The use standardized testing in the areas of cognitive ability, Essay

The use standardized testing in the areas of cognitive ability, aptitude, measure of standards-based achievement - Essay Example ed to improve students test scores have little or no effect on their cognitive abilities and aptitude to reason and logically solve abstract issues or problems. However, standardized testing permits students from different schools to compete fairly. In absence of standardized testing in schools, this comparison would not be probable (Carr, 2002). When students are allowed to take similar or common tests, it implies that students in one district or State can be compared with students in another district or State. Being in a position to compare information is valuable and is the main reason why the common core State standards have been implemented. In turn, this would permit for a more detailed and accurate comparison of students in different States. Secondly, standardized testing is more objective and reliable measure of the achievement of students. In absence of standardized testing, policy makers would have to base on tests done by students in individual schools that have certain interests in generating favorable results. Thirdly, standardized testing are very significant in that standardized tests are non-discriminatory and inclusive since they ensure that content learned is similar to all students. Using other tests or excusing disable children would not be fair to those students as this would create an unequal system without accountability (Smith, 2008). Lastly, standardized testing holds schools and teachers accountable in the sense that schools and teachers are responsible teaching pupils what they need to know and understand for standardized tests. This is due to the fact that scores are made public and schools and teachers who fail to perform can come under tight scrutiny. This scrutiny can make a teacher lose his or h er job and in some instances, it can lead to the closure of the school or being taken by the State (Carr, 2002). On the other hand, standardized testing has negative impact on students in that it evaluates the performance of a student on a

Chemistry Module 6 Separation of a Mixture of Solid Essay Example for Free

Chemistry Module 6 Separation of a Mixture of Solid Essay This lab experiment was conduct and taught based upon the primary instruction and introduction to mixtures. With this lab I was able to determine and execute the proper separation of a mixture of solids through various means, such as evaporation and filtration. Using these techniques presented the separation of different ingredients from a mixture was conducted based upon the usage of individual physical properties of each substance presented in the mixture. . Observations: Throughout this experiment I noted several things. For example as I was heating the sand I completely forgot to cover the top to prevent splatter. Although I did heat the mixture at a much slower speed, this resulted in a loss of sample, further impacting my overall results and contributing to my percent error totals, as the sand was bubbling and slightly splattered. Also, I noted my stirring rod, along with the other tools used, had a bit of solution attached to them. Although minuet in amount I should have weighed and taken note upon the mass of my materials before and after the procedures. Questions: A. How did your proposed Procedures or flow charts at the beginning of this experiment compare to the actual Procedures of this lab exercise? B. Discuss potential advantages or disadvantages of your proposed Procedure compared to the one actually used. C. How would you explain a sand recovery percentage that is higher than the original sand percentage? D. What were potential sources of error in this experiment? A.) The methods I proposed were highly similar to the instructions used in the labpaq manual. Just as stated in the instructions, I would have used the magnet to separate iron fillings, but I would have thought lastly upon evaporation for the sand separation and used the filter. B.) A potential disadvantage of simply filtering out the sand, is that fact that the benzoic acid substance, that was not completely dissolved could have too be filtered out. Also in the filtering of iron with the magnet I would have never thought to use a bag. C.) I could explain a sand recovery percentage that was higher than that of the original sand percentage, as simply a contamination of the other substances left within the sand, such as if the sand were not completely dry as there would still be water that would be included in the measured value, or possibly the benzoic acid? D.) The potential sources of error found in this experiment could include the was heating the sand I completely forgot to cover the top to prevent splatter, removing the mixture out of the ice before adequate crystallization had occurred,. Possibly having the sand, NaCl, or benzoic acid sticking to the iron, also maybe incomplete drying. How did your flow diagram for completing the separation compare to what was really done in the experiment? Were there any advantages or disadvantages to performing the separation the way you first thought it out? Discuss these advantages and disadvantages in the context how the approach might affect the measurement of some of the materials you separated. My flow diagram thought out prior to the conducting of this experiment was carried out well. The methods I proposed were highly similar to the instructions used in the labpaq manual. Just as stated in the instructions, I would have used the magnet to separate iron fillings, but I would have thought lastly upon evaporation for the sand separation and used the filter. I thought it was rather obvious to use the magnet for the iron filings, but really did not have an educated guess for how to separate the rest. A potential disadvantage of simply filtering out the sand, is that fact that the benzoic acid substance, that was not completely dissolved could have too be filtered out. Also in the filtering of iron with the magnet I would have never thought to use a bag. All together these simple differences, although minuet could have greatly altered my results and manipulated the entire data table.

No Privacy in America :: George Orwell 1984 Technology Essays

No Privacy in America Feeling the need to be â€Å"at the cutting edge of the new† and â€Å"the first on your block to have it† puts us in a race with ourselves to keep pace with the evolving technological world. Cell phones, e-mail, GPS, EZ-Pass, and the entire World Wide Web – all these inventions enable us to live in a world where people across the planet are only milliseconds away. All these new inventions, however, also have a drawback in common – they serve as locating devices for each and every one of us. Privacy has vanished. In George Orwell’s novel, 1984, Big Brother was a character of fiction. He was able to oversee everything and virtually controlled the daily lives of millions of people. Now, as we advance technologically, the thought of Big Brother watching over us isn’t so far-fetched. He could be the government monitoring the actions of you and your family, or he could be your boss at work secretly watching you when you think you’re alone. Or he could even be those closest to you, tracking your every move. Big Brother no longer has to work hard to monitor us, for we’re inadvertently providing his eyes and ears. There’s no question that cell phones are great inventions. I have one and take it with me everywhere I go. â€Å"Never leave home without it,† I tell myself. My cell phone allows me to stay in contact with everyone, all the time. I can call home when I’m out to let my parents know where I am, or I can call my friends to see where we’re going to hang out that night. I even have the New York Yankees scores text-messaged to my cell phone every three innings so I never miss a beat. The benefits of having cell phones are obvious, yet the drawbacks are something to ponder. In this new age of cell phones the concept of â€Å"getting away from it all† has virtually disappeared. When I was visiting a college in April of my senior year in high school, my cell phone rang at least twice each day with people from back home in New Jersey trying to contact me. Sometimes it was my friends calling just to see if I wanted to hang out that night, forgetting that I was 250 miles away.

A Persuasive Essay on Underage Drinking

Because underage drinking is related to easy access to alcohol, an alcohol-related problem associated exclusively with young people is that of underage drinking in licensed premises. Young people may enter bars, subject to the licensee’s permission, once they are 18 years of age in England, Scotland and Wales.The corresponding age in the United States is 21. Survey findings show that between 10 and 20 per cent of 13 year olds report that their usual location for drinking is in a public bar, club or disco. The proportion drinking in these establishments rises steadily with age, until at 17 years of age, between 50 and 90 per cent of young people choose licensed places in which to conduct their drinking (Wagenaar and Wolfson 1994).This paper argues that there is need in the determination of the extent to which raising the minimum drinking age results in reduction in use and problems among young adults.Policies to restrict the minimum drinking age at which licensed sales to under age youth are permitted are intended to restrict youth access to alcohol and prevent the early onset and rapid development of drinking problems among youth and young adults. It is of some interest in this regard to also determine the effects of lower minimum drinking ages on alcohol problems.There is now a strong and consistent body of knowledge in relation to the impact of drinking age laws for public drinking and making legal purchases of alcohol. This was influential in assisting community advocacy groups to push successfully for the drinking age to be raised to 21 in many US States, following experiences with earlier periods of relaxation (Wagenaar and Wolfson 1994).These drinking age laws stand as the highest in the world, being shared with Malaysia, South Korea and Ukraine. Most countries for which information is available have 18 as the legal drinking age and a handful of European countries have adopted 16 (Austria, Belgium, France, Italy and Spain).There is persuasive eviden ce that changes to the minimum legal drinking age directly result in corresponding changes in levels of a variety of problems relating to alcohol intoxication, including road traffic fatalities, juvenile crime, serious assault and drunkenness convictions for the affected age groups (Yu 1998).The US General Accounting Office (1987) conducted a systematic review of this topic and, on the basis of 14 studies judged to be methodologically sound, estimated reductions in fatal road crashes among young drivers to be 5–28%. In one study of changes in drinking age laws across four Australian states, reductions were significantly associated with increases in assaults.Following the drop in drinking age from 21 to 18 in Western Australia in 1970, rates of serious assault increased by 231% for juveniles in comparison with Queensland (O'malley and Wagenaar 1991).

Criminal Law Evaluation Paper Essay

Prepare a 700- to 1,050-word paper in which you address all of the following items:  · Examine the sources and purposes of criminal law.  · Identify and explain jurisdiction to create and enforce criminal law.  · Discuss the adversarial system and standards of proof in criminal cases.  · Discuss and differentiate the concepts of criminal liability and accomplice liability.  · Define 3 types of inchoate offenses (e.g., Solicitation, conspiracy, and attempt) AND link them to elements of one specific crime (ie, burglary or murder), with hypothetical examples of each. Format your paper consistent with APA guidelines. Format your paper according to APA standards, and include level headings throughout the paper itself. (See Sample APA Paper in the Center for Writing Excellence if you are not familiar with these types of headings–https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/APA6thWritingStyleSamplePaperV8.pdf). Limit your outside (ie, other than the textbooks for this  class) sources to two, total. Any time you have a test the next day, finish your night by reviewing your notes. This can actually help you remember important information while you sleep. Your brain will help fill in the gaps of missing pieces of knowledge  so that you’ll find that you understand more information in the morning.

