Essays Impacts of Playing Video Games on Learning in Children Essay Impacts of Playing Video Games on Learning in Children Essay Impacts of playing video games on learning in children EDIT 6900 Dr. Janette Hill Spring 2006 March 29, 2006 Myoungjin Yang Tollett Department of Educational Psychology and Instructional Technology The University of Georgia, Athens, Georgia Introduction It has been fascinating for me to watch my 6-year old nephew playing video games since he was three. Many family members have expressed their concerns regarding the number of hours he spends playing video games, about consequences related to his social and behavioral development, and so forth. Thus far, we see no negative influence in his social and behavioral outcomes. According to his mother, he learns Bible stories by playing video games, and he has even learned how to read through a video game. His mother who is a high school teacher is a strong believer in using computer or video games for children in learning. She also stated that more educationally structured computer or video games are needed for young children. Ironically, the video games that taught my nephew how to read were not considered â€Å"educational† games. I have another nephew with severe learning disabilities, Attention Deficit/ Hyperactivity Disorder (ADHD) being one of them. The only thing that keeps him focused and stable for more than 30 minutes is playing computer or video games. His caregiver has tried different games to engage him with learning. Regardless of the caregiver’s strong belief in using games for him to learn simple arithmetic, he has not made significant progress yet on learning basic mathematics. Nonetheless, the caregiver insists that it is because there are not many computer and video games that are designed for children like my nephew with severe learning disabilities regardless of whether or not the games are educational. It is commonly known that the average attention span in young children or children with learning disabilities is very limited. Considering that, it is amazing to watch my nephews intensively playing video games for hours at a time. According to EDIT 6900 – Literature Synthesis Myoungjin Yang Tollett 1 VanDeventer White (2002), an average child (not an advanced video game player) may spend from 50 to 300 hours annually playing video games and that by the age of 10, a child may have had thousands of hours of experience with video games. It is no surprise that the video game market grew in annual sales from $100 million in 1985 to $4 billion in 1990 (Emes, 1997) and $7 billion in 2005, more than doubling sales within the software industry since 1996 (Entertainment Software Association, 2006). Today, it is obvious that children spend a lot of time playing video games and their parents spend a lot of resources providing their children or even themselves with video games in America and worldwide. While it does not seem realistic to prohibit children from playing video games, researchers have attempted to answer questions for concerned parents, caregivers and educators: â€Å"Are video games harmful to our children? † (Emes, 1997, p. 409), â€Å"Do children who play video games learn better than peers who do not? † (Din Calao, 2001, p. 8), â€Å"Can video games be a useful tool in promoting learning within the classroom? † (Rosas et al. , 2003, p. 71), â€Å"What are the consequences of game play on the cognition of those who play them? † (Squire, 2004, p. 34), â€Å"Can meaningful learning occur while children play video games? † and so forth. To start exploring the potential impact or implications of playing games at a young age, I inform ally interviewed several adult game players. They indicated that they started playing video games when they were between 8 and 10 years of age. They stated that they typically prefer playing video games with friends and acknowledged that playing games with friends is a valuable social activity. They also admitted that violent contents or other negative contents might influence young audiences in negative ways. At EDIT 6900 – Literature Synthesis Myoungjin Yang Tollett 2 the same time, they also acknowledged potential positive impacts of playing video games on problem-solving skills, decision-making skills, and cognitive development. That leaves me with an overarching question: If children can learn something and/or benefit from playing video games, why should we not find a way to facilitate and guide the activities? Research Questions I intend to synthesize potential advantages and disadvantages for children who play video games in regard to learning, cognitive development, and social and behavioral issues. More detailed research questions are as follow: o Can meaningful learning occur while children play video games? o What are the positive and negative consequences of game play on children? Methods In this review, the term video games is used to refer to electronically controlled games played on any platform such as computer, over the Internet, handheld devices, console systems, and various game-like technology toys. I originally narrowed this research focus to young children between ages 3 and 8. However, it has been extremely difficult to locate such literatures with credible authors. Therefore, I have expanded the focus to include studies targeting children at any elementary school age or younger. Literature searches have been conducted through the GALILEO databases including Education Full Text, ERIC, Psyc INFO and Web of Science. I also have found Google Scholar useful for locating more general articles or documents. I have used the following search terms to identify relevant literature: children and video game, children EDIT 6900 – Literature Synthesis Myoungjin Yang Tollett 3 and computer game, children, violence and video game, children, and cognition and video game. In addition, an online journal Innovate was thoroughly reviewed for potential literature since the journal featured â€Å"gaming and education† in multiple occasions. I also solicited Dr. Lloyd Rieber, a professor in Instructional Technology at the University of Georgia, and Michael Barbour, a doctoral candidate in Instructional Technology at the University of Georgia, for advice in locating such literatures. The Journal of Computing in Childhood Education was reviewed as recommended by Dr. Reiber, and he also led me to a book chapter written by Dr. Yasmin Kafai (1994). Michael Barbour recommended an electronic journal, Games and Culture from Sage Publications and Innovate, and an online magazine Game Developer Magazine. He also offered his collections of gaming literatures that are related to education. As a result, I located over 40 peer-reviewed publications and many other related documents and articles to write this literature synthesis. reference Literature Synthesis The influence of video games has been one of the most controversial issues regarding children. Some researchers have proposed that children could become violent by playing video