Saturday, November 30, 2019
The Power of Story Telling Essay Example
The Power of Story Telling Essay To understand and learn from different textual materials is the real essence of reading. This is the very reason why it is perceived that kindergarten learners need to continuously increase their reading comprehension skills as they move forward with their grade or school levels (Williams, 1998). Based on reports, teachers are worrying that as time goes by, more and more learners go to school without the expected knowledge and skills in reading and comprehending textual materials given to them (Snow, 2002). Needless to say, the children-learners’ literacy level tend to go down which is brought by many different factors.Indeed, there have been recent studies conducted which reveal that increasing the literacy level of the kindergarten learners is becoming a challenging tasks for the teachers. Students who are in the in their middle age of learning are already being taught for proper reading and comprehension. However, there are reports that show that there are i ncreasing number of students who have gone to higher levels but â€Å"are still not fully equipped with the right reading and comprehension perspectives,†thus a big task to teachers and other educational facilitators nowadays is how to increase the reading comprehension of students in the middle school (Snow, 2002). For this reason alone, different teaching methods and approaches have been tried to eliminate the continuing problem on low literacy level.With all the information stated above, it should be realized that to increase the literacy skills of the young learners, teachers need to provide extra time to their students. This ‘extra time’ can be consumed by reading to the students. And this is where story telling comes in really handy.Storytelling is an ancient art, as old as oral communication itself. To be human is to be a storyteller; we use stories to define ourselves, to make sense of our world, and to create community. Unfortunately, educators includi ng teacher-librarians- have often neglected storytelling as a teaching tool and as a useful skill for students.The oral tradition of telling stories goes back to the beginning of spoken language. Long before historical events were written down, storytellers relayed stories to preserve culture and heritage (Vansina, 1985). The earliest recorded stories, such as the tales of Gilgamesh, Beowulf, and the Greek and Norse myths, were first communicated as oral tales (Thompson, 1946).There are a number of benefits that can be derived in storytelling to children-learners. One of the most important aspect that story telling brings to learners is its ability to stimulate interest in reading. If a teacher is orally sharing a story that is based on a book, it is important to let the students know that the book is available to be checked out of the school library. Most students love to hear stories, and that the story can often be transferred to the printed word.Storytelling teaches and rein forces both oral and listening skills (Groce, 2001) two basic life skills that usually do not receive the same attention in schools as reading and writing. The pleasure that children can receive by listening to stories helps them associate listening with enjoyment. They also learn how to be respectful listeners. Storytelling enhances vocabulary and language development, assisting students in discovering both the beauty and the power of words. Many adults in todays society are afraid of speaking in front of an audience. When children and youth are involved in oral presentations, they become more comfortable with public speaking as they grow older. Thus, storytelling can help foster self-confidence and poise (Caulfield, 2000).A well-told story can nurture the imagination of students and assist them in mental visualization (Baker ; Greene, 1977). Too often the youths are bombarded with audio and visual stimulation and are rarely provided opportunities to mentally see characters, setti ngs, and actions. When students tell stories, they are offered outlets for their own creative expression. The storyteller can change a story, adding ideas or details that make it ones own creation. This is often referred to as making a story your own.Storytelling through the ages has been used as a teaching tool, whether for imparting the values contained in many of the folktales or for simply passing along information. Facts embedded in a story are generally much easier to learn and recall than when presented in an informational format (Wagner Smith, 1969).Each culture has its own folktales and stories; thus, participation in storytelling can convey an awareness and appreciation of other cultures. It is a way of respecting the heritage of a particular culture, reinforcing societal values, and keeping traditions and folk heroes alive.Most important, storytelling is fun. Stories can be funny, suspenseful, exciting, and thought provoking. Having times in our school day to laugh and b e entertained provides opportunities for students to relax and adds variety to classroom routines.The Best Approaches to StorytellingOn Selecting a StoryOne of the most important steps in storytelling is the selection of a story that will be shared aloud. Not every book can be used to tell a story. The selected story should have a definite beginning, middle, and end. Folktales, myths, legends, hero tales, humorous stories, and realistic stories are especially suitable for storytelling. Consider the age of the audience when choosing a story. Young children love stories with repetition and pleasing word sounds, whereas older children prefer stories that have action, humor, and suspense. The teachers should always choose a story that he/she enjoys him/herself (Wagner Smith, 1969).On Preparing a StoryBefore attempting to tell a story, the teacher should read it through several times and try to picture the events and hear the voices of the characters. Although the teacher may want to me morize repetitive, interesting, and beautiful phrasing that will help retain the flavor of the original story, avoid memorizing an entire story. Develop a clear outline of the story plot in mind, and then simply tell it. It is particularly important to be familiar with the beginning and the end of a story. Once the teacher feels comfortable that he/she knows the story thoroughly, try to imagine the audience and then practice telling the story aloud numerous times (Wagner Smith, 1969).On Telling the StoryThe following are several tips that can help both the teachers and the kindergarten learners and become successful storytellers (Baker Greene, 1977): ·Ã‚        Use natural voice, speaking simply in an unaffected way. ·Ã‚        Speak loudly enough to be easily heard. ·Ã‚        Articulate clearly. ·Ã‚        Use pauses and changes of pace and pitch to create moods. ·Ã‚        Use gestures when appropriate, but avoid movement that is unrelated to the story. ·Ã‚        Keep face alive and expressive. ·Ã‚        Maintain eye contact with the listeners. ·Ã‚        Subordinate oneself to the story.Remember, the teachers are the instrument while the story is the main feature.Some Extension Activities for StorytellingAlthough the teachers’ ultimate goal is to have kindergarten students begin to tell their own stories, the teacher may want to begin getting students involved in storytelling by having them participate in some extension activities of stories that another adult storyteller shares. The following are some activities that can be used to involve students in storytelling (Baker Greene, 1977): ·Ã‚        Discuss possible other endings for a story. ·Ã‚        Tell something that could have happened to one o f the characters in a story before or after the story. ·Ã‚        Using a microphone, interview the characters in a story, with one student being a television news reporter and other students being the characters in a story. ·Ã‚        Write a different ending for a story. ·Ã‚        Write a journal entry as one of the characters in a story. ·Ã‚        Write a poem about a story. ·Ã‚        Make up a song or jingle for the story. ·Ã‚        Write a newspaper article about what happened in a story. ·Ã‚        Research one of the characters in a story. ·Ã‚        Draw a picture of a favorite scene in a story. ·Ã‚        Make a comic strip of a story. ·Ã‚        Make a story quilt, with each student drawing a different part of a story and t hen piecing drawings together. ·Ã‚        Make props that can be used to retell a story. ·Ã‚        Act out a story using sound effects, movements, and gestures. ·Ã‚        Take turns retelling a story by passing along a magic wand or other object and have each student tell a portion of the story. ·Ã‚        Retell a story from another point of view. ·Ã‚        Retell a story, sharing it with a different audience.ConclusionIndeed, increasing the literacy skills of the young learners is not an easy task. There are varied factors that both the teachers and the learners need to consider before they can fully succeed in their goal. One of the foremost factors that teachers should really take into consideration is the ways in which they could provide more time to read to the students and at the same time stimulate them to read. And it was found out that storyte lling can achieve such objectives.Storytelling is still very much a part of the work of youth services librarians in school and public libraries. Whether stories are told with props, costumes, puppets, or flannel boards or whether a storyteller stands alone at the front of the room, stories can stimulate children to read, to listen, and to use their creative skills. Most important, listening to and telling stories helps children connect with and understand themselves and other people, a valuable asset in an increasingly complex and diverse world and the most dominating criteria to increasing the literacy skills.Pedagogical ApplicationsAs a teacher, I would like to enhance my storytelling skills so that I can use this as part of my everyday learning programs for the young learners that I am handling. Based on the ideas presented above, story telling to the kindergarten students will truly augment, not only their literacy skills but also some aspect of their own mental, psychological and/or overall personality, with which I, as the teacher needs to provide due consideration also. By this alone, I am most confident that by giving some time – everyday, or maybe twice a day for storytelling (such as in the mat time), educational achievement of my young learners will become on a high level.
