Developmental Skills Childhood And Social Emotional...

Developmental Skills Domain in Early Childhood Social-Emotional Behavior. Social-emotional development includes the child’s experience, expression, and management of emotions and the ability to establish positive and rewarding relationships with others (Cohen and others 2005). It encompasses both intra- and interpersonal processes. The core features of emotional development include the ability to identify and understand one’s own feelings, to accurately read and comprehend emotional states in others, to manage strong emotions and their expression in a constructive manner, to regulate one’s own behavior, to develop empathy for others, and to establish and maintain relationships. (National Scientific Council on the Developing Child 2004, 2) In addition to identifying and labeling basic emotions, preschool age children are beginning to understand mental states and differentiate between their own and others’ preferences (Bronson, 2000). Dramatic role- play activities contribute to the development and understanding of others’ perspectives; children are able to act out various scenarios and learn through trial and error what peers may want and expect. Preschool age children can identify ways to comfort people and alleviate their distress, and their desire to work toward positive interactions increases sharing and helping behaviors (Bronson, 2000). Children are able to consider how their own actions and behavior may influence others’ emotions, and to understand or predictShow MoreRelatedLifespan Studies: Cognitive, Language, Social and Emotional, Physical and Holistic Development, and Discuss How Te Whariki Supports and Promotes the Development of Each Domain in the Early Childhood Sector.1113 Words   |  5 PagesThis essay will describe five developmental domains, Cognitive, Language, Social and Emotional, Physical and Holistic Development, and discuss how Te Whariki supports and promotes the development of each domain in the early childhood sector. The definition of Cognitive Development as stated by the Encyclopaedia of Childrens Health, is the construction of thought processes, including remembering, problem-solving and decision-making from childhood through adolescence to adulthood. According toRead MoreHuman, Social, And Moral Development1669 Words   |  7 Pageslifespan approach and consider developmental knowledge and theories throughout planning, activity selection, and implementation. While prevention and intervention efforts are important during all stages of life, they are especially important during childhood and adolescence, when risk factors may be more easily avoided and protective factors can be established that may last a lifetime (Cohen, ChaÃŒ vez, Chehimi, 2007). Brain, human, social, and moral development are critical to prevention programRead MoreChildhood Development : Child And Adolescent Psychology1265 Words   |  6 PagesAdolescent Psychology Early Childhood Development Unit 9 Assignment Kenneth Peter Smith PS220 December 18, 2014 Professor Linda Smith So what goes on during Early Childhood - ages 3 to 6. Development is very crucial in every aspect of childhood but why is it important during early childhood? What goes on during this time frame in a child’s life that’s going to dictate every aspect of the child’s life for now and evermore? Is this stage of a child’s development even important to theRead MoreEarly Childhood Curriculum Planning Essay examples716 Words   |  3 PagesThis paper will examine the planning and purpose of curriculum in the early childhood classroom. Discussed will be the definition of an integrated curriculum, and the connection between curriculum and development in the pre-kindergarten and Kindergarten student. The core content areas of childhood development will be outlined and defined and developmental support provided to all areas of content will be examined. Some of the reasons for maintaining a curriculum plan, as well as connections betweenRead MoreChild Development Reflection Paper1332 Words   |  6 Pagestheories of child development, principles of growth and development, prenatal development, infancy, toddlerhood, three-four-and five years old, six-seven-and eight years old, middle childhood, adolescence: thirteen to nineteen years old, and where and when to seek help. I really enjoyed the adolescence: thirteen to nineteen years old chapter the most because, people tend to forget that even though they in high school their brains are still growing and still need guidance like on social media or how toRead MoreChild Development And The Building Of A House Essay912 Words   |  4 Pagesobservable stages of growth and development. Looking at a person holistically, there are three main domains of development. The developmental domains are physical, mental, and social-emotional. Though each domain is independent and have different influences that affect progression, the domains work interdependently to create a whole functioning human being. The domains work like pieces of a puzzle to create a fully functioning whole. There is no one size fits all developmental theory. Similarly to howRead MoreTechnology Play: Advantages and Disadvantages for Development and Learning1724 Words   |  7 Pagesin a technology environment. It is within this environment that traditional concepts of play are being influenced. Early childhood settings reflect children’s environments therefore the introduction of technology would be a natural consequence. Play is central to children’s development and learning, consequently technology play is influential. To benefit children’s development and learning, technology play has to be inclusive and developmentally appropriate with attention to technology placementRead MoreSimilarities and Differences between Reggio Emilia and High Scope1681 Words   |  7 PagesThere are many different