Geography of water and energy resources Essay Example | Topics and Well Written Essays - 250 words - 4

Geography of water and energy resources - Essay Example In effect, Kuwait has a per capita income of approximately $60,541, which is higher than the per capita income in all G7 countries. Qatar has a per capita income that is over $93,000 because it has a low population and a very high GDP (Central Intelligence Agency, n.d.). In a summary, the Middle East OPEC members with low per capita income are the nations with a large population of Iran and Iraq. Despite the fact the G7 countries register high GDP that are above the $1 trillion mark, the Middle East OPEC members rival them on the distribution of wealth due to their small population and large revenue from oil. In most cases, Middle East OPEC members are viewed a struggling nations with no power to rival to the G7 countries. The reality is that citizens of small countries like Kuwait, Qatar, and UAE enjoy higher per capita income more than most G7 members. The only OPEC member that is considered poor is Iraq. It has per capita income that is lower than ten thousand dollars, which is the most inferior in all Middle East OPEC

Management Information and Communication System Essay

Management Information and Communication System - Essay Example Because of this capability, the buying and selling of goods and services are expedited and streamlined. Producers and consumers could now directly transact with each other, making it possible to eliminate middlemen, in the process. This is called e-commerce or e-business and it could take the form of several models. The businesses that operates an internet business model primarily to establish and maintain relationships with other businesses is called B2B business model. Here, the emphasis is for the Internet to facilitate transactions between business organisations. For instance, there is the case of Dell, who manufacture computers according to specifications provided other business organisations. Through the Internet, sales transactions between the company and its corporate clients take place, beginning with the placement of order details, the manufacture according to the specifications and the delivery of goods. Pride, Hughes and Kapoor (2011, p.484) explained that in this B2B pro cess, Dell reduces storage and carrying costs and avoids unsold inventory while consumers who directly transact with them eliminate costs associated with wholesalers and retailers. This latter aspect in the model receives more emphasis on the other business model called B2C or business to consumer model. Business organisations such as Amazon.com and Landsend.com are examples of companies using the B2C model. They primarily cater to individual consumers. In addition to product and service offering provided 24 hours every day and 7 days a week, B2C firms often attempt to build long-term relationships with their consumers (Pride, Hughes and Kapoor, p. 484). This is the reason why a core element in the online strategies of these organisations is customer services and extensive analysis of consumer data. The above models demonstrate how the Internet can provide innovations. The transactions that transpire over the web are electronically documented, which makes it easily organized and acc essed for consumer analysis, market research among other initiatives to determine consumer behavior and needs. These data inform business organisations to create new and effective products that can be successfully marketed and sold to the market. The information gathered over the web could help address emergent consumers needs and requirements as well as solve problems and challenges. For example, back in 1990s, Wal-Mart introduced its Retail Link system, an integrated and store-shelf data made more powerful by the Internet in automatically triggering manufacturing orders to its suppliers when stocks were low (Wailgum, 2007, p.50). Since then, Wal-Mart was able to introduce pioneering systems in supply-chain management such as the evolution of its revolutionary point of sale system and the communication of information therein. The above variables are just some of the many instances wherein Internet contributes to the competitive advantage of a business organisation. The fact is that this technological breakthrough is a fundamental component in the manner by which it can create consumer value. Because of this platform, the organisation can respond immediately to problems and challenges in the trading process. In addition, the Internet is an

Legal Requirements for Working With Children

Legal Requirements for Working With Children Identify the current legal requirements covering those working with children. Kindegartens, childminders, preschools, schools must be guided after Early Years Foundation Stage (EYFS) which is required by OFSTED. The EYFS requirements includes: the seven areas of learning and development; the early learning goals which must be achieved by the end of Reception school; the assessment requirements for assessing young children to ascertain their achievements and how and when practitioners have to discuss childrens progress with their parents. In the EYFS there are outcomes for each Area of Learning (ELG) which children have to achieve according to their age. Ill write few goals for each area: 1. Personal, Social and Emotional Development – children must be support and encourage to develop a positive sense of themselves and of others, to understand their feelings, to have confidence in their own abilities. Early Learning goals are: to be confident and enjoying playing in group; to form a good relationship with teachers and children; to work as a part of a class: take turns, sharing, nice behaviuor to be interested and motivate to learn. 2. Communication and Language – involves giving children opportunities to express themselves, to listen and speak in different situations. Early Learning goals are: interact with others, taking turns in conversation; use talk to express their feelings; listen and repeat words, phrases. 3. Literacy this goal aims to provide children with a large range of poems books and other reading materials and we have to encourage them to look in the books, to read and to write. The Early goals are: to hold book in right way and to turn pages; to explore sounds, words and phrases; to retell what they have read; to link sounds to letters of the alphabet. 