New Business Development

This assignment cannot be completed without the effort and co-operation from our group members, Mood shaded, Mood Fakir, Rye polonium and Mood Fakery We also sincerely thank our lecturer of .NET 028, Madam Russian for the guidance and encouragement in finishing this assignment and also for teaching us in this course. Last but not least, we would like to express our gratitude to our friends and respondents for the support and willingness to spend some times with us to fill in the questionnaires. Introduction We started our company with the name Fresh & Sweet since 2012.As a new start up for our Fresh & sweet bakery. We have already done identifying on how we are going operate our bakery shop. So, as it starts operating, this company will be manage by five members. Thus, Our main focus is to sell our bakery product with our own recipe. Hence, this has been selected most of the demand from our customers. Fresh & sweet is located at Curia Saba, Jota Kimball. This location is best suitabl e for our business because there is not much competitors. Over the recent years, the profitability of our business is growing faster and has a lot of response from the public.The business is working from the capital loan from RIB bank with the amount RAM 100, 000. Purpose Pu repose Firstly, this company was established with the purpose of attracting the customers to taste our own recipe of bakery products of cakes, muffins and breads. Second, is to fulfill the demands Of our customers Of their satisfaction. Thirdly, it is to give our customer the serve;ice they need such an occasion like birthday party or weeding ceremony and so on. Besides that, our company is also set up to boost the country's economic growth and compete in the international.

Bread Mold Experiment Lab Report

Title: Bread Mold Lab Purpose: The purpose of this lab was to test the effect of water on bread mold growth. Hypothesis: I hypothesized bread mold would grow faster if the bread was exposed to water. Materials: BreadPlastic cupWaterRubber bandPlastic wrapLightScaleSeizers Procedures: Day 1.Cut two pieces of bread 1 by 1Place the beard in two separate cupsPut 11 drops of water on one of the pieces of breadCover cups with plastic wrapPut rubber bands around each cupPlace cups on scale to weigh themDay 2. Observe the mold or any changes to the breadReweigh bread to see the difference in weightRecord your dataDispose of the bread and/or of the moldData: Both pieces of bread were stale. There was no bread mold on ether pieces of bread. The bread stayed the same size. No change in the color of the bread. Weight of bread before and after a week: Before one week: 5. 5 grams After one week: 5. 5 grams Dry bread: 5. 5 grams Moist bread: 6. 0 grams Questions: 1. What does your data show about the effect of your Variable on Rhizopus growth?The data from my experiment show that 11 drops of water does not help the growth of bread mold. Â  2. Were you surprised by the results of your experiment?Yes, I was surprised because I thought water would accelerate the growth of bread mold. Â  3. What part of designing and carrying out an experiment did you find difficult?This was not that hard of an experiment, I did not find one part to be more difficult than the any of the other parts. Â  4. If you were to do further research into bread mold growth, which of the other variables would you be interested in testing.I would be interested in air as a variable because I think it affected my research on water and bread mold. Â  Conclusion: The data does not support my hypothesis on water making bread mold grow faster. I don’t think this was a good experiment because we put the bread in an airtight cup by covering the top with plastic wrap and putting a rubber band around it. If this was useable data it would show the 11 drops of water was not near enough water to make bread mold grow any faster.

Alcohol abuse

Alcohol abuse Essay Alcoholism is an overwhelming desire to drink alcohol, even though it is causing harm. Alcohol is a drug. In the United States alcoholism is the most widespread form of drug abuse, effecting at least 5 million people. About one third of high school students in the US are thought to be influenced drinkers. Many already may be alcoholics. A person who is dependent on alcohol is called an alcoholic. Drunk drivers account for one half of all fatal automobile accidents each year in the US. Alcoholism also creates many severe physical problems. More then three drinks a day, over a few weeks causes destructive danger in the liver. Changes in the brain and nervous system result in hostile behavior. A family or individual with an alcoholism problem is in serious trouble because the alcoholics main goal is to get something to drink. The drinking usually continues until the person is drunk. Family, friends and work are little concern compared to the need for alcohol. Drunkenness limits the alcoholics control of normal behavior and to perform the easiest functions. Many resources can help but two rules apply to recovery. One is that the alcoholic must accept the fact that there is a real problem and must decide to stop drinking. An alcoholic must also realize that any form of alcohol is literally poison. When in recovery an alcoholic could never take another drink. First of all you will notice that an alcoholic will often gulp their drinks, they can probably drink a lot before they get drunk, they may stay drunk for several days, they will also have a favorite drink, and may change their favorite drink to another. They may also hide their drinking. Alcoholism is an illness and is very common. It is very hard for an alcoholic to stop drinking because they know how they feel when they do not drink. Alcoholics usually try to stop drinking because they maybe have hurt someone they love or may also be on the verge of losing their job. People who stop drinking sometimes may have to go to the hospital for a period of time, this is called detoxification. This is the best way for treatment when it is hard for them to stop. The withdrawal symptoms are things such as shaking, sweating, fever, pains and nausea. These can be severe and dangerous to that persons health. After detoxification comes rehabilitation this is a period of time which the person starts to recover mentally and physically. Most alcoholics will go to AA meetings during this time. This is where they can go and meet other alcoholics just like them. Effects on the Body Alcohol also effects the kidneys, another major internal organ. When drinking alcohol urination increases due to changes in the hormone aldosterone. This is what regulates water in the body. So it is not uncommon to experience an increase in the urge to urinate while intoxicated. The liver, however, is effected the most. Liver damage may occur in three irreversible stages. The first stage is called Fatty Liver. This is where the liver cells are worked in with abnormal fatty tissue, enlarging the liver. Second there is Alcoholic Hepatitis. Liver cells swell, become inflamed, and die, causing blockage. Last, the more advanced alcoholic liver now has Cirrhosis: a fibrous scar tissue forms in place of healthy cells, obstructing the flow of blood through the liver. Various functions of the liver deteriorate with often fatal results. A diseased liver cannot convert stored glycogen into glucose, thus lowering blood sugars and producing hypoglycemia an important function in the liver related problems and 5,685 deaths indirectly due .

Jorge Luis Borges Research Paper Example | Topics and Well Written Essays - 1250 words

Jorge Luis Borges - Research Paper Example The literary critics and scholars have been noticing that central concept of his works is exceptional combination of the dreams and infinity (Parker 14). Therefore, often the regular reader is confused to identify the borderline between imaginary world and reality. To say that Borges is a crafty storyteller is to say nothing of his distinctive and new approach to writing. The writer skillfully presents real life through unreality. Borges’ unusual and inventive way of writing has been described by many literary critics: In Borges, once the external world has vanished and with it, in consequence, our reality, the only secure possible mooring besides the self, the only term of the relation that is left, is irreality, which, by a simple change of sign, becomes in turn the only Borgesian reality. Thus, then, for Borges -- and here we are threatened by paradox -- the only reality is irreality (qtd. in Balderson 2). Borges is a writer of the world class, because his works touch the themes and the issues pertaining to the whole world and his concerns are universal. There are no time or space boundaries that would limit symbolism of Borges’ invention. In his works the writer is in constant search of the universal truths. Borges transforms history into literature. In his search of the universal truths Borges crosses all imaginary borders set by history and philosophical ideas. For example, in his short story, â€Å"The Library of Babel†, Borges is in constant quest for knowledge. Search of the truth and knowledge is metaphorically compared to the one present throughout the Bible. The writer presents confusion of humans in the infinite pull of knowledge though complex and unusual structure of library with its numerous mirrors, rows of books, and unknown number of floors (Parker 17). The story is full of mystical and symbolic figures like a book with universal truth or a librarian who cannot be

Religion and Politics Essay Example | Topics and Well Written Essays - 750 words

Religion and Politics - Essay Example Firstly, with regard to Judaism, the oldest of the three, it can and should be noted that this has been a religion that has traditionally be restricted to a particular ethnicity; namely individuals of Jewish decent/ancestry (Hartnell 61). Within such a manner, it is quite obvious to note the political nature of such a religion in that it provides a level of cohesion between a given race and helps to define that which is â€Å"other† within the external environment. By means of contrast and comparison, the next religion, within the chronological time-scale is that of Christianity. Due to the fact that Christianity is by its very nature a religion that encourages a degree of evangelism, the level to which the religion has been co-opted by many as a political tool to spread power and influence has been immense. Looking back into history, the first example of this that can be noted is with respect to Constantine and the manner through which he enlarged the Roman Empire of the time by de facto baptizing his legions and creating a forced conversion that drastically changed the nature of the way in which Christianity was defined. Further, when one considers Islam, the directives of Mohammed were clear that this religion should serve as a growing and all encompassing religion; one that prophecy dictated the entire world would convert to before the end of times. As Muslim traders journeyed around the Middle East and into parts of North Africa and the Indian subcontinent, they brought their religion with them; partly as a means of encouraging a degree of cohesion amongst the newly conquered peoples and partly as a means of fulfilling the need and requisite command to bring further individuals to the faith. Although each of these religions is no doubt quite different from its counterparts, they are nonetheless all similar with respect to

Sontag, In Platos Cave from On Photography Essay

Sontag, In Platos Cave from On Photography - Essay Example n individual may perceive a story that consists of different objects and or people, the story will remain in a particular form in the mind of absence of a photograph. When the individual observes a photograph on the scenario later, then the notion that was formed in the mind originally changes automatically. The impact of the photo would depict a sense of superiority of the event or an individual. Again, the photograph have targeted objects during their time of creation or presentation. A photograph may consist of several objects but only the focal point matters amongst the observers. In most scenarios, the observers prioritize the central objects on which the photographs emphasize. As per the descriptions provided in the previous paragraphs, a rational evaluation of a photograph demands transparency. In a practical scenario, consider the photograph of a presidential candidate and analyze the main attributes. In 2008vpresidential elections in the United States, the contents of Obama’s photographs and especially the posters were stunning. Moreover, Obama’s polished picture with his name at the top and the slogan, â€Å"Yes We Can† at the bottom had the main impact on the voters. Indeed, photographs have a broad command in influencing notions, imaginations, and the viewing right. Impression is the most important aspect in the sense of sight (Sontag,

Reggae Essay Example | Topics and Well Written Essays - 1000 words

Reggae - Essay Example Reggae is a musical style which traces its roots to the small island nation of Jamaica. It is synonymous with the former British colonial territory, the recreational use of â€Å"ganja†, the rise of Rastafarianism around the world and a man commonly known as â€Å"the first Third World superstar† (Pawka). When Reggae first emerged from the Caribbean in the early 1960’s, the United States and United Kingdom’s musical scenes were enthralled with the latest craze of rock n’ roll and R&B. But during this era of musical explosion in the slums of Kingston, â€Å"pan-Africanism merged with American R&B and Caribbean music in (the) back alleys to forever change global music† (John). And as the Jamaican record and radio industries began to gain more independence, more music began to flood out from the region. First, new musical genres emerged from the Jamaican R&B flooding the island, which shaped the sound of reggae music. â€Å"†¦around 1960, Jamaican drummers began hitting the second and fourth beats in unison with the piano and guitar, while the bass played walking quarter-notes.

