Wednesday, May 20, 2020
How did Lenin and Stalin transform the society and economy of the USSR? After the devastation of World War I, the Revolution, and Civil War, Russia was a total wreck. Factories were in ruins and half the working class gone, either dead or returned to the farms. Millions had died, mainly from the famine and disease accompanying war. Two million more, mostly nobles, middle class, and intellectuals, had emigrated to other countries. Lenin returned to Russia from exile in 1917 and it was up to him to restore some degree of prosperity, order and eventual control of all aspects of Russian economy and society. LeninÃ¢â¬â¢s policy of War Communism proved a disasterous failure. ItÃ¢â¬â¢s aim was to bring an immediate change to Communist. It involvedÃ¢â¬ ¦show more contentÃ¢â¬ ¦Rewards were also given to get workers to work harder. Stakhanovite became a role-model for workers. Whole new cities and even lakes appeared where none had existed before, many of them named after Stalin himself. Oil production trebled, while coal and steel production rose by a factor of four times. Stalin also established a massive system of public schools and universities to provide a literate (and more easily brainwashed) work force as well as engineers for his factories. By 1940, the Soviet Union had an 85% literacy rate and was the third largest industrial power in the world behind only the United States and Germany. Industrialisation also brought substantial benefits to Russian society. Life was made bearable for many by the provision of work, a flat, free schooling and basic health care. A greater equality in society meant that careers such as doctors, teachers and engineers were open to women. Creches and day-care centres in factories meant mothers could go to work. Russia changed from a mainly agricultural society to a major industrial power resulting in a massive population transfer from the countryside to the cities where the urban workforce trebled in size. Collectivisation had a huge impact on society andShow MoreRelatedJoseph Stalin : The Dictator Of The Soviet Union Essay1265 Words Ã |Ã 6 PagesJoseph Stalin was a former general secretary of the Central Committee of the Communist party of the Soviet Union. Stalin was the dictator of the Union of Soviet Socialist Republics from 1929 to 1953. His Red Army helped defeat Nazi Germany during WWII. On December 18th, 1879, in the Russian peasant village of Gori, Georgia, Joseph Stalin was born. His full birthname was Josef Vissarionovich Djugashvili. He died on March 5th, 1953 in Kuntsevo Dacha. Joseph was buried in the Kremlin Wall NecropolisRead MoreEssay on Evaluation of Stalins Rule of the USSR2639 Words Ã |Ã 11 PagesEvaluation of Stalins Rule of the USSR This statement about Stalins ruling of the USSR between the years 1928 and 1941 is more than just black and white. The preceding social influences of the Communist Party, coupled with the practical side of putting all of these ideas into use caused an extremely complex situation. Stalins ideas benefited some, greatly disadvantaged others and completely changed the way the USSR was run and how all sectors of public life wereRead MoreEssay on Soviet Propaganda1881 Words Ã |Ã 8 PagesMarxist-Leninist ideology long before the Bolshevik revolution of 1917.(675) The power of persuasion and coercion were exercised with great force by Soviet leaders. The two leaders whom utilized propaganda to influence public opinion in the USSR were Vladimir Lenin and Joseph Stalin. Both men used many different facets of the media to spread their propaganda. They also used the troubled social climate along with the ignorance of the masses to custom tailor a regime that lasted for over seven decades. TheRead MoreWithin the period 1894-2005, Lenin has been the most significant leader of Russia and the USSR. How valid is this statement?3048 Words Ã |Ã 13 PagesÃ¯ » ¿Within the period 1894-2005, Lenin has been the most significant leader of Russia and the USSR. How valid is this statement? It can be argued that Lenin was the most significant leader of Russia and the USSR due to his revolutionary ideas, such as the implementation of socialist reforms, his New Economic Policy in 1921 and the transformation of the Bolshevik faction to the Communist Part of the Soviet Union leading to a huge Marxist-Leninist movement in the USSR. However, when assessing the Ã¢â¬ËsignificanceÃ¢â¬â¢Read MoreStalin s Significance Of Stalin1927 Words Ã |Ã 8 Pagesgreat or important to be worthy of attention; noteworthyÃ¢â¬â¢. Joseph Stalin was the official dictator of the USSR from 1929-1953. He ruled by terror and thousands of people died during his regime. It is impossible to say that Stalin was not significant because the change in Russia between these years was astounding. He was able to transform Russia from a peasant society to a superpower nation. Could someone else have achieved what he did without causing so much destruction and chaos? Probably, but itRead MoreTo What Extent Did Communism And The Containment Policy? Essay1788 Words Ã |Ã 8 PagesTo what extent did communist ideology lead to Truman s containment policy? The great historian and moralist Lord Acton once stated; Ã¢â¬Å"Power tends to corrupt, and absolute power corrupts absolutely.