Trojan Asteroids and their Places in the Solar System

Trojan Asteroids and their Places in the Solar System Asteroids are hot properties of the solar system these days. Space agencies are interested in exploring them, mining companies may soon be taking them apart for their minerals, and planetary scientists are interested in the role they played in the early solar system. It turns out that Earth and nearly all the other planets owe a large part of their existence to asteroids, which contributed to the process of planetary formation. Understanding Asteroids Asteroids are rocky objects too small to be planets or moons, but orbit in various parts of the solar system. When astronomers or planetary scientists discuss ​asteroids, they usually think about the region in the solar system where many of them exist; its called the Asteroid Belt and  lies  between Mars and Jupiter. While the majority of the asteroids in our solar system seem to orbit in the Asteroid Belt, there are other groups that orbit the Sun at various distances in both the inner and outer solar system. Among these are the so-called Trojan Asteroids, which are individually named after figures in the legendary Trojan Wars from Greek myths. Nowadays, planetary scientists simply refer to them as trojans.   The Trojan Asteroids First discovered in 1906, the Trojan asteroids orbit the Sun along the same orbital path of a planet or a  Ã¢â‚¬â€¹moon. Specifically, they either lead or follow the planet or moon by 60 degrees. These positions are known as the L4 and L5 Lagrange points. (LaGrange points are positions where the gravitational effects from two larger objects, the Sun and a planet, in this case, will hold a small object like an asteroid in a stable orbit.)  There are Trojans orbiting Venus, Earth, Mars, Jupiter, Uranus, and Neptune.   Jupiters Trojans Trojan asteroids were suspected to exist as far back as 1772 but werent observed for some time. The mathematical justification for the existence of Trojan asteroids was developed in 1772 by Joseph-Louis Lagrange. The  application of the theory he developed led to his name being attached to it.   However, it was not until 1906 that asteroids were found at the L4 and L5 Lagrange points along Jupiters orbit.  Recently, researchers have found that there may be a very large number of Trojan asteroids around Jupiter. This makes sense since Jupiter has a very strong gravitational pull and likely captured more asteroids into its area of influence.  Some say there are could be as many around Jupiter as there are in the Asteroid Belt. However, recent studies have found that there may be systems of Trojan asteroids elsewhere in our solar system. These may actually outnumber the asteroids in both the Asteroid Belt and Jupiters Lagrange points by an order of magnitude (i.e. there could be at least more than 10 times more). Additional Trojan Asteroids In one sense, Trojan asteroids should be easy to find. After all, if they orbit at the L4 and L5 Lagrange points around planets, so observers know exactly where to look for them. However, since most of the planets in our solar system are very far away from Earth and because asteroids can be very tiny and incredibly hard to detect, the process of finding them, and then measuring their orbits, is not very simple. In fact, it can be very difficult!   As evidence of this, consider that the ONLY Trojan asteroid is known to orbit along Earths path - 60 degrees in front of us - was just  confirmed to exist in 2011!  There are also seven confirmed Mars Trojan asteroids. So, the process of finding these objects in their predicted orbits around other worlds requires painstaking work and a great many observations at different times of the year to get a direct and accurate measure of their orbital periods.   Most interesting though is the presence of Neptunian Trojan asteroids. While there around a dozen confirmed, there are many more candidates. If confirmed, they would significantly outnumber the combined asteroid count of the Asteroid Belt and Jupiter Trojans. This is a very good reason for continuing to study this distant region of the solar system.   There still could be additional groups of Trojan asteroids orbiting various objects in our solar system, but as yet these are the sum total of what we have found. More surveys of the solar system, particularly using infrared observatories, could turn up many additional Trojans orbiting among the planets.   Edited and revised by Carolyn Collins Petersen.

The Land of Opportunity Essays - Human Migration, Nationality Law

The Land of Opportunity Essays - Human Migration, Nationality Law The Land of Opportunity From research proposal (to keep focused) There should be laws and policies that allow people to come here and make them productive individuals that contribute to society. My initial thinking is that if there is a way to let people into this country, and they can benefit from what we have here, but not in their country, then we should let those people come here. At this point, I can see myself arguing to let people into the country, but there must be arguments as to why this is such an issue for keeping people out of this country, I think the difficulty will be in deciding which side I am really for, to allow people into this country or to prevent entrance, and if I agree with the laws in place. Beginning of Essay 5 The United States has been referred to as The Land of Opportunity for many years. Because of this, people have wanted to come to the United States to visit, to live, to survive and to be happy and have a good life. There are many people each year however, who are prevented from accessing this great land, and are prohibited from staying here. These are the people who try to migrate into the United States, but do so illegally, and are then termed illegal immigrants. When these people are caught, they are deported back to their own countries, and not allowed to have the luxuries that someone who is naturally born into this country should have. There are several factors that go into immigration laws and policies, and that shape our country, among them for example family history, amount of population and contribution to the United States. These factors, among others are what make this nation what it is, or what it isnt, and how those factors help to shape us are interesting points to pond er. A persons family, as it relates to the United States could be current or past history. America happens to be a country comprised mainly of immigrants, from the European countries, over to this land to formulate this country. For that reason, there are a lot of people who continued to migrate here, after their families came to this country, for whatever the reasons were. Some were forced to come here, and others chose to come here. The immigration laws and policies are clear when it comes to current residents of the United States. If you were born here, in the U.S., you are what are considered a U.S. Citizen, and none of the immigration laws and policies applies to you, as they would to foreign born people. However, there are others in your family who may have to apply to become U.S. Citizens. Your spouse or child, if born outside of the U.S. may become a citizen after a certain number of years of marriage or living in the U.S. through naturalization. There are ways of claiming and fi ling for citizenship if you have a parent that was born in the U.S. or if you are married to a U.S. Citizen. For married people, the laws states that you have to have been married for 3 years and prove that you have lived in the U.S. continuously for 18 months. In addition to this, you must be able to speak, read, and write in the English language, and you have to be able to state that you will uphold the constitution of the U.S. You must report all income on your taxes, and if you are a male between the ages of 18 to 26, you must register for the Selective Service, to fight for this country if there was ever a time that it would come to that. If all of these eligibility requirements were met, in some form or another that confirms to the criteria being met, then the laws would be in your favor for you becoming another U.S. citizen. Being another U.S. Citizen is one of many people. In the U.S. as of 2013, there were 316 million people, of the 7 billion people on the planet. In 2012, there were approximately 41 million of those people who are immigrants into the U.S. This

Scholarship Opportunities for Certified College Cheerleading Squads

Scholarship Opportunities for Certified College Cheerleading Squads Cheerleading Scholarship: What Is It and How to Get One? Cheerleading is not just fun, jumping all around, and making romances with the coolest guys in a college. It is also a kind of athletics, approved like serious sport in many high schools and universities. Some institutions offer advanced training programs to rise new talents and attract experienced cheerleaders to their teams. As a rule, these programs provide scholarships and an opportunity to get to the international championships. If you are willing to apply for such program and get additional money to pay for your education, prepare to work hard. Mind that a lot of other aspiring girls are looking forward to win a desirable scholarship and you will have to compete them. So, if you are ambitious enough to fight for your cheerleading scholarship, let’s see how you can achieve it. Getting a cheerleading scholarship: some key tips for you Show yourself in the best possible way Haven’t you start your training yet? Then do it right now! In addition to specialized cheerleading training, it would also be good for you to attend some gymnastic or dance classes or both of them. The more talented and physically prepared you are, the more people will appreciate you. As a result, there will be more chances to get a scholarship. Train your body and your brain Athletic abilities are not enough to get a cheerleading scholarship. First of all, you are applying to a college program, so the committee will pay attention to your marks, too. Â  Good academic results contribute greatly to the full rate of your chances. Be social Be an active participant in various communities. It will surely show your ability to work in a team, as well as your leadership. Choose the best option for yourself Make one hundred percent certain that a college or university you have chosen provides students with cheerleading deals and scholarships. It will be a shame to make a mistake in such a nuance. Prove your qualification and competitiveness The more cheerleading awards you have, the most likely you are to get a scholarship. As we have already mentioned, don`t forget about academic awards as well. Always have a B plan Unfortunately, not all students get their desirable scholarships. So, don`t let this fact spoil your plans on successful high education. Think about other ways to pay for your education and enjoy your college life even without cheerleading deal and finance help. A list of universities with cheerleading scholarships University of Hawaii All talented athletes do their best to become a student of this university, as it really welcomes gifted students and provides them with awesome cheerleading scholarships. The University of Hawaii offers not only cool environment with sunshine, beach and all that stuff, but beneficial financial cheerleading program annually. Fort Hays State University Located in Kansas, Fort Hays State University also offers scholarships for cheerleaders. $1,000 to each winner provided. Not bad, huh? University of Delaware This place is a real paradise for cheerleaders. The University of Delaware always attracts new athletes looking for a chance to get financial aid and training opportunities. Their Fightin’ Blue Hens Cheer Team is well-known throughout local areas. Besides performing at some university events, they also give concerts for charity and on some public events. Indiana Wesleyan University Indiana Wesleyan University provides all members of the school’s Red Cheer Team with a significant scholarship. Each hard-working, talented and active participant earns up to $1000. The competition is high, since only 15 candidates get cheerleading scholarship annually, but it is totally worth a try. If you feel confident in your cheerleading talent, have advanced skills and good results in academics, you really have a chance to create a college cheerleading squad and get a scholarship. So do your best and good luck!

The Impact of Lee Alexander McQueen in the Field of Fashion Assignment

The Impact of Lee Alexander McQueen in the Field of Fashion - Assignment Example This essay stresses that the disctinctive style and innovative designs would be identified and the popular celebrities who have contracted his services would be revealed. Finally, a quick glimpse on this financial standing prior to his demise would be presented to evaluate the extent of his impact on the industry. Brief Overview of Lee Alexander McQueen Lee Alexander McQueen was considered one of the most inspiring and creative fashion designers of his time. He was born on March 17, 1969 in Lewisham, London. His birthplace was strategically contributory to being closely immersed in the fashion industry through the influence of great designers within his realm. In the foreword of the book written about him by Watt, Daphne Guinness described McQueen as a friend who has been allegedly referred as â€Å"the fashion world’s darling, its rebel and pioneer† . Other adjectives that described McQueen included: designer, architect, artisan, inspired fantasist, defiant, obsessive, among others. Another author, described McQueen as: misogynist, genius, angel and devil, romantic, rude, foulmouthed, influential, innovative, brat, and was acknowledged to allegedly call himself â€Å"a big fat queer†. What was controversial in McQueen’s life was that in the midst of his success as a fashion designer, he opted to apparently end his life on February 11, 2010, at the age of 40 through suicide just after the death of his mother. His remarkable contribution to the fashion industry could have been summed by Slone who indicated that â€Å"Alexander McQueen was a lauded British fashion designer who incorporated prominent images of nature into his designs, from gazelle horned jackets to bird-of-prey ball gowns. His work was both critically acclaimed and massively popular, and his designs are works of art in themselves, worthy of further examination†.

