Mac Os X free essay sample

The Mac OS X Panther operation system has met with both technical and commercial success. Since the debut of Mac OS X in 2001, its features have continued to improve. The initial system Mac OS X 10. 1 was originally shipped in September 2001 and was referred to as Puma; Jaguar, version 10. 2, was shipped in August 2002, and Panther, the current version, was shipped in October 2003. The focus of this paper is on the key technologies that have made Mac OS X Panther a technical success such as CPU scheduling, symmetric multiprocessing, memory protection, and virtual memory; we begin with an overview of the MAC OS X operating system. Overview of Mac OS X Panther Mac OS, from Apple Computer, can be considered two families of operating systems: the older and now unsupported classic Mac OS (the system that shipped with the first Mac in 1984 and its descendants, culminating with Mac OS 9), and the newer Mac OS X. Mac OS X Panther is a UNIX-based Operating System with the intuitive user interface called Aqua. The modern core UNIX-based Operating System brings benefits such as protected memory and preemptive multitasking to Macintosh computing. Mac OS X Panther also has a sparkling user interface capable of visual effects such as translucence and drop shadows. The central characteristic of the Mac OS X architecture is the layering of system software, with one layer having dependencies on, and interfaces with, the layer beneath it (see Figure 1-1). Mac OS X has four distinct layers of system software (in order of dependency): Application Environments consists of the frameworks, libraries, and services necessary for the runtime execution of programs developed with those API. Mac OS X currently provides five application (or execution) environments: Carbon, Cocoa, Java, Classic, and BSD Commands. Application Services incorporates the system services available to all application environments that have some impact on the graphical user interface. It includes Quartz, QuickDraw, and OpenGL as well as essential system managers. Core Services incorporates those system services that have no effect on the graphical user interface. It includes Core Foundation, Open Transport, and certain core portions of Carbon. Kernel Environment provides the foundation layer of Mac OS X. Its primary components are Mach 3. 0 and FreeBSD, but it also includes networking protocol stacks and services, file systems, and device drivers. The kernel environment offers facilities for developing device drivers (the I/O Kit) and loadable kernel extensions, including Network Kernel Extensions (NKEs). This integrated kernel environment is called Darwin and it is an Open Source technology available from www. apple. com/darwin. The following is the components that Mach 3. 0 and FreeBSD provide: Mach †¢ support for SMP †¢ untyped IPC and RPC memory management †¢ support for real-time services †¢ external pager †¢ modular architecture †¢ improved performance BSD †¢ file systems †¢ networking †¢ basic security policies such as user IDs and permissions †¢ the system framework a mechanism for exporting APIs to the application layers †¢ the BSD process model, including process IDs and signals †¢ FreeBSD kernel APIs †¢ Pthre ads (POSIX threads implementation) [pic] Figure 1-1 System Layer CPU Scheduling The kernel environment of Mac OS X, specifically Mach, provides the fundamental thread support. Mach maintains the register state of its threads and schedules them preemptively in relation to one another. In general, multitasking may be either cooperative or preemptive. Classic Mac OS implements cooperative multitasking which was not very intelligent. In cooperative CPU scheduling the OS requires that each task voluntarily give up control so that other tasks can execute, so unimportant but CPU-intensive background events might take up so much for a processor’s time that more important activities in the foreground would become sluggish and unresponsive. On the other hand, preemptive multitasking allows an external authority to delegate execution time to the available tasks. Mac OS X’s Mach supports preemptive multitasking in which it processes several different tasks simultaneously. To affect the structure of the address space, or to reference any resource other than the address space, the thread must execute a special trap instruction which causes the kernel to perform operations on behalf of the thread, or to send a message to some agent on behalf of the thread. In general, these traps manipulate resources associated with the task containing the thread. Mach provides a flexible framework for thread scheduling policies. Mac OS X supports both the multilevel feedback queue scheduling and round-robin (RR) scheduling algorithm. The multilevel feedback queue scheduling algorithm partitions the ready queue into several separate queues and allows a process to move between queues. In the multilevel feedback queue scheduling algorithm, each run queue has various priorities that are handled in different ways. A multilevel feedback queue scheduling thread’s priority is raised and lowered to balance its resource consumption against other threads. Round-robin threads execute for a certain time quantum (time slice), and then are put at the end of the queue of threads of equal priority. Setting a round robin thread’s quantum to infinity effectively makes the thread run-till-block within its priority. Mac OS X internally has 128 priority levels, ranging from 0 (lowest priority) to 127 (highest priority).

