A Play emulating Poe in The Raven and QUestions Essay

A Play emulating Poe in The Raven and QUestions - Essay Example The â€Å"tapping† that rhymes with â€Å"napping† also is a great contrast because â€Å"tapping† wakes up the â€Å"napping.† Poe knows how to tell a story that comes alive through the sounds of his rhymes and alliterations. I grew up with my grandmother who treated me like I was the most favorite grandchild. She always cooked my favorite meals and she always listened to me. She is the kind of grandmother whom some might say have spoiled me because she always understood me and took my side when I am arguing with others. After she died, I miss her so much. I remember that when I am sad and I feel lonely, I sometimes feel someone hug me, even if it is just the wind. For me, it is my grandmother’s way of showing me that she is still with me, loving me and taking care of me. Sometimes, I also feel a craving for my favorite food, and when I come home, I smell my grandmother’s cooking even when it is just in my head because I miss how she takes care of me. Other times, when I have problems, I dream of my grandmother. In my dreams, she listens to me and helps me think of solutions to my problems. I remember her sweet apple smell because she loves baking apple pies that I love so much. I also hear her humming old songs when she puts me to sleep. My grandmother is long dead, but her memories are forever alive with me. Restate the question in your response and support your answer with evidence from the story. Explain the use of repetition in the Raven... What does Poe repeat, and why? what is his purpose in repeating...? Support response. For example, when the narrator says â€Å"†¦rapping, rapping at my chamber door†(4), the effect is onomatopoeic melody, as if the reader can hear the rapping at their own doors. The repetition also contributes to the sad tone of the poem because the choice of words. In addition, in this example, the

Calgon Water Softeners Essay Example | Topics and Well Written Essays - 1000 words

Calgon Water Softeners - Essay Example Johann A. Benckiser set up a chemical business ten years later to Colman setting up his business and the two companies became rivals for two centuries. Isaac Reckitt in around 1840 also setup a company that dealt in starch, polish, washing blue and other household products. His company went international within forty years. Colman and Reckitt merged in 1938 and formed Reckitt & Colman Ltd. Reckitt Benckiser is divided into two sections, the fabric care and surface care. The fabric care deals with products such as water softeners, pre wash treatment products, easy ironing aids, fabric softeners, etc. The Surface care section deals with all types of surface products like specialty cleaners, lavatory cleaners, surface polish, etc. Water containing high quantities of magnesium, calcium and other dissolved minerals is called hard water; hard water leaves layers of mineral deposits on surfaces that come in contact with it this deposit is generally termed as "limescale". It reduces the cleansing power of soap. "Water is described as "hard" when it contains too much calcium. This can be a problem, because the calcium prevents soap from lathering properly, and it also clogs up pipes" (Thomas 19). Due to this nature of hard water it causes failure of detergent to foam which reduces the performance of the detergent and initiates use of more detergent. The limescale gets deposited on the fabrics and it makes the fabric feel rough and due to this the cloth looses its natural suppleness thus leaving the fabric rough and uncomfortable. It also leaves deposits on the inner surface of washing machine pipes which causes failure of the equipment and shortened overall life. A chemical that reduces the hardness of water is called a water softener; these chemicals reduce the quantities of dissolved magnesium, calcium and to some extent the ferrous iron and manganese concentration in hard water thus softening it and the most common water softener is sodium carbonate. "Calgon has a unique formulation with active ingredients being polycarboxylates which softens hard water, preventing limescale from forming in the first place" (Calgon Water Softener). These ions that cause hardness in water cause three kinds of major problems. As mentioned above these ions react with the components present in soaps and detergents affecting the performance of the detergents, they form precipitates and hinder the detergents in forming lather. Other than this the second point is magnesium and calcium carbonates precipitate as hard deposits on heat exchanger surfaces and pipe surfaces. This is fundamentally caused either due to the thermal decomposition of the ions of bicarbonates or even in their absence. Due to this deposition the flow of water is restricted in the pipes. The flow of heat into water is also affected due to these deposits in boilers because they act as insulation, which overheats the components of the boiler and therefore reduces the heating efficiency. This results in the failure of the boiler in a pressurized system. "Calgon has the property of holding calcium and magnesium salts in solution, even when boiling" (Anchell 20). The third point is if the ions are present in the electrolyte which happens in this case, it may result in galvanic corrosion of hard water when one metal is corroded by another when it comes into contact, especially

Understanding Emotions through Parent-Child Talk

