Couples Should Cohabit Before Marriage

Tanya Givans Mrs. Lamptey English-099 02-09-2010 Couples Should Cohabit before Marriage In the beginning of a relationship, there is a lot of excitement, giddiness, infatuation, lust and romance. As the relationship grows stronger, there are important decisions that need to be made. One in particular is the living arrangements of the couple. There are couples that decide to live together before marriage to see if their partnership will work. Some people are appalled by the fact that a couple would move in together and live as a married couple, because they believe it to be ungodly and that ex and children should only be a result of marriage. However, there are people who do not believe in religion, nor do they care if you live together before marriage or not . Couples should live together before marriage because they will learn more about themselves and each other before taking such a big step. Couples living together prior to marriage will find out if they are financially compatible . Once a couple makes the transition of moving in together, they will see how easy or hard it will be to manage their money. The fact of having one household instead f two will make it easy also all utility, water, grocery, and rent will be split in half. Living together before marriage will help a couple find out if maybe one is too frivolous with their money, and if the situation could be controlled before taking the next step into marriage. For example, maybe the boyfriend will get his paycheck go out to the bar spend and all of his money then come home broke. As a result, the girl is stuck paying the bills for the month. The financial burden of taken care of oneself is hard, but if a partner is irresponsible with their money, it can get expensive. Couples that live together before marriage also will learn more about themselves. After a couple has moved in together, they will have all of these expectations of each other. For example, my husband and I lived together before we were married, during this time we gave up our single lives. There was no partying at the clubs, hanging out with friends, or any nightlife what so ever. So being in this relationship meant that we would be totally devoted to each other. Giving up your single life to join with your partner means losing freedom, and a sense of ones self. Living together before marriage can help one to realize what a relationship is about, and if giving up their single life is what they are willing to sacrifice to share a lifetime with their partner. Marriage should last forever, so living together in advance can help a person realize if this is the life they want. Couples will learn more about their partner when living together before marriage. Hopefully, before a couple moves in together they will know if one another has any manners, bad habits or if one likes to fight. For example, when walking into the kitchen nd your boyfriend is moving the dishes out of the sink before he urinates in it. This would be disgusting and behavior like that is not acceptable. Or, after using the restroom he does not wash his hands. The lack of hand washing could actually be harmful especially if he prepares the family’s dinners. There are also more serious issues like when your partner is angry, will he or she get physically abusive. If a coupl e, has an irreparable problem in the relationship while living together then they can simply move out. Living together teaches a couple about their partners, and tolerance of each ther. In conclusion, some people may say that their religious practices do not allow them to live together before marriage, but I say couples should live together before marriage because they will learn more about themselves, their partners, and it is more convenient financially. Toleration of bad habits and the loss of one’s individualism will come with the territory of living together or being married. So if there are problems in the relationship now that cannot be fixed then it is safe to assume their will be problems if the couple foolishly decides to marry. .

Discussing the character of Charles Darke Essay

Charles Darke is a character of huge importance in the novel because he embodies so many of the novels themes and is key to Stephen’s recovery after his loss of Kate and future journey. Events involving Charles Darke are not only significant to the plot but also teach the reader a lot about the movement of time and the confusion and issues surrounding childhood. The readers introduction to Darke shows him as a successful man in his publishing firm who has managed to acquire respect and power (â€Å"New York and Frankfurt were on the line†) however as the introduction continues the reader begins to see that under the surface he has a more childish side to him as he relishes receiving attention: â€Å"making expansive remarks to a young writer was one of the more desirable perquisites to his profession†. Even before his breakdown his youthful nature is evident for example choosing his political career is described as a â€Å"parlour game†. Darke is one of the characters that McEwan uses to present the major theme of childhood and adulthood, there is a constant conflict present within Darke of being a child and of being an adult. His successful political career shows that he must have debating skill and great intellect however at the same time his juvenile personality also breaks through. Having acted as a parental figure after the loss of Kate it is tragic that he should regress so rapidly away from reality. It is not only Darke’s contrasting personality which warns the reader of what may occur later, he is obviously unsettled as shown by his rapid career moves and house move from Eaton Square to the countryside. Thelma also describes to Stephen how he lost his mother and had a cold upbringing with his father suggesting that Darke did not experience childhood at all. Charles Darke also jumped straight into being a successful and married businessman therefore missing out on important lessons that many adults learn through their mistakes. Just before the reader is introduced to Darke there is even a subtle echo of what will happen later as Stephen describes a picture: â€Å"a grim-faced crow with a stethoscope round its neck taking the pulse of a pale young boy who appeared to have fallen out of a tree†. Darke shows the reader a disquieting reaction to time because instead of moving forwards he moves backwards, the reader sees personal and sometimes eerie moments involving Darke, these help McEwan to show the reader what a precious state childhood is and how time cannot be manipulated. Darke also embodies the theme of politics. Not only does he move the political plot forward by getting Stephen onto the committee but he is also the reason that Stephen meets the Prime Minister. The novel was written during the Thatcherite era of the 80’s and this is clearly reflected in the tone of the book and McEwan’s opposition to this right-wing rule. Stephen Lewis is cynical about the Conservative views that Darke has decided to take on and the short, abrupt syntax that McEwan uses emphasizes his suspicions of the government in power. It is a cruel irony that, like the Beggar Girl, Charles’ eventual death is a result of his political career and the harsh culture surrounding him. Different opinions can be taken on what Darke’s specific role is within the novel. He clearly is important for McEwan to carve in the political aspect of the novel and McEwan’s own political views however his regression back into childhood carries a much more complicated message. The title of the book â€Å"The Child in Time† at first may seem to describe simply Stephen’s loss of Kate however one can go much deeper and find that perhaps what McEwan is trying to show the reader is Stephen and Darke’s search for their own child in time. While Stephen searches constantly for the physical Kate he also looks for her in time through memories and visions of her growing up. Darke’s search for the child in time is different, he has had no childhood of his own so he searches for it and eventually finds it by regressing into boyhood. On the surface McEwan presents this as a natural step but it is actually quite disturbing and this is shown by the smile on his face at death. The conflicts within Darke show the reader the bitter sweet nature of childhood, while Darke is happy and carefree he also believes himself invincible and this eventually causes his death. Charles Darke is also important for the reader’s understanding of Stephen Lewis. It is because of Darke that Stephen meets Thelma who is important as she looks after both of the characters and gives the reader another way to look at time. The reason that Thelma chooses Stephen as the one person who she allows to see Charles after his breakdown is because she knows that he will not judge or condemn and it is important for the reader to know this feature of his character. Stephen has experienced loss and thought endlessly about childhood and is therefore understanding about Darke’s regression. The reader also learns about Stephen through the contrast of the characters. Darke becomes part of the right wing government while Stephen is saddened by the two â€Å"tribes† in the Supermarket. Stephen sees Charles Darke’s death first hand and this may help him reach an understanding about his loss of Kate because he has to come face to face with the reality that she too maybe dead. The fact that Darke dies with a smile on his face may remind Stephen that if Kate is dead then she has at least died in a happy part of her life and has not yet lost her innocence. Darke’s relationship with Thelma can also be contrasted with Stephen’s relationship with Julie. As the novel progresses Thelma becomes more and more of a mother figure to Darke and her older age implies that it has never been a marriage of passion and deep love but one of a mutual understanding, acceptance and care. In contrast to Darke’s seemingly sexless marriage Julie and Stephen have a much more real and natural relationship where there high points and low points are kept private and by the end their genuine love for one another is clear. Darke offers McEwan the means to show the reader his themes of time, childhood and politics but he also has deeper significance. Darke shows the reader how childhood, or the lack of it, effects ones whole life and how reaching adulthood is a continuous process that may never end. The search for â€Å"The Child in Time† by Darke is an emotional and metaphorical journey that eventually liberates him from the stresses and pressures of his hectic work life even if it does ultimately cause his death.

