Nisei Daughter Essay

Second Generation Daughter â€Å"Even with all the mental anguish and struggle, an elemental instinct bound us to this soil. Here we were born; here we wanted to live. We had tasted of its freedom and learned of its brave hopes for democracy. It was too late, much too late for us to turn back. † Monica Sone’s Nisei Daughter is a compelling story of the life of a Japanese American growing up and discovering who she is in the World War II era United States. Nisei†, meaning, â€Å"second generation†, is a Japanese term used to specify the children born to Japanese people in a new country (who are called Issei). Monica Sone was born an American Citizen, but her parents –as well as other Issei– were not deemed to be American citizens until post World War II. This essentially important difference between Issei and Nisei seemingly forced an ultimatum to Nisei people; to be Japanese or to be American. Nisei were often criticized by their families for their absent role of Japanese customary behavior, and were criticized by Americans because they weren’t able to assimilate into American lifestyle. Nisei Daughter is a story about a Japanese American girl constructing her own self-identity in an environment where there is much confusion amongst Nesei people who are torn between two cultures. ——————————————– [ 1 ]. Monica Sone, Nisei Daughter (Canada: McClelland and Stewart Limited, 1953), 124 [ 2 ]. Wikipedia, Nisei (Published from Wikipedia at: http://en. wikipedia. org/wiki/Nisei ,2013), Article Introduction

Conflict Management Essay

Any manager knows that conflict is something that is going to arise in any work place sometime or another. Any manager has to know how to deal with and overcome. Although when people hear the word conflict, they think that something bad may have happened, that is not necessary true. Conflict simply comes from differing viewpoints, because no two people are exactly alike, disagreement is quite normal between people. There are many different forms of conflicts, and can be within yourself when you are not living according to your values or it may arise when your values and perspective are threatened or discomfort from fear of the unknown. As stated earlier, conflict is not necessarily bad. It can help raise and address problems that are needed to be corrected and the organization can benefit from that. It can help motivate employees to participate in the decision-making process, because sometimes debating over issues can lead to interesting facts that others may not of realized or may not of though was a important. Conflict can also help people learn how to recognize and benefit from their differences, because then they can understand where another co-worker is coming from. The only time conflict can be a bad things, is when it is poorly managed or not understood within the workplace, and the ‘obvious’ leads to violence. Conflict can occur for many reasons in the workplace and some of the elements are poor communication between management and employees-most times this may arise when an employee does not interpret what the manager was saying, or tries to remember what it was the manager wanted done; the alignment or the amount of resources is insufficient-if a manager does not give enough resources for the employee to complete the project at hand, it can leave room for the organization’s competitors benefit; conflicting values or actions among managers and employees and poor leadership-if there are people that are in manager positions and do not have the right qualities to lead, that can reflect on the employees as well. Managers can minimize conflict in the workplace by reviewing the job descriptions and getting employees input on them. By doing this, managers knows how the employee is reacting to their position and can add more tasks or find a position that may better suit the employee. He/she needs to intentionally build relationships with all their employees that they manage. This can be accomplished by meeting with each employee alone at least once a month, quarterly or as needed depending on the size or time factor. Ask about the employee accomplishment, challenges and issues. Have employees do a written status report that include current issues, ideas, and evaluation on the management. Develop procedures for routine tasks and include input from the employees. Distribute a copy of the procedures to each employee and ask them to review it and make sure that everyone is on an agreement on the reports. Insure that each employee is trained on all procedures they need to perform, and if anyone is in question on their position give them the proper resources that they may seek. How a conflict is managed depends on the organization and the person standing in as the manager. Their skills on handling a situation will be weighed on they type of style they use to deal with such issues. In my current position, there is no managing administrative setting because we are so small. Everyone usually handles their workload and for the most part keeps to him or herself. Right now, we are in trust of everyone on doing his or her part. If there is a conflict between a situation or between employees whether it being a lack of communication or misplace of information, we all talk it out to find the issue. There is no real conflict between individuals. I am sure after our corporation grows, different managing styles will come into play, because like stated before not everyone is the same. According to the assessment that I completed, it was determined that I used the collaboration approach to conflict management. I pretty much knew that I had this style of management, because of situations that have arise not only in past work environments, but groups that I have been in. I believe that information from both parties is crucial, when trying to handle a situation.  It helps me determine who is at fault, or what information is still need to complete the task successfully. I also like to give positive feedback, to ensure that my employees understand that I do value not only their work, but them as well. When you give positive feedback as often as possible, this will cut down on many misunderstanding. When a problem between two people occurs it should be confronted immediately. If this problem continues, it will only escalate and become bigger the longer it goes on. I also believe that you should allow the other person to finish talking before you open your mouth. When you interrupt the other person, you might miss an important point that they are trying to make, or make them feel as you are not really listening to what they are saying, but also it’s common courtesy. I believe in seeking clarification from the other person, rather than jumping to a conclusion, because I don’t want to go off thinking one thing and the person really meant something else. I also believe that a conflict between two people should be dealt with in private, and not become group involvement. In conclusion, I think that the most important thing to remember when you are dealing with more than one person, you need to understand each other’s management styles as well as understanding that not everyone is the same. Conflict simply comes from differing viewpoints. Dealing with conflict as a manager takes special elements to mange â€Å"not† to or, conquer the situations that may arise between you, other people, or the organization. Bibliography Schermerhorn, Jr., J.P., Hunt, J.G., Osborn, R.N. Organizational Behavior (7thEd.). New York: John Wiley & Sons, 2002 The Organizational Behavior Skills Workbook, Conflict Management Styles, Assessment 20, p. 356; University of Phoenix, (MGT-331 – E -Resource) Internet

