Susan Bennis and Warren Edwards Essay Example

Susan Bennis and Warren Edwards Essay For my basic audit I am going to take a gander at shoe fashioners Susan Bennis and Warren Edwards, and particularly at their, 1989 glass beaded night shoe. The greater part of their loved piece where made during the 1980s and with run of the mill 80s styles and plans; Susan Bennis and Warren Edwards make exquisite shoes and boots. The following is an image of one of the numerous extraordinary Pop workmanship shoe. Silk faiile siphons with fuchsia toes and turquoise heels with chartreuse lower legs and orange diagrams. Highly contrasting checkerboard triangles uncover the instep of your foot and they are lined in tangerine silk. I like this shoe since it is the kind of garment that truly sticks out, there is a changed bed of hues, with draws in the eye, however by and by I dont truly accept that these shoes are reasonable, one might say of style. I feel that you would find that there is a set number of garments you could wear with these shoes, albeit some would contend this is the thing that design is about. Wearing a garment once, just to get saw, yet nothing to intense. These shoes appear to be the shoes that you would take a gander at from a separation, as opposed to very close. At the point when I take a gander at these shoes, I dont see story or importance behind them, yet I do accept that they mirror the social foundation, and design of the 80s boisterous and incredible, the hues conflict. These shoes are disobediently made for the eighties. We will compose a custom paper test on Susan Bennis and Warren Edwards explicitly for you for just $16.38 $13.9/page Request now We will compose a custom paper test on Susan Bennis and Warren Edwards explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom paper test on Susan Bennis and Warren Edwards explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Presently I am going to take a gander at another shoe, the glass beaded night shoe. This is a rich shoe, for a luxurious event. The shoes have been beaded with 1 huge glass dab, and 6 somewhat littler glass dots. There is additionally an assortment of different globules and sequins which leaves the shoe looking silver on top of, it is a constrained shading bed, yet this has been done to make a progressively costly look. This can regularly convince the purchaser to purchase these shoes instead of a silver pair of shoes that stand out from another shading, as this can frequently look shabbier. Additionally the dabs make a glossy surface and this pulls in the eye. The architects have utilized these methods to ensure that individuals are pulled in to the shoes and notice them. Taking a gander at the shoe, it causes me to feel glad and better about my self. In the event that I where to be wearing these shoes I would feel remarkable as if the shoes where made only for me, and I would feel like I was wear something of high caliber. I believe that the utilization of globules and silver (a valuable metal) makes those sentiments. I additionally feel like I would need to contact it, to check whether the dabs feel smooth or hard, and whether they where cold or warm, despite the fact that it's anything but a material I believe that the shoe on an entire is material. These are the shoes which loo great either from a separation or very close, the grab someones attention from a separation and they become pulled in to the shoes, the fine point by point work would then be able to be respected from very close. On the shoe there is a balanced example. The two sides coordinate, coming the shoe, and this make an even, even looking shoe. It is a pragmatic shoe, as it tends to be worn and the heel on the shoe isn't excessively high, subsequently it is appropriate for additional individuals to wear, yet there is no back to the shoe. This is clearly a decision of individual taste whether one feels good in a shoe that way. Not at all like different shoes I have taken a gander at in my investigations, these shoes don't make me figure, I don't perceive any story or pictures inside the piece, yet in the event that the architects had needed to included something like this it must be covered up or conceptual. I feel impacted by the architects work, I need to remember the utilization of beading for my work, I trust that this will make a picture of value and pull in the eye. I for one would like to have a greater amount of changed scope of hues, and I need to utilize something brilliant and an eye-getting style that will interest individuals. I think having a topic to my work is a smart thought, regardless of whether there was a story inside the shoe, I believe that way it turns out to be increasingly creative and individuals are bound to e drawn towards it.

All About Paraître

About Paraã ®tre Paraã ®tre is an exceptionally normal and helpful French action word that way to look/show up/appear. It is unpredictable related and can be utilized indifferently. Models ofParatre being used  Paraà ®tre can be trailed by a descriptive word, infinitive, or prepositional phrase:â â â Tu parais bien heureux   You look very happyâ â â Cela paraã ®t à ªtre une erreur   That is by all accounts a mistakeâ â â Une lueur a paru dans ses yeux   A sparkle showed up in his eyeParaà ®tre can likewise mean to make an appearance:â â â Il na pas paru la rà ©union   He didnt show up (appear) at the meetingâ â â Je dã ©teste paraã ®tre en public   I loathe showing up in publicParaà ®tre is typically conjugated with avoir as its helper action word in the compound tenses, aside from with regards to distributing, in which it is regularly conjugated with à ªtre:â â â Cet article est paru mi-juin.   This article was distributed in mid-June.â â â Le nouveau Petit Larousse est paru.   The new (release of) Le Petit Larousse is out. Utilizing Il parat Il paraã ®t is an indifferent development that implies it appears in the worldwide sense (like, they state or the word is) and can be trailed by a descriptive word or a subordinate clause.1) Il paraã ®t descriptor is trailed by de infinitive, and may likewise be modifed by a roundabout article pronoun:â â â Il paraã ®t significant dessayer   It appears to be imperative to tryâ â â Il ne paraã ®t pas essentiel dy aller   It doesnt appear to be fundamental to goâ â â Il me paraã ®t mock de courir   It appears to be strange to me to runâ â â Il ne nous paraã ®t pas logique de faire à §a   To us it doesnt appear/We dont think its intelligent to do that2) Il paraã ®t que is trailed by a subordinate provision in the indicative:â â â Il paraã ®t quil va pleuvoir demain   It appears/They express it will rain tomorrowâ â â Il paraã ®t que nous devons refaire ce travail   It appears/The word is that would need to re-try this work3) Il paraã ®t might be altered by a modifier before que, in which case the action word in the subordinate proviso might be in the demonstrative or subjunctive, contingent upon what the descriptor requires:*â â â Il paraã ®t significant que tu le fasses seul   It appears/Apparently its significant that you do it aloneâ â â Il paraã ®t clair quon ne peut pas gagner   It appears to be evident that we cant win*That is, in the event that the articulation would require the subjunctive without paraã ®t, at that point it additionally needs it with paraã ®t: il est significant que subjunctive, in this way il paraã ®t significant que subjunctive4) When il paraã ®t que is modifed by a circuitous item pronoun, it is proportional to it appears (to me, to us, etc):â â â Il me paraã ®t significant que tu comprennes   It appears to me that its significant that you comprehend (I think its significant for you to understand)â â â Il nous paraã ®t sã »r quon va gagner   It appears to be sure to us/We think its sure that were going to winâ â â Il nous paraã ®t quil peut venir   It appears to us/We imagine that it he can come5) Il ne paraã ®t pas que requires the subjunctive:â â â Il ne paraã ®t pas quil vienne   It doesnt appear that hes coming; He doesnt appear to be comingâ â â Il ne paraã ®t pas quon puisse gagner   It doesnt appear as though we can win Articulations with paratre  â â ce quil paraã ®t - apparentlyâ â â paraã ®t-il - apparentlyâ â â il paraã ®t que oui - so it seemsâ â â il paraã ®t que non - obviously not Conjugations  â â je paraisâ â â tuâ paraisâ â â il paraã ®tâ â â nousâ paraissonsâ â â vousâ paraissezâ â â ilsâ paraissent

