Essay --

The future of technology takes us further into video games. Does it get under ones skin violence and social behavior in kids. Many people believe that violent video game lead to violence outbreaks and bad behavior. Can every last(predicate) this be true? Can it possible that video games are making the upcoming generation having a violent side and not being adapted to socially interact with others. There have been studies that give valid points on these topics. Video games are enhancing every year as technology gets better withal do the games. Does this mean that videos games are also becoming more heartyistic, violent, and aggressive. Is Spending all these hours making a kid more likely to have anti-social behaviors and modify these kids brain? Have people wondering how are video games really affecting our kids in this generation? Violent games being released today have historic period restrictions on them but this does not stop underage kids from getting these games in their hands. Theres controversies about how kids should know the difference between video game violence and real violence and also if it causes social problems. T...

My Personal Leadership Philosophy Essay -- Leadership Essays

According to Websters Dictionary, leaders is the power or ability to lead other people, the act or instance of leading. I believe that Leadership is an art, the art to get others to follow and accomplish a common goal or task in a harmonic manner. A leader can be shown in all kinds of shapes and forms. To be a great leader many people believe it consists of imitate the way, inspiring a shared vision, enabling others to act, and encouraging the heart. Over the course of me learning how to become a better leader and being in leadership roles, Ive learned that all these are in truth necessary to be a great leader. The person you least expect can be a leader in their on right. We rescue great world leaders such as our President Barack Obama and Hilary Clinton, but also we even have our depressed town leaders such has our sheriffs and mayors. Most importantly Ive seen the grea footrace leader of them all and thats been in my own household. My mother exemplifies all of these very gr eat qualities she practices what she preaches, encourages me to be a better me, tends to my needs, and has ultimately won all of my trust to complete she will never steer me in the wrong direction. tether is a way of life, something that is a learning experience. With growth, lessons learned, and having confidence leadership is a task that all can obtain. My top five strengths include Faith, Integrity, leadership, teamwork, and communication. My number unmatchable weakness is ambition. I would have to say that my strength finder test was pretty accurate to what I already knew were my strengths and weaknesses. I actually found the test very helpful and it opened up my eyes to a lot of things. With anything you do in life you need faith. I have always struggled wi... ... we know it or not. Growth is inevitable and when there is growth there is new finding about life. Leadership is a growing process that is never ending. sluice a leader is human. Learning from mistakes and show ing ways to positively turn them around is one of the strongest leaders of them all. But one must realize you have to be follower in one time of your life to become a leader. The most creative geniuses are those who have followed. Stay humble, open-minded, and firm in your beliefs and know man should ever discredit you from being an extraordinary leader. Works Cited Summary. U.S. Bureau of Labor Statistics. U.S. Bureau of Labor Statistics, n.d. Web. 13 November 2013.Free Aptitude audition Find Your Strengths & Weaknesses. Tools for Your Career Path. N.p., n.d. Web. 14 Nov. 2013.Leadership. Merriam-Webster. Merriam-Webster, n.d. Web. 14 Nov. 2013.

Free Merchant of Venice Essays: The Price is Right :: Merchant Venice Essays

When I first read The Merchant of Venice, I had a lot of mixed reactions. One of them, amazingly enough, was that it was too short How can this be? We all know that Shakespeares plays are notoriously too long.  In reading it over, I think this perception comes from a number of sources.  One is the idea that the two story lines, that of Portia and her suitors and that of Shylock and his money-grubbing ways, are only loosely held together by the title character, Antonio.  The other reason is that when we eventually get to the trial scene, the supposed highlight of the play, we notice that the trial is only a very small part of the whole play.  It is not what the play is to the highest degree in my opinion. Many people have suggested that the play should have ended after the trial, that the final scene served no purpose.  I saw it much manage the hurriedly thrown together conclusion to a choppy paper.  We have talked about cut versions of literature as t hey make their way to the screen. This seems to me as though it is a choppy version of an idea that didnt work out as well as the playwright had hoped.  As I read even more closely, I may find I change my mind.   Since it didnt seem to be about what I thought it was supposed to be about, I decided to analyze to figure out what it really is about. Based on my current understanding (subject to further enlightenment), the play is (at least partially) about the merchandising of people.  People can be bought or sold for Three thousand ducats, well (Act I burst 3 Line 1), or chests of gold, silver and lead (I.ii.30). Every one has a price.  All are bought or sold at one time or another. Lets look at some of the leading characters and see what price they require.    Antonio sells a pound of his flesh for three thousand ducats in Act I Scene 3.  Bassanio sells his marriage vows to repay the lawyer/ judge for defending Antonio (Act IV Scene 2).  Gratio no sells his vows, by giving away the ring that represented them, and his friendship to Bassanio at the same time. Portia sells herself as property in marriage

More Than Just A Shirt :: essays research papers

Before reading this metrical composition one doesnt completely realize the details and stories behind an fair game as basic as a shirt. I had no idea that so much detail could be found in such a simple object, much less an entire poem. This poem presents a very good example of how we can easily overlook terrible things which happen, but demand to ignore. Even though we know bad working conditions exist in small countries which produce products we need, we choose to buy these products and support the inhumane working conditions. The poem does a good job of making us more aware of the world around us, and that there are more to things thence meets the eye.The poem shirt by Robert Pinsky is written in a free verse form. The poem tells the story behind a shirt. It starts by describing the shirt and its physical characteristics, but then goes into the story of the workers which produce it. The shirt is not one particular shirt, but all shirts in general. The first story which is descr ibed in the poem tells us about a factory which has poor working conditions. These conditions led to a fire which kills one hundred and forty-six people. A specific example of a man who tosses three girls out the window and then plunges to his own death serves to show us the horror of the situation. the poem then continues on to tell us of in humane conditions in Scotland. It ends by telling us about the slaves who picked and planted the cotton. The speaker seems to be telling us a story in order to inform us of whats going on in the shirt industry.Robert Pinsky doesnt have many a(prenominal) obvious examples of diction in his work, although hints of it can be found. thither is a simile in the first line of the tenth stanza. The line goes "corners of both pockets, like a strict rhyme"(line 28). When reading the poem many images present themselves. One of the first images I see continues to present its self through out the poem. This image is one of the shirt with its " invisible stitches along the hint "(2), " twin bar-tacked corners "(27), and " Buttons of simulated stone ".(45) The strongest image in the poem which really stuck with me was one of the man dropping girls out of the window, and then jumping himself.

Threat of Global Warming Essay example -- essays research papers

Threat of Global Warming There argon two burning questions that I feel need to be answered originally exploring the aspects of global warm up. They be what is the green kinsfolk force-out and how does the green house final result brook to global warming? Gases in the atmosphere are transparent to indubitable light but latch on infrared ( change) waves that are reradiated from the earths get along (Cunningham, Cunningham, Saigo 05). However, some greenhouse gases occur naturally in the atmosphere, while others reply from human activities. Naturally occurring greenhouse gases include water vapor, carbon dioxide, methane, nitrous oxide, and ozone. ascorbic acid dioxide is released to the atmosphere when solid waste, fossil fuels (oil, natural gas, and coal), wood and wood products are burned. Methane is emitted during the production and transport of coal, natural gas, and oil and the raising of livestock. The atmosphere, when loosely compared to the glass of a greenh ouse, transmits sunlight while trapping heat inside is called the green house effect. The greenhouse effect is a natural atmospheric process that is necessary for life, as we know it. Too strong of a greenhouse effect that is caused by the burning of fossil fuels and deforestation, may cause harmful environmental change. The greenhouse effect is only troublesome when it gets too strong and warms things too much. And thats except what scientists say has happened over the last 150 years or so as the people of industrialized nations have extracted Earths vast interred stores of fossil fuels and burned them. Each greenhouse gas differs in its ability to absorb heat in the atmosphere. Methane traps over 21 times more heat per molecule than carbon dioxide, and nitrous oxide absorbs 27... ...appen if deforestation stopped entirely? Would the greenhouse effect stop immediately or would it take many, many years? We as humans are smart enough to stop doing things that will ultimately extirpate human kind. Arent we? More studies must be done to invite a definitive answer in order to save mankind. Or is this the carriage that history dictates that in this one million years global warming is inevitable? Works CitedDiscovery Channel. 2005. Global Warming.discoverychannel.org. EPA. 2006. U.S. Department of State website. Epa.gov/globalwarming.org. Science Express, 30 September 2004Knutson, Thomas R. and Tuleya, Robert, Journal of Climate, vol. 17, pp. 3477-3495.Geophysical Research Letters, September 22, 2004.Cunningham, W.P. Cunningham, M.A. and Saigo, B.W., environmental Science, A Global Concern, ninth ed., publisher, 2005. Threat of Global Warming Essay example -- essays research papersThreat of Global Warming There are two burning questions that I feel need to be answered before exploring the aspects of global warming. They are what is the greenhouse effect and how does the green house effect contribute to global warming? Gases in the at mosphere are transparent to visible light but absorb infrared (heat) waves that are reradiated from the earths surface (Cunningham, Cunningham, Saigo 05). However, some greenhouse gases occur naturally in the atmosphere, while others result from human activities. Naturally occurring greenhouse gases include water vapor, carbon dioxide, methane, nitrous oxide, and ozone. Carbon dioxide is released to the atmosphere when solid waste, fossil fuels (oil, natural gas, and coal), wood and wood products are burned. Methane is emitted during the production and transport of coal, natural gas, and oil and the raising of livestock. The atmosphere, when loosely compared to the glass of a greenhouse, transmits sunlight while trapping heat inside is called the green house effect. The greenhouse effect is a natural atmospheric process that is necessary for life, as we know it. Too strong of a greenhouse effect that is caused by the burning of fossil fuels and deforestation, may cause harmful environmental change. The greenhouse effect is only troublesome when it gets too strong and warms things too much. And thats just what scientists say has happened over the last 150 years or so as the people of industrialized nations have extracted Earths vast buried stores of fossil fuels and burned them. Each greenhouse gas differs in its ability to absorb heat in the atmosphere. Methane traps over 21 times more heat per molecule than carbon dioxide, and nitrous oxide absorbs 27... ...appen if deforestation stopped entirely? Would the greenhouse effect stop immediately or would it take many, many years? We as humans are smart enough to stop doing things that will ultimately destroy human kind. Arent we? More studies must be done to find a definitive answer in order to save mankind. Or is this the way that history dictates that in this one million years global warming is inevitable? Works CitedDiscovery Channel. 2005. Global Warming.discoverychannel.org. EPA. 2006. U.S. Depart ment of State website. Epa.gov/globalwarming.org. Science Express, 30 September 2004Knutson, Thomas R. and Tuleya, Robert, Journal of Climate, vol. 17, pp. 3477-3495.Geophysical Research Letters, September 22, 2004.Cunningham, W.P. Cunningham, M.A. and Saigo, B.W., Environmental Science, A Global Concern, ninth ed., publisher, 2005.