Qatar and Bahrain Paper Research Example | Topics and Well Written Essays - 1750 words

Qatar and Bahrain - Research Paper Example The British had defined the national borders, but they did not demarcate most of these boundaries properly, which left prospects for conflict, particularly in regions that had the most expensive deposits of oil. In the Gulf, British- controlled forces saw to it that there was peace and order, and British officers settled local disputes. Nevertheless, this was not until the year 1971 when these influences as well as officials withdrew, resulting in the inception of suppressed ethnic hostilities as well as old territorial claims. The impetuous significance of boundaries in defining oil deposits’ ownership as well as the notion of the modern state that the European supremacy pioneered into the Gulf States stirred up heightened territorial disagreements (Library of Congress Country Studies, 1993). Introduction Boundary problems comprise one of a succession of dilemmas in the region of the Arabian Gulf. Moreover, they mirror tensions in the region. Amongst these problems, the confl icts between Qatari and Bahraini were the most serious. The source of this clash dates back to the nineteenth century when Great Britain fully controlled the Arabian Peninsula’s eastern region. This dispute affected the relationship between Qatar and Bahrain as well as threatened Gulf Cooperation Council’s existence (Karam, 2007). ... It has severally made them want to fight, and it has been an enduring problem not only for both emirates’ British protectorate but also for Saudi Arabia and Gulf Cooperation Council, endeavoring to maintain peace in the region (Theestimate.com, 2001). Although both parties concur with the fact that in the 18th century (prior to ousting the Iranians from Bahrain), the Arab clan of the Al Khalifa had inhabited Al Zubarah and that they inhabited Bahrain some years afterward, they differ regarding the prevailing subsequent legal circumstances. The Al Thani, Qatar’s ruling family, disputed strongly the claim by Al Khalifa to the ancient area of settlement presently in the hands of the Qatari over and above laying claim to the Hawar (inhabited by Bahraini) and neighboring islands, very close to Qatar mainland but over 20Kms from Bahrain (U.S. Department of State, 2012). According to Qatar, in the year 1937, Bahrain illegally and clandestinely occupied the Islands of Hawar. On the other hand, Bahrain insists that its leader was only carrying out legitimate works of exercising control in his own region. Qatar’s Ruler presented the British Government with protests through a letter dated May  10, 1938. He was protesting against what he referred to as Bahrain’s irregular action against Qatar and earlier in February  1938, he had already referred to this issue in Doha where he had a talk with the Political Agent to Britain in Bahrain. The British Political Agent later wrote Qatar’s Ruler on 20  May the same year, asking him to express his case on Hawar as soon as possible. The latter wrote back on 27  May  1938 and on 3  January  1939, Bahrain presented a counter-claim. Qatar’s Ruler then presented the British Political Agent with his

Christopher Columbus, journal excerpts and letter Essay

Christopher Columbus, journal excerpts and letter - Essay Example The sojourner reached remote islands and places. He named the first island found San Salvador in honor to Lord and Saviour who gave such ‘miracle’ (Cohen, 1992, p. 115) although natives called it Guanahani. The second island he has gone to was named Santa Maria de Concepcion, the third was â€Å"Fernandina† and the fourth was â€Å"Isabela†. The fifth island was named â€Å"Juana† (Cohen 1992 p. 115). What catches Columbus’ attention as he makes and encounters the native islanders? When Columbus met some native men gathered he immediately took notice of their masculine features, long hair and bodies painted in black, red and white. His compassion made him think that these persons should be converted to Christianity â€Å"by love and not by force†. (Cohen 1992) He also noticed that there were villagers who immediately left their homes when the ships were seen to have arrived in the area. In his report, he described his amazement at how these people received their gifts and their strong interest in material things was illustrated by how the natives immediately put these materials on their body (Mar, 1996).

Legitimate Authority Essay Example | Topics and Well Written Essays - 250 words

Legitimate Authority - Essay Example According to the study  the problem with this is that it leaves the subordinate in the superior-subordinate relationship to determine whether or not to obey a command.   For instance, everyone can agree that a teacher has the ability to assign students work and grade them on the said work.   But, sometimes a teacher assigns work that a student considers inappropriate – the student believes that it is too hard or not to grade level, is too long and so on.   Should the student have the right to challenge this assignment?   And if the student challenges it, and the teacher insists upon their command, does the teacher have the right to force the student to finish the assignment, or punish them for not doing so by failing them?From this discussion it is clear that the words â€Å"accept† and â€Å"agreement† both work under mean the person, such as the student or the principle, has a choice whether they want to be part of the school or not, and that by choos ing to do so they agree that all authority above them is legitimate.   But students are often forced without their choice by law to attend schools until a certain age, and the school they attend is decided by the where they live or what their parents tell them to do rather than their own choice.   So legitimate authority, as the author talks about it involving choice, cannot function for the students; if they need to â€Å"accept† and â€Å"agree† for authority to be legitimate, as the author says, they should be able to say that none of the authority above them is legitimate.

Insuring your business Coursework Example | Topics and Well Written Essays - 250 words

Insuring your business - Coursework Example Ideally, the common risks associated with cosmetics businesses include fire and health risks, especially for employees handling the cosmetics who are exposed to the different chemicals used during the manufacture of the cosmetics. Equally, the chemicals used are highly reactive and could easily explode if exposed to fire. The company has not had any legal claims previously; however, there was once an instance of contract breach in which the supplier failed to deliver goods in time and the company suffered a significant loss. Because the company had taken a comprehensive cover, the insurance claim tool cover of all the costs as well as the fees paid to the attorney. My company is unique, as it has established an expanded customer base and, as such, deals in timely delivery lest the customers fail to get their products in time. As the operating manager, in order to identify the risks associated with the business, I have characterized all occurrences that seem to pose threats and ascert ain the likelihood of such occurrences. With availing enough resources for every operating department, the company saves a lot from reduced expenses as most risks are prevented before occurrence rather than mitigation after their

Why MBA Essay Example | Topics and Well Written Essays - 500 words

Why MBA - Essay Example ears by banking on my current professional knowledge and experience in a life insurance company, I believe that an ideal business management requires an MBA qualification. Owing to my priority being a change of career from somebody else’s employee to being a self-employed individual with knowledge in a number of fields, an MBA degree will equip me with the necessary skills to run the business stress-free. This is especially true considering the fact that I will have the opportunity to acquire general business and management knowledge that can come in handy in almost any industry. I will also get the opportunity to specialize in a certain area of expertise in business, for example accounting, marketing, human resource management or finance (Peterson 334). Specializing in a particular area will hone my skills in that field upon graduation, irrespective of my undergraduate degree or hitherto work experience. In addition, because I am interested in taking over a leadership role in running my own business, my acquisition of an MBA degree will make it easier for me to assume and retain effective leadership roles. This is especially true considering that an MBA course incorporates leadership studies, business strategies, and general management concepts that are applicable to virtually any leadership position in an organization. The burning ambition in learning business I have can be traced to my strong belief that the most financially successful persons in the planet are in business. However, their success does not just come on a silver platter; they must have enjoyed the subject in one way or another; felt like they could expand their knowledge and skills, and transferred the theories learned in class into a real business environment in order to achieve the highest turnaround for their businesses. This apparently makes education, and an MBA for that matter, a worthy goal to pursue for a successful career in business, especially in the current challenging world of

Insuring your business Coursework Example | Topics and Well Written Essays - 250 words

Insuring your business - Coursework Example Ideally, the common risks associated with cosmetics businesses include fire and health risks, especially for employees handling the cosmetics who are exposed to the different chemicals used during the manufacture of the cosmetics. Equally, the chemicals used are highly reactive and could easily explode if exposed to fire. The company has not had any legal claims previously; however, there was once an instance of contract breach in which the supplier failed to deliver goods in time and the company suffered a significant loss. Because the company had taken a comprehensive cover, the insurance claim tool cover of all the costs as well as the fees paid to the attorney. My company is unique, as it has established an expanded customer base and, as such, deals in timely delivery lest the customers fail to get their products in time. As the operating manager, in order to identify the risks associated with the business, I have characterized all occurrences that seem to pose threats and ascert ain the likelihood of such occurrences. With availing enough resources for every operating department, the company saves a lot from reduced expenses as most risks are prevented before occurrence rather than mitigation after their

General motors company Research Paper Example | Topics and Well Written Essays - 2000 words

General motors company - Research Paper Example The company is a South Korea conglomerate company with its headquarters in Seoul. Chung Ju-Yung founded the group in 1998 after the purchase of the second largest car company; Kia Motors, Hyundei purchased 51% of the company thus leading to the growth in the company’s operations and its market share. The acquisition of stake in Kia Motors saw the company’s reestablishment, thus leading to its growth. Hyundei Company deals in production of cars, minivans, trucks, buses and other commercial vehicles. In 2000, the company establishes a fuel task force in Yongin, which acted as the company’s research and development center. In the same year, the Hyundei saw its success after disclosing its first prototype fuel cell vehicle (FCV), which was regarded as the Sante Fe Sports Utility Vehicle just a few months signing an agreement with International Fuel Cells with an effort of supplying fuel cell power plant. The sales made by the company have over the years increased sig nificantly, for example, it made sales of over 3.6 million for its vehicles worldwide. The company is known for its operation of the world largest integrated automobile manufacturing facility, which is based in Ulsan, giving it an ability of annually producing up to 1.6 million units. Hyundai Company has been significant in the provision of employment opportunities; it has employed 75,000 persons worldwide. The company sells its vehicles to 193 countries; this is achieved by use of 6,000 dealerships and showrooms (Chung 22). The major achievement of the company was witnessed in 1986, when he sell its products in the internationally it began to sell cars to the United states, where its product Excel got nomination of being the best product this was because of its cheap prices hence affordability. This was a stepping-stone to the company and from then it began producing model using the available technology. The aggregate production of in 1990 was estimated to be over four million; the company has seen its success in development of gasoline engine and its own transmission. These developments have given the company an opportunity to become technologically independent. In 1998, the company in an effort of establishing the company as an excellent brand, management and leadership was transferred to Chung Mong Koo the son of Chung Ju-Yung. This marked the beginning of heavy investment, invention of various designs, manufacturing and effectiveness in research of the company’s vehicles. Hyundai motors have maintained its position in the region and the world its products are known for the profound performance it has portrayed; it has become the top most valuable brands worldwide (Chung). Situation Analysis The company has been ranked as the fastest growing car manufacturer in South Korea. Currently, the company is involved in marketing of 20 variants of passenger cars in six segments. The continued performance of the company of being the fastest and leading passen ger car manufacturer has lead to the company registering high sales of up to 299, 513 vehicles in 2006, and these amounts to 18.5% increase from over the previous year. The company’s growth rate in the domestic market is an increase of 19.1% in 2006 compared to 17.4% in 2005. The company’s subsidiaries like Hyundai Motor India Limited contain a fully integrated state-of-the-art manufacturing plant has assists in boosting of quality

