The Collision of Books and Music in the Brain - 633 Words

â€Å"Books are like music to my ears, and Music is like a books imagination (Layla)†. Books and Music have the type of impact that collides together in a person’s left right lobe. Music and books provide entertainment right) and sense of meaning (left) to our daily lives. Throughout centuries books and music have been passed down over and over, some changing while others stay the same. Books were not always a choice between hard cover and paperback, books were also pictures on a wall or words spoken to children in their villages. Books are stories which can be told through song and dance as well, which brings me to music an historical art that’s been around since the beginning of time. Music isn’t just someone in a studio singing words that were written for them, music is also art that can be illustrated with instruments, lyrics or sound. The goal is to bring music and books that’ve walk hand and hand together since the beginning a comparison that they deserve credit for. To begin, music and books are one of the top 5 biggest forms of entertainment in line of TV, phones, and activities. Trying to hold someone’s attention can sometimes be a complicated task but with the correct context, tone and sound you could capture even the smallest attentions. For instance children are one of the hardest attentions to capture but often reading a child a book before bed or playing music in the car can help dramatically. Often in children’s books and music they make the child feel moreShow MoreRelatedNon Traditional, Contemporary Musical Notation1653 Words   |  7 Pagesseveral centuries for use with music and instruments that were different from those of today. Around 1025 CE, Guido d’Arezzo introduced the staff-based system, but the five-line staff did not become standardized until the 1500s. This staff-based notation was a significant achievement that improved upon the notation systems that preceded it, notation has continued to evolve over time to address new notational needs as they arose. With the development of music notation, music was set free from the delicateRead MoreEssay about Space Exploration1426 Words   |  6 Pagesirresponsible acts in space can have damaging consequences for all of us. For example: Decades of space activity have littered Earth’s orbit with debris; and as the world’s space-faring nations continue to increase activities in space, the chance for a collision increases correspondingly. As the leading space-faring nation, the United States is committed to addressing these challenges. But this cannot be the responsibility of the United States alone. All nations have the right to use and explore space, butRead More Life Is Mathematics: Looking at the movie Pi. Essay1333 Words   |  6 Pagesyou can do anything you want. This is illustrated by a quote I found in a book about Math Theory. One Hungarian physicist once remarked in the course of writing a textbook that although he would often be referring to the motions and collisions of billiard balls to illustrate the laws of mechanics, he has neither see nor played this game and his knowledge of it was derived entirely from the study of physics books. (Barrow 21) One way to understand Mathematics is to look at language;Read MoreBrain Studies on Traumatic Brain Injuries1953 Words   |  8 Pagestraumatic brain injury. While working at a railroad site, an iron tamping rod (43 inches long, 1.25 diameter) went through his left cheek, through his brain, and out the skull. He surprisingly ended up surviving this traumatic injury. After a month in the hospital, he was back out on the street. Once a nice, caring person, Phineas turned into an aggressive man who could not even keep a job. Just like Phineas Gage, a TBI can potentially change everything. Brain studies on traumatic brain injuries areRead MoreDistractions When Utilizing a Cellular Phone2575 Words   |  11 Pageschallenging and cannot suppress conversation in response (Understanding the distracted, 2012). Listening to music does not result in lower response time, according to simulator studies (Understanding the distracted, 2012). But when the same drivers talk on cell phones, t hey do have a slower response time (Understanding the distracted, 2012). This does not mean that listening to music or talking with passengers is never distracting (Understanding the distracted, 2012). Any task that distractsRead MoreBad Effects of Electronics Gadget3260 Words   |  14 Pagesteachers. A common belief is that cell phones can cause adverse effects like brain cancer. However, a study by the World Health Organization (WHO) concluded that this is not true. Regardless, there are other hazards. According to the WHO, mobile phones are a serious problem when driving, increasing reaction time between 0.5 and 1.5 seconds. This short span of time can make a world of difference when avoiding a collision. They further state drivers on a phone have trouble judging speed and stayingRead MoreIelts4980 Words   |  20 Pages(4) ____________________ (5) ____________________ New York London Heathrow Page 1 Academic Test 1; Page 1  © ieltshelpnow.com Questions 6 - 8 Circle THREE letters A - F. What items did Kirsty’s bag contain? A B C D E F 17 pounds pens her passport a book 200 dollars her house keys Questions 9 and 10 Choose a letter (A - D) that correctly answers questions 9 and 10. 9 What has Kirsty done regarding the loss of her credit card? A B C D 10 Informed the police but not the credit card company. InformedRead Morepreschool Essay46149 Words   |  185 Pagesfor early educators to make play a regular part of the daily curriculum and be responsive to the needs of each student. In addition, a recent report from the American Academy of Pediatrics concludes that play is vitally important for healthy brain development. These reports, as well as many others, make clear that preschool children’s play and integrated learning are vital components of high-quality preschool programs. With the goal of ensuring that all preschools in California offer highqualityRead More An Analysis of Hawthorne’s My Kinsman, Major Molineux Essay3946 Words   |  16 Pagesnot told of specific places or people’s names and the scene is set at an indeterminate â€Å"not far from a hundred years ago† (Hawthorne 2194). This nebulous beginning, however, is a tactic purposely employed by Hawthorne to show the â€Å"inefficacy of text-book history†¦the bare ‘facts’ of American history are incommensurate with the intensity of the imaginative experience† (Cohen 22). Truly, these â€Å"long and dry details of colonial affairs† will not stir much emotion or national pride in the reader (HawthorneRead MoreA Short Story8828 Words   |  36 Pagesthe mail slot. â€Å"Janice are you going to get the charges dropped† Kevin asked. Janice responded, â€Å"I’ll see what I can do†. Kevin left and went home. He still couldn’t believe the shit, Janice pu lled on him. She didn’t seem like she would have the brains to pull something like that. Kevin thought to himself. Janice called her Aunt Lucy and told her she had gotten her money back from Kevin. Aunt Lucy informed Janice that if she didn’t show-up for the pre-file conference the case would most likely

Free Trade Agreement Between Pakistan And Sri Lanka Case...

Countries No of products in early sensitive list No of products in revised sensitive list(w.e. from. 1 January, 2012) Bangladesh 1233(LDCs) 1241(NLDCS) 987(LDCs) 993(NLDCS) Bhutan 150 156 India 480(LDCs) 868(NLDCS) 25(LDCs) 614(NLDCS) Maldives 681 154 Nepal 1257(LDCs) 1295(NLDCS) 998(LDCs) 1036(NLDCS) Pakistan 1169 936 Sri Lanka 1042 837(LDCs) 963 (NLDCS) Afghanistan 1072 858 http://saarc-sec.org/areaofcooperation/detail.php?activity_id=35 1.3. Pakistan-Sri Lanka: The free trade agreement between Pakistan and Sri Lanka (PSFTA) became effective from June 12, 2005. Under this treaty, Pakistan and Sri Lanka have established to offer better market access to each other’s’ goods by way of granting tariff reductions. Sri Lanka would be able†¦show more content†¦2. Literature Review: Numerous studies have been done to find the relationship between FTAs/PTAs and trade volume of between two countries. Trade incorporation is playing a vital role to surge trade flows between member countries. The number of FTAs and PTAs has increased rapidly during the past decades, involving developed and developing countries in all regions. There are various studies that discuss the trade integration between North-South, South–South and North-North region, trade gain among developing and developed countries, and the modelling approaches used to examine the effect of FTAs/PTAs on bilateral trade flows among member countries. Very few studies on FTAs and trade volume have been done in case of Pakistan. While going through different studies some of them have find mixed and inclusive result like (Abrams, 1980 and Frankel et al, 1995), Most of the recent studies found that FTAs/PTAs has raised the trade volume between associated countries.( Baier Bergstrand, 2007). However, the increase in trade volume is not similar in developed and developing countries. The less developed countries are un-natural trading partners because of their similar comparative advantage, same endowments, limited economic sizes and higher trade costs (Krugman, 1991 and Magee, 2003). Southern countries can play better role in North-South agreements than agreements among themselves, because of havingShow MoreRelatedSri Lankan Apparel Industry : Mas Holdings Post Mfa Essay examples5193 Words   |  21 PagesSri Lankan Apparel Industry : MAS Holdings Facing The Post MFA Era Prepared By: Sulatha Gengatharan Schulich School of Business York University, Canada April 18, 2009 Executive Summary With the phasing out of the Multi Fiber Agreement[i] in 2005, China India have bombarded the market with low cost mass produced apparel. Exports from India and China have grown over 100% with the expiration of the MFA whilst other countries such Sri Lanka and Pakistan have seen a loss of market shareRead MorePositive Negative Impact of Safta on Bangladesh1849 Words   |  8 Pages6. 0. 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Though the methodology adapted by Dr Raihan got especial treat as it is current and relates to Bangladesh. Then Bangladesh’s progress of trade with SAFTA countries and otherRead MoreIndia Country Focus2424 Words à ‚  |  10 Pagescounted to 478 million people second to China which has around 820 million. Young and growing workforce is the driving force behind Indian economy. According to a recent report by United Nations, working population in India is expected to grow by 46% between year 2000 and 2025 (United Nations). Growing Indian middle class along with large number of English speaking people is fueling the growth of service industry in India. Income Levels: India’s GDP per capita, PPP adjusted, stood at US$ 3400 for theRead MoreIndian Apparel Industry- an Overview2544 Words   |  11 PagesNorth India. As on December 31, 2007, there were 1,744 cotton/man-made fiber textiles mills (non-SSI) in the country with a capacity of 34.87 million spindles, 4,57,000 rotors, and 56,000 looms. The capacity utilization in the spinning sector ranged between 80% to 93 %. Total production of yarn including cotton and blended yarns in the country increased to 2,339.3 million kg during the seven months (April-October) of the current fiscal as against 2,198.2 million kg, up by 6.41% over previous year,Read MoreMunchee9057 Words   |  37 PagesThere vision is to become the number one biscuit in Asia. Product portfolio CBL now produces various food items which have become house hold names in Sri Lanka. CBL expansion is not only with biscuits to which consumers are more familiar, they also have chocolates under brand name ‘Ritzbury’ since 1990s. The other brands are Tiara and Lanka Soy. There are numerous subcategories under each product. There are jellies, soya base products, cereal products, herbal porridges, soups and much more. Read MoreEU Trade and Development Policies7100 Words   |  29 PagesEU Trade and Development Policies Table of contents 1. 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The European Union and Russia†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦17 7. European Union’s Relations with Other Soviet Republics†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..19 8. TheRead MoreThe Foreign Trade of Bangladesh - Its Composition, Performance, Trend, and Policy6029 Words   |  25 PagesThe Foreign Trade of Bangladesh: Its Composition, Performance, Trend, and Policy Mohammad Mafizur Rahman Abstract Despite structural limitations in the Bangladesh economy, the export sector performed well throughout the 1990s. The export growth rate of Bangladesh was higher than that of the world and the SAARC countries. However, the balance of trade of Bangladesh was always in deficit and the trade deficit with India is huge. The export share of primary commodities has decreased while thatRead MoreJames Finlays Attachment8695 Words   |  35 Pagesbought 100%shares of the then Africa Highlands produce company limited (AHP) in the year 1999 and thus changed its name to James Finlay (K) Ltd. James Finlay produces over 60 million kilos of black tea yearly from its plantation in Kenya, Uganda, Sri Lanka and Bangladesh. The Africa Highlands Produce Company Limited The company was initially called the AHP Company Limited and later changed to James Finlay (K) Ltd in 1994. AHP Company is a wholly subsidiary of James Finlay Company, a public quotedRead MoreInternational Trade And Development Report Essay3465 Words   |  14 Pages 4.721 International Trade and Development International Trade Development Report between India New Zealand Prepared By: Shreyans Joshi - 20140745 Rupesh Khanal - Sameer Batliwala - Senbagaraman - Submitted To: Dr. Sushma Seth Bhat Word Count: 3457 Table of Contents Abstracts: 3 Introduction: 3 Current Trade Relations: 4 Current Level of Trade Agreements: 7 Barriers to Trade: 8 ïÆ'Ëœ Tariff Barriers 9 ïÆ'Ëœ Non-Tariff Barriers 9 Conclusion Suggestion: 11 References: 13 Abstracts:

Features of Health Plans Free Essays

There are five different health plan options that are available for people that want health coverage. Indemnity Plans let a patient see whoever they would like to see with no limit and there are pre-agreements required for few procedures. Preventative care is usually not covered with the plan and there is higher costs deductibles and can be a co-insurance. We will write a custom essay sample on Features of Health Plans or any similar topic only for you Order Now Health Maintenance Organizations or Homos only allow people to see providers that are within the HOMO system. The primary care physician has to make all referrals and manages all the care. There are no payments for out of plan non-emergency services but some care requires pre-authorizations. This plan features low escapements, there is a limited provider organization and pre- caution care is covered with this plan. Point of Service or POS plans will let a person see either network providers or out of organization providers. If a person sees a physician within the organization, the person will see a primary care physician. There features of this plan are lower escapements for network providers; higher cost for out f organization providers and this plan covers pre-caution health care. Preferred Organization Provider or POP plans have higher costs out of organization providers that are seen. Preventative care coverage changes within the plan but is available. With this plan, a referral to another physician specialist is not required. There are some pre-authorizations required for other procedures and some fees are Involved or can be discounted within this type of plan. The fifth and last plan is Consumer- Driven Health Plan. This plan Is usually similar too POP plan but does have it differences. This plan increases the patient’s Information of health care costs and the patient pays directly to provider until the high deductible Is met. I believe that the plan that offers greater financial benefits Is the HOMO. This plan has a limited network but doctors have a low payment plan. As far as a plan offering greater coverage benefits I would think that the either Preferred Provider Organization, Point-of- Service, or the Consumer-Driven Health Plan; would be considered since we could choose a physician either from within the organization or outside of the organization. How to cite Features of Health Plans, Papers

Contributions of Raphael and of Albrecht Dürer to Astronomy Essay Example For Students

Contributions of Raphael and of Albrecht Dà ¼rer to Astronomy Essay It may not be known to all that Raphaels Madonna di Foligno has a special interest to astronomers. It is, I believe, the only painting of any note which commemorates an astronomical event. This picture was painted by Raphael in 15 11, and placed in the Church of Ara-CÅ“li, as a votive offering from Sigismund Conti, secretary to Pope Julius II, for his miraculous escape from death by an aerolite. The picture was removed to the Convent of Fo- ligno in 1565 by a niece of Contis, and was carried off by the French in 1792. It was returned in 1815 and is now in the Vatican. Such is a brief sketch of the wanderings of this exquisite painting. Its purely astronomical interest consists in the portrayal of the fall of the aerolite itself, which occupies the centre of the drawing must have been made by Raphael from the personal ac- count of Conti (who was living in 15 12), and, therefore, it has even a certain scientific value. It does not seem to be superfluous to call attention to this ite m of history, which lends a slight additional interest to one of the worlds great pictures. I have presented a good photograph of this painting to the Astronomical Societys library. The contribution of Albrecht Dà ¼rer to astronomy is even more pronounced and permanent, though it is unknown, I believe, to all of his biographers. Hipparchus (B. C. 127) and Ptolemy (A. D. 136) fixed the positions of stars by celestial latitudes and longitudes, and named the stars so fixed, by describing their situation in some constellation figure. The celestial globes of that day have all disappeared, and we have only a few Arabian copies of them, not more ancient than the Xlllth century, so that we may say that the original constellation figures are entirely lost. The situations of the principal stars in each one of the forty-eight classic constellations are verbally described by Ptolemy. In Lalandes Bibliographie Astronomique we find that in A. D. 15 15 Albrà ¨cht Durer published two star maps, one of each hemisphere, engraved on wood ; in which the stars of Ptolemy were laid down by Heinfogel, a mathematician of Nuremberg. The stars themselves were connected by constellation -figures, drawn by Dà ¼rer. These constellation-figures of Dà ¼rer, with but few changes, have been copied by Bayer in his Uranometria (A. D. 1603); by Flamsteed in Atlas CÅ“lestis (1729); by Argelander in Uranometria Nova (1843), and by Heis in Atlas CÅ“lestis Novus {1872), and have thus become classic. It is a matter of congratula- tion that designs which are destined to be so permanent should have come down to us from the hands of so consummate a master.

Ladies Of Missalonghi Essays - Novellas, The Ladies Of Missalonghi

Ladies Of Missalonghi The author of the book, The Ladies of Missalonghi, by Colleen McCullough describes to the reader how Missy, an unattractive woman, in a small town differs from Alicia. Missy, the daughter of Drusilla did not really have any self-confidence in herself. She would begin by wondering what she really looked like. The house owned only one mirror, in the bathroom, and it was forbidden to stand and gaze at one's reflection. Thus Missy's impressions of herself were hedged with guilt that she might have stayed too long gazing. Oh, she knew she was quite tall, she knew she was far too thin, she knew her hair was straight and dark, that her eyes were black-brown, and her nose sadly out of kilter due to a fall as a child. She knew her mouth drooped down at its left corner and twisted up at its right, but she didn't know how this made her rare smiles fascinating and her normal solemn expression a clown like tragicomedy(Pg.35-36). Missy didn't really pay close attention to what she really looked liked. It didn't matter how women appeared in those days as how it does today. They seem to think that it's evil to look at oneself in the mirror, and that it's forbidden for a woman to look at her own image. Life had taught her to think of herself as a very homely person, yet something in her refused to believe that entirely, would not be convinced by any amount of logical evidence. So each night she would wonder what she looked like(Pg.36). She knew what she really looked like, but her conscious was telling her different. It was like she had something in her that was really setting her apart from her family and friends. Even in her mid-twenties she was still treated unfairly. Her mother looked down at her and did not appreciate any of the things that she did. Any pip-dreams Drusilla might have harboured about Missy's growing up to snatch the ladies of Missalonghi out of penury via a spectacular marriage died before Missy turned then; she was always homely and unprepossessing(Pg. 39). What her mother pictured Missy to be had been vanished when Missy was about ten. Her mother lost fate in her before she even had a chance to prove her decency. Missy also was living in her own fantasy world. Her mother was against her from reading romance books because it was a sin to know about love. She was shatter inside for she felt she will never experience love, thus this made her even more interested in romance and love. She also grew up into a family where love was evil and bad. She also never felt that intimate passion that she always wanted to feel. Her mother may have made her believe in other things that was n't true, but she wasn't going to abide by it. Missy felt that she was in-slaved by her mother and her aunts. Her mother made her do all the chores even when she was so sick that she couldn't move out of bed. When she got so sick and fainted, her mother and aunt were worrying about who was going to do the chores. She was like Cinderella who was left behind to clean and do everything. Even when she left the house to go get something, she always thought about milking the cows and that she had to hurry back before her mother would get mad at her. She had such a big responsibility that she didn't have any time for anyone, not even for her self to enjoy. Oh let it not be brown! Prayed Missy. I want a scarlet dress! A lace dress in the sort of red that makes your eyes swim when you look t its that's what I want!?brown, Drusilla finished at last, and sighed(Pg.51). She wanted a brown dress out of all the colors she had to pick from. She always felt that she matched brown best aside from other colors. The color brown which made her figur e even more darken, is the color that she liked best. I understand how disappointing this must be, but the truth of the matter

How to Write an Effective News Article

How to Write an Effective News Article Whether youre interested in writing for a school newspaper, fulfilling a requirement for a class, or seeking a writing job in journalism, youll need to write like a professional to produce a good article. So what does it take to write like a real reporter? Researching the News Story First, you must decide what to write about. Sometimes an editor or instructor will give you assignments, but often you’ll have to find your own topics to cover. If you have a choice about the topic, you might be able to pick a subject related to your personal experience or family history, which would give you a strong framework and a dose of perspective. However, you must work to avoid bias. You may have strong opinions that could affect your conclusions. Beware of fallacies in your logic. You also could pick a topic that revolves around a strong interest, such as your favorite sport. Even if you end up with a topic close to your heart, you should begin with research, using books and articles that will give you a full understanding of the subject. Go to the library and find background information about people, organizations, and events you intend to cover. Next, interview a few people to collect more information and quotes that reflect the public’s perception of the event or story. Dont be intimidated by the idea of interviewing important or newsworthy people.  An interview can be as formal or informal as you want to make it, so relax and have fun with it. Find people with backgrounds in the topic and strong opinions, and carefully write down their responses for accuracy. Let the interviewees know that you will be quoting them. Parts of a News Article Before you write your first draft, you should be aware of the parts that make up a news story: Headline or title: The headline  of your article should be catchy and to the point. You should punctuate your title using Associated Press style guidelines, which specify, for instance, that the first word is capitalized, but, unlike other title styles, words after the first word (except for proper nouns) typically arent. Numbers arent spelled out. Other members of the publication staff frequently write the headlines, but this will help focus your thoughts and maybe save those other staffers some time. Examples: Lost dog finds his way homeDebate tonight in Jasper HallPanel chooses 3 essay winners Byline: The byline is the name of the writer- your name, in this case. Lead (sometimes written lede): The lead is generally the first paragraph and is written to provide a preview of the entire story. It summarizes the story and includes many of the basic facts. The lead will help readers decide if they want to read the rest of the story, or if they are satisfied knowing these details. The story: Once you’ve set the stage with a good lead, follow up with a well-written story that contains facts from your research and quotes from people you’ve interviewed. The article should not contain your opinions. Detail any events in chronological order. Use active voice- not passive voice- when possible and write in clear, short, direct sentences. In a news article, you typically put the most critical information in the early paragraphs and follow with supporting information, to make sure the reader sees the important details first and, you hope, is intrigued enough to continue to the end. The sources: Put your sources with the information and quotes they provide, not at the bottom of each page or the end of the story, as you would for an academic paper. The ending: Your conclusion can be your last bit of information, a summary, or a carefully chosen quote to leave the reader with a strong sense of your story.

