My Personal Philosophy Of Education - 907 Words

My personal philosophy of education as a teacher is to have the kind of elementary classroom in which students feel safe, welcome, curious, and happy. This can be done by implementing some of the techniques found in Teach Like A Champion by Doug Lemov. Some of the techniques that I plan on implementing are the techniques of: stretch it, format matters, and warm/strict. One way in which I would make my students feel safe is by implementing some of the ideas found in Is everyone really equal? by Ã" ¦zlem Sensoy and Robin DiAngelo. As a teacher, it’s important to help a student understand where they are in relation to others while not placing judgment. Above all, it is important for the student to learn respect for self and others. The true purpose of school is for people to grow as a society. School prepares students to be independent in life. While in school, they gain the skills that they need in order to teach themselves. This ensures that they will be successful in taking care of themselves and their family. There are a few basic skills that they need. However, the teachers in the school should strive to teach them more than that. They should strive to teach them about emotional, mental, social, spiritual, and physical health as well. The purpose of school is to help the student become a well-rounded individual. School allows for that to happen through the social interaction and communication that they obtain from the employees at school and their fellow students. The roleShow MoreRelatedMy Personal Philosophy : My Philosophy Of Education1046 Words   |  5 Pagesmanipulate the information for their own use in the future. Choosing between the four, I would say my philosophical views line up more as an essentialist. My philosophy of education, is that every teacher and student has an environment where they are challenged, yet still encouraged, in their instructional matter and teaching and learning strategies to prepare them to meet the goals set upon them. A philosophy is a search for wisdom in a particular area; it builds a framework of thinking, and guides instructionalRead MoreMy Personal Philosophy Of Education997 Words   |  4 Pages Philosophy of Education Discovering the place where personal values and expertise meet organizational values and needs offers a dynamic partnership opportunity. Mutual achievement of organizational academic quality and professional fulfillment provides a positive learning environment. Developing a personal philosophy of education enables an educator to understand and communicate the underlying basis for his or her approach to education. Sharing this philosophy provides valuable information forRead MoreMy Personal Philosophy Of Education1476 Words   |  6 Pages871 Foundations of Higher Education Summer 2015 Instructor: Joel Abaya, PhD Personal Philosophy of Education Submitted by: Wessam Elamawy . Personal Philosophy of Education Introduction: From the very beginning of my life I recognized the importance of higher education. I am 34 years old. I am Egyptian. I was born in a highly educated family . My father earned a Ph.D. in chemistry. My uncle earned a Ph.D. in Engineering . My aunt is a doctor. My grandparents were highly educatedRead MoreMy Personal Philosophy of Education958 Words   |  4 PagesMy Personal Philosophy of Education It is customary that on New Year’s Eve, we make New Year resolution. The fact is that we are making a set of guideline that we want to live by. These are motives that we seek to achieve. In a similar way, teachers live by philosophy. This essay focuses on my personal philosophy of education. It unfolds the function of philosophy in a teacher’s life, my view on the purpose of education, the student teacher- relationship and the philosophy which influences myRead MoreMy Personal Philosophy : My Philosophy Of Education1844 Words   |  8 PagesMy philosophy of education is romanticism. According to Ryan, Cooper, and Bolick, romanticism can be defined as â€Å"a child-centered philosophy of education that condemns the influences of society and suggests that a child’s natural curiosity and the natural world should be used to teach.† I am a believer in â€Å"gaining knowledge through sensory experiences and interactions with your peers† (Ryan, Cooper, a nd Bolick, 2016). I agree with this philosophy because it says that the needs of the student areRead MoreMy Personal Philosophy Of Education1443 Words   |  6 PagesThese beliefs of education are known as the philosophy of education. The philosophy of education is defined as the influences of what is taught and how the students will be taught. Throughout my study in my education class and past experiences, my mind was expanded and I acquired sufficient knowledge to develop my own concept of my personal philosophy of education. First, I will clarify the reasons why I choose the profession of being an educator. The first reason has been my parents influenceRead MoreMy Personal Philosophy Of Education966 Words   |  4 Pages Personal Philosophy of Education Allyson C. Taylor EDUC 542 Dr. M. Derrick Regent University The definition of curriculum can be as mysterious as the curriculum itself. Oliva (2013) described the hunt for the curriculum as being similar to â€Å"efforts to track down Bigfoot, the Bear Lake Monster, [and] the Florida Everglades Skunk Ape †¦Ã¢â‚¬  (pg. 2). All of these elusive beings have left tracks, yet there isn’t a single photograph to prove their existence—just likeRead MoreMy Personal Philosophy Of Education1335 Words   |  6 Pagesteaching style in the â€Å"Finding Your Philosophy of Education Quiz.† While I enjoyed learning about the different philosophies and psychological influences of teaching, I prefer constructivism, social reconstruction, and progressivism due to their student-centered learning, hands-on or project based learning style, while making efforts to improve the world around them. I will be discussing why I chose progressivism, social reconstruction, and constructivism as my preferences, as well as the role ofRead MoreMy Personal Philosophy Of Education873 Words   |  4 Pagesis a meaningful education? Throughout time many philosopher and educators have pondered on this question, leading to the development of theories and concepts that are present in the classroom today. In my personal experience, an educator philosophy is built over a course of time which is based on their knowledge and experience. An educator belief system is like a river, it changes and matures throughout its course, bending and changing as it progresses. Throughout the course of my educational careerRead MoreMy Personal Philosophy Of Education1152 Words   |  5 PagesIntroduction My personal philosophy of education relies on the fundamental belief that every individual has inherent value, therefore designating education as an environment where students may grow in their self-worth through academic and relational support. Thus, the purpose of education is to provide individuals with the opportunity to learn about both content and about self, growing in their identity. Within this personal philosophy of education, I will further detail the aim of education, the role

Pakistan China Relation Development Free Essays

MARIAM ABBAS 15-10079 The Major Developments in Pakistan’s Relations with China Almost sixty years have lapsed since Pakistan and China established diplomatic relationship. The relationship between the two countries are time tested, an unbridled relationship which continues to grow and strengthen with passage of time. The area in which the two nations reside has undergone numerous Geo-strategic changes namely Sino-Indo relations, the collapse of Soviet Union, 9/11 with Pakistan becoming front line state in the war against terror and so on. We will write a custom essay sample on Pakistan China Relation Development or any similar topic only for you Order Now In context to all these developments, China and Pakistan find themselves on the same page , each strongly supporting each other at every forum thus exhibiting exemplary and unique brotherly relationship. The intensity of the relationship can be gauged by the frequency of the visits by the two heads of the state which continue unabated. President Zardari stated on his second visit to China in February 2009, within a year of taking over the presidency, â€Å"Perhaps no relationship between two sovereign states is as unique and durable as that between Pakistan and China. On the Pakistan side of the Himalayas, the mighty range that separates the two countries, China is seen as a true, time tested and reliable friend that has always come through for Pakistan. That the Pakistan-China friendship is higher than the peaks of Himalayas is now a truism without exaggeration. I am certain that on the Chinese side a similar sentiment exists for Pakistan. It is a friendship rooted in the hearts and minds of the people of the two countries. 1 An insight into the significance of developments of relationships between the two nations are outlined below: â€Å"In 2005, China and Pakistan signed a land mark Treaty of Friendship and Co-operation, whereby they committed that neither party will join any alliance or bloc which infringes upon the sovereignty, security and territorial integrity of either nation, while simultaneously positing that both parties would not conclude Treaties of this nature with any 3rd party. †2 The above agreement is manifest of the deep rooted friendship between the two states. The security and territorial integrity of any nation is the most vital element for existence for any nation. Pakistan China relationship were based on these foundations. Having build a solid foundation of friendship, China provided physical, technical and financial support to Pakistan on a number of vital projects bringing huge economic benefit. The infrastructure projects of Karakoram highway and Gwadar Port are a few significant developments. The construction of Gwader Port will bring immense economic activity in the area. It will also afford a strategic entrance to the Arabian Sea and the Indian Ocean thus gaining a considerable influence in the region. The People’s Republic of China enjoys strong defence ties with Pakistan. China fully supported Pakistan in its 1965 war against India. China’s source of military equipment to Pakistan has steadily increased over the years. Ever since the dependence on American military equipment has become unreliable and prone to undeclared conditions, the induction of Chinese hardware has increased. China has helped to establish ammunition factories, provided technological assistance in modernizing existing facilities. Joint ventures such as development of JF-17 Thunder fighter air craft, AWACS system, Al-Khalid tanks, Babur cruise missiles are symbol of deep rooted military co-operation. China has also a vital strategic interest in developing relationship with Pakistan. Ever since the China – India skirmish in the sixties over border dispute which resulted in India building up its forces along the disputed border leading to Chinese military intervention, China has opted for strong partnership with Pakistan to check any hemoginistic designs of India in the region. This analogy can best be summed up by Lisa Curtis in an article titled â€Å"Extent of Pakistan China Relationship† as under: â€Å"Pakistan and China have long-standing strategic ties, dating back five decades. China maintains a robust defence relationship with Pakistan and views a strong partnership with Pakistan as a useful way to contain Indian power in the region and divert Indian military force and strategic attention away from China. The China-Pakistan partnership serves both Chinese and Pakistani interests by presenting India with a potential two-front theater in the event of war with either country. Chinese officials also view a certain degree of India-Pakistan tension as advancing their own strategic interests, as such friction bogs India down in South Asia and interferes with New Delhi’s ability to assert its global ambitions and compete with China at the international level. †3 China is fast emerging as the biggest economic super power. Economic trade between China and Pakistan is rapidly increasing at a fast pace. Chinese products have flooded the Pakistani market. â€Å" Current trade between both countries is at $ 9 billion, making China the second largest trade partner of Pakistan. † 4 China has also played a significant role in the development of nuclear power plants for peaceful purposes. The material and technical support provided by China in the completion of Chasma Nuclear Power Complex is a manifest of the deep rooted relationship. This has been despite the fact of increasingly stringent export controls in western countries and opposition by major super powers thus it is true to state that Pak-China relationship is â€Å"Time tested and All weather. † In Chinese, Pakistan found a best and most reliable friend. China always helped Pakistan economically and militarily when there was no hope for external help. On the diplomatic front, Pakistan always find China firmly standing behind its back. As a reciprocal, Pakistan was not only the first country to recognize China but it always supported China’s claim to the Chinese seat in the United Nations. Pak-China friendship is an all weather and time tested relationship based on mutual trust and respect. Both the countries enjoy convergence of views on all bilateral regional and international issues. To conclude it can be said without any doubt that Pak-China relationship is exemplary, which continues to grow and is envy for others. It is a friendship which is rooted in the hearts and mind of the peoples. How to cite Pakistan China Relation Development, Papers

