On The Universality Of Poetry Essay Example For Students

On The Universality Of Poetry Essay Like any art form, poetry is considered universal. It ranks with music, dance, and fine arts as a form or process of expressing Mans thoughts and passions. Unlike other art forms, however, poetry and in fact literature has a peculiar characteristic. As a medium it uses language, and unlike other mediums like rocks, paints, beat language is not universal, it is cultural. Since culture varies according to geography, time, religion, and gender it is without doubt that there are multitudes of different languages. Thus poetry becomes cultural or non-universal in form, a characteristic that confines the production and reception of poetry to people that understand the form(language, symbolism, idiom etc etc) that poetry use a relatively small class of people. Some time ago, our English class read T.S. Elliots The Love Song of Alfred J. Prufrock, a long poem in the form of a soliloquy on whether or not the persona should or should not approach a woman he loves, eat a peach, or part his hair. Critiques declared it as the modern Hamlet a reflection of the consciousness of the Modern Man. They exclaimed that the poem is a concise description of resent ideologies and philosophies. With a lot of difficulty and guidance, we understood and even appreciated the poem, primarily because we are familiar with the language that Elliot used. But would a farmer or just abut any individual unfamiliar with the nuances of poetry understand o appreciate it? Maybe, but the most probable scenario is that they would understand the major points of the poem, but t not recognize little details that make the poem great the fact that it contains excerpts from major English writers and that the images in the poem echoes its sense. It can also be noted that the allusions present in Prufrock are Western in origin. There are cuts from Chaucer, Donne, Shakespeare and about every other canonical English writers. This technique of alluding to the Masters is not present in Prufruck alone. In fact, this is prevalent in the literary works produced in the past four hundred years. Allusion in poetry is not only for aesthetic purposes but also a way of showing respect to someone/something great. That almost all allusions are to Western pieces, imply that literature is indeed or what is considered to be great literature are essentially Western. Consequently the standard for literature became that of the Wests and the habit of Western-oriented poetry is established. It became increasingly more difficult for new and different to be accepted as great or even as poetry/literature. Thus Eastern writers in order to be great have to come up to this Western ideals and in the process become Western. The most common misconception is that poetry/literature is universal because it tackles the Human condition it is a reflection of Humanity. That even if an idea is stated in a different way, themes behind certain poems transcend culture, time, and therefore language. It is. That the indicission felt by Prufrock is no different from the indecision that Rama felt in Bhagavad Gita. Yes. But would an Indian appreciate the fact that Prufrocks internal conflict is about hair-parting and eating peach? Would an Englishman understand the Bhagavad Gita if it is written in Hindu or even understand the essentially Asian concern of wheter he should or should etc etc?The fact is that form and meaning come hand in hand. The form determines the meaning and vice versa. There cannot be one without the other. Thus if a person does not even go beyond understanding what the form expresses, what he sees is just a fragment of the piece of literature, a part of the whole. .u3787a5f4ab774f2deb7a1ece6ddead18 , .u3787a5f4ab774f2deb7a1ece6ddead18 .postImageUrl , .u3787a5f4ab774f2deb7a1ece6ddead18 .centered-text-area { min-height: 80px; position: relative; } .u3787a5f4ab774f2deb7a1ece6ddead18 , .u3787a5f4ab774f2deb7a1ece6ddead18:hover , .u3787a5f4ab774f2deb7a1ece6ddead18:visited , .u3787a5f4ab774f2deb7a1ece6ddead18:active { border:0!important; } .u3787a5f4ab774f2deb7a1ece6ddead18 .clearfix:after { content: ""; display: table; clear: both; } .u3787a5f4ab774f2deb7a1ece6ddead18 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3787a5f4ab774f2deb7a1ece6ddead18:active , .u3787a5f4ab774f2deb7a1ece6ddead18:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3787a5f4ab774f2deb7a1ece6ddead18 .centered-text-area { width: 100%; position: relative ; } .u3787a5f4ab774f2deb7a1ece6ddead18 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3787a5f4ab774f2deb7a1ece6ddead18 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3787a5f4ab774f2deb7a1ece6ddead18 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3787a5f4ab774f2deb7a1ece6ddead18:hover .ctaButton { background-color: #34495E!important; } .u3787a5f4ab774f2deb7a1ece6ddead18 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3787a5f4ab774f2deb7a1ece6ddead18 .u3787a5f4ab774f2deb7a1ece6ddead18-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3787a5f4ab774f2deb7a1ece6ddead18:after { content: ""; display: block; clear: both; } READ: Alexander The Great: Shaping A World EssaySince people are divided into classes of individuals with different colors, occupation, and gender each with their won way of expressing their already varying experiences even of the same events there can never be one unifying and universal language, form, and therefore nver be any kind of universal literature.

Where to Find Sample Essays From a Museum Visit

Where to Find Sample Essays From a Museum VisitFinding samples of sample essays from a museum visit can be difficult for many. What do you want in your paper? Why should other people care? If you do not know where to find these, this guide will help you find samples online.First, what do you want? Do you just want something that interests you? Maybe you want to write about something that relates to your personality or interests. For example, if you are interested in things historical then you might consider writing about something from the 1800's or something of that nature. You will also want to consider whether your topic is something that is relevant to others who may be visiting the museum.Know the basics. Now that you know what you want, the next step is to research. You do not want to find a paper that is full of errors. You will want to make sure that you use your best judgment and that you use the software at your disposal to make sure that you get the highest quality.Keep re searching. One of the most important steps to writing a good essay is to spend a lot of time researching. Do not give up just because it is going to take some time. When I began writing my essay, I would spend three to four hours looking for samples. My goal was to find the best available so that I could get the best possible price.Write! When you have found samples of sample essays from a museum visit, go ahead and write yours. While you are doing this, you will want to be sure that you keep your eye on the prize. If you are not careful, you will find yourself rushing through your essay and not paying attention to the details.Bethorough. While you are writing your essay, make sure that you pay attention to the small details. Some of the details that you want to pay attention to include grammar, spelling, punctuation, and sentence structure. It does not matter what your subject is as long as you keep all of your topics in order. This will ensure that you get your essay to be written in a way that is easy to read and will be read by others.Create Blog Entries. Many people use blogs as a way to build a following and a reputation for themselves. Make sure that you do the same with your essay. Do not start your essay off by talking about yourself or your qualifications or background. Instead, let your essay be a 'how to' guide for others.Finally, your essay should not just be an outline for another essay. It should be a living piece of literature that you can add to over the course of your career.