4. Mathematics – children must be provided with opportunities to develop and improve their skills in describing shapes, spaces, measures, counting, using numbers, to understand the concept between â€Å"big† and â€Å"small† , â€Å"short† , â€Å"long† , â€Å"heavy† , â€Å"light† to notice shapes and patterns in pictures to represent numbers using fingers, sticks or other objects; to show an interest in representing numbers, shapes. 5. Understanding the World – this area involves to guide children to understand the world and community they live in through opportunities to explore, observe the environment, places, people, technology. The Early Learnings gols are: to ask questions about why things happen and how to work; to notice detailed features of objects in their environment; to match parts of objects that fit together; to understand and to know how things are used in different ways. 6. Expressive arts and design – involves providing children with a wide rage of media and materials to explore and play with it, as well to share their ideas, thoughts and feelings through a variety of art, dance, music movement, design and technology. For this area few goals are: to sing songs, to make music and dance and then to experiment with ways of changing them; being imaginative using what they have learned about media and materials in original ways; to express their feelings, thoughts through music, paint, craft. 7. Physical development – involves helping and encouraging children to be active and interactive and to improve their skills of coordination, manipulation and movement. As well we have to encourage children for healthy food choice. Childrens goals must be: move with control and safety in large or small movements; handle tools, objects, build towers from blocks; walk around, under, over, climbing equipment; children have to manage their own basic hygiene and personal needs such as: dressing/undressing, washing hands/face, going to the toilet independently. Understand the need for valuing individuality and how this can be supported in the child care setting. Usually in the setting there are children from different cultural backgrounds and all settings requires Children act 1989 which take account of childrens religion, cultural background, racial origin and linguistic background. All children have the right to a cultural identity and settings should recognise, respect and value the cultural identity of that child. Children learn quickly though playing, images, stories, songs that why practitioners should promote in the setting with positive images of all people, reflecting the wider society. Also, we have to ensure that people are shown in a positive light. For children, to understand diversity of society, one of the activity is to collect baby dolls from different ethnicities or to add to the doll house a ramp or a dollwith a wheelchair or crutches. Another way to support children to understand diversity is to ensure the dressing corner with clothes from different ethnicities. As well we can use images that can encourage positive discussion and perception of the world. Im working in Jewish setting and we have a topic â€Å"Festivals of light† which we discuss about different celebrations around the world and we have different activities according to these festivals. Below I will write a weekly planning for this topic for three areas of development. Personal, social, emotional development Physical development Expressive and design Monday Introducing the topic, circle time, talking about different celebrations around the world (Christmas, Chanukah, Diwali) Climbing steps to decorate the classroom with decorations. To make globes=liquid glue+glitter Tuesday Talking about different people celebrating different festivals. Who is celebrating from our class Chanukah, Christmas? Holding hands each other and dancing in the circle. Painting big candles= candle shape+yellow paint Wednesday How do we celebrate this festival in our own family? Dressing up and undressing with festivals clothes. Making Christmas tree=print circles on tree shape Thursday Talking about giving presents to our friends, be nice, kind with each other. Wrap presents with colourful paper. Decorating gift boxes with stickers Friday We make a summary of the topic. Party! Moving whole body: stamp feet, claps hands, twist, turn around, jump. fireworks=on black paper=paint=cotton sticks But respecting and valuing individuality is not just respecting childrens culture, also including children with special needs. All children have a right to a high quality childcare provision that meets their individual needs. And as a practitioner, we have to identify and remove the environmental barriers, for example: in consultation with childs parents, practitioners need to find out what lightings is good for a child with visual impairment. Or if a child uses crutches to move, the furniture in the setting should be altered to a better position to be more space and to put fewer activities in the same time but to be changed more frequently. Or if a child, or even a parent who uses wheelchair cannot get in the setting, a ramp need be built from concrete. 3.3 Identify the benefits of consistency with regard to positive and negative behaviour. Disciplining children take dedications and effort. Childrens character and their behaviour are forming from a very early age and consistency is the key to managing positive and negative behaviour. If we are offering positive consequences for good behaviours will encourager them to continue to have that behavior. But if we will provide negative consequences for misbehaviours will discourage the child to do that again. Also, consequences work best when applied immediately. Children understand better when they receive immediate feedback for their negative or positive behaviors. There are few points to encourage childrens good behavior: To be a good role model children usually copies adults actions; to show and say how we feel- we have to tell honestly how his behaviour affect us; to listen and communicate with children to understand their needs, to explain to them our expectations; to make the child feeling important- to ask him for help (â€Å"Please, can you help me to tidy up the toys†) and then to praise him. Another strategies to promote a positive behaviour are: Rewards systems-works well for young children, to help them manage their behaviors. We can use sticker charts which it should be displayed prominently in the