The Civil War Effects All Americans In Different Ways :: essays research papers

The Civil War had a major effect on the American civilization in the 1860's. The novel Red Badge of Courage and the poem "Kentucky Belle" are prime examples of this. These two pieces of literature show an inside look at the Civil War, getting past the fighting and the battles. Red Badge of Courage is about a young Union soldier, Henry, dealing with the war and its psychological effects. "Kentucky Belle" is a poem about a woman going through a difficult time, but still gives up her horse to help a young man trying to make it home. The Civil War had very many battles, but none of them compare to the feelings of the people during these battles. In the novel Red Badge of Courage by Stephen Crane, the protagonist, Henry, is a Union soldier who is afraid of what will happen to him or any of his comrades in his regiment while at war. Henry also sees his enemies as real and humane people. Henry's feeling towards his enemy shows that he is unclear about the war's purpose. The feelings of Henry are probably the same in most Americans during this time. Stephen Crane, the author, does a great job of bringing the sense of fear alive in Henry during this fictional story. The feeling of Henry symbolize the feelings of many family and friends of soldiers at war. The feeling of fear and uncertainty in Henry are similar to the thoughts and feelings of many Americans in the 1860's. In the poem "Kentucky Belle", the author shows a sense of realism. The poem is about a woman and her baby going through a very difficult time during the Civil War. The part of the story that shows the most compassionate part of the story is when the woman's family gives away their favorite horse Kentucky Belle. They gave it away to a soldier who desperately needed to get home. Giving was something many Americans did during the Civil War, and this poem is a prime example of this. The Civil War in some way touched the lives of almost every single American. This was a tough time for the country, and the country started to change. Women took larger responsibilities in the workplace because so many men were absent in the armies. This a big change temporarily because women were used to taking "back seats" to mean during this time, and now, they’re doing men jobs.

