Organic food Essay Example for Free

Organic food EssayWe asked Food Scientists a simple question What foods do you avoid? Experts from distinct beas of specialty explain why they wont eat these eight foods. Food scientists are shedding light on items loaded with toxins and chemicalsand simple swaps for a cleaner diet and supersized health. Experts from different areas of specialty explain why they wont eat these eight foods. Clean eating representation choosing fruits, ve foreshortenables, and meats that are raised, grown, and sold with minimal processing. Often theyre organic fertiliser, and rarely (if ever) should they contain additives.But in some cases, the methods of todays food producers are neither clean nor sustainable. The result is damage to our health, the environment, or both. So we decided to take a fresh look at food through the eyes of the people who spend their lives uncovering whats safeor nonto eat. Their answers dont necessarily make up a banned foods list. But r distributivelying for the suggested alternatives might bring you better healthand slumber of mind. 1. The Endocrinologist wont Eat Canned Tomatoes Fredrick Vom Saal, is an endocrinologist at the University of Missouri who studies bisphenol-A.The problem The resin linings of tin basins contain bisphenol-A, a synthetic estrogen that has been linked to ailments ranging from procreative problems to heart disease, diabetes, and obesity. Unfortunately, acidity (a prominent characteristic of tomatoes) causes BPA to leach into your food. Studies show that the BPA in around peoples body exceeds the amount that suppresses sperm production or causes chromosomal damage to the eggs of animals. You can get 50 mcg of BPA per liter out of a tomato can, and thats a level that is loss to impact people, particularly the young, says vom Saal.I wont go near canned tomatoes. The solution Choose tomatoes in glass bottles (which do not drive resin linings), such as the brands Bionaturae and Coluccio. You can also get several types in Tetra Pak boxes, likeTrader Joes and Pomi. Exposure to BPA Causes Permanent Damage In OffSpring 2. The granger Wont Eat Corn-Fed Beef Joel Salatin is co-owner of Polyface Farms and author of half a dozen books on sustainable farming. The problem Cattle evolved to eat grass, not grains. But farmers today feed their animals corn and soybeans, which fatten up the animals faster for slaughter.But more money for cattle farmers (and lower prices at the grocery store) means a lot less nutrition for us. A recent comprehensive study conducted by the USDA and researchers from Clemson University found that compared with corn-fed beef, grass-fed beef is juicyer in beta-carotene, vitamin E, omega-3s, conjugated linoleic acid (CLA), calcium, magnesium, and potassium lower in inflammatory omega-6s and lower in saturated fats that gravel been linked to heart disease. We need to respect the feature that cows are herbivores, and that does not mean feeding them corn and chicken manure, sa ys Salatin.The solution Buy grass-fed beef, which can be found at specialty grocers, farmers markets, and across the country at Whole Foods. Its usually labeled because it demands a premium, but if you dont see it, ask your butcher. 3. The Toxicologist Wont Eat atom-bomb Popcorn Olga Naidenko, is a senior scientist for the Environmental Working Group. The problem Chemicals, including perfluorooctanoic acid (PFOA), in the lining of the bag, are part of a class of compounds that may be linked to infertility in humans, according to a recent study from UCLA. In animal testing, the chemicals cause liver, testicular, and pancreatic cancer.Studies show that microwaving causes the chemicals to vaporizeand migrate into your popcorn. They detain in your body for years and accumulate there, says Naidenko, which is why researchers worry that levels in humans could approach the amounts causing cancers in laboratory animals. DuPont and other manufacturers have promised to course out PFOA by 20 15 under a voluntary EPA plan, but millions of bags of popcorn will be sold between now and then. The solution Pop organic kernels the old-fashioned way in a skillet. For flavorings, you can add real butter or dried seasonings, such as dillweed, vegetable flakes, or dope mix.Make it organic and use coconut oil. If Youre in time Eating Microwave Popcorn, Youre Not Fully Grasping The Health Consequences 4. The Farm conductor Wont Eat Nonorganic Potatoes Jeffrey Moyer is the chair of the National Organic Standards Board. The problem Root vegetables absorb herbicides, pesticides, and fungicides that wind up in soil. In the case of potatoesthe democracys most popular vegetabletheyre treated with fungicides during the growing season, then sprayed with herbicides to kill off the fibrous vines before harvesting. After theyre delve up, the potatoes are treated yet again to prevent them from sprouting.Try this experiment Buy a conventional potato in a store, and try to get it to sprout. I t wont, says Moyer, who is also farm director of the Rodale Institute (also owned by Rodale Inc. , the publisher of Prevention). Ive talked with potato growers who say point-blank they would never eat the potatoes they sell. They have separate plots where they grow potatoes for themselves without all the chemicals. The solution Buy organic potatoes. Washing isnt good enough if youre trying to remove chemicals that have been absent into the flesh.Budget tip Organic potatoes are only $1 to $2 a pound, slightly more expensive than conventional spuds. 