Ã¢â¬ The context of his statement was likely directed toward monarchies of the 1800Ã¢â¬â¢s but, his words speak truth that resonates still today. The opposing political ideologies of communism and capitalism both seek to balance power, promote fairness, and limit corruption. Both ideologies have very differentRead MoreWhy Did Communism Fail During The Soviet Union Under Gorbachev?4960 Words Ã |Ã 20 PagesEulalia Obono Nze Instructor: Lisa Goddard Poli 354 Date: 3/July/2015 Why did communism fail in the Soviet Union under Gorbachev? For many decades, Russia was isolated from other part of the world politically and geographically. During the First World War, RussiaÃ¢â¬â¢s industrialization was progressing fairly, as they implemented an education reform program to promote literacy among people. The program would have been successful if it was continued without obstacles. They also implemented a programRead MoreGovernment, Democracy, Or Authoritarianism?1552 Words Ã |Ã 7 PagesA governmentÃ¢â¬â¢s role in society is to rule over a community. It accomplishes this through setting laws or policies and there are several different types of government. However, the most powerful and prevalent world powers have all had one of the major types of government, democracy, communism or authoritarianism. All are very different in how they try to achieve the same goal of ruling over a group of people. A democracy is Ã¢â¬Å"a government in which the supreme power is vested in the people and exercisedRead More China Essay6832 Words Ã |Ã 28 Pagesmore so than by global struggles between two super-systems. Nevertheless, the intensity of the perceived global struggle between super-systems was shaped, in part, by the fact that communist ideology, as represented by certain statements of Vladimir Lenin, the central intellectual and political figure of the Bolshevik Revolution, was understood as grounded upon an idea of worldwide revolution --- all nations would, according to the logic (teleology) of this (orthodox) version of Marxism, ultimatelyRead MoreReligious Conflict in Russia5041 Words Ã |Ã 21 Pagescareful examination of the religious factors at play throughout its history. BACKGROUND Basic Demographics Any discussion of Russia must begin with its single most striking featureÃâ"its sheer vastness. During World War II, a German general noted how his troops were depressed by the monotony of the landscape and the immensity of the stretches of forest, marsh, and plain. Russia is, in fact, a land of vast spaces and colossal distances. This fact alone has had a singularly dramatic effect upon
Wednesday, May 6, 2020
The No Child Left Behind Act was put into place to make equilibrium of education amongst all students. When in context, its provision seems to work against the goals of students with disabilities. On January 8, 2002, the No Child Left Behind Act was signed into law by President George Bush. No Child Left Behind legislation was established to improve the educational achievement of all students, including those with disabilities (Keys others, 2008; Turnbull, Huerta, Stowe, 2009). President George Bush said Ã¢â¬Å"Some say it is unfair to hold disadvantage children to rigorous standardsÃ¢â¬ (Wrightslaw, 2002). I say it is discrimination to require anything less. It is the soft Ã¢â¬Å"bigotryÃ¢â¬ of low expectations. I am one of some that believeÃ¢â¬ ¦show more contentÃ¢â¬ ¦Those students only have speaking problem and no other kind of disabilities should be expected to be tested just as the others. I have worked with those students that are capable of learning and being tested as the other students. Those students that have learning disabilities can and sometimes retain what they have learned. They can be tested but not the way other students are tested. These students should be made an exception to this rigorous testing. There are other ways to test these students. President Barack Obama has used an executive authority to revise the No Child Left Behind education law, there are factors driving toward the use of student test scores, classroom observation and input from students among other measures how to determine (Helfing, 2011). The factors that I have seen in working with Special Education-there have to be different ways of determining what level of disabilities does each disabled student has in order to say that this disabled student can be tested with a standard test as the non-disabled student. This will be an appropriate way of determining the ability of that student. The teacher is the one that observes the students and know capabil ities of that student. President Obama stated that there are states wanting to get relief from the Bush-era No Child Left Behind law might be able to get a waiver from this law (Hefling, 2011). In Idaho States Department of Education is working on a publicShow MoreRelatedNo Child Left Behind Act1621 Words Ã |Ã 7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the act, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 funding that the schools received should go to ensuring all schools had equal resources. Many peopleRead MoreThe No Child Left Behind Act1670 Words Ã |Ã 7 Pages Literature Review: Every Student Succeeds Act Suzanne Hatton, BSW, LSW University of Kentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of itsRead MoreThe No Child Left Behind Act875 Words Ã |Ã 4 PagesThe No Child Left Behind Act Ã¢â¬Å"NCLBÃ¢â¬ was a bill passed by the Senate in 2001 and signed into law by President George W. Bush on January 8, 2002. It was a revision of the Elementary and Secondary Act Ã¢â¬Å"ESEAÃ¢â¬ of 1965 by President Lyndon Johnson. The