Wiiliam Grimes Dough a la mode Essay Example | Topics and Well Written Essays - 250 words

Wiiliam Grimes Dough a la mode - Essay Example expense accounts and tax write-offs for company meals could be manipulated and massaged to present a situation in which the diner is able to reward his/her guests and himself/herself with a delicious meal while seeking to write this luxury off on an expense report (Grimes 1). Such a practice is becoming more and more common in the current business setting as individuals seek to maximize their own happiness/utility while on business trips while all the time reneging on the expenses through various â€Å"imaginative† accounting procedures that either help to shift the burden of payment onto the company they are employed by or even ultimately to the taxpayer via a tax write off at the end of the year. In this way, the author’s work can be understood to present a topic of responsibility. Even though the author himself does not feel guilty for spending large amounts of money on the food that he samples, he realizes the reason is because it is his job to do so. However, with individuals that are merely attempting to game the system and get something for nothing, the situation is altogether different. Grimes, William. "FOOD; Dough A La Mode." The New York Times. The New York Times, 06 June 2004. Web. 06 Nov. 2012.

Critique Of Difficulties For Students Studying Abroad English Language Essay

Critique Of Difficulties For Students Studying Abroad English Language Essay Introduction The article, Cultural Variations: Difficulties for Students Studying Abroad, was written by Ballard and Clandchy, in 1984. The authors describe three kinds of difficulties which students studying abroad have to face, different styles of thinking, learning, writing and presenting ideas. They also point out that if overseas students want to have a good studying and living condition, they must try to change their thinking, learning and writing style into critical and analytical approach in order to adjust to the western country. Generally the viewpoints are good, but there are some weaknesses about examples which should be re-evaluated. Summary To the first question-different style of thinking, the authors observe that culture variation lead students with different context think for different purposes. This phenomenon is not only for the different languages, but also culture background. An example about a Japanese student studying at Australia is given to support this view. He was a good student who had studied Economics for two years in Tokyo before coming to Australia. However he even could not pass the exam and mistook the meaning of his essay question because of different thinking style. When he was able to see the problem and adapted to the Australian thinking pattern, he became a promising student again. The authors second main point is different styles of learning. They present three kinds of learning method: reproductive approach, analytical approach and speculative approach. Different students from different culture background are used to their own ways of learning. When they come to a new academic environment, it is hard for them to develop a critical and hypothesising attitude towards tasks. A Singapore undergraduate, a Japanese MA student and an Indian PhD students comments proved that the variety of learning style make them unfit. An Indonesian postgraduate also suffered with the studying problem when she moved to Western university. Once she switched her thinking and learning approach and began to ask questions, she was successful. Moving on to the third style main pointstyle of writing and presenting ideas, the authors refer to Kaplans research. He argues that there are five independent patterns for writing: English pattern, Romance and Russian pattern, Semitic pattern and Oriental pattern (cited in Kaplan). Each pattern has its own characteristic. For example, English pattern is a linear one, moving from main opinions directly to examples, which is totally different from Oriental pattern, indirectly, circling round the main ideas for avoiding making an ultimate conclusion. Critique In the article, Ballard and Clanchy point out that Asian student should exert critical thinking to adjust to the Western learning system. Though the authors viewpoints were raised in 1984, I agree with it to a large degree. But there is no example about Chinese students in the article and many examples are not powerful enough to support their view. Overseas students lack critical thinking, even today Though the article was written in 1984, generally its views are good, many of which are still valid today. Back to Chinese traditional culture, the thinking and learning style are different from that of western countries. In China, we were used to absorb what teacher said, and never doubted whether it was right or not. Because in our eyes, teachers duty is to preach, teach and disabuse, so they must be exactly right (Patrick Huang, 2009). If someone is doubtful of teachers words or theories on the book, he will be regarded as not respecting teachers or crazy. When I came to the UK, what I felt on the lectures made me to recognise the learning style is different from China. Whenever, British students feel a question got them, they would put up their hands, though in my mind, the question was easy. On the lectures, it is can be often heard from a teacher: Are you all happy with that? It is the time that the teacher wants to get some feedbacks from his students, whether they understand his lecture or not. Most of the time, some British student will shout out what make him confused. But to our Chinese, though the question is really hard, we would read some reference books rather than to raise it up on the lecture, because there is a high-self-esteem ideology in our mind. I will feel shame if all of the other classmates understand the question, but me. Examples are not powerful enough As mentioned above, the authors ideas are generally good, but the examples used in the article are not convincing evidence to function as the authors expect. Firstly, the examples in the article are not enough in quantity and quality. In my opinion, a questionnaire about whether different culture context have different learning style and comparison between Asian students and Australian students should be done in Ballard and Clanchys investigation. An example like Biemans and Mil raised in their research is expected: 25 Chinese students and 16 Dutch students were divided into two groups respectively. Most Chinese students have the characteristics that reflect a reproduction-directed and an undirected learning style, while the Dutch students as a group do not demonstrate any one particular learning style (Biemans and Mil, 2008). In addition, the evidence is not relevant to Chinese students. According to Ku at el, the most common difficulties For Chinese students are associated with language ability, academic performance, and social adjustment (Ku at el. 2001). It is thus clear, besides critical thinking and learning strategy, language ability is another obstacle which limits Chinese students progress. Another weakness is the analysis Ballard and Clanchys did is not deep going. To the Chinese style of learning, it must be retrospect to the fundamental education for children. I have read a funny story about a Chinese couple, taking 3 year-old son, visited their American friends who had 3 children. When these children played the building block, the Chinese child often asked his mother to help him, while these American children never did that. Oppositely they were happy to help their new friends solve the problem. At dinner, these American children were happy to see the guests using chopsticks, so they copied the actions to eat food. Whereas the Chinese kid did not want to eat by himself, just shouting: mom feed me, mom feed me The Chinese lady had no choice but feed him. It is an example in our daily life, yet we can get more information and think deeply rather than the superficial meanings. Sometimes we consider kindergarten or primary school is where fundamental education begins. W ell actually parent is childrens first teacher whose teaching style effects initiatory learning style of the kids. In my opinion, most Chinese parents like to teach their children hand by hand. Just like my parents, when I was young, they checked up my homework every day and told me to remember the equations or formulae time after time. Western country parents will not do that, because they think that is the teachers work. They just tell the children to learn by themselves. So when children step in schools, they would be used to the ways of learning from their parents. And also the teachers, under different culture context, teach their students with different ways. These factors lead students to form the habit of how to learn and not adapt to other style of learning. Just like the authors mentioned, we cannot say which learning method is superior to the others. Reproductive style lay emphasis on memorisation and imitation, which, I think, is suitable for primary schools study, not for high school or university, because it prepares students for bigger tasks ahead. But when they go to study abroad, normally western countries, the speculative style of learning, such as, group discussion, questionnaire, makes them uncomfortable. Otherwise, with the combination of eastern and western culture, more and more universities of the eastern countries have begun to attach importance to analytical and speculative learning style and encourage students to ask questions. Conclusion When a western university takes over an overseas student, I think, his marks and English level must be both good enough. Maybe only the way of learning and thinking is different from that he acquired in his country. What he needs to do first is to learn how to ask questions. Never be shy! And then try to use critical and analytical views to do the different tasks. When he breaks through these main points, everything will go well. He can prove he is excellent both in his country and abroad.