Tuesday, November 26, 2019
Plesiosaurs and Pliosaurs - The Sea Serpents
Plesiosaurs and Pliosaurs - The Sea Serpents Of all the reptiles that crawled, stomped, swam and flew their way through the Mesozoic era, plesiosaurs and pliosaurs have a unique distinction: practically no one insists that tyrannosaurs still roam the earth, but a vocal minority believes that some species of these sea serpents have survived down to the present day. However, this lunatic fringe doesnt include many respected biologists or paleontologists, as well see below. Plesiosaurs (Greek for almost lizards) were large, long-necked, four-flippered marine reptiles that paddled their way through the oceans, lakes, rivers, and swamps of the Jurassic and Cretaceous periods. Confusingly, the name plesiosaur also encompasses the pliosaurs (Pliocene lizards, even though they lived tens of millions of years before), which possessed more hydrodynamic bodies, with bigger heads and shorter necks. Even the biggest plesiosaurs (such as the 40-foot-long Elasmosaurus) were relatively gentle fish-feeders, but the largest pliosaurs (such as Liopleurodon) were every bit as dangerous as a Great White Shark. Plesiosaur and Pliosaur Evolution Despite their aquatic lifestyles, its important to realize that plesiosaurs and pliosaurs were reptiles, and not fishmeaning they had to surface frequently to breathe air. What this implies, of course, is that these marine reptiles evolved from a terrestrial ancestor of the early Triassic period, almost certainly an archosaur. (Paleontologists disagree about the exact lineage, and its possible that the plesiosaur body plan evolved convergently more than once.) Some experts think the earliest marine ancestors of the plesiosaurs were the nothosaurs, typified by the early Triassic Nothosaurus. As is often the case in nature, the plesiosaurs and pliosaurs of the late Jurassic and Cretaceous periods tended to be bigger than their early Jurassic cousins. One of the earliest known plesiosaurs, Thalassiodracon, was only about six feet long; compare that to the 55-foot length of Mauisaurus, a plesiosaur of the late Cretaceous. Similarly, the early Jurassic pliosaur Rhomaleosaurus was only about 20 feet long, while the late Jurassic Liopleurodon attained lengths of 40 feet (and weighed in the neighborhood of 25 tons). However, not all pliosaurs were equally big: for example, the late Cretaceous Dolichorhynchops was a 17-foot-long runt (and may have subsisted on soft-bellied squids rather than more robust prehistoric fish). Plesiosaur and Pliosaurs Behavior Just as plesiosaurs and pliosaurs (with some notable exceptions) differed in their basic body plans, they also differed in their behavior. For a long time, paleontologists were puzzled by the extremely long necks of some plesiosaurs, speculating that these reptiles held their heads high above the water (like swans) and dived them down to spear fish. It turns out, though, that the heads and necks of plesiosaurs werent strong or flexible enough to be used this way, though they certainly would have combined to make an impressive underwater fishing apparatus. Despite their sleek bodies, plesiosaurs were far from the fastest marine reptiles of the Mesozoic Era (in a head-to-head match, most plesiosaurs would likely have been outflippered by most ichthyosaurs, the slightly earlier fish lizards that evolved hydrodynamic, tuna-like shapes). One of the developments that doomed the plesiosaurs of the late Cretaceous period was the evolution of faster, better-adapted fish, not to mention the evolution of more agile marine reptiles like mosasaurs. As a general rule, the pliosaurs of the late Jurassic and Cretaceous periods were bigger, stronger, and just plain meaner than their long-necked plesiosaur cousins. Genera like Kronosaurus and Cryptoclidus attained sizes comparable to modern grey whales, except that these predators were equipped with numerous, sharp teeth rather than plankton-scooping baleen. Whereas most plesiosaurs subsisted on fish, pliosaurs (like their underwater neighbors, the prehistoric sharks) probably fed on anything and everything that ventured their way, ranging from fish to squids to other marine reptiles. Plesiosaur and Pliosaur Fossils One of the odd things about plesiosaurs and pliosaurs pertains to the fact that, 100 million years ago, the distribution of the earths oceans was much different than it is today. Thats why new marine reptile fossils are constantly being discovered in such unlikely places as the American west and midwest, major portions of which were once covered by the broad, shallow Western Interior Sea. Plesiosaur and pliosaur fossils are also unusual in that, unlike those of terrestrial dinosaurs, theyre often found in one, completely articulated piece (which may have something to do with the protective qualities of the silt at the ocean bottom). These remains baffled naturalists as long ago as the 18th century; one fossil of a long-necked plesiosaur prompted a (still unidentified) paleontologist to quip that it looked like a snake threaded through the shell of a turtle. A plesiosaur fossil also figured in one of the most famous dust-ups in the history of paleontology. In 1868, the famous bone-hunter Edward Drinker Cope reassembled an Elasmosaurus skeleton with the head placed on the wrong end (to be fair, up to that point, paleontologists had never encountered such a long-necked marine reptile). This error was seized on by Copes arch-rival Othniel C. Marsh, kicking off a long period of rivalry and sniping known as the Bone Wars. Are Plesiosaurs and Pliosaurs Still Among Us? Even before a living coelacantha genus of prehistoric fish that was believed to have died off tens of millions of years agowas found in 1938 off the coast of Africa, people known as cryptozoologists have speculated about whether all the plesiosaurs and pliosaurs really went extinct 65 million years ago along with their dinosaur cousins. Whereas any surviving terrestrial dinosaurs would likely have been discovered by now, the reasoning goes, the oceans are vast, dark and deepso somewhere, somehow, a colony of Plesiosaurus might have survived. The poster lizard for living plesiosaurs, of course, is the mythical Loch Ness Monsterpictures of which bear a marked resemblance to Elasmosaurus. However, there are two problems with the theory that the Loch Ness monster is really a plesiosaur: first, as mentioned above, plesiosaurs breathe air, so the Loch Ness monster would have to emerge from the depths of its lake every ten minutes or so, which might draw some attention. And second, as also mentioned above, the necks of plesiosaurs simply werent strong enough to allow them to strike a majestic, Loch Ness-like pose. Of course, as the saying goes, the absence of evidence is not evidence of absence. Vast regions of the worlds oceans remain to be explored, and it doesnt defy belief (though its still a very, very long shot) that a living plesiosaur may one day be scooped up in a fishing net. Just dont expect it to be found in Scotland, in the vicinity of a famous lake!