Ford Case Study Example | Topics and Well Written Essays - 500 words

Ford - Case Study Example ullaly, the CEO, implemented included; employee reduction and other cost of production reduction techniques, shrinking its production through asset divestitures, as well as noticeable strategic maneuvers all deemed at avoiding government bails and loans. Most importantly, Mullaly focused on building a higher customer base by converging nameplates. As a matter of fact, fords management saw product diversification as a barrier to success as it dilutes core brand names. Therefore, Mullaly enlarged on some brands whose c valuation by customers outdid the rest, such as the Taurus model. Noteworthy, the success of ford is more leaned on customer base expansion, through brand improvement than in any other strategy. For instance, having capture that demand for small cars was increasing, ford responded by majoring on small cars despite their low average returns. Veritably, fords prosperity would have been more if they had focused on marketing and promoting their nameplates but altering the branding a little bit to capture the whole market, placing small car market in their forefront. The marketing plan below is an alternative solution. Lamb et al (2014) asserts that marketing plan should include a mission statement that is not only effectively stating the company’s objectives n but also exclude marketing myopia. Therefore, the mission statement needs be based on customer satisfaction based on a SWOT analysis of the firm and industry at large. A high market share would be obtained by having several luxurious small cars but insist on lowering fuel consumption. In addition to brand reduction, Ford should have realized that the recession was worse in US than in other economies. Therefore, emphasize more developing the global market. A good target should be developing economies where vehicle market is characterized by middle class. With invention of small cars, the middle class can easily be captured by reduced fuel consumption. Technological advancement of fuel

Drug Addiction a Disease of the Brain Research Paper

Drug Addiction a Disease of the Brain - Research Paper Example On the other hand, the other side of the debate seeks to explain drug addiction by way of verifiable/measurable proof to label it as an actual disease. This brief analysis will attempt to provide the reader with a better understanding of both of these arguments, how they relate to the issue of drug abuse/addiction, and which of the two may be better in helping to explain the societal problems that are born from drug use/abuse. The first position which will be examined in this analysis will attempt to understand the views within the medical community with regards to the role that willpower plays in helping patients to overcome and continue to remain drug free. In expounding upon this view, the first article which was reviewed, Jacobsen’s â€Å"Theories Of Addiction: Methamphetamine Users' Explanations For Continuing Drug Use And Relapse â€Å", helps to paint the picture for why willpower in and of itself can often be the best means towards leading the user towards sobriety. With regards to treating drug abuse as a breakdown/failure of will, there are few options which the author puts forward. As such, the author attempts to quantify and lay out a framework for how willpower can be exorcised to help the drug user successfully quit their addiction. Although helpful in understanding one of the prime mechanisms by which the drug user can put away their habits, such an approach is simplistic and does not consider the physical dependence that is exhibited within many drug addicts (Caitlin et al 296). The fact of the matter is that drug addiction can be viewed as a function of time. For instance, the willpower model that has been mentioned may well work when the potential drug user is first presented with the opportunity to take drugs for the first time. In this way, a strong sense of will power and/or self assertion and presence of mind could keep the individual drug free in any given circumstance; however, once the individual has made the willful step to in gest, smoke, snort, or otherwise take drugs, there is often little that can be done to attempt to reclaim a sense of moral fortitude. It is important to note that this is not to say that the drug user is somehow inhuman and beyond help. There doubtless are many cases in which the drug user has come to a sense of realization and has decided that they must put away drugs in order to preserve their own life and happiness (as well as the life and happiness of their family and loved ones) (Miller 16). Unfortunately, this is not the norm. Rather, addiction is usually typified by a selfish need/satisfaction matrix. Rather than being aware of basic human emotions that are driven by a sense of shame and the need to use willpower over an issue in order to fix it, the user/abuser oftentimes is completely unaware of such logic as they are chemically bound to seeking the next high. As such, any across the board statements with relation to how the individual should simply realize that they are de pendent and exert a sense of willpower over the vice as a means of bettering their own life is patently short-sighted. In this way, a more complete and differentiated approach to dealing with and understanding drug abuse is necessary to work to assuage the problem. The second approach with which this brief analysis will consider

Section 176 Of Companies Act 1965 Essay Example for Free

Section 176 Of Companies Act 1965 Essay In Malaysia companies Act 1965 (CA), is one of the vital statutes which govern and regulate the formation and operation of a company. All the sections in this statute govern each and every part of company governance. In this case section 176 of Companies Act plays a very important role on arrangements and reconstruction of a company when the company heavily burdened with debt. Financial crisis is the most dangerous and a serious disadvantage for a company, in such situations companies normally will use this provision to escape and avoid liabilities against their creditors. This section allows the company to make arrangement and reconstruction where they can negotiate with the other parties such as creditors regarding the debt they owe. Section 176(5) of CA, must be read together with section 176 (3) of CA, where this section stress that the order made under subsection (3) is not valid until a copy of the said order is given to the registrar and only after the order is lodged, the said order will carry a binding effect from the date of the order lodgment. On the other hand, if the court find is reasonable than the court may determine any earlier date as specified in the order. This section basically talks about the date and effectiveness of the notice which been agreed by members and creditors as per subsection (3) of this provision.1 According to subsection (6), a copy of the order which made under subsection (3), must be put together or annexed with every single copy of the company’s memorandum which is issued after the order made under subsection (3).2 In the event where the company does not have a memorandum, than the order should be annexed to all instruments constituting or defining the constitution of the company. This is generally to give knowledge to a third party about the agreement between the company and the members or creditors. In this case the court may and have power to determine the period of time where the company shall comply to subsection (6). This can be seen in subsection (7) of the same provision.3 Any company fail to follow subsection (6) will be guilty of an offence against subsection (9) of the same provision where penalty of RM 2,000.00 will be imposed.4 Section 176 (10) of CA, govern the power of court to restrain proceedings.5 Here in this subsection, when there is no resolution or arrangement is made by members and creditors with company, the court have power to restrain further  proceedings in any action against the company. There are certain things the company has to do once the company obtains such order from the court. First, the company shall lodge a copy to Suruhanjaya Syarikat Malaysia (SSM). Second, the company should publish the obtained order in newspapers so that all the members and creditors of the company can know about the restrain order. Subsection (10A) says that the court may grant the restrain order for a period of not more than 90 days but there are four situations where the courts can extent the period of the restrain order for good reason. Firstly, the court must be satisfied that there is a proposal for compromise or arrangement between the company and the creditors and the creditor who representing this must hold one half of the value of all creditors which is basically 50 percent. Secondly, the court must feel that the restraining order is important for the company and the creditors to make arrangements or scheme of compromise for the approval of the creditors. Thirdly, a statement in the prescribed form must be made before three days before of the application of the order. Fourthly, the court must approve a nominated person among the creditors to act as a director of the company. These four things must be satisfied by the court for the court to give extension of time for the restrain order.6 In the case of PECD Bhd Anor v. Merino-ODD Sdn Bhd Ors the court held that, for the court to grant the extension of time more than 90 days, the company should and must follow the entire four things which stated in subsection (10A) of section 176.7 About the good reasons, Justice Vincent Ng have stated that the word good reason in section 176(10A) of CA, refers to the applicants’ bona fide intention and action to make arrangement or scheme of compromise in the case of Metroplex Bhd Ors V Morgan Stanley Emerging Markets Inc.8 Section 176 on the CA is actually a sealed but not a sword. The intention of section 176 CA is actually to help companies which face some serious financial problems and debts to the creditors. This provision is must be used by the companies to prevent bankruptcy and as a chance to settle the debts to the creditors. However, some companies may misuse this section for their own enjoyment or benefit which was not and never the intention of parliament for enacting this provision. When companies start to misuse this provision, the objective of this provision is misinterpretated. This  misinterpretation can be said as one of the reason for financial crisis in 1997. Some companies may use these provisions to cheat the creditors of the company; in this case the improper usage of this section may lead to injustice to creditors. As a conclusion, section 176 of CA is very important provision which should be interpreted as per the original intention of the enactment. This provision is very helpful for the companies in financial difficulties and it will provide room for the companies to run their business and gain profit to overcome the debts. This provision also does not violate the rights of the creditors where by using this provision the company cannot escape the debt but only can obtain some time extension to repay it. This section must be used in a good manner so that the company and also the creditors do not held in injustice.