classroom. For older children, sticker chart can work in another way: for example, if they earned three stickers they can have their favorite activity. Praise-is effective strategy which increase positive behaviors. Children love to get attention from adults and is good to let them know that we noticed how they are playing independently, waiting patiently, getting along with others or other positive behaviors. Positive reinforcement is a technique of behavior modification that is used to encourage good behavior. Positive reinforcement doesnt need to be a clear item, can be: giving a hug; using praises; giving a high five; or telling to another adult while the child is listening how proud you are of childs behavior. One of the best ways to provide a positive behavior is to allow children to help build the consequences if the rules are broken. Children are adept at pushing boundaries and its teacher responsibility to set the boundaries and to say â€Å"no† when children exhibit negative behaviors. Its very important to explain with a normal tone of voice to a child why they shouldnt repeat the behavior and teaching them how to behave. If they are pushing too much the boundaries, as adult, we have to apply immediately a negative consequence to deter them from repeating mishbehaviour. As I said, consistency is a key of addressing negative behaviour. As long we remind to the child of the consequences all the time they behave negatively, they soon will learn what is acceptable and what is not? Time-out is a good strategy for childrens disciplines and should be used as a consequence and not a punishment. The time out is effective because removes the child from all reinforcements that may encourage mishbehaviors and we need to have a specific place for time-out free of distractions and can provide to child with opportunity to calm down and to think at his behavior. We can use a timer and usually oneminute per oneyear of age. 3.4 Discuss ways in which conflict can be managed between children, and children and adults. Many children have difficulty with sharing, taking turns or finding appropriate ways to get their unmet needs. In this situation, teachers issue is how to manage a childs behaviour and to resolve a conflict. Is important in the nursery to be set few rules for childrens mishbehaviors and to ensure that are clear. Is good to involve children in making the rules and we have to explain why the rules are important. Usually children in nurseries have misbehavior such as bite or kick other children because of frustration or curiosity, but it can be it can be painful for children and adults involved. In this situation we have to: hug the child who was hurt and to give the minimal attention to the child who the aggressor; explain in simple words/sentences that biting/kicking is not good; and reminds to the child that he has to use words to ask for what he wants, rather than using aggression. There are few simple steps that adults can use immediately to assist children and learning them how to resolve a conflict: Help children to calm down- children when are faced with conflict, they can be full of emotions and not ready to cooperate with adult that why adult first need to speak with child using a calm voice; Discuss wants and needs- all children who are implicated in a conflict need to have a chance to say what they want or what they need. We have to listen the child and to approve nodding, to say short phrases or repeating what he said: â€Å"You really wanted that toy, but Jack had it in his hands?† Define the problem- after the child had a chance to say what he wants or what he needs, you will have to make this â€Å"want† or â€Å"need† into one neutral statement saying: â€Å"Hmmm, I see that both off you want to play with the same toy† Help the child to find a solution- in many cases it can be more ease just to tell children what they should do, but its not an opportunity to learn them how to solve their own problems. Children can learn this skill just from trial and error. That why we have to support and encourage children to find solutions to solve a conflict and both parties should be involved coming with solutions. Take a look at the solution- not all solutions that children suggest can work, and if a problem will continue adult need to begin the process over. Adult need to stay nearby to support the solution and praise the children when problem was solved: â€Å"Well done children, I see you found a way to take turns with the toy†. Reference list: Department for Education. (2012). The Learning And Development Requirements. Statutory Framework for the Early Years Foundation Stage. 1 (2), 3-10. Department of education. (2012). Statutory Framework for the Early Years Foundation Stage. The learning and development requirements. 1 (1), 6-31. Innis, G. (2013). Young children can learn how to resolve conflicts with adult guidance and support. Available: http://msue.anr.msu.edu/news/young_children_can_learn_how_to_resolve_conflicts_with_adult_guidance_and_s. Last accessed 30.10.2014. Morin, A (2014). Discipline Kids with Positive and Negative Consequences. Available: http://discipline.about.com/od/disciplinebasics/a/Discipline-Kids-With-Positive-And-Negative-Consequences.htm. Last accessed 29.10.2014. Raising Children Network. (2006). Encouraging good behaviour. Available: http://raisingchildren.net.au/articles/encouraging_good_behaviour.html. Last accessed 29.10.2014. Road, A. (2004). OBSERVING CHILD BEHAVIOUR. Available: http://www.newchildcare.co.uk/page6.html. Last accessed 01.11.2014. Smith,M. (2010). Valuing and respecting individuality. Develop positive relationships with children, young people and others involved in their care. 3.5 (3), 154-157. Thornes, N.. (2012). Basic Behaviour Theory and Techniques. Analysing the Antecedents and Consequences of a Behaviour. 5 (1), 50-64. Walker, M(2011). Childrenyoung peoples workforce. 3rd ed. Cheltenham: Nelson Thornes Ltd.. 52-63. Legal Requirements for Working with Children Legal Requirements for Working with Children To summarise the current legal requirements for those working with children. This should include reference to the 6 learning goals and how they could be implemented in a child care setting. History The Childcare Act 2006 became a law on 11 July 2006, and it is the first ever legislation exclusively concerned with early years and childcare, ‘according to‘: [1] â€Å"Northamptonshire.gov.ukâ€Å". This Act is concerned with providing positive outcomes for a child at risk of poverty, focusing on child matters like (safety, health, economic wellbeing, enjoying and achieving a positive contribution) and is also concerned with bringing the inequalities that may exist between children. The Act introduces the Early Years Foundation Stage (EYFS) for terms regarding children aged up to 5 years and this is a frame work that aims to support child care providers in delivering integrated early education and care for children. Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The Childcare Act 2006 provides for the early years foundation stage learning and development. THE EARLY LEARNING GOAL This is knowledge, skills and understand which young children should have acquired by end of the academic year until they reach the age of 5. The areas covered under the learning goals are set below: [2] www.gov.uk/government. Personal, social and emotional development Self-confidence and self-awareness: Children are confident to try new activities, and say why they like some activities more than others. They can speak among regular friends in a group, and share their ideas, and will choose the means they need for their chosen activities. They say when they do or don’t need help. Managing feelings and behaviour: Children can talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. For instance, ‘washing hands before eating.’ Making relationships: Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children. Understanding the world People and communities: Get children to talk about past and present events in their own lives and in the lives of family members. This method can open children’s mind about different culture maybe and so forth. The world: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. Technology: To make children aware of different technology is offered in different places and depending on situations is needed such as laptops at home and in schools they have computers for instance. This is good to keep children mind entertained with information on technologies. Physical development Moving and handling: Keep in track of children’s body control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing or colouring and so forth. Literacy Reading: Can children read and understand simple sentences? The phonic system is used to decode regular words and read them aloud accurately. With practice children can pick up words and say them easily next time. This can demonstrate understanding when talking with others about what they have read. Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple  sentences which can be read by themselves and others. Some words are spelt correctly  and others are phonetically plausible. Mathematics Numbers: Children count reliably with numbers from 1 to 20. Anything after 20 will be difficult for young children so with practice this can be done. Shape, space and measures: Children use everyday language to talk about size,  weight, capacity, position, distance, time and money to compare quantities and objects  and to solve problems. They recognise, create and describe patterns. They explore  characteristics of everyday objects and shapes and use mathematical language to  describe them. Expressive arts and design Exploring and using media and materials: Children like to look at their song on TV and listen to the song and sing it at the same time. They can also safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture,  form and function. Being imaginative: Children use what they have learnt about media and materials in  original ways, thinking about uses and purposes. For example, they can sing back to their friends the song they have learned by watching it in the TV. Explain what is meant by respecting and valuing individuality, and devise plan of how this can be implemented in the child care setting, a table format may be used in this task. Each member of staff within a childcare setting has a responsibility for the children in their care for the children’s well-being, learning and development. Each child therefore is valued and respected by all staff showing that they respect each child as a individual, realising each child has different strengths and weaknesses. By valuing and respecting children, positive relationships can be build up between staff, parents and children, this shows good practise by the setting, and if the setting has a proportion of children from different culture background, there could be a set day each month where a world day celebrates a particular child’s culture. This includes food, religion, cloths, songs etc†¦ and involves the rest of children by knowing and researching about different cultures. ACTION HOW BY WHOM ACHIEVED BY COMPLETED ALL STAFF TO EXPLAIN IN SETTING THE DIFFERENT CULTURES. The child care setting should be filled with images that encourage positive discussions and perceptions of the world offering different cultures and positive role models. Every child contributes to their culture. Get parents also involved in this task to see and observe how their children value others and respect them. Set the date completed of this task. REALIZE THE STRENGHTS AND WEAKNESSES OF CHILDREN. Providing good routines when children are interacting in a formal environment such as sitting down in a one place and have lunch together using the right cutlery and table manners, talking politely to each other and instilling good hygiene habits like washing hands or plates. This action can be observed from the staff and parents. Children achieve this themselves. Set the date completed of this task. Evaluate the benefits of consistency with regards to positive and negative behaviour and identify strategies that can be used to encourage positive behaviour in the child care setting. Making Consistency More Effective in negative/positive behaviour. If parents shows consistency in disciplining the child then this is a good thing, For example, if a younger child is hit by an older child and no consistency in punishment is being taken against the older child then he she will repeat it but if rigorous punishment is taken all the time then the child thinks twice on repeating their negative behaviour and the same can be said about positive behaviour. For example, If kids have to wait two weeks to earn a reward, it may not reinforce good behaviours today. Offering an immediate positive consequence will increase the chances the child will repeat that behaviour. Strategy (1) QUIET TIME. Quiet time, is a perfect time for children to just sit quietly and calm down and it helps staff to simply get on with work with minimum disruption. A child can be taken to quiet time without the whole class knowing and it is most effective when staff simply, quietly and calmly walk up to a child and ask them to come to quiet time. Quiet time is not about making a child feel bad but an opportunity for a child to be taken out of a disruptive situation and as a consequence for unwanted behaviour. This way staff are far more likely to end unwanted behaviour rather than temporarily distract a child from it. [3] Strategy (2) INTERACTION Read books with children, or play games with them. This is a great way to interact with them. Strategy (3) ROLEPLAY Role play examples of appropriate behaviours to teach children how to succeed in social interactions. Give children scenarios such as â€Å"What if you want a toy that someone else is using?