Understanding Emotions through Parent-Child Talk Introduction Although there is a large body of literature focused on childrens understanding of emotions and another body focused on parent-child conversation about emotions, little research has examined parent-child talk about complex emotions. The majority of research is dedicated to simple emotions and their functions in childrens life. However, the studies which are dedicated to simple emotions admit the sufficient importance of parent-child interaction for better emotional understanding. The emerging of complex emotions become a disputable process, moreover these emotions are functionally more complicated than simple. The following research has argued the importance of parent-child conversation in terms of understanding complex emotions by children. To account for this gap in the literature, the present study focuses on parent child talk about complex emotions. To understand this topic, a review of the literature on complex emotions is needed. Much past research has looked at ambivalent emotions. However, researchers use different names such as ambivalent emotions (Donaldson Westerman, 1986), mixed emotions (Harris, 1989a, 1989b; Harter Buddin, 1987; Kestenbaum Gelman, 1995), conflicting emotions (Bennet Hiscock, 1993) and multiple emotions (Meerum Terworgt, Koops, Oosterhoff, Olthof, 1986; Wintre Vallance, 1994). There are many definitions that these authors use, but in spite of this fact, these authors express the similar idea about this kind of emotion: when an individual has two contradictory feelings at the same time. For instance, we may be happy to receive a present, but disappointed at the same time, as a present is not what we have expected to receive. Childrens understanding of emotions is a gradual process that develops from simple types of emotions to more complex ones (Tenenbaum, Visscher, Pons, Harris, 2004). According to Pons, Harris, de Rosnay. (2004) and Tenenbaum et al. (2004) the understanding of emotions has three broad categories which develop gradually: external, mentalistic, and reflective. The external component consists of recognizing faces, the ability to realise emotions when they are affected by different external circumstances and understanding the fact that past emotions might affect present ones. Recognizing faces means that children start identifying emotions according to a facial expression. Then, they understand how external cases can cause different feelings and the last component is when they realize that some subjects from the past might cause emotions in the present. This type of emotion understanding usually develops among children between the ages three to five. The second component, mentalistic emot ions, contains of realizing beliefs and desires, also identifying the difference between real and apparent emotions. Children start assuming the idea that people may have different emotional reactions due to the fact that they have dissimilar desires. The same situation occurs with beliefs, as children start understanding that peoples beliefs will influence their emotions to a situation. The last element is when children can understand the link between memory and emotions, for example, the strength of emotions might reduce with time. The authors claim that this process usually occurs between the ages five to seven. Finally, the third component consists of reflective emotions which include moral, regulated and ambivalent emotions. Children start experiencing several moral emotions such as guilt, shame or embarrassment when their actions did not correlate with generally accepted rules. They also start realizing the way they can control their emotions, using either behavioural or psych ological strategies. The last stage is an understanding that people might have two different emotions at the same time. Overall, the third component usually emerges at ages seven to nine. That classification is widely used in terms of defining emotions. Consequently, ambivalent emotions, which are one of the primary aims of the following work, are situated at the third level and presented to be one of the most complicated emotional categories to understand. Some authors (Donaldson Westerman, 1986; Harter Buddin, 1987) created a model of ambivalent emotions which consists of four different stages. This model was invented after clinical observations of play therapy. Children used to experience problems in understanding two emotions at the same time. Consequently, a question about developing of understanding of mixed emotions arouses. The following model consists of four stages including such factors as valence (positive or negative emotions) and a target (one or several targets). The stages are presented gradually from the least to the most advanced. The first level, which usually arises at seven years old, is presented the same valence and target, where two positive or two negative emotions are expressed towards one object (e.g., A boy was happy and excited because of his birthday). The second level, which might emerge around eight years old, is represented as same valence, but different targets (e.g., A girl was happy about her birthd ay and excited that so many guests had came). The third combination, usually develops at ten years old, is shown as different valence and targets (e.g., A boy was sad he could not go for a walk, but happy because he could watch TV). Finally, the fourth combination, arises approximately at 11 years old and consists of different valence and same target, a child has different feelings towards one object or situation (e.g., A girl was happy to go for holiday with parents, but sad to leave her friends). Though, authors give an explanation that understanding and experience may not be contemporary, as it is possible that a child might experience two emotions at the same time, but not be able to realize it yet. Though, there is a contradictory view about the levels of emotional development. Wintre and Vallance (1994) present their theory where alongside with multiple emotions and valence, they also depicted the intensity of emotions. Based on several previous studies, they offered the theory of development of understanding mixed emotions, which include such components as intensity and valence and multiplicity. For example, at level A that emerges usually at 4 years, there might be observed only intensity directed to one situation, though valence and multiplicity have not arouse yet. At level B which develop around 5 years old, children may recognize several mixed emotion of the same valence, but they do not use different intensity. Next level C, usually arise at 6 years old, where intensity is combined with mixed emotions, but there is only the same valence involved yet. At the last level D, which might emerge at 8, where children show the ability to use all three components together. Besid es they differentiate not only stages and the main components of emotional understanding of ambivalent emotions, but the age of emerging as well. Thus, for Harter and Budden (1987) the last stage might be reached children approximately by ages 10 and 11, whereas for