Project Managment free essay sample

Question #1: What was Fay’s role in initiating ResNet? Why did she succeed when other NWA employees in the IS department, who had similar ideas years earlier, did not? Answer: Fay Beauchine became VP for Reservations at NWA while the company was using 30 years old technology at their reservation system (PARS). She knew that developing a new information system was critical for implementing a vision, that focused on sales rather than service and she wanted to sponsor this new information system. So from the project management perspective the role she took in initiating ResNet project, was the role of executive sponsor. Her success key factor in ResNet internal marketing was the fact that all previous unsuccessful efforts were made by IS people who were prejudged by the upper management as technology biased. Therefore, a strong and new executive sponsor from outside IT was actually the trigger needed to provide the vision for the project and convince senior management of its importance. We will write a custom essay sample on Project Managment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Question #2: What role did senior managers, Peeter, and Arvid have in initiating ResNet? Did they make good decisions? Explain your answer. Answer: Peeter Kivestu was teamed into ResNet by Fay Beauchine as a project director (manager) and he asked Arvid Lee to join the ResNet initiative as a project plan developing leader. The threesome of Fay, Peeter and Arvid played a significant role in project initiation, each in his own â€Å"field†. Fay in internal marketing among upper management, while Peeter and Arvid were dealing with project planning and the proof of concept. Peeter and his team estimated a net present value of $37. 7 million for the project, based on a five-year system life cycle and an 11. percent discount rate. Fay’s success was only partial due to the fact that the NWA financial committee approved the project but forced the team to divide the project into three phases, to minimize the financial and operational risks. While Fay convinced senior managers at numerous meetings that her vision of focusing on sales would turn around the poor financial performance of the reservation centers, Peeter and Arvi d have developed a detailed project plan for a Beta phase of ResNet, with modest budget and proved the feasibility of the first (beta) phase. Although planning is often the most difficult and most unappreciated process in project management, Peeter and Arvid succeeded in the complicated task of planning, by receiving the approval from NWA board. The main reason for their success (in addition to the fact that the $500,000 they were asking for were a reasonable investment, given the huge potential benefits from the project) was the feasibility proof and non ambiguous schedule of the first phase. In summary, the key decisions made by the trio were correct, especially their ability to change the plans and adopt the board directives, regarding the 3 phases of project. Question #3: What were some of Peeter’s strengths as a project manager? How do these strengths relate to concepts discussed in earlier chapters? Answer: Peter Kivestu has brought to the project his vast knowledge and experience in airline business combined with engineering education and strong financial background. Peeter strengths included high proficiency in human resource management. His formal education and background helped him to clearly communicate with various stakeholders throughout the entire organization, including both technical and financial personnel. Project risk management was implemented in a very clear and comprehensive manner by the project planning team, which was led by Arvid Lee, but under Peeter’s responsibility. An additional strength of Peeter as a project manager is his broad understanding of the organization culture of NWA. Peeter was able to use this knowledge to assist his executive sponsor (Fay) to communicate and find the key stakeholders and managers, in order to promote the ResNet project. Exercise #1: Review the actions taken by Peeter and other senior managers that helped get ResNet off to a good start. How do these actions compare to what earlier chapters presented as good project management practice? List each action and find specific statements in earlier chapters of this book, that support (or do not support) each. Answer: Peeter has made the following actions that helped him to give the ResNet project, off to a good start: 1. Quickly assembling a strong project team. Peeter had twenty people working on ResNet before there was even an official budget for the Beta ResNet. In other case studies discussed in previous chapters the initial staffing was one of the major problems, e. g. in JWD case the project manager position was assigned after key decisions in initials phase were made. 2. Getting key stakeholders involved in the project early. Peeter included stakeholders from all of the areas involved in ResNet, especially top management, marketing, the user community, and the IS Department. 3. Preparing detailed analysis of the business problem and developing project measurement techniques. Peeter knew that senior management would constantly question the value of ResNet. There for, even before the ResNet Beta project officially started, Peeter had developed a plan to prove that the system would save the company money. Peeter knew this project would be scrutinized, so he made sure they had evidence to show that the new technology was indeed, increasing productivity. 4. Preparing useful, realistic plans for the project. Arvid Lee had worked on several information technology projects for NWA and understood what was involved in all phases of ResNet.