Advertsing of commodities and cultuer Essay Example | Topics and Well Written Essays - 750 words

Advertsing of commodities and cultuer - Essay Example In advertising for commodities, one should always choose the right marketing strategy. In order for commodities to sell through good advertising, one has to ensure two very important components are checked: price and value. People only respond to commodities that are offered at low prices compared to their competitors. In addition, high value products tend to attract a good market compared to low value commodities (Forker 2012, p.34). Therefore, one has to ensure these two factors are kept at bay when deciding on proper advertising tools. According to Forker (2012), commodities can never sell when they are low value and placed at high prices. It human nature to acquire goods cheaply that he or she fins high quality. Therefore, when one intends to conduct commodity advertising, one has two place these two factors in check, Lowering of prices can only be achieved if the expense of acquiring the commodity is kept low (Forker 2012, p.88). Branding of the commodities is one of the key ways in which one can ensure the commodities sale. Branding basically refers to making the given commodity unique to the consumers (Jackson 2005, p.76). Branding can be achieved through making the commodity highly sort after based on the qualities which it has. One basically needs to be aware of the market which one is targeting. Knowing the target market can be useful in knowing their taste and preference in order to tone down the commodities to the level which satisfies the clients need. In branding, one has to create a unique image that will give your commodity an upper hand over the competitors (Jackson 2005, p.46). In addition, one would have to identify reasons as to why customers purchase commodities from your competitors and try to eliminate them. Commodities that have been branded generally have a good impact of attracting and retaining clients who are attached to it (Jackson 2005, p.88). Brands creates things which people are a ble to associate and relate with. Culture has

MS project capstone Thesis Proposal Example | Topics and Well Written Essays - 3500 words

MS project capstone - Thesis Proposal Example In cases where platforms are found through operating systems, a limitation is also seen in the number of functionalities that the monitoring systems can perform. A new application is therefore recommended with a multi-purpose functionality that combines aesthetic power with performance. This application will give a visual display of all that it taking place within the networking process including upload and download speeds, new clients that join the network, rate of highest and lowest value fluctuations and so on. Topic Statement Not long ago, most network system administrators were very limited in terms of the available operating systems with which they could use to process their system applications. This is because there was so much monopoly in the operating system market (Fielding, Teutsch and Koh, 2012). Today, the introduction of some new and somewhat advanced forms of operating systems such as the android operating system has eradicated this deficiency. But as much as the avail ability of new operating systems comes with their own advantages and merits, there are some key challenges that network system administrators have to face. A typical example of this is the influx of websites, servers, routers, surveillance systems and Wi-Fi management systems, all of which perfectly fit into the processing and use of a single network operation. In order to ensure that the number of applications possible to run on a single network does not become a burden, network system administrators need to have troubleshooting tools that can monitor the periodic activities that take place within these websites, servers, routers, surveillance systems, and Wi-Fi management applications. Even though there are more of such new operating systems that may effectively serve the purposes of network system administrators, there is particular emphasis on the android operating system, which comes with a number of android applications for use by network system administrators. Significance Th e significance section of the project capstone touches on what the researcher wants to show for the entire project at the end of the day; as well as the specific activities that will be needed to perform to make the achievement of this possible. In effect, the aim is a generalized goal whiles the objectives are a set of activities that needs to be performed to achieve the aim. Consequently, the aim of the proposed study is to design an application. To successfully achieve this, the following specific objectives must be met. 1 To identify a networking system that works best for android devices 2 To develop an application that monitors the upload and down speed per second. 3 To develop an application that can monitor the number of connection users at any present time on the network. 4 To create a network monitoring system that looks specifically at the rate of network running. 5 To create a simplified version of network monitor that works in the forms of a dashboard for easy visibilit y and accessibility. 6 To build a Wi-Fi network data traffic that will be responsible for monitoring the capabilities of network to be sure that these networks perform to their maximum capacities. 7 To have a warning system in place against network data traffic. Proposed Solution and Deliverable The researcher shall embark on a mixed research approac

Contemporary Global Marketing ( International Marketing Opportunity Essay

Contemporary Global Marketing ( International Marketing Opportunity Planning Group ) - Essay Example From Jurlique's farm to your skin, the biodynamic practices that used on their farms help create the beauty on your skin. The biodynamic blends that are applied with extreme care and precision to Jurlique's soil and plants lead to greater effectiveness in all of Jurlique skin care products. Jurlique's soil is fertile and their farms are based on a natural cycle of renewal to help keep your skin replenished and alive. Since 1985, Jurlique's biodynamic farming methods have been rooted in their belief in the relationship between health, beauty, the earth and all living things. Jurlique strived to create products that sustain both of restoring and maintaining healthy skin. 2.2 Situation Jurlique innovation Jurlique's mission is to be the global leader and innovator in biodynamic and organic skin care. Today each harvest is still tended with the same care and detailed focus that began on a farm in South Australia over twenty years ago. Jurlique continues to lead the industry and strives t o development of high-performance skin care. As Jurlique’s company continue to lead the industry, the company strives to produce the most effective skin care while meeting the changing of the customer. 3. Issue and Problem 4. Analysis 4.1 Environment Analysis The environment analysis of a business corporation can be done on the basis of the strategic tool PESTEL. The PESTEL stands for the acronym for political, economic, social, technological, environmental and legal which are the factors upon which the firm’s external environment would be analyzed. The country chosen for the analysis is United Kingdom where the company focuses to export huge volumes of its natural products. Political Factors The government of United Kingdom is found to render holistic support for the growth of trade of Jurlique skin care products and beauty spas owing to the cause that the products increase the consciousness of protecting the natural environment. This fact helps the business corporati on to gain large amount of support from the government to carry out its expansion drives in competition to another key player Body Shop (Ammenheuser, 2011). Economic Factors It is found that owing to the reasonable price standards of Jurlique skin care products it is highly appreciated by the economy of Australia. The Australian economy truly appreciates the long bonding relationship that it has framed with the reasonably priced and high quality products of the cosmetic company. Thus more number of stores and beauty clinics are coming up in the region for its high social acceptance (Jurlique, 2011). Social Factors Jurlique skin care products earn a high amount of social acceptance for being able to satisfy the necessities of different demographic profiles pertaining to income and age levels. It is found that the herbal cosmetic company tends to produce different products for different age groups of people belonging to either gender and also for kids. Further the company to catch inc reasing consumer consciousness endeavors to produce large number of variants at different price ranges. Still the company to get a larger space in the consumer market need to gain a more favorable social image so as to enhance its brand value in regards to its competitors (Naturisimo, 2011). Technological Factors Jurlique skin care products fully depend on herbal technology for the preparation of different skin care body lotions