Understand Sequence & Rate of Each Aspect of Development from 0-19 Years

1. 1 Explain the sequence & rate of each aspect of development that would normally be expected in children & young people from birth -19 years Development is what happens to every individual at every stage of his or her lives. Developing something means to learn different skills, physical aspects and involves gaining control of the body. For example, a baby will develop physically because it is still going to grow, which means the body will still be changing. Another example is if an older person is learning a new skill, like how to use a computer. That person’s computer skills are developing as he/she is learning a new skill and is gaining control over it physically and mentally. When you are developing, you are learning and growing into a better person than what you are now. You begin to understand more than what you already know. This means your body is changing and has to retain a lot more information every time you develop. Therefore, a developmental milestone is what the average child does at each stage of their development. It is a basic functional skill or age specific task that most children develop at a certain age range. When the baby is new born, for the first few years of the baby’s life, he or she visits a paediatrician for regular check-ups. The paediatrician checks how the baby is developing using milestones. Although there is a specific age for when the child is expected to meet each milestone, this is not always the case. Every child is unique and therefore each child develops and reaches its milestones at different ages. The level of age that a child should reach each milestone is just an average estimate. There could be a number of different reasons as to why a child is not reaching the milestones are the expected ages, some of these reasons could include: * Genetic factors – a child inheriting the parents genes, * Parent involvement – the amount of time the parents have for their children, to encourage their children’s development, * Health implications, * Environmental factors – the quality of the child’s home and area. Growth is different to development. Growth is being able to grow into a bigger person. The growth process not only involves a child’s height and weight, it also involves the growth of their teeth, when a child gains teeth, they then fall out and gain new teeth. For a teenager it involves starting puberty and for any person it involves the growth of hair and nails. All these different growth processes occur as the body matures. Although growth and development have different meanings, they are closely linked. They usually follow the same pattern, although sometimes this is not the case. For example, if there is something wrong with the child or they have a disability, this could be because they are still growing but not developing. There are different factors that could influence a child’s growth and some of these include: * Genetic factors – inheriting the parents genes * Environmental factors – e. g. living in cramped spaces could lead to poor growth. * Financial factors – e. g. the child’s parents may not be able to afford new shoes for their child, therefore if the child continues to wear the same small shoes, their feet will not grow properly. * Emotional factors – e. . if the child is emotionally stressed and upset, they may not eat very well or lack sleep, preventing them to grow. * Intellectual factors – e. g. the child not having the knowledge to know what is a healthy diet. Therefore, if the child eats a lot of junk food instead of fresh foods it could prevent a healthy growth. * Physical factors – e. g. having a problem or condition, which affects a child’s growth. Growth and development is very important, especially throughout a child’s childhood. This is because at these early stages of their lives, they develop and learn the most. It is important for a child to have the right foundation of growth and development in the early stages of their lives for them to increase their growth and development throughout the rest of their lives. Good development enables a child to increase their skills and knowledge, which will help them throughout their lives. For example, when they are looking for a job they will be equipped with a good development of knowledge and intellectual skills, which will result to a better job. Another example is if when a child attends school, they will be able to learn and develop quickly which will result to better grades. Good growth on the other hand, enables a child to have a healthy weight, height and an overall healthy body. Good growth also helps a child’s development. Physical growth and size Physical growth occurs from 0 to 18 years. This is from the time the baby is born to the time the baby matures. The child will grow according to the individual child and the different parts of its body; this also depends on the rate that the child will grow at throughout the years. The child may experience a ‘growth spurt’, which is when the body tends to grow at a much faster pace than the child’s usual growth rate. Parts of the body also grow quicker than other parts at different times. For example, usually a baby’s head is larger than the rest of the body when born. As the baby grows, the head becomes smaller in proportion to the rest of the body parts. Health professionals monitor babies’ growth using a chart called the ‘Centile Chart’. Midwives and health visitors usually measure and weigh babies and children and then plot the measurements on the centile chart. A centile chart is used to measure babies and children’s’ height and weight and compare it to the average height and weight. This is to check if they are growing at a normal rate. If they are not, then it could be because of health implications, which is then assessed by the GP. A centile chart is quite similar to the developmental milestones, as they both measure babies and children according to the average measurements. The height and weight of a child is usually recorded on two separate centile charts. There is also a separate centile chart for both boys and girls. This is because boys are usually taller and weigh more than girls, so the average height and weight will be different for both genders. The chart has three lines marked on it and they are known as the 98th centile, the 50th centile and the 2nd centile. For the 98th centile it would be labelled as ‘98’ and this will show the children who are taller or heavier than the average child. The 50th centile would be labelled as ‘50’ and this shows the average height and weight of the child. Therefore, the 2nd centile