What Contribution Does Curleys Wife Make to Of Mice and Men? Essay

What Contribution Does Curley's Wife Make to Of Mice and Men? Curley's wife is the most dangerous character in the novel, because she is the loneliest one. Because of her need for attention, she destroys George and Lennie's dream of living "off the fatta the lan'." The appearance and clothing of Curley's wife have a symbolic meaning. She is described as a "purty" woman because she is always made up. Even on the ranch she has "full, rouged lips" and her hair lies in "little rolled clusters, like sausages." Also her clothes are seductive. When she speaks with George and Lennie, she wears a "red dress" and has red lips. The symbolic meaning of the colour red in literature is danger. So Steinbeck foreshadows that she will be dangerous. She wears the same dress in the bunkhouse, as when she speaks with Lennie at the end of the novel. The reader senses that something bad will happen: the death of Curley's wife. Curley's wife does not have a good life on the ranch. The relationship between her and Curley is miserable. She hates her husband and is really glad when Lenni...

Caught by a Computer :: Personal Narrative Cheating Papers

Caught by a Computer As I sat in his office, sweat dripped off my long brown bangs onto my light blue collared button-down shirt. It was not because I was nervous, it was because it was the end of April and unseasonably warm in Charlottesville, Virginia. I was there, in my professor’s office, in my mind, because he wanted to get caught up with me about my future plans after graduation. He was curious about my plans for the summer, plans for my fiancà © and I, and plans for my career as a high school teacher at the public school in my hometown, Mclean, Virginia. I was alone in his office, waiting for Dr. Bloomfield to show up to his office for our casual meeting scheduled for 3:30 that afternoon. The heat was becoming unbearable. The University of Virginia’s century old buildings on the quad were not air conditioned, and I was beginning to wish that I had paid the extra tuition to have them installed. I sat in his small dimly lit office, becoming impatient because it was nearing four oà ¢â‚¬â„¢clock. I began to notice the pictures that cluttered Dr. Bloomfield’s overrun office. Pictures of his wife, his twin daughters, who appeared to be roughly the same age as I, and his younger son, in his early teen years, sat atop stacks of periodicals and yet to be graded finals. I noticed my final research paper on the top of the stack. This seemed odd; however I guessed he only wanted to discuss it while we met, as foreclosure to the popular Intro. To Physics class for upperclassmen of his that I was enrolled in, as it was our final assignment. I was distracted once again by the array of pictures throughout his undeservedly small office. Among these were more pictures of his boat, his bay house on the Chesapeake Bay, and his chocolate lab Mocha, whom I was familiar with at this point due to several stories he shared in class. Dr. Bloomfield was a family man whom I had gained great respect for over the years. My aspirations for what I wanted my life to turn out like ve ry closely replicated his own life. Sitting alone in his office gave me time to think about what I wanted to become, who I wanted to marry, how many kids I wanted to have and so on.

Galileo Galilei :: essays research papers

Galileo Galilei Galileo was probably the greatest astronomer, mathematician and scientist of his time. In fact his work has been very important in many scientific advances even to this day. Galileo was born in Pisa, Italy on February 15th, 1564. His father, Vincenzo was a music teacher and musician. After his family moved to Florence, Galilei was sent to a monastery to be educated. He was so happy there that he decided to become a monk, but his father wanted him to be a medical doctor and brought him home to Florence. He was never really interested in medicine and studied mathematics at the University of Pisa. He was especially interested in famous mathematicians like Euclid (geometry) and Archimedes. In fact in 1586 he wrote his first book about one of Archimedes theories. He eventually became head of mathematics at the University of Pisa where he first wrote about a very important idea that he developed. It was about using experiments to test theories. He wrote about falling bodies in motion using inclined planes to test his theories.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bader 2. When his father died in 1591 Galileo had to support his family. He looked for a job that paid more, and became professor of mathematics at the University of Padua where he stayed for eighteen years. He became very interested in astronomy at that time partly because of the discovery of a new star in 1604. (This turned out to be an exploding sun called a supernova). During these years he did more work on his theories of falling bodies, inclined planes and how projectiles travel. This work is still used today, for example in ballistics where computers can predict the path of a shell based on Galileo’s work. In 1609 the telescope was invented and Galileo began making his own lenses for better telescopes and then started looking at the sky. In December and January (1609-1610) it is said that he made more discoveries that changed the world that anyone has made before or since. He wrote a book called the â€Å"Starry Messenger†, and said that there were mountains on the moon, the Milky Way was made up of many stars, and there were small bodies in orbit around Jupiter. He used his mathematical skills to calculate the motions of these bodies around Jupiter. In 1610 he started looking at Saturn and discovered the rings, and the phases of Saturn (just like our moon’s phases).