curriculums that are used in early childhood classrooms. Two curriculums that are used are High Scope and Reggio Emilia. Both of these curriculums have unique aspects that make up their curriculums. In addition, High Scope and Reggio Emilia have similarities and differences. In Ypsilanti, Michigan Dr. David P. Weikard created High Scope in 1970. High Scope does research in a variety of areas. However, they are best known for their research in preschool education andRead MoreMilestones in the Developmental Characteristics of Kindergartners1511 Words   |  7 PagesThe key developmental characteristics of the kindergarten class which are in between the end of childhood and the beginning of middle age childhood, they differ in each developmental domain, below would explain clearly the developmental characteristics for physical, cognitive, language and social emotional development for kindergarten aged children . physical developmental milestones: †¢ Hops on alternate legs †¢ jumps over small objects †¢ runs, jumps, around obstacles, †¢ throwing, catchingRead MoreAnalysis Of Inside Out1238 Words   |  5 PagesThis paper explores the development of Riley Andersen, the 11-year old protagonist in the Walt Disney Studios film Inside Out. When Riley is forced to move to San Francisco with her family, viewers witness her struggle to work though her developmental tasks and her psychosocial crisis. Although she had once been successful in her stages of development, her transition to a new home and a new school negatively impacts her emotions and causes a regression in her developmental tasks. With the support

Metacognitive Skills Free Essays

Metacognition refers to learners’ automatic awareness of their own knowledge and their ability to understand, control, and manipulate their own cognitive processes. 2 Metacognitive skills are important not only in school, but throughout life. For example, Mumford (1986) says that it is essential that an effective manager be a person who has learned to learn. We will write a custom essay sample on Metacognitive Skills or any similar topic only for you Order Now He describes this person as one who knows the stages in the process of learning and understands his or her own preferred approaches to it – a person who can identify and overcome blocks to learning and can bring learning from off-the-job learning to on-the-job situations. As you read this section, do not worry about distinguishing between metacognitive skills and some of the other terms in this chapter. Metacognition overlaps heavily with some of these other terms. The terminology simply supplies an additional useful way to look at thought processes. Metacognition is a relatively new field, and theorists have not yet settled on conventional terminology. However, most metacognitive research falls within the following categories: 1. Metamemory. This refers to the learners’ awareness of and knowledge about their own memory systems and strategies for using their memories effectively. Metamemory includes (a) awareness of different memory strategies, (b) knowledge of which strategy to use for a particular memory task, and (c) knowledge of how to use a given memory strategy most effectively. 2. Metacomprehension. This term refers to the learners’ ability to monitor the degree to which they understand information being communicated to them, to recognize failures to comprehend, and to employ repair strategies when failures are identified. Learners with poor metacomprehension skills often finish reading passages without even knowing that they have not understood them. On the other hand, learners who are more adept at metacomprehension will check for confusion or inconsistency, and undertake a corrective strategy, such as rereading, relating different parts of the passage to one another, looking for topic sentences or summary paragraphs, or relating the current information to prior knowledge. (See Harris et al. , 1988; – add more) 3. Self-Regulation. This term refers to the learners’ ability to make adjustments in their own learning processes in response to their perception of feedback regarding their current status of learning. The concept of self-regulation overlaps heavily with the preceding two terms; its focus is on the ability of the learners themselves to monitor their own learning (without external stimuli or persuasion) and to maintain the attitudes necessary to invoke and employ these strategies on their own. To learn most effectively, students should not only understand what strategies are available and the purposes these strategies will serve, but also become capable of adequately selecting, employing, monitoring, and evaluating their use of these strategies. (See Hallahan et al. , 1979; Graham Harris, 1992; Reid Harris, 1989, 1993. In addition to its obvious cognitive components, metacognition often has important affective or personality components. For example, an important part of comprehension is approaching a reading task with the attitude that the topic is important and worth comprehending. Being aware of the importance of a positive attitude and deliberately fostering such an attitude is an example of a metacognitive skill. In the preceding paragraph, metacognition has been described as a conscious awareness of one’s own knowledge and the conscious ability to understand, control, and manipulate one’s own cognitive processes. This is not quite accurate; but it’s difficult to define metacognition more accurately. (It’s easier to point out examples of metacognitive activity than to define what it is. ) It would be more accurate to say that metacognitive strategies are almost always potentially conscious and potentially controllable (Pressley, Borkowski, Schneider, 1987). For example, good readers automatically (unconsciously) employ metacognitive strategies to focus their attention, to derive meaning, and to make