How Product Packaging Affects Buying Decisions

How Product Packaging Affects Buying Decisions There are at least two types of shoppers. There are those who have a shopping list, whether physical or mental, go to the store, pick what they need and leave.Then there are those who have a shopping list, just like the other group, but once in the store, they somehow forget it.These are those who know what they need, what they want and everything in between.But upon seeing the options available, even if none of them is really new, they start wondering what to pick.Which kind of shopper are you?Chances are that you struggle in staying focused when shopping. You suddenly realize how good a product looks and strongly feel that it’s a good one to buy.The looks of a product has a direct effect on it’s attractiveness. The more attractive the product is, the higher the chances of it being bought.This can only mean one thing: the packaging of a product is not by chance. It’s deliberate. In fact, it’s part of the manufacturer’s strategy to drive more sales.If you find yourself unab le to resist the charm of a product’s package, then know that the people behind the packaging are good at what they do. If you have a business or intend to start one soon, you can learn a lot from this.Let’s look at how product packaging helps companies make more sales and hopefully, more profits.HOW PRODUCT PACKAGES LEAD TO MORE SALESWhen you buy something, you’re interested in what’s inside the package and not the package itself. But how did you end up picking that specific product? Why that brand?Reasons for buying from a specific brand are many. But one thing for sure is that you consider the package.You may love the brand so much that you don’t mind a plain old and boring package. However, if you could just admit it, you really wish such a brand could improve on their packaging efforts.You probably see better-looking products but choose your preferred brand for quality or even health reasons.So why can’t you avoid liking that package even if you’re not buying the product?As a human being, some things are just natural and hard to resist.You’re naturally pulled to attractive things and will even want them for yourself. In some cases, especially if your desires have greater control of your decision-making process, you can even borrow in order to experience that good thing.Your logic and emotions are always fighting to control your will power.As that battle rages, someone somewhere is hoping your emotions win the battle so he makes money from that victory.Marketers all over the world target your emotions because they have scientific proof that emotions are more powerful than logic.Products are therefore designed to be attractive, not so that they look good, but to entice you to buy. It’s almost like a temptation to do something you’re not willing to do.A new company knows that you’re fond of the established company’s products.For that reason, you’re likely to buy from them and not a new company. So, together with other marketing effo rts, they have to ensure their product does a few things.Here are three of them:Catch your attention â€" if you walked into a retail store of any kind and some items caught your attention, it may not be accidental. The manufacturer did a good job in making the product attractive and the store employee positioned it at the right place.Once your attention goes to something, you become interested. That is the first step towards buying. To a sales person or marketer, showing interest means you want to buy, whether you have the money or not.Trigger your emotions â€" but often, you won’t buy simply because the product is attractive. Although some people may, not you. You’re smarter than that, right?Yeah, right, but maybe, just maybe, the people behind the brand are smarter than you think. If you have ever found yourself buying things on impulse, there’s your proof.You fell for something and that was the emotional trigger that was attached to the product’s package.Emotional trigger s work by pulling the strings connected to your historical or present situation. They make you remember something, good or bad, and show you how much you need to act.An example is where you see a product and remember the fun moments you had with your friends the last time you bought the it. You know that the product is great because you enjoyed it last time.Since seeing it makes you want the experience, you start thinking of buying it.Speak to your situation â€" with the trigger pulled, other aspects of the package speak to you and offer solutions which you realize are just what you need. If your logic is still wielding its influence, you may pull your phone out and do some research on the product ingredients.If your emotions are at the driver’s seat, then picking the product, happy to solve your problems, is the natural thing to do. You’re happy and so is the manufacturer of the product. Everyone wins.This doesn’t mean that marketers and businesses in general take advantage o f you.It just means that businesses have embraced science. They make good use of scientific research to increase their sales and profits.HOW PRODUCTS ARE PACKAGED FOR MAXIMUM SALESUnless you’re keen and maybe even know a thing or two about marketing, you may not be able to recognize these truths.But from this article, you’ll be able to learn the thinking behind product packages.With that knowledge, any time you look at products and feel drawn to them, you can take a step back and see what is happening.Here are the things which constitute marketing through product packaging.Package ShapeThe shape of the package may not seem like much. But despite the fact that what truly matters is what is inside, the outside does matter too.Think about luxury cars. In essence, they all have almost the same things but the exterior is what draws all the attention. Once you’re attracted by the outside, chances of loving what’s inside are increased.The shape of the package is majorly used to dra w your attention to the product. And the good thing about shape is that there is a lot of flexibility that can be applied.Packages don’t have to be square, round, triangle etc. Such shapes are okay and can serve the purpose in certain cases. But let’s face it. They are quite boring.A creative designer can come up with a shape that’s quite out of the norm. Such a shape will stand out and catch your attention from a distance. It is that uniqueness that will be responsible for making you interested.The shape of the package is also used to distinguish it from others. It’s an opportunity to create a unique feel once the product is in your hands.This unique feel will then create memories and if you like it, you’ll most likely buy the same product again and again.Why?You want to experience that feel. The shape has become part of the product. If that shape was to change to something else, your satisfaction from using the product will also change. You might even stop buying it.Colo rsColors are also important. In fact, the colors used on a package might as well be the ones attracting you to the product in the first place. The creative use of colors can easily make a product stand out in a shelf full of similar products.And with your attention drawn to it, that becomes the beginning of your product experience.Colors have a powerful effect and the brain interprets them differently. It has also been shown that colors trigger emotional responses. Even in offices, certain colors are used in favor of others.The colors on product packages are deliberately chosen so as to trigger specific emotional responses. This is called the psychology of colors and marketers use it to encourage you to buy from them. Source: HuffPostHere are a few colors and what they’re likely to make you feel or expect from the product.Yellow/orange â€" these two colors can be used differently but often cause you to feel and expect some happy moments. They brighten you up and almost get you thinking of time with friends or family. Ads about fun activities and vacations often feature these colors.Red â€" red is a powerful color and in different situations may be used to send different messages. This color is often used in two ways: to depict danger or create excitement.Products which should be carefully handled will include the red color as a warning. The text might also be in red. On the other hand, this color can also be used to create feelings of excitement. Toys and games often include portions of the packaging done in red color.Green â€" this is the color of the environment. Green signifies a friendliness to the environment. It also ignites feelings of harmony and growth.White â€" white is quite versatile and can be used in many ways. It’s often used as a background color then other colors are used to bring the desired effect. White symbolizes simplicity and purity. As an example, you’ll find milk packets full of the color white.White also symbolizes innocence and purity. As such, children’s products will often be in white packages. The color itself will tell you that it’s important to keep the product and package clean to maintain the purity.Black â€" black is also versatile and appears in many places. However, in many times, black is used to convey power. Have you ever noticed that many premium products, especially for men, are black or packaged in black? The message to men is that they’ll be associated with power.ImagesAs social media will tell you, images are powerful. They communicate better than plain text. Images are also more attractive to the human brain than text because the brain understands things visually.When you read a story for example, your brain uses the words written to paint an image which it then interprets for your understanding. The more descriptive the words, the better the image painted by your brain.The power of images comes from the fact that the brain sees them as semi-processed inputs.If the brain creates images from text so that you can understand, what happens when it receives an image?It’s work significantly reduces. You get to understand more quickly and the brain is able to dedicate its resources to other things.When images are included in product packages, they give you a better experience than when they’re missing.Package TransparencyHave you ever noticed that very few products get packed in such a way that you can’t see what’s inside?It’s intended by the manufacturer that you see what is inside. It’s usually part of the marketing strategy.You must be shown what you’re buying, even if you’ll be shown just a small part of it. In fact, it’s only in few cases that you’ll be shown a huge part of wha t you’re buying.This is meant to raise your expectation so that your desire for the product increases. In seeing part of it, you’ll want to buy it so you can open and experience the whole of it.In some products like cooking oil, the package might be completely transparent. The package is usually a transparent glass or plastic bottle.This can be used to show you the quality of the product or some subtle differences between two versions. For instance, the renowned healthy olive oil comes in various versions.Two common types are the extra virgin and light oils. Using a transparent bottle, it’s easier to see the difference between the two even without anyone explaining it to you. You can tell that the one which is darker has something which the other one doesn’t have.Depending on your needs, knowledge of the differences, you can make a purchasing decision faster and better. Thus if one brand packed the two oils in bottles which don’t show you the difference immediately, you’ ll likely go with the one showing it.Packaging MaterialThe material used to package products also plays a role in helping you decide whether to buy or not. This can be a determining factor especially for the environment-conscious customer.In many places in the world, plastic is considered bad for the environment. They cannot be disposed of well and even burning doesn’t help. In fact burning is worse for the environment.If you are environment-conscious, you’ll likely be displeased by plastic packaging. And if that’s all that there is in the market, a brand using recyclable material will surely stand out and win your love.If your love for the environment is strong enough, you can even go further than that. You might even decide to compromise on quality for the sake of supporting the environment-conscious company.Logos and Brand NamesLogos and brand names also have a role to play in the package of a product. It may seem as if they are there just for the sake of identifying the ma nufacturer of the product. But that is not the whole story.For established businesses or brands, just their name alone is enough to sell a product. For that reason, the inclusion of the company logo and brand name is more than for identification purposes. Take an example of two Macbooks placed side by side. One has the Apple logo while the other has the logo of another company. Which one do you think will be bought as a Macbook?Despite the similar looks, the one with a logo different from Apple’s will be taken to be an imitation of the real thing.Try the same experiment with say, Dell laptops designed for the business executive. Have one with the Dell logo and the other with the Apple logo.As long as you’re selling to someone who prefers Apple, they would believe the Dell laptop with Apple’s logo is made by Apple. The logo alone can make him buy.TypographyThe other element of the package is the typography. This is all about the fonts used to display text information on the pac kage.Fonts are important and are a crucial part of the message being communicated.For example, when writing formal letters, it’s usually advisable to write in Times New Roman or Arial fonts. Using some fancy fonts like those used by graphic designers might cause your message not to be taken seriously.If that was an application for a job, you’re likely to miss the opportunity despite your qualification.Another example is that of a wedding card. The fonts used when designing a wedding card cannot be the same as those used in formal letters.The same applies to products. Depending on the purpose of the product and the targeted customer, the fonts used will differ greatly.Product InformationAnother significant part of the package is the product information available. This is especially important in this age of heightened health concerns.Product information is easily seen in food products.With many Americans keen on reducing their intake of calories, the information provided on a prod uct’s package has become important. And with industry regulators pushing manufacturers to disclose information, the customer is now empowered.The manufacturer who wants to encourage customers to pick his product prints more information. But it’s not just any information but the information likely to get you to prefer one product over the other.A good example can be seen in two make-up products both said to lighten the skin color. One could have information about how it works whereas the other, additionally has the label “paraben-free.”For anyone familiar with the discussions about parabens, they know, almost instinctively, that what they need to take is the one written “paraben-free.”Even without knowing what exactly paraben is, it’s easy to associate it with something bad or dangerous. Since no-one wants dangerous products in their home, won’t it be better to buy the one free of harmful ingredients?CONCLUSIONA product’s package may seem to have very little use to a consumer once it’s time to use it.But do you see how big a role it plays in the decision making process?The knowledge used by the package designers can be used by anyone designing any product’s package.And for those shopping moments, you now know why you keep buying that product which looks so good.