International and Comparative Human Resource Management Essay

Globalization of business activities has over the recent past happened at rising rates. With the rapid growth of technology, coupled with constant innovations, several corporate organizations have targeted to operate in global scale. With the advent of multinational corporations, the landscape of human resource has undergone a lot of transformations that have given it a new definition. It is important to note that the definition of human resource management has not remained the same given the international dimension added to it (Edwards & Rees 2006; Brewster & Harris 1999). The degree to which a corporation or company can be considered to be multinational is normally determined by looking at and assessing human resource management policies it has put into place and implementation of the same; these policies are considered alongside other facets of organizational structures and functions. In ethnocentric corporations, human resource policies are formulated at the head quarters, home countries, and then supplied worldwide to other subsidiary corporations. It has been argued that this is not an appropriate strategic policy formulation for a multinational corporate organization with international human resources (Briscoe & Schuler 2004). International human Resource Management is concerned more with global management of human capital of a given multinational corporation. The main aim of IHRM is to empower a multinational corporation to achieve success in its global operations; this means the corporation being competitive world all over, being efficient in its international operations, adapting to the global business environment and adapting to the same within the shortest time possible, being locally responsible (in every geographical region of its operations) and being able to transmit learning to all its globally dispersed subsidiaries. The main themes of this paper are about institutional factors that can potentially Influence IHRM practices and policies in developing countries. It also examines the implications of International Human Resource Manager. There are many actors that really influence the process of International Human Resource Management. However, for the purposes of this paper, the main focus will be on three institutional factors. Institutional factors that can Influence IHRM practices and policies in developing countries Institutional strategies and policies Different multinational corporations have different human resource management approaches. Several studies have found out that there is substantial national variance in terms of human resource management (Cooke 2002). This has mostly been witnessed where the parent country’s strategies seem to dominate how a multinational corporation manages its human capital. This is referred to as ethnocentric or forward diffusion strategies (Keeley 2001). This ethnocentric approach has been a big hindrance to the diffusion of parent practices into other subsidiaries. More research studies that have been done have also drawn focus to the influence which the parent country has on how strategic decisions regarding human resource management is done by a company in the host country. Most developing countries pursue different trade policies and strategies; they are these strategies and policies that inform how the multinational corporations operate and interact with other corporations from other developing and developed nations as explained by Kidd et al (2001, pp. 154-163). The fact is that these developing nations have different cultures from the host nations. Due to these differences, it has become an uphill task to transfer human resources management strategies amongst the developing nations. Moreover, different nations come up with changing legislations regarding labor management. These legislations are on policies that may concern minimum wages payable to an employee, the number of expatriates allowed in a foreign owned corporation and also the work status of such expatriates. Developing economies have different economic systems governed by different economic policies and strategies (World Book Encyclopedia 1994). Some economies are centralized while others are liberalized. In the centralized economies, it becomes a bit more difficult for foreign-owned corporations to get foreign expatriates and according to Dutkiewicz and Espino (1997, p. 22), a corporation may be forced to hire purely locally; the issue here is that centralized economies are under direct governments’ control. With respect to this, different governments come up with certain restriction or legislations that may be different from the home country of a parent corporation. Different countries also have varied legislations regarding human capital and multinational corporations are expected to comply with the legislations of the host countries. One area in which legislations differ is in terms of income. Income taxes may vary and have different ranges. This is always likely to have negative impact on the attitude of employees who are transported or exported to countries where income taxes are high. Besides, due to currency fluctuation in the global financial market, managing the salaries for the expatriates becomes a big challenge to International Human Resource Management process. Political factors Politics is one of the major factors that directly impact on IHRM. The political activities in the developing economies have significant influences in the IHRM. Elaboration of this point is evidenced by the fact that different developing nations have varied political environments. The political environments of developing nations are more dynamic in comparison to the political environment of Western developed and other developed nations. Due to this, International Human Resource Management process faces more challenges in the developing economies than developed countries. The causes of these challenges emanate from the fact that the political landscape is characterized by varied opinions by different rival politicians giving promises to the people during electioneering periods; this has made the political environment of the nations to be unstable and hence unpredictable in terms of efficient and effective IHRM policies implementation (Sparrow 2009). Political factors are intertwined with economic factors; this is in the sense politics determines economic activities in the countries. The role of politics in this sense is strong in the developing countries where poverty indices are still low. Political instability and or elements of social conflicts may scare away foreign direct investments; and most importantly, foreign workers may fear working in such economies. The effect of this scenario is ineffective transfer of human capital to certain regions. However, political stability and relative peace in these economies are likely to benefit multinational corporations as far as IHRM is