Threat of Global Warming Essay example -- essays research papers

Threat of planetary Warming There are devil burning questions that I feel need to be answered before exploring the aspects of ball-shaped warming. They are what is the greenhouse exertion and how does the green house effect contri neverthelesse to global warming? Gases in the cash dispenser are transparent to visible light but absorb infrared ( light up) waves that are reradiated from the earths surface (Cunningham, Cunningham, Saigo 05). However, many greenhouse gases occur naturally in the atmosphere, while others result from adult male activities. of course occurring greenhouse gases include water vapor, hundred dioxide, methane, nitrous oxide, and ozone. Carbon dioxide is released to the atmosphere when solid waste, fossil fuels (oil, natural gas, and coal), wood and wood products are fire. Methane is emitted during the production and tape drive of coal, natural gas, and oil and the raising of livestock. The atmosphere, when loosely compared to the glass of a greenhouse, transmits sunlight while trapping heat inside is called the green house effect. The greenhouse effect is a natural atmospheric process that is necessary for life, as we receive it. Too strong of a greenhouse effect that is caused by the burning of fossil fuels and deforestation, may cause harmful environmental change. The greenhouse effect is lone(prenominal) troublesome when it gets too strong and warms things too much. And thats just what scientists say has happened over the last 150 years or so as the commonwealth of industrialized nations have extracted Earths vast buried stores of fossil fuels and burned them. Each greenhouse gas differs in its ability to absorb heat in the atmosphere. Methane traps over 21 times more heat per molecule than carbon dioxide, and nitrous oxide absorbs 27... ...appen if deforestation drop by the waysideped entirely? Would the greenhouse effect stop immediately or would it take many, many years? We as humans are smart enou gh to stop doing things that will ultimately destroy human kind. Arent we? More studies must be done to find a classic answer in order to save mankind. Or is this the way that annals dictates that in this one million years global warming is inevitable? kit and boodle CitedDiscovery Channel. 2005. Global Warming.discoverychannel.org. EPA. 2006. U.S. Department of State website. Epa.gov/globalwarming.org. Science Express, 30 folk 2004Knutson, Thomas R. and Tuleya, Robert, Journal of Climate, vol. 17, pp. 3477-3495.Geophysical Research Letters, September 22, 2004.Cunningham, W.P. Cunningham, M.A. and Saigo, B.W., Environmental Science, A Global Concern, ninth ed., publisher, 2005. Threat of Global Warming Essay example -- essays enquiry papersThreat of Global Warming There are two burning questions that I feel need to be answered before exploring the aspects of global warming. They are what is the greenhouse effect and how does the green house effect contribute to global warming? Gases in the atmosphere are transparent to visible light but absorb infrared (heat) waves that are reradiated from the earths surface (Cunningham, Cunningham, Saigo 05). However, some greenhouse gases occur naturally in the atmosphere, while others result from human activities. Naturally occurring greenhouse gases include water vapor, carbon dioxide, methane, nitrous oxide, and ozone. Carbon dioxide is released to the atmosphere when solid waste, fossil fuels (oil, natural gas, and coal), wood and wood products are burned. Methane is emitted during the production and transport of coal, natural gas, and oil and the raising of livestock. The atmosphere, when loosely compared to the glass of a greenhouse, transmits sunlight while trapping heat inside is called the green house effect. The greenhouse effect is a natural atmospheric process that is necessary for life, as we know it. Too strong of a greenhouse effect that is caused by the burning of fossil fuels a nd deforestation, may cause harmful environmental change. The greenhouse effect is only troublesome when it gets too strong and warms things too much. And thats just what scientists say has happened over the last 150 years or so as the people of industrialized nations have extracted Earths vast buried stores of fossil fuels and burned them. Each greenhouse gas differs in its ability to absorb heat in the atmosphere. Methane traps over 21 times more heat per molecule than carbon dioxide, and nitrous oxide absorbs 27... ...appen if deforestation stopped entirely? Would the greenhouse effect stop immediately or would it take many, many years? We as humans are smart enough to stop doing things that will ultimately destroy human kind. Arent we? More studies must be done to find a definitive answer in order to save mankind. Or is this the way that history dictates that in this one million years global warming is inevitable? Works CitedDiscovery Channel. 2005. Global Warming.discover ychannel.org. EPA. 2006. U.S. Department of State website. Epa.gov/globalwarming.org. Science Express, 30 September 2004Knutson, Thomas R. and Tuleya, Robert, Journal of Climate, vol. 17, pp. 3477-3495.Geophysical Research Letters, September 22, 2004.Cunningham, W.P. Cunningham, M.A. and Saigo, B.W., Environmental Science, A Global Concern, ninth ed., publisher, 2005.

How Education Shapes Life Chances Essay

Education in the largest sense is any act or image that has a formative effect on the mind, character or physical ability of an individual. In its technical sense, education is the process by which society designedly transmits its accumulated knowledge, scientific disciplines and values from one generation to another.In sociology we stomach various schools of thoughts or theories and each of these have their own view on the impact of sociology on life chances Functionalist one of the theories of sociology atomic number 18 mainly concerned with the function of education to society and to seek solution to the following questions, what is the relevance of education to the neighborly body and what are the relationship between education and sparing system. The functionalist believe strongly in value consensus, value consensus is a societal contract entered into by members of the society on how best they can leave together.They believe education is aimed to produce social stabilit y, to keep society smooth and to resolve conflict. In the talking to of a functionalist the individual has to submit to this higher order, which exist outside them and which was on that point before they were born and will continue after their deaths. That goes to say that the functionalist believes that every human race being should succumb to this great order since the society is greater than any individual.Moore and Davis (2006) claimed that education carrys out three major far-reaching functions which are firstly, socialization, where youths per sign in key cultural values such as achievement, individualism, competition, equality of opportunity, social solidarity, democracy and religious morality. Emile Durkheim on the other hand represents that increase in individuality has an optimistic relationship to deviancy and could threaten social solidarity among members of the society and especi entirelyy the youth who are more prone to these circumstances.But Talcott Parsons an A merican sociologist believes that the main social significance of education is its capacity to channel a viaduct between the family and broader society by aiding children to drop the particularistic standard of the family and adapt to the universalistic values of the wider society, which is just grounded on achievement and not attribution, since all students are provided with equal chances. Functionalist Davies and Moore argued further as their second point that meritocracy influences success and failure and this would show the position of all individual level.Highly endowed and skilled persons would take up the most tasking challenges and would be sufficiently compensated. Making some people above or placed high on the social ladder, as every student is handed the same equivalent opportunity to prove their talent they wont have the feel swindled for any social inequality that would be produced. So no matter your class or gender, race so far you are own any skill and you are willi ng and able to strive hard you would succeed in life. Talcott Parsons likewise believed that education is an instrument for the assigning of roles in the society.Examinations and qualifications are created to show, establish and to make known of students talents to skill and capacities to the career which is best well-matched for them. The school is so a tool to assign these positions hence the school is a microcosm of conception. In reference to the functionalist education teaches skill need for industrial society, it might be general skill that everyone requires such as numeracy and literacy or the specific skill needed for particular work. For Marxists the education system is seen as an important part of the superstructure in society.This is along with other institutions such as the media, religion and the family. They also argue that education does not give everybody a fair chance and that it uses the alienation of schoolwork, (the idea that children will do the work if they are rewarding for doing so), to socially control people until they are ready for exploitation in the world of work. Schools are considered to be unfair on working-class children because they are generally lower-middle-class institutions and so middle-class children will generally do better.Marxists also strongly believe that the hidden curriculum is being used too strongly by schools. By teaching pupils to follow instructions (e. g. sir and miss and folding their arms) they are preparing them for the exploitation during work of when being asked to do something and then automatically doing it. This means that workers could be used in the process and then fined out about the capitalist system that we live in the hard way.While Marxists do share umpteen ideas of functionalists e. g.the fact that education prepares us for out acceptance of the values of society they also see how the education system is alienating children. Functionalists, on the other hand, come along unable to see t his and believe that the education system can only do well to children by teaching them norms and values. The interactionist theory believes that the teacher is the most meaning(a) tool to pupils educational achievement. It implies that teaches assess pupils not by ability or intelligence, but by traits that relates to class, gender and ethnicity, such as attitude, bearing and behavior.According to an internationalist the way pupils are influenced by teachers include noticeing-involves two people in an interaction with one have the power to label bugger off on the other. For example when teacher tag students as smart and refulgent or as troublemakers and lazy this forms a mirror through which the students skills and performance is viewed, when there is an occurrence of any mishap in the school those labeled as trouble makers would be called first also when the teachers when marking the works of those label bright tend to have pity for them.A This can cause what is known as self -fulfilling prophecy this signifies a situation whereby an individual student will assoil in the way that he or she has been labeled. For instance the bright labeled children would have a high esteem while others would be discouraged and whitethorn not prepare properly for school work and some may resolve into cheating and this would result into trouble. Also students might have different teachers and therefore each teacher might have a different labeling for the same child .Peer groups label might have a different label from that of the teachers, for example the teacher label some students as smart and bright but in peer group label they can be labeled as nerd or dweebs and lose respect from peers. Students also label teachers normally in accordance to their strictness or openness, rule enforcement, punishments given and the arrive of worked handed to the students by the teachers this would determine which category either good or bad is the label for the teacher.These labels can be negotiated, that is the bright child might stolon misbehaving or the trouble-maker might turn , Life chances refer to the opportunities open to individuals to better the quality of life of themselves and their families. Therefore this definition suggest that there are opportunities acquirable for individuals and families to improve their lifestyles, and suggests that this is possible if there is no poverty, and for people to be socially inclusive. The concept was introduced by German sociologist Max Weber.These opportunities refer to length to which an individual scores access to resources, such as food, clothing, shelter, health care and our main area of study education. How does education (shape) peoples life chances? The question appears to be seeking an investigation into the relationship between the education a person receives and the opportunities which it provides. The (key) words seem to be education, shape and life chances. shape strikes me as a very definite word, de fined in the (merriam-webster dictionary as meaning, form,create, especially. to give a particular form or shape to).For the purposes of this essay I am going to look at education in the sense of learning opportunities provided by the state and concentrate on issues of social class, race and gender. Life chances is a very vague phrase which could be construed as having a variety of different meanings, but in this case I would interpret it to mean opportunities of economic and social (That goes to say that education is an opportunity given to an inidivial to improve his or her life quality). Aside the fact that education might be considered boring, expensive, stressful and quantify consuming.From a personal view I (believe) that education surely does improve or aids to better ones life chance, education divine service the ruling class to shape peoples thinking, also to improve the level of people so that from a natural person into a social person, education brought (rise of r techno logical advancements) , education brings about understanding and this has helped in settlements of many disputes also wars amongst countries, education helps to improve the welfare of the individual and the society, It promotes civilized, progressive, competent and cost-efficient development of the individual and the society and lastly Dissemination of culture, transforming culture, and create a culture, to intellectuals to raise peoples literacy.These and many more is how education has helped. Education also (comes) in, in its relation to the economy.

Mother to Son

Langston Hughess poem entitled mother to Son is a poem of nurturing, love, and tidings of thoughts. The mother as the narrator of the poem shares her thoughts well-nigh life. She said that life is not an easy journey. She relates her life to a stair, which was not a crystal or a beautiful and genuine gem. As what she is trying to tell her son, life is a never-ending journey with full of mysteries, fear, struggle, pain, success, and meaning. The mother saw her child swelled up on something so she told him not to think about the negativities for it was the challenge of living.From the beginning of the poem, the narrator already took place as the authority and judge. As she express her case, she already concluded many things around her journey and life. However, every insight that was imposed as personal justifications by using the words for me. It means that the goal is an opinionated discussion. Everything is logical but deep. The narrator reaches her hand towards her son as she w anted him to become a emend person like the way she toughened her life during her childhood until she became an adult. Her transition from being a soft-spoken mother to an imposer and handout back to a nurturing and loving mother is a also a significant idea within the poem as she employ the word son in the beginning, boy in the middle and beloved in the latter(prenominal) part of the poem.The word son showed her literal relationship with her child. As she used the word boy it shows that the narrator became an imposer, but as she went used the word honey she imposed a more intimate relationship with her child her love, nurturance and acceptance of her sons weakness. Through this, the relationship of mother and child became an educator and pupil relationship but soon goes to a more intimate relationship that moulds the mother and the son to be intact.In terms of the symbolisms, elements, and images within the poem, the author used the images that can be seen within the house s uch as carpet, stair, and floor. It shows the true essence of motherhood because literally or logically speaking, mothers are made to education the home and the family. By looking or analyzing the images alone, it can be seen that narrator is a woman or a mother to be specific because it embossed the responsibilities of a woman within the house.There are also ironies within the poem such as dark and light, climbin and landin, and fall and climb. The author showed a sleep justification of strength and weakness towards the mothers personality showing that she was not a perfect person, but trying to become a better one for her child. The author succeeds his attempt to incorporate both negative and positive aspects of life, which is a sensitive issue especially if a child is part of the situation. His onrush was simple but complete. He stated everything a mother and child should know within a short poem that distinguishes him to become an effective disciplinarian poet.The passage Li fe for me aint been no crystal stair was the main thesis of the poem. At the end of the narrators discussion, she showed in what she is trying to say about life by restating the main argument of the poem. This attack shows her responsibility to give her child a goof faith or belief how life is going to be as he went to his own journey. She pushed her son to climb the stair without thinking of the negative aspects of life but always on the positive place of everything because negativities are part of life but it was not the only reason for living.Work CitedHughes, Langston. Mother to Son. (n.d.) 5 December 2007.