Fences Character Analysis Essay - 1790 Words

Rose Maxson is a housewife in the play, Fences is written by August Wilson. Rose is Troy’s loyal wife. She is a mother that cares for all of her children. All in all, Rose Maxson would be one of the most compassionate characters in this play. Compassionate is a strong feeling of Rose Maxson is a housewife in the play, Fences is written by August Wilson. Rose is Troy’s loyal wife. She is a mother that cares for all of her children. All in all, Rose Maxson would be one of the most compassionate characters in this play. Compassionate is a strong feeling of sympathy for the suffering or bad luck and having the will of helping those who are affected. In Fences, Rose states, â€Å"[...] Your daddy wanted you to be everything he wasn’t...and at the†¦show more content†¦The quote that proves this would be: â€Å"Ill take care of your baby for you...cause...she innocent...and you cant visit the sins of the father upon the child. A motherless child had got a har d time...From right now this child got a mother. But you a womanless man† (Wilson, 79). Therefore, the main character trait found in Rose Maxson would be compassion. There are many themes displayed in Fences like family dynamics (love and betrayal), condition (life and death) and choices (idealism and practicality). The character trait that was examined previously would be important to the development of family dynamics, which would be the love and betrayal that was displayed in the play. As said before, being compassion is having a strong feeling for those who are suffering. Compassion and family dynamics go hand in hand because in the play, there are many situations where being compassion brings the family together, but at the same time, ties may be cut. For example, looking at Troy’s cry for help when he approaches Rose to care for his daughter. Rose is empathetic. She agrees to raise the child as her own but cuts her ties with Troy as he was disloyal to her for another woman. This trait will also relate to the main symbol in the play, which would be the fences, which is frequently mentioned in the play. Fences would symbolize the many relationships that bond and break apart in their backyard. Being compassionate in this play enhanced someShow MoreRelatedFences Character Analysis Essay924 Words   |  4 Pages Analyzation of Character Traits Individuals and society often rely on the trait of responsibility in order to have their daily activities run smoothly. Troy Maxson has incorporated the key ideas of responsibility; to secure his family, friendships and job. Troy had stated multiple times within Fences that his actions are based off of his responsibilities; instead of love. â€Å"[...]Liked you? Who the hell say I got to like you?[...]† (Wilson,37). This quote displays that although Troy loves his familyRead MoreNotes On The Novel Fences And Pied Piper Of Tucson 1080 Words   |  5 Pagesspecific choices. Next, students read the play Fences by Pulitzer Prize winner August Wilson and analyze the role of stories within in the story to create tension and advance the plot. Fences is the foundation for the unit’s cornerstone task: after ranking and discussing important lines in the play, student perform them, and reflect on the impact of the important lines exercise on comprehension of the play. Finally, students write a synthesis essay to merge writings throughout the unit into a singleRead MoreCharacter Analysis of Cory in The Play Fences by August Wilson1109 Words   |  5 Pagesbecause of a fear that was rooted in him nearly eight-teen years earlier. When Troy was released from prison he dreamed of playing Major League Baseball but at that time it was an impossibility because of racial dis he other primary relationship of Fences is that of Troy to his son Cory (Courtney B. Vance) - a promising 17-year-old football player being courted by a college recruiter. Troy himself was once a baseball player in the Negro Leagues - early enough to hit homers off Satchel Paige, tooRead MoreThe Interpretation Of August Wilsons Fences By Denzel Wilson724 Words   |  3 PagesAugust Wilsons’ play â€Å"Fences† gave the American stage one of the most renowned characters. As Wilson originally writes in the play, Troy Maxson, who is an uneducated sanitation worker and a former Negro League Baseball player is depicted as a multi-faceted tragic figure from the mid-1950s Pittsburgh of Wilson’s childhood. This being the case, in the adaptation of this play, Denzel Washington understands the kind of ‘largeness’ portrayed in Wilson’s play and is hence portrayed a shadow that Troy castsRead MoreFences Research1694 Words   |  7 PagesThe Impact of Phy sical and Psychological Boundaries in August Wilson’s Fences The early 1950’s was a time of enormous importance because of the Civil Rights Movement which emphasized equal rights for blacks and whites. According to the book Approaching Literature, this time period became very familiar to August Wilson, the author of the play Fences. Wilson, an African American man, was raised by his mother and his ex-convict father. For a short period of time, before moving back to hisRead MoreFather-Child Relationships in Hamlet and Fences1223 Words   |  5 PagesFather-Child Relationships in Hamlet and Fences In both William Shakespeares Hamlet and August Wilsons Fences, the emphasis placed on parent-child relationship is vital, as family plays an important role in developing a characters values as well as his or her upbringing does. While Ophelia, Laertes, and Hamlet show loyalty to their fathers unconditionally, Cory, even though looks up Troy as a figure, eventually exhibits disrespect to him. The relationship that Ophelia shares with her fatherRead MoreFences: White People and Troy Essay1719 Words   |  7 PagesAnalysis of â€Å"Fences† August Wilson’s famous play â€Å"Fences† is a drama set in the 1950’s. Being a winner of the Pulitzer Prize for the best play of the year, this play has had many positive responses to blacks and whites in this society. It is about protagonist Troy Maxson as well as his african american family that is filled with drama and excitement. In Wilson’s Fences by Joseph Wessling he expresses, â€Å"Fences is about the always imperfect quest for true manhood. Troy’s father was less of a â€Å"true†Read MoreAnalysis Of The Book Of Kill A Mockingbird 1271 Words   |  6 PagesJourney Tasopulos Brannen ELA-8 19 April, 2015 Novel Analysis: To Kill A Mockingbird Selection: I selected this book because its the best book I have ever read. I read To Kill A Mockingbird last year and my class wrote an essay about this book, since I already know so much about this book I thought it would be a nice and quick read. I thought it would be a great enjoyment to refresh my memory of this epic book. I watched the movie soon after I read the whole book and it was very fun to pick outRead More Religion in August Wilsons Fences Essay examples814 Words   |  4 PagesIn August Wilsons play, Fences, the character, Troy Maxson, is by no definition a religious man. He has created his own religion through his own philosophies, especially baseball. Sandra G. Shannons critical analysis, The Good Christians Come and Gone: The Shifting Role of Christianity in August Wilson Plays, gives analogies for the way Troy deals with his own spirituality. It is agreeable that Troy, like other Wilson characters, deals with religion in his own way. Shannon assertsRead MoreCharacter Analysis Of The Desperate Housewife981 Words   |  4 Pageswife to the stay at home mother. To provide some context to this analysis is important to look at the roles of these four central characters within and without of the home. Gabrielle Solis is a former model, she has two daughters and throughout the course of the show is married to two different men. Gabrielle is often portrayed in the show as being vain and self centred yet she is also an extremely ambitious and self assured character. Lynette Scavo has had a previously successful career within the

Courage in to Kill a Mockingbird - 1591 Words

I wanted to see what real courage is, instead of getting the idea that courage is a man with a gun. What kinds of heroism and courage are shown in To Kill a Mockingbird? Discuss. Courage is defined as the quality of mind or spirit enabling one to meet danger or opposition with fearlessness. According to Atticus Finch, one of the main characters in To Kill a Mockingbird, Courage is when you know youre licked before you begin, but you begin anyway and you see it through no matter what. (pg.121). Harper Lee clearly portrays the theme of courage in her novel, To Kill a Mockingbird. One likes to think of a hero, as strong, brave, and meeting all challenges head on. All the characters in this book have a different view as to what courage†¦show more content†¦When Atticus took the case, he went up against Maycomb, a generally prejudiced town, in order to defend Tom. He understood that taking the case would make him an object of ridicule and that no one would forgive him for believing a black mans word over a white mans. Even his own sister expresses disapproval at his decision, practically telling him he was bringing disgrace to the family. Nevertheless, n o matter how much his reputation suffered, he did not change his mind. Standing up for his morals and ethics was more important than what people thought about him. From the very start Atticus knows he will not win the case however he does his job and finishes what he set out to do. Atticuss strong sense of morality and justice motivates him to defend Tom Robinson with determination, giving it all he has. He shows this when he says, Simply because we were licked a hundred years before we started is no reason for us not to try and win. (pg.82). He says this to Scout after she comes home from school angry at Cecil Jacobs for making fun of Atticus in the schoolyard. Atticus tells her to fight with her head instead of her fists. He wants the people of Maycomb to hear the truth about Tom, That boy may go to the chair, but hes not going till the truths told. (pg.159). Atticus is putting everything a man holds dear, dignity, respect, honor and status, on the line to protect Tom. He later shows more bravery when he goes to the jailhouse toShow MoreRelatedCourage in To Kill a Mockingbird898 Words   |  4 Pagesâ€Å"Theme†. Themes often explore timeless and universal ideas and may be implied rather than stated explicitly. Theme is an important part of fictional stories. Several themes are presented in the novel to kill a mocking bird. One of the reoccurring themes in to kill a mockingbird is courage. Courage is when you know you’re beaten. The character Atticus, for instance, who was a seasoned lawyer acted courageous defending Tom Robinson. Tom Robinson was a black man who was accused of raping a whiteRead MoreTo Kill A Mockingbird Courage Analysis735 Words   |  3 PagesCourage is portrayed to be a special kind of knowledge or gift that you are born with. It can be demonstrated as rescuing a princess or even standing up to the local school bully. The webstermerriam dictionary entry for courage is, â€Å"mental or moral strength to venture, persevere, and withstand danger, fear, or difficulty†.1 In the book, â€Å"To Kill a Mockingbird†, by Harper Lee, she uses courage as a theme for her characters and demonstrates how each person is able to use courage as their forte. OneRead MoreEssay On Courage In To Kill A Mockingbird1291 Words   |  6 PagesCourage is the commitment to begin without any guarantee of success. One will dare to take risks, have the strength to be compassionate, and the wisdom to be humble; courage is simply the foundation of integrity. What someone does in these moments of being very brave will reveal how strong someone really is, regardless of how much weight someone can deadlift. The courage of each character in To Kill A Mockingbird manifests itself in their battles against the corrupt forces of their world. HarperRead MoreTo Kill A Mockingbird Courage Analysis1009 Words   |  5 Pagesactual definition of courage? What about true acts of courage really are? In the novel, To Kill A Mockingbird, the novel is based on a little town where nothing really happens until a man gets accused with rape and only one character would be able to help him out of his own sheer courage and empathy. The author Harper Lee teaches readers that courage is a quality that anyone can show during any difficult problem while suppressing their fear. Lee also shows what the lack of courage is, cowardice. HarperRead MoreTo Kill A Mockingbird Courage Analysis1512 Words   |  7 Pagestheir lives on the line everyday and symbolize true courage and bravery in society. They fight even when everything has gone wrong and know they are not going to succeed. In To Kill A Mockingbird, Harper Lee shows what true courage is when characters such as Atticus and Mrs.Dubose fight even though they know they are going to lose. The courage these characters demonstrate, along with Jem’s own courage, throughout the book teaches Jem what true courage/bravery is, and develops his character in a positiveRead MoreAnalysis Of Kill A Mockingbird And The Out Courage 1489 Words   |  6 Pagesâ€Å"Scout†ing Out Courage December 14, 2012 was a tragic day. The students and staff of the school in Sandy Hook, Connecticut were all victims of a school shooting. One six year old boy, Jesse Lewis, did a completely unselfish and heroic act. While being held in his classroom by a gunman, he sacrificed himself and yelled at the other students to run. Jesse knew when the right time to say this was as he realized the gunman had to stop to reload (Associated). The characters in To Kill a Mockingbird are courageousRead More To Kill A Mockingbird Essays: Great Courage1041 Words   |  5 PagesCourage in To Kill A Mockingbird nbsp; Courage is shown within the characters of To Kill A Mockingbird in several situations.nbsp; The characters are challenged to face danger or pain without fear.nbsp; The courage they display gives them strength and deepens their self-understanding as the novel progresses. nbsp; nbsp; Early in the novel, Scout illustrates the courage she embodies.nbsp; On her first day of school, Scout acts as an ambassador for the entire class.nbsp; She takes theRead MoreThe Courage Of Kill A Mockingbird By Harper Lee1361 Words   |  6 PagesCourage Isn’t Having The Strength To Go On - It Is Going On When You Don’t Have Strength You can have anything you put your mind to through the strength and power of courage, In To Kill a Mockingbird, by Harper Lee, incidents of courage occur abundantly throughout the novel. These courageous moments create a feeling of hope for the reader and have given the novel its prestigious place in American literature. Many of the characters exhibit the bravery and courage that Americans aspire to, which isRead MoreActs of Courage in To Kill a Mockingbird Essay1142 Words   |  5 PagesIn the short story To Kill A Mockingbird, author Harper Lee suggests that in certain situations people have the potential to show acts of courage In our society it is generally believed that in order for someone to show courage, they must show it through physical acts of peril. The only type of courage that is ever heard of or praised is when someone nearly puts their life at risk to show their bravery. In the short story To Kill A Mockingbird, author Harper Lee suggests that in certainRead MoreCourage Is an Important Theme in to Kill a Mockingbird2765 Words   |  12 PagesCourage is an important theme in to kill a mockingbird In To Kill Mockingbird courage is presented to us as a desirable quality. Harper Lee suggests that there is some misunderstanding as to what real courage in the community of Maycomb actually is. Many aspects of courage are shown in To Kill a Mockingbird. There are examples of physical courage, such as Atticus facing the rabid dog. There is also moral courage, an example of this would be when Atticus takes on Tom Robinson’s case and he sticks