Mental Health Nursing in Acute Care Samples †MyAssignmenthelp.com

Question: Discuss about the Mental Health Nursing in Acute Care. Answer: Mental health nursing in acute care is a complex subject and there lacks patient based therapeutic approach (Maslach Jackson, 2013). During my course of practise as a mental health nurse in acute care I have noticed that up gradation of therapy plan and information associated with the quality of care for the mental health patient is vital. Effective nurse-patient interaction can be cited of major source of such information. Accoring to Cleary et al. (2012), the nurse patient communication will be guided by the interpersonal approaches and personal skills in order to understand the patients perspective of pain management during the challenging situations. This understanding helps in improving the therapy plan based on the concept of person centred care which is extremely relevant in case of aged-population care who are suffering from depression, anxiety or dementia (Kitson et al., 2013). Apart from patient interaction, I believe evidence based practise along with cultural competence are two other parameters to improve in-patient day-to-day care. According to Torreyet al., 2012, evidence based information also helps to work effectively under the community mental health settings. However, Kirmayer, 2012 has opined that attention is required on the clinical evidence and over the importance of the cultural context of the illness in order to improvise the healing plan based on the cultural safety and diversity. Thus based on my one year experience in mental health nursing, the thing that I have understood that effective communication with the patients along with evidence based practise are the two most important pillars in providing comprehensive day-to-day care inpatient care. In response to this, it can be stated that mental health nurses suffer from extreme professional burn-out that can be described as reduced sense of personal efficacy or accomplishment and negative self-evaluation of job satisfaction. This can also be termed as work-related mental health impairment (Ray et al., 2013). One of the important reason behind the burn out and compassion fatigue in mental health nursing is increasing workload, lack of workforce and lack of recognition (Morse et al., 2012). Employee burnout especially in case of mental health nursing does not only cast a negative impact the doctors negatively but also hampers the quality of care. Numerous organisational strategies like reducing the employee rate turnover, providing awards and recognition and other evidence based practise can be employed in order to fight against the burn out and compassion fatigue in mental health nurse in day to day care (Ray et al., 2013). References Cleary, M., Hunt, G. E., Horsfall, J., Deacon, M. (2012). Nurse-patient interaction in acute adult inpatient mental health units: a review and synthesis of qualitative studies.Issues in Mental Health Nursing,vol. 33(2), pp. 66-79. https://doi.org/10.3109/01612840.2011.622428 Kirmayer, L. J. (2012). Cultural competence and evidence-based practice in mental health: Epistemic communities and the politics of pluralism.Social science medicine,vol. 75(2), pp. 249-256. https://doi.org/10.1016/j.socscimed.2012.03.018 Kitson, A., Marshall, A., Bassett, K., Zeitz, K. (2013). What are the core elements of patient?centred care? A narrative review and synthesis of the literature from health policy, medicine and nursing.Journal of advanced nursing,vol. 69(1), pp. 4-15. DOI:10.1111/j.1365-2648.2012.06064.x Maslach, C., Jackson, S. E. (2013). A social psychological analysis.Social psychology of health and illness,227. Retrived from: https://books.google.co.in/books?hl=enlr=id=2JcCwVD5TpgCoi=fndpg=PA227dq=mental+health+nurse,+lack+of+knowledgeots=i7qY4ADO-7sig=HnEKlA8Kbj_DX16caO512bwkCt0#v=onepageqf=false Morse, G., Salyers, M. P., Rollins, A. L., Monroe-DeVita, M., Pfahler, C. (2012). Burnout in mental health services: A review of the problem and its remediation.Administration and Policy in Mental Health and Mental Health Services Research,vol. 39(5), pp. 341-352. DOI https://doi.org/10.1007/s10488-011-0352-1 Ray, S. L., Wong, C., White, D., Heaslip, K. (2013). Compassion satisfaction, compassion fatigue, work life conditions, and burnout among frontline mental health care professionals.Traumatology,vol. 19(4), pp. 255-267. https://doi.org/10.1007/s10488-011-0352-1 Torrey, W. C., Bond, G. R., McHugo, G. J., Swain, K. (2012). Evidence-based practice implementation in community mental health settings: The relative importance of key domains of implementation activity.Administration and Policy in Mental Health and Mental Health Services Research,vol. 39(5), pp. 353-364. https://doi.org/10.1007/s10488-011-0357-9

Violence In Entertainment Essays - Dispute Resolution, Criminology

Violence In Entertainment Violence In Entertainment And Its Effect On Society Does entertainment influence society's attitude towards violent behavior? In order to fully answer this question we must first understand what violence is. Violence is the use of one's powers to inflict mental or physical injury upon another, examples of this would be rape or murder. Violence in entertainment reaches the public by way of television, movies, plays, and novels. Through the course of this essay it will be proven that violence in entertainment is a major factor in the escalation of violence in society, once this is proven we will take all of the evidence that has been shown throughout this paper and come to a conclusion as to whether or not violence in entertainment is justified and whether or not it should be censored. Television with its far reaching influence spreads across the globe. Its most important role is that of reporting the news and maintaining communication between people around the world. Television's most influential, yet most serious aspect is its shows for entertainment. Violent children's shows like Mighty Morphin Power Rangers and adult shows like NYPD Blue and Homicide almost always fail to show human beings being able to resolve their differences in a non-violent manner, instead they show a reckless attitude that promotes violent action first with reflection on the consequences later. In one episode of NYPD Blue three people were murdered in the span of an hour. Contemporary television creates a seemingly insatiable appetite for amusement of all kinds without regard for social or moral benefits (Schultze 41). Findings over the past twenty years by three Surgeon Generals, the Attorney General's Task Force on Family Violence, the American Medical Association, the National Institut e of Mental Health, the American Psychiatric Association, the American Psychological Association, the American Academy of Pediatrics, and other medical authorities indicate that televised violence is harmful to all of us, but particularly to the mental health of children (Medved 70-71). In 1989 the results of a five year study by the American Psychological Association indicated that the average child has witnessed 8,000 murders and 100,000 other acts of violence on television by the time he or she has completed sixth grade. In further studies it was determined that by the time that same child graduates from high school he or she will have spent 22,000 hours watching television, twice as many hours as he or she has spent in school (Bruno 124). In a study by the Centers for Disease Control, published by the JAMA (Journal of the American Medical Association), it was shown that homicide rates had doubled between the introduction of television in the 1950's and the end of the study in 1994. In that same study other possible causes for the vast increases in violence were studied, the 'baby boom' effect, trends in urbanization, economic trends, trends in alcohol abuse, the role of capital punishment, civil unrest, the availability of guns, and exposure to television(Lamson 32). Each of these purported causes was tested in a variety of ways to see whether it could be eliminated as a credible contributor to doubling the crime rate in the United States, and one by each of them was invalidated, except for television. Children average four hours of television per day, and in the inner city that increases to as much as eleven hours a day, with an average of eight to twelve violent incidents per hour. It is also interesting to note tha t violence occurs some fifty-five times more often on television than it does in the real world (Medved 156). FBI and census data show the homicide arrest rate for seventeen-year-olds more than doubled between 1985 and 1991, and the rates for fifteen-and sixteen-year-olds increased even faster. Movies also add their fair share to the problem of violence in society. Researchers have established that copycat events are not an anomaly. Statistically-speaking, they are rare, but predictable, occurences. Television shows, novels, but especially movies-all can trigger copycat violence (Medved 72). As recently as November of 1995, New York City officials believed that the burning of a toll-booth clerk was a result of copycat violence, resulting from a similar scene in the movie Money Train. In 1994,

