Racial Segregation - Essay - 792 Words

Racial Segregation Introduction The great nation of America is one of the most racially diverse countries in the world today. Practically all races in America can trace their roots from different parts of the country. From the African-American to the Korean- Americans, and the Hispanic to the Irish people, all these represent the different faces of American people. However, the co-existence of these different races has not been smooth sailing. They have experienced racial discrimination, mostly from white Americans, who felt threatened by the increasing influx of the ‘foreigners’ in America. Following Ronald Takaki view in his book ‘A different mirror’, this essay tries to explain the nature of discrimination the slaves, Mexicans and†¦show more content†¦Conclusion Racial discrimination by the Anglo Americans was spread across all races as described in the discussion above. The Anglo Americans were keen to protect their ethnicity and culture, and as such did not provide avenues for the other races to prosper as they did. Instead, they strived hard to show their superiority over the other races. They believed that increased immigration of the other races would dilute their culture as seen by their resistance to the Irish community. However, pertinent to note is that these immigrants brought with them positive change to the American people. The African Americans, for instance, have made America be known for its commitment to the principle of liberty. This, as we have seen, was brought about by the civil movement during the cold war. The Hispanians also managed to introduce a new culture that continues to be accepted and has spread widely all over the nation. In conclusion, most immigrants moving into the United States during the nineteenth century faced racial discrimination at different levels as they strived to settle in a foreign land. Bibliography Takaki, Ronald T. A Different Mirror: A History of Multicultural America. New York: Back Bay Books/Little, Brown, and Co, 2008.Show MoreRelatedEssay on Racism, Racial Profiling and Segregation in America2491 Words   |  10 Pagesbut also very common at State University. Although the Supreme Court in 1954 in Brown vs. The Topeka Board of Education declared segregation illegal, our student center today probably looks the way diners looked sixty years ago. Blacks are sitting in a secluded section of the Student Center; while whites are sitting in their own self-designated section. The segregation between blacks and whites in the State University Student Center is simply a natural occurrence between the two races. State UniversityRead More Prejudice and Racial Segregation on Campus Essay2304 Words   |  10 PagesRacial Segregation on Campus      Ã‚  Ã‚   The practice of ethnic separation and segregation is common on every college and university campus. Since this practice has happened through history, it is remarkable that this has only been recognized recently as a true problem (Jacobs, 2). Segregation has hampered America as long as it has existed. Ethnicity and segregation was nearly the cause of this country splitting apart during the Civil War. Since then reformation and hard work has attempted to bringRead MoreEssay about Racial Segregation in New York1859 Words   |  8 PagesRacial Segregation in New York Currently there are about 600,000 people who live in the South Bronx and about 434,000 who live in Washington Heights and Harlem. This area makes up one of the most racially segregated areas of poor people in the United States. In this book we focus on racially segregated areas of poor people in the United States. In this book we focus on Mott Haven, a place where 48,0000 of the poorest people in the South Bronx live. Two thirds of the people are Hispanic, one-thirdRead More Did Racial Segregation Improve the Status of African Americans?991 Words   |  4 Pages Did Racial Segregation Improve the Status of African Americans? nbsp;nbsp;nbsp;nbsp;nbsp;â€Å"Whites were there because they chose to be; blacks were there because they had no choice.† (p. 158) This quote, from the essay written by Howard N. Rabinowitz, encompasses many, if not all of the ideas that go along with racial segregation. It is a well-known fact that racial segregation did create a separate and subordinate status for blacks, however, seeing as how at the turn of the century the integrationRead MoreEssay Brown v. Board of Education: A Step Towards Equality1724 Words   |  7 Pages Board of Education, the U.S. Supreme Court unanimously outlawed racial segregation in public schools. The court decision, in light of the continual endeavor of African Americans to ban racial segregation, came hardly surprising. Still, the prohibition of school segregation stirred up hot debates throughout the country and was met with strong opposition, violence, and inertia in the South, where the law mandated school segregation. James Baldwin, an African American writer noted for his ability ofRead MoreRacial Injustice in A Raisin in the Sun, by Lorraine Hansberry and Sonny’s Blues, by James Baldwin1494 Words   |  6 Pagesunfulfilled. White supremacy, black inferiority, Jim Crow law, segregation, racial terror, and racial inequality are the most common topics of American history. The quote of Martin Luther King Jr asserts the truth that racial injustice was in the vein of the American dream. He hopes someday that injustice, the view that African Americans are inferior will go away, and they will be treated equally like a full human being. The theme of racial injustice is prevalent in both â€Å"A Raisin in the Sun† by LorraineRead MoreThe Australian and American Freedom Rides Essay675 Words   |  3 Pagesï » ¿The Australian and American Freedom Rides This essay briefly discusses the similarities and differences of the ‘Australian and American Freedom Rides’ history. Throughout the essay, there is a discussion on what the reasons were for the protest of the Freedom Rides. It also points out the duration of the protest and the major locations where they were held. The essay also shows the different reactions to the protest and the influential behaviour it results in. The American Freedom Rides wereRead MoreSegregation And Economic Inequality : The Loss Of The Integrationist Dream By Gary Orfield846 Words   |  4 PagesIn America, segregation and economic inequality has divided the country in two. Not only has the citizens in this great nation suffered from these oppressing factors, but also the development of this great nation. In this essay, I will discuss how segregation and economic inequality has impacted America. I will also discuss how the ghetto was created from a deliberate plan to separate the â€Å"inferior races† from the â€Å"superior races†. The Three Most Important Aspects In Race and the Liberal Agenda:Read MoreSimilarities between Martin Luther Kings Letter from Birmingham Jail and Jonathan Swifts A Modest Proposal1358 Words   |  6 Pagesglaring differences between the two essays. Surprisingly, a side-by-side comparison also yields many similarities between the two works. The most obvious similarity between the two essays is the overarching theme of the subject matter. In both essays, the writers address deeply-entrenched social injustices. For example, in Letter From Birmingham Jail, King, in his highly-impassioned and evocative style, submits a powerful essay that addresses racial segregation in the American South during theRead MoreSegregation In Todays Society1081 Words   |  5 PagesForty-seven years ago the Civil Rights Act was passed to end racial discrimination in America, later on the twenty-fourth Amendment to poll taxes, then the Voting Rights Act, busing was set up to integrate schools, and the quota system was developed. Black Power, the Nation of Islam, and the Southern Christian Leadership conference were also some of the groups that tried to end segregation and promote the African-American race. Although these groups and laws did help end it, it still exists in today’s