games and children could also become less sociable as a result of playing video games (Griffith, 1999). By contrast, Squire et al. (2005) found playing games (a computer game, Civilization III, in this case) to is fundamentally a social experience with every participant showing a desire to share his or her game play with other people. In order to understand consequences of playing video games on children, it EDIT 6900 – Literature Synthesis Myoungjin Yang Tollett 4 s important to understand today’s children, â€Å"the new generation†, and how they are different from their predecessors. The New Generation The average American child grows up in a home with two televisions, three tape players, three radios, two VCRs, two CD players, one video game player and one computer (Kaiser Family Foundation, 2005). According to parents, children between the ages of 2 and 17 spend almost 6? hours a day in front of electronic video screens – television, video games or a computer (Woodward Gridina, 2000). A study of over 2,000 young persons ages 8 to 18 years (3rd through 12th graders) found that 83% of them have at least one video game player in their home, 31% have 3 or more video game players in their home, and 49% have video game players in their bedrooms (Roberts, Foeher, and Rideout, 2005 as cited by Institute on Media and the Family, 2001). According to Prensky (2001b): |Our children today are being socialized in a way that is vastly different from their parents. The numbers | |are overwhelming: over 10,000 hours playing video games, over 200,000 emails and instant messages sent and | |received; over 10,000 hours talking on digital cell phones; over 20,000 hours watching TV, over 500,000 | |commercials seen – all before the kids leave college (p. 1) | Prensky (2001a) uses the term Digital Natives to refer to today’s children: ‘They – K through college – are all â€Å"native speakers† of the digital language of computers, video games and the Internet’ (p. ). Recently, more researchers have shared the similar notion that there is a new generation entirely different from their predecessors and those differences are driven by one central factor: growing up playing video games and EDIT 6900 – Literature Synthesis Myoungjin Yang Tollett 5 surrounded by other electronic media (Beck Wade, 2004; Carstens Beck, 2005; Kirkley Kirkley, 2005; Shaffer, Squire, Halverson, Gee, 2005; Gros, 2003; Simp son, 2005). According to Prensky (2001a), it becomes clear that as a result of this ubiquitous environment and the sheer volume of their interaction with it, today’s children think and process information fundamentally differently from their predecessors. Therefore, they are no longer the people our educational system was designed to teach. This new generation – Digital Natives – is accustomed to the twitch-speed, multitasking, random-access, graphics-first, active, connected, fun, fantasy, quick-payoff world of their video games, MTV, and Internet (Prensky, 2001b). Of the ubiquitous environment that today’s children are exposed to, this paper is focused on video games and synthesized foundations of the relationship between video games and well-known learning theories in the next section. Foundations of Video Games and Learning Rieber, Smith Noah (1998) introduce two distinct applications of games in education: game playing and game designing. Whereas game playing is the traditional approach where one provides ready-made games to students, game designing assumes that the act of building a game is itself a path to learning. Learning by designing is a central idea in constructivism (Harel Papert, 1990, 1992; Perkins, 1986 as cited by Rieber, Smith, Noah, 1998) and game design is beginning to attract attention in the constructivist literature (Kafai, 1992, 1994a, 1994b as cited by Rieber, Smith, Noah, 1998). Nonetheless, the scope of this paper is limited to the â€Å"playing† aspects of video games in relation to learning. EDIT 6900 – Literature Synthesis Myoungjin Yang Tollett 6 Play is one of the most natural and spontaneous activities for young children (Curry Arnaud, 1995). Rieber, Smith Noah (1998) assert that play is derived from the longstanding goal in education of how to promote situations where a person is motivated to learn, is engaged in the learning act, is willing to go to great lengths to ensure that learning will occur, and at the same time finds the learning process to be satisfying and rewarding; therefore, play is an essential part of the learning process throughout life and should not be neglected. Rieber, Smith, Noah (1998) call it â€Å"serious play† to refers to a special kind of intense learning experience in which both adults and children voluntarily devote enormous amounts of time, energy and commitment and at the same time derive great enjoyment from the experience. This kind of play is an ideal construct for linking human cognition and educational applications of technology. It is important to note that for many of today’s children, the chosen form of play is video games (VanDeventer White, 2002) as more children play video games for longer periods of time and the average age that a child starts playing video games is getting much younger now a days. Kaiser Family Foundation conducted random-digital-dial telephone survey of more than 1,000 children and their parents (2003): 30% of children ages zero to six have played video games; by the time they are preschoolers, 16% of children are more likely to play video games on a daily basis (24% of boys; 8% of girls). Although the primary purpose of video games is entertainment, the underlying design employs a variety of strategies and techniques intended to engage players in â€Å"gameplay† (Dickey, 2005). Research into psychological and sociological benefits of play also revealed that games support intrinsic motivation as well as opportunities for EDIT 6900 – Literature Synthesis Myoungjin Yang Tollett 7 imitation and learning by providing feedback, fantasy, and challenges (Rieber, 1996). Gee (2005) argues that good commercial video games are already state-of-the-art learning games because they have been so successful in attracting and maintaining players. Although the games are often long, hard and complex, it is clear that commercially successful games appear to have solved this central paradox of learning. The theoretical foundations of engaged learning can be found in both cognitive and constructivist perspectives. Research from a constructivist perspective focuses on the relationship between the player-learner and the environment, and the social aspects of the design, whereas research from a cognitive perspective focuses on the internal aspects of motivation and schema as fostered by design (Dickey, 2005). It is productive to view these perspectives as mutually complementary points of view (Sfard, 1998). Conceptualized by Piaget (1970) but also applied within the work of other influential figures such as Vygotsky (1978), Biggs (1999), and Wenger (1998), constructivist theory suggests