concerned (Sparrow 2009). Within the political environment, there are several pressure groups and institutions that represent different interests of particular individuals. Labour unions are some of the mostly prominent pressure groups shaping the political landscapes. The availability and the latent influence exacted by the labour unions are some of the dominant factors considered when multinational corporations are deciding on countries to expand their operations to. The multinational corporations consider critically the potential cost and other limiting factors associated with the influence of labour unions. The structures of labour unions, their priorities and legislations and practices vary greatly amongst the developing nations. Some of the unions are organized based on the basis of shared industries while others are organized according to occupation of the members. There are nations where labor unions play a major role in labor relations and, low, are allowed to have representations in the boards of multinational corporations. Otherwise, there are also developing nations where independent labour unions are suppressed. Moreover, in some countries labour unions are only mainly concerned with safeguarding personal interests of workers; such interests are commensurate wages and better working conditions. In other nations, labour unions are actively involved in political process and activism. The presence of labour unions may be both beneficial and disadvantageous to multinational corporations. However, it is the prerogative of individual Multinational Corporation to decide whether it is to venture and carry out its expanded operations in a country of choice. However, it is important to mention that there are varied implications of the dynamic labor unions to the International Human Resource Management, especially in developing nations where labour unions are fully involved in mainstream politics and activism. These unions are not just a collection of workers, but also of individuals with political motivation. The consequence of this is that political issues may get into the core business of a multinational corporation thereby jeopardizing its business objectives. Therefore, International Human Resource Managers have to deal with more diversified labour issues than the national human resource managers. Organizational culture Organizational culture is one of the institutional factors that affect the IHRM. An organization’s culture is a popular concept in the theory of organizational management. It is used to refer to the underlying fundamental assumptions, shared norms and values that determines and informs the behavior of individuals attached to the organization; it serves as a behavioral control and provides a framework within which employees are to carry out organizational duties. Research has shown that there is evidence of potential ability of organizational culture in informing the values of the employees (Perkins 2000). Nonetheless, further studies have shown that an organizational culture may instill values and norms that are not consistent with those of national culture to its employees. Consequently, the both national and organizational cultures are likely to conflict at international level. Focusing on organizational culture, it is crucial to note that when a corporation goes multinational, it is likely to face challenges in situations it establishes subsidiaries in countries where its culture is potentially in conflict with the national culture of the host country. It therefore implies that an internationalizing corporation requires carrying out of thorough audit of the new regions of operations and reforming its organizational culture to conform to the national culture of the host state. This may include changing its human resource policies and harmonizing them with those of the host state (Perkins 2000). Every organization has its own culture, which it uses to remain distinct within the global sphere (Joynt & Warner 1996). However, this may not stand due to varied national cultural practices of different nations. As has been discussed earlier, the organization will be forced to adapt to cultural practices of the host countries; this may mean employees working in each subsidiary have differing norms and values. This situation is extensively discussed and explained by Heath (2005, p. 233). The organizations may find it appropriate to adapt to the cultures in the host countries. The implication of this is that the organization is most likely to lose its organizational cultural identity; but still the organization has to operate as a unit on the world business platform. Taking for instance, operating in a purely Muslim country will need restructuring how human capital is managed in the organization. The relationship between men and women in Muslim countries are not as liberal as other non-Muslim nations. Therefore, the organization is faced with lots of cultural dilemmas in terms of IHRM. Joint ventures and acquisitions are some of the ways through which multinational corporations expand their operations. Given the varied organizational cultures of the developing countries, integrating human capital to work as a unit is likely to be faced with some challenges on the basis of cultural conflict. This situation may be more evident where two multinational corporations come together just to form a joint venture. However, the organizational culture of the acquiring corporation may dominate the whole negotiation. But it is also important to note that, with this respect, organizational culture may not be a problem where a multinational corporation expands its operations to regions where its culture is identical or closely related to the host’s national culture and organization (Perkins 2000). Due to different and varied national and organizational cultures, a multinational corporation may consider localizing recruitment of its human capital. The advantage of this is that there is no need to grapple with cultural issues since human resources are tapped locally; the employees are already familiar with their own national culture and are able to form a uniform organizational culture (this is where the organization has decided it will allow its organizational culture to vary regionally or geographically). This is exemplified where multinational corporations expand within the developing Muslim states. Adoption of new technology and effecting new changes form an important part of an organizational culture. Employees and other stakeholders have different opinions regarding new changes; due to this, it is important that they are well prepared for such changes. Otherwise, any form of change may not get their support, especially when change involves the corporate organization going global with its business operations. An organization may be forced to ensure that its potential expatriates are well informed on the imminent changes and how they are likely to be affected.