Overview Of Chomskys Theory English Language Essay

Overview Of Chomskys Theory English Language Essay Introduction: The question to consider is how children acquire language and at which stage they could improve their speaking and listening skills. In particular, syntax and vocabulary are the main concern of the language acquisition domain. The task of psycholinguistics is to discover the relationship between language and the human mind (Field: 2003). Many theories, therefore, have emerged in exploring this relationship, which seek to explain the way in which children understand and acquire language. Over the last five decades these theories have offered various ideas and interpretations of the relationship. For example, in Behaviourist theory, which is associated to skinners research into language, language acquisition is considered a collection of habits. It is thought that children learn how to form correct utterances through positive reinforcement from the people around them (Patten and Benati: 2010). Cognitive theory, which is associated with Piaget, is considered a way of discovering how ind ividuals create and use language in their social context (ibid, p71). Interaction theory, related to Bruner, holds that language comes from the interaction between children and their environment (ibid, p99). There are, however, two theories in the relevant acquisition literature which oppose one another and provoke countless debates: Chomskys theory and Tomasellos theory. In Chomskys theory, children biologically possess an innate ability to acquire their language. This ability is mainly specific to language. Whereas, in Tomasellos theory language is acquired through language use by means of social skills, such as, joint attention and general learning mechanisms (Behrene: 2009). This paper seeks to explore these two theories in order to contrast them. The first and second parts of the paper present an overview of the main ideas in the two theories. The third part focuses on their different aspects, including the: poverty of stimulus argument, linguistic creativity, modularity and language specific domain versus domain- general learning mechanisms. The fourth and final part, discusses some weak points in the two theories. Overview of Chomskys (Innatist) theory: In language acquisition domain, Chomskys theory is called an innatist theory, because he proposed that children biologically possess suitable abstract knowledge for the task of first language learning .This abstract knowledge shapes the linguistic system which they learn. In fact, through this innate knowledge children can discover the rules of their language system and reduce hypothesis formation and guessing. (Patten and Benati: 2010). Chomskys main argument is that all human beings are born with an innate knowledge which is particularly designed for language acquisition (ibid). This argument is indeed, opposed to the one that language is a result of the interaction between human beings and the environment or item-usage learning (e.g. Skinner, 1957; Tomasello, 2003). Furthermore, The term Language Acquisition Device (LAD) was coined by Chomsky in this context to refer to such innate knowledge or the little black box (Patten and Benati: 2010).The (LAD) comprises the universal princi ples of all languages, by which children can be kept on track and not confused by all the complex rules of particular languages. When this (LAD) is activated, the child can discover the structure of the language s/he is to learn by matching the innate knowledge of basic grammatical relationships to the structures of the special language in the environment (Lightbown and Spada: 1999). However, since the 1960s, instead of (LAD) universal grammar hypothesis (UG) was introduced by Chomsky. It was given much concern by him instead of, the (LAD), because, in Chomskys view this hypothesis means that there is an innate knowledge source which governs the shape of natural language (Patten and Benati: 2010). It should be noted that the first appearance of Chomskys theory was in 1959 in his critical review of Skinners book Verbal Behavior in 1957. Chomsky in his review pointed out many shortcomings in applying Skinners theories to language acquisition. For example, Skinners experiment using rat boxes is not relevant to language because the behaviour of rats is unlike human behaviour. As a result, Skinner has a mistaken understanding of the nature of language. Furthermore, the environment considered solely as learning mechanism can not be the basis of language acquisition and therefore, mans ability to acquire language must be innate (Aitchison, 2007). Overview of Tomasellos theory (usage-based theory): The account of language acquisition provided by Tomasello comes under the umbrella of usage-based theories. Recently, a new view of language and human linguistic competence has emerged (Tomasello: 2003). This view comes from a set of theories usually called cognitive-functional linguistics, and also called usage -based linguistics in order to emphasize their main ideas that language structure is produced or appears from language use (e.g. Langacker, 1987a ; Croft, 1991; Tomasello, 1995, 2003). It is note worthy that this view stands in direct opposition to Chomskys innatist theory. Because, Tomasello in his theory is mainly concerned with the question of how children get from here to there from the constructions of infant level speech to the abstract constructions of adult thought through one set of processes of acquisition (Tomasello: 2003:3). In Tomasellos theory it is impossible that humans can have been born with a specific collection of communicative behaviours only for language . This collection more probably learned by children during their years from the linguistic conventions used around them. They must possess flexibility in order to learn both the different words and the suitable expressions of each language and the different types of abstract constructional pattern which historically these languages have grammaticized (ibid). Tomasello emphasizes, however, four points in his theory: First, the innate skills which people have are not specific to language but can be used as means for language learning. Second, theory of mind is central to symbol use, because humans can understand symbols while nonhuman do not possess this ability, because they use signal system. Thirdly, word-learning skills include: joint attention, which means the ability that children possess in their first year old whereby they can understand other people as intentional agents and interact socially through an object to which both pay attention; children note this attention to both it and themselves; Intention reading, means the ability to understand the social world around them through imitating adult acts; the construction-learning skills encompassing: analogy and pattern-finding. The latter means the distributional analysis based on statistical information in the primary linguistic data and the ability to form perceptual and conceptual figures of similar objects or situations (Tomasello: 2003). The differences between the two theories: It is noteworthy that the accounts provided by Chomsky and Tomasello comprise many opposed aspects, of which the main ones are as follows: 3.1. Poverty of stimulus argument: The basic argument of the nativist theory is based on Chomskys assumption of the poverty of stimulus (1965).This assumption means that the data provided by the input to which people exposed are not rich enough to account for language acquisition (Patten and Benati:2010). In other words, it means that the language to which children are exposed as their input or the primary linguistic data is solely a set of individual utterances yielding some abstract principles of grammar which seem ambiguous for language acquisition .The best solution he can provide is the universal grammar hypothesis (UG), which means that all humans are born with an innate universal language containing a number of abstract principles which can lead the acquisition process (Tomasello: 2003). Despite the fame of the poverty of stimulus argument in the language acquisition domain and childrens language research, it has certain, if we contrast it with the account provided by Tomasellos usage-based theory. We find that the research into the developmental psychology of language acquisition has provided many arguments which support the richness of stimulus in usage-based theories (e.g Clark2003, Tomasello 2003). In fact, the significance of social pragmatic interaction in language acquisition is evidenced by extensive findings in this domain (Tomasello: 2003). To put it more simple, Tomasello in his theory emphasizes that: There is no poverty of the stimulus when a structured inventory of construction is the adult endpoint (Tomasello: 2003:7). He notes that the hypothesis of an innate universal grammar has two major problems, namely, first, the linking problem and the problem of continuity. The first problem is how children can connect their abstract universal grammar with the particular language which they learn. The second problem deals with the developmental changes in childrens language, for example, how people can understand childrens language during their developmental change if we accept that universal grammar is always the same. It, therefore, seems useful to provide a description or explanation of child language acquisition which ignores any hypothesis of universal grammar which creates these problems (Tomasello: 2003). Accordingly, it is important to note that Chomsky and Tomasello are opposed on the argument of the poverty of stimulus. Tomasellos view, however, seems stronger, because nativists provide no support for their claims. As Pullum and Scholz (2002:47) point out, the poverty of stimulus argument still a waits even a single good supporting example. Moreover, Akhtar (2004) seems to agree with this criticism, in that she indicates that this argument was the basis for a number of nativist claims, yet indeed lack supporting empirical evidences. 3.2. Language is creative: Another difference between Chomsky and Tomasello is the formers belief that language is creative. From Chomsky perspective, creativity in language has three- fold support. First, people possess the ability to understand and produce strange sentences which they have never before heard or spoken (Aitchison: 2007). Second, the creative use of language is free from the external and internal affects of the stimulus control (Chomsky: 1968). Third, the way in which people use the language considered to be coherent and appropriate to the situation (Hegde: 1980). By the way of contrast, we can see that Tomasello does not ignore creativity in language, but he has little concern for it. According to him, it results from the attempt of humans to create categories in their own language (Tomasello: 1995). Chomsky asserts that the creativity in language is something which can not be acquired solely through environmental learning methods (Aitchison: 2007). Tomasello contrastingly asserts that, during a period of time, children obtain the communicative conventions are obtained step by step from the people around them. For example, their social cognitive skills and developing cognition are utilised to internalise these conventions. Childrens basic abilities are used to learn their first words. They create concepts so as to understand adult speech and then to produce suitable new words in their communicative contexts (Tomasello: 1995). It is thought, however, from the contrast between the two views that Chomskys view about the creativity of language has some limitations. For one thing, nativists assert that every utterance we hear and say is completely novel and accepted. This assertion seems to be wrong. The reason is that to accept it we would need to assume that each word or sentence has a separate existence. Moreover, we have to assume that our past language experience is sufficient to provide a clear understanding of the present utterances. But, if these assumptions are accepted, the result will be that human communicative behaviour has no continuity (Hegde: 1980). The second point, on the creativity of language free from the control of stimulus, seems to be weak, because, as discussed above in section (3.1) no evidence has been offered in its support. Furthermore, with regard to the third point, in Chomskys view the way that people use language is coherent and appropriate to the situation. It could be argued that this point is somewhat vague, since Chomsky admits that he can give no clear meaning to the terms appropriateness and coherent in this context (ibid). However, he stresses that the creative aspect of language is common. Humans constantly create novel utterances and many who lack this ability might be brain damaged (Aitchison: 2007). This view would be more popular if it took into account the effect of environmental learning methods in producing our utterances, since the one question that needs to be asked here is, how humans can produce them without communication with their input. 3.3. Modularity: In the areas of linguistics and philosophy of mind, the idea of modularity has raised a great deal of concern (Garfield: 1987). There seems to be another difference between Chomsky and Tomasello, about the modularity of mind in language acquisition. To illustrate, the definition of modularity according to Crystal (1998: 246) is: A term used in recent discussion of language in two slightly different ways. On the one hand, it is proposed, especially in J. A. Fodors The Modularity of Mind, that the mind is modular in the sense that it consists of a number of different systems ( modules) each has its own distinctive properties , such as the language system and the vision system. On the other hand, it is suggested, especially in government-binding theory that language system itself is modular in the sense that it consists of a number of different subsystems which interact in specific ways. The concept of modularity is that the brain is divided into separate parts, an idea to which Chomsky gives much attention (1965).He identifies the language area as a separate faculty of mind, in that language is autonomous in the mind and a separate module in the brain (Aitchison: 2007). Furthermore, he goes on to argue that the human mind is, like other complex biological systems, modular in its internal formation (Chomsky: 1984). The main idea of modularity, according to him, is that the modularity of syntax means that the structures of syntax are not the same as the structures exist in other cognitive (Chomsky: 1968 cited in Tomasello: 1995). By the way of contrast, we can see that Tomasello does not agree that language is a separated module in the brain, because, by his reasoning, in order to have a perfect grammatical theory the syntactic abilities should be combined into cognition and not like an autonomous sub-system (Parisse: 2005). To sum up, Chomskys view is a modular view in which there are different sub-parts in the mind each one possessing special characteristics. Tomasello, however, take the non-modular view that there are general principles employed in all cognitive domains which control the mind (Archibald: 1993). However, to return to the account of modularity provided by Chomsky, one of the difficulties with this account is the claim that syntactic structures are not like the structures which exist in other cognitive domains. This seems to be wrong, because it gives the idea that the syntax module is innate, yet if we give the example of the game of chess, we find that it possesses a number of unique structures, such as, the images of a knight fork or queen-a side attack- in human cognition. But there is no need to presume that this uniqueness chess- playing form needs an innate mental form (Bates et al. 1991). Moreover, the structures of cognitive thought which adults utilise in order to play the game of chess come through a process in which people employ general cognitive processes to face their problems in their social interaction which they may have had in learning to play a constructed game (Tomasello:1995). Hence, it is thought that Chomskys view seems to be weak because it is difficult to specify which part of the brain is responsible for language. As Bates asserts, it still far from knowing perfectly which parts of the brain are responsible for language (Bates in press, cited in, Tomasello 1995). 3.4. Language- specific versus domain- general learning mechanisms: Another point of difference between Chomsky and Tomasello concerns the way in which children acquire language. is another different point between Chomsky and Tomasello. The difference lies in the contention over whether language should be a specific domain or a domain general learning mechanism. A specific domain in this context means a domain specific to language, whilst, domain general refers to learning mechanisms which are not specific to language, yet applied generally. From Chomskys perspective, since, human beings are able to learn language and animals are not, this ability is considered genetically inherited (Aitchison: 2007). Nativist theory, in fact, hypothesises that children are born with universal grammar (UG), a set of innate principles and parameters. This possession helps children to learn language without making errors as they learn (Conroy and Thornton: 2005). Therefore, this assumes that children possess a pre- existing domain- specific innate form which specifies the form of their language knowledge. Moreover, in language learning in particular, syntax children obtain ability without exposure to adequate stimulus (Chomsky; 1986, Pinker; 1994). However, Tomasello believes that it is false to suppose that children have genetically endowed grammar (Tomasello: 2003). To his mind, children in order to learn their language employ item-based learning integrated with some general learning mechanisms that are used in other cognitive domains , such as, analogy (Conroy and Thornton: 2005). Moreover, in Tomasellos view the properties of language structure come from joint attention figures and not from innate language specific mechanisms (Segalowitz: 2001). As a result, Tomasello significantly did not ignore language universals; however, to him they not universals of form or a special type of syntax or linguistic symbols but are instead, the universals of human communication and cognition. For example, human beings use language in similar social contexts in order to provide solutions in language for communicative tasks, such as, describing specific entities (Tomasello: 2003). Consequently, Chomskys view that language has a specific-do main is weak , because languages differ in their grammatical relations, of subject and object, for example, Acehnese, an Indonesian language, and Tagalog, a Philippine language, do not possess these grammatical relations ( Tomasello:1995). 4. Some weakness in both theories: Tomasello, then, introduced a new model of usage-based theories in language acquisition in which he paid attention to a main set of skills, namely, intention reading, joint attention and pattern-finding skills. These skills are general skills utilised also in other types of cognition and not in language alone. Furthermore, although they are innate, they are not like the universal grammar (UG) invented by Chomsky, because they are not specific to language (Tomasello, 2003). But Tomasellos account seems to entail some limitations. It is thought that he does not provide a clear explanation for the fact that these skills are sufficient for language acquisition. As Wilson (2006:138) points out: Tomasellos central claim is that joint attention and intention reading are foundational and prerequisite for language acquisition. It does seems reasonable to assume that they are necessary for language development, but the big question is, are they sufficient? Can they entirely account for all of the complexities of language à ¢Ã¢â€š ¬Ã‚ ¦ from parsing speech stream to the emergence of complex grammatical structures? Hollich et al. (2000), on the other hand, seems to agree with this criticism, because they assert that Tomasellos theory, which is one of the social constructivist theories, does not possess a complete or sufficient explanation for the fact that children can produce increasingly inserted sentences in their utterances. Moreover, the problem with these theories is that they still offer no clarification of childrens ability to discover the relationships between language units. In contrast to this, Chomskys theory is considered one of the famous theories in the language acquisition domain. It has indeed, affected the entire literature language acquisition, because of the controversy surrounding it. Yet this theory too attracts a number of criticisms. In this section, we focus on four critical points made against this theory. A major criticism concerns the universal grammar hypothesis (UG) which has been discussed above. Although (UG) aroused widespread interest in language acquisition debates, it is thought, that it is based solely on abstract thinking and lacks empirical support. As Kadarisman (2007a) points out, the concept of universal grammar must be without meaning unless it has empirical evidence. But, without adequate explanations, it seems to be more a slogan than a scientific effort. Moreover, due to its abstraction, (UG) neglects the local importance of language used in the cultural context (Becker: 1995). Second, Chomskys theory is criticised for relying on logical arguments only. As Palmer (2000) indicates, Chomskys nativist claims remain are still the same as they have been fir the past two decades. Because his claims are based on logical arguments instead of, direct evidences or reasonable interpretations, his argum ents have no external support. Tomasello seems, agree with Palmer in this criticism because he states that Chomsky in his account relies strongly on logical arguments, not using the scientific study of human behaviour and cognition (Tomasello: 1995). Third, it is criticised because it can not be tested. This creates some contention around Chomskys account. The reason is that his theory has no clear cut procedures which could be examined. To put it more simple, Chomsky considered theory-construction in linguistics as similar to theory- construction in the physical sciences, particular, physics. Yet, there is a deference between these two domains, because, the mathematical model in physics depends on physical phenomena and is testable, whereas, Chomskys model relies on subjective judgments made by individual native speakers who may disagree with each other. Consequently, it can not be tested (Moor and Carling: 1987). Fourth, Chomskys theory is criticised in terms of its ideas, if considered as philosophical ideas, for instance the adoption of such innatist ideas as, the universal grammar (UG) hypothesis which is based on the hypothesis of an innate language faculty. Subsequently, many linguists (e.g. Hegde, 1980; Moore and Claring, 1987) have strongly criticised these ideas. For example, Hegde asserts that the concept of a nativist theory is merely part of an ancient philosophical idea. Furthermore, Moore and carling believe that Chomskian linguistics are linked by these ideas to philosophy, in particular, epistemology, the part of philosophy concerned with knowledge theories. Conclusion: The domain of language acquisition possesses a varied collection of theories. Their main concern is to discover the way in which people, in particular children, can acquire language. The accounts given by Chomsky and Tomasello can be critically contrasted, as seen above. They obviously stand on two opposite sides. In Chomskys theory, children are born with an innate ability by which they acquire their language, whereas, in Tomasellos theory, language is acquired through language use and not by biologically innate ability. Furthermore, the innate abilities which children have are not specific to language. However, the main aspects which have been contrasted in this paper comprised: first, the poverty of stimulus argument, in which, according to Chomsky, the input is not sufficient to acquire language, while, from Tomasellos perspective there is no poverty of stimulus; second, Language to Chomsky is creative, because it is free from the control of stimulus while in Tomasellos view lang uage results from the attempt of humans to create categories in language; third, modularity, Chomskys assertion that the mind is separated into sub-parts, whereas Tomasello believes, that general principles control the mind; and fourth, Language- specific versus domain- general learning mechanisms; either there are universals specific to language, as in (UG) hypothesis of Chomsky or, as Tomasello states universals is not specific to language but apply to all human communication and cognition. Hence, we can conclude that Chomskys account strongly relies on the hypothesis of universal grammar (UG) to support his view on the poverty of stimulus argument, creativity of language, modularity and the language- specific domain. It should be noted that the universal grammar hypothesis (UG) brought a great deal of debate among scholars of language acquisition, even though one of its limitations is that it has no empirical evidence to support it. Tomasellos account, conversely, depends on general skills in language acquisition, such as, joint attention, intention reading and pattern finding skills. Yet he did not provide adequate explanation to convince us that these are sufficient for language acquisition.