Marketing Strategies for Luxury Brands Essay Example for Free

Marketing Strategies for Luxury Brands Essay New products are continuously launched into the luxury perfume market each year. DKNY’s recent addition to the perfume market is DKNY Pure. As a competitor intending to introduce a similar product into the luxury fashion brand perfume market, consumer behaviour has important implications for the design of a successful marketing strategy. This paper will outline which key factors marketers should attempt to influence in the design of a marketing strategy to introduce a new luxury brand perfume to the market. Through the use of product positioning, identifying buying groups and the target market, extensive advertising and operant conditioning marketers can manipulate the consumer decision-making process together with internal and external influences leading to consumer purchase behaviour. From a marketing perspective luxury fashion brands are defined in by features such as exclusivity, premium prices, excellent quality, distinctiveness, image, status and other aspirational characteristics (Fionda Moore, 2009). For many consumers the purchase of luxury fashion brand perfume is a high-involvement and emotional decision (Sadeghi Tabrizi, 2011). These purchases involve the use of extended decision-making with an extensive search of internal and external information and a considerable evaluation of alternative products available (Quester, Pettigrew Hawkins, 2011). An extensive advertising campaign should be used the major marketing strategy for the introduction of a new product in the luxury perfume market as it can be used to manipulate and influence consumer behaviour in a number of ways. Influencing the consumer decision-making process In order to influence the consumer decision-making process advertising can be used as external stimuli in order to trigger the first stage of the consumer decision making process; problem or need recognition. Advertising can influence consumer behaviour by affecting the consumer’s desired state or their existing state (Quester, Pettigrew Hawkins, 2011), prompting the identification of perceived need or desire for a product. Strategic marketing campaigns such as preannouncements (for example through media releases or samples) can be used to influence consumer anticipation, attention and desire or perceived need prior to the launch of a new product such as a luxury perfume (Schatzel Calantone, 2006). By understanding the motives which direct consumers to purchase products and the needs they are seeking to satisfy marketers can target their advertising more effectively (Kotler et al, 2007). For luxury brand perfume advertising can be used to highlight the emotional need of the consumer focussing on their â€Å"esteem needs† as described by Maslow’s Hierarchy of Needs (Kotler et al, 2007; Quester, Pettigrew Hawkins, 2011). Emotional self-esteem needs can be effectively used in advertising luxury brand perfume to women by including messages and visuals which suggest sophistication, elegance, love and confidence. Feeling and emotion significantly shapes consumer intentions for perfume with consumers visualising, imagining, estimating and assessing the perceived feelings gained from purchasing and using the product (Sadeghi Tabrizi, 2011). Perception Marketing efforts should focus on building customers perception of both the brand and the product. Perception is a significant internal factor in a consumers’ purchase decision for luxury brand perfume. The perception process involves processing information from exposure, attention and interpretation with meanings recorded as memory (Kotler et al 2007). Consumer perceptions can be manipulated through product positioning; in this case introducing a new perfume’s under the familiar luxury brand image will position it in the high-end perfume market creating a perception that it is a similar high-end product. Identifying the desired product position allows marketers to design strategies to develop the appropriate product image for that particular target market (Quester, Pettigrew Hawkins, 2011). Perfumes are products that are comprised of both tangible and intangible characteristics designed to satisfy consumers. Perceptions of quality can be influenced by the tangible (intrinsic) characteristics of the product; for perfume this is the bottle and the package. Through the application of beautiful and clever product design and packaging marketers can manipulate consumer perception of the perfume and its image (Sadeghi Tabrizi, 2011). Intangible (extrinsic) characteristics such as price, store image or brand image also serve to influence the consumer’s perception of quality (Quester, Pettigrew Hawkins, 2011). Setting higher prices for the perfume consistent with the product position and target market (Fionda Moore, 2009) and stocking the perfume in high-end department stores are strategies that can be employed to infer quality and influence consumer perceptions of status. Brand image and brand awareness Brand leveraging strategies can be employed to capitalise on the brand equity of a familiar luxury brand by giving the brand name to a new product (Quester, Pettigrew Hawkins, 2011). By introducing a new perfume using an established luxury fashion brand (either as a product or line extension) marketers can increase consumer recognition and acceptance of new products (Wu Lo, 2009) as well as making the most of the perceived intangible benefits associated with a positive brand image. A consumer’s positive perception of brand image of familiar luxury fashion brands has a significant effect on increasing purchase intentions of the products produced by those brands. The creation and usage of a strong brand image can be used by marketers to reduce uncertainty around product evaluation (or perceived purchase risk) whilst also increasing confidence in product quality (Sadeghi Tabrizi, 2011). Consumers view brand as an important part of a product which adds perceived value to the product (Wu Lo, 2009; Sadeghi Tabrizi, 2011). Launching a perfume under an existing familiar brand with a positive brand image can generate competitive advantage by increasing consumer’s interest and attention and resulting positive evaluation of a product (Fionda Moore, 2009). Further, consumers are likely to give greater attention to a familiar brand and to engage more effort in processing information about a product with a familiar brand name (Sadeghi Tabrizi, 2011). Brand personality celebrity endorsement Brand personality is a key factor in brand identity and is highly influential in the consumer decision making process as it relates to the desire to satisfy needs of self-esteem and belonging (Rajagopal, 2006). Consumers are motivated to purchase products from brands that reflect their own personality or that portrays personalities to which they aspire (Sirgy, 1982; Guthrie Kim, 2009; Spry, Pappu Cornwell, 2011). Celebrity endorsement is considered an effective strategy by marketers as a highly visible means of brand personality creation ((Rajagopal, 2006; Spry, Pappu Cornwell, 2011). Endorsement by celebrities influences consumer behaviour through attracting increased attention, generating greater brand recall and recognition (Quester, Pettigrew Hawkins, 2011; Spry, Pappu Cornwell, 2011). Dean (1999, as cited in Spry, Pappu Cornwell, 2011) further posits that celebrity endorsement can also influence a consumer’s perceptions of product quality and distinctiveness. The effectiveness of using a celebrity to endorse a product will be enhanced if there is congruence between the celebrity’s image, the product (and brand) personality and the self-concept of the target market (Quester, Pettigrew Hawkins, 2011). Market research should be conducted to determine perceptions of chosen celebrities to ensure they are credible and have attributes that coincide with the target market’s needs and desires (Quester, Pettigrew Hawkins, 2011; Spry, Pappu Cornwell, 2011). For the luxury brand perfume market such attributes should be based on attractiveness and image. Learning operant conditioning Consumers learn about products through the knowledge and experience gained from purchase and consumption (Quester, Pettigrew Hawkins, 2011). By understanding how consumers learn about products marketers can include information to assist and influence the consumer decision-making process. Operant conditioning is highly effective marketing strategy used to influence consumer behaviour particularly in high involvement purchases such as perfume (Peter Nord, 1982; Quester, Pettigrew Hawkins, 2011). Operant conditioning can shape positive reinforcement for consumer purchase intention (Amor Guilbert, 2009). By trialling, using tester bottles and sample spray cards the product consumers are able to experience the perfume determine if they like the scent and if it smells good on their skin. Amor Guilbert (2009) suggest that consumers are more likely to respond to new perfume samples than established ones. Marketers can provide free samples during related purchases to encourage product trial (Amor Guilbert, 2009) which assists in capturing consumer attention and increasing product familiarity (Sadeghi Tabrizi, 2011). Placing samples in high-end fashion magazines will also assist with familiarity as well as perception of quality. Using free samples as promotional tools may also assist marketers in developing a positive attitude toward the sampled perfume product as well as toward to the brand (Amor Guilbert, 2009). External influences A consumer’s purchasing behaviour is also influenced by social factors. By identifying the roles in the buying process marketers can incorporate this information in the product design and advertising message decisions (Kotler et al 2007). For women’s perfume the same person might play several roles in the purchasing decision. The purchaser will often be the initiator of the purchase, the decider who ultimately makes the purchasing decision and the user or wearer of the perfume (Kotler et al). Products such as perfume that are complementary to self-image are occasionally purchased by consumers as gifts for themselves. Marketers can target the fulfilment of self-gifting motivations by interspersing perfumes with other products such as cosmetics so that sales-staff might promote combining purchases (Mick, Demoss Faber, 1992). Males may also be purchasers of women’s perfume as gifts. Identifying this group in the buying process will enable targeted marketing through the development of gift packs around peak gift periods such as Christmas, and Valentines Day. As shown in the above discussion through the use of extensive advertising campaigns marketers can influence consumer purchase intention through stimulating emotional need or desire for the new perfume product as well as creating attention and awareness. Identifying and establishing the product position and the roles in the buying process will enable marketers to design and direct advertising at the desired target segments. The use of an established luxury brand to launch the product can influence consumer’s perceptions of quality and status of the brand and by association the perfume. Whilst credible celebrities can be used in advertising campaigns to create or support brand personality influencing attention, increasing brand recognition and product recall as well as further addressing consumer’s desire for fulfilment of self-concept needs. Finally operant conditioning through the provision on free samples and testers will be used to shape consumer learning about the new product by positive reinforcement, as well as capturing consumer attention and further increasing brand awareness. By understanding the relevant influences of consumer behaviour to the new product marketers can incorporate this theory in order to manipulate the buying intentions and purchase behaviours of consumers and create a successful marketing campaign.

Public Policy Reporting Class :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Pending approval from the General Assembly, the funding for older Illinoisans will receive nearly an eight percent increase in the fiscal year 2001 budget for the Illinois Department on Aging.   Ã‚  Ã‚  Ã‚  Ã‚  The state’s portion of the overall spending is $234.9 million and funds the Department’s Community Care program at $205 million. The program provides senior citizens with home care services, adult day services and custodial care.   Ã‚  Ã‚  Ã‚  Ã‚  The eight percent increase is drastically needed according to Carol Aronson, spokesperson for the Shawnee Alliance for seniors.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Senior programs are underpaid compared to the services of Department of Children and Family Services with a much lower rate of funds for seniors, even with an eight percent increase,† Aronson said.   Ã‚  Ã‚  Ã‚  Ã‚  An additional $7 million has been allocated to the Elder Abuse and Neglect Program, an increase of 11 percent. Community based agencies will be able to respond to over 8,600 reports of abuse and neglect, which account for a projected increase. The Elder abuse reports have been on the rise every year, prompting Gov. Ryan to also respond to the problem by forming a new Elder Abuse Task Force.   Ã‚  Ã‚  Ã‚  Ã‚  The Illinois Department on Aging’s Elder Abuse and Neglect Program responds to all reports of abuse of people age 60 and older. The program provides investigation, intervention and follow-up services to victims. Reports are increasing about 10 percent a year, as the older population grows and awareness of the problem increases.   Ã‚  Ã‚  Ã‚  Ã‚   Jones 2 â€Å"The spring session was certainly fruitful for all Illinois seniors,† said Illinois Department on Aging Director Margo E. Schreiber.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The budget will help the Illinois Department on Aging fulfill its mission, and we are grateful to the Governor and legislators for their diligent work in addressing the needs and quality of life for the seniors in our state.†   Ã‚  Ã‚  Ã‚  Ã‚  While the bill awaits approval, a similar proposal for seniors, the 100 percent campaign, has been passed and is a working success according to Susan Patterson, field coordinator for the Egyptian Area Agency on Aging, Inc. Specifically, Senate Bill 677, increased access to the state’s Medicaid program for those whose income is less than 100 percent of the federal poverty level, or $687 a month. Currently, the eligibility is set at $308 a month, or 47 percent of the federal poverty level. Through the 100 percent plan, in July 2000 the 47 percent income threshold will jump to 70 percent of the federal poverty level, which will change their income by an additional $184.

