The Right to Keep and Bear Arms by Quilici vs. Morton Grove Essay

The Right to Keep and Bear Arms by Quilici versus Morton Grove - Essay Example S. Constitution and needed the mandate proclaimed illegal. Morton Grove's fundamental contention depends on evidence1 which indicated that precluding the ownership of handguns inside the Village will help make the network more secure by lessening the quantity of passings and mishaps brought about by handguns. What's more, Morton Grove asserted it reserved the privilege to depend on police capacity to ensure harmony and security in the network, and that by passing Ordinance 81-11, the town isn't damaging any of the rights ensured by the Illinois Constitution2 The court took the side of Morton Grove and excused the case, contending that it reserved the option to manage the proprietorship and ownership of firearms and that the Ordinance didn't abuse the subsequent change and the Illinois constitution (Quilici v. Morton Grove II para. 4 and III para. 5). The option to have guns is an intense subject matter that keeps on being contended in courts everywhere throughout the nation. The explanation is that this issue ventures into worries that are extremely human: the safeguard, assurance, and conservation of life, and our quest for security. Individuals who push for the option to claim firearms may have legitimate motivations to accept that way. Maybe, their lives have been compromised before.

Are locusts next Essay Example For Students

Are beetles straightaway? Article Floods and flames play ruin with theaters monetary solidness July was the cruelest of months for the Iowa Summer Rep. Rather than crowd individuals vehicles, the few days of July 10 saw the parking garage of the Iowa City theater loaded up with arranged carp and silverfish, none of whom had the smallest enthusiasm for seeing The Kentucky Cycle. As the Iowa River rose past the imprint it is just expected to arrive immediately at regular intervals, imaginative executive Eric Forsythe watched his pre-Broadway upset buoy away from his grip. Over in Des Moines, the great clients of the Ingersoll Dinner Theater were getting a charge out of the principal demonstration of Annie when the stream out of nowhere overpowered the neighborhood power station and the entirety of the lights in the performance center went out. The Ingersoll at that point lost its water gracefully for a little while, giving proprietor Charles Carnes his most exceedingly terrible summer in memory. Cut off from human progress What's more, at about a similar time in Arrow Rock, Mo., Michael Bollinger was thinking about whether the determination of both The Rainmaker and Singing in the Rain for a similar summer season experienced been requesting difficulty. The Lyceum Theater had recently burned through $700,000 on a fresh out of the plastic new 338-seat theater office only one mile from the Missouri River. A 100-foot feign spared the structure from being gulped by water, however the little town of Arrow Rock turned out to be for all intents and purposes cut off from development as one street after another was shut down. That made it for all intents and purposes unthinkable for crowds from Columbia or Kansas City to arrive at the theater. After the nearby water treatment plant was overwhelmed, dumbfounded imported entertainers from New York and Los Angeles had to drink from jars and wash up in plastic sacks. In the interim, Bollinger and his staff were caught up with handling several dropped reservations. Theaters over the Midwest are as yet considering the consequences of last summers unmatched floods which played devastation with programming over the district, upsetting crowds and bank adjusts well into the fall. Despite the fact that the floods came when numerous local houses were dull, summer and all year tasks across Illinois, Iowa and Missouri wound up push into bedlam. Debbie Denenberg of Missouris notable Goldenrod Showboat, situated in St. Charles, Mo., gauges that the business activity lost over $250,000 when the vessel had to close down for its whole summer period of 14 weeks after the Mississippi out of nowhere turned into a not exactly quiet spot to pass a couple of hours. The solid Goldenrod may have kept on skimming, as it has since 1909, however that didn't mean anyone without his own vessel could go anyplace close to the banks of the stream. Splashed by the media Unexpectedly, even venues that remained moderately sound by the floods experienced the basic media-instigated recognition that a whole locale of the nation was under attack. On account of a floodwall, the town of Rock Island, Ill. was not overwhelmed like the networks on the opposite side of the stream. All things considered, the Circa-21 Dinner Theater hosted to watch its valuable transport gatherings drop in huge numbers throughout the entire summer. Individuals thought we were all submerged, gripes maker Dennis Hitchcock. The flood truly influenced everyones disposition. The social issues brought about by the calamity additionally had a horrendous impact this fall when theaters started to seek neighborhood organizations for their standard money related help. That issue was especially intense in St. Louis, where numerous financially crushed inhabitants were made destitute, and where numerous enterprises occupied their typical generous expressions monies towards flood alleviation. Last season we had major corporate supporters for three of our mainstage appears, says Ronald J. Himes of the St. Louis Black Repertory Company. This year we have just one. .u656c4d0b56e20a9ccd63386c6d880263 , .u656c4d0b56e20a9ccd63386c6d880263 .postImageUrl , .u656c4d0b56e20a9ccd63386c6d880263 .focused content zone { min-stature: 80px; position: relative; } .u656c4d0b56e20a9ccd63386c6d880263 , .u656c4d0b56e20a9ccd63386c6d880263:hover , .u656c4d0b56e20a9ccd63386c6d880263:visited , .u656c4d0b56e20a9ccd63386c6d880263:active { border:0!important; } .u656c4d0b56e20a9ccd63386c6d880263 .clearfix:after { content: ; show: table; clear: both; } .u656c4d0b56e20a9ccd63386c6d880263 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; mistiness: 1; progress: darkness 250ms; webkit-progress: murkiness 250ms; foundation shading: #95A5A6; } .u656c4d0b56e20a9ccd63386c6d880263:active , .u656c4d0b56e20a9ccd63386c6d880263:hover { haziness: 1; progress: obscurity 250ms; webkit-progress: haziness 250ms; foundation shading: #2C3E50; } .u656c4d0b56e20a9ccd63386c6d880263 .focused content territory { width: 100%; position: rel ative; } .u656c4d0b56e20a9ccd63386c6d880263 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content embellishment: underline; } .u656c4d0b56e20a9ccd63386c6d880263 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u656c4d0b56e20a9ccd63386c6d880263 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; outskirt range: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-tallness: 26px; moz-fringe sweep: 3px; content adjust: focus; content adornment: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: supreme; right: 0; top: 0; } .u656c4d0b56e20a9ccd63386c6d880263:hover .ctaButton { foundation shading: #34495E!important; } .u656c4d0b56e20a9ccd63386c6d880263 .