analyse the key points for 4 articles Essay

Critically evaluate/analyse the key points for 4 articles Essay Critically evaluate/analyse the key points for 4 articles – Essay Example Expatriate Management An organization requires an appropriate choice of expatriate personnel to help in achieving its goals. There are various records of expatriate failure where an expatriate on assignment underperforms and is sent back home. The major causes of expatriate failures have been the inability to adapt to the new physical or cultural environment, family problems, inappropriate selection practices, inadequate preparation and training and the challenges inherent in expatriation (Anderson 2007, p3). HR should help in hiring and managing expatriates to reduce on expatriate failure. According to Anderson, management tends always choose se competent candidates. However, attributes that lead the to the domestic candidates’ success may not necessarily make them a success internationally. The social and technical calibers of candidates are usually of significance when candidates are being screened for jobs (Huo, Huang thus, fitting in the organization’s culture (Huo et al. 2002, p.33). Another research conducted at Telebank also proved that selecting individuals to work in call centers also laid emphasis on social competencies. They HRM department s sought people with exemplary communication skills to work in call centers (Callagan 2002, p. 250). The mail survey of 1,713 Western business expatriates in Hong Kong indicated that a spouse accompaniment did not improve expatriate adjustment to new cultural environment or psychological well-being; thus, ruling out the fact that the spouses were responsible for expatriate failure. Research from private and nongovernmental sectors indicate that interpersonal skills and domestic circumstances were put in consideration while assigning expatriates though most of the organizations are known to have used technical competence or merit as a selection criterion (Anderson 2007, p6). Other methods used by organizations in expatriate selection include psychological assessment and residential training programs, interviews, work history and performance in previous and current positions, reference checking and qualifications. Common with international practice, the use of psychological testing is not widespread in the private sector organizations. Several companies have resorted to use technology in Human resource practices such as personnel screening and selection. The good thing with the use of technology is that it saves cost of money and time. Another advantage is globalization of the economy and labor market. In this way, an organization can obtain bright employees regardless of the geographical setting. It also helps reduce biasness in the selection basing on issues such as race, age and weight due to use of standardized HR system. Studies also revealed that fresh graduates from schools had better chances of being employed compared to those who had acquired experience in the industry (Huo et al. 2002, p. 41). In conclusion, a person’s ability to perform technical requirement of the job is mostly used in different countries similarly to a personal interview in hiring expatriates. The human resource manager though ought to be sensitive to the different types of cultures in order to enhance globalization of the organization in terms of expatriate management (Chapman and Webster 2003). Bibliography Barbara, AA 2005, Expatriate selection: good management or good luck? The International Journal of Human Resource Management, 16(4), 567-583 Chapman, DS 1999, Expanding the search for talent: Adopting Technology-based strategies for campus recruiting and selection. Journal of Cooperative Education, 34, 35–41. Callagan, G 2002, We Recruit Atittude: The Selection and Shaping of Routine Call Center Labour. Journal of Management Studies 39(2), 233-254 Huo, YP, Huang, HP & Napier, NK 2002, Divergence or convergence: A cross-national comparison of personnel selection practices. Human Resource 42(1), 31–44. .

Atomic Mass From Atomic Abundance Chemistry Problem

Atomic Mass From Atomic Abundance Chemistry Problem You may have noticed the atomic mass of an element isnt the same as the sum of the protons and neutrons of a single atom. This is because elements exist as multiple isotopes. While each atom of an element has the same number of protons, it can have a variable number of neutrons. The atomic mass on the periodic table is a weighted average of the atomic masses of atoms observed in all samples of that element. You can use the atomic abundance to calculate the atomic mass of any element sample if you know the percentage of each isotope. Atomic Abundance Example Chemistry Problem The element boron consists of two isotopes, 105B and 115B. Their masses, based on the carbon scale, are 10.01 and 11.01, respectively. The abundance of 105B is 20.0% and the abundance of 115B is 80.0%. What is the atomic mass of boron? Solution: The percentages of multiple isotopes must add up to 100%. Apply the following equation to the problem: atomic mass (atomic mass X1) Â · (% of X1)/100 (atomic mass X2) Â · (% of X2)/100 ...where X is an isotope of the element and % of X is the abundance of the isotope X. Substitute the values for boron in this equation: atomic mass of B (atomic mass of 105B Â · % of 105B/100) (atomic mass of 115B Â · % of 115B/100)atomic mass of B (10.01Â · 20.0/100) (11.01Â · 80.0/100)atomic mass of B 2.00 8.81atomic mass of B 10.81 Answer: The atomic mass of boron is 10.81. Note that this is the value listed in the periodic table for the atomic mass of boron. Although the atomic number of boron is 10, its atomic mass is nearer to 11 than to 10, reflecting the fact that the heavier isotope is more abundant than the lighter isotope. Why Arent Electrons Included? The number and mass of electrons is not included in an atomic mass calculation because the mass of the electron is infinitesimal compared to that of a proton or neutron. Basically, electrons dont significantly affect the mass of an atom.

Nursing Theory, Research, and Evidence-Based Practice Essay

Nursing Theory, Research, and Evidence-Based Practice - Essay Example continue maintaining the status quo of nursing as being predicated on medicine and its paternalistic medical model, derived from the Hippocratic Oath. This paper studies the key aspect of evidence based nursing and identifies that it is the relationship of nursing with temperamental nursing which is highly related to dealing with children and parents of ill youngsters. From the students point of view, the discrepancy between nursing as a practical profession and nursing as an academic discipline may enhance the theory-practice gap and aggravate tensions. Traditionally, evidence of fall related patients has been checkup by nurses using the Tinetti Assessment Tool which is considered to be a simple, easily administered test that measures a patient’s walk and equilibrium. The test is scored on the patient’s capability to perform specific tasks. The discipline of nursing and the subjects in nursing programs have been categorized in terms of a science-based model, e.g. biological and physical sciences, behavioral and social sciences, humanities, medical science and, finally, nursing science (Beattie, 2003). As long as nursing was based on a medical model and medical staff was involved in teaching the students, the subjects of the curriculum were congruent with the medical model (Wynne et al, 2004). The key aspect of evidence based nursing is the relationship of nursing with fall management nursing. This aspect of nursing is highly related to dealing with pain related issues for fall patients consisting of children and parents of ill youngsters. While evidence based intervention is intended to relay acceptance to the patient, the strategies that patients and other caregivers use often encourage the fall patient to accept a challenge that can foster their recovery. In order to have medical knowledge, e.g. an understanding of pathos-physiological implications, one needs to be familiar with the biosciences. Akinsanya (Akinsanya, 2005, Akinsanya, 2003) suggests that

Diversity in Criminal Justice Essay Example | Topics and Well Written Essays - 1500 words

Diversity in Criminal Justice - Essay Example As a result, Arizona felt it had that right to to enhance existing federal provisions, openly enforce them, and add state misdemeanor charges to anyone found to be in violation of being in the country illegally. The law itself gave much more power to law enforcement personnel than was previously possible, which lead to much public outcry. One such provision was that individuals suspected of being an illegal immigrant could be stopped by a police officer, or other agent of the law, and asked to prove his or right to be in the state. Failure to provide such proof would be a misdemeanor in Arizona, and potentially result in federal prosecution as well. This, and several other provisions of the law, reflect a great divide in the criminal justice in America today and form the basis for this brief report. At the time that this particular bill was passed in Arizona in 2010, it was believed to be the strongest and strictest piece of immigration currently enacted to guard against illegal immigration. Part of what made the law so strong was the sweeping power that it gave to the police in their interaction with people within their jurisdiction. The law itself springs off a federal law that does require that any alien over the age of 14, and desiring to be in the country for longer 30 days, register with the federal government. Such registration provides individuals with a document that they are to have in their possession at all times, and failure to abide by this would result in being charge with a misdemeanor. Arizona added onto this law and made it a misdemeanor according to state law as well, which allowed local police the right to ascertain the immigration status of any individual stopped during a ‘lawful stop, detention, or arrest’. This right carried over to any lawfu l contact that the police might have with such an individual, regardless of