Plagiarism and the Internet :: Cheating Education Essays

Plagiarism and the Internet The web today has everything at your fingertips and is a savior to any student trying to research a paper and is in need of information. You are able to look up any topic you want on the internet and in seconds everything you need to start your paper is right in front of you. There are even sites that allow students to look up their topic and let them receive papers that were already written by other student on that topic. Being able to take other peoples words and thoughts seem like the easiest way to go about things. You donà °t have to do any research, you donà °t have to organize your thoughts, and there is no long process of sitting down and actually writing a paper because it is already done for you. Students who decide to plagiarize think that they are taking a short cut and finding an easier way of doing things, but really they are just getting themselves in to a whole lot of trouble. Plagiarism can be defined as stealing and passing off ( the ideas or words of another) as your own or use someone elseà °s production as your own. (Merriam Webster Dictionary) When someone is using information from the internet or any website, they must cite the source from which they received the information. Many teachers or professors are trained to detect plagiarism. They can detect plagiarism by looking at the format of the paper, and by reviewing the bibliography and seeing if it matches the sources referred to in the paper that the student has written. There are many sources on the internet today that allow professors to enter just a couple of words from the paper in which they suspect plagiarism and they are able to find the sites that they may have plagiarized from. Many professors have different ways in dealing with plagiarism. Some may take the paper away and give the student a zero without any explanation, while others will take more drastic measures and fail the student for the semester. I must admit that it is very easy to take other peoples words and idea and use them as your own.

Impressionism and Post Impressionism

Impressionism and Post-Impressionism Eras Impressionism is the art movement that began in France in the 19th century. Claude Motet's work, Impression, sole eleven, or Impression, Sunrise, is where the name for the movement was derived. Various styles such as thin, small brush strokes, open composition, accurate depiction of light, ordinary subject matter, movement, and unusual visual angles were used in art during this time period. Impressionists broke the traditional guidelines of painting which drew a hostile reaction from the public at first.Instead of specific details their art depicted visual effects using various lord, shading, and short strokes leaving out much of the detail and capturing what was being observed at a given moment. (Impressionism, 2013) Impressionist artists were also liberated from painting only indoors by the innovation of storing paint in tubes. This technology allowed artists to pain outside which led them to create pieces that featured landscapes and were more focused on capturing natural light in their work. (Minded, 3. 20) In the sass's when Impressionism was beginning to grow in popularity, France was undergoing major changes in the political arena.Napoleon Ill had Just been defeated n a war against Prussia. During his rule France saw industrial and economic growth but certain freedoms such as press and assembly had been suppressed. Following his rule, France established the Third Republic. In the beginning there was conflict between royalists and a group referred to as The Commune, a socialist group. After five years of fighting the royalists of the Republic ultimately won by executing hundreds of The Commune in an event now known as The Bloody Week. During this time thousands of France also fled the country to places like England, Spain, and even he United States.Due to all the hostility by the opposing sides France stayed under martial law for five years. There were also religious impacts during this time period. Most notably w as the separation of the Church from the state. This legislation made the Church property of the state and required that religion be removed from schools. Additionally churches were only allowed to remain open if they held public political meetings in the evenings. Education reform was also in the works that focused increasing the availability of further education and training in technology.France in the 19th Century, 2013) Post-Impressionism immediately followed Impressionism beginning in the sass's. The actual term was first used by Roger Fry a British artist and art critic in 1910. Post-Impressionism typically refers to the time period since French painter, Dour Meant. The style of Post-Impressionism continued the use of vivid colors, thick paint application, real-life subject matter, and distinct brush strokes that were all common during Impressionism. Additionally artists also highlighted geometric forms, and used strange or uninformed colors.A foundation for quite a few 20th-c entury contemporary trends evolved because of the work of Post- Impressionist artists. (Post-Impressionism, 2013) World War II, a paramount world event was happening during the Post-Impression period. Many in France welcomed this war as a way to defeat Germany after the Franco-Prussian War in 1871. Attitudes soon changed regarding the war. Soldiers grew tired and hesitant to attack. Due to the war the economy in France was devastated during this time by German invasion in major industrial areas.America was a relief for France during the war providing DOD, money, and raw materials in 1917. Following the war France was in a poor state economically and the government struggled as well. France's economy continued to struggle even after the war as they were behind in industry. Germany and Great Britain both beat France industrially regardless of the great industry and infrastructure that was in France. (France in the 20th Century, 2013) There are many similarities and a few differences b etween art during the Impressionism and Post- Impressionism Eras.Both art forms were neither realistic nor abstract, dealt with legalistic subject matter a lot of which were landscapes and the artist's uses of colors to show light sources. Additionally both periods used some of the same techniques in relation to distinct brush strokes, thick application of paint, and use of vivid and sometimes unrealistic paint colors. Even though Post-Impressionist artists carried on several of the Impressionist innovations there were also new things introduced. Post- Impressionist artist used unnatural forms and colors to portray things in the natural world while Impressionists works were more realistic.Also, Impressionist artists had sees of a concern for expression and structure than Post-Impressionist artists. (Minded, 3. 20) Post-Impressionism continued much of the work of Impressionism. The use of real subject matter, the ability to do art outdoors, and the artists approach to color selection s and applications are all examples of how Impressionism had stylistic impacts on Post-Impressionism. These similarities can be better understood by analyzing works from each era. Claude Monet was an Impressionist artist. His work, Houses of Parliament, is an oil painting that he produced in approximately 1901.In this work Monet portrays his view of the houses of Parliament across the Thames River in London from his room in the Savoy Hotel. As in most works of this time period Monet used abstract shapes, muted colors, and a distinct light source that shows the exact time of day, late afternoon, in which he completed this work. (The Houses of Parliament, 2013) In contrast to this work is Vincent van Sago's Post- Impressionist work, Irises. Van Gogh completed this and many of his works from within the confines of Stain Paul-De-Mausoleum, an asylum in France. Van Gogh spent any of his days painting the gardens that surrounded the clinic.As seen in Irises, van Gogh uses bright vibrant c olors, lighting sources that resemble a bright, sunny day, and much more realistic techniques than in Motet's Houses of Parliament. (Vincent van Gogh, 2013) Houses of Parliament relates to Irises because they represent the differences between Impressionism and Post-Impressionism art styles and techniques. You can see in Irises a lot of the techniques that started during the Impressionist period but that were refined during Post-Impressionism, specifically in he detail of the brush strokes, more realistic feel, and brighter colors used in the piece.Post Impressionism influenced the art world by bringing painting into a more realistic phase and by introducing new techniques that are still used in painting today. The use of various colors to portray light sources, while beginning during Impressionism, was highly elevated during Post-Impressionism. Additionally the radical approach and independent styles used by post-impressionist artist and their resolve of pursuing exclusive artistic expression intensely influenced future groups of artists. The Met Post-Impressionism, 2013). References Impressionism. (2013). Impressionism and Post Impressionism Impressionism is the art movement that began in France in the 19th century. Claude Monet’s work, Impression, soleil levant, or Impression, Sunrise, is where the name for the movement was derived. Various styles such as thin, small brush strokes, open composition, accurate depiction of light, ordinary subject matter, movement, and unusual visual angles were used in art during this time period. Impressionists broke the traditional guidelines of painting which drew a hostile reaction from the public at first. Instead of specific details their art depicted visual effects using various colors, shading, and short strokes leaving out much of the detail and capturing what was being observed at a given moment. (Impressionism, 2013) Impressionist artists were also liberated from painting only indoors by the innovation of storing paint in tubes. This technology allowed artists to pain outside which led them to create pieces that featured landscapes and were more focused on capturing natural light in their work. (MindEdge, 3. 20) In the 1870’s when Impressionism was beginning to grow in popularity, France was undergoing major changes in the political arena. Napoleon III had just been defeated in a war against Prussia. During his rule France saw industrial and economic growth but certain freedoms such as press and assembly had been suppressed. Following his rule, France established the Third Republic. In the beginning there was conflict between royalists and a group referred to as The Commune, a socialist group. After five years of fighting the royalists of the Republic ultimately won by executing hundreds of The Commune in an event now known as The Bloody Week. During this time thousands of France also fled the country to places like England, Spain, and even the United States. Due to all the hostility by the opposing sides France stayed under martial law for five years. There were also religious impacts during this time period. Most notably was the separation of the Church from the state. This legislation made the Church property of the state and required that religion be removed from schools. Additionally churches were only allowed to remain open if they held public political meetings in the evenings. Education reform was also in the works that focused increasing the availability of further education and training in technology. (France in the 19th Century, 2013) Post-Impressionism immediately followed Impressionism beginning in the 1890’s. The actual term was first used by Roger Fry a British artist and art critic in 1910. Post-Impressionism typically refers to the time period since French painter, Edourd Manet. The style of Post-Impressionism continued the use of vivid colors, thick paint application, real-life subject matter, and distinct brush strokes that were all common during Impressionism. Additionally artists also highlighted geometric forms, and used strange or uninformed colors. A foundation for quite a few 20th-century contemporary trends evolved because of the work of Post-Impressionist artists. (Post-Impressionism, 2013) World War II, a paramount world event was happening during the Post-Impression period. Many in France welcomed this war as a way to defeat Germany after the Franco-Prussian War in 1871. Attitudes soon changed regarding the war. Soldiers grew tired and hesitant to attack. Due to the war the economy in France was devastated during this time by German invasion in major industrial areas. America was a relief for France during the war providing food, money, and raw materials in 1917. Following the war France was in a poor state economically and the government struggled as well. France’s economy continued to struggle even after the war as they were behind in industry. Germany and Great Britain both beat France industrially regardless of the great industry and infrastructure that was in France. (France in the 20th Century, 2013) There are many similarities and a few differences between art during the Impressionism and Post-Impressionism Eras. Both art forms were neither realistic nor abstract, dealt with realistic subject matter a lot of which were landscapes and the artist’s uses of colors to show light sources. Additionally both periods used some of the same techniques in relation to distinct brush strokes, thick application of paint, and use of vivid and sometimes unrealistic paint colors. Even though Post-Impressionist artists carried on several of the Impressionist innovations there were also new things introduced. Post-Impressionist artist used unnatural forms and colors to portray things in the natural world while Impressionists works were more realistic. Also, Impressionist artists had less of a concern for expression and structure than Post-Impressionist artists. (MindEdge, 3. 20) Post-Impressionism continued much of the work of Impressionism. The use of real subject matter, the ability to do art outdoors, and the artists approach to color selections and applications are all examples of how Impressionism had stylistic impacts on Post-Impressionism. These similarities can be better understood by analyzing works from each era. Claude Monet was an Impressionist artist. His work, Houses of Parliament, is an oil painting that he produced in approximately 1901. In this work Monet portrays his view of the houses of Parliament across the Thames River in London from his room in the Savoy Hotel. As in most works of this time period Monet used abstract shapes, muted colors, and a distinct light source that shows the exact time of day, late afternoon, in which he completed this work. (The Houses of Parliament, 2013) In contrast to this work is Vincent van Gogh’s Post-Impressionist work, Irises. Van Gogh completed this and many of his works from within the confines of Stain Paul-de-Mausole, an asylum in France. Van Gogh spent many of his days painting the gardens that surrounded the clinic. As seen in Irises, van Gogh uses bright vibrant colors, lighting sources that resemble a bright, sunny day, and much more realistic techniques than in Monet’s Houses of Parliament. (Vincent van Gogh, 2013) Houses of Parliament relates to Irises because they represent the differences between Impressionism and Post-Impressionism art styles and techniques. You can see in Irises a lot of the techniques that started during the Impressionist period but that were refined during Post-Impressionism, specifically in the detail of the brush strokes, more realistic feel, and brighter colors used in the piece. Post Impressionism influenced the art world by bringing painting into a more realistic phase and by introducing new techniques that are still used in painting today. The use of various colors to portray light sources, while beginning during Impressionism, was highly elevated during Post-Impressionism. Additionally the radical approach and independent styles used by post-impressionist artist and their resolve of pursuing exclusive artistic expression intensely influenced future groups of artists. (The Met Post-Impressionism, 2013).

