School Related Persuasive Essay Topics - Overview

School Related Persuasive Essay Topics - Overview The New Fuss About School Related Persuasive Essay Topics Students are accustomed to the simple fact which their professors give them with the assignment's topic. Before they start to write, it's a good idea for them to make a list of the points they want to make to their readers. In such a situation, a student must choose a suitable topic to write about. A student ought to keep in contact with the hottest trends and know which persuasive essay topics are related to sound convincing in regards to defending personal opinions. Perform extensive research on the subject of your choice and make an impressive persuasive speech that individuals will remember for long. Most people believe you should have three arguments. Writing informative speech papers on topic that they are already familiar with will not meet the main objective of informative speeches. Many people wind up covering the very same tired topics they see in the media daily, just because they can't produce a better idea. Even if you think in a specific argument very strongly, if you lack the evidence to demonstrate your point, then your argument might just be as great as lost. Although having the ability to write persuasively can look like a difficult thing for children to learn, remind them that everyone has valid opinions. The point is that you would like to convince the reader your argument is the perfect one, and that means you'll certainly want to choose a topic that you're passionate about and something which you will get excited about researching and writing. To the contrary, you might not have been provided a specific topic in any respect. Use what you read to assist you create some search terms, and to assist you choose your own position. Fantastic examples are climbing in road accidents and theft. Since you can see, lots of the topics listed are new and tackle the present issues happening in the World today. Possessing great research abilities and selecting a great topic is importan t. What Is So Fascinating About School Related Persuasive Essay Topics? All persuasive essays are like argumentative essays. Let's say you think that Mexican-American relations must be improved. College professors see that students are well-trained and inspired to compose essays when asked to achieve that. To begin with, if you're arranging a persuasive speech, you ought to think about a topic that could create mental pictures in the minds of your audience. You might furthermore should put in just a little narrative to ensure the audience is totally alert to what it is that you're attempting to demonstrate. Clearly, you ought not purposely select a topic that will bore your audience. Even thought you may not think you're a master at persuasion, odds are you're far better than you believe. Figure out how funny argumentative essay topics can receive the interest of your tutor. Persuasive essays share a good deal of resemblance with argumentative essays. All things considered, you can observe that writing a persuasive essay isn't a brain surgery. Every argumentative essay ought to have an opposing view which can help you to prove you're right. Remember that you could make funny argumentative essays if you do a few things. There are lots of innovative writing ideas you can find with by combining different stories. The variety of body paragraphs will mostly are based on the period of your paper. As soon as you settle on this issue and pick the position on which you will base your essay, the remainder of the job can then begin. You should first determine the reason behind your essay, before you are able to write persuasive content about it. It is possible to also restate the ideas you've discussed in the body paragraphs in order to make your point valid. There are a lot of intriguing topics that could be become a persuasive essay if you take the opportunity to think about doing it. One other important issue when picking a persuasive speech topic is to select a topic that may provoke your audience a little.

Best Convention Venue in Singapore Free Essays

Being the main convention venue in Singapore, the Sands Expo and Convention Center has held more than 700 events in its first year of opening. With its construction, the Sands is a turning point in Singapore’s MICE industry. While the Singaporean government heavily positions the destination to be a tourism and event hub, thanks to this concrete stepping stone, Singapore has successfully climbed up the ranks to second on the â€Å"Top international meeting countries† list according to UIA (2010). We will write a custom essay sample on Best Convention Venue in Singapore or any similar topic only for you Order Now With this honor, Marina Bay Sands is definitely an important attraction that could not be missed. Secret of Marina Bay Sands: perfect location As the biggest MICE facility in Singapore, the Sands Expo and Convention Center locates only approximately 20 minutes from the Changi International Airport and 10 minutes from the city center, which makes good connectivity to be one of its strengths. As location is a crucial determinant to whether a convention center can be successful or not, proximity to city center and airport give valid reasons for the Sands to be one of the best locations for convention. Diversified infrastructure adds value to the convention center What impress me the most are the infrastructure and environmental elements in the Marina Bay Sands complex. To be a successful convention center, these two elements serve as other crucial determinants and the Sands Expo and Convention Center has fully displayed its strength in these aspects. While the convention center locates within the complex of Marina Bay Sands, on the way to Marina Bay Sands, one would pass one of the most historical accommodations in Singapore – the Fullerton. The historical feeling starts a wonderful journey into the Marina Bay Sands. Not to mention the iconic landmark of the three-tower design with a ship on top of the Sands Hotel and the lotus-like ArtScience Museum which adds ultural essence to the area, the SkyPark on top of