The Importance Of Education In Malaysia Education Essay

The Importance Of Education In Malaysia Education Essay Education in Malaysia has gone through extensive changes throughout the years. These constant changes or reforms are carried out with perhaps only one vision in mind, and that is to improve the current existing teaching and learning procedures in schools and higher institutions of learning. Such action highlights the governments endless efforts in trying to improve the quality of education for its people. After a decade into the New Millennium, the education scenario is more pressed to undertake even more improvements in trying to cope with the demands and expectations of education in the 21st century. We can no longer be satisfied with what we have, but instead there is a need to constantly compare ourselves to that of more developed nations, and this is especially true with the field of education. This is to ensure that our people will be able to compete internationally in this borderless world. This is very much in-line with the vision of our longest-serving Prime Minister Tun Mahathir Mohammad. Tun, back in the 90s shared his vision and dreams for this nation through Wawasan 2020 or Vision 2020. According to his article Malaysia on Track Vision 2020, as a doctor he is attracted to the optometrist measurement of Vision 2020 which indicates 100 percent perfect vision. He further explains that Vision 2020 in relation to the future of this country would be the quest for Malaysia to have clear vision of our future as in where we want heading and what we want to be in the New Millennium. As Malaysia plans to transform into fully-developed nation, education becomes the priority of the government since it is one of the most powerful entities that would determine the success or failure of the nation. The future of any country depends on its people. It is therefore important to ensure that everyone is equipped with the necessary knowledge, skills and values to survive in this highly competitive and globalised world which is impacted by rapid development in science, technology and information. The importance of education has become more paramount especially in our Nations process of moving from an economy-based on labor-intensive and lower-end manufactured products to k-economy or knowledge economy. The Ministry of Education (MOE) and The Ministry of Higher Education (MOHE) are two bodies which are responsible in ensuring that nation is moving towards the specified target. This is clearly outlined in the 2 key thrusts under the National mission (Mid-term Review of Ninth, 2008); Thrust 2: to raise capacity for knowledge and innovation and nurture first class mentality. Thrust 3: to address persistent socio-economic inequalities constructively and productively. In line with the drive towards developing the nations K-Economy, the current economical trend is to focus on the advancement and rise in emphasis on the area of science and technology. As a measure to achieve this vision, the government has adopted a holistic approach in Malaysian education system by emphasizing on mastery knowledge, intellectual capital and developing technology and entrepreneurial skills. Since science and technology play a major role in contributing to a more developed nation, the government seems to give more emphasis on teaching and learning process of science in the primary, secondary and higher education. It is coherent with Malaysias aim which to produce more experts in science or in general to produce a future generation of intellectuals. Therefore, as science educators, it is important to be aware of the demand of the nation. There is a need to ensure that the teaching and learning process is focused in producing individuals who fulfill the governments aspiration. Hence, it requires teachers to have passion, creativity, intelligence and determination to make sure that the delivery of knowledge is truly effective. Among other things, methods in teaching, teachers knowledge and performances are frequently being observed to ensure that teachers remain excellent in their teaching. This is because; teachers play a major role in ensuring the effectiveness and the success of the actual delivery and implementation of the Malaysian curriculum. Therefore, when planning a lesson, teachers need to be aware of the objectives of the curriculum by incorporating good content values into the lesson, implement the curriculum designed by the ministry and at the end of it all, assess the outcomes of the curriculum. But it is not enough to focus only on the teacher without looking at the relevancy of the Malaysian science curriculum, which actually contributes to the success or failure of science education. In fact, it is actually a major issue that is constantly discussed among science educators and academicians in Malaysia. Is the Malaysian science curriculum measurable to that of the standards of other countries? This is pertinent question that needs to be answered. Therefore it would be useful to compare Malaysian science curriculum with other developed countries in order to determine the standard of Malaysian curriculum. 1.1 Background of Study This comparative study between the Malaysian science curriculum and the Steiner Waldorf in science curriculum was conducted primarily to gain insights on the much-researched and discussed about Steiner curriculum. Having experienced the Malaysian science curriculum and after pursuing an honors degree in science education, the researcher is very familiar with the countrys science education curriculum, especially issues pertaining to its content and pedagogical approach. However, the researcher is with the opinion that new knowledge of new educational curriculum can be useful in ensuring better quality of science education. This is important in view of providing the best in science in the context of Malaysian schools. In view of trying to improve the existing curriculum it would be interesting to find out the standard of Malaysian science curriculum in comparison to other developed countries. This is important to ensure that our students will be able to compete globally. Comparative study of curriculum across countries provides background information about how to understand existing strengths and weaknesses of the present curriculum (Moosa Che Azura Che An, n.d). Therefore, this research can suggest ways to help students to perform in the subject of science and also help science teachers in their teaching. This is crucial as over the past few years, there have been a lot of problems discussed about the Malaysian science curriculum and the major part of the discussion revolves around the teaching and learning process. As a result, it raised the researchers interest to look into the matter so that the researcher could discover ways to improve the Malaysian science curriculum in order to create effective lessons yet in enjoyable environment for the students to learn science. In Malaysia, the idea associated with science education is intended to be in-line with existing policies which is specifically to prepare students for examination. There are a few officially recommended practices for science teaching such as constructivist teaching, mastery learning, science process skills, thinking skills, and metacognition, self-directed, self-paced and self-assessed learning and others that, if carried out properly can ensure the successful and effective lessons. Current thinking in science is looking towards a paradigm that is more inclusive of the diversity that exists in our life-worlds (Revathi, R et al, 2003). Science is also perceived as a process of meaning-making and countries such as the United States, Canada, Australia and South Africa (Aikenhead, 2000) are implementing science teaching approaches that incorporate learners cultural and linguistic bearings. For example the science classroom needs to be one that is interesting and multi-discursive which pe rmits the teacher and students to work together in creating knowledge. However, such an approach or a feature is not common in the Malaysian science curriculum. The idea to produce a generation that is ideally competent in science seems difficult and this seems to suggest that there is need for Malaysian science curriculum to be reviewed. From the objectives of the curriculum to the issues of assessment, everything becomes crucial and needs thorough reevaluation. The features and function of science discourse include formulating hypotheses, designing investigations, collecting data, drawing conclusions and communicating results (Chamot OMalley, 1994) and these are the skills which are basically being emphasized by the teacher in the classroom. Sadly, the application is not obvious in the students daily life especially in the context of Malaysia. By conducting this research, the researcher hopes to be able to get some insights into the Steiner Waldorf curriculum and the Malaysian science curriculum. Having done this, it is hoped that the research suggestions may highlight existing gaps in curricular, pedagogical or other aspects through comparison between Malaysian science curriculum with Steiner Waldorf education. From the suggestions made, hopefully the teaching and learning of science will be more effective and more enjoyable for the students. By having a good time in learning science through effective methods employed by the teacher, the researcher believes that it will help students to perform better in all the science subjects and at the same time acquire scientific knowledge in a wider perspective. Apart from that, it will also help to produce all rounded students as outlined in the National Education Philosophy. 1.2 Statement of the Problem The Integrated Curriculum for Secondary School (Kurrikulum Bersepadu Sekolah Menengah, KBSM) is the continuation of the New Primary School Curriculum (Kurikulum Baru Sekolah Rendah, KBSR). This change in the curriculum structure is the governments strategy to shift the emphasis of education that existed in 1970s to a more contemporary holistic concept of learning that encompasses moral, religious, social, physical, and intellectual development of a person (Rosnani.H, 2004). In science education, holistic education aims to produce students who are able to relate the content that they learned in the classroom to their daily life. It refers to their ability to use scientific thinking and processes in a wider context so that it will highlight the effectiveness of the KBSM which subscribes to the principles of lifelong learning. After having informal interviews with a few seniors teachers and lectures with science education background, the researcher found out that Malaysian science curri culum somehow does not support the holistic education as being mentioned and fails to achieve the intended outcomes. The following is the opinion given by the senior lecturer who was interviewed by the researcher; My hunch is the general population of the students does not relate what they learn to everyday situation because many studies have shown that students do not like science and they find science isolated or do not associate with them. So we can infer from that the students do not related what they learned nor practice their scientific attitudes. (personal communication) This is further supported by the results of Trends in International Math Science, TIMMS assessment in science taken by Malaysian students in 2003. The TIMMS assessment is designed to help to improve students learning in math and science where the assessment generally focuses on the students mathematics and science skills. In the assessment, our students scored an average of 504 which exceeds the international average of 474 (Martin et al, 2004) and placed Malaysia to be at 19th out of 44 participating countries. The performance actually is not truly impressive if compared to the performance of students from other developing countries in Asia pacific such as Singapore Chinese-Taipei and Republic of Korea. The line of argument is what are the aspects that lacking in Malaysian students since those nations secured the top 3 placing and therefore have clearly performed better than our students. Another interesting insight which the researcher gathered through informal interviews with the senior teachers and lectures, as well as his personal experience as a science student and in-service teacher is the fact that Malaysian education system gives too much focus on examination. In order to survive in the Malaysian education system, students need to excel in public examinations (UPSR, PMR, SPM). Somehow the situation affects teaching and learning process which is a part of the curriculum. Teachers admitted that the focus is only to finish the syllabus within the time allocated by the school administration. Through informal interviews with the students, the researcher also discovered that students think it is easier for them to focus and prepare themselves for the examination instead of engaging in meaningful learning. The researcher also found out that because of the need to finish up the syllabus, the lessons were not conducted properly by teachers. Teachers rarely make reflections on their teaching. Even though the accomplishment of the objective and learning outcomes are the measurement to a successful lesson in Malaysian education system; most of the time, teachers do not have attempt to find out whether their students have actually acquired the specified learning outcomes. An effective science classroom should be able to make students think and process the knowledge received in the classroom. Ironically, the scenario does not happen in most Malaysian classrooms. Because of the examination matter, the researcher believes that teachers tend to neglect their method in teaching science. In true fact, a science class should be filled with interesting and varying activities so that students will enjoy the class. However, in reality most science lessons, more often than not, are not only plain and d ull but also could kill students excitement in learning the subject. This is another concern of the researcher since there is a tendency that the situation mentioned above could cause the students to lose interest in learning science. The Steiner Waldorf education is similar to the Malaysian education system in terms of its emphasis on the development of human beings and in the provision of holistic education. What is different is in terms of the implementation and the effectiveness of the curriculum. Scieffer and Busse (2001) in their research discovered that the students from Steiner school did better than students in state school in United States. Other research (Easton, 1997; Oberman, 1997; Uhrmacher, 1993b) also suggested a positive relationship between Steiner school education, learning and students achievement. Moreover, research on Steiner education also mentioned about consistency of Steiner students performance in National test from 2000 to 2004. Ogletree (2000) in investigating the creative ability among the students in England, Scotland and Germany through the use of Torrance Test of Creative Thinking Ability; found that generally Steiner school students obtained significantly higher creativity scores than their state school peers. It actually reflects the effectiveness of the emphasis on creativity in Steiner curriculum. Jalinek and Sun (2003) in research that they conducted which aimed to compare the education in Steiner and mainstream schools revealed that, the Steiner children who tested in logical reasoning and science activity which developed by TIMMS international comparative study performed better than students from other schools. The scientific reasoning of Steiner school students was found to be outstanding. The research suggested that the result of the test is actually influenced by the culture of the Steiner education which taught less content to the students and the Steiner education itself creates less examination pressure to the students. Indeed, the Steiner Waldorf science curriculum has its own unique approach and method which proved to encourage effective learning. Such a situation ceases to exist in the Malaysian science curriculum. It is with this problem in mind that the researcher has decided to embark on this comparative research study with the hope to draw on some of the best practices to be incorporated into Malaysian classroom. 1.3 Research Objectives The main objective of the research is to compare the Malaysian education and Steiner Waldorf education in science curriculum with respect to objective, content, implementation or instruction and the assessment. In comparing both curriculums, the researcher wish to find out the characteristics of Steiner education science classroom and wish to look at their strengths and uniqueness which is present and try to see how this is different from the Malaysian science curriculum. From the data gathered, a thorough analysis will be made by the researcher, and the findings of the research could be the basis for the researcher to give suggestions for the betterment of Malaysian science curriculum as well as to bridge the gap between these two curriculums. Research Questions Two research questions are as follows: What are the characteristics of Steiner Waldorf science class? How does the Steiner Waldorf science curriculum differ from the Malaysian Secondary Science Curriculum with respect to their objectives, content, implementation/instruction, and evaluation/assessment? 1.4 Significance of the Study This research aims to look at the Malaysian science curriculum. By doing this, it will help us to have a clear picture of how a curriculum functions and at the same time, it allows us to measure the success of the curriculum. Many teachers have expressed their discontentment over current problems faced by the teachers and students in science education, and the blame is usually on the ineffectiveness of the curriculum. This is an alarming problem as it could affect the number of students who are interested in science subjects and if this happens, Malaysia will actually sway from its efforts to achieve Vision 2020. This comparative study of the Malaysian science curriculum and the Steiner science curriculum is crucial in realizing our dreams of producing human beings who know their ability and self-potential. This is the core value stressed in the Steiner Waldorfs curriculum which aims to provide learners with meaningful learning and turn them into deep learner. Steiner Waldorf students are encouraged to generate creative ideas and this indirectly nurtures the students to be critical thinkers. Therefore it is very crucial for the researcher to find out in what aspects that the Malaysian science curriculum can be improved by adapting the Steiner Waldorf education. Hopefully, the findings of the comparative research will help to improve science education in Malaysian schools. 1.5 Research Limitations Time constraint is the major limitations of this research. The researcher believes it is ideal to have longer time for the researcher to collect data regarding Steiner Waldorf education in United Kingdom, UK. Longer period of study will able the researcher to do observations in greater depth and visit more schools to be included in study. Instead of time constraint, monetary is also one of the limitations in this research. Since the research was funded by the university, the researcher has to complete the process of data collection within the stipulated time. However, what is done by the researcher is sufficient to have a general picture of the difference between the two curriculums. 1.6 Scope of Study The focus of the research is only to compare the Malaysian education and Steiner Waldorf science curriculum. This study involved data collected from one school in Plymouth and a Steiner Waldorf Department in University of Plymouth. Since this is a preliminary comparative study of these two curriculums, focus will briefly highlight the four parts of the curriculum which is the objectives, contents, implementation and the assessment of both curriculums. However, extra emphasis will be given on the implementation and assessment procedure as compared to the first two parts in the curriculum. Though it would have been ideal to be able to carry out observation and interviews in more schools across the UK, these two chose are sufficient to give a clear preliminary picture of what Steiner Waldorf education involves. 1.7 Operational Definition Malaysian science curriculum Malaysian science curriculum refers to science curriculum which developed and implemented in Malaysia for secondary level. However, in order to show the continuation and the development or progression of this curriculum the researcher wills sometime highlights the science curriculum at the primary level. Steiner Waldorf Education Steiner Waldorf Education refers to the education that founded by the Rudolf Steiner in 1919. This education is worldwide and does not refers or belong to a specific country. The part of this education that being discuss in this research is its science curriculum. Science Education Science can be defined as knowledge attained through study or practice, or knowledge covering general truths of the operation of general laws, especially as obtained and tested through scientific method and concerned with the physical world. It may also refer as a system of acquiring knowledge where the system uses observation and experimentation to describe and explain about natural phenomena. Science also term which can refer to the organized body of knowledge people has gained using that system. Therefore, the term science education that been using in this research refers to the process of educating science to the students or may refers to the field of science itself. Which the field of science in education that being discussed in this research covers the major branches in science such as biology, physics, chemistry, general science and natural science. Source: Websters New Collegiate Dictionary cited in http://www.sciencemadesimple.com 1.8 Conclusion As a conclusion, review and reform in Malaysian science curriculum is necessary or perhaps a need as we refer to the current educations condition in Malaysia. It has been 53 years that Malaysia achieved its independence, and throughout the 53 years, Malaysia had gone through lots of transformation and changes. However, the researcher believes that, in order for Malaysia to reach to the level of developed country, education should be the foundation of the aspiration. Education in Malaysia requires more changes as well as ideal and realistic policies and implementation, so that it will be able to produce human capitals that are scientific, knowledgeable and competent.