adjustments when something goes wrong. They do not think about or label these skills while performing them; but if we ask them what they were doing that was successful, they can usually describe their metacognitive processes accurately. In addition, when serious problems arise – as when there is a distraction, when they encounter extremely difficult or contradictory text, or when they have to advise someone else regarding the same skill – they slow down and become consciously aware of their metacognitive activity. While it is occasionally useful to consciously reflect on one’s metacognitive processes and while it useful to make learners aware of these processes while they are trying to acquire them, these skills become most effective when they become overlearned and automatic. If these skills were not automatic and unconscious, they would occupy some of the effort of the working memory; and this would have the result of making reading, listening, and other cognitive activities less efficient. Therefore, like any other skill that becomes automatic and requires minimal activity in the working memory, metacognitive skills work best when they are overlearned and can operate unconsciously. Learners with good metacognitive skills are able to monitor and direct their own learning processes. Like many other processes, metacognitive skills are learned by applying principles from almost every other chapter in this book. When learning a metacognitive skill, learners typically go through the following steps (Pressley, Borkowski, Schneider, 1987): 1. They establish a motivation to learn a metacognitive process. This occurs when either they themselves or someone else points gives them reason to believe that there would be some benefit to knowing how to apply the process. (Motivation is discussed in chapter 5). 2. They focus their attention on what it is that they or someone else does that is metacognitively useful. This proper focusing of attention puts the necessary information into working memory (Chapter 6). Sometimes this focusing of attention can occur through modeling (Chapter 12), and sometimes it occurs during personal experience. 3. They talk to themselves about the metacognitive process. This talk can arise during their interactions with others, but it is their talk to themselves that is essential. This self talk serves several purposes: oIt enables them to understand and encode the process (Chapter 6). oIt enables them to practice the process (Chapter 3). oIt enables them to obtain feedback and to make adjustments regarding their effective use of the process (Chapters 3 and 12). oIt enables them to transfer the process to new situations beyond those in which it has already been used (Chapters 3 and 6). 4. Eventually, they begin to use the process without even being aware that they are doing so. This process usually represents a high-level implementation of the phases of learning and instruction described by Gagne and discussed in Chapter 3 of this book. When teachers intervene to help students develop a metacognitive process, they often use the scaffolded instruction strategies described in chapter 12. In addition, the techniques of cooperative learning and peer tutoring (discussed in Chapter 15) often provide opportunities for students to talk to others about their thought processes; and it is often the process of formulating thoughts in order to express them to others that leads to metacognitive development (Piaget, 1964). Finally, it is interesting to note an important relationship between the higher order skills of metacognition and the basic or factual skills that may be a part of a specific unit of instruction. Students typically learn metacognitive skills while they are involved in learning something else. If they are to do this successfully, it is extremely important that the learners have overlearned the prerequisite content knowledge for the subject matter topic being studied. If that prerequisite knowledge has not been mastered to a sufficient level of automaticity, then the working memory of the learner will be overwhelmed by the subject matter; and the result will be no time for metacognitive reflection. For example, when children who have largely mastered the prerequisite skills try to solve a word problem in arithmetic, they can afford to talk to themselves about what they are doing, because their working memory is not totally occupied with other demands. That is, well prepared children will have time for metacognitive practice. On the other hand, when children who are missing some of these prerequisite skills try to solve the same problem, their working memory is likely to be totally occupied with a frantic need to find the basic skills and facts needed to solve the problem. If this is the case, they not only have solved the problem less effectively; but they also have little or no time for practicing or developing metacognitive skills. When teachers and parents try to help students, it is important not to do too much thinking for them. By doing their thinking for the children they wish to help, adults or knowledgeable peers may make them experts at seeking help, rather than expert thinkers. On the other hand, by setting tasks at an appropriate level and prompting children to think about what they are doing as they successfully complete these tasks, adults can help children become independent and successful thinkers (Biemiller Meichenbaum, 1992). In other words, it is often better to say, What should you do next? † and then to prompt the children as necessary, instead of simply telling them what to do. The preceding paragraph describes how the intellectual rich get richer and the poor get poorer. Knowledge of factual information and basic skills provides a foundation for developing metacognitive skills; and metacognitive skills enable students to master information and solve problems