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u656c4d0b56e20a9ccd63386c6d880263-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u656c4d0b56e20a9ccd63386c6d880263:after { content: ; show: square; clear: both; } READ: New faces EssayThe Repertory Theater of St. Louis likewise experienced incredible difficulty this fall attempting to remind supporters that the time had come to reestablish, when most people groups minds were busy with issues extratheatrical. Everyones consideration was centered around recuperating from the flood issues, says overseeing executive Mark Bernstein. Individuals were telling our phone salespeople that they were totally tapped out. After a solid beginning to the yearly crusade, the performance center got done with 500 endorsers less than the earlier year, a drop that Bernstein ascribes to remaining is sues from the summers fiasco. Despite the fact that it endured no immediate flood harm, Iowa Citys Riverside Theater has additionally observed its membership base breakdown. There has been a disquietude over the whole network, says imaginative chief Ron Clark. Individuals have needed to pick between season tickets and new covering or dry divider. The performance center has lost 400 percent of its season endorsers, causing stressing money related precariousness. There is, obviously, no midwestern imposing business model on Acts of God. Simply ask any individual who deals with the West Coast. The Laguna Beach Playhouse came quite close to consuming to a soot last October, when shoot cleared across southern California. Ashes arrived on the theaters property, touching off grass only 100 feet from the structure. Overseeing executive Richard Stein positioned his dedicated specialized staff on the top of the theater, where they hosed down both the structure and any neighboring trees. With vehicles left prepared for a brisk clearing and wearing respirator covers speedily pulled from the scene shop, staff members and volunteers hysterically upheld up PC information and stacked resources into a van. Joyfully, the discharge eventually turned an alternate way and the auditorium stayed immaculate, faring better than a great part of the remainder of Laguna Beach. Significance of being guaranteed What are the exercises to be gained from these venues experiences with catastrophic event? To start with, there is the significance of good protection. The Laguna Beach Playhouse has as of late added business interference to its rundown of inclusions. The fire made all of us understand how helpless we were, says Stein. Also, that extra inclusion was truly not particularly expensive. Great correspondence with crowd individuals is likewise significant when emergencies hit. A similar evening of the fire, Stein was considering the nearby press to promise individuals that the auditorium was safe. Bollinger ensured the entire locale realized that exhibitions at Arrow Rocks Lyceum were proceeding as scheduled,even if crowds were both wet and minuscule. Thinking back looking back, the Iowa Summer Reps Forsythe laments his justifiable choice to drop exhibitions of The Kentucky Cycle each day in turn, trusting that probably a few exhibitions could be spared. That example of vulnerability was mistaking for the crowd, he currently accepts. At the point when we rescheduled in the fall, individuals didn't accept that we were truly back. Rather than the performance centers standard 95 percent of limit, The Kentucky Cycle played in August to houses that were half vacant. At the point when calamity strikes, networks perpetually arrange, allowing theaters to exhibit their readiness to give something back to their supporters and appreciate some positive advertising. The Laguna Beach Playhouse parted with 200 passes to neighborhood firemen and composed individual letters to endorsers who had lost their homes. Around 21 offered free South Pacific passes to Red Cross volunteers chipping away at flood alleviation. Entertainers from the St. Louis Rep performed for families in flood covers, and other St. Louis organizations gave cash from snack bars and anteroom assortments to aid projects. Theaters all through the district embraced a liberal trade and discount arrangement, brightly restoring the cash of any individual who was waterlogged and incapable to make it to any presentation. On the off chance that there was a positive side to the ongoing catastrophic events, maybe it was that numerous

Khkh free essay sample

The settler were a decent benefit for them and noise t need to hazard loosing them. Additionally the British idea it wasnt directly for you to simply split away from your ruler. Reason the pioneers split away is on the grounds that they had a feeling that they were as a rule unreasonably burdened in light of the fact that they had no agent in the Parliament. The lord would not let the settlers administer themselves. After the homesteader challenged the Sugar and Stamp Act, the Parliament passed the Declaratory Act. This Act was intended for the homesteaders to do what ever theParliament said. This made the homesteaders upset since they would have nothing to do with anything they needed to do. The pioneers were additionally not permitted to exchange with whoever they needed to exchange with. The British at that point passed the Navigation Acts. This Act made the homesteaders just be permitted to exchange with England. This enraged the pioneers since they needed the option to pick who they exchanged with. We will compose a custom article test on Khkh or on the other hand any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Due to the French and Indian War, the British needed to raise charges. The British made the Sugar Act.Since the Parliament and King saw it similarly as another duty, the pilgrims were enraged in light of the fact that they had nothing to do with the Parliament. After the homesteaders fought the Sugar Act it was canceled and afterward the Stamp Act was made. At that point the Townsend Act was made which burdened lead, paint, tea, and so on. At that point the pioneers challenged this which made it be canceled with the exception of the tea. The tea charge caused the Boston Tea Party. So the Parliament passed the Intolerable Acts which constrained settlers to quarter troopers. This hinted at the homesteaders splitting endlessly from the British.