Child and Young Person Development Essay

Physical Development birth-3years The physical development for this age group is described below: Baby raises head and chest when lying on stomach and supports its upper body with arms when lying on stomach they are able to stretch their legs out and kick when lying on their stomach or back. They are able to open and shut their hands, pushing down on their legs when their feet are placed on a firm surface. At this age sucking and grasping reflexes develop the baby is able to focus and follow objects with eyes and brings hand to mouth. They begin to take swipes at dangling objects with hands their movements become stronger. They learn to co-ordinate their movements. Most 18month olds usually walk by themselves (even though some of them might become quite wobbly or unsteady). At 3years most can use tricycle, jump, hop and climb A child grows and develops at an astonishing rate during their first 3years of growing stages. Therefore a child’s body grows stronger, in which they start to develop co-ordination movements, By the time a baby reaches their first birthday, they begin to support large amounts of weight and pulls themself up to their feet, standing this is the beginning of walking. As a result an 18months old child will be capable to walk by themselves even though some of them might become quite wobbly or unsteady, also by the age of 3 years a child might be able to run, jump, hop, climb a climbing frame with little support and pedal a tricycle to get around easily. By the age of 2years a child may master scribbling with a large piece of crayon also by 3 years old they develop the skill to thread a large beads and also try to build a tower with eight or more blocks depending on how balanced and flexible they might be. Babies do not start their walking breakthrough with perfect pace. There is much shuffling, toe walking. The leaning for the baby’s legs to bob out will usually correct itself by the age of 3 years old. Communication and Intellectual Development At this age they watch faces intently following moving objects recognises familiar objects and people at a distance, they start using hands and eyes in coordination smiling at the sound of familiar voice. They smiles and coo in response to others and begins to imitate movements and facial expressions e. g. Sticking out tongue and begin to babble, imitating sounds. They are able to turn their head towards the direction of sound. This stage of development children will make development in both communication and thinking skills. Generally some children might communicate by crying by expressing their feelings that rely on reflex behaviour and simple baby language to children who can speak full sentences, ask questions and use their mind to solve problems to workout things for themselves. A 5year old can communicate using simple sentences and usually understand simple language. Social, Behavioural and Emotional Development At this age they begin to develop a social smile enjoys playing with other people and may cry when playing stops. They become more communicative and expressive with face and body Imitating some movements and facial expressions. Throughout children’s first 3 years of life they will have advanced a lot. A baby will become totally depending on their careers or parents for all of their care. Children become confident and independent individuals by the age of 3years old. But at the age of 3 years old children will become upset when they are faced with separation situations, such as starting nursery or if left with someone else (stranger) other than family members such as a mother or a father. Physical development 3-5 years Children of this age are able to walk in a straight line, backwards, and up and down stairs. They hop on one foot and are able to use paints, scissors, pencils, and crayons to purposefully create shapes, faces, and letters. They are likely to have bladder and bowel control and are able to dresses and undress themselves, feed themselves and do simple chores with assistance and direction. Children start to carry out more body co-ordination movements and start growing in confidence as a result and learn to control their gross motor skills more skilfully. Between three and five years, children’s confidence grows as they start to explore and look for answers and reasons for everything in their world. They love being praised for trying and like to try everything themselves. Both three and four-year-olds are likely to be very active because they are trying to develop their running, climbing and balancing skills. They need plenty of time outdoors to be able to do this. Although many children at four are experts at climbing, they will generally only attempt what they can manage safely. They still need supervision, however, as they sometimes can climb up an object and then are not able to get down without help. Children will start to engage in imaginary play, and pretend to be animals or fairies, or adults like mums or dads, teachers or doctors. Children by the age of 5years develop their fine motor skills as they are learning how to use their controlling skills in order to complete more complex tasks. At the age of 5 years many children can hop, jump and skip as some 5year olds will use a leading hand (either right or left). Communication and intellectual development †¢ Always asks â€Å"Why? † †¢ Uses longer sentences. †¢ Grammar improves. †¢ Starts to understand the difference between real and imaginary. †¢ Listens to, and understands, short stories. †¢ Sings simple songs and recites rhymes from memory. †¢ Has a very active imagination. Children start to understand more challenging theory (like time) and will sense problem-solving skills to work things out for themselves. At this stage their language skills progress very rapidly as the child’s vocabulary expands and they constantly ask questions. Generally on the whole three year olds have wide vocabulary and they can communicate using complex sentences that are most grammatically correct. At this stage children have an active imagination; they listen to, and understand short stories and might tell you their own version of the story. Children can use proper grammar as they are developing and start to ask questions such as why, where and when. They will start to use long sentences to try and explain things, they will sing and dance along to music’s or even they will recites rhymes from memory. Social, emotional and behavioural development At this age the child is able to ever more identify and put a name to their own feelings. They are also able to use words instead of actions to express feelings. They may start to develop fears include real (the dark, animals, and thunderstorms) and imaginary (monsters, ghosts) subjects and may exaggerates and tells â€Å"tall tales†. They enjoy talking about body functions, a sense of humor develops as the begins to share and take turns. This stage of development they start to hit less but will use name calling more, will enjoy playing with other children more at this stage. Children use pretend play more and use their imaginative and theme based to play mamas and papas. Children like to talk and will talk none stop, children enjoy playing group activities and games with other children or by themselves. At the age of three