more easily. If teachers hope to help low-performing students break out of their intellectual imprisonment, they must find a way to help them develop both an automatic grasp of basic skills and effective metacognitive skills to enable self-directed learning. Misconceptions with regard to specific subject matter were discussed in Chapters 4 and 6. Wittrock (1991) notes that learners’ misconceptions about learning-to-learn skills and about metacognitive strategies are also a critical source of learning problems. For example, a student who adheres to a belief that the best way to learn scientific concepts is to repeat the definitions ten times each night before going to bed is not as likely to come to an understanding of these concepts as a person who has a more effective conception of how to master these concepts. Finally, note that a major purpose of this book is to help you develop your metacognitive skills. In chapter 1 I suggested that you apply various strategies while reading this book. If you have done so, there is a good chance that by now you understand the rationale of many of these principles and can see how they contribute to your own learning. By becoming consciously aware of these strategies and how they work, you will not only be able to use these principles to teach others more effectively, you’ll also be able to use them to monitor and improve your own thought processes. That’s metacognition! How to cite Metacognitive Skills, Papers

Principles of Business Analytics

Question: What is the meaning of decision making. Answer: Introduction The decision making is one of the most basic cognitive procedures of human behaviors. The decision making process is a vital process in personal life as well as vital for professional purpose (Tamir et al. 2015). The decision making component is an important principle of the business analytics. There are widely used decision theories that are widely implemented in the business scenario. In a business scenario, there is a need to perform routine decision making tasks. There is a need to adopt cognitive decision making policies to achieve business success. This report describes the role of human cognition in the decision making process. The second part of the report describes the role of analytics in decision making process. It also discusses the influence of data in the process of decision making. Task 1 Meaning of decision making The process of the selection of a preferred course of action among a set of alternatives or options is known as decision making. The layered model of brain comprises of the fundamental cognitive procedures of decision making (Glscher et al. 2012). There are specific characteristics of the decision making processes such as decision maker, decision situation, and the decision process. The core cognitive features of the human brain are known to share similar characteristics. The three important features of the decision making process include a set of alternatives or choices, decision goals and a list of selection strategies (Glscher et al. 2012). If there is a fulfillment of these three criteria, then the decision making process can be easily carried out by a human being. The consequences of the decision making processes can be estimated from the strategies of decision making used by the decision maker (Elwyn et al. 2012). The different strategies of decision making require a combination of decision selection criteria. It is also important to perform rational decision making for the success of business entities. There is a need to adopt different decision strategies as per the values of the decision makers, attitudes towards risk and the prediction of future outcomes. Human cognition in decision making The intellectual capabilities of the human beings have made it possible for themselves to gain a superior status among all animal species (Seligman and Csikszentmihalyi 2014). The presence of intellectual capabilities has allowed the human beings to adapt to a specific environment, and there have been evolving patterns of decision making capabilities. There has been a transformation in the intellectual capabilities of human beings. The intellectual capabilities of human beings have transformed into sophisticated and more specialized skills (Seligman and Csikszentmihalyi 2014). The specialized skills include planning, observation, problem solving and coordination. The decision making process works in close collaboration with the problem solving process (Seligman and Csikszentmihalyi 2014). The decision making process consists of the analysis, synthesis and the evaluation of the job tasks. The analysis of the job tasks is the first step of the decision making process. Process of decision making The cognitive process of the decision making begins with the detailed analysis of the decision making problem (Croskerry 2013). The objective of the decision making process should be identified, and an initial framework needs to be created. The alternatives should be assessed for the purpose of the formulation of strategies. The alternatives are thoroughly evaluated and the human intellectual capabilities give an idea regarding the best alternative (Croskerry 2013). The best alternatives out of the given choices are selected. The selected best alternative should be evaluated well and checked if it meets the predetermined goals or standards (Croskerry 2013). The decision maker would make sure that the decision meets the current scenario and the personal judgment. If there is a mismatch between the expected outcome and the current outcome, then the decision making process needs to be repeated (Croskerry 2013). The decision making process should be done until a satisfied decision arrive s. Task 2 The phenomenon of human decision making is influenced by rational behavior and does not always follow a fixed course (Seligman and Csikszentmihalyi 