Re Organization and Layoffs Solutions Paper Essay Example

Re Organization and Layoffs Solutions Paper With this uprooting, it has prompted issues, for example, vagrancy, melancholy, murder, self destruction, broken families, and significantly more. Our gathering has really focused to think of innovative approaches to eliminate a significant number Of the issues that happen from being dislodged. TWO potential inventive arrangements that were chosen were allowing a thirty-day notice to all workers, and set up an effort program to help with adapting better To the circumstance. In the event that representatives are dislodged in any capacity whatsoever whether the flaw of their own or the business, they ought to be educated, with a thirty-day notice. No worker paying little mind to the circumstance ought to be dislodged from their occupations and potentially from their homes and families. Numerous individuals experience circumstances that may make them not work up to their latent capacity or they may have gotten diverted in light of life itself. Nobody ought to need to endure along these lines. Giving effort administrations to dislodged workers is significant. One great arrangement might be that organizations have assigned work force for this undertaking, additionally that these faculty shade preparing. This preparation would include a few sorts of various parts of the cutback of the representative. What the preparation ought to incorporate? Step by step instructions to deal with passionate individuals, and any insurances that are taken when this happens. The preparation is imperative alongside having reoccurring boost preparing assets. Having the right individuals conveying the message is significant. Everybody is human and regardless of how much preparing an individual has joined in, there are as yet human blunder and correspondence issues. It isnt simple being great, and nobody is totally great. Firing a worker is one of the most troublesome errand for an administrator. Preparing will be the best thing you can accomplish for those circumstances, Another interest in making the end procedure less agonizing and boisterous is it the organizations have outsiders present at he time of end, Get the association in question. The advantages the association may ask tort and the organization may consider might be valuable to dislodged representatives. Numerous representatives are not learned of the advantages bundle they are qualified for under the association contract This might profit all and have a decent result and effect, The effort program would likewise comprise of advising for the people influenced, their families, and colleagues. We will compose a custom article test on Re Organization and Layoffs Solutions Paper explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on Re Organization and Layoffs Solutions Paper explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on Re Organization and Layoffs Solutions Paper explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer

2017 Best Brightest Ishani Ummat, University of Washington

2017 Best Brightest: Ishani Ummat, University of Washington by: Jeff Schmitt on April 09, 2017 | 0 Comments Comments 946 Views April 9, 2017Ishani UmmatUniversity of Washington, Foster School of BusinessPart-time finance student, full-time avocado aficionado and hopelessly devoted to the outdoors.Fun fact about yourself: One time, I climbed a mountain in the Himalayas and the view was better from the bottom.Hometown: Seattle, WAHigh School: Lakeside School, Seattle, WAMajor: Finance, International BusinessMinor: Global Health, Comparative History of IdeasFavorite Business Courses: Entrepreneurial Finance, Competing in the Global EconomyExtracurricular Activities, Community Work and Leadership Roles During College:Managing Partner: Montlake Consulting GroupGlobeMed at UW: Director of FinanceRoots Homeless Shelter: VolunteerUSAID Global Health FellowshipMareta Havens Endowed Scholarship in Business, 2016-2017Mary Gates Leadership Scholarship, 2014-20151st Place, UW Global Health Business Case Competition, 20161st Place, Global Business Sustainability Case Competition, 20162nd Place, Russell Investments Case Competition3rd Place, Business Ethics Case Competition 2015Global Business Center Scholarship, 2015Emma Michael Bigley Scholarship, 2014Annual Dean’s List 2014-2017Where have you interned during your college career? Bill and Melinda Gates Investments: Investment Analyst Intern in Kirkland, WAUSAID Global Health Fellowship: Fellow at the MINDS Foundation in Vadodara, IndiaWashington Council on International Trade: Policy and Communications Intern in Seattle, WAThis summer internship turned into a part-time job where I became the Policy and Communication Manager at the Washington Council on International TradeDescribe your dream Job: My dream job sits at the intersection of business and social impact – a job that offers value by solving real, tough business problems that have a positive impact on global development and sustainable change.Who is your favorite professor? Kathryn Dewenter: Kathy is intimidatingly intelligent and a brilliant educator. She, more than any teacher or professor I have ever had, made me want to learn. She made me want to learn so much that in addition to the case studies she assigned, I took it upon myself to learn as much as I could about the business environment and relevant macroeconomic concepts. Perhaps most importantly, I continue to apply to lessons I learned in her class and her approaches to problem solving every single day.What did you enjoy most about majoring in a business-related field? Majoring in business affords a variety of opportunities that many others here at the university don’t have access to. Most of all, I enjoyed the ever-changing and adapting landscape of the business classroom, to the outside business world. More concisely: it’s current.Where would you like to work after graduation?  I’m working at Bain and Company, as an Associate Consultant.Wha t are your long-term professional goals? Long term, I’d like to work at the intersection of the private and public sectors, working to solve business problems that make a sustainable difference on the lives of those who need it most. After consulting, I’m interested in work at the World Bank, or even starting a social enterprise focused on marrying these two traditionally polarized disciplines of business and social impact.  Ã¢â‚¬Å"I knew I wanted to major in business when†¦I worked for my first client and loved it.†Ã¢â‚¬Å"If I didn’t major in business, I would be†¦lost and unsatisfied.†Ã¢â‚¬Å"Before I entered business school, I wish I had known†¦teams make better decisions. Be a team player and work hard to prove yourself.†What was the happiest moment of your life? The happiest moment of my life was stepping outside a log cabin in the middle of Iceland, hours away from any city, around 11:30 pm on September 23, 2016. I stepped outside to see the stars and when I looked up, it was as if Aurora Borealis had put on a show just for me. The entire sky was dancing green and purple. Once I calmed down, I lay in my sleeping bag watching the best light show I’ve ever seen, and for a brief moment, heard the Aurora in the sky.Which academic, extracurricular or personal achievement are you most proud of? I’m most proud of my work with UW GlobeMed, for which I received a Mary Gates Leadership Scholarship. As a finance major, I was able to really begin the work of intersecting business with global health, and social change. During my tenure, we had the most successful fundraising campaign in GlobeMed’s national network, grossing over $15,000 in one night. Perhaps even more importantly, the group is becoming increasingly literate in finance – a skill oft-overlooked by public and global health. My finance committee is exceptionally popular. In addition to working on the organization’s finances, we give lessons on a broad range of topics from macroeconomic forces, to individual investing.What animal would you choose to represent your professional brand? A lioness. I’m partially biased because my high school mascot was a lion, but I think that a lioness offers a gentle prowess that is unparalleled.Who would you most want to thank for your success? I would be remiss to attribute my success to anyone other than my parents. They are my biggest mentors, my loudest cheerleaders and my best friends. Don’t get me wrong, you’ve read about the Tiger Mom and my parents embody that spirit of hard work. Yet if I didn’t have the push from them to constantly become a better version of myself, without ever compromising my integrity, I would never be in the position I am today. Both my parents are exceptional in this regard: they inspire me to be better every single day.What would you like your business school peers to say about you after you graduate f rom this program? I want to be known as someone who stood up for what I believed in no matter what, and I never settled for less than my best.Favorite book: Zen and the Art of Motorcycle MaintenanceFavorite movie: InceptionFavorite musical performer: U2Favorite vacation spot: Whistler, BC.What are your hobbies? I’m an avid skier, an amateur photographer, and a self-proclaimed adventurer constantly looking for a new route to backpack. I love discovering new recipes, making granola and eating it on top of a mountain. If I can string up my hammock somewhere, I’ll inhale a book and swing away. Stargazing after a midnight game of basketball outside Seattle is ideal, and if I don’t mention drinking wine with good cheese my French host family will have my head.DONT MISS: THE FULL HONOR ROLL: THE BEST BRIGHTEST UNDERGRADUATE BUSINESS MAJORS OF 2017 Page 1 of 11