the 57 storey-high building is another magnificent location for special events. Imagine hosting a cocktail party after a long day of convention located directly opposite to the complex of hotel building, the SkyGarden gives delegates a chance to embrace a panorama view of the whole city of Singapore. This sensational experience would surely impresses and stays in the hearts of every delegate. The Sands also satisfy the green conscious new generation by surrounded by lots of green trees and grassland, the sustainable greenery also steps from the whole image of Singapore. While Marina Bay Sands provides stunning views of the water, first class attractions, relaxed atmosphere, tasteful accommodation and a state-of-art convention center, what more can we ask for? The Sands Expo and Convention Center has strategically located in a perfect area of Singapore and with its outstanding design and comprehensive infrastructure, it has all the things MICE development is looking for, no wonder Singapore could be the â€Å"Top International meeting City† (UFI, 2011). I would be very proud if Hong Kong could develop such mega integrated resort combined with attractions, hotels and landmark. How to cite Best Convention Venue in Singapore, Papers

Information Processing Theory

Introduction In the late 50’s and early 60’s, the information processing theory was crafted and its proponents continued to develop it throughout the years.Advertising We will write a custom report sample on Information Processing Theory specifically for you for only $16.05 $11/page Learn More In the early 1990s, many scholars of developmental psychology fell into the disenchantment of the antimentalistic and biased of behavioral psychology and shortcoming of Piaget’s theory, and thus they shifted to cognitive psychology and computer science to seek new thoughts and insights about children’s thinking. Computer systems that rely on mathematically programmed operations to offer solutions enabled these researchers to formulate a framework for information processing perspective that could explain cognitive development (Shaffer and Kipp 58). Early theorists attempted to make connections between how people think and how computers op erate. According to the information processing theory, the human mind is like a computer storage on which information is stored, operated on, and converted to answer and solutions to problems. Using the computer analogy, the proponents of this theory assert that the human mind is a hardware comprising of the brain and nerves as peripherals, and that the mental processes are software. The software exhibits itself in the form of attention, memory, perception, problem-solving, and critical thinking strategies (Shaffer and Kipp 58). The information processing theory justifies psychological advancement with regard to maturation alterations in fundamental essentials of the brain of a student. The theory is founded on the concept that individuals act on the knowledge they acquire, instead of only reacting to stimuli. This standpoint likens the brain of a person to a computer that is liable of assessing knowledge. This paper discusses cognitive development with respect to the information pr ocessing theory.Advertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Nature or Nurture: Biological and socio-cultural influences on cognitive development The information processing theory suggests a connection between biological and cognitive development. Unlike Piaget’s theory, which was vague about this link, the information processing theory contends that brain maturation and the nervous systems allow children and adolescents to process information quickly (Shaffer and Kipp 58). Therefore, developing children are capable of sustaining attention, recognizing and storing relevant information, and executing mental programs that enable them to process what has been stored to provide solutions to problems. Information theorists are alive to the fact that strategies that children develop for processing information are significantly influenced by the experiences presented to them; that is, they are i nfluenced by the nature of problems presented to them coupled with instructions and cultures-specific information that they get (Shaffer and Kipp 58). To what extent is the development of children’s thinking regulated (a) internally according to biologically specified systems, and/or (b) externally according to culturally established systems such as language? The theory of information processing, like Piaget’s theory, construes that children’s thinking is controlled by internal (biological) systems, as well as culturally specific information. However, the proponents of this theory suggest that external elements are more influential as compared to internal systems (Seigler, DeLoache, and Eisenberg 265). They contend that biological systems are essential information processing systems that depend on external forces, which are instructions and information obtained or gathered from culturally oriented learning environments (Taylor 89). For these reasons, these theor ists believe that natural or biological components, which consist of the brain and the nervous systems, should be secure and functional to gather, store, and operate on information and produce the desired outcomes.Advertising We will write a custom report sample on Information Processing Theory specifically for you for only $16.05 $11/page Learn More As learners progress from childhood, they portray the development of thinking that is controlled internally in accordance with biologically specified systems. Several of the augmented pace and effectiveness is certainly due to the genetically (biologically) propelled neurons shaping intelligence. Nevertheless, experience and learning also play a significant role. Through practicing some psychological and physical activities regularly, learners in any grade build up automatization for these activities (McDevitt and Ormrod146-148). This insight suggests that learners eventually are in a position to carry out these activities quickly and even without conscious attempt. Learning disabilities affect the academic grades to the extent that some learners