Peds Definition free essay sample

Effacement: thinning of the cervix Meconium: first feces of newborn Umbilicus: belly button Bili blanket: UV emitting light blanket that helps convert bilirubin to form that can be detoxed by liver Fetal monitor strip: a graphic record of FHR and uterine activity obtained by EFM (electronic fetal monitoring) Placenta accreta: A placenta in which the cotyledons have invaded the uterine musculature, resulting in difficult or impossible separation of the placenta. Complications of manually separating the placenta include hemorrhage, damage to the uterus, and, in rare cases, hysterectomy. Postpartum: first 6 wks after childbirth. Circumcision: Surgical removal of the end of the foreskin of the penis. ROM (R/T intrapartum): rupture of membranes Cesarean: CS Delivery of the fetus by means of an incision through the abdominal wall and into the uterus. Amniotic fluid:fluid that surrounds fetus in utero, protects fetus. Derived from fetal urine and fluid transport from maternal blood across the amnion. We will write a custom essay sample on Peds Definition or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Neonatal jaundice: Nonpathological jaundice affecting newborns, usually resulting from the destruction of red blood cells by the immature liver at birth. The destruction of red blood cells causes unconjugated bilirubin to accumulate in the blood and skin. Benign neonatal jaundice manifests 48 to 72 hr after birth, lasts only a few days, and typically does not require therapy. Preeclampsia: An increase in hypertension (HTN), proteinuria, and edema, a complication occurring in about 3% to 5% of pregnancies. It may progress rapidly from mild to severe and, if untreated, to eclampsia. It is the leading cause of fetal and maternal morbidity and death, esp. in underdeveloped countries. Postpartum depression: PPD Depression occurring up to 6 months after childbirth and not resolving in 1 or 2 weeks. The disease occurs in about 10% to 20% of women who have recently delivered. IUFD: Intrauterine fetal death Prematurity: The state of an infant born any time before completion of the 37th week of gestation. Nullipara: A woman who has never produced a viable offspring Gestational age: The age of an embryo or fetus as timed from the date of onset of the last menstrual period. Gestational age is specified numerically by the following convention: 360/7 indicates an age of 36 weeks, 0 days . 295/7 indicates an age of 29 weeks, 5 days . The first two numbers are the number of weeks of gestation. The number designated as X/7 is the number of days since the completion of the last full week. Perineum: The structures occupying the pelvic outlet and constituting the pelvic floor. The external region between the vulva and anus in a female or between the scrotum and anus in a male. It is made up of skin, muscle, and fasciae. The muscles of the perineum are the anterior portion of the intact levator ani muscle and the transverse perineal muscle. PIH: Pregnancy induced hypertension Homans sign: Pain in the calf when the foot is passively dorsiflexed. This is a physical finding suggestive of venous thrombosis of the deep veins of the calf; however, diagnostic reliability is limited, that is, elicited calf pain may be associated with conditions other than thrombosis, and an absence of calf pain does not rule out thrombosis. Gravida: A pregnant woman Station during labor: Measurement of fetal descent in relation to the ischial spines of the maternal pelvis. Hemorrhoid: Veins of the internal or external hemorrhoidal plexuses and the immediately surrounding tissues. Hemorrhoids are most often referred to only when diseased (i. e. , enlarged, painful, bleeding). Other anorectal conditions (e. g. , anal fissure, condylomata, anal cancers) may produce similar symptoms and must be distinguished from hemorrhoids by appropriate examination. Lochia: The puerperal discharge of blood, mucus, and tissue from the uterus. OFC: Occipitofrontal circumference Dilatation: The gradual opening of the cervical os during labor to allow the fetus to leave the uterus Uterine atony: Lack of normal tone or strength; debility of uterus Apgar score: A system for evaluating an infants physical condition at birth. The infants heart rate, respiration, muscle tone, response to stimuli, and color are rated at 1 min, and again at 5 min after birth. Each factor is scored 0, 1, or 2; the maximum total score is 10. Interpretation of scores: 7 to 10, good to excellent; 4 to 6, fair; less than 4, poor condition. A low score at 1 min is a sign of perinatal asphyxia and the need for immediate assisted ventilation. Infants with scores below 7 at 5 min should be assessed again in 5 more min; scores less than 6 at any time may indicate need for resuscitation. In depressed infants, a more accurate determination of the degree of fetal hypoxia may be obtained by direct measures of umbilical cord blood oxygen, carbon dioxide partial pressure, and pH. Although the Apgar score is eponymous, some practitioners recall its elements with the mnemonic Appearance, Pulse, Grimace, Activity, Respiration Bulb syringe: a syringe with a bulb on one end; compression of the bulb creates a vacuum for gentle suction of small amounts of bodily drainage, such as oral and nasal secretions. It is also used for intraoperative irrigation. Neonate abstinence scoring: Neonatal abstinence syndrome scoring system, which assigns points based on each symptom and its severity. The infant’s score can help determine treatment. Fontanel: Any of the tough, fibrous membranes lying between the bones of the cranial vault of a fetus or infant. Fontanels, colloquially known as soft spots, allow an infants skull to be compressed during passage through the birth canal. The fontanels ossify generally by age two. LMP: last menstral period Induction of labor: The use of pharmacological, mechanical, or operative interventions to initiate labor or to assist the progression of a previously dysfunctional labor. Induction may be considered when the risks of expectant management outweigh the benefits, placing the fetus and/or the mother in jeopardy. Among the more common indications are preeclampsia or eclampsia, premature rupture of membranes, fetal compromise, maternal medical diseases, chorioamnionitis, intrauterine fetal demise, postdate pregnancy, as well as some psychosocial factors. Contraindications include placenta previa, vasa previa, umbilical cord prolapse, history of classic uterine incision, and transverse fetal lie, as well as many relative contraindications. VDRL/RPR: Venereal Disease Research Laboratories / rapid plasma regain Fundus: the top of the uterus Forceps: A forceps for extracting the fetal head from the pelvis during delivery. In obstetrics, forceps application is classified according to the position of the fetal head when the forceps are applied, i. e. , outlet forceps, low forceps, and midforceps. The forceps allows withdrawal force to be applied to the fetal head and protects the head during the passage. Clonus: Spasmodic alternation of muscular contractions between antagonistic muscle groups caused by a hyperactive stretch