Analysis of Metabolic Strategies Essay

There are many micronutrients (substances needed in small amounts) essential to healthy living. These micronutrients include the vitamins, minerals and amino acids. A healthy diet includes the proper ratio of macronutrients along with the essential quantities of micronutrients. What is their biochemical or metabolic function? Subdivision of the global network was often based on the biochemical function of the pathway (i. e. amino acid metabolism, nucleotide metabolism). As an example of a biochemical pathway, note the first four reactions of glycolysis as follows: (1) glucose + ATP –(hexokinase)? glucose-6-phosphate + ADP; (2) glucose-6-phosphate ? (phosphoglucose isomerase)? fructose 6-phosphate; (3) fructose 6-phosphate + ATP –(phosphofructose kinase)? Fructose 1,6-diphosphate + ADP; (4) fructose 1,6-diphosphate -(aldolase)? dihydroxyacetone phosphate + glyceraldehyde 3-phosphate Metabolism to generate energy for biochemical functions is carried out by all cells. Some tissues, because of their specialized functions in the multi-cellular organism, have different metabolic strategies. Muscle and liver have particular roles in overall metabolism: the brain has specific needs. Describe, compare and contrast the metabolic strategies during periods of high metabolic activity of muscle, liver, brain, and the general body tissues and in the ‘fed’ (digesting a meal) and ‘unfed’ (no nutrients coming from digestive tact) states. Having highly directional reactions at start and finish of a pathway is good metabolic strategy. The hexokinase and phosphofructokinase steps drive substrates into the sequence; the pathway can continue even if substrates are significantly depleted. Pyruvate kinase clears intermediates out of the pathway. Vitamins, minerals and amino acids are essential organic nutrients, essential molecular structures for life processes, that we cannot synthesize and must take in, in adequate amounts, as food. The following are the biological and metabolic functions of vitamins. Water soluble vitamin such as Vitamin C or ascorbic acid, which can be found in papaya, oranges, orange juice, kiwifruit, strawberries, cantaloupe, sweet red peppers, cauliflower, broccoli, brussels, sprouts, green peppers, grapefruit, kale, and strawberries, is important in the synthesis of collagen, which is the main structural component of the skin as well as many other body tissues. Vitamin C also works as a powerful antioxidant, aids in the absorption of iron, is critical in fighting off infections, helps alleviate allergic reactions, and aids in wound healing. Another water soluble vitamin, Thiamin or Vitamin B1 can be found in lean pork, sunflower seeds, wheat germ, whole or enriched grain products, organ meats and nuts and legumes. It is the required coenzyme or helper molecule in the metabolism of carbohydrates for energy, and proper transmission of nerve signals. It is also necessary for normal muscle function, growth, digestion, DNA replication, and normal appetite. Riboflavin or Vitamin B2, which can be found in milk, yogurt, cocoa, cheeses, eggs, meat and green leafy vegetables, is necessary in the release of energy from carbohydrates, the activation of many vitamins, and the breakdown of fat. Also required for the normal growth and tissue repair are the synthesis of red blood cells, corticosteroids, and glycogen. Niacin or Vitamin B3, which can be found in tuna, halibut, beef, chicken, turkey, pork, cereal grains, fortified cereals, seeds, legumes, peanut butter, is required by all cells and vital in the release of energy from food. It is also required for the synthesis of protein, fat, and genetic material. It is also required for proper metabolism and brain function. Panthothenic acid or Vitamin B5, which is widely distributed in foods, can be found in liver, peanuts, wheat germ, brewer’s yeast, egg yolk, legumes, whole grain cereals, mushrooms, broccoli, avocados, royal jelly from bees. It is critical in the synthesis and breakdown of many body compounds. It is necessary for the metabolism of food and normal immune function. Also plays a role in the synthesis of hormones, cholesterol, and neurotransmitters. Biotin is widely distributed and can be found in liver, soybeans, egg yolk, cereal, yeast, legumes, nuts. It is needed for proper energy metabolism (especially carbohydrates and protein) and growth. It is critical in the production of fatty acids, prostaglandins, antibodies, digestive enzymes, hormones, and cholesterol. It is also important in niacin metabolism. Folic acid is a synthetic form found in fortified cereals and supplements. It is also called Folate (natural form found in food). It can be found in brewer’s yeast, beans, spinach, wheat germ, asparagus, turnip greens, green leafy vegetables, fortified cereals. It is important in the metabolism of proteins and in the synthesis of new proteins. It is a necessary component in the production of red blood cells, necessary for normal cellular division and production of DNA. Folate also increases appetite and digestive acids. Research is also showing folate may reduce the risk for heart disease and certain cancers. Folate plays an important role in tissue growth and function and can significantly reduce the risk of neural tube defects (birth defects of the brain or spine). Vitamin B12 or cobalamin, which can be found in meat and meat products, poultry, fish, yogurt, fortified cereals, fortified soy-milk, tuna, shellfish, eggs and fortified tofu, is important in metabolism, essential for DNA synthesis, production of red blood cells, and proper nerve function. Inadequate absorption of the vitamin rather than inadequate dietary intake is responsible for more than 95% of the vitamin B12 deficiency seen in the US. A strict vegetarian diet can produce a deficiency, although clinical symptoms may not appear for up to 20-30 years. Vitamin B6 or pyridoxine, which can be found in potato, bananas, beans, walnuts, watermelon, meats, salmon and light meat of chicken, is needed for proper protein metabolism, the conversion of tryptophan to niacin, and the synthesis of fatty acids. It is Necessary for normal growth, proper brain and immune function, synthesis of red blood cells, and hormone regulation. Fat soluble vitamin like vitamin A or retinol (comes from animal sources like egg yolks, butter, whole milk products, liver and fish liver oils) or beta-carotene (precursor to Vitamin A, which comes from plant sources like pumpkin, spinach (boiled), butternut squash cantaloupe and dark leafy greens). It is a powerful antioxidant which helps the body fight free-radical damage and seems to provide some protection against cancer. It is essential for normal vision, reproduction, growth, immune function, healthy skin and mucous membranes, and normal bone growth and development. Vitamin D comes primarily in foods of animal origin like eggs, liver, butter, fatty fish, salmon with bones, fortified soy milk and fortified foods such as milk and margarine. Vitamin D can also be made by the body when the skin is exposed to sunlight. It is essential to maintain bone and teeth strength and integrity. It also aids in calcium absorption. Vitamin E comes from pant oils (such as sunflower and safflower oil), wheat germ, whole grains, unroasted almonds, sunflower seeds, Brazil nuts, mango, green leafy vegetables and broccoli. Vitamin E is well on its way to becoming a superhero in the antioxidant army. Due to its fat-soluble nature it can do its antioxidant work where most of the other antioxidants can’t go. Vitamin E is incorporated into cell membranes as well as guarding the the fat molecules in the bloodstream from free-radical damage. Studies have also shown that it is a potent stimulator of the immune system, helping protect the thymus gland and guarding white blood cells from damage. Vitamin E has also been shown to reduce levels of inflammatory prostaglandins, which can lead to a number of health problems. By keeping the body’s level of Vitamin E from dropping you will benefit from a decreased incidence of various cancers, decreased risk of heart disease and strokes, and free-radical protection. When incorporating exercise and physical activity into your daily life Vitamin E becomes even more important. As you exercise, your rate of respiration increases which leads to an increase in the production of free-radicals. This increase in free-radical production has been shown to play an important role in causing skeletal muscle damage and inflammation after strenuous exercise. Vitamin K, which comes primarily from plant foods, spinach, broccoli, kale, Brussels, sprouts, cabbage, lettuce, cereals, fruits, dairy products and meats. Bacteria in the gastrointestinal tract also provide a the body with vitamin K. It is essential for proper blood clotting and plays a role in normal bone calcification. For the minerals like calcium, sources are milk, milk products, calcium fortified, orange juice, part-skim ricotta cheese, yogurt, cocoa, sardines, clams, oysters, turnip greens, mustard greens, broccoli, legumes and dried fruit. It is essential for normal bone and tooth formation, overall growth, blood clotting, regulation of heart rate, and proper nerve transmission. Phosphorus may come from meat, poultry, fish, eggs, milk, milk products, nuts, legumes, cereals, grains, chocolate, lettuce and tomato. It is essential for a number of biochemical reactions in the body, especially energy production, metabolism of protein, carbohydrate and fat, and building protein. It also gives strength to bones and teeth, and plays a role in the regulation of acid-base balance, muscle contraction, kidney function, and proper nerve function. Magnesium, which comes from nuts and seeds, legumes, green vegetables, tofu, wheat germ, cereal grains, soybeans, chocolate, blackstrap molasses, corn, peas, carrots, seafood, brown rice, parsley, lima beans and spinach. It is essential in hundreds of biochemical reactions and a wide range of metabolic activities including the use of energy and the metabolism of carbohydrates, lipids, proteins, and genetic material. It is also necessary for proper nerve transmission, contraction of muscle, and the conversion of Vitamin D to its active form. Spinach is essential in hundreds of biochemical reactions and a wide range of metabolic activities including the use of energy and the metabolism of carbohydrates, lipids, proteins, and genetic material. It is also necessary for proper nerve transmission, contraction of muscle, and the conversion of Vitamin D to its active form. Sodium, which can be found in table salt, cured meat, cheese and bread, is necessary for the regulation of water balance within the body, the passage of substances in and out of each cell, and the maintenance of a normal body pH. Also plays a role in the generation of normal electrical nerve signals, muscle contraction, and the regulation of blood pressure. Potassium is an essential part of every cell in the body and required for normal growth. It is also involved in the release of energy from food, the synthesis of protein, regulation of water balance in the body, proper nerve and muscle function, and regulation of blood pressure. Chloride can be found in table salt, seafood, tomatoes, rye and olives. It helps maintain water balance and acid-base balance in the body. Iron, which can be found in meat (provides iron in the non-heme form which is the easiest for the body to absorb), blackstrap molasses, clams, oysters, tofu, legumes, nuts and seeds, red meats, dark green leafy vegetables (Vegetables provide iron in the non-heme form, which is harder for the body to absorb. Consuming vitamin C with iron rich foods will help increase absorption), soybeans, pumpkin seeds, dried fruits, enriched and/or whole-grain, breads and cereals, is critical in making new red blood cells, immune defense cells, white blood cells, and normal brain function. Zinc, which can be found in oysters, wheat germ, beef, liver, dark meat of turkey and, chicken, peanuts, whole grains, miso, legumes, sunflower seeds, blackstrap molasses, green peas, spinach, broccoli. It is essential for proper growth of skin, hair, and nails, healing wounds, and a healthy immune system. It is necessary in many chemical reactions and for a normal sense of taste and smell. It also functions as a detoxifier of the body and plays a role in the metabolism of carbohydrates. Copper, which can be found in liver, shellfish, whole