Multiple Universes Essay -- Astronomy Research Science Essays

Multiple Universes For the sake of characters, I will assume that everyone understands, or at least partly understands, the grave obscurity in which quantum mechanics revolves. In essence, like light, electrons are attributable to the qualities of waves in which they exhibit a type of diffraction pattern caused by the electrons interfering with each other, therefore, positing that matter, at least microscopically, acts as a wave (1). Hence, it seems as though electrons do not follow a static pattern, but interact with the world dynamically in a more probabilistic manner. With a probabilistic view of the world there leaves room for the chance of other possible outcomes within our world that could happen, allowing for a realistic possibility of other worlds concurrently occurring. Hugh Everett III was the first to publish a theory on the concept of particle wave simultaneity leading to the possibility of multiple universes resulting from every possible particle event creating a new world (2). Everett, then, could solve the problem of Schrodinger’s cat allowing for the fact that the cat lived and died but in different universes—broadening the idea of superposition. David Deutsch has brought a realist’s point of view to the Multiple Worlds Interpretation (MWI), explaining that there is a tangible self (the self that we see) and a shadow self (the self that splits off), and that the interference created during the double slit experiment happens from the shadow and tangible passing through the different slits. Multiverses, however, offshoot from the MWI and posit that each quantum fluctuation creates a brand new big bang, explaining how it’s possible for our world to have had the six numbers perfe... .... But the likelihood of such events is slim, since it is far more likely that Earth will be destroyed before we are able to consider such travel. So in conclusion, multiverses are quite exciting and intriguing—not only to scientists, but to laymen; one need only glance at popular culture to see we as a people are fascinated with the possibilities. But in reality, the science and reality of multiverses is far from concrete; so until we are able to gain more knowledge, we will have to be content with our dreams. Sources Cited: http://online.redwoods.cc.ca.us/DEPTS/science/chem/storage/Schrod/ http://everythingforever.com/everett.htm http://www.csicop.org/si/2001-09/fringe-watcher.html http://www.all-science-fair-projects.com/science_fair_projects_encyclopedia/Multiverse http://www.geocities.com/capecanaveral/hangar/6929/manyworld.html