reflex from an upper motor neuron lesion. Sustained pressure or stretch of one of the muscles usually inhibits the reflex Rooting during breastfeeding: The turning of an infants mouth toward the stimulus when the infants cheek is stroked. This reflex is present at birth; by age 4 months it is gone when the infant is awake; by age 7 months it is gone when the infant is asleep. Labor: In pregnancy, the process that begins with the onset of repetitive and forceful uterine contractions sufficient to cause dilation of the cervix and ends with delivery of the placenta. Perineal laceration: An injury of the perineum caused by childbirth. The lacerations may be classified as first-, second-, third-, or fourth-degree, depending on the extent of injury. A first-degree laceration may not require repair, but a fourth-degree laceration, which involves the vaginal mucosa, perineal muscles, and the sphincter ani, requires extensive repair. Pre-term labor: Labor that begins before completion of 37 weeks from the last menstrual period. Rhogam: Rho(D) Immune Globulin is a medicine given by intramuscular injection that is used to prevent the immunological condition known as Rhesus disease (or hemolytic disease of newborn). The medicine is a solution of IgG anti-D (anti-RhD) antibodies that suppresses the mothers immune system from attacking Rh-positive blood cells which have entered the maternal blood stream from fetal circulation. Vertex: the top of the head Labor augmentation: the use of pharmacological or surgical interventions to help the progression of a previously dysfunctional labor Gestational diabetes: GDM DM that begins during pregnancy owing to changes in glucose metabolism and insulin resistance. Non-stress test: NST An external electronic monitoring procedure to assess fetal well-being. An acceleration in fetal heart rate should be evident in response to fetal movement. Reactive test: Two criteria indicate satisfactory fetal status. The monitor records a minimum of two episodes of heart rate acceleration accompanying fetal movement within one 20-min period, and accelerations of 15 beats per minute (BPM) persist for a minimum of 15 sec per episode. Nonreactive test: The monitor record does not meet either criterion for reactivity. This indicates the need for a second test within the next several hours—contraction stress testing, a fetal biophysical profile, or all three. Inconclusive test: The monitor records less than one acceleration in 20 min or an acceleration less than 15 BPM lasting less than 15 sec. Engorgement: Filling of a breast with milk Involution: The return of the uterus to normal size after childbirth EBL: estimated blood loss Abortion: The spontaneous or induced termination of pregnancy before the fetus reaches a viable age. Neonate: A newborn infant up to 1 month of age Leopolds Maneuvers: In obstetrics, the use of four steps in palpating the uterus in order to determine the position and presentation of the fetus. Fetal heart tones: FHT, fetal heart sounds Placenta previa: PP A placenta that is implanted in the lower uterine segment. There are three types: centralis, lateralis, and marginalis. Placenta previa centralis (total or complete PP) is the condition in which the placenta has been implanted in the lower uterine segment and has grown to completely cover the internal cervical os. Placenta previa lateralis (low marginal implantation) is the condition in which the placenta lies just within the lower uterine segment. Placenta previa marginalis is the condition in which the placenta partially covers the internal cervical os (partial or incomplete PP). Tubal ligation: A surgical method of contraception in which the fallopian tubes are severed and their cut ends are tied. It is used to prevent eggs, released from the ovaries, from entering the uterus where they might be penetrated by sperm. Ballard gestatinal assessment score: A system for estimating newborn gestational age by rating physical and neuromuscular characteristics of maturity. For infants born between 20 and 28 weeks gestation, Ballard tools are more accurate than other systems of estimating gestational age. Six neuromuscular markers are assessed: posture, square window (degree of wrist flexion), arm recoil, popliteal angle (degree of knee flexion); scarf sign (ability to extend infants arm across the chest past the midline); and heel-to-ear extension. Seven physical characteristics are also evaluated: skin; lanugo; plantar creases; breast; eye and ear; and genitals. Each factor is scored independently, and then an overall sum is used to determine the gestational age. The tool is most accurate if performed within the first 12 to 20 hr of life or as soon as the babys condition stabilizes. Bloody show: The sanguinoserous discharge from the vagina during the first stage of labor or just preceding menstruation Vacuum extraction: A vacuum extraction is a procedure sometimes done during the course of vaginal childbirth. During vacuum extraction, a health care provider applies the vacuum — a soft or rigid cup with a handle and a vacuum pump — to the babys head to help guide the baby out of the birth canal. This is typically done during a contraction while the mother pushes. DIC: disseminated intravascular coagulation Colostrum: Breast fluid that may be secreted from the second trimester of pregnancy onward but is most evident in the first 2 to 3 days after birth and before the onset of true lactation. This yellowish fluid, which is the first milk produced by the breast after childbirth, contains abundant carbohydrates, proteins (including antibodies), and minimal fat. Contractions: tightening of uterus during pregnancy and labor Episiotomy: Incision of the perineum at the end of the second stage of labor to avoid spontaneous laceration of the perineum and to facilitate delivery. In the U. S. episiotomy is done in about 40% of all vaginal deliveries, making the procedure one of the most common forms of surgery performed on women. Perineal massage in the weeks before delivery can reduce the use of episiotomy. Vernex: A protective sebaceous deposit covering the fetus during intrauterine life, consisting of exfoliations of the outer skin layer, lanugo, and secretions of the sebaceous glands. It helps the neonate conserve body heat. It is most abundant in the creases and flexor surfaces. It is not necessary to remove this after the fetus is delivered. Full-term infant: an infant born between the beginning of the 38th and the end of the 41st week of gestation. Parity: The number of live children a woman has delivered After pains: the pains after delivery while uterus is involuting Newborn screen: Newborn screening tests look for serious developmental, genetic, and metabolic disorders so that important action can be taken during the critical time before symptoms develop. Most of these illnesses are very rare, but are treatable if caught early. Membranes: the amniotic sac that surrounds the fetus Lactation: The production and release of milk by mammary glands Kangaroo care: The placing of a newborn infant, esp.. a premature baby, in an upright position between the breasts of the mother for several hours a day.