grains, mushrooms, cherries, legumes, cocoa, nuts, eggs, muscle meats, fish and poultry, is a critical component of the outer coating of nerve fibers, collagen, and used in the production of skin pigments. Also works with iron to make healthy red blood cells. Seleniem, which can be found in grains, seeds, potatoes, meat, poultry, fish, garlic, brewer’s yeast and wheat germ, is important antioxidant that works with vitamin E to protect the body from free-radical damage. It is also associated with fat metabolism, a healthy immune system, and important to male fertility. Chromium, which can be found in wheat germ, brewer’s yeast, peas , chicken, corn oil mushrooms, prunes, nuts, asparagus, organ meats and whole-grain bread and cereals, is necessary for blood sugar regulation and metabolism of fats and carbohydrates. Iodine, which comes from iodized salt, saltwater seafood, sunflower seeds, mushrooms, eggs, beef liver, peanuts, spinach, pumpkin, broccoli, chocolate and kelp, is needed for proper thyroid gland operation and normal metabolism of cells. Manganese which comes from wheat bran, legumes, nuts, lettuce, leafy green vegetables, blueberries, pineapple, seafood, poultry, meat and tea, is needed for normal utilization of several other vitamins, and a variety of other biochemical roles in the body. It also aids in proper fat metabolism, skeletal and connective tissues, production of energy, making cholesterol and DNA, proper brain function, and processing blood sugar. Molybdenum, which can be found in milk and milk products, soybeans, lentils, pasta, buckwheat, oats, rice, wheat germ and sunflower seeds, is important in many biochemical reactions, aids in the metabolism of iron, helps prevent gout by removing uric acid from the body, and helps the body burn fat. It is also part of healthy bones, teeth, kidney, and liver, and helps the body use its iron reserves. and helps the body use its iron reserves. Flouride, which comes from mackerel, sardines, salt pork, salmon, shrimp, meat, sunflower seeds, kale, potatoes, watercress, honey, wheat and tea, reduces dental caries and may minimize bone loss by helping the body retain calcium. Nickel, which can be found in nuts, legumes, shellfish, cocoa products, green beans, spinach, rice and tea, is important in many biochemical reactions, and thought to play a role in the metabolism of fats and blood sugar regulation. Silicon, which can be found in whole grains, root vegetables and unrefined cereal products, is needed for healthy body tissues. Vanadium can be found in shellfish, spinach, parsley, mushrooms, whole grains, dill seeds, black pepper, parsley, soy, corn and olives. Research has not documented exactly what vanadium does for the body. It is likely that it plays a role in energy production, biochemical reactions, blood sugar and fat metabolism, and bone and teeth strength. Most foods contain less than 0. 3ug/g arsenic. Seafood is the richest source of arsenic. Arsenic has precise function in the body is still unknown, but it is likely that it plays a role in the metabolism of phospholipids. Boron, which can be found in fruits, vegetables, legumes and nuts is required for normal bone integrity. Amino acids are the principal building blocks of proteins and enzymes. They are incorporated into proteins by transfer RNA according to the genetic code while messenger RNA is being decoded by ribosomes. During and after the final assembly of a protein, the amino acid content dictates the spatial and biochemical properties of the protein or enzyme. The amino acid backbone determines the primary sequence of a protein, but it is the nature of the side chains that determine the protein’s properties. Amino acid side chains can be polar, non-polar, or practically neutral. Polar side chains tend to be present on the surface of a protein where they can interact with the aqueous environment found in cells. On the other hand, non-polar amino acids tend to reside within the center of the protein where they can interact with similar non-polar neighbors. This can create a hydrophobic region within an enzyme where chemical reactions can be conducted in a non-polar atmosphere. Likewise, enzymes can also have polar amino acid substituents within the active site that provide a polar region in which to conduct biochemical synthesis. In addition to their role in protein and enzyme synthesis, amino acids are actively involved in a broad range of functions in the body. For instance, the organic substances help form cells, heal damaged tissues, and produce antibodies. These antibodies are important to the body’s efforts to ward off potentially harmful invasions of viruses and bacteria (Weigel and Seitz, 2006). Also active as metabolic intermediates, amino acids are capable of transporting oxygen through the body and play a part in muscular function. Several of the amino acids, such as the neurotransmitter gamma-aminobutyric acid (GABA) that is found in the central nervous system, but not in proteins, carry out very specific roles in the body. Other examples of such amino acids include carnitine, which is concerned in fatty acid transport within a cell, as well as ornithine and citrulline, both of which are key components in the body’s urea cycle. Essential amino acids are generally contained in the greatest quantities in meat, poultry, fish, eggs, and other animal products. They are also, found, however in grains, legumes, and similar vegetable sources of protein, though one or more essential amino acids may be missing from such foods. For this reason, vegetarians are generally urged to carefully consume a wide range of foods in order that they regularly obtain the complete array of essential amino acids, since different plants lack different types of the important compounds. Nevertheless, amino acid deficiencies are extremely rare in the United States, since Americans commonly consume twice as much protein as is considered necessary each day. Moreover, for athletes or other individuals who need greater amounts of amino acids than most people, supplements are widely available. Some amino acids are even prescribed as a form of medical treatment. Lysine, for example, is utilized to suppress the herpes virus and phenylalanine gains use in some pain and depression therapies. Nevertheless, over-consumption of amino acids can be hazardous, since the compounds can be toxic in excessive quantities. Eukaryotes, such as ourselves, are characterized by membrane bound internal compartments or organelles (Mergaert, et al. , 2006). These compartments allow cells to (a) conserve resources by producing proteins at the appropriate concentration only in these organelles, (b) separate functional areas that might interfere with each other, e. g. , lysosomes, ER and nucleus, and (c) manage reactions in biochemical pathways. Aspects of the carbohydrate, amino acid and fatty acid metabolic processes we have considered have steps that occur in the cytoplasm and the mitochondrion or other cellular organelles (Embley and Martin, 2006). In here, a multi-step reaction within a cell is catalyzed by enzymes. Almost every reaction that occurs within an organism (which is to that organism’s benefit) occurs along a biochemical pathway and is catalyzed one or a series of enzymes. Biochemical pathways are discussed fully by Stryer (1987) â€Å"Biochemical pathways are the organizational units of metabolism, the pathways that energy and materials follow in the cell. † A biochemical pathway may be anabolic, catabolic, or both. An anabolic biochemical pathway may be referred to as a biosynthetic pathway. An example of a catabolic bioochemical pathway is transduction of the chemical energy found in foods into a usable form (digestion, glycolysis, cellular respiration). The biochemical pathways are glycolysis, citric acid cycle, electron transport system, lipid metabolism and amino acid metabolism. These different parts of the processes is performed in different cellular compartments. Citric Acid Cycle occurs in the matrix of the mitochondria. All the reactions of the citric acid cycle take place in the mitochondrial matrix with the exception of succinic dehydrogenase, which is part of Complex II of the inner membrane. It is important not to regard FADH2 as the product of this reaction, which is still often done. FAD is the first, but only a transient, carrier of electrons from succinate to ubiquinone. Indeed the official name of the enzyme is succinate dehydrogenase (ubiquinone). The mitochondrion is often regarded as the powerhouse of the cell, and this designation becomes much more meaningful if we remember that a flow of electrons is an electric current, and NADH and succinate provide the fuel for an electricity generator. The pathway is often called the electron transport chain, but its function is to create a flow of electrons (shown in Fig. 1 as heavy red arrows) to provide the energy needed to translocate protons from the mitochondrial matrix to the inter-membrane space (Nicholson, 2002). The Electron Transport System occurs in the inner membrane of the mitochondria. Mitochondria function during aerobic respiration to produce ATP through oxidative phosphorylation. The respiratory enzymes and electron carriers for the electron transport system are located within the inner mitochondria membrane. The enzymes for the citric acid cycle (Krebs cycle) are located in the matrix. Glycolysis occurs in the cytosol of the cytoplasm. In eukaryotes, glycolysis takes place within the cytosol of the cell. Some of the glycolytic reactions are conserved in the Calvin cycle that functions inside the chloroplast. This is consistent with the fact that glycolysis is highly conserved in evolution, being common to nearly all living organisms. This suggests great antiquity; it may have originated with the first prokaryotes, 3. 5 billion years ago or more. Metabolism to generate energy for biochemical functions is carried out by all cells. Some tissues, because of their specialized functions in the multi-cellular organism, have different metabolic strategies. Muscle and liver have particular roles in overall metabolism: the brain has specific needs. Describe, compare and contrast the metabolic strategies during periods of high metabolic activity of muscle, liver, brain, and the general body tissues and in the ‘fed’ (digesting a meal) and ‘unfed’ (no nutrients coming from digestive tact) states. Absorptive state is the period during which ingested nutrients enter blood and some of these nutrients supply the energy need of the body while the remainder is stored. Post-absorptive state is the period during which the GI tract is empty of nutrients and body stores must supply required energy. In the absorptive state, carbohydrates and proteins are absorbed primarily as monosaccharides and amino acids, respectively, into the blood while fat is absorbed as triacylglycerols into the lymph. During this state, glucose is the major energy source and some of it is converted to glycogen and stored in skeletal muscle and liver. In adipose tissue, glucose is transformed and stored as fat. Fatty acids of plasma chylomicrons are released within adipose tissue capillaries and form triacylglycerols. Most amino acids enter cells and are used to synthesize proteins and any excess amino acids are converted to carbohydrate or fat. On the other hand, in the postabsorptive state, the net synthesis of glycogen, fat, and protein ceases, and net catabolism of these substances begins. Plasma glucose level is maintained by Glycogenolysis, which is the hydrolysis of glycogen stores in liver, adipose tissues, brain, muscles, skeletal muscles, etc. ; Lipolysis, catabolism of triacylglycerols into glycerol and fatty acids in adipose tissues wherein any glycerol reaching the liver is converted to glucose; and protein is catabolized to glucose. References: Embley, T. M. , & Martin, W. (2006). Eukaryotic evolution, changes and challenges. Nature, 440(7084), 623-630. Mergaert, P. , Uchiumi, T. , Alunni, B. , Evanno, G. , Cheron, A. , Catrice, O. , et al. (2006). Eukaryotic control on bacterial cell cycle and differentiation in the Rhizobium-legume symbiosis. Proc Natl Acad Sci U S A, 103(13), 5230-5235. Nicholson, D. 2002. Biochemistry and Molecular Biology Education Vol. 30, No. 1, pp. 3-5. The International Union of Biochemistry and Molecular Biology. Stryer, Lubert (1987). Biochemistry. W. H. Freeman. Weigel, C. , & Seitz, H. (2006). Bacteriophage replication modules. FEMS Microbiol Rev, 30(3), 321-381.