would be labelled as ‘2’ and this shows the children who are shorter or lighter than the average child. Only 3% of children are expected to be above or below the 98th or 2nd centile. Physical Development Physical development is when the child starts gaining control of their movements and learning skills, these are developed with age. Physical development is when the muscle strength increases in a child. They learn to sit up by themselves, and then they learn how to crawl and eventually how to walk. This is all to do with the physical development of a child’s muscles. However, physical development also includes the maturity of the central nervous system. This means that children are more tolerant to pain as they grow older, due to the toleration levels of their central nervous system. For example, if a child is dropped at 3 months old, the amount of pain inflicted on the child would be substantially high, where as if a child at 3 years was dropped the amount of pain inflicted would be noticeably lower due to the developmental progression of the nervous system. Physical development can be divided into three main categories, these are: * Fine motor skills * Gross motor skills * Sensory skills Gross Motor Skills Gross motor skills are the reflexes in a child’s body. This consists of using the larger muscles in the legs, arms, torso and feet to control their body and larger movements. When a baby is born their physical movements consist of unintentional movements known as reflexes. These reflexes help babies to survive, as they have no control over their bodies or their movements at first. Once the baby gains control over it’s body and movements, these reflexes go. This type of reflex is known as ‘primitive reflexes’. For example, anything placed in a baby’s mouth will automatically be assumed as a breast or teat. Therefore, the baby will automatically start sucking as they think they are getting fed. This is a primitive reflex, which disappears once the baby is 6 months old. Fine Motor Skills Fine motor skills is another reflex movement but involves grasping. To enable smaller movements and manipulation, this reflex involves using smaller muscles of the fingers, thumbs, toes, wrists, lips and tongue. For example, a baby will first start to curl their hands when born, therefore, if an object was placed in their hands, they would try to hold onto the object by curling their hands. This reflex disappears after 3 months. A ‘pincer’ grip is when a baby can hold an object between their thumb and index finger. Pincer grasp is usually developed at the age of 1. A child usually performs gross motors skills before they perform fine motor skills. This is because a baby finds it easier to develop their larger muscles before they develop their smaller muscles and movements. For example, a baby will learn to wave their legs and arms around first, before wiggling their fingers and toes. This is because gross motor skills involve controlling the body; the baby needs to know how to control the body before it can perform smaller movements and manipulations. Gross and fine motor skills are very similar however, as many activities depend on the co-ordination of both motor skills. For example, being able to pick up a ball that is placed on the floor – the child needs to be able to pick up the ball with its fingers (pincer gripping – fine motor skills) and move the ball off the floor with its arms (gross motor skills). Although they work together most of the time, there is a difference to what each skill performs. Gross motor skills are the larger muscle movements and fine motor skills are the smaller muscle movements. They are both reflexes but involve different parts of the body. For a baby to develop properly, he r she needs to develop both skills well, as one skill performed without the other would make it extremely hard for the baby to physically develop to its full potential. Sensory Development Sensory development consists of using our senses, which are sight, hearing, taste, touch and smell. Senses are the physical processes of our nervous system. For example, breastfed babies can sense the smell of their mothers’ breast compared to other women’s breast. This shows that the baby can use its smell sense to distinguish different smells. Therefore, the baby is developing its sense of smell. This will develop as they grow older, for example, when the baby is 5 years old, their sense of smell would have fully developed to an adults level. Intellectual Development Intellectual development is the development of the mind. A child’s mind is very active from birth. As children develop their mind to think, learn reason and explain, their intellectual development progresses. For example, at 3 months old a baby likes to explore different textures, like on a play gym or an activity mat. By the time the child is 2 years old, they have developed different textures in their mind and are now able to match different textures. Children learn intellectually through different ways, some of them being: * Using their senses * Exploring * Imitating/role play * Curiosity * Experiments * Observing * Making mistakes * Playing There are some factors such as family history that can affect intellectual development. This is because a baby’s development can be affected by inheriting genes from its parents. The inheritance could be from a family’s history of late developers. Another factor that can affect a child’s intellectual development could be encouragement from the parents to help learn and develop their child’s mind. It could also be the environment that the child lives in; if the child’s environment is cramped, this could mean that there is not a lot of space for the child to play and do certain activities that would develop his or hers skills. This could also lead to financial factors, the parents of the child not having enough money to facilitate learning aids to help their child’s development. Cognitive development Cognitive simply means thinking. Cognitive development is similar to intellectual development as it is the development of the mind, however it is the development of the mind through thinking and learning skills. This enables a child to understand the environment around them. The keys to successful cognitive development are: * Concepts – Children need to learn different concepts. The child has to see and experience things to develop a range of concepts. An adult providing activities, equipment and support can also develop these concepts. Problem solving skills – A child learns how to solve problems through trial and error, identifying there is a problem that needs solving, working out a solution