NCLB was intended to help children in lower-income families achieve the same standard of education as children in higher income families. This was done by the federal government providing extra finances for Title I schools in exchange for a rise in academicRead MoreNo Child Left Behind Act1418 Wor ds Ã |Ã 6 Pagessystematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists. George Bush s No Child Left Behind Act, which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the students haveRead MoreThe No Child Left Behind Act Essay921 Words Ã |Ã 4 Pagesuccessful at it. (Source 7) Next, the Ã¢â¬Å"No Child left behind ActÃ¢â¬ it was signed by President George W. Bush and it passed with bipartisan support on Jan. 8, 2002. This Act states that there will be mandated annual testing in the subject reading and math and science. In the grades 3-8 and 10th grade. It shows the Adequate Yearly Progress of each school in the system of the United States. (source 1) The biggest point of this Act is that no child is Ã¢â¬Å"trapped in a failing schoolÃ¢â¬ (source 1). That eachRead MoreThe No Child Left Behind Act2120 Words Ã |Ã 9 PagesWhen President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communitiesÃ¢â¬ â¢ school boards. Proponents of the NCLB believed that lax oversightRead MoreThe No Child Left Behind Act1988 Words Ã |Ã 8 PagesJanuary 8, 2002, George W. Bush signed the No Child Left Behind Act into law (also known as the NCLB). The No Child Left Behind Act was the latest reauthorization of the Elementary and Secondary Education Act of 1965, a federal education bill addressing the nationÃ¢â¬â¢s schools. At his signing ceremony, Bush stated, Ã¢â¬Å"ThereÃ¢â¬â¢s no greater challenge than to make sure that every childÃ¢â¬âand all of us on this stage mean every child, not just a few childrenÃ¢â¬âevery single child, regardless of where they live, how theyÃ¢â¬â¢reRead MoreThe No Child Left Behind Act1592 Words Ã |Ã 7 PagesThe No Child Left Behind Act was the biggest educational step taken by president Bush and his administration. Its main goal included the increase of achievement in education and completely eliminate the gap between different racial and ethnic grou ps. Its strategies had a major focus on uplifting test scores in schools, hiring Ã¢â¬Å"highly qualified teachersÃ¢â¬ and deliver choices in education. Unluckily, the excessive demands of the law have not succeeded in achieving the goals that were set, and have causedRead MoreNo Child Left Behind Act1747 Words Ã |Ã 7 PagesNo Child Left Behind Introduction The No Child Left Behind Act (NALB) was signed into law by the former President of the United States George Walker Bush on the 8th of January 2002. It was a congressional attempt to encourage student achievement through some reforms focused on elementary and secondary education programs in the United States. The NCLB requires that within a decade all students including those with disabilities to perform at a proficient level on their state academic evaluation testsRead MoreThe No Child Left Behind Act1124 Words Ã |Ã 5 PagesChristian J. Green Dr. Shoulders NCLB and ESSA 28 February 2016 The No Child Left Behind Act (NCLB) was authorized by and signed into law in 2002. NCLB was a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. NCLB was meant to hold schools to higher standards, enforce accountability, and close achievement gaps that had existed in education since ESEA was enacted. Nevertheless, the rigorous standards and goals set forth under NCLB were never attained. ESEA Flexibility could
Question: Discuss about the Analysis of Data Warehousing. Answer: Issues creating difficulty in the creation of Data Warehouse for the given scenario Every organization now a day has stated utilizing the database as the centerpiece of their gathering and storing the information for the organization. The idea of data warehousing is easily understandable that is, extraction of data from one or more databases and load them to another database for further analysis and usability. The data warehouse are generally designed to meet several requirements like using of non-operational data, standardizing of data since mostly in warehouse all the data comes from different other sources, it may be possible for the data to not use the same units or definitions. In order to make this datasets match, there is a usability of standard data format, this change in format is known to be extraction-transformation-load (ETL). But sometime challenges occur like Enabling Real-time ETL (challenge 1). In Real-time performing ETL can be a great challenge for the process of extraction, transforming, cleaning and loading of data from source systems. All the to ols and systems of ETL operate in batch mode either based upon custom-coded or off-the-shelf products. There has been a typical involvement of the downtime of warehouse, such that no users will be able to access while processing. Since these heaps are normally performed late during the evening, this planned downtime ordinarily does not burden numerous clients (Castellanos et al., 2015). When stacking information consistently continuously, there can't be any framework downtime. There are additionally methods for changing existing ETL frameworks to perform constant or close ongoing distribution center stacking. Some of these apparatuses and systems are depicted beneath. There are several techniques by which this issue can be sorted out: "Near Real-time" ETL