Symbolic And

Their efforts seem to have paid off, as evidenced by the enduring well-defined, and strong images of some of the world's popular brands (e. G. Marlboro, Ivory, Pepsi). In line with this evidence, theorists and practitioners (CB. Gardner and Levy, 1955; Park et al. , 1986; Rise and Trout, 1 986) have recommended that developing, communicating, and maintaining a brand's image is crucial to its long-term success. 32 Brand image important The importance of a brand's image in its long-term success necessitates having a framework for strategically managing the image over the long term Park et al. , 1986).Brand managers have had very little direction for setting up such a conceptual framework. One notable exception is brand concept management (BCC) proposed by Park et al. (1986). BCC proposes that every brand image should be based on a brand concept or a brand-specific abstract meaning. In its general form, a brand concept can be either symbolic or functional, and thus comprises one aspect of a brand's image. Functional brands satisfy immediate and practical needs. Symbolic brands satisfy symbolic needs such as those for self-expression and prestige, and their racial usage is only incidental.For example, in the category Of wrist watches, the brand Cassia would be considered a functional brand since its usefulness lies primarily in its ability to tell the time correctly. The brand Moved, on the other hand, would be considered a symbolic brand since it is used primarily for its status appeal, and its ability to tell the time is only an incidental reason for its usage. Once a concept is selected for a brand, park et al. (1986) advise that it should be maintained over the brand's life for sake of consistency. Symbolic or functionalWhile the notion of brand concept management is intuitively appealing, the proposition that brands can be either symbolic or functional in their appeal to consumers raises a number of interesting issues. The first issue is whether symbolism and functionality are two distinct concepts or are two ends of one brand concept continuum. In addition to the uniqueness of these two concepts, park et al. (1986) assume that each of these concepts is unidirectional. Whether that is really so has not been examined in empirical research to date.Also, to our knowledge, no measures or scales have been plopped that would assess whether a particular brand is symbolic or functional. Thus, empirical research has not directly examined these related issues. An understanding of such issues would also be very useful to marketing managers in planning positioning strategies for their brands. In this exploratory study, a set of scales are developed to assess a brand's symbolic and/or functional value to consumers. In the process, we JOURNAL OF CONSUMER MARKETING, VOLT. 15 NO. 1 1998 up. 2-43 @ MAC UNIVERSITY PRESS, 0736-3761 examine the issue of distinctiveness and dimensionality of the two brand incepts. Two schools of thought Brand concept Backgro und There is a long tradition of research into human needs and motivations. While there are a large number of theories and models that explain the nature of human motivation for consumption behavior, a simple typology would suggest two distinct schools of thought. The rational school or the â€Å"economic man† model suggests that consumers are rational and try to maximize total utility.They do so by buying products based on objective criteria like price per ounce or gallons per mile (Coffman and Kane, 1994). In arriving at this excision, consumers generally go through a variety of cognitive operations that include deciding the importance of each attribute in a product category, gathering information about competing brands' attributes, judging the levels of each attribute in competing brands, and finally using a judgment rule to decide on the optimal brand (for an exhaustive review of the information processing literature, please see Bateman, 1979).A number of researchers, how ever, contend that the rational model is appropriate only for goods which consumers value for their tangible and utilitarian benefits, and does not adequately capture their motivation for consuming products that satisfy their emotional wants (CB. Levy, 1959; Ditcher, 1960; Holbrook, 1980). For example, Hiroshima and Holbrook (1982) note that the rational model does not capture the multistory imagery, fantasy, fun, and emotions associated with the consumption of some products.They refer to this type of consumption, based on individual tastes and intangible product benefits, as hedonistic consumption. Thus, in contrast to the rational or information processing approach, the emotional or hedonistic school holds that consumers' motives are motional in nature. In this perspective, individuals use personal or subjective criteria such as taste, pride, desire for adventure, and desire for expressing themselves, in their consumption decisions (Coffman and Kane, 1994). Consumer behaviorist's have long recognized the importance of both types of motivations (CB.Katz, 1960; Metal, 1983). Empirically, several researchers have noted the existence of these two different types of motivations and the different product attribute categories that tap into these motivations (CB. Metal, 1988; Metal et al. , 1990; Sahara and Siring, 1991). Thus, both theory and research support the idea that consumers' needs are driven by functional/ utilitarian as well as by symbolic/expressive motivations. In keeping with this tradition, park, Gasworks, and Manacling (1986) noted that consumers' needs could be classified as being either functional or symbolic.They assert that functional needs are related to specific and practical consumption problems whereas symbolic needs are related to Selfridges and social identification. To tap into these two different types of needs, Park, Gasworks, and Manacling (1986) proposed that all brands should have a â€Å"brand incept†, which is an overall abst ract meaning that identifies a brand. They suggested that a brand concept be either symbolic or functional, thus tapping into consumers' symbolic and functional needs respectively. Park et al. S (1986) brand concept management framework advises managers to select a specific concept for a brand at the time of its introduction and