and predicting what might happen. This is also linked to the child’s ability to reason. They begin to understand that their actions will produce results such as; pushing a button on a toy will produce a result by making a noise. * Creativity – this gives a child the ability to use their imagination to express their ideas. This can be done through painting pictures, making collages, dancing and making music, etc. Imagination – this is when a child sees things that do not exist or are not in front of them. Children imagine images in their head to play pretend games, make up stories or talk to an imaginary friend. This gives them comfort in knowing there is someone there with them. * Memory – a child storing and retrieving information, ideas and things that have happened to them, learn this mentally. They remember things that have happened to them in their brain for a short time or depending on the situation, this could be a long-term memory. Sometimes a little release of information can trigger off what they stored as memory in their head. * Object permanence – this describes the awareness of an object to a child. For example, if an object were no longer visible to a baby, they would think that the object no longer exists. Object permanence tries to develop the child’s mind to think that the object still exists although it is not visible to the eye. * Concentration – this is the ability of a child to spend time and pay attention to a task. The child develops the ability to stay focused on a task for longer as they develop, whereas at first, they would get distracted and lose concentration a lot quicker. A theorist called Piaget believes that the stages of cognitive development have an effect on how a child’s thinking is developed throughout their childhood. However, this theory was understood in the late 1980s and since then, children’s stages of cognitive development have increasingly changed due to the child’s age. Language development Language is how a person speaks and communicates with others, also known as verbal communication. Language development is how children express their needs and share information with others using language. A child’s language is developed depending on how much the child practices speaking. From birth a baby cannot speak, however they use other forms of language to share information. For example, they learn how to cry when they are hungry, this is using language and the baby has developed this skill by knowing that when he or she cries, they will be fed. Speaking through the mouth does not only develop language, it also involves other physical movements. E. g. face expressions, sign language, writing, etc. It can also involve non-verbal communication such as listening to voices, practising sounds and learning what different sounds mean. Language development can be divided into two stages: * Pre-linguistic * Linguistic The pre-linguistic stage occurs between birth and 12 months. At this stage, babies learn to understand what is being said to them and learn the rules of how to communicate. Although they cannot talk at this stage, they learn to communicate to gain attention by crying, smiling and using facial expressions; they may also point to what they want or nod their heads. The linguistic stage is when babies’ speech starts to develop. Now words can be used to label objects or to share information. The child first starts off with one-word speeches and then later on their language develops into complex sentences. Emotional Development Emotional development is how children understand what people are feeling and what they are feeling about themselves through the things they do. Children feel a lot of emotions including fear, excitement, affection, pride, jealousy, sadness and contentment. A child develops emotionally starting from birth. For example, when a baby is feeling lonely they will cry for attention and love. This is how babies express their emotions, through crying, laughing and facial expressions. When children grow older, they learn to control their emotions. This is another emotional development as they have learnt how to control their feelings, and their brain functions. This is learnt through the later stages of childhood. An example of this would be a child falling over and not wanting to concern others of his or her accident, therefore controlling his or her emotions. This in affect will not only control the child’s emotions, but the child has also developed that it will affect other people’s emotions and is trying to control that too. Emotional development can affect intellectual and social development. They learn how different emotions can affect others around them. The children learn to understand that being happy is healthier than being sad, as there is a less risk of the child becoming stressed or depressed. Emotional development can also affect social development by the child understanding that their emotions affect the relationship they have with others. For example, if they love their parents, the parents will care and love the child back. On the other hand, if a child was being rude and arrogant, other children would not want to socialize with him or her, leaving the child feeling emotionally lonely and upset. Children also learn different emotions through social experience. Social Development Socialising is the process of interacting with others. They begin to socialise at first with their primary carer, e. g. parents, carers, etc. The social skills developed from a child are through the child socialising with its primary carers. A baby’s social development follows a pattern, which is: * Interaction with their main carer – this include making eye contact, smiling, showing facial expressions and babbling. * Knowing that they are part of a family – they recognise who their family are through familiar faces that they see all the time. They understand who strangers are by not recognising the faces. * Mixing with other people in a group and co-operating – they start to follow instructions, copying and imitating actions, playing with other children and sharing toys or objects with others. Children are not born with social skills; they have to learn how to develop this through life experiences. Usually it is the primary carers that encourage socialisation between their child and others. They help them develop the skills of interacting with others. This is also helped by the physical, social, language and intellectual development, as they all play a big part on how children should socialise with others. These social skills are developed through time; depending on the age of the child, their actions will be different.