Best Buy Culture Free Essays

Question – 1 Describe the culture of Best Buy Answer – 1 Best Buy culture has changed tremendously. The company’s culture was once to embrace long hours and sacrifice, now the culture is more relaxed. The employees are now really able to run their own schedule as well as their own work progress. We will write a custom essay sample on Best Buy Culture or any similar topic only for you Order Now Before the ROWE program was introduces to the Best Buy employees would have to work until they found a solution. That means staying at work all night and day if the job or situation requires it. For example the book talks about one employee that was given a plaque for staying up and at work for three days to right a report that was due. He made a sacrifice for his job that made him end up in the hospital. The ROWE program which stands for Results-Only Work Environment program is a way that employees can still work whether in the office, at home, or coffee shop as long as they finish the job. This program has changed the culture of Best Buy as well as the performance. Question – 2 discuss the approach to Organizational change that the ROWE program illustrate Answer – 2 Instead of launching a work-life balance program, Best Buy rethought the very concept of work. Under the Results-Only Work Environment program or ROWE, employees can work when and where they like, as long as they get the job done. The ROWE program is based on 13 principles and rules. The key ones include: * There are no work schedules in the traditional sense. * Every meeting is optional with a few key exceptions. * There is no focus on â€Å"how many hours did you work† * Work is not a place you go, it’s something you do. * As long as work is done, employees do whatever they want whenever they want. In brief ROWE is all about results. No results, no job. The public relations team has papers to make sure someone is always available in an emergency. Many teams realized that they need only one regular weekly meeting, so they eliminated the unproductive ones. By ROWE culture the employees feel happier about their work. They feel more ownership of their work. They feel clearer about what they are doing for the company. Question – 3 discuss the resistance, both organization and individual that the ROWE program had to overcome. Answer – 3 the corporate team led by CEO Brad Anderson, was initially skeptical about the ROWE program and whether it should be expanded. The managers at the Best Buy put up the most resistance. The Best Buy’s legal department has resisted the new way of working, partly because the in-house attorneys are worried that it will reduce their pay. When Thompson proposed extending flexibility to hourly workers, the managers resisted, arguing that â€Å"there are certain people that need to be managed differently than other people. Because we believe that administrative assistants need to be at their desks to serve their bosses. One of the corporate strategists has struggled to figure out how to prove him in new environment. Without children, she had an advantage. She could be the first one in and the last one out. She said she had all this panic and everything she knew about the success was suddenly changing. One of the legal attorney felt that she checks the emails on her day off. She was afraid that the ROWE will push more work into her downtime. Question – 4 discuss the sources of stress that are apparent in the case Answer – 4 Best Buy introduced the ROWE program to reduce stress and overwork in their employees at their headquarters. The program basically allows you to work from anywhere, any hours you choose, as long as the job gets done. The employees at Best Buy’s headquarters generally worked long hours until the ROWE program was introduced. Employee burnout and turnover was high. After the ROWE program’s implementation, productivity has increased and voluntary turnover has decreased. The Culture of Best Buy Prior to the implementation of ROWE at Best Buy, employee morale was low; the turnover rate was high, employees worked very long hours. â€Å"The company’s culture used to embrace long hours and sacrifice†. Employees spent a lot of time in impromptu meetings called by management. Employees were called upon to complete reports with little or no notice. Some employees stated they spent little time with their families and worked even when they were not physically in the office. The system at Best Buy before ROWE was work, work, and more work. Employees seemed to be working 24hrs a day. Now, with more control of their time, employees are more productive. They are able to decide when and where they want to work. The change has also helped them to confront some biases in the workplace. Deciding whether or not to extend the same benefit to hourly employees exposed how some managers felt. They resisted because of their belief that it was not for everyone, some people needed to be held to the old system. Question – 5 discuss whether or not the organizational culture has helped with the change Answer- 5 the ROWE experiment started quietly. While the sample size was fewer than 300 employees, the early results were promising. Turnover in the first three month of employment fell from 14 percent to zero. Job satisfaction rose 10 percent and team –performance scores rose 13 percent. The results from and reactions to ROWE has been encouraging. Productivity increased an average of 35 percent within six to nine months in the units that implemented ROWE. The voluntary turnover has dropped between 52 percent and 90 percent in three Best Buy divisions that have implemented ROWE. As Thompson stated â€Å"the employees feel happier about the work. †They see Rowe as a benefit that’s almost more important than any other. They talk about it as if to say, someone else could offer me more money but I wouldn’t go because I now have control over my time. Ultimately for Best Buy, the new approach to work is about staying competitive, not just helping its employees. Reference- Integrating cases from the Organizational Behavior book [page no – 553] How to cite Best Buy Culture, Papers

Minoan Art free essay sample

Style cultural significance of stoneware, pottery, jewelry architecture of people of Mediterranean island of Crete in 1500-2000 B.C. The name Minoan is given to the civilizations that flourished on the Mediterranean island of Crete during the Bronze Age. The term is also used to identify the earlier Neolithic inhabitants of Crete. Almost nothing was known about the Minoan civilization until the very end of the nineteenth century. Arthur Schliemann, who had recently excavated the sites of Troy and Mycenae, had done some preliminary excavation at Knossos near the north coast town of Heraklion. But it was not until 1897 that Arthur Evans was finally able to excavate the site. The main excavations took place between 1900 and 1905. But Evans expeditions to Crete continued until 1932 with only a six year break because of the First World War. Evans had originally gone to Crete in search of samples of hieroglyphic writing on stones. In Crete he suspected that extensive ruins of some type were