Air Care Gap Analysis

Air Care Gap Analysis Abstract Every airline company has its own unique operation and long term strategies. Just like in other industries such as the agricultural, banking and manufacturing sectors, airline industries across the globe have different goals.Advertising We will write a custom essay sample on Air Care Gap Analysis specifically for you for only $16.05 $11/page Learn More They get cargo ships, tourists’ small jets, military air crafts and private chattered crafts. Although all of them fall in the same industry, one of the airplanes facing stiff competition is the passengers’ plane. These airlines need a lot financial capital to successfully run while at the same time, the industry is flooded by many players. Additionally, these commercial jets work with multicultural customers, who have different beliefs and understanding. As a result, the industry is faced with a big challenge of ensuring that all their customers’ needs are met. If a company fails to achieve this, it might risk its survival in the market. In this paper, a sample study is taken from Air Care and their ability to create satisfaction to their customers. The study is, however, focused on the customers perspective and satisfaction levels over services being achieved by the industry (Fattah 2011). Introduction With ever increasing day to day competition among industries, there has been a big realization for managers to closely monitor their operating environment through monetary, technical and customer levels of efficiency. Quality provision is vital for any industry to grow. This paper has an objective of investigating the extent of customers’ satisfaction among Air Care. To carry out the research, 10 customers were randomly sampled among those who normally use the services of Air Care.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The customers were t aken through survey questioners based on SERVQUAL model. The questionnaires consisted of 22 questions, which measured all levels of experience and expectations in the industry (Shaw 2004). Literature Review Due to intangible nature of service, defining service quality and satisfaction has become very hard to achieve. Service quality researches are taken by the most accepted SERVQUAL model (Fattah 2011). Since the development of this tool, researchers from all over the world have applied the twenty two item scale in studying service quality across various sectors of industries. This paper is based on the relationship between the service providers and their customers in wide scope over creation of satisfaction in the sector. To develop this system, quality measurement indicators need to be identified after which a system can be developed to enable the functionality of the indicators. Among those indicators are the feedbacks from the customers over empathy, assurance, reliability, resp onsiveness, and tangibles. Airline industries as service providers with one to one interaction with the customers need to develop tight strategic measures that will enable them to retain as well as attract more customers. Since the quality of service sends more long-term impact to the customers, other tangible products and players in the service industry should ensure they have good strategies to handle their customers.Advertising We will write a custom essay sample on Air Care Gap Analysis specifically for you for only $16.05 $11/page Learn More To achieve these, airline industries need to develop a unique recruitment and screening system to ensure that their customers are satisfied with the services provided. Additionally, they should have seasoned training programs to cope with the ever changing airline field. This also makes the companies use research guided training programs and constant adjustments to achieve maximum output. Customer and employee rela tionship is viewed both as a marketing strategy by the players in the industry and as an output quality strategy (Czincota 2009). Methodology This study was carried out with a sample of 10 subjects randomly sampled from most frequent Air Care customers in the neighbourhood. The Respondents were contacted and briefed over the research. They were informed about their rights, responsibilities and ethical considerations. The 22 item questionnaire based on the most recommended SERVQUAL model was used(Kotler 2002). The questionnaire administered followed two distinct grouping. First section was based on the expectations of Air Care customers’ expectations (E); the next part checked the Experience level of customers (Ep). Likert scale was then developed based on the 22 items. The scale was found to be the best as it limits the answers to a measurable level that is also easy to compute. Before the questionnaires could be administered, the participants were first taught on how to hand le their questions such as marking and selection of answered (Fattah 2011). All the given questionnaires were returned answered appropriately. The responses of all 10 respondents were recorded. The following score scale was used;Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Strongly Agree =5 Agree =4 Fairly agree =3 Disagree =2 Strongly Disagree =1 Survey: below questionnaire has two parts. The first part is ranking Air Care according to the expectation of the sample group. The next one shows their perception Fig1. Questionnaire Statement Score Excellent airlines to have modern equipments Perfect airlines have appealing environment. Employees in good airlines must be neat Appealing documents are expected to be present in perfect airlines Airlines have efficient processes Airlines are customer focused and provide full attentions to its customers There is efficiency in timing of processes They adhere to time and promises Their records are error free Employees are always willing to help customers Employees communicate effectively with customers Employees are ready to provide the customers with aid The responses of employees are very quick to customers Emplo yees are self confident Customers safety is assured Employees are very cautious Employees are knowledgeable to customers problems Airlines provide individual attention Convenient operating hours Employees offering personal services Airlines put their customers in the first place Employees understand their customers Survey: Air Care perception. Fig 3 Questionnaire Statement Score Airlines have excellent modern equipment There is an appealing environment. The employees are neat Appealing documents The processes are efficient Airlines are customer focused and treat their customers properly There is efficiency in timing of processes They adhere to time and promises Their records are error free Employees are always willing to help customers Employees communicate effectively with customers Employees are ever there for customers aid Employ ees are ready to provide the customers with aid Employees are confident Customers safety is assured Employees are very cautious Employees are knowledgeable to customers problems Airlines provide individual attention Convenient operating hours Employees offering personal services Airlines put their customers in the first place Employees understand their customers The sample size distribution was described by the distribution table. Mean standard deviations were then computed and T-test was carried out in order to test significant differences of the sample means. All the tools were applied to ensure that the answers were as accurate as possible and could provide an easy analysis. Findings and Discussion Figure 1: Demographic profile of the respondents Age Male Female Total 12-22 2 1 3 23-33 1 2 3 34-44 1 1 2 44-54 1 1 64- 1 1 Total 5 5 10 Service Gap Analysis Service gap based on the experience an d expectations of the customers was then analysed as per the 22 item questionnaires. During the computerization, the data were entered according to three distinct occupational groups. Those who worked in the public