Ada :: Computers Language Technology Essays

Ada The Ada language is the result of the most extensive and most expensive language design effort ever undertaken. The United States Department of Defense (DoD) was concerned in the 1970 ¡Ã‚ ¦s by the number of different programming languages being used for its projects, some of which were proprietary and/or obsolete. Up until 1974, half of the applications at the DoD were embedded systems. An embedded system is one where the computer hardware is embedded in the device it controls. More than 450 programming languages were used to implement different DoD projects, and none of them were standardized. As a result of this, software was rarely reused. For these reasons, the Army, Navy, and Air Force proposed to develop a high-level language for embedded systems (The Ada Programming Language). In 1975 the Higher Order Language Working Group (HOLWG) was formed with the intent of reducing this number by finding or creating a programming language generally suitable for the department's requirements. The working group created a series of language requirements documents - the Strawman, Tinman, and Ironman (and later Steelman) documents. Twenty-three existing languages were formally reviewed, FORTRAN, COBOL, PL/I, HAL/S, TACPOL, CMS-2, CS-4, SPL/I, JOVIAL J3, JOVIAL J73, ALGOL 60, ALGOL 68, CORAL 66, Pascal, SUMULA 67, LIS, LTR, TRL/2, EUCLID, PDL2, PEARL, MORAL, EL/I; but the team concluded in 1977 that no existing language met the specifications, though Pascal, ALGOL 68, or PL/I would be a good starting point (History of the Ada Programming Language). Requests for proposals for a new programming language were issued and four contractors were hired to develop their proposals under the names of Red, Green, Blue, and Yellow. In May of 1979, the Green proposal, designed by Jean Ichbiah at Cii Honeywell Bull, was chosen and given the name Ada, after Lady Ada Lovelace, the so-called first computer programmer. The reference manual was approved on December 10, 1980 (Ada Lovelace's bi rthday). The total number of high-level programming languages in use for embedded systems projects at the DoD fell from over 450 in 1983 to 37 by 1996. The DoD required the use Ada for every software project where new code was more than 30% of result, though exceptions to this rule were often granted. This requirement was effectively removed in 1997. Similar requirements existed in other North Atlantic Treaty Organization (NATO) countries. Ada :: Computers Language Technology Essays Ada The Ada language is the result of the most extensive and most expensive language design effort ever undertaken. The United States Department of Defense (DoD) was concerned in the 1970 ¡Ã‚ ¦s by the number of different programming languages being used for its projects, some of which were proprietary and/or obsolete. Up until 1974, half of the applications at the DoD were embedded systems. An embedded system is one where the computer hardware is embedded in the device it controls. More than 450 programming languages were used to implement different DoD projects, and none of them were standardized. As a result of this, software was rarely reused. For these reasons, the Army, Navy, and Air Force proposed to develop a high-level language for embedded systems (The Ada Programming Language). In 1975 the Higher Order Language Working Group (HOLWG) was formed with the intent of reducing this number by finding or creating a programming language generally suitable for the department's requirements. The working group created a series of language requirements documents - the Strawman, Tinman, and Ironman (and later Steelman) documents. Twenty-three existing languages were formally reviewed, FORTRAN, COBOL, PL/I, HAL/S, TACPOL, CMS-2, CS-4, SPL/I, JOVIAL J3, JOVIAL J73, ALGOL 60, ALGOL 68, CORAL 66, Pascal, SUMULA 67, LIS, LTR, TRL/2, EUCLID, PDL2, PEARL, MORAL, EL/I; but the team concluded in 1977 that no existing language met the specifications, though Pascal, ALGOL 68, or PL/I would be a good starting point (History of the Ada Programming Language). Requests for proposals for a new programming language were issued and four contractors were hired to develop their proposals under the names of Red, Green, Blue, and Yellow. In May of 1979, the Green proposal, designed by Jean Ichbiah at Cii Honeywell Bull, was chosen and given the name Ada, after Lady Ada Lovelace, the so-called first computer programmer. The reference manual was approved on December 10, 1980 (Ada Lovelace's bi rthday). The total number of high-level programming languages in use for embedded systems projects at the DoD fell from over 450 in 1983 to 37 by 1996. The DoD required the use Ada for every software project where new code was more than 30% of result, though exceptions to this rule were often granted. This requirement was effectively removed in 1997. Similar requirements existed in other North Atlantic Treaty Organization (NATO) countries.

One Must Search for Beauty in All Things :: Law College Admissions Essays

One Must Search for Beauty in All Things    I never had the benefit of a spiritual guide. No one ever counseled me to â€Å"search for beauty in all things†. Perhaps it is most beneficial to learn some things through experience.    I ran away from an abusive stepfather and an alcoholic mother when I was thirteen and it was the best decision I ever made. I slept on rooftops and hallways for a year before the state took custody of me and placed me in a group home. Over the next four years I would live in several different homes ranging from a hundred children to less than ten and attend four different high schools. Ultimately though, I finished high school on time and with honors.    Group homes are a strange place to grow up in. There is a structure. Dinner is eaten at a certain time and after eleven o'clock everyone goes upstairs. There are case reviews and mandatory meetings with social workers. We would take turns doing the dishes and preparing meals. Some of the group homes I was in are locked facilities where the children only go out for specific activities. But group homes are also lawless. They are crowded. The majority of the children are on some sort of probation. Violence is rampant. Upstairs there are gang meetings, freehand tattoos, and games of dice. Liquor and hard drugs are common. While we were required to leave in the morning, we were not required to attend school, and as such, most kids did not finish high school.    In many ways, the group homes defined who I am, much the way a person's family and upbringing would define them. The core of my value system was formed during the formative years of fourteen to eighteen. In the group I learned to be discerning without being judgmental. With my friends I was able to go into the neighborhoods where they grew up, neighborhoods I would never have been able to go into otherwise. For a while I lived in a home across from the Robert Taylor Projects, the largest housing projects in the world. In these group homes I met the people who still constitute my family.    For me the group homes were a positive experience, for most they are not. I was fortunate in that I was a little more driven, and maybe a little more intelligent than the average kid in my circumstances. One Must Search for Beauty in All Things :: Law College Admissions Essays One Must Search for Beauty in All Things    I never had the benefit of a spiritual guide. No one ever counseled me to â€Å"search for beauty in all things†. Perhaps it is most beneficial to learn some things through experience.    I ran away from an abusive stepfather and an alcoholic mother when I was thirteen and it was the best decision I ever made. I slept on rooftops and hallways for a year before the state took custody of me and placed me in a group home. Over the next four years I would live in several different homes ranging from a hundred children to less than ten and attend four different high schools. Ultimately though, I finished high school on time and with honors.    Group homes are a strange place to grow up in. There is a structure. Dinner is eaten at a certain time and after eleven o'clock everyone goes upstairs. There are case reviews and mandatory meetings with social workers. We would take turns doing the dishes and preparing meals. Some of the group homes I was in are locked facilities where the children only go out for specific activities. But group homes are also lawless. They are crowded. The majority of the children are on some sort of probation. Violence is rampant. Upstairs there are gang meetings, freehand tattoos, and games of dice. Liquor and hard drugs are common. While we were required to leave in the morning, we were not required to attend school, and as such, most kids did not finish high school.    In many ways, the group homes defined who I am, much the way a person's family and upbringing would define them. The core of my value system was formed during the formative years of fourteen to eighteen. In the group I learned to be discerning without being judgmental. With my friends I was able to go into the neighborhoods where they grew up, neighborhoods I would never have been able to go into otherwise. For a while I lived in a home across from the Robert Taylor Projects, the largest housing projects in the world. In these group homes I met the people who still constitute my family.    For me the group homes were a positive experience, for most they are not. I was fortunate in that I was a little more driven, and maybe a little more intelligent than the average kid in my circumstances.