Direct trickle feed Trickle Flip External Real-time Data Cache The second challenges that can create a difficulty in the data warehouse are the OLAP Queries vs. Changing Data. Query tools and OLAP were intended to work over perpetual, static authentic information. Since they expect that the basic information isn't transforming, they don't play it safe to guarantee that the outcomes they create are not adversely affected by information changes simultaneous to question execution. Sometimes, this can prompt conflicting and confounding inquiry comes about. A multi-pass SQL proclamation is comprised of numerous littler SQL explanations that consecutively work on an arrangement of impermanent tables. Relational OLAP tools are especially touchy to this issue since they play out everything except the least complex information investigation operations by issuing multi-pass SQL. The first issue is that the consequences of an inquiry that takes even one moment are ostensibly not in real-time exactly. The second issue is that given the various goes of SQL required to perform any social OLAP revealing or investigative operation, any constant stockroom is probably going to experience the ill effects of the outcome set inward irregularity issue examined previously. The techniques that can be used to solve the issues: Usability of approach Near Real-time True Real-time Risk Mitigation Usage of an External Real-time Data Cache The most appropriate level of granularity for data warehouse The subject of granularity frequently comes up amid information distribution center plan, and the appropriate response is regularly. The granularity of data refers to the size in which data fields are sub-divided. The appropriate response relies upon your prerequisites. In the event that the job needing to be done is to fabricate an Enterprise Data Warehouse to store chronicled information and to answer each inquiry anybody may have, at that point yes, by all methods influence it to low and put all that you can into it. For the given scenario the appropriate level of granularity for our data warehouse will be Higher granularity, that has overheads for the storage and the input data (Lv, Zhou Zhao, 2017). This shows itself in a higher number of objects and strategies in the question situated programming worldview or more subroutine calls for object oriented programming and parallel figuring conditions. It does however offer advantages in adaptability of information handling in treating every datum field in detachment if required. An execution issue caused by over the top granularity may not uncover itself until the point when versatility turns into an issue. This may help in locks of the database and may affect the concurrency. Thus, Adaptive Server helps in supporting locking at the pages, tables and row levels. Like, a postal address can be recorded, with coarse granularity, as a single field. References Bouadi, T., Cordier, M. O., Moreau, P., Quiniou, R., Salmon-Monviola, J., Gascuel-Odoux, C. (2017). A data warehouse to explore multidimensional simulated data from a spatially distributed agro-hydrological model to improve catchment nitrogen management. Environmental Modelling Software, 97, 229-242. Castellanos, M., Dayal, U., Pedersen, T. B., Tatbul, N. (Eds.). (2015). Enabling Real-Time Business Intelligence: International Workshops, BIRTE 2013, Riva Del Garda, Italy, August 26, 2013, and BIRTE 2014, Hangzhou, China, September 1, 2014, Revised Selected Papers (Vol. 206). Springer. Chen, C. P., Zhang, C. Y. (2014). Data-intensive applications, challenges, techniques and technologies: A survey on Big Data. Information Sciences, 275, 314-347. Geary, N., Jarvis, B., Mew, C., Gore, H. (2017). U.S. Patent No. 9,684,703. Washington, DC: U.S. Patent and Trademark Office. Kimball, R., Ross, M. (2013). The data warehouse toolkit: The definitive guide to dimensional modeling. John Wiley Sons. Lv, H., Zhou, L., Zhao, Y. (2017, August). Classification of Data Granularity in Data Warehouse. In Intelligent Human-Machine Systems and Cybernetics (IHMSC), 2017 9th International Conference on (Vol. 2, pp. 118-122). IEEE. Meehan, J., Zdonik, S., Tian, S., Tian, Y., Tatbul, N., Dziedzic, A., Elmore, A. (2016, September). Integrating real-time and batch processing in a polystore. In High Performance Extreme Computing Conference (HPEC), 2016 IEEE (pp. 1-7). IEEE. Mireku Kwakye, M. (2017). Modelling and Design of Generic Semantic Trajectory Data Warehouse. Science. Narra, L., Sahama, T., Stapleton, P. (2015). Clinical data warehousing: A business analytics approach for managing health data. In Proceedings of the Eighth Australasian Workshop on Health Informatics and Knowledge Management (HIKM2015). Australian Computer Society. Rashmi, K. V., Shah, N. B., Gu, D., Kuang, H., Borthakur, D., Ramchandran, K. (2013, June). A Solution to the Network Challenges of Data Recovery in Erasure-coded Distributed Storage Systems: A Study on the Facebook Warehouse Cluster. In HotStorage. Renso, C., Roncato, A., Trasarti, R. (2014, December). Mob-Warehouse: A semantic approach for mobility analysis with a Trajectory Data Warehouse. In Advances in Conceptual Modeling: ER 2013 Workshops, LSAWM, MoBiD, RIGiM, SeCoGIS, WISM, DaSeM, SCME, and PhD Symposium, Hong Kong, China, November 11-13, 2013, Revised Selected Papers (Vol. 8697, p. 127). Springer. Vaisman, A., Zimnyi, E. (2014). Data Warehouse Systems: Design and Implementation. Springer.