sector were recorded as (public), those who worked in private sector were recorded as (private) and those who were unemployed were (none). The categorization was found to be easier to execute, simple to communicate out as compared to when the age was used. In addition, most customers were found to be employed either as professionals or simply seeking employment or trade opportunities (Haridasini 2011). Discussion From the result of the three major groups i.e. the public, private and none, all had a lot of expectations about tangibles, as shown in Appendix A. The reliability, however, has never met the expectations. Consequently, the level of assurances and responsiveness was very high. Most customers perceived very little empathy averagely. Most customers believe that emp loyees do not pay too much attention to their customers. As a result, there was a strong disagreement on compassionate nature of the employees towards their customers. The airline industry as a service provider with one to one customers interaction needs to develop tight strategic measures that will enable them to retain as well as attract more customers. Sense of appeal was strongly noted to be lacking in the Air Care (Haridasini 2011). Most of the products relayed lacked tastes of appeal from the offices to the cabins. Employees also failed to provide a quick response to their customers. Based on the research, the following differencing plane was computed. A differencing plane graph From the results obtained, it is evident that most customers are not yet satisfied with the Air Care services. Customers lack the expected empathy. Employees’ response to customers is slow. As a result, some customers feel neglected. Customers expect good customer care service with quick respon ses. However, most services in Air Care still undergo a lot of bureaucratic procedures. The company has not created a strong assurance platform that promises customers that future services will correspond to their expectation. Managers need to put more emphases to create surety to their customers. Responsiveness and reliability are catered for in the Air Care; however, a lot is still required from the management team of the company in order to maximize their output (Czincota 2009). Conclusion Despite the fact that airways strive to meet their customers demand in the Air Care, several weakness have been detected. Most customers do expect a lot from the airports ranging from environmental appealing, comfort, service efficiencies and customer-employee relationship, however these have never been achieved by the companies. Hence, the companies have not satisfied most of their clients’ needs and they need to make major improvement to better world competition levels. Air Care can us e this information to come up with strategies of ensuring that all its customers are satisfied. Apart from this, the research provides a lot of information on what changes are expected to occur in the international marketing field. Customer views and levels of satisfactions change depending on seasons and places, utilizing the system will enable the organization to have better chance of attracting and retaining more customers. Currently, Air Care is seen to operate below their level due to little focus on customers’ needs. It is believed that redrafting their goals towards meeting customers’ satisfaction will enhance a lot of improvement in the industry. References Czincota, M 2009, Emerging Trends, Threats and Opportunities in International Marketing, Business Expert Press, New York Fattah, A 2011, Smart airports: transforming passenger experience to thrive in the new economy, Cisco internet business solution group: New York. Haridasini, A 2011, ]The sky portal: Busin ess traveler, Rutledge: London Kotler, P 2002, Marketing Management, Prentice Hall of India Private Ltd: New Delhi. Shaw, S 2004, Airline marketing and management, Ashgate: Aldershot, England

Decidious Forest Research Paper Example | Topics and Well Written Essays - 1500 words

Decidious Forest - Research Paper Example They are also found in southwest eastern China, Japan, and Russia. Middle East coast of Paraguay and Chile have the largest areas of deciduous forests in South America (Archibold, 1995). (Picture showing location of deciduous forest around the globe) The most significant and common characteristic of these regions is that they all have seasonal changes in temperature and rainfall. The outcome of this is that the tree acquires a special shape so that they can adapt to endure these changes in the environment during the year. The mean temperature in this forest goes up to 50 degree Fahrenheit. The rainfall is also average and ranges between thirty and sixty inches in a year. With the transformation in season, the color of leaves of the deciduous forest also changes (Nagle, 2009). For example, during the month of winter, there is scarcity of water and therefore the leaves can not stay alive. Hence, the leaves start falling off from the plants. But with the advent of spring, the leaves sta rt growing back again. Some plants like evergreens retain their leaves during winter season also. They adapt to the winter and stay alive. There are several species of trees in a deciduous forest their variety depending upon the region they are located in. They generally include species like walnut, hickory, linden, sweet gum, oak, maple, beech, chestnut, and elm. The deciduous forests are further divided into five distinct zones. The Tree Stratum zone is the first zone. In this zone, one would find trees for example oak, beech, maple, chestnut hickory, and elm, basswood, linden, walnut, and sweet gum trees. The zone has a variable height that is from 60 to 100 feet. The second zone consists of sapling and small trees. As the name suggests, the trees here are young and smaller in size. The third zone is known as the shrub zone. Some of the popular shrubs found in this zone are rhododendrons, azaleas, mountain laurel, and huckleberries. The fourth zone is called the Herb zone. As the name indicates, it has very short plants like herbal plants. The fifth and final zone is called Ground zone. It consists of lichen, club mosses, and true mosses (MacMillan, 2003). The number of unlike seasons in the deciduous forests are four in all starting from spring, summer, autumn, and winter. While autumn seasons sees leaves changing their color, in the winter, the tress shed their leaves altogether. Dog Wood Leaves Fringe Leaf Ginkgo Leaves Deciduous forests can survive the extreme seasons of climatic change. They grow in those regions where you get plenty of rainfall, which is necessary for the growth of trees. The rainfall in the moderate deciduous forest is spread out around the whole year. But winter is the season of cold and therefore, everything freezes around and nothing is available to animals for feeding. Therefore, animals living in this region adapt themselves to the extreme cold winter and also hot season of summer (MacMillan, 2003). As leaves start falling in wi nter, there is not much of a cover available to the animals to save themselves from the vagaries of nature. The deciduous forests have animals whose pictures are shown below:- Black bear Fox Brown bear Animals use a special technique of adaptation by hibernating in the winter season and living off what ever is available in the other three seasons. The animals try out the plants and see if

Assessment of the Environmental Impact of Electric Vehicles Coursework