have to go through a special education system. The majority of the learning disabilities seem to bear a biological explanation. Several learners having learning disabilities could effortlessly acquire expertise in mathematics and encounter incomparable problems with reading. On the other hand, learners could portray the development of thinking controlled externally in accordance with culturally instituted systems like language. For instance, according to the western civilization, the attainment of knowledge is mostly for individual advantage; that is, individuals go through school in a bid to comprehend the universe and gain new expertise and capabilities. Nevertheless, for the majority of the Chinese, education bears moral as well as social inclinations. Learning is believed to allow a person to gain reputation and participate to the betterm ent of the community in a considerable manner (McDevitt and Ormrod 149-150). According to a custom in East Asia, real education does not denote a fast and simple progression. Instead, learning materializes with great attentiveness, focus, and determination. Cultural variations have as well been evident in the readiness of learners to assess critically the information and convictions that the grown-ups convey to them. Different cultures set high regard on esteeming the elders or some spiritual teachings. In this regard, they could promote the epistemic conviction that reality in particular fields is an issue of belief and excellently obtained from esteemed figures of supremacy. Additionally, cultural prominence on sustaining group accord could discourage kids from talking about and analyzing different viewpoints on a contentious subject.Advertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In agreement with a conviction that education necessitates attentiveness as well as determination, the majority of parents and educators in East Asia support regular application of rehearsal and committal to memory as studying techniques. Rehearsal and committal to memory are as well widely used in cultures that treasure dedicating oral accounts or passages of spiritual texts to remembrance (Taylor 82). On the contrary, different schools in the typical western cultures require learners to concentrate on obtaining sense from the stuff presented in the classroom instead of trying to recall it through memorization. Irrespective of this aspect, schools in the western societies characteristically maintain that children must learn some things (like spelling) by memorization. Stages or continuous development: Continuity and discontinuity of cognitive development The theory of information process asserts that cognitive development is a continuous process and it is not stage-like. Ideally, t he theory postulates that the strategies adopted to collect, store, and operate on information are evolutionary. They change over the course of childhood and adolescence (Taylor 89). As a result, information-processing theorizers hold that cognitive ontogeny is gradual quantitative changes rather than large qualitative changes. The theory construes cognitive development as constructive waves that overlap, as opposed to a sequence of distinct stages of development. Children’s thinking is a process that incorporates progressive changes in learning strategies. For example, children learning mathematics use strategies such as finger counting, Min counting strategy, and oral counting. They move from these stages easier; that is, from less efficient approaches to complex, but efficient approaches (Taylor 89). The theory suggests that children’s thinking is marked by a slow quantitative change in cognitive development, which means that children’s cognitive development grows from one stage to the other in a uniform manner. As a result, information-processing theorists assert that this process is continuous rather than dramatic shifts. The process does not happen or occur in a bang, but children’s comprehension of the environment follows a sequence of events including growth of biological components and experiences presented. To what extent is the development of children’s thinking marked by (a) abrupt changes between distinct stages of development, and/or (b) gradual and continuous growth without stage shifts? With respect to information processing view, many developmental changes take place in psychological activities. Notion increasingly utilizes symbols. According to cognitive development in Piaget’s theory, the substance of the ideas of infants is primarily sensorimotor, which means that it is founded on opinions and conducts. Close to the end of the sensorimotor phase (around one and a half years), children start thinking in the form of symbols and psychological units (like words) that do not firmly reveal the perceptual characteristics of the items or occasions they stand for (for instance, a ball could be referred by unlike names in various languages). The symbolic notions permit children to deduce qualities that they have not directly studied (Seigler, DeLoache, and Eisenberg 263). In case a child aged 3 years, and has a good knowledge of domestic pets, takes notice of his dad mentioning the name â€Å"cat†, he would simply envisage a small mammal that possesses sharp ears, walks on fours, and meows. Piaget was perhaps right in considering that sensorimonitor depictions of items and occasions lead symbolic depictions. Nevertheless, the move is steady than perceived. Prior to kids attaining school attending age, they start utilizing representations like expressions, numbers, images, and tiny simulations to symbolize and consider actual-existence items and occasions. Nevertheless, while chil dren start obtaining elementary education, they could originally have just restricted success in tackling the extensive diversity of representations they stumble upon in life. Educators frequently employ concrete items to symbolize numerals or mathematical functions. Nonetheless, not every child makes out the link between these items in addition to their associated impressions. Maps are as well largely representational in character and kids in the early levels frequently construe them factually, possibly having