Wintre and Vallence (1994) the period for the last component is age 8. However, there is another arguable point is the age period at which complex emotions arise. For example, several studies (Donaldson Westerman, 1986; Meerum Terwogt et al., 1986; Harter Buddin, 1987; Harris, 1989a, 1989b; Pons et al., 2004; Tenenbaum, 2008) pointed to the approximate period of developing complex emotions from seven to eight years old until eleven to twelve. To illustrate this point, there are several examples based on the studies. According to Harter Buddin (as cited in Donaldson Westerman, 1986) understanding of ambivalent emotions is quite a late cognitive process. She found that children were not able to distinguish emotions that occur simultaneously toward the same person until ten and a half years old. Taking into consideration her study, Donaldson and Westerman (1986) replicated the findings, showing that though few characteristics of understanding ambivalence appeared at seven to eight years old, only older children of ten to eleven showed this ability enti rely. A study conducted by Harter and Buddin (1987) supported the fact of gradual development of understanding ambivalent emotions. Thus, children four to five ages cannot believe that two feelings could be together, six to eight years old placed feelings in temporal order as when a child did not see the object which had caused his emotions, he simply forgot about it. However, children from eight to twelve usually can describe the appearance of two emotions at the same time. Meerum Terwogt (1986) argued that ten year old child understood the fact of having both emotions equally strong, but younger children had always chosen one to be stronger than another. They present an example of two groups of children: six and ten years old. Undoubtedly, ten years old children understand ambivalent emotions more often than six years old children, especially if the situation consists of opposite valence emotions. To sum up these studies, the most widespread period of time when mixed emotions deve lop is from seven to twelve years old. Though, there are some authors (Gnepp and Klayman, 1992; Wintre and Vallance, 1994) whose studies admit the arising of understanding two simultaneous emotions at the age of 8. They gave some explanations for this, where not only cognitive factor plays a crucial role, but social experience also becomes an important factor. Consequently, these authors did not share either late or early emerging of mixed emotions. However in spite of all these findings, there are other studies, which contradict the idea of such a late arising of ambivalent emotions. For instance, Kestenbaum and Gelman (1995) pointed that the development of mixed emotions appeared between ages four and six. Children of four and five years old can recognize ambivalent emotions when they are presented in a facial expression, even if they were on the same face (sad eyes and happy mouth), as well as on a picture with two-headed alien who expressed different emotions. Moreover, the results confirm that five year old children might understand mixed emotions within a simple story. Furthermore, it was offered two levels of understanding emotions at the preschool ages. The first one is recognition of ambivalent emotions showing on the face. The second level is an ability to match a face that expressed mixed emotions with a situation. All in all authors claim that this is a gradual process which starts early and increases with age. Their findings contradict the other researches which admit that a development of mixed emotions is a process starting much later. Likewise, Brown Dunn (1996) mentioned that even six years old children might show an understanding of mixed emotions when they are given a slight prompt about feelings of characters in stories. Similarly, Harris, P. L., Johnson, C. N., Hutton, D., Andrews, G., Cooke, T. (1989 a) consider the fact that even young children may predict about different emotions in a more advanced way. Even children between the ages of three to seven are very sensitive to other peoples desires, emotions and beliefs. Moreover, they do not merely take into account a situation by itself, but modify their reaction due to different situational changes. That in case might show childrens advanced ability to understand second mentalistic component: beliefs and desires. Considering this fact, they suggest that understanding of the second level arouse at three, but set up only between the ages five to six years. Consequently, the next level to develop will be the third, which contains moral, ambivalent and regulated emotions. The possible explanation of this phenomena could be found in Harriss (1989 b) study, he pointed that even in a behaviour of one-year-olds might be seen the ambivalence, whereas conscious realization does not arise before seven or eight years old. He stressed that children start expressing ambivalence quite earlier, but understanding it emerges only from eight to ten, young children can merely express ambivalence without understanding of this fact. To sum up all the previous research made according to this topic, it can be clearly seen that these studies implied a large range of age when complex emotions appear in the childhood. Though, it might be criticised the period of appearance of mixed emotions. As if to consider all researchers, described earlier, there are some who consider the emergence of ambivalent emotions as a very early process (between ages 4 to 6 years old). Some consider it to be the late process (between 9 to 12 years old). Besides, there are some who support the idea of appearance of multiple emotions at age 8. However, the researchers who offered the late period of appearance ambivalent emotions might be criticised for a big age gap between groups. For example, in the research of Meerum Terwogt et al. (1986), they conducted their study with two groups of children by ages 6 and 10. What may be considered not exactly relevant, as during these 4 years undoubtedly children will have a great step forward in term s of understanding ambivalent emotions. In present study the age group of seven, eight and nine were chosen in order to observe the difference between the age group according to rather contradictory fact of arising the understanding of mixed