Seeing Poverty from Sociological View Essay Example

Seeing Poverty from Sociological View Essay Poverty seems to be recognized by many people nowadays from various kinds of mass media. However, do we really understand what poverty is, why it appears and how it affects one’s life? There are much bigger problems than we could imagine from just seeing the surface of poverty on daily news. Eli Khamarov, a social theorist, says, â€Å"Poverty is like punishment for a crime you didn’t commit† (Raphael 7). People in poverty are not always poor because of themselves. The reasons are more likely to be in society we live in and political policy we accept. Poverty is not only a matter of finance. Financial problem is the direct cause of poverty, but the effects come from that are unfortunately much more problematic. It is one of the biggest problems that the modern society has to deal with, because it is strongly related with social exclusion, poor bashing and blaming victims, and social determinants of health. Those are sometimes seen as more obvious, problematic phenomena than poverty itself. First of all, it is known that poverty causes social exclusion to the poor. Percy-Smith says, â€Å"This analysis of social exclusion is primarily concerned with the societal processes that lead to groups systematically being denied the opportunity to participate in commonly accepted activities of societal membership† (Raphael 90) Social exclusion in employment situations against the poor, who are eager to work, often comes from language problems, lack of knowledge and skills, health problems, domestic problems, disabilities, being aboriginal, being women, being colored, and being recent immigrants. We will write a custom essay sample on Seeing Poverty from Sociological View specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Seeing Poverty from Sociological View specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Seeing Poverty from Sociological View specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Many of them are not changeable, nor optional. People with those factors tend to have problems of being employed much more than those who are not with any of them. It seems very unfair and wrong that bourgeoisies, who have power, take advantages of proletariats, who do not have. However, in modern capitalism society, even if it is unfair and wrong, as Karl Marx claims, â€Å"capitalism exists because it creates patterns of unequal relations between these two classes,† (Raphael 92) it is how capitalism is supposed to be. It could be said that it is only natural that there is inequality, because both capitalism and inequality are always designed to be together. People are made to struggle with something that they should not worry. What we need is a new, solid policy that will give a well-considered, positive impact on this capitalism society. Second of all, poor bashing and blaming victims are often on people’s minds when they think about poverty and it is also problematic in order to solve poverty problem, because it is necessary for the poor to be widely understood what factors make them poor by others in order to solve poverty. In addition, there is no need of attacking the poor more when they have been in very harsh situations and struggling to get out of there. According to Jean Swanson, who is anti-poverty activist, poor bashing is â€Å"when people who are poor are stereotyped, ignored, blamed, patronized, pitied, falsely accused of being drunk and having large families and not looking for work† (Raphael 319). It might be true that even those poor themselves start accepting to be poor-bashed and blame themselves as they stay in poverty and bashing, blaming situations too long. It sadly symbolizes that they submit to unfair treatment they receive. It could come from liberalism society that gives us options and allows us to choose in many occasions, but not necessarily fully for everyone. Those poor bashing and blaming victims ideas are very dangerous, because these ideas have never solved and also will never solve poverty. People, both wealthy and poor, need to unite in order to change the way it is. The one which really need to be bashed, or blamed are the society and political policy that creating poverty. Third of all, social determinants of health caused by poverty are very serious, physical issues of being poor. Poverty and Health are sometimes sorted two very unrelated phenomena, but actually it is strongly connected. Many of the poor barely manage their daily lives, in other words, they cannot take care of their health such as exercise and weight. They also try to deal with stress and depression that come from poverty by smoking and drinking. These factors can cause death from diseases. In addition, health is not only considered as nutrition matters, it is also the environment they live in such as daily necessities, working environment and housing situation. As long as their next day is not promised, they cannot fully pay attention to their health. However, it is still extremely important for them, especially children and pregnant women living in poverty. It is a cycle of poverty that poverty produced sickly children, then they cannot get out of poverty easily because of their health conditions and they create the ame situation to their children because they are still poor. There is nothing really they could control. What they need is good health care that allows them to recover from diseases and poverty eventually. In the end, there is absolutely no rationality in poverty from the social point of view. We never create anything from social exclusion, so we need to find a reliable policy that protects the poor and is adapted to modern society. We also have get rid of the ideas, poor bashing and blaming victims, which will not lead us to better way nor create single good solution. We have to cooperate and help each other to lead ourselves to a better society. It is needless to say that for creating a better society, we do not want avoidable death of children who are full of possibilities and adults who have a lot of life experience. Better health care can make this happen. We have to face the truth that many causes of poverty are not people’s fault. Those causes are actually visible problems of our modern society. It is just not right that some people have to deal with them while others take advantages of them in the same society.

The Most Dangerous Game essays

The Most Dangerous Game essays The dramatic situation of The Most Dangerous Game is not extremely complex, but it is a very good story that has been recreated many times since its publish date. The setting is set mainly on a large island in the Caribbean Sea, and the conflicts tell a classic story of good versus evil between the two main characters, Rainsford and Zaroff. Irony and foreshadowing make the story a little more mysterious. The Most Dangerous Game has always been one of my favorite short stories. For these reasons, I have decided to write my analysis on Richard Connells The Most Dangerous Game. The story begins on a yacht in the Caribbean Sea. The protagonist, Sanger Rainsford, is talking to one of his good friends, Whitney, about the trip that they are taking to hunt along the Amazon River. Rainsford, at some point during the night, falls off of the yacht, and must swim to a nearby shore. He arrives at a small island called Ship-Trap Island. Rainsford hears gunshots in the distance and follows them to a great mansion. Here Rainsford finds General Zaroff, the antagonist. Zaroff welcomes Rainsford with open arms and treats him to a great feast. During the meal, Zaroff and Rainsford discuss hunting different types of game. The general suggest that he and Rainsford hunt in the morning. When Rainsford realizes that Zaroff hunts humans, whom are much harder to hunt because they can reason, he refuses. Because of this refusal, Zaroff decides to hunt Rainsford. Rainsford must then run and hide from the general in the woods. During the next three days, Rainsford and Za roff have three separate encounters. Each of these encounters ends with Zaroff walking away giving Rainsford another chance. The final encounter turns the tide on Zaroff as Rainsford sneaks into Zaroffs bedroom and kills him. The setting of this story is on an island in the Caribbean Sea. Within the island are a few areas that the storys action ...

Psychology Literature Review on Peer Pressure and its influence on Essay

Psychology Literature Review on Peer Pressure and its influence on females appearance schemas and body dissatisfaction - Essay Example Benedikt, Wertheim, and Love (2002) and Paxton et al. (2003) found that best friends' encouragement to diet increased dieting behavior among adolescent girls. Dixon, Adair, and O'Connor (2000) also found that peer encouragement to diet (separate questions were not asked for other friends and boyfriend) was associated with both body dissatisfaction and dieting behaviors among adolescent girls. However, there was no overall association between the dieting practices of friends and those of adolescent girls, although boyfriends' dieting behavior was associated with some aspects of their girlfriends' dieting behaviors. Keel, Heatherton, Harnden, and Hornig (2001) also found that although boyfriends influenced their girlfriends' body dissatisfaction but not their eating practices, best friends had a greater influence on their girlfriends' dieting behaviors. In contrast to these findings, Steiger, Stotland, Ghadiriam, and Whitehead (2003) found no difference among binge eaters, dieters, and no dieters in the eating concerns of family members. The authors suggested that rather than an actual eating disturbance, it may be a general tendency toward some form of psychopathology that is associated with eating disturbance among adolescent girls. A follow-up study by Steiger, Stotland, Trottier, and Ghadiriam (2000) indicated that there was some association between girlfriends' and best friends' eating concerns, but that the strongest influence on disordered eating among adolescent girls was psychopathological traits of friends. Other researchers have also reported that friends of eating-disordered adolescents did not differ from control-group friends on dietary restraint or eating disturbances (Evans & le Grange, 2003; Leon, Fulkerson, Perry, & Dube, 2003), although some studies have revealed a relationship between best friends' eating restra int and that of their girlfriends but not of their sons (Ruther & Richman, 2003; Scourfield, 2003; Thelen & Cormier, 2003). The results from the aforementioned studies demonstrate a lack of clarity in the extent to which best friends and boyfriends may influence body satisfaction and disturbed eating among adolescent females and girls, with a particular focus on girls. Furthermore, that research has focused on weight loss but neglected consideration of strategies to gain weight and increase muscle tone. These are strategies that may be particularly relevant to adolescent females, but the impact of peer feedback on these strategies has not been explored. It is important to determine the nature of the feedback provided to adolescent females, how it differs from that provided to adolescent girls, and the impact of this feedback on weight gain and strategies to increase muscle, as well as weight loss. Peers also seem to exert some pressure among

Policing in Contempoary Society Essay Example | Topics and Well Written Essays - 4000 words

Policing in Contempoary Society - Essay Example The basic reasoning behind having a police force has not changed, bu the methods that at uses and the tools at its disposal have. Thus "policing" in the late Nineteenth Century implied a much greater degree of one-on-one human contact than many police functions today (Holdaway, 1979). The "bobby on the beat", often a member of the community who might be on first name terms with many of its inhabitants has often been replaced by the much more 'efficient' (and yet more isolated) surveillance camera. Modern day policing is essential an attempt to balance conflicting forces of technology versus traditional techniques. An interesting attempt to return to the idea of a very visible police force was the creation of Police Community Support Officers (PCSOs) early in this century to support the actual police. The PCSO was introduced within the Police Reform Act of 2002 in response to increasing calls for a more approachable and accessible police force. Some confusion has occurred regarding the actual duties and powers of a PCSO, as their role is essentially defined by the Chief Constable of the area they are working within. Thus many PCSOs may detain a person for up to thirty minutes but may not use force to prevent them from escaping. In what precise sense the person is then "under arrest" is thus uncertain (Tameside, 2006). A series of powers that nearly all PCSOs possess include issuing Fixed Penalty Notices for various traffic, littering and animal offenses; the seizure of alcohol from minors and general powers to keep the peace. In many ways they represent an attempt to return to the role previously held by foot-patrol police officers. One reason that such a new position is needed is the increasing numbers of police who are now assigned to serious crime and anti-terrorism activities. In a sense the anti-terrorist activities are an extension of policing into an area normally occupied by the armed forces and various "secret" (and officially non-existent) groups such as MI5 and MI6. Thus the police are being used not only to enforce British laws but to protect the population from attack from both foreign and domestic groups. For example, on 22nd of July 2005 (the day after the London bombings) a Brazilian electrician called Jean Charles de Menezes was shot and killed by police officers while boarding an underground train. He was thought to be a potential suicide bomber. It turned out that he was nothing of the kind. Sir Ian Blair, the head of the Metropolitan Police, stated a few days later that police did indeed have a "shoot-to-kill" policy regarding suspected suicide bombers. He said that the head was the only place that a terrorist could be effectively stopped: There is no point in shooting at someone's chest because that is where the bomb is likely to be. There is no point in shooting anywhere else if they fall down and detonate it. (Blair, 2005) This is a remarkable change from the old ethos of British policing, but one that can be seen to reflect a new situation. Before the existence of the IRA there were few terrorist threats to Britain, and the new threat is greatly different because the people involved with it are quite prepared, and