“Simplicity” by William Zinsser

William Zinsser in his essay, Simplicity, describes the tendency people have to inflate their own words. A majority of us think that something is scatty if a word or sentence is too simple causing us to add unnecessary information tho to confuse our readers. Zinsser shows us examples of this in everyday life such as a simple letter, or a brochure by an insurance company, where the corporation uses a statement that overuses vocabulary to express something so simple.Zinsser observes that, Clear thinking becomes clear writing bingle cant exist without another,(Zinsser 175) His opinion on the key towards suitable an excellent source is to reward every sentence and to shorten it so that each word has its set expire. As a writer, he believes the more unclouded one is while constructing a piece of work, the better result they will receive. Writing is not as easy as it may come along. It can take several trials of perfecting ones work and more importantly revisions of ones thoughts equivalent Zinssers writing.The more conscious you become to your writing allows the writer to easily express their words and in society, good writing seems to be what lacks the most. Zinsser believes that a clear mind can positively impact your writing like a clear mind can affect your performance in everyday life. Sometimes, the more homework I have and the more hours I work, seem to build to my stress and negatively affect me in teach. My weekly schedule is one that at times is pretty hectic. With school, work and friends, sometimes the juggling of the lead seem to reach a boiling point.I currently work at a waitressing job in which the night shifts are usually the ones that benefit me the most. I attend school at Hunter College 4 age a week. Mondays and Thursdays from 8 am to 4 pm, while Tuesdays and Fridays are from 11 am to 1 pm. My work schedule is for the most part from Tuesday, Thursdays, Fridays, Saturdays, and Sundays (mid day to late nights). Going to school four da ys a week and working 5 days a week is such a hassle in my life. I try to fit my social life in as rise yet, sometimes it seems impossible. Thats when I realize by not going out I might be jeopardizing my friendships.Working almost five days a week doesnt give me enough time for myself or the ability to focus more on school. I come home so late that I usually stay up studying till 2 or 3 in the morning but have to conjure up up by 6 am. I run on 3 or 4 hours of sleep which doesnt give me enough energy to function at my highest capability. About two weeks ago I reached a point in my life in which I was beginning to feel like a robot. On a Friday night, I came home from a long day at school, immediately headed to work knowing that I had two tests to study for Monday. now I was scheduled to work the whole weekend on night shifts that I was struggling to figure out how I could possibly fit in time to study. I tried my hardest to study in between work breaks, but the environment around me was pretty hectic, that I accomplished nothing. On Saturday and Sunday, I woke up a little earlier to study, but time was passing by so fast that on both days I only accomplished an hour or two to memorise some material. I would rush each day to start getting ready for work and to phone my cab to get there on time. That Sunday from work I got home at 2 am and studied an hour for history, until I trim back asleep on my books.I instantly woke up, almost late for school, just in time to make it to my English class. I was so tired that I was straining to make my eyes remain open. I had a few school breaks in between my classes, but I knew that I couldnt memorize all these material for two different subjects the day of the test. Taking both of those tests, made me realize that not only did I fail, but I call for to make some changes in my life. My first priority is attending and excelling at school and juggling too many days at work with school is almost impossible to do.I knew I had to change my work schedule so that I have enough days to study and nights to rest in the future. In the end I knew it would work out even if I cut back on days to earn money, because my body and mind choose to properly rest. We dont seem to realize but sometimes there are many unnecessary things we do that can easily be adjusted. Either working too much or spending time doing other activities can take up a lot of our energy. As Zinsser illustrates simplifying ones life or ones writing is possible and necessary at times, and if we all learned to do so life would be much easier.

What Influenced Joseph Haydn’s Music

Joseph Franz Haydn was an amazing man. He was a actually ambitious, hard operative, a never give up type of guy. From what Louis Nohl tell, Haydn started singing by advance six and he was part of church choir. With all the fame and greatness, he would up to now achieve success coming from a poor family living in a peasant cottage. What really grabbed my attention was how Haydn loved practicing medicament and though with his many struggles Haydn always kept positive and a strong attitude. He would go against his familys wishes along with starving himself throughout his youth to be part of melody.Haydn taught me that do what you love to do and you will be great at doing what you love. Haydns system of rules and neatness in his unison comes from his childhood, where he was taught from an early age truly strictly to have a habit of organization and cleanliness (Nohl 8). His family would in any case sing unitedly at the end of each day and Haydn loved music so practically tha t he would practice the violin with a little stick who a neighbor noticed he had precise metre and t unitary during the age of only 5 at the time (Nohl).I guess he is very organized from the music I listen to from him, an example is his movement 2 in his symphony 22 where you can hear the order of the melodies he performs. Haydns influences also came when he was in Vienna starting in 1750. (Nohl, Hadden). Haydn would receive nothing but music into his life from books, to people he lived with, and to places he went. angiotensin converting enzyme of the people he studied under, according to Nohl, was a teacher of Italian opera named Nicolo Porpora. The Italian opera dominated Europe during that time. Fluid melodies along with displace and simple harmonic structure were the main points of the school.There were many works of the Italian opera made for the Prince at that time. Haydn had to comprise operas for special events including marriages for the princes neice and subsequent f or his son in 1777. With the newborn development in music that Haydn made, Nohl also states that Haydn improved in his singing, compositions, and his Italian. Accordingly, Haydn actual a more refined melody and clearer harmonies in his works. Hadden shows that Haydn received many unalike types of musical influences one being a poet by the name of Metastasio.Haydn had a lot of teaching and that strengthened his music skills and one of the students being taught the Harpsichord by him (Hadden). Haydn devoted himself to taking care of him self righteously, the Vienna Hofcappellmeister were his textbooks and he put them aside for weeks while continuingly reviewing them until he mastered them (Nohl 44). Haydn also played for Von Furnberg, the councilor at the time had Haydn compose him string quartets and gave him wonderful music for his chamber music. I think I learned a lot from Haydn not just from his music.It seems his success comes from his love for music and also his dedication t o his work. I think anyone looking to become successful from a standpoint of low or middle class need to work very hard as Haydn did. Haydn was very interested in making bullion. In their sources, Haydn looked to play for weddings, churches, teach music, and more. Therefore, money had a large influence on Haydn and his music an different instance was his position with the count in 1759 where he was positioned as the Director. The symphony at the time consisted of an allegro, adagio, and a second allegro, which is three movements.According to Nohl, part of the reason Haydn became symbolized as The Father of Symphony was because he transferred three movements to the quartet and added the minuet, which became the fourth movement. Unfortunately, Haydn married a woman who was bad for his health, it was the counts eldest daughter and she continually complained, asked for purchases that were more than Haydn can afford, and in many instances offended Haydn (Nohl 51). Haydn finally left her and base boarding for her but not after long years of toil and hearing her distress constantly, surprisingly for the most part Haydn kept his cool and still made wonderful music.Due to certain circumstances with the count, Haydn had lost his position there but shortly after Prince Esterhazy hired him, this was an important impact because Nohl said this secured Haydn as a composer for the rest of his life. Here, there were music of all types and Haydn was able to practice in peace and quiet (Nohl). Based on these circumstances, I believe that this gave a huge influence to Haydn with him surrounded by a versatility of music and the ability to focus composing because the lack of distraction.This is where Haydn had more than enough influence and his music life (or you can just say his life) took a turn in an immensely positive direction because Elaine Schneider writes that in Prince Esterhazys house he had to do administrative work for the musicians along with making compositions for the orchestra, chamber music, and opera performances. Prince Esterhazy knew Haydn after he performed his first symphony that he also composed and the Prince was impressed. Robbins/Landon 25) While working under Prince Esterhazy, had 11-12 string players, a flautist, two oboists, two bassoonists, two horn players, and a timpanist in the orchestra. There were also two violinists, a cellist, trumpeters and drummers. sometimes all these instruments would come to hireher for a special occasion. Haydn had a great sense of humor and that also influenced his music, you can hear his surprise symphony where it was very goofy and lazy melody to it. (Robbins/Landon 25) He would like to also have sudden outbursts of dazzle and high spirits in his music.His neatness and orderliness helped him get the most out of different types of music. With symphonies, he realized that instrumentals were more stronger and intellectual, as for serenades it was more suited for slow and sensuous instrumentals. Hay dn was the first to invent inborn, free expressive, raw(a) art to music and this is what Beethoven admired about him. You can hear in his music the emotions, characteristics, and expressions involved in almost all of them. Sadness, happiness, anger, humor, is some of the examples he puts up when he makes music. Nohl 79) Haydn executed works of art by expressing his ideas, thoughts, and purports. This was particularly rare in that time which was shortly after the Baroque era and the historied Bach along with other composers of the time mainly making church music. This attributed to his fame and success along with his constant love and perseverance throughout life. For this element of music he created, it aroused many including Beethoven and Mozart. An example of his love and perseverance is when the musicians and singers sabotaged Haydns Italian operas in 1776 when he composed for the kings court.Nevertheless, he still performed his works lynchpin at the house of the prince but no t much because the princes house became on fire. After it took fire, Haydn already had copies made back in his house. This also helped me learn to have back up documents for my work at all times. Another large reason for Haydns musical uprightness is due to his love of music. With this strong emotion, he was able to stand out from other musicians by being able to hold and develop an idea or feeling in his works. Many other composers would jump too fast and did not make an impact the valet de chambre feeling.Many of his works comprise of human nature and characteristic to it. No. 5 is of complete buoyant human health and clearness. No. 7 gives a dark and strange twist and gives the feeling of an uneasy person. No. 8 has a beautifully melody along with a creative and intellectually composed harmony. His masterpieces would go to deeper depth, which included the operas he was majestic at bringing about problems and then solving them through intelligence without losing the feelings in volved in the opera.A great influence on his music was Prince Nicolaus who during 1775 to 1785, who had Haydn compose so many Italian operas that Haydn barely had time to make other works (Robbins/Landon 53). The works he did compose outside of Italian operas, were very negligible and were less popular than most others. Though there were benefits with composing many opera works, it had enriched his technique and left him with new ideas that could be worked out in other forms, this way all his music benefitted from his concentration on music for the theatre.Haydn express the works for his string quartets were made in a new and special way. Haydn stated that Mozart was the person who had an effect on him the most in his musical compositions and his rise to stardom (Nohl 93). The feeling was mutual from Mozarts letters he admired Haydn since he was a child. Around 1782, when many of Haydns works reached Italy it was all kept with joy and love, which influenced Haydn to make the same. Also, Mozart made six quartets for Haydn for his admiration along with writing a letter to him. Though Haydn never missed an opportunity to listen to Mozarts works.At the end of 1790, the Price of Esterhaz had died and thus Haydn finally was able to leave Esterhaz and went to London. In his new location, Haydn now broadened his intellectual horizon and expanded on his development. Haydn later recognized some of Beethoven works and uniquely distinguished that his music had more developed and patterned symphonies, sonatas, along with quartets (Nohl 112). Haydn had done a lot of influencing to musicians and composers as well. Though Beethoven eventually became a more popular composer than Haydn, Beethoven was first a scholar of Haydn (Nohl 179).Haydn became a wealthy, famous person, known and visited from many high rank noblemen. He was asked by many kings and queens across Europe to perform music or work for them. The even greater aspect of all of this is that Haydn came from a small cottage house in lower Austria with not very much money and his father just a wheelwright. He is recognized in Europe as one of the best musicians who ever lived, even ranked stringent to Beethoven. What made Haydns music so amazing and wonderful was that it contained natural life and expression through them.He had a connection with nature in his music and he was a constant worker. He once stated in his old age how he is humble and grateful of all the luxuries he receives because of his success, but no one really know strenuous and the toil he has dealt with due to his hard work. Haydns musical success came from many different influences, the main factor being the love of music. It all started when he was a young boy when the family had everyone sing together, to studying in different schools, being taught by many including the famous poet Mestasio, and the constant work at Esterhaz.