emotions. However, there are some findings that admit the fact of emerging mixed emotions quite early (Harris et al., 1989a; Kestenbaum Gelman, 1995; Brown Dunn, 1996), the excessive amount of research claim the period from seven to twelve years old. Taking into consideration both contradicting findings together, it was decided to concentrate the research on the following groups of children due to some reasons. For instance, such ages as seven, eight and nine present an ideal age group where ambivalent emotions might just have started and developed at the late stage. Besides, it appeared to be not enough amounts of studies to support the idea of early development of mixed emotions, hence, children of younger ages were not considered. Moreover, according to Harriss (1989 b) study, whe re his notable remark cannot be ignored, children might notice the ambivalence, but not understand it. As the major aim of this work is to find out when mixed emotions are understood by children, these period of ages were chosen. Parent-child conversation One way in which children understand emotions may be through the family via interaction with parents (Dunn et al., 1991; Harris, 2004; Racine et al., 2007). Different researchers have examined different types of conversations that may support childrens understanding. For example, Engel (as cited in Fivush Fromhoff, 1988) described two maternal styles, which are called: conversation-eliciting and directive. The first one is characterized by asking many questions, rare interruption of children, and a regular tendency to integrate a childs answer what in turn leads to more equal and productive conversation. The second type is characterized by different types of commands, frequent interaction in childs actions, as well as the high parental control during the conversation. Another classification was offered by Reese Fivush (1993) and Reese, E., Haden, C.A. Fivush, R (1993) and it claimed that childrens understanding emotions correlates with the parental conversational style. They offered two parental styles: high – elaborative and low- elaborative. For instance parents with high-elaborative style, which consists of a lot of details, explanations, always try to arouse childrens interest. On the contrary there is other kind of style called low-elaborative where parents ask simple questions during their interaction with children and give them little new information and quite often change topics of conversation. Similar types of maternal styles were offered by Fivush and Fromhoff (1988) where the styles are called: elaborative and repetitive. Elaborative mothers are likely to provide a lot of details during the discussion and tend to ask many open-ended and complex questions during the interaction. On the contrary, mothers who have repetitive conv ersational style tend to ask yes/no questions; do not provide so much detailed information during the discussion. Besides, the authors depict that elaborative style is significantly better for children to remember past events during the conversation. Overall, all previous research concerning maternal style of conversation was summarized (Reese et al., 1993) The mothers who are more engaged in a conversation with their children – elaborative, high-elaborative, reminiscing or topic-extending and mothers who are less involved in a communication process – repetitive, low elaborative, practical remembers or topic-switching (p. 404). There are many studies that support the link between parent-child conversation and childrens emotional understanding (Dunn, Bretherton Munn, 1987; Fivush Fromhoff, 1988; Dunn, J., Brown, J., Slomkowski, C., Tesla, C., Youngblade, L., 1991; Dunn Brown, 1994; Brown Dunn, 1996; Steele et al., 1999; Pons et al., 2003; Laible Song, 2006). Some of the authors connect emotional understanding with maternal attachment (Brown Dunn, 1996; Steele et al., 1999; Pons et al., 2003), the other with the quality of maternal speech (Dunn et. al., 1987; Dunn Brown, 1994). To begin with, there is as well a link between quality of parent-child attachment and the quality of family talk about emotions with childrens emotional understanding (Pons et al., 2003). Brown and Dunn (1996) also consider a possibility that childrens development of ambivalent emotions can depend upon the family where a child grows. Moreover the findings, presented by Steele et al. (1999) suggested that the development of secure mother-child attachment at one year helps to shape a good understanding of mixed emotions later at six years. Much past work has argues that when mothers talk a lot about emotions, children consequently start using more emotional words in conversation (Dunn et. al., 1987). However, , children in families in which the use of negative emotions is greater than positive emotions may have some difficulties expressing and recognizing emotions (Dunn Brown, 1994). Studies conducted by Dunn et al. (1991) showed a significant link between the parent-child conversation and childrens emotional understanding. Thus children whose parents spoke with them a lot about emotions at the age of 3 demonstrated better understanding about the emotions of unfamiliar adults at the age of 6 in comparison with the children who did not experience feeling- state talk so frequently. Laible (2004) and Thompson et al. (as cited in Laible and Song, 2006) argue that style is more influential than content. Parent- child conversation helps children realise different situations of everyday life, especially if these situations are not so obvious to see. That usually includes emotions, motives and intentions. Besides, when mothers involved with children into conversation about past experience, they not only give their children an emotional understanding of the past, but also bring extra knowledge for future experience. The other findings of Laible Song (2006) indicated that parent-child discourse was a crucial predictor of the childs socio-emotional development. For example, during the given task if mother used more elaborative style rather than repetitive, children had higher scores on emotional understanding. The similar results were presented by Steele et al. (1999) where children and parents language abilities did not affect childrens understanding of ambivalent emotions, what in turn depicted the fact about