Comparison Of 1984 And Animal Farm :: compare contrast

Comparison of 1984 and Animal Farm In George Orwell's 1984 and Animal Farm, reality is defined by what the leaders tell the commoners it is, and the idea of individuality and free thought are abolished in order to preserve that reality. 1984 demonstrated the concept of a perceived reality versus a true reality, and Animal Farm revealed that reality is in the beholder. The Outer Party members in 1984 were oblivious to the true reality of their lives and blindly accepted whatever was told to them. An excellent example of the Outer Party's ignorance to truth is when they are told that their chocolate rations have been increased, when actually the rations were just reduced a week earlier. Because of the Party's successful assault on the individuality of its members, people became cheerful when they heard of the news. This perceived reality is the truth to the Party members. The true reality in 1984 is shown only to the reader and some Inner Party members. O'Brien knows the real truth of things as shown by his torturing of Winston. He tells Winston that if the Party tells the people that 2+2=5, then it does. He also instructs Winston that if the Party informs its members that 2+2=3 or 4 or all at the same time, then it is so. Although this true reality is available to Inner Party members, they too do not have the freedom of thought or individuality... they are only just aware of its existence. Only the outside reader is able to think and understand the true nature of the reality established by the Party. In Animal Farm, Orwell unveiled that reality is a simple mental state that can be easily manipulated. Napoleon and the pigs proved this theory by repeatedly changing the Seven Commandments and reporting to the other animals that the 'laws' had always been in their changed condition when they were questioned. Napoleon uses the terror wielded by the dogs to rule the farm with

Think Before You Act

Think Before You Act Everyday someone loses a person dear to them. You never know if it will be your last day here in this world. We all just live day to day and don’t realize tomorrow could be our last. It’s even worse when it could have been prevented. Choices we make can impact our lives and individuals around us. People say things happen for a reason, and that God has a plan for all of us. We won’t know the truth until something tragic happens each of us. June 24, 2011 was the day that I lost a close friend forever. I remember that day like it happened yesterday.You don’t forget days like that when your life changes forever. The night of the accident, a young man decided to leave a bar and drive with his blood alcohol content over three times the legal limit. He ended up driving the wrong way on the highway and collided head-on with another vehicle. Both drivers were pronounced dead on the scene. My friend was a victim of a drunk driver. He graduated f rom high school two weeks before his death. Not even eighteen years old and still had a life to live. Bryant Hernandez was an individual who left a mark on everyone he came in contact with.You wouldn’t think a seventeen year old would have a huge impact on people he came across, but he did. Bryant did everything he could to put a smile on your face. He seemed to always know what to say to cheer you up. I met Bryant when I was a senior in high school. Since I had to have an elective I ended up taking a child development class. Walking through the class I noticed that we were all girls except for one. He was sitting at a table alone and looking very uncomfortable. I would feel awkward to taking a child development class with a bunch of girls.Bryant looked in my direction when I started to approach him. â€Å"Do you mind if I sit with you? † I asked. â€Å"Well you are already sitting down so I guess I don’t have much of a choice. † Bryant said with a smirk on his face. I couldn’t help but laugh. I knew from that moment I was going to like having him in this class. Eventually it turned out to be one of my favorite classes. He was my go to guy for everything. Bryant knew how to make me feel better when things got tough. At the time small things like that weren’t that important.But now I would give anything to go back and cherish those moments with him. It’s been over a year since the accident and I’ve realized choices you make can have major consequences. When I was a teenager I made stupid decisions like the guy who killed my friend. I didn’t think about anyone else. All I cared about was having fun and living in the moment. I didn’t care when people told me not to drive home drunk. Well living in the moment doesn’t get you anywhere. You may get away with it a couple of times but eventually it will catch up to you.After his death I thought a lot about my actions. Watching his parents say there last words to him and how tired they looked, I couldn’t imagine what they went through and what they are still currently going through. I imagined how my parents would react. I can’t help but want to cry. It makes me sick to know how selfish I was when I was younger. Bryant’s death was a wakeup call for me and hopefully several others. Driving drunk will never cross my mind again. With everything I do now I take a moment to think about it and to make sure that it is the right decision to make.I know Bryant is looking down smiling and saying â€Å"About time you changed, you hard headed girl! † My friend may not be here anymore but him passing on made his family and friends realize things you love can easily be taken away from you in a flash. Selfishness is very common and realizing that our actions can affect our own lives and the people we love so dearly. If moments can be prevented then prevent them. Teaching others to think before they act can i mpact a lot of people from making the wrong decisions. In time everyone with have their own personal reality checks some faster than others.

School Proposal essays

School Proposal essays The common public school is improving, but it is not without its faults. President Bush and company have created the No Child Left Behind Act to improve the quality of public schooling, but we feel our plan, School Should Be Better Act, is better. No Child Left Behind says nothing of the wretched physical education courses students must endure daily. Nor does it mention the gross over emphasis on homework which causes extreme amounts of unnecessary stress in students already hectic lives. We also feel that the structure of the classroom needs to be changed, focusing more on the way students learn rather than the level of their current knowledge. The First order of business in a perfect school would be to take care of the physical education course. All of the current physical education equipment would be reassessed and used to construct a large hazard course in which childhood games (tag, spider, hide and seek, etc.) would be played. This course would contain at the minimum a spider web section in the roof of the field house and an underwater tunnel system for use in aqua tag. The teachers primary goal in this endeavor would be as a hunter. All of their time would be spent stalking the stray children, and if a child was caught they would be hung upside down from the ceiling totally naked for the rest of the period. The gymnastics program would remain in its current state since essentially nothing would have changed. The level of homework in the classroom is also in need of reconstruction. We feel that homework, while positive in theory, is a waste of time. However much some teachers wish to believe that students actually put forth any amount of effort to actually learn something from their homework, the fact is they do not. The most a student will do at home is try to memorize facts to help pass tests. In a perfect classroom, the teachers lecture should be good enough ...

tales of potosi essays

Role of women in colonial latin america/tales of potosi essays In early 1530, Francisco Pizarro set sail from Spain with the blessing and support of King Charles V. His mission was to conquer the lands of the New World and bring riches back to Spain. Three years later, he would defeat the Incan Empire and claim much of South America for Spain. This would begin an almost three hundred year period of Spanish colonial rule that was centered in Peru. The high country of Potosi, backbone of the Andes, embraced one of the largest and perhaps richest silver loads ever found on Earth (Arzans xi). In order to exploit this wealth, colonists were sent to settle this land, bringing with them European culture, European religion and European women. It was a very common belief that European settlers were better than the inferior natives that they encountered. Part of this inferiority was that they were seen as heathen savages who needed the guidance of Spanish monks in order to convert them to Christianity. These two pillars of colonial life in Peru (t he search for wealth and the influence of religion) affected the daily lives of every colonist. As the work of Bartolome Arzans de Orsua y Velas, Tales of Potosi, clearly expresses, life for women during colonial times seemed to be very narrowly defined, particularly in their societal stance and Christian virtues. Arzans uses the tale of The Warrior Maidens as an example of the uncommonly possessed bravery and strength of two young maidens living in Potosi, in mid seventeenth century. Under usual circumstances these brave young women strived to break free of the role most women had during these times. These two young maidens, as was common in the European upbringing of women in colonial times, had been reared with such circumspection and kept so closely within doors that scarcely anyone knew of their existence, not only in the town at large, but even in the quarter where they lived (Arzans, 59). Traditionall...

A Problem Exists Essay Example | Topics and Well Written Essays - 1500 words

A Problem Exists - Essay Example A Problem Exists English, as an international language, is measured to be one of the most commonly spoken languages around the globe. Historically, the language is regarded as a West Germanic language mostly articulated in initial primitive England (Mydans, 2007). Over the recent years, the language has been adapted by many nations as their first language, especially those located in the western hemisphere of the globe. The scenario seems to be completely opposite in some regions however; especially in the Asian region. It is in this context that with the advent of globalization and greater need of exposure in the world society, common people are motivated to migrate from their home countries and locate in western countries. This in turn has resulted in the growing acceptance of the language and correspondingly to the augmenting necessity to gain proficiency in speaking English. However, the increase in the migration rate from Asian countries and the issue of discrimination from the English communities in the present days often deceive the foreign learners intending to learn the language to perceive a false imprint of discrimination’ (Jimenez, 2011). THESIS STATEMENT After identifying the three prime problems associated with the issue of perceived discrimination, i.e. ... Discussion The increasing trend of adopting English as the first language by both the society and business are not only inspiring people to pursue their education in English language but are also motivating them to learn the language as it would help them to get a better job in the near future in the global realm. The importance of learning English has been viewed as increasing in countries that are developing at a rapid pace and therefore striving to strengthen their positioning within the global plethora. Countries like China, India and other Asian nations located in the South Asian region are replacing their national language with English as the medium of providing education and developing communication skills of the workforce to be able to compete globally. Correspondingly, it has been viewed that people who migrate to other countries often feel a sense of perceived discrimination’, at times tend to affect their academic and social life to a substantial extent (Jeffrey, n. d.). Correspondingly, problems in terms of social and cultural disparity, complexities in communicating and inequality between communities are identified. 1. Solution to Social and Cultural Problem It has often been viewed that people who migrate to western counties from the Asian region are basically individuals who consider English as a Second Language (ESL) and are often clarified as the basic foreign learners of the language. These students often find it difficult to ask questions to their teachers or work in coordination with their fellow-classmates when they get admitted in colleges or university outside their nation owing to their perceived social and cultural differences. Emphasizing this concern, if large non-government

The Growing Role Of Technology In Modern Age Essay - 1

The Growing Role Of Technology In Modern Age - Essay Example Ray Kurzweil addresses how nano-engineered fuel cells can be a step in the right direction as far as the future realms are concerned. He asserts that this is the next chapter of engineering since there is immense safety present as far as transmission and transfer of nano-engineered fuel cells are linked plus there are apparently no hurdles or disruptions that can be come across in the future. He has touched base with poverty in Asia and has quoted different facts and figures from the World Bank which substantiates his point. He is of the view that the potential to overcome disease and poverty is there as far as the world bodies are concerned. The will and determination must be enacted by the people who shall actually bring the very change in motion, and that too for the betterment of all and sundry. Since Ray has been a student of technology and its changing trends for a long amount of time, he suggests that technology in his view seems to develop in an exponential manner and thus raises estimated which are based around the years 2010, 2011 and 2012. He goes back in the past and tells the audience about the Genome Project that took place in the year 1990 which turned out to be a failure. Also, he talked about how serious diseases like HIV and SARS were overcome easily within a span of one month when these started to spread in different parts of the world. This was done through evidence provided by different logarithmic graphs so that data trends can be easily explained to everyone. Going one step further, he shows how cell phones, the telephone, and other relevant tools and devices took years to catch up with the people. This was made apparent through research done on his part. However, he suggested that these trends have become quicker to adopt as far as the modern day generations are concerned.