Understanding of Complex Emotions - Free Essay Example

Introduction Although there is a large body of literature focused on childrens understanding of emotions and another body focused on parent-child conversation about emotions, little research has examined parent-child talk about complex emotions. The majority of research is dedicated to simple emotions and their functions in childrens life. However, the studies which are dedicated to simple emotions admit the sufficient importance of parent-child interaction for better emotional understanding. The emerging of complex emotions become a disputable process, moreover these emotions are functionally more complicated than simple. The following research has argued the importance of parent-child conversation in terms of understanding complex emotions by children. To account for this gap in the literature, the present study focuses on parent child talk about complex emotions. To understand this topic, a review of the literature on complex emotions is needed. Much past research has looked at ambivalent emotions. However, researchers use different names such as ambivalent emotions (Donaldson Westerman, 1986), mixed emotions (Harris, 1989a, 1989b; Harter Buddin, 1987; Kestenbaum Gelman, 1995), conflicting emotions (Bennet Hiscock, 1993) and multiple emotions (Meerum Terworgt, Koops, Oosterhoff, Olthof, 1986; Wintre Vallance, 1994). There are many definitions that these authors use, but in spite of this fact, these authors express the similar idea about this kind of emotion: when an individual has two contradictory feelings at the same time. For instance, we may be happy to receive a present, but disappointed at the same time, as a present is not what we have expected to receive. Childrens understanding of emotions is a gradual process that develops from simple types of emotions to more complex ones (Tenenbaum, Visscher, Pons, Harris, 2004). According to Pons, Harris, de Rosnay. (2004) and Tenenbaum et al. (2004) the understanding of emotions has three broad categories which develop gradually: external, mentalistic, and reflective. The external component consists of recognizing faces, the ability to realise emotions when they are affected by different external circumstances and understanding the fact that past emotions might affect present ones. Recognizing faces means that children start identifying emotions according to a facial expression. Then, they understand how external cases can cause different feelings and the last component is when they realize that some subjects from the past might cause emotions in the present. This type of emotion understanding usually develops among children between the ages three to five. The second component, mentalistic emot ions, contains of realizing beliefs and desires, also identifying the difference between real and apparent emotions. Children start assuming the idea that people may have different emotional reactions due to the fact that they have dissimilar desires. The same situation occurs with beliefs, as children start understanding that peoples beliefs will influence their emotions to a situation. The last element is when children can understand the link between memory and emotions, for example, the strength of emotions might reduce with time. The authors claim that this process usually occurs between the ages five to seven. Finally, the third component consists of reflective emotions which include moral, regulated and ambivalent emotions. Children start experiencing several moral emotions such as guilt, shame or embarrassment when their actions did not correlate with generally accepted rules. They also start realizing the way they can control their emotions, using either behavioural or psych ological strategies. The last stage is an understanding that people might have two different emotions at the same time. Overall, the third component usually emerges at ages seven to nine. That classification is widely used in terms of defining emotions. Consequently, ambivalent emotions, which are one of the primary aims of the following work, are situated at the third level and presented to be one of the most complicated emotional categories to understand. Some authors (Donaldson Westerman, 1986; Harter Buddin, 1987) created a model of ambivalent emotions which consists of four different stages. This model was invented after clinical observations of play therapy. Children used to experience problems in understanding two emotions at the same time. Consequently, a question about developing of understanding of mixed emotions arouses. The following model consists of four stages including such factors as valence (positive or negative emotions) and a target (one or several targets). The stages are presented gradually from the least to the most advanced. The first level, which usually arises at seven years old, is presented the same valence and target, where two positive or two negative emotions are expressed towards one object (e.g., A boy was happy and excited because of his birthday). The second level, which might emerge around eight years old, is represented as same valence, but different targets (e.g., A girl was happy about her birthd ay and excited that so many guests had came). The third combination, usually develops at ten years old, is shown as different valence and targets (e.g., A boy was sad he could not go for a walk, but happy because he could watch TV). Finally, the fourth combination, arises approximately at 11 years old and consists of different valence and same target, a child has different feelings towards one object or situation (e.g., A girl was happy to go for holiday with parents, but sad to leave her friends). Though, authors give an explanation that understanding and experience may not be contemporary, as it is possible that a child might experience two emotions at the same time, but not be able to realize it yet. Though, there is a contradictory view about the levels of emotional development. Wintre and Vallance (1994) present their theory where alongside with multiple emotions and valence, they also depicted the intensity of emotions. Based on several previous studies, they offered the theory of development of understanding mixed emotions, which include such components as intensity and valence and multiplicity. For example, at level A that emerges usually at 4 years, there might be observed only intensity directed to one situation, though valence and multiplicity have not arouse yet. At level B which develop around 5 years old, children may recognize several mixed emotion of the same valence, but they do not use different intensity. Next level C, usually arise at 6 years old, where intensity is combined with mixed emotions, but there is only the same valence involved yet. At the last level D, which might emerge at 8, where children show the ability to use all three components together. Besid es they differentiate not only stages and the main components of emotional understanding of ambivalent emotions, but the age of emerging as well. Thus, for Harter and Budden (1987) the last stage might be reached children approximately by ages 10 and 11, whereas for Wintre and Vallence (1994) the period for the last component is age 8. However, there is another arguable point is the age period at which complex emotions arise. For example, several studies (Donaldson Westerman, 1986; Meerum Terwogt et al., 1986; Harter Buddin, 1987; Harris, 1989a, 1989b; Pons et al., 2004; Tenenbaum, 2008) pointed to the approximate period of developing complex emotions from seven to eight years old until eleven to twelve. To illustrate this point, there are several examples based on the studies. According to Harter Buddin (as cited in Donaldson Westerman, 1986) understanding of ambivalent emotions is quite a late cognitive process. She found that children were not able to distinguish