Internal Conflict of Goodman Brown in Young Goodman Brown by Nathaniel

Internal Conflict of Goodman Brown in Young Goodman Brown by Nathaniel Hawthorne The story of ?Young Goodman Brown? exemplifies the struggle of one man?s internal conflict of good and evil. The main character, Goodman Brown, leaves Salem village and his wife, Faith, to travel into the depths of the dark forest. The Young Goodman Brown will be aged with the knowledge he faces in this one night. Brown keeps his appointment with the devil in the forest, and he must choose to go back to his ?faith,? or explore the evils that the devil has to offer. Next, Brown is confronted with the virtuous people who live in his community, who will be attending the witch?s meeting with the devil. He has to decide if he will follow them along this path. Brown struggles to see if his wife is at the witch?s meeting, as he stands at the edge of the forest watching everyone he knows worshiping the devil. He must choose whether he will adjust his moral standings and join his group, or keep his original morals. He is led by Faith into this situation of evil. He and Faith are bro ught to the altar before the devil to be baptized into Brown?s self- created hell, a world of secrets in the human soul. Brown must choose to either look up to heaven and have faith in God, or doubt his own spirituality and follow others into hell. Goodman Brown leaves his wife, Faith, and Salem village in the daytime to keep his appointment with the devil, and he ventures into the forest without his ?faith.? This is a moment of irrationality because he leaves his wife, home, and security to take a dangerous and unknown path. He doesn?t want Faith to find out the evil intention of his errand because he says, ?she?s a blessed angel on earth; and after this one... ...s, and that frightens him more than anything else. His inability to judge between good and evil also prevents him from cuddling or accepting ?faith,? and interacting with the other townspeople. He lived a long miserable life and died with ?no hopeful verse upon his tombstone, for his dying hour was gloom?(319). His death was gloom because he didn?t know where he was going to end up, above or below his deathbed. Brown?s moral and social isolation is the worst possible evil that a man can ever have happen to him. If he would have looked at the evils in mankind, he could?ve recognized the good in people. That was the full intention of the dream, but he failed the test miserably. Works Cited: Hawthorne, Nathaniel. "Young Goodman Brown." 1835. The Heath Anthology of American Literature. Ed. Paul Lauter et al. 2nd ed. Vol. 1. Lexington: Heath, 1944. 2129-38.

Finance and Leverage Buyout

Restructuring Firms & Industries, Fall 2011 Prof Harvey Poniachek Questions for Harvard Case Studies CASES SHOULD BE DONE BY TEAMS OF UP TO FOUR STUDENTS. EACH CASE WOULD BE PRESENTED AND DEFENDED IN CLASS BY TWO TEAMS. I EXPECT MANY OF YOU TO MAKE CLASS PRESENTATIONS BY UTILIZING POWERPOINT AND/OR OTHER MEANS. THE QUESTIONS BELOW WERE SUGGESETD BY THE AUTHORS AND ADDRESS MAIN THE ISSUES IN EACH CASE, BUT YOU MAY EDIT / CONSOLIDATE THEM IF YOU FIND IT NECESSARY / CONVENIENT IN WRITING UP YOUR CASE. Cooper industries 1. If you were Mr. Cizik of Cooper Industries, would you try to gain control of Nicholson File Co in May 1972? 2. What is the maximum price that Cooper can afford to pay for Nicholson and still keep the acquisition attractive from the standpoint of Cooper? 3. What are the concerns and what are the bargaining position of each group of Nicholson stockholders? What must Copper offer each group in order to acquire its shares? 4. On the assumption that Cooper’s management wants to acquire at least 80% of the outstanding shares of Nicholson and to make the same offer to all stockholders, what offer must Cooper management make in terms of the dollar value and the form of payments? 5. What should Mr. Cizik recommend that the Cooper management do? CONGOLEUM CORP 1. WHAT CHARACTERISTICS OF CONGOLEUM MAKE IT A LIKELY CANDIDATE FOR A LEVERAGE BUYOUT? 2. WHY WOULD INSTITUTIONAL INVESTORS BE WILLING TO FINANCE A LEVERAGE BUYOUT WITH THE CAPITAL STRUCTURE PROPOSED? 3. WHAT RETURN WOULD BE APPROPRIATE FOR THE INSTITUTIONAL INVESTORS ON AN INVESTMENT WITH THIS RISK LEVEL? WHAT RETURN WILL THE INSTITUTIONAL INVESTORS REALIZE IF THEIR TIME HORIZON FOR THE INVESTMENT IS 5 YEARS AND THE PROJECTIONS OF EX. #13 ARE REALIZED? 4. WHERE WILL THE VALUE FOR THE 50% ACQUISITION PREMIUM COME FROM IN THE PROPOSED BUYOUT? 5. WHAT IS THE SIZE OF THE POTENTIAL REWARD FOR THE MANAGEMENT OF THE CONGOLEUM IN THE LEVERAGE BUYOUT? 6. WHAT ARE THE BENEFITS AND DISADVANTAGES ASSOCIATED WITH THE SURGE IN THE LEVERAGE BUYOUT ACTIVITIES IN THE 1980s?

African American Social Standings Essay

This research paper will discuss the African American social standing in America throughout history. It will discuss the highs and lows and the pros an cons of the progression and also the different periods that African Americans lived through since they were brought to America. The progression of African Americans in America began with a practice called slavery. Slavery is the state of a person who is the chattel of another. It began in 1441 when Portuguese men kidnapped 12 black Africans from Cabo Blanco and moved them to Portugal. This opened the door to slavery in the Americas. A British statesman stated that â€Å"Slavery is a weed that grows on every soil. † The first African Americans slaves in America were brought to Jamestown, Virginia as servants and or slaves in August 1619. In order for slavery to work Africans had to made to seem inferior, one of the main an most common ways to show this was through religious racism ( Aretha, David pg. 21 ) The practice of slavery was then sent to the south were they were put on plantations. Plantations consisted of a large mansion like home surrounded by a large farm where slaves planted and harvested crops and performed other jobs which they weren’t paid for. While on the plantation the slaves called the owner Master or Mistress, they provided the slaves with food housing and clothing. ( David Brion Davis, World Book online†¦ Slavery) While on these plantations many of the slaves faced severe consequence for disobedience. They received consequences for not working hard or fast enough, they would also be used as an example in order to control the others. Their harsh punishment would include branding, whipping, mutilation, chaining and sometimes the harshest punishment of all cold blooded murder. Slavery was one of the worst periods in American history. During this period of slavery there were few revolts but many runaways. While slavery continued to spread and get more brutal in the South, the North disagreed with the idea of free labor. Their difference fueled the abolitionist movement. The Abolitionist Movement was the first movement that lead to the African Americans’ political and physical freedoms from slavery. â€Å"Antislavery activity began in colonial days. During the 1680’s, Quakers in Pennsylvania condemned slavery on moral grounds. In the late 1700’s, several leaders of the American revolutionary movement, including Thomas Jefferson and Patrick Henry, spoke out against slavery. † (David Herbert Donald, World Book Online? Abolitionist Movement). During the start of the movement there were almost no public newspaper that publicized the abolishment of slavery. William Lloyd Garrison, an American journalist and abolitionist who became famous in the 1830 for denouncing slavery, published the first issue of his abolitionist newspaper The Liberator January 1st 1831, which was at that time the first Abolitionist newspaper. The reason William Garrison published the newspaper was because he was tired of the other methods that many abolitionists had tried. Garrison said slavery should be ended immediately. Another front runner during the Abolitionist Movement was Sojourner Truth. She was an ex-slave and also one of the main figures in the fight for women’s rights and equality. On January 1, 1863, the Abolitionist goals were reached when President Abraham Lincoln the 16th president issued his Emancipation Proclamation. It read that â€Å"all persons held as slaves† in rebellious states â€Å"are and henceforward shall be free† (McPherson, James M. World Book Online? Emancipation Proclamation. ) . Around the same time Congress passed the 25th Amendment into Constitution which therefore abolished slavery. Months later it was ratified. Following the Emancipation Proclamation, The North (union) and the South (confederate) began a civil war which lasted from 1861 to 1865. The war ended with many of the major cities in the South in ruins and most of the Northern cities left untouched. The Reconstruction period in the U. S followed the Unions victory over the Confederate Army in the civil war . The period was used to rebuild the south and patch-up the relationship between the North and South. Along with rebuilding and patching up relationships, the North sent teachers to the south to educated the African American ex slaves who had became newly members of the society. The teachers taught ex slaves reading, writing an arithmetic. The Reconstruction Act called for a new Constitution to be established in each state. It also gave Freedmen the right to participate in voting. The 14th Amendment was also passed and ratified during the Reconstruction period. â€Å"The 14th Amendment granted full citizenship to all people born or naturalized In the United States of America . Many of the laws passed during this period were set in place to protect the rights of former slaves, such as allowing blacks to vote an giving them many of the same rights as whites and protecting things dear to them such as property and money. During this period many advancements in society were made by African Americans, such as the Self-Leveling Table created by Charles William Allen , the corn planter check rower by Ralph W. Alexander and the spark plug by Edmond Berger these are only three of the more than 200 inventions/advancements made by African Americans during the reconstruction period. These African Americans, lead professions even when high limitations were placed upon them. (Aretha, David pg. 61) Advancements like these opened the door and let people know that African Americans were not incompetent but could actually make a difference in the world. Even though laws were set in place many southern whites still did not want to think an ex-slaves as anything close to equals. This lead to much violence and death of both whites and former slaves. â€Å"In time, southern whites regained control of their state governments and took away many of the rights that blacks had won during reconstruction. â€Å"( Stephen V. Ash, Work book online? Reconstruction). After the Reconstruction period ended and the North soldiers returned back home, which left ex slaves with no form of protection lead to extreme backlash against the African American community by whites. Following the Reconstruction period Jim Crow laws came into effect. Jim Crow laws resulted from the support southern whites and their effort to maintain segregation of blacks. These type of laws plagued the United States during the 19th century. The first type of Jim Crow law was set in place in Tennessee which called for the separation of African-American and white riders on the railway. This practice was soon adopted by other southern states. The spread of segregation laws through the South was supported by a many Supreme Court decisions. â€Å"( Joe R. Freagin, World Book online? Segregation) The Separate but Equal Doctrine arose during the period in which Jim Crow laws were on a rise. The Separate but Equal Doctrine stated that African Americans were equal to whites but should be kept separate from whites. The separate but equal doctrine was totally incorrect. For example Blacks and whites were separated in schools but the white schools had busing an the best books and teachers on the other hand the black schools had run down classrooms and unacceptable books. Blacks and whites were also separated in eateries, the White restaurants had the best locations and best accommodations on the contrary the black restaurants were small and modest. â€Å"Most of these Jim Crow laws were declared invalid by several Supreme Court decisions in the 1950’s and 1960’s and by the Civil Rights Acts of 1964 and 1968. † ( Alton Hornsby, World Book Online? Jim crow) During the 1950’s the Civil Rights Movement took flight along with desegregation. The Civil Rights Movement was just that a movement towards civil rights which were stated to be â€Å"The freedoms and rights that a person may have as a member of a community, state, or nation. † (Bruce Allen Murphy, World Book Online? Civil Rights) The first major event of the civil rights movement was the 1954 Supreme Court decision Brown vs. Board of Education, which desegregated public schools across the nation. Schools in the south were very slow in changing their ways and violence usually erupted when black students tried to register. Then, in 1955 in Montgomery, Alabama, a seamstress named Rosa Parks refused to give up her seat on a Montgomery bus. After she was arrested for breaking the law, the Montgomery Bus Boycott began, For 382 days, from Dec. 5, 1955, to Dec. 20, 1956 blacks refused to ride Buses and carpooled to destinations. It ended Dec 20, 1956 with the Supreme-Court-ordering desegregation of Montgomery buses. The boycott brought fame to a reverend named Dr. Martin Luther King. During the Civil Rights Movement the most effective way to get things done many believed was through non violence. Non violence was not just a way of acting but a state of mind and doctrine which Martin Luther King Jr. took from Mahatma Gandhi he stated that with non violence you can move mountains. Some methods they used to get their point across were sit ins, boycotts, marches and public speeches. Although many activist believed in non violence there was another side to the Civil Rights Movement and that was the Black Power Movement. The Black Power Movement was a more radical movement than the Non Violent Movement. Front runners like Malcolm X and other influential faces such as Huey P. Newton and Bud Siegel who together formed the Black Panthers all believed that the white man was the problem and that in order to win equal rights that African Americans needed to start fighting fire with fire and bullets with bullets instead of the more passive ways of Reverend Martin Luther King Jr. ( Aretha, Chronicles pr. 261-300) In conclusion I believe that the law has provided African Americans with equal rights as whites but I believe that they may still appear not to be equal. In the 21st century I believe and know that there are many laws that seem to make African Americans and white equals but there is still much discrimination in the world. I also believe that the racism is not as bad but still exist, it just isn’t as blatant and in your face as it was in the past. African Americans still have trouble getting jobs, being accepted into organizations and colleges or university, But I do believe that we have made a 900 degree turn from the time where â€Å"Colored† and â€Å"White† signs decorated the front of every doorway, restroom and waterfountian in the southern U. S.