† Discuss possibilities and help children try out their ideas. For example: â€Å"Can I use that puzzle when you’re done?† or â€Å"can I borrow your book when you are finished?† Strategy (4) WATCH CLOSELY Give great yet positive re-marks when a child does good like, ‘I’ve noticed you said hello to your friend’. ‘Well done for this so I will give you a sticker of achievement for this.’ Strategy (5) BEING SPECIFIC Be specific with feedback when giving attention, so children understand what behaviour is appropriate. Try: â€Å"The two of you were so helpful working together to bring chairs to the table.† instead of â€Å"Good job.† Describe the process involved in managing conflict between children and adults. You should at least refer to at least one behavioural theorist in you answer. What is conflict? Killen and Nucci define conflict as two children independently pursuing personal goals that happen to bring them into conflict (Arsenio Cooperman, 1996). [4] Conflict is a common occurrence for children. Many have asked â€Å"Is conflict healthy or unhealthy?† When looking at discipline, should conflict be seen as misbehaviour or a learning experience? Piaget believed that conflict in children was healthy, and if worked through, would help children to overcome their egocentric thought patterns (Arsenio Cooperman, 1996). Many young children have difficulty sharing, waiting their turn, or finding appropriate ways to get their needs fulfilled. Conflicts between children can be a daily occurrence with preschoolers and Michigan State University Extension states that â€Å"guiding children’s behaviour is an ongoing process.†[5] There are some worthy steps that adults can begin using immediately to assist children in learning how to resolve conflict. The steps take practice by the children who are learning them and patience by the adult who is modelling and teaching the steps. Help children calm down. Often when children are faced with conflict they are full of emotion and are not ready to begin a process of calmness. Approaching the child gently at his/hers eye level and use soft touch. Acknowledge that there is an issue and suggest some ways to calm down. â€Å"I see that you have a problem. It looks like you might need to take a few deep breaths to relax a little.† Stay neutral! When adults attempt to find blame in a conflict the situation can easily escalate strong emotions. Children at this point need to feel they are being heard in order to calm down. Talk about wants and needs. All children who are involved in a conflict need to have an opportunity to express what it is that they want or need. Stay focused on the ‘want’ and don’t focus on what happened. Reflect what the child is feeling by acknowledging his feelings with a head nod, short phrases, or repeating what he is saying in a clear manner. â€Å"You really wanted that toy and Joey had it in his hand.† Give the child’s feeling a name. â€Å"It is frustrating to want something that someone else has.† Define the problem. After getting the child to voice his want or need you will have to turn the issue into one neutral statement. Repeat what the children involved in the conflict are saying in a clear statement. â€Å"Hmmm, I see that two children want to play with the same toy.† WORD COUNT: 2027 REFERENCES: [1] Northamptonshire.gov.uk. [2]https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.PDF. [3]http://www.parenta.com/2010/10/22/quiet-time-positive-promote-good-behaviour/. [4]http://www.kon.org/urc/dennis.html. [5]http://msue.anr.msu.edu/news/young_children_can_learn_how_to_resolve_conflicts_with_adult_guidance_and_s.

Insensitive Portrayal of Society and Cultuer in Disney Films Essay

The Not So Wonderful World of Disney The â€Å"Wonderful World of Disney† has been a part of America for as long as I can remember. With its movies, television shows, songs, theme parks, toys, and fictional characters, Disney is the epitome of children’s entertainment. Disney serves as one of the largest sources of entertainment to Americans, which is why it reigns as a commercial success and influence in our country. According to Henry Giroux, a popular critic of the Walt Disney Company, Disney’s immense success also represents â€Å"the power of the culture industries to mediate and influence almost every aspect of our lives† (19). However, does Disney stand for pure and innocent entertainment, or does it carry alternative motives that seem to be well-hidden from the public eye? Many critics argue that Disney productions have the ability to affect American children and families through their insensitive portrayal of certain aspects of society and culture. Critics mark the idea of negative social influences as one of Disney’s most ubiquitous problems. In a study done on the role of the Walt Disney Company, Vincent Faherty explains that Disney displays certain aspects of â€Å"social vulnerability which need to be raised to a level of public consciousness, given they do affect so many children and families â€Å"(17). For example, Disney emphasizes social vulnerability through the overwhelming male dominance displayed in their animated films. Faherty argues that even though there have been recent movies such as Mulan and Pocahontas, which portray strong female roles, â€Å"the quantitative disproportion of male characters in Disney animated films needs to be addressed if we expect children to be able to relate to appropriate role mo... ...Lives: Disney’s Cultivation, Co-Creation, and Control of America’s Cultural Objects.† Popular Communication. 12 Oct. 2004: 191-211. Byrne, Eleanor, and Martin McQuillan. Deconstructing Disney. London: Pluto Press, 1999. Faherty, Vincent E. â€Å"Is the Mouse Sensitive? A Study of Race, Gender, and Social Vulnerability in Disney Animated Films.† Similie: Studies in Media Information Literacy Education (2001): Academic Search Premier: MLA International Bibliography. EBSCOhost. U. Of Georgia Lib. GALILEO. 29 Oct. 2006 Giroux, Henry. The Mouse That Roared: Disney and the End of Innocence. Lanham: Rowman & Littlefield Publishers, 1999. 17-55. Pettit, Robert. Mickey Mouse Monopoly: Disney, Childhood, and Corporate Power: Study Guide. 28 Oct. 2006. tudyguide/html 4