or five years children might undergo numerous changes and for most children this is the stage where they will be starting nursery and then going on to school. Therefore they will have new experiences which is challenging for children but this helps them to learn about managing their feelings and behaviour and develop social skills like sharing and playing together. Between three and five years children are able to understand consequences of behaviour and also the concept of ‘getting in trouble’. Physical development 5-8 years At this age a child may begin to lose baby teeth is able to dress self with little assistance, they learns to skip, throws a ball overhead catches bounced balls rides a tricycle skilfully; may show interest in riding a bicycle with training wheels. This age group is able to balances on either foot for 5-10 seconds, they are able to use fork and knife well, can confidently cut with a scissors, at this stage left or right hand dominance is established. This child walks down stairs, alternating feet without using a handrail; they are able Jumps over low objects, run, gallop, and tumble. They can skip and run on tiptoe and jump rope. They are interested in performing tricks like standing on head, performing dance steps and are capable of learning complex body coordination skills like swimming, ice or roller skating, and riding bicycles. They may be able to tie shoelaces and are able to copy simple designs and shapes. Between five and eight years children develop better co-ordination and more stamina of their gross motor skills. At this stage children become more skilful with their controlling abilities, they also develop team games such as football as it is a very popular game with children especially with boys. This stage of development children are learning to ride a bike with stabiliser, they also have developed the sense of rhythm and enjoy dancing and movement activities. On the whole a 5 year old can tiptoe or run, they will understand time, they have mastered the alphabet, can use simple correct grammar really well and they play really with other children and they can put on their own shoes by themselves. Most five year olds can walk backward, walk heel-to-toe without losing balance, run on toes, hop proficiently, get up without using hands, balance on alternate feet (eyes open or closed), catch a ball using hands more than arms, jump rope and jump down several steps at a time. Communication and intellectual development At this age children are able to use 5-8 words in a sentence, they might like to argue and reason; use words like â€Å"because†. They would know basic colours like red, yellow, and blue, green, orange and are able to memorize their address and phone number. The child at this age understands that stories have a beginning, middle, and end and is able to remember stories and repeat them, they also enjoys creating and telling stories and develops an Understanding, that books are read from left to right, top to bottom. At this age a child enjoys riddles and jokes, draws pictures that represent animals, people, and objects. They enjoy tracing or copying letters and can place objects in order from shortest to tallest. They can understand and use comparative terms like big, bigger, or biggest and are able to Sorts objects by size. They can also identify some letters of the alphabet and a few numbers (if taught). They are able to understand â€Å"more,† â€Å"less,† and â€Å"same† and can count up to 10 objects. They recognises categories eg these toys are all animals, these are all toys and understand position of an object. Their dramatic play is much more elaborate and complex and they can maintain a good attention span concentrating well. They develop curiosity and are interested in cause and effect and can understand time concepts like yesterday, today and tomorrow. Children’s great deal of learning takes place in school, while children are in school they develop their skills in literacy such as (reading, writing, speaking and listening) and their understanding of problem solving and reasoning. By the age of eight years children use logical thought. Social, emotional and behavioural development At this stage of development children start to invent games of their own with friends with simple rules and they will organise toys and pretend play with the other children. Children this stage start to confuse between what is a fantasy and reality and might contracted themselves. Every now and then children have fears of loud noises, the dark, animals, and on occasions of some people. This stage children might start to develop ownership or taking control of things and might not want to take turns and share things with others but doesn’t always want to. Children express anger in many different ways; they might hit another child because they were not given the chance or choice to have a turn in playing the same games and sometimes will get jealousy. Occasionally children try to test their muscular strength and motor skills, but are not emotionally ready for competition. Children time and again might exclude other children in play only wanting to stick with best friends, children develop the use of swear words or from time to time â€Å"bathroom words† in order to gain attention from peers or teachers. They can sometimes be very bossy, likes to try new challenges and take risks, and carries on conversations with other children and adults. They want to make decisions for themselves of what they want to do or eat and dress as. They start to develop an understanding of others feelings and might become aware of another child becoming angry or sad. Children might choose company of 1 or 2 children at a time and might even become bossy or sulky when others join in. A child might like to feel grown up; boasts about self to younger, less capable children. They begin to have a very basic understanding of right and wrong. They start to play contentedly and independently without needing a constant supervision; sometimes they take turns or shares with others but might feel a little bit hesitant. A child might sometimes ask for permission, shows respect and understands rules, they understand and enjoys both giving and receiving, enjoys collecting things and at times needs to get away and be alone, children develop understanding of relationships and similarities and differences in other families, a child will seek an adults approval and sometimes be critical of other children and might be embarrassed by own mistakes. They are less fearful of the world than they are of toddlers because they understand the world better, has a good sense of humour, and enjoys jokes and laughter with adults and peers. Children are becoming much more mature and independent. Children are increasingly independent, undertaking most physical care needs for themselves. They enjoy group play and co-operative activities. By this age children have increase sense of personality and gender are developed. Through improved language skills, therefore children are much more of expressing their feelings and managing their behaviour. By this stage children have established friendship and they become much more confident in social situations. Physical development 8-12 By this stage children develop their puberty for both girls and boys from the around the age of 