2014). There are individual differences in the cognitive process, which aids in the decision making process. The role of analytics is immense in the decision making process. The business analytics consists of the study of various patterns of data through operations and statistical analysis and the application of these to customers and the business (Croskerry 2013). The business analytics deals with the technologies, skills and practices for the continuous investigation of the past performances of business so that insights to the business can be gained. The business insights help in the business planning, which in turn helps in the decision making process. Role of Business analytics in business The business analytics play an important role in the business scenario (Holsapple Lee-Post and Pakath 2014). The cognitive analytics is a powerful tool to bridge any gaps between the data structure and the reality of decision making, which is an everyday function of the managers. The data and information is a vital part of the decision making process. The cognitive analytics is an additional part of cognitive computing (Holsapple Lee-Post and Pakath 2014). The cognitive computing comprises of machine learning, language processing, and the related infrastructure. There is a need to massive data processing and the ability to analyze various sources of data. The analysis of data can be essential for gaining business insights and various crucial parameters about the organization. The cognitive analysis depends on the information technology tools to generate the required hypothesis (Holsapple Lee-Post and Pakath 2014). The hypothesis is drawn after the consultation with connecting informa tion sources, which are relevant. Decision making process and the Probability theory The analytical decisions are driven by the organizational data (Power Sharda and Burstein 2015). The use of direct observations, figures, charts, facts are the basis for successful decision making. The decisions cannot be taken on whims and fancies. It should be directly related to the statistical figures and the current situation of the business. The decision makers use surveys, questionnaires and other means for the purpose of data collection (Power Sharda and Burstein 2015). The collected data is tabulated and put into appropriate software, which is suitable for the specific types of data. The tabulated data is then analyzed thoroughly. The decision maker should consider all the pre-determined parameters, before beginning the process of data analysis. The probability theory is an important component in the decision making process (Berger 2013). The managers need to take decisions, which are related to uncertainty. The decisions need to be made on appropriate assumptions. This theo ry helps the manager to deal with investment issues, introduction of a new product, stock decisions, individual investor and others. Techniques of analytics The descriptive and inferential techniques of analytics are important for business (Devore 2015). The descriptive techniques involve the description and summarizing the collected data in a meaningful manner. This technique helps the decision maker to understand the explicit details of the data in a clear manner. The purpose of the descriptive techniques is to present the decision maker with a visual picture of the implications of the data. In the absence of the descriptive techniques, the decision maker would face difficulty in the analysis of the raw, unstructured data. The inferential techniques make use of a limited segment of the data and not the entire data (Kern 2014). The purpose of the inferential techniques allows the decision maker to make generalizations regarding the sample population. The sample should represent the population accurately. The inferential techniques deal with the estimation of parameters and the testing of relevant hypothesis. Conclusion The decision making is a vital part of the human beings. It applies to both the personal as well as professional life. The decision making is not an independent function; rather it is interconnected to other variables like data, information, analytics and others. The efficient decision making would ensure individual success as well as organizational success. References Berger, J.O., 2013.Statistical decision theory and Bayesian analysis. Springer Science Business Media. Croskerry, P., 2013. From mindless to mindful practicecognitive bias and clinical decision making.N Engl J Med,368(26), pp.2445-2448. Devore, J., 2015.Probability and Statistics for Engineering and the Sciences. Cengage Learning. Elwyn, G., Frosch, D., Thomson, R., Joseph-Williams, N., Lloyd, A., Kinnersley, P., Cording, E., Tomson, D., Dodd, C., Rollnick, S. and Edwards, A., 2012. Shared decision making: a model for clinical practice.Journal of general internal medicine,27(10), pp.1361-1367. Glscher, J., Adolphs, R., Damasio, H., Bechara, A., Rudrauf, D., Calamia, M., Paul, L.K. and Tranel, D., 2012. Lesion mapping of cognitive control and value-based decision making in the prefrontal cortex.Proceedings of the National Academy of Sciences,109(36), pp.14681-14686. Holsapple, C., Lee-Post, A. and Pakath, R., 2014. A unified foundation for business analytics.Decision Support Systems,64, pp.130-141. Kern, S.E., 2014. Inferential statistics, power estimates, and study design formalities continue to suppress biomedical innovation.arXiv preprint arXiv:1411.0919. Power, D.J., Sharda, R. and Burstein, F., 2015.Decision support systems. John Wiley Sons, Ltd. Seligman, M.E. and Csikszentmihalyi, M., 2014.Positive psychology: An introduction(pp. 279-298). Springer Netherlands. Tamir, M., Bigman, Y.E., Rhodes, E., Salerno, J. and Schreier, J., 2015. An expectancy-value model of emotion regulation: Implications for motivation, emotional experience, and decision making.Emotion,15(1), p.90.