Violence in entertainment today essays

Violence in entertainment today essays From 1979 to 1989, the firearm homicide rate for persons 15-19 increased sixty-one percent. Male youth in the U.S. are more than five times as likely to be victims of homicide as to youths in many other developed countries. The violence in many entertainment programs has increased to over seventeen percent. The violence in entertainment today is affecting society as evidenced by the content of the material, the increase rate of violence, and the reluctance to deny access. Many people acknowledge that entertainment can effect people in an aggressive way but others may feel it is for pure enjoyment. In The Violent Mind, Hyde and Forsyth explain that a society grown on television that consists of endless violence, it is unbearable without becoming violent ourselves (147). Children who spend a countless number of hours watching people enforcing physical harm to one another, its practical that they grow up to do likewise. Our society has become more violent since the rise of entertainment therefore, it must be the entertainment that makes us violent. Time magazine says, lessons in school can be undermined by todays popular culture; messages that blare from stereos, televisions and movie screens amount to a second education for the young (Our Violent Kids 55). The entertainment media has played a powerful role in the formation of values. Todays adolescents unlike earlier generations are receiving an enormous amount of glorified violence that they te nd to mimic. To prove that entertainment was a tremendous factor of violence the Tribune News Service gives us an overview of what we had to witness about the Littleton, Colorado massacre (Popular Musics Influence on Teens 411K). The two boy killers were considered social outcasts, and were preoccupied with the violence presented in the media, music, and video games. They were also fans of the shock-rocker Marilyn Manson; amo ...