9 and for some girls they may even start to menstruate around the age of 10 or 11 years old. But for most boys puberty starts later at around 13 or 14 years old and this can lead to some self-consciousness between boys and girls. Boys starts get to develop a deepening of their voice and will start to build up apple in their throat. Boys will begin to have growth of their testicles and penis and start to grow pubic hair, most will have spontaneous erections and wet dreams. Communication and intellectual development At this stage children’s thinking skills is developing maturing and most ten years old can now understand abstracts ideas such as (like feelings). Consequently children’s reasoning and problem solving skills becomes more established and also most ten years old can complete quiet complicated calculations. By this stage children will start that enjoy conversing with each other and chatting in friendships groups. Social development †¢ Girls and boys that develop early are often self-conscious of their body and a target for teasing †¢ Your child may become interested in experimenting with holding hands, hugging and kissing other boys or girls Children at this stage may feel unsettled when making transition from primary school to secondary school and as puberty approaches. Most children may find the transition to secondary challenging and demanding might as well experience intense anxiety and real fear the transit to secondary school. Which therefore can leads to problems with self-esteem and as a result some children become victims of bullying. Most children become independent and might make decision more; also they may play unsupervised at times. At this stage children may travel to school by themselves towards and by the end of age band. As they hit teenage stage they develop mood swings. They will also have conflict with parents/careers due to desire for more independence such as why can’t I stay home alone. They also find that rules are unfair (but all my friends are allowed to do it), they will also start challenging rules to see what happens and may also refuse to go along with some decisions made by parents/careers. Physical development 12-19 years By fifteen or sixteen years of age for most girls the process of puberty is completed. On the other hand for boys puberty starts around the age of fourteen years. For both boys and girls their body changes rapidly throughout puberty, even though some boys grow very rapidly, this can lead to some degree of clumsiness and poor spatial awareness. At this stage some children might develop some talents in sport activities. They might even learn or refine controlling skills such as drawing, stitching, carpentry, woodwork and playing instrument. Communication and intellectual development Young people will be faced with challenges in school as they will preparing for examinations and start to think about their future. At this stage of development children’s academic knowledge stats to increase as exam curriculum is followed towards aged sixteen, as a result decisions are made about their future goals such as (college course and university careers). They might become reluctant to directly as adults for advice or information they need. Young people may prefer to access information or advice as anonymously. Young people might become stressful due to the pressure to achieve and succeed becomes a powerful force. Young people’s communication is carried out in number of through electronic means such as text message ia mobile phones, emails or social networking sites such as facebook, twitter and instagram. Social, emotional and behavioural development Young people desire to express understanding starts to develop while at the same time they form strong desire to fit in with peers become apparent and interest in the opposite sex, and also in own sexuality. They might express themselves through creatively such as art/music/dance/drama and even in creative writing. Young people may experience mood swings and they may disregard the opinions/values of parents/careers if they conflict with those of the peer group. As a result many young people experience their first romantic relationships at this stage and this can lead to some complicated emotions for them to manage. Consequently these stages of development young people become overly concerned about their appearances such as weight or body image. In some cases this leads to eating disorders, low self-esteem and depressions. Sometimes young people swing between acting maturely and saying/doing ‘childish things’. Young people are more likely to communicate their inner thoughts and feelings more frequently to friends than they are with adults.

Orwell’s use of symbolism in “1984” Essay

In 1984, Orwell makes excellent use of symbolism to further enhance the novel’s themes. Orwell wrote 1984 as a political message to warn future generations about the dangers of totalitarian societies. He urgently relays this message through various themes, and in turn utilizes powerful symbols to give these themes further significance. Psychological and physical control is a theme that Orwell religiously includes throughout the novel. Symbols such as doublethink and the telescreens provide a direct connection to this theme. Another theme apparent in 1984 is that of intellectual rebellion and the desire to diverge against a higher authority. Orwell, through Winston’s journal and glass paperweight, manages to use these symbols to assist in the portrayal this theme. One of the party’s main goals is to control its people’s thoughts. By deliberately weakening one’s recollection of the past and flooding their minds with propaganda, the Party is able to replace individuals’ memories with its own version of the truth. Winston, however, struggles to try and remember his history. He is persistent in trying to make sense of what has happened to the world. In turn, he buys a glass paperweight in an antique store, which symbolizes his attempt to connect with the past. â€Å"And when memory failed and written records were falsified?when that happened, the claim of the Party to have improved the conditions of human life had got to be accepted, because there did not exist, and never again could exist, any standard against which it could be tested.