Assessment of the Environmental Impact of Electric Vehicles - Coursework Example Conclusion 18 References 1. Introduction Electric vehicles have become a strong trend in the global market. The benefits of electric vehicles, as analyzed above, compared to the conventional vehicles are often used as a justification for promoting the use of these vehicles worldwide. In this context, the following problem appears: which would be the impact of replacing a conventional internal combustion engine vehicle with an electric vehicle capable of similar duty? The above issue is explored in this paper. The following condition is set† the platform of the vehicle remain the same. For the needs of this paper, an electric car has been chosen as the mode of the vehicle, the use of which will be modified. While exploring this issue it has been necessary to cover a series of other topics, such as the characteristics and the differences of electric vehicles compared to the conventional vehicles. ... In any case, conventional vehicles are more likely to cause severe environmental damages, even if the last years their environmental impact has been effectively controlled (Larminie and Lowry 2003, p.258), a fact that can be used for confronting the negative criticism against the conventional vehicles. It should be noted that the replacement of a conventional vehicle with an electric vehicle is not always unavoidable, since conventional vehicles can also promote sustainability, even at lower levels than the electric vehicles. However, if other benefits are targeted, then such replacement should be based on the rules and the processes presented below. 2. The Impact of Replacing a Conventional Internal Combustion Engine Vehicle with an Electric Vehicle Capable of Similar Duty 2.1 Electric vehicles – Description and Characteristics Electric vehicles are those vehicles that are ‘propelled by one or more electric motors rather by an internal – combustion engine’ (Faiz, Weaver and Walsh 1996, p.227). This is the key difference between the electric vehicles and the conventional vehicles, which are based on an internal combustion engine (Faiz, Weaver and Walsh 1996). The range of electric vehicles can be high; there are electric autos, motorcycles, trains and so on (Faiz, Weaver and Walsh 1996). In fact, any conventional vehicle can become electric under the terms that it is appropriately transformed following a particular process (Faiz, Weaver and Walsh 1996). In practice, there are three different types of electric vehicles: a) the electric vehicles that rely on an external generation system, i.e. a generation system which is not incorporated

Program Development and Evaluation Essay Example for Free

Program Development and Evaluation Essay Early Childhood Education focuses on the education, language, culture, development and care of young children. As a profession, Early Childhood Education has emerged as one of the major vehicles for child-advocacy in the provision of accessible, high-quality child care and pre-school education. Child care, in this society of increasingly busy working couples, is an important service in the community. Whether it is called child care, kindergarten, preschool, a developmental learning center, a child development center, or one of many other names, they are all providing the important service of caring for our precious children. The increased demand for early childhood education services is partly due to the increased recognition of the crucial importance of experiences during the earliest years of life. Children’s experiences during early childhood not only influence their later functioning in school but can have effects throughout life. For example, current research demonstrates the early and lasting effects of children’s environments and experiences on brain development and cognition (Chugani, Phelps, Mazziotta, 1987). Positive, supportive relationships, important during the earliest years of life, appear essential not only for cognitive development but also for healthy emotional development and social attachment (Stern, 1985). The preschool years are an optimum time for development of fundamental motor skills, language development (Dyson Genishi, 1993), and other key foundational aspects of development that have lifelong implications. In Australia, early childhood educational programs cover a 0-8 years age range. In the state of New South Wales, Kindergarten is the first year of compulsory schooling thus it is governed by the NSW Department of Education and Training and the curriculum content governed by the NSW Board of studies. Child care, on the other hand refers to the care of infants (ages 0-5) by other people during specific periods when the parents are at work. With this set-up, different programming methods are employed. The difference between child care and kindergarten is that kindergarten is an educational experience while child care tends to be care giving so that both parents can work. Good child care programs offer experienced, well-educated teachers who promote childrens cognitive and social development. Kindergarten programs, on the other hand, have set programming standards that are based on the curriculum content governed by the NSW Board of studies. However, in the light that infants and up to kindergarten age belong to the early childhood category, it is best that programming should be the same. It should be able to provide the necessary resources to ensure that every student is offered a high-quality learning environment that prepares a child for further schooling. The purpose of this paper is to present the basis that programming for all early childhood educational programs in NSW should, for the most part, be the same regardless of the setting in which the program exists. Main Body Programming is the process of setting an order and time for planned events or activities. It is the designing, scheduling, or planning of a program. In a formal education setting, syllabus is prepared to outline the set of activities or programs. In NSW schools, teaching and learning programs and the assessing and reporting of student achievement relate directly to the learning outcomes and curriculum content provided in the NSW Board of Studies K-6 syllabuses. As clearly stated in the K-6, programming for kindergarten falls under this curriculum. These syllabuses are grouped into six key learning areas (KLAs). Creative and Practical Arts English Human Society and Its Environment Mathematics Personal Development, Health and Physical Education Science and Technology (Retrived Aug. 31,2006 from http://www. curriculumsupport. education. nsw. gov. au/primary/index. htm) The Board of Studies develops a syllabus for each of the learning areas. Along with a defined aim, each syllabus has a set of objectives and outcomes, expressed in terms of knowledge and understandings, skills, values and attitudes. On the other hand, mostly day care in NSW are managed by community organizations, local councils or private operators. These day care and other childrens services are licensed by the Department of Community Services. NSW Department of Education and Training employs an early childhood trained teacher and a teachers aide in each preschool class. Teachers plan an educational program, which nurtures each childs self esteem, well being and development. The preschool or day care program is designed to stimulate childrens thinking, communicating, investigating, exploring and problem solving skills. Children are encouraged to join in physical activities and to develop good health and safety habits. The program includes play based activities that help children learn how to interact positively with other children and to recognize and accept their own feelings and those of others. The program also supports the development of early language, literacy and numerical skills. In terms of child upbringing however, it is always advocated that child care is inherently inferior to parental care. However, independent studies suggest that good child care for non-infants is not harmful. In some cases, good child care can provide different experiences than parental care does, especially when children reach two and are ready to interact with other children. A study appearing in Child Development in July/August 2003 found that the amount of time spent in child care before four-and-a-half tended to correspond with the childs tendency to be less