that learning is intrinsically linked to learners’ sense of identity. While playing video games, learners come to know themselves and what they are becoming through personal experience and critical reflection on their beliefs about the world in which they live and the domains in which they hold affective agency (Begg, Dewhurst, Macleod, 2005). By creating virtual worlds, games integrate knowing and doing. Games bring together ways of knowing, ways of doing, ways of being, and ways of caring: the situated understanding, effective social practices, powerful identities, and shared values that make someone an expert (Shaffer et al. , 2005). Too often, â€Å"fun games are designed and instructional designers come in and suck all the fun out of it† in the quest to meet instructional goals (Kirkley Kirkley, 2005, p. 43). With advances in EDIT 6900 – Literature Synthesis Myoungjin Yang Tollett 8 echnologies, there are exciting opportunities to design learning environments that are realistic, authentic, engaging and extremely fun (Kirkley Kirkley, 2005). Some researchers have proposed criteria for the elements that make video games effective on attracting and engaging players and retaining their attention. For example, according to Rosas et al. (2003), the most highlighted features that make video games effective ar e as follows (p. 75): A clear goal: almost all video games are goal-related; the games have a clear and specific goal that children must try to reach (e. . rescuing the princess, etc. ) Adequate level of complexity, not too low but not too high High speed: most video games have a much faster speed than traditional mechanical games Incorporated instructions: in most video games, children are given instructions while playing the game and do not need to read instructions Independence from physical laws: video games normally do not follow the physical laws of the nature Holding power: they capture players’ attention and continue to do so as the game builds a microworld with its own rules and regulations Therefore, enjoyable educational video games must include elements of 1) challenge: clear, meaningful and multiple goals, uncertain outcomes, variable difficulty levels, randomness, and constant feedback, 2) fantasy: a character with whom players can identify, use of an emotionally appealing fantasy directly linked to the activity, and use of metaphors, 3) two types of curiosity: sensory curiosity (audio and visual effects) and EDIT 6900 – Literature Synthesis Myoungjin Yang Tollett 9 ognitive curiosity (surprises and constructive feedback) (Beltra, 1990; Kafai, 1997; Lepper Malone, 1987; Malone, 1980 as cited by Rosas et al. , 2003). Findings from Research Studies Like books, movies, and television show, video games can be used in antisocial ways. Games are inherently simplifications of reality, and current games are often associated with violent and sometimes misogynistic themes (Shaffer et al. , 2005). As Griffiths (1999) points out, one of the main concerns that has const antly been raised against video and computer games is that most of the games are claimed to feature aggressive elements. This has led some critiques to state that children become more aggressive after playing such games (Koop, 1982; Zimbardo, 1982 as cited by Griffiths, 1999). However, these assertions have been made without adequate empirical support. As cited by VanDeventer White (2002), earlier studies of â€Å"non-educational† video games have focused largely on issues of sex stereotypes, aggression, and equity and culture. Some studies have examined motor and spatial skills, simulation and tracking tasks. For example, a study by Irwin and Gross (1995) sought to identify effects of playing an â€Å"aggressive† versus â€Å"non-aggressive† video game on second-grade boys identified as impulsive or reflective. Boys who played the aggressive game, compared to those who had played the non-aggressive game, displayed more verbal and physical aggression to inanimate objects and playmates during a subsequent free play session. Moreover, these differences were not related to the boys’ impulsive or reflective traits. Kirsh (1997 as cited by Cesarone, 1998) also investigated the effects of playing a violent versus a non-violent video game. After playing these games, third- and fourth-graders were asked questions about a hypothetical story. On three of six questions, the EDIT 6900 – Literature Synthesis Myoungjin Yang Tollett 10 children who had played the violent game responded more negatively about the harmful actions of a story character whose intent was ambiguous than did the other children. These results suggest that playing violent video games may make children more likely to attribute hostile intentions to others. Nonetheless, Funk, Germann, and Buchman (1997) state that there is insufficient laboratory research to support strong causal statements about the effects of playing violent video games on children’s aggression based on a review of video game research in the 1980s and 1990s. They note that in studies that use behavioral observation to measure aggression, trends suggest some increases in aggression after children play or watch violent games. However, these trends are not so clear in studies that use other measures of aggression (e. g. measuring children’s willingness to help or hurt another child). According to Griffiths (1999), a growing number of studies examining the effects of video games on aggression have only involved a measure of possible short-term aggressive consequences. The majority of the studies on very young children – as opposed to those in their teens upwards – tended to show that children do become more aggressive after either playing or watching a violent video game but these were all based on the observation of a child’s free play. There is much speculation as to whether the procedures to measure aggression levels are valid and reliable. An interesting study was conducted by Fortis-Diaz (1998) on children’s aggressive behaviors after watching or playing violent contents through video games, television or any other media. She observed her kindergarten students during several periods of free play. Particular attention was given to the occurrences of aggression in their play and the circumstances surrounding them. Different strategies were EDIT 6900 – Literature Synthesis Myoungjin Yang Tollett 11 implemented in an effort to redirect the aggressive acts after watching or playing video games which may or may not include â€Å"violent contents†. She reports a slight decline in the children’s aggressive play. She concludes that â€Å"we can do something to help redirect the aggression that they are so ready to imitate, if we just take the time to watch and guide† (p. 237). On the other hand, studies of â€Å"educational† games have primarily examined design, cognitive and curriculum aspects (VanDeventer White, 2002). Din and Calao (2001) conducted a study with 47 preschool age children from two classes of an urban school in the northeastern