Piaget and Vygotsky: compare and contrast Essay

Everyday life is characterized by conscious purpose. From reaching for food to designing an experiment, our actions are directed at goals. This purpose reveals itself partly in our conscious awareness and partly in the organization of our thoughts and actions. Cognition, as defined as â€Å"†¦ the activity of knowing and the processes through which knowledge is acquired† (Shaffer et al., 2002), is the process involved in thinking and mental activity, such as attention, memory and problem solving. Much past and present theory has emphasized the parallels between the articulated prepositional structure of language and the structure of an internal code or ‘language of thought’. In this paper I will discuss language and cognition and two famous theorists who were both influential in forming a more scientific approach to analyzing the process of cognitive development: Jean Piaget and Lev Vygotsky. Jean Piaget was known for his establishment of the four major perio ds of cognitive development. Lev Vygotsky was the complement to Piaget’s theory with his sociocultural perspective on cognitive development. Both were keenly interested in the relationship of thinking and language learning. Jean Jacques Piaget was born in Neuchà ¢tel, Switzerland on August 9, 1896. His father, Arthur Piaget, was a professor in Medieval Literature. His mother, Rebecca Jackson, was an intelligent woman but Jean found her a little bit  neurotic. When he was in his late youth he had a faith crisis. His mother encouraged him to attend church to only found it foolish. So he had decided to focus less on philosophy and more on psychology (Smith, L.). Piaget attended the University of Neuchà ¢tel. There he studied natural sciences. He then attended the University of Zà ¼rich were he gained an interest in psychoanalysis. In 1919, he went to Paris, France where he met Dr. Simon at the Binet Laboratory. While in Paris, Piaget planned and administered many reading tests to school children and became interested not in their correct answers, but in their incorrect answers. He wanted to explore the reasoning process that children have. By 1921 he began to publish his research findings. He developed a new way of questioning the children; it was a psychiatric method of question and response. It is called the methode clinique or the clinical method. The clinical method is a type of interview in which a participant’s response to each successive question (or problem) determines what the investigator will ask (Shaffer et al., 2002). Piaget was interested in learning the differences between a child’s acquisitions of knowledge compared to an adult’s. He formed the theory that the growth of knowledge is a progressive construction of logically embedded structures superseding one another by a process of inclusion of lower less powerful logical means into higher and more powerful ones up to adulthood. Therefore, children’s logic and modes of thinking are initially entirely different from those of adults† (Smith, L.). By the time Piaget died in Geneva in 1980, he had written over 300 papers, book chapters and introductions as well as thirty boo ks on cognitive development. Piaget’s idea was that children had learned through action. He believed that children are born with and acquire schemas, or concepts for how to act and respond to the world. As children explore their world, they form and reform ideas in their minds. The more actively involved children are, the more knowledge is gained. McGee and Richgels (1996) note, â€Å"Because children construct their own knowledge, this knowledge does not come fully developed and is often quite different from that of an adult† (p.7). Accordingly, the Piagetian perspective of literacy acquisition emphasizes a child’s stages of development and reflects â€Å"concepts of reading and writing as the child has constructed them,† state McGee and Richgels (1996, p. 10). They add,  Ã¢â‚¬Å"Children ‘s concepts of reading and writing are shaped more by what they accomplished in preceding developmental stages than by their simply imitating adults’ behavior or following adultsâ€⠄¢ directions† (p. 10). Piaget believed that children are born with the innate tendency to try to organize the way in which they think about their environment, that is, to make sense out of it. He believed that human beings organize the material about the environment in different ways as they mature. These mental changes are related to an interaction between age and environment. Piaget further believed that his theory was universal, that the stages of development he outlined would exist in all societies. He viewed the development of the child’s cognitive ability as a four-stage process. Children would move up through the stages in a fixed order. He assigned estimations of age for each of the four stages, but did not see the process as connected to specific ages. Piaget’s theory identifies four developmental stages and the processes by which children progress through them. The four stages are as follows: Sensorimotor stage (birth – 2 years old)–The child, through physical interaction with his or her environment, builds a set of concepts about reality and how it works. This is the stage where a child does not know that physical objects remain in existence even when out of sight (object permanence). Preoperational stage (ages 2-7)–The child is not yet able to conceptualize abstractly and needs concrete physical situations. Concrete operations (ages 7-11)–As physical experience accumulates, the child starts to conceptualize, creating logical structures that explain his or her physical experiences. Abstract problem solving is also possible at this stage. For example, arithmetic equations can be solved with numbers, not just with objects. Formal operations (beginning at ages 11-15)–By this point, the child’s cognitive structures are like those of an adult and include conceptual reasoning (Shaffer et al., 2002). While Piaget did not conduct cross-cultural research, his research in Switzerland was comprehensive. As the text points out, Piaget’s original observations and hypotheses were based on his observations of his own three children. He then tested his theories by designing experiments for children to perform. These experiments were passed on to teachers being trained at  the institute. Over the years, Piaget and these teachers have conducted an estimated 20,000 of his various experiments. For example, if one child had been taken on trips around the world, spent much time in museums, and read many books, she might be prepared to move up to the next stage at an earlier age than a child who spent his time playing video games and watching TV all day (Driscoll, 1994). Piaget accounted for varying levels of preparedness by explaining that each child possessed a schema, and that a child could not move to the next stage until his or her schema was at a threshold level. Schemata were expanded through what Piaget termed as assimilation (adding to prior knowledge) and accommodation (changing prior knowledge to fit new information). In this manner, children adapt to situations in response to their need for equilibrium (solving dilemmas; mastering skills). A soccer player who wishes to be a scorer, but lacks aiming skills, may practice at shooting at the goal until she assimilates knowledge of which angle to shoot from and how hard to kick the ball. When she adjusts her tactic (via accommodation) and score a goal, she moves from disequilibrium to equilibrium. Physical maturation, activities and socializing with peers to learn from them are all factors that can or do promote growth in schema (Driscoll, 1994). Piaget believed that children who speak aloud in the presence of others will sometimes adapt their speech to take into consideration the hearer(s) but at other times would direct their remarks to no-one in particular and there would be no evidence that the child was attempting to take into account the knowledge or interests of a specific listener. Piaget called this egocentric speech – the inability of the child to separate their own perspective from those of other people. Piaget saw egocentric speech as being the reflection of thought processes of the young child, and he investigated this in detail. He saw egocentric speech as having no apparent function in the child’s behaviour, so it would have no reason to survive, eventually fading away as the child became more aware of the distinctions between themselves and others (Piaget, 1955). Lev Semyonovich Vygotsky was born in the U.S.S.R. in 1896, the same year  Piaget was born. His active career as a psychologist was only around 10 years long. He graduated with a law degree at the Moscow University. After graduation, he started teaching at various institutions. Vygotsky’s first big research project was in 1925 with his Psychology of Art. A few years later, he pursued a career as a psychologist working with Alexander Luria and Alexei Leontiev. Together, they began the Vygotskian approach to psychology. Vygotsky had no formal training in psychology but it showed that he was fascinated by it. After his death of tuberculosis in 1934, his ideas were repudiated by the government; however, his ideas were kept alive by his students. While agreeing with Piaget that the child is an active learner, Vygotsky placed more emphasis on the child’s interaction with the social environment. Whereas Piaget visualizes the young child as a natural scientist, experimenting with the environment, Vygotsky sees the child as needing assistance at a critical point; he refers to the range of skills that a child can exercise with assistance but cannot perform independently as the zone of proximal development. With guidance or assistance from parents, adults, or even older children, the child is able to master a more difficult task or concept. In contrast to Piaget, Vygotsky believed that the child requires more socialization for cognitive development. While recognizing that maturation is important in cognitive development, he placed less emphasis on it. Language and cognition emerge in development at about the same time and are intertwined. Children build new concepts by interacting with others who either provide feedback for their hypotheses or help them accomplish a task (McGee & Richgels, 1996). Vygotsky suggested that learning is a matter of internalizing the language and actions of others. According to McGee and Richgels (1996), â€Å"Vygotsky believed that children need to be able to talk about a new problem or a new concept in order to understand it and use it† (p. 8). As the child discusses a problem or task with an adult, the adult supplies language to assist the child in solving the problem; the child gradually internalizes the language until the task can be completed independently (McGee & Richgels, 1996). The instructional technique in which  the teacher models the desired learning strategy or task and then gradually shifts responsibility to the students is called scaffolding. Vygotsky perceived the process of cognitive development as less segmented and rigid than Piaget had. He believed that children learned from in two ways: from tools and from more capable peers and adults. Tools could be anything in the environment that children use to help them advance intellectually (e.g., the internet, cultural artifacts). He advocated that children be placed in learning contexts which were raised just slightly above their existing ability so that they would step up to reach the next level. For Vygotsky, learning was a social process from the beginning. Children learned only by interacting with adults, not with peers who were at there level of cognition. The adult provides the child with assisted learning and scaffolding until the zone of proximal development has been removed. An example of this might involve a mother teaching her child how to drink from a cup. The mother could model the action for the child; the mother could then hold the cup up to the childâ€℠¢s mouth; following that, the child could attempt to raise the cup to her own mouth; finally, the mother would help the child coordinate the activity until the child she has acquired the skill. A main area Piaget and Vygotsky are both concerned about is the relationship between language and thought. This is the concept in which they show great dissimilarity. As preschoolers go through their daily activities, they frequently talk out loudly to themselves as they play and explore the environment. Piaget called these utterances egocentric speech, a term expressing his belief that they reflect the preoperational child’s inability to imagine the perspectives of others (Piaget, 1955). Piaget believed that egocentric speech reflects an inability to take the perspective of others, and plays no useful role in development. Vygotsky believed that a child’s use of private speech – talking to himself/herself – is not an example of egocentrism but rather is pre-social conversation. Vygotsky placed a high value on private speech because it enables the child not only to practice talking but also to plan activities. Some modern investigators have suggested that private speech is a process of  planning out loud – for example, when you are going to a new place, you verbalize the instructions for getting there aloud to yourself. It is an important developmental phenomenon, which helps children to organise and regulate thinking. As the Western world has more time to assimilate Vygotsky’s ideas, we may discover other contributions that are important in the cognitive development of young children (Vygotsky, 1962). There are two cases of Piaget and Vygotsky’s differences that stand out the most in their world. First, Vygotsky was critical of Piaget’s assumption that developmental growth was independent of experience and based on a universal characteristic. Vygotsky asserted that development is complex and is effected by social and cultural contexts. Biological and cultural development are interrelated and do not develop in isolation. Vygotsky believed that intellectual development was continually evolving without an end point. Second, the other conflict between Vygotsky and Piaget was the latter’s explanation of development as the notion that concepts should not be taught until children are in the appropriate developmental stage. This conflicts with Vygotsky’s zone of proximal development (ZPD) and developmental theories. Vygotsky noted that instruction that is oriented toward development is ineffective concerning the child’s overall development. Both Vygotsky and Piaget were exceptional men with theories that have helped shaped the world of psychology. Piaget believed the universal acquisition of knowledge occurs within a four stage process. The Vygotskian perspective of cognitive development emphasizes social interaction but places less emphasis on stages of behavior. Although both theories had conflicted with one another, it is true to believe that Vygotsky had built his educational theories on the strengths of Piaget’s. References: Driscoll, M. P. (1994). Psychology of learning for instruction. Boston: Allyn and Bacon. Evans, R. (1973). Jean Piaget: The Man and His Ideas. New York: E. P. Dutton & Co., Inc. Hall, Wayne and Drinnin, Beverly. Instructor’s Resources for Discovering Psychology. New York: Worth Publishers, 2000, p. 254. McGee, L.M., & Richgels, D.J. (1996). Literacy’s beginnings: Supporting young readers and writers (2nd ed.). Boston: Allyn and Bacon. Moll, Louis C. (1994). Vygotsky and Education: Instructional implications and applications of sociohistorical psychology. New York: Cambridge University Press. Piaget, J. (1955). The language and thought of the child. New York: Meridian Books. Shaffer, D. R., Wood, E., & Willoughby, T. (2002). Developmental Psychology: Childhood and Adolescence, First Canadian Edition. Toronto: Thomson/Nelson. Smith, L. (1997). Jean Piaget. In N. Sheehy, A. Chapman. W.Conroy (eds). Biographical Dictionary of Psychology. London: Routledge. Vygotsky, L. S. (1962). Thought and Language. Cambridge: MIT Press.