Friday, November 22, 2019
Severe Emotional Disturbances (SED) Classrooms
Severe Emotional Disturbances (SED) Classrooms Self-contained classrooms for students designated with emotional disturbances need to create a structured and safe environment for students with behavioral and emotional disabilities to learn appropriate ways to interact with peers and adults. The final goal of a self-contained program is for students to exit and join the general education population in regular classrooms. Students with SEDs may be included in general education classrooms with support from a special educator. In many cases, when a students behavior puts him or herself at risk or threatens typical peers, they may be placed in self-contained settings. Sometimes, when children have come to the attention of law enforcement because of violent or destructive behavior, they may return from some form of confinement to a residential program. Decisions are often made on LRE (Least Restrictive Environment) based on the safety of the student, peers, and teachers. Because these special placements are very expensive, many school districts look to self-contained programs to help students with Severe Emotional Disturbances re-enter the general education population. Critical Elements of a Successful Classroom Structure, Structure, Structure: Your classroom needs to exude structure. Desks should be in rows, evenly spaced (maybe even measure and mark each spot with tape) and should be aligned so that students cannot make faces at each other. Trust me, theyll try. Classroom rules and reinforcement charts need to be clearly displayed. Be sure that all materials or resources are easily available, and that your classroom layout requires as little movement as possible. Students with Emotional Disturbances will use sharpening a pencil as an opportunity to annoy a neighbor. Routines: I make no bones about the fact that I am a devotee of Harry Wongs excellent book, The First Days of School, which lays out ways to create routines for a classroom to run smoothly. You teach the routines, you practice the routines, and then you make very sure that everyone (even you) follows the routines and executes them with fidelity. Routines require a teacher to anticipate the sorts of challenges he or she will meet. Its wise for new teachers or new emotional support teachers to ask a veteran special educator to help them anticipate the kinds of problems that you will meet in an Emotional Disturbance program so you can build routines that will avoid those pitfalls. A Token Economy: A lottery system works well in general education classrooms to reward and reinforce appropriate behavior, but students in an Emotional Disturbance classroom need ongoing reinforcement for appropriate replacement behavior. A token economy can be designed in a way that connects it to individual behavior plans (BIP) or a behavior contract to identify target behaviors. Reinforcement and Consequences: A self contained classroom needs to be rich in reinforcers. They can be preferred items, preferred activities, and access to the computer or media. Make it clear that these reinforcers can be earned through following rules and appropriate behavior. Consequences also need to be clearly defined and clearly explained so students know what those consequences are and under what circumstances they are put in place. Obviously, students cant be allowed to suffer natural consequences, (i.e. if you run in the street you get hit by a car) but instead should experience logical consequences. Logical Consequences are a feature of Adlerian psychology, popularized by Jim Fay, co-author of Parenting with Love and Logic. Logical consequences have a logical connection to the behavior: if you tear up your shirt during a rant, you get to wear my ugly, ill-fitting shirt. Reinforcement needs to be things that your students actually find important enough to work for: although age appropriate is the mantra of the day, if behavior is extreme, the most important factor has to be that it works. Create menus of appropriate reinforcers from which students can choose. Choose or design reinforcers that you can pair with replacement behaviors. For example, a certain number of days with a certain number of points, and the student gets to eat lunch in the lunch room with a partner class. A certain number of day with a certain number of points might also earn a student the opportunity to invite a typical peer to play a game in the ED room.