† This is when Winston, after conversing with an old man, realizes that the Party has deliberately set out to weaken people’s memories in order to control their fabricated v ersion of the present. When The Thought Police arrests Winston for his attempts to recall the past, the glass paperweight shatters. It is as if all his ideologies and hopes to make sense of the world have too shattered. Since the party maintains such control over its citizens, an individual caught thinking against what the party deems as acceptable, can be arrested and punished. Similar to the paperweight, the dust also represents Winston’s attempt to connect with the past and intellectually rebel against Big Brother. Winston and Julia met in a dusty room in the Prole district of Oceania. The Proles represent what life was like before the revolution, and before The Party came into power because they live uncontrolled lives. Yet,  they too symbolize hope. Winston hopes that the Proles will one day rise up against Big Brother and restore freedom to all citizens. The paperweight, the dust and the Proles each represent Winston’s knowledge that there exists a higher meaning other than Big Brothe r. Consequently, throughout the novel he reveals this to readers. An example of this is when he subconsciously writes â€Å"DOWN WITH BIG BROTHER† five times in his journal. Furthermore, the journal in which Winston dutifully writes his innermost feelings in, represents the forbidden but also ties into the theme of control. Big Brother has such restrain over his citizens, that a mere expression of free thought, or attempts to recall past events, are considered to be serious thought crimes. In writing in his journal, Winston essentially rebels against Big Brother. He knows that it is a severe crime in The Party’s eyes, but does so anyhow. In his journal, Winston writes things that allow readers to believe that he recognizes the dangers of the society he lives in. The party’s goals of complete psychological and physical control over people are too much for Winston to handle therefore he expresses these beliefs on paper. He writes, â€Å"Freedom is the freedom to say that two plus two make four.† Because doublethink has been introduced by Big Brother to essentially brainwash the public, the above statement is not considered true. The Party, through doublethink, tries to make citizens believe that two plus two equals five, which is clearly false. For this reason, Winston’s journal provides him with a temporary out, an escape from his corrupted world. In 1984, Orwell includes ministries that are responsible for various things. Their names however, contradict their functions. The Ministry of Peace encourages war, the Ministry of Truth produces propaganda, and the Ministry of Love operates based on acts of torture and punishment. This concept, known as doublethink is The Party’s method of absolute control. Orwell uses doublethink to portray the brainwashing techniques totalitarian governments exercise. Doublethink has lead citizens to believe that two plus two equals five. As the Party’s psychological control techniques break down an individual’s ability to think freely, it becomes possible for that individual to believe anything they are told, and this is the ultimate form  of psychological control. Just as doublethink symbolizes psychological control in 1984, the telescreens represent the aspect of physical control The Party has over its citizens. The telescreens provide a faceless surveillance window into each person’s life. These devices are totally perfected in that they can detect almost anything, even the beating of one’s heart. â€Å"You could not control the breathing of your heart, and the telescreens was quite delicate enough to pick it up† Because the telescreens can never be turned off, residents of Oceania are constantly monitored. They symbolize the bodily power the party has over its people. Their omnipresence gives individuals no freedom whatsoever and Orwell uses them to warn his readers about the lengths a tyrannical government will go to, to gain total physical control over its people. Through the use of symbolism, Orwell assists in relaying his political message to readers. The Party floods residents of Oceania with psychological motivation designed to overwhelm the mind’s capacity for independent thought. It also uses advanced methods of technology to control one’s every move. Yet Winston, who although is more or less controlled by Big Brother, manages to somewhat diverge. Moreover, Orwell portrays the themes of intellectual rebellion and ultimate control through the use of many unique symbols. The paperweight, the Proles and the dust all show Winston’s desire to connect with the past, something completely forbidden by The Party. Along the same lines, Winston’s journal also acts as a symbol to illustrate his desire to rebel. Whereas doublethink symbolizes the psychological control Big Brother had on his people, the telescreens symbolize the physical control he had over his subjects. Orwell’s main goal in writing 1984 was to warn future generations about the dangers of totalitarian governments. He effectively does so by incorporating themes, which correspondingly embrace symbolism. All of these symbols give 1984’s themes intensity and deeper insight into the novel.

Noun Phrase Premodification by Participles

University of Banja Luka Banja Luka Faculty of Philology January 2013 English Language and Literature Seminar paper Topic: Noun phrase premodification by participles Student: Mentor: Jelena Galic Dejan Milinovic Table of contents 1. Introduction 2. Participles in premodification 2. 1. ed participle 2. 2. –ing participle 2. 3. The difference 3. Possible translations into Serbian 4. Conclusion 5. References 1. Introduction This paper will briefly explain participles on the morphological level and give examples for both of them (-ed and -ing participles). Then it will show how and when they can be used in different semantic and grammatical structures. During the explanation of their use in a sentence, it will also mention the differences between them, by what they are different and also the exceptions when they can be almost synonymous.Of course, the translation of these structures, which are not common in most Slavic languages including Serbian, will also have to be explained. Sometimes it can be a word for word translation, but in most cases an additional effort is needed to translate the given structures. One of the aims of this paper is to introduce the morphosyntax learners to the possibility of using participles in noun phrase premodification. This is a rarely used syntactic possibility by non-native English speakers. Also, one of the aims is to show them how participles can be correctly interpreted and translated into Serbian.And last but not least, we have to learn about noun phrase in general and especially about its constituents because it is the most complex and important phrase in the English language. 2. Participles in premodification Participles in general are words formed out of verbs and functioning almost exactly like adjectives. There are two types of participles that we are concerned with: the present participle (which ends with –ing and is used to create the present progressive tense and the past progressive tense) and the past participle (which ends with –ed and is used to create passive).Of course, there are irregular verbs (such as go – gone, do – done, etc. ) which do not conform to these suffix rules, but the rules of using use are the same. 2. 