Fast-Food Gone Bad Essay

An argument is an implicit dialogue that has importance to appeals. This is done by using different elements of an argument, in which the different parts are the claim (or thesis), the support, the evidence, the warrant, the appeals to the audience, and the counter argument that is being used in the scenario. In this essay that Michele Simon has wrote she examines the unhealthy choices of the some restaurants and explains on how they’re misleading the healthy people in the World. In Michele Simon’s â€Å"Even the ‘Healthy’ Choices at Fast Food Restaurants Are Unhealthy†, uses all of the parts and the elements of an argument in her essay. The first statement that Simon makes is â€Å"In response to sharpening criticism from nutrition advocates, fast-food franchises have added supposedly ‘healthy’ options to their menus† (Simon 473). This would be Simon’s claim, which would be the thesis statement of her argument. This is what the author or the person who wrote the situation is trying to tell you what they’re trying to answer or trying to prove in their argument. Arguments typically have three types of claims; claim of fact, claim of value, and claim of policy. In Simon’s argument her thesis is a claim of policy because she is trying to make a solution to figure out there problem and make it better so there can be something done about this or try to make better. We know there are many problems with fast food and Simon proves her argument by going on and saying different reasons for why this is true in her essay. The warrant is a belief or principle that can be assumed based on the argument. The warrant is never stated in great detail, and it must be drawn from statements made by the arguer. While it is not said by Simon her warrant is still clear and well understood. In Simon’s argument as implies that fast-food restaurants are not committed to the well being of their patrons (Simon). Also it is said that Simon thinks that fast-food restaurants are misleading to consumers who are trying to eat healthy. This also warrants that menu items are misleading and sometimes confusing for the consumer that is buying the product. The consumer could think that they were getting something healthier then a cheeseburger, but in all truth it’s actually worse than that cheeseburger. She must appeal to her audience in order to win the argument, by saying that a majority of fast-food restaurants are not telling the truth about their menu items and that there not healthy. The evidence is used to give strength to the argument and to prove the support for the claim. Many forms of evidence are found in examples, statistics, and expert is brought in to give valuable feedback on the argument. Simon provides many forms of evidence to back up her claim that she has possessed. In her first form of evidence she implies â€Å"The new Happy Meal option, which includes a sugar-loaded caramel dipping sauce† (Simon 473). She is implying that this idea is not much better then French fries because the caramel dipping sauce is full of sugar. Simon’s next problem was that she mentions â€Å"instead of a coke, kids can now have apple juice or milk† (Simon 475). This evidence Simon is trying to say that the apple juice and milk is still full of sugars and it’s still not good for your children. The next support of evidence for her claim is that she implies that â€Å"calling the chicken ‘crispy’ instead of fried is misleading† (Simon 474). She mentions that because if a person hears this that would automatically think that this is healthy salad. She is implying that is should just be called fried because so many people could get this confused. The logos support and evidence has support from multiple studies with facts and stats, given as evidence. Ethos supports from appeals to individuals in dealing with menu items and the choices on it. Pathos is used throughout her essay by giving thought to how unhealthy fast-food is. She mentions that â€Å"For a toddler who needs 1,000 calories per day, a Happy Meal consisting of four Chicken McNuggets, small French fries, and a low-fat chocolate milk totals 580 calories, or more than half of a child’s daily recommended calorie intake† (Simon 475). Simon is saying that no matter what you’re getting at a fast-food restaurant it’s going to be unhealthy for you, and your children. The counter argument Simon takes into consideration the argument opposing her claim, Simon doesn’t spend much time about a counter argument, but it is addressed in her essay. Simon grants â€Å"Go Active! Adult Happy Meal† (Simon 476). Which fell through and done away with because it didn’t work. Simon points out â€Å"In 2004 Ruby Tuesday reduced some portion sizes and added healthier items† (Simon 476). Another thing that Simon points out that was that â€Å"Wendy’s garnered great press in February 2005 for its ‘bold’ decision to add fresh fruit to its menu† (Simon 476). Simon has all of these examples for the counter argument that the fast-food industry is getting somewhat better. In conclusion there are many parts of an argument, and Simon uses all of these parts to successfully get her argument across effectively. She makes her claim, and then backs it up with the right support and to make his claim even stronger. Then she successfully gets the warrant across which has great appeal to the audience and is needed to make the claim that much stronger. Then finally Simon uses her counter argument to address to her audience what has been happening in the years past to try and fix the problem. Works Cited Simon, Michele. â€Å"Even the ‘Healthy’ Choices at Fast-Food Restaurants Are Unhealthy. â€Å". 473-75. Print. Excerpt from The Purposeful Argument: A Practical Guide. Boston: Patricia Bostian, 2006. N. pag.