Thursday, April 23, 2020
Once you have raised your virtual child through age 5, respond thoroughly to the following questions. 1.Describe your childÃ¢â¬â¢s language and cognitive development throughout early childhood. Discuss how his/her language and cognition has affected interactions with you by giving specific examples. Olivia has always seemed to be ahead in her language abilities, such as in vocabulary and in advanced thinking skills of creating sentences and understandings of what someone is asking. At three years old, Olivia scored above average in her skills of language comprehension and production. She could tell a detailed story about a picture, in which we thought we could continue to help her develop by reading aloud at home, talking about OliviaÃ¢â¬â¢s interests by broadening her vocabulary on the subject and going places that involve that area of interest. In cognitive development, she was becoming more skilled in logically placing shapes to where they would fit and in quantitative relationships. We will write a custom essay sample on Virtual child summary 2 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For example, she could show the difference between more or less and longer or shorter in relation to certain objects and classifications. She was also becoming more skilled in reasoning at this age of three. By the age of four in preparation for kindergarten, she was adequate in same sound words, such as picking out the vocabulary that rhymed from a list of words. She was developing her language and was adequate in this skill, in my opinion, since she was becoming more interested in reading and in learning more about different topics and words. She always wanted to know about everything around her. In her cognitive skills, the testing teachers thought it would be best to provide some stressful situations in education. This is so they could figure out if she could handle the new information thrown at her in preparation for kindergarten. She became very nervous and stressed out in some of these situations, which became a concern for me. I wanted to work more on her self-care skills at home, so that she would be able to be more prepared for kindergarten. I worked on trying to get her to clothe herself, Velcro her shoes and work on activities at home that would be presented in homework-form at kindergarten. This problem of becoming anxious in new and challenging situations has proven to affect interactions between others of her age group and has caused her to become clingy with authorities that she feels comfortable with. Even though she has started to warm up to new people, she is still shy in going into a new situation. 2. In your own words, briefly summarize what the program has to say regarding your childÃ¢â¬â¢s engagement in sociodramatic play and your parenting decisions related to this topic. Using information presented in the textbook, describe the advantages of this type of play during the early childhood period. At the age of three, Olivia was beginning to enact scenes with toy animals and cartoons, which has shown that she was developing in her engagement of socio-dramatic play. As a parent, I knew that this was a major developmental stage for a three-year old in advancement of creativity and I supported her by stopping what I was doing and playing with her in the tone of dramatic play. I knew that she generally did not think these were real, since she sort of became embarrassed when she said something silly, in the tone of the characters she was playing with. She smiled in these cases, and I knew that I need not worry that she was taking these situations to heart and thinking that these toy animals were real-life. When Olivia was four, she was starting to develop an imaginary friend. I was sort of concerned, since she has been known to be anti-social in some situations, having only a few friends. And when she started to blame accidents and bad behaviors on the imaginary friend, I thought for some time that the friend might be some cause for concern. In this case, I intervened and watched her play with her imaginary friend. I did not want her to resort to relying only on a companion that was not real. But as in the same situation with the toy animals and cartoons, she laughed when talking about the acquaintance becoming real. In this, I knew that she was only using this imaginary friend for free-time play and was not using it for all of her social situations. According to the text, children who partake in socio-dramatic play at an early age may become better at following classroom rules and regulating emotions in self-control (p.322). When I saw this information, I had such relief in that she would be developing her self-control abilities with make-believe play, which would be readying her for kindergarten. Also, children that participate in make-believe play would be developing skills and competencies for when the real situations arise in development, such as pretending to go to sleep at a certain time and pretending to make a big meal for a family. In recent studies, socio-dramatic play has helped preschoolerÃ¢â¬â¢s interactions to last longer with playmates, to show more involvement in some activities, and to become more cooperative (p.319). I was really excited to hear this statement, since Olivia has always seemed to be more of an outsider, related to others of her age-group. But with the development of dramatic play, she might have become more involved with the people around her that were of the same age. Since she was starting to have an imaginary friend, I was becoming concerned. I wanted her to interact with real people, rather than someone who was not really there, but it has not seemed to affect her social development in school up until today. It was good to see that she dropped the use of this friend around the age of 4 Ã ½. 3. Describe any behavioral or emotional problems your child experienced during early childhood. Why do you think the problem(s) occurred and what did you do about them? At the age of three, Olivia was having emotional outbursts, such as temper tantrums, when she did not get what she wanted at stores or local