a view that a ground that appears red on a map is in reality red in color (Seigler, DeLoache, and Eisenberg 264). With the kids turning out to be of age, their application of representations to deliberate, recall, and resolve difficulties develops in rate and complexity. Finally, their representational capacities permit them to rise above daily actualities, reflect concerning what may take place in the future, and establish theoretical comprehensions concerning their physical and cognitive globes. Logical thinking capacities advance with age. The original sign of irrational thinking show in infancy and are associated with views of physical episodes. Way before the first birthday, kids can identify a cause and effect affiliation in a series of occasions. If a 6-months old views an item as it strikes a different item and the second one instantly gains motion after being struck, the kid comprehends that the initial item has fundamentally â€Å"started† the second one. Even before attaining school going age, kids can illustrate logical conclusions from language-anchored knowledge. For example, they illustrate logical inferences concerning occasions portrayed in the stories of kids (Seigler, DeLoache, and Eisenberg 266). Nevertheless, kids that have not attained school going age as well as those in the first grade at times fail to illustrate the right conclusions, and they encounter hardships differentiating between what has to be right against what m ay be right given the proof ahead of them. The capacity to reason irrationally is boosted in infancy and in teenage years. However, even at this age, reasoning capacities differ extensively from one child to a different one and it is normally controlled by individual motivations and prejudices. At times, gesticulations predict the materialization of deliberations that are more complicated and interpretations, possibly concerning ancient Piagetian functions or mathematical difficulties. They frequently demonstrate such interpretation in their gesticulations prior to their exhibiting it in their speech. A 5-years child was trying to justify his conviction that the volume of juice changed after being transferred from a tall thin glass to a broad and short glass (Seigler, DeLoache, and Eisenberg 267). With his hand shaped as a â€Å"C† the child explained that the difference in volume occurred for the level of juice in one glass was higher than in the other. Gesticulations, such as the C-shaped hand, seem to illustrate a manner in which kids carry out their experimentation (cognitively). Gesticulations could as well ease the stress on functioning memory as kids initially start to fight with more intricate manner of judgment. Children are capable of recalling several occurrences, but not the entire information they come across everyday. As they advance in the schooling levels, it turns out vital for kids to distinguish major points and maintain critical notions in manners that enhance later remembrance. Kids less than 2 years seldom exhibit conscious endeavors to recall things. If requested to recall the position that a doll was hidden, children could gaze or point towards the position that they witnessed it being placed until they succeed in getting it. Nonetheless, very young kids seldom make efforts in an attempt to learn and recall things (Seigler, DeLoache, and Eisenberg 268). In reality, children aged four to five years can recall a number of items mor e effectively by playing with the items as compared to deliberately attempting to recall them. During their course through primary and secondary school levels, children and adolescents build up an augmenting quantity of learning policies and methods that they deliberately employ to learn things, which assist them to recall information more efficiently (without stage shifts). Three aspects that emerge in the course of schooling years encompass preparation, formation, and explanation. One mind or many: Specificity and/or generality of cognitive abilities According to this theory, cognitive abilities of children are task-specific rather than general. Like computers, children’s mind is in a position to process information based on specific instructions, which provide outputs (memory, attention, problem-solving skills) that are specific. Unlike Piaget’s theory, information-processing theory contends that where vague instructions are provided, no accurate solutions can be ar rived at (Shaffer and Kipp 59). Developmental psychologists that approve the information processing theory justify psychological advancement with respect to maturation adjustments in fundamental constituents of the brain of a learner. The theory is anchored in the notion that individuals process the knowledge that they acquire, instead of only reacting to stimuli. This viewpoint likens the brain of an individual to a computer that is accountable for assessing knowledge. In accordance to the normal knowledge-processing pattern for psychological advancement, the machinery of the brain encompasses concentration mechanisms for conveying information and functioning of memory for dynamically manipulating knowledge. This theory tackles the way kids grow and the way their brains mature, thus bringing about developments in their capacity to work and react to the knowledge they obtain via their intelligences. This assertion stresses on a constant model of advancement unlike the Piaget’ s theory (Shaffer and Kipp 60). When an individual is carrying out an activity, the functioning memory is ratified. Like the central processing unit (CPU) of a computer, data is coded, accorded significance, and integrated with information already kept to ratify the task. Knowledge is stored in the brain of a human being from where it could be obtained if required, which is comparable to storing data in the hard disk of a computer where one could later retrieve the data for a particular need. To what extent is children’s thinking (a) specially-organized for each domain such as math or language, and/or (b) organized with a single all-purpose cognitive system that works in all domains? Children’s thinking is governed by several domains that are in a position to gather, store, operate