then use the marketing mix to support and reinforce it over the brand's life. This helps consumers understand with clarity what a brand can do for them. JOURNAL OF CONSUMER MARKETING, VOLT. 15 NO. 1 1998 33 Functional or utilitarian deeds The existence of different types of motivations among individuals suggests that within most product categories, consumers' needs could be either functional or symbolic in nature, and brands could be positioned to satisfy either of these two types of needs.Thus, functional or utilitarian needs of consumers could be exploited with a â€Å"functional† brand, I. E. One positioned with a functional brand concept or meanin g. Similarly, a brand could be positioned as a â€Å"symbolic† brand to tap the needs of those who wish to enhance their self-image or their social image. Park et al. Rather argued that brands should be positioned to appeal to either one of these types of needs, but not both, for a number of reasons. A brand concept that is both functional and symbolic poses problems for consumers because they cannot clearly relate the brand to either their functional or their symbolic needs.In addition, it increases the number of competing brands and makes brand image management difficult. This argument, however theoretically compelling, has not been tested in empirical research. In one related research, park et al. (1991 ) Were able to show that nonusers' reaction to functional extensions of functional brands was more favorable than their reaction to prestige extensions of functional brands. In the same study, consumers also displayed a more positive reaction to prestige extensions of prest ige brands than to functional extensions of prestige brands.Please note that, in this study, the authors assumed that brand concepts could be either functional or prestigious (not symbolic). Unanswered questions Several questions, though, remain unanswered. Are functional and symbolic brand concepts adequately distinguished in consumers' minds? If so, what are mom characteristics that help in distinguishing these brand concepts? Is the prestige of a brand an adequate representation of a brand's symbolism to its customers? Are functionality and symbolism merely the two ends of a continuum?In any event, is there a mechanism to assess the functionality or symbolism of brands? The paucity of research to illuminate these issues resulted in this study. This study was set up to answer the preceding questions: to investigate the phenomenon of the functionality or the symbolism of brand image and to develop scales that would help classify a brand as functional or symbolic. Apart from the the oretical contributions, the issues raised in this study have a number of managerial implications for brand positioning.Method In line with this study main objective of exploring the issue of brand mage functionality or symbolism, scales containing items thought to measure a brand's functional or symbolic value to consumers was developed. The scale was validated by testing the scale's ability to discriminate between brands a priori identified as functional or symbolic. Correlations among the items in the scale and exploratory and confirmatory factor analyses of the data were seed to investigate the dimensionality of brand functionality and symbolism.Stimuli lie Pairs of brands were identified in a few commonly used product categories, such that one brand in each pair was, a priori, thought to be functional and the other symbolic. In other words, the first brand was thought to primarily satisfy functional needs whereas the second brand was thought to mainly satisfy the symbolic needs of consumers of the product category. The pairs of brands which were selected are shown in Table l. 34 Product category Symbolic brand Functional brand Watches Role Timex 2 Sports shoes Nikkei Converse 3 Cosmetics Lana ¶me Amiability 4 Hair cream Paul Mitchell Suave 5 Ice cream Hagen Dads Scaliest Table l.Item generation Adjectives or phrases thought to indicate a brand's symbolism or functionality were first generated by the authors and a focus group of graduate students at a university. The focus group noted the difficulty of coming up with adjectives describing functional or utilitarian appeal. Based on these processes, three adjectives and phrases were identified as relating to functionality and 17 as relating to symbolism. Three sets of questionnaire items Three sets of questionnaire items were developed for the 20 adjectives and phrases.The first set of questions sought respondents' agreement with various statements about individuals' use of a brand to express themselves. Th e second set of items sought respondentBrand symbolism The 17 adjectives and phrases representing brand symbolism were assessed with three sets of items. In the first set of items, respondents were to agree with these statements: (1) â€Å"people use (brand) as a way of expressing their personality'; (2) † (brand) is for people who want the best things in life†; (3) â€Å"a (brand) user stands out in a crowd†; and (4) â€Å"using (brand) says something about the kind of person you are†. The second set of items sought to evaluate these brand characteristics: (1) hemolytic; (2) prestigious; (3) exciting; (4) status symbol; and (5) distinctive v. Invitational. The third set Of items evaluated these characteristics Of the brand's user: (1) sophisticated v. Simple; (2) not at all v. Very romantic; (3) not at all v. Very successful; 35 (4) unique v. Ordinary; (5) stylish v. Plain; (6) expressive v. Subdued; (7) glamorous v. Sedate; and (8) not at all v. Very ele gant. Survey design and administration Two separate questionnaires were prepared with questions on five of the ten stimulus brands such that each questionnaire contained questions about one f the brands within a product category.Thus, a subject would answer the above questions with respect to either a symbolic brand or a functional brand within a product category but not both. This procedure was used to eliminate any comparative biases in responses. The survey was administered to 62 graduate students at a major south-eastern university. Rest Its Analysis of correlations TO obtain a preliminary idea of the pattern Of relationships among these items, the correlations among the items were first examined.