restaurants, which was so embarrassing. I really wanted to start to go to family-style, more elegant restaurants, but I did not know if she was going to break into an outburst during dinner. So we could only go to fast food-style restaurants for the longest time. She would never sit still and would become squeamish and loud during dinner. After some time, an event changed the way she was acting. My husband and I were having an argument about something, and Olivia witnessed it. She began to cry as my husband walked out the door and she thought he was running away. After reassuring her that he would never run away from her, she started to act better and began to listen to our requests of how we wanted her to behave, with stricter rules. She might have also had some emotional issues, since she was shy and reluctant to be a leader in a group. I witnessed this when some of the other children were pushing her around, since she always was real passive in certain situations. So to fix this emotional deficit, my partner and I started to have play-dates at our house, where other children could come over and play with Olivia. This seemed to help her emotionally in relation to making friends and being more confident at daycare. As time went on with her making new friends, she started to regress in her proper skills of listening and being compliant. She was becoming more aggressive at daycare, but not at home and was starting to forget certain rules that were supported at home. By applying more rules and positive reinforcement for her good behaviors, this regression resolved very quickly. When she was four, she was starting to become more behaved in these public settings, which I felt had something to do with the more restrictive rules my partner and I put on her, and through rewarding her good behavior. With new situations, no matter how many play-dates we had at home, she would only cling to those certain people and not to others. So with the new tasks she had to take on in preparing for kindergarten, she was very reluctant to meet new people without some help. She became emotionally unstable when presented with harder tasks in preparation for school and would whine or cry in these situations. She was also starting to show some behavioral regression in terms of the new addition, Lydia, to the family, presenting signs of major jealousy. I think this was because she thought she was being replaced, or maybe that my partner and I were not showing her the attention that she was used to receiving. By letting her be included in care and activities with Lydia, Olivia was starting to love being around her new little sister. 4. How would you characterize your childÃ¢â¬â¢s personality using the descriptions provided at the beginning of age 3 in the MVC program? Provide examples from your childÃ¢â¬â¢s early childhood period to support your conclusion. When the MVC program described the different types of personalities of children, I thought that OliviaÃ¢â¬â¢s personality type was characteristic of the over-controlled category. She is very cooperative most of the time, follows the rules, but is shy in new social situations and clingy to familiar peopleÃ under stressful situations. There really was no denying it; this category sounds just like Olivia. When preparing her for kindergarten, she was so very shy in meeting new people and trying new and advanced situations while trying to hurry. She always seemed to want to watch other people first, and then try the activity. She did very well with her vocabulary, relationships, classifying, counting, art and math activities, but she was very clingy to the instructor before she started these activities. An example of Olivia being cooperative would be, when she was in preschool at the age of three, she would respond to the teacherÃ¢â¬â¢s requests of activities and would play non-aggressively with the few friends that she had. When she performed her skills, she was not easily distracted and focused very well on the tasks at hand. When she did not follow the rules, either in school or at home, she would become upset or try to ask for forgiveness related to these topics. 5. In your own words, briefly summarize what the program has to say regarding your childÃ¢â¬â¢s television viewing and your parenting decisions related to this topic. Using information presented in the textbook, discuss the advantages and disadvantages of television for young children. Cartoons that became aggressive or violent even at a G level, she would become frightened and even more nervous when these activities were taking place. When Olivia was three, she would perform imaginative play with the characters in the television series or talk to the television. She watched shows that were more educational on a regular basis, which I had noticed. They had helped with her language development skills. She usually sat in front of the television dancing and naming letters and numbers along with the main characters. According to the text, researchers suggest that the more time that a child watches television, the less time that they have to socialize and read; hence the lower academic scores (p. 352). In OliviaÃ¢â¬â¢s case, she was only allowed to watch her 30 minute show and an occasional evening family G-rated movie with the family before bedtime. I do not think this time was affecting her development in knowledge since I had noticed various words that were above her intellectual age group used in her sentences. But a benefit that the text has suggested about educational television is that it can be associated with gains in early literacy, math skills and academic progress (p.353). With shows such as Sesame Street, children have been getting better scores on testing, reading more books and have been placing higher value on achievement of skills in later development and in make believe play (p.353).
Tuesday, March 17, 2020