emotions that occur simultaneously toward the same person until ten and a half years old. Taking into consideration her study, Donaldson and Westerman (1986) replicated the findings, showing that though few characteristics of understanding ambivalence appeared at seven to eight years old, only older children of ten to eleven showed this ability enti rely. A study conducted by Harter and Buddin (1987) supported the fact of gradual development of understanding ambivalent emotions. Thus, children four to five ages cannot believe that two feelings could be together, six to eight years old placed feelings in temporal order as when a child did not see the object which had caused his emotions, he simply forgot about it. However, children from eight to twelve usually can describe the appearance of two emotions at the same time. Meerum Terwogt (1986) argued that ten year old child understood the fact of having both emotions equally strong, but younger children had always chosen one to be stronger than another. They present an example of two groups of children: six and ten years old. Undoubtedly, ten years old children understand ambivalent emotions more often than six years old children, especially if the situation consists of opposite valence emotions. To sum up these studies, the most widespread period of time when mixed emotions deve lop is from seven to twelve years old. Though, there are some authors (Gnepp and Klayman, 1992; Wintre and Vallance, 1994) whose studies admit the arising of understanding two simultaneous emotions at the age of 8. They gave some explanations for this, where not only cognitive factor plays a crucial role, but social experience also becomes an important factor. Consequently, these authors did not share either late or early emerging of mixed emotions. However in spite of all these findings, there are other studies, which contradict the idea of such a late arising of ambivalent emotions. For instance, Kestenbaum and Gelman (1995) pointed that the development of mixed emotions appeared between ages four and six. Children of four and five years old can recognize ambivalent emotions when they are presented in a facial expression, even if they were on the same face (sad eyes and happy mouth), as well as on a picture with two-headed alien who expressed different emotions. Moreover, the results confirm that five year old children might understand mixed emotions within a simple story. Furthermore, it was offered two levels of understanding emotions at the preschool ages. The first one is recognition of ambivalent emotions showing on the face. The second level is an ability to match a face that expressed mixed emotions with a situation. All in all authors claim that this is a gradual process which starts early and increases with age. Their findings contradict the other researches which admit that a development of mixed emotions is a process starting much later. Likewise, Brown Dunn (1996) mentioned that even six years old children might show an understanding of mixed emotions when they are given a slight prompt about feelings of characters in stories. Similarly, Harris, P. L., Johnson, C. N., Hutton, D., Andrews, G., Cooke, T. (1989 a) consider the fact that even young children may predict about different emotions in a more advanced way. Even children between the ages of three to seven are very sensitive to other peoples desires, emotions and beliefs. Moreover, they do not merely take into account a situation by itself, but modify their reaction due to different situational changes. That in case might show childrens advanced ability to understand second mentalistic component: beliefs and desires. Considering this fact, they suggest that understanding of the second level arouse at three, but set up only between the ages five to six years. Consequently, the next level to develop will be the third, which contains moral, ambivalent and regulated emotions. The possible explanation of this phenomena could be found in Harriss (1989 b) study, he pointed that even in a behaviour of one-year-olds might be seen the ambivalence, whereas conscious realization does not arise before seven or eight years old. He stressed that children start expressing ambivalence quite earlier, but understanding it emerges only from eight to ten, young children can merely express ambivalence without understanding of this fact. To sum up all the previous research made according to this topic, it can be clearly seen that these studies implied a large range of age when complex emotions appear in the childhood. Though, it might be criticised the period of appearance of mixed emotions. As if to consider all researchers, described earlier, there are some who consider the emergence of ambivalent emotions as a very early process (between ages 4 to 6 years old). Some consider it to be the late process (between 9 to 12 years old). Besides, there are some who support the idea of appearance of multiple emotions at age 8. However, the researchers who offered the late period of appearance ambivalent emotions might be criticised for a big age gap between groups. For example, in the research of Meerum Terwogt et al. (1986), they conducted their study with two groups of children by ages 6 and 10. What may be considered not exactly relevant, as during these 4 years undoubtedly children will have a great step forward in term s of understanding ambivalent emotions. In present study the age group of seven, eight and nine were chosen in order to observe the difference between the age group according to rather contradictory fact of arising the understanding of mixed emotions. However, there are some findings that admit the fact of emerging mixed emotions quite early (Harris et al., 1989a; Kestenbaum Gelman, 1995; Brown Dunn, 1996), the excessive amount of research claim the period from seven to twelve years old. Taking into consideration both contradicting findings together, it was decided to concentrate the research on the following groups of children due to some reasons. For instance, such ages as seven, eight and nine present an ideal age group where ambivalent emotions might just have started and developed at the late stage. Besides, it appeared to be not enough amounts of studies to support the idea of early development of mixed emotions, hence, children of younger ages were not considered. Moreover, according to Harriss (1989 b) study, wh ere his notable remark cannot be ignored, children might notice the ambivalence, but not understand it. As the major aim of this work is to find out when mixed emotions are understood by children, these period of ages were chosen. Parent-child conversation One way in which children understand emotions may be through the family via interaction with parents (Dunn et al., 1991; Harris, 2004; Racine et al., 2007). Different researchers have examined different types of conversations that may support childrens understanding. For example, Engel (as cited in Fivush Fromhoff, 1988) described two maternal styles, which are called: conversation-eliciting and directive. The first one is characterized by asking many questions, rare interruption of children, and a regular tendency to integrate a childs answer what in turn leads to more equal and productive conversation. The second type is characterized by different types of commands, frequent interaction in childs actions, as well as the high parental control during the conversation. Another classification was offered by Reese Fivush (1993) and Reese, E., Haden, C.A. Fivush, R (1993) and it claimed that childrens understanding emotions correlates with the parental conversational style. They offered two parental styles: high à ¢Ã¢â€š ¬Ã¢â‚¬Å" elaborative and low- elaborative. For instance parents with high-elaborative style, which consists of a lot of details, explanations, always try to arouse childrens interest. On the contrary there is other kind of style called low-elaborative where parents ask simple questions during their interaction with children and give them little new information and quite often change topics of conversation. Similar types of maternal styles were offered by Fivush and Fromhoff (1988) where the styles are called: elaborative and repetitive. Elaborative mothers are likely to provide a lot of details during the discussion and tend to ask many open-ended and complex questions during the interaction. On the contrary, mothers who have repet itive conversational style tend to ask yes/no questions; do not provide so much detailed information during the discussion. Besides, the authors depict that elaborative style is significantly better for children to remember past events during the conversation. Overall, all previous research concerning maternal style of conversation was summarized (Reese et al., 1993) The mothers who