The Life Of Frederick Douglas Essay Example | Topics and Well Written Essays - 500 words

The Life Of Frederick Douglas - Essay Example It was only when he got to be about six or seven that he was brought onto the plantation to work. Even though it was rumored that Douglass had a white father, perhaps even his master, he was treated as a slave since the moment of his birth. He was separated from his mother, Harriet Bailey, before he was a year old. This custom, as Douglass explains, was derived from the notion that â€Å"to hinder the development of the child’s affection towards its mother, and to blunt and destroy the natural affection of the mother for the child† (Douglass 17). He felt no loss when he was told his Mother had died. The only family he was close to was his Grandmother, until he was brought to the plantation. It was here, during the moment of their separation, that Douglass discovered he was a ‘slave’, and what it meant to be a slave. Similarly, Harriett Jacobs did not know she was a slave until roughly the age of six, upon her Mother’s death. â€Å"I was so fondly shielded that I never dreamed I was a piece of merchandise† (Jacobs 7). Jacobs’ knowledge of the cruel treatment of slaves came when she was twelve years old, after her kind mistress passed away and Jacobs was handed over to her mistress’ sister and family. Unlike Douglass, Jacobs’ family was kept together during her childhood. She lived in a cabin with her parents and younger brother, Willie. Her Father was a carpenter, and he was able to earn these allowances by working as such and turning part of his earnings over to his mistress (Jacobs 7). Where Jacobs had been treated as family, Douglass was made certain that he was nothing more than a slave. Children on Captain Anthony’s plantation would eat out of a trough, like pigs. There were no beds or blankets provided to the slaves, and â€Å"children from seven to ten years old, of both sexes, almost naked, might be seen at all seasons of the year† (Douglass 22). Where Jacobs was proud

Remedies Regarding The Project Essay Example | Topics and Well Written Essays - 1000 words

Remedies Regarding The Project - Essay Example NMCI estimates the project at a fixed cost. They offer the contract at a fixed cost per performance (seats). They have an extremely strict performance rating system. This performance assessing system does not take into consideration the time wasted while switching between the various applications. NMCI gives a fixed cost estimate and intends to stick by it. This later proves problematic since there are other costs that arise while implementing the project. For instance, the number of computer applications is originally estimated as 3000 but these changes to 70000 (Calbreath).The project is allocated fewer resources than it is due. This makes delivering the targeted result within the desired time hard for EDS. The original budget estimates are not reviewed so as to update them, this lead to a situation where the contractor has no enough funds to sustain its subcontractors who react by withdrawing from the project, this adversely slows it down. After a period of slowed performance, the navy agrees to allocate more funds to the project to cater for the extra costs (Calbreath).NMCI underestimates the time frame of the project originally giving it five years. It sets rigid deadlines most of which are not met. This arises due to failure to consider any complications that arise while implementing the project in time. It, however, realizes that the intended targets cannot be achieved within the set period and extends the contract to ten years.The Navy has an expected level of satisfaction for all its users.

HR management journal summary and analysis Research Paper

HR management journal summary and analysis - Research Paper Example In addition, these articles tries to demonstrate how these issues relate to human resource and how they influence the functions in the department. There is also an attempt to provide solutions and recommendations on how these issues can be implemented. This is an article about a company called Michelin North America, where the author explains how the company brings employees onboard and how it introduces them to the operations of the workplace. She explains that early interventions such as on boarding are important if an organization want to keep employees for a long time. The author also explains that the employees should be trained on the job from the first day at work until they achieve efficiency (Jusko, 2013). In addition, the author demonstrates the importance of effective communication within the organization, and immediate feedback as core to maintaining good relations with the employees Job satisfaction and competence is one of the most critical issues in the success of a business. The employees have to acquire enough training in order to carry out their functions effectively. The author asserts that employees should start training from the first day they join the workforce. The first impression gives the employees an insight on whether to sign long term contracts with the employer or not. Therefore, a human resource manager should be able to provide immediate information to the employee on career development right from the onboard. This information motivates the employee to learn and develop interest in the organization (Jusko, 2013). Communication is also an important factor in an organization. Communication is not necessarily about the pay package but also the feeling that as employees, they play a role in the organization. In addition, employees have to understand their role in the company’s success (Jusko, 2013). This therefore, means that the employee would enjoy working

Grphicl User Interfce (GUI) Complexity Essay Example | Topics and Well Written Essays - 2000 words