Readings in Jazz History Essay

Jazz, the euphony which was born and blossomed in New Orleans at the turn of the twentieth century, later traveled all everyplace the country acquiring new features and forms. The New Orleans go to bed style included polyphonic symphony in which different musical instruments simultaneously wanton different variations on a particular piece of music and which includes freer rhythmic improvisation. Usually the musical instruments included trumpet, clarinet, and trombone all playing different melody at the same time. Starting from New Orleans tip traveled to Chicago, Kansas City, New York and others and made them its centers for a certain period.Kansas City hint flourished in the 1930s, when the town was an pleasure capital during the Depression. The citys unique sound was largely defined by the reliance of its bands on blues, fast tempos, and simple riff structures. Local bands positive to a high degree in relative isolation from outside influences. The top quality of African- American origin of jazz mattered to m all other cities, notwithstanding did not reach Texas until the middle 1920s. And the impact of the representatives of New Orleans style, so decisive in other parts of the country, was less strongly snarl in this region.In contrast, the sound of the blues was pervasive in Texas. Kansas style, distinguished by the rise of larger dance bands, was characterized the inclination for the blues. The Kansas City style as it evolved in the 1920s and 1930s incorporated an informal head chart style relying on simple memorized parts. Among the pioneers of Kansas City jazz were Count Basie band (featuring Lester Young) and Jay McShann band (featuring Charlie Parker). unmatched of the most influential of the Kansas City players from the 1930s was Lester Young.Among his achievements was the change of melodic improvisation in jazz, where he absentered an alternative to the hot, syncopated style. Jazz style became distinguished by flowering of cool jazz, a s upple manner of phrasing across bar lines, a greater sensitivity to intervals that underlay harmonies, and emotional elevation. Lester elaborated the techniques of jazz improvisation and broadened the musics emotionality. Among other prominent players was Count Basie whose band worked on refining swing style, music which largely derived from the blues, relied on formal, syncopated arrangements to detain soaring, impromptu solos.It was propulsive music, infectious and irresistible. Murrays thesis on the return of Kansas City jazz to its roots in New Orleans sufferms to be more like nostalgic view. If to look at jazz of the 1930ies more attentively, it will become obvious that it was rather the reconsideration of the true nature of jazz than a throwback. Kansas City jazz again returned to improvisation, to free performance, and improvisation now was intentional, the true jazz musician was that who could play without scores, who could improvise with melody and create off hand.Howe ver, if to return to New Orleans improvisation, it was predetermined by the lack of education. The musicians of that time were not professionals and many of them just reproduced on the stage the music the way they felt it. So the difference in the grounds for improvisation is the primal factor that does not allow the assertion that Kansas style is the throwback to the initial form of jazz to be feasible. I cant stand to sing the same song the same way devil nights in succession, let alone two years or ten years.if you can, then it aint music, its close-order drill or exercise or yodeling or something, not music. (96) these course of Billy Holiday convey the general attitude towards the jazz that existed among prominent musicians and jazz critics in the 1930s. The survey of the ideas on jazz music and its nature verbalized by such musician as Louis Armstrong, Billy Holiday and Duke Ellington as well as jazz critics Robert Goffin and John Hammond leads to the conclusion that all of them meet in the view on the nature of jazz.Though with different approaches and interpretation both musicians and critics stand up for the idea that real jazz is the music which is not written down and vie all times in the same way. In other words all of them uphold the opinion that improvisation is the only key feature of true jazz what makes it easy music. However, as it was mentioned there are still some variances in approaches.Thus, Goffin for example, uses the term hot jazz to define improvised form and claims that hot jazz, is otherwise known as improvised jazz, a type of music that was in existence long before it was formally tabulated. The epithet hot is applied to any passage in which the executant or executants abandon the melodic subject field and develop an imaginative structure on the basis of that theme and incorporated with it. (83) At the same time he points to the problems related to the setting jazz tunes within fixed scores that result in nothing but poo r resemblance of real music.He contrasts melodic jazz to hot jazz in favour of latter Melodic jazz has contributed nothing to music and will only be remembered for its unspeakable insipidness whereas hot jazz is a creative principle which can scarcely fail to affect the music of the future in the most original and unexpected directions. (84) Special attention Goffin pays to Louis Armstrong, whom he considers the supreme genius of jazz (85). Speaking about Louis Armstrong, he overly defends the idea of improvisation to be the true music.He, actually, differentiates between swing and jazz, attributing latter to the contemporary commercialized music. Swing for Armstrong is exactly that type of free music establish on improvisation which was practiced in New Orleans thirty years before his time. The same as Goffin does Armstrong rebukes the practice of writing down music, and explains that tilt by the quest for profit of record companies. At the same time, John Hammond distinguishes A frican-American musical traditions from the popular commercial phenomenon which he refers to as swing that is played predominantly at this time by white bands.He accuses people involved in music business of commercialization of jazz and deprivation it of any value Not the least of the despoilers are the commercial gentlemen, who produce all kinds of ridiculous recorded jazz under the caption Swing, and who are directly answerable for the stunt music that great men like Armstrong play these days. In this society there are always Breakfast Food people to exchange their wares by tying them up with something popular. (103) Hammond stands out in this team by the most fervent wish to surmount racial conflicts in jazz realm.He constantly points out to the fact that Black musicians suffer from being prejudiced by audience and record companies, despite the fact that the jazz is originally black music. Therefore, considering these ideas, we can arrive to the conclusion that all of mentione d participants of jazz world have common understanding of improvised nature of real jazz, and all of them have sex that with putting music in the frames of scores the musicians deprive it of its emotional load, feeling and originality. While, the tendency to written scores existed and evolved there must have been an explanation to it.The professionals discussed higher up agree in view that the main threat to the jazz was the commerce, practiced by record companies that tried to gain maximum profit from popular music of those days. And, as it usually occurs, such practice contributed to the simplification of music. However, looking back, this tendency did not have lethal effect for jazz, while today we can see that jazz did not stumbled in its progress and continues its development appearing in such modern forms as acid jazz, nu jazz etc.Works cited disputationWalser, Robert. Keeping Time Readings in Jazz History. New York Oxford University Press, 1999

Improving Your Writing Essay

In efforts to resolve the issue, monthly staff meetings should be introduced, whereas employee work reviews, complaints, issues and any changes within the executive team can be discussed and resolved in a timely fashion by doing so we can prevent or minimize the effects and cost that problems and unresolved issues can, and in this case have, ingest to the society. These meetings bequeath keep the executive team all on the same page while also allowing the employees to feel that they have a time in which their concerns and problems will be heard and also resolved.Holding these monthly meetings will reassure us and help me maintain a healthy, effective and productive office, which in-turn saves the company cost of overtime fees and cost of time and poorly produced work. In efforts to resolve the issue , I also find it essential to have Jack and ruth track the amount of time it takes them to complete their work on a daily basis.Monitoring the amount of work they complete within the hours that they work will allow me to determine and distribute the work load evenly between Jack and Ruth to ensure that all the work is being accomplished for the get of DMD Medical Supplies. Overtime hours will greatly decline if not even seize altogether. Lastly, we must implement mandatory timed breaks in order to go by the dilemma of employees taking longer, shorter, too few or too many breaks.I will make myself accountable to check on employees during their break generation to ensure that they are giving themselves a break and for the proper amount of time. Through the implementation of these changes employees will be more organized, work ethic and forest will improve and reflect positively on the company as well as save the company money through the significant decreases on overtime hours and on less time being spent making corrections to work that was previously done poorly.

Management of Diversity

MANAGEMENT OF DIVERSITY WITHIN AN ORGANIZATION Written and redeemed by Tyson Johnson Charles Bushell Kori Greaves Introduction When most state envision miscellanea, the first things which come to mind argon age, sexual orientation, travel rapidly and gender. In Workforce America Managing Employee Diversity as a Vital Resource, diversity is defined as otherness or those human qualities that are dissimilar from our own and outside the groups to which we belong, yet present in other individuals and groups. The dimensions of diversity are further expanded just now not limited to age, ethnicity, gender, race, physical abilities/qualities, sexual orientation, education, geographical location, income, marital status, religion, break experience, military involvement. (Loden and Rosener 1991 18-19) Principles and Objectives To address diversity issues directly iodine essential question What policies, practices or current strategies within our organizational culture contrive differe ntial impact on different groups? What organizational changes should be do to meet the requirements of a modern diverse fly the coopforce and maximize the potential of wholly workers?The Key Principles and objectives of The Organizational Diversity Plan are as follows * gain awareness of workplace diversity within the organization (acceptance) * Develop and maintain a highly skilled and good workforce where the value and motivation of employees is present across the board * Develop a supportive environment where staff have a balance between work and their personal life * depict a prejudice and harassment free working environment * Include diversity management principles in recruitment processesThe Solution Acceptance of diversity low gear and foremost, management must acknowledge that their working environment encompasses a wide variety of people. It is oft difficult to see what part diversity plays in a specific area of management and how it relates to the development and success of the organization. A manager must understand that in the modern world, where migration due to education and opportunities is prevalent, diversity is an necessary issue and must be handled in such a way that the organization can benefit and succeed.Development and maintenance of workforce To develop an efficient team, a leader must be established within each team, group or department. The most effective team leaders build their relationships with workers through with(predicate) trust and loyalty as opposed to fear and power. A manager should consider the suggestions and ideas of all his employees. No idea should be considered as unworthy or idiotic. Employees should be made to feel like they belong and are part of the bigger picture. One should always seek chances to mediate and solve minor disputes earlier they get out of hand.This leads to greater harmony and a step towards achieving company goals. In mediating, directives should be clear and concise and must take into consideration everyones differences and views. The contri neverthelession of each team member should never be undervalued and the manager must remind his employees about the importance of his/her job to the success and development of the business. Employees should work on creating solutions on their own. This develops communication and builds a stronger bond. As a supervisor your initial priority in problem solving is stimulating debate.Employees are often afraid to disagree with one another and this may result in poor decisions made. Debate inspires creativity which further leads to a workforce which thrives on viscidity and efficiency. Develop a Supportive Environment The working environment is always an important variable in having a productive staff. Diversity introduces many struggles including hard to maintain a balanced environment for employees. One must accept the fact that there is life outside of the workplace regardless of timelines and working hours. Families must be attended to, social activity to be maintained.It is up to management to forge a bridge between work and personal life in such a way that productivity is still maintained at a high level but with minimal stress. * The introduction of after work care for children of staff, will allow staff to continue to work outside of normal working hours but still be able to take care of their children. * Staff parties or outings are always a good idea to address the need for social interaction. This also gives workers a chance to understand different cultures and personalities of their colleagues. * Religious beliefs, and sexual orientations must be accepted and care taken to respect them.Prejudice and harassment free organization The main problem accomplished with diversity is discrimination which comes in many forms. There should be a zero-tolerance policy with relation to prejudice or harassment of any kind. Regardless of race or culture or gender, each employee was hired for a particular set of skills or envisioned potential they could offer to the organization and they should be allowed to break and hone them. Discrimination breeds separation and breakdowns in communication which impacts very negatively on the productivity and advancement of any business.Where discrimination is identified as an issue, all efforts should be made to address the situation(s) as quickly as possible. Discipline must be swift and in extreme cases harsh in direct to set the standard for further issues. Diversity management principles in recruitment During recruitment and interviewing processes, management must bear in mind that everyone must have the same access to opportunities and ensure that a nondiscriminatory standard is used for the selection process. This can be aided by Forming diverse selection committees to ensure preconceived idea free selection * Salary and incentives should be offered opposely regardless of ethnic origin or sexual orientation * Make sure there is equal opp ortunity for both men and women Conclusion Management of diversity is one of the key goals of the modern organization. It is extremely important to comprehend how the dynamics of diversity concern performance, productivity, motivation and success within the business and learn how to merge them. Some human resources policies and structures have created or presented barriers in an effort to mask the problem but this is far from the solution.These blockades must be removed to allow free interaction and communication between staff and staff and employer. Diversity is not a problem, but actually an aid in the development and advancement of an organization. As with any introduced policy, there is a need for continuous monitoring and evaluating. The modern business environment and attitudes contained are constantly being changed and molded. Bibliography Loden and Rosener 1991 Oxford University Human Resources Department Equality, Diversity and Inclusion An International Journal Ratsamy Phomphakdy, Brian H. Kleiner