Wednesday, November 20, 2019
Marketing Assignment Example | Topics and Well Written Essays - 500 words - 2
Marketing - Assignment Example To achieve the consistent theme the magazine uses pictures and names of different products that are on offer. In addition, the magazine highlights the location of different properties, customer service that are offered and the working hours of the company. The consistent features of the magazine are elements that are intended to give more information to the customers about the quality of the products and their benefits to the customers. This includes pictures of the actual item, fine details about the products such as type, model, and performance. Other consistent features of the magazine include terms of sale such as prices of different products, buying procedures and after sales service. The leading title of the article has a direct relationship with the ad. â€Å"Automobile Magazine launches new Ipad application†(Diehlman web). This title is directly related to the advertisements of the magazine. The magazine displays a wide range of exclusive products for its customers to choose. The title of the article is intended at capturing the interest of customers who are willing to either own motor vehicles or upgrade their current cars with the classy products offered by Suzuki. The competitive environment of the magazine is its unique display of different classy motor vehicles. In collaboration with the Apple Company, the magazine has launched an Ipad application for its customers. The ad is intended for first time car owners particularly those who are looking for classy and sophisticated models of automobiles. The ad also targets people who are conscious of technology. With the abilities of modern devices such as Ipads and Ipad, car owners can have different abi lities on their cars. The ad is also targeting those who are willing to upgrade their current automobiles for the available classy cars that are on display. Finally, the ad is targeting people who like been
Tuesday, November 19, 2019
Supporting childrens learning through the curriculum Essay
Supporting childrens learning through the curriculum - Essay Example at many years ago, leaders upholding the significance of education professed that its takes a universe to make a child and a community to educate them. Heaving context from this agenda, leaders of educational institutions weave collaborative partnership with governments, civil society, parents and of the community as multi-stakeholders in upholding the right of children for quality education. This is because much of a nation’s future rest on the children of today. Thus, by assuming accountability for academic excellence and effective integrated services for children, stakeholders must therefore capture a single comprehensive practice for children’s education and other related interventions that could motivate them to continually attend schools. Miller, Cable, and Goodliff (2009) posit that this millennium will be the most complex and challenging epoch of their profession amid interrelated changes within the social, political, technological, employment patterns, and the impacts of these to school children (p. 1). Due to this, governments are propelled to develop framework and programs to ascertain that needs, problems, and challenges are met adequately. Britain, for instance, established Foundation Stage for early education with integrated plans as schools remodel its system into an Excellence Centers; development of family-friendly workplaces; introduction of Early Years Development and Childcare Partnership; and development of Sure Mart for children beneath four years old (Miller et al., 2009, p. 2). Britain has also developed Qualifications and Curriculum Authority in England inclusive of vocational, occupational and higher level qualifications (Miller et al., 2009, p. 2; Qualifications and Curriculum Authority, 1999). A ccreditations were undertaken under this framework. These demand new roles, accountabilities and opportunities for practitioners taking care for early child education which is prominently tagged by professionals as the most gendered job
Saturday, November 16, 2019
A terribly strange Bed Essay Example for Free
A terribly strange Bed Essay Therefore they are encouraged to read further on. The things, such as chill wind, affect the readers touch sense. All of the senses are appealed to, and therefore the readers are able to feel more involved and believe they are included in the mystery. The 1st person narrative is important in this story because although we have been slightly detached from the story we are not directly involved in the actions but are more of a spectator of the events. We automatically begin to piece together the pieces of the mystery rather than getting involved in the story. We only get the viewpoint of Watson describing Holmes and Helens experience. It is not narrated by a protagonist but by a neutral to the story having no reason to lie or exaggerate as he plays such a small part in the plot. A terribly strange bed is the same genre as the speckled band but Wilkie Collins creates suspense differently to Conan Doyle, for one the main protagonist writes the story and describes his own feelings of whats going on, so we may get a slightly more exaggerated storyline to what actually happened but this just adds to the excitement and tension, also there will be no important information missed out. Wilkie Collins creates tension differently by using MFs naivety of the back streets of Paris to play with the audiences mind, they will be shouting at him to not do what hes doing but because he not street wise he thinks he can go to these casinos and not be in an danger whatsoever. Let us go somewhere where we can see a little poverty stricken gambling He doesnt understand the implications of going to such a place. MF is the perfect victim in this story he is young, rich and also drunk at the time he is gambling, it would be easy for someone like the French soldier to get him under false pretence and then rob him of all his winnings. One of the main differences between these two stories is that in Wilkie Collins story we dont suspect a thing until three quarters into the story, we know that he is susceptible to such doings but we have to suspicion because of how nice everyone is being, its not until the nurse makes the mistake of putting to much sleeping drugs into the coffee that keeps MF awake, we realize the full extent of whats happening to him, we relive the crime as its happening whereas in Conan Doyles story. The crime has already happened an Holmes is trying to solve it therefore it is necessary for him to use a person who is not involved in the story to be a Narrator whereas if Wilkie Collins did this then the story would be a complete failure because we would know he survives, yes there would be an adventure but it wouldnt grab the audiences attention and they wouldnt feel involved in the story. Therefore I think both authors go about creating mystery and tension the best possible way because if they swapped round and Holmes was telling the story then the audience wouldnt want to get involved and the same with a terribly Strange bed Both authors create suspense in their own way that in my opinion are as effective as each other but I felt more eager to turn over the page in The Speckled Band. Also the description of the setting is successful in creating the most suspense, as the use of darkness suggests something is going to happen. We dont find out a lot about the setting in A Terribly Strange Bed but it his little relevance to the story. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Conan Doyle section.
Thursday, November 14, 2019
Biography of the Literary Works of Dylan Thomas Essay -- Dylan Thomas
"Drunk with melody, and what the words were, he cared not." This was a very common view among early commentators about Dylan Thomas (Cox 1). Thomas was a poet who was either loved or hated. It depended on the individual, and how they viewed his poetry. He was very famous for his poetry because it contained visions of life, aspects of birth and death, fear, grief, joy, and beauty. At a younger age, Thomas was a very violent poet. As he grew older, he spoke for all men greatly when he wrote. He wrote his poems referring to the qualities and sensations of life. The strength of feelings, which were expressed in his writings, gave many different impressions about Thomas’ attitudes toward religion and spirituality, relationships, and the passion in his poetry. Thomas published his first book, Eighteen poems, in 1934. He then moved to London, and wrote his second book, Twenty-Five Poems, in 1936 (Locher 471). The two books were written similar to each other. In one of his poems, "Twenty One", he complains that there is a time when sun or moon is not visible. The mystic elements were "light," and perceiving that night also sheds light. This is an example of his spiritual discipline. In a later poem, "Thirty Two," Thomas writes with mature mysticism. He then included in his poem contraries like life and death or pleasure and pain, so that they are tangible in nature. He did this when he explained that he was suffering with Jesus, and that all things are sensible. He then included in his poem contraries like life and death or pleasure and pain, so that they are tangible in nature. In a number of his later poems Thomas started them with "For the love of man and in the praise of God" (Korg 33-34). This shows how Thomas perceived h... ...y read his works. His works re-illustrate how he wrote through the eyes of an adult, and the innocence of a child. Critics state that the when Dylan Thomas died at the age of 39, the poems he had written, were the best of his time. Bibliography: Cox, C.B. ed. Dylan Thomas: collection of critical essays. New Jersey: Prentice-Hall, Inc., 1996, Pg. 1-75. Ferris, Paul. Dylan Thomas: A Biography. New York: The Dial Press, 1977, Pg.166-233 Knepper, B.G. "Dylan Thomas". Critical Survey of Poetry. Ed. Frank N. Magill. Englewood Cliffs; Salem Press, 1982, Pg. 2878-2888. Korg, Jacob. Dylan Thomas. Boston: Twayne Publishers, 1965, Pg. 33-55. Locher, Frances C. Ed. "Dylan Thomas" Contemporary Authors. Vol 104. Gale Research Company, 1982, Pg. 471. Magill, Frank N. "Dylan Thomas" Collected Poems. Ed. J.M. Dent; New Directions,1982, Pg. 53-55.