5. The Fisheries Expert Wont Eat Farmed Salmon Dr. David Carpenter, director of the Institute for Health and the Environment at the University at Albany, published a major study in the journal scholarship on contamination in fish. The problem Nature didnt intend for chromatic to be crammed into pens and fed soy, poultry litter, and hydrolyzed chicken feathers. As a result, farmed salmon is lower in vitamin D and higher in contaminants, including carcinogens, PCBs, brominated flame retardants, and pesticides such as dioxin and DDT.According to Carpenter, the most contaminated fish come from Northern Europe, which can be found on American menus. You could eat one of these salmon dinners every 5 months without increasing your risk of cancer, says Carpenter, whose 2004 fish contamination study got coarse media attention. Its that bad. Preliminary science has also linked DDT to diabetes and obesity, but some nutritionists believe the benefits of omega-3s outweigh the risks. There is also extend to about the high level of antibiotics and pesticides used to treat these fish.When you eat farmed salmon, you get dosed with the same drugs and chemicals. The solution Switch to wild-caught Alaska salmon. If the package says fresh Atlantic, its farmed. There are no commercial fisheries left for wild Atlantic salmon. Farmed Fish vs. Wild Fish How Healthy Is The Fish At Your Favorite Grocery? 6. The Cancer Researcher Wont Dri nk Milk Produced With Artificial Hormones Rick North is project director of the Campaign for Safe Food at the Oregon Physicians for Social accountability and former CEO of the Oregon division of the American Cancer Society.The problem Milk producers treat their dairy cattle with recombinant bovine ripening hormone (rBGH or rBST, as it is also known) to boost milk production. But rBGH also increases udder infections and even pus in the milk. It also leads to higher levels of a hormone called insulin-like growth factor in milk. In people, high levels of IGF-1 may contribute to breast, prostate, and colon cancers. When the government approved rBGH, it was thought that IGF-1 from milk would be broken down in the human digestive tract, says North.Theres not 100 percent proof that this is increasing cancer in humans, admits North. However, its banned in most industrialized countries. The solution Buy raw milk or check labels for rBGH-free, rBST-free, produced without artificial hormone s, or organic milk. These phrases indicate rBGH-free products. Why Do Humans Still Drink Milk? 7. The Biotech Specialist Who Wont Eat Conventional Soy GMO Unfermented Soy Michael Harris is biotech specialist who has directed several projects within the biotech sector including those for genetically engineered food.He has been a consultant, manager and director for companies such as Xenon Pharmaceuticals and Genon Corporation. The problem Genetically engineered food is a cause of great concern due to the manipulation of DNA and genetic code including transfers from one species to another. Fermented Soy Is The Only Soy Food Fit for Human Consumption and since almost 90% of soy in the world is genetically modified, if you are not ensuring sources are organic, long-term health problems are inevitable, especially since soy has been found to affect hormonal balance and even cause cancer.The solution Check labels to ensure soy is Non-GMO or organic and never consume unfermented sources. I f possible contact the friendship to find out exactly where the Non-GMO soy was obtained. 8. The Organic-Foods Expert Wont Eat Conventional Apples Mark Kastel, a former executive for agribusiness, is codirector of the Cornucopia Institute, a farm-policy research group that supports organic foods. The problem If fall fruits held a most doused in pesticides contest, apples would win. Why? They are individually grafted (descended from a single tree) so that each variety maintains its distinctive flavor.As such, apples dont develop resistance to pests and are sprayed frequently. The industry maintains that these residues are not harmful. But Kastel counters that its just commons sense to minimize exposure by avoiding the most doused produce, like apples. Farm workers have higher rates of many cancers, he says. And increasing numbers of studies are starting to link a higher body burden of pesticides (from all sources) with Parkinsons disease. The solutionBuy organic apples or apples fr om a farmer that you religion

Rebellion against romanticism Essay Example for Free

Rebellion against romanticism EssayRealism can be seen as a rebellion against romanticism, which, according to realists, did not guide life accurately and was prone to over-sentimentality. Realists did not believe in the structure and symmetry common in romantic fiction. Realists viewed life as irregular, where individuals were always confronted with ethical dilemmas. The realists also valued the individual, and thus characterization was considered a central aspect of the novel. This also means that realists explored the psychology of a novels characters.The values of realism extended to and influenced enthalpy James. James also dealt with ethical issues and the complex working of the mind in his fiction, and even became considered the father of the psychological novel. James, however, unlike realists in general, did not write in an attitude of optimism. A theme that James explored deeply is the conflict of America (the New World), which for him represented innocence and opti mist, and Europe (the Old World), which for him represented worldliness and decadence.He wrote of Americans visiting or living in Europe, where American and European customs were in conflict. Because he lived back and forth in America and Europe, he was subject to observe firsthand the differences between the values and customs of the New World and the Old. James was also hobbyed in spiritual phenomena, which was of much popular interest in his time. This also influenced him into writing ghost stories, such as The Turn of the Screw.James, as a writer, was primarily a realist, and much of his work can be categorized as psychological realism. He was a master of the psychological novel. Like other realists in his time, was interested in writing about public things and paid careful attention to detail in his writings. He strove for an accurate depiction of American life, often in the context of Old World, European society.