Listado países que piden visas a ciudadanos americanos

Listado paà ­ses que piden visas a ciudadanos americanos Los ciudadanos americanos se encuentran entre las personas del mundo que pueden viajar como turistas o por asuntos de negocios  a ms paà ­ses sin necesidad de visa. En la actualidad sà ³lo los superan en este privilegio los nacionales de Bà ©lgica, Dinamarca y Holanda. En este artà ­culo se informa sobre quà © paà ­ses piden visa a los ciudadanos americanos y cules requieren que se cumplan otro tipo de requisitos. Adems, se trata previamente de 4 asuntos muy importantes: dà ³nde obtener la  visa, casos de doble nacionalidad, sellos de entrada o salida de Israel y plazos. 3 posibles lugares donde obtener la visa En el listado que aparece ms abajo estn los paà ­ses que piden visa a los ciudadanos americanos que quieren viajar como turistas o para hacer negocios. Obviamente para otro tipo de actividades se requiere siempre visa, como por ejemplo trabajar o estudiar. Adems tener en cuenta que sà ³lo un pequeà ±o nà ºmero de paà ­ses pide que se solicite la visa en una embajada o consulado. La mayorà ­a permite que se obtenga a la llegada al paà ­s que se desea visitar o que se obtenga por internet.   Doble nacionalidad Estados Unidos permite la doble nacionalidad pero para ingresar y salir del paà ­s sà ³lo se puede utilizar el pasaporte americano, nunca el del otro paà ­s. Y esto es asà ­ en ms paà ­ses. Asà ­ que si se viaja entre Estados Unidos y el otro paà ­s del que se tiene la otra nacionalidad se va a tener que viajar con los dos pasaportes y en cada frontera utilizar el que corresponda. Se puede prohibir el ingreso y/o la salida si no se cumple con este requisito. Sellos de Israel Es muy problemtico o imposible ingresar a un paà ­s rabe si se tiene en el pasaporte el sello de ingreso o salida de Israel. Por esta razà ³n este es uno de los casos en los que Estados Unidos permite   que se solicite un segundo pasaporte vlido simultneamente. Plazos Cada paà ­s permite un nà ºmero de dà ­as o meses para los ingresos tanto con visa como sin visa. Es muy comà ºn 90 dà ­as o 6 meses, pero los hay quienes las aprueban por menos tiempo y eso hay que respetarlo. Adems, tener en cuenta matices como los espacios aduaneros como los paà ­ses Schengen. Los estadounidenses pueden ingresar por 90 dà ­as sin visa pero en el plazo de un aà ±o y se computan todos los paà ­ses Schengen. Es decir, en plazo de 12 meses no se puede estar sin visa 3 meses en Francia, 3 en Espaà ±a, 3 en Italia, etc. Los 26 miembros de Schengen son: Alemania, Austria, Bà ©lgica, Dinamarca, Eslovenia, Eslovaquia, Espaà ±a, Estonia, Finlandia, Francia, Grecia, Holanda, Hungrà ­a, Islandia, Italia, Letonia, Liechtenstein, Lituania, Luxemburgo, Malta, Noruega, Polonia, Portugal,  Repà ºblica Checa, Suecia y Suiza. Listado de paà ­ses que piden visas u otros requisitos a los ciudadanos americanos que viajan como turistas Estos son los paà ­ses que piden visa. Se incluyen naciones que en vez de visa demandan obtener antes de volar una autorizacià ³n electrà ³nica del viaje y tambià ©n caracterà ­sticas de las aduanas de determinados paà ­ses que deben ser tenidas en cuenta antes de viajar. Afganistn.  Llegar sin visa  puede llevar a la confiscacià ³n del pasaporte, a imposicià ³n de multas y a la deportacià ³n. Las à ºnicas excepciones son los estadounidenses nacidos en afganistn o los militares que llegan y salen del paà ­s en transporte militar.AngolaArabia Saudà ­. No hay visa de turista asà ­ que se tiene que obtener otra.ArgeliaAustralia.  No se precisa visado pero antes de viajar hay que aplicar por una Autorizacià ³n Electrà ³nica para viajar (ETA, por sus siglas en inglà ©s). Es similar a la ESTA que aplica Estados Unidos para ciertos paà ­ses en el Programa de Exencià ³n de Visas. El plazo de estancia que se otorga es de 90 dà ­as pero no se puede repetir dentro del tà ©rmino de 12 meses.AzerbaynBahraà ­n.Se puede solicitar una visa electrà ³nicamente en la pgina oficial del gobierno de Bahraà ­n o tramitar una al llegar a la aduana.BangladeshBielorusiaBenin.  Adems de visa es recomendable  la tarjeta WHO para probar que se ha recibi do la vacuna contra la fiebre amarilla.Birmania. eVisa por un mximo de 28 dà ­as. Butn. Sà ³lo se aprueba la visa de turista a aquellas personas que reservan un tour con una compaà ±Ãƒ ­a local.Bolivia.  Se puede solicitar en las embajadas y consulados del paà ­s andino o en sus fronteras o aeropuertos internacionales. En este à ºltimo caso hay que pagar una cuota de $160.Brasil.  La visa debe obtenerse en la embajada o en el consulado ms cercano. Al llegar a Brasil los viajeros deben completar una pequeà ±a planilla que es sellada y se le entrega al turista. Es muy importante no extraviarla ya que debe entregarse para poder salir del paà ­s. En caso de no poder entregarla ser necesario conseguir un OK de la Policà ­a Federal para poder abandonar Brasil y puede que haya que abonar una multa.Burkina Faso.  Llevar tambià ©n la tarjeta de la Organizacià ³n Mundial de la Salud (WHO, por sus siglas en inglà ©s) para probar que se tiene la vacuna para la fiebre amarilla.Burundi.Se precisa probar vacunacià ³n para la fiebre amarilla. Respecto a la necesi dad de visa, consultar antes de viajar ya que la normativa es cambiante. Cabo VerdeCamboya. Se puede obtener al llegar a una frontera o a travà ©s de la aerolà ­nea.Camerà ºn.  Visa y prueba de vacunas.ChadChina. Puede no ser necesaria la visa para viajes en trnsito por menos de 72 horas y a travà ©s de ciudades previamente designadas.Comoros. La visa se puede obtener a la llegada.Congo.  Adems del visado, llevar prueba de vacunacià ³n contra la fiebre amarilla. Tambià ©n es necesaria una carta de invitacià ³n y/o prueba escrita de reservacià ³n hotelera.Corea del NorteCosta de Marfil. Existe la posibilidad de obtener una eVisa.Cuba. Se necesita visa. Adems, antes de viajar enterarse en detalle de la limitaciones que existen para todos los ciudadanos y residentes permanentes de los Estados Unidos.  Djibouti.  Visa que se puede obtener a la llegada y prueba de vacunacià ³n frente a la fiebre amarilla.Egipto. Se puede obtener a la llegada. Adems los turistas que permanecen hasta un mximo de 15 dà ­as en los resorts la penà ­nsula de Sinaà ƒ ­ y llegan a travà ©s de ciertos aeropuertos pueden no necesitar el visado. Emiratos Arabes Unidos. A la llegada.  EritreaEtiopà ­a.   Se puede obtener a la llegada.Fiji. Se necesita sacar un permiso de visitante a la llegadaGabà ³n. eVisa y prueba de vacunacià ³n contra la fiebre amarilla.Gambia.Visado y vacunacià ³n para la fiebre amarilla.Ghana. Visa y cartilla de vacunacià ³n.Guinea. Visa y cartilla internacional de vacunacià ³n.Guinea Bissau. Se obtiene a la llegada.Guinea Ecuatorial.  Requiere que se presenten en la aduana o punto de entrada carta de invitacià ³n, vacunacià ³n, fotografà ­as, etc. Pero en la prctica no se suelen pedir.India. eVisaIndonesiaIrn. Aquà ­ ha habido un cambio en respuesta a la polà ­tica migratoria de Donald Trump e Irn en estos momentos permite viajar a los estadounidenses que tienen visa, pero no emite nuevas.IraqJordania. Se obtiene a la llegada.Kenia. eVisaKwait. eVisaLaos. A la llegadaLà ­bano. A la llegada, vlida por 1 mes.LiberiaLibia. Pasaportes con sello de entrada o salida de Israel no son permiti dos.Mali. Visa y certificado internacional de vacunas. Madagascar. A la llegada.Malawi. A la llegada.Maldivas. A la llegadaMauritania. A la llegadaMà ©xico.  Aunque no se necesita visa hay que tener presente que si se entra al paà ­s vecino por tierra y uno se adentra ms de 20 kilà ³metros o por ms de 72 horas debe tener documentos inmigratorios vlidos (Forma  Migratoria Mà ºltiple). Si se llega por mar o aire, adems del pasaporte se puede utilizar la tarjeta de pasaporte o una licencia de manejar segura (enhanced).MozambiqueNauruNepal. A la llegadaNà ­ger. Adems de la visa se requiere el certificado internacional de vacunacionesNigeria. Se puede obtener onlineOmn. A la llegadaPapà ºa Nueva Guinea. A la llegadaPakistnParaguay. Si se llega por aire al aeropuerto Silvio Pettirossi se puede pedir allà ­. En caso contrario hay que solicitarla en persona en un consulado o embajada paraguayo.Qatar. A la llegadaRepà ºblica CentroafricanaRusia.  A tener en cuenta es que ninguna persona podr salir de este paà ­s con una visa expira da. Tendr que solicitar una nueva, lo cual puede demorarse hasta tres semanas. No se necesita visado si se forma parte de un tour en un crucero y la estancia no es superior a 72 horas. Ruanda.  A la llegadaSamoa. Permiso de entrada que se obtiene a la llegada.Santo Tomà © y Prà ­ncipeSeychelles. Permiso de visitante que se obtiene a la llegada.Sierra LeonaSiriaSomalia. Se obtiene a la llegadaSri Lanka.  Se requiere o bien visa o bien una Autorizacià ³n Electrà ³nica de Viaje.SudnSudn del SurSurinam.  Se puede adquirir una Tarjeta de Turista en cualquier punto de entrada al paà ­s.Tajikistn. Se obtiene a la llegada.Tanzania. Se obtiene a la llegadaTimor. Se obtiene a la llegadaTogo. Se obtiene a la llegadaTurquà ­a. eVisaTurkmenistn.  Tuvalu.Uganda.En estos momentos se puede obtener a la llegada.  Consultar con la Embajada ugandesa ya que su polà ­tica cambia frecuentemente.Uzbekquistn.Venezuela. Estos son los requisitos para solicitar la visa.Vietnam.YemenZambia. A la llegadaZimbabwe. A la llegada A tener en cuenta Para regresar a los Estados Unidos, estos son los documentos que pueden utilizar los ciudadanos americanos.   A la hora de salir con nià ±os es muy importante evitar situaciones que pueden dar lugar a que se cataloguen como secuestro internacional, que puede pasar en casos de divorcios o separaciones nada amistosas. En todo caso, se necesita autorizacià ³n de ambos padres para sacar pasaporte para menores. A la hora de viajar puede resultar conveniente registrarse en el programa STEP, para que la embajada del paà ­s de destino envà ­e informacià ³n sobre la situacià ³n y pueda establecer comunicacià ³n en casos de emergencia. Este es un artà ­culo informativo. No es asesorà ­a legal.