14-19 Work Related Learning

Key words: Student voice, democratic participation, egalitarianism, meritocracy, commodification, consumerism, post-modernism. 1 Every Child Matters ? In 2003, the Government published the green paper ‘Every Child Matters’ (ECM); this was published alongside the Climbie report (2003). The ECM (2003) emphasis’s four key themes: supporting families and careers, child protection, multi-agency collaboration, and ensuring that the people working with children are valued, rewarded and trained.The Every Child Matters (2003) green paper also identified five outcomes that are most important to children and young people: being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being. These five outcomes are universal ambitions for every child and young person, whatever their background or circumstances.Following wide consultation with children's services, parents, children and young people, the Government published Ever y Child Matters: the Next Steps in November 2004, and passed the Children Act (2004), providing the basis for developing more effective and accessible services focused around the needs of children, young people and families.The recently formed DCSF (Department for Children, Schools and Families) echo’s the points made in ECM (2004) and seeks to ensure that all children and young people stay healthy and safe, secure an excellent education and the highest possible standards of achievement, enjoy their childhood, make a positive contribution to society and the economy, have lives full of opportunity, free from the effects of poverty. These outcomes are mutually reinforcing.For example, children and young people learn and thrive when they are healthy, safe and engaged. The DCSF also aim to raise educational standards so that more children and young people reach expected levels, lifting more children out of poverty and re-engaging disaffected young people. This is particularly app licable to my practice as the socio-economic circumstances of most of my students disadvantage them. Most of my students live in Camborne, Pool, Redruth and Hayle.These are widely recognized as deprived areas regarding economic opportunities, high number of single parent households, low employment prospects, and the majority of employment being minimum waged, relatively insecure, part time, seasonal or flexi time. (SDRC 2004). This relates back to ECM (2003) in that this seems to be applied in context of the geographic and demographic circumstances of children and young people.For example, a student from a poor single parent household in a deprived area with high crime rates who participates in underage smoking and drinking may be majority behaviour or the ‘norm’ in certain subcultures in Camborne, Redruth, Pool and Hayle but would attract more attention and concern in a more affluent area where this was not the ‘norm’. 2 We Could be Left Behind In every de cade children are maturing physically earlier than before resulting in a constant shortening of childhood in a biological and social sense. This has a converse repercussive effect involving the constant lengthening of childhood in an educational sense. Cunningham 2006) This is reflected in the proposals in the DfE (Johnson 2007) report Raising Expectations: staying in education and training post-16 are highlighting the need to continue study for 14-19 year olds and by 2015 the school leaving age will be increased to 18 years of age. The reasons the government have given for such policies being implemented are illustrated by the secretary of education; Johnson (2007:3) when he said ‘ the undeniable truth is that if a young person continues their education post 16 they are more likely to achieve valuable qualifications, earn more and lead happier, healthier lives’.A seeming contradiction to Johnsons (2007) policy of staying in education longer and its benefits have been r esearched by Walker and Zhu (2003:145) who asserted that ‘there is no evidence that raising the minimum school leaving age made people who have not intended to leave at the minimum age raise their educational standard. This is consistent with the view that education raises productivity and not with the view that productive people get more educated’Johnsons (2007) statement seems concerned with happiness, health and wealth. The Universal Declaration of Human Rights (UDHR 1948) has wider reaching concerns. The UDHR (1948) states in Article 26 that ‘education shall be directed to the full development of the human personality and to the strengthening of respect for human right and fundamental freedoms. It shall promote understanding, tolerance and friendship among nations, racial or religious groups for the maintenance of peace’.However, Johnson (2007:18) goes on to explain ‘we have a duty to prepare all young people for the labour market’ as †˜the world economy is developing at an ever more rapid pace. If we do not act now we could be left behind’. So its seems that it is not just for the benefit of our children’s wellbeing that Johnson encourages the parents of the youth of today to continue in education and so ‘achieving valuable qualifications, earn more and lead happier healthier lives’ (Johnson 2007:3) but more to do with deeper issues of ‘the world economy’s development and the UKs position of power within it’.In the same report Johnson (2007) quotes research carried out by the National Institute for Social and Economic Research (NISER) that reinforces the idea that when individuals achieve higher levels of skill and qualification, businesses and the economy benefit. This is compelling evidence that increasing the educative stock of human capital raises productivity at the macro economic level. In relation to literacy for example, a study by Coulombe Trembley and Marc hard (2004) found that if a countries literacy score increases by 1% relative to the inter national average a 2. % relative rise in labour productivity and a 1. 5% rise in GDP per year can be expected. 3 Surf’s up This emphasis on cultural superficiality, fragmentary sensations and disposability offers wide implications and questions; not least ‘what is postmodernism? Postmodernism itself is a much disputed term that has occupied much recent debate about contemporary culture since the early 1980s. In its simplest sense it refers generally to the phase of 20th century Western culture including the products of the age of mass television since the mid 1950s.More often, though, it is applied to a cultural condition prevailing in the advanced capitalist societies since the 1960s, characterized by a ‘superabundance of disconnected images and styles most noticeably in television, advertising, commercial design, and pop video’ (Baudrillard 1998:72) In my practice I notice that these media have a profound impact on defining student’s social standing and identity within their peer group. In my role as a lecturer I observe that the students are encouraged through media and peer pressure to consume.Children’s identities centre prolifically on brand names and icons (mobile phones and hoodies) which help to fulfil their aspirations to obtain products which make statements about who they are. The latest fashions all contribute to the identity of the youth of today where a distinct subculture and language exist involving Xboxes, ipods, beebo, Bluetooth, myspace, chavs, hoodies, emos, skaters and goths. I ensure that I participate and involve such subcultural language within my practice when explaining tasks, demonstrating skills or providing metaphorical illustrations.Whatever postmodernism is and however the term evades definition, what the intellectual highbrows have been lecturing on postmodernism are soon to become extinct by their own doing. The postmodernist wave of consumer students have climbed the ladder and are nipping at the heels of the old school who created them like Doctor Frankenstein who is dispatched by his creation. This wave of postmodernist students could also be seen as in a vast ocean of modernity where far from the shore one can see the formation of a wave.As the wave builds in popularity it slowly approaches the shore, the crest breaks; postmodernity is born. As we stand and watch, it slips beneath itself, down into the ocean, and there in time it becomes ‘the modern’, dissolved and replaced by yet another breaking new wave. Paradoxically the new wave will emerge in a significantly disposable, shifting, fragmentary postmodern society with expectations of structured, quantifiable, standardised educative processes.One of the latest waves to begin its postmodernist journey towards the shore before slipping back into modernism and the norm is the Qualification and Credit Framework (QCF) announcement in January 2008 by the Qualifications and Curriculum Authority (QCA) who have â€Å"allowed commercial companies the ability to award nationally accredited qualifications to employees, for the first time Network Rail, Flybe and McDonald’s all achieve the standards set by QCA for awarding accredited qualifications, enabling them to assess, track and recognise work-place learning† (QCA 2008) McQualifications This links to Ritzers (2000) notion of the McDonaldisation of education, where education is based on the premise of efficiency, calculability, and predictability and is partially governed by non-human technology. This perspective is rooted in both Fordian principles of mass production, mechanisation and assembly lines (Ling 1991) and Weberian (1968) principles regarding the growth of formal rational systems with its emphasis on the rules and regulations of large social structures.Ritzer (2000:2) applies this process of McDonaldisation not only to ‘restaurants but also to work, health care, travel, leisure, dieting, politics, the family, and virtually every aspect of society’; including, of course, education. This could be illustrated with the OFSTED standardisation of observations and grading, league tables, units of competence, knowledge requirements etcetera.For example, Young (1961) asserts that in a meritocracy, all citizens have the opportunity to be recognized and advanced in proportion to their abilities and accomplishments. The ideal of meritocracy has become controversial because of its association with the use of tests of intellectual ability, such as the Scholastic Aptitude Test, to regulate admissions to elite colleges and universities. It could be argued that an individual's performance on these tests reflects their social class and family environment more than ability.Maybe this is what Chomsky (1989) would label a necessary illusion. One that allows the system to keep on running with the support o f its members even if massive disparities and inequalities exist. Supporting a system that does not support you as an individual is a typical hegemonic regime of truth; a discourse that the society accepts and makes function as true (Foucault 1980:131). Excellence in Schools (DFEE 1997) and Meeting the Challenge (DFEE1998) were ntroduced as the Governments educational policies and marked the change from centralised control to educational intervention where direct involvement and partnerships with parents, schools, Local Authorities and businesses recognised them as stakeholders in an attempt to improve standards in schools and to find ‘radical and innovative solutions’ (Blair 1998:1 cited in Meeting the Challenge 1998) to problems of underachievement. Reference List Baudrillard, J. (1998) The Consumer Society: Myths and Structures. London. Sage. Children Act (2004). London. HMSO. Chomsky, N. (1989) Necessary Illusions.London. Pluto Press Climbie Inquiry: Report of an In quiry by Lord Laming (2003). London. HMSO. Coulombe,S. Trembley, F. and Marchard, S. (2004) Literacy scores, human capital and growth, across 14 OECD countries. OECD. Canada. Cook – Sather, A (2002) ‘Authorising Students perspectives: towards trust, dialogue and change in education’. Educational Researcher, 31, 4, p3 -14. Cunningham, H. (2006) The Invention of Childhood. London. BBC Worldwide Ltd. DCSF (2007). Department for Children, Schools and Families. Accessed online at dfes. gov. uk. DFEE (1997) Excellence in Schools. London. HMSO.DFEE (1998) Meeting the Challenge. London. HMSO. DWP (2006) Equality and Diversity: Age Discrimination in Employment and Vocational Training. London. HMSO. ECM (2004). London. HMSO. Every Child Matters (2004) Change for Children in Schools. Nottingham. DfES. HMSO ECM (2005) Change for Children: common core of skills and knowledge for the childrens workforce. DfES. ESRC (Economic and Social Research Council) ‘Consulting Pupil s about Teaching and Learning’. Foucault, M. (1980) Power/Knowledge: Selected Interviews & Other Writings 1972- 1977. Gordon, C. (ed) New York. Pantheon Books. Illich, I. 1973) Deschooling Society. Great Britain. Penguin. Johnson, A. (2007) Raising Expectations: staying in education and training post-16. DfE Kolb, D. (1984) Experiential learning as the science of learning and development. Englewood Cliffs. Prentice Hall. Laidlaw, M (1994) The democraticising potential of dialogical focus in an action inquiry. Educational Action Research, 2, 2, p223 – 241 Ling, P (1991) America and the Automobile: Technology, Reform and Social Change, 1893-1923. Technology and Culture, Vol. 32, No. 3 p 627-628 National Institute for Social and Economic Research (2002).Britains relative productivity performance – updates to 1999. NISER Oplatka, I (2004) ‘The characteristics of the school organisation and the constraints on market ideology in education: an institutional viewà ¢â‚¬â„¢. Journal of Educational Policy 19, 2, p143 – 161. QCA (2008) News release: Employers gain official awarding body status on line at http://www. qca. org. uk on 29/01/2008 Ritzer,G. (2000) The McDonaldization of Society. London. Pine Forge Press. Rudduck, J and Flutter, J (2000) ‘Pupil participation and pupil perspective: carving a new order of experience. Cambridge Journal of Education, 30, 1, p75 – 89.Schon, D. A. (1983) The Reflective Practitioner: How professionals think in action. London: Temple Smith Social Disadvantage Research Centre (2004) The English Indices of Deprivation 2004 HMSO Tomlinson, M. (2003) Tomlinson Report, The. Accessed online at qca. org. uk on 4. 12. 07. Universal Declaration of Human Rights (1948) General Assembly of the United Nations. Usher, R. Bryant, I and Johnston, R (1998). Adult Education and the Postmodern Challenge. London. Routledge. Walker, I. and Zhu, Y. (2003) Education, earnings and productivity: recent UK evidence. Labour Market Trends.Accessed online at www. statistics. gov. uk-article labour. Market-trends-education mar03pdf on 25. 6. 07 Weber, M. (1968) Economy and Society. Totowa. Bedminster. Whitehead, J and Clough, N. (2004) ‘Pupils, the forgotten partners in education action zones’. Journal of Educational Policy 19, 2, p216 – 226 Young, M. (1961) The Rise of the Meritocracy: An Essay on Education and Equality. Great Britain. Penguin. Bibliography Donovan, G. (2005). Teaching 14-19. Great Britain. David Fulton. Vizard, D. (2004). Behaviour Solutions: teaching 14-16 year olds in colleges of further education. Great Britain. Incentive Plus.