The Consumer Decision Making Process - 2218 Words

FIGURE 2.4 Consumer future decision-making process (Fotis, 2015; Moutinho, 1987) The value of influence is also a crucial element in understanding consumer purchase decision. Brown and Hayes (2008) interpret influence as ‘the action of creating a conductive environment which shapes other consumers’ perspective on a particular matter’ and ‘the ability to alter a person, item or route’. A book published by James Duesenberry in 1949, who is the first to embrace the term â€Å"consumer behaviour†, focusing on the Theory of Consumer Behaviour in context of savings and income, was relatively successful being a model literature throughout the 1950s. Despite its success, scholars criticised his views as it: (a) did not clearly distinguish consumers’ decision from the reasons of consumer decision itself, and (b) the measurement for contradicting physical and emotional perspectives could not be studied separately. Additional theories such as the theory of reasoned action was deduced to predict consumer behaviour such as the intentions and perceived behavioural control of consumers. Eventually, the theory of planned behaviour (FIGURE 2.5) was revised from the prior theory of reason action due to limitations when assessing consumers with insufficient voluntary control (Ajzen and Fishbein, 1980; Ajzen and Fishbein 1975). The revision of the theory of planned behaviour led it to be deemed as one of the many successful theories in social psychology to this present-day, which a well-roundedShow MoreRelatedThe Consumer Decision Making Process1706 Words   |  7 Pagesuse a lot of strategies to make the consumer purchase their brand over various other competitors. But what is it exactly that happens inside the head of the ‘king’ that the marketers are always so interested in? What process does a consumer follow towards making a purchase that reduces the level of his cognitive dissonance? Let’s have a look. Need Recognition This is the first stage of the consumer decision making process (Solomon et al 2010), when a consumer recognises that there is a differenceRead MoreThe Decision Making Process Of Consumers Essay1679 Words   |  7 PagesIntroduction One of the important objective of marketers is to identify and understand the purchase decision maker. Understanding them helps the marketers in various fields from product manufacturing process to developing a good marketing strategy. The focus of the review of the research is to understand the decision making process by focussing on family buying decision or role of gender in family buying decision. Over the last few years, the pattern of family has changed a lot. Changing are occurring inRead MoreConsumer Decision Making Process1577 Words   |  7 PagesThis piece of work is about consumer behavior on electric vehicle which included the five stages of consumer decision making process such as Need Recognition, Information Search, Evaluation on Alternative, Purchase Decision, and Post-purchase decision. Lastly, the five different concepts which made up by social cultural factors and individual factors. 2.0 Five Stages of Consumer Decision Making Process 2.1 Need Recognition A problem is recognized when consumer found out a difference betweenRead MoreConsumer Decision Making Process2329 Words   |  10 Pages2Extensive problem solving and perception 3 2.3 Consumers accept satisfactory decision 3 2.4 Motivation 3 2.5 Physiological field 4 2.6 Implication for marketers 4 3 Passive view 4 3.1 Characteristics 4 3.2 Arguments 4 4. Emotional view 5 4. 1 Characteristics 5 4.2 Consumer decision making process 5 4.3 Offers for emotional view 5 4.4 Implication 5 4.5 Effective Communication 5 5. Cognitive view 6 5.1 Characteristics and decision making 6 5.2 Relevance 6 5.3 Cross-cultureRead MoreConsumer Decision Making Process2217 Words   |  9 PagesINTRODUCTION We all have to make choices. One of those most important decisions made in our life are based on the market - buying goods. No one buy goods unless they have a problem, a need or a want. The Consumer Decision Making Model can be applied with any economics decision you have to make. The goal in creating this model was to analyze how individuals sort through facts and influences to make decisions that are logical and consistent for them. Think like an economist with this convenient toolRead MoreThe Consumer Decision Making Process1923 Words   |  8 PagesIntroduction Consumer behaviour examines how individuals acquire, use and dispose of company offerings (Noel 2009). Acquiring a product or service is not the only consideration of consumer behaviour but the various stages and processes before these offerings are bought. In this essay I will be analysing a television purchase I made from Argos using the consumer decision making process and concluding with a justification in the context on consumer decision-making process. The consumer decision-making processRead MoreThe Decision Making Process Of The Consumer1950 Words   |  8 Pagesstates that each person seeks to maximize their own gains. Putting that in context with a low self-control, one can identify that an offer should be fair since the key demographic might reject an unfair offer out of altruism. The decision making process of the consumer is a quick and intuitive one [See Appendix A]. In order to start advertising a change needs to happen in the eating habits. The strategy is to spread the word, create a buzz and sell an experience. In order to spread the word aboutRead MoreConsumer Behaviour And Decision Making Process Essay1264 Words   |  6 Pagesliterature based on the order of the objectives. The literature review is on purchase intention, financial capability, and social factors, consumers’ attitudes and online buy. While analysing the literature, contributions, weaknesses and gaps in the existing literature were identified. 2.2. Theoretical review While consumers/buyers have existed for thousands of years, consumer behaviour research really began after World War II. It was established as a unique field of study during the 1960s (Engel, BlackwellRead MoreConsumer Decision Making Process Essay1449 Words   |  6 PagesConsumer Decision Making Process A key factor in successfully marketing new/existing products or implementing a product Extension is a thorough understanding of the motivation, learning, memory, and decision Processes that influence consumers purchasing behavior. Consumer purchasing behavior theories have found their way into managerial decision making to help companies more effectively develop and launch new products, segment the market, determine market entranceRead MoreAnalysis of Consumer Decision Making Process1581 Words   |  7 PagesIntroduction Consumer decision making process is a list of steps that are carried out by consumers concerning to a potential market transaction, before, during and after the purchase of a product or service. The process includes identifying the problem, collecting information, evaluating the alternatives, making the purchase decision and evaluating post purchase. Generally, decision making is the  cognitive process  of selecting a course of action from among multiple options. As a consumer, I find that