Illegal Immigration Essay Example for Free

Illegal Immigration Essay There are 11 million undocumented immigrants in the United States today. This number has risen by 3 million in only 10 years. Illegal immigration has been a problem in the United States dating back to the early 1980s. In the 1980s and still until today, the United States has seen a massive increase of illegal immigrants entering the United States. While most of these immigrants were from Latin America and Mexico, they were also from other parts of the world. Many illegal immigrants were crossing the unguarded border between the United States and Mexico. Border security has increased over they years, yet the rise of illegal immigrants coming into the United States is also increasing. Illegal immigration has become a very controversial topic of today’s society, and lawmakers and legislators have been debating the topic for a while now. Their hasn’t been much reform from the federal government; however, many states have passed their own set of immigration laws. States such as Arizona, Alabama, South Carolina, Georgia, Utah, and Indiana have developed their own state immigration laws. These laws are being reviewed by the Supreme Court of the United States and these decisions would be heard in the near future. In Arizona, if any police officer pulls over a immigrant who is suspicious of being illegal; that person has to present documents of being in the United States legally or faced with being detained and presented in front of an immigration court. Some kind of enforcement like this is also being enforced in the other states. Immigration needs to be reformed nationally throughout the country, and the government needs to strike down on illegal immigrants living in the United States because they cost America billions, take American jobs, and also take away student financial aid for citizens and legal immigrants trying to attend college. Using evidence from a wide range of sources, I make the statement that illegal immigration laws need to be reformed in the United States, by using statistics and fiscal numbers. Illegal Immigrants cost the Unites States billions of dollars that the government does not have. Their are 11 million illegal immigrants living within the boundaries of the United States, and only 7.2 million of these immigrants contribute to the workload of America. Those other 3 million plus the 7.2 million immigrants use welfare and unemployment money from the government by having children that are born in the United States. â€Å"Illegal-alien households cost the federal government approximately $26 billion in social services and criminal justice system expenses annually† (Albo). By collecting welfare and unemployment checks from the state and federal governments, illegal immigrants cost the American government significant amounts of tax-payer money. Many immigrants are taking money away from American citizens who need unemplyoment checks in order to survive and to look for a new job. Arizona’s Support Our Law Enforcement and Safe Neighborhoods Act (Arizona SB 1070) does an excellent job of limiting illegal immigrants and also helps in the addition of illegal immigrants because they can be deported if they ever are suspicious in front of law enforcement. This would decrease the overall amount of money spent on illegal immigrants because it would lower the total amount of illegal immigrants; thus causing a trickle down effect of the amount of money spent on undocumented immigrants. Another way illegal immigration negatively influences the American economy is by the amount of money that the government spends to keep undocumented immigrant children in school. Undocumented children also lead to an increase of overcrowded classrooms in certain states. Illegal immigrants account for nearly 3 billion in more tax-payer money for just California to keep these children in school because of the No child left behind act of the Bush Administration. â€Å"300,000 to 400,000 illegal alien [schoolchildren †¦ account for the estimated $3 billion annual service costs provided to the estimated 1.7 million illegal aliens in the State† (Joch). More states also had to pay more for undocumented immigrant children. â€Å"During the 2003-2004 school year, Minnesota estimated that it spent between $79 and $118 million of its $8 billion state budget to educate an estimated 9,400 to 14,000 unauthorized immigrant schoolchildren. New Mexico spent $67 million of its $3 billion state budget on an estimated 9,200 unauthorized schoolchildren. Colorado claimed that it spent approximately $220 million on social services for unauthorized immigrants but only collected between $159 and $194 million in revenue from that segment of its population.† (Joch) Illegal immigrants have accounted for many millions of dollars in other states also, and this is a sign nationally. There needs to be a immigration law reform that makes sure that undocumented children may be allowed to go to school in the United States only if they were born here. If children come along with their parents are are already in school age, I believe and the stats prove my point that undocumented children take tax-payers money away from where they are supposed to go. Illegal undocumented immigrant workers take away American jobs from the American people. Since the early 1980s, when illegal immigration became a major problem for the United States of America, illegal immigrants have been taking millions of jobs from the American people. â€Å"Today, there are 7 million individuals working in the United States illegally. (Devadoss/Luckstead) Most of these jobs are hard working and low education level jobs; nevertheless it takes away nearly seven million jobs away. The unemployment rate in the United States as of today is 7.8% and seven million jobs are a lot of jobs. During the Great Depression, President Roosevelt created federal program called the Civilian Conservation Corps (commonly known as the CCC) where young adults would work in preserving forests and helping with farmland. This would decrease the United States unemployment rate while also reducing jobs for illegal immigrants. With less jobs, immigrants would naturally self-deport back to their own countries where they might have a better job in finding jobs to support their families. Another way to make sure jobs are going to the American people is to adapt the E-Verify program. The E-Verify program is a program where before employers can hire potential employees they have to enter their documents to make sure that the employee can work in the United States. The E-verify program has already been enacted by five states in the United States and many more states are considering the program as a big immigration law reform. Many other states have partially enacted E-verify. â€Å"More than 404,000 employers, large and small, across the United States use E-Verify to check the employment eligibility of their employees, with about 1,200 new businesses signing up each week†. (Harvard Law Review) I firmly believe that if a nationwide e-verify program be required to check if employees are legally allowed to work in the United States that many of the potential jobs that illegal immigrants would take, would now be filled with Americans. More American jobs would cause less dependency on food stamps, welfare, and also less unemployment checks from the US government. Naturally, this would reduce the national and state debts, while also allowing the government to spend more money on schools and education. Speaking of education, their are many illegal immigrants taking state money for higher education purposes. In a Supreme court decision in Martinez v. Regents of the University of California, the supreme court ruled in favor that illegal immigrants are allowed to use in-state tuition to pay for school and may receive state funding. This is not only in California, but this kind of legislation is available in many different states. â€Å"California gives illegal aliens between $222.6 and $289.3 million dollars in aid to attend college in their state. Texas gives between $80.2 and $104.4 million dollars, Illinois $23.3 and $30.5 million dollars, and New York gives between $28.8 and $37.5 million dollars of aid†. (Kasarda) While many college students are suffering today to pay for higher education, the state has to give illegal immigrant college students aid every year. Along with the education budget cuts, this has sparked controversy in many universities throughout the United States. This needs to end. States should not be giving American dollars to illegal immigrants. By reforming the law in each individual state, less aid will be available to someone who lives in the United States illegally, and more aid needs to be given to more students who are deserving based on merit or poverty. Imagine in California if $270 million dollars was given back to the public universities, how many more teachers would be hired and how much more financial aid would be given to deserving students. Many of the supporters to allow the 11 million illegal immigrants to stay in the United States state that they provide a service that not many Americans would do and they help provide to each individual state economies. Other supporters also say that illegal immigrants pay federal, state, and local taxes in their perspective region. â€Å"about 6 million unauthorized immigrants file individual tax returns each year estimate that between 50 percent to 75 percent of unauthorized immigrants pay federal, state and local taxes†. (Albo) However, thats only about 50% of the total illegal immigrant population. Many supporters are adamant in saying that illegal immigrants pay their taxes; however, that is simply not the case. Yes, six million immigrants pay, but what about the other 5 million illegal immigrants. Supporters need to realize that while the 6 million contribute a small amount to the government, the other 5 million cost more to maintain. If their weren’t as many ille gal immigrants then the US government would not spend as much money on illegal immigrants. Illegal immigration law reform is greatly needed in the United States. Another argument that many supporters of keeping illegal immigrants in the United States is that they do jobs that Americans just simply won’t do. They say the hard labor jobs that illegal immigrants work help provide a spark in local economies throughout the Untied States. â€Å"The absence of the estimated 1.4 million undocumented immigrants in Texas in fiscal 2005 would have been a loss to our gross state product of $17.7 billion. Undocumented immigrants produced $1.58 billion in state revenues, which exceeded the $ 1.16 billion in state services they received†. (Albo) Supporters would show statistics like these that show their services produced more money for the local economy, then taking from the local governments. That illegal immigrants create a surplus for the economy. However, if we look at the same quote, that is just not the case. â€Å"However, local governments bore the burden of $ 1.44 billion in uncompensated health care costs and local law enforcement costs not paid for by the state†. (Albo) If we also look at the healthcare costs and increased law enforcement, the cost of maintaining illegal immigrants, in reality, creates deficit for the local economies. Many supporters twist statistics and truths to make their point about maintaining illegal immigrants, but in the real facts, they are proven wrong. Illegal immigration law reforms need to be discussed in Congress and also in individual State Congress’s. In all, illegal immigration has been a controversial topic ever since the 1980s. Many legislators and lawmakers have tried to reform the law and Congress has even a developed a bipartisan committee to try to develop a reform bill, but lawmakers haven’t gotten past preliminary talks. I believe the only way that Congress is going to reform its immigration laws is that if the American people stand up and petition in every state. Many individuals should talk to their regional representative and try to get talks discussed in the House and also in the Senate. Illegal immigration is a major problem in the United States and they are taking money that simply the United States does not have. Illegal immigration laws need to be reformed as soon as possible.

A Comparison of The Matrix and Platos The Allegory of the Cave Essay

A Comparison of The Matrix and Plato's The Allegory of the Cave In the movie The Matrix we find a character by the name of Neo and his struggle adapting to the truth...to reality. This story is closely similar to an ancient Greek text written by Plato called "The Allegory of the Cave." Now both stories are different but the ideas are basically the same. Both Stories have key points that can be analyzed and related to one another almost exactly. There is no doubt that The Matrix was based off Greek philosophy. The idea of freeing your mind or soul as even stated in "The Allegory of the Cave" is a well known idea connecting to Greek philosophy. The Matrix is more futuristic and scientific than "The Cave" but it's the same Idea. Neo is trapped in a false reality created by a computer program that was created by machines that took over the planet. Now the story of course has many themes such as Man vs. Machine, Good vs. Evil, and our favorite Reality vs. Illusion. Neo is unplugged from the matrix and learns the truth and becomes "the one" who is to s ave the humans from their machine oppressors. "The Cave" is similar in that it has humans trapped in a cave and chained up to only face one direction. The "puppeteers" then make shadows against the wall the humans face using the fire from the outside as a light source. One big difference is that "The Cave" is about two philosophers conversing about the cave as one explains what needs to happen and that the prisoners must free their souls to find truth. The Matrix is the actions of what the philosopher describes actually happening. The comparing of the two stories will show how things said in "The Cave" are the same as in The Matrix, of course with the exception that one is futuristic ... ...nplugged and becomes "The One." He is freed so he can bring freedom to the humans in the "visible world" or real world. In conclusion both stories are similar in their ideas. The stories are about people searching for the truth so they can be free. At the end of Neos phone call is something that could have been said to the "puppeteers" in "The Cave." That he's going to show the people what they don't want them to see, A world without rules or control, a world without borders or boundaries and most importantly a world without them. There were many key points that I was able to relate and analyze in this story. I still have no doubt that this movie was based off Greek Philosophy and a great piece to choose. In the end both "The Allegory of the Cave" and The Matrix were both great stories or truth and freedom and what a person will do to find the truth and be free.