A.A. Milne Publishes Winnie-the-Pooh

A.A. Milne Publishes Winnie-the-Pooh With the first publication of the childrens book Winnie-the-Pooh on October 14, 1926, the world was introduced to some of the most popular fictional characters of the twentieth century - Winnie-the-Pooh, Piglet, and Eeyore. The second collection of Winnie-the-Pooh stories, The House at Pooh Corner, appeared on bookshelves just two years later and introduced the character Tigger. Since then, the books have been published worldwide in over 20 languages. The Inspiration for Winnie the Pooh The author of the wonderful Winnie-the-Pooh stories, A. A. Milne (Alan Alexander Milne), found his inspiration for these stories in his son and his sons stuffed animals. The little boy who talks to the animals in the Winnie-the-Pooh stories is called Christopher Robin, which is the name of A. A. Milnes real-life son, who was born in 1920. On August 21, 1921, the real-life Christopher Robin Milne received a stuffed bear from Harrods for his first birthday, which he named Edward Bear. The Name Winnie Although the real-life Christopher Robin loved his stuffed bear, he also fell in love with an American black bear that he often visited the London Zoo (he sometimes even went into the cage with the bear!). This bear was named Winnie which was short for Winnipeg, the hometown of the man who raised the bear as a cub and later brought the bear to the zoo. How the real-life bears name also became the name of Christopher Robins stuffed bear is an interesting story. As A. A. Milne states in the introduction to Winnie-the-Pooh, Well, when Edward Bear said that he would like an exciting name all to himself, Christopher Robin said at once, without stopping to think, that he was Winnie-the-Pooh. And so he was. The Pooh part of the name came from a swan of that name. Thus, the name of the famous, lazy bear in the stories became Winnie-the-Pooh even though traditionally Winnie is a girls name and Winnie-the-Pooh is definitely a boy bear. Other Characters Many of the other characters in the Winnie-the-Pooh stories were also based on Christopher Robins stuffed animals, including Piglet, Tigger, Eeyore, Kanga, and Roo. However, Owl and Rabbit were added without stuffed counterparts in order to round out the characters. If so inclined, you can actually visit the stuffed animals that Winnie-the-Pooh, Piglet, Tigger, Eeyore, and Kanga were based on by visiting the Central Childrens Room at the Donnell Library Center in New York. (Stuffed Roo was lost during the 1930s in an apple orchard.) The Illustrations While A. A. Milne hand-wrote the entire original manuscript for both books, the man who shaped the famous look and feel of these characters was Ernest H. Shepard, who drew all the illustrations for both Winnie-the-Pooh books. To inspire him, Shepard traveled to the Hundred Acre Wood or at least its real-life counterpart, which is located in the Ashdown Forest near Hartfield in East Sussex (England). The Disney Pooh Shepards drawings of the fictional Winnie-the-Pooh world and characters were how most children envisioned them until Walt Disney bought the film rights to Winnie-the-Pooh in 1961. Now in stores, people can see both the Disney-styled Pooh and the Classic Pooh stuffed animals and see how they differ.

Uncle Wiggily in Connecticut Essays

Uncle Wiggily in Connecticut Essays Uncle Wiggily in Connecticut Paper Uncle Wiggily in Connecticut Paper Love, Death, and War in J. D Salinger’s â€Å"Uncle Wiggily in Connecticut† J. D Salinger was best known for his portrayal of isolationism and the loss of innocence in his literary works. Like many Modern artists of the 1950’s, such as his good friend Ernest Hemmingway, Salinger was highly interested in reflection of the individual as well as the disconnectedness between adults and children (Calloway 3). In his short story, â€Å"Uncle Wiggily in Connecticut†, Salinger uses the themes of love, death, and the war to reflect the emotional detachment between Eloise and her own life, as well as her relationships with her husband and daughter. Eloise and her college roommate, Mary Jane are introduced to the reader at the same time, the beginning of the story. Both women have left college before finishing for reasons related to men. The setting for much of the plot resides within the living room of Eloise’s house. The language Salinger gives Eloise mirrors her critical and somewhat cold attitude. As the two women position themselves comfortable on the couch, they begin to discuss past classmates and relationships. We are first introduced to Eloise’s relationship with her mother-in-law. Though the information regarding this relationship is brief, we are able to gather that they do not get along. I dont have one damn thing holy to wear. If Lews mother ever diesha, hashell probably leave me some old monogrammed icepick or something. The manner in which she speaks about this reflects her carefree attitude. After Mary Jane attempts to inquire about the relationship between Eloise and her mother-in-law, the young woman quickly changes the subject. As their conversation continues, involving other classmates and their husbands, they are interrupted by the introduction of Ramona, Eloise’s young daughter. Salinger wastes no time in feeding the reader the relationship, or lack thereof, that Eloise has with her daughter. Upon Ramona’s entrance into the house, she commands her to go into the kitchen so that Grace, the servant can help her take off her goulashes. â€Å"Ramona, Eloise shouted, with her eyes shut, go out in the kitchen and let Grace take your galoshes off (Salinger). It seems as though Mary Jane is more excited to see the young girl