Food Inc. Essay

1. Incorporation (Inc. ) means to form a legal association of individuals, created by law or under the authority of law, with a continuous existence independent of the existences of its members, and with powers and liabilities distinct from those of its members. Therefore, Food Inc. implies that food system of the modern day has become more of a combination of monopolized businesses, whom only care about their profits, rather than the farmers from the obsolete agricultural system. 2. Walking through a supermarket many food items are plastered with images of farms and pastures creating a facade to the true factory farming that’s occurring in today’s society. These images are creating a pastoral fantasy of the agrarian America of the 1930’s. 3. Using Monsanto’s soy beans for this timeline all seeds begin in a lab. Seeds are genetically altered (GMOs). They are then sold to farmers who have a contract with the Monsanto Company. Then they harvested in large amounts and shipped out to be processed, but some of the beans are used a feed for cattle and other livestock. At the factory they are packaged, and are shipped out to local supermarkets for national consumption. 4. The McDonald brothers revolutionized the fast food industry. They â€Å"brought the factory system to the kitchen. † Increasing profit, while decreasing costs, and with this came an increase in the unhealthiness of food by focusing on the three things humans’ desire most: sugar, fat, and salt. 5. Factory farming is the precise systematic farming of livestock in a factory setting an example being chickens. Today, chickens are often raised in huge metal buildings with no access to light or fresh air, confined together with thousands of birds in one building, and made to grow so quickly that often their bones cannot keep up and they can lose their ability to walk. 6. In Food Inc. the phrase â€Å"growing chickens† creates a negative connotation. It would seem that the process that’s usually referred to as raising chickens has become so systematic that there is no longer a personal connection between the farmer, and his chickens. They become property, which are only used for financial profit. 7. With all the diversity found in the supermarket, one would think there are hundreds of different companies that provide the different foods. Truthfully, about eighty percent of all products in the supermarket are produced, and distributed by four major companies. This creates an illusion of diversity which, unfortunately, most consumers are unaware of. 8. Monsanto Company, Tyson Foods, Smithfield Foods, and Perdue Farms were all asked to be interviewed for Food Inc. and all declined the opportunity. Declining the opportunity to explain their motives give many a reason for doubt. Showing they have secrets or motives that would not be explainable without legal confrontations. 9. Environmental contamination is a major result of the newly developed farming system. Manure mixed with run-off water can contaminate surrounding vegetable farms causing Salmonella and E. coli contamination in plants such as spinach and lettuce. In South America, a major beef producer, deforestation has become a huge problem which is created by companies trying to make space for factory farms. This deforestation causes the displacement of animals and ecosystems. Smoke produced by factories can lead to smog, and air pollution in concentrated amounts. 10. Not only does the modern food system have a negative effect on the environment it harms humans as well. With animal feed being treated with antibiotics any bacteria present has a chance to become immune. This bacteria can then be acquired by consumption of raw meat, and with it being immune to some antibiotics, it will cause an increase the difficulty of treatment, and may result in death. With the food system being based so highly on the consumption of fat, salt, and sugar, a major concern for humans is heart disease, obesity, and diabetes. Type two diabetes, acquired diabetes, used to only be contracted in adulthood, but now its arising as early as age seven. 11. There is a direct relationship between food and health. The major goal of the new industrial agricultural system is to grow everything faster, fatter, and bigger. We’ve grown right along with the companies who own these farms. Michael Pollan evaluates the problem by comparing it to the past: â€Å"Over the course of human history, we were struggling to make sure we had enough food and enough calories for a sizable percentage of the human race. Now the problem is too many calories. † 12. GMO stands for Genetically Modified Organism. Companies such as Tyson may use GMOs to produce more efficient and more profitable livestock. GMOs should be clearly labeled when present in food. Although not all GMOs are harmful, a customer should be privileged to know what their food contains. Labeling the presence of a GMO may also prevent a lawsuit against the major corporations if anything was to happen. 13. The documentary Food Inc. , being very factual, used many different sources to acquire all the information needed. Sources such as first-hand accounts on what occur, hidden cameras, accredited websites, other documentaries, classical farmers, award winning authors familiar with the topic, and many well educated informants. 14. Food Inc. is sectioned into chapters. Each chapter pulls the veil away from the consumers eyes on somewhat different, but connected topics: fast food, food contents, food safety, right to healthy food, meat industry, chicken industry, major companies, lives lost, and what consumers can do to change the system. 15. Being a documentary the main purpose of Food Inc.is to educate people on the problems of food production, and to persuade consumers to make healthier food choices. It may also be trying to inspire change in the everyday persons eating habits. 16. Food Inc. is directed towards middle class citizens who shop at the supermarket without really knowing what they are eating. 17. The strategies used throughout Food Inc. covered a wide range of tactics. Rhetorical questions, hidden camera footage, creditable statistics, personal anecdotes, music, religion, and the most heart wrenching strategy used was on location filming of the factory farms. 18. Food Inc. had a very informative, and cautious tone. There were many facts, and just as many warnings. 19. An interesting revelation made in the duration of Food Inc. is how naive people can ben to their surroundings. Maria Gonzalez believed that â€Å"everything was healthy† which justified her family visiting Burger King for almost every meal. It would be understandable to know that she couldn’t afford anything healthier, but to not know that the food she was consuming was unhealthy, it just shows how manipulative large corporations can be.

ELL Schools and Families Essay

The population of English Language Learners (ELL) are increasing in educational institutions primarily influenced by globalization and immigration. It has been projected that within the coming years, the percentage of children attending educational institutions in the country shall be non-English speakers. The term ELL is brought about by the shift in the English language-learning paradigm that represents the trend in language acquisition. (Bank Street) The increasing population of ELL’s are putting pressures on the educational atmosphere as educational institutions are forced to alter their curriculum to accommodate the needs and concerns of the learners. (Abedi, 2002) Integrating a program for ELL’s in the school setting is a great challenge for the educational institution, the teacher, the learner, and one’s family. Teaching non-English speakers who are not able to both understand and speak the language is more difficult than teaching English speakers the rules of the language are, for instance. Challenges include the need for educational institutions to implement a curriculum that fits the requirements of the ELL’s. Teachers, on the other hand need to be aware of the appropriate techniques and strategies that would be efficient in the success of language accommodation and acculturation. For learners, engaging in an unfamiliar environment is not motivating them to eagerly learn. (Mercuri, 2003) To address the problems and concerns that ELL’s face in the learning environment, society looks to the involvement of the family in order to strengthen the school as an institution that fully supports English language learners. (Collier & Thomas, 1999) Family involvement play a significant role during the learning process of ELL’s. According to a research conducted in order to determine guidelines that the No Child Left Behind Act shall implement, the involvement of family members to school activities such as programs that aims to promote development of academic standing and preparation for the next level of English language learning increases the chance of successes that a learner shall be able to accomplish. This is because families understand the needs and the difficulties of their children, and are also able to see their progress with regards to academics, pushing them to encourage, support, and value learning as an integral part of their children’s success. (Epstein, 2004) Moreover, it is the responsibility of the school to build a relationship with the family of the learner in order to inform them of the developmental stages and the changes that the children are going to experience, as they grow older. This particular knowledge gives families the idea of how to build a supportive home environment that boosts learning. This particular interaction between the school and the family allows the educational institution to understand the cultural background of families and determine their goals and objectives for their children when it comes to English language learning. (Epstein, 2004) Providing a supportive sociocultural environment is at the heart of tapping into the potential of ELL’s to benefit largely from the English language learning program. Interaction between the educational institution and the families contributes to this objective. Looking at their parents interact with the members of the educational institution motivates learners to build relationships with the institution as well, without any apprehensions as brought about by fear of cultural rejection. (Collier & Thomas, 1999) An article written by Rhona Barton for the Northwest Regional Educational Laboratory discovers cases wherein active involvement of parents leads to academic success of the learners, especially in socially interacting within the school environment. (Barton, 2006) Educational institutions with English language learning programs do not necessarily implement the use of the English language at home, as decisions regarding the matter are based on cultural considerations. Schools should consider the importance of native language to ELL’s and their families. However, the continued use of English at home and the support of the family when it comes to home language speeds up the learning process, schools still acknowledge that the ELL’s are aware of language learning based on their knowledge of their native language. (Ortiz, 2001) Schools should also provide alternatives for families in order for them to adjust or cope with the changes that ELL affects within their family life. Schools should inform them of educational options such as tutorial services that are made available at home or in schools, support groups within the community that assists families in their needs and concerns regarding the issue of English language learning. Family counseling is also an option as it allows medical professionals to help in determining problems or obstacles that the family shall be facing, and strengthening family relationships in order to withstand the challenges of immersing into a community and cultural environment that they are not familiar with. For specific problems such as financial aspect of English language learning, the federal government entitles families to funding as authorized by the federal Title I funding program. (Ortiz, 2001) Partnership of educational institutions with families are best established through communication and social interaction. Schools should be able to develop and maintain a stable relationship with the families that is primarily grounded on the objective of affecting learning and making ELL’s experience success within the unfamiliar learning environment. Moreover, through this, schools are enriched and enlightened with the knowledge of different cultural backgrounds within the school environment and be able to modify the learning atmosphere to fit the culture, beliefs, and traditions of non-English speakers. Teachers should be able to communicate the needs and concerns of ELL’s to their families, in order for them to understand how they are going accommodate the needs of their children who are involved in English language learning. Schools should establish regular meetings with the teachers, and ask them to get involved with programs and school activities that harness English language learning and support the need of their children to learn the English language. If possible, home visitations are one of the best ways to establish a strong foundation of relationship between the school and the families. (Barton, 2006) References Abedia, J. (2002). â€Å"Assessment and Accommodation of English Language: Issues, Concerns, and Recommendations. † Retrieved May 1, 2008, from NCA Commission on Accreditation and School Improvement. Website: http://www. ncacasi. org/jsi/2002v3i1/assessment Bank Street. (2008). â€Å"English Language Learners: Working with Children Whom English is a New Language. † Retrieved May 1, 2008, from Bank Street. Website: http://www. bnkst. edu/literacyguide/ell. html Barton, R. (2006). â€Å"Forging Family Ties. † Retrieved May 2, 2008, from Northwest Regional Educational Laboratory. Website: http://www. nwrel. org/nwedu/11-03/forge/ Collier, V. P. & Thomas, W. P. (1999). â€Å"Making U. S. Schools Effective for English Language Learners, Part 3. † TESOL Matters, Vol. 9, No. 6. Retrieved May 1, 2008, from TESOL. Website: http://www. tesol. org/s_tesol/sec_document. asp? CID=196&DID=826 Epstein, J. (2004). â€Å"Meeting NCLB Requirements for Family Involvement. † Middle Ground, Vol. 4, No. 3. Retrieved May 1, 2008, from National Middle School Association. Website: http://www. nmsa. org/portals/0/pdf/publications/On_Target/family_involvement/family_9. pdf Mercuri, S. (2003). â€Å"Helping Middle and High School Age English Language Learners Achieve Academic Success. † NABE Journal of Research and Practice. Retrieved May 1, 2008. Website: http://www. uc. edu/njrp/pdfs/freeman. pdf Ortiz, A. (2001). â€Å"English Language Learners With Special Needs: Effective Instructional Strategies. † Retrieved May 2, 2008, from CAL. Website:

The Schopenhauer Cure

The Schopenhauer Cure Alyssa K. Engblom Winona State University In the book The Schopenhauer Cure, Yalom portrays a group therapist, Julius, who uses a variety of group facilitation techniques in order for the group to be run effectively. The first technique Julius uses in the group is to switch the focus from content to process. â€Å"Julius intervened by using the group therapist’s most common and most effective tactic—he switched the focus from the content to the process, that is, away from the words being spoken to the nature of the relationship of the interacting parties† (Yalom, 2005, p. 132).During this scenario, Bonnie is feeling insecure about herself and confronts Rebecca about â€Å"preening† for the men in the group. Phillip is still new to the group, and the other members are not too sure what to think of him yet. In order for the group to be refocused, Julius tells everyone to â€Å"take a step back†¦and to try to understand whatâ€℠¢s happening. Let me first put out this question to all of you: what do you see going on in the relationship between Bonnie and Rebecca? † (Yalom, 2005, p. 132). Julius does not want everyone to focus solely on what Bonnie and Rebecca are saying to each other, but rather on their relationship with each other.The second technique Julius uses is to have group members focus on the â€Å"Here and Now. † An off-shoot of the Here and Now technique is to have members of the group talk directly to each other, instead of talking about them. Julius â€Å"had done what the good group therapist should do: he had translated one of his patient’s central issues into the here-and-now, where it could be explored firsthand. It was always more productive to focus on the here-and-now than to work on the patient’s reconstructions of an event from the past or from current outside life† (Yalom, 2005, p. 158).During this group meeting, Julius is trying to get to the root o f why Bonnie feels that everyone else is more valuable or more important to the group than her. However, all of her explanations are all external and the other group members feel that her answers are regressive or don’t make sense. Julius then moves into another technique. â€Å"In his view the work in therapy consisted of two phases: first interaction, often emotional, and second, understanding that interaction. That’s the way therapy should proceed—an alternating sequence of evocation of emotions and then understanding† (Yalom, 2005, p. 60). To get to this second stage, Julius asks the group to look back at what occurred in the past few minutes. He was trying to get Bonnie to see that she takes situations or comments and then punishes herself with them. The third technique Julius â€Å"taught to his group therapy students was: Members should never be punished for self-disclosure. On the contrary, risk taking must always be supported and reinforced† (Yalom, 2005, p. 218). At this point in the book, the group members are upset at Gill for not telling them sooner that he has a drinking problem.They are angry that he was blaming all his difficulties on his wife, Rose, and not talking about the real problem. Julius then goes on to use a fourth facilitation technique, Horizontal vs. Vertical Disclosure. â€Å"Julius always taught students the difference between vertical and horizontal self-disclosure. The group was pressing, as expected, for vertical disclosure—details about the past, including such queries as the scope and the duration of his drinking—whereas horizontal disclosure, that is, disclosure about the disclosure, was always far more productive† (Yalom, 2005, p. 19). He then asks Gill what made it possible for him to open up to them at this particular meeting. At the beginning of the story, Philip did not seem like an appealing character. However, by the end of the book and after I got to know his c haracter a bit more, I could see certain strengths peeking out. Philip is an extremely intelligent, bright, and committed individual. He was dedicated to finding a solution to his sexual addiction, and worked hard to achieve the result he desired. In the group experience, he offered up bits of advice to the other members.The advice may not have helped them extensively, but at least he was trying to contribute. Philip also challenged the other members of the group as well as Julius. His personality was not very inviting, but this forced the others (and Julius) to try harder to understand him and what made him tick. When Pam returns to the group from her retreat, the mood immediately becomes darker when she sees Philip in her â€Å"cozy† group. She does not feel comfortable having him in the group because he had caused her so much pain in the past.Julius found it hard to find â€Å"forgiveness† for Philip, but he tried to identify with him to try to understand why he wou ld have done the things he did. Tony sided with Pam and questioned some of Philip’s statements, whereas Rebecca defended Philip against Tony’s â€Å"attacks†. Stuart also seemed to protect Philip against Tony’s attacks. He reminded Tony that he hadn’t seemed sorry for his sexual assault charges in the past. At the end of this confrontational chapter, Pam behaved towards Philip as if he were invisible.Farther on into the â€Å"role changes†, Pam revealed that she felt defiled that Philip was a part of her group. He was also, in a way, taking away her role as the intellectual of the group. In order to handle these various changes, Julius tries to understand where each person is coming from, whether it is Pam, Philip, Tony, etc. Additionally, he made sure that each group member voiced what they were feeling and if they were comfortable with how the group was proceeding. Bonnie and Rebecca each have different things to say about their own beauty and attractiveness. Bonnie does not believe that she is attractive in any way.She feels that she isn’t interesting or worth anyone’s time. In her words, Bonnie â€Å"was the little fat girl in your grade-school classroom. Very chubby, very clumsy, hair too curly. The one who was pathetic in gym, got the fewest valentines, cried a lot, never had best friends, always walked home alone, never had a prom invitation, was so terrified that she never raised her hand in class even though she was smart as hell and knew all the right answers†¦Ã¢â‚¬  (Yalom, 2005, p. 129-130). She even mentioned that Rebecca was the type of person she envied and wished she could be.Some of those feelings are probably still raw for Bonnie. Those feelings were recreated in the group when Rebecca started â€Å"preening† for Philip when he entered the group as a new member. Rebecca, on the other hand, used to stop conversation when she walked into restaurants. She never had to worry ab out feeling unattractive or unwanted. However, now that she is getting older, her outward beauty is fading from what it used to be. She no longer stops conversation like she used to. Philip seems to sum it up perfectly: â€Å"Bonnie and Rebecca have similar afflictions.Bonnie cannot tolerate being unpopular, whereas Rebecca cannot tolerate being no longer popular†¦ Happiness, for the both of them, lies in the hands and heads of others. And for both the solution is the same: the more one has in oneself, the less one will want from others† (Yalom, 2005, p. 157). As the group gives Bonnie and Rebecca feedback, the criticism is not always taken happily. The comments sting, but they do help both women. Rebecca realizes that she likes to be admired, loved, and adored. She likes love. She then goes on later to discuss why she relates more with men than with women.In her discussion with Bonnie, she admits that she finds it more exciting to related to men or to date rather than s pend time with girlfriends. After this group discussion and feedback session about why Bonnie and Rebecca react the way they do to beauty/attention, they both seem to be more aware of their unconscious actions or why they seem to do certain actions. When Pam first returned to the group after her retreat, it was a huge shock to see Philip sitting in the room. I’m sure she never expected to see the man who made her life so confusing and turbulent at just age 18.Pam was extremely upset and did not seem to have any inclination towards ever forgiving Philip for what he did to her, as well as to her friend Molly. Philip did not even seem to have any emotions about the whole situation, which was frustrating for the whole group. How could anyone not have any emotion about such an important confrontation? Over the course of the group, Philip showed small changes in his behavior. He started to make eye-contact and use the group members’ names when addressing them in conversation . Pam starts to acknowledge Philip in the conversation eventually, though it was heated.On page 290, Philip and Pam get into an argument. In response to Pam’s assertion that some things are not forgivable, Philip says, â€Å"Because you are unforgiving does not mean that things are unforgivable. Many years ago you and I made a short-term social contract†¦ I explicitly stated in our conversation following that event that I had a pleasurable evening but did not wish to continue our relationship. How could I not have been clearer? † (Yalom, 2005, p. 290-291). In a meeting a few weeks later, Pam receives a lot of feedback from the group concerning her rage and why exactly the decided to have an affair with Tony.Philip observes that she â€Å"honors† contracts when it suits her. When Philip broke off their social contract, Pam was livid, but when she broke off her social contract with Tony, she didn’t seem to have many emotions about the situation at all. After this particular meeting, Philip could not keep his mind off of Pam. Later on, Pam explains that it is easier for her to forgive others because she wasn’t a personal victim of their offenses. With Philip, her life was altered by what happened. â€Å"But there’s more. I can forgive others here because they’ve shown remorse and, above all, because they’ve changed† (Yalom, 2005, p. 16). Philip eventually confesses to everyone that he thought about Pam after the previous session. It was the first time he had actually opened himself up to everyone. On page 328, Philip actually admits to needing therapy, because he needs to get his intentions and his behavior on the same page. He needs to be congruent. Ultimately, Philip breaks down when he describes what he thinks he truly is: â€Å"A monster. A predator. Alone. An insect killer. Full of blind rage. An untouchable. No one who has known me has loved me. Ever. No one could love me† (Yalom, 20 05, p. 334).Pam shows great strength and kindness when she comforts Philip. â€Å"I could have loved you Philip. You were the most beautiful man†¦Ã¢â‚¬  (Yalom, 2005, p. 334-335). After Julius died and the group members went their separate ways, Philip, Pam, and Tony all stuck together. Through all the feedback, criticism, and hard-work, Pam and Philip were able to move past the â€Å"event† of the past and live in the present. When in a working group, one does not only focus on his or her own problems. Each group member brings different life experiences, opinions, and feedback to the table.This creates a unique environment in which each member can receive feedback from more than one person. Members may receive advice or feel a bond they might not have had with the group leader/one-on-one therapist. Most of the 12 â€Å"universal healing factors† appear in The Schopenhauer Cure, but I will only discuss a few of them. Instillation of hope and Universality seem to go hand-in-hand with each other. As the members of this group talked about their personal problems and fears, they discovered that other members shared some of these same problems and fears. This gave them hope that they could potentially overcome these issues.Altruism is an especially helpful factor for Bonnie. The other members helped her put her self-esteem issues into perspective and to see that she is, indeed, important. Pam used Catharsis when she recapped her traumatic experience with Philip. This probably lifted a huge weight off her shoulders of the event being a secret. The positive response of the group members to support her after her confession brought them together even more. Group cohesiveness played an extensive part in this novel. Without a cohesive or trust-worthy group, nobody would ever open up and reveal their problems.When various members, Gill, Pam, Tony, Rebecca, etc. , revealed potentially humiliating information about themselves, it was essential that they trusted their fellow group members to keep the information confidential. The Schopenhauer Cure was an excellent example of a working group. It was great to see the different techniques used in diverse scenarios throughout the book. Without these examples, I wouldn’t have the good outline of how a group works that I do today. Reference Yalom, I. D. (2005). The Schopenhauer Cure. New York, NY: HarperCollins Publishers.