region. The experimental group who played educational video games showed significant increase in spelling and decoding areas than the control group but no difference was found in the math area. The authors concluded that playing the Lightspan educational video games for these young students might have played a facilitative role in their learning of the verbal skills, which are age appropriate tasks for them. However, the experimental group did not show significant improvements in math perhaps because these children were not ready in terms of maturity. A similar study was conducted by Rosas et al. 2003) in Santiago de Chile with 1,274 first- and second-grade students, their 30 school teachers, and directors of six schools. The authors used mixed quantitative and qualitative methods over a 3-month period. Although no significant differences were found in academic performance that would suggest a relationship with playing video games, teacher reports and classroom observations confirm an improv ement in participants’ motivation to learn, and a positive technological transfer of the experimental tool. The authors concluded that further studies regarding the effects of learning through videogame use are imperative. However, they EDIT 6900 – Literature Synthesis Myoungjin Yang Tollett 12 acknowledge positive effects on motivation and classroom dynamics indicating that the introduction of educational video games can be a useful tool in promoting learning within the classroom. In the similar notion, Squire et al. (2005) conducted design-based research attempting to find consequences of game play on the cognition of those who play them. Eleven elementary students who were African-American and socio-economically challenged attended twice a week in two-hour sessions and were observed and interviewed for five weeks. The authors argue that these children developed expertise in playing the historical simulation game Civilization III as a form of digital literacy. This study suggests that expert strategy simulation game knowledge is a flexible, systemic level understanding of a game system rather than a simple heuristic understanding. All participants reported increased knowledge of maps, timelines and historical terms and, as has been hypothesized by game theorists, factual knowledge â€Å"came for free† for these players. Children playing in pairs led to increased engagement as they had 1) someone with whom to discuss strategies, leading to greater reflection and less confusion and 2) someone to share in struggles, leading them to not â€Å"blame themselves† for their confusion. Game play was fundamentally a social experience and every participant showed a desire to share his/her game play with other people. The multiplayer game format amplified interest for most male players. This finding suggests the potential value of collaborative/competitive multiplayer games for literacy. The role of the facilitators as expert game players thoroughly mediated gamers’ experience. Another approach of determining educational effects of playing video games was introduced by VanDeventer and White (2002). They conducted a study investigating the EDIT 6900 – Literature Synthesis Myoungjin Yang Tollett 13 display of â€Å"expert† behavior by outstanding video game-playing children. Seven highly proficient, video game playing, 10- and 11-year-old children were observed in the act of teaching adult â€Å"foils† how to play one of two popular home video games. The evidence indicated that the children demonstrate expert behaviors. The authors assert that this finding has significant potential import for educators because it may be possible to leverage these expert skills to more commonly valued academic domains. For example, can pattern recognition skills demonstrated in video game play be applied to pattern recognition in mathematics and science? Conclusion As indicated in the New Generation section, it is clear that today’s children live in a whole different world than the one in which their parents and teachers grew up. Like it or not as a parent or a teacher, children play video games and will continue to play them. As Carstens and Beck (2005) state, â€Å"sooner or later, those who grew up without video games will have to understand the gamers† (p. 22) which means not only learning what encourages them to learn and how they learn, but also finding ways to redesign educational and training curricula around their needs. This paper provides a strong foundation of video games in relation to learning and suggests potential benefits that well-designed video games can bring to the community of practice (parents, teachers, educators, researchers and students/children). As cited in the Foundation of Video Games and Learning section, many studies suggest that good video games engage children and sustain their attention for a longer time than any other educational environment can. The question is whether or not we, as parents, teachers, EDIT 6900 – Literature Synthesis Myoungjin Yang Tollett 14 educators and researchers, are ready to support learning for the new generation in the ways that today’s children are accustomed to. As we know there is no one perfect standardized environment for our children to learn and live and there never will be, and worst of all, the world is continually shifting on us: Are we ready to guide our children of the new generation in the ever-changing world? In the past, I have not believed in exposing young children to multimedia especially video games. However, I am beginning to believe that there might be something that we, as adults who did not grow up with the same kinds of multimedia and technologies that are presently available, simply do not understand. Implications for Practice Are you ready for the game generation? Prensky (2001b) defines that â€Å"those of us who were not born into the digital world but have, at some later point in our lives, become fascinated by and adopted many or most aspects of the new technology are Digital Immigrants†(p. 1) as opposed to the new generation of Digital Natives. As video games become a bigger influence on our culture, we will need to pay attention to the ins and outs of what gamers are thinking not only today, but also tomorrow. It is going to take some effort, but in the end, it will keep you in the game (Carstens Beck, 2005). Shaffer et al. (2005) assert that our children will learn from video games. This interest in games is encouraging, but most educational games to date have been produced in the absence of any coherent theory of learning or underlying body of research. We, as researchers and educators, need to understand 1) how the conventions of good commercial games create compelling virtual worlds 2) how inhabiting a virtual world EDIT 6900 – Literature Synthesis Myoungjin Yang Tollett 15 develops situated knowledge 3) how game players develop effective social practices and skills in navigating complex systems and 3) how those skills can support learning in other complex domains. Video games have the potential to change the landscape of education as we know it. According to the survey conducted by Kaiser Family Foundation (2003), whereas 72% of parents of young children (ages six years or younger) believe that using a computer â€Å"mostly helps† children learn, and just 5% believe that it â€Å"mostly hurts†, parents are less enthusiastic about the educational value of video games than any other medium – computer, Internet and television – addressed in this survey. 