the major influence of socio-emotional rather than cognitive elements. Considering all previous research conducted on this topic, it is without doubt the effect that parent-child conversation plays in terms of childrens emotional understanding. However, some studies use different core point to correlate this connection, the influence is still might be observed. Particularly, the more elaborative and positive discourse parents and children have, better emotional understanding children express in comparison with children whose parents use low-elaborative style, and consequently these results show the great impact of parental conversation with children on childrens emotional understanding. The same situation is presented with an attachment, the more secure attachment is observed between mother and child, and the better emotional understanding will be expressed by a child later. Hence, the parent-child conversation was chosen in order to correlate it with childrens understanding of mixed emotions. Parent child discourse may however vary with child gender. That is the importance of gender difference in terms of parent-child interaction, which cannot be denied, although the studies are rather controversial, thus some researches refute it (Racine et al., 2007; Dunn et al., 1991) and some support (Dunn et al., 1987; Fivush, 1991;Kuebli Fivush, 1992; Reese Fivush, 1993; Cervantes Callanan, 1998). To begin with, there are examples of several studies which support the gender difference in parent-child interaction. The findings of Dunn et al. (1987) claimed that mothers had more communication with girls rather than boys and later girls referred to emotional states more often than boys. Moreover, mothers expressed more emotional words to daughters rather than to sons. Consequently, girls used more feelings words during the discourse in comparison with boys. Though authors pointed one of the limitations to be a small sample of children who took part in the research, the studies made afterwards can support these results. Namely, Reese Fivush (1993) argued that parents of daughters expressed more elaborative style than parents of boys and the authors believed that due to more prolonged conversation with daughters, they can grow up to produce more elaborative narrative style in comparison with sons. The authors admit that in the majority of cases parent-daughter pairs involved in more detailed conversation and as well as this style required more involvement of childrens memory, daughters may develop more elaborative style in comparison with sons. Similar results are presented by Kuebli Fivush (1992) where they admit parents of daughters use quite more emotional words in comparison with parents of sons. Their study shows that parents speak more about sadness with girls rather than with boys. Besides, the study conducted by Cervantes Callanan (1998) also showed the gender difference for children at the age of 2 but not at the age 3 and 4 in terms of childrens tal k, there were also gender-related differences in mothers talk for using more explanations for boys and more labels for girls. In the light of this evidence, it is obvious that if there is a gender difference during parent-child conversation, parents usually pay more attention to interaction with girls rather than with boys, that is why the aspect of gender difference seemed to be quite significant in the present study. One good point might summarize the gender difference idea. Though, mothers tend to socialize with a child in different ways according to the gender. Besides, it may be that boys and girls are experiencing and discussing emotions in different ways and consequently, their mothers simply respond to this difference (Fivush, 1991). All things considered, in the following study, there is an aim to find out whether parent-child discourse about mixed emotions plays a significant role in childrens understanding of these emotions. Based on a substantial literature (ref), the first hypothesis predicted that the more parents explain complex emotions, the better children will understand emotions. A second related hypothesis is that the more emotion words parents use, the better the childs emotional understanding will be. The third hypothesis is that parents will use more emotion words with girls than boys and consequently, girls will use more emotion words in comparison to boys. Method Participants. The participants were 16 parent–child pairs. Children were dived for three groups according to their age: the younger group was 7 years (M = 7.5, ranging from 7 years, 4 months to 7 years, 10 months), 8 years (M = 8.48, ranging from 8 years, 1 month to 8 years, 9 months) and 9 years (M = 9.42, ranging from 9 years, 1 month to 9 years, 8 months). There were both 5 children at the group of 7 and 9 years old and 6 children at the age group 8 years old. Overall there were nine boys and seven girls. Participants and their parents were recruited from one primary school in Dunstable. All participants were white British. It is notable that all parents that took part in this study were mothers; no fathers participated in the research. The majority of mothers (12 people) were employed, 1 mother was employed, but worked at home and 3 mothers were homemakers. All mothers have educational background ranging from primary school to university. Materials The session with each pair will be held only once. To begin with, it is notable to mention that the books were chosen for this research as a discussion in general seems to be a quite crucial for children in order to reach better emotional understanding. Therefore, in the joint activity, such as reconstruction of events, adults give an idea for children what emotions are appropriate and inappropriate for different situations (Fivush, 1991). A created story book which contains 6 vignettes about 3 complex, 2 regulated and 1 moral emotions. The book was created by the researcher and was particularly organised for boys and girls separately. The story was about two children: a boy – Peter and a girl – Anna, who took part in several activities, such as: passing an exam, having a birthday, going to amusement park, home interaction, his/her friend leaving. There was one question concerning emotions for every situation to which a child was involved in. The second