Although “Romeo and Juliet” Was Written by William Shakespeare in About 1600, Its Themes of Fate and Death, Love and Hate Are Enduring Concerns for Us Today. Discuss. Essay Example for Free

Although Romeo and Juliet Was Written by William Shakespeare in Ab aside 1600, Its Themes of Fate and Death, Love and Hate Are Enduring Concerns for Us Today. Discuss. Essay3. Although Romeo and Juliet was written by William Shakespeare in about 1600, its themes of fate and death, love and hate are enduring concerns for us today. Discuss.Romeo and Juliet is a tragedy, written by the renowned Shakespeare in the 1600s, which has remained a fashionable play for umteen people today. It tells the story of two star crossed l everywheres whose passing romance is ended by tragedy. The reason that this play is so good-hearted to audiences today lies within the main themes of the play love and hate, death and fate. Because of the enduring the comp ints of these themes, the lessons and experiences found in the book shadower be easily relatable to the people of our cartridge holder. The themes of love, which we depart see comes in many another(prenominal) forms, are all easily rela ted to situations that many people pass on face in our times. Hate is alike a theme which has continued from Shakespeares time to now and largely effects communities today. Death is a theme that everybody can relate to, and the reasons for the deaths in Romeo and Juliet can also be applied to certain peoples death. The theme fate is not so easily applicable to todays society as the other themes, but there are many exceptions and the concepts behind fate can still apply to us today. that the first theme to be discussed will be that of love.One of the most obvious themes in the play is Love. Within the play, there are a couple of graphemes of love displayed a fleeting infatuation and a genuine love. The fleeting love can be seen at the opening of the play where Romeo claims to be in love with the maiden Rosaline. His philander on Rosaline leads him to do thoughtless things, which Montague tells us when he says Away from the light steals home my heavy son and in his private chamb er pens himself, shuts up his windows, locks bazaar daylight out, and makes himself an artificial night.(Act 1, picture 1, rascal 29) Romeo locks himself in his room and weeps over her, but as soon as he sees Juliet, his love for her instantly vanishes. many another(prenominal) people can relate to this today because growing up they are bound to have brief infatuations that, although fleeting, may also make them do just about unwise things. And secondly, the genuine love of Romeo and Juliet. For these two, it was love at first sight, but evidentlyit was an everlasting love. In comparison to Romeo and Rosalines love, Romeo and Juliet show a oft deeper, passionate love. They speak to each other in poetry and are even willing to risk their lives and kill themselves for each other.In the balcony scene, Romeo even says to Juliet I am no pilot nonetheless, wert thou as far as that vast shore washed with the farthest sea, I should adventure for such swop (act 2, scene 2, page 52) T his means that he would go to the ends of the earth, no matter how dangerous or difficult it was, just to reach Juliet. One modern type of this love would be from September 3rd 2010. Brian Wood and his pregnant wife Erin were driving to meet family when a car raced head on towards them. Brian immediately spun the wave to the right, making sure that only he would be hit with full impact from the car. Brian was killed, but Erin walked away with only a few bruises. That is only one of many thousands examples of love that we see today. Love is a concept that can be grasped by people from around the world at any time in history. On the other hand, Romeo and Juliet also provides us with the theme opposite of love hate. Hate is a strong theme in Romeo and Juliet, ultimately in the lead to the death of several characters. The opening scene of the play shows us the rivalry between the two rich families, the Montagues and Capulets.The long-lasting bitterness causing destruction and mass acre within the city of Verona. There are many gangs today that share the equal behavioural traits of the Capulets and Montagues back then. For example, there were many fights fought in the play over small issues. For example, in Act 1 Scene 1 when Sampson and Gregory see people from the home plate of Montague approaching, they discuss ways of provoking them to start a fight, saw things such as I will bite my thumb at them, which is a disgrace if they bear it and Draw, if you be men.(Act 1, scene 1, page 26) The people of the Capulet house go measuredly looking for a fight. Whereas the gangs today will fight over matters such as territory, respect and drug turf and will use of goods and servicesly go out looking for fights so they can look more superior to other gangs. Another scene where we see this theme is in the scene when Mercutio dies and Romeo says Away to heaven respective lenity, and fire-eyed fury be my conduct now (Act 3, scene 1, page 71) Here Romeo wants to avenge Mercutios death by sidesplitting Tybalt, even though he originally did not want to fight Tybalt because of his marriage to Juliet, Tybalts cousin. This can be compared to gangs, whowill not leave any type of disrespect unanswered in fear of losing their reputation or respect. Sometimes, when the hatred of one another gets out of hand, it can lead to the next theme, death. The death of six characters throughout Romeo and Juliet makes death significant theme, as well as presenting the play as a tragedy. All of the deaths in the play were a progeny of the feud between the Montagues and the Capulets, whether it was suicide or murder. The theme of death is universal theme Shakespeare highlights in his plays that has not changed through the years. Death is an everlasting concept and there will always be application for it in the world, whether it is today or 411 years ago. In order, there were the deaths of Mercutio, Tybalt, Paris, Romeo, Juliet and finally Lady Montague.The two most pr ominent deaths were of Romeo and Juliet who, later on a failed plan to avoid Juliets marriage to Paris, commit suicide. Friar Laurence explains after both are found dead in the tomb, saying But when I came, some minute ere the time of her awakening, here untimely lay the noble Paris and true Romeo dead And she, too, desperate, would not go with me. (Act 5, scene 3, page 115). One modern application of this happened in October 2010. In that month, there were over five cases of teenage suicide because of harassment at school due to their inner orientation. This applies the same concepts of the suicides of Romeo and Juliet when they were not able to be with one another because of opposition. The other deaths are results of murders by the opposing side of the quarrel. There have been so many wars and gang fights in our time, it would be almost impossible to name them all. Much like the grudge between the Montagues