Mark & Spencer Essay Example | Topics and Well Written Essays - 2250 words

Mark & Spencer - Essay Example In this respect, firstly the current objectives and strategy of the organization has been identified and based on which the future objectives and the ways in which they can be measured are prepared. While preparing this, the four perspectives of balanced scorecard has been taken into consideration. The objective mainly concentrates on gaining profitability in the business, increasing customer satisfaction and base, increasing the employee satisfaction and retention and finally creating values for the stakeholders. In order to achieve these objectives, the strategic map has been developed and recommendations have been made to the board of directors. Balanced scorecard has been proved to be the most efficient way in designing strategies, through which the organizational objectives can be achieved. At the same time this organizational objectives will be conveyed to the departmental level. The management can also use this in reviewing the strategies and making changes to them. Table of C ontents Executive Summary 2 1. Introduction 4 2. The vision and strategy 4 3. Balanced Score Card 6 3.1 Financial perspective 7 3.1.1 Objectives 8 3.1.2 Measures 9 3.2 Customer Perspective 9 3.2.1 Objectives 9 3.2.2 Measures 10 3.3 Internal business Perspectives 10 3.3.1 Objectives 11 3.3.2 Measures 11 3.4 Learning and Growth perspective 11 3.4.1 Objectives 11 3.4.2 Measures 12 4. Strategy Map 12 5. Recommendations 13 6. Use of Balanced Scorecards 14 Reference list 16 1. Introduction Balanced scorecard can be defined as the set of measures that has been selected carefully and derived from the strategy of the organization. The measures that are selected under the balanced scorecard are the tools via which the leaders can communicate with the external stakeholders and the employees regarding the performance and the outcome drivers through which the organization will succeed in achieving the strategic objectives and mission. In simple terms, balanced scorecard is a useful tool for thre e things like a strategic management system, a management system and a communication tool (Niven, 2011). Over 129 years, Marks and Spencer (M&S) has developed from a single market stall to a multi-channel retailer. The organization is now operating in more than 50 territories with over 82,000 people (Marks and Spencer plc, 2013a). The organization is true to the foundation values and offers the customers, products that are relevant to their choice and preferences. They aim to deliver excellent shopping experience to the customers. This study focus on using balanced scorecard for developing a strategic map for the organization. 2. The vision and strategy The vision of M&S is to expand their international presence and develop into a multi-channel retailer, so that they are accessible to a large number of customers present all around the world. In order to achieve this vision, the company has adopted a large number of activities and has been making good progress over the time. The stra tegies that they follow are discussed below: In order to increase their focus on the business of United Kingdom (UK), they have initiated activities like trusted food, perfectly edited, Cheshire Oak and concept of new home. Trusts are the most important aspect that is given importance by the customers while choosing a brand. The customers turn towards M&S because of their responsibly sourced and high quality food. In order to