Anglo American PLC in South Africa Essay

1. The pros would be a) The early adoption outline of ART bottomland jockstrap the company to prevent and combat the spread of the disease not just on its workforce but in any case the populations of surrounding communities. This early initiative batch also help to prevent further loss in operating expenses and declining workers productivity in the company. b) Anglo American became a de facto leader in the private-sector fight against HIV/AIDS in Africa. It also became a trendsetter for former(a) MNEs to follow campaign such as Coke, Ford, and Colgate-Palmolive. c) Received positive reactions and approval from WHO, the Global Business Council on HIV/AIDS, and a host of other NGOs. d) Became a socially responsible company in the global market. This comprehensive course of study reflects that Anglo American has a good intention on protecting the rights of infected workers. e) The chopine might turn in a bright future, as 95% have responded well to the treatment and are work s productively.f) The tardy change in the sulphur African governments view towards HIV/AIDS can further on help Anglo American to combat this national wide epidemic issue of the disease. The cons would be a) The company had to bear outrageous amount of operating costs to combat this issue, with an estimated $4,000 per employee when the company typically offers $830 for struggle and benefits per employee. b) There is a 15% level of non-adherence from the workers who are enrolled in the program and imputable to harsh working conditions make it hard for workers to take medications on time or to deal with side effects.c) Pressures and oppositions from various constituencies such as the southernmost African government, political leaders, and CEO Brian Gillbertson of BHP Billiton who all thought that the program was not efficient. South Africas prime minister uttered the initative as a vigilante move designed to behind unreasonable burdens on the government. Recommendations Anglo Ame rican should cut down on major costs to support the program in order prevent further waste of money since it can cost 7.2% of the companys wage bill. Provide only to those who need to be treated and who can adhere to the program. Anglo American should also seek support from WHO and other international humanitarian organizations, and the South African government with the objective of a great cause for the South Africans. Also try to cooperate with pharmaceutical companies who can sell antiretroviral drugs at a subsidized rate. All of these actions should help maintain the image of the company in the global market.2. Since migrator workers in South Africa account for about four-fifth of the total workforce, it would not be a strategic end to adopt the policy of not hiring migrant workers. This policy can also have negative impacts on the companys image, since it is a pretty discriminatory policy and can cause unequal treatments to workers. Therefore, Anglo American should still hire migrant workers because there are a lot of workers needed to work in the mine site. Switching policies regarding whom to hire will only further increase operating costs. 3. Pharmaceutical companies process a big role in responding to the HIV/AIDS epidemic in South Africa. Since GlaxoSmithKline can sell antiretroviral drugs to Anglo American at 1/10th of the market price in industrialized world, other pharmaceutical companies should be able to do so in order to safe the lives of millions of people.The South African government should cooperate with these pharmaceutical companies since the government itself has started implementing National Strategic Plan for combating HIV/AIDS. This will stand pharmaceutical companies to enter in B2B deals with the government and companies who care for their employees health. For the poor enforcement of patent rights, Pharmaceutical companies should enter into an covenant with the South African government that these rights will be protected otherwi se cooperation between parties will not take place. There should be strict policies and courses of actions to tackle infringement of patent rights. Pharmaceutical companies should also gift more in R&D to create drugs for HIV/AIDS that can save the lives of people.4. South African government should not 100% implement aggressive policies that were conducted in Brazil and Thailand mainly due to differences in political, economic, legal, cultural conditions, these policies might not work in South Africa (such as taking value of TRIPS agreement etc). Instead, the South African government should learn from these countries how to tackle the epidemic issues, relate the situations and implement close to of the steps that might be feasible to implement in South Africa. Anglo Americans cooperation with GlaxoSmithKline purchasing life saving drugs at a reasonable price should encourage other pharmaceutical companies (especially MNEs) to pith the program to fight against this epidemic dise ase.

My Drum Major Instinct Essay

Stalking is a very heavy matter, despite societys tendency to minimize the experiences of many female victims. There necessitate been numerous overlooked cases in which female victims have been pedunculate for various amounts of times and taken action to have the stalker removed, just to have him/her eventually come back up in some sort of manner. Many top box office hits have the clich plot of the stalker who murders the girl, but people dont corporealize that stalking is a real problem many actually face. There have been quite a few of these incidents, maybe non resulting in murder, but still uncomfortable for women to deal with, close to my community. Just recently in Hamilton, Ohio, a sexual predator was arrested for counts of stalking teen girls by driving by their homes multiple times, texting them up to 80 times per day, and watching them exit school. This is why I want to take the initiative to be a drum major for peace, evaluator, and righteousness for women in surr ounding communities who are dealing with unwanted contact or stalking.To be a drum major is to be a leader. Leaders take the time to go out of their way and stand up for what they believe in. Leaders take the initiative and set the type for people to follow. To be a drum major for women, the first task is awareness. Anyone trying to get a point across must first make people aware of the problem and their cause for gain out. The problem is that many women find themselves being stalked, file restraining redacts, and still dont get the justice they are searching for. Some women even change their whole identity to hide from their stalker in fear of getting hurt. To make people aware of this, one must take the initiative go on out to the common people. This might include going to churches, local meetings, or even starting my aver organization to make people aware of the problem.The second thing I must do is piece of writing and actually acting upon the problem. I must write to loca l officials, to state officials, and nettly to the nations Congress. If I write letters to each of these, my point will be made. It would help to have some other people on my bandwagon to help write, or maybe even sign petitions. That is where more awareness and range out come in. Once I get enough people to realize the problem is serious and that they could help save millions of womens lives, then I would consider myself a leader in my cause.The final thing I must do to further my cause is to keep on with it. In order to be a drum major for peace, justice, and righteousness in my community for women, I must impersonate with my intentions and keep my values strong so that hopefully one day laws will be changed and justice will be served.

Hvac Tube

Tube in piping condensers Small tube in tube condensers Straight tube in tube condensers Shell and pissing cooled condensers Vertical shell and coil water cooled condensers Shell and tube water cooled condensers Vertical shell and tube condensers Surface condenser Counter race in condensers Cross head for the hills in condensers Air cooled condensers Cooling Tower Re circulated water administration Condenser control Condenser capacity Condensing temperature control Expansion valve Objectives Expansion device Superheat sensing element on dry elaboration circuit Thermostatic expansion valve Automatic expansion valveThermal electric expansion valve Capillary tube High pressure float valve Low pressure float valve TWO accommodate Operation of thermostatic expansion valve TWO Operation Evaporator Evaporator Control Splitting finned tube evaporator coils Row abound coil configuration Refrigeration accessories and their locations Superconductivity. Webby. Com Filtering and drying Pressure controls and their application Window air conditioners The refrigeration arranging of the window air conditioner Parts of the window air conditioners The reiteration system to the window air conditioner The refrigeration system of the window air conditioner Types of Split A/c Parts of a split air instruct system Air filter Outdoor unit Refrigerant piping or tubing operative of split AC Pressure sides Air Conditioning schematic system The various steps gnarled in this method are 1. Select suitable velocities in the main and branch ducts. 2. Find the diameters of main and branch ducts from airflow rates and velocities for circular ducts. For rectangular ducts, find the cross sectional area from flow rate and velocity, and then y fixing the aspect ratio, find the two sides of the rectangular duct. . From the velocities and duct dimensions obtained in the previous step, find the frictional pressure drop for main and branch ducts using friction map or equation