are more engaged in a conversation with their children à ¢Ã¢â€š ¬Ã¢â‚¬Å" elaborative, high-elaborative, reminiscing or topic-extending and mothers who are less involved in a communication process à ¢Ã¢â€š ¬Ã¢â‚¬Å" repetitive, low elaborative, practical remembers or topic-switching (p. 404). There are many studies that support the link between parent-child conversation and childrens emotional understanding (Dunn, Bretherton Munn, 1987; Fivush Fromhoff, 1988; Dunn, J., Brown, J., Slomkowski, C., Tesla, C., Youngblade, L., 1991; Dunn Brown, 1994; Brown Dunn, 1996; Steele et al., 1999; Pons et al., 2003; Laible Song, 2006). Some of the authors connect emotional understanding with maternal attachment (Brown Dunn, 1996; Steele et al., 1999; Pons et al., 2003), the other with the quality of maternal speech (Dunn et. al., 1987; Dunn Brown, 1994). To begin with, there is as well a link between quality of parent-child attachment and the quality of family talk about emotions with childrens emotional understanding (Pons et al., 2003). Brown and Dunn (1996) also consider a possibility that childrens development of ambivalent emotions can depend upon the family where a child grows. Moreover the findings, presented by Steele et al. (1999) suggested that the development of secure mother-child attachment at one year helps to shape a good understanding of mixed emotions later at six years. Much past work has argues that when mothers talk a lot about emotions, children consequently start using more emotional words in conversation (Dunn et. al., 1987). However, , children in families in which the use of negative emotions is greater than positive emotions may have some difficulties expressing and recognizing emotions (Dunn Brown, 1994). Studies conducted by Dunn et al. (1991) showed a significant link between the parent-child conversation and childrens emotional understanding. Thus children whose parents spoke with them a lot about emotions at the age of 3 demonstrated better understanding about the emotions of unfamiliar adults at the age of 6 in comparison with the children who did not experience feeling- state talk so frequently. Laible (2004) and Thompson et al. (as cited in Laible and Song, 2006) argue that style is more influential than content. Parent- child conversation helps children realise different situations of everyday life, especially if these situations are not so obvious to see. That usually includes emotions, motives and intentions. Besides, when mothers involved with children into conversation about past experience, they not only give their children an emotional understanding of the past, but also bring extra knowledge for future experience. The other findings of Laible Song (2006) indicated that parent-child discourse was a crucial predictor of the childs socio-emotional development. For example, during the given task if mother used more elaborative style rather than repetitive, children had higher scores on emotional understanding. The similar results were presented by Steele et al. (1999) where children and parents language abilities did not affect childrens understanding of ambivalent emotions, what in turn depicted the fact about the major influence of socio-emotional rather than cognitive elements. Considering all previous research conducted on this topic, it is without doubt the effect that parent-child conversation plays in terms of childrens emotional understanding. However, some studies use different core point to correlate this connection, the influence is still might be observed. Particularly, the more elaborative and positive discourse parents and children have, better emotional understanding children express in comparison with children whose parents use low-elaborative style, and consequently these results show the great impact of parental conversation with children on childrens emotional understanding. The same situation is presented with an attachment, the more secure attachment is observed between mother and child, and the better emotional understanding will be expressed by a child later. Hence, the parent-child conversation was chosen in order to correlate it with childrens understanding of mixed emotions. Parent child discourse may however vary with child gender. That is the importance of gender difference in terms of parent-child interaction, which cannot be denied, although the studies are rather controversial, thus some researches refute it (Racine et al., 2007; Dunn et al., 1991) and some support (Dunn et al., 1987; Fivush, 1991;Kuebli Fivush, 1992; Reese Fivush, 1993; Cervantes Callanan, 1998). To begin with, there are examples of several studies which support the gender difference in parent-child interaction. The findings of Dunn et al. (1987) claimed that mothers had more communication with girls rather than boys and later girls referred to emotional states more often than boys. Moreover, mothers expressed more emotional words to daughters rather than to sons. Consequently, girls used more feelings words during the discourse in comparison with boys. Though authors pointed one of the limitations to be a small sample of children who took part in the research, the studies made afterwards can support these results. Namely, Reese Fivush (1993) argued that parents of daughters expressed more elaborative style than parents of boys and the authors believed that due to more prolonged conversation with daughters, they can grow up to produce more elaborative narrative style in comparison with sons. The authors admit that in the majority of cases parent-daughter pairs involved in more detailed conversation and as well as this style required more involvement of childrens memory, daughters may develop more elaborative style in comparison with sons. Similar results are presented by Kuebli Fivush (1992) where they admit parents of daughters use quite more emotional words in comparison with parents of sons. Their study shows that parents speak more about sadness with girls rather than with boys. Besides, the study conducted by Cervantes Callanan (1998) also showed the gender difference for children at the age of 2 but not at the age 3 and 4 in terms of childrens tal k, there were also gender-related differences in mothers talk for using more explanations for boys and more labels for girls. In the light of this evidence, it is obvious that if there is a gender difference during parent-child conversation, parents usually pay more attention to interaction with girls rather than with boys, that is why the aspect of gender difference seemed to be quite significant in the present study. One good point might summarize the gender difference idea. Though, mothers tend to socialize with a child in different ways according to the gender. Besides, it may be that boys and girls are experiencing and discussing emotions in different ways and consequently, their mothers simply respond to this difference (Fivush, 1991). All things considered, in the following study, there is an aim to find out whether parent-child discourse about mixed emotions plays a significant role in childrens understanding of these emotions. Based on a substantial literature (ref), the first hypothesis predicted that the more parents explain complex emotions, the better children will understand emotions. A second related hypothesis is that the more emotion words parents use, the better the childs emotional understanding will be. The third hypothesis is that parents will use more emotion words with girls than boys and consequently, girls will use more emotion words in comparison to boys. Method Participants. The participants were 16 parentà ¢Ã¢â€š ¬Ã¢â‚¬Å"child pairs. Children were dived for three groups according to their age: the younger group was 7 years (M = 7.5, ranging from 7 years, 4 months to 7 years, 10 months), 8 years (M = 8.48, ranging from 8 years, 1 month to 8 years, 9 months) and 9 years (M = 9.42, ranging from 9 years, 1 month to 9 years, 8 months). There were both 5 children at the group of 7 and 9 years old and 6 children at the age group 8 years old. Overall there were nine boys and seven girls. Participants and their parents were recruited from one primary school in Dunstable. All participants were white British. It is notable that all parents that took part in this study were mothers; no fathers participated in the research. The majority of mothers (12 people) were employed, 1 mother was employed, but worked at home and 3 mothers were homemakers. All mothers have educational background ranging from primary school to university. Materials The session with each pair will be held only once. To begin with, it is notable to mention that the books were chosen for this research as a discussion in general seems to be a quite crucial for children in order to reach better emotional understanding. Therefore, in