SHAKESPEARE TRAGEDIES William Shakespeare is one of the greatest writers of all time. His plays have been told and taught for centuries and teach moral lessons through its misfortunes. ShakespeareÃ¢â¬â¢s Romeo and Juliet, Othello, and Macbeth are all tragedies of either love or loss and demonstrate the imperfection of human desires. One of William ShakespeareÃ¢â¬â¢s most popular works is Romeo and Juliet. This play tells a story of two young, star-crossed lovers, whose love was destined for destruction. Romeo Montague and Juliet Capulet are complete strangers until they meet each other at a costume party. As soon as they see each other they instantly fall in love. That night they encounter a rendezvous and confess their love for one another along with their true identities. When Juliet finds out that Romeo is a Montague she realizes that her love for him is forbidden because of the Montague/Capulet rivalry. Though they both know it is a sin to be together in their familiesÃ¢â¬â¢ eyes, they decide to keep their love a secret. Romeo takes the first steps to being untied by asking Juliet to marry him. She quickly accepts and arrangements are made for their matrimony. After Romeo and Juliet are wedded, Romeo is charged with the murder of JulietÃ¢â¬â¢s cousin and is announced to be banished from Verona. Romeo m ust flee to Mantua leaving his new love behind. The next day Juliet discovers that her father has arranged for her to marry someone else. Pain-struck and heartbroken Juliet doesnÃ¢â¬â¢t know what to do. She canÃ¢â¬â¢t bear to marry someone she doesnÃ¢â¬â¢t love, let alone marry someone at all since she is already a wife to Romeo. And with Romeo being in Mantua she feels more alone then ever. Distressed at the prospect of a false marriage and going mad she turns to Friar Laurence for advice. He offers her a sleeping potion to make her appear dead for 42 hours. During this time, the Friar would send a letter to Romeo to return to Verona in time for Jul... Free Essays on Shakespeare Tragedies Free Essays on Shakespeare Tragedies SHAKESPEARE TRAGEDIES William Shakespeare is one of the greatest writers of all time. His plays have been told and taught for centuries and teach moral lessons through its misfortunes. ShakespeareÃ¢â¬â¢s Romeo and Juliet, Othello, and Macbeth are all tragedies of either love or loss and demonstrate the imperfection of human desires. One of William ShakespeareÃ¢â¬â¢s most popular works is Romeo and Juliet. This play tells a story of two young, star-crossed lovers, whose love was destined for destruction. Romeo Montague and Juliet Capulet are complete strangers until they meet each other at a costume party. As soon as they see each other they instantly fall in love. That night they encounter a rendezvous and confess their love for one another along with their true identities. When Juliet finds out that Romeo is a Montague she realizes that her love for him is forbidden because of the Montague/Capulet rivalry. Though they both know it is a sin to be together in their familiesÃ¢â¬â¢ eyes, they decide to keep their love a secret. Romeo takes the first steps to being untied by asking Juliet to marry him. She quickly accepts and arrangements are made for their matrimony. After Romeo and Juliet are wedded, Romeo is charged with the murder of JulietÃ¢â¬â¢s cousin and is announced to be banished from Verona. Romeo m ust flee to Mantua leaving his new love behind. The next day Juliet discovers that her father has arranged for her to marry someone else. Pain-struck and heartbroken Juliet doesnÃ¢â¬â¢t know what to do. She canÃ¢â¬â¢t bear to marry someone she doesnÃ¢â¬â¢t love, let alone marry someone at all since she is already a wife to Romeo. And with Romeo being in Mantua she feels more alone then ever. Distressed at the prospect of a false marriage and going mad she turns to Friar Laurence for advice. He offers her a sleeping potion to make her appear dead for 42 hours. During this time, the Friar would send a letter to Romeo to return to Verona in time for Jul...
Sunday, March 1, 2020
Scale Insects and Mealybugs, Superfamily Coccoidea Scale insects and mealybugs are significant pests of many ornamental plants and orchard trees, and cost these industries millions of dollars each year. Many other insects and larger predators eat these tiny insects, so they do serve a purpose. Some scale insects cause the formation of galls. Learn the habits and traits of these interesting true bugs, which belong to the superfamily Coccoidea. What Do Scale Insects Look Like? Scale insects often go unnoticed, although they live on many common landscape and garden plants. Theyre small insects, usually just a few millimeters long. They tend to position themselves on the undersides of leaves or other plant parts, where they arent exposed to the elements. Scale insects are sexually dimorphic, meaning males and femalesÃ look entirely different from one another.Ã Adult females are usually somewhat round in shape, lack wings, and often lack legs as well. Males are winged, and look somewhat like winged aphids or small gnats. To identify scale insects, its often necessary to identify the host plant. Although largely considered pests, scale insects have been used in some surprisingly beneficial ways throughout history. The red pigment found in cactus-feeding cochineal scales is used to make a natural red dye for food, cosmetics, and textiles. Shellac is made from the secretions from coccids called lac scales. Scale insects and their waxy secretions have also been used in various cultures for making candles, for jewelry, and even for chewing gum. How Are Scale Insects Classified? Kingdom - AnimaliaPhylum - ArthropodaClass - InsectaOrder - HemipteraSuperfamily Ã¢â¬â Coccoidea There is still some disagreement on how scale insects should be classified and how the group should be organized.