15 Figures of Speech to Color Your Characters

15 Figures of Speech to Color Your Characters 15 Figures of Speech to Color Your Characters 15 Figures of Speech to Color Your Characters By Mark Nichol Figures of speech can create vivid images in readers’ minds when they read about characters in your works of fiction. By â€Å"figures of speech,† however, I don’t mean simply the contemporary techniques of metaphor or hyperbole. I refer, instead, to the classical figures of etymology, orthography, syntax, and rhetoric, which often have applications in both everyday and elegant language. I shared a list of rhetorical terms some time ago, but here I present specific devices (including some of those I listed before) for suggesting character traits or implying dialect by altering the spelling or form of words or the construction of sentences. These techniques help convey a character’s voice and/or personality whether they’re highbrow or lowbrow, pretentious or unaffected, eloquent or inarticulate: 1. Apheresis: elision at the head of a word, such as in ’gainst, (against), often to alter poetic meter. 2. Apocope, or apocopation: elision at the tail of a word, such as ad (advertisement), for colloquial convenience, or th’ (the), to indicate dialect. 3. Archaisms: old-fashioned phrasing for nostalgic or literary effect, such as â€Å"ye old antique shoppe†-type constructions, or obsolete words such as dight (adorn) or yclept (named). 4. Dissimulation: mispronunciation of a word that involves suppressing one of two instances of the r sound, as in the erroneous Febuary (February). 5. Ellipsis: omission of implied words, whether mundane, as in â€Å"He was the only person (who) I saw,† or poetic, as in â€Å"Wrongs are engraved on marble; benefits (are engraved) on sand.† 6. Enallage: substitution for poetic effect of a correct form of a word with an incorrect form, as in â€Å"Sure some disaster has befell.† 7. Epenthesis: insertion of a consonant (called excrescence) or vowel (known as anaptyxis) into the middle of a world, as in drawring (drawing), often to illustrate a speaker’s substandard dialect. 8. Hyperbaton: transposition of words, as in â€Å"Happy is he who is simple.† 9. Mimesis: malapropisms and mispronunciations for humorous effect, as â€Å"very close veins† instead of â€Å"varicose veins.† 10. Paragoge: attachment of a superfluous suffix to a root word to indicate dialect, as in withouten (without), or to emphasize a stereotypical foreign accent, as in an Italian person’s supposed inclination to end all English words with a vowel sound in a sentence like â€Å"He’s a very-a rich-a man.† 11. Pleonasm: redundancy for literary effect, as in â€Å"He that has ears to hear, let him hear.† 12. Prosthesis: attachment of a superfluous prefix to a root word, as in â€Å"She were aborn before your time.† 13. Syneresis: folding of two syllables into one, as in everyday contraction like I’ll (â€Å"I will†) or archaic forms like â€Å"Seest thou?† (â€Å"Do you see?†). 14. Syncope: elision of letters within a word, as in e’en (even), to affect meter in poetry or otherwise allude to a classical frame of mind. 15. Timesis: insertion of a word between the elements of an open or closed compound, whether in contemporary slang (abso-frickin’-lutely) or classical usage (â€Å"So new a fashioned robe.†) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:The Royal Order of Adjectives A While vs Awhile30 Words for Small Amounts

Media Ownership Essay Example | Topics and Well Written Essays - 750 words

Media Ownership - Essay Example The essay "Media Ownership" talks about the position and power of media in the society and in the country and if its ownership and functioning should be more strictly regulated by laws. Naturally, the media has been tagged as an avenue for entertaining, informing and educating the public. This is a generalized conception that has been accepted and practiced in several areas of the world. But there cannot also be any denial of the fact that in some other parts of the world and in realistic scenarios, the media have been a platform for the promotion of social injustice, misinformation, hyping of political tension, incitement of violence and so on. Lately, and with the introduction of social media, much discussion has even gone on about sanity on the various media platform in adherence of core moral and social values. With all such concerns, the ownership of media cannot be left unattended and so the ownership of media should indeed be well regulated and if possible limited. Presently in America, there is a developing trend where a lot of foreign nationals have taken over the ownership and running of media houses. The activities of such foreign nationals and global corporations are seen in the operation of media outlets including newspapers, television, and radio. Such freedoms lead to the deepening of freedom democratic practice of the American press. Though there are also the negative effects, which includes the use of such global corporations in the sabotage of the core aims, visions, and aspirations of the American people.

Read instructions Essay Example | Topics and Well Written Essays - 500 words

Read instructions - Essay Example According to Jess Coleman, the main aim of according death penalty to convicts is to deter, control, and ultimately curb crime. However, he argues that whether death penalty has achieved its purpose is a point of discussion. He argues that any executions take place in a violent manner though the intention is usually honorable. He notes that no substantial evidence relates increased executions to reduced crime. Instead, he observes that there is a correlation  between increased executions and rise in crime in countries like China, Iran, Yemen, Sudan, Tunisia, Syria, Egypt, Iraq, North Korea, and Libya. In addition, he argues that ultimately what the death sentence achieves is death and not justice. Moreover, he notes that just like in any other policy, the society and the government is not ready to deal with the aftermath of the death penalty. As such, he argues that governments should look for better and ethical ways of holding criminals accountable than subjecting them to a death penalty (Coleman Web). Indeed, the author’s purpose is to refute the idea that death penalty is justified in the society. He uses trusted statistics to prove that death penalty barely reduces crime in the society. He seeks to point out the need to find out other avenues of seeking justice than convicting criminals to death. I agree with the author’s argument that death penalty do not deter crime. Actually, as he portrays in the data no substantial evidence relates increased executions to reduced crime. This is so because in many cases death penalties rise from failed legal process where convicts do not get a chance to defend themselves. Others rise from vengeance as states seek to silence citizens who oppose the government. At the same time, the offended person gets no justice when the offender dies. It would serve the victim better if the criminal takes responsibility than dying. Actually, two wrongs do not make

The philosophy on educational Essay Example | Topics and Well Written Essays - 500 words

The philosophy on educational - Essay Example The concept of philosophy was influential in helping Myles Horton to start up learning centers for example; in schools people share dreams and interests while living together. This is based on his definition of a democratic society as one with provisions for positive participation by all in equal terms with secure flexibility (Kohl, Myles and Kohl 1905-90). Since he appreciated the value of education he formed different education centers that led to the spread of citizenship schools to most remote parts in the south and thus helping residents mostly Africans to become literate and qualified to vote. This helped in advancing civil rights movements in 1960s by bringing together coal miners and textile workers. Sharing of ideas and use of the knowledge taught enabled people to challenge and face the negative social problems affecting their lives, boosted and advanced of civil rights, helped workers to form trade unions and cooperatives, helped to make homeless people realize, know and achieve their constitutional rights. The value of education helped to fulfill his determination to see the school he envisioned involve, serve and help poor people in employment and ethnic dissension and in finding ways to gain self-esteem, independence and integrity. Horton organized and appreciated immense transformations in political and social philosophy that enabled restoration of economic prosperity and encouraged patriotism and civic responsibility among the people. One does not need to know the answers to people’s problems but that there are a great deal of views and opinions that people can collectively contribute to build the society. This implies that it is quite crucial to discuss problems in a bid to find viable solutions. Highlander concentrated in inviting the poor who needed sponsorship in order to attend the education centers and learn among other things, their rights in order to overcome the oppression and to learn to handle their problems and

Duchamp prefigure Walter Benjamin's thesis Essay

Duchamp prefigure Walter Benjamin's thesis - Essay Example The essay "Duchamp prefigure Walter Benjamin's thesis" examines in what ways did the work of Marcel Duchamp prefigure Walter Benjamin's thesis. If for nothing at all, everyone has an appreciation for a good work of art and this makes all people artistic. It is against this backdrop that the development of art has remained a very crucial and important point for discussion for many years. Art has evolved since it was first discovered and the reason behind all these forms of evolutions is to ensure that the production of works of art suit the aesthetic needs of the people to whom it is presented. A key point in global art history in terms of evolutionary art is the early 20th century when Benjamin Walter hypothesized and further came out with an essay on art in the age of mechanical reproduction. In this paper, the ways in which the work of Marcel Duchamp prefigures Walter Benjamin’s thesis in his essay shall be analyzed. Marcel Duchamp has been a major contributing icon to the w ork of art, especially in the 20th century. The 1887 French born had the opportunity of having his first exhibition in 1908 in what was termed Salon d’Automne through the influence of his brother. But since then, Duchamp took a lot of control over what he could do as an artistic personality. It is not for nothing that Perloff notes that Duchamp’s readymades now commands sky-high prices, with people applying for permission to reproduce some of his related images in a scholarly book on modernism paying as much as $200 apiece.