and Capulets, many have died as a result of the fighting, when it could have otherwise been solved. The reason behind the grudge between the Montagues and Capulets had been long forgotten, as has the reasoning behind the conflict between gangs. Another factor that can also be blamed for the death of certain characters is fate. Fate is perhaps one of the most important factors in the death of the two protagonists. Romeo and Juliet is a sad play where the characters have no awareness of their ensuing downfall.In the time the play is set, fate and destiny were huge concepts that were definitely factors that affected the decisions made in their lives. But in todays society there are less and less people who think that there is anything that is meant to be or suppose to happen, and instead think about ways to get around problems and thatthere are many various outcomes for each of our actions. They bank that they have their own desolate will and their futures are determined by the decisions they make. This theme, although not very directly, is still app licable to us now. There are still people who do believe in fate, just as in the 1600s. There are many people such as psychics or fortune tellers who make their living out of telling people their destinies. But the majority of society may not think of their lives as being predetermined by some force, many find out to follow their gut feeling in making decisions. Before going to the Capulets party and meeting Juliet, Romeo says I fear, too early.For my mind misgives some consequence, yet hanging in the stars(Act 1, scene 5, page 42) Here Romeo is scared and doesnt feel as if he should go to the ball because he thinks there is an particular destined by the stars that is going to happen that night. Similarly, today there are people who will base their decisions on how they feel and the consequences of that action. Almost every unmarried person at some point in their lives will question themselves, asking things such as What is my purpose in life? Having a purpose in life is like hav ing a destiny. You may not know what it is, and you may not know how to find out. There are many different opportunities and choices that are met, but as you live your life, every decision that you make up to a certain point leads you to the answer of your question. There are many ideas behind the themes of Romeo and Juliet, all of which have endured down to today. With the universal concepts of the themes of love, hate, death and fate we find that the lives of the Montagues and Capulets were much like the lives that we live today. Of course the situations they were in were different, but the same lessons can be learned and the same themes are applied to daily life. So as Juliet said in the balcony scene Whats in a name? That which we call a rose by any other word could smell as sweet. (act 2, scene 2, page 51). Just as a rose would smell just as sweet if called by any other name, the themes of Romeo and Juliet and its lessons are just as impressive when applied to the different sit uations in different time periods.

The importance of childrens play and talk

The importance of childrens consort and talkThe first cause is of Js first screw of note making with felt tip pens and on speaking to the p arents this was his first experience of using any drawing implements.This activity came about from Js own foundation his interest was gained when he saw his sister with the pens she was sat beside him drawing a picture of what she described as a rabbit, J watched for a while accordingly grabbed at the pen his sister asked Do you want to draw a picture , J made a sound his sister gave him a uninfected piece of paper and a felt tip pen. J made marks on the paper tone up at his sister both so often who would say wow J thats fantastic, good boy J would smile then continue to make to a greater extent marks, Js sister gave him to a greater extent colours J tried to pick all the pens up at once but dropped them all, he picked one up made a mark then tried another he continued this action for the duration of the activity. The activity was initia ted and endedby J which lasted roughly 30 minuets. The second example is again by J and his first mark making and exploration with paint.This activity was adult initiated, the adult introduced a large rectangular blank piece of paper and different nonreversible paints with different size paint brushes. J was unsure at first and kept his distance, only moved closer and closer firstly poked the provokevas with his finger, he picked up a brush exploring it with his mouth and then fingers, he put the brush on the table then put his finger in a paint chaw he looked at his finger touching it with his thumb he put his snuff it on the table when he lifted his hand off he looked at the mark the paint had made poking his finger in the mark moving it around this made the mark bigger, J put his finger on the canvas the adult said what that look its Js finger, J put his finger back in the paint moving it around the canvas. The adult picked the large brush up handing it to J do you want to try the brush J took the brush he explored it with is mouth screwing his gift up as the brush touched his tongue, ewwwww said the adult pulling his face put it in there pointing to the pot of paint. J looked at the pot he dipped the edge of the large brush in the paint then dragged the brush across the canvas he continued this action a few times the picked the smaller brush putting it into different colours using a dabbing motion he made more masks on the canvas , he held the brush in one hand then placed the other onto the canvas lifted it up looking at his hand which was cover in different coloured paint he moved it closer to his face dropped the brush poked his painted hand moving his finger around the paint , J looked at his finger then put both hands together pulling them apart them put one on the canvas looking at the adult smiling wow J thats Js hand J squealed then poked at the canvas with his painted finger. J put his hand on his face the adult laughed J then put both h ands on his face laughing the adult said come on J we better get you cleaned up . Because of the sequence of J the activity was more about exploration and investigation and the introduction to new experiences.Clay 1979 Goodman 1973 Smith 1971 cited in Barrat-Pugh 2000 challenged the developingalist view of literacy drawing upon the 1970 research into how children stop to read and write their suggestions were that reading and pen are not isolated skills that can be taught but however the child is an active participant and the process is ongoing from birth. Arguing that reading, opus and oral language developments are interrelated, emerging over time through fight in literacy events. The childs family and community are central to this process as they provide experiences that facilitate emergent literacy.The importance of childrens play and talk is recognised in the Governments literacy and numeracy strategies where a commitment is stated