Cognitive psychology, retention and learning transfer

Cognitive psychology, retention and learning transfer The way information has been retained and transferred into meaningful output has baffled the minds of Cognitive Psychologists for decades. It is in an effort to discover how this becomes possible that various Cognitive Psychologists have developed hypotheses and presented models. Estes, (1975) posited that some learning theories support hypotheses that are based on instruction that leads to learning outcomes that he regard as a two element paradigm. He however, supports a three element paradigm which involves instructions, memory structure, and learning outcome. If there is not a three structure paradigm how might one account for the retention and the processing that must take place if there is no memory structure? But the structure of the memory system is still a source of controversy. According to the modal model there is not only a memory structure but there are different kinds of memory. But most contemporary researchers assume that there are three types of memory; a sensory memory structure or register, a short term store, and a long term store. There is also support for a two structure model. This is regarded as a two storage system and this is where the emphasis lies. Support for a storage system was highlighted from (Mulner, 1959) research. Her research supports the hypothesis that if the hippocampus was removed it would be difficult for new learning to take place. Eichenbaum, (2000) states that the Hippocampus is seen as critically involved in the rapid encoding of events as associations among stimulus elements and context, in the encoding of episodes as events, and in linking episodes by common features into relational networks that support flexible inferential memory expression. Mulner, (1959) further posited that although items of learning could be held in short term memory, there is no evidence that they were transferred to Long term memory. Atkinson and Shiffrin (1968) supported (Mulner 1959) findings. Zechmeister and Nyberg (1982) posited that information enters the memory system through a sensory register that records information impinging on the sense organs. The concept of working memory has been introduced as a part of the short term memory (Bradderly and Hitch, 1974; Hastie and Carlston ( 1980). Short term memory takes information as concepts from the sensory register and maintains activated knowledge drawn from long term memory. Long term memory is comprised of semantic long term memory and episodic long term memory. Semantic long term memory stores structural information. This is information that is not dependent upon a particular time or place. Episodic long term memory stores contextually dependent information. That is information about specific events or episodes. Klatzsky (1980) purports that Episodic Long term memory is constantly changing. This is so because as (Conway, Cohen, and Stanhope, 1991; Semb, Ellis, and Aroujo, 1993) stated, although some of what is learned is lost, the amount is not significantly great. Bahrick, (1984); Bahrick, Bahrick, and Wittingler (1975), Bahrick and Hall (1991); Conway, Cohen, and Stanhope (199 1) reported retention intervals as long as fifty years. From their research they discovered that persons retained a substantial amount of the Spanish, Algebra, and psychology that they were taught in school. Research carried out by Cane and Willey (1939) and Hovland (1940) supported the hypothesis that persons who are given multiple opportunities for learning had better retention. But if one is merely interested in assessing what students have learned over a period of time, the focus will be merely on assessing remembering. However, meaningful learning supersedes mere remembering. Bransford, Brown and Cocking (1999); Lambert and Mc Combs (1998) stated that meaningful learning is recognized as an important educational goal. For meaningful learning to take place instruction must go beyond the simple presentation of factual knowledge and that assessment task should require students not just to recall or recognize but they should be able to construct meaning from what is learned. Hence, students should be able to understand what is learned, apply knowledge, analyze, evaluate and use knowledge to create. If the objective of the teacher is to assess the degree to which students have learned some subject matter content and retained it over some period of time, the focus would be on just one class of cognitive process, namely, those associated with remembering. Mayer (2001) posited that two of the most important educational goals are to promote retention and to promote transfer (which, when it occurs, indicates meaningful learning). Retention is the ability to remember material at some later date in much the same way it was presented during the instruction. Transfer is the ability to use what is learned to solve new problems, answer new questions, or facilitate learning new subject matter (Mayer and Wittrock 1996). In other words retention requires students to remember what is learned, where as transfer requires not only retention but also the application of knowledge to old and new situations (Bradford, Brown, and Cockling, 1999; Detterman and Sternberg, 1993; Heskell, 2001; Mayer, 1995; McKeogh, Lambert, and Marini, 1995; Phye, 1997). Remembering is therefore the sole ingredient of retention. On the other hand transfer involves remembering, understanding, applying, analyzing, evaluating, and creating. If the retention of information is the focus then the main focus of the cognitive process is remembering. However, if the focus is transfer it shifts to the other five cognitive processes; understanding, applying, analyzing, evaluating, and creating. Mayer, (2001) stated that students understand when they can associate old knowledge with new ones. In other words if students are able to make connections as they formulate new concepts ideas, and create new schematic formulations, they have demonstrated that they have learned. At the application stage (Mayer, 2001) students are able to use what is learned to execute procedures. In other words they are able to carry out tasks based on that knowledge. For example if instruction is based on how to bake a cake, the student should be able to bake the cake. Therefore the bass for application are remembering and understanding. As (Mayer, 2001) continues to review Blooms Taxonomy, he states that to analyze involves breaking ideas, concepts, and schemas into their component parts and demonstrate how the parts are related to each other and to the whole structure. The bases for analysis are; remembering, understanding and applying. In order to evaluate students must be able to remember, understand, apply, and analyze. Evaluation is the ability to make judgment that is based on a given criteria. Mayer (2001) states that the standards may either be quantitative of qualitative. Evaluation is further described as judgment about internal consistency and critique which is external consistency. At this level of transfer students should be able to detect inconsistencies between an operation and some external criteria. The final stage is that at which students are able to synthesize aspects of what is learned to produce a whole, a concept or a schema or something that is tangible such as a machine or a work of art. It is that which enables one to develop hypotheses with a view to solving problems. Therefore in order to create, one must be able to remember, understand, apply, analyze, and evaluate. Chandler and Sewell (1991); Mayer (2001, 2005); Mayer and Moreno (2003); Sweller (1999, 2005) posited that meaningful learning requires learners to engage in appropriate cognitive processing during learning. These cognitive processes include attending to relevant information, mentally organizing the selected information into a coherent structure, and integrating the incoming information with existing knowledge. This is regarded as the triarchic theory of cognitive load and it postulates three kinds of cognitive processing during learning. The first is extraneous processing in which the learner engages in cognitive processing that is not related to the instructional goal or in some instances there are no instructional goals. It is just learning for learning sake. The other is essential or intrinsic processing in which the learner mentally represents the material and which is determined by the inherent complexity of the material. The third is the generative or germaine processing of material such as organizing and integrating the selected material with the desire to understand the lesson. Generative processing is similar to transfer of learning that produces the ability to create. According to (Mayer ,2005; Mayer and Moreso, 2003; Sweller, 2005) line texts can be converted into a graphic organizer through selected relevant text and organized into a coherent structure. When the scaffolding of graphic organizers is provided, learners are less likely to waste precious cognitive capacity on extraneous processing which thereby reduces cognitive load and frees up capacity for essential and generative processing. De Jong (2005); Kirsner, Sweller, and Clark (2006); Klahr and Nigane, (2004); Lillard, 2005); Mayer, (2003, 2004) forwarded that activity theory is based on the idea that deep learning occurs when students are encouraged to engage in productive learning activities. Constructing a graphic organizer can be considered a productive learning activity because the learner must engage in an activity that is related to the instructional objective selecting relevant ideas from the text and organizing them in a coherent structure. Activity theory purports that learner generated graphic organizers do. However three experimental researches carried out by Stull and Mayer (2007) proved the opposite. Below is the full text of experiment 1. The summaries of the other two experiments along with the summary of experiment 1 are included in the appendix. Experiment 1 (Highest Complexity) The purpose of Experiment 1 was to test whether students better understand a scientific passage when they are asked to generate graphic organizers (following pretraining in how to generate hierarchies, lists, flowcharts, and matrices) in spaces in the margin or when the passage contains author-provided graphic organizers. In Experiment 1, participants read a 1,133-word passage about a topic in biology that was augmented by 27 author-provided graphic organizers (author-provided group), participants constructed their own graphic organizers from scratch (learner-generated group), or participants did not receive or construct graphic organizers (control group). Our primary focus is on comparing the author-provided group and the learner-generated group on measures of understanding. Method Participants and design. The participants were 156 college students recruited from the psychology participant pool at the University of California, Santa Barbara. The study was based on a between-subjects design, with three levels of graphic organizer use (author provided, learner generated, and control) as the single factor. Fifty-one students served in the author-provided group, 51 students served in the learner-generated group, and 54 students served in the control group. The mean age was 19.4 years (SD =1.5), the percentage of men was 29.5%, and the mean SAT score was 1184.5 (SD =161.4). Materials. The paper materials consisted of a participant questionnaire, two pretraining documents (author-provided and learner generated versions), three reading passages (i.e., author-provided, learner-generated, and control versions), six short-answer test sheets (one retention and five transfer questions), and eight sentence-completion (all retention questions) test sheets, each printed on an 8.5 x 11 in. (21.25 x 27.5 cm) sheet of paper. The participant questionnaire solicited basic demographic information, including the participants age, sex, and SAT scores. The full version of the pretraining document was developed for the author-provided and learner-generated group, and the control version of the pretraining document was developed for the control group. The full version of the pretraining document consisted of a two-page document printed on facing pages. The left page described and illustrated four types of graphic organizer (concept list, concept hierarchy, concept flowchart, and compare-and-contrast matrix). The right page contained a four-paragraph reading passage laid out in a two-column design. The left column contained the biology text, and the right column contained each of the four types of graphic organizer, horizontally aligned with the matching type description on the left page. The reading material was extracted from a popular college-level general biology textbook, then edited slightly to meet the desired page format as well as to remove external references, but without altering the book like style or the authors voice in the source material. The passage described three biologically important polysaccharide molecules-starch, glycogen, and cellulose. The control version of the pretraining document contained the identical biology text from the left column of the right page but not the left page describing and illustrating the graphic organizers or the integrated graphic organizers from the right column of th e right page. These modifications were made without alteration to the text layout, so the right column was empty. The control version of the reading passage consisted of six pages containing 1,133 words organized into 12 paragraphs, with three figures containing four black-and-white photographs. The three figures with four photographs were required to augment the written descriptions and to maintain the book like character of the material. The page layout matched the two-column design used in the pretraining document. The material was extracted from the same textbook used for the pretraining to maintain a consistent voice and character between the readings. The material described eight reproductive barriers between species (temporal, habitat, gametic, behavioral, mechanical, hybrid inviability, hybrid sterility, and hybrid breakdown) and was divided into two barrier groups (prezygotic and postzygotic). The author-provided version used the identical text, figures, and illustrations but included 27 graphic organizers, each placed in the margin near the corresponding text. One concept hierarchy graphic organizer augmented the introductory paragraph. Each of the eight reproductive barriers was described by a single paragraph and augmented with three graphic organizers (one hierarchy, one list, and one flowchart). A hierarchy graphic organizer and a matrix augmented the conclusion. The learner-generated version was identical to the author-provided version