Grphicl User Interfce (GUI) Complexity - Essay Example The discussion is bsed on two different perspectives. The explortion of the perspective of resercher of input/output devices who wishes to extend the design spce nd discuss n emerging prdigm of computer use, tsk-dependent computers, nd give some exmples of tht prdigm. Ultimtely, I will discuss the criticl role of input nd output devices, nd continue with the designer's perspective by discussing the motivtions for the evolution, the environments of use, nd the implictions of the environment on the interction technologies. The mnner in which users interct with their computer is criticlly dependent on the choice of input nd output devices. This is such n obvious observtion tht sometimes system designers fil to tke it explicitly into ccount. ll interction with the computer consists of issuing commnd, providing dt on which the commnd will operte, nd, finlly, providing loction for the output of the commnd to be plced; this holds even when the execution of the commnd is temporlly disjoint from its invoction (e.g., scheduled opertion). The specifiction of those commnds involves specifying the commnd, the source of dt for the commnd, nd the trget for the output of the commnd. ll must be specified using vilble input nd output devices. Therefore, the choice of these devices will constrin the style of the interction possible for the user. (Bss et l., 2003:140) Consider implementing windows-style interfce, without pointing device such s mouse. The windows style depends on the user being ble to point to the source nd destintion of commnd. (Spitzer et l., 1997:49) Furthermore, the type of pointing device is importnt. The precision of pointing is not s importnt s the speed of pointing. Thus, device such s trckbll is possible pointing input device tht dmits to gret precision. Not only does the trckbll dmit gret precision, but lso demnds it. Thus, the use of trckbll is conditioned on the bility to very precisely specify loction on the screen, to serve s the current loction. Becuse precise specifiction tkes time, lower precision, but inherently fster pointing device, such s the mouse, will llow much smoother interction with the computer. (Bss, Mnn, Siewiorek, Thompson, 2002) The point of this discussion is tht there is coupling between the chrcteristics of n input or output device, nd the style nd mnner in which user cn operte computer. In this pper, we discuss environmentl nd tsk constrints on the choice of input nd output devices. It should be cler tht ny constrint on the devices my fundmentlly lter the type of interction tht the user hs with the computer. Input Devices In ny computer ppliction, distinction exists between input intended to control the computer (commnds) nd input intended to be retined (dt). The choice of pproprite input device will be hevily influenced by whether the device will be used primrily in the issunce of commnds or in the input of dt. In fct, the desktop hs seprte input devices for these two ctegories. The mouse is used primrily for commnds, wheres the keybord is used for the input of dt. The types of pplictions tht re primrily commnd oriented should not be discounted. ny dt retrievl ppliction (such s mny of those bsed on the World Wide Web) is primrily commnd oriented. (Normn, 2005) The commnds re used to nvigte to the desired dt item(s), nd then to specify how tht dt is to be displyed. In dt retrievl pplic

Transport Essay Example | Topics and Well Written Essays - 1750 words

Transport - Essay Example Overall, the air travel industry provides an opportunity, which is facilitated by more than tourism. It also incorporates economic development, global trade and international investments, thus being one of the best investment opportunities (Brennan, 2009, p. 212). As a small-scale entrepreneur, the number of tourists entering France provides any investor with the opportunity of establishing a low cost international or local flight service. In Europe, the connection between the UK and France presents a lucrative venture for business. The route that I choose as an investor is between the Heathrow, London and Charles De Gaulle, Paris airports. One of the strongest reasons why this choice makes economic sense to me is that the two stations represent the hubs of business in the regions (Doganis, 2001, p. 90). The two airports are located within two of the busiest cities in Europe. These cities have an intricate transportation network in which the passengers can get to the airports in a nu mber of transportation choices. One of the most preferred choices of transport happen to be the train, closely followed by the cab. Transport between the centers and the airport has some merits as well as demerits. One of the challenges that the surface transport modes face is the case of jams. In both the UK and Paris, traffic congestion is a common occurrence, especially during the rush hours (Fleisher. and Bensoussan, 2007, p. 62). The jams are common in the railway stations as well as the motor ways. These characteristic is one that lowers the convenience of this mode of transport. This is however, it is an occurrence prominent in certain hours, but the intricate network is quite useful when there is little traffic on the road and rail networks. The car, either in a private or cab company capacity provides another choice of transport in the centers to the airports routes. As the preferred choice of transport, the car is one of the best choices in transportation, when convenience is involved, but this is dependent on the profile of the passenger. Where luggage is involved, the car might be the best operational choice, since it provides a better means of transport from the house to the terminal as opposed to public transportation. The train, though high speed faces an inconvenience in that it is public transport and is located at strategic points for a community (Frechtling, 2001, p. 31), in which the travellers have to walk or take a car to the service stations as well as from the terminals to the airports. With the train and buses being restricted to certain routes, the inconvenience lays mostly in the distance between the public terminals and the airport terminals, for they are not the same though close, in some instances. Another challenge with the public surface transport is the challenge introduced by the complexity of the transport network, especially for a nonlocal (Duncan, 2012, p. 134). Some of the competitors in the route chosen include the Eurost ar. The train is one of the modes of transport between the two centers i.e. Paris and London. There are several favorable elements associated with the train such as speed, lower costs and the interactive nature of the travel. The car is another competitor to the mode of transport between the two terminals, since the intricate transport network provides a motorway that links the

The Law of Negligence Essay Example | Topics and Well Written Essays - 1250 words

The Law of Negligence - Essay Example Andrea and Sella often work together. They have both received training which stresses the need to deal with.cases of suspected child abuse with sensitivity, and to be alert to the fact that sexually abused children often show no physical signs of maltreatment. However, they both have very heavy caseloads, as their respective offices are understaffed due to budgetary constraints. Hence they agree between themselves that they will only spend time on cases involving children who display obvious physical signs of abuse. Andrea and Sella keep no notes of the interview, which lasts fifteen minutes. During the course of the interview, Louisa tells them that the games she plays with her father are secret and naughty. However, Louisa gives the appearance of being a happy child who is in good health. Andrea and Sella therefore tell Sandra that they see no reason to take things any further. When she remonstrates with them, Sella tells her that she is being typically hysterical and unreasonable - like all Italians - you just dont understand our culture. Three weeks later, Michael is arrested for raping Louisa and breaking her arm. He is subsequently convicted and sentenced to a term of imprisonment. The staring point is to discuss the basic tenets of the law of negligence. The test for negligence was first established in the case of Donoghue v Stevenson1 which marked the advent of the neighbour test2. The general principle established in this case was that ‘you must not injure your neighbour’. Under the neighbour test all persons have a duty conferred on them to take reasonable care to avoid acts or omissions which that person ought to reasonably foresee might cause harm to another. Â  