How to Make a Colored Campfire

How to Make a Colored Campfire A campfire always adds warmth and excitement to an outdoor experience, but you can easily kick it up a notch by coloring the flames. There are several ways to achieve the effect, so you can choose one that works best for you. Sprinkle Chemicals on the Campfire You can buy little packets of chemicals to sprinkle over a campfire to make colored flames, but its easy to make these yourself. Simply add chemicals to a zipper plastic bag and add them to the fire. Its best to add chemicals after youre done cooking, to avoid any chance of accidental contamination. These chemicals arent very toxic, so they wont produce dangerous smoke or harm the ground. white - magnesium sulfate (Epsom salt)yellow - sodium chloride (table salt)green - borax (laundry booster or roach powder), boric acid powder (disinfectant), or copper sulfate (algae treatment)blue - copper chloridepurple - potassium chloride (salt substitute)pink - lithium (from a battery) or lithium chloridered - strontium nitrate or strontium chloride (in emergency road flares)orange - iron oxide (rust) Most of these chemicals you can get at a grocery store. Others you can order online. There are also many more chemicals that produce colored fire, based on the flame test, but be sure to check how safe one of these other chemicals is before adding it to a campfire. A word of advice: if you can, avoid adding yellow (sodium chloride) because it will overpower all the other colors! Anyway, a campfire is mostly orange and yellow, so you dont really need those colors. My personal preference is just to use copper sulfate. Why? The salt manages to produce almost the entire spectrum of colors all on its own, plus copper is already present in relatively high concentration in soils. Its also pretty easy to find. Burn Driftwood If your campfire is located near the beach, you can get a colored fire simply by burning driftwood. Driftwood produces an eerie blue to purple flame. The natural salts that have soaked into the wood to produce the color also produce a smoke that isnt good to breathe, plus you should not cook over a driftwood campfire, but on a still night, the effect is breathtaking. Add Chemicals to Paper, Sawdust, or Pinecones Another way to make a colored campfire is to add pre-treated paper, sawdust, or pinecones to the fire. Make a mixture of the desired material with one of the coloring chemicals and a small amount of water or rubbing alcohol. Some chemicals dissolve better in rubbing alcohol, producing better results. Let the chemical solution soak in ​for several hours or overnight. Allow your material to dry. You may want to spread it out a bit to speed up the process. You can pack it in a paper or plastic bag, and carry it with you on your camping trip. Toss a treated pinecone, handful of sawdust, or crumpled sheet of treated paper into the campfire to color the flames.