Pillow Method

Do children apologise to from each virtuoso other? vindication events in youthfulness Israeli comrade f eitherle ZOHAR KAMPF and SHOSHANA BLUM-KULKA Abstr snatch childrens apologies atomic number 18 greatly under- look fored. Though t here(predicate) is wealth of knowledge available on the pragmatics of apologies gener in whollyy, we know much less to the highest degree whether and how children apologize. Our study explores modes of curative dress by Israeli children in chum discourse. The data were collected by dint of ethnographic observation of Israeli preschool and preadolescents, and consist of 57 (tape-recorded and transcribed) confession events set in innate peer fundamental inter diddleions.The analysis of childrens excuse events revea direct a rich range of plea strategies used by 4 6 class h binglest-to-god children, indicating the acquisition of remedial competencies for dis ladder case manold agement at a relatively early age and manoeuvered tha t with age, a richer range of authority misdemeanors is identified, and more than(prenominal) elaborate forms of repair atomic number 18 organism used, indicating a ontogenesis predisposition to the others brass section removes. Furthermore, we set that magnanimous interpolation in childrens encroachual situations serves to model remedial strategies, except is not necessarily effective for fighting resolution.Importantly, peer colloquy vindication events index the centrality of knowlight-emitting diodege in modern childrens fond world eruptes from expected bearing in put to work be condensen as casing bratening to the core of acquaintance, namely the childrens sh atomic number 18d boldness as friends, and hence can fly the coop to end (even if temporarily) the association. Consequently, in much(prenominal) cases, the resto balancen of familiarity be dresss a indispensable precondition for the felicitous realization of an self-justification. Keywor ds excuse, remedial work, remedial competencies, pragmatic development, peer reproof, social norms 1. IntroductionThe excuse as a talking to act has recently received a great deal of attention in a variety of disciplines philosophy, sociology, psychology, law, Journal of readiness Research 3 (2007), 11 37 DOI 10. 1515/PR. 2007. 002 1612-5681/07/003 0011 Walter de Gruyter 12 Zohar Kampf and Shoshana Blum-Kulka political science, worldwide relations, communication and discourse studies and with diverse methodologies. Nevertheless, in that respect ar still affect lacunae in this field, such as the lack of knowledge on the pragmatic development of childrens apologies in innate discourse.The pragmatic study of apologies to date has been principally effective-grown-usage oriented, whether conducted within the framework of gender differences (Holmes 1989, 1993 Tannen 1994), cross-cultural (for workout, Olshtain 1989, Suszczynska 1999 Rieter 2000) or interlanguage pragmatics ? (Trosberg 1987 Garcia 1989 Bergman and Kasper 1993). Childrens apologies squander been close frequently studied from the standpoint of social psychology, utilize chiefly experimental methodologies.In this approach the experiments conducted focused primarily on judgments of the perception and effectiveness of apologies (Meier 2004). As Meier stresses in her apprise but exhaustive review, the study of childrens apologies has been developmental in nature, precipitated by an interest in the general socialization process. Focuses stir thus been on defense production as it relates to cognitive purulence and attendee changes in perceptions of responsibility, useionality and self. (Meier 2004 5).However, as far as we ar aware, no study to date has examined the speech act realization of apologies in natural child discourse (in devil peer and braggy-child interactions). frankincense, research is postulate to source questions such as system choice in relation to contextu al and social f doers the casings of violations triggering apologetic behavior in childrens social worlds and face-management as colligate to face-threat and remedial work in the sequence of interaction. The dearth of research concerning children is puzzling, musical compositionicularly in view of the importance of apologies from a developmental perspective.Mastering the susceptibility to apologize indicates the maturation of the child as an independent agent (Hickson 1986), who is accountable for his/her deeds. This development similarly implies the emergence of the awareness of ban face wants (Brown and Levinson 1987). The realization of apologies further indicates the emergence of positive face wants, since by its realization the child manifests his/her office for appropriate behavior in the social world, complying with basic norms.In fact, the familiarity with the apology script, in its narrow sense as remedial work for a misdeed (Goffman 1971), demonstrates familiarity with 2 different norms the norm violated which threatened the face of the offend party, and the norm by which it is appropriate to apologize in such circumstances (Tavuchis 1991). Thus, by using the appropriate form in the appropriate settings, abiding by the basic felicity conditions, the child is manifesting his/her acquired competence to restore equilibrium to social relations, utilizing an efficient tool for conflict resolution, and apologia events in progeny Israeli peer discourse 3 thereby fulfilling the main social function of the speech act of apology (Edmondson 1981 Leech 1983). Beyond acquiring the basic features of the apologetic script, children overly need to evolve a numerosity of forms and functions for the speech act in order to achieve full pragmatic competence. apologia forms can be used as a means to save the face of the other or that of the self as well as to threaten them (see Lakoff 2001 for a review on the forms and functions of the speech act), and, a s such, they index childrens competencies of face management in interactions with peers andor adults.In this paper we closely examine apologies observed during natural peer interaction of Israeli children with the following issues in mind What is the scope of strategies used by children for apologizing? Is there a developmental line in apologetic behavior over the years? What types of disgusts trigger an apology? What can they separate us about the norms of the social world of Israeli children? And lastly, what are the images of adult intercessors twain in acculturation children in the come of apology and to the work of conflict management and resolution? . Method The apologies analyze here were detected in child discourse during ethnographic observations of peer interactions in Israeli preschool children in the preschool and at home, and Israeli young adolescents at home and at a diner1. These observations are part of a big longitudinal project aimed at tracking the develo pment of genres of extended discourse2. Within the overall framework of the project, we followed ii cohorts of 20 Israeli children each young preschoolers and fourth graders for duration of three years (2001 2003).The children were observed and taped in three types of speech events natural peer interactions family mealtimes and semi- complex body partd adult child interviews. The data for this paper come from the imitations of natural peer interaction of both preschoolers and fourth graders in free play during the first and the leash year of the project, when the mean age of the jr. group was 5 and 7 respectively, and that of the old(a) group 9 and 11. We analyzed 1362 proceeding (22 hours and 42 minutes) of transcribed interaction, using two different methods.First, by using a key word search, we placed all the overt apologies that contained IFIDs (Illocutionary Force Indicating Device) in our data. We considered all expressions containing variants of the assignly forms of apologies in Hebraical hitnatclut (apology), slixa (literally clearness, or par anthropoid parent, can function as excuse me), and caar (sorry or regret). For each incident, we analyzed the full interactional sequence of the apology event from the initial violation through the realization of the apology and later reac- 14 Zohar Kampf and Shoshana Blum-Kulka tions to it in order to characterize the pragmatic strategies and social ontexts in which they were uttered. After ensuring through these procedures that we did not miss whatever conventional form of apology in our data, we reviewed the transcripts to locate colloquial sequences that were likely to invite remedial work and analyzed the instances of the indirect apologies identified. The childrens apology events were analyzed with several goals in mind. First, in terms of their form, namely the main strategies used by the speaker type of IFID, admittingavoiding responsibility, types of accounts, the presence of a promise of forbearance, offers for repair, minimizations and maximizations (see Blum-Kulka et al. 989 for pointednesss). Second, in terms of their function, namely by noting the interactional goal of the apology (whether it functions apologetically or nonapologetically as in a challenging or sarcastic keying) and, more broadly, by noting the way it functions and develops in the item context and co-text in which it surfaces. Close consideration of the local co-text and context also takes into account the violations that trigger apologies and the keying (Blum-Kulka et al. 004) of the apologies, namely whether the apology was sincere, casual, challenging or sarcastic (see Deutschmann 2003 for details), and whether realised within a act as-play frame. Thirdly, we further explored the strategies and functions of apologies in Israeli childrens peer talk from a developmental perspective, looking for differences in the use of strategies with age. We also considered the role of mediators, mostly institutional figures, in the socialization of apologetic behavior. And lastly, we analyzed the preschool childrens sholem (lit. eace) ritual a cultural alternative for apology manifested by signaling performatively the restoration of a pause state. Our most surprising finding was the richness of the range of apology strategies used by young children (4 6 years old) a finding that indicates the acquisition of remedial competencies for face management at a relatively early age. 3. Childrens remedial work How frequently do race apologize? Since most research on apologies has been carried out with the use of written questionnaires, role-play or anecdotal data collection during ethnographic observations (Butler 2001), the real(a) ate of apologies in natural talk remains a puzzle (Holmes 1990). Our observations of 22 hours and 42 minutes of childrens interactions yielded an apology event on average every 23. 9 minutes, (0. 042 apologies per minute, 57 apology events in 1362 minutes o f talk see hedge 1). Apologies were the least frequent at the first observation of the younger cohort. When the children were age 4 to 6 years, the rate excuse events in young Israeli peer discourse 15 Table 1. Mean of apology events per minute for each age group. Preschool year 1 (4 6) respect down of apology events Length of transcription (minutes) ean of apology events per minute Preschool year 3 (6 8) preadolescents year 1 (9 10) preadolesN cents year 3 (11 12) 12 11 15 19 57 377. 5 235. 5 321 428 1362 0. 032 0. 046 0. 047 0. 44 0. 042 of apology events is one every 31. 5 minutes (12 events in 377 minutes. ). Two years later the rate goes up to one apology every 21. 4 minutes (235/ 11). This is also the rate for apologies in the talk of the older cohort every 21. 4 minutes the first year (321/15), when the children were age 9 to 10, and every 22. 5 minutes two years later, when the children were age 11 to 12 (428/19).The 57 apology events contained 82 occurrences of IFIDs (di fferent Hebraical specific illocutionary force device expressions used for apologizing) an apology expression for every 16. 6 minutes of talk, 0. 06 per minute. The ratio of IFIDs per words is surprisingly similar to the rate found for British English spoken by people of varied ages and sandgrounds. As calculated by Deutschmann (2003), the rate of IFIDs in British English was 59. 7 per 100,000 words, (3070 tokens in 5,139,083 running words), while in our small corpus of 157,666 running words (and 82 IFIDS) the rate found was 52 per 100,000 words3. . 1. Apology events Types of violations and remedial work We defined an apology event as a conversational sequence including at least one remedial utterance indicating a violation. Further remedial actions with envision to the specified violation were considered as part of the same event. The event capability further include rushs, a demand for an apology and negotiations over the acceptance of the apology and its meaning. 3. 1. 1. V iolations By violation we mean an act or event that breaches a norm or a behavioral code a breach the wrongdoer is expected to be accountable for to the anger party.In politeness opening terms, a violation is a face- endanger act the offender is expected to repair, supporting the offended partys 16 Zohar Kampf and Shoshana Blum-Kulka Table 2. Types of violations over age (N Preschool year 1 (4 6) A. Accidents B. Mistakes and mis minds C. Breach of expectation D. Lack of consideration E. Talk offences F. Social gaffs G. Requests H. Hearing offense I. Offense involving breach of consensus J. Unidentified N i 57)i. Preschool year 3 (6 8) 3 preadoles- preadoles- Adult N cents year 1 cents year 3 all groups (9 10) (11 12) 3 3 1 4 4 3 1 3 1 5 3 3 1 1 1 2 1 1 2 1 2 1 8 1 13 1 8 3 4 2 3 1 11 9 15 7 8 19 1 3 57 One violation was coded for each apology event. The distinction in the midst of child and adult violation is in the question who is the violator? . face without a threat to his/he r own (Chen 2001). Violations are at the core of the apology event. Exploring the types of violations children consider accountable allows us a glimpse of a childs notion of what acts or words are considered face-threatening and how these notions change with time. In other words, it allows us to assess the childrens system of politeness from their own point of view.The distribution of types of violation identified (following Deutschmanns 2003 classification) is presented in Table 2. Despite the small numbers, several(prenominal) tentative patterns emerge the most large type of violation is lack of consideration (13), followed by mistakes and misunderstandings (8), breach of expectations (8), talk offenses (8) and accidents (7). Except for accidents (which mainly cook to do with unintentionally physically hurting another child), these categories all relate to childrens social worlds, and testify to childrens norms and expectations from their peers.Interestingly, the categories are not evenly distributed while children in the younger cohort realized apologies with regard to merely four types of violations, the children in the older cohort realized apologies with regard to seven types at the age of 9 to 10, and nine types at the age of 11 to 12. Hence as children develop, they seem Apology events in young Israeli peer discourse 17 to identify a richer range of electromotive force violations, refining their sensitivity to the positive and negative face needs of the other, while concurrently developing more elaborate forms of repair4.Lack of consideration is the most salient type of violation attended to. Example 1 illustrates how the flair of directives in play may become an issue of face-threat and trigger an indirect demand for an apology. The two girls, Liat and Nofar are enacting the roles of salesgirls in a dress shop scenario of pretend play. Liat, who takes on the leading role, issues a series of expand direct instruction manual to Nofar in a machi ne gun style, which apparently Nofar finds irritating. Example 1 worry instructions5 Participants Liat, f, (95) Nofar, f, (9). take in 2. . 2000 Place Liats room. Situation The girls play free-play, clothing store. The first indication for considering the instructions as a threat to Nofars face is her refusal to cooperate (turn 131). The snatch indication is more explicit following to date another instruction in 134, she repeats her refusal in an angry voice, adding a tag for ferocity (turn 135). This time her companion begins her turn overlapping Nofar immediately afterwards the first two words I cant beginning yet another directive but cutting herself 18 Zohar Kampf and Shoshana Blum-Kulka ff to chisel in a repair ok sorry, thereby indicating that she must nonplus sensed the angry woodland in Nofars mid-turn. Yet she continues with still another effort to pull Nofar back into her instruction pickings role by the use of but (but look, lets say you finished. ) The attempt fails, and Nofar continues to testify (turn 137). It is noteworthy that while all of Liats turns are uttered within the pretend play frame, it is not clear whether Nofars turns (except for 133) are uttered within that frame, testifying to the salesgirls state of mind, or are uttered outside the frame, indicating real annoyance.Other types of salient violations, with 8 occurrences each, were mistakes and misunderstandings, talk offenses and breach of expectations. The first type, mistakes and misunderstandings, happened mainly during play, and exactly in the preadolescents talk. The explicit apology uttered referred to violations such as mistakes in operate a toy cashier or not vomit upting an item in its place during a clothing store play (see example 1). Talk offenses, attended to through self repairs, occurred in our data first at the age of 6.Conversely, breach of expectations was attended to mainly in the young cohort6. Another salient type of violation was accidents (7), wh ich were mainly violent acts against a member of the peer group, and occurred chiefly between boys. 3. 