Are private universities equally productive in research, as opposed to Essay

Are private universities equally productive in research, as opposed to public universities In The Kingdom Of Saudi Arabia - Essay Example Although historically, Saudi Arabia lacks in major evidences of educational development being in deficiency of Universities, since the recent decade the nation has evolved as one of the major educational hubs for both national and international students. In the current day context, there are several universities and colleges established which attracts domestic as well as international students. The historical need of educational development in Saudi Arabia is therefore evident from the first university of the nation, i.e. King Saud University, which was established in 1957 (King Saud University, 2015). This suggests that prior to 1957 there was almost no opportunity for higher education within the nation. Nevertheless, in the current day scenario, there are several private and public universities and colleges established in the nation. Moreover, the fact that these universities and colleges are associated with delivering several research papers should be emphasized, as it holds high level of prominence in enhancing its popularity. It is important to note that in the initial phase of educational development in Saudi Arabia, public or government universities and colleges were mostly established (Ministry of Education, 2015). These universities have been considered as highly effective in providing quality education to its students. This quality education in public universities and colleges in Saudi Arabia has attracted considerable number of students comprising both international and domestic pupils.

Data Collection Proposal Essay Example | Topics and Well Written Essays - 250 words

Data Collection Proposal - Essay Example (2006). The difference between primary and secondary sources of data is crucial in social research. Primary sources are data which are unpublished; that is, the researcher has gathered them directly from the target individuals or organization. Primary data include data from fieldwork, interviews, and unpublished documents like minutes of meetings. On the other hand, secondary data are any data which a researcher has gathered that have been published before. Secondary data include previously published books, journal articles, and newspaper articles. Mixed method that includes qualitative and quantitative data will be used in this research. Qualitative data will used determine if Bariatric surgery put patient at long term risk and complications of weight. Quantitative data will be used in determining the number of patients who responded differently when put under Bariatric surgery. Primary data will be collected from healthcare providers with information on new devices, drugs, delivery systems, and software for managing patients who have undergone Bariatric surgery. All the legal and ethical issues were taken into consideration as stipulated by law. 50 patients who had undergone Bariatric surgery will be randomly sampled from the information provided by the healthcare providers. This will provide a sufficiently large but feasible number to use in the analysis. Descriptive statistical analysis will be used to analyze the data. This will help in explaining how the data look, (by giving the minimum and maximum values), the what the centre point of the data is (by giving the mean), and how spread out the data may be related to one of more aspects (by giving the standard

Are private universities equally productive in research, as opposed to Essay

Are private universities equally productive in research, as opposed to public universities In The Kingdom Of Saudi Arabia - Essay Example Although historically, Saudi Arabia lacks in major evidences of educational development being in deficiency of Universities, since the recent decade the nation has evolved as one of the major educational hubs for both national and international students. In the current day context, there are several universities and colleges established which attracts domestic as well as international students. The historical need of educational development in Saudi Arabia is therefore evident from the first university of the nation, i.e. King Saud University, which was established in 1957 (King Saud University, 2015). This suggests that prior to 1957 there was almost no opportunity for higher education within the nation. Nevertheless, in the current day scenario, there are several private and public universities and colleges established in the nation. Moreover, the fact that these universities and colleges are associated with delivering several research papers should be emphasized, as it holds high level of prominence in enhancing its popularity. It is important to note that in the initial phase of educational development in Saudi Arabia, public or government universities and colleges were mostly established (Ministry of Education, 2015). These universities have been considered as highly effective in providing quality education to its students. This quality education in public universities and colleges in Saudi Arabia has attracted considerable number of students comprising both international and domestic pupils.

U.S. Social Identity Group and Business paper and presentation Essay

U.S. Social Identity Group and Business paper and presentation - Essay Example For them, stereotypes have been part of their culture since prehistoric days in which slavery was the norm. This paper explores some stereotypes held against Africa Americans and the effect they present on organizational behavior and productivity. Both Americans and other cultural subgroups in United States geographical areas hold stereotypes against African Americans. Largely, since White people were slave owners before the abolishment of slavery, they are the main culprits of such stereotypes. For instance, slaves were perceptibly happy and ignorant people who were ready to serve their masters. According to their White masters, they were lazy people who needed supervision from their masters in order to work productively. Of all minority groups in America, African Americans endure the worst forms of prejudice (U.S. Equal Employment Opportunity Commission, 2010). They may fail to enjoy economic and social advantages such as lower employment rates and lower remuneration. Stereotypes affect organizational behavior and productivity in negative ways. The stereotype that African Americans require supervision to show efficiency in the workplace is misguided. It affects organizational behavior because some employees may endure victimization owing to generalization. The probable psychological effects of stereotypes on African Americans may reduce their ambition and honesty to feedback. Eventually, they may fail to demonstrate productivity because of morale issues and uncoordinated efforts at the workplace. Negative expectations and stereotypes have an unconstructive effect on performance levels (Bridges, 2008). For instance, if a stereotype advocates African Americans as less intelligent and with poor work ethic, then some Black employees who are naturally intelligent may fail to realize their work potential and become less productive. In addition, an organization may fail to employ African Americans in managerial or senior positions