Communication and Children Free Essays

string(94) " to control their behavior as soon as language is mastered children’s behavior changes\." Promote children’s speech language and communication Speech, language and communication are closely tied to other aspects of development. You should know what Is meant for each term. Communication Communication Is about how you send out signals to people. We will write a custom essay sample on Communication and Children or any similar topic only for you Order Now Communication can be seen as a umbrella term as it’s all about the way you use language and speech as your facial expressions, body language and your gestures. Language Language is specific, it is a set of symbols its either spoken, written or signed, this means that it can be used and understood between people. Language can be very abstracted and we often forget this, when children are learning the sound of C-A-T the speaker is making the word can and is referring to the cat even if there is not a cat in the room. Linguists suggest that the main feature of a language is series of rules that people have to understand and use. Once it Is mastered you should allow the user to convey anything they wish. First of all the children will not be able to use the rules, toddlers will begin by Just pointing at objects and only using one word. After a while they will learn how to construct sentences. Speech Speech Is vocalists language it Is normally learnt before the written form of language, in speech the symbols are not signed or written. But it is spoken as sounds. The number of sounds that children needs to master will depend on the language that they have or are being exposed to. English has more than 40 different sounds. Listening Listening is about being able to hear and more importantly understand the speech of others. Its sometimes referred as receptive speech. Babies begin the Journey of learning to speak by gaining receptive speech, and get them to learn the specific words and phrase and what they mean. This Is a referral to any difficulty that an children has In any three areas. Some children have a difficulty in producing certain sounds so they will have a difficulty with speech. If a child does not have make eye contact this may mean that they have more global communication need.. As soon as a baby is born they begin to learn how to communicate. At first they will cry and learn that their cries will be understood or will be responded to by a adult. Babies cries change depending on what they need. Soon when you work this out and learn whether the baby is tired, bored or just hungry. Babies learn to study faces the tone of your voice and the body language, they will soon begin to respond to this their selves. Babies will cry if they hear a angry tone or if a adult smiles at them then they will smile back. By the age of one they babies should be skilled at communicating because they are able to point at things that they are interested in, they will turn their heads away to show that they are not hungry anymore. The babies will also recognize when the adult Is happy. Not Just are babies learning about the skills of communication they are also learning about the language, usually In spoken form. Being able to communicate and be able to use and understand speech will mean it Cognition covers is a multitude of different tasks, it is mainly about our ability to process and use information that we have gained. An example is a child may see leaves fall of the tree and get told this is because its autumn. The child may see more leaves falling off and remember and make a connection with what she seen earlier with the leaves and what she is seeing now. She may remember what the adult told her about autumn and may say to another adult look leaves are falling is it because its autumn?. She will say it proudly because she has remembered. When she is at home having tea with her mum she may say that the park leaves are falling of the trees because it is autumn. This illustrates the way in which learning takes place, the child has remembered what they seen earlier and connecting to what they are hearing or seeing then come to the conclusion. The ability of the child that has labeled it as autumn will help her a lot. She is likely to notice falling leaves and making the association over and over again. She will also talk and think about autumn without thinking about the park. We can now begin to understand the limitations of body language, gesture and facial expressions when there is no language available. Even though they allow instant communication this does not help the child to understand what is being seen or provide a way in which afterwards the child can communicate what she has seen. This means that children that has basic communication skills of facial expressions gestures and body language, they find it difficult to communicate the concept. Emotional development Being able to control your own emotions is a major part of emotional development, babies and toddlers struggle with this. But as language develops they find it easier as they can express their needs, is a child has a tantrum or an outburst it is due the child being frustrated, angry or Jealousy. They tend to b dismissed as the child learns to find a way to talk through the way they are feeling. This is why it seems to be a good thing to name the emotions, when you are working with young children. His is so they can begin to understand what the child is feeling and have the ways of expressing it other than Just physical reactions alone. Behavior Being able to manage your own behavior is all about self-control, young children are impulsive and they find it hard to control their behavior as soon as language is mastered children’s behavior changes. You read "Communication and Children" in category "Papers" It seems like the acquisition of language it helps ch ildren to think things over. The children will focus on the consequences of their actions, they will begin to remind themselves of what they need to do or what they should not do. The start of this progress is when a toddler goes up to something that have been told not to go near and they point to that object and say no. Social Development Emotional development is linked as being able to control your emotions. Social development builds on your emotional development. This means you need to be able to recognize this in others and being able to learn how to adjust your behavior correctly and appropriately. This means that having good communication skills and good language skills is very important. Children need to read peoples body language and facial expressions of others so they can respond correctly. Play is the main medium of solicitation with other children. Language skills become important from the age of three years old. , children tend to speak about what they are doing or when hillier have difficulties, there are likely to have many effects on their development even though the extent to which children get effected it will very depending on the nature of the difficulty. It is severity, its also how the child is supported. Some term effects on development 1. Difficulties in making friends 2. Anger 3. Low levels of confidence 4. Difficulties in learning new information 5. Find it hard to make themselves understood 6. Frustration 7. Difficulties in applying formation to new situations 8. Withdrawn These are some general terms as there is a massive different between a child that as a slight speech impairment and can use some language to a child that is not using language or understanding any language. The long term development consequences in children who have difficulties with their communication, language and speech are sometimes harder to predict but in general terms you might find that children later on may have the following 1. Not achieve their potential 2. Lower self-esteem 3. Become isolated 4. Find it hard to make and maintain relationships 5. Developed antisocial behavior in some cases 6. Not reach independence Children who have learning difficulties with their speech and communication skills hey may have a big disadvantage when it comes to their overall development and it may even effect their life outcome. A lot of babies and toddlers attempt to communicate using their body language or by vocalist sounds or words. It is important that adults know the acknowledge of these communications as well as looking for ways to support children to make the progress there are many ways that we can do this. Words and level of language One of the skills you need to acquire when prompting children’s language is to work out the level of language that we need to use with children and find the style of engage that we need to adopt, babies need use to use an exaggerated facial expression and to point to objects that your talking about so they can work out what you mean. Linguists has found that adults seem to be able to change the structure of their language automatically, when they are working with babies in order to simplify it. This is practically important because babes can focus on the key words in a sentence and begin to associate the words with a meaning. The word â€Å"parents† is used to describe the style that adults adopt when working with babies and toddlers. With children who are older and is developing their language, our style needs need to change again, instead of you simplifying our language, you may set out to enrich it so that a four year old can develop their vocabulary. Questions By using questions it is a important part in stimulating and extending the children’s speech, they can show children that you are interested in what they are doing or response and is important to be aware of different styles. Rhetorical Questions A rhetorical question is not really a question because the speaker tends to answer them their selves. This type of question is very useful when you are working with babies and toddlers, as it helps the adult sustain commentary while they are busy with the child who may not be able to say much. Rhetorical questions an make the baby and toddler feel involved as long as the adult uses eye contact whilst you are talking to them. The commentary style is one that is very useful as it is allowing the babies and toddlers to hear language even though the commentary must be directed at them, using rhetorical questions with a child that already has language does not work because they see a opportunity to answer the question. Closed questions By using closed questions it prompts short answers. A example is â€Å"Did you enjoy that† they are useful to engage the child, we often need them when your working with babies and very young children that can use one word answers gestures or body language. For children that have limited language its important to extend the conversation from a closed question. Closed questions can also be safe for children who are anxious or a child that does not know you. This should be seen as a starting point in a conversation. With older children the amount of closed questions should be monitored as they do not extend language. It can prevent the child getting a chance to be able to express themselves. Open questions By using open questions it means that your prompting for a longer answer and to help children to think. Open questions work well when that child feels comfortable with the adult as well as when they have significant language so they are able to communicate. Using questions Its often suggested that closed questions are bad and that open questions are good. The reality is more complex as the use of questions really depends on the level of language that child has also how comfortable the child feels. Many skilled immunization will switch to open questions and closed questions. The thing that distinguishes the use of questions is generally interested in what the child is saying to you. Poor communicators ask questions without really wanting to know the child’s answer. This means that using ascertain a chills acknowledge. Conversations/ interactions When you look at language and the way it is used in settings and used in the children’s homes it becomes clear that some adults language is used to organize children. This type of language is essential but it is not useful when you are trying to extend and develop the children’s language. For this to be able to happen the children need to be able to have time to talk and interact with an adult. Interactions with babies and toddlers For babies and toddlers early interaction is often quiet play. With a baby you may play peep and with a toddler they may give you a toy and you say thank you to them and then they take it away from you. This early interaction may not seem important but it is essential for the babies and toddlers as they are learning early skills of fun whilst they are communicating. They will also learn about turn taking eye contact and interpreting expressions. Other interactions may also include songs. Babies and toddlers also need to hear a running commentary as if the child can answer the Children that has speech needs to have time where they can talk to the adults. You should note that the children likes to be doing something or has got something to show the adults for this to be able to take place. This is often when the adults takes time to show the children that they are available or goes and sit down. Good communication does not work when the adult is moving about and does not have good eye contact with the person who is talking to you. Information and activities Children and adults need to have something to say to each other, this means that a lot of settings will work on children’s language by planning activities, or they may have books that will help prompt children’s speech. With babies and toddlers this could mean too have to put out an experience such as teddies and toys in a basket that has a lid on. With older children you can have a variety of activities thou can use to stimulate children’s language. It is always important that you build on the child’s existing interests as well as being able to provide new things for the children. Working with parents/ careers A lot of parents and careers under mind the value of or their role in prompting children’s speech and extending their speech. They are more likely to only have 15 minutes a day which they are able to chat to their child without any interruption. This could be when you are walking home or at bath time. As parents have a strong relationship with their child they are able to tune in to them and adapt their language. This means that parents does have the potential to be a good language partner for their child. Many settings provide sessions for parents to learn about the importance of their role and build up their confidence. When a child has a specific speech and language need both parents and the setting needs to work together WI the speech and language therapist. Positive effects of adult support When adult support provided for children there is many positive effects. Some of the positive effects is the following: 1 . Speech, language and communication skills 2. Emotional development 3. Behavior 4. Social interaction Speech, language and communication skills If a high quality of support is given children can show progress in their speech, language and communication skills. This means working with children can be really rewarding and parents are often delighted in the improvements that children are showing. Social interaction The heart of social interaction is children’s ability to communicate. This means that positive support can quickly make the child more outgoing and confident in their interactions. A lot of practitioners report that once children have more speech and language the children are able to play easily with other children. Behavior Many children that are finding it hard to communicate or speak will show aggression. They may also be showing a sign of uncooperative or frustrated behavior. Being able to communicate effectively can make a massive difference to children’s behavior. Parents will also note that when they are spending more time communicating with their child that child wills show less attention seeking behavior. Emotional development does the children become more confident, they also will be able to find words to be able to control their emotions and express their needs. Children of the same age will often have different levels of language. This will mean that you need to identify the children that has atypical language in order for them to get the support that they need. But you also need to think out how practices and procedures support the children. Settling in For children that does not have speaking language for a reason like age or because they have a additional need its very essential that they get to know the key person before any separation is taken. The key person needs to find out from that child’s parents how to communicate with that child and learn the skills they use. With the children that are speaking well and can understand us will still need a similar level of care and attention, but they may find it easier to settle in as they can express their needs and their feelings. Grouping children A lot of settings may have moments when they need to put children in to groups like when you go for lunch or when they are going for a story. It is important that you give a lot of thought in to this as children that has language needs have been grouped sensitively and carefully so they have get the opportunity to interact and get involved. Activities When activities and play opportunities are planned children’s level of language needs to be considered as certain activities are required to have a higher level of language and this mean it may not be appropriate for a child who is still developing engage. Language is needed for role play and it is important to think about if the child wants to Join in with role play and needs to have support. The ability to process language will mean that some activities that require children to listen needs to be carefully thought about if there are no visual stimuli which will help the children work things out. Methods of providing support A starting point to be able to support the children with language problems is to consider the age of that child, the child’s current level of language and what they are interested in. You should also find out the child’s specific needs. Age The child’s age needs to be considered in relation to the way we work with children. Babies and toddlers is emerging their language and we rely our gestures facial expressions and body language to help them to understand. In a way they need to use these communication tools, we also need to learn how to interrupt them correctly. By the age of three children will have developed sufficient language to be able to form sentences so our style of language will need to change again. Specific needs Its very important that when working with children you know what their milestones are in relation to the child that you are working with. This is because each child needs to be identified quickly so they can gain the support that is necessary. Sometimes a speech and language therapist will be involved and be able to give us specific suggestions as to what kind of type of work that the child needs. Children with cognitive needs alongside language needs will also may need to use Megaton. Megaton is signs that create the visual cues to help them to understand the meaning. Abilities children has language delays, but some children does not have any delays and gets on with language with flying colors, they are hungry for attention and to get language opportunities. You need to think about how challenging the activities are and think about the language opportunities are such as stories. For other children they might like one thing like a train set, so you may sit with the child and make the sounds to encourage visitation. Home language These days children learn English as well as their home language, being able to learn more than one language at an early age is a good opportunity, its very important that you don’t make the parents of children feel like there is a problem with that. You need to find out how much English the child has and find out how strong the chills mom language is. It is important that you find out how the parents use their home language, as some parents may choose to only use their home language to their children but other parents may decide to split up their language by using more than one language. Some parents may slide between two languages. If you have a child that comes in to your setting no using any English you need to be aware that the emotional impact may be hard as they don’t use English. This is why a key person system is important, as it is a way which we can reassure the child, for children that isn’t have English the progress they need is to acquire English and this can be very quick. This is why it is not a problem if the parents only speak their home language. Linguists takes the view that many ways this is desirable so that the child can gain competence in both languages. When children are not making progress in either their home language or English then it is worth talking to the parents and make it clear that some distinctions in their language use so that babies and young children can work out the sounds and words and which belongs to what language. Its important to remember that children that are learning more than one language are prone to have hearing loss, sight problems and communication difficulties. It is important if they are not making progress to explore these possibilities. Gaps in vocabulary When your working with children that has two language it is important that you are aware they may have specific gapes in their vocabulary. This is because most language is learnt in context. This means that some objects or activities means different things in their home language and in the setting its different as its in English. So this may mean that children may not know some of the common household items in English like tea towel or pillow this means they may not be able to talk about what they have done in the setting to their parents. They may not have the word sand in their home language its very important that you are aware of these gaps and plan activities accordingly. Adapting own language It is important to adapt our style and language to be able to suit the needs of the children. For children with English with a additional need you may need to use more facial expression or point to objects. You might have to simplify your sentences like oh do when you work with babies and thus style will allow to break in to the meaning of the word. Scaffolding children’s language Children needs to hear phrases and words before they can use them. By scaffolding children’s language it involves talking to children in ways that will be able to help essential for this as As they are likely to spend more time with the child, the can also develop language routines for that child. Recasting and expanding statements As a part of scaffolding children’s language adults should know the acknowledge of children’s vacillations or the attempts of communication and should recast the entente. So that the sentence is grammatically correct, or you can expand the sentence so that the child is hearing a fuller sentence because vocabulary are learnt in context by expanding the sentence from a child means that they can learn more. Giving children time to communicate A lot of adults forget that children needs to have time to be able to process what they have been told and visual the clues in the room before they are able to respond to a communication, one of the common mistake that a adult does is fill up the gaps immediately assuming that the child has not understood or can’t think of anything to say. This means that reviewing our own language practice is worth thinking about how much time we are giving children in order so they can communicate with us. It is important that you give time to children who are learning English as they already have another language. They might know what they want to say but they may not be able to say it and need a moment to put it together. Many babies and toddlers process things a few hours after, this may mean when you took him/her to the pond to feed the ducks they was not very responsive but later on when they look at the photos they get very excited and try to talk about the duck. This is why it is useful to repeat activities that children have enjoyed. This is why having photographs and video clips can help the children to interact. Facilitating communication between children Children’s social skills and language are connected, sometimes the role of the adult is to help the children to connect with each other so they can communicate. One way to do this is to set up some simple activities that is pleasurable for the children. Having a game that you need to have children to be paired up can work well as it can encourage them to listen to each other and enjoy being with each other. When irking with large groups it has to be organized carefully as children that has strong language skills will find it hard not to shout out. It can be hard for young children to wait and some people will argue it is unfair that they have to wait. Children who has a stutter can feel under pressure if you have told the other child to be quiet so they can listen to the child. This can sometimes make their stutter or stammer worse. Learning through play Play is Just not a medium for learning physical and social skills it is also used for language. A key skill for adults to master this is by playing with the children in ways f which the children have their own ownership of it. Role play is normally used on older children to be able to get them to develop their sentences and vocabulary, with baby’s language can be learnt through peep. Play is a very good vehicle for language, its important that the materials you use and resources that are available for children are interesting and satisfying. Many practitioners look for new ways of introducing new materials or the props in to children’s play as it will give children something to talk about. Working with parents, careers and families Parents need to be involved with supporting their children’s language as they are o one time with them parents sometimes will need support to know how to maximize the language opportunities and so some settings put workshops on where parents and children can come to play and learn together. These workshops can give parents more confidence as well as more understanding of the importance of their role in promoting their children’s language. Interests of children Children tend to talk more about things that excite them or what they are interested in. His means that adults are needing to be flexible when working with children and be ready to talk and explore the things the children have noticed or that are interested in. A Autumn walk what the practitioner was hoping to talk about the different types of leaves and the children may have found a pine cone and have to talk about them instead. Day to day activities Sometimes it is easy to forget that everyday routine activities can be fascinating for children when adults allow them to be properly involved. This may mean that you need to allow more time to value those moments in the day instead of Just trying to get through them. Tidying up can either be a quick routine task. In which children will say hardly anything at all. When tidying up the adult and children can have a DOD conversation about where things go, and what toys they don’t play with or the ones that does get played with and travels around the setting. In some settings they organize the packing up so that the key person can work with the child. Some potential activities that can extend the children’s language are the following 1. Dressing 2. Lunch time 3. Tidying up 4. Choosing stories for story time 5. Getting ready to go home 6. Nappy changing and other personal care routines 7. Snack time 8. Setting activities out Working with children one to one Children’s language Scan improve a lot when they spend time in the company of insensitive adults who are able to respond to them carefully, the term language partner is use on this respect. A language partner is good at picking up an individual child’s interest and are ready to allow conversation to be able to follow the child’s interest. Chatting with children when they are doing a activity is important, by Just sitting the child down to talk to can make them very unnatural and forced. One to one is very valuable, because then the child can talk a their own pace, and does not have to compete with others. One to one works in the EYES settings, the settings would be carried out by that child’s key person. As this is a way of strengthening the relationship, as well as the child should have a existing bond with their key person. Working with groups When working with a group of children it can be a Juggling act because children’s language levels are often different this means that they process things at different speeds, it also means that the may process what they have been told in a slightly different way. By organizing a trip to the shop with the children, the children may see another child may see it as seeing a yellow car and another child may see it as seeing post box. If you have a too may children In a group or if the activity your doing is not developmentally appropriate then you may see that the children start to close down, so the opportunity of speech rather than the opportunity for them to open up. They may resort to closed questions, so they can Just answer with one word. This can mean that some children will miss out as they don’t get the opportunity to hear or speak full sentences. You can make sure that the group is developmentally appropriate such as three year olds are best in a group of three or four when only elder children can be put in a group with eight, children that are under the age of three does not tend to be able to do group work as easy and find that they will walk away or start to wiggle. Evaluating practice Three are many ways in which you can evaluate your practice with the children, first you may be able to record yourself working with the children, this will help you look at the tone of voice you are using and how much time you give them to respond.. N addition we may follow the children’s progress and see where you have given them extra support. By recording the children with a MPH player it can you a baseline assessment of what the child can do, then record them again to see if they have made any progress. You also need to learn how to reflect on the way you work with individual children some children enjoy puppies or talking whilst cooking byte some children talk better when they are playing and you Join in the game. This means that to be able to work effectively with different children you need to be able to reflect on their reactions and adapt effectively. The importance of the environment Its important that not only we work effectively in the trees of our skills with children, UT also the physical environment includes play and activities so it creates opportunities for language. Children and adults need to have something that’s worthwhile to be able to talk, environment’s that are boring or activities that are unchallenged may result in minimal language use. But having settings that are loud and chaotic also does not help in proving support for reactions for interaction between children and adults. As children may not be able to focus or be able to make themselves be heard. Adults may become distracted if they can see mayhem is being caused on the other side of the room. This can prevent sustained interaction. You should provide environment’s inside and out that works well in terms of communication and meet the range of children’s developmental needs. You should also thing about activities and resources that are available for the children. These activities should interact because they are challenging and interesting for them. Factors that support an effective speech language and communication environment 1. Views of children 2. Activities 3. Specific toys and resources 4. Staff roles and responsibilities 5. Physical environment 6. Training needs and opportunities 7. Involvement of parents, careers and families Physical environment How to cite Communication and Children, Papers