0% of parents from the same group believe video games mostly hurt children’s learning, 22% think they mostly help children’s learning, meanwhile 27% believe they don’t have much effect one way or the other. Parents of older children (ages 8 through 18) think either they do not feel that their children spend too much time playing with electronic media including video games or they have given up trying to discourage them from playing (Kaiser Family Fo undation, 2005). Nonetheless, parents are the driving force behind the video game industry (Simpson, 2005). In 2004, over 50% of parents polled said they were going to buy their child a video game for Christmas (Entertainment Software Association, 2004 as cited by Simpson, 2005). Today’s parents are clueless as to what their children are doing with the video games that they are so eager to buy. The majority of today’s teachers are women (79%) with an average age of 46. In some states, 60% of the teachers are over 50 (National Center for Educational Statistics, 2003). Teachers typically do not see the video game as a learning tool. Many school leaders and teachers react negatively to video games and gaming culture, bashing video EDIT 6900 – Literature Synthesis Myoungjin Yang Tollett 16 games as diversionary threats to the integrity of schooling or as destructive activities that corrupt moral capacity and create a sedentary, motivation-destroying lifestyle (Halverson, 2005). While teachers are working within an environment where change tends to be slow, money scarce and bureaucracy plentiful, their students are living in an environment where change is rapid, constant and anticipated (Simpson, 2005). The success of video games at motivating students suggests that schools may bring gaming in from the periphery to reconsider the institutional barriers to change. Simply recognizing games as potent learning environments would be a start for counteracting the current anti-gaming rhetoric. Schools can then take steps to incorporate gaming principles in the design of school learning environments (Halverson, 2005). As a parent, teacher, or educator, Prensky (2006) suggests taking these seven steps to ensure your children’s education and future (pp. 141-149): Educate yourself by locating sources of positive information about digital kids, about video gaming, and what your kids are learning from their games and by getting a feel for what it’s like to learn from games Start asking your kids the right questions: ask open-ended questions that show you are truly curious to find out about what they are involved in. Educate your family by sharing articles and quotes Look over yo ur kid’s shoulder (with permission) Go game browsing with your kids Play a game or two yourself Help organize LAN parties and/or start a game club: this is a radical solution for those who really get into games

Compound Tenses of the French Verb Prendre

Compound Tenses of the French Verb Prendre Prendre, which  primarily means to take both literally and figuratively, is a general, all-purpose verb  thats  one of the most frequently used in the French language. Its conjugation is irregular  in both the simple and compound forms,  although it has a following of other verbs ending in -prendre, such as apprendre (to learn),  that are conjugated in the same way.   Prendre is also found in a number of idiomatic expressions, such as prendre sa retraite  (to retire), prendre une decision (to make a decision) and the informal prendre a pot (to have a drink). Other Meanings of Prendre In addition to take, the French verb has several other meanings, from catch (as in, I caught him cheating) to be successful (as in, This book is going to be a great success). The reflexive form se prendre  also has several possible meanings, beginning with to consider oneself (something).   The French equivalent of to take is most often prendre,  in the sense of to move something physically from one place to another, to  take transportation,  to take something to eat or to take a size (number). But there are other French verbs as well that mean to take.  Amener,  for instance,  means to take someone or something  with you.  Enlever signifies to take something  off. And  passer un examen means to take a test.   Compound conjugations of  prendre use the auxiliary verb avoir.  To conjugate other verbs that need  avoir  as the  auxiliary verb  in  compound tenses, replace the  past participle  in these conjugations with the past participle of the new verb. Other verbs take  Ãƒ ªtre as the auxiliary verb.   Compound Conjugations of Prendre Pass compos Pluperfect Past subjunctive j ai pris avais pris aie pris tu as pris avais pris aies pris il a pris avait pris ait pris nous avons pris avions pris ayons pris vous avez pris aviez pris ayez pris ils ont pris avaient pris aient pris Future perfect Conditional perfect Pluperfect subjunctive j aurai pris aurais pris eusse pris tu auras pris aurais pris eusses pris il aura pris aurait pris et pris nous aurons pris aurions pris eussions pris vous aurez pris auriez pris eussiez pris ils auront pris auraient pris eussent pris Past anterior Conditional perfect, 2nd form j eus pris eusse pris tu eus pris eusses pris il eut pris et pris nous emes pris eussions pris vous etes pris eussiez pris ils eurent pris eussent pris Past imperative Past infinitive Perfect participle (tu) aie pris avoir pris ayant pris (nous) ayons pris (vous) ayez pris Additional Resources Simple tensesFrench verb conjugator

International Business Management Essay Example | Topics and Well Written Essays - 3000 words - 3