Monday, November 11, 2019
Competition Bikes Inc. Storyline Essay
To: Vice President The following is a summary report to recommend whether Competition Bikes should change its traditional costing method to activity based costing, and an analysis of the breakeven point with regards to sales units and dollars for both CarbonLite and Titanium bikes. It also discusses the impacts to the breakeven point. The cost-volume-profit evaluation and the traditional vs activity based costing method overhead analysis were used for the review and analysis. Traditional Based Costing vs Activity Based Costing Traditional Based Costing Method (TBC). TBC uses one rate, the overall cost of production, to estimate costs based on the revenue production created. Unlike ABC, manufacturing costs in TBC are only assigned to sold merchandises and do not account for nonmanufacturing costs such as administrative costs. This method is general not as accurate as ABC as it does not account for costs specifics to the level of products. For Competition Bikes, the company can see its manufacturing overhead is $239,020 for the Titanium bikes, and $232,380 for the CarbonLite bikes for a total of $471,400 in overhead costs. This means the unit cost for each is $713 for Titanium bikes, and $1359 for the CarbonLite bikes. Activity Based Costing Method (ABC). ABC determines and allocates cost by activities a company executes. This generally happens in four steps: identify each activity and its associated costs, both total and indirect; estimated cost driver and quantity; allocation computation; and cost allocation to the respective activity. ABC refines the way indirect costs are allocated to production and focuses on the costs of each individual activity. Costs are also further assigned to each product within the activities and each activity has its own cost driver. Because of the specificity, active based costing provides a more accurate picture of the true costs. Direct material (DM), and direct labor (DL) are the same for each bike in using TBC or ABC. However, in using ABC, the company can break out the manufacturing overhead into factory setups, quality control, engineering services, product movements, utilities and services, and depreciation. The total for each bike using the ABC method is $590,715 for Titanium bikes, and $729,985 for CarbonLite bikes. Although the total is still the same $471,400 in overhead costs, the ABC method allows Competition Bikes to see that the Titanium bikes depreciate much faster than the CarbonLite and that it takes more utilities and services to make those bikes. Factory setups and quality control are much higher for CarbonLite bikes than those for Titanium ones. Per unit, the Titanium Bikes cost $656 each and the CarbonLite bikes cost $1460. Recommendation. It is recommended to use ABC to determine true costs associated with activities and products. This will give the company more knowledge of its finances and spending and in return by seeing a clearer picture of costs, make better decisions on funding and budget, and gain cost savings. Activity based management in Competition Bikes can use ABC to make decisions that increase profits while still meeting customer needs. Understanding where costs are going will help Competition Bikes to remove unnecessary costs and set fair price for the products. Overpricing products causes a lost in market sharing while underpricing products diminishes revenue. Better prices for consumers means more business for the company. With activity based costing, Competition Bikes will be able to determine the optimum sales units required with the sales mix of 9 Titanium bicycles produced for every 5 CarbonLite bicycles that will produce the bikes at San Diego at breakeven. The company will also be able to reevaluate activities on a regular basis to reduce future costs as well. Evaluating activities and setting sales prices are part of value engineering. Currently the company thinks it costs $1359 to make a CarbonLite bike and have set the selling price accordingly. In reality, the bikes cost $1460 to make. With a $101 difference, the company may want to adjust their selling price in future months. Using ABC also allows the company to use the Just in Time (JIT) system. This system allows ensures materials are purchased just in time to produce the products, and products are completed just in time for delivery. JIT uses the demand-pull system to receive the order, schedule production, delivered materials, and finished product delivered to the customer. This lessens the amount of excess parts and inventory saving the company money as well. Breakeven Point This analysis will evaluate the breakeven point for Competition Bikes Inc. Sales units and sales dollars will be identified for the breakeven point. These sales units and dollars will be broken down between CarbonLite and Titanium bikes. The breakeven point is used my companies to prevent loss. The Cost Volume Profit (CVP) is the tool in which to capture the breakeven point. Sometimes it is referred to as the breakeven analysis. The CVP assists the company in identifying future operation need, production costs, and expansion possibilities based on estimating costs, prices, and volumes. This profit response can help Competition Bikes determine the amount of needed sales, what products to manufacture, pricing policies, marketing strategies, and how much profit is actually needed. In this analysis we will assume that the fixed and variable costs remain constant, and that the number of units produced equals the number of units the company sells. CVP is defined by the equation Total Revenues – Total Costs = Profit. The breakeven point is the point in which the CVP equals zero or, Revenues – Expenses = 0. Meaning, the revenues cover all the costs, fixed and variable. Therefore, the CVP can be further broken down into Total Revenue – Total Fixed Costs – Total Variable Costs = Total Profit. The contribution margin is then identified by Total Revenue – Total Variable Costs (leaving out the fixed costs). Contribution Margin is important to identify the differences in each product’s profits. For Competition Bikes, the contribution margin for the Titanium bikes is $900-$679=$221. The CarbonLite Bikes yield $1495-$1384=$111 each. Using the 450 Titanium bikes and 250 CarbonLite bikes sold, the total combined contribution margin for Competition Bikes is $127,000. That’s broken down like this: Titanium Bikes contribution margin of $221 per unit, 450 units equals $221*450, or $99,450. CarbonLite bikes contribution margin of $111 per unit, 250 units equals $27,750. Contribution margins $99,450 + $27,750 = $127,200 Total Contribution Margin. To determine the profits in more detail, we use the equation (Selling Price (per unit) * Quantity Sold) – (Variable Costs (per unit) * Quantity Sold) – Fixed Expenses = Breakeven Point (Zero). The fixed costs are the units sold * the weighted average contribution margin. The weighted average contribution margin is used to find the breakeven point and is essentially the average of contribution margin amounts per unit. The equation is Total Contribution Margin / Total Quantity Sold. For Competition Bikes, our combined weighted average contribution is $181.71. That’s $127,200/ 700 units sold (450 Titanium and 250 CarbonLite bikes) = $181.71. To establish the breakeven point, we also need to know the combined revenue and costs as well. So we calculate total revenue as the following. Titanium bikes are $900 each and 400 units sold, equals $405,000. The CarbonLite bikes are $1495 each and 250 sold which equals $373,750. Combine the $405,000 + $373,750 = $778,750 Total Combined Revenue. The variable costs for each are Titanium