Tax avoidance and evasion schemes Assignment Example | Topics and Well Written Essays - 1250 words

Tax avoidance and evasion schemes - Assignment Example The government has made tax evasion and avoidance one of its key priorities so as to reduce the deficit and boost the exchequer (Alan 2011). Tax evasion is illegal way of minimizing taxes thus stiff penalties are involved on individual or corporate bodies who evade taxes. Unintentional mathematical errors in tax returns are not considered to be tax evasion (McGee 2012). Tax avoidance is a legal way of minimizing tax liability, and it involves planning in advance an intended transaction so as to get a specific tax treatment. Individuals can minimize taxes through tax planning for example through schemes. Avoidance also involves disclosure. Tax avoidance and evasion schemes a) Defined contribution retirement plan Contributing money to a qualified employer sponsored retirement plan helps in reducing tax liability. A defined contribution retirement plan is an IRS approved retirement plan sponsored by an employer. Contributions made by the employees to these schemes are tax deductible, an d as a result, the tax payable is reduced. For example, if an employee who is in a tax bracket of 25% contributes 2000, he will save 500 (McGee 2012). Another benefit with defined contribution retirement plan is that the contributions made by the employee to the scheme are invested to a mutual fund. ... Such expenses include qualified parking, transit passes and van pool commuting. These savings made from the payroll are deductible for tax purposes thus tax payable is minimized (Alan 2011). c) Flexible spending account This account is also referred to as an expense reimbursement account designed for employees who pay for the child or parent care. FSA helps employees fund medical and dental expenses through salary deduction to out of pocket unreimbursed health care expenses limited by law to $2,500 annually and depended care up to a maximum of $5,000 annually (McGee 2012). Example includes prescriptions, over-the-counter drugs and annual deductibles. d) High income child benefit charge According to the Finance Act 2012 section 681B, a person is only legible to claim the high income child benefit charge if personal income for the year exceeds ?50,000 (Great Britain 2011). Also, when either a person or his partner are entitled to receive child benefit, or get contributions from someone else who claims Child Benefit for a child who lives with you..If you are liable to the tax charge and your income increases or drops, this can affect whether you continue to be liable or how much tax charge you have to pay. If your individual income drops to ?50,000 or less for a tax year you will not have to pay the tax charge (Karayan and Swenson 2007). e) Offshore business structures Investors make investments through non-resident companies especially ones with lower tax jurisdictions. Tax charged on rental receipts for overseas investments is 20% unlike 26% charged to residents. The tax is withheld by tenants or appointed agents from their rent. Alternatively, an approval from HMRC can be obtains for rents to be received at

Sample Persuasive Message Essay Example for Free

Sample Persuasive Message Essay Most people have ventured onto the world wide web. Some enter the online world to check email from family members far away. Other people enjoy the web to watch videos on YouTube of babies doing the weirdest thing. Some log online for social media websites that let them know what their friends, family and celebrities are doing that day. Most people who have ventured online have shopped on electronic retail sites like Amazon or Overstock. Electronic retailing has become a big part of who we are today. There are many sites that allow you to shop for everyday items, groceries, or furniture like Amazon, Overstock, Alice, or Newegg. You also have big box stores that have followed suit with e-commerce as they allow customers to purchase products online that can be shipped to their home or a local store. As new and existing retailers grow retailers are forced to stay competitive, retain current customers, find new customers, and keep fighting to be the best e-commerce retailer out there. According to Turban, King, McKay, Marshall, Lee and Viehland (2008) â€Å"one of the keys to building effective customer relationships is an understanding of customer behavior online† (p. 157). So for businesses to be active and competitive online they need to understand the general online behaviors of the customer to stay in business. In this paper I will be discussing three behaviors natural to e-tailing that assist e-commerce companies understand customer behaviors online. I will be discussing the type of communication used when each behavior occurs and explain how each type of communication enables e-commerce. Analyzing each behavior using the communication process will also be discussed ensuring to include descriptions of the purpose, sender, receiver, message, environment, technology, noise, and feedback in the communication process. Lastly, I will explore a sample persuasive message designed for a virtual audience. Behaviors in E-tailing I see myself as a savvy online customer. I have shopped for products for my home, family, and friends. I have shopped for services like insurance, dog sitting, or home maintenance. The internet has a vast number of websites that help me pick and choose the products and services that work best for me and the general population. When shopping online customers are looking at the type of product or service (is it safe, recommended, green, easy to use, etc. ), how can they go about purchasing the product or service, and the reason customers choose one company over the other. Finding the Right Product or Service If you are shopping online you probably have a clear idea of what kind of product or service you are looking for. If a customer is looking for a camera that is user friendly, can take pictures during important moments in their life, can take pictures in a flash, and is pocket sized they can essentially look on numerous websites. Best Buy, Target, Amazon, Newegg, the options are endless. With all the options finding the right camera could be difficult. Turban et al. (2008) explains that the product search is influenced by independent variables (p. 158-159). Independent variables include personal characteristics and environmental variables. When searching for the right camera your personal characteristics – age, gender, education, lifestyle, values, personality, etc. – weigh in on finding the right camera. Environmental variables like a customer’s social influence and culture help to narrow down which camera the customer would likely purchase (Turban et al. , 2008, p. 158-159). Who a customer is and who they socialize with is not the only thing that influences them in purchasing a camera. In order for customers to know a little about a camera the manufacturer or retailer needs to be able to get the camera out there and communicate to the customers of the perks of the camera. Like regular retailers, e-tailers use internet based advertisements on their website as well as sponsorship websites (i. e. Yahoo, Google, Bing) to advertise the product. When using sponsorship websites e-tailers are driving sales by driving customers toward that specific camera. As e-tailers advertise the camera they are using the communication process. The customer – or the sender – initiates the start of the communication process as he or she searches online for right camera. The customer finds an ad online (message) that matches their WINs (Wants, Interests, and Needs) of the product. The advertisement helps to â€Å"comprises the target audience of a message transmitted by the sender† (p. 10) which according to Roebuck (2006) stands as the receiver in the communication process. The advertisement links the customer with the e-tailer which allows the e-tailer to provider further information and reviews for the camera. Purchasing product or service Once you find the right camera you go into the purchasing behavior. Turban et al. (2008) states â€Å"the two most-cited reasons for not making purchases are shipping charges (51 percent) and the difficulty in judging the quality of the product (44 percent) (p. 59). If the customer finds the perfect camera and it is available at Sony. com for $299 with a $19. 95 shipping charge and BestBuy. com for $307 with free shipping the customer would most times go through BestBuy. com because of the cost savings. Quality of a product is important. E-tailers who offer a â€Å"chat now† option that allows customers to ask experts questions on the quality and durability is a positive step towards purchase. E-tailers who have reviews of the product also assist customers in understanding the general consensus of the product. Customers also weigh in on how secure the online payment is prior to purchasing a product. Customers are weary about unsecure online payments due to the coming age of hacking and identity theft. Having a certificate of security online gives the customer added security to make the purchase. The â€Å"Chat Now† option and a valid certificate showing a secure site for payment are forms of communication in the purchasing process. During this e-tailing behavior the e-tailer becomes the sender as it provides the customer (receiver) with how to purchase the product and general customer service. By providing superior medium in customer service the e-tailer and customer build a relationship that heads toward loyalty. Company â€Å"The internet customer is very hard to predict and is different from the normal customer† (Prasad amp; Aryasri, 2009, p. 73) because of this the e-tailer’s online store must appeal to the buyer and find ways to encourage the customer to purchase the product with them instead of a similar product elsewhere. When the e-tailer paved the path towards customer loyalty during the purchase process they opened the door to complete e-loyalty. Turban et al. 2008) advised that â€Å"customer acquisition and retention is a critical success factor in e-tailing† (p. 167). Providing a customer with loyalty programs, promotional emails, and discounts allows the customer to feel valued. Retaining customer information (name, address, credit card information) also assists in building customer loyalty as it makes for easier check out. Using the communication process, the sender is the e-tailer. The e-tailer can email or mail information regarding loyalty programs, promotional emails, and discounts to the customer who is the receiver. Providing such information makes the customer feel valued and willing to return to the e-tail website. Sample Persuasive Messages A persuasive message helps to influence people in making a certain decision or action. Using the same camera sample we used in e-tailing behaviors we could create a persuasive camera message that helps to influence people to want to purchase the camera. Finding the right persuasive message for a camera boils down to understanding a customer’s WINs. Wants. Interests. Needs. The customer wants to purchase a camera that is user friendly because they do not use the camera for anything but recreation. The customer is interested in a camera that can take pictures during important moments in their life like graduations, 1st birthdays, and family functions. The customer needs a camera that can take pictures in a flash and is pocket sized so they can take it out in a whim and put it back without fuss. Using this customer’s WINs a persuasive message aimed for the virtual audience can easily be made: Aim amp; snap precision for all of your unforgettable moments. A message does not have to be long with so much information. Instead, it can be short but still reach the audiences WINs. Using persuasive messages allows e-tailers to acquire new business and persuade current customers in upgrading their current equipment. Conclusion E-tailers have to understand each customer to ensure that traffic goes in and out of their virtual store. Understanding the product and service search of a consumer, understanding what affects the customer’s purchasing decision, and creating a loyal customer base helps strengthen those traffic numbers. Using the communication process I was able to define how each behavior occurs and what type of communication was used to address each behavior. Creating a persuasive message that was short but covered the customer’s WINs demonstrated how a simple message can generate e-commerce.