Dead Poets Society (913 words) Essay Example For Students

Dead Poets Society (913 words) Essay Dead Poets SocietyDead Poets Society Hysterical TextOne person’s interpretation of a story is always different than another’s. Some of us may see things that are not being shown to us. Dead Poets Society, in author Tania Modleski’s eyes has taken on a manifestation larger than the author herself. This story is not what the author will have you believe, whereas the true story was hidden in the misconception of Modleski’s beliefs. The sexual content, homoerotic tensions, and antiauthoritarian behavior, seemed to come from the author’s wishful thinking as opposed to the reality of the film. In the film a homosexual theme could not be seen. When Mr. Keating came to the school to teach, he did not insist on being called oh captain my captain. That phrase was used only three times in the movie, once by Mr. Keating himself. Oh captain my captain was used by two separate young men as a show of admiration and respect for Mr. Keating. In contrast Modleski sees oh captain my captain as a â€Å"pious deference to male authority†(Modleski â€Å" Dead White Male Heterosexual Poets Society† 315) because the very authority the film pretends to be challenging. One character that just enrolled at the school and was somewhat of a loner, and misfit, and is expected to achieve great success as his brother did before him. He is an example of how some families push one child to be exactly like another i.e. his older brother. When he first comes in contact with Mr. Keating he could not speak openly in front of a crowd. This is evident when he decides not to write a poem that is to be read in front of the class the following day. When Mr. Keating calls upon him to read and he cannot, he uses the technique of spinning him around while spewing out poetic phrases. This seems to work because he belts out some poetry from within and Mr. Keating says to him â€Å"don’t you ever forget this†, knowing that the technique had worked. There is one character that committed suicide according to Modleski because his father would not let him play a fairy in a play. What this character was trying to show was that he had finally broken free of his father’s decisions on how, and what, he should do. He auditioned for a play and got the part all by himself, without his fathers approval. This was something that he wanted to do, and was good at it. When his father forbid him to pursue acting, even second to him being a doctor, this was all he could take. Him putting his fairy crown on the open window ledge, just before committing suicide, symbolized the freeing of the actor inside, like an offering to a higher being. The boys in Welton Boarding School share what all boys their age share while at school. There are no signs of homoerotic tensions present. There are signs of groups forming and friendships being made. When they decided to form the Dead Poets Society it was a normal male bonding experience. An all male boa rding school does not mean that they are all homosexuals who are crying out for recognition. The movie did not illustrate any homosexual tension between the boys at any time in the movie. When Mr. Keating told the boys to rip out he introduction of the book he was trying to illustrate that writing poetry was not like reading a recipe. Poetry was feeling what you are writing, and it was from the heart not the mind. You cannot just put words down on paper they have to as Mr. Keating put it â€Å"Drip off your tongue†. .u825ac744adc257080812cb85457d4420 , .u825ac744adc257080812cb85457d4420 .postImageUrl , .u825ac744adc257080812cb85457d4420 .centered-text-area { min-height: 80px; position: relative; } .u825ac744adc257080812cb85457d4420 , .u825ac744adc257080812cb85457d4420:hover , .u825ac744adc257080812cb85457d4420:visited , .u825ac744adc257080812cb85457d4420:active { border:0!important; } .u825ac744adc257080812cb85457d4420 .clearfix:after { content: ""; display: table; clear: both; } .u825ac744adc257080812cb85457d4420 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u825ac744adc257080812cb85457d4420:active , .u825ac744adc257080812cb85457d4420:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u825ac744adc257080812cb85457d4420 .centered-text-area { width: 100%; position: relative ; } .u825ac744adc257080812cb85457d4420 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u825ac744adc257080812cb85457d4420 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u825ac744adc257080812cb85457d4420 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u825ac744adc257080812cb85457d4420:hover .ctaButton { background-color: #34495E!important; } .u825ac744adc257080812cb85457d4420 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u825ac744adc257080812cb85457d4420 .u825ac744adc257080812cb85457d4420-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u825ac744adc257080812cb85457d4420:after { content: ""; display: block; clear: both; } READ: Hiv Aids Essay ConclusionStanding on the desk in a nonconforming way illustrated that when you’re up there you see things in a different way. Do not follow the same old way of doing things because it stifles creativity. Mr. Keating wanted these boys to break through of their fears, and achieve more than just what was expected of them. This boarding school was very strict and old fashioned, and Mr. Keating knew this, once being a student himself. His way of breaking out was to be in the Dead poets Society were he could make-up, and read poetry without conforming to the conservative attitude of the school. When he came to this school he knew that he was going to encou rage freethinking. This is why there is no explanation for him leaving the school in England. Mr. Keating probably was dismissed from the school in England for his freethinking ways. He may travel from school to school spreading the Dead poets Society way of free expression. This is illustrated when a boy returns to his room, and finds Mr. Keating’s book of poetry lying on his desk. When Modleski critiqued this movie, with good intentions in mind, somehow she lost her way. There are two sides to every story and these boys and Mr. Keating’s has been told. The illustrations, and aforementioned reasons, show that Dead poets society is a hysterical text. We may never know the real meaning behind this movie, but we all have our interpretations of it. There are no hidden or reclusive meanings being portrayed here, just a boarding school that suppresses freedom of thought, and creativity. This is why Mr. Keating’s character comes through loud and clear. English Essays