Palfinger Ag Case Study

Palfinger’s AG – Property, Plant, and Equipment a. ) Palfinger’s property would include the property that they have to store the forklifts and other large inventory that they have on. The equipment would include all equipment that is necessary to make the inventory that they sell such as the cranes. b. ) This number represents the total of the plant, property, and equipment that Palfinger has. This number should be recorded as the historical cost that the plant, property and equipment was purchased at.This total number also has the total sum of amortized depreciation subtracted out to get the net amount of PP&E that is put on the balance sheet c. ) In the notes to the financial statements, Palfinger reports the plant, property and equipment of the following: †¢ Land and equipment †¢ Undeveloped buildings and investments †¢ Plant and machinery †¢ Other plant, fixtures, fittings, and equipment †¢ Payments and assets under construction d. â €Å"Prepayments and assets under construction† represents expenses that have prepaid for and assets that haven’t been finished yet. Because the assets aren’t completed and haven’t been used, they aren’t being depreciated. The reclassification comes from allocation of depreciation from the newly completed projects that now have been put to use. e. ) Palfinger depreciates its property and equipment by using straight-line depreciation over the prospective useful lives of the relevant assets.They allocate 8-50 years on buildings, 3-15 years on plant and machinery, and 3-10 years on fixtures, fittings, and equipment. This policy does not seem reasonable because there is a short 8-year building useful life. Because of this, Palfinger’s ROA and EPS ratios are heavily impacted. f. You can both depreciate replacements investments, and value enhancing investments that are capitalized and depreciated over the new useful life or original useful life.The alternative method to this would be to just expense out the costs of renovations or value enhancing investments. This way it is completely hit on the income statement, and is not shown on the balance sheet. g. ) i. According to the notes to the consolidated financial statements, Palinger bought $61,444 worth of new PPE in 2007. ii. There was a change of ($733) concerning government grants. According to IAS 20 government grants for property, plant, and equipment are presented as reductions of the acquisition and/or manufacturing costs.When these are deducted from the account, it lessens the amount depreciated during the life of the acquired assets. iii. Depreciation expense for 2007 was $12,557. iv. Net book value of total disposed PPE, was $1,501 (Derived from $13,799 – $12,298) h. ) To derive the gain or loss Palfinger incurred, we compute their proceeds from the sale of PPE $1,655 and subtract it from $1,501 (net book value). This gives us a total gain of $154. i. ) i. Str aight Line |Year |Beg |Dep. Exp |Accum Dep. Ending Bal | |1 |$10,673 |$1,880 |$1,880 |$8,793 | |2 |8,793 |1,880 |3,760 |6,913 | |3 |6,913 |1,880 |5,640 |5,033 | |4 |5,033 |1,880 |7,520 |3,153 | |5 |3,153 |1,880 |9,400 |1,273 | ii. Double- declining- balance depreciation Year |Beg |Dep. Exp. |Accum Dep. |Ending Bal | |1 |$10,673 |$4,269 |$4,269 |$6,404 | |2 |6,404 |2,562 |6,831 |3,842 | |3 |3,842 |1,537 |8,368 |2,305 | |4 |2,305 |922 |9,290 |1,383 | |5 |1,383 |110 |9,400 |1,273 | . ) i. Net book value at end of year 1 is $8,793. Less what you received on the sale $7,500. Gives you a disposal loss of $1,293 using the straight-line method of depreciation. You then add the disposal loss from the previous years depreciation $1,880, which results in a total income statement impact of $3,173. ii. Using double- declining method, the first year ending balance of $6,404 is subtracted form the proceeds of the sale netting in a gain of $1,096 on the disposal.Once this is subtracted form the pre vious years depreciation $4,269, you get a total income statement impact of $3,173. iii. The total income statement impact is exactly the same. The computations turn out to be identical because it is essentially a backwards way of computing the initial cost of the asset of $10,673, minus the proceeds from the sale $7,500, which both gives you $3,173. The difference between the two is perception. One reports a gain on disposals, while the other reports a loss. k. ) | Palfinger |Palfinger |Caterpillar |Caterpillar | | |2007 |2006 |2007 |2006 | |Net PPE |149,990 |98,130 |9,997 |8,851 | |Total Assets |528,314 |409,366 |56,132 |51,449 | |Common Size |28. 4% |24% |17. % |17. 2% | |Dep |12,557 |9,980 |1,797 |1,602 | |Sales/Rev |695,623 |585,205 |41,962 |38,869 | |Common Size |1. 8% |1. 7% |4. 3% |4. 1% | This table shows that Palfinger has much more assets involved in PPE at 28. 4%, than does Caterpillar 17. 8%. l. ) |Palfinger |Palfinger |Caterpillar |Caterpillar | | |2007 |2006 |2007 |20 06 | |Sales or Rev |695,623 |585,205 |41,962 |38,869 | |Avg. PPE |124,060 |94,091 |9,424 |8,420 | |PPE turnover |5. 61 |6. 22 |4. 45 |4. 2 | Turnover went down about 11% (5. 61/6. 22) for Palfinger, we also see the despite being less effective they’re still more efficient then Caterpillar by about 26% (5. 61/4. 45) in regards to PPE sales for every dollar spent. m. ) Depreciation, Amortization & Impairment expense1,960 Accumulated Depreciation & Impairment1,960 n. ) i. Due to the companies building location concept ii. Accumulated depreciation impairment1,755 Depreciation, Amortization, & impairment expense1,755 The credit is posted to an account the company has called revaluation reserve, if it is the initial write up. iii. |2007 | |Net Sales | $695,623 | |Avg. PPE Adjusted |124,060 – (1,755 x 0. 5) = 123,183 | |Turnover Adjusted | 5. 65 | The ratio has changed 5. 61 to 5. 65, which is not a very significant difference. Recalculating the impact of the write offâ€⠄¢s compared to the total net PPE is considered a minimal change for the company.

Project on Samsung.

COMPANY PROFILE Samsung Group is a South Korean multi national conglomerate company headquartered in Samsung Town, Seoul. It comprises numerous subsidiaries and affiliated businesses, most of them united under the Samsung brand, and is the largest in South Korean. Samsung Electronics Co. , Ltd. mainly engaged in the production of consumer electronic products. One of the world's largest semiconductor manufacturers, Samsung Electronics is also South Korea's top electronics company.Samsung Distribution ChannelIt makes many kinds of consumer devices, including DVD players, digital TVs, and digital still cameras; computers, color monitors, LCD panels, and printers; semiconductors such as DRAMs, static RAMs, flash memory, and display drivers; and communications devices ranging from wireless handsets and smartphones to networking gear. The company, which is the flagship member of Samsung Group, also makes microwave ovens, refrigerators, air conditioners, and washing machines.Nearly half of sales come from the Asia/Pacific region. Company Vision :- Samsung Electronics' vision for the new decade is, â€Å"Inspire the World, Create the Future. † This new vision reflects Samsung Electronics’ commitment to inspiring its communities by leveraging Samsung's three key strengths: â€Å"New Technology,† â€Å"Innovative Products,† and â€Å"Creative Solutions. † Samsung SWOT analysis Strengths:- 1. Hardware integration with many open source OS and software 2.Excellence in engineering and producing hardware parts and consumer electronics 3. Innovation and design 4. Focus on environment 5. Low production costs 6. Largest share in mobile phones and 2 place in smartphones sales 7. Ability to market the brand Weaknesses:- 1. Patent infringement 2. Too low profit margin 3. Main competitors are also largest buyers 4. Lack its own OS and software 5. Focus on too many products Opportunities:- 1. Growing India’s smartphone market 2.Growing mobile advertising industry 3. Growing demand for quality application processors 4. Growth of tablets market 5. Obtaining patents through acquisitions Threats:- 1. Saturated smartphone markets in developed countries 2. Rapid technological change 3. Declining margins on hardware production 4. Breached patents 5. Apple’s iTV launch 6. Price wars Marketing Mix (4P’S) of samsung smart phones 4 P’s of Samsung smartphone: What made it possible for Samsung to beat Apple in smartphone sales?