Play Preferences of Developing Children

Play Preferences of Developing Children This cross-sectional survey research investigated play preferences of children with and without developmental delays who were between 3 and 7 years old. Parents completed questionnaires regarding their childs play activity and context preferences. Valid results were obtained for 166 children, 83 of whom had developmental delays. Preference ratings were compared by gender, age, and delay status. Play preference did not differ by gender. Rough-and-tumble play and computer/video game play increased with age, whereas object exploration decreased. Children with developmental delays had higher preferences for rough-and-tumble play and object exploration and lower preferences for drawing and coloring, construction, and doll and action figurine play than typically developing children. This comparison of childrens play preferences across ages, gender, and developmental status enhances our understanding of how these variables influence childrens play. ABSTRACT This cross-sectional survey research investigated play preferences of children with and without developmental delays who were between 3 and 7 years old. Parents completed questionnaires regarding their childs play activity and context preferences. Valid results were obtained for 166 children, 83 of whom had developmental delays. Preference ratings were compared by gender, age, and delay status. Play preference did not differ by gender. Rough-and-tumble play and computer/video game play increased with age, whereas object exploration decreased. Children with developmental delays had higher preferences for rough-and-tumble play and object exploration and lower preferences for drawing and coloring, construction, and doll and action figurine play than typically developing children. This comparison of childrens play preferences across ages, gender, and developmental status enhances our understanding of how these variables influence childrens play. Play is a primary childhood occupation and as such deserves the utmost attention from the occupational therapy profession. In the past, many authors have written about play as a means to measure other skills (Bundy, 1993) or as a reflection of child development (Sparling, Walker, Singdahlsen, 1984). Play has been observed, categorized, labeled, and studied by researchers in many fields (Cole la Voie, 1985; Fein, 1981; Gesell, 1940; Parten, 1932; Saunders, Sayer, Goodale, 1999). Previous research has clearly demonstrated that children progress through stages and exhibit differing play preferences over time (Cole la Voie, 1985; Fein, 1981; Lowe, 1975). Recently, occupational therapy scholars have stressed the importance of examining play as an occupation rather than analyzing its component parts (Bundy, 1993; Couch, Deitz, Kanny, 1998, Knox, 1997; Parham Primeau, 1997). Influences on Play Preferences Many variables (e.g., gender, culture, environment, and age) influence a childs play occupations. This descriptive study explores young childrens play preferences and investigates how play choices vary according to the childs age, gender, and typical development versus developmental delay status. Gender Research has repeatedly demonstrated gender differences in the play of typical children (Caldera, Huston, OBrien, 1989; Connor Serbin, 1977; Meyer-Bahlburg, Sandberg, Dolezal, Yager, 1994; Saracho, 1990). In early studies of preferences related to gender, researchers found that girls preferred dolls and house toys and boys preferred blocks and transportation toys (Fein, 1981). Recent research continues to find gender-related differences in many aspects of play beginning at early ages. For example, as early as 1 year of age, children make different toy choices based on their gender (Servin, Bohlin, Berlin, 1999). At 18 months of age, boys preferred to play with trucks and trailers, whereas girls preferred doll-related activities (Lyytinen, Laakso, Poikkeus, Rita, 1999). Gender differences are found in many aspects of play. Boys are more likely to choose physical and block play over dramatic and manipulative play, and girls are the reverse (Saracho, 1990). Although boys are more likely to enjoy vigorous or active play, girls are generally rated as more playful (Saunders et al., 1999) and more likely to enjoy both dyadic interaction (Benenson, 1993) and smaller play groups than boys. Within dramatic or fantasy play, the type of fantasy play performed differs by gender. For example, girls use more verbal pretending and choose different play themes (Wall, Pickert, Gibson, 1989) and demonstrate less aggressive content (von Klitzing, Kelsay, Emde, Robinson, Schmitz, 2000). Girls fantasy themes tend to be complex and abstract. In contrast, boys play is more physically vigorous and they tend to choose simpler fantasy themes, such as playing superheroes (Pellegrini Bjorklund, 2004). Boys and girls also differ in play with computers and video games. Boys generally play video games more frequently and for longer time periods (Kafai, 1998), and they tend to play games in which competition is important. Girls like games with in-depth social interactions and character development; they appear to enjoy participating in a story more than participating in a competitive game (Salonius-Pasternak, 2005). Age A childs age is related to both play skills and play preferences for the type and context of play. Developmental changes in play skill have been found in a variety of studies of childrens play. For example, pretend play first emerges between 1 and 2 years of age and increases in prevalence and frequency throughout the preschool and kindergarten years (Fein, 1981). Play preferences have been shown to begin early in life. Infant toy preferences are noted by mothers as early as 3 months of age, and by 1 year of age almost 90% of infants have a favorite object (Furby Wilke, 1982). Children have also demonstrated changes over time in their preference for specific forms of play, such as physical play. In one study of physical play, the authors found that preference for each of three types of physical play peaks at a different age (Pellegrini Smith, 1998). Rhythmic stereotypes dominate during infancy, exercise play peaks during the preschool years, and rough-and-tumble play is most common during middle childhood. Age also interacts with gender to affect the choices. For example, the preferences of young children for gender-segregated groups begin to change in pre-adolescence (Brown, 1990), as do the gender-specific preferences for indoor and outdoor play (Pellegrini, 1992). Age may be less of a factor in play development in children with disabilities (Sigafoos, Roberts-Pennell, Graves, 1999). Developmental Delay or Disability Multiple studies have demonstrated that children with physical disabilities play differently than children who are developing typically. Children with physical disabilities spend more time in passive activities (Brown Gordon, 1987) and may demonstrate less active involvement with objects (Gowen, Johnson-Martin, Goldman, Hussey, 1992). Children with physical disabilities spend more time with adults than with their peers and participate more in passive activities, such as television watching, than in active and varied play experiences (Howard, 1996). In addition, children with physical disabilities, cerebral palsy in particular, may be less playful than their typically developing peers (Okimoto, Bundy, Hanzlik, 2000). Based on previous research, it is unclear whether children with disabilities have different play preferences or merely have an inability to access various forms of play. One study demonstrated that children with mild motor disabilities held preferences similar to children without disabilities (Clifford Bundy, 1989). In a study investigating object play preferences in children with an autistic spectrum disorder, Desha, Ziviani, and Rodger (2003) found that the children (41 to 86 months old) engaged predominantly in functional play and preferred toys with salient sensorimotor properties (toys that produced sound or movement with minimal effort). Other research has suggested that children with autism prefer toys and play situations that are structured and predictable (Ferrara Hill, 1980). Contextual Variables Contextual factors may affect play occupations. Researchers have demonstrated that children have fairly stable preferences for play partners, including the gender of play partners (Hay, Payne, Chadwick, 2004; Martin Fabes, 2001), play settings, and play objects (Knox, 1997). Other studies suggest that the physical environment impacts childrens development of play occupations. For example, outdoor play provides children with opportunities for sensory exploration (e.g., in dirt, water, sand, and mud), learning about space, and vigorous physical activity. Indoor play offers opportunities for quiet play, reading, drawing, construction, and computer games (Clements, 2004). Research Questions The literature on childrens play preferences suggests that children have clear preferences that are influenced by gender, age, and developmental status. Examining the current play choices and preferences of children is important to further understand the development of play occupations and what variables influence a childs play choices. This study investigated the play preferences of children with and without developmental delays who were between 3 and 7 years old. The specific research questions that guided our survey research were the following: 1. Do boys and girls differ in their play activity preferences? 2. Do childrens play activity preferences differ by age in early childhood years? 3. Do play activity preferences differ between children with developmental delays who receive therapy services and children with typical development? Methods Sample Convenience sampling was used to recruit parents of children with typical development or with developmental delays (who received occupational, speech, or physical therapy services) who were between 3 and 8 years old to complete a survey describing play preferences. A total of 330 surveys were provided to parents of typically developing children and children with developmental delays in the Northeast and the Midwest regions in the United States. In the Midwest, participants were obtained through a large childcare center and two preschools. All participants in the Northeast were obtained through two large private practice clinics. To obtain a sample of typically developing children in the Northeast, parents of children receiving therapy services in the clinics were asked to complete a survey for a sibling without developmental problems. Instrument The survey was based on Takatas instrument (Takata, 1969) that measures play preferences and the categories were modified to reflect modern play activities. The survey required parents to respond to a list of play activity preferences for one of their children. Studies have demonstrated that mothers can accurately rank play activities (Tamis-LeMonda, Damast, Bornstein, 1994) and parent report has been used previously in research of childrens play preferences (Finegan, Niccols, Zacher, Hood, 1991). The survey listed play activities and contexts and asked parents to rate their childs preference for each activity and context. Parents were also asked to provide information about age, disability status, and gender. The parents were asked about play preferences within a 3-month period because other researchers have suggested that play preferences remain relatively stable within this period of time (Finegan et al., 1991). Parents were not asked questions regarding their nationality, race, ethnicity, social class, or socioeconomic status because these factors have not been demonstrated to be related to play preferences (Meyer-Bahlburg et al., 1994). To pilot test the survey, two peer reviewers commented on the items and then six parents completed the survey and were asked to comment on its format and clarity and the amount of time it took to complete. Minimal revisions were made to improve clarity. The final survey listed 37 play activities in 11 categories of play and 11 contextual variables. The survey used a 4-point Likert scale for scoring, with each play activity rated from highly preferred (4) to not preferred (1), and respondents could also select not applicable. Individual activities were listed under broader categories (e.g., gross motor play, creative play, and pretend play). The second part of the survey asked for the childs preferences for specific play environments, including social context (e.g., friends or family) and physical contexts (e.g., inside or outside). A third section asked for descriptive information about the child (e.g., gender, birth date, diagnosis, if any, and services received). Data Analysis Demographic data and preference ratings were summarized using descriptive statistics. Children were combined into age groups by year by rounding to the nearest year. Although specific diagnoses were identified for the children, the children were grouped into those with and without developmental delays for purposes of analysis. To reduce the data, the individual activities were combined into play categories (e.g., gross motor, rough-and-tumble play, and pretend play). The 33 activities were collapsed into 9 play categories and the 11 contextual variables were collapsed into 4 play contexts. The figure identifies how the items were combined into categories. When computing mean scores, the responses not applicable and not preferred were combined as a score of 1 because both responses indicated that the child did not engage in that play activity. Using each play category and play context, a three-way analysis of variance with gender, age, and disability status as the independent variables was computed. Scheffe post-hoc analyses were used to compare individual age groups. Effect sizes (Cohens d) were calculated for gender and developmental status comparisons. Although a Likert scale produces ordinal data, parametric statistical procedures were selected over non-parametric statistical procedures based on research demonstrating that these statistics result in the same conclusions as non-parametric tests (Glass, Peckham, Sanders, 1972), they are preferable in most cases, and they do not increase the likelihood of a Type I or Type II error (Nanna Sawilowsky, 1998; Rasmussen Dunlap, 1991). Use of parametric statistics allowed us to examine t he interactions among the variables. Results Sample A total of 175 surveys were returned. Only five surveys for 8 year olds were returned; therefore these were omitted from the analysis. Of the 170 remaining, 166 were sufficiently complete to use in the analysis. Demographic data for the sample are presented in Table 1. Gender The three-way analysis of variance identified no significant differences in play activity preferences between boys and girls (effect size ranged from .01 to .26). Table 2 lists the mean scores, analysis of variance results, and effects sizes for the primary play categories. Play preferences were remarkably similar for boys and girls, with equivalent preference for gross motor play, rough-and-tumble play, video and computer games, drawing and coloring, dolls, and pretend play. The interaction for gender and age was significant for doll play preference. Three- to four-year-old boys preferred play with dolls and action figurines more than 3- to 4-year-old girls. In contrast, 5- to 6-year-old boys preferred play with dolls and action figurines less than 5- to 6-year-old girls. Play contexts were also compared by gender. Boys (m = 2.03) and girls (m = 1.95) were equally neutral about playing alone (F [1,156] = .074; p = .786). Both boys (m = 2.63) and girls (m = 2.60) equally