Business Model Case Study

Table of Contents Pricing Customer Value Product Differentiation Works Cited Pricing The Pricing component is a marketing strategy that organizations put to their advantage in a competitive business environment (Afuah 200). The case study identifies a market invested with rivals such as Vodafone and new entrants offering the same mobile products and services. DoCoMo had identified the pricing component and inherently priced its products tailored at capturing a large market share resulting in the business organization gaining a strategic position in the market. Advertising We will write a custom essay sample on Business Model Case Study specifically for you for only $16.05 $11/page Learn More This strategic component is uniquely identified in the pricing mechanisms adapted by the organization in the Japanese market. With attractive monthly access charges of 300 yen (US $ 2.48) in addition to the varying access fees ranging from 0.3 yen for a data pack et of 128 bytes to 60 yen for funds transfer, loyalty to the company’s products had been created. Strategically tailored fee ranging from 100 yen (US $ 0.83) to 300 yen (US $2.48) was evident form the above case study (Porter 346). This unique pricing mechanism brought the company to a strategic level ahead of its competitors. New entrants found slim chances of survival in the competitive environment. With tailor made prices blended with competitive knowledge on target market needs, the business executives saw the company rake in profits. This helped it sustain marketing activities leading to higher revenue generations, a larger market share, and improved market strength. That characterized KPN mobile and its subsidiary companies. Product differentiation and unique pricing mechanisms integrated in the Japanese market saw increased usage and bigger profit margins. The marketing strategy had worked well for DoCoMo. A strategic market position characterized KPN, NTT DoCoMo, in addition to other subsidiaries. Pricing, value addition and product differentiation were unique marketing elements which strategically placed the mobile company in a leadership position in the market. Customer Value Customers determine a business organization’s market share, profitability, product and service image, acceptability, and customer buying behavio.This is applicable in a market strewn with competitors who know well what they want. The competitors wage business wars to gain higher profits, a bigger market share and leadership position. DoCoMo and its subsidiary companies had conducted research in the target market quite well. This unique undertaking can be clearly illustrated in the way DoCoMo had designed mobile sets with different features. The prices offered were very attractive and were tailored for different markets (Porter 6). These in addition to other devised mechanisms propelled the company to success. Features integrated in the mobile phones included larg er screens for the i-mode with target markets including Germany and the Netherlands. Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition, good quality display characteristics, improved service capabilities were features found in the i-mode technology. Other mobile set incorporated features such the capacity to send and receive 1000 emails with a 160 character capacity. This is clearly illustrated in the case study According to the case study on (Porter 350) with entertainment features particularly for the Japanese market incorporated. Product Differentiation The need to differentiate KPN’s products and services to suit identified target market steered the company to success. This was illustrated in the company’s ability to tailor products as competitive substitutes. In addition they could substitute services offered by other companies such as Vodafone. The companyâ₠¬â„¢s 3G mobiles were competitively ahead of FOMA’s 2GHT bandwidth capacity offered by competitors (Porter 350). According to the article on Porte (350), the company placed emphasis on its strengths identifying its market position with strength and profitability. The supply chain was identified with capable and reliable marketers and suppliers. Subsidiaries companies were important components. They were integrated, making the company see succees in a wider market share for its differentiated products. Substitutes such as different versions of web browsers for mobile phones, hybrid technologies such as WAP and e-HTML, and a range of others were also integrated. Works Cited Afuah, A. Business Models: A strategic Management Approach. University of Michigan  ® McGraw-Hill Irwin Boston Burr Ridge, 2003. Porter, Michael. E. Competitive Advantage: Creating and Sustaining Superior Performance. 1st ed. Free Press, 1998. This essay on Business Model Case Study was written and submitted by user Aaden Z. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Reflexiones Essays - Free Essays, Term Papers, Research Papers

Reflexiones Essays - Free Essays, Term Papers, Research Papers Reflexiones Repaso 1.Indemnizacion: 2.Armisticio: cese provicional a las hostilidades, alto al fuego. 3.Ultimatun: Advertencia Final 4.Jutlandia: Es una peninsula de la europa noroccidental. 5.Neutralidad: Aptitud que asume un pais o varios de inmiscuirse ni ser involucrado. 6.Colonialismo: 7.Material Belico: Pertrechos (proteger) proviciones de guera como lo son las armas, municiones y tecnologia. 8. Imperialismo: Son potencias mundiales con sed de poder. 9. Paz armada: Al periodo de 1885 a 1914 no hubo guerras entre las potencias pero todas se preparaban para ellas. 10.Mano negra: Un grupo de terroristas. 11.Triple entrente: Formada por gran bretaa, Francia y Rusia. 12.Triple Alianza: Alemania, Austria-Hungria e Itallia Reflexiones: 1."Mientras mas negra la noche mas cerca el amanecer" 2."Como un iman invisible los pensmientos positivosse alcanzan y atraen frente a nosotros los resultados que deseamos intenssmente conseguir" 3"Desesperarse porque, hoy fue un dia difici, pero maana un nuevo dia lleno de esperanzad comenzara" 4."Confianza en si mismo, llega por medio del conocimiento que proviene de la imformacion y las experencias" 5."lucha por tu sueos ser perserverante y diciplnado son las claves hacia el exito"

Effects of the iPhone on the Americans Assignment

Effects of the iPhone on the Americans - Assignment Example In the words of Steve Jobs, he said, â€Å"Today we introduce three innovative products. The first is a widescreen iPod with touch controls. The second is a revolutionary phone and finally a breakthrough internet communication device (VoIP). An iPod, phone, this device will be called the iPhone. Apple will reinvent the phone.† (Seven Years Ago Today, Steve Jobs introduced the iPhone). Apple’s iPhone has reinvented mobile phone technology. iPhone is compatible to integrate with the modified Apple TV that allows for wireless connectivity to the screen. The iPhone offers the best email mobile messaging phone; it offers a full-screen browsing with a multi-touch screen. Any smartphone manufacturer may NIL the revolutionary and innovative screens and the technology with which it is made. iPhone possesses some of the best and amazing features and has easier user adaptability. The iPhone has a smooth, elegant metallic finish, which makes it long lasting and light. In addition, the software features are user-friendly, compatible with other Apple products such as the Mac, iPad and iMac and well-guarded against virus attacks. The iPhone has incorporated advanced technology; 3G enabled, high processing power thus increasing the speed, Wi-Fi support, high-resolution camera and Bluetooth technology (Boudreaux T., Programming the iPhone User Experience. O’Reilly, 2 009 Pp 10-11). People have adapted to the use of iPhone because they are guaranteed of the quality and technology that iPhone possesses. Its multi-functionality is only of the many features that have made people adore the phone. For the first time, consumers had the experience of mobile browsing as if it was web browsing, especially with the pinching and zooming experience. Their mobile safari was a distinct feature of the smartphones. iPhone has advanced innovations appellant to the clientele; use of oft-lost stylus, accelerometers and auto-correcting software keyboard (The iPhone turns Four: How it has Changed us, Jeffrey Sass).  