Debate Essay Example | Topics and Well Written Essays - 1000 words

Debate - Essay Example The days where nothing could be done to stop or slow the occurrence of death are in the past. Now, there are multiple machines and procedures that can slow or even prevent death. These machines can provide us with functions needed for a person to continue living. II. Pro prolonging life opening statement Human beings, with all their abilities to create objects, cannot summon nor command the retrieval of lost lives. Traditionally, perpetuation of life means continuation of generations; while extending life of people means they are given more time to spend their days with their loved ones, regardless of their medical status. There are positive implications associated with prolonging lives, both in general and individual sense. This debate considers prolonging life a valuable right of individuals protected both by law and by moral ethics in existing societies. By preserving life, individuals from any socioeconomic status are given the respect they deserve. Moreover, the sanctity of life is said to be embedded in the clinical practice of health care professionals, where they are in oath in continually preserving lives, and not the way around. III. Arguments in favor of prolonging Life A. Value of prolonging life Life is valued according to inherent traits that man, alone, possessed, including the ability to experience emotions, rational capabilities, and simply having the consciousness seemingly absent in non-moving forms of life (Bayertz, 1996, p. 206). In spite of poor rational capabilities and consciousness possibly exhibited by patients in critical units, their ability to feel is still presumed intact, as such, sanctity of preserving such exclusive attribute is one of the things to be protected. No one have the right to eliminate such valuable feature in every person. B. Cost Factors 1. Prolonging life is never of limited resources Current medical reports demonstrated less significant difference, in terms of cost-containment, in limiting life support utilizatio n for sustenance of critical patients compared with restricting life support utilization as adherence to bedside rationing to priority patients (Luce & White, 2007). The report demonstrated that limiting measures in life support has minimal impact on the so-called cost-efficiency in intensive care units. The act of prolonging life of individuals as means of effective care can even have a constructive impact on program expenditure of hospital institutions. Reduction in death rates as a measure of clinical outcome improvement generates positive hospital revenues, as institutions save from offering services through departmental programs, providing extra finances for other hospital operations (â€Å"Financial Results,† 2009). Hospital efficiency and longevity are also secured when the patient has the â€Å"appropriate level of care† (Luce & White, 2007, p. 1106). This is one valid proof that substantial reduction in mortality figures by providing effective care through pro longing life can boosts hospital resources. C. Ethical 1) The RIGHT to LIFE is protected by Universal Human Rights As accorded by human rights advocates, the state (including its citizens) must protect life, at all cost. Article 3 in the Preamble of The Universal Declaration of Human Rights (n.d.) had clearly shown its support in preserving to one’s life. Moreover, Cruzan v. Director (1990) is the landmark case that upholds the right to life. There, the

Marriott Hotels Research Paper Example | Topics and Well Written Essays - 1000 words

Marriott Hotels - Research Paper Example For purposes of this brief analysis, too specific to the graphics will be analyzed with relation to formulating a marketing strategy more appropriate to the needs of Marriott Hotel group. Within this analysis, the age groups of 18 to 29 as well as 61 to 75 will be analyzed. The ultimate rationale for picking these two demographic groups is with regards to the fact that the age group between 61 to 75 represents nearly the entire non-business travel and client base that hotels receive in any given year. Similarly, it is necessary to examine the 18 to 29-year-old demographic so that the marketing strategy will not be unnecessarily/unduly focused upon the needs of a much older demographic. Likewise, it is the hope of this author that through a distinct analysis of all of these groups, the marketing strategy which will be formulated will be more able to target specific needs, weaknesses, and strengths that exist with respect to each group. Firstly, with regards to the expectations that 61 to 75-year-old age group integrates with, it is been the understanding of the research that has been performed that the level and extent to which services within the hotel experience are made available are one of the primary determinants for whether or not the experience was ultimately positive or ultimately negative (Borrus 36). Whereas this is not to say that the quality and extent to which services are offered within other age groups and demographics are not the value, it merely underscores the fact that within the specific age group a level of expectation has come to exist with regards to the way in which stakeholders within the hospitality industry will seek to go above and beyond as a means of maintaining a valued customer relationship with some of their most frequent visitors. Naturally, when engaging with an older demographic such as those between the ages of 61 to 75, it is also necessary and has been referenced from the research that this particular group places a high em phasis on the representation of an on staff concierge (Cook 155). Whereas other younger demographics might not require such services due to the pervasive level of the Internet and the readily available information that it provides, this particular older demographic still relies upon in greatly values the existence of a concierge within the hotels in which they stay. This preference and reality must necessarily inform the marketing strategy of the firm as a means not only of saving many of the concierge positions and not letting them fall victim to cost-cutting but also as a means of marketing specifically to this particular demographic. Whereas it is always been necessary for a hotel chain to update and renovate on a regular basis, with respect to the youngest in a graphic which will herein be analyzed, that of the ages between 18 to 29, this demand is of vital importance and preference (Brier 28). As a function of the research which is been performed, the author has noted that this particular demographic places a high level of emphasis and preference with regards to how modern and technically up to date a given hotel might be. Whereas all demographics place a high level of importance upon cleanliness, friendliness of staff, location, and level of services offered, the younger demographic places the most emphasis on the aesthetic values combined with the chic factor. Moreover, as one might expect, the overall level of