Ancient Chinese Contributions Essay

As a young child growing up in Chicago Illinois, I remember my family excitedly preparing for the fourth of July fireworks show that took place annually at the Navy Pier. I remember staring up into the Chicago sky at night in anticipation of the first round of fireworks. The crowed all around me excited and ready for the show. From the beginning of the show with the first explosion and until the last firework faded into the night, I was riveted, almost in a spell. At that time when I was a child, I made no connection between the Chinese and this great spectacle that I loved to see. As I have grown older I have learned many things that escaped me when I was a child. I can remember sitting at home waiting for Kung Fu Theater to begin, I can recall most of the settings taking place during the early feudal times in China. I never really paid much attention to the display of fireworks in some of these movies or any of the other numerous inventions that the Chinese developed over time. I made no connections at all, now looking back it all makes sense, I understand the significance of those things I witnessed as a child. Now I understand the quality of life many of those things invented so long ago have afforded me today. The following is an excerpt from the Minnesota-China Connection website; You may think that fireworks are as American as the Fourth of July, but we would not have them without Chinese inventiveness. The first fireworks might have been an accident. Legend tells that a cook discovered the ingredients for black powder, and quickly the Chinese were entertaining themselves with beautiful displays in the night sky. In the year 1161, the Chinese used explosives for the first time in warfare. And who invented cannons and guns? The Chinese, of course. They also used gunpowder to make primitive flamethrowers and even explosive mines and multiple-stage rockets. The use of gunpowder in weapons gave those with access to the technology a greater ability to protect themselves from enemies or to conquer and control others. It greatly affected the balance of power in many parts of the world. Chinese firearms, fireworks and gunpowder were popular items of trade along the Silk Route (or Silk Road) to Europe. 1994-2011, The Franklin Institute) When I was a child I enjoyed fireworks so much that it has stuck with me all these years and so much that I made sure my children had the chance to experiences it too. Another memory comes to mind much later on in life and was while I was serving on board the USS Donald Cook DDG 75. I can recall one summer while we out to sea doing weapon systems certifications. During one particular evolution we fired more than 180 rounds from the ships 5† 54 main gun. After that evolution nearly every corner of the ship reeked of cordite. This particular assignment brought that memory back. This is the first of the most important inventions ever. Not just because of fireworks, but because the invention of gun power enabled the average man to hunt for food more effectively, kill his prey from a greater distance and take down larger animals. It also enable man to defend his family, home, community and or country. The second greatest invention would be paper, printing and publishing, this Chinese invention could be arguably the number one most important invention in the history of man. But if I had to chose with having paper or a gun, I will take the gun every time. But the ability to record and preserve information efficiently, could have only been done with the invention of paper. The ability to duplicate important documents for larger consumption by the general population could not have happened without this invention. Here is another excerpt from the Minnesota-China Connection website; In almost every respect, the Chinese were at the forefront of developing the printed word. In 105 A. D. Ts’ai Lun invented the process for manufacturing paper, introducing the first use in China. The paper was superior in quality to the baked clay, papyrus and parchment used in other parts of the world. By 593 A. D. , the first printing press was invented in China, and the first printed newspaper was available in Beijing in 700 A. D. It was a woodblock printing. And the Diamond Sutra, the earliest known complete woodblock printed book with illustrations was printed in China in 868 A. D. And Chinese printer Pi Sheng invented movable type in 1041 A. D. Exported to the Western world, it is similar to the technology that German printer Johann Gutenberg used in the 1450s to produce his famous editions of the Bible. And in 1155 A. D. , Liu Ching produces first printed map in China. The impact these inventions had on the educational, political and literary development of the world is simply incalculable. (1994-2011, The Franklin Institute) The third greatest Chinese invention would be the plow, this enabled man too master agriculture. This invention has been modified many times over the years but still maintains its basic function. It is the reason that large metropolitan centers are sustainable today. Without this invention the leap in agricultural production may never have taken place and we would undoubtedly live in a very different environment . Here is another excerpt on this subject from the Minnesota-China Connection website; Around the Third Century B. C. , China produced the moldboard plow for tilling farmland. This ground-buster had a wing-shaped cast-iron blade that turned up the soil more easily and efficiently. Eventually, these plows would revolutionize agriculture in the Western world. Chinese farmers greatly improved the ability of horses to pull wagons or plows with the â€Å"collar harness. † Unlike the â€Å"throat harnesses† used in Europe, the collar harness did not choke the animal. When horses breathed easier, they could pull more weight greater distances. The wheelbarrow is another laborsaving device invented by the Chinese during