European human rights law Essay Example | Topics and Well Written Essays - 2500 words

European human rights law - Essay Example It is an individual's most essential political right and the essence of democracy. Freedom of expression is what makes it possible for even the most ordinary of citizens to make a political expression, even if that expression is against the state itself. It is this right that makes it possible for such an individual to hold an opinion that is different from the opinion of the majority. It is this freedom that gives people the power to protest inequality and oppression. From this freedom emanate all the other freedoms. In a democracy, probably the most important consequence of the freedom of expression is to compel governments to the dialogue table, and it is because of this that governments are forced to consider the opinions of people in its decision making. This works to the advantage of both people and the government - if indeed one can make a distinction between the two. People have the advantage of ensuring that all or most governmental decisions consider their opinion. In Europe freedom of expression is protected by article 10 (1) of the European Convention of Human Rights (ECHR). "Everyone has the right to freedom of expression. This right shall include freedom to hold opinions and to receive and impart information and ideas without interference by public authority and regardless of frontiers" ("The European Convention on Human Rights"). Contrary to what some... And this freedom relates to the freedom of opinion, freedom of information, and the freedom to criticize. Freedom of Opinion and Information The first paragraph of Article 10 of the ECHR elucidates that freedom of expression shall include the "freedom to hold opinions and to receive information" ("The European Convention on Human Rights"). There is more to this freedom than one initially realizes. The freedom to hold opinions, among other things, also means spiritual freedom. This freedom includes the freedom to hold and report a belief. This belief can be critical or appreciative or merely judgmental. These beliefs or opinions can relate to philosophy, science, literature, politics, ethics and several such other aspects. This freedom applies as much to giving an opinion, as to receiving one. 3 Freedom of expression includes the freedom to information. This freedom applies to receiving information, as it does to the dissemination of information. This freedom is an offshoot of the freedom to opinion. Yet another off-shoot of the freedom to express opinions is the freedom of criticism. This is a significant aspect of the freedom of expression as it gives even people in the minority the right to hold and express views that are not in consonance with the majority. This Freedom is Not Unconditional The freedom of expression is however not a platform for unfettered individual and institutional will. There are conditions. The freedoms guaranteed under Article 10 of the ECHR carry with them "certain duties and responsibilities". Exercise of this freedom must be within the parameters of certain procedures, conditions, controls and rules of infraction. These parameters are laid down by law in the wider interests of the

Health Program Evaluation Essay Example | Topics and Well Written Essays - 500 words - 1

Health Program Evaluation - Essay Example The questions will be as follows: For collection of data and information regarding the HIV/AIDS control, quantitative methodology will be employed by making use of questionnaire, in which there will be questions concerning HIV/AIDS and the control strategies that are considered much acceptable and resulting by people. Along with employing quantitative methodology, qualitative methodology will also be effective in getting information and answers to the asked questions, in which the research work and other written content by authorized writers will be assessed in order to get answers for the asked questions. Many research questions are the result of issues that are highlighted by the hypothesis. They also reveal experientially resulting constructs from initial experience (Hair, 1998). These questions support in recognizing the data, which is required and are able to serve as a foundation for the thorough analysis required establishing a model (Dillman, 1978). Altogether, the research questionnaire resolves different aspects of both propositions and is planned to assist the de-construction of system into its specific elements for establishing the normal nature of multi-cultural system (Dillman, 1978). The order of different questions can support to define the approach of evaluation and structure. It is suggested by the social theory that actions of individuals are in fact inspired by the response of actions expected to bring (Hair, 1998). Respondents are inspired to complete and thereafter, return questionnaire if benefits, cost and confidence are appropriate (Dillman, 1978). It should be ensured that respondents are properly rewarded for completion and thereafter returning the questionnaire. These rewards can depict positive regard such as offering thanks, seeking advice, providing tangible benefits, making the format of questionnaire interesting and offering social validation (Dillman, 1978). It is further suggested that the