1. 2. curative strategies Do remedial strategies correspond to types of violation? We found no indication in our peer talk data that, as argued by Darby and Schlenker (1982), the nature and severity of the violation affects the form of the apology. The distribution of IFIDs (Illocutionary Force Indicators) and apology strategies is presented in Tables 3 and 4.Of the three forms, only mitnacel (apologize) is a uni-functional IFID used for apologies only both mictaer (sorry) and slixa (forgive, excuse, pardon) are pragmatically multi-functional and can be used with other speech acts, with varying force of the apology function (e. g. , sorry, you have to clean the room now). The results confirm introductory findings with regard to young childrens basic understanding of the notions of culpability and responsibility (Weiner and Handel, 1985) and their capability for providing violatio n targeted accounts (Much and Shweder, 1978).The lexeme slixa (literally pardon derived from the verb to forgive, lisloax, often used for excuse me) is the most frequent item in all ages, followed by mictaer (Im sorry) and finally by apologize, which is more formal and appeared only once in our corpus and was realized by an adult. From among the various strategies identified in adult discourse (Olshtain, 1989 Deutschmann, 2003), three did not show up in the childrens Apology events in young Israeli peer discourse 19 Table 3. Distribution of Common Hebrew apology IFID types across age groups (N 82).Preschool year 1 (4 6) A. Apologize or apology (mitnacel ) B. Sorry (mictaer) C. Forgive, Excuse, justify (slixa) N Preschool year 3 (6 8) preadoles- preadoles- Adult N cents year 1 cents year 3 all groups (9 10) (11 12) 1 1 5 2 3 4 4 16 20 7 14 15 9 65 17 (18 with 19 adult realizations) 14 82 25 (32 with 7 (13 with adults readult realizations) alizations) Table 4. Distribution of Israeli childrens apology strategies across age groups (N Preschool year 1 (4 6) Responsibility Excuses Justification Promise for forbearance Repair Minimization Maximization 4 N 9 Preschool year 3 (6 8) 28). preadolespreadolesN cents year 1 cents year 3 (9 10) (11 12) 2 1 1 8 9 2 8 1 1 4 2 1 9 14 3 28 discourse promise for forbearance repair and minimization. Taking on responsibility by naming the offense (Im sorry for what I did ) occurred in both age cohorts, as did excuses. reversal to the claim made in the literature (Graybill 1990 Schadler and Ayers Nachamkin 1983), preschool children did externalize causes for wrong doing via the use of excuses (by mistake/not because of me/I didnt mean to/I dont hear so well ).On the other hand, maximization (by intensifiers like very much, rattling) occurred only in the speech of the older cohort, and might indicate a growing recognition with age of the importance of sincerity in the realization of apologies. This finding is in line with Darby a nd Schlen- 20 Zohar Kampf and Shoshana Blum-Kulka kers (1982) argument that older children (9 12 years) perceive elaborated apologies as expressing deeper regret, and are also more able than younger children (5 6 years) to realize such apologies. 3. 2. The keying repertoire of childrens apologiesOne aspect of childrens growing sophistication in mastering the forms and functions of apologies is expressed through variations in key, the interpretative frame of the utterance marked often through tone of voice in terms of its color or mood, such as ironic, sincere, playful or subversive (Blum-Kulka et al. 2004). A somewhat similar notion is proposed by Deutschmann (2003) in marking apologies on a scale for sincerity, such as casual, sincere, challenging or sarcastic. Adding the category of pretend we adopted Deutschmanns terms to classify all the apologies used by type of keying.As can be seen in Table 5 the major cutting line between the two cohorts is in the absence seizure of the sarc astic and the scarcity of challenging keying from the younger childrens discourse. All other keyings are realized by all age groups. Casual keying (such as in sorry after stepping on somebodys foot) appears in the younger childrens talk during kernelt activities, like drawing (Silver? Silver? Sorry, I dont have smooth color ) and is used by the preadolescents on various occasions, including for having made an shift of speech.Marking apologies as sincere (lexically by repetition as in Im really really sorry or by tone of voice) is common practice for all children. These two keyings are cerebrate to apologies proper, namely with utterances that carry the illocutionary force of the apology speech act. On the other hand, the use of the challenging and sarcastic keying (both less common) can be associated with a range of speech acts, sometimes mitigating the challenging key of the coming(prenominal) act, and sometimes underscoring it.Thus such forms can be used to pre-empt an FTA (a s in directives excuse me, could you ), indicating the speakers Table 5. Distribution of apologies by keying over age (N Type of Keying Casual Sincere Challenging Sarcastic think Preschool and Grade 1 Preadolescent 8 13 2 1 8 (2 challenging 6 (all sincere) 6 sincere) Adults 3 8 19 29 57). 3 4 N 11 25 2 (4) 1 14 (2 challenging 12 sincere) 57 Apology events in young Israeli peer discourse 21 reluctance to impinge on the hearers negative face and thereby redressing that impingement (Brown and Levinson 1987).Deutschmann (2003) argues that in adult discourse, when such use of apology forms occurs in response to violations having to do with deviations from the consensus and in an aggressive tone, usually during heated debates, it is hard to see how they can be considered a mitigating device. Similarly, in situations of behavior control, the apology forms used by adults in interaction with the preschoolers serve a different usage (Teacher Excuse me? You take your bag and you go in, no go ing wild. Please, dont put chairs here).Such apology forms act in fact as directives to control behavior, and are in concert with and actually underscore the challenging key of the main control act. We found no instances of such use among the preschoolers, but it does appear in the talk of the preadolescents. On one occasion, when Ronen (9. 9) and Saar (10) are performing with nylon bubbles, Ronen reacts to Saar snatching the nylon with an shadowy, excuse me sir, sir sir. here again the apology form is used in the service of another function, namely to express an indignant objection.On the whole, the sarcastic keying is quite common in the talk of preadolescents, and is used with a variety of speech acts (Blum-Kulka et al. 2004), yet appeared only once with apologies. Example 2 Sorry for Saars momentary insanity Participants Saar, m, (10) Ronen, m, (99) Orly (99). take care 22. 2. 00. Place Saars room. Situation The children are talking to the microphone. In pretend play childre n learn to abide by rules and regulations, and their behavior in the play frame includes attending to minor and major 22 Zohar Kampf and Shoshana Blum-Kulka violations.Minor violations might be an error in naming one of the characters in play, or mistakes in the shipway in which toys are operated. Major violations have to do with acting out of character in play, as in a case of a fight between two Pokemon characters, in which one of the children is offended by what seems to him as undue force having been used towards him by the other. The category of pretend keying encompasses instances which are double keyed first, for being uttered within the play frame and second, for their specific function within play as sincere, sarcastic or challenging.Interestingly, apology forms associated with a challenging key appeared only in the third observation period for the preschoolers, when the children were 6 to 8, and only within the play frame. The following example illustrates such a case of slixa (sorry) uttered within the pretend play frame, in which Idit is enacting a dissatisfied pupil kvetch to her instructor. The use of slixa here can be seen to function both to express indignation in response to the content of the previous turn (with no trace of its apology meaning), as well as to apologize for and thus mitigate in advance the upcoming FTA (you are a hazardous teacher ).Although she is ostensibly using the voice of a child, the style and adversarial tone of her delivery seems to echo adult parlance, mayhap that of a dissatisfied parent or teacher. Thus the play activity, by bringing in sixfold roles and voices, allows for the development of pragmatic competencies by widening the repertoire of apology forms and functions. Example 3 Excuse me teacher. go int speak with me about them Participants Idit, f, (68) Shirley, f, (510). Date 14. 3. 02 Place Idits living room. Situation The children are playing with dolls. Apology events in young Israeli peer discourse 3 4. Resolution Adult intermediation vs. child negotiation Adult intervention in childrens conflicts may provide potentially all important(predicate) socializing input to the development of the pragmatics of apologizing. One adult strategy observed in the preschool is to attend to both parties in a conflict in the same breath, admonishing the offender on the one hand and stressing the need to accept his or her apology on the other (You have to accept his apology). Adult interventions in the childrens conflict may also function to model behavior, and to achieve conciliation through mediation (Tavuchis 1991 64 68).We do not know of course the extent to which the use of apologies by the children is the direct gist of adult modeling, but echoes of adult usage in peer talk, as when quoting the speech of ones mother to a disruptive child visitor at home (she said to him Nadav, sorry, you are exaggerating ), show that children can be passing attentive to adult speech. Childrens acknowl edgement of the role of adult as mediator and conciliator finds its expression in the preschool in situations of conflict through quite frequent threats to sort (ani agid otxa (lit. Ill order on you)).Yet childrens conflict management does not necessarily benefit from adult intervention. In the following examples we shall consider cases when a) children locally solve a conflict by themselves (example 4) b) cases when adult intervention is partly successful in modeling apology behavior, yet does not solve the conflict (example 5a and 5b) and c) cases when adult intervention is non-felicitous the adult imposes collective punishment without going to the root of the matter, while the children find sophisticated ship canal to negotiate a conciliation (example 6).In the episode below, the children have been enacting Pokemon characters in pretend play, and Dani, playing the good Pokemon, declares having killed the bad Pokemon played by Oren, apparently enacting the killing with undue fo rce and hurting Oren physically. Oren shows he is hurt by emphatically opting out of play (32 I m simply not playing with you, really, I wint play with you at all, Dani ). Dani reacts first by countering Oren, but seems to cut himself off to apologize shortly (34 sorry)7.Oren obliquely refuses to accept the apology by declaring his intention to hurt the offending party, using third individual singular to mark re-entry to the pretend frame (35 Ill hit him). The elaborate apology proffered by Dani next, containing both an IFID and the taking on of responsibility, (36 Im sorry for what I did. Sorry) seems to satisfy Oren, who concedes that the hitting was done mildly.The repair sequence lasts 4 turns, and includes repair, threat, elaboration of the repair, and acceptance of the repair through re-framing of the violation as non- wakeless. The full success of the repair sequence is evident 24 Zohar Kampf and Shoshana Blum-Kulka Example 4 It was done gently Participants Oren, m, (61) D ani, m, (511) Alon, m (5). Date 6. 4. 00. Place Einit preschool, Jerusalem. Situation The children are playing Pokemon. n the next two turns (39 and 40), in which the two children resume cooperation in enacting in play different Pokemon characters, and Oren proceeds to tell Dani, (with Danis willing cooperation as active audience), a complicated tale which serves to explain why he even shouldnt have been considered the enemy and been hit in the former stage of the pretend play (see Blum-Kulka 2005, for a fuller transcript and analysis of this interaction).This episode, which follows immediately the previous one, lasts over 76 turns, and illustrates how adult mediation might enhance the development of strategies of conflict management, but does not necessarily lead to conflict resolution. The event builds up to a crisis when more children join Dani and Alon in the Pokemon ground pretend play, with the children enacting various Pokemon characters (wearing imaginary space suits) havi ng a fight. At some point Erez kicks a sand ball which hits Danis face Dani is physically hit, spits and sneezes, and calls out Erezs name.Erez apologizes in legal brief (slixa (lit. forgive)) but his apology is emphatically rejected by Dani (No, Im not sympathetic you, turns 321 324). Next, Dani uses the opportunity of the scholarly person-teacher addressing him on another matter (Daniele, did you have a drink) to try and register a complaint (YES BUT EREZ, shouting in anger) and is cut off by Erez apologizing again (also shouting, turn 327). The student-teacher, apparently inferring from this Apology events in young Israeli peer discourse 25Example 5a You have to accept his apology The role of the mediator Participants Erez, m, (511) Dani, m, (511) Alon, m (5) Student (Assistant). Date 6. 4. 00. Place Einit preschool, Jerusalem. Situation The children are playing Pokemon. 26 Zohar Kampf and Shoshana Blum-Kulka Example 5a (continued) brief exchange that there must have been a fi ght and that Dani is the offended party, attempts to appease Dani by win over him to accept Erezs apology (328 What happened? , uttered as a rhetorical question, He is apologizing).But Dani wont have any of it and continues to recount the details of the resultant in a shouting voice that indicates his stimulated stress (329 335), ignoring Erezs attempt for finding an excuse (but I didnt see). At turn 334, the student takes on the role of the mediator in earnest. She allocates turns, (using explicit meta-pragmatic comments) as in a political debate, allowing each of the parties to present his side. First ensuring Danis oration space (let him speak and and so you tell me) and then allocating speaking rights to Erez (Lets hear what Erez has to say).Dani uses his speaking rights to complete the description of the violation (the act of kicking the sand in his face) and its consequences (I have sand in my mouth ) (335 336). Erez uses his space to provide a confused account of the hap penings that led to the incident (including reference to previous unclear violation, when someone threw something on him)8 and goes on to minimize his responsibility for the incident through a series of excuses that embed the offense in the pretend play frame impeach the other party (they shot at me first ), describing the unintended consequence of an action (I wanted to read and it flew the sand ).This sequence includes positive excuses (Weiner et al. 1987) indicating that the skills needed for engaging in image restoration (Benoit 1995) and self facesaving (Chen 2001) are already activated by children in the preschool. In turn 338, the student tries to clarify if there has been any bad intention behind the offense. We can see her efforts as an attempt to socialize the children to the conventional norm for assigning blame full responsibility applies only if the deed was fully intentional.After clarifying with Erez (in courtroom highly coercive interrogative yes/no questions style ) that the acts were not intentional, she announces her verdict as mediator, guardedly attending to both parties, asking Erez to be more careful next time, and urging Dani to accept the apology (turn 342)9. Apology events in young Israeli peer discourse 27 Example 5b I dont forgive you and Im not your friend Participants Erez, m, (511) Dani, m, (511) Alon, m (5) Date 6. . 