preferred to play with friends (F [1, 156] = .031; p = .860) and equally preferred indoor (mean range: 2.73 to 2.80) and outdoor (mean range: 2.75 to 2.86) play. Age Groups Play preferences were compared by age groups. Table 3 shows which play categories were significantly different for age groups between 3 and 7 years old. In this early childhood age span, changes in play preferences were few. Preference for rough-and-tumble play changed significantly from 3 to 7 years old. Rough-and-tumble play was preferred most at 5 years old and was only somewhat preferred at 7 years old. Preference for video and computer games increased significantly in this age range. Video and computer game play was scored between not preferred and neutral at 3 years old and was somewhat preferred by 7 years old. Preference for drawing and coloring and construction increased from 3 to 7 years old, but these differences were not significant. Preference for pretend play differed significantly across the age groups, with low preference scores at the youngest and oldest ages and higher preference scores at 4 and 5 years old. Doll and action figurine play was also highest at 4 years old; however, changes in doll play preference were not significant across age groups. When play contexts were compared across the age groups, children showed no differences in preference for playing alone (range: 1.88 to 2.23; F [4,156] = 1.3; p = .272) or with friends (range: 2.27 to 2.93; F [4,156] = 1.95; p = .105) or for playing indoors (range: 2.35 to 2.86; F [4,153] = .793: p = .531) or outdoors (range: 2.50 to 2.91; F [4,152] = 1.23; p = .300). The least preferred play context across all ages was alone. Children With and Without Developmental Delays Play preferences of children with developmental delays were compared to those of children with typical development. Mean scores, analysis of variance results, and effect sizes are presented in Table 4. Children in the delayed and non-delayed groups equally preferred gross motor play, but rough-and-tumble play was preferred more by children with developmental delays, demonstrating a moderate effect (d = .52). In the quiet play categories, typically developing children preferred drawing and coloring more than children with developmental delays. For drawing and coloring, there was also an interaction with gender: preferences of boys with developmental delays (m = 2.57) were lower than those of boys with typical development (m = 3.42), but girls were equivalent in the two groups (developmental delays m = 3.13; typical development m = 3.19). In children with developmental delays, preference for doll and action figurine play was significantly less and preference for object exploration was slightly greater than for children without developmental delays. Although pretend play did not differ in these groups, the interaction of age and developmental delay status for pretend play preference was significant. In younger children (3 and 4 years old), those who were typically developing preferred pretend play; this preference reversed by 7 years old when preferences of children with developmental delays were significantly higher than typically developing children for pretend play. Play preferences for these two groups of children are rank ordered in Table 5. The five most preferred play forms for children with typical development were gross motor, drawing and coloring, reading and watching television, construction, and rough-and-tumble play. The five most preferred play forms for children with developmental delays were rough-and-tumble play, gross motor, reading and watching television, drawing and coloring, and construction. Preferred play contexts also differed for the two groups. Although both groups were neutral about playing alone, children with developmental delays showed a lower preference for playing with friends (m = 2.29) than children with typical development (m = 2.93) (F [1,156] = 13.11; p Discussion Gender Comparisons A surprising finding was that boys and girls held the same or similar play preferences. For example, we found no differences between boys and girls in doll and action figurine play or pretend play. In contrast, most of the research literature has concluded that boys and girls prefer different types of play. In older studies (Fagot, 1974, 1978; McDowell, 1937), girls and boys preferred different toys (i.e., girls preferred dolls and house toys, whereas boys preferred blocks and transportation toys). During the preschool and early childhood years, boys are more likely to adopt fantasy and aggressive play (e.g., monsters or fighting) and girls are more likely to play house (Fein, 1981). One possible reason for our finding that boys and girls were similar in play preferences is that we broadly defined doll play to include play with action figurines (e.g., Batman, Spiderman, and robots), which are considered boy toys. With dolls defined this broadly, boys and girls did not differ. In the research literature, pretend play is not the only play category where boys and girls differ. In two studies of children between 4 and 12 years old, boys preferred rough-and-tumble play and girls preferred quiet play (Finegan et al., 1991; Saracho, 1990). Saracho (1990) found that boys are more likely to prefer physical and block play over dramatic and manipulative play, and girls were the reverse. In a review of electronic play, Salonius-Pasternak (2005) reported that boys spend more time in video and computer game play than girls. Our study found no differences between boys and girls in preference for gross motor, rough-and-tumble play, or video game activities. Gym sets, trikes and bikes, and playgrounds were preferred play activities for both genders. When genders are compared, preferences of boys and girls were remarkably similar. Boys were slightly, but not significantly, higher than girls in rough-and-tumble play (d = .26), and other areas that differed in previous studies (e.g., preference for video and computer games and drawing and coloring) were equivalent. The equivocal results between our study and those that preceded it may be explained by their different methodologies (e.g., our survey used parent report and listed both boy and girl examples of the play categories). Gender differences may not exist when broad play categories are measured. Age Comparisons When the ages of the children were compared, three categories showed significant differences across age groups. Rough-and-tumble play increased from 3 to 5 years old, and then decreased from 5 to 7 years old. As preference for rough-and-tumble play decreased, preference for video and computer games increased. Other researchers (Salonius-Pasternak, 2005) have documented the increase in computer game play, which begins at 7 years old and peaks in adolescence. As documented in the literature, pretend play increases during the preschool years (3 to 5 years old) and decreases after 6 years old (Fein, 1981), when rule-governed games begin to dominate play (Parham Primeau, 1997). Other categories showed expected trends, but differences among the age groups were not significant. Gross motor play (defined as bike, trike, tag, and gym set activities) did not decrease across the age groups and was consistently a highly preferred activity. Drawing and coloring, construction, watching television, and reading activities remained somewhat preferred throughout the age range. The development of play skills has been well documented by researchers (Rosenblatt, 1977; Takata, 1969); however, most research has focused on the first 2 to 3 years of life, which is when play skills change dramatically. Our study captured ages during which play preference is stable for certain forms of play and evolving for others. Takata (1969) conceptualized 4 to 7 years old as one play epoch. Dramatic role playing, social role playing, and realistic construction characterize this epoch. Play preferences appear to change substantially after 7 years old, which is when children prefer games with rules and social play in the context of organized games. Our findings regarding the effect of age on play preferences, which were significant but not dramatic, may reflect that our age range was essentially one play epoch (Takata, 1969). Differences Between Children With and Without Developmental Delays In our sample, children with developmental delays were primarily children with sensory integration dysfunction, autism, pervasive developmental disorder, attention deficit hyperactivity disorder, or general developmental delays. Children with these diagnoses often have motor planning difficulty, sensory processing problems, and social and communication limitations without frank motor, manipulation, and mobility impairments. The play preferences of children with developmental delays were consistent with the performance limitations associated with these development disorders. Children with developmental delays preferred rough-and-tumble play significantly more than children with typical development. This preference may reflect the sensory needs of children with autism, attention deficit hyperactivity disorder, pervasive developmental disorder, or sensory integration disorder. Rough-and-tumble play, such as wrestling and rough housing, provides children with deep tissue pressure and joint compression, which is the proprioceptive input that helps their systems organize and calm (Baranek, 2002; Blanche Schaaf, 2001). In addition, rough-and-tumble play does not demand fine motor skills or precision performance; it is play in which almost every child can participate and succeed. The other play category in our study preferred significantly more by children with developmental delays was object exploration. Object exploration reflects basic sensory motor play that predominates in children 1 to 3 years old and decreases during the preschool years as more skillful and symbolic play emerges. The higher preference by children with developmental delays probably reflects preference for simpler, lower demand play activities. In other play forms, typically developing children showed higher preference; they preferred drawing and coloring and dolls and action figurines more than children with developmental delays. These play forms require fine motor and manipulative skills, and they require higher levels of cognitive ability, imagination, pretend, and understanding of symbols. In addition, the interaction of pretend play, age, and developmental delay was significant. At younger ages, pretend play was preferred more by children with typical development; this reversed at older ages, when pretend play was preferred more by children with developmental delays. Therefore, the children with developmental delays developed an interest in pretend play at older ages, which is when interest by children with typical development was diminishing. This finding contrasts with that of Sigafoos et al. (1999), who found that children with disabilities did not exhibit play forms beyond sensorimotor and functional play. Our contrasting findings may be explained because the children in our sample were less severely involved. Both groups were neutral (mean range: 1.81 to 2.45) for doll and action figurine play and pretend play. This neutral preference may reflect that the time spent in pretend play is minimal when compared to other play forms. Fein (1981) suggested that preschool children spend between 10% and 17% of their time in pretend play, which reflects only a small portion of boys and girls total play time. Sigafoos et al. (1999) observed that children with developmental delays spent 10% of their time in pretend play. When the types of play are rank ordered by preference, pretend play and doll and action figurine play have the lowest preference scores. Numerous studies have documented differences in play when children with disabilities were compared to children without disabilities. Research demonstrates differences in play skills (Mogford, 1977), object and social play (Sigafoos et al., 1999), and playfulness (Clifford Bundy, 1989; Okimoto et al., 2000). Sigafoos et al. (1999) followed preschool children with developmental disabilities for 3 years and documented that they primarily engaged in exploratory (28%) and functional play (57%) and that these percentages did not change over time. Baranek, Reinhartsen, and Wannamaker (2001) described the play of children with autism as lacking in imitation and imagination, containing fewer play repertoires, exhibiting decreased play organization, and exhibiting limited social play. Their play tends to lack flexibility and creativity (Craig Baron-Cohen, 1999). Functional play seems to dominate in children with autism with minimal evidence of pretend or symbolic play (Libby, Powell, Messer, Jordan, 1998). Differences in children with sensory integration dysfunction have been identified by Parham and Mailloux (2005) and may be more subtle than the differences seen in autism (Desha et al., 2003). The play of children with sensory integration dysfunction is often limited in play scenarios because they avoid certain play experiences that cause sensory feedback discomfort and they have restricted action repertoires due to perceptual difficulties and dyspraxia (Knox, 2005; Parham Mailloux, 2005). Using a sample of preschool age children (4 to 6 years) with sensory integration dysfunction, Clifford and Bundy (1989) did not find significant differences in play materials preferences but did find differences in how the children used toys. Our sample with developmental delays, which included autism, sensory integration dysfunction, and attention deficit hyperactivity disorder, showed trends similar to the literature in that the children preferred simple play forms (i.e., object exploration and rough-and-tumble play) to more complex and skilled play forms (i.e., drawing and coloring and pretend play). When all play preference categories are ranked, the order of preference differed between groups, but the top five preferences were the same. The primary difference between the groups was in rough-and-tumble play (ranked first for children with developmental delays and fifth for children with typical development). Object exploration was the least preferred for children with typical development and dolls were least preferred for children with developmental delays. Consistent with the literature that describes problems in social play in children with developmental delays, children with typical development had significantly higher preferences for playing with friends (d = .57) than children with developmental delays. Playing alone was significantly more preferred in children with developmental delays. Response to these items may reflect the childs preference or may relate to actual play opportunities and experiences. Delays in communication and social interaction may create barriers for children with developmental delays to play with peers (Baranek et al., 2001; Tanta, 2004). Clinical Implications The findings of our study confirm the importance of physical play because, almost universally, the study participants enjoyed, and often preferred, physical play. At the same time, the participants balanced their preference for physical play with more sedentary play forms, such as reading, watching television, drawing and coloring, and construction. The range of preferences may indicate the need for relaxation as one aspect of play (Parham Primeau, 1997). Children seem to have broad and varied play preferences because 6 of the 11 play forms were rated as somewhat to highly preferred. Individual play preferences appear to be best defined by the player and cannot be assumed based on age, gender, or disability status. Of concern is the preference of children with developmental delays t