International Business Management - Essay Example Other factors that influence decision making in international business include; differences in legal systems, the existence of trade barriers between nation states and the differences in the distribution of human and natural resources between different countries. Apart from the above factors that limit the free operations and policy making decisions of international business manager, the principles of management remain fairly the same. Factors affecting international business can be classified as cultural, political and economic. Political events are of great concern because they influence; the cost of doing business, the social and economic stability of countries and accessibility to human and non-human resources. Politics also have a safety and security implications and transfer of payments (Whiting 2010). The British monitor manufacturing company under the management of Tony considered factors such as cost but failed majorly in considering the economic stability of Latin America which hugely cost them after the inflation in Latin America. International business may be limited by national economies which are relatively self contained entities isolated from each other by barriers to cross border trade and investment. Other limitations include distance, time zones, differences in national government trade regulations and cultural differences. However, the world is moving towards diminishing trade and investment barriers. This is due to advances in transportation and telecommunication technology. Tony’s company had no challenges in transportation of their goods which enabled easy exports to farther countries. The British company outsourced cheap monitors from Asia which indirectly exploited the cheap labor in Asia. This globalization led to loss of jobs and incomes in Britain evident in the British monitor manufacturing company which reduced its employees in the manufacturing sector. Unstable

Core Subsystems Assignment Example | Topics and Well Written Essays - 500 words

Core Subsystems - Assignment Example The scheduler policies fail to receive priority from the memory managers. In such scenarios, there may de diverge allocations of the central processing unit (Torkkeli and Tuominen, pg. 277). Such a scenario may result to two main problems. For instance, there is the schedule oblivious; where scheduling policies fail to exist and even those who are operating, the systems do not use it. In addition to that, the core objective remains to maximize the final and overall faults. Such an approach deters the achievement of schedule goals. The scheduling aspects of the general systems are based on the priority purposes in all times. The input is kept at a high end at all times. Delaying of one priority task occurs for the sake of more than five low priorities. Real time operating systems have the mandate of managing the hardware aspects, which are found in the computer, and other applications installed in it. It remains very reliable it enhances measurement and general automation where the downtime remains a costly affair. The real time systems operate under maximal time. It does provide a high level of real time consistent timing (Grimmer and King, pg. 2647). A number of real-time systems are constructed and operate using the general systems. The operating system is at the chance of providing real time support though they are engineered for a robust real time production, with a number of unpredictability. The disk activity and schedule granularity is at a consistent angle. The critical difference between the general-purpose operations system and real-time operating system is all about the physical aspects of the system. It is all about the time sensitivity aspect. An example of a time conscious system is an automated machine, where one gets the money in not more than five seconds after request of the transaction. Such a system is critical in being time responsive. A personal computer does not portray such a time sensitivity aspect. When one is

Leo :: essays research papers

Leonardo sped from one creative experience to another his reach as for his grasp. His career was vagrant and unfocused; in fact, he never had a career. He seemed to have had no civic loyalty. Nor devotion to church or Christ. He willingly accepted commissions from the popes or their enemies. He lacked the sensual worldliness of a Boccaccio or a Chaucer, the recklessness of a Rabelais, the piety of a Dante or the religious passion of a Michelangelo. The vast disorderly notebooks in his own hand mystify as much as they explain. No other artist bequeathed so copious a record of his thoughts and yet told us so little of himself. The 3,500 closely written pages that have survived of his notebooks may be only a quarter of those left at his death. Whole notebooks have been lost or broken up, and single sheets now turn up around the world. Some of the 19 existing notebooks were small enough to be carried about on Leonardo's belt for occasional jottings, some were large folios. While most of the script is clear, and legible if viewed in a mirror, it is almost all in "mirror writing," written "backwards." Since Leonardo was probably left-handed, this way of writing might have come quite naturally to him. It could hardly have kept the contents secret or deceived the censors since his texts were copiously illustrated. Perhaps Leonardo only wished to make trouble for any who dared to read his private jottings. The vast disorderly notebooks in his own hand mystify as much as they explain. No other artist bequeathed so copious a record of his thoughts and yet told us so little of himself. The 3,500 closely written pages that have survived of his notebooks may be only a quarter of those left at his death. Whole notebooks have been lost or broken up, and single sheets now turn up around the world. Some of the 19 existing notebooks were small enough to be carried about on Leonardo's belt for occasional jottings, some were large folios. Leo :: essays research papers Leonardo sped from one creative experience to another his reach as for his grasp. His career was vagrant and unfocused; in fact, he never had a career. He seemed to have had no civic loyalty. Nor devotion to church or Christ. He willingly accepted commissions from the popes or their enemies. He lacked the sensual worldliness of a Boccaccio or a Chaucer, the recklessness of a Rabelais, the piety of a Dante or the religious passion of a Michelangelo. The vast disorderly notebooks in his own hand mystify as much as they explain. No other artist bequeathed so copious a record of his thoughts and yet told us so little of himself. The 3,500 closely written pages that have survived of his notebooks may be only a quarter of those left at his death. Whole notebooks have been lost or broken up, and single sheets now turn up around the world. Some of the 19 existing notebooks were small enough to be carried about on Leonardo's belt for occasional jottings, some were large folios. While most of the script is clear, and legible if viewed in a mirror, it is almost all in "mirror writing," written "backwards." Since Leonardo was probably left-handed, this way of writing might have come quite naturally to him. It could hardly have kept the contents secret or deceived the censors since his texts were copiously illustrated. Perhaps Leonardo only wished to make trouble for any who dared to read his private jottings. The vast disorderly notebooks in his own hand mystify as much as they explain. No other artist bequeathed so copious a record of his thoughts and yet told us so little of himself. The 3,500 closely written pages that have survived of his notebooks may be only a quarter of those left at his death. Whole notebooks have been lost or broken up, and single sheets now turn up around the world. Some of the 19 existing notebooks were small enough to be carried about on Leonardo's belt for occasional jottings, some were large folios.