No Zero Policy Essay

In most schools in many states, teachers and parents consider a grade of zero acceptable for incomplete homework. It is common for teachers to give zeros for late or slacked off assignments. Unfortunately, few teachers or parents question the usefulness of the consequence, and students continue to reap the consequences without benefit. Giving zeros as an punished measurement produces failure rather than performance. Administrators conjure up the fact that raising questions about grading procedures could induce powerful emotional responses from all the teachers. Even when school policies exist, teachers often deviate from the prescribed standard to reflect the teacher’s personal preferences for evaluating students. Grading policies usually develop from teachers’ personal school experiences without questioning or considering the validity of the process. Most teachers agree that grades are a measurement of learning and should reflect the effort of the student rather than the knowledge. However, many grading policies promise zeros for things like not doing homework, having incomplete or late assignments, being tardy, coming to class without books, chewing gum, or failing to follow through with any other required classroom rules. Unfortunately, many teachers combine behavior issues with a students’ academic measurement. Giving zeros for behavior issues is an inaccurate reflection of the student’s academic performance. Academic measurement should only measure learning. A zero is a mathematically imbalanced measurement as the normal grading scale for most school. Conant using the unbalanced tipped scale for certain performance classes. Letter grades usually have a ten point range or less. For instance, A would be 90-100, B is 80-89, C is 70-79, D is 60-69. Using this method, an evaluation for an â€Å"F† should be F as 50-59. It is not required for the â€Å"F† to carry 59 points (0-59) while all other grades carry 10 points. An â€Å"A† averaged with an â€Å"F† should make a â€Å"C.† However, if the â€Å"A† is 100 and the â€Å"F† is 0, averaged they equal a 50 which is still an â€Å"F†. Teachers usually use zeros to motivate students to do better. However, zeros kill motivation. Two zeros, whether just or unjust, can destroy a good average. Zeros produce a sense of hopelessness and certain failure. Many students fail courses due to a lack of organizational abilities rather than defiance. When teachers give zeros for homework assigned for extra credit rather than for the actual learning process, they are using grades as a behavior punishment. Recording a failing grade for assignments not intended for the means of simple knowledge is not reasonable. Assigning zeros for homework issues is especially common for students with organizational issues and dysfunctional homes that lack parental support. The grade of a zero does not benefit the motivation of a child’s education. Students through laziness take zeros as an easy way out of doing the assignment. Students often avoid assignments like research papers, essays, and reports by taking a zero instead of doing the work. The student barely passes to the next grade without having gained these vital learning experiences. Students with organizational problems do not increase performance skills through the automatic zero. Neither does the automatic zero help students who do not understand the assignment gain the knowledge intended. In fact, the automatic zero threatens failure. Teachers need to use logical consequences rather than a full blown zero when work is not completed. There are several possible alternatives to giving a zero. The school can include tardiness and other behavior issues in its own discipline policy rather than in the grading system. If the teacher must give a failing grade, give a grade no more than ten points lower than the last passing grade to make the measurement equitable. The teacher can have a homework detention hall after school to help those who struggle with completing assignments. The student receives a grade of incomplete until the student completes major assignments such as research papers, essays, and reports. The final average for the term is recorded only when the assignments are all received and graded. The student cannot earn credit for the course until these valuable assignments are completed and turned in. A minimal passing grade would be appropriate for extremely late assignments. For many years teachers have followed grading procedures learned from their teachers without evaluating their effectiveness or appropriateness. Grades should measure academic learning not the slacking effort of the student, for they may have their reasons. Receiving a zero for not putting your name on a paper or failing to do homework does not reflect a student’s lack of knowledge. Zeros promote failure rather than the student gaining more knowledge. Three 100’s averaged with one zero gives a score of 75. The zero forces failure and is not an evenhanded measurement of learning. Anything that is inequitable is unjust. If it is unjust, it is unethical. Therefore, giving zeros as an academic measurement is not proper to the safe learning environment of High Schools.

Investment and Selling Price Essay

Turnhilm, Inc. is considering adding a small electric mower to its product line. Management believes that in order to be competitive, the mower cannot be priced above $139. The company requires a minimum return of 25% on its investments. Launching the new product would require an investment of $8,000,000. Sales are expected to be 40,000 units of the mower per year. Required: Compute the target cost of a mower. 57. The management of Hettler Corporation would like to set the selling price on a new product using the absorption costing approach to cost-plus pricing. The company’s accounting department has supplied the following estimates for the new product: Management plans to produce and sell 4,000 units of the new product annually. The new product would require an investment of $643,000 and has a required return on investment of 20%. Required: a. Determine the unit product cost for the new product. b. Determine the markup percentage on absorption cost for the new product. c. Determine the target selling price for the new product using the absorption costing approach. 58. Bourret Corporation is introducing a new product whose direct materials cost is $42 per unit, direct labor cost is $16 per unit, variable manufacturing overhead is $9 per unit, and variable selling and administrative expense is $3 per unit. The annual fixed manufacturing overhead associated with the product is $84,000 and its annual fixed selling and administrative expense is $16,000. Management plans to produce and sell 4,000 units of the new product annually. The new product would require an investment of $1,022,400 and has a required return on investment of 10%. Management would like to set the selling price on a new product using the absorption costing approach to cost-plus pricing. Required: a. Determine the unit product cost for the new product. b. Determine the markup percentage on absorption cost for the new product. c. Determine the target selling price for the new product using the absorption costing approach.