on, and process information. However, the theory acknowledges that no single domain works in isolation, but as an organized system of dependent variables. Instructions should be such that th ey address specific cognitive skills (McDevitt and Ormrod 145). For example, instructions given for mathematical additions cannot be similar to those provided for language skills. Individualized domains are capable of processing incoming information to yield solutions to problems presented to children (Taylor 89). What should teachers do? Educational Implications of the information processing theory on education The theory has a huge bearing on how educationists should proceed to formulate school or learning and teaching curricula to match the needs of different children. Since the theory suggests that information processing is a domain-specific process, educators should design curriculum instructions that are specific, rather than general (Seigler, DeLoache, and Eisenberg 265). In addition, instructions should be given continuously to enable learners to make sense of the problems that are presented in their daily lives. The curriculum should also begin with simple, yet inefficient methods and proceed to complex and efficient strategies that build upon each other. This observation means that learning strategies should not be discrete, but rather continuous to help learners to relate complex problems with simple problems (Shaffer and Kipp 58). The information process theory has had a significant impact on how educators and psychologists view the thinking process in children. This theory supports rigorous research methods, which have helped teachers to understand how children approach various challenges and reasons why they may make errors as they search for solutions (Taylor 26). Since teachers are aware of how and why children are unable to solve mathematical problems, they are capable of developing alternative strategies that can improve the performance of children. Significance is among the most vital constituents of the information processing theory. Studies have revealed that when substance is made significant, it is learnt more swiftly and preserved for a long time instead of using classroom notes. Significance comes about when learners are capable of taking hold of generalizations, directives, associations connecting facts, and values for which they observe some application, while they can link the latest information with their past information and encounters (Shaffer and Kipp 61), which is done with the consideration of the extent of understanding of the student. Some of the activities that teachers can do to boost significance include demonstrating to the learners the way new information is associated with different stuff they have previously learnt. Secondly, teachers can offer learners multiple instances for every fresh concept that illustrates both comprehensive and limited qualities. Thirdly, teachers can provide sketches, images, analogies, instances, and illustrations to help in ensuring the associations involving fresh and old knowledge remains vivid. Fourthly, teachers can help learners in creating a relationship between new stuff and their level of capability. Fifthly, teacher can give learners assessments that necessitate them to incorporate fresh information with old knowledge (Shaffer and Kipp 63). Additionally, for learners in higher levels (such as secondary school level), teachers can ask them to create examples that necessitate the creation of fresh relations. Moreover, significance could be enhanced by demonstrating suitable uses of stuff, particularly uses that are applicable to the lives of the learners. In this regard, teachers could evaluate the significance by presenting questions that demand learners to generalize stuff to fresh circumstances. Lastly, teachers can sensitize students to rephrase information in different words, but with the same meaning. The common aspect of these implications is that fresh material will be studied and maintained in an excellent way when students are necessitated to actively build up information and come up with significant relations as compared to when they only attempt to remember it word for word (Shaffer and Kipp 56). The studying of fresh material is enhanced when students already have a network of connected notions with which they can connect the fresh stuff. How should curriculum, instruction, and assessment in today’s classrooms proceed? What should teachers do more and what should they do less? Curriculum, instruction, and assessment in the contemporary classrooms could employ Piaget’s theory in determining things to purchase in a bid to enhance the learning of the children. Teachers could employ Piaget’s theory more in their operations; for example, in explaining if the curriculum subjects are appropriate for the level of learners or not (Seigler, DeLoache, and Eisenberg 260). For instance, recent researches have indicated that kids in a similar level and in a given age bracket act in different ways on assignments gauging basic inclusion and removal glibness. Kids in the pre-functional and actual fun ctional phases of cognitive improvement carry out joint arithmetic functions (subtraction and addition) with the same level of accuracy. Nevertheless, kids in the actual functional phases of cognitive improvement have been capable of carrying out both subtraction and addition difficulties with entire higher glibness. The capacity to carry out mathematical functions confidently shows a degree of expertise mastery and inclination to study complex mathematical operations. Educators who function with kids in both the pre-functional and the actual functional levels of cognitive improvement ought to take up appropriate intellectual anticipations with respect to the cognitive improvement capacities of their students. The necessity for teachers to personalize and take up suitable academic anticipations seems to be most applicable for kids at grade 1. Studies have revealed that learners study best if they are actively engaged in the studying progression. Comical rephrasing of an old saying: â€Å"You can lead a horse to the water, but the only water