book is called F rog goes to dinner by Mercer Mayer (1974). This book contains several vignettes, presenting a story about a boy who has a frog. Accidentally, a frog goes to dinner with a boy and his parents without being noticed by anybody. A frog spoiled the dinner and the parents were very angry with a boy. The important fact is that this book is wordless; obviously the task was to create a story together. This particular method was chosen because Kestenbaum and Gelman (1995) pointed the importance of presenting information to children during the research not only verbally, but giving photographs or drawings as stimuli. To justify their point, there were two reasons presented in their study. The first reason is that a facial expression helps children understand emotions significantly better. The second reason is that the absence of pictures might cause some difficulties as children might not know how two different emotions can be expressed at the same time. After reading two books with the parent s, children were tested by the Test of Emotional Comprehension which was created by Pons, Harris and de Rosnay (2004). The TEC presents vignettes in which a gender-matched protagonist encounters simple to complex situations that elicit different emotional responses. After each vignette, the child is asked how the protagonist is feeling, by choosing from four illustrations of faces representing different emotional states (Tenenbaum et al., 2004). The TEC consists of nine sections which included several pictures and a question about emotional condition of protagonist. Though, the first section requires naming emotions that the faces show. The second includes the situation where a book character expresses the influence from external factors. The third one consists of desires that a protagonist expresses. The fourth factor involves understanding of false beliefs and the way they influence on emotions. The fifth section expresses the situation with reminders that might influence on childrens present condition. The sixth one asks children to control their emotions. The seventh section includes hidden emotions that a child should define. The eighth factor presents the situations with mixed emotions, particularly on what this study focuses. The last component involves understanding of moral emotions. Parents were offered to fill in a Parent Questionnaire which contains several questions about background information and social economic status. Procedure. Parents with children read two books: one is created by the researcher and another is Frog goes to dinner by Mercer Mayer. The first book was created by the researcher and concluded six situations including such emotions as mixed, moral and regulated. A task required to read the stories and a child should have answered an offered question. It was not specially defined who suppose to read a book. Consequently, mothers could read it as well as children, or they could do it in an order. The vignettes, which were presented in a book, concerned several situations at school, at home, at an amusement park, on holidays. For example, a situation for girls that involved mixed emotions: Annas birthday is during summer holiday, so she can do everything shed like to do- ride a bicycle, play with friends and eat ice-cream! Her parents decided to arrange a birthday party for Anna. She likes parties very much and a lot of guests will bring gifts to her. But her best friend, Lola, is unwell and now s he cant go to Annas birthday party. Anna wants Lola to come so much. How does Anna feel now? After reading a created book together, they were offered to make up a story together. A book Frog goes to dinner by Mercer Mayer (1974) was used as a good example of wordless story. These two tasks were chosen in order to give parents and children enough time to interact with each other. Moreover, they both contain different emotional situations describing which should promote an excessive usage of emotions. After making up a story a child was tested with the Test of Emotional Comprehension, which was created by Pons, Harris and de Rosnay (2004) in order to measure the period of time when children start understanding different emotions. The model of Pons, Harris and de Rosnay (2004) was accepted as the main one in a theoretical description of emotional understanding of complex emotions. Besides, the test consists of pictures, and the questions are always asked by a researcher. It is also very convenient for children to conduct this test due to the absence of necessity to read. Consequently, their test was assumed to be relevant to use during the research. Besides, it is worth mentioning that the researcher was trained before to conduct this test, as the requirements were to conduct it with neutral voice, do not give any prompts to children which emotions a protagonist might express. During conducting the TEC with children, parents were offered to fill in the Parent Questionnaire which contains of such sections as child and parents names, childs age, date of birth and birth order, also social economical situation of parents (ethnicity, occupation, level of education, marital status). Besides, parents signed a consent form which stated that they and their children agreed to take part in the present research and they did not object to be video taped. Moreover, this form included all information about research, it was also mention that parents were free to withdraw at any time they want from the study and contact details of researchers were provided. Children were asked oral permission if they agreed to help a researcher to conduct the study and neither parents nor children refused. Parents were given a choice to stay or leave during a conducting the TEC with children, but it is worth mentioning that all parents were present during childrens testing. Coding A created book that was basically consisted of 6 vignettes was scoring in the following way. It is notable that in terms of this book the amount of using em

Samuel Langhorne Clemens Essay -- Essays Papers