Child Study Paper Essay Example for Free

Child Study Paper Essay The Child Study data I have gathered comes from the observation I have completed at Mission Bell Elementary School. Mission Bell Elementary School is a local school in Riverside. In the P. M preschool class there are 24 students, one teacher, and one assistant. The child I decided to observe is names Zoe. Zoe is 4 years and 10 months old. I immediately was drawn to Zoe because she had such a big personality, was very social, and smart. I am glad that I choose to observe Zoe because she was able to make my observation process smooth and easy. While observing her I had to pay close attention to her biosocial development, motor skills, cognitive skills, communication skills, emotional development, social interaction, and her self-esteem. As I share my observation data, I will give examples of Zoe’s skills and overall development thus far in her life. Biosocial Development: Physical Description According to biosocial development norms Zoe is average. She is just the size she is suppose to be according the growth chart and development norms. Zoe is tall and lean. She is on the skinny side and has long arms and legs and a flat stomach. Zoe weighs 36 pounds and is 39. 75 inches tall. On the growth chart Zoe is in the 50th percentile (CDC 2000) when it comes to her weight and is in the 25th percentile (CDC 200) when it comes to her height. From these percentages on the growth chart Zoe is falling right in the middle when it comes to her physical development, showing that she is growing at a normal expected rate. Zoe displays an above average activity level in comparison to her peers. She has such a high activity level compared to the other children because out of them all she is the one that keeps busy. When indoor play time comes around Zoe is sure to play at as many play stations as she can. Zoe averages about 5 to 6 play stations. Zoe chooses to play at a number of different areas, whereas, many of the other children just get around to two different play stations. At each station Zoe spends 41/2 to 5 minutes playing, showing that Zoe’s ratio of active running around periods out weight the inactive sitting and playing periods. Motor Skills Zoe does a does a good job at controlling her gross-motor skills as well as her fine motor skills. Zoe has good balance and speed for a 4 year old. When Zoe’s gross-motor skills are compared to her classmates you notice her advancement. She does not stumble over her feet or object such as the carpet, as much as her peers do. When Zoe is outside her favorite activity is to play on the jungle gym. This activity is able to show Zoe’s good development of gross-motor skills because of how she is able to climb up and down the stairs of the jungle gym and with such speed. â€Å"Many children by age 2 become smooth and rhythmic – secure enough that soon they leave the ground. (Berk, 2007, P. 224). Zoe has mastered her fine motor skills. Zoe is able to correctly hold writing objects such as markers and crayons; she also holds glue sticks in the writing position. She holds the maker or writing object in between her thumb and her middle finger and allows her index to help support her writing tool. By having this technique down Zoe is able to control the lines that she makes on her paper as well as how dark her lines will be. She is also able to manipulate how much glue is going to go onto her paper and where it will go. In comparison to Hayliegh (3-8), who is still holding her writing tool with her palm, Zoe shows she is more advance in her fine motor skill. While playing at one of her favorite indoor play stations, which is play dough, Zoe uses her hands to manipulate the play dough into various shapes and objects. The way she is able to grasp and squeeze the play dough shows her sensatory skills, which are in connection to her fine motor skills. These two examples show that Zoe has master over her hands and how they will work to her advantage. As Zoe continues to play her favorite activity, the jungle gym, with such balance and speed she shows that she is comfortable with her movements. This is one of her favorite activities because it allows her to run around and get out her energy. Zoe favorite game, and only game she plays, are the computer games. Zoe will avoid such games as board games but will go and play on the computer when she can. The games on the computer help her to learn how to control an object such as the mouse and pointer. This helps Zoe in the development of her fine motor skills. Zoe’s favorite table game is play dough. The play dough station is always the first station that Zoe goes to if she is picked to go their. At this station Zoe again uses her fine motor skills to create all different types of objects with her play dough. Cognitive Skills While closely observing Zoe’s cognitive skills she showed evidence of Piaget’s preoperational stage. Zoe’s cognitive development is shown through her make-believe play. â€Å"Piaget believed that through pretending, young children practice and strengthen newly acquired representational schemes. † (Berk, 2007, P 227). When Zoe plays with her play dough she pretend that she is making pizza. She begins by taking a handful of play dough and placing it on the table, she then get a small rolling pin to roll the play dough out flat. Once the play dough is rolled out completely flat she uses little Lego’s to represent the pepperoni that tops most pizzas. Next she takes the finished pizza and puts it on the side of the table and pretends to heat it in an oven. The takes the play dough and begins to feed her friends. When Zoe decides to not just feed herself but her friends as well she is showing development of no longer being self-centered. This whole make believe shows how far Zoe’s Cognitive skills have developed. She is able to take something she see and act it out and think about the order in which she acts out each piece. Zoe has knowledge of classification and seriation along with her representation skills. Zoe shows that she is capable of classifying objects as well as putting them in sequence. She shows evidence of classification during clean up time. When it is time to clean up each toy has its own space and toys that are a like go into spaces next to each other. Zoe is able to identify objects and according to the likely ness of one to the other she can tell weather or not the go in the same area. For example Zoe is able to identify that the blocks and the Lego’s go into the same area but that they are different. She is also able to recognize that the entire book are books but able to classify them according to their size. She put away all the big books on one side of the bookshelf where they belong and all of the smaller books on the oppsite side where they belong. Zoe also knows sequence of numbers. She shows this when she is called up to be the calendar girl for he day. Zoe takes down all the numbers from one to 15 off of the calendar. Then one by one puts them back up in sequence. She also recognizes the patter of the numbers. Each number is written on an insect. As she puts up the numbers she realizes that the patters of insects are caterpillar, lady bug, butterfly, caterpillar, lady bug, butterfly and so on. Zoe shows the ability to imitate real life through her play. When she creates pizza with play dough and Lego’s she is showing that she understands how to create something from what she has seen and experienced. She shows that she understands how something that is not the original object can symbolize or represent the original. Zoe also shows role play during her play. She does show by pretending to be the baby while her friend Savanna (3-11) plays the mother. This type of role play shows that Zoe understands the various roles that people play in life. Through this role play you are able to see her ideas on life. Zoe shows her perception of how a baby is to act and how they should respond to their mother. By Zoe crawls around on the floor and talks baby talk shows how she views babies. Lastly Zoe shows special interest in activities that involve imitation play. She likes to create things that she sees and experiences in her life. This ability to imitate reality shows her cognitive growth. Communication Zoe uses wide variations of communication. Zoe uses her body language, facial expressions, and verbal communication all at once when she is explaining or expressing herself. All these combined show off Zoes personality. When Zoe hurt her foot on the table Zoe used her body language to show that she was in pain. She immediately bends down to rub her foot in try to make it feel better. Then her wincing face showed that it was not helping. As Zoe dragged her body over to the teacher she then