Treating Every Child As Unique Individual Children And Young People Essay

Treating Every Child As Unique Individual Children And Young People Essay Children are unique. They are individuals and no two children are alike: physically, emotionally, socially and intellectually, Because children are unique, even if there are common needs and characteristics that children of a particular age or stage of development share, they must be understood by their parents and teachers in their uniqueness, and their individuality must be respected. The benefits of treating every child as unique individual: Help to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender. This guidance helps adults to understand and support each individual childs development pathway. Make child responsible for this own actions, giving him the independence so many seek, typically acting out as teenager while trying to assert his independence. Listen to your advice and reasoning and take the more responsible choice. Treat them as equals in every aspect of your daily life and you will be rewarded with honest, caring children that make good choices that celebrate them for the unique individuals they are. Babies and children are vulnerable and become resilient and confident if they have support from others, also receive the chance to learn about other cultures and develop critical socialization skills that will serve them well. By treat each child as unique individual we designing an environment that positively influencing all areas of childrens development: physical, social /emotional, and cognitive. Language and learning are nurtured in an environment that values and plans appropriate opportunities which can support the development of behaviours that are valued in our society, such as cooperation and persistence. An aesthetically pleasing space can develop a childs appreciation for the beautiful world around them. Help children and youth become full participating citizens of society and help to build a sense of community. Question 2: Describe how the principles of anti-discriminatory practice can be applied to practice. Anti-Discriminatory Practice is an action taken to prevent discrimination against people on the grounds of race, class, gender, disability etc (see entry above). Anti-discriminatory practice promotes equality by introducing anti-discrimination policies in the workplace (i.e. the care settings.), Also known as anti-oppressive practice. All employees in a care setting should promote this practice in the workplace as it is way to combating prejudice, in doing so they are trying to eradicate discrimination and promote equality for service users and for staff. Kind of discrimination: 1.Overt discrimination this is when someone is openly discriminating against an individual, an example of this is a health and social care setting paying a male nurse more money than a female nurse for the same job, directly because of their gender. In the health care sector, overt discrimination is more likely to be seen in the way a patient is treated by staff. 2.Covert discrimination Covert discrimination can be best described as being hidden away. An example of this is three individuals applying for the same job as a nurse; they should all be shortlisted using the same criteria. However, if the shortlist panel decided not to call someone for an interview based on their name or area they lived in, this would be covert discrimination. Children have a right to non-discrimination. This means that all children, without exception, should enjoy their rights to effective protection. The rights of all children and young people are stated in the United Nations Convention on the Rights of the Child (1989). The UK government ratified the treaty in 1991 and must ensure that the rights of children in the UK are protected through law. These rights are extensive and include the right to education and the right for children to have their views respected, No child will be discriminated against on the grounds of sex, race, religion, colour or creed. Wherever possible those designated disabled or disadvantaged will be considered for a place, taking into account their individual circumstances and the ability of the nursery to provide the necessary standard of care The promotion of anti-discriminatory practice should underpin all work in settings. It is not sufficient to have policies in place which make statements about anti-discriminatory practice or just to pay lip service to it, they must demonstrate anti-discriminatory practice. They must also monitor the ways that positive practice impacts on the education and well-being of the children and young people. As a member of the care setting team we should share responsibility to ensure that anti-discriminatory practice is promoted, and must also recognise when discrimination is happening. The Nursery will strive to ensure that all services and projects are accessible and Relevant to all groups and individuals in the community within targeted age groups. We will strive to promote equal access to services and projects by taking practical steps such as ensuring access to disabled people and producing material in relevant languages and media. It is important to practice anti -discrimination to ensure that everyone is included and has the opportunity to fully access any areas of learning within the framework. Providing an inclusive environment for children enables them to develop self esteem and confidence. It shows them that they are valued and respected as unique individuals regardless of any additional needs, family and ethnic background, eliminate unlawful discrimination; promote equal opportunities; and promote good relation. The Nursery and staff are committed to: Encourage positive role models, displayed through toys, imaginary play and activities that promote non-stereotyped images. Books will be selected to promote such images of men and women, boys and girls. All children will be encouraged to join in activities, i.e. dressing up, shop, home corner, dolls, climbing on large apparatus, bikes, etc. Regularly review child-care practice to ensure the policy is effective Ensure that individuals are recruited, selected, trained and promoted on the basis of occupational skill requirements. In this respect, the Nursery will ensure that no job applicant or employee will receive less favourable treatment on the grounds of age, gender, marital status, race, religion, colour, cultural or national origin or sexuality, which cannot be justified as being necessary for the safe and effective