the joint activity, such as reconstruction of events, adults give an idea for children what emotions are appropriate and inappropriate for different situations (Fivush, 1991). A created story book which contains 6 vignettes about 3 complex, 2 regulated and 1 moral emotions. The book was created by the researcher and was particularly organised for boys and girls separately. The story was about two children: a boy à ¢Ã¢â€š ¬Ã¢â‚¬Å" Peter and a girl à ¢Ã¢â€š ¬Ã¢â‚¬Å" Anna, who took part in several activities, such as: passing an exam, having a birthday, going to amusement park, home interaction, his/her friend leaving. There was one question concerning emotions for every situation to which a child was involved in. The sec ond book is called Frog goes to dinner by Mercer Mayer (1974). This book contains several vignettes, presenting a story about a boy who has a frog. Accidentally, a frog goes to dinner with a boy and his parents without being noticed by anybody. A frog spoiled the dinner and the parents were very angry with a boy. The important fact is that this book is wordless; obviously the task was to create a story together. This particular method was chosen because Kestenbaum and Gelman (1995) pointed the importance of presenting information to children during the research not only verbally, but giving photographs or drawings as stimuli. To justify their point, there were two reasons presented in their study. The first reason is that a facial expression helps children understand emotions significantly better. The second reason is that the absence of pictures might cause some difficulties as children might not know how two different emotions can be expressed at the same time. After reading two b ooks with the parents, children were tested by the Test of Emotional Comprehension which was created by Pons, Harris and de Rosnay (2004). The TEC presents vignettes in which a gender-matched protagonist encounters simple to complex situations that elicit different emotional responses. After each vignette, the child is asked how the protagonist is feeling, by choosing from four illustrations of faces representing different emotional states (Tenenbaum et al., 2004). The TEC consists of nine sections which included several pictures and a question about emotional condition of protagonist. Though, the first section requires naming emotions that the faces show. The second includes the situation where a book character expresses the influence from external factors. The third one consists of desires that a protagonist expresses. The fourth factor involves understanding of false beliefs and the way they influence on emotions. The fifth section expresses the situation with reminders that might influence on childrens present condition. The sixth one asks children to control their emotions. The seventh section includes hidden emotions that a child should define. The eighth factor presents the situations with mixed emotions, particularly on what this study focuses. The last component involves understanding of moral emotions. Parents were offered to fill in a Parent Questionnaire which contains several questions about background information and social economic status. Procedure. Parents with children read two books: one is created by the researcher and another is Frog goes to dinner by Mercer Mayer. The first book was created by the researcher and concluded six situations including such emotions as mixed, moral and regulated. A task required to read the stories and a child should have answered an offered question. It was not specially defined who suppose to read a book. Consequently, mothers could read it as well as children, or they could do it in an order. The vignettes, which were presented in a book, concerned several situations at school, at home, at an amusement park, on holidays. For example, a situation for girls that involved mixed emotions: Annas birthday is during summer holiday, so she can do everything shed like to do- ride a bicycle, play with friends and eat ice-cream! Her parents decided to arrange a birthday party for Anna. She likes parties very much and a lot of guests will bring gifts to her. But her best friend, Lola, is unwell and now s he cant go to Annas birthday party. Anna wants Lola to come so much. How does Anna feel now? After reading a created book together, they were offered to make up a story together. A book Frog goes to dinner by Mercer Mayer (1974) was used as a good example of wordless story. These two tasks were chosen in order to give parents and children enough time to interact with each other. Moreover, they both contain different emotional situations describing which should promote an excessive usage of emotions. After making up a story a child was tested with the Test of Emotional Comprehension, which was created by Pons, Harris and de Rosnay (2004) in order to measure the period of time when children start understanding different emotions. The model of Pons, Harris and de Rosnay (2004) was accepted as the main one in a theoretical description of emotional understanding of complex emotions. Besides, the test consists of pictures, and the questions are always asked by a researcher. It is also very convenient for children to conduct this test due to the absence of necessity to read. Consequently, their test was assumed to be relevant to use during the research. Besides, it is worth mentioning that the researcher was trained before to conduct this test, as the requirements were to conduct it with neutral voice, do not give any prompts to children which emotions a protagonist might express. During conducting the TEC with children, parents were offered to fill in the Parent Questionnaire which contains of such sections as child and parents names, childs age, date of birth and birth order, also social economical situation of parents (ethnicity, occupation, level of education, marital status). Besides, parents signed a consent form which stated that they and their children agreed to take part in the present research and they did not object to be video taped. Moreover, this form included all information about research, it was also mention that parents were free to withdraw at any time they want from the study and contact details of researchers were provided. Children were asked oral permission if they agreed to help a researcher to conduct the study and neither parents nor children refused. Parents were given a choice to stay or leave during a conducting the TEC with children, but it is worth mentioning that all parents were present during childrens testing. Coding A created book that was basically consisted of 6 vignettes was scoring in the following way. It is notable that in terms of this book the amount of using emotional words was measured only for parents, as the aim was to correlate the parents usage of emotional words with childrens emotional understanding. First three situations involved mixed emotions and a mother received 0 if she did not use any emotions at all, 1 in case of mentioning one emotions, 2 if the emotions had different valences,, such as sad and happy, but were mentioned simultaneously. Page four contains moral emotion and parents had scores 0 in case of not using any of moral emotions and 1 if they did it. Page 5 and 6 consisted of regulated emotions and if the mother did not offer any solution to the situation, she received 0, if the solution was only physical action (to do something), she got 1 score, if she offered mental actions (think about something else), she got 2 and in case of mentioning both physical actions and mental (think about something else), she received 3. Besides, it was scored number of emotional words used separately by children and parents. A book Frog goes to dinner was scored both for parents and children in terms of using emotional words. There were 10 different sections including emotions that express those conditions. The sections were pleasure/liking, affection, surprise, fear, distress, concern, indifference/fearlessness, anger/frustration, dislike/disgust and provocation/annoyance. For example the section such as affection contains emotional words as love, like, kiss, hug and etc. Concern might involve the words as concerned, care, worried, sorry, and nervous, etc. The emotional words were counted according to different categories and separately for children and parents, then counted and wrote the total results. The TEC test was scored according Pons et al. (2004). The maximum score that children can receive is 9 (right answers for all components) and the minimum was 0 (no right answers). Each component was scored as the following. The first component that represents recognition of emotional conditions included 5 questions. In case children gave a right answer to any 4 or 5 questions, they