that gets into his stomach is what he drinks†, epitomizes the worth that the information processing theory bestows on a student, as an active instead of passive partaker in the education progression. In a bid to boost active contribution by learners, educators must talk less and allocate more time for discourse, group work, and personal activities as well as assessments in the classroom. The increased activity alone is not sufficient to boost learning. Cognitive endeavor has to be applied for the classroom learning to be valuable and thus learners can be kept active at the course of the teaching session (Seigler, DeLoache, and Eisenberg 262). Teachers could as well pose questions that necessitate learners to go past remembrance classroom notes in a bid to create active discourse and this aspect translates to enhanced cognitive endeavor. A different manner of boosting the application of cognitive effort is the rating of assignments. It is evident that most of the learners cannot devote psychological effort in an undertaking unless they are aware that it will be considered in the grading. Information that is not concentrated on fails to satisfy the information processing system. Devoid of the concentration of learners to the present activity, there cannot be effective learning. Therefore, concentration is a vital sign of effective learning. In a bid to draw the concentration of learners on the study undertakings, both efficient inspirational and classroom administration expertise are vital, which implies that teachers must produce some methods to draw and sustain the concentration of learners (Seigler, DeLoache, and Eisenberg 263-264). Some of the proposed ways of boosting the concentration of learners include the following. Application of uniqueness while presenting substance: An innovative method turns out to be routine when applied persistently. As much as achievable, eradicate all unwarrante d distractions emanating from such things as noise and comfortless school desks. Assist the learners in concentrating mostly on vital knowledge via voice variations, evaluating, pauses, and writing on the blackboard with the involvement of learners. Ensure to capture the concentration of learners before presenting the materials. Move about the classroom, apply gesticulations, and shun from the utilization of monotone. Present questions to learners in a random way. This move boosts the possibility that every one of the learners will concentrate. Prompt learners to some questions they will be asked to repeat later by requesting them to sum up the significant points in a lesson. Conclusion Early theorists endeavored to make links between the way people think and the way computers work. The information processing theory validates psychological progression with regard to maturation alterations in basic essentials of understanding of a student. While children start acquiring elementary l earning, they could initially have just limited success in handling the extensive assortment of representations they bump into. Educators normally employ concrete items to represent numerals or mathematical tasks. Although theorists of information processing differ with other theories such as Piagetian thinking, they contend that intellectual development of the human mind is influenced by nurture (experiences that children interact with in the environment) and nature (biological factors such as maturation). This theory has been criticized with critics contending that the framework undermines the diversity and richness of human cognition. Notwithstanding its criticisms, the information-processing theory can be used to shape the perception of educators and aid in developing relevant curriculum instructions. Works Cited McDevitt, Teresa, and Jeanne Ormrod. Child Development and Education, Upper Saddle River, NJ: Prentice Hall, 2012. Print. Seigler, Robert, Judy DeLoache, and Nancy Eise nberg. How Children Develop, New York: Worth Publishers, 2010. Print. Shaffer, David, and Katherine Kipp. Developmental Psychology: Childhood and Adolescence, Belmont, CA: Cengage Learning, 2010. Print. Taylor, Laura. Introducing Cognitive Development, Hove, U.K: Psychology Press, 2005. Print. This report on Information Processing Theory was written and submitted by user Ian U. 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. Information Processing Theory

Sula essays

Sula essays Toni Morrison's Sula is a novel that has a theme about the nature of evil. The story follows the lives of two black female friends who present differing views on evil. On one hand, we have society's conventional view of evil represented by the character of Nel and also seen in the Bottom's disapproval of Sula. The other view of evil is seen through the character of Sula and through her actions, which conflict with traditional society. The friendship of Sula and Nel is how the author conveys her message about evil in the relationship. In the relationship the two different conceptions of evil mix and create an essentially neutral mixture. By looking at Nel's and Sula's friendship and the two different views of evil that they have, the author shows us the subjective and relative nature of evil and how friendship can overcome any evil. In the Bottom, the dominant view of evil is society's conception. Its guidelines for good and bad behavior can be seen through society's reaction to Sula. Her return to the Bottom after being gone for ten years is greeted with the same way one would greet a pest, a plague or an illness. The novel shows society's negative view of her when it describes how Sula arrived "accompanied by a plague of robins" (Morrison 89). Her time spent in the Bottom is grouped with other evils the "floods, white people, tuberculosis, famine and ignorance" (Morrison 90) and her stay in the town is called the "evil days"(89), because the town views Sula as an evil force. The reason the town saw her as evil is because of her sexual habits. Sula herself knows that the townspeople "despised her and ... framed their hatred as disgust for the easy way she lay with men"(122), because being faithful in a marriage is one of the town's most important principles. Even worse is ...