Inclusion of SEN Students in Schools Essay Example | Topics and Well Written Essays - 5000 words

Inclusion of SEN Students in Schools - Essay Example Just as much as in schools, societal attitudes can represent a great obstacle to the inclusion of disabled people in the community (Forest, 1991)3. The societal attitude of the 'normal' people towards disabled people has been characterised by confusion, ambiguity and a modicum of good will. It therefore comes as no surprise that, mainstream pupils exhibit an ambiguity, not dissimilar to their elders, in regard to their few disabled colleagues in school (Lewis, 1995)4. Researchers and educators have developed legal, educational, ethical and psychological arguments to support the inclusion of children with disabilities into mainstream schooling. However, for the successful integration of these students into the mainstream, there needs to be a total reappraisal of the existing educational system. This would include changes in organisational structures, curriculum and teaching methodology (Meijer, 1994)5. For this system to become a success would need the wholehearted support and integration of all teachers (Michael Shevlin, 2000). Having understood the basic idea of what is necessary to the inclusion of special educational needs in schools for introducing students with learning difficulties, the next logical step would be to understand what this term 'Special educational needs' mean in the context of this paper. Disability, difficulty in learning, learning difficulty and special educational needs, may seem a lot similar, but they are quite different in their literal sense. Special Educational Needs under the Education Act of 1996 states that 'a child is in need of special educational needs if he/she has a learning difficulty which calls for special educational provision to be made for that student (Section 312). Learning Difficulty is attributed to students with: Greater difficulty in learning than other children of his/her age Has a disability which prevents him/her from making use of facilities that is provided to children of their age in school (Section 312 (2)) of the Education Act. (Michael Farrell, Ch.1, p.11-12, 2003) 2.0 Executive Summary Disabilities are a curse on society. Disabilities can be physical, mental, or social. The perspectives and social relationships of young children, including gender bias, the relationship between racism and education, and racism and identity in school and curriculum are social barriers that must be addressed in inclusive policies. These social cancers must be removed from schools to make inclusive education a success. Such discrimination of disabled and under-privileged children can lead to depression. Mental disorders can play havoc with children at a young age. Language is also a barrier for children to mix and learn with other children. Physically challenged children also face the embarrassment of being recognised as

The Historical and Socio-political Context on the Poor Essay

The Historical and Socio-political Context on the Poor - Essay Example It is within this wider perspective that this essay analyses child welfare services in the UK, particularly in Wales. The essay begins by providing a brief overview of the historical influences, ideological framework, and organisation and delivery of child welfare services in the UK. It afterwards presents an overview of the nature and level of child poverty in the region and a comprehensive analysis of the efforts of the UK government and the Welsh Assembly Government to address the problem. Since the beginning of the welfare state, concern for child poverty by consecutive UK administrations has varied. Even though rates of child poverty in the earlier period were comparatively low in comparison to the current period, issues were raised with regard to whether the Beveridge approach—health care services are provided and funded through taxes, also called ‘socialised medicine model’—was sufficient to safeguard children from economic instability (Walker, 1999, p. 155). In the 1980s and 1990s, the rates of child poverty increased dramatically, manifesting high rates of unemployment and instability in international economy. Much expectation and optimism arose during the introduction of the UK Labour Government in 1997. Former Prime Minister Tony Blair backed up this expectation in 1999 in his speech (Waldfogel, 2010, p. 34): â€Å"Our historic aim will be for ours to be the first generation to end child poverty†. National objectives were eventually formulated. There was a programme to cut down the rate of poverty by 2005 and to eliminate child poverty completely by 2020 (Bevan Foundation, 2010, p. 30). In the meantime, in Wales, there was general advocacy or this motivation and determination to address child poverty. The former Minister for Children reconfirmed the stance of the Welsh Assembly Government in 2004:

The existence of god Essay Example | Topics and Well Written Essays - 1250 words

The existence of god - Essay Example In this way, the analysis will seek to provide a thoughtful overview of some of the most salient critiques of Anselm’s ontological view as well as to provide the reader with the alternate views that philosophers have developed over the years in response to it. Stone asserts that Anselm’s argument purports that God is conceived as the being that supersedes other beings. He purports that God exists in both understanding and reality. This is because if His existence was perceived not to be in reality, another being greater than God could be conceived. Therefore, his argument articulates that God really exists. Gaunilo’s argument uses the model of a perfect island to counter-argue Anselm’s strategy (Stone). The perfect island is described as a piland taking the form of an island in the mind which in reality is perceived greater than the piland idea. He purports that the occurrence of a piland idea in the mind proves that the piland exists. Gaunilo did not iden tify the fault in Anselm’s theory, but warned that there is something wrong with it because if the theory was perfect, then its logic can be applied in proving things that one has no reason to believe to be true (Burgess 2). For instance, Guanilo suggested the possibility of constructing an argument like that of the ontological argument proving the occurrence of a lost island (Burgess 3). His critique replaces the term ‘God† with â€Å"lost island† and views the idea that anything than which nothing bigger can be conceived must exist. It is reasonable to point out that Anselm’s approach is a supposition that a tangible thing corresponding to an idea emanates from an idea itself. The objection to the ontological idea is that of defining things into existence which is viewed as impossible. Stone asserts that Gaunilo shared this worry to explain that a person could use non-existent things to portray the existence of non-existent things. According to Gau nilo, if the argument for a superior being works, even that of a lost island is true; which is absurd (Burgess 3). In his response to Guanilo, Anselm purports that the concept is only applicable to God, as He is the only being that can be conceived. According to Stone, Anselm argues that Guanilo’s lost island strategy is variably spurious because Guanilo provides no justification to prove the island exists. Additionally, a perfect island is perceived as the one with abundant lush palm trees and pristine beaches. This proves the incoherence of this argument because perfection cannot be quantified through reference to these features as each island is perfect in its own way. This implies that there is no greater island than which no greater island can be conceived. Consequently, the concept of a greater God is coherent. This is because the features that are used to describe God are superior to that any other being can possess e.g. moral goodness, power and knowledge. Similarly, Immanuel Kant, the 17th century philosopher who actually coined the term â€Å"ontology† and â€Å"ontological†, had a specific criticism of Anselm’s rather simplistic means of argument. Although agreeing with the premise that God existed, Kant sought ot further differentiate the manner by which human rational and understanding could necessarily seek to prove or disprove such an existence. As a function of this, Kant argued that

Habitual Offender Laws in Alabama Essay Example | Topics and Well Written Essays - 1000 words

Habitual Offender Laws in Alabama - Essay Example While Erwin Chemerinsky tries to prove that the three strikes law does not always work and the absurdity of applying it to the Leandro Andrade and other nonviolent offences, Helland and Tabarrok have estimated that it effectively deters as well as incapacitates both soft core and hard core offenders, by reducing crime between 17-20 percent. It is costly since the average offender under three strikes law spends at least 20 years in prison. Even so, it helps prevent at least 31,000 crimes a year by keeping criminals off the streets for longer terms. Introduction The three strikes law is a law that allows State Courts to impose a life sentence with possibility of parole for people who have been convicted of three or more crimes of violent or serious nature. It was popular in the 1990s but has been criticized of late - it does not allow for judges to look at the circumstances of the case and let the punishment fit the crime. Discussion It seems that three strikes law is another form of m andatory sentencing, and those guidelines were thrown out of the window by the Supreme Court in 2005 (MSNBC News Website, 2005). Writing against the habitual offenders law in California, Harvard graduate and Constitutional Law expert Erwin Chemerinsky’s article entitled ‘Is California’s Three Strikes Mandatory Sentencing Law Cruel and Unusual Punishment?’ argues against the Three Strikes Law in the light of three or four cases. Leandro Andrade was sentenced to 50 years or two consecutive terms of 25 years each because of stealing kids’ videotapes on two separate occasions- the total value of which was $153. Because he had two prior convictions, the judge decided to slap a felony on him- instead of a misdemeanor that carried a much lesser sentence. The main impetus for change has come from FAMM or Families Against Mandatory Sentencing, which states that these laws are unrelenting and pass sentence just on the basis of the weight and type of drug an o ffender possesses (FAMM, 2012) The Law has clearly established that grossly disproportionate punishments are cruel and unusual and violate the Eighth Amendment. In Atkins v. Virginia (2002) the Court had ruled that the Eighth Amendment succinctly prohibits excessive sanctions. What is to be looked at is (1) the gravity of the offence and the harshness of the penalty; (2) sentences imposed on other criminals in the same area and (3) sentences imposed on criminals for the same crime committed in other areas. In Coker v. Georgia (1977) it was ruled that the sentence of death prescribed for rape was grossly disproportionate and excessive in terms of the Eighth Amendment. Similarly in Solem it was argued that to convict a man to life imprisonment for passing a bad check for $100 and six prior lighter and nonviolent offences was unconstitutional and excessive. Both the Helm and Andrade cases were non-violent offences and involved amounts less than $400, which separates grand theft from pe tty theft. By looking at prior records, the three strikes law is punishing a criminal for prior offences for which he has already served time. It could be upheld if reasonable men supported the decision, but no reasonable man will. Writing in support of the three strikes law in Does Three Strikes Deter? Eric Helland and Alex Tabarrok (2007) state that this law was enacted in California in March 1994.