Information Technology and The Environment Research Paper

Information Technology and The Environment - Research Paper Example The public conscious concerning the issues of environment have risen so as to respond to the scientific research and the increasing media reporting on the environmental threats and global warming. In business, the sustainability of the environment is a vital section of the movement to corporate social responsibility. On the side of the policy, laws of environment that are new, targets, and regulations have been set at all governmental levels. To date, the environment is high on the firms agenda, non-government organisations, governments and consumers. The possibility of strong international and national commitment in reducing the emission of greenhouse gas and obtain the required goals of environment will establish pressure of finding ways of achieving huge efficiency in the energy usage while maintaining the growth of the economy. The global warming threat is closely associated to the challenges of energy security and the increasing cost of energy, as the emissions of GHG are highly correlated in the use of energy. This makes the environmental convergence, economic interests and security of the environment to increase. In the community of information systems, the concept of sustainability became a significant issue in the aspects of reducing the direct impacts of the environment and the use of information technology. The efficiency of energy in data and hardware centres progresses towards a huge attention deal, provided the ability of reducing the emissions and low costs of energy. Another issue of concern in the environment is the recycling of the electronic waste. In the industry of information and technology, major companies of hardware advocate for the environmental friendly design elimination and reusability of chemicals that are toxic. In this regard, there are reported studies that have notably been explored in the field of environment and information technology. Zadok

Leisure in Society. Golf Essay Example | Topics and Well Written Essays - 2000 words

Leisure in Society. Golf - Essay Example According to ESRC fact sheet the most popular leisure time activity in the UK is watching TV. However, the main problem, which arises, is the lack of movement and physical activity in the lives of the British population. According to the research conducted in Bristol over 10Â  % of 11-year-old children should move more actively and are recommended to make daily exercises. The other survey conducted by the Avon Longitudinal Study of Parents and Children came to the conclusion that children from more well-to-do families make less exercise than children from poorer social background and girls were less active than boys / BBC News, 2005/. Medical surveys, which took place in 2002, showed the same results that over 22Â  % of male and 23Â  % of British female population were obese. Besides, some part of the population was not obese but overweight. These are 43Â  % of males and 34Â  % of female population of the UK. Thus, according to the Body Mass Index over 50Â  % of all adult population of Great Britain is overweight and were recommended to control their weight / Office for National Statistics, 2005/. On the other hand, it should be mentioned that there is a growing interest to the sport activities in the UK. Thus, the General Household Survey made a research of the most popular sporting activities of grown-ups (aged 16 and more). The results of the survey are represented on the table below/ Office for National Statistics, 2005/ : The only corrections, which I would like to make in this list is to include angling. Thus, according to the Environment Agency approximately 11Â  % of all British population has fished during the past two years / Environment Agency, 2007/. Therefore, I would like to mention this kind of sport activity as one of the popular activities of the UK population both of men and women. On the other hand, the other hand, which we also should take into consideration, is the organization of the sport activity. Thus, according to

Discussion Essay Example | Topics and Well Written Essays - 250 words - 121

Discussion - Essay Example There are three methods that one can apply to ensure that confidence levels are elevated and the questions directed towards him are answered in a prompt way. The first one is by researching about the company. The interviewing panel may try to test your knowledge about the company and therefore to be on the safe side, it’s better to have the basic information such its core values, mission and vision at your fingertips. Interacting with an employee in the organization can prove to be important to get an insider information that can help during the interview. These goals should always articulate with your goals in your resume as this will be an added advantage towards hiring you as an employee. Second, it’s good to come with answers to commonly asked resume questions. Though it may appear awkward, it is important to write down a list of the questions you expect to be asked at the interview and develop answers that can address them. This will boost your confidence in a significant way. Resume questions such as reasons as to why you quit working for a certain company should have ready answers that will satisfy the panel. Lastly, prepare to describe yourself in a way that will appear relevant to the job that you want to get. Your interest to the company should always be reflected when answering the questions asked. According to Louis Efron, an editor with the Forbes Magazine, it is important to prepare, in advance, a list of personal accomplishments in life that will boost your CV. Efron, Louis. Get That Job! Nine Ways to Interview with Confidence. Forbes Magazine, 2013. Web. http://www.forbes.com/sites/louisefron/2013/12/23/get-that-job-nine-ways-to- interview-with-confidence/ Retrieved, February 4,