except that all graphic organizers were removed, which left space for learners to construct their own graphic organizers. The version used by the control group was identical to that used by the learner-generated group. Example pages of the three versions are shown in Figure 1. The six short-answer test sheets and the eight sentence -completion sheets each had a question printed at the top of the page, and at the bottom of each sheet were printed the following instructions: Please keep working until you are asked to stop. Do not go back to any previous questions. The eight sentence completion questions (eight retention questions) are presented at the top of the Appendix, and the six short-answer test questions (one retention and five transfer questions) are presented at the bottom of the Appendix. Procedure. Participants were tested in groups of 1 to 5 and randomly assigned to one of the three graphic organizer treatment groups. Each participant was seated in an individual cubicle. First, participants were asked to read and sign an informed consent form, followed by a participant questionnaire to be completed at their own rate. Then they were given oral instructions to carefully read the pretraining document (with control participants receiving the control version and all other participants receiving the full version). In the author-provided group, participants were instructed to compare the descriptions and illustrations of the four types of graphic organizer with the illustrated example on the facing page. In the learner-generated group, participants were instructed to compare the descriptions and illustrations of the four types of graphic organizers with the illustrated example but also told that they would be asked to construct their own graphic organizers. The training la sted approximately 5 min and was intended to familiarize learners with each of four types of graphic organizers-list, hierarchy, flowchart, and matrix-by providing definitions and examples. In the control group, participants were only asked to read the passage but were not provided with or informed about graphic organizers. Participants were asked to stop reading at the end of 5 min, which proved to be more than adequate for the task. Next, participants were given further oral instructions that described the reading assignment, which they could complete at their own pace. These instructions asked the participants to read the material carefully and to be aware that questions about the reading would follow. In the learner-generated group, participants were told that they could construct their own graphic organizers in the margins of the page as they read the material and were informed that this might help them understand the material. Participants in the author-provided group and the control group were not instructed to generate graphic organizers during reading and did not generate any graphic organizers. The time to complete the reading was recorded for each individual. When all participants were finished reading the material, the stack of six short-answer test sheets was passed out. Participants were given oral instructions to work only on the top sheet, to keep working until they were asked to stop, and not to turn to the next sheet until asked to do so. Participants were carefully monitored for compliance. At the end of 3 min, participants were asked to immediately stop working on the current question, turn that sheet face down onto a finished stack, and begin the next sheet. After the last short-answer question, participants were given oral instructions that described the sentence-completion questions, which followed the same procedure as the short-answer questions except that participants were given 1 min to answer each question. The short-answer and sent ence-completion questions were presented in the order listed in the Appendix. After the last sentence-completion question, all material was collected, and the participants were debriefed and excused. Results and Discussion Scoring. We computed the retention score for each participant by tallying the score for the first short-answer question (worth a maximum of 4 points) and the score for each of the eight sentence completion questions (worth a maximum of 16 points). On the short-answer retention question, participants received 1 point for mentioning each of four concepts: (a) prezygotic barrier with (b) before fertilization and (c) postzygotic barrier with (d) after fertilization. On each sentence-completion question (worth a maximum of 2 points each), the participant received 1 point for writing the correctly spelled term for the appropriate reproductive barrier and 1 point for the correct prefix for the barrier subgroup- prezygotic or postzygotic. The correct answers to the eight sentence-completion questions listed in the Appendix are (a) temporal and pre, (b) habitat and pre, (c) gametic and pre, (d) behavioral and pre, (e) mechanical and pre, (f) hybrid viability and post, (g) hybrid sterility and post, and (h) hybrid breakdown and post. Partial terms (e.g., hybrid or sterility instead of hybrid sterility), parallel concepts (e.g., time instead of temporal or geographic instead of habitat), and incorrect spellings (e.g., pro instead of pre) were not acceptable answers. Partial credit was awarded if participants provided only one of the two correct terms. Each participant could earn a maximum of 16 points on the eight sentence-completion questions and 4 points on the short-answer retention question, for a total possible of 20 points on the retention score. We computed the transfer score for each participant by tallying the individual scores on each of the five short-answer transfer questions-short-answer questions 2 through 6 are listed in the Appendix. We scored each question by counting the unique concepts presented in the reading that were used appropriately by the participant to address each question. Acceptable concepts included the 10 specific reproductive barrier concepts: (a) prezygotic, (b) postzygotic, (c) temporal, (d) habitat, (e) gametic, (f) behavioral,(g) mechanical, (h) hybrid inviability, (i) hybrid sterility, and (j)hybrid breakdown. In addition, two general concepts were also counted: (a) crossing organisms to test whether reproduction was possible or recognizing that two species might have crossed to form a hybrid, and (b) mentioning that reproductive barriers maybe relevant to the explanation. Participants were allowed to describe the concepts with partial terms and parallel concepts, and misspelled terms were not counted as wrong. One point was awarded for each of the 12 concepts, for a maximum of 12 points per question. A second person scored all material. The interrater reliability measure was significantly correlated between these two scores (r =.826, p < .001). Discrepancies in the scores between these two scorers were individually evaluated in a blind, third review, which was used to determine the final score. Data analysis. Data were analyzed with one-way analyses of variance comparing the performance of the three treatment groups on each of the dependent measures-transfer score, retention score, and study time. Our major focus was on comparing the author-provided and learner-generated groups, so for each dependent measure we conducted planned contrasts on the mean scores of these groups and computed the corresponding effect size on the basis of Cohens d (Cohen, 1988).2 Table 2 lists the mean and standard deviation of each of the three treatment groups on each of the three dependent measures. Do readers who generate their own graphic organizers while reading a scientific passage learn better than readers who are given author-provided graphic organizers? The top left portion of Table 2 summarizes the mean transfer scores of the three groups in Experiment 1. There was not a significant effect of treatment on transfer scores, F(2, 153) = 1.32, MSE = 10.15, and the author- provided group did not differ significantly from the learner -generated group, t(153) = 1.30, d = 0.24. There is no evidence that constructing graphic organizers or even studying author- provided graphic organizers results in deeper learning. The top middle portion of Table 2 summarizes the mean retention scores of the three groups in Experiment 1. There was not a significant effect of treatment on retention scores, F(2, 153) = 0.210, MSE = 21.38, and the author-provided group did not differ significantly from the learner-generated group, t(153) =0.56, d = 0.11. There is no evidence that constructing graphic organizers or even studying author-provided graphic organizers results in better memory for the presented material. The top right portion of Table 2 summarizes the mean study times of the three groups in Experiment 1. There was a significant difference among the groups in mean study time, F(2, 153) = 82.86, MSE = 9.99, p < .001, and the author-provided group required significantly less study time than did the learner- generated group, t(153) =8.97, p < .001, d = 1.51. Although constructing graphic organizers did not result in better retention or transfer performance, it did require considerably more study time. Although the main focus of this research was on comparing the test performance of the author-provided and learner-generated groups, the types and number of graphic organizers produced by the learner-generated group were also examined. The author-provided group received 27 graphic organizers containing 506 words, whereas the learner-generate group produced a mean of 5.1 graphic organizers containing a mean of 84.2 words. The mean number of graphic organizers produced fell from 2.0 on page 1 to 0.5 on page 5; the mean number of words produced fell from 34.8 on page 1 to 10.0 on page 5. Although the number of graphic organizers produced in the learner-generated group was lower than that given to the author-provided group, all but 2 of the 51 participants in the learner-generated group attempted to construct graphic organizers. Exclusion of these 2 participants from the analysis did not alter the statistical results. These results are contrary to the prediction that graphic organizers facilitate learning. Furthermore, there is no evidence that generating graphic organizers resulted in better learning than simply viewing them on the page, although there is evidence that more study time was required when students generated their own graphic organizers. The open-ended nature of the learner-generated treatment might have been too demanding and confusing for the learners. Although a majority of participants in the learner-generated group attempted to construct graphic organizers, these graphic organizers varied greatly in form and quality. Participants might have been overwhelmed by the requirement to both select and implement appropriate graphic organizers, both of which might have contributed to extraneous cognitive load. For participants in the author-provided group, the margins of the pages were densely crowded with graphic organizers, which were potentially confusing to interpret as participants attempted to compare the concepts in the text with the appropriate graphic organizer. This might also have contributed to additional extraneous cognitive load. To address these issues, we reduced the complexity of the treatment in Experiments 2 and 3 by offering fewer graphic organizers to both groups and partially completed graphic organizer templates to the learner-generated group. Knowledge of how memory works is important to teachers and Cognitive Psychologists as they seek to discover ways and means to enhance learning. But it is possible that the brain can become so inundated with ideas that much of what comes to it simply decay. Bahrick, (1979) stated that much of what is learned in classrooms is lost soon after final examination. Higbee (1977) posited that people forget what they learned in school (usually within a short time after an examination). Never-Benjamin (1990) forwarded that if this is the case it is very serious. Neisser (1982) expressed that there is a difficulty in finding studies that support retention of academic instruction. But Nesser (1982) might not have been searching wide enough. In fact the literature that is available is replete with the suggestion that much work has been carried out. Wert, (19370 suggested that studies in the area of zoology, biology, and psychology, found retention from a few months to three years. It has also been put forward that (keller, 1968) personalized system of instruction and (Blooms, 1968)learning for mastery often include a measure of retention. Studies by (Gaskey and Gates, 1985; kulik, Kulik, and Bangert- Drowns, 1990) posited that students in all conditions retained much of what was taught. Conway, Cohen, and Stanhope, (1991); Semb, Ellis, and Aranjo (1993) stated that although forgetting does occur, the amount loss is not as great as expected by popular belief. Farrs ( 1987) opinion is that the most important variable in long term memory retention is the degree of original learning. Evidence from laboratory studies shows that increasing the number of learning trials enhances retention. Research has also proven that retention often depends on the instructional strategy that is used. A comparison of studies by ( Austin and gilbert, 1973 ; Breland and Smith 1974, Cooper and Greiner, 1971; Corey and Mc Michael, 1974; Glasnapp et al. 1978, Lu, M., 1976; Lu, P. 1976; Schwartz, 1981; Semb et al., 1993; Sharples et al., 1976) advanced that course objectives, content , length, and tests were the same for all the groups in the stu dies. The only difference was the instructional delivery strategy and mastery criteria. All the studies show that mastery conditions produce superior academic performance at the end of the course. Mckenzie and White (1982) observed high levels of retention for students actively involved in learning. In their study three groups of students learned geographical facts and skills. One group was given a learning program which includes pictures, slides, worded examples, sample test items, indications of relevance of information to subsequent application, and transfer of verbal proportions to maps, diagrams and slides. The remaining two groups were given learning program and field excursion. Treatment groups were formed from eight and ninth grade classes from two different schools. The classes were not ability tracked, and class assignments to treatment groups were random. Students in the excursion classes were assigned to either a traditional excursion or a processing excursion. For the traditional excursion students were given an explanatory field guide designed to reinforce the learning program content. The teacher pointed out the geographic areas of interest, and the student veri fied the information by referring to the guide. Students did not do any recording neither di