Unit Testing of Software Essay Example | Topics and Well Written Essays - 1000 words

Unit Testing of Software - Essay Example Unit testing increases confidence in maintaining or changing the code. Good unit tests also increase the detectability of defects that may arise when changing codes. The development of unit testing is faster. The test runs take very less time as there is no need of firing the GUI and providing all the inputs. Â  Additionally, fixing defects detected during unit testing costs lesser than in higher levels of testing (Craig & Jaskiel, 2002). Debugging at this level is easy since only the latest changes need to be debugged contrary to higher levels where changes made over the span of several days or weeks may need to be debugged (Software Testing). Â  There are limits to the number of scenarios and test data that a developer can use to verify the source code. This means that after exhausting all options the developer has no choice but to merge the code segment with other units (Software Testing). Â  Integration testing involves testing combined parts of an application to determine if they function correctly together. Integration testing is performed after unit testing and before system testing. Integration testing is necessary to identify faults in the interaction between integrated units. Test stubs and test drivers are useful in performing integration testing (Tutorials Point). Â  When manufacturing a ballpoint pen, the body, the cap, the clip and tail, the ballpoint, and the ink cartridge are unit tested separately. When the units are ready, they are assembled and integration testing is performed. For instance, one would test whether the cap fits into the body (Tutorials Point). Â  Big bang approach involves combining all or most of the units together and testing them together.

Marketing research goals Essay Example | Topics and Well Written Essays - 1000 words

Marketing research goals - Essay Example Apart from this marketing research also is important for an organization as it gives them directions for future planning. Its like if marketing is an engine that drives a country's economy than marketing research is the process that keeps the engine tuned. Marketing Research's wide range of uses can measure the importance of it. For example it helps in making new and improved products and enables an organization to have a more convenient delivery of products and services. Well marketing research results can be both correct and incorrect, same is for the viewpoints of the senior management. The major reason for following either one of the options, which is following the marketing research conclusion or the viewpoints of senior management, depends on how much a person knows about the marketing research. If a person is sure that there has been no mistakes or errors throughout the marketing research then he can be sure of following the conclusions based on the marketing research but its not necessary that the results come out to be positive. It's vice versa if u follow the viewpoints of the senior management. Rather than offering the same marketing mix to different customers, organizations plan out market segmentation. Market segmentation helps firms to tailor marketing mix for specific target markets, hence better satisfying customer needs. Not all elements of the marketing mix are changed from one segment to another. For example in some cases only the promotional campaigns would change. A niche is a further division of a segment. Thus, the difference between a segment and a niche is that between segments substitution is negligible, while a large part of the customers in a segment will allow substitution between niche products. Niche products are aimed at a smaller group of consumers within a segment, for whom specific product properties are obligatory, while the same properties were only positioning properties in the broader market segment. We can have a market segment of one individual but in business markets not in consumer markets. There is a major reason for it. The reason is that in business markets an organization can have only one consumer. This is due to the high priced machinery transactions that take place in the business markets. Apart from that, organizations do want many customers to cater to but they can have a single customer as well and can be specialized producer for a single buyer as they are still making profits in doing so. Ans.3 There are basically two types of sellers in any international market. These two types rely on the two basic terms that a buyer uses to distinguish the products. These two factors are price and quality. Some seller might be giving a good price but not good quality and vice versa. Sellers can be buyers there is no doubt about it. There is no country that is completely self sufficient in producing every single good or commodity that is required by the people living in it, hence keeping this fact in the mind a seller can be a buyer is proved easily. The challenges in regard

Why does Mackie think we need an error theory Do you think he is right Essay

Why does Mackie think we need an error theory Do you think he is right to believe that we need it - Essay Example The error theory suggests that morals are not absolute, that what is morally right or wrong vary from one society to another. It is a theory that states that morals are judged, not by the universal moral norms, but according to the society within which a circumstance calls for moral clarification (Dorsey 2006, p.495). When one considers the definition above, it can be stated that the morals are no longer absolute in different societies because of the fact that they have evolved over a long period, changing considerably from one society to another. A good number of the proponents of this theory, such as John Mackie, believe that morality was an invention of societies to maintain control over its members, and it is because of this that morality varies. If, for instance, morals and social norms were universal in all the societies, in the world, then there would have been no differences in morals, and as a result, the error theory would not have been developed. The error theory states th at the idea of morality or the adherence to morals depends on the assumption that they exist; this assumption being false because morals are not based on the reality of the situations being judged. Error theory can be considered a viewpoint where there is the belief that morality is dependent on the norms of the cultures, which practice it. It is these societies which determine whether the actions of individuals is morally right or wrong and those who propagate this theory believe that there is nothing that can be said to be the absolute truth concerning morality because what is considered to be right in one society may not be considered the same in another. If one were to consider Mackie’s statements concerning the error theory, the fact that what is considered morally right in one society may not be so in another show that morality is not a universal norm. There are often chances where what is considered morally right in one culture may be considered wrong in another, an ex ample being the situation of homosexuality. While, in the western world, homosexuality is an accepted norm in society, in other parts of the world, especially in Africa and Middle East, one would find that this practice is frowned upon, and those found in the act tend to be severely punished. Therefore, when it comes to the concept of the error theory, the opinion of what is right or wrong is not judged by norms that would be considered universal because of the fact that it cannot be measured nor do the said morals exist (Delapp 2009, p.8). Morals, if one were to follow Mackie’s argument, are made up by the societies, which put them in force and because of this, these societies become slaves to concepts, which are logically nonexistent. Among the main advantages of using the error theory when considering morals is the fact that a broad range of views concerning morals is taken into consideration. Since there is a wide variety of cultures and practices, it is easier for one to adapt to any situation that one may encounter through the understanding of the motivations behind the development of various cultural norms as well as look upon such morals in an objective way. Moreover, it can be said that the error theory can be used towards the development cultural understanding, which ensures that people are judged, not according to the opinions of other cultures, but according to that of their own cultures and societies. It recognizes that fact that morals are nonexistent and this creates a situation where societies can be studied on an equal footing. Since it is the society which judges what is right or wrong, the people within it have a clear understanding of what is

Skills I Learned in High School Essay Example for Free

Skills I Learned in High School Essay My Skills From High School Learning to read and write in college is a situation parallel to Issac Newton’s quote, â€Å"If I have seen further it is by standing on the shoulders of Giants.† This is because Newton was able to advance the knowledge of science because he simply advanced the research of other great scientists. The skills that will be attained here in college are simply the sharpening of the skills I have already learned in high school. My freshman English teacher taught me to sit down and just read a book and enjoy it. She also helped me expand my vocabulary by showing me the Latin roots in words. Mr. Cicoletti was my English teacher for grades 10th-12th . He was a kind man who had us look at the philosophical side of literature. Existentialism is a great example of this because it deals with you creating your own reality and deciding to make a positive change or a negative one on this â€Å"nonsensical† world. Albert Camus’ novel â€Å"The Stranger† is one of the existentialism books I read. I learned a little Greek mythology and was able to understand the definition of a tragic hero. Joseph Conrad’s novel â€Å"Heart of Darkness† was filled with symbolism and imagery and was fun to analyze because it had so much content. It’s true that it was hard to read but by using literary devices, I was able to break down the density of the book and realize that the Congo represented darkness and the further man went into it the wilder man became. That novel helped me see how man is primarily evil and society’s boundaries and structure us overcome our lower nature. My English teacher also had us read a book that had to do with African culture called, â€Å"Things Fall Apart,† and a book called, â€Å"Night,† which had to do with the Holocaust. We read these books because my teacher  said they helped us understand other people’s cultures and see how other people think. I liked how he showed us that by reading literature you can understand different parts of the world without even going there. I also learned a lot more about writing when I was introduced to literary devices. I learned about research papers. That included learning how to cite your resources and use the MLA format. We also learned how to write argument papers, analysis reports, and compare and contrast essays. I was also able to take the AP Language and Writing Composition Exam my junior year, where I wrote three Essays in a limited amount of time. I felt proud of myself because I am usually a slow writer but I was able to think of topics Samuelson 2  quickly and write down my main points in a standard formatted essay. My senior year AP exam was not as successful because I didn’t understand the second writing prompt very well and so I wrote down a poorly constructed essay that didn’t make much sense but I was still able to finish the test. My teacher showed us that by being able to write well meant we would be able to communicate easier with many people and get substantial jobs by writing goo d resumes. Mr. Cicoletti taught me a lot of literary devices which includes, Alliteration, the repeated sound of one letter. I learned that this is used a lot in poetry to make the words fit together better, such as the nursery rhyme, â€Å"She sells sea shells by the sea shore.† Setting, the location and time era of a literary piece, is a very important element for every story because it helps the reader understand the background pf the story better. Metaphors, saying something is something else, are used a lot in stories because they help you understand a concept better such as â€Å"The woman was a snake.† This helps you understand that â€Å"The woman† is untrustworthy and not safe to be around. Symbolism, a concrete object representing an abstract idea, is a very important concept that I learned that was used a lot in â€Å"the Heart of Darkness†. One of the symbols in that novel was the ivory which represented the white pilgrims’ greed and lust for wealth. Similes, saying something is like something, is a common device used in everyday  writing, such as a diary where someone might write, â€Å"My heart was like a bouncy ball when I bumped into Cody Johnson this morning.† Personification, describing a lifeless object as if it had human characteristics, is a literary device used in â€Å"The Heart of Darkness† because Marlow describes the jungle as being alive and waiting to swallow him and his crew up even though it’s obvious that a forest can’t really swallow human beings. Hyperbole, exaggeration, is something used in tall tales. Verbal irony is the speaker saying the opposite of what he is feeling; Dramatic irony is the reader of a book knowing something a character in the book doesn’t; Cosmic irony is forces that negatively influence somebody’s life that are beyond that person’s control. Shakespeare uses a lot of dramatic irony in his play â€Å"Macbeth†. Sonnets are poems that are written in three quatrains and one couplet, making up a total of fourteen lines. Ballads are poems that tell a story. Haikus are poems that have three lines with seven in the first line, five in the second, and seven in the last. Poetry was a big focus my senior year and I was able to research the famous children’s author A.A. Milne who was an extremely talented poet and I enjoyed reading his works! By accumulating all these skills in high school, I hope to develop even better writing and reading skills in college. I trust that my teachers have done their best to prepare me for this new chapter in my life but I know I will still be learning a lot!