Tricky Cases of Subject-Verb Agreement

Tricky Cases of Subject-Verb Agreement In the present tense, a verb must agree in number with its subject. Thats the basic principle of subject-verb agreement. Its a simple enough rule, but on certain occasions even experienced writers can slip up on it. Lets have a look at three of the trickier cases of subject-verb agreement: Making subject and verb agree when words come between themReaching agreement when the subject is an indefinite pronounMaking the verbs have, do, and be agree with their subjects CASE #1: Making Subject and Verb Agree When Words Come Between Them In determining subject-verb agreement, dont let yourself be confused by words that come between the subject and the verb. Lets compare these two sentences: This box belongs in the attic.This box of ornaments belongs in the attic. In both sentences, the verb belongs agrees with its subject, box. Dont let the prepositional phrase in the second sentence fool you into thinking that ornaments is the subject. Its  simply the object of the preposition of and does not affect the agreement of subject and verb. Prepositional phrases (as well as adjective clauses, appositives, and participle phrases) often come between a subject and a verb. So to make sure that a verb agrees with its subject and not with a word in the phrase or clause, mentally cross out the interrupting group of words: One (of my sisters friends) is a pilot.The people (who survived the explosion) are in a shelter.A man (chasing unicorns) is on the terrace. Remember, then, that the subject is not always the noun closest to the verb. Rather, the subject is the noun (or pronoun) that names what the sentence is about, and it may be separated by several words from the verb. CASE #2: Reaching Agreement When the Subject Is an Indefinite Pronoun Remember to add an -s to the end of the verb in the present tense if the subject is one of the indefinite pronouns listed below: one (anyone, everyone, no one, someone)anybody (everybody, somebody, nobody)anything (everything, something, nothing)each, either, neither As a general rule, treat these words as third-person singular pronouns (he, she, it). In the following sentences, each subject is an indefinite pronoun and each verb ends in -s: Nobody claims to be perfect.Everybody plays the fool sometimes.Each of the divers has an oxygen tank. In that last sentence, note that has agrees with the subject each, not with divers (the object of the preposition). CASE #3: Making Have, Do, and Be Agree With Their Subjects Although all verbs follow the same principle of agreement, certain verbs seem to be a little more troublesome than others. In particular, many agreement errors result from the misuse of the common verbs have, do, and be. We need to remember that the verb have appears as has if the subject is a singular noun or a third-person singular pronoun (he, she, it): Dana Barrett has ghosts in her bedroom. If the subject is a plural noun or the pronoun I, you, we, or they, use have: The Ghostbusters have a new client. In a nutshell, She has, but They have. Similarly, the verb do appears as does if the subject is a singular noun or, once again, a third-person singular pronoun (he, she, it): Gus does the housework. If the subject is a plural noun or the pronoun I, you, we, or they, use do: Gus and Martha  do the chores together. Are you beginning to see a pattern here? Then lets mix it up just a little bit. The verb be has three forms in the present tense: is, am, are. Use is if the subject is a singular noun or a third-person singular pronoun (he, she, it): Dr. Venkman is unhappy. Use am if the subject is the first-person singular pronoun (I): I am not the person you think I am. Finally, if the subject is a plural noun or the pronoun you, we, or they, use are: The fans are in the stands, and we are ready to play. Now, lets take one more look at these three verbs- -but from a different angle. Sometimes a subject may follow (rather than precede) a form of the verb have, do, and be. As shown in the sentences below, this reversal of the usual order occurs in questions that require a helping verb: Where has Egon parked the car?What do you do in your free time?Are we having a test today? In all of these sentences, the present forms of have, do, and be serve as helping verbs  and appear in front of their subjects. Another case in which a form of the verb be comes before the subject is in sentences beginning with the words there or here: There is a unicorn in the garden.Here are the photocopies. Just keep in mind that no matter where a verb appears in a sentence, it must still agree with its subject.