performance of the work or training for the work Question 3: Describe why it is important to plan activities that meet the individual needs of children. Children of different ages have different needs. These needs are based on each childs stage of growth and development. Remember that two children of the same age can be similar in some ways but different in other ways. Try to understand the unique characteristics of each child. This helps children to feel good about them. This will also help you plan activities that are developmentally appropriate for each child. Appropriate activities help children learn and are lots of fun. The planning process helps to set goals for children and aims for staff. It is directed at what children need and defines how the practitioners supporting them are going to provide for this effectively. Planning also means the environment is kept fresh and children are given new choices in their play. The importance of planning activates meeting childrens individuals needs is: Promote development. Some children develop and learn faster than others and it is partly our responsibility to ensure all childrens needs are cared for no matter what stage of development they are at. Identify the exact learning needs of children by carrying out observations which can show us clearly what stage of development each individual child is at, to compare each child against milestones for that age and stage of development and then we begin to plan to meet the learning needs of certain children who are not meeting milestones and also plan to accommodate for those children who are over excelling the milestones. Children will develop better if there are adequate numbers of staff/adults present, taking into account the correct staff ratios for each particular age of children. With more hands on around the setting children will benefit greatly so Plan how many adults/staff should be present for a particular day/activity, by doing so there is a higher chance of meeting all of the childrens needs. Have successful planning that will support childrens independence, and a well organised environment that will make it easy for the children to find and to put away activities of their choosing. This doesnt mean rigidity, lack of choice or the loss of spontaneity for children. The well-designed and carefully structured environment will be planned in a way that means those working with children are clear and confident about developmental, play or learning needs, and what and how they are providing for these needs . Effective planning means that contingencies can be dealt with easily, so staff know where and how they can source materials quickly and according to the required need of the child, Good planning allows opportunities for change to occur and provides a backdrop of support for childrens all-round development. Question 4: Explain how the practitioner can promote childrens physical and emotional well-being within an early years setting. When children have positive early experiences with physical activity they are more likely to enjoy being active later in life and this will contribute to their long term physical, social and psychological health. Children benefit from having a wide choice of gross motor experiences that are non-competitive and focussed on having fun. The role of the practitioner in supporting childrens physical and emotional well-being To provide a balanced programme of activities to support the physical development and well being of the children To provide sufficient space (indoors and outdoors), time and resources to allow effective physical development Providing material and equipment for the improvement of fine motor skills Providing cooking, sewing, woodwork and other activities to enhance hand-eye coordination. To provide time, opportunity and support for children with motor impairments or physical disabilities to develop their physical skills.   If appropriate this will include working with outside agencies such as physiotherapists The programme of work should include some or all of the following types of activity: Movement: 1. Group games involving running, jumping and hopping. 2. Group games involving movement followed by stopping. 3. Moving to music. 4. Balancing activities and games. 5. Play on a range of landscapes. Sense of Space: Role plays activities giving children the opportunity to create pathways. 2. Giving the children the opportunity to create their own spaces (e.g. tent from blankets). 3. Group games that involve following or imitating. 4. Encourage games and activities that involve sharing resources with other children. 5. Discussions about body parts and bodily activity . 6. Singing action songs (e.g. Head, shoulders, knees and toes). Health and Bodily Awareness 1. Discussions about keeping safe, fit and healthy. 2. Discussions about eating a healthy diet. 3. Encouraging children to make decisions by choosing between different types of food. 4. Making and eating food from a range of cultures that can form part of a healthy diet. 5. Providing opportunities for children to talk about health issues. When we talk about emotional development, we are referring to childrens growing ability to: Identify and understand their own feelings Accurately read and understand the feelings of others Manage the way they feel Shape the way they behave Develop empathy for others, and Build and keep good relationships with friends, family and others. From the time they are born, children quickly develop their abilities to experience and express different emotions, as well as their capacity to cope with and manage a variety of feelings. To support the childrens emotional well-being practitioner roles are: Work in partnership with parents in order to find out about the childs experiences, culture and home background, to build up a profile of each child, using information supplied by parents as the starting point. Being warm and affectionate towards them. Giving them the opportunity to express how they feel , Help the children gain an understanding of their feelings through the use of books, board games, puppets, interactive storytelling or role-plays and Help children to understand the difference between their own and other peoples feelings. Making them feel secure and valued Giving children time and attention to adjust to new situations Observe the childs nonverbal behaviour for clues as to how he or she is feeling. Problem solve with the child by encouraging him or her to think of options and decide what constructive action to take Keep lines of communication open.