bikes: $679 in costs, 450 sold, which equals $305,550 or $679*450 = $305,550. CarbonLite bikes: $1384 in costs, 250 sold, which equals $346,000, or $1384*250= $346,000. The two together, $305,550 + $346,000 = $651,550 Total Combined Variable Costs. The total combined margin can also be calculated by taking $778,750 subtracting the $651,550 and it equals the same $127,200 Total Combined Margin we calculated earlier. We use this as a check and balance system here. To determine the breakeven units, we look at the fixed costs and weighted average contribution margin discussed earlier. The fixed cost for the company is $400,000. Divided by the weighted average contribution margin 181.71, we get the breakeven units for the product sales mix of 2201. The contribution margin ratio is the percentage of contribution margin to revenue. To find the contribution margin ratio, we divide the total combined margin by the total revenue. This tells us by how much the price per unit exceeds the variable cost per unit. In this scenario, Total Combined Margin $127,000 divided by Total Revenue $778,750 which is .163, or $127,000 / $778,750 = .163 Contribution Margin Ratio. Since the bikes are not equal, we must calculate a product mix in addition to the weighted average. Using the weighted average, we can calculate the breakeven point in a proportionate way using sales units and sales dollars. For sales units, we take the breakeven units for the product sales mix and multiply it by the ratio of units sold divided by the total number of unit sold. So for Titanium, the sales units at the breakeven point is [450 / 700] * 2201, or 1415 units. For CarbonLite, [250 / 700] * 2201 = 786 units. To calculate the sales dollars, we multiply the sales units by the sales price. In this instance, Titanium is 1415 units multiplied by $900 cost for each unit or, 1415 * $900 = $1,276,500. CarbonLite is 786 units multiplied by $1495 price for each unit, or 786 * $1495 = $1,175,070. The combined total sales dollars is $2,451,570 To break even, the profit must be zero. Gains and losses are equal. For Competition Bikes, the breakeven point is 1415, or $1,276,500 in Titanium bikes, and 786 CarbonLite bikes, or $1,175,070. Impacts of the Breakeven Point A2b. Based on an evaluation of cost-volume-profit, Prepare a summary report that describes the impacts to the breakeven point if company management needed to increase the cost of direct materials by 10% cost increase and needed to add $50,000 in fixed costs to the production facility. Company management has asked for a report on the impacts of increasing the cost of direct materials by 10% and fixed costs by $50,000 in relation to the breakeven point. The contribution margin and weighted average are based in part on direct materials, or variable costs. Raising the costs by 10% is significant and will have a great impact on the company. Total Revenue is $778,750 and variable costs now $681,800. This increase is broken down by variable cost per unit to $709 for Titanium bikes, and $1551 for CarbonLite. The Contribution Margin per unit is now 191 and 44 respectively lowering the total combined contribution margin to $96,950. CarbonLite bikes contribution margin decreased from $111 to $44 per unit, over a 60% decrease. Calculated by dividing the Total Combined Contribution Margin $96,950 by the Total Units of 700, the 138.50 weighted average contribution margin per unit also dropped by 24% from 181.71. This shows how significant a 10% can be to the contribution margin. Ten percent in one area can mean much larger impact in other areas. With an increase in fixed costs to $450,000 that now brings the breakeven units for the product sales mix to 3249. We calculate this by $450,000 fixed costs divided by the lower weighed average contribution margin 138.50. This continues to affect numbers as we calculate sales units and sales dollars. Titanium bikes sales units are 450 units divided by 700 total units, multiplied by the weighted average 3249 for 2089 units. CarbonLite bike sales units are 250 units divided by the 700 total units, multiplied by the weighted average 3249, totaling 1160 sales. Sales dollars are calculated as Titanium bikes 2089 units * $900 = $1,880,100 and CarbonLite bikes as 1160 units * $1495 = $1,734,200 for a total $3,614,300. The breakeven point is now increased. Sales for Titanium bikes is now up to 2089 units, or $1,880,100 and CarbonLite bikes up to 1160 units, or $1,734,200. By raising direct costs 10% and fixed costs 13%, Competition Bikes now has to sell 674 more Titanium bikes, and 374 CarbonLite bikes to break even. That’s a 48% increase. Based on this analysis, it would be in Competition Bikes best interest to try to keep costs low. Variable and fixed costs show that a small increase can significantly impact the company’s breakeven point. Variable costs have a higher impact than fixed costs. Direct costs per unit should be specifically addressed in reducing costs as well as increasing sales.
Saturday, November 9, 2019
George Orwell Essay
George Orwell’s â€Å"How the Poor Die†, is an anecdote that reflects his stay in a hospital in Paris, back in 1929. In deep detail, Orwell described the setting, people, and what he felt towards the negative atmosphere to convince readers about the horrifying Hopital X. In this essay, Orwell’s use of literary and historical reference, language use and imagery, and comparison will be discussed in terms of whether or not this essay is effective for modern readers.In his anecdote, Orwell used a lot of literary and historical references that are useful in explaining the current period that he was in. â€Å"How the Poor Die†is set in Paris, back in February 1929. At that point, Orwell wrote that hospitals already have a negative image even before he wrote his anecdote. In paragraph 5, Orwell referred to a variety of literatures from the 19th Century. Tennyson’s poem, The Children’s Hospital and the conversation between Bob Sawyer and Benjamin Al len remains unfamiliar for modern readers.Orwell also mentioned a few other characters from the 19th Century that also has the same impression of hospitals. This includes George III who shrieks when surgeons approach him, and â€Å"the names given to doctors in nineteenth-century English fiction, Slasher, Carver, Sawyer, Fillgrave and so on†(paragraph 5 line 13). A brief description of literatures from the 19th century like those mentioned before allows modern readers to understand the relation of the negativity of hospitals and these characters.Therefore, since Orwell gathered his historical references in one paragraph, modern readers still have the ability to determine that in this paragraph, Orwell is informing readers that a lot of people have always had a negative image of hospitals, even before his stay at Hopital X. To give readers a view about the horrific Hopital X, Orwell used a variation of imagery to describe mostly negative perspectives about his experience. Orw ell first described the setting. One of them was the ward that he stayed in.He described it as â€Å"a long, rather low, ill-lit room; full of murmuring voices and with three rows of beds surprisingly close together. There was a foul smell, faecal and yet sweetish†(paragraph 2 line 8). In there, not only did he give visual images, Orwell also described the sounds and also the atmosphere (smell) that he was in. Orwell’s detailed imagery isn’t limited to the setting only. He also explained to readers â€Å"’cupping’, a treatment which you can read about in old medical text-books but which till then I had vaguely thought of s one of those things they do to horses. â€Å" (Paragraph 2 lines 14-16). Elaborating the meaning of this treatment is