Samuel Langhorne Clemens Samuel Langhorne Clemens or commonly known as Mark Twain was an American writer and humorist. Twain’s writing is also known for realism of place and language, memorable characters, and hatred of bad faith and oppression. Clemens was born in Florida and then later on moved to Hannibal, Missouri, a Mississippi river port, when he was four years old. There he received a public school education. After his father died in 1847, Clemens was assisted to two Hannibal printers, and in 1851 he began contributing sketches to his brother Orion’s Hannibal Journal. Before long he was a master printer in Keokuk, Iowa; New York City; Philadelphia, Pennsylvania; and other cities. Later, Clemens was a steamboat pilot on the Mississippi River until the American Civil War brought an end to travel on the river. In 1861 Clemens served briefly as a volunteer soldier in an irregular company of Confederate cavalry. Later that year he accompanied his brother to the newly created Nevada Territory, where he tried silver and gold mining. In 1862 he became a reporter on the Territorial Enterprise in Virginia City, Nevada, and in 1863 he began signing his articles with the assumed name â€Å"Mark Twain,† a Mississippi River phrase meaning â€Å"two fathoms† deep-safe water for a steamboat. After moving to San Francisco in 1864, Twain met the American writers Artemus Ward and Bret Harte, who encouraged him in his work. In 1865 Twain modified a tale he had heard in the California gold fields; within months the author and the story , â€Å"The Celebrated Jumping Frog of Calaveras County,† had become national sensations. In 1867 Twain gave a piece of his mind in New York City, and in the same year he visited Europe and the Holy Land. He wrote of these travels in The Innocents Abroad (1869), a book burlesquing those aspects of Old World culture that impress American tourists. In 1870 he married Olivia Langdon. After living briefly in Buffalo, New York, they moved to Hartford, Connecticut. Much of Twain’s best work was written in the 1870s and 1880s in Hartford or during the summers at Quarry Farm, near Elmira, New York. Roughing It (1872) recounts his early adventures as a miner and journalist; The Adventures of Tom Sawyer (1876) celebrates boyhood in a town on the Mississippi River; A Tramp Abroad (1880) describes a walking trip through the Black Forest of Germany ... ... not disappear after Emancipation, but instead were reenacted or reaffirmed, with even more rigorous definitions of whiteness, during the nineties when anti-black repression took multiple forms, legal and extralegal" (87-88). Twain's novel hints at both the racism of slavery as well as the racism of the world contemporary to his writing. In Latin America and the British West Indies, specific names were given to specific levels of miscegenation. Mulatto, or 1/2 white; sambo, or 1/4 white; quadroon, 3/4 white; mestizo, 7/8 white. Twain plays with these ridiculous levels of "whiteness" by making Roxy 1/16 black or 15/16ths white. Daring to be different Twain did not stop at mocking the racism of the world surrounding him but also attacked the false pride and self-importance that he saw in humanity. Never bowing before anyone Twain stepped up to the plate and wrote Bibliography: Clemens, Susy. â€Å"Papa, An Intimate Biography of Mark Twain.† 1985. Eaton, Jeanette. â€Å"America’s Own Mark Twain.† 1958. Hargrove, Jim. â€Å"Mark Twain, The Story of Samuel Clemens.†1959. Twain, Mark, ed. Charles Neider. â€Å"The Autobiography of Mark Twain.† First copyright 1917, this edition 1959.

Napoleon and Snowball (Animal Farm) Essay

George Orwell’s Animal Farm is an allegorical novel that reflects events such as the Bolshevik revolution, the economic reform by Trotsky the Russian famine in 1921 and during the Stalin era before the Second World War. The pigs represent the communist leadership, and the rest of the animals on the farm symbolize the different parts of Russian society and how the communist takeover of Russia affected them. Two main characters, Snowball and Napoleon (who symbolize Trotsky and Stalin), engages in a political struggle, as both of them wanted to have the power to lead all of the animals. Although Napoleon wins the struggle in the end, Snowball’s political strategy is better than the corrupted leadership of Napoleon. Snowball cares more about the living condition of the animals. Compared to Napoleon, Snowball knows the meaning of â€Å"Animalism†, which is animals are equal and it should lead the animals to a better life. Snowball is interested in reading all kinds of books to enrich his scope of knowledge to make the animals work easier. For example, he declares the windmill idea from a book of the Jones. Also Snowball is very brave; he has studied the book of Julian Caesar and successfully led through the Battle of the Cowshed while Napoleon was hiding himself in the barn. Snowball has an intelligent and friendly character. Unlike Napoleon, Snowball never forces someone to agree with his ideas. Instead, he is good at explaining how his ideas work and persuades all the animals to believe and trust his ideas. Unlike Napoleon, Snowball does not need Squealer’s help, he can do the explaining part all by himself. Napoleon has his own ways to control other animals such as the dogs and Squealer but Snowball has different way which is the committees. Snowball seems to work better within the political system. Napoleon goes around it. Napoleon, for instance, he understands the role of force in political control and uses his attack dogs to expel Snowball from the farm. Napoleon seems to have a powerful, self-centered desire for control, while Snowball seems to think of himself as a genius who should be the one to guide the farm toward success. Snowball is the only one who knows the real meaning of â€Å"Animalism†, and he is putting out true effort to make the living standard of the animals better than before, and insists everyone is equal. After the expel of Mr. Jones, the Animal Farm is supposed to be democracy, all of the animals should decide how to do things together, any one animal to rise to greater power than any other would violate that ideal, and make Animal Farm indistinguishable from a human farm. On the other hand the only thing that Napoleon thinks about is how to gain more power and personal benefit from the farm. Snowball always comes up with some long-term plans and on the other hand Napoleon can only come up with some short-term plans. In conclusion, Snowball’s political strategy is better then the corrupted leadership of Napoleon.