Euphemism in Cross-Cultural Communication

Cross-Cultural Communication Vol. 8, No. 6, 2012, pp. 66-70 DOI:10. 3968/j. ccc. 1923670020120806. 1356 ISSN 1712-8358[Print] ISSN 1923-6700[Online] www. cscanada. net www. cscanada. org Cross-Cultural Contrastive Study of English and Chinese Euphemisms WANG Xiaoling[a]; ZHANG Meng[a],*; DONG Hailin[a] [a] College of Foreign Languages, Hebei United University, West Xinhua Road, Tangshan, China. * Corresponding author.Supported by Study on Application of Cross-Cultural Teaching Concept in New Standard College English Teaching; Key Project of Ministry of Education for the Year 2010, the Eleventh Five-year Plan for Educational Sciences (Grant No. gpa105030). Received 18 August 2012; accepted 7 December 2012 Abstract The use of euphemisms is a common linguistic phenomenon in all languages. By using euphemisms, people can indirectly and politely express their ideas, without making the listeners feel awkward and unpleasant. As a mirror of culture, the generation and development of euphemis ms are closely related to culture.Euphemisms in English and Chinese are also abundant, but they have both differences and similarities in expressions and cultural connotations. The cross-cultural contrastive study of English and Chinese euphemisms can help people correctly understand the deep meaning in English and Chinese languages and overcome the obstacles in crosscultural communications. Key words: Euphemisms; Culture; Cross-culture; Contrastive study WANG Xiaoling, ZHANG Meng, DONG Hailin (2012). CrossCultural Contrastive Study of English and Chinese Euphemisms.CrossCultural Communication, 8 (6), 66-70. Available from: http://www. cscanada. net/index. php/ccc/article/view/j. ccc. 1923670020120806. 1356 DOI: http://dx. doi. org/10. 3968/j. ccc. 1923670020120806. 1356. â€Å"speech†, so the word â€Å"euphemism† literally means â€Å"word of good omen†. Routledge Dictionary of Language and Linguistics (2000) defines â€Å"euphemism† as â€Å"A kind of expressing method which aims at making people feel less embarrassed by using some words with vague and ambiguous meaning instead of those which may make people feel unpleasant and not respected†.The generation of euphemism has its social foundation. While communicating with others, people often face the situation where they can not directly express what they want to say, or sometimes a direct expression will cause the listeners awkward and unpleasant. In these cases, people tend to choose an indirect and roundabout way to express their ideas and thoughts, so as to avoid the embarrassment. With this purpose, euphemisms come into being. Whereas the use of euphemisms is not only a social phenomenon, it is also a cultural one.The generation of euphemism is also closely related to culture. Due to the low social productivity in the early stage of human society, people were lack of scientific and cultural knowledge, thus there existed a superstitious belief that the direct call of t he name of God or a ghost will bring them bad fortune. Then the names of God and ghosts became language taboo and people found substitutes of these names. These substitutes then became euphemisms of that time. With the development of the society, euphemisms in all languages also changed.And this on-going change has always being relying on culture. Different nations possess different natural environment, social patterns, ideological systems, modes of production and values. All these can be reflected in the use of language, including the use of euphemisms. 1. EUPHEMISM AND ITS RELATION WITH CULTURE The word â€Å"euphemism† originated from a Latin word. Its prefix â€Å"eu† means â€Å"good†, and â€Å"phemism† means 2 . C U LT U R A L S I M I L A R I T I E S A N D DIFFERENCES REFLECTED BY ENGLISH AND CHINESE EUPHEMISMS When we compare different cultures, we will find that theCopyright  © Canadian Academy of Oriental and Occidental Culture 66 WANG Xiaolin g; ZHANG Meng; DONG Hailin (2012). Cross-Cultural Communication, 8 (6), 66-70 similarities and differences of the developing course of human society are manifested in cultures. Language is not only the mirror of culture, but also a part of culture. So the similarities and differences of cultures are undoubtedly reflected by English and Chinese languages, including euphemisms. 2. 1 Cultural Similarities Reflected by Euphemisms Euphemism as a cultural phenomenon has its specific role to play in culture.Cultural similarities reflected by English and Chinese euphemisms can be concluded by the functions of euphemisms. Basically speaking, the functions of English and Chinese euphemisms are the same, which can be divided as taboo-avoiding function, politeness function, and deception function. These functions show the universal characters of human culture. 2. 1. 1 Taboo-Avoiding Function In English and Chinese, there are some words that cannot be directly said out.For example, during the ti me when Christianity was prevalent in the western countries, the name of God â€Å"Jehovah† became the biggest taboo, so many euphemisms were created to replace the name, such as â€Å"the Almighty†, â€Å"the Supreme Being†, â€Å"Holy one†, â€Å"the Eternal†, â€Å"the Creator†, â€Å"the Maker†, â€Å"the Savior†, â€Å"the light of the world†, â€Å"the Sovereign of the Universe†, â€Å"Our Father†, etc.. In ancient China, the names of emperors are also tabooed. For example, Qin Shi Huang, the first emperor of China, changed â€Å" † (the first month of a lunar year) into â€Å" † so as to avoid the pronunciation of the character â€Å"? which is the same as the character â€Å"? † used in his name. Another example is the euphemistic expression of â€Å"death†. People generally believe that the greatest misfortune is nothing than death, so there are taboos and euphemisms ab out death both in English and Chinese. The word â€Å"death† cannot be directly mentioned, and euphemisms about death are various. In English, the word â€Å"die† can be replaced by â€Å"to pass away†, â€Å"to expire†, â€Å"to be no more†, â€Å"to breathe one’s last†, â€Å"to come to an end†, â€Å"to join the majority†, â€Å"to go to one’s rest†, â€Å"to sleep the final sleep†, â€Å"to be gathered to one’s father†, â€Å"return to dust†, â€Å"run one’s race†, â€Å"be no onger with us†, â€Å"to be at peace†, â€Å"to be at rest†, â€Å"to be asleep in the arms of God/ Jesus†, â€Å"pay the debt of nature†, etc.. In Chinese, the word â€Å"? † can be replaced by â€Å" † etc.. 2. 1. 2 Politeness Function It is a normal human psychology for everybody to be respected and keep dignity before the others. So to avoid hurting others’ feelings and pride in a conversation, people often use euphemistic expressions in stead of words that will lead to the unwanted result. For instance, in Chinese, people will call those who are physical handicapped â€Å"? ?† in stead of â€Å" . Similarly, in English, the word â€Å"handicapped† is euphemistically expressed by â€Å"disabled† to show people’s respect. The â€Å"deaf† people are described as â€Å"hard of listening†, and â€Å"blind† people are â€Å"the visually challenged†. At present, euphemisms about body figure are more often used than ever before. As more and mo re people pay attention to their figure, you need to be careful while talking to those who have much weight. The word â€Å"fat† could never be used. But you can use words like â€Å"plump, stout, out-size, over-weight† to describe such person. In Chinese, it is also more polite to use words like â€Å" † etc..The politeness function of euphemisms is well demonstrated by the description of these low or humble occupations. To some extent, the occupations people are engaged in can show their social status, so people in the low hierarchy are usually sensitive towards their jobs. A decent and respectful call of their occupation will show respect for such persons. Therefore, â€Å"sanitation engineer† is created for â€Å"garbage collector†, â€Å"cleaning operative† is created for â€Å"road-sweeper†, â€Å"domestic help† is created for â€Å"maid† and â€Å"security officer† is created for â€Å"janitor†. In modern Chinese, there are also similar euphemisms about occupations.For example, people call â€Å" † in stead of â€Å" †, and â€Å" ?† or â€Å" † in stead of â€Å" †. These euphemisms about occupations not only show the raise of civilization level, but also people’s awaren ess of social equity. 2. 1. 3 Deception Function With the development of the society, the use of euphemisms is not only limited in avoiding taboos and caring for the listeners’ feelings. On many occasions, it is also employed to hide the facts, and to achieve some ulterior goals. Euphemisms of this kind are widely seen in political and economic areas to deceive the public or distort the pacts.For example, words used in war, such as â€Å"invasion† and â€Å"raid† are disguised as â€Å"incursion†, â€Å"involvement† and â€Å"military action†; Failure in a war is disguised as â€Å"break off contact with enemy†; The thousands of homeless people in the war are called â€Å"transfer of population†; â€Å"Attack† is disguised as â€Å"active defense†, etc.. These cosmetic words conceal the nature and cruelty of war, and provide reasonable excuse for waging wars. For politicians, these euphemistic words are good tools to whitewash themselves and protect themselves from being excused or charged. Euphemisms in the economic area are also widely seen.For example, â€Å"economic crisis† is replaced by â€Å"depression† or â€Å"recession†; â€Å"poor nations† is replaced by â€Å"underdeveloped nations†, â€Å"developing nations†, or â€Å"emerging nations†. These words all cover up the reality to some extent, and the real meaning of these words need careful thinking. 2. 2 Cultural Differences Reflected by Euphemisms Due to the culture difference between English and Chinese, a topic often being talked about in one culture 67 Copyright  © Canadian Academy of Oriental and Occidental Culture Cross-Cultural Contrastive Study of English and Chinese Euphemisms ay be tabooed in another culture, and something unacceptable in one culture may be quite normal in another. 2. 2. 