Teaching Conditional Sentences

Teaching Conditional Sentences The Teaching of Conditional Sentences Part 1: Evaluation of the Textbook Treatment of Conditional Sentences I. Introduction: Definition of Conditional Sentences In grammar, conditional sentences refer to the discussion of factual implications or imaginary or hypothetical situations and their results. They express something that must happen or be true if another thing is to happen or be true (Hornby, 2000; Swan, 1996). Generally, conditional sentences consist of two main clauses – a main (‘conditional) clause containing a verb in a form with will or would, and a subordinate clause that is introduced by if (Parrott, 2000). The order of the two clauses can appear interchangeably. When the if-clause leads the sentence, normally a comma is used. However, when the conditional sentence takes the lead, no comma is found after it. In certain cases, the way we use this comma in conditional sentences lies ‘partly on their length and partly on personal preference (Parrott, 2000, p. 231). II. First Conditional A. Basic Form In the basic form of the first conditional, the verb in the if-clause takes the present tense, and the verb in the main or conditional clause takes the simple future. If Clause Conditional Clause If + present tense, Future tense Conditional Clause If Clause Future tense If + present tense B. Meaning and Use Generally, the first conditional or conditional sentence type one is used to express a probable condition and its probable result in the future (Soars Liz, 2007; Swan, 1996; Thomson Martinet, 1986). Nonetheless, it does not limit itself only to this use. Parrott (2000) points out that this type of conditional is employed to show ‘aspects of persuasion such as cajoling and negotiation and for giving warnings and making threats'(p. 232), as can be seen in the examples below. Examples: [a] If you have enough rest, you will feel better. [b] Ill cook for you this evening if you help me with this assignment. [c] If he procrastinates, hell miss the flight. [d] Ill kill you if you dont stop your relationship with my sister. Apart from these functions, the first conditional sentence can possibly appear in certain variations. Variations can be present in both the conditional clause and the if-clause. In the conditional clause, a range of other forms, such as may, might, can, must, should or imperative or any expression of command, request or advice, may be used instead of will, depending on what messages we want to send (Parrott, 2000; Thomson Martinet, 1986). For example, if we want to show that something is possible, we can use either may or might instead of will, or when want to indicate permission, either may or can is possible. Moreover, when we want to advise or suggest someone to do something, we can use should or had better or imperative form. Examples below show these. Examples: [a] If you drive fast, you may/might hit others on the road. [b] If you dont feel well, you may/can leave early today. [c] If you want to thoroughly enjoy Christmas, you should finish your assignment well before the deadline. [c1] If you want to gain weight, you had better eat and sleep more. [c2] If dont feel well with coffee, never drink it again. Interestingly, two present tenses can also appear in both the if-clause and the conditional clause. When it is the case, it is usually used to indicate automatic or habitual results (Thomson Martinet, 1986). An example below shows this usage. It should be noted here that this kind of use can mostly be seen in the zero conditional, which mainly discusses factual situation or natural phenomena. Therefore, students at a lower level should not be presented this difference. Example: If there is a shortage of any product, prices of that product go up. Similar to the variations in the conditional clause, we can also use a range of present forms in the if-clause, depending on the meaning we want to convey (Parrott, 2000; Thomson Martinet, 1986). For example, we can use present continuous or present perfect instead of present simple to show a present action or a future arrangement. When we want to show that something is less likely possible and it may happen only by chance, we can use should because it helps weaken the possibility (Parrott, 2000). All these can be found in the examples below. Examples: [a1] If you are coming over next week, Ill bake our traditional cakes for you. [a2] If the letter hasnt arrived by the next hour, well have to phone the post office. [b] If she should call me at night, I wont answer. Moreover, we can also find the use of will or would in the if-clause when we want to indicate polite requests. However, often will is seen as less polite than would (Swan, 1996). At this point, it should also be noted that should can also be used in replacement of if, usually in more formal, written contexts (ibid, 2000), without any change of the meaning (Azar, 2002). This kind of use indicates offer or suggestion. Here are the two examples: If you will/would carry this bag, Ill treat you lunch. Should you need more help, you can call me any time. III. Second Conditional A. Basic Form In general, the basic form of Type 2 conditional uses the past tense in the if-clause, and would + bare infinitive or ‘the conditional tense in the conditional clause to ‘distance our language from reality (Swan, 1996; Thomson Martinet, 1986). If Clause Conditional Clause If + past tense, would + bare infinitive Conditional Clause If Clause would + bare infinitive If + past tense B. Meaning and Use The second conditional is used to talk about an unreal situation and its probable results now or in the future. The situation or condition is improbable, impossible, untrue, imaginary or contrary to know facts (Azar, 2002; Parrott, 2000; Soars Liz, 2007; Swan, 1996; Thomson Martinet, 1986). It is important to note that there is no time difference between Type 1 and 2 conditionals, and the past tense in the if-clause of Type 2 conditional is not a true past, but a subjunctive (Parrott, 2000; Thomson Martinet, 1986). However, while Type 1 conditional is viewed as a real possibility, Type 2 is not the case. Besides, were instead of was is more often found in the if-clause in more formal sentences, and many people consider it more correct, especially in American English (Parrott, 2000; Swan, 1996; Thomson Martinet, 1986). Examples below show these uses. Examples: [a] If I had enough saving, Id buy that grand house. [b] If I were rich, Id be happy! [c] If the plan crashed, Id be terrified. Not different from the first conditional, the second conditional likewise has its possible variations, in both the if-clause and the conditional clause. For the variation in the conditional clause, we can use, for example, might or could or the past tense in place of would to talk about several other things. This ranges from ability or permission to the past automatic or habitual actions. Below examples show this use. Examples: [a1] If she applied for that position again, she might get it. [a2] If they had tickets, they could enter the theater. [b] If he got home late, his wife slept first. In the if-clause, instead of using if with a simple past, it is possible to have if with a past continuous, indicating a wish for a difference for a temporary situation. Moreover, sometimes were + infinitive, in placement of a past tense form in the if-clause, is used to make the situation more hypothetical or polite. At other times, the inversion of the if-subject and were can be seen, and when were takes the if-subjects place, if is then left out. The meaning is still the same. Here are the examples: Examples: [a] She doesnt like the children but now they are going to her home. If they were not going there, shed be a lot fine. [b] If they were to study harder, their teacher would be much happier to help them. [b1] Were they to study harder, their teacher would be much happier to help them. IV. Third Conditional A. Basic Form The basic form of the third conditional takes the past perfect in the if-clause, and would with have plus past participle, or ‘the perfect conditional in the conditional clause. If Clause Conditional Clause If + past perfect, would + have + past participle Conditional Clause If Clause would + have + past participle If + past perfect B. Meaning and Use The third conditional is generally used to speculate about the past events, which are unreal or imaginary, and about the ways things might have been affected just because how other things happened or did not happen. This conditional is also used to talk about regret, criticism or excuse (Parrott, 2000; Thomson Martinet, 1986; Vince Emmerson, 2003). Examples: [a] Kate would have been nice if Peter had treated her equally. [b] If she hadnt gone out late at night, she wouldnt have been rapped. [c] If my car hadnt broken down, Id have been able to catch you up. The same as the first and second conditional, the third conditional has its possible variations, in both the if-clause and the conditional clause. In the conditional clause, in place of would, we can use, for example, might or could to discuss ability, possibility or permission. Examples: [a1] If we had found him earlier, we could have saved his life [a2] If we had found him earlier, we might have saved him. [a3] If our documents had been in order, we could have left at once. In the if-clause, had can be used in the form of inversion. When had is used, then if is to be deleted. No meaning is changed in such usage. If you had asked for his permission, he wouldnt have been that mad at you = Had you asked for his permission, he wouldnt have been that mad at you. V. ‘Unless in conditional sentences In conditional sentences we can use a wide range of conjunctions, such as supposing, as long as, provided, unless, etc., instead of if. Here, however, only unless is discussed. Unless is usually perceived as sharing similar meaning with if†¦not (Swan, 1996; Thomson Martinet, 1986). However, as Parrott (2000) argues unless has a ‘strong degree of reservation compared to if†¦not. Examples: I wont go with you unless you pick me up. Ill go with you only if you pick me up. There is an exceptional case when unless cannot be used in replacement to if†¦not. We would rather use if†¦not instead of unless if it refers to something negative that would be the main cause of the situation we are talking about (Swan, 1996). Instead of saying, ‘My wife will be very upset unless I get back tomorrow, we say, ‘My wife will be very upset if I dont get back tomorrow. This being so because the root cause of the wifes unhappiness is if the speaker does not go back. VI. Implications for teaching conditional sentences Different types of conditional sentences are taught at different levels. A general suggestion given by Parrott (2000) is that the first conditional should be introduced at an elementary or intermediate level; the second at a lower intermediate; and the third at an upper intermediate level. As for the Secondary 3, Band 2 students who are seen as pre-intermediate level, they should be introduced to all the four types of conditional. However, the introduction of details or variations of each type should be carefully considered. As can be seen from the detailed explanation of the three types above, there are many variations in each type, in both the if-clause and the conditional clause. The Secondary 3 students at this level should therefore not be taught all these variations. Otherwise, this will become a very good confusion for them. However, if there are some strong students in the class and if the teacher is ambitious, he or she can introduce his or students to some kind of the variations of the conditional clause Type 1 and 2. These variations could be the use of might or may instead of will in the first conditional, and might or could instead of would in the second conditional. The third conditional is already very difficult and the students should not be made confus ed because of these variations. It should be noted that before all these variations can be introduced, teachers should make sure that the students are made clear with the basic forms of the four types. Furthermore, the way how the conditionals are punctuated should also be ensured since for most Chinese students, recognizing the order of conditional sentences is difficult for them. This being so because the order of clauses does not go with the order in their language (Parrott, 2000). VII. Treatment of a Hong Kong textbook on conditionals The Living English 3B by Nancarrow, Thomas and Yuen (2005) used for Secondary 3 features all the four types of conditionals. Type 0, 1 and 2 are introduced mainly in terms of revision and of some forms of variations. Type 3 is presented virtually exclusively in form of basic rule and usage. However, there is no introduction of conjunctions which can be used in place of if. Perhaps this may be helpful for the students instead, for they are not overwhelmed with too many things at this level. The presentation of the use of the first conditional is simple and well enough for the students to understand. Nevertheless, there seems a bit vague for weaker students to fully recognize the changing of the order of the clauses, explained in the note on page 43. The students should be drawn to the fact that there is no change in meaning even if the position of the two clauses is changed. Another thing is that there is an explanation of variation of this conditional in the Teachers Book (TB), which requires teachers to tell their students but which is generally not necessary at this level. There are two problems in the explanation of the first conditional. The first one is with its description of usage. The explanation tells that this type of conditional is used to describe ‘the future consequences of a situation that is true now (Nancarrow, et al., 2005, p. 43). The wording here looks easy but it may not be the case for the students to grasp the whole picture, and thus needs revision. The second problem concerns with the variation of this type. The book explains that it is possible to use can or may instead of will. However, in the Students Book (SB), it does not give any example of this possibility, nor does it indicate what it means when they are used. A short explanation is available only in TB, though. For the second conditional, it carries only the last problem of the first conditional. In other words, SB gives the same explanation that variation is possible for the second conditional, but fails to show the usage and meaning. Again, only TB explains this va riation in more details. The presentation of the third conditional in this book is very well structured. It introduces the students to the most basic use of this conditional through clear explanation and examples. It suits the students level quite well. One last note is that the textbook should not introduce the variations of the first three types of conditional. Ironically, the title is devoted only to revising, yet the students are also presented with variations. At this level, the students should learn mainly the basic or general forms and usage. Variations should be presented in the next levels. However, one good thing is that there is no presentation of conjunctions, which can be used to replace if. It is good to make sure that the students can understand the basic first. Part Two: Critique and Reflection I. Critique on Ms Leungs teaching Ms Leung is revising conditional sentences Type 1 and 2 and trying to introduce Type 3 and conjunction unless to her Secondary 3 students. Certain problems appear as she handles these grammatical aspects in each excerpt. Among all problems, her inadequacy of knowledge of the underlying system of language is the central one and in turn affects the ways she handles her teaching. In excerpt 1, in which she revises the first and second conditionals, Ms Leung generally appears unclear herself in what she explains to her students. She asks her students to remember that with Type 1 conditional, it has to be future in the main clause. She yet does not point out specifically what kind of future tense it is to which she is referring since there are many future tenses. Although this is apparently clear that she is referring to the simple future will, being a well-language aware teacher, she should present it to the students to clear confusion it may have. Concerning her explanation of the use of this conditional, I feel the word choice is rather ambiguous. She tells her students that conditional Type 1 is for a prediction. Even though the form of will here is used as the normal future form in general, there is a significant difference between the use of will in conditional sentences and in general sentences. In a general sentence, will is used ‘for unplanned fu ture events, or to make predictions that arent based on present or past evidence (Parrott, 2000, p. 170). However, in a Type 1 conditional sentence, the use of will in the main or conditional clause is to indicate a probable result, not a prediction of it. This can be implied that the teacher is not truly well aware of the content subject. When Ms Leung revises the second conditional in the same excerpt, she seems to create similar problems as when she handles the first conditional. The first problem concerns with the relationship between her own explanation of the use of the second conditional and her examples. She gives two examples to her students and informs the students that the second conditional is used to talk about ‘things which are not so probable, they are possible but not very probable. To some degree, the examples do carry an improbable meaning. However, the two are just contrary to known fact, with the first example indicates an imaginary future situation, and the second an imaginary present situation. The second example also indicates clearly that it is advice, which the teacher misses to convey to her students. The second problem is the extent of her explanation, in addition to the first problem. She does not make it clear to her students whether the past tense used in the if-clause refers to the real past, or present or future speculation. Some students may be still doubtful about this tense, though they have already gone through it. This implies that the teacher is not well aware of the students difficulties or that she is not thinking about the language content from the viewpoint of the learners (Andrews, 2007). In excerpt 2, she introduces the third conditional, and here two critical problems come about. The first one is about overgeneralization of the conditional form in both the if-clause and the main clause. Ms Leung presents to her students that all the third conditionals begin with if plus Past Perfect. To say that all the third conditionals start with if is already too exaggerated. She seems not to take into consideration the variation of this form. It is questionable in her explanation whether it is still called Type 3 conditional when ‘had is used instead of if in the case of inversion. As she goes on to explain the form in the main clause, Ms Leung makes the same overgeneralized mistake. She mentions that would have done is always used in the main clause. This rule again ignores the fact that there are variations in the third conditional too. In addition, it creates confusion in the use of ‘have done. As can be seen from her example, ‘done is not used with ‘have. Instead, it is ‘woken that is being used with ‘have. The example and the rule then do not match, and so another question arrives whether this is a conditional sentence or not. The second problem in her presentation of this Type 3 conditional is the fact that there is no explanation of when it is used at all. She presents to her students only the form and a single example. Why or when the third conditional is used is not explained. Although the students may know how to structure this conditional, they surely do not know when to use it. This seems like it is nothing for the students to learn because how useful it is to use this conditional they are not aware of. One last note is that the teacher seems not willing to give more examples to help with her explanation. This insufficient example would mean to limit the general understanding of the students, and so they will not learn. Ms Leung finally finishes her class by trying to introduce another language point. She teaches her students how to use unless in place of if†¦not. Even though she can manage to tell her students relatively well that unless can be used instead of if†¦not when the if-clause is negative, she perhaps may not be well aware that meaning of the two sentences is not exactly the same as she has claimed. According to Parrott (2000) unless carters a stronger degree of reservation compared to if†¦not. This shows that the teachers knowledge of the subject-matter is insufficient enough. Besides, Ms Leung is unable to clarify when to use unless instead of if†¦not. From the beginning of this introduction, she tries to tell her students that they can use unless sometimes. Nonetheless, she ends up not explaining when exactly, and so abruptly changes the way she presents to the students. This perhaps indicates also that she lacks ‘strategic competence (Bachman, 1990). Through her teaching of all the language points, it is obviously clear that Ms Leung does not check with her students whether or not they have understood what has been taught. Instead, she seems to rush from one language point to another very quickly. This seems that she does not care about the students learning or that she wants to escape from the students questions. An implication from this behavior and her so far inability to clarify each language point is that she is short of necessary subject-matter knowledge as well as language competency. These inadequacies will in turn impact the way the teacher handles the teaching in a negative way. According to Andrews (2007), professional factors of teacher affect the teachers attitudes in a way that the teacher is afraid of giving serious attention to language-related issues. Because of this, the learners cannot get a meaningful learning from the teacher. II. Reflection of what can be done differently better If I were Ms Leung, I would adopt a different approach to teaching this language point to the students in this target group. As can be seen from her teaching, she is trying both to revise two conditional types and to introduce two other major language points at the same time. This teaching is already too much with the time available and the target group, and therefore can be unfruitful. ‘At different levels of language learning students will need to be shown different aspects of grammar and teachers will need to decide how detailed their approach to grammar will be (Joyce Burns, 1999, p. 66). If I were the teacher myself, I would not introduce conjunction unless to the students. At this level, the students should be taught only the basic form or marked feature, that is, if†¦not first. The unmarked feature such as unless should be left for the students to learn by themselves naturally before the right time comes (Ellis, 2006). I would therefore use the available time for teaching this conjunction to focus more on the revising of Type 1 and 2 conditionals and on the elaboration of Type 3, for I believe this intensive teaching will help them progress through the sequence of stages involved in the acquisition of that structure (ibid, 2006). For the explanation of Type 1, I would simplify the wording that the teacher uses to discuss when this conditional is used. Instead of telling the students that this conditional is used for predictions, I would say it is used to show a possible condition and its probable result in the future. In the same way for Type 2, I would tell t he students that it is used to talk about an unreal situation and its probable results now or in the future, or to give advice to someone. I would also draw their attention to the fact that the past tense used in the if-clause is not the real past, but a subjunctive which indicates unreality or improbability. In addition, I would give the examples that truly reflect its usage, so that the examples can help facilitate the students understanding in a better way. For Type 3 conditional, I would first change the extreme generalization the teacher makes in both clauses. I would tell the students that in the if-clause, we usually use the Past Perfect, and would plus Past Participle in the main clause. Then I would give them 3 examples. From this, I would present to them when we use this third conditional. The students will find it easier to understand the central meaning with the facilitation of the examples on the board. If I had some time left, I would establish connections between form and meaning for them to practice the language point since this is a fundamental aspect of language acquisition (VanPatten, Williams, Rott, 2004, as cited in Ellis, 2006).