effective for modern readers because even then, he also mentioned that readers should ‘read about (cupping) in old medical text-books’. With that explanation, modern or non-modern readers get to ha ve the idea of the unfamiliar treatment that the doctors gave him. Other than that, by telling that it is actually ‘one of those things they do to horses’, Orwell is telling readers that again, this is one of the oddness of Hopital X.It is a technique that Orwell used to convince readers that his experience at Hopital X is undoubtedly miserable. Orwell also manages to convince readers about his miserable experience by comparing Hopital X to hospitals in England. He compared Hopital X to hospitals in England because he happens to have an English blood. Therefore, the comparisons are mainly biased to English hospitals, and hence, more negativity of the French hospital is revealed. The main comparison that Orwell referred to would be the service given from the hospitals.The nurses at the Hopital X â€Å"still had a tinge of Mrs. Gamp†(paragraph 5 line 12), which is the complete opposite from English nurses. Mrs. Gamp is another historical reference that Orwell made . Based on the footnote, Mrs. Gamp is introduced as â€Å"an alcoholic who works as a monthly nurse†(paragraph 19 line 2). Therefore, we can assume that a majority of nurses from Hopital X are like her or in other words, fails to give a good service to their patients. The result of this bad service makes sense to another explanation that Orwell made.When death occurs in Hopital X, the situation is explained as; â€Å"business of people just dying like animals, for instance, with nobody standing by, nobody interested, the death not even noticed till the morning–this happened more than once. †(Paragraph 5 line 3). The main use of these comparisons is to assure past and current readers that French hospitals are surrounded by negativity. Again, this effect is useful in supporting Orwell’s negative point of view of Hopital X.After almost a century, Orwell’s anecdote still has the ability to convince readers about the misery of Hopital X. With the use of literary and historical reference, language use and imagery, and comparison between Hopital X and English hospitals, â€Å"How the Poor Die†definitely proved modern readers about the misery of Hopital X. Therefore, it is safe to say that even if a literature is written a decade or even a century ago, the writing would still be effective if the author successfully address it with deep details. George Orwell Essay George Orwell’s â€Å"How the Poor Die†, is an anecdote that reflects his stay in a hospital in Paris, back in 1929. In deep detail, Orwell described the setting, people, and what he felt towards the negative atmosphere to convince readers about the horrifying Hopital X. In this essay, Orwell’s use of literary and historical reference, language use and imagery, and comparison will be discussed in terms of whether or not this essay is effective for modern readers.In his anecdote, Orwell used a lot of literary and historical references that are useful in explaining the current period that he was in. â€Å"How the Poor Die†is set in Paris, back in February 1929. At that point, Orwell wrote that hospitals already have a negative image even before he wrote his anecdote. In paragraph 5, Orwell referred to a variety of literatures from the 19th Century. Tennyson’s poem, The Children’s Hospital and the conversation between Bob Sawyer and Benjamin Al len remains unfamiliar for modern readers.Orwell also mentioned a few other characters from the 19th Century that also has the same impression of hospitals. This includes George III who shrieks when surgeons approach him, and â€Å"the names given to doctors in nineteenth-century English fiction, Slasher, Carver, Sawyer, Fillgrave and so on†(paragraph 5 line 13). A brief description of literatures from the 19th century like those mentioned before allows modern readers to understand the relation of the negativity of hospitals and these characters.Therefore, since Orwell gathered his historical references in one paragraph, modern readers still have the ability to determine that in this paragraph, Orwell is informing readers that a lot of people have always had a negative image of hospitals, even before his stay at Hopital X. To give readers a view about the horrific Hopital X, Orwell used a variation of imagery to describe mostly negative perspectives about his experience. Orw ell first described the setting. One of them was the ward that he stayed in.He described it as â€Å"a long, rather low, ill-lit room; full of murmuring voices and with three rows of beds surprisingly close together. There was a foul smell, faecal and yet sweetish†(paragraph 2 line 8). In there, not only did he give visual images, Orwell also described the sounds and also the atmosphere (smell) that he was in. Orwell’s detailed imagery isn’t limited to the setting only. He also explained to readers â€Å"’cupping’, a treatment which you can read about in old medical text-books but which till then I had vaguely thought of s one of those things they do to horses. â€Å" (Paragraph 2 lines 14-16). Elaborating the meaning of this treatment is effective for modern readers because even then, he also mentioned that readers should ‘read about (cupping) in old medical text-books’. With that explanation, modern or non-modern readers get to ha ve the idea of the unfamiliar treatment that the doctors gave him. Other than that, by telling that it is actually ‘one of those things they do to horses’, Orwell is telling readers that again, this is one of the oddness of Hopital X.It is a technique that Orwell used to convince readers that his experience at Hopital X is undoubtedly miserable. Orwell also manages to convince readers about his miserable experience by comparing Hopital X to hospitals in England. He compared Hopital X to hospitals in England because he happens to have an English blood. Therefore, the comparisons are mainly biased to English hospitals, and hence, more negativity of the French hospital is revealed. The main comparison that Orwell referred to would be the service given from the hospitals.The nurses at the Hopital X â€Å"still had a tinge of Mrs. Gamp†(paragraph 5 line 12), which is the complete opposite from English nurses. Mrs. Gamp is another historical reference that Orwell made . Based on the footnote, Mrs. Gamp is introduced as â€Å"an alcoholic who works as a monthly nurse†(paragraph 19 line 2). Therefore, we can assume that a majority of nurses from Hopital X are like her or in other words, fails to give a good service to their patients. The result of this bad service makes sense to another explanation that Orwell made.When death occurs in Hopital X, the situation is explained as; â€Å"business of people just dying like animals, for instance, with nobody standing by, nobody interested, the death not even noticed till the morning–this happened more than once. †(Paragraph 5 line 3). The main use of these comparisons is to assure past and current readers that French hospitals are surrounded by negativity. Again, this effect is useful in supporting Orwell’s negative point of view of Hopital X.After almost a century, Orwell’s anecdote still has the ability to convince readers about the misery of Hopital X. With the use of literary and historical reference, language use and imagery, and comparison between Hopital X and English hospitals, â€Å"How the Poor Die†definitely proved modern readers about the misery of Hopital X. Therefore, it is safe to say that even if a literature is written a decade or even a century ago, the writing would still be effective if the author successfully address it with deep details.