to using these for reception children in their first year of school (Wood, E. 2004). The Association for Early Childhood Education recommends that practitioners make allowances for the fact that children meditate at different levels and so activities motif to be well intend and organised, thus providing opportunities for different children to shine in different backgrounds. The Curriculum Guidance for the intromission Stage in England also recommends a play-based curriculum. The practioner needs to be able to plan and resource challenging knowledge environments and to support childrens learning through planned play activity. The practitioner also needs to be able to extend and support the offhanded play of children and help develop their language and communication skills through play. The practitioner also needs to ensure the childs continuity and progression (Wood, E. 200420). Moyles et al (2001) have argued that a learning environment that is dependent on play leads onto more mature forms of knowledge, skills and understanding. There is evidence to suggest that through play children develop high levels of verbal skill and creative problem solving capabilities.Practitioners need to be resourceful and have a tightly organised environment if they are to integrate play into the curriculum and the child becomes a powerful player in constructing their own learning (Malaguzzi, 1993). In order that the process is meaningful the teacher needs to understand how and what the child thinks and knows, and to be able to engage with this (Wood, 2004). Vygotsky (1933) argued that what children learn and how they learn it is driven by the social experiences and social moveions that they encounter and the development of their thinking occurs as a result of the interaction between themselves, their environment, and more experienced others. Thus, learning is a collaborative process, practitioners need to be aware however of the power relationships that exist in educational settings. Children have no govern ov er the instauration they enter, of the pre-existing cultural practices or of the power of the expectations of others, particularly their parents and teachers (MacNaughton, 2004). Training for those who intend to work in the early years sector should not neglect the bonk of power or the contexts in which it operates.In English preschool classrooms, learning by being active and interactive, by exploring the environment, has gained universal status (Curtis, 1998). Dewey advocated that children learn best by exploring and manipulating their environment. Isaacs (1933) also emphasized the importance of learning by doing. She wrote that play is not the only means by which children come to discover the world the whole of their spontaneous activity creates their psychic equilibrium in the early years.Communication, Language and Literacy includes the child to read a variety of different books, being able to communicate in different slipway, such as facial expressions and eye contact used i n non verbal communication. Children should be able to communicate in order for them to enrol in their society. Children should also receive simple reading tasks and texts and writing for different purposes. Drake, (2001) A study carried out by Halls (1987) in a literate home office corner, showed that where paper, pencils, newspapers, planners, telephone directories, cookery books and catalogues were added as part of the environment. During the four hour days of this study, children were engaged in 290 literacy events. For example it was found that the frequency, duration and complexity of childrens play with scratch increased and that the objective encouraged self-generated literacy activity. A particularly interesting finding was that children in the intervention group often transformed the literacy objects into something else. Another example was the cookery books became magic genie books, and newspapers became magazines. Language is a powerful source of signs, and empowers t he child to restructure his or her environment, (Taylor and Woods 1998).There are many ways that children make connections with writing and reading, and many pathways into literacy. Writing and reading can enter young childrens lives in a variety of ways. Early experiences with literacy may be initiated by the child or by other people, they may be playful or work-like, and may take place at home, in the neighbourhood or in community settings.The range and diversity of early literacy experiences suggests that there are many ways that children make connections with writing and reading, and many pathways to literacy.Literacy development often starts in young childrens early symbol using activities in talking, in play and fantasy, in scribbling and drawing, in pretend reading and writing. Between the ages of 1-5 children learn to use symbols they find out for themselves and those donated by the culture (Gardner Wolf, 1979, p.vii). The use of symbolswhich may include words, gestures, m arks on paper, objects modelled in clay, and so forthmakes it possible to construe experience, feelings and ideas. Symbols also allow children to go beyond the immediate here and now and to create imaginary worlds snap consumes much of young childrens time and energy, and for many children, play is where writing and reading come. Play is the arena in which young children make connections between their immediate personal world and activities that are important in the larger social world of family and community, and play is the context in which many children find ways to make culturally valued activities part of their own personal experience. When children play with writing and reading, they are actively trying to useand to understand and make sense ofreading and writing long before they can actually read and write. When books, paper, and writing material are among the objects children play with, important literacy learning can occur. As they experiment with written language, often in playful ways, children begin to learn what writing and reading are, and what they can do with them. At the same time, children can acquire a range of discipline and skills related to writing and reading, as well as feelings and expectations about themselves as potential readers and writers. This multifaceted body of knowledge and attitudes constitutes early or emergent literacy (Holdaway, 1979 Teale Sulzby, 1986). Play appears to have at least two potential links to the development of literacy First, as a symbolic activity, pretend play allows children to develop and refine their capacities to use symbols, to represent experience, and to construct imaginary worlds, capacities they will draw on when they begin to write and read. Second, as an orientation or approach to experience, play can make the various roles and activities of people who read and write more meaningful and accordingly more accessible to young children. In play the focus is on exploring rather than on accompli shing predetermined ends or goals, so there are few pressures