the First Century B. C. These one-wheeled wonders wouldn’t even exist in Europe before the 11th or 12th Centuries. The forth most important invention would be the compass, without the compass we would not be as effective exploring and mapping out our environments. This is what enabled us to cross the oceans as well as continents with certainty of location. The compass is at the heart of the GPS systems today, we use them every day now. We have them in our phones as well. We don’t have to pick up street maps if we don’t want too. This is without a doubt one of the greatest inventions the Chinese developed. We would be lost without the compass today. Here is another excerpt from the Minnesota-China Connection website on the subject ; By the third century AD, Chinese scientists had studied and learned much about magnetism in nature. For example, they knew that iron ore, called magnetite, tended to align itself in a North/South position. Scientists learned to â€Å"make magnets† by heating pieces of ore to red hot temperatures and then cooling the pieces in a North/South position. The magnet was then placed on a piece of reed and floated in a bowl of water marked with directional bearings. These first navigational compasses were widely used on Chinese ships by the eleventh century AD. The Chinese have invented so many things that go hand in hand with our life styles today. It is safe to say we would in no way be as comfortable or as efficient without those inventions. In addition to those inventions I have listed, here are a few more inventions that compliment the afore mentioned developments. The kite, a wonderful invention that led to the discovery and development of electricity later in history. Cast iron from the fourth century B. C. E. , also used in the development of the plow. The Horse Collar was another invention that enabled horses to be more effective when moving and pulling large loads. (1994-2011, The Franklin Institute) The Chinese developed collar was far more effective than western collars that literally choked the horse under strain from large loads. And lastly but in no way the least is the Wheelbarrow. Developed in the first century B. C. E is one of the most useful tools ever invented. If you have a home with a large amount of land then you will and can appreciate this unassuming tool. It is one of the greatest inventions to me because its powered by me and enables me to keep my property clean, fertilize and mix compounds with potting soil for flower beds. I move leaves, rocks and other debris on my property. (1994-2011, The Franklin Institute) The wheelbarrow is one of the most overlooked inventions the Chinese developed, it is one of those tools that you do not know that you need until you have to move large quantities of material, soil, mix concrete or clean up after a storm. That’s why it is my favorite and the most important invention to me, even though I do very much appreciate all the other inventions as well. (1994-2011, The Franklin Institute)

Civil War - Battle of Chancellorsville

Civil War - Battle of Chancellorsville Dates: April 30-May 6, 1863 Other Names: None Location: Chancellorsville, Virginia Key Individuals Involved in the Battle of Chancellorsville: Union: Major General Joseph HookerConfederate: General Robert E. Lee, Major General Thomas J. Jackson Outcome: Confederate Victory. 24,000 casualties of which 14,000 were Union soldiers. Significance of the Battle of Chancellorsville: This battle was considered by many historians to be Lee’s greatest victory. At the same time, the South lost one of its greatest strategic minds with the death of Stonewall Jackson. Overview of the Battle: On April 27, 1863, Union  Major General Joseph Hooker attempted to turn the Confederate left flank by leading the V, XI, and XII Corps across the  Rappahannock and Rapidan Rivers above Fredericksburg, Virginia. Passing the Rapidan via Ely’s Fords and Germanna, the Union forces  concentrated near Chancellorsville, Virginia on April 30 and May 1. The III Corps was to join the army. General John  Sedgwick’s VI Corps and Colonel Randall L. Gibbon’s division remained to keep up appearances against the Confederate forces gathered at Fredericksburg. Meanwhile, General Robert E. Lee left a covering force commanded by Major General Jubal Early in Fredericksburg while he  marched with the rest of the army to meet the Union forces. As Hooker’s army worked its way toward Fredericksburg, they encountered increasing Confederate resistance. Fearing through reports of large Confederate force, Hooker ordered the army to stop the advance and concentrate again at C hancellorsville. Hooker adopted a defensive posture which gave Lee the initiative. On the morning of May 2, Lieutenant General T.J. Jackson directed his corps to move against the Union left flank, which was reported to be separated from the rest. Fighting was sporadic across the field throughout the day when Jackson’s column reached its destination. At 5:20 pm, Jackson’s line surged forward in an attack that crushed the Union XI Corps. Union troops rallied and were able to resist the attack and even counterattack. Fighting eventually ended due to darkness and disorganization on both sides. During the nighttime reconnaissance, Jackson was mortally wounded by friendly fire. He was carried from the field. J.E.B. Stuart took temporary command of Jackson’s men. On May 3, the Confederate forces attacked with both sides of the army, massing their artillery at Hazel Grove. This finally broke the Union line at Chancellorsville. Hooker withdrew about a mile and entrenched his men making a  defensive â€Å"U.† His back was   to the river at United States Ford. Union generals Hiram Gregory Berry and Amiel Weeks Whipple and Confederate General Elisha F. Paxton were killed.  Stonewall Jackson soon died from his wounds.  During the night between  May 5-6 Hooker recrossed to the north of the Rappahannock,  due to Union reverses at Salem Church.