Juvenile delinquency and juvenile justice in Russia

Juvenile delinquency and juvenile justice in Russia Juvenile delinquency refers to crimes committed by young people or minors.  A criminal is one who relapses and commits crimes repeatedly.  Most legal systems consider specific procedures for dealing with this problem, such as juvenile detention centers.  There are many different theories about the causes of crime, most if not all of which can be applied to the causes of juvenile crimes.  Juvenile crime often receives great attention from the media and politicians.  This is because the level and types of juvenile crimes can be used by analysts and the media as an indicator of the general state of morality and public order in a country and as a result can be a source of moral panic alarm.   Like most types of offenses, the number of crimes committed by juveniles in Russia has increased since the mid-twentieth century.  There are many theories about the causes of juvenile crimes, regarded as particularly important within criminology.  This is because the number of crimes increases dramatically between fifteen and twenty years.  Second, any theory about the causes of crime of juvenile crimes should be considered as adult criminals are likely to have had a beginning in crime when they were young.   On the other hand, another possible origin of the juvenile delinquency problems such as schizophrenia, behavioral / mental stress disorder, conduct disorder or bipolar disorder, as stated in Juvenile Justice in the Russian Federation: Improving Services to Youth at Risk. Rational choice theory. Classical criminology considers that the causes of crime have their origin in the same criminal, rather than its external environment.  For classicists, what motivates offenders is the rational self-interest, and highlights the importance of free choice and personal responsibility.  The rational choice theory is the clearest example of this approach. Social disorganization theory. The current positivist approaches generally focus on culture, producing the breakdown of family relationships and community, values à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹and greater individualism.Studies show that only 16 percent of children do something bad, as opposed to 26 percent of adults do something illegal. The theory of stress. The theory of stress is mainly associated with the work of Robert Merton.  Merton believed that in society there are institutionalized paths to success.  The strain theory holds that crime is caused by the difficulty for those living in poverty to achieve through legitimate means socially valued goals.  For those who, for example, fails the educational attainment, that is why it is more difficult to achieve wealth and social status assured by well-paid jobs, and therefore it is more likely to use criminal means to achieve these goals, as stated in Juvenile justice in Russia.  Merton suggests five adjustments to this dilemma: Innovation: individuals who accept socially approved goals, but not necessarily the socially approved means. Retreat: those who reject socially approved goals and means to acquire them. Ritualism: those who are in the system of socially approved means but lose sight of goals.  Merton believed that drug users are in this category. Conformity: those who meet the means and goals of the system. Rebellion: people who deny socially approved goals and means creating a new set of goals and acceptable means. One difficulty with the theory is that stress does not explain why children from low income families in Russia have a poor educational performance in the first place.  Indicated is the fact that much youth crimes are not economically motivated.  The strain theory fails to explain the violent crime, juvenile crime rate that causes the greatest anxiety to the public. Theory of Subcultures is related to the strain theory.  The difficulty of youth to achieve goals and produce socially recognized status groups of young people, who are criminals and deviant subcultures from the right path, have their own values à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹and standards.  Within these groups, criminal behavior can actually be measured, increasing the status of a youth.  The notion of subcultures is important for offenders for crimes that are not economically motivated.  The male members of the bands can argue to have their own values à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹such as respect for the ability to fight and daring.  However, it is not clear why young people make them different from normal non-violators.  Also, there is an explanation of why people are unable to reach socially recognized goals and must necessarily choose substitutes criminals.  Theories of subcultures have also been criticized for having too big a distinction between what is normal and what behavior is deviant. There are also doubts about whether young people consciously rejected the generally accepted values. Differential Association Theory. The differential association theory is about young people in a group setting, and sees how peer pressure and the existence of bands can lead to crime.  It suggests that young people are driven to commit crimes by delinquent peers, learning skills of criminals. There has also been cited a factor in reducing crime reduction as a peer influence, as the men they marry.  There is evidence that young people with criminal friends are more likely to commit crimes.  However, there may be cases of criminals who prefer to join, then the delinquent peers begin to make some offending.  In addition there is the question of how delinquent peers group initially began to commit crimes. Labelling theory suggests that once you have been labeled as a young criminal, this person is more likely to commit crimes.  The idea is that once that a person has been labeled, a youth becomes different, and can accept the role and it is more likely to join others who have been labeled the same way.  Labeling theorists say that there is a greater likelihood that the male children of poor families are labeled as different, and this may partially explain why young male offenders belong to lower class Juvenile delinquency in Russia as a male phenomenon. Juvenile crime committed by men is much higher than the female. Other feminist theorists have studied the causes of this phenomenon.  One suggestion is that ideas of masculinity may make young men more likely to commit crimes.  Being resilient, having higher capacity, being aggressive, daring and competitive can be ways in which young people express their masculinity.  The expression of these ideals can make it more likely that young people develop antisocial and criminal behavior.  Alternatively, something that makes young men act as they do, is because of social pressure to conform to the ideal male, and young men may be naturally more aggressive, bold, etc. There may be biological or psychological factors, the way the  parents treat young men can make them more susceptible to crime. According to a study conducted by Dr. Kevin M.  criminologist at the University of Florida (USA), adolescent males who possess a certain type of variation in a specific gene are more proclibed to meet with other criminals, as stated in The colony for Russias young offenders. Risk factors. Certain risk factors are associated with the potential for violence against oneself and against others.  It is very important to keep in mind that none of these factors alone is sufficient to predict violence.  Using these factors simply as a checklist for a particular child may be inappropriate and even potentially harmful.  This list will not be used to stereotype or stigmatize a young man by the mere fact that appears to have some risk factors. Personal risk factors include: à ¢Ã¢â€š ¬Ã‚ ¢ History of tantrums or uncontrollable explosions of anger; à ¢Ã¢â€š ¬Ã‚ ¢ Violent behavior; à ¢Ã¢â€š ¬Ã‚ ¢ Use past typically insulting or offensive language; à ¢Ã¢â€š ¬Ã‚ ¢ Abusive behavior toward peers or younger; à ¢Ã¢â€š ¬Ã‚ ¢ History of having been the victim of bullies; à ¢Ã¢â€š ¬Ã‚ ¢ A pattern of violent threats  when angry; à ¢Ã¢â€š ¬Ã‚ ¢ Cruelty to animals; à ¢Ã¢â€š ¬Ã‚ ¢ Start fires; à ¢Ã¢â€š ¬Ã‚ ¢ Use and abuse of alcohol or drugs; à ¢Ã¢â€š ¬Ã‚ ¢ Have attempted suicide in the past; à ¢Ã¢â€š ¬Ã‚ ¢ Depression or frequent mood swings; à ¢Ã¢â€š ¬Ã‚ ¢ Tendency to blame others for their problems;   à ¢Ã¢â€š ¬Ã‚ ¢ Experience personal humiliation, loss and rejection; à ¢Ã¢â€š ¬Ã‚ ¢ Too much interest in weapons or explosives; à ¢Ã¢â€š ¬Ã‚ ¢ poor relations with peers, exclusion of the group, few or no close friends; à ¢Ã¢â€š ¬Ã‚ ¢ Participation in cults or gangs; à ¢Ã¢â€š ¬Ã‚ ¢ Too much unstructured time. Mental disorders. Behavioral disorders usually develop in childhood and usually manifest during the teenage life.  Some juvenile behavior is attributed to diagnosable disorder known as conduct disorder.  According to the DSM-IV-TR code 312.xx (where xx varies with the specific subtype), adolescents with conduct disorder also show a lack of empathy and disregard for social norms.  The DSM is the Diagnostic and Statistical Manual of Mental Disorders published by the American Psychiatric Association and referenced often by psychiatrists to diagnose mental disorders.  Juvenile offenders who reoffend in the criminal justice system sometimes diagnosed behavioral disorders because they show a continued disregard for their safety and that of others and their belongings. Once the young still have the same patterns of behavior and reaches eighteen, then you are in danger of diagnosis with an antisocial personality disorder and it is much more likely to become a serious criminal.  One of the main elements used in the diagnosis of adult antisocial personality disorder is to present a documented history of conduct disorder before age 15.  These two personality disorders are similar in erratic and aggressive behavior. This is the reason why the common juvenile delinquents in Russia are diagnosed with conduct disorder is likely to show signs of antisocial personality disorder in adulthood.  Once adolescents reach maturity, unacceptable social behavior becomes a lifestyle and they become career criminals. Career criminals start with antisocial behavior before entering graduate school and are versatile in the sense that they engage in an array of destructive behaviors, offenders with very high rates, and less likely to stop the crime while they are  aging, as described in The colony for Russias young offenders. Family environment. Among the family factors that may have a negative influence can include:the level of parental supervision, how to discipline children by parents, a parental conflict or separation, criminal parents or siblings, a parental abuse or neglect, and the quality of parent-child relationship. Children raised by divorced parents are more likely to begin to commit crimes than those who grew up with both parents, however, if one takes into account the bond that a child feels toward his parents and the level of parental supervision, it is considered that children  families of single parent, is more likely to commit crime. Just as if a child has a low parental supervision, many studies have found a strong correlation between a lack of supervision and crime, and this seems to be the most important influence of the family.  When parents do not usually know where your children are, what their activities are, or who their friends are, they more likely to be absent from school and to have delinquent peers leads them to commit crimes.  A lack of supervision is linked to poor relationships between children and parents, since children are often in conflict with their parents, who tend to be less willing to discuss their activities with them.  Youth with a weak bond with their parents are more likely to commit crimes. Crime prevention. The prevention of crime is the general term for all efforts to prevent youth involved in criminal or antisocial activities.  Increasingly, governments are recognizing the importance of allocating resources for crime prevention.  It is often difficult for states to provide financial resources for adequate prevention, organizations and communities. For all these governments work in partnership is essential for prevention. With the development of delinquency in youth, influenced by many factors, prospects for prevention efforts are understandable.  Among prevention services there are included activities such as education and substance abuse treatment drugs, family counseling, mentoring and youth protection, parental education, educational assistance, and social intervention. Consequences for society. Once the juvenile reaches maturity they are likely to continue showing maladjustment behaviors and increase their risk of being prosecuted through the criminal justice system as adult offenders.  Due to the small percentage of normal adult and juvenile offenders who contribute a high percentage of violent crime (ie murder and aggravated assault), the criminal justice system should monitor the small population of professional criminals in an effort to prevent the proliferation of  serious violent offenders, as described in Russia considering juvenile justice system. If mental disorders such as conduct disorder go undiagnosed and untreated, juvenile has the growing potential for developing an antisocial personality disorder and continue later life as a professional criminal.  Most violent criminals exhibit traits of antisocial personality disorder and put on display before age of 15.  The antisocial personality disorder is a common diagnosis for a mass murderer.  Alvarez and Bachman found a similarity between the mass murderers that made his previous criminal convictions.  In this case, the conduct disorder could become an element likely to serial murderer if not diagnosed and treated before it becomes fully into adulthood in an antisocial personality disorder. Conduct disorder and antisocial personality disorders are categorized as extremely similar personality definitions in DSM-IV-TR and as explained above in mental disorders.  Some common features include the constant breach of social norms, aggressive behavior toward people, and a decoupling of the emotion of empathy.These features are also common among serial murderers and maladaptive behaviors if left untreated has the potential to create a person who fantasizes about killing several victims and then meet his impulsiveness when no longer able to restrain. All in all, the juvenile delinquency in Russia can be prevented and must be prevented, using new innovative approaches and different methods that will help youth to direct their efferts and interests in studying and working. Juvenile delinquency is a serious problem in Russia and the juvenile justice for it should be corresponding.