Child Care Observation

Child Care Observation I observed children at ABC Child Development Center in the 3 year old classroom on March 1, 2010 from 8am until 11am. The classroom had a very diverse composition in the classroom, Hispanic, African American, Caucasian, Native American, and Asian (Vietnamese). In addition to diversity the ABC child development focus on maintaining a child centered environment that allows children to learn at their own pace. The classroom had 2 teachers and 24 children in attendance during the observation. The classroom has blue walls and displays of the children’s artwork around the room for Saint Patrick's Day and also spring.The classroom had 8 centers for learning and activities. The centers were arranged at the children’s eye level and lower to ensure easy access. The centers included art, science and sensory, music, blocks, dramatic play area, library, quiet zone, and a safe place center. The class started with breakfast which included, toast, bacon, fruit, a nd milk. During breakfast all of the children were allowed to pour their own milk and serve themselves one scoop of fruit. As the children were eating they talked among themselves about how their mommy would come back at the end of the day.The girls began arguing about whose mother would return, they shouted at one another, â€Å"No my mommy is coming back! † the other child replied, â€Å"No my mommy is coming back not yours! † The teacher ended the argument, but as the debate about which mother would return ended, the boys began using pretend guns with their toast. Three of the boys had chewed their toast into the shape of guns and again the teacher had to redirect the boys because the child care center does not allow children participate in any violent activities.As the teacher redirected the boys, they all stated, â€Å"we are not making pow pows†. After breakfast the children began their morning hygiene routine of going to the restroom, washing hands, and b rushing teeth. The boys went to the restroom first and finished within a few minutes. The girls took longer in the restroom than the boys, because many of the girls were talking to one another while they were in the restroom. While the girls were in the restroom many of them were talking about their dogs. One girl stated the she was going to bring her dog â€Å"Peetie Joe† to her ABC school for show and share.Another student said,† Oooh ma ma ma, you can’t bring Peetie Joe to my ABC school and I am going to tell†. As hygiene time ended the class sat around a rectangle carpet to begin circle time. Circle time lasted 20 minutes and consisted of 2 songs (Ram Sam Sam and 5 Little Monkey’s), a flannel board story (Brown Bear), and pretend play (hunters in the forest). After the circle time children were allowed to choose a center activity. Many of the children went to the dramatic play area that included a kitchen, a dress up area, and a construction tabl e.The kitchen had a sink, refrigerator, stove, table, and many plastic foods. Five children were in the kitchen making lunch for the day. One of the students took a baby to the kitchen table and the students began telling the baby to make a happy plate so she can have treasure box. One of the students began to pat the baby on the head as he told the baby doll, â€Å"Eat all your food so you can be strong, okay. † The children in the dress up area were wearing fireman uniforms that consisted of red fire hats, jackets, and pants. The girls and boys in the area pretended to stop a fire.The children made pretend fire hoses with their hands and sprayed the walls which were the buildings that were on fire. The remainder of the children went to the art area that consisted on two cafeteria style tables and benches that would seat 30 children. One table had green paint, gold sequins, and clovers. The children were supposed to paint the clovers greens and place sequins on the clovers. All of the children at the table completed their projects very quickly, one student started painting on another student’s face which angered the student.Another student remained at the table longer because he appeared to be extremely focused on the placement of the sequins. After he completed his project he showed the teachers. He placed all of the gold sequins around the edges of the clovers which formed into a border. He placed sequins in the middle of the clover that also formed a circle. Many of the children left the paint to make shapes with the play dough, but 3 students went to the library area to read books. Two of the girls took babies with them and read stories to their babies while the boy student read alone to himself various books for about 45 minutes.The girls would change seats and move the dolls around as well as change books, but the little boy seated in the library was not distracted by any of their activities. The class observed was in Piaget’s Per-o perational Stage of Development. Preoperational stage begins at age 2 and lasts until age 7. During this stage children apply new knowledge of language, use symbols to represent objects, and also personifies objects, and change in physical appearance. During the observation the children appeared to have reached the developmental milestones for a 3 year old.Physically many of the children were about 39 to 46 inches in height (Papalia, Olds, Feldman 2007 page 251). Most of the children in the class appeared to have lost their â€Å"baby fat† (Venice Kichura 2009) because they were slender in appearance, but two of the girls in the class were much taller than 46 inches. The two girls appeared to be 50 to 55 inches in height (the girls appeared be the size of a 6 year old, but they were slender, not obese). Physiologically the children did not appear to have any developmental delays, most the children were able to use large and fine motor skills without any difficulty.The childre n could mold the play dough into various shapes, use scissors, and glue. During the pretend play the children were able to complete the various range of movements that included squatting low on the ground to pull their bow and arrows and jumping to miss the frogs. Handedness appeared to be prevalent in most of the children during the observation. Most of the children were using their right hands during the art, but here was one student that used her left hand during the painting of the clovers. Many of the children displayed the cognitive characteristics of a 3 year old.During the circle time, the children sang the song Ram Sam Sam. The song allowed the children to improve their memory development through the repetitive language used in Ram Sam Sam through encoding. Encoding is the process by which information is prepared for long-term storage (Papalia, Olds, Feldman 2007 pg 278). The students were able to recall the song Ram Sam Sam from memory to sing during circle time. Ram Sam S am involved memory, but it also utilized cross lateral movements that help develop each hemisphere of the brain and corpus callosum (Schiller 1999).There were many activities that the children participated in that illustrated Piaget’s Preoperational Stage of Development and also Lev Vgotsky’s theory of cognitive development that children learn best through their interactions with culture. When the three students went to the library two of the students engaged in pretend play as they read stories to their dolls. The third student engaged in parallel play, although there was other students around him playing, he focused on the book he was reading only as is if he was the only one in the room.His parallel play could also be seen a as form of egocentrism because he recognized his environment through only his point of view as he read. While the children were in the dramatic play area a child explained to the teacher that one of his peers built a fire station. The student to ld the teacher, â€Å"XYZ person builded a firehouse. † When the teacher corrected the student by using the word built, the student corrected the teacher, â€Å"No! He