Of Mice and Men †Essay †Lonely Characters Discussion Essay

In the opening chapter of ‘Of Mice and Men’ John Steinbeck immediately introduces the theme of loneliness and the reality of men living very temporary lives with no real direction. Loneliness is an inevitable fact of life that not even the strongest can avoid. Throughout the story, readers discover many sources of loneliness and isolation. Candy is an old ranch worker who lost his hand a few years back while working. He is a lonely man who owns an old, smelly, disabled dog that can hardly walk. This really was his only companion. In the end his dog was shot. Candy’s life was heading in the isolation direction even further. The quote on page 59 â€Å"S’pose I went in with you guys. That’s three hundred and fifty bucks I’d put in†¦. How’d that be?† This was his effort to try and join in with George and Lennie’s dream ranch. Crooks is a black Negro Stable Buck who wears glasses and has a busted back. He is an extremely lonely man and probably the loneliest in the novel due to his complexion. He is treated by the others in a rude manner and is left sitting in his little room helpless with an uncomfortable bed which makes his back worse. The quote on page 67-68 â€Å"You got no right to come into my room. This here’s my room. Nobody got any right in here but me†. This is how he reacted to the treatment he was getting, but in the end he was quiet a nice guy to know. Curley’s Wife is a very lonely woman who wears red mules, has red fingernails, full rouged lips and hair rolled in clusters. She has no name throughout the entire book to reinforce how insignificant a person she is. Her life with her husband was nothing to do with loving each other because she didn’t even like Curley because he was not a nice bloke. The quote on page 87 â€Å"Coulda been in the movies, an’ had nice clothes† tells us that her ambition was to become an actor. In the end she ended up being murdered by Lennie after trying to become his friend. George and Lennie, although unhappy at times, are not lonely, because they share a very close bond with each other, and have traveled together ever since Lennie’s Aunt Clara died. The only thing that seems to keep them working for next to nothing is the thought of owning their own ranch someday. In the final chapter Lennie states triumphantly on page 103 â€Å"An’ I got you. We got each other, that’s what, that gives a hoot in hell about us.† In the end George felt he had to shoot Lennie himself, so that he would die instantly, rather than suffer as Curley killed him slowly and painfully. Lennie’s murder was George’s final act of friendship. But it also ended their long friendship and now George would be lonely as he traveled around from job to job. In conclusion the loneliest people in this story are Crooks, Candy and Curley’s Wife. The friendship between George and Lennie was a strong bond all throughout the story, but it all ended when tragically George shot Lennie because he could no longer protect him any further.

Preventing accidents to children Essay

One of the hazards in the nursery is wires. To minimize the risk of children tripping over wires, wires should be tidied away out of the areas where the children are to prevent them from tripping up over them. Also, cable management systems such as cord covers could be used to cover the wires which make it less likely that the children could trip over them. The Healthy Working Lives website advises to ‘try to place equipment to avoid cables crossing pedestrian routes and use cable guards to cover cables where required’ (Healthy Working Lives, 2013). Slips/ Trips and fall is another hazard in a nursery and to minimise it so that service users are not at risk you can make sure that such hazards are put onto a side where it is not in the way of children. For e.g. if toys are in the walkway then tidy them away to a side. The Safety and Health website says that to prevent slips trips and falls you should ‘clean up spills immediately. If a spill can’t be cleaned up right away, place â€Å"wet floor† warning signs for workers. Keeps walkways and hallways free of debris, clutter and obstacles. Keep filing cabinets and desk drawers shut when not in use. Cover cables or cords in walkways. Replace burnt-out light bulbs promptly. Consider installing abrasive floor mats or replacing worn flooring. Encourage workers to wear comfortable, properly fitted shoes’. (Safety and Health, 2016) Another hazard in a nursery Weather/ Room temperature. To minimise the risk of children professionals and other in the setting suffering from hyper/hypothermia the nursery should ensure that the setting is suitable for service users to be in. This can be done by nursery staff making sure that the setting has an appropriate temperature for e.g. if its cold outside then they should ensure that the nursery is nice and warm for the service users’ and others who work or maybe visiting the nursery. If the temperature outside is too hot then The Nursery World advises to ‘avoid physical activities on very hot days to minimise the risks of heat stress, heat exhaustion and heatstroke.’ (Nursery World, 2015) Hazardous substances – cleaning products, beach etc. is one of the major hazards in a nursery as the harms and severity are very critical. In order to minimise the risk of this hazard substances and cleaning products should be placed out of children’s reach or placed in a locked cleaning cupboard. The Health and Safety Executive website advises to ‘Use good work techniques that avoid or minimise contact with harmful substances and minimise leaks and spills. Store cleaning products safely.’ (The Health and Safety Executive, No Date) In a nursery Doors/ stairs is also another hazard. In order to ensure that no service users are harmed by this hazard and the risk of potentially being harmed to be reduced the nursery should place some control measure to prevent them and they could be things such as door-slam stoppers or jammer. The Safe Kid website advises to fit hinges with protection strips ‘these devices cover the hinge where the door is joined to the wall. They are a long strip of plastic, easily fitted, that bend with the door when it opens, preventing children from slotting their fingers in.’ (Safe Kids, 2015) Open windows can be hazardous for service users as well as other people in the setting. The risk can also be very severe for this the nursery should try to minimise the risk of children being harmed. This can be done by placing some barriers such as gates around the window so children can jump out, this can also help safeguarding as no intruders will be able to enter. The Baby Centre website advises to ‘fit locks to prevent your child from opening them from the bottom. Fix low windows so that they don’t open more than 12.5cm.’ (Baby Centre, 2017) Faulty electrical equipment’s are another hazard in a nursery. This hazards has an overall rating of 12 but it can severely affect service users, professionals and others in the setting. In order to minimise this risk all electrical equipment’s should be regularly tested, any electric’s that are broken or can be hazardous to people should be disposed of or put out of use. This is supported by The Nursery World website that says ‘All electrical and gas equipment to be maintained and subject to annual inspections. The service histories of appliances should be recorded in a log book.’ (Nursery World, 2017) Medication or drugs lying around in the nursery is another hazard. To minimise professionals should keep an eye on service users to ensure that they don’t do anything that could place them in harm. This can be done by professionals making sure that the setting is safe for the children. Any medication that are in the premises should be authorised by the nursery nurse or it should be a prescribed by doctors. These medication should be kept by professionals and given to service users as prescribed. The Kids Health website advises to ‘Store all medicines, prescription and non-prescription, out of sight and out of reach of children, preferably in a locked cabinet. Even items that seem harmless, such as mouthwash, can be extremely dangerous if ingested in large quantities by children. Just because cabinets are up high doesn’t mean kids can’t get their hands on what’s in them, they’ll climb up (using the toilet and countertops) to get to items in the medicine cabinet.’ (The kids Health, 2017) Climbing frames/ broken toys can also be hazard in a nursery as service users can be harmed during playtime or when doing activities. To minimise this risk the nursery should make sure that all their equipment’s have a risk assessment done, make sure that the toys in the nursery aren’t harmful to the children, broken toys can be a hazard as service users may fall of them and gets hurt or it may drop on them depending on what toy it is. When children are playing on the climbing frames a professional should keep an eye on them or help them on this activity as they may fall from it and get injured. Toys with sharp edges should be avoided and the nursery should have age-appropriate toys. The safe Kids website says that ‘Useful points to consider include what to look for when buying toys, understanding safety marks and labelling, ensure that the right safety checks have been carried out, and considerations when giving and receiving used toys.’ (Safe Kids, 2011) Another potential hazard in a nursery is the event of a fire. If the nursery have control measures in place then the likelihood of a fire can be reduced. Control measure could be equipment’s that may cause a fire being checked and tested regularly, cookers and gas check should also be up to date and recorded on a logbook. The Kids Health website supports this by saying that making sure all electrical appliances are tested, making sure that wires are in good condition and sockets are safe to use. Fire alarms, fire doors etc. should be installed in the case of a fire and the Safety website says that the three P’s are recommended, they are: †¢ ‘PREPARE – Reduce the risk of fires by eliminating hazards. †¢ PRACTICE – Practice a fire evacuation plan and general fire safety practices. †¢ PREVENT – The Unthinkable’