likely to get along with others, to be disobedient, and to be aggressive, although still within the normal. On the other hand, bad child care puts the children at physical, emotional and attachment risk. As a matter of social policy, child care should also be regulated by the government so as to ensure quality early childhood education. A good early childhood education program should instruct children in different skill areas that they would need in further schooling. Such skill areas include learning to read, to do math, to progress in science, and to understand the world and how it works. Through early childhood education programs, children are able to become familiar with books, words, language use, numbers and problem solving, as well as important social skills (paying attention in class and peer relationships). Through all these activities, teachers should create positive relationships through warm, sensitive, and responsive care, which will help children feel valued and gain more from their learning experiences. Children need positive relationships so that they feel comfortable and learn how to cooperate with others. This is where skilled early childhood educators should come in. Early childhood care and kindergarten education need teachers who are educated enough to handle young children from infancy through age six. Relationships between teachers and families are also important, and help build environments that nurture childrens growth and development. Children observe the interactions between caregivers and their parents, and what they observe in these interactions is used to build their own relationship with these new adults in their lives. This is a process called social referencing (Hutchins Sims, 1999). There are many ways that quality early childhood programs build relationships with children and among teachers and adults. In visiting a program, how teachers interact with the children fostering positive relationships is clearly seen. Classrooms are welcoming to all children, and children are encouraged to join the group. Teachers communicate with children in a warm manner, including laughing and showing affection, and responding to their needs. Teachers use a gentle tone of voice with children, and bend down to speak with them at eye level. Teachers provide a balance of group activities and one-on-one activities, to encourage children to develop both group and individual relationships. Children in turn have opportunities to play and interact with other children, who help them build friendships and develop social skills, such as working together and taking turns. In good child care program, infants get individual attention from teachers, who communicate with smiles and other nonverbal behavior, and also talk with them, so that infants start to recognize and understand words. Quality early childhood programs foster positive relationships among the children, between children and adults, and among teachers and families to help children get a great start on learning. In view of the need to acquire good educators, the development of professional standards for teachers has grown in importance in the field of education in Australia and overseas. At the national level, development of the National Framework for Professional Standards for Teaching is a key initiative. The Competency Framework for Teachers was created and standards were developed by national teaching associations for English, Mathematics and Science. This Framework is the product of a comprehensive consultation process involving teachers, professional associations, tertiary institutions, the Australian Education Union and other key stakeholders. The Competency Framework for Teachers articulates the complex nature of teaching by describing three professional elements of teachers’ work: attributes, practice and knowledge. These elements work in an interrelated way as they are put into practice in classrooms. Early childhood professionals working in diverse situations and resources are responsible for implementing practices that are developmentally appropriate for the children they serve. These teachers have an ethical responsibility to practice, to the best of their ability, according to the standards of their profession. They are required to acquire the knowledge and practical skills needed to practice through college-level specialized preparation in early childhood education/child development. Moreover, aside from teachers, administrators of early childhood programs are also encouraged to acquire necessary skills in maintaining good practices in their field. In addition to management and supervision skills, administrators have appropriate professional qualifications, including training specific to the education and development of young children, and they provide teachers time and opportunities to work collaboratively with colleagues and parents. Providing appropriate curriculums or programs to meet the desires of individual children who learn at different rates and in different ways needs much skill and knowledge from the educator or teacher. In planning the everyday program a wide range of teaching strategies will be needed that involve individual, and large and small group activities. Not simply should the provision offer children opportunities for a broad range of creative and ingenious play activities, but there must be sufficient time and space to permit children to develop and extend their play, sometimes alone and at times in the company of other children or an adult. Programs have changed in response to social, economic, and political forces. However, these changes have not always taken into account the basic developmental needs of young children, which have remained constant. Programs should be tailored to meet the needs of children, rather than expecting children to adjust to the demands of a specific program. In the Hyson, Hirsh-Pasek, and Rescorla study (1990), pre-school children enrolled in child-initiated programs displayed lower levels of test anxiety than children enrolled in academic programs, regardless of parental preferences for classroom approaches. In the second study (Burts et al. , 1990), children in inappropriate classrooms exhibited more total stress behaviors throughout the day and more stress behaviors during group times and workbook/worksheet activities. Early childhood teaching is simply and completely about children and their well being. The tenet that each child is unique is basic in early childhood philosophy. It is very important therefore that early childhood educators should plan flexible programs that accommodate individual growth. Additionally, an early childhood perspective acknowledges the importance of providing children with opportunities to interact, understand and cooperate in groups (Day Drake, 1986). In view of these arguments, the principle of programming in the framework of the KLA and in the context of a formal academic education should not yet be employed in the early childhood education, in particular, kindergarten class. The Curriculum for early childhood education must be subjected to vigilant evaluation. The program should see children as active learners, supporting them to become self-determining, being problem solvers and decision makers. It should not be a stiff program but offers a framework for childrens learning. Though it has much in common with usual nursery practice, it places greater accountability upon children for planning and executing their own actions. Working on an idea of the plan, do and review, the environment is arranged so that it optimizes childrens learning, using key experiences to examine and plan for the individual needs of children, for instance adult-child communication strategies, partnership with parents, observation and record keeping. The key experiences embedded concept of active learning are: †¢ Using language such as depicting objects, events and relations; †¢ Active learning such as