to produce correct answers or final products. Plays non literal, not-for-real, not-for-profit orientation allows players the freedom to manipulate materials, experiences, roles and ideas in new, creative, experimental, as if ways (Bruner, 1977, p.v Garvey, 1974). Play thus creates a risk-free context in which children do not have to worry about getting it right or about messing up. This freedom may lead children to discover or invent possibilitiesnew ways of doing things and new ways of thinking about ideaswhich may, in turn, lead them to new questions, problems, and solutions. Approaching writing and reading with such an experimental, as if attitude may help children realize that written language is something they can manipulate in a variety of ways and for a variety of purposes. performing at writing and readingby scribbling, drawing, pretending to write, or pretending to readmay serve to open up the activities of writi ng and reading for childrens contemplation and exploration (Bruner, 1976 Sutton-Smith, 1979).While activities like talking, playing, and drawing are closely linked to writing and reading, and while their use often intertwine and overlap, there are no direct or inevitable transitions between earlierand laterdeveloped symbol systems. Whether and how children make connections between talking, playing, drawing, and writing and reading depends on the childrens interests and personalities, on what is addressable and valued in their particular culture, on how the people around them use writing and reading in their own lives, and how these people initiate and respond to childrens writing and reading activities. In other words, early literacy development does not simply happen rather, it is part of a social process, embedded in childrens relationships with parents, siblings, grandparents, friends, caretakers, and teachers.Early writing activities tend to be more visible than early reading activities because they involve making something. If given crayons or pencils, children usually begin to scribble around the age of 18 months they find scribbling interesting because it leaves a visible tracethey have made something that didnt exist before. When children encounter print in their environment, they use this visual information in their scribbling and pretend writing. Marie Clay (1975) has shown that as scribbling develops, it begins to incorporate various features of conventional written language, such as linearity, horizontally, and repetition. As children learn that marks and letters represent or stand for something, they are developing an understanding of what Clay calls the sign conceptwhich is of central importance in learning to write and read. Robert Gundlach (1982) has argued that beginning writers need to master the functions, uses and purposes of writing the forms and features of written language and the processes of writing. Children must learn what writing can do, and, in particular, what they can do with writing.Early literacy development is closely level(p) to the specifics of young childrens relationships and activities. To these relationships and activities, children bring their curiosity, their interest in communicating and interacting with others, and their inclination to be a part of family and community life. They also bring their desire to use and control materials and tools that they perceive as important to the people around themtheir urge to do it myself. And they bring their willingness to seek help from more proficient writers and readers. When they interact with more competent writers and readers, children serve as spontaneous apprentices (in George Millers phrase), learning about written language and how to use and control it for a range of purposes. What is the relationship between early experiences with literacy and later, long-run literacy development? There are as yet no definitive answers to this question, but a s in other aspects of psychological development, we assume that there is a relationship between early literacy experience and later mature literacy. How this relationship unfolds for a particular child will depend on several factors which interact with one another in complex ways. These include the childs interests, temperament and personality, opportunities at home and in the neighbourhood for writing and reading, as well as the genius and quality of the instruction the child encounters in school.Even children who do not narrate their play are enacting a memoir with their gestures. It has been shown that children engage in this sympathetic of symbolic play more and in richer ways when they do it with a facilitating adult, usually a parent or caregiver. A typical interaction consists of a young child moving a toy around, guiding the toy or toys through a sequence of actions. Often it is the adult who provides the language that highlights the narrative form embedded within the chi lds play gestures The Emergence of Story Telling During the First Three YearsBy Susan Engel Bennington College,Bennington, VermontZero to Three Journal, December 1996/January 1997. http//www.zerotothree.org/site/PageServer?pagename=ter_key_language_storytellingAddInterest=1145

Characteristics of Franchising Systems

Characteristics of Franchising SystemsDEFINITION OF FRANCHISINGFranchising is a viable method of distributing goods and services which can have a positive influence on economic development by its contribution to the establishment of new businesses and job creation. (By Martin Mendelsohn,2004, p.1,The Guide to Franchising).The distribution networks can be expanded without having to borrow funds or essay additional equity finance. Some capital will be required to prep be for franchising but in general the franchisees will supply the capital as they will fund their own outlets. (By Gideon Nieman, 1998,p.8,)One can start in business with the use of comprehensive business package consisting of an established trade describe and corporate image, a proven product or service, and the benefit of the goodwill that has been built up up by the franchisor. (By Gideon Nieman,1998, p.9,the franchise option-how to franchise your business).Disadvantages for franchisees Loss of liberty one of the m ost serious disadvantages of becoming a franchisee is loss of independence. If you want to make all your own decisions, franchising may be the wrong choice. Franchise systems are structured in such(prenominal) a way that the franchisor sets many of the rules the franchisee is required to operate the business according to the franchisors manuals and procedures.Over-dependence on the system loss of independence , if taken to extremes, leads to a further disadvantage over dependence on the franchise system. When franchisees rely totally on the system for their success, their over-dependence can cause problems. Franchisees have to equilibrate system restrictions with their personal ability to manage their own businesses. For example, when a franchisee depends on national advertising exclusively and does not invest in local