Health Issues in the Philippines Essay

DOH alarm: HIV cases in first-half 2012 exceed full year of 2010 The number of human immunodeficiency virus (HIV) cases during the first half of the year has already surpassed the record for the whole 2010, the Department of Health (DOH) said Friday, underscoring the alarming rise in incidence of the virus that causes the dread disease AIDS. The bulk of the spike was traced to a rise in male-to-male transmission and the sharing of needles among injecting drug users in Cebu province. DOH Assistant Secretary Eric Tayag said for the month of June alone, 295 HIV cases were reported to the department, bringing to 1,600 the total number of cases in the first half of 2012. â€Å"We are halfway now for the year and that’s already more than the 1,591 for the whole year of 2010,† Tayag told reporters. In 2011, HIV cases were 2,349. This brings the total number of HIV cases in the country to 9,964 since 1984 when the DOH started reporting HIV/AIDS cases. Men having sex with men make up 87 percent of HIV transmissions recorded in the first six months of the year, with men aged 20-29 making up most of the cases. While MSM transmission has been the main mode of HIV transmission for a couple of years now, the DOH is particularly alarmed by a dramatic spike of cases involving injecting drug users (IDU) in Cebu City. â€Å"What we’re alarmed about is that for June there were additional cases of injecting drug use or person who inject drugs,† Tayag said. HIV among drug users reached 120 during the first half of the year alone, he added. From 1984 to 2008, there were only 8 HIV cases among drug users. â€Å"You will recall that in 2008 we only had 8 cases, now we have a total of 385 since 1984 when we started reporting HIV,† said Tayag, adding that all 120 HIV cases among IDUs this year were reported in Cebu City. Tayag admitted that HIV monitoring among drug users in Cebu had stopped for awhile, discouraging people who were injecting drugs from submitting themselves for AIDS testing. â€Å"In this period we stopped monitoring HIV among persons who inject drugs in that part of Cebu. For some time there was no fund so when we did a survey we saw that the number of HIV among drug users has increased,† he said. Tayag said unlike other drug users in some parts of the country, injecting drug users in Cebu City use regulated medicines. The virus is spread as they share unclean and contaminated needles. Tayag revealed that the government has started an HIV mapping, where parts of the country are labeled in terms of AIDS risk. Metro Manila, Cebu and Davao are tagged high risk. Read more:  Social Issues in the Philippines

Gun Control is Fair essays

Gun Control is Fair essays Since the days of the pioneers of the Untied States, firearms have been part of the American tradition as protection and a means of hunting or sport. As the end of the twentyth century th use of guns has changed significantly. Because of fas and steady increase in crime and the fight for the right to own a hand gun, the introduction of legislation for gun control, to try to reduce the crime in the United States, has been a hotly debated issue in recent years. Although many people feel that gun control violates the right of the people, given in the second amendment "the right to bear arms", controlling distribution and sales and the registration of guns and gun owners is necassary because of the homicide rate involving guns and the violence by crimanls using guns. Many people feel that gun control violates the right of the people given in the second amendment the right "to bear arms". Opponents of gun control, including the National Rifle Association, better known as the NRA, argue that the "right to bear arms" is guaranted in the second amendment of the Constitution of the United States of America and licensing restrictions penalize law-abiding citizens while in no way preventing crimnal use of handguns. It is also argued that by making it difficult for guns to be bought and registered for the American public there is a threat to the personal safety of American families everywhere. However controlling the sale and distribution of firearms is necassary because of the homicide rate involving guns. IN 1988 there were nine thousand handguns related murders in America. Metropoltian centers and some suburban communties of America are setting new records for homicides by handguns. Larger Metropolitian centers have ten times the murder rate of all Western Europe. For example, in Washington, D.C. there was an estimated four hundred including guns. In additin gun control has been as necassary because of t ...