Ã Some authors rank the scale insects as a suborder rather than a superfamily. Family level classification is still very much in flux. Some taxonomists subdivide the scale insects into just 22 families, while others use as many as 45. Scale Insect Families of Interest: Margarodidae - giant coccids, ground pearlsOrtheziidae - ensign coccidsPseudococcidae - mealybugsEriococcidae - felt scalesDactylopiidae - cochineal insectsKermesidae - gall-like coccidsAclerdidae - grass scalesAsterolecaniidae - pit scalesLecanodiaspididae - false pit scalesCoccidae - soft scales, wax scales, and tortoise scalesKerriidae - lac scalesDiaspididae - armored scales What Do Scale Insects Eat? Scale insects feed on plants, using piercing mouthparts to suck the juices from their host plant. Most scale insect species are specialist feeders, requiring a particular plant or group of plants to meet their nutritional needs. The Life Cycle of Scale Insects Its difficult to generalize a description of the scale insect life cycle. Development varies greatly between scale insect families and species, and is even different for males and females of the same species. Within the Coccoidea, there are species that reproduce sexually, species that are parthenogenetic, and even some that are hermaphroditic. Most scale insects produce eggs, and the female often guards them while they develop. Scale insect nymphs, particular in the first instar, are typically mobile and are referred to as crawlers. The nymphs disperse, and eventually settle on the host plant to begin feeding. Adult females are usually immobile and remain in one location for their entire lifespan. How Scale Insects Defend Themselves Scale insects produce a waxy secretion that forms a cover (called a test) over their bodies. This coating can vary greatly from species to species. In some scale insects, the test looks like a powdery substance, while others produce long strands of wax. The test is often cryptic, helping the scale insect blend in with the host plant. This waxy coat performs several functions for the scale insect. It helps insulate it from temperature fluctuations, and also maintains the proper humidity around the insects body. The test also camouflages the scale insect from potential predators and parasitoids. Scale insects and mealybugs also excrete honeydew, a sugary liquid waste that is a by-product of eating plant sap. This sweet substance attracts ants. Honeydew-loving ants will sometimes protect the scale insects from predators to ensure their supply of sugar remains intact. Where Do Scale Insects Live? The superfamily Coccoidea is quite large, with more than 7,500 species known throughout the world. Roughly 1,100 species inhabit the U.S. and Canada. Sources: Borror and DeLongs Introduction to the Study of Insects, 7th edition, by Charles A. Triplehorn and Norman F. Johnson.Encyclopedia of Entomology, 2nd edition, edited by John L. Capinera.Superfamily Coccoidea Ã¢â¬â Scales and Mealybugs, Bugguide.net. Accessed online February 9, 2016.Systematic Studies of Scale Insects (Hemiptera: Coccoidea), by Nathaniel B. Hardy, University of California Davis, 2008.Scale Management Guidelines Ã¢â¬â UC IPM, University of California Statewide Integrated Pest Management Program. Accessed online February 9, 2016.ScaleNet: Scale Insects (Coccoidea) Database, USDA Agricultural Research Service. Accessed online February 9, 2016.Coccoidea, Tree of Life Web. Accessed online February 9, 2016.
Thursday, February 13, 2020
Hamlet - Essay Example So Hamlet had to study well into the matter and handle the murder plan successfully. To understand the fact that his uncle killed is the Father is not an easy task for him. For this, he had to do something very calculative and for this he decided to act insane in front of people. Hamlet did not want to kill a person who is of a clean heart. What if he killed Claudius and he turn out to be innocent? In that case, Hamlet will turn out to be guilty and he would not be able to live in peace. The reason for HamletÃ¢â¬â¢s hesitation is that he doesnÃ¢â¬â¢t want to kill his uncle who is in a state of clean consciousness. So he acted insane and thought of setting a stage for a play which resembled to the story of his fatherÃ¢â¬â¢s life. The revenge of his FatherÃ¢â¬â¢s killer was boiling in his body but he took time to take revenge, because he did not want to be wrong in the end. Hamlet, wanted to kill Claudius when he is guilty of his evil deed of killing the hamletÃ¢â¬â¢s father .The reason is valid because then Claudius would himself realize that he deserves death from the hands of Hamlet. In a real sense, Hamlet gets only one chance to kill Claudius, but he staged a drama wherein the story resembled that of his fatherÃ¢â¬â¢s murder . Hamlet has lost his Father and definitely wants to kill his murderer. But now the murderer has become his uncle and step-father, as his mother married his uncle, who is the murderer. Here Hamlet has to confront many problems in order to reach to Claudius, who is his FatherÃ¢â¬â¢s murderer and the king of Denmark. He had devised a series of attempts to block the reign of Claudius and stop the royalty of the new King. By killing Claudius, Hamlet will give peace to his FatherÃ¢â¬â¢s soul and convince his mother, that he is the murderer of her ex- husband, who is the real king of Denmark. Even Hamlet would be convinced that he is killing a person who is guilty of his own evil deed. The story Ã¢â¬ËHamletÃ¢â¬â¢ is central ly based on the revenge and how the young prince plans to kill his FatherÃ¢â¬â¢s murderer. In this story, HamletÃ¢â¬â¢s mother is maintaining an incestuous relationship as she marries the brother of her ex- husband. HamletÃ¢â¬â¢s mother the Queen, does not have any involvement in the killing of King Hamlet. The delaying of the killing of King Claudius is the most controversial question in the whole story. People are alarmed to find that knowing the killer of his Father; he is not doing anything to fulfill the revenge. He knows he will kill the murderer of his Father, the then King Hamlet. But the question is who killed the King in real. He wanted to confirm the killer, then take a solid reaction. So here by delaying the death of Claudius, Hamlet has done justice to himself and the Claudius. This story also portrays that Hamlet is insane and this is to show people that he is not sure or unsure about his FatherÃ¢â¬â¢s killer. This also leaves a doubt in the mind of the reader and the audience. People really feel that he has gone mad until they find the drama arranged by Hamlet really kills the Claudius. The Hamlet could have killed Claudius very earlier, which could have spoiled, the whole thrill of the story. Here just acting insane, Hamlet played a game with Claudius of