trade , she is short changing her business by relying too greatly on what the franchisor is bringing to the party. (By Michael Seid, Dave Thomas, 2007,p.42, Franch ising for dummiesCommon characteristics of franchise systems that reflect different types of exploration and exploitationThe situation of the system in the marketThe degree of hardness of the systemThe systems entrepreneurial orientationThe room for strategic participation of franchisees in the systemThe systems growth objectives ( by Josef Windsperger, Grard Cliquet, George Hendrikse, Mika Tuunanen, 2012, P.194, economic and management of franchising networks).Several limitations of franchise relationships as a specific form of alliance in which both franchisor and franchisee are intelligent partners that move and adjust to each other through time. The franchise relationship is often seen as a static, top down relationship in which the focus is on efficiency-aspects, such as monitoring and control of franchisees. However, it is argued here franchise systems and the relationships within them have to deal with paradox of exploitation and exploration in organisational adaptation. Ex ploitation includes aspects such as refinement, choice, production, efficiency, selection, implementation and execution. Exploration includes issues such as search, variation, risk-taking,experimentation, play,flexibility, discovery and innovation. Arguably, firms must try to find an appropriate balance betyween exploitation and exploration in run to survive and prosper in their environment. ( by Josef Windsperger, Grard Cliquet, George Hendrikse, Mika Tuunanen, 2012, P.194).Resource acquisition theoryhttp//www.whichfranchise.com/resources.cfmhttps//books.google.co.uk/books?id=9bXdna3dpEkCpg=PA61lpg=PA61dq=Brand+the+franchise+benefits+from+operating+under+the+name+and+reputation+ smirch+(image)+of+the+franchisor,+which+is+already+well+established+in+the+mind+eye+of+the+public.source=blots=8S9g1KfYUFsig=i6g2copZdN7dITp0uFMxSdx1MRQhl=ensa=Xved=0ahUKEwjMnvPap9TJAhUGVRQKHXq2BbwQ6AEIJjAAv=onepageq=Brand%20the%20franchise%20benefits%20from%20operating%20under%20the%20name%20and%20reputat ion%20brand%20(image)%20of%20the%20franchisor%2C%20which%20is%20already%20well%20established%20in%20the%20mind%20eye%20of%20the%20public.f=falsehttp//search.proquest.com/abiglobal/docview/220131590/63A3C6E4CB69411CPQ/1?accountid=10472http//www.referenceforbusiness.com/small/Eq-Inc/Franchising.htmlhttp//emarket.franchise.org/FRCSupportHandbook.pdfhttp//www.emeraldinsight.com/inside/full/10.1108/08876040710818895http//www.entrepreneur.com/answer/227691http//www.franchising.com/guides/what_is_franchising_the_basics.htmlhttp//www.emeraldinsight.com/doi/abs/10.1108/08876040710818895http//www.whichfranchise.com/resources.cfmhttp//www.theukfranchisedirectory.net/page/history-of-franchising.phphttp//www.franchising.com/articles/what_is_franchising.html

Reflective Essay on Structured Interviews

reflective Essay on Structured Interviewsthe behavior you structured the questioningit gave me ideas in my head in how I wanted the interview to go (from interview transcript)IncidentThe key blot during the interview, I thought, was when J. spoke ab kayoed how he wanted the interview to go and what questions and information he wanted to find out. For me, J. had reached the point I wanted him to get to, where he realised it is possible to control and change an interview apply a structured approach. I suggested to him as further learning to develop in the future, using examples of questions about self harm and suggesting using formal interview tools in informal ways.I did not ask J. what he meant by ideas in my head. I hesitated to ask him what he meant and to encourage him to reflect on this.Reflective observationLooking over the transcript and analysing it, I think I missed the boat with J. here. I peradventure let an opportunity pass to explore his learning with him in greate r depth. We could have discussed how to develop skills in interviewing and what he wanted to learn next. This would have moved the focus away alcohol and onanism symptoms towards his skill development. It could also have been a good opportunity to practice critical incident analysis.I think there were two reasons why I was wary of delving deeper at this point with J. and hearing to help him reflect on his learningFirst, I had not worked with him for two weeks which was unfortunately due to training and holiday schedules. This meant I had no chance to work with him and observe and assess him directly. I had set him guidelines in how to interview and knew he could get support from other rung nurses. However, I had only what he was broad me during the interview to assess and give him feedback.Secondly, I had started the interview with a clear idea that we were going to cover his crownwork booklet in whatsoever aras. I really felt some pressure inside myself to cover the whole sound judgement aspect and not take chances going off at a tangent. I regarded the purpose of the assessment as giving J. feedback on how he had met his competencies. I knew that most savants saw end their CAP booklets as a priority.Perhaps if I had helped J. explore his learning it may have been more useful for his future. I felt he was interest in the subject and seemed motivated to learn. He reported making several attempts to talk to different patients on the ward about their drinking. He did link what he had well-read to his next placement and how he could use it. It is a little ironic that I was not flexible and adaptable in my approach to interviewing. besides we were both learning J. as a student nurse and myself as a student mentorRelated theoryRowantree (2003) describes six different purposes for assessment including selection, standards, motivation for students, feedback to students, feedback to teachers, and preparation for invigoration. excerpt here can be conce ived as both access to a course or profession and passing or completing a course of education.There are number of purposes here which are not necessarily compatible or perhaps easily reconcilable. Selection and maintaining standards can be seen as competitive and even as almost elitist. Feedback is described as the life-blood of learning (Rowantree, 2003 p416), where assessment is meant to teach the student something. Preparation for life can be seen as inspirational which maybe at odds with maintaining standards, in the sense of maintaining a status quo.Jarvis and Gibson (2001) talk about the two customary types of assessment current in breast feeding education pliant and summative assessment. They describe formative assessment as diagnostic to try and find out what the student has learned and tranquillise has to learn. Summative assessment is about making a judgement of whether a nurse has learned enough to become capable (Bradshaw, 1989).Duffy and Hardicre (2007) in their fir st article on failing nursing students describe a three stage process of an initial supporting which is formative a mid placement meeting