then her own mother is. Eloise does not ask to see the girl, nor speak to her, and the reader is unaware of where the girl might be coming from and how long she was out. This clues us into Eloise’s detachment from Ramona. Upon sending Ramona to be tended to by Grace, she shifts the focus back to the alcoholic beverage, which serves as a plot device and focal point throughout much of the story(Witalec). Mary Jane begins, after insisting that she does not need another drink, to inquire about Lew, Eloise’s husband. Eloise gives critical replies about how their child looks nothing like her, and how Ramona, Lew, and her mother-in-law could pass for triplets. The fact that she is separating herself from her family, in such an outright and obvious manner, exemplifies the disconnectedness that Salinger uses in much of his work. Surprisingly, when Mary Jane asks for a kiss, Ramona quickly replies â€Å"I don’t like to give kisses† (Salinger). This could be seen as a result of the lack of affection that the young girl is missing, the same way Eloise seems to lack affection. Also, the fact that she has conceived an imaginary friend, Jimmy, who is lacking both a mother and a father, could be comparable to the lack of emotional involvement she might experience from both parents(Smith 639). However, the young girl exhibits a type of love for her imaginary friend, and Eloise seems to be critical of the confidence that her daughter places in Jimmy â€Å"You just think so. I get it all day long. Jimmy eats with her. Takes a bath with her. Sleeps with her. She sleeps way over to one side of the bed, sos not to roll over and hurt him (Salinger). Eloise lacks this type of confidence and love in a partner within her life, which may be the result of her criticalness of her daughter and Jimmy. Again, Eloise slides the attention back to alcohol, insisting she refill Mary Jane’s glass and that she stay longer. As the story progresses, we are finally introduced to Eloise’s past love history. She abandons her critical nature and attitude when describing the man of her past, who made her laugh. â€Å"He could do it when he talked to me. He could do it over the phone. He could even do it in a letter. And the best thing about it was that he didnt even try to be funnyhe just was funny (Salinger). The language she uses gives the reader the image of her lying on her couch as she reminisces about her past experiences with him. Salinger invites us into her emotional memory bank, and constructs the dialogue within this very scene in such a way that places Eloise mentally by herself remembering things that once made her happy, and making everything at that moment obsolete, in the same way a lover might recall their past love experiences (Smith 648). It is at this very point within the plot that we become aware of not only her relationship with this other past man, but also where the name â€Å"Uncle Wiggily† was derived from. This name is of significance to her. However, her train of thought is interrupted by Mary Jane reminding Eloise of the current martial situation she’s in now, â€Å"‘Doesn’t Lew have a sense of humor’ Mary Jane said† (Salinger). Her response to the questions of her husband does not run as deep as the memories she has with the other man. Quickly, she answers the question, again in her critical and sarcastic tone, almost as if disregarding she even has a husband. Again, she recalls moments her and her past love have shared together. Eloise reflected a moment, and then said, It wasnt always what he said, but how he said it. You know(Salinger). The fact that Salinger lets us in on these reflections from Eloise is again, emphasizing the connection she has with Walt and the memories, rather than obtaining the connections she should have with her husband. She mentions Lew as if he is insignificant. This relationship lacks everything that she had with her past love. Her reasoning behind not telling her husband about him comes off more as an excuse so that he may never know her true feelings and the apparent loneliness she exhibits (Kennedy). She also refuses to answer seriously to the question of why she chose to marry Lew. The theme of war is then introduced, as Mary Jane presses Eloise to explain how Walt, her love, had been killed. Tension in the plot thickens because we are seeing the break down of Eloise’s character. War and lost love become pivotal elements in Eloise’s apparent unhappiness. She begins to cry while explaining what had happen to him while he was away at War. Oddly enough, he was not killed while in action, instead in an incident involving a stove. As she told this story, she clutched the glass that was resting on her chest. Salinger swiftly incorporates the meaning of alcohol in her life once again, as her sort of comfort for the hurt she lives with. â€Å"She put her hand around the empty glass on her chest to steady it† (Salinger). As the story begins to conclude, the theme of lost or dead love is heightened when Ramona explains that Jimmy was killed. Eloise, instead of showing sympathy towards Ramona, asks what happened and quickly commands the girl to be sent to her room. Secondly, Grace asks for her own husband to stay the night, being that the weather was frigid; Eloise denies her request, therefore separating the husband and wife for the night. While this love is not dead, Eloise is causing a physical disconnect between the two. She then goes into Ramona’s room where she sees the young girl laying on the bed, all the way at the edge, so that her new imaginary friend has room to sleep. She attempts to separate the two by insisting that Ramona sleep the right way and physically grabs her ankles to position her to