Multipurpose Legumes Classification Study

Multipurpose Legumes Classification Study Participatory evaluation of multipurpose legumes in integrated crop-livestock production systems in selected districts of Ethiopia and Kenya: Farmer’s preferences and decision making Chala Merera Erge (Assistant Professor) PhD Proposal Abstract In developing countries, the agricultural sector plays a central role in the economic and social life of the nation and is a cornerstone of the economy. Crop and livestock production is mainly influenced by low soil fertility and by low quality and quantity of feed resources, respectively. Multipurpose legumes are known to perform multiple functions like grain legumes provide food, feed and facilitate soil nutrient management; herbaceous and tree legumes can restore soil fertility and prevent land degradation while improving crop and livestock productivity on a more sustainable basis. Therefore, the adoption of such multipurpose legumes, which enhance agricultural productivity while conserving the natural resource base, might be instrumental for achieving income, food security and for reversing land degradation. The integration of legumes to cereal-based systems could provide services such as high quantity and quality fodder production, soil erosion prevention and soil fertility rest oration. In Ethiopia and Kenya, realizing the underexploited potential of multi-purpose legumes towards improved livelihoods and a better environment in crop-livestock systems has significant contribution to improve food and nutrition security, reduce poverty, and enhance the production environment of smallholder farmers and rural populations. Therefore, the objectives of this project are to develop a classification of legume types like food legumes, tree legumes, forage legumes, cover legumes through literature review, consultation with key informants and farm-level surveys; assess and identify contribution of each type of multipurpose legumes to farm family objectives (provision of food, forage, soil nitrogen, fuel and others) through farm-level surveys; understand farmer perceptions of legumes and their functions through focus group discussions (participatory rural appraisal/PRA tool) at community level and assess how different farmer typology demands alters the optimal choice of legume types through simple modelling approaches. INTRODUCTION Ethiopia has total human population of 96.5 million in 2014 (CSA, 2014). If Ethiopia follows its current rate of growth (3.02%), its population will double in the next 20 years and cross 300 million by 2050 (World Population Prospects: the 2012 Revision). The agricultural sector plays a central role in the economic and social life of the nation and is a cornerstone of the economy (Alemayehu, 2008) and it accounts for 48.76% to GDP (World Fact Book, 2015). The contribution of livestock to the total GDP is limited because of many factors. One the major factor is the scarcity of feed resources both in quantity and quality (Alemayehu Mengistu, 2008). In Ethiopia highlands, crop and livestock production is mainly influenced by low soil fertility and by low quality and quantity of feed resources, respectively (Kruseman et al. 2002; Tangka et al. 2002). Feed shortages both in quality and quantity can be attributed to factors. On the other hand, escalating prices, access and price uncertainty, and unavailability at the crucial moment limit the use of inorganic fertilizers in improving soil fertility (Lakew et al., 2000; Ahmed et al., 2003). In developing countries, the use of forage legumes integrated with food crops and livestock is often advocated to minimise external inputs as well as to improve the productivity and sustainability of crop-livestock production (Humphreys 1994; Peters and Lascano, 2003). Over the past two decades several forages have been tested in different ecological zones, and considerable efforts have been made to test the adaptability of different species of pasture and forage crops under varying agro-ecological conditions. As a result, quite a number of useful forages have been selected for different zones. Improved pasture and forages have been grown and used in government ranches, state farms, farmers’ demonstration plots and dairy and fattening areas. Forage. Production of forage seed by contracting smallholders has shown potential as a way of improving seed supply (Alemayehu Mengistu, 2002; 2006). Menale (2011) reported that declining soil fertility and increasing soil erosion continue to limit crop yields in the Ethiopian highlands while poor quality and quantity of feed limit livestock production. Adoption of forage legumes has been proposed as a strategy that can help alleviate these problems. However, despite their proposed potential in dealing with these challenges, adoption of forage legumes by smallholder farmers is still limited. The adoption rate for improved forage crops has been very low and less sustainable. The area occupied by improved forage crops is insignificant and little contribution to the annual feed budget (Alemayehu Mengistu, 2002). Multipurpose legumes are known to perform multiple functions like grain legumes provide food, feed and facilitate soil nutrient management; herbaceous and tree legumes can restore soil fertility and prevent land degradation while improving crop and livestock productivity on a more sustainable basis. Therefore, the adoption of such multipurpose legumes, which enhance agricultural productivity while conserving the natural resource base, might be instrumental for achieving income, food security and for reversing land degradation. The integration of legumes to cereal-based systems could provide services such as high quantity and quality fodder production, soil erosion prevention and soil fertility restoration. Enhanced availability of livestock feed can reduce degradation of grazing lands. The demand for forage and the opportunities for diffusion of forage technology might be high where livestock response to improved feed technology and profitability from livestock enterprise is high. Mu ltipurpose legumes research throughout the developing world have shown the benefits of different kinds of legumes (Khalili et al., 1994; Humphreys 1994; Omiti 1995; Umunna et al., 1995; Peters et al., 2001; Mpairwe et al., 2003). Cultivation of forage is not widely adopted and commercial feed production is not developed (Alemayehu Mengistu, 2006; 2008) If farmers have to adopt a technology, they must be able to clearly see the benefits. Sometimes beneficial technologies are not adopted because the benefits cannot be clearly demonstrated or are long term. The major benefits of forage legumes include higher DM yields (Alemayehu Mengistu, 2008; Shehu and Akinola 1995;Mwangi 1999), biological nitrogen fixation (BNF) (Thomas and Sumberg 1995;Mwangi 1999), improved soil fertility and better animal performance due to the improved N supply in the diet (Alemayehu Mengistu, 2002; 2006 and Kariuki et al., 1998a). In developing countries, despite these multiple benefits of legumes, the adoption of legumes especially for feed and soil management is very poor (Saka et al., 1994; Thomas and Sumberg, 1995; Zewdu et al., 2000; Ahmed et al., 2003). Despite these and many other attempts to introduce shrubby and herbaceous legumes on smallholder farms, adoption has been low (Paterson et al., 1996a). Several attempts have been made to introduce herbaceous legumes on smallholder farms in Central Kenya (Wandera, 1995). The key challenges in forage development are as follows: First, forage has a low adoption rate in Ethiopia (Duncan, 2009). Second, apart from forage innovation, limits in institutional structures have also hindered forage innovation (Hall et al., 2007). Third, there is scarcity in the quantity and quality of animal fodder (Tadesse, 1998 and Yeshitila, 2008). Lastly, the rise in fodder price and inefficacy in the feed market is another set of problems (Gebremedhin et al., 2009). There is very good opportunity to produce best adapted improved multipurpose legumes to improve the crop – livestock productivity in Ethiopia and Kenya. To address the problem of inadequate food, feed and soil fertility, the need for improved multipurpose legumes multiplication and distribution are paramount. In Ethiopia and Kenya, realizing the underexploited potential of multi-purpose legumes towards improved livelihoods and a better environment in crop-livestock systems has significant contribution to improve food and nutrition security, reduce poverty, and enhance the production environment of smallholder farmers and rural populations through facilitation of the smart integration and use of multi-purpose legumes, providing food, protein, feed, fuel, and/or organic matter in crop-livestock systems. It has also a vital purpose to provide knowledge and tools to farmers and development partners facilitating farmers to make rational decisions for enhancing short and long-term contributions of multi-purpose legumes to farmer livelihoods including aspects of legume production, input supply systems, and markets. The objectives of this project are: To develop a classification of legume types like food legumes, tree legumes, forage legumes, cover legumes through literature review, consultation with key informants and farm-level surveys. To assess and identify contribution of each type of multipurpose legumes to farm family objectives (provision of food, forage, soil nitrogen, fuel and others) through farm-level surveys in Kenya and Ethiopia To understand farmer perceptions of legumes and their functions through focus group discussions (participatory rural appraisal/PRA tool) at community level. To assess how different farmer typology demands alters the optimal choice of legume types through simple modelling approaches. Material and methods The participatory evaluation of the multipurpose legumes will be conducted in different agro-ecology of the crop-livestock production systems of the project sites of Ethiopia and Kenya. The project members of the farmers will be purposively identified and oriented about the objectives of the project. Multi-stage, purposive or random sampling methods will be utilized during data collection through surveys, individual interview, consultation with key informants and focus group discussions using participatory rural appraisal/PRA tool based on the type of the data to be collected. Multipurpose legume types like food legumes, tree legumes, forage legumes, cover legumes will be identified and classified through detail literature review, consultation with key informants and farm-level surveys by using semi structured questionnaire. The contribution of each type of multipurpose legumes to farm family objectives (provision of food, forage, soil nitrogen, fuel and others) will be assessed and identified through detail farm-level surveys in Kenya and Ethiopia. Farmer perceptions of legumes and their functions will be understood through focus group discussions (participatory rural appraisal/PRA tool) at community level. The way different farmer typology demands alters the optimal choice of legume types will be assessed through simple modelling approaches in Kenya and Ethiopia. Respective stakeholders, through farmers group visit, field days, study tours and workshops will be conducted during monitoring and evaluation of the project at different phases. Finally, all data will be analyzed by using the appropriate statistical latest version of SPSS or STATA. The results will be communicated to the beneficiaries through publications, reports, workshops, formal and informal meetings. Work Plan Estimated Budget break dawn References Ahmed M.A.M, S. Ehui, and Y. Assefa. 2003. â€Å"Dairy development in Ethiopia.† Paper presented at the In Went, IFPRI, NEPAD, CTA conference â€Å"Successes in African Agriculture†, Pretoria, South Africa, December 1-3. Alemayehu Mengistu. 2006. Country Pasture/Forage Resource Profiles ETHIOPIA, FAO Alemayehu Mengistu. 2008. Feed resource base of Ethiopia: Status, Limitations, and Opportunities for integrated Development. Pp 24-32. Alemayehu, M. 2001. Forage and Seed Production. MoA, Addis Ababa, Ethiopia. Alemayehu, M. 2002. Forage Production in Ethiopia: A case study with implications for livestock production. Ethiopian Society of Animal Production (ESAP), Addis Ababa, Ethiopia. Humphreys, L.R. 1994. Tropical Forages: Their role in sustainable agriculture. Australia: The University of Queens land. Kariuki J.N., Boer H., Tamminga S., Gitau G.K., Gachuiri C.K. and Muia J.M. 1998a. Rumen degradation and intestinal digestion of protein in Napier grass and other Kenyan forages.Animal Feed Science and Technology(in press). Khalili, H., P. Varvikko, and S. Crosse. 1994. â€Å"The effects of forage type and level of Concentrate Supplementation on food intake, diet apparent digestibility and milk production of Crossbred Cows (Bos taurus Ãâ€" Bos indicus).† Animal Production 54: 183-189. Kruseman, G., R, G. Ruben, and G. Tesfay. 2002. Diversity and Development Domains in the Ethiopian Highlands. IFPRI-WUR project Policies for Sustainable Land Management in the Ethiopian Highlands. Working Paper 2002-04. Lakew D., M. Kassie, S. Benin, and J. Pender. 2000. Land degradation and strategies for Menale Kassie. 2011. Economic and Environmental Benefits of Forage Legume-Cereal Intercropping in the Mixed Farming System: A Case Study in West Gojam, Ethiopia. Addis Ababa, Ethiopia: EDRI Mwangi D.M. 1999.Integration of herbaceous legumes into Napier grass fodder systems in Central Kenya: constraints and potential.PhD thesis, University of London, London, UK. Paterson R.T., Kiruiro E. and Arimi H.K. 1996a.The use of Calliandra calothyrsus for milk production.NARP (National Agro-forestry Research Project), Embu, Kenya. Peters, M., and E.C. Lascano. 2003. â€Å"Forage technology adoption: linking on-station research with participatory methods.† Tropical Grasslands 37: 197-203. Saka A.R., Haque I., Said A.N., Lupwayi N.Z. and El-Wakeel A. 1994.Forage legumes in crop–livestock systems of sub-Saharan Africa.Environmental Sciences Working Document 24. ILCA (International Livestock Centre for Africa), Addis Ababa, Ethiopia. 82 pp. Shehu Y. and Akinola J.O. 1995. The productivity of pure and mixed grass-legume pastures in the northern Guinea savanna zone of Nigeria.Tropical Grasslands29:115–121. Tangka F.K., R.D. Emerson, and M.A. Jabbar. 2002. Food security effects of intensified dairying—Evidence from the Ethiopian highlands. Socio-economic and Policy Research Working Paper 44. Nairobi, Kenya: International Livestock Research Institute. Thomas, D., and E.J. Sumberg. 1995. â€Å"A review of the evaluation and use of tropical forage legumes in Sub-Saharan Africa.† Agriculture, Ecosystems and Environment 54: 151-163. Umunna, N.N., P.O. Osuji, H. Khalili, I.V. Nsahlai, and S. Crosse. 1995. â€Å"Comparative Feeding Value of Forage from Two Cereal Legume-based Cropping Systems for Beef Production from Crossbred (Bos taurus Ãâ€" Bos indicus) Steers and Subsequent performance of Underfed and Realimented Steers.† Animal Science 61: 35-42. Wandera J.L. 1995.Pasture/Fodder Research Program. National Agricultural Research Centre, KARI (Kenya Agricultural Research Institute), Kitale, Kenya. World Fact Book of the United States Central Intelligence Agency 2015: Ethiopia Economy 2015 Yeshitila Admassu. 2008. Assessment of livestock feed resources utilization in alaba woreda, southern Ethiopia, Haramaya University, m.sc. Thesis

Dreams in Invisible Man Essay -- Ralph Ellison, Invisible Man

   There are many types of dreams and many interpretations of those dreams. Dreams of power... of glory... of the past and the present... but none are as vivid as those that are found in Ralph Ellison's novel, Invisible Man. The dreams start occurring in the very beginning of Invisible Man. In the infamous "Reefer Dream", IM talks about a dream he had after he used narcotics. In this bizarre dream, IM hears a speech on "the blackness of black", is assaulted by the son of a former slave, and is run over by a speeding machine. All of this occurs while listening to "What Did I Do To Be So Black and Blue?"(pgs 9-12). This is one of the most significant dreams in the book. In another important dream, IM's deceased grandfather gives him a letter that says," To Whom It May Concern, Keep this Nigger-Boy Running (Ellison 33)." At the time IM had no insight to its meaning, but this dream would constantly be used as a reference throughout the story. Trueblood has a dream about his home, Mobile, Alabama, that directly affects IM's future. At the same time, Trueblood was having sex ...