1. –ed participle The past participle or –ed participle is often used in premodification and postmodification. It can be active and passive, but passive is far more used. For example: The passenger who has departed ? The departed passenger This first sentence cannot be transformed into the second one. Of course, there are exceptions. Some of them are: The vanished treasure A retired teacher Increased pricesHowever, if we insert an adverb, we can make a grammatically acceptable phrase: The recently-departed passenger A newly-born baby The latter example is also an example of statal passive or the passive of state (as opposed to the actional passive) which cannot stand without a modifying adverb unless it denotes a permanent fea ture of the noun, for example: A born musician A married man We also have participles that cannot be used with every noun. For example, we cannot say: He was a surprised person However, the following sentence is perfectly acceptable: He had a very surprised expressionIn the first case, we cannot attribute â€Å"shocked† permanently to a person since it is hardly permanent, but with nouns such as â€Å"expression† or â€Å"look† we certainly can. An important thing to remember is that not all premodifiers ending with –ed are participles. Some are denominal words, i. e. they originate from nouns and not verbs at all, for example: A wooded hillside A flowered yard But some of these cannot stand alone and need a modifier: A green-haired monster A one-legged puppet On the other hand, we also have borderline examples: A trained dog / A well-trained dogHere we can ask ourselves if the former phrase is semantically correct, since there is no concrete answer in li nguistics. 2. 2. –ing participle Similar to –ed participle, the –ing participle can also be used in premodification and postmodification. However, -ing participle tends not to show permanence as opposed to –ed participle. When it comes to –ing participle, we also have difference concerning the use of definite and indefinite articles. While the indefinite article is usually connected to permanency, the definite article is connected to temporariness. Thus we may find this sentence a little bit awkward and the one after just ine: The approaching train is from Liverpool He was frightened by an approaching train. We can also use the definite article for some kind of generalization: The beginning student should not be encouraged that much. The participle here, although we have the definite article before it, shows us that this statement applies to every student who is a beginner in that particular field, not that it is about a certain student. The defini te article can be intensified using the –ing participle after it, for example: A proposal offending many members = the offending proposal This intensifies both the noun and the adjective/participle. . 3. The difference Now, if we want to differentiate –ed and –ing participles, we can easily do that through these examples: I am very bored in class ? I am very boring in class The former sentence means that I find the class boring and the latter one means that I am boring, i. e. that I make people in class bored. In other words, -ed denotes a condition or a feeling and -ing denotes action or a characteristic of a person or thing. The best way to show the difference is to use both participles/adjectives in the same sentence: I am annoyed by how annoying that person is. She was confused by the confusing instruction.Of course, it is unlikely that we will hear these kinds of sentences since these adjectives seem redundant in the same sentence, but they are good example s for this matter. Also, there are cases where participles in premodification show that the characteristic given to the noun is permanent or attached only to the time of speaking: We caught the falling tiles. The fallen tiles remained intact. In this case, the –ing participle shows simultaneity of the verb and the feature. However, in the second sentence it shows that the action has already finished when the noun gained the feature.When it comes to differences, it is very important to remember that not all participle-like words are actually participles. At the beginning of this chapter it is stated that participles function almost exactly as adjectives. That is true but only to a certain extent. According to Laczko, there is no unique set of rules for analyzing participle-like premodifiers in a noun phrase: there has to be one for true –ing and –ed participles and the other one for participles converted into adjectives. 3. Possible translations into Serbian Tran slating is one of the skills that are pretty hard to master.Not everyone is a born translator. However, some things follow a pattern while being translated. Premodification in noun phrase is one of those things. Since Serbian does not have a strict word order and Serbian noun phrases differ from the English ones, we mostly have to seek for another way of translating sentences. To make it easier, as it is already mentioned, sample sentences will be used. There are phrases structured as the following ones: The vanished treasure = Blago koje je nestalo/Nestalo blago Increased prices = Cijene koje su u porastuA retired teacher = Penziosani ucitelj/Ucitelj koji se penzionisao As we can see, in almost every case we can translate –ed participle with a relative clause in Serbian that starts with â€Å"koji/koje/koja†. Then, we have phrases we can translate word for word: A born musician = Rodeni muzicar A married man = Ozenjeni covjek There is a similarity between English and Serbian in the following two sentences: He was a surprised person = Bio je iznenadena osoba He had a very surprised expression = Imao je veoma iznenaden izraz lica In both of these languages, there is something off with the first sentence, whereas the second one sounds natural.However, there are many phrases where our only option is descriptive translation. A green-haired monster = Cudoviste sa zelenom kosom A one-legged puppet = Lutak s jednom nogom The translation of –ing premodified noun phrases is somewhat similar to the translation of the –ed premodified noun phrases. But there are cases where a sentence in Serbian sounds natural although its English equivalent sounds wrong. The approaching train is from Liverpool = Voz koji se pribizava je iz Liverpula However, we also have phrases that are three words long in English and one in Serbian:The beginning student should not be encouraged that much. = Pocetnik ne treba toliko da se ohrabruje All this shows that a lot o f factors influence the translation. We have to pay attention to words as well to semantics, syntax, etc. Nothing is to be neglected. Conclusion Through the examples that are presented in this paper, the basics of the use of participles in noun phrase premodification should be explained. Although the area of participles themselves, that is, of their use, was tapped into, it is essential to know the basic difference between the present and the past participle.Without knowing that, there is no way to correctly construct a noun phrase. The other thing emphasized here is the translation of the premodifiers. It is essential to know how to draw parallels between two languages for all English as Second Language learners. Also, it is important for us to practice transferring our â€Å"sense for language† from our mother tongue to English. References 1. Quirk and S. Greenbaum. A University Grammar of English. London: Longman, 1973 2. Quirk, Greenbaum and Others. A Comprehensive Gramma r of the English Language. London: Longman, 1985 3. Tibor Laczko.Another look at participles and adjectives in the English DP. Hong Kong: CSLI Publications, 2001 ——————————————– [ 2 ]. Quirk, Greenbaum and Others. A Comprehensive Grammar of the English Language (London: Longman, 1985) [ 3 ]. ibid [ 4 ]. ibid [ 5 ]. Quirk and S. Greenbaum. A University Grammar of English. (London: Longman, 1973) [ 6 ]. Quirk, Greenbaum and Others. A Comprehensive Grammar of the English Language (London: Longman, 1985) [ 7 ]. Tibor Laczko. Another look at participles and adjectives in the English DP. (Hong Kong: CSLI Publications, 2001)