how she wants her to lay. It is in this very scene, after Eloise shuts off her daughter’s bedroom light, that the themes of love, death, and war completely break down the character of Eloise (Witalec). â€Å"She picked up Ramonas glasses and, holding them in both hands, pressed them against her cheek. Tears rolled down her face, wetting the lenses. ‘Poor Uncle Wiggily,’ she said over and over again† (Salinger). Salinger brings the story to a closing by having Eloise kiss her daughter, and walk out of the room. This is the first sign of affection from mother to daughter that we see. At the very end she seemed to confide in Mary Jane, asking her about a dress she had once worn. This has symbolism in itself, being that Eloise did not attempt to confide in her husband, we are unaware if he is even home or not by now. In a way, Mary Jane, who had been friends with Eloise for so long and knew her throughout her relationship with Walt, could serve as a type of connection left to the woman’s past memories, and that is why she returns to her at the end of the night (Kennedy). Salinger clearly demonstrates the isolation Eloise displays within her relationship with her own husband and child. He gave Ramona two different confidants within the short period the story takes place, while Eloise cannot find the connection between herself and her own spouse (Witalec). The themes of love, death, and war all seem to consume Eloise, effecting how she reacts to the people who are supposed to be closest to her. Much of the feelings she felt were common among the society of post-war times, and Salinger successful illustrates this to the reader. Work Cited Calloway, Catherine. 15 Fiction: The 1930s to the 1960s. American Literary Scholarship (2002): 1-26. Project Muse. Web. 16 Nov. 2010. Kennedy, J. Gerald. Modern American Short Story Sequences: Composite Fictions and Fictive Communities. Cambridge: Cambridge UP, 1995 Salinger, J. D. Uncle Wiggily in Conneticut. Nine Stories/ J. D. Salinger. New York : Bantam, 1989. Smith, Dominic. Salingers Nine Stories: Fifty Years L ater. The Antioch Review (2003): 639-649. JSTOR. Web. 16 Nov. 2010 Witalec, Janet. Jerome David Salinger. 65 (2004): 290-339. Literature Criticism Online. Web. 16 Nov. 2010

Tangible Property of Wal-Mart Essay Example | Topics and Well Written Essays - 750 words

Tangible Property of Wal-Mart - Essay Example Similarly, the enactment of state and federal legislations that protected workers from workers exploitation led to a stronger employee’s awareness of their rights and duties. In the contemporary world, various governments have put in place adequate measures to ensure that employees are not under any form of discrimination. In cases of discrimination against color, region, nationality among others, strict measures should be taken on employers. Based on the emerging technology, it is significant for managers of small and large organisations to improve their security systems as a major way of protecting their tangible properties. This paper seeks to identify major employment relationships and their legal considerations, discrimination issues and their legal consideration as well as measures that a Wal-Mart manager should take to identify and protect the tangible property rights of his organisation. Employment relationships and associated the legal considerations One form of emplo yment relationship is permanent employment relationship. This refers to the arrangement whereby workers are compensated by their employers. In addition to the basic salaries, the employees are eligible to receive health care benefits, sick off and contribution to retirement plans among others. Fair Labor Standards Act (FLSA) is one of the legal consideration that established minimum wages and salaries for permanent employees (Burkhauser et al, 1989). In addition, the occupational Safety and Health Act is focused at promoting security within the work place. Private employment entails working arrangement whereby the employment relationship is between private employers and the workers. According to 1985 Consolidated Omnibus Budget Reconciliation Act (COBRA), voluntary or involuntary termination of the employee’s duties should not deter him or her from continuing with his or her health insurance. Employees Retirement Income Security Act (ERISA) is an additional regulation that se ek to prevent frauds within private pension funds. ERISA stipulates that the sponsoring employer cannot invest more than 10% of the pension’s funds in his or her securities. Discriminatory issues and the associated legal considerations One of the major types of employment discrimination is disparate-treatment. This is a situation whereby an employer discriminates a particular employee on the bases of his race, sex, religion or nationality. The second type of discrimination is the disparate-impact discrimination. This occurs when an employer discriminates against an entire protected class within the organization. For example, if a rule is set that all the sales executives should be 5.8 feet tall regardless of their gender, there is a possibility that more males will be hired as compared to females. This amounts to disparate-impact discrimination. Title 7 of the Civil Rights Act of 1964 prohibits employers from discriminating their employees on the basis of education, color and housing. Other aspects prohibited by the act include discrimination in hiring, promotion, payment of fringe benefits and job training Methods for managing legal risk arising from regulatory compliance issues

History of Organized Crime Essay Example | Topics and Well Written Essays - 2500 words

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