A Different Foreigner :: essays research papers fc

A Different Foreigner   Ã‚  Ã‚  Ã‚  Ã‚  We have talked about the typical foreigner: Someone living in a country other than their own, having a different culture and different beliefs than everyone else around them. But can one be a foreigner in their own country, their own city, or their own town? If one has different beliefs than those of his/her friends and/or family, can we call that person a ‘foreigner’ if they are going through the same things that Julia Kristeva describes in her book? In today’s culture, the same aspects that apply to foreigners, such as loneliness, separation, and the need to fit in, apply to many teenagers, whether they grow up in a town they have lived in all their lives, or if they move to a foreign place.  Ã‚  Ã‚  Ã‚  Ã‚  In Strangers to Ourselves, Kristeva writes, â€Å"Who is a foreigner? The one who does not belong to the group, who is not â€Å"one of them,† the other† (Kristeva, 95). If I were to discuss beliefs with my parents, such a s political or moral beliefs, and agreed with everything my parents said, what happens when all of my friends at school believe in completely different things? To them, my beliefs would be very different, almost foreign. To them, I would be the other.   Ã‚  Ã‚  Ã‚  Ã‚  If, over time, I were to change my beliefs to mirror the beliefs of my friends, one day I would come home and realize how different I was from my family. My beliefs would be the opposite of theirs. Like many foreigners living in a country different than the one they were born in, going home would not be the same as it was when I was still the same as my family. If a typical teenager goes through the same scenario that I have described above, how different is it if a teenager becomes a foreign exchange student. One immediately thinks of the obvious†¦the teenager is, of course, in a foreign country, away from home. But, that particular teen is still trying to fit in, and is growing in ways that are changing the person that he/she used to be.   Ã‚  Ã‚  Ã‚  Ã‚  During the transition from believing what my family believes to what my friends believe in, there would be a time in which I would fit in neither world. My views would have changed enough for me to be different from my parents, but not enough for me to be the same as my friends.