builded a fire station. † The statement could also be considered a form of egocentrism, but also an example if Vygotsky’s â€Å"zone of proximal development† (ZPD).ZPD is the difference between what a learner can do without help and what he or she can do with help (Papalia, Olds, Feldman 2007 pg 283). In addition to the views of Vygotsky and Piaget, Erik Erickson also had the theory â€Å"Initiative versus Guilt† that focused on the need to deal with conflicting feelings (Papalia, Olds, Feldman 2007 pg 300). For example, during breakfast 3 students made guns with their toast, but there was a fourth student that appeared to be interested in making a gun also with their toast.The student bit his toast almost into the shape of the gun, but looked at the teacher and discontinued forming the toast into a gun. During the observation the children did not make statements about gender roles, but the girls were in the kitchen and played with the dolls, while the boys were the only ones playing in the fireman’s clothes. The girls nurtured the baby dolls while the boys made guns with their toast. During the observation the girls appeared to understand self regulation and control, while the boys appeared to be egocentric in their actions even when dealing with the rules.The boys knew the rules regarding guns, but made the deliberate choice to make a gun with their toast. Throughout the observation most of the children demonstrated prosocial behavior, they interacted well with their peers and only required minimal redirection. Only one of the students appeared to be overtly aggressive. Whenever she was redirected she would use profanity at peers or the teachers. During one redirection she slumped to the floor, took off her shoes, and proceeded through her shoes at the teacher.Overall throughout the observation the children appeared to have self confidence and trust in their caregivers. The class did not appear to be afraid to play within the class. The children appeared to enjoy the activities planned and some of them repeated the routines during their time in the various learning centers. I enjoyed early childhood or the preoperational stage of development, but had a large amount of changes in adolescence that had lasting effects into adulthood. Physically I was smaller than most of my peers (4’11 in height) and less attractive in appearance.I weighed about 85 pounds in high during adolescence, had vision problems, and scoliosis. While some cultures are concerned with weight loss, my culture (race) during adolescence embraced weight, so I felt like an outcast at times within my own race. Despite being smaller than my peers I was very athletic. I play volleyball, basketball, ran cross county, and was a majorette in the band. I had very ad vance cognitive skills for my age. My family encouraged me to try anything at least once so attempted to learn at any opportunity provided to me.I studied Spanish, German, and Vietnamese in high school. I was enrolled in Advanced Placement courses and made honor roll throughout high school. I participated in many non-sport extracurricular activities such as teen hotline, teen suicide prevention, church, and debate club. From a psychosocial aspect I followed the rules and had many friends. I was voted most out going in high school. I had received an award from the City of Oklahoma for being the youth advocate of the year. I lobbied the City and State to re-open community centers to help curtail gang violence.I went as far as posting daily notes on the Councilman’s cars since I worked for the police department and we all shared the same parking lot I understood rules, laws, and a respect for authority. I also understood possible consequences for failing to follow the rules. In spite of following rules and having great interactions with peers, I lacked self esteem. Although I was encouraged to try many things, I never had self confidence. Like many adolescent girls I thought that boys would be able to provide me with the boost of self confidence that I desired.From adolescence until about age 33 I spent time focusing on maintaining relationship with the opposite sex instead of my own personal growth. My mantra was â€Å"All I want is a good boyfriend†. I gave up attending Georgetown, I turned down many great employment opportunities, and even remained in an unhealthy relationship because I thought my boyfriend would give me the self confidence that I was missing. I believe that if more self confidence was instilled in me during adolescent and my family would have explained how relationships genuinely work I would have developed the appropriate level of self confidence.Works Cited Diane E. Papalia, Sally Wendkos Olds, Ruth Duskin Feldman. â€Å"A Ch ild’s World; Infancy Thorough Adolescence Eleventh Edition†. Boston, McGraw Hill, 2007 Pam Schiller. â€Å"Start smart! : building brain power in the early years. † New York, Gryphon House Publication, 1999 Venice Kichura. â€Å"Physical Development of Preschoolers. † Ehow. com March 2009, Date accessed March 17, 2010. http://www. ehow. com/about_5218904_physical-development-preschoolers. html

TheyRe Not Your Husband - 1217 Words

They’re not your husband †They’re not your husband† is a short story written by Raymond Carver. The story was published in 1973 in a literary magazine, called Chicago Review. The definition of a short story is typically a brief work of literature. The story has no set length and there are often few characters introduced in the story. The short story usually focuses on one plot, one main character, and one central theme. That is the opposite compared to a novel. The short story is characterized by the beginning, where the reader is thrown into the story. This type of introduction we call â€Å"in medias res†. This statement is Latin and means middle of the action.† In all short stories there is an open ending. The open ending is an opened†¦show more content†¦I’ll give it a try.† She does not say diet directly, but she is talking about it between the lines. There is used irony in â€Å"They’re not your husband†. In the ending where Doreen’s colleague askes her: â€Å" Who is this man?† Doreen replies: â€Å"He’s my husband. † Earl has for a long time seen Doreen as a product to sell, rather than his wife, a human being. The short story is narrated in a third person and is not identified. The narrator’s point of view is omniscient and is unnamed. The narrator is â€Å"all-knowing†, he knows the characters, but he does not express their feelings or their thoughts. We can read between the lines, that Earl is not happy with his job. He is jealous of Doreens job, but instead of being serious, he chooses to drink the time away. The theme Carver uses in â€Å"They’re not your husband† is realistic, but also negative. Carver often writes about dysfunctional human relations and families. He writes in a very minimalistic way, which make the story more authentic. Marriage and control is a theme in the short story. Earl and Doreen are not happily married and their love for each other has collapsed. Appearance and accept is the most important prominent theme. Earl do not respect and love his wife for who she is. He is busier with others opinion. If they think she is to fat, she must go on a diet. Therefore he forces her to become thinner. Doreen accepts her husband for who he is, and is not afraid to acknowledge him. The control has taken over. HeShow MoreRelatedDifferences Between Raymond Carver s They re Not My Husband And Dino Buzzati s The Falling Girl1623 Words   |  7 Pagesdifferences between Raymond Carver’s â€Å"They’re not my husband† and Dino Buzzati’s  "The Falling Girl†, there includes differences and similarities in the setting, theme of insecurity and main message. Body Paragraph #1 Argument #1 (Both Texts): Setting of the Story Class division - In the story â€Å"The Falling Girl†, the setting occurred in the city where Marta falls, interpreting a party filled with wealthy individuals. 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