which is formative with constructive feedback and a final summative meeting where both the student and mentor should know what to expect. In partitioning 2 on managing failing students they state that feedback should be regular and ongoing (Duffy and Hardicre, 2007). This prescriptive approach to assessment is about meeting standards and ensuring public and patient safety. until now though they are discussing the failing student their approach if used must apply to all students in order to be consistent, fair and sleepd.The mentor has to balance the idea of educating and learning with a duty of ensuring that the student is safe to practice. On the one hand the mentor should provide feedback that facilitates the student identifying what they have learned and what they still have to learn. On the other the mentor is accountable for the safety of patients in their care. Beattie (1991) argues that this can make assessment more effective by ensuring consistency to meet the accountability need. This is not easy and involves gathering a lot of information about learning to make a judgement base on this evidence.However, if our posture is to create a profession of reflective practitioners then assessment must perhaps include an open ended formative element as well. Driscoll (Baird and Winter, 2005) makes the point that there is no end-point in learning about practice. Perhaps mentors have to allow their students the freedom to explore their learning. During assessment students should have opportunities to reflect and to broaden their understanding. Students perhaps should be given choice and participation in the learning process. This is in line with teaching nursing students as adults who are internally motivated, self order and who bring past experience to their learning. (Knowles, 1990)The challenge is to foster this desir e and motivation to learn when it occurs. Biggs (1987) discussed the differences between deep and superficial learning. Assessment that encourages anxiety and recall of intimacy can lead to superficial learning. Where deep learning is promoted by motivation to learn and should be more effective in creating professional nurses.One way to foster deep learning could be to use questioning skills. It is possible to ask questions that will broaden learning and develop critical thinking. There are different types of questions closed open questions looking for simple answers questions that promote discussion. The mentor should form a question at an appropriate cognitive level for the nursing student. The mentor can ask a series of questions aimed at getting a response from the student and encouraging an increasing complexity if appropriate. (Nicholl and Tracey, 2007)In exploring some of the literature on assessment, it seems apparent there are two intertwined elements present the formative strand is about what has been learned and what still needs to be learned the summative strand is about making a judgement about meeting a proficiency standard to become professional and safe in practice. The challenge for the mentor is to meet both strands adequately in their assessment of student nurses.Future ActionThere are some things I would try and do differently. I would try and structure assessment over the whole placement as suggested in Duffys model (Duffy and Hardicre, 2007). However, I would try and find a place both the formative and summative elements within the assessment process, while trying to clearly have separate interviews for each.I would like to observe my student directly in learning situations, as well as gather information from colleagues and of course from the student. I would now see feedback as having to be based on a sound judgement based on facts in order to be helpful for the nursing student. Even where the student is more higher-ranking and capable I would still like to have some element of direct observation to justify my assessment. Another part I would consider is preparedness my feedback and possibly giving it in writing beforehand. This could remove anxiety on the students part about passing and perhaps allow time to explore formative aspects of the assessment.I think growing as a mentor would involve becoming skilled at encouraging learning during assessment while giving feedback and passing a student or not. If I had another instance like with J. here, I would like to try and ask a few questions to grasp a little deeper into what he was saying.

Mythology In and Around Sophocles Antigone Essay -- Antigone essays

How extensive and deep are the mythological roots in the Greek Sophoclean tragedy Antigone? Research indicates that both within the maneuver and around it there are numerous mythological influences. The use of mythological elements in Greek tragedy is very compatible with the Greeks sense of history ring a drama. Martin Heidegger in The Ode on Man in Sophocles Antigone comments on the Greek audiences sense of history and a drama Polis means, rather, the place, the there, wherein and as which historical being-there is. The polis is the historical place, the there in which, out of which, and for which history happens. To this place and scene of history die the gods, the temples, the priests, the festivals, the games, the poets, the thinkers, the ruler, the council of elders, the assembly of the people, the army and the fleet. All this does not first belong to the polis, does not become political by entering into a relation with a statesman and a general and the business of the st ate. No, it is political, vile. at the site of history. . . . (91). C. M. Bowra in Sophocles Use of Mythology gives the rationale behind the Attic dramatists preference for myths in their plays Myth provided the framework of drama, which illustrated in a highly concrete and cogent way some(prenominal) important crisis or problem, and that is why Greek tragedy can be called symbolical. The old stories are indeed told again for their own sake, and there is no deficiency of dramatic tension and human interest, but they also exemplify some far-reaching problem, which is admirably presented in this individual shape (31). Antigone, the drama, begins with the main woman character and protagonist, Antigone, inviting Ismen... ...l Themes. In Readings on Sophocles, edited by Don Nardo. San Diego, CA Greenhaven Press, 1997. Segal, Charles Paul. Sophocles Praise of Man and the Conflicts of the Antigone. In Sophocles A Collection of Critical Essays, edited by Thomas Woodard. Englewood Cli ffs, NJ Prentice-Hall, Inc., 1966. Sophocles. Antigone. Translated by R. C. Jebb. The Internet Classic Archive. no pag. http//classics.mit.edu/Sophocles/antigone.html Sophocles In Literature of the Western World, edited by Brian Wilkie and James Hurt. newfangledYork Macmillan Publishing Co., 1984. Watling, E. F.. Introduction. In Sophocles The Theban Plays, translated by E. F. Watling. New York Penguin Books, 1974. Woodard, Thomas. Sophocles A Collection of Critical Essays, edited by Thomas Woodard. Englewood Cliffs, NJ Prentice-Hall, Inc., 1966.