The Growth of World Exports Research Paper Example | Topics and Well Written Essays - 2500 words - 3

The Growth of World Exports - Research Paper Example Third, the strong regional developments have been accompanied by strong growths in merchant dice trade as Table 1 would show.   The strong economy of emerging countries is accompanied by strong exports and imports. Fourth, export growth the receives continued support from the world economy. As Table 1     below shows, the combined merchandise exports of major economies integrate into the strong export growth of the world of 6.5% in 2005, 8.5% in 2006 followed by a decline of 5.5% in 2007.   In   2007, the effect of the recession is starting to appear as trading slows down in most of the countries, with exception of the emerging economies that displayed its strength beyond the crisis. We have seen China, Asia and India emerged as strong exporters.  Tariff and quotas are both methods of controlling imports but the tariff is preferred over the other because of its advantages. Tariff is a tax placed on imported or exported goods while quota is a government imposed limit on th e importation of goods. Tariff is a source of revenue for the government and frequently imposed to protect domestic producers from foreign competition (Boyes & Melvin, 2000.p. 494).   For instance, a country that does not produce cars may place a tariff on imported cars. The quantity imported will be controlled because of the increase in price and the lessened demand for the cars because of the price.   The tariff has an effect of reducing importation.  The quota is another government tool that puts a limit to the quantity or value of goods and services imported and exported. A quota may be imposed through quantity quota or a value quota.   In a quantity quota, the physical amount of good is restricted. For example, the United States has a U.S. quota for its sugar importation that is set yearly that depends on their domestic needs. For 2010, U.S. quota based on quantity is 1.471 million of sugar (Bjerga, 2010). Another kind of restriction related to quota is valuing quota th at restricts the money value of the product, so instead of physical quota, the U.S. could limit the dollar value of sugar imported (Boyles & Williams, 494)

Describe How Human Resource Management helps in increasing and Research Paper

Describe How Human Resource Management helps in increasing and improving employee efficiency and perfomance in work place - Research Paper Example HRM Effects on Employees in a Workplace: The human resource management team in a workplace has a significant effect on the performance and improvement of the organizational employees. There are several measures that an HRM team considers in order to realize the potential and capability of the employees, their chances of improving and hence the methods to help them out for enhancing their work and career opportunities. It is for this reason that HRM is one of the most essential parts of every organization as it deals with the employee performance, their training and development as well as their retention in the organization for a longer period of time. This also involves planning of compensation packages strategically such that the employees may be motivated and encouraged to give their best performance for their organization. Considering such an important role of the HRM, some of the concepts that the team follows in regard to their employees are discussed in this research. Training and development involve learning and developing the skills required for any task to be completed by the workforce (Bhatia 257). The HRM of an organization provides its employees with such training and development such that their job skills are enhanced. As a result the performance of the employees improves. Moreover, with training, the enhanced performance of the employees is maintained for a longer period of time. Development reflects on the growth of the employees in terms of their performances as well as skills (Bhatia 257). Thus with development of the employees, organizational employees obtain an overall growth which is focused towards their career as well. Training and development are the roles of the HRM in a workplace positively affecting the performance of the employees. Performance management is another role of the HRM that is focused on the development of the working teams as well as of the individual employees thereby enhancing their capabilities and enabling gain of suc cess by the organization. Appraisals involve organized assessment of the performances of employees in a workplace associated with their behavior and effective completion of tasks depending on which they might be rewarded or trained accordingly (Tatichhi 196-197). Thus performance management and appraisals allow an understanding of the present status of an employee in terms of his performance which can accordingly be rewarded or improved. Thus this measure can be said to have positive implications on the performance of the employees who would try to give their best to achieve positive feedbacks for their work. Strategic plans are often utilized by HRM while planning for the compensation packages of the employees. Establishment of strategic pay plans is considered as a strategic measure of the HRM in a workplace that is focused on planning of the compensations in a manner such that the right people can be attracted to the organization. This compensation planning may not match with tha t prevalent in the marketplace (Kumar 284). Thus such strategic plans as followed and implemented by the HRM of an organization can be said to be effective in improving the performance of the employees. This is primarily because, with increased pay and rewards, the employees would be further encouraged towards considering their