Analysis of the Psalm of Life Poem

Analysis of the Psalm of Life Poem This poem dramatizes the conflict between the truth of life lived in the moment and the neglect of the soul when a person focuses on things beyond his control: namely the past and the future. There are many themes expressed by the poet within this work: freedom, happiness, perseverance, truth, futility, spirituality and success. From the title one might say that the theme is simply to seize the day: Carpe Diem (Harmon, 2009, 87). The poems form is that of the lyric (324)and the poet encourages the reader to use their imagination. The word choices and placement within its stanza evoke both a melody and emotion. There are nine stanzas that make up the composition and each contain the qualities of the quatrain [consist of four lines in which lines two and four must rhyme while having the same number of syllables (452)]. Psalm of Life also carries the traits of the dramatic monologue in that the narrator of the work is the poet himself (177). In stanza one, line one the poet assigns the description of mournful to the idea of numbers. This word was chosen to identify the audience: those who apparently go through life as though it is a chore. The word mournful frames the feeling as though something was lost and captures the grief generated by that loss. Life is but an empty dream! states why there are so many sorrowful within the audience: if there is no aim higher than what one can gather on the earth then life itself has no purpose. The poet reveals his motivation in lines three through four of the first stanza: For the soul is dead that slumbers/And things are not what they seem. Living life in a rut or for material reasons is the killer of the soul. The soul found unawares, which is what is implied by the word use of slumbers, is most vulnerable to eternal death. Line four tells the audience that they must look beyond the surface of the world as well as beyond themselves. Life is real! Life is earnest! conveys an earnes tness and a bit of desperation. An emphatic proclamation made in a way of a Southern Baptist preacher pleading with those on the path to destruction to turn to the life of the soul. And the grave is not its goal underlines the idea that life is something to be actively engaged in and not merely a journey to death. Dust thou are, to dust thou returnest, is referencing Genesis 3:19 and seems to throw this plea for life into a light that may speak to the religious up-bringing of his audience. The poet makes a very important distinction in the following line, Was not spoken of the soul. The creation of man is entirely unique from the rest of life on the earth because the Lord God formed man of the dust of the ground and breathed into his nostrils the breath of life; and man became a living soul(Genesis 3:19). These two lines bring into the poets supplication the backing of scripture. Stanza four brings forward the thought of futility: Art is long, and Time is fleeting,/And our hearts, though stout and brave,/ Still, like muffled drums, are beating funeral marches to the grave. It is as though the poet wants to remind his audience that every moment, every heartbeat is bringing them closer to the inevitable end ones life-time. This further underlines the idea of seizing the day. In using the word fleeting the poet attempts to get across that time will just continue on without regard for the individual- no matter how brave and firm ones heart might be. The poet is again underlining that life today is all one really has when faced with the flow of time. Stanza five, line 18 introduces a word that is unfamiliar in todays way of life: bivouac. This word defined in Merriam-Webster as a temporary or casual shelter or lodging and by itself holds the idea of the entire poem which is that this life is temporary. This stanza evokes urgency through the use of the exclamation point. The poet is telling his audience to be the hero of their own battles rather than a pawn in the battle of another with the words Be not like the dumb, driven cattle!/ Be a hero in the strife!. Stanza six addresses the two possible positions of the audience and bring to them some very specific supplications: for those who are living for tomorrow the poet says, Trust no Future, howeer pleasant! and for those who would lament the past, Let the dead Past bury its dead!. The poet does not leave the audience wondering what their response should be but plainly states, Act, act in the living present! Heart within, and God oerhead! People can make what they will of their own lives and can follow the example of the great men that came before them, Lives of great men all remind us/We can make our lives sublime,. There is no secret that separates those who are great from those that pass through life without leaving an impression. It seems as though the poet is saying that those who are considered great took advantage of the opportunities of their present. It is those people who departing, leave behind us/Footprints on the sand of time who provide encouragement not only to their generation, but for those in the generations to come Footprints, that perhaps another,/Sailing oer lifes solemn main,/A forlorn and shipwrecked brother,/Seeing shall take heart again. The final stanza brings a soft point to the compelling argument of the previous eight. It is as though the poet it taking the hand of the audience: to pull them gently from the bed of their complacency. The hand held out shows that walking along the road of today does not mean a journey travelled alone, Let us then be up and doing,/With a heart for any fate;/Still achieving, still pursuing,/ Learn to labor and wait. The poet takes the hand of the reader now as he did during his own time and seems to say to each individual: Let us move forward together.

The Ghosts of The Woman Warrior Essay -- Maxine Hong Kingston Woman Wa

The Ghosts of The Woman Warrior In Maxine Hong Kingston's novel, The Woman Warrior, Kingston touches upon several aspects of life common to all. Her experiences as a child were illustrated through this book. People not of the Chinese culture were seen as ghosts in this child's world. The similarities between Kingston's childhood, and the reader's help make this novel universally readable. The images created by Kinston, and the parallels between her life and others justify the creation of The Woman Warrior. When writing an autobiography, it is the goal of the author to point out the lessons of her life to others. While the lessons expressed are not always unique, each has its purpose. Parent child differences are common; caused by changing times and beliefs. Kingston not only had to deal with the generation gap, but she had to deal with the dissimilar Chinese and American mindset and traditions. Kingston often explained in detail how her mother acts in certain situations. Maxine often felt embarrassed by her mom; when they received a wrong prescription, her mother wanted retribution from the pharmacist. It would be complex for Maxine to explain the situation to the store clerk, who would not understand. As a child such a situation is confusing, explaining to mom will not help, she is not American. Those who have not encountered a similar situation can still correlate the predicament the one's experiences. Telling stories is a tradition of many cultures. Parents tell of a mystical event, or sometimes of a person. Knowing the history of one's ancestors is important. As a whole, people are always making mistakes; to correct them the error must be remembered so that the same act is not repeated. "S... ...haman who would only treat those who were not dying. This was her way of making herself appear a better doctor. No one would want to be treated by a physician whose patients died. Maxine's mother is also reluctant to show her Medical diploma from China. She said, "The sweat of hard work is not to be displayed. It is much more graceful to appear favored by the gods."(??) Modesty is an attribute to one's personality, an especially important one in Chinese culture. Kingston recalls several events during her childhood in Stockton, during The Woman Warrior. No matter where one is from, one's parent child relations have similarities to those told in this novel. In every life there are people considered outsiders, those outsiders are ghosts to certain people. The biographical events on which this book is based provide a universal foundation for Kingston's novel. The Ghosts of The Woman Warrior Essay -- Maxine Hong Kingston Woman Wa The Ghosts of The Woman Warrior In Maxine Hong Kingston's novel, The Woman Warrior, Kingston touches upon several aspects of life common to all. Her experiences as a child were illustrated through this book. People not of the Chinese culture were seen as ghosts in this child's world. The similarities between Kingston's childhood, and the reader's help make this novel universally readable. The images created by Kinston, and the parallels between her life and others justify the creation of The Woman Warrior. When writing an autobiography, it is the goal of the author to point out the lessons of her life to others. While the lessons expressed are not always unique, each has its purpose. Parent child differences are common; caused by changing times and beliefs. Kingston not only had to deal with the generation gap, but she had to deal with the dissimilar Chinese and American mindset and traditions. Kingston often explained in detail how her mother acts in certain situations. Maxine often felt embarrassed by her mom; when they received a wrong prescription, her mother wanted retribution from the pharmacist. It would be complex for Maxine to explain the situation to the store clerk, who would not understand. As a child such a situation is confusing, explaining to mom will not help, she is not American. Those who have not encountered a similar situation can still correlate the predicament the one's experiences. Telling stories is a tradition of many cultures. Parents tell of a mystical event, or sometimes of a person. Knowing the history of one's ancestors is important. As a whole, people are always making mistakes; to correct them the error must be remembered so that the same act is not repeated. "S... ...haman who would only treat those who were not dying. This was her way of making herself appear a better doctor. No one would want to be treated by a physician whose patients died. Maxine's mother is also reluctant to show her Medical diploma from China. She said, "The sweat of hard work is not to be displayed. It is much more graceful to appear favored by the gods."(??) Modesty is an attribute to one's personality, an especially important one in Chinese culture. Kingston recalls several events during her childhood in Stockton, during The Woman Warrior. No matter where one is from, one's parent child relations have similarities to those told in this novel. In every life there are people considered outsiders, those outsiders are ghosts to certain people. The biographical events on which this book is based provide a universal foundation for Kingston's novel.

Situated Cognition Essay -- Learning Cognition Essays

Situated Cognition Learning and Knowledge Relates to Situated Cognition "Learning and knowing are integrally and inherently situated in the everyday world of human activity" (Wilson, 1993, p.71). Learning is situated in the context in which it is taught. In other words, the context in which something is learned is very important. The activity in which the learner is engaged in at the time of learning is also important (Griffin and Griffin, 1996, p.293). If the goal of a learner is to solve day-to-day life experiences, they must engage in such opportunities. In order to understand and gain knowledge, learning theories stress the importance of creating a relationship between all pieces of information, the learner, and the environment. It is the responsibility of both the teacher and the learner to link the appropriate information together. If students can develop a relationship for the "underlying reasons for ‘how’ and ‘why’ to use specific procedures, they will be able to store this information as part of their knowledge network," and develop links with other pieces of information (Gersten and Baker, 1998, p.24). On the contrary, if learners learn facts of information that are isolated from a meaningful context, their understanding is often incomplete and meaningless. As a result of these linked relationships between individuals and environments, knowledge is the prevailing outcome. In summary, "knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used (Brown, Collins, and Duguid, 1989, p.32). What is Situated Cognition? Situated Cognition is a way to "address difficulties students have in retention and generalization" (Gersten and Baker, 1998, p.23). It ... ...or Well-Structured and Ill-Structured Problem-Solving Learning Outcomes. ETR&D, Vol. 45, No. 1, 1997, pgs. 65-94, SSN 1024-1629. Moore, Beverly. Situated Cognition Versus Traditional Cognitive Theories of Learning. Education, V119, N1, pgs 161-171, Fall 1998. Moore, Joyce L.; Lin, Xiaodong; Schwartz, Daniel L.; Petrosino, Anthony; Hickey, Daniel T.; Campbell, Olin; and Hmelo, Cindy. The Relationship Between Situated Cognition and Anchored Instruction: A Response to Tripp. Educational Technology, October, 1994. Wilson, Arthur L. The Promise of Situated Cognition. New Directions for Adults and Continuing Education, No. 57, Spring, 1993 Wisner, Alain. The Etienne Grandjean Memorial Lecture: Situated Cognition and Action-Implications for Ergonomics Work Analysis and Anthropotechnology. Ergonomics, Jossey-Bass Publishers, 1995, Vol. 38, No.8, Pgs. 1542-1557.