Nature vs Nurture in Language Acquistion Essays

Nature vs Nurture in Language Acquistion Essays Nature vs Nurture in Language Acquistion Essay Nature vs Nurture in Language Acquistion Essay Many consider the use of a complex language as a uniquely human feature (maybe with the exception of some whale species). Furthermore, we are able to learn this complex skill quite quickly. The average child has a vocabulary of six-thousand words by the time it turns five years old. It is this ability of language acquisition that is a particularly interesting field in the nature-nurture debate. Is language acquisition and development innate or taught? This debate about nature versus nurture in language acquisition has drawn heated testimony from both sides. Nature? The idea that language acquisition is an innate ability is called ‘nativism’. People supporting this view believe that the human brain is prewired for language acquisition and use. Linguist Noam Chomsky is a strong proponent of this perspective. He has spent a lot of time on developing a theory of grammar that is called universal grammar. Basically, it states that underlying all the different languages there are some basic principles. The nativists consider this universal grammar too complex to be acquirable through environmental stimuli (nurture). The proponents of this innateness believe that the human brain developed certain brain structures for language acquisition and use as a result of Darwinian evolution and the ‘survival of the fittest’ tenet. The innate knowledge of language is also called the language faculty. Chomsky considers this language faculty as a biologically autonomous system in the brain that has an initial state which is genetically determined. The fact that every known human culture developed some sort of language suggests that there is a genetic basis for the ability to construct and produce language. Furthermore all human languages seem to have some characteristics in common. They all have large vocabularies of words whose meaning is mediated through a phonological system, they all have a grammatical system that governs the way in which words are combined and they change through time by adding new words and losing old ones. Or Nurture? The second position concerning nature and nurture in language acquisition is defined by the premise that language is a consequence of our large brains with the ability to learn many things and the fact that we are extremely social beings. This is called ‘empiricism’. One the most prominent proponents of this approach is psychologist B. F. Skinner, who believes that humans are capable of language because we have the time, the opportunity and the brain capacity that is required to learn it. Empiricists explain the universal presence of language in human cultures otherwise. They state that the beneficial quality of language is responsible for the ubiquitous distribution. People who came in contact with it, adopted it because of its beneficial effects and in this way, language spread across the earth. Lastly, they claim that the ability of the human brain to understand and produce language can also be a consequence of neuronal connections that are made in early childhood. When a baby makes a certain sound that is followed by an action of a parent, there will be a neuronal connection in his brain that will be excited. After a lot of repetitions this will lead to a neural path which connects a sound with a meaning. Or a little bit of both? Is it truly nature versus nurture in language acquisition, or is it nature and nurture? Many aspects of human behavior can be explained by a collaboration of genetic and environmental aspects. Maybe this is also true for language acquisition. Perhaps some genetic features, such as our large brain or nutritional requirements have predestined us in some way to develop vocal communication, which in turn has grown to a full language as a consequence of environmental factors, such as upbringing, social system or the use of symbols. References Bates, E. (1999). On the Nature and Nurture of Language. In R. Levi-Montalcini, D. Baltimore, R. Dulbecco, amp; F. Jacob (Series Eds. ) amp; E. Bizzi, P. Calissano, amp; V. Volterra (Vol. Eds. ), Frontiere della biologia [Frontiers of biology]. The brain of homo sapiens Rome: Giovanni Trecanni. Duke University: Exploring the Mind: duke. edu/~pk10/language/psych. htm National Science Foundation: nsf. gov/news/special_reports/linguistics/learn. jsp Read more: brighthub. com/science/genetics/articles/82090. aspx#ixzz19LHeXAmf Nature vs. Nurture: The Miracle of Language by Malia Knezek Or if I would delight my private hours/ With music or with poem, where so soon/ As in our native language can I find/ That solace? - John Milton THE CONTROVERSY Why do some children build towers with blocks, cry when they scrape their knees, and shout, Choo-choo mine! when a sibling takes away their favorite toy train? Why are some children able to perform entire piano concertos or master complex mathematical concepts, while others cannot even learn to communicate in the normal way? In short, why do humans behave the way they do? With the exception of identical twins, each new human being receives a novel combination of genes divided among forty-six chromosomes. Undoubtedly, this genetic mate rial provides the basis for growth and development and, in doing so, places certain restrictions on the new infant. If the limiting action of genes seems disputable, think of how many people you know who grow to heights of more than twenty feet tall, live longer than two hundred years, or can run faster than a cheetah. My guess would be not many! Controversy does arise, however, when one tries to examine the extent of genetic influence on human behavior. Just how many of our abilities and shortcomings are innate in nature, and how many are acquired through our interactions with the environment? This debate has been going on for centuries, and popular attitudes have varied greatly throughout this time. At one extreme, we have John Lockes idea of tabula rasa, which proposes that the minds of newborn infants are blank slates that will be differentiated and altered only through sensory experience. Modern biological determinism represents the other extreme. In its strictest form, this ideology suggests that behaviors are inherent and innate, resulting from the expression of genes. Most intellectuals subscribe to a view somewhere between these two extremes, on the gradient of a controversy that is still a hot topic of debate in many intellectual fields. LANGUAGE One particularly interesting field within the nature-nurture debate that has drawn heated testimony from both sides is language acquisition. How much of our ability to produce and comprehend language is programmed into our genes, and how much do we acquire only with environmental stimulus? Obviously, language cannot be completely genetic. Humans speak a wide variety of different languages, and very young children of any race or ethnic background can learn to speak and understand any of these if exposed to appropriate models at the proper time in development. Similarly, children cannot learn to speak a public language without this critical exposure. However, all humans use language in one form or another, and psychologists and linguists have noted many cross-lingual universals both in how children acquire language and in the inherent characteristics of the languages themselves. Therefore, as is the case with most aspects of human behavior, the truth most likely lies in some combination of nature and nurture. The ability to use language is a very important part of human cognition. In fact, some would argue that it is this ability which distinguishes us from other animals. Regardless of ones view of the capability of animals to use language or language-like symbols, the fact that humans have language abilities far superior to those of other animals cannot be ignored. Despite the ubiquity of human linguistic ability, pinning down exactly how language helps us and how we use it is not at all a straightforward task. One obvious use for public language is to communicate one? s thoughts to other people. In fact, this may seem like the only, or at least the most important, use of our linguistic abilities. However, both Howard Gardner and Andy Clark stress other uses. Gardner, for example, lists four discrete uses for public language in his Frames of Mind: The Theory of Multiple Intelligences: 1. People use language to induce action in other people. Examples of this might include a child asking a parent to hand him a toy that is on a high shelf or a boss sending a memo out to his employees asking them to hand in budget drafts by next Wednesday. . Language can be used as a tool by one individual to help that individual remember things. In this way, language expands cognitive abilities that are already present in the human brain. For example, a child may not be able to remember how many days are in December or May, but by learning the rhyme that begins, Thirty days hath September? he will easily be able to store these facts in memory. Wearing nametags at a conference and making oral or written shopping lists are other examples of using language to aid memory. 3. The third use of language involves the transfer of explanations or knowledge from one person to another. For example, the parent teaching his child how to tie his shoes and the professor giving a lecture on ionic bonding are both using language to share their knowledge with another person. It is this use that can lead to cultural evolution, which will be discussed later in this paper. 4. The fourth discrete use of language is to talk about language itself, or as Gardner states, to use language to reflect upon language, to engage in ? metalinguistic? analysis (78). A child asking his father what the word wish means and a linguist examining the syntactic rules of various languages are both using this type of metalinguistic analysis. Gardner acknowledges the wide variety of ways in which we use language, but he believes that they all fit into one of these four categories (78). In his book entitled Being There: Putting Brain, Body, and World Together Again, Andy Clark agrees that language is not solely a tool for communicating thoughts or ideas. He describes the uses of language in more general terms than Gardner. To borrow a fitting analogy from Clark? book, language is a tool built for use by humans, just as is a pair of scissors. Just as scissors enable us to exploit our basic manipulative capapcities to fulfill new ends, language enables us to exploit our basic cognitive capacities of pattern recognition and transformation in ways that reach out to new behavioral and intellectual horizons (193-194). In other words, scissors take the manipulat ing abilities of human hands and use them to produce a skill that normally could not be accomplished by a human being: namely, cutting a fairly straight line through a piece of paper. Like these scissors, public language takes human abilities that already existthis time cognitive rather than manipulative in natureand expounds upon these to give this human-plus-tool combination abilities that were not achievable by the human (or the tool) alone (Clark 193-194). The use of language as an aid to memory, which Gardner lists as one of the four main uses, is an example of this type of ability-enhancement, as is the existence of technical vocabularies in such disciplines as math and physics. Can you magine, for example, trying to calculate the correct trajectory angle at which to launch a space shuttle without having words to express such concepts as trajectory, angle, force, velocity, etc.? Such a feat would be near impossible. Thus, there is general agreement on the importance of language in human cognition, and even in the different ways we use this necessary skill. The ability to use language sets humans apart from other animals and accounts, at least partly, for the uniqueness of our cognitive profile. We would definitely be a very different species were it not for this awesome skill. The question now is: How did we develop this unique ability? THE ISSUES Howard Gardner, along with Noam Chomsky and many others, believes that parts of the brain have evolved over time specifically for the purpose of producing and understanding language. Thinkers such as Andy Clark and Jean Piaget, on the other hand, believe that public language utilizes brain structures and psychological functions that were already present before the development of this important tool. In the first (nature) school of thought, linguistic abilities have developed over time as a result of Darwinian evolution. In the conflicting ideology (a nurture position), there is no innate linguistic ability; and linguistic evolution occurs as a result of learning and cultural evolution, which will be explained in greater detail below, rather than through natural selection. The beliefs do overlap; and oftentimes the proponents of one side argue against what they suppose the other side would believe, when in fact the other side subscribes to no such ideology. For example, the nature proponents argue that human brains are biologically different from the brains of other animals; and that at least part of this diference is due to innate, inherited differences in genes. However, they really need not spend time arguing for this point because the nurture proponents do not, in actuality, disagree with the fact. They also believe that genetic factors are responsible for some of the differences between the brains of humans and those of other animals. The disagreement lies only in how different our brains are from those of other animals, and how much of this difference can be attributed to genetic variances. Similarly, both sides agree that language draws from and influences other thought processes. However, there is a controversy centered around the extent of this interaction. Nature proponents see language as a very autonomous ability, while nurture proponents tend to see it as more inseparable from other, general cognitive abilities. (For more information on how language influences thought, please see Something to Talk About by Brian Skotko. Do the only disagreements, then, center around questions of degree and extent? It seems, upon cursory examination of the arguments, that the two schools of thought agree on almost all basic tenets of language use, and disagree only on the exact recipe for combining these tenets. This is not the case, however, as true disagreement does exist on some fundamental issues. First of all, Chomsky, Gardner, and others of similar ideologies believe that infants are born with a significant prewired knowledge of how languages work and how they do not work. Views within this group vary slightly, but they all hold to this basic tenet and cite ample evidence in defense of this view. These proponents of the innateness of linguistic ability also believe that the genetic basis for language came about as the result of Darwinian evolution and by an extension of the survival of the fittest argument. Again, individual views vary slightly, but all supporters of this school of thought see language as a product of Darwinian evolution (Gardner 90-91). On the other hand, Piaget, Clark, and others see the newborn as possesing only a few basic cognitive abilities. The more specific abilities we see in the developing child, they argue, are due to interactions with the environment and are independent of any inheritable code found in the genes. They place language skills in this category, and so they disagree completely with Chomsky? s assertion that humans inherit certain linguistic knowledge (Gardner 80). In addition, proponents of the Nurture ideology view public language as a tool constructed by people for use by people, and they believe its development is due to cultural evolution, a completely different mechanism for change (Clark 200-213). Perhaps it is worth taking a few moments to describe the differences between Darwinian evolution and cultural evolution. Most people are familiar with the tenets of Darwinian evolution as proposed by Charles Darwin in his Origin of the Species, and as expanded upon by numerous scientists since then. In this type of evolution, natural selection or survival of the fittest results in actual changes in the gene frequency of a species. These changes are innate and inheritable, passed down from one generation to the next by means of biological reproduction. This type of evolution is very slow, and even minor changes in a species tend to take thousands or even millions of years to occur. Cultural evolution, like Darwinian evolution, brings about changes within the human species. However, these changes occur at a much faster rate and by different mechanisms. Whereas traits in Darwinian evolution are passed from one generation to the next through genes only, without regard to what progress one generation has made or what it has learned during its lifetime, traits in cultural or Lamarckian evo lution are passed on through language from one generation to the next. This means that progress made by one generation can be selectively passed on to the next, which does not occur with random genetic mutations. The focus and ease of transfer characteristic of cultural evolution lead to changes that takes place at such a fast rate that the effects of Darwinian evolution, in comparison, are practically negligible. As scientist Stephen Jay Gould remarks, While the gene for sickle-cell anemia declines in frequency among black Americans, we have invented the railroad, the automobile, radio and television, the atom bomb, the computer, the airplane and spaceship. Clearly, cultural evolution is a distinct process from Darwinian evolution and accounts for many changes in human behavior (324). Nurture advocates in the language debate believe that humans invented language as they did computers through the process of cultural evolution. Again, subscribers to this school of thought have gathered much evidence in support of their theories. Indeed, determining which of these two theories better describes human linguistic ability will require careful examination of the arguements and evidence, and even after such examination will nonetheless prove to be a difficult task. THE LANGUAGE FACULTY As mentioned before, linguist Noam Chomsky suggests that humans are born with an innate knowledge of language, and he calls this knowledge the language faculty. He invisions this language faculty as a biologically autonomous system in the brain that has an initial state which is genetically determined, like. . . the kidney, the circulatory system, and so on (13). Chomsky supports his claim with several lines of evidence. For one thing, he argues that all humans (except, of course, those suffering from a language-related pathology) understand certain ambiguities of language the same way. For example, take the expression brown house, which could be expressed in another language as well as English. Upon hearing this expression, any human would have certain understandings that were not expressed with language explicitly. For example, even children realize that this expression contains two separate words with separate meanings, quite a feat when considering that the spoken phenomes generally run together. When spoken in English, a listener will know that the two words contain the same vowel sound. More surprisingly, when this phrase is spoken in any language, the listener will understand that the speaker is referring to a house that is brown on the outside. This is remarkable, because houses can just as easily have brown interiors, but listeners never have to ask which surface (inner or outer) the color is naming (Chomsky 