Thursday, November 7, 2019
How to Write a Last Minute Essay that Rocks 7-Step Guide
How to Write a Last Minute Essay that Rocks 7-Step Guide Do you know that there are 2 types of successful essay writers? Some students are very organized they always plan ahead to be deadline-ready. They start researching their topics early and read a lot about the subjects of their essays just as their tutors have told them. Other students are last minute dashers. They tend to procrastinate and often leave their coursework assignments to the very last minute. Nevertheless, they manage to nail their essays in the unbelievable time and get decent grades. Wondering how it is possible? Want to learn about the tricks to produce a good essay fast and be proud of it? Keep reading our easy 7-step guide where we are going to show you how you can do it. 1. Download a Self-Control App Procrastination is not an option when you have only a few hours to write an essay. That’s why you’d better turn off your phone and reduce your internet options to avoid distractions. The easiest way to escape online distractions is to download a Self-Control app as fast as you can and temporarily block your own access to distracting websites. You should block Mix, WhatsApp, Twitter, Facebook, Spotify, YouTube, and any other sites you’re addicted to until your essay is submitted. You’ll be surprised to see how productive you can be when you ban yourself from social networks. 2. Make a Killer Outline Start with an outline. It’s an important step of the essay writing process which you should never skip. You need to create an essential frame of your future essay that will help you organize your thoughts and stay focused when writing. Making an outline can be fun if you use a mind-mapping technique. Think about the topic of your essay and write down all the ideas that come to your mind no matter how silly some of them may seem to you. Select the most productive ideas that you’ll tackle in your argument and find connections between them to make a single outline. Create a clean mind map to show the structure of your essay. You can use such online mind-mapping software as MindMup and MindMeister. 3. Do a Profound Research All good college essays are well-researched. And the lack of time is not an excuse to skip this essential step. Your professor won’t be impressed if your paper is based on vague and unconvincing arguments. So you have to gather outside information and quotes to support them. Here are some tips on how to conduct a research fast: Use your outline as a guide and choose search keywords wisely. Use Google Scholar instead of Google to find authoritative sources worth referencing. Try using Google Books to find direct quotes without spending a lot of time on reading paragraphs. Don’t forget to keep notes of your sources to make a list of citations. Wikipedia can help you find authoritative online sources and conduct a brilliant research in practically no time. Check the citations on the Wikipedia page and choose some references to search the books and articles in journals online. 4. Write Like the Wind Now start typing out your ideas as they come and don’t worry much about the writing style. Don’t care about word choice, spelling mistakes, and grammar errors at this stage. Just type everything that you want to say first and copy-edit at the end. Your task is to prove your thesis. Start each paragraph with a topic sentence that relates to your thesis. Support the key idea of your paragraph with relevant evidence. Then, provide a quote, citing the source, and analyze the quote. End each paragraph with a concluding sentence and make a transition to the next one. 5. Edit to Perfection Revise your first draft. Read the essay and make sure that your argument is relevant to the prompt and supports your thesis. Check if your organization makes sense and take out the parts that don’t fit in. Add the necessary information if you notice that there are gaps in the logical flow. When you are satisfied with the content and the structure, copy-edit your essay. Improve word choice and fix grammar and spelling mistakes. There are 2 online tools you can use for final editing and proofreading. Grammarly can effectively identify more grammar and spelling mistakes than the ordinary word processor. Hemingway Editor marks the complex words and sentences that are hard to read and encourages you to make your writing readable and clear. 6. Double-check Your Paper for Plagiarism To ensure that your essay is unique and that you haven’t copied someone’s ideas, check your writing for plagiarism. Use Plagtracker and TurnItIn to find suspicious sections in your essay. Paraphrase the parts that are not completely unique or reference the sources. Citation Machine can help you create citations according to the chosen citation style. 7. Reward Yourself If you followed these steps and worked intensively, you have a great essay that is ready for submission. Now you really deserve a reward. Eat a chocolate bar, watch an episode of your favorite TV show and take a nap. And if you want to move to this very step right away, then order a sample essay from our agency. Our experienced academic writers will cover all the steps above only on a more profound level. As a result, you’ll save lots of time and efforts.
Monday, November 4, 2019
Affairs through the Ages
An analysis of the relationship between St. John and Rosamond in Charlotte Brontes Jane Eyre. A paper which provides a look at the doomed relationship between the characters Rosamond and St. John in Charlotte Brontes novel, Jane Eyre. The paper presents the idea that disgust motivated St. Johns obsession with Rosamond instead of love. Love today is depicted in the media in many different ways, from blissful unions at the ends of movies to tawdry and scandalous affairs in daytime soap operas. Is this type of entertainment just sensationalism by the media, or have there been relationships throughout history that have experienced passion and pain? Charlotte Bronte proves untrue love has been evident for years in her portrayal of Rosamond Oliver and St. John Rivers in her novel Jane Eyre. Plainly, the ethereal Rosamond Oliver stirs deep emotions within St. John; however, below the surface, not love but rather a deep-seated disgust flushes the missionarys cheek and sends his blood stirring.
Saturday, November 2, 2019
How doest the internet affect the teen age generations Research Paper
How doest the internet affect the teen age generations - Research Paper Example (Christensen and Livingston, 2003 p.786) communication and socialization technologies such as chat rooms, instant messaging, text messaging as well as personal webs and social web sites has provided the teenagers to reach to diverse sources of opportunity and knowledge (Wakefield and Rice, 2008, p.21). This is a positive impact and has changed the mode of communication and socializing among the teenagers as they seek opportunities and knowledge with the least time and cost. However, these opportunities have come with their challenges. While we embrace the new technology and its impact on the communication and socialization arena, it is important for the concerned agencies and learning institution to provide guidance to the teenagers. This is because the new technology has not only come with lots of benefits to the youths, but it has also been accompanied by other negative impacts. This is because the technology is free and there is no screening of information so that the right inform ation is passed to the right person at the right time. The teenagers have therefore accessed certain information that are not meant to them at this age and hence has influenced their social behavior, moral behavior, and personality, emotional, intellectual, physical and spiritual development (Wakefield and Rice, 2008, p.1). ... It has resulted to the teenager’s preference to socialize and communicate online rather than communicate in person. According to Christensen and Livingston (2003 p.787), affordable internet technology has increased the level of interaction through facebook or twitter rather than communication and interaction within the public social places, institutions or just along the streets. The advancement in mobile phone internet technology has made it very simple for the individuals to interact at any time and place. Availability of facebook mobile has even increased the rate at which the teenagers socialize online and hence it is possible to learn from the other person in the shortest time possible. However, this development and increasing communication and socialization have resulted into the development of individuals who lack personality. Interaction on the internet has resulted into the teens growing but lack important social skills and hence may not communicate effectively with t heir peers (Wakefield and Rice, 2008 p.2). Development of social skills is however very important at this stage of development. Since teenagers mainly consist of adolescents and emerging adulthood, it is important to note that they are undergoing cognitive development which is vital for their social well being. Personality development is vital at this stage since because it would influence the individuals in the future. However, social sites like MySpace and facebook does not provide the opportunity for the individuals to face social challenges while interacting hence it is difficult for the teenagers to develop the socializing skills that are important for healthy interaction with their peers (Christensen and Livingston, 2003 p.788). Close communication
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