verbalized the pain that she was in. She expressed the teacher, â€Å"I hurt my foot†. Zoe is very good at exaggerating her expressions and really showing how she feels on her face. If she is happy she has a big simile, if she is shad she is frowning, and if she is hurt she is wincing and showing pain on her face. Her facial expressions do a lot of the verbal communication she might not do or it tells her feelings before her words do. When Zoe interacts with her friends she is very animated and humorous. She is very big in her movements and throws up her arms and puts out her hands as gestures when she is speaking. When she is very excited about what it is she is telling her peers she is very big in her gestures and when she is calm she uses one hand when gesturing. Zoe has a very good vocabulary and is the talkative one of the group. She is also known for her slang vocabulary. Sometimes this slang that she uses from time to time goes a little too far and she can get into trouble. Hector (3-5) did jus that told on Zoe and got her into trouble. Hector told the teacher that Zoe told him, â€Å"What the heck. † Zoe was then told that she should not use that word. Zoe is also very descriptive in her speech. She once told the teacher, â€Å"Mrs. Contreras, I made a red strawberry†. Zoe is extremely talkative and this helps aid her in learning and broadening her vocabulary, as well as learning how to express her self. Emotions Zoe is at the Initiative versus Guilt stage according to Erikson’s personality development theory (Berk, 2007). Evidence of this is show when Zoe is eager to join her class peers in various activities. In particular when it is library time Zoe likes to thumb through her book initially by herself like she is told to do but it excited when she is able to share her book with a few surrounding friends, or listen to a surrounding friend share their book with others. When it comes to creating a new picture or trying a new activity Zoe becomes excited to participate and learn something new. This took place when she had the opportunity to create a caterpillar. She learned how many circles she needed to make the caterpillar and where to glue on the legs of the caterpillar. Zoe also shows evidence of autonomy because she is able to use her mental development and sense to determine and recognize that she has to use the restroom. When it comes to Zoe’s Temperament she is not moody. She consistently is happy and friendly unless she gets hurt or someone copies her. She is usually very approachable and social with everyone. Her response positively when it comes to playing with someone new at each play station that she goes to. She also is good at sharing. For example, when Zoe goes to play on the computer she shares the mouse with the other student and takes turns clicking on the computer. She works together with her peer to find the right answer to the question on the computer. Since Zoe is good at sharing this makes her approachable and fun to play with. When it comes to Zoe’s intensity of her reactions she is directly in the middle. She is not a loud child but also not quiet. She also is good at having self control and not having tantrums. She does have very out there over the top facial expressions and gestures but not so much to make her an intense child. Zoe is also positive in her mood. If she is hurt or irritated she will tend to come down from her usually happy smiley mood. Zoe is usually happy and playful. Zoe is just about always in a very positive mood and a pleasure to be around. However, Zoe does show a broad range of emotions during her observation. She showed happiness while she was interacting with her peers, and she also displayed the feeling of being hurt, when she stubbed her toe on the table. Zoe displays knowledge of how to express herself emotionally. Social Interaction Zoe is very social and interacts with everyone. Zoe is always interacting with new peers when she is indoors going from one play station to the other. Zoe is a little different from the other girls in that she has no problem interacting with the boys. Around lunch time Zoe joins in when Dillon (4-7) is pretending to be a superhero. Zoe joins in and pretends to be a super cat. When Zoe does interact with her peers it is in a small group of maybe 3 at the most. Zoe never tends to be around large groups. Mostly you will see Zoe one on one with another peer. Zoe tends to go towards the sensatory play then the make believe play. When Zoe has a choice of an indoor play station she always goes for the play dough first. After that Zoe will do arts and crafts that involve gluing or draw a picture. By the end Zoe always ends up at the Sand table. These three types of play that Zoe consistently participates in are all dealing with her sensatory skills or fine motor skills. These are Zoe’s favorite types of play because she enjoys playing with things that involve her hands, since she is good at them. Zoe has a secure attachment to her mother, teachers, and peers. When Zoe’s mother came to visit the class she did not attach herself to her mother while she was present. Zoe recognized she was there and called on her if she needed help but she did not play at the table that her mom was at just because she wanted to be next to her. Zoe continued to do her own thing. Zoe is also not attached to any particular peer in the classroom. She demonstrates this by sitting at a new lunch table with someone new with each observation. She also plays with someone new at each play station. Some of the other children especially girls are attached to one another each observation. They will always sit together at lunch and play together in both indoor and outdoor play time, but not Zoe. Self Esteem Zoe displays confidence and high self-esteem. She indicates that she has a very positive outlook of herself through her expressions. When Zoe does something correct she wants everyone to know. For example when Zoe did a good job of cleaning up her mess and helping her peers pick up wooden blocks she went to the teacher Mrs. Contreras to show her what she had done. Zoe will not shy away form getting others to acknowledge her feelings weather positive or negative. This shows that Zoe is confident and knows when she is doing good and not doing well. Zoe is confident enough to speek up when she wants to. Zoe is her own motivation. She is a self starter and needs little direction. When it is reading time Zoe will get her book and begin reading. While most of her other peers need a reminder to sit quietly and look at their book, Zoe doesn’t. Zoe will also do things when she is asked and will not need a motivation to do it, like and incentive or a reason. Zoe might need some help with staying focused for more than five minutes on one task, but when it comes to starting a task Zoe will not waste time getting to it and starting it. Zoe usually needs little direction and makes up her mind fairly quick when it comes to deciding where she wants to play and what she wants to do. She needs little self direction and Zoe tends to play at areas where she will receive as less direction as possible. Zoe is independent and is able to handle her own. She has no problem with playing alone and being by herself. She enjoys the company from her peers but she is able to entertain herself. She doesn’t need to have other peers around her in order for her to have fun. She also is more of a leader and to be a leader you have to have an independent sprit. Zoe has other peers who follow her around and does what she wants to do. Since Zoe is not a follower she is showing she is not dependent on other but is independent. Conclusion Zoe displays a number of strengths as well as areas that she can improve. Zoe is strong in her fine motor skills. The way she is able to control her writing tool and where her lines will go on her paper and how dark they will be. She is also able to stay inside of the lines. These examples show that Zoe has done a good job of developing her fine motor skills. Zoe is also very good with her communication skills. She knows how to express herself correctly and clearly. She is able to not only use her body language and facial features to let show one know what she is feeling but she is able to verbalize it. Zoe can afford to improve on her attention span. Zoe tends to be easily distracted by the idea of moving on to something else. She needs to learn how to focus on one thing instead of trying them all. She needs to learn how to relax and be persistent in what she is working on. Overall I have enjoyed the opportunity of observing Zoe. She has taught me various things about the development of a preschooler. I plan on remembering this observation and using it as I go on to my future career working with children.