controlling, transforming and mixing materials; †¢ Characterizing ideas and experiences such as role playing, pretending; †¢ Developing rational reasoning such as learning to label, match and sort objects; †¢ Understanding time and space such as evoking and anticipating events, learning to get things in the classroom. (Curtis, A. , 1999) These key experiences not only offer the framework for planning and evaluating activities but also facilitate the staff to guide children from one learning incident to another. They suggest questions to put to the children and facilitate staff to assess childrens development and offer a basis for discussion with the parents. To achieve individually appropriate programs for young children, early childhood teachers must work in partnership with families and communicate regularly with the childrens parents. During early childhood, children are largely dependent on their families for identity, security, care, and a general sense of well being. Communication between families and teachers helps build mutual understanding and guidance, and provides greater consistency for children. Joint planning between families and teachers facilitates major socialization processes, such as toilet learning, developing peer relationships, and entering school. Mutual sharing of information and insights about the individual childs needs and developmental strides help both the family and the program. Regular communication and understanding about child development form a basis for mutual problem solving about concerns regarding behavior and growth. Teachers seek information from parents about individual children. Teachers promote mutual respect by recognizing and acknowledging different points of view to help minimize confusion for children. The positive attributes of parent/teacher relationships are relatively easy to develop when teachers and parents have the same backgrounds, speak the same languages, share values and goals for children, and, in general, like one another. Parents are also more likely to relate to their childrens caregivers and teachers in positive ways, and are aware of the conditions under which the staff is working. For both parents and teachers, continuity of the children’s educational experience is critical to their development. Such continuity results from communication both horizontally, as children change programs within a given year, and vertically, as children move on to other settings. As such, programming of early childhood education should be based more on creative learning and not on rigid academic programs and they should be the same from child care to kindergarten. Lastly, the community and the society at large also have a stake in the quality of early childhood programs. Early childhood education entails an informed community willing to act upon the idea that high quality early education is necessary for future generations (Pascall, C. and Bertram, T. , 1997). When early childhood programs succeed in getting children off to a good start, families, schools, and communities will be strengthened. Children will grow up to be responsible, law abiding and productive citizens who will contribute to the country’s progress. In this sense, posterity itself eventually reaps the benefits of high-quality early educational experiences. Conclusion Curriculums and programs are frequently viewed only in terms of the product or the content to be taught. It is far more encompassing than this, though. The curriculum should also be considered in terms of the processes linking to learning and teaching, the objectives that both teachers and learners hold, the contradictory social and cultural experiences’ learners and teachers bring, and the realities that occur from classroom interactions and situations. In early childhood education, set programming standards that are based on academic formal structure and being practiced in classrooms should not be employed. Teaching and learning programs and the assessing and reporting of student achievement that relates directly to the learning outcomes and curriculum content provided in the NSW Board of Studies K-6 syllabuses is not yet applicable and favorable for very young minds. Instead, programs and teaching practices in early childhood settings should be more responsive to the needs and interests of the children. Programs should include a plan of activities that matches the childrens needs and promotes their independence. The plan should contain activities and exercises that help children to develop social, motor, language, and thinking skills. Programs should also provide a variety of experiences designed to encourage exploration and problem-solving, and an awareness of how diverse the world is beyond the home. Daily morning schedule for kindergarten as well as child care should be very similar. The only difference between the two settings is that kindergarten school children tend to arrive all at once while children arrive at child care centers according to their parents work schedules. Early childhood education in both kindergarten and child care settings must actively work to provide learning in a nurturing environment that matches the needs of the children. Parents also have active role in this endeavor. Children learn much from the adults around them, not simply from the planned learning opportunities but also from the customs and routines of daily living. The attitudes of the adults and other children and the shared relationships that are formed are as vital to childrens development as the activities in which they are engaged. The goals of the entire child care community, then, must be to encourage and support early childhood professionals to raise standards in our young children’s education. In providing an effective and successful program for early childhood education, our society and our country will reap the rewards of raising disciplined and productive children who will contribute greatly in our communities. References: †¢ Burts, Diane C. ; Hart, Craig H. ; Charlesworth, Rosalind; DeWolf, D. Michele; Ray, Jeanette; Manuel, Karen; Fleege, Pamela O. (1993). Developmental appropriateness of kindergarten programs and academic outcomes in first grade. Journal of Research in Childhood Education. Vol 8(1), 23-31. †¢ Bredekamp, S. and Copple, S. (eds) (1997). Developmentally Appropriate Practice in Early Childhood Programs (revised edition). Washington DC: National Association for the Education of Young Children. †¢ Bredekamp, Sue (ed) (1998). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. Retrieved from http://www. newhorizons. org/lifelong/childhood/naeyc. html. †¢ Chugani, H. , M. E. Phelps, J. C. Mazziotta. (1987). Positron emission tomography study of human brain functional development. Annals of Neurology 22 (4): 495 †¢ Curtis, A. (1998). Curriculum for the Pre-School Child, second edition, London and New York:Routledge. †¢ Curtis, A. (1999). Evaluating Early Childhood Programmes: Are we asking the right questions? Paper presented at Early Childhood Conference, Santiago, March 1999. †¢ Edwards, C. , Gandini, L. and Forman, G. (eds) (1998). The Hundred Languages of Children, second edition, London: Ablex Publishing Corporation. †¢ Glascot, Kathleen. (1994). A Problem Theory for Early Childhood Professional. Childhood Education. Proofquest Education Journal, Vol. 70,3,131. †¢ Hirsh-Pasek, Kathy; Hyson, Marion; Rescorla, Leslie. (1990). Academic environments in preschool: Do they pressure or challenge young children? Early Education and Development, Vol. 1(6), 401-423. †¢ Hutchins, T. Sims, M. (1999). Program Planning for Infants and Toddlers: An Ecological Approach. Sydney: Prentice Hall. †¢ University of Illinois, Children’s Research Center. DAP:What Does Research Tell Us?. Retrieved Aug 31 from http://ceep. crc. uiue. edu. †¢ Website of NSW Dept . of Education and Training. Retrieved Aug, 31, 2006 from http://www. curriculumsupport. education. nsw. gov. au/primary/index. html