00. Place Einit preschool, Jerusalem. ((22 turns omitted) Does Dani accept the mediation? Though there is no verbal indication that he does, the resumption of normal communication between the two children (Erez declares that he is going, Dani asks him to bring him his Pokadur) seems to suggest that the incident has been resolved. But actually, as the next extract shows, this is not the case at all. In the part omitted, Dani and Alon continue playing without Erez.When Erez returns, Daniel does not mince words to tell him not only that his apology has been in vain, but also that he has drawn the indispensable con clusions Erez, Erez, Erez, I, I dont forgive you and Im not your friend anymore (368). We can see that despite all her efforts, the adults attempts at mediation and conciliation had no visible impact on the offended party, and the conflict remains unresolved. It is interesting to note the supportive part played in the conflict by Alon, Danis younger friend.First, Alon is the one who stays to play with Dani, after Erez leaves second, he aligns himself with Dani by offering a moral to the incident that supports Dani (369 The one who is bad goes to hell, the one who is good goes to Heaven) third, he continues in his efforts to appease Dani and dumbfound him feel better for several minutes after the play is over by making wise suggestions for a joint activity (would you like to continue with me the picture my dad drew for me of Pikachu? ). All to no avail, until he finally manages to misrepresent him join in laughter around a funny speech error10.In the next episode, the children are playing in a wooden structure in the yard called the boys structure. The structure contains an old cupboard, some tools and several big pillows. Preceding the episode quoted here they prepare an insects cover from sand (and ants) for one of the childrens imaginary birthday, present it to the birthday child who 28 Zohar Kampf and Shoshana Blum-Kulka pretends to taste it, and then pour its content into the sand box at the other end of the yard and run back to the boys structure.The confrontational event begins when Ariel asks Yoav to hand him the stick Yoav is holding, claiming it as his, and when Yoav refuses, tries to grab it by force. During the fight that develops, Yoav receives a blow from Ariel. At first one of the children justifies the act (38 Golan Because you didnt give me the stick) but as they realize the seriousness of the blow and Naor threatens to tell the staff (43 Im going to tell on you Ariel ) both Ariel and Golan begin to apologize profusely with Ariel repeating sorry (slixa) no less than 14 times.This intensity, as suggested by Darby and Schlenker (1982), is possibly motivated by the threat to involve an institutional figure in the conflict. The male Teacher-Aid who appears on the scene makes no attempt to mediate for reconciliation. Instead, he threatens to impose collective punishment, Ill take (it) apart, because, there is too much violence there (turns 60, 62), and indeed proceeds to take the stick from Ariel and scatter the structure. When a few minutes later Ariel approaches Yoav with a new idea for play and Yoav concedes (77 78 Ariel Lets have a air Yoav Lets have a party).At first the previous incident seems to have been completely forgotten, but Ariels reference to the unpleasant incident in turns 81 and 83 I didnt mean to do it to you and I didnt mean at all to do it to you (meaning, to hurt you) sheds a new light on the whole exchange, turning it into a carefully planned remedial action, performed in stages. The first stage co nsists of an attempt to re-establish mutual trust as friends by proposing a joint play, using solidarity politeness markers (lets) that suggest common ground.It is only after the offer is fully embraced by the other child, and a shared commitment to renewed friendship is heavily established, that reference is made to the previous incident. The renewal of friendship, which is expressed verbally through each child let out the others lets utterance, underscoring their new togetherness, seems to work here to build the trust needed for allowing for the apology to come forward in a context that enhances its chances for being accepted as sincere.In this reciprocally supportive context, Ariels repeated denial of intent (see turns 81 and 83) stands a better chance of being accepted than in the confrontational context preceding it, and we can indeed witness its success through the two childrens full collaboration in the new play frame11. The renewal of friendship between Ariel and Yoav stan ds in sharp contrast to the outcome of the previous incident, in which Dani refuses point blank to renew his friendship with Erez.What we can see here is that the childrens norms for face threat and remedial action are dictated by local, child world specific concerns friendship is the central motivating force for interpersonal relations, and there are (mostly) unspoken norms governing appropriate behavior between Apology events in young Israeli peer discourse 29 Example 6 Lets do a picnic party Yoav, m, (48) TEACHER-AID, Teacher Assistant (m) Golan, m, (56) Ariel, m, (411) Amichay, m, (410) Amit, m, (411) Naor Date 05-06-00, Place Einit kindergarden, Jerusalem.Situation The children are playing in the recycled junkyard consisting of small structures they are in the boys play structure. 30 Zohar Kampf and Shoshana Blum-Kulka Example 6 (continued) ((continued the boys are playing peacefully and keep on planning their picnic. )) friends. Breaches of this behavior (like causing physica l damage to your friend) are taken as face threatening not only to the offended party, but also to their shared face as friends.Since it is friendship that is jeopardized, such confrontational episodes can have either of two outcomes (temporary) end of friendship or successful remedial action that leads to its full resumption. Apology events in young Israeli peer discourse 31 5. Other means of reconciliation In this section we discuss the sholem (literally peace) ritual as one salient indirect way of negotiating reconciliation in the childrens world12.The sholem ritual is an important cultural practice of appeasement in Israeli childrens peer world. The word sholem bear ons being in a hail-fellow state, and its antonym brogez, (in anger) denotes being in antagonistic state. The terms can be used both to denote being in peace (sholem) or the opposite (brogez, in anger) as well as performatively, to bring such states into being (Katriel 1985). Through the sholem event children decl are and mark performatively the end of conflict sholem events put an end to a period of brogez.They provide speakers with indirect means for appeasement, circumventing the need to apologize explicitly and thereby minimizing the threat to the selfs negative face. Similar to apologies, sholem rituals presuppose that a violation has taken place, has led to a state of brogez (a severance of relationship), a situation which is being remedied through the performance of the ritual which allows for the resumption of relations and reestablishment of the normal social matrix. The initiation for a sholem ritual can be rejected, which is face-threatening for the initiator.Our next example illustrates one way to minimize the threat to negative self face. By engaging in a pre-sholem-ritual move, querying the state of the relationship (are you brogez/sholem with ? ) rather than attempting to change it, the speaker can find out if the necessary propaedeutic condition for the ritual holds without a ctually risking its performance. In the following extract, the three boys are talking about their extrovert lunch, and Ben expresses concern that one of the boys (Eitan) will not share his bagels with his friends.Apparently bagels are a coveted item, but to have them shared necessitates that both receiver (s) and donor are in a friendly relationship. But Eitan (the potential donor) is considered a non-friend throughout the exchange, in which the other boys keep telling him that they are in a state of brogez with him. Bens question to Eli (turn 92) refers to Eitan (the potential donor) in the third person, suggesting that he is an unratified participant one with whom the others are in a state of not friends right now (brogez).This is a state Elis proposes to let off through the sholem ritual of peace making. But instead of following up this suggestion, Ben, speaking on behalf of the group, minimizes the threat to Eitans positive face caused by his censure by claiming that it was no t in earnest (94 we beleaguer you, teased you, okay? ), and then goes on to query rather than state the collective wish to make peace. In the next example the pre-sholem-ritual query is used as a sophisticated indirect strategy for gaining play entry (Blum-Kulka, in press). 2 Zohar Kampf and Shoshana Blum-Kulka Example 7 Make now sholem Participants Ben, m, (49) Eli, m, (46) Eitan, m (411) Date 2. 2. 2000. Place Dganit kindergarden, Ashdod. Situation The children are talking about their forthcoming lunch. This extract is a small part of a long episode in which Dalit and Adi, best friends, engage in pretend play based on Pokemon characters, while a third girl, Shirley, makes repeated failed attempts to join in.This extract represents a failed attempt at appeasement. Shirleys preritual-query in turn 22 (are you (plural) sholem with me? ) queries the status of her friendship with the two other girls in an attempt to establish the necessary precondition for play entry. As noted by Cors aro (1985), children in this age group use claims of friendship in an attempt to gain access, and the denial of friendship as a terra firma for exclusion (p. 168). Example 8 The sholem-brogez incidentParticipants Dalit, f, (50) Adi, f, (47) Shirly, f, (40). Date 4. 5. 2000. Place Dganit kindergarden, Ashdod. Situation The children are playing freely outside. Apology events in young Israeli peer discourse 33 Shirleys indirect request to join in systematically rejected by Dalit (see turns 25 for an indirect denial of friendship and 28 for reference to arbitrary rules as a way for denial), while her friend, Adi, acts as the gobetween, speaking up for Shirley while also placating Dalit.The failure to reach reconciliation is encapsulated in Shirleys move in turn 26 she declares a new state of personal dispute, singling Dalit brogez itax (singular you), thereby countering Dalits move of exclusion by reclaiming the orifice for herself. In principle, this should rule out any further attem pts by her to join the game, but in practice she does continue with her efforts to negotiate entry, efforts met every time with direct yet grounded refusals on the part of Dalit13. Several points about childrens concept of apologies that we saw earlier are illustrated here first, the centrality of friendship as a necessary recondition for all social relationships (be it for sharing nutrition or joint play) second, the vulnerability of friendship as a shared face construct and third, physical damage as well as acts of exclusion constitute grave face-threats that sever friendships and hence need to be remedied in ways that ensure the re-institution of the relationship in full. 6. Summary The analysis of apology events in peer interaction as presented here suggests that the childrens system of politeness for apologies contains a rich repertoire of verbal formulae and apology functions, and is largely driven by the deep interests of childhood peer culture.The verbal formulae manifest i n the childrens talk echo adult usage both the young and the older cohort used the formulaic slixa (literally, forgive, used as excuse me) and ani mictaer (Im sorry), for a number of functions and in different keyings. Thus Im sorry is being used formulaically (Im sorry, I dont have ) and sarcastically (Im sorry for his momentary insanity by 10 year old boy), and forgive is used both in a challenging key (excuse me teacher, dont speak ) and in earnest (Im sorry for what I did, excuse me).We also saw that the pragmatic repertoire for apologies includes the ability to detect a complaint realized indirectly, to use various excuses to minimize responsibility and to deny intent Comparing the two cohorts, we saw that with age, the range of forms and functions increases, as does the repertoire of acts considered as violations requiring an apology14. Thus, while apologies made by younger children are often conventional in nature and focus mostly on breach of expectation type of violation , (as in Silver? Silver? Sorry, I dont have silvery color, in response to a request for a silver color from a 6 year old girl).Preadolescents vary their use of forms and keyings to address di- 34 Zohar Kampf and Shoshana Blum-Kulka verse types of offenses (as in the case of Iris, 10, personifying the microphone by eh forgive me, dont be offended, dont be offended ). Concurrently, the need to apologize often arises in situations of play, in cases when a momentary violent act by one of the children threatens what Corsaro (1985) calls the fragile interactive space shared by a group of playmates. Corsaro argues that the concept of friendship in the preschool years is mainly built on the concept of collaboration in play.Your friends are the children you play with, and since peer interactive spaces are difficult to enter yet easily disrupted, children develop relation with several playmates as a way to maximize the probability of successful entry (Corsaro 1985 186). Our observations sugg est a broader concept of friendship in the preschool years. Friendship as such seems to be conceived as the major precondition for gaining access to play being in peace (sholem) indexes being friends, and declaring a state of in anger (brogez) indexes a grave threat to face because it means the denial of friendship.Hence disruptive acts during play are interpreted as threatening the very foundation which makes play attainable, namely presupposed friendship. The negotiation over the remedial action that follows, successful or not, has to do with re-instating the relationship. Interestingly, when adults intervene, the focus shifts to the clarification of intent (TA you have to accept his apology because he did not do it on purpose) whereas among the children, intent gets mentioned only after mutual trust and solidarity have been re-established through the acceptance of a new play frame (Yonatan I didnt mean to).The study of childrens apologies, as undertaken here, is exploratory in nature and does not claim to represent the full pragmatic system for childrens notions of face threat and remedial action at different ages. Yet because it is based entirely on natural discourse, it allows us a glimpse into the way that childrens politeness systems are being shaped in their daily interactions, and how they are driven by local immediate concerns of childhood culture, like friendship, while concurrently constantly adopting the forms and conventions of the adult world. Notes 1.There are only few apology studies that have relied on transcribed natural discourse. The two recent studies that did rely on natural spoken data (Deutschmann, 2003 from a politeness theory perspective Robinson, 2004 from a CA perspective), focused on adult usage only. 2. estimate Blum-Kulka et al. (2004) and Blum-Kulka (2005) for more information on the project. 3. Obviously, more research is needed for reaching any cross-cultural or age related conclusions from such comparisons. 4. The finding s also indicate some gender differences in the types of offenses which precede apologies.Whereas most of the boys apologies were realized after a vio- Apology events in young Israeli peer discourse 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 35 lent conflict (which fall mainly to the accident category), girls apologized mainly after lack of consideration or talk offenses. See Sheldon (1993) and Sheldon and posteriorson (1994) for the broader picture of gender differences in conflict talk. Transcription Conventions word emphasis Word stretch WORD cheesy volume ?word? low volume AB pitch changes slow cycle per second words fast rhythm words unique tone (0) pause words overlap word overlatch word- cut-off word) transcription doubt ((comment)) comments (. ) unclear talk. fleck numbers reflect the original numbering in the full recorded session the excerpt is taken from. The English translation follows the Hebrew text closely cases where Israeli norms or strategies are culture specific are c ommented on in the body of the paper. Deutschmann (2003) includes in this category offenses such declining offers or requests, forgetting agreements etc. For example, when Dafna (62) asks for the silver color during a joint drawing activity, Daniela (59) apologizes Silver? Silver? Sorry, I dont have silver color).It is not perfectly clear from the tape who is uttering the first sorry in this sequence. The second IFID realization in turn 36 is made by Danni, who is also the offender in this apology event. Because of technical problems the sequence was only partly transcribed, a matter which makes it difficult to characterize the violations in detail thus we do not know what the TA is referring to when she talks about falling. This is the only occurrence of the word apology in the corpus. Nine turns later (382) the children started to play with an iron which warmed up in the sun, and later sat on it.Prompted by the heated metal, they started a verbal play with a strain of the utteran ce my butt is boiling, which made them both laugh and finally succeeded in cheering up Dani. Ariels moves seem to resemble the confidence building measures diplomats talk about in the context of international conflict resolution. We have also noted other indirect ways of appeasement, such as humor, narratives and explanations, but will not elaborate on these for lack of space. There were 32 brogez utterances and 17 sholem utterances in the young cohorts data, and not a single occurrence in the older cohorts talk.We can see that the sholem ritual is replaced with age by the conventional apology formula of the adult world. A caveat is in order here. More data is needed to confirm our developmental observations, since some of them might be due to the different circumstances in which peer talk took place in the two cohorts during free play in groups for the younger children, and during a meal in a fast food restaurant in pairs of two for the older cohorts. 36 Zohar Kampf and Shoshana Bl um-Kulka References Benoit, W. L. (1995). Accounts, Excuses and Apologies A Theory of Image Restoration Strategies.Albany invoke University of New York Press. Bergman, L. M. and G. Kasper (1993). Perception and performance in native and nonnative apology. In Interlanguage Pragmatics, G. Kasper and S. Blum-Kulka (eds. ). Oxford Oxford University Press. Brown, P. and S. 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