Gassendis Objection To Descartes Argument

Gassendis Objection To Descartes Argument Gassendis objections to Descartes ontological argument for the existence of God are based, as many philosophical arguments are, on minor details within the Meditations. The objections for our purposes should be constrained to the first and second Meditations, as it is those that are most concerned with arguing for Gods existence. Gassendis objections are not quite enough to be considered strong enough to refute the argument laid out with care by Descartes. By identifying what the specific objections are and then comparing them to the arguments made by Descartes in terms of reason, blind faith and even simple assumption, we can determine that Descartes original arguments for the existence of God are stronger than Gassendis objections to them. In the first Meditation, Descartes argues that he knows he is alert and thinking because if not, that would prove the existence of a deceiving God and, since God does not deceive (by definition), would not lie to him about being alert and awake. Gassendis objection to this is that rather than assuming everything he has learned from birth is a suspect, Descartes should assume that everything he has learned from birth is believable and rule out things as they are disproven, not as they are proven, so as not to need to thinking of God as deceiving or to believe in an evil Spirit that deceives man. There are two problems that indicate that Gassendis argument is more powerful. One is that since Descartes cannot disprove God, he cannot prove him either, and the other is that Gassendi is correct, logically, in choosing to see something/someone who created all life in the best possible light first without automatically believing the worst. Specifically, Gassendi states that wouldnt it have b een more in accord with philosophical openness and the love of truth simply to state the facts candidly and straightforwardly? In the second Meditation, Descartes has argued that we should believe nothing until there has been some indication that it is true and exists by God. Without this indication, it may very well not exist whatsoever. He states that this holds even for the truths of faith: we shouldnt decide to believe them until we have perceived some convincing reason for thinking that they have indeed been revealed by God. Gassendis objection to this argument for the existence of God, that we would believe nothing if we did not believe it came from God himself, is that he believes he is thinking and alert, that his existence is made up of a Mind (at this point), so therefore he must believe that without having credible proof that God gave him that thinking. Thomas Aquinas gives us five ways to determine whether there is a God. The fourth way, the gradation of being argument, is paraphrased as follows. In order to call something hotter, one must understand what the hottest thing can possibly be. In the instance of genus of animals, the original of the genus is the uttermost or cause of all that genus and is therefore the ideal of it. Therefore man must be less than his original creator, or the ideal of the genus, which is assumed to be God, the perfect being, in whose image we are made. Objections to this argument can vary. One of the more obvious ones is that Darwin and, consequently, hundreds of other scientists have determined that with the survival of the fittest and evolutionary theories, the original of a genus is not the ideal. In fact, the original is soon replaced with an evolutionary improvement and soon dies out because of this competition. Using Aquinas reasoning with these facts in mind, the original and creator of the human genus is dead and sub-par, lesser than the man of today rather than the ultimate man. This is, in fact, an anti-God line of reasoning with this added knowledge. The fifth of these ways is the intelligence, design argument. In this argument, to paraphrase, bodies work toward a goal that we do not understand, and most natural things lack knowledge. In the case of an arrow, for instance, the direction of the arrow is being directed by intelligence in the form of the archer. Therefore so too humans are directed to the goal our natural bodies are working toward by a being we call God. Though this argument is one of the more popular arguments for the existence of God, Aquinas has inadvertently made a mistake in his reasoning. He claims that natural beings do not hold knowledge of their own. However, he gives humans intelligence in his example with the arrow if an archer is intelligent he can direct an arrow to hit a target. Why, then, does the archer not possess the intelligence Aquinas says is given him by God to find his own goal, his own target, so to speak. The issue lies in the claim of intelligence. Most natural things do not possess knowledge, including humans. However humans are the intelligence it takes to direct an arrow and simultaneously lacking the intelligence needed to reach the humans target, which according to Aquinas can only be accomplished by another intelligent being assumed to be God. The objection that can be raised is that either humans are or are not, as natural beings, intelligent beings. If we are intelligent beings, we can find our own path to our target without the guiding force that is assumed to be God. If we are not intelligent beings, we are not knowledgeable enough to direct an arrow to its target. With either option the argument for design in the five arguments for the existence of God by Aquinas falls apart with little picking at the seams. In conclusion, Descartes arguments for the existence of God are not better than Gassendis objections to them, but in fact neither one has good enough arguments to be called strong. Aquinas is hardly different, having dissected two of his five arguments for the existence of God with formidable objections and different lines of reasoning.