1 Different Attitudes Towards â€Å"Old Age† The westerners are afraid of old age. In their opinion, old age indicates decay. So in many western countries, inquiring others’ age is seen to be an offense, because â€Å"age† is a sensitive topic. There are many euphemisms describing old age, such as â€Å"senior citizen, advantage in age, the mature, seasoned man, full of ages, be feeling one’s ages, past one’s prime† etc.. On the contrary, it is a tradition for Chinese people to respect the old.As far as Chinese people are concerned, â€Å"old age† stands for wisdom and experience. In Chinese, people often add the word â€Å"? † after a person’s family name to show his respect, such as â€Å" † and â€Å" †. Besides, the word â€Å"? † can also be added before a person’s family name to show intimacy with this person, such as â€Å" †, â€Å" †. If a person has much experience in an occupation and is respected by others, people will call him or her â€Å" ?† â€Å" † or â€Å" † etc.. Other words indicating old age like â€Å" † all show respect to these old people. 2. 2. Attitudes Towards Privacy The westerners attach much importance to privacy, which includes age, marriage, income, religious belief, political tendency etc. , and they do not want the others to know much about these contents. For example, a western lady will take an immediate aversion if she is asked about her age and marriage state. While in China, you can often hear people around talking about age, marriage and even income. Topics like â€Å" †, â€Å" †, â€Å" †, â€Å" † are not forbidden either. Inquiring others’ salary or the price of some private belongings is also seen as impolite in the west.If you really want to know the price of an item, you can ask â€Å"It is expensive? † in stead of directly asking â€Å"How much is it? † But in China, you will have no worry to ask the price. Religious belief and political tendency are also private in the west. Questions like â€Å"What party do you vote for? † and â€Å"What’s your religion? † cannot be asked. But in China, these questions are also free to ask. 2. 2. 3 Naming and Appellation Chinese people attach more importance to family than people in the west, and their respect for the elder generation is also shown in naming and appellation.The name of a young should not be the same as his or her elder generation, even the pronunciation should be different. Young people could not directly call the name of the elderly ones; Instead they call them according to the rank in the family such as â€Å" , , , ? ?† etc.. Comparatively, English-speaking people do not have such strong sense of family rank and social stratum. In the western countries, there is no taboo in naming and appellation. People of different rank in the family hierarchy and social status could call each other’s name directly. It is common to hear children call their parents and even grandparents’ names.And it is also very common for a younger person to have a same name with the elder generation. The westerners believe this kind of appellation and naming is a way of showing intimacy and will draw close the relationship between people. To some extent, it reflects the westerners’ pursuit of equality. 2. 2. 4 The Use of Numbers Cultures about numbers exist in both Chinese and English. There are different taboos about number in different cultures. In the western culture, the number 13 is seen as an unlucky number which people tend to avoid in their daily life.For example, it is rare to see 13 people gather around the same table while having dinner or meetings. It is also forbidden to have 13 dishes on the dinner table. House number, storey number and other number marks all avoid using this number. In Chinese, the pronunciation of â€Å"4† is similar to the character â€Å"? † (die) , so people are unwilling to use this number in doorplate, story number, phone number etc.. The pronunciation of number â€Å"3† is similar to the character â€Å"? †, so weddings and birthday parties are not held on this day.Besides, there is a saying in Chinese that good things should be in pairs, so it is also a tradition to hold important things on even number days, so as to wish that good luck could come. 3. EUPHEMISMS AND CROSSCULTURAL COMMUNICATION 3. 1 The Definition of Cross-Cultural Communication Chinese scholar JIA Yuxin and GUAN Shijie defined cross-cultural communication as â€Å"communication between people from different cultural background† (JIA, 1997) and â€Å"communication between people or group from one cultural background and people or group from another cultural background† (GUAN, 1996).Larry offered his definition of â€Å"intercultural communication† as â€Å"Intercultural communication is communication between people whos e cultural perceptions and symbol systems are distinct enough to alter the communication event† (Larry, 2009). In conclusion, inter-cultural communication, which is a kind of communication behavior, is the communication between people from different cultural background, social psychology, and people speaking different languages. 3. The Influence of Culture Differences on Cross-Cultural Communication While communicating with a person of another language, people always carry out the communication process on the basis of their own language and culture. Obviously culture differences will manifest themselves in the understanding and use of euphemisms throughout cross-cultural Copyright  © Canadian Academy of Oriental and Occidental Culture 68 WANG Xiaoling; ZHANG Meng; DONG Hailin (2012). Cross-Cultural Communication, 8 (6), 66-70 communication. Thus cross-cultural understanding barrier or improper use of euphemisms will lead to pragmatic failures. . 2. 1 Pragmatic Failures Cause d by Different Expression Modes English and Chinese euphemisms are typically different in structure and expression mode. Because of these differences, speakers of one language often have difficulty in grasping the information of another language. For example, Chinese speakers will be confused when they hear those English euphemisms consisted by numbers like â€Å"go to the fourth† (go to the toilet) and â€Å"a forty-four† (a prostitute). There are also some euphemisms in the form of abbreviation, like B. O. (body odor), V. D. C. (venereal disease), and T. B. tuberculosis), which will lead to understanding difficulty if the readers are lack of relative background information. Similarly, the profound Chinese culture has given birth to quantities of unique expressions, such as â€Å" †, â€Å" †, â€Å" †, which also make the westerners confused. Besides, the use of twopart allegorical sayings, such as â€Å" — (? )†, â€Å" — à ¢â‚¬ , and â€Å" — (? )† etc. is also a unique feature of Chinese euphemisms. The use of this special structure can help release the mood in an over straightforward Chinese expression, and help readers guess the meaning inside it.But the English readers are not familiar with this kind of Chinese expressions, so they can only sigh towards the contained meaning inside this kind of euphemisms. 3. 2. 2 Pragmatic Failures Caused by Different Value Orientations in Euphemisms The cultural value difference of euphemisms is best illustrated by words in political and social area. Many euphemistic words in political area are used to conceal the real political purpose. For example, in the Vietnam War, the U. S. government called the invasion â€Å"U. S. nvolvement in Vietnam†; The air raid to Libya is called â€Å"surgical strikes†; Civilian casualties in the Iraq War are understated as â€Å"collateral damage†. These euphemisms reflect the subtle attitude of the U. S. government to some extent, and at the same time, they show the handiness and concealment of political words. It is easy to be cheated by these diplomatic words without enough cross-cultural study. For another example, in the western countries, the word â€Å"sexy† is used to describe an attractive and charming person. If a lady is described as â€Å"sexy†, she will take it as praise and will be very happy.But in traditional Chinese culture, the connotation of â€Å"sexy† is somewhat close to â€Å"coquettish†. If a westerner who does not know much about Chinese culture describes a Chinese lady as â€Å"sexy†, she must feel uncomfortable and take it as an insult rather than praise. But with China enhancing its communication with the western countries, more and more Chinese people have accepted the western culture and began to praise others as â€Å"sexy†. 3. 2. 3 Pragmatic Failures Caused by Different Class Concept Many words in our daily life such as â€Å"big and small†, â€Å"high and low†, â€Å"good and bad†, â€Å"rich and poor† all indicates social rank.Compared with Chinese, English euphemisms about social rank are larger in quantity and more alert in usage. For example, in the western countries, people advocate democracy and pursuit gender equality, so they have much difficulty in understanding males in Chinese feudal society calling their wives â€Å" † and â€Å" †. English-speaking people are also alert to the rank below â€Å"the first class†. So in 1989, when West Germany held the 56th World Foundry Congress, the English instruction classified hotels as follows: A) Deluxe B) First Class C) Standard D) Private rooms.This kind of ranking criteria does not define the hotels below the first class into â€Å"the second class† and â€Å"the third class†, thus avoiding people’s psychological gap. At the same time, it upgrades each class invisibly. However this kind of ranking is difficult for Chinese people to understand and use. In cross-cultural communication, in order to avoid these pragmatic failures, language user of both English and Chinese need to sharpen their cross-cultural awareness. It is also necessary to acquire as many as possible euphemistic expressions in another language.The more characteristics we know about the culture and its euphemisms, the less barriers and pragmatic failures we will encounter. Of course, we should also bear in mind the proper situation where a certain euphemism is used; otherwise the overuse of euphemisms will appear to be pretentious and unnatural. CONCLUSION To sum up, euphemism is a common and long-standing linguistic as well as socio-cultural phenomenon in both English speaking countries and China. As a mirror of culture, euphemisms strongly reflected similarities and differences between English and Chinese cultures.These similarities and differences have brought ab out conveniences and difficulties in the process of crosscultural communication. Only when people from different cultures are fully aware of the different cultural background, cultural value orientations and cultural conventions, can they remove pragmatic barriers and carry out smooth and harmonious communication successfully. REFERENCES Bussmann (2000). Routledge Dictionary of Language and Linguistics. Beijing: Foreign Language Teaching and Research Press. CAI, Yan (2005). 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