Bread Givers and The Bluest Eye Families in Crisis: An Analysis

Both novels The Bluest Eye by Toni Morrison and Bread Givers by Anzia Yezierska are about families from the early twentieth century who face enormous problems of living in a patriarchal home that is obviously not working. Both books focus on the daughters of the families and the hardships that they must endure. The Bluest Eye, and Bread Givers are about characters who do not belong to mainstream America in a time period before tolerance and civil rights. Pecola Bleedlove is the protagonist of The Bluest Eye.She is an eleven year old African American girl who believes that she is extremely ugly and she believes that the ultimate beauty of a person would be to have blue eyes. She measures beauty by white American standards of her day which is just after the Great Depression and she struggles with her race not only with whites, but with other lighter African Americans. The line between colored and nigger was not always clear; subtle and telltale signs threatened to erode it, and the wat ch had to be constant. (Morrison, 87) Sara Smolinski is the protagonist of Bread Givers.She is the youngest daughter in a Jewish family who have immigrated to the United States from Poland in the 1910’s and 20’s. The Smolinski family live in New York City while the Breedloves live in a small town in Ohio. However, the setting makes little difference when it comes to the problems that each family faces. They are both looked down upon because of their race and their socioeconomic positions in society because both families live in poverty. The early part of the twentieth century in the United States was a patriarchal society and all classes lived by those rules. The father controlled the family especially the wives and daughters.While sons were strictly guided by their fathers as well, they did gain freedom at the legal age of maturity and they would hen become the leaders of their own families. Daughters were totally ruled by their fathers and wives knew that they were n ot to question their husband. They would not gain the freedom that a son knew that he would someday obtain. The young woman went straight from her father’s rule to that of her husband. In both novels, the male head of the household, Cholly Breedlove, and Reb Smolinski do not make any money, but depend on the females for their living.In the true patriarchal society, the male head of the house did have responsibilities, and the most important one was to provide for his family. In both these homes the men want to totally control the women, but they are not the providers. Instead they do nothing by take from the women. Cholly is an alcoholic and an abuser, while Reb has devoted his life to studying the Jewish religion and the Torah. This would not have been a bad thing for him to do except that he does not use this to make a living.In the true patriarchal family, the father is also to provide guidance and security to his family so that he is worthy of their respect and loyalty. C holly Breedlove totally perverts his duty as the head of his household. He has done nothing for his wife’s self esteem. She is convinced that she is ugly, and that her deformed foot has made her a cast off of society. Instead of reassuring her that he is attracted to her and that he appreciates the work she does and the money that she brings to the family, he berates her, has adulterous relationships on her, and he constantly battles her.The worse perverse action that he takes is when he rapes his preteen daughter, Pecola. If a father is to have control of his daughters in a patriarchal society, then society expects his to lover her, protect her and guide her. Cholly Breedlove breaks all the rules of society by taking away the innocence of his child, and violating rather than protecting her. He impregnates her so which means that he will rob her of her respectable place in society. Even though today’s society understands that the child is the victim, it was not that wa y in the late 1930’s and early 1940’s.Pecola is impregnated by her father and the baby dies. Certain seeds it will not nurture, certain fruit it will not bear and when the land kills of its own volition, we acquiesce and say the victim had no right to live. (Morrison, 206) She then goes insane and therefore, he has completely ruined her life. . [Pecola beat] the air, a winged but grounded bird, intent on the blue void it could not reach – could not even see – but which filled the valleys of the mind. (Morrison, 204) Reb Smolinski also takes from his wife, Shena.She is in awe of her husband’s intellect and devotion to his religion. She works very hard to support him and make him comfortable even though they live in extreme poverty. Unlike Cholly, Reb does not physically abuse his wife. Reb’s daughter fare for worse than their mother does when it comes to his treatment of them. While he does not violate the girl’s virtue, he is still cr uel to them psychologically. He has each girl work very hard outside of the home even though he does not do this himself.He convinces each girl that it is a father’s duty to take their wages and to use it toward the providential care of the family. Like the Old Testament men, Reb rules every aspect of his daughter’s lives. He truly believes that It says in the Torah: What’s a woman without a man? Less than nothing—a blotted out existence. No life on earth and no hope in heaven. (Yezierska, 205) He too, like Cholly, does not do this for the ultimate benefit of the girls, but for his own selfish reasons. This is evident when we first see Bessie bring home a young man that she has an interest.The young man is a good man, is not living in poverty, and seems to love Bessie enough to want to take good care of her. He is also willing to take no dowry, something that was unheard of in that culture, just so that he could spend the rest of his life with her. Instea d of being overjoyed that his daughter would have a wonderful life full of love ahead of her, he ruins the relationship between them. Bessie resigns herself to her father when she tells her lover I know I’m a fool. But I cannot help it. I haven’t the courage to live for myself. My own life is knocked out of me.No wonder Father called me the burden bearer. (Yezierska, 50) He does the same thing to his other daughters except for Sarah and instead, arranges poor marriages for them and their lives are completely ruined. Sarah stands up to her father and runs away. She becomes a teacher, and continues to live a life of poverty until she has finished her schooling, and begins to make a good living for herself. Her father has disowned her for no other reason except that she has not obeyed him completely and has made life better for herself. This has taken away his power over her.Because of the underhanded workings of his second wife, apparently he could not control her as he did the Shena, Sarah becomes close to the principal at the school where she works. After they have established a relationship, Sarah and Hugo, the principal revert back to the mindset of the patriarchal society in which they had both been reared, and the book ends with the assumption that Reb will move in with them and they will take care of him the way that he should have taken care of Sarah when she was a child and a young woman. I felt the shadow still there, over me.It wasn’t just my father, but the generations who made my father whose weight was still upon me. (Yezierska, 297) Both of the novels Bread Givers and The Bluest Eye concentrate on the negatives of the patriarchal society. Society has now moved far away from that mind set, however remnants of it can still be seen. They both portray the powerlessness of women, even though one, Sarah, rises above it and takes charge of her own life. Works Cited Morrison, Toni. The Bluest Eye. 1970. London: Chatto and Windus, Ltd. 1979. Yezierska, Anzia. Bread Givers. 1925. Ne

America - Post Depression essays

America - Post Depression essays By 1900, the farmers of the West and the South were struggling financially due to the new urban economy. This was due to troubles with the strikes, a large surplus, and tariffs. Besides the farmers, workers were also having problems at the turn of the century. Due to the Depression of 1893 and the "let nature-take-its-course" philosophy of the federal government, the majority of the American middle-class suffered in the late 1800's. The federal government was both directly and indirectly involved with almost all of the people's troubles as they were bias against farmers and workers during this time period. Many working class Americans found themselves at a difference with the national government. With different views on issues, the average working man was at a loss when trying to understand the government's mentality concerning various topics. One of these controversial issues was the proper usage of striking. Workers believed that the strike remained the only option of defense against the dominating trusts and other industrial companies. The government, on the other hand, believed that strikes accomplished no goals, and were simply a burden to the country's progress. One example of this discrepancy of views was the Pullman strike. At the time, Pullman deemed it necessary to cut back on the workers wages to benefit the overall income of the company. With this action, Pullman decreased a workers salary to approximately one third of a workers original wage. Outraged by such a steep salary cut, workers of his company went on strike. News of the strike spread to other cities, and as a r esult, Pullman cars were denied service and repairs. This widespread strike prevented the mail from efficiently circulating. Taking offensive measures Cleveland called in troops to break the amounting crowds. As a result to these actions, the working Americans were shown that a peaceful protest could achieve nothing. To see that their one counteracti...

Free Essays on Sense Of Touch

Touch is the first of the senses to develop in the womb. By as early as eight weeks, embryos respond to a gentle touch on the cheek, and by thirty-two weeks, every part of their body is sensitive to touch, pain, and temperature. At twelve weeks or so, babies may begin sucking their thumbs, and soon they will be exploring their world through touch. Your other four senses: sight, hearing, smell, and taste are located in specific parts of the body, but your sense of touch is found all over, and your skin is the largest sensory organ of your body. While there are about one hundred touch receptors in each of your fingertips alone, the sense of touch is essential for every square inch of your body. It involves sensory terminals that are dispersed over the outside and inside of the body. This system encodes a variety of sensations in addition to touch, such as pain, vibration, pressure, stretch, itch, texture, and temperature. The system is sensitive to certain chemical states like painful tissue acidity, the result of inflammation or infection. Each receptor in your skin is located in the dermis. Through the dermis the receptors send the information though nerve fibers to the spinal cord which then send the information directly to the brain, where the sensations are identified and their origin on the body pinpointed. Pain receptors are probably the most important of the receptors for your safety because they can protect you by warning your brain that your body is getting hurt. For us touch is rarely thought of to be important and sometimes taken for granted, however, this sense is highly refined. No special skill is needed to feel the difference between a smooth pane of glass and one etched with grooves 1/2500 of an inch deep. More often than not, we take note of a surface we touch, we then establishing its hardness, softness and its smoothness or roughness, and whether it is dry, wet, slippery or sticky. Between fingers and thumb we get ind... Free Essays on Sense Of Touch Free Essays on Sense Of Touch Touch is the first of the senses to develop in the womb. By as early as eight weeks, embryos respond to a gentle touch on the cheek, and by thirty-two weeks, every part of their body is sensitive to touch, pain, and temperature. At twelve weeks or so, babies may begin sucking their thumbs, and soon they will be exploring their world through touch. Your other four senses: sight, hearing, smell, and taste are located in specific parts of the body, but your sense of touch is found all over, and your skin is the largest sensory organ of your body. While there are about one hundred touch receptors in each of your fingertips alone, the sense of touch is essential for every square inch of your body. It involves sensory terminals that are dispersed over the outside and inside of the body. This system encodes a variety of sensations in addition to touch, such as pain, vibration, pressure, stretch, itch, texture, and temperature. The system is sensitive to certain chemical states like painful tissue acidity, the result of inflammation or infection. Each receptor in your skin is located in the dermis. Through the dermis the receptors send the information though nerve fibers to the spinal cord which then send the information directly to the brain, where the sensations are identified and their origin on the body pinpointed. Pain receptors are probably the most important of the receptors for your safety because they can protect you by warning your brain that your body is getting hurt. For us touch is rarely thought of to be important and sometimes taken for granted, however, this sense is highly refined. No special skill is needed to feel the difference between a smooth pane of glass and one etched with grooves 1/2500 of an inch deep. More often than not, we take note of a surface we touch, we then establishing its hardness, softness and its smoothness or roughness, and whether it is dry, wet, slippery or sticky. Between fingers and thumb we get ind...