20-21). Chomsky argues that this type of linguistic knowledge must be innate since every healthy human makes the same assumptions. He also suggests that knowledge such as that described above must exist in the language faculty in the brain. Linguist M. Y. Liberman describes other characteristics found in every spoken human language. First, all of these languages have very large vocabularies consisting of words whose articulatory/acoustic definition is mediated by a phonological system. Second, all languages have a grammatical system that governs the way in which these words are combined to express meaning. Third, all languages change throughout time with new words being added and old ones being dropped or changed continuously (qtd. in Studdert-Kennedy 8). Anthropologist Donald E. Brown describes even more detailed aspects of language that all humans share. First, in any given language words can exist that are the equivalent of good, wide, and deep. In some languages, opposite words (bad, narrow, and shallow) exist also. In others, however, the opposites are formed with a negating word and the original juxtaposed (not good, not wide, not deep). The surprising finding is that in no language does the negation go the other way (not bad to express good, etc. ). Does this happen because the expression of such concepts as good, wide, and deep lies n the language faculty and is innate in all humans? Chomsky would say that it does. He would also cite other universals listed by Brown, including the fact that all languages contain nouns, verbs, and possessive formations, as well as the fact that poetry around the world has lines that last about three seconds in between pauses, as evidence of a language faculty genetically present in all human brains (Brown 132). Anothe r fact that Chomsky believes supports his theory of the language faculty involves comparing humans to other species. Not only do we have a linguistic ability much superior to that of other animals, but the rules we have regarding language and symbols in general cannot be found in any other species (Chomsky 13). For example, if one were to teach a chimpanzee signs that meant brown house, he would not have all the innate knowledge described above which is present in all humans. In addition, this process would involve much teaching and learning before a chimp could learn these signs; whereas humans acquire such knowledge with little or no conscious effort taking place. This brings us to another fact that provides strong evidence for Chomskys theory: that all normal children acquire language in the same way. Chomsky prefers the term language acquisition rather than language learning, because he sees this process as a maturation of the language faculty (much like the growth of a heart or kidney) rather than a learning process (Chomsky 13). Gardner also describes this very process in his chapter on linguistic intelligence. Infants begin babbling not too long after birth, and the sounds produced during this period contain the basic sounds they hear spoken around them as well as phenomes not present in their native tongue. This is strong evidence for an innate language faculty. By the time the child turns two years old, he or she will speak single words in the native language, and soon thereafter, will begin to form very simple, twos may include drink milk, byebye Daddy, and doggy run. By the age of three, these two-word utterances grow in length and complexity, so that the three-year-old child can utter sentences of several words long, even including questions, negations, and clauses. These sentences often have grammatical errors (which can be explained by overgeneralization and remain consistent throughout speakers of a single language), such as in the example, I no watch T. V. no more. By the time the child is four or five years old, he no longer makes these grammatical mistakes; and he can speak wit h considerable fluency in ways that closely approximate adult syntax (Gardner 79). Three aspects of this form of language acquisition are of interest in light of Chomskys theory. That all children follow this development regardless of the language they speak supports Chomskys claim of an inate language organ that is maturing through this process. Secondly, during the babbling stage, babies produce phenomes they have never heard, from a variety of different languages spoken around the world. Chomsky believes that this is due to the fact that the language faculty already contains knowledge of all the sounds that can be produced in any natural spoken language, more evidence for extensive innate language knowledge. Third, normally-developed four-year-olds are already able to come up with appealing figures of speech (comparing a foot falling asleep to bubbling ginger ale); tell short stories? alter their speech register depending upon whether they are addressing adults, peers, or toddlers younger than themselves, and even engage in simple metalinguistic banter. The latter includes asking such questions as What does X mean? and Should I say X or Y? These feats are truly remarkable, and as of yet no machine or computer program has even come close to reproducing them (Gardner 80). According to Chomsky, young children would not be able to accomplish such feats without the aid of an innate knowledge system based on language. The biology of the brain can also support Chomskys theory. Almost all right-handed humans have language centers located in the left hemisphere of the brain. This left hemisphere is larger and structurally different from the right hemisphere, an asymmetry that can be traced to the Neanderthal man, but is not seen in monkeys (Gardner 90). There are several specialized regions in the left hemisphere that are used for various language tasks, such as Brocas area for producing language and Wernickes area for comprehending language spoken by others. Lesions to various regions of the brain cause very distinctive aphasias, or language problems; and the same area causes the same aphasia across the species. For more information on the neurobiology of language and the specific aphasias, please see Bora Lees paper entitled The evidence gleaned from studies f aphasic patients supports Chomskys theory by pinpointing various areas of the brain that seem to be a part of this innate language faculty. The final evidence for Chomskys view of language comes from evolutionary studies. As mentioned earlier, brain asymmetry linked to the language faculty has been found to exist in Neanderthal man, which means they date back thirty thousand to one hundred thousand years. There is also evidence that this asymmetry may exist even in the gre at apes, although evidence is not conclusive. Either way, the structural brain regions needed for language have been present in the species long before recorded history, which suggests a gradual evolution of intellectual capacities (Gardner 90). Many intellectuals on the nature side of the language debate believe that this could explain how humans acquired their language abilities through gradual evolution. Chomsky, however, has a different view. He believes that our language capabilities could not have evolved gradually; and, instead, he proposes that the entire language faculty came in one evolutionary step (Gardner 91). Regardless of their views on the specifics of evolution, all nature advocates believe that human lingual ability results from an innate, inherited language faculty through which lingual information is passed on from one generation to the next. LANGUAGE AS AN ARTIFACT Those who believe that language is learned through intellectual processes common to all learning and who do not believe in an innate language faculty explain the evidence presented above in another way. According to proponents of the nurture theory, humans are much more advanced than other animals because they are able to use language, rather than the other way around. The mechanisms that make this possible will be explained in the next few pages. One major type of evidence that Chomsky and others who believe in an innate language faculty often cite is the universal characteristics of language itself and of language acquisition in humans. But does the fact that all humans exhibit a certain behavior really prove that that behavior is due to the genetic code of the human? As Donald E. Brown explains in his book entitled Human Universals, this is not necessarily the case. [U]niversals form a heterogeneous set. A great many, for example, seem to be inherent in human nature. Some are cultural conventions that have come to have universal distribution (4). To understand how a behavior exhibited by all humans can be due to culture rather than genetics, consider the example of cooking food. All humans cook their food, but there is no cooking gene that genetically programs us to do this. Rather, cooking was discovered by some human and found to be so beneficial that every human who came in contact with the procedure adopted it. In this way, cooking spread across the earth and became a universal, even without a genetic basis. Could the universals found in language be explained in the same way? Language certainly seems to be beneficial enough to have spread this way from human to human and culture to culture. However, this does not explain why we have special parts of the brain dedicated to language or why humans can communicate through language while other animals cannot. In order to understand how a culturally based model of language could account for these facts, it is important to examine how new models are being used to explain the brain and human behavior. The brain, above all else, is an organ whose purpose is to manipulate the behavior of the body in an environment to secure survival. This is true of all species from the snail to the human. It has been shown experimentally that experience causes structural and chemical changes at the synapses between neurons which means that learning takes place in the connections between neurons. If, for example, a dog finds that jumping over a fence allows him to eat some meat barbecuing in the neighbors yard, and if this behavior gets this reward several times, then the connections between his neurons will strengthen in the path that goes from smelling meet to jumping the fence. If, however, the dog tries to jump the fence one day and gets shocked by an electrical wire, the weights of connections will become weaker. If this happens several times, then the neuronal path between smelling meat and jumping the fence will have a strong inhibitory connection, so that the dog no longer performs this behavior. How does this relate to a human brain producing and understanding language? Well, suppose a baby finds that if he produces the sound wa-wa he will receive a drink of water. The neuronal connections between his feeling of thirst and his speaking the sound wa-wa will be strongly excitatory, and he will have learned to communicate. If, however, his mother decides to break him from the habit of baby-talk and only gives him water when he pronounces the entire word water, then the connections between thirst and wa-wa will become inhibitory and a new neural path, between thirst and water, will become more excitatory. This still does not explain why so many people have the same assumptions when hearing the phrase brown house or why language functions are so specific to regions of our brains. To understand these phenomena, one must realize that humans use language as a tool that alters the nature of the computational tasks involved in various kinds of problem solving (Clark 193). To return to the scissors analogy from before, humans created scissors in order to increase the scope of our manual skills to include cutting straight lines. Similarly, we created language to increase the scope of our mental abilities. Just as scissors have one part for manipulating the environment (the blades) and one for making them easier to hold (the handles), language also performs a double function. Not only must language be able to cause changes in the environment (or in our own thinking, such as when we write a grocery list to remember what we need to buy), but the language we use must also fit the intellectual abilities we already have. Thus, language as a tool would not be helpful if it demanded more of our intellect than it provided in benefits. Because of this fact, language is constantly evolving in two directionsto better express our ideas and manipulate the world and to better fit the structures and functions of our various brain regions (Clark 193-194). If, for example, the area in the left hemisphere that we call Brocas area was already well-adapted to finding structure and rules in a random input of stimulus, then this area would naturally be where the grammatical structure of language is stored; and a lesion to this area would then make it hard for the subject to produce gramatically meaningful speech. This could explain the assymetry of the brain and the cases of aphasia that show the brains specificity. Just because all humans have a Brocas area that houses the faculties for producing grammatical speech does not necessarily mean that Brocas area evolved for this purpose. What about the fact that other animals do not have similar language capabilities? Obviously, if you place a snail (or even a monkey) in a situation where it comes in contact with many models of human speech, it will still not learn to use language. This obviously involves ome innate difference between humans and other animals, which means that we have genes that are different from those of other animals. However, the difference could just lie in our vocal tracts and our hearing ability. Chances are that this is not the case since other animals do not use any other form of language (i. e. sign language) even though they have the physiological capabilities. Most likely, there are some differences between human brai ns and those of other animals, though the differences need not be nearly as pronounced as Chomsky and others believe they are. As explained above, the language tool that we have invented gives us many mental capabilities we would not have otherwise, including thinking about thinking. Thus, a tiny evolutionary difference in our brain could have given us the ability to invent language, an artifact that may make possible not only higher-order thinking exhibited by humans, but perhaps even the consciousness that we so dearly treasure (Clark 208-209). So all we can say for sure is that language, like so many other aspects of human behavior, has proven to be the product of nature and nurture working together. This amazing human ability to communicate through language is both the result and the cause of our uniqueness as human beings. Language is a tool indeed: Simple enough for a child to effortly grasp, yet so complex that we may never completely understand just how genetics and experience interact to produce this most integral human trait. Brown, Donald E. Human Universals. New York: McGraw-Hill, Inc. , 1991. Chomsky, Noam. Powers and Prospects: Reflections on Human Nature and the Socail Order. Boston: South End Press, 1996. Clark, Andy. Being There: Putting Brain, Body, and World Together Again. Cambridge, Mass. : The MIT Press, 1997. Gardner, Howard. Frames of Mind: the Theory of Multiple Intelligences. New York: Harper Collins, 1983. Gould, Stephen Jay. The Mismeasure of Man. New York: W. W. Norton amp; Company, 1981. Studdert-Kennedy, Michael, ed. Psychobiology of Language. Cambridge, Mass: The MIT Press, 1983. Almost all human beings acquire a language (and sometimes more than one), to the level of native competency, before age 5. How do children accomplish this remarkable feat in such a short amount of ime? Which aspects of language acquisition are biologically programmed into the human brain and which are based on experience? Do adults learn language differently from children? Researchers have long debated the answers to these questions, but there is one thing they agree on: language acquisition is a complex process. Most researchers agree that children acquire language through interplay of biology and environ mental factors. A challenge for linguists is to figure out how nature and nurture come together to influence language learning. Emphasis on NatureSome researchers theorize that children are born with an innate biological â€Å"device† for understanding the principles and organization common to all languages. According to this theory, the brain’s â€Å"language module† gets programmed to follow the specific grammar of the language a child is exposed to early in life. Yet the language rules and grammar children use in their speech often exceed the input to which they are exposed. What accounts for this discrepancy? That is where the theory of universal grammar comes in. This theory posits that all languages have the same basic structural foundation. While children are not genetically â€Å"hard-wired† to speak a particular language like Dutch or Japanese, universal grammar lets them learn the rules and patterns of these languages- including those they were never explicitly taught. Some linguists believe that universal grammar and its interaction with the rest of the brain is the design mechanism that allows children to become fluent in any language during the first few years of life. In fact, childhood may be a critical period for the acquisition of language capabilities. Some scientists claim that if a person does not acquire any language before the teen-aged years, they will never do so in a functional sense. Children may also have a heightened ability, compared to adults, to learn second languagesespecially in natural settings. Adults, however, may have some advantages in the conscious study of a second language in a classroom setting. Emphasis on Experience and UsageNot all linguists believe that the innate capacities are most important in language learning. Some researchers place greater emphasis on the influence of usage and experience in language acquisition. They argue that adults play an important role in language acquisition by speaking to children- often in a slow, grammatical and repetitious way. In turn, children discern patterns in the language and experiment with speech gradually- uttering single words at first and eventually stringing them together to construct abstract expressions. At first glance, this may seem reminiscent of how language is traditionally taught in classrooms. But most scientists think children and adults learn language differently. While they may not do it as quickly and easily as children seem to, adults can learn to speak new languages proficiently. However, few would be mistaken for a native speaker of the non-native tongue. Childhood may be a critical period for mastering certain aspects of language such as proper pronunciation. What factors account for the different language learning capabilities of adults and children? Researchers suggest accumulated experience and knowledge could change the brain over time, altering the way language information is organized and/or processed. Why Further Study is NeededWhile our understanding of language acquisition is incomplete, this pursuit is well worth the effort, according to NSF program officer Joan Maling. We still don’t understand how a child learns its first language, why some children have language disorders or how children and adults learn a second language,† she says. â€Å"And we still don’t understand what happens when a stroke or a disease such as Alzheimer’s seems to wipe out a person’s knowledge of language. † Unraveling the process of language acquisition promises not only to help scientists answer these questions, but to explain fundamental features of learning and the human brain. By Nicole Mahoney