received 1 score. If the number of answers was less than 4, then they got 0 for the whole component. The second component (understanding of emotions caused by external circumstances) also consisted of 5 situations, if children gave correct answers for 4 and 5 questions, they had 1 score, if less than 4, than they received 0. For the third component that included 4 questions, 2 of them for control in order to check whether children understood the idea of situation, and 2 questions to answer. The last two questions were scored, but only in case of both right answers. If children gave only one correct answer, they got 0. The forth component (beliefs) included only one question. Consequently, in case of right answer, the score was 1, and wrong answer scored as 0. The fifth component (reminder) had two questions; one of them was control and was not scored. Another question received 1 if the answer was right, and 0 if wrong. The sixth component (regulated emotions) had only one question. If the answer was right à ¢Ã¢â€š ¬Ã¢â‚¬Å" 1 score, if wrong à ¢Ã¢â€š ¬Ã¢â‚¬Å" 0. The seventh component (hidden emotions) consisted of only one question and if children gave a correct answer, the score was 1, if wrong, the score was 0. The eighth component (mixed emotions) contained one question, and the right answer included mentioning of two emotions simultaneously, in this case the score was 1, otherwise if only one emotion was mentioned, the score was 0. The ninth component (moral emotions) included two questions, and children got 1 point in case of correct for both questions, even if only one right a nswer was given, the score was 0. Results Descriptive statistics Childrens scores on the TEC varied from five to nine, with a mean of 6.93 (SD=0.99). Hypotheses To analyse whether parents use of complex emotions is related to childrens emotion understanding, we conducted chi-squares for the different possible uses of complex emotion. Specifically, we examined whether mothers mention of how to regulate emotions was related to childrens regulation score on the TEC. Mothers explanation of how to regulate emotions was not predictive of childrens scores, on page five ? 2= 1.57, df = 1, p = 0.210. or page six ? 2= 1.78, df = 2, p = 0.411. Besides, a chi-square test was conducting for page four of created book that represents moral emotions. The results show ? 2= 0.29, df = 1, p = 0.59. What in turns does not show any significance difference between childrens moral scores and mothers mentioned moral emotions. Besides, it was conducted a correlation between pages one, two, three of created book which present mixed emotions and the TEC total scores and the TEC scores only for mixed emotions section. The correlation was chosen in order to measure the strength and direction of a relationship between two variables (Howitt Cramer, 2008). There is a significant positive relationship between page one of created book and the TEC total scores R= 0.52, df = 14, p = 0.05. Therefore, the higher scores children receive for this page, the higher total TEC scores they have. The other two pages and TEC scores for mixed emotions did not show any significant correlation. The results between emotional words used by children and high TEC scores were not correlated with each other. Another correlation was conducted between childrens total TEC scores and maternal emotional words during the first interaction with a created book and the second discourse during the reading of a wordless book Frog goes to dinner. The results show a positive correlation between two books r = 0.553, df = 14, p = 0.05. Mothers, who use more emotional words during the first interaction, will use more words during the reading of the second book. But, the results did not show a significant correlation between emotional words that mothers use during the conversation and childrens TEC total scores. Another positive significant correlation was between using emotional words by children and by mothers during the reading of created book r = 0.81, df = 14, p = 0.01. Thus, more emotional words parents use during reading a created book, more emotional words are expressed by children. A repeated measure ANOVA was conducted with family member (child, parent) and book (created and Frog goes to dinner). F (1, 14) = 5.15, p = 0.04. Consequently, children use more emotional words than parents. According to these results F-test was conducted to compare the variances of scores separately for boys and girls in terms of using emotional words during the first and second interaction. Hence, the variance of emotional words used by children for girls (32.33) was significantly larger than for boys (16.25) during reading a created book F (8, 6) = 16.25, p = 0.01. For the second book, the results were the following. The variance of emotional words used by children for boys (35.5) was not significantly larger than for girls (30.57) F (8, 6) = 1.61, p 0.05 The results were significant for gender difference in terms of reading the complex book. Girls used more emotional wrds than boys did. The following table presented the mean score of emotional words which boys and girls expressed during the reading of the first book. According to the table, it can be seen that girls and boys used almost the same quantity distress (3.85 and 3.66 respectively). Girls used more such emotions as pleasure/liking, concern, anger/frustration. The boys also used pleasure/ liking a lot and also fear. Girls used less emotional groups for such groups as fear, dislike/disgust. Boys on the contrary expressed a bit less different emotions affection, concern and anger/frustration. Neither boys nor girls used such emotions as surprise, indifference/fearlessness and provocation/annoyance. Boys also did not express dislike/disgust. Girls in turn did not use affection. During the reading of two books children and parents were scored how many emotional words and what kind of words they used. The first two tables presented the results for first and second book of several emotional categories. According t the table it can be seen that children used more such emotions as pleasure/ liking and distress. Surprise, indifference/fearless and provocation/annoyance were not used at all during the reading a created book. The other categories have very low scores that might show not big usage of the following emotional words either. According to the following table, the results show that children used more emotional words connected with anger/frustration and distress. Besides, pleasure/liking and surprise have not so low scores. It is worth to mention that there are not any zero scores, consequently all emotional groups were used, though with a difference of quantity. Next two graphs showed the information about the usage of emotional words by parents during reading the first and the second book with their children. According to the graph, it might be seen that parents used more emotional words connected with distress (3.25), pleasure/liking (2.19) and concern (1.13). There were some mentioning of such emotions as anger/frustration (0.88), fear (0.50), indifference/fearlessness (0.13) and affection (0.06). Though, such groups as surprise, dislike/disgust and provocation/annoyance were not used at all. According to the graph, mothers used more emotional words from the groups as pleasure/liking (2.38), surprise (2.06), distress (2.00) and anger/frustration (1.25). The other emotional words that were used but not with such quantity as previous groups. They were affection (0.44), corncern (0.38), indifference/fearless (0.31), fear and provocation/annoyance (0.25) and dislike (0.06). It is worth to mention that mothers used all types of emotions during the second interaction with children.

1984 by George Orwell - 811 Words

1984 is a cautionary tale, where Orwell is warning the society of possible government takeover. This novel caution people to keep in mind the actions that government is taking. The reason behind this novel was World War II. It’s not a secret that post world war era looked very socialist in order to avoid future wars. Nations like Soviet Union and different European Nations practiced socialism to avoid future uprisings against the government. To some extent his warnings actually turned out to be the truth in the example of totalitarian socialist North Korea. One of the main factors that led Orwell to feel the need to tell such a cautionary tale was World War II. The Soviet Union might have been the number one reason, since the Nation was the most socialist country. With government tracking and listening to every call and every single conversation, Orwell saw the nation that did not know the truth and lived in the world that the government has painted for them. 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