4 Key Characteristics that Professional Bio Writers Must Have

4 Key Characteristics that Professional Bio Writers Must Have 4 Key Characteristics that Professional Bio Writers Must Have Writing assignments require a lot of students’ attention and efforts. If a student decides to hire a professional writer to complete a writing assignment, they need to proceed with caution to make sure that the final draft will be at high quality. When students search for a person to handle their most important writing tasks, they need to pay close attention to the writer’s skills, the results of the previous works, the reviews they’ve been given by other students, and so on. No matter what genre a writer is working with, and it definitely applies to professional bio writers. When you hire a professional bio writer to take care of a writing assignment for you, here are 4 key characteristics that you need to look for. 1. Passionate about Books The writer must be absolutely passionate about books. If a bio author isn’t a bibliophile, there’s no way that they’ll ever be able to gain sufficient knowledge about a person’s life. This is especially true for biography writers dealing with historical figures from the distant past. The longer ago they lived, the more likely they are to have several books, and hundreds of essays written about them. Make sure that the professional bio writer you hire is a true book geek and loves nothing more than diving into hundreds of pages of history. 2. Skilled in Analytical Thinking The writer must be skilled in analytical thinking. Writing an excellent bio requires a writer to be able to juxtapose the facts of a person’s life. They’ll need to sort through contradictory information to find the most reliable sources available and avoid myths and common misconceptions. What you think happened and what really happened can be two very different things. If the writer you hire relies on the first source that they find instead of checking their facts and considering the validity of each source, your professor may be disappointed by the shallow research (and your grade may suffer accordingly). 3. Detail-Oriented The writer must be detail-oriented. Writing an engaging biography requires a writer to go beyond birth, death, and marriage dates and find out what happened in between. They’ll need to search for revealing details of a person’s life, perhaps found in personal correspondence, newspaper articles, or journal entries. Looking beyond a vague summary means that your professor will be delving into fascinating details when they read your paper instead of skimming over a dull summary. 4. Unpleasant Facts Are Mentioned too The writer must not gloss over unpleasant facts of the past. For example, women and minorities have been mistreated throughout much of human history, and while we no longer consider this acceptable, a good bio writer does not omit these details. A good man must not be made into a god by the omission of his having owned slaves or opposed women’s suffrage; instead, his character must be shown fully, with all its strengths and weaknesses together. If you’ll carefully check reviews and correspond with a bio writer to make sure that they follow these guidelines, you’ll be much more pleased with the product you receive. Students should always ensure that their hard-earned money is well-spent when entrusting bio writers with their grades. But you can hire a freelance academic writer to get a custom biography written from scratch.