French and British Colonialism Bibliography usage :: essays research papers

Topic: What were the legacies of French and British colonialism in Sub-Saharan Africa? How similar/different were those legacies? Paul Nugent. (2004). Africa Since Independence. Palgrave Macmillan This is a comparative study of the different trajectories and experiences of independent African states. It addresses the differential legacies of British, French, Portuguese, Belgian and Spanish colonialism as well as the unique qualities of imperial Ethiopia and Liberia Richard Hughes (2003). Capricorn: David Stirling's African Campaign. Radcliffe Press Capricorn is the story of a small band of idealists in the decade before independence that believed a future without racial discrimination would allow the countries of east and central Africa to prosper. Story wises the effects of the turbulent history of post-colonial Africa and its disappointment to idealists and to politicians who hoped for peace in countries free of European control. Retrieved July 2004 from: Nicholas Pederson, ACDIS-Arms Control Disarmament and International Security, French Colonialism in Africa at: www.acdis.uiuc.edu/Research/OPs/Pederson/html/contents/sect3.html This series paper details France’s need for uranium, a resource made an advantage to France by its colonialism in Africa. The paper also details the events of Africa’s largest and longest lasting colonial empires in history-the French Colony. Details factors involved in the decision to pursue African based colonies and details the ideas involved in assimilating and associating the African people into French culture. Retrieved July 2004 from: Nicholas Pederson, ACDIS-Arms Control Disarmament and International Security French Colonialism In Africa Post-WWII at: www.acdis.uiuc.edu/Research/OPs /sect4.html The paper details the beginning of the end of French Colonialism in Africa by Charles de Gaulle creation of the Fifth French Republic in 1958 and his coming to power. Retrieved July 2004 from: University of Nothern Iowa, Geographic Alliance of Iowa: Standard Four: The Human Characteristics of Nigeria at: www.uni.edu/gai/Nigeria/Background The article details the events of Nigeria’s creation through British colonialism. Also details the legacies left behind in Nigeria such as the English language, culture, and presents a balanced view of Nigeria’s stereotypes and truths. Linguistic and the Political Geography of Nigeria are also detailed. Retrieved June 2004 from: University of Maryland. ICONS Americas Transatlantic Connections at: http://www.icons.umd.edu/americas/afr-am.htm The article highlights the differences between administrative policies of British colonialism and Latin, French policies. Very brief and to the point but also contains links to Organization of Africans in the Americas(Europe). O. Patricia Cambridge, Ph.D. (2000) Africa Untold. Ohio Univeristy Detailed similarities of the effects of European colonies on Africa’s Religion, Politics, Economics, Women, Children, Men and Kinship.

Symbolism in J.D. Salinger’s The Catcher in the Rye Essay -- The Catch

Many novels cannot be fully understood and appreciated if only read for face value, and J.D. Salinger’s The Catcher in the Rye is no exception. The abundant use of symbolism in Salinger’s The Catcher in the Rye is of such significance that it â€Å"proclaims itself in the very title of the novel† (Trowbridge par. 1). If the symbolism in this novel is studied closely, there should be no astonishment in learning that The Catcher in the Rye took approximately ten years to write and was originally twice its present length. J.D. Salinger uses copious amounts of symbolism in his novel to accurately convey the feelings of his main character, Holden, and, in essence, to reveal information pertaining to human sentiment. Many of these symbols contain irony, multiple meanings, and varying degrees of complexity. Through the comprehension of Salinger’s unique symbolism, however, The Catcher in the Rye can be truly understood and appreciated. The character of Holden Caulfield is a powerful symbol himself which represents people as they truly are. Holden can be related to by anyone; he is occasionally silly, irritating, thoughtless, and irresponsible. He judges others without a second thought and builds his perception of people according to the things that he deems to be â€Å"phony.† Holden Caulfield is representative of idealism. He sees the difference between what is and what ought to be and is bothered enough by this to take action. The name â€Å"Holden† can be phonetically interpreted as meaning â€Å"hold on,† but what is it that Holden is holding on to? The Catcher in the Rye is the tale, from Holden’s perspective, of the three days following his removal from his prep school, Pencey, and the wisdom that comes during his venture. One of the first enc... ...nguage Quarterly 25.4 (1964): 461. Print. Edwards, Duane. "Don't Ever Tell Anybody Anything." ELH 44.3 (1977): 554-65. JSTOR. Web. 20 Apr. 2009. Foran, Donald. "A Doubletake on Holden Caulfield." The English Journal 57.7 (1968): 977-79. JSTOR. Web. 18 Apr. 2009. Miller, Edwin. "In Memoriam: Allie Caulfield in The Catcher in the Rye." EBSCOhost. 2000. Web. 22 Apr. 2009. Privitera, Lisa. "Holden’s Irony in Salinger’s The Catcher in the Rye." Explicator 66.4 (2008): 203-06. Print. Salinger, J. D. The Catcher in the Rye. Boston: Little, Brown, 2001. Print. Svogun, Margaret D. "Salinger’s The Catcher in the Rye." Explicator 61.2 (2003): 110. Print. Takeuchi, Yasuhiro. "Salinger’s The Catcher in the Rye." Explicator 60.3 (2002): 164. Print. Trowbridge, Clinton W. "The Symbolic Structure of The Catcher in the Rye." EBSCOhost. 2000. Web. 17 Apr. 2009.

Early Childhood Pioneers Essay

Froebel pioneered the view that play acts as an organising function which integrates learning and helps children apply their knowledge and understanding in relation to their developing ideas, feelings, physical bodies and relationships. Froebel thought that schools should be communities in which the parents are welcome to join their children. He believed that parents were the first educators of their child. He thought that children learned outdoors as well as indoors. He encouraged movement, games and the study of natural science in the garden. He invented finger play, songs and rhymes. He encouraged the arts and crafts and a love for literature as well as mathematical understandings. He thought that children should have freedom of movement, clothes which were easy to move about in, and sensible food which was not too rich. Foebel deeply valued symbolic behaviour and encouraged this in very young children. He realised how important it is for children to understand that they can make one thing stand for another. He thought that the best way for children to try out symbolic behaviour was in their play. He thought that as they pretend and imagine things, children show their highest level of learning. Similarly to Vygotsky he thought that children’s best thinking is done when they are playing. He also designed various items and activities to help symbolic behaviour. He encouraged children to draw, make collages and model with clay. He encouraged play with special wooden blocks (Gifts) and made up songs, movements, dancing AND crafts (occupations). He allowed children to use Gifts and Occupations as they wished thus introducing what is called now free flow play. He emphasised the expressive arts, mathematics, literature, sciences, creativity and aesthetic things. He believed that each brought important but different kinds of knowledge and understanding. He also place great emphasis on ideas, feelings and relationships. Influence on current practice and curriculum models Most mainstream settings encourage learning through first hand experience and play remains central to provision for children’s learning, including language development through rhymes and finger plays. Most early years settings encourage imagination to flow freely in play, and symbolic play is seen as very important for children’s development. Early years settings integrate care and education and today this is emphasised more than ever. Children’s development is still encouraged through provision of a wide range of materials and activities tailored to the needs of the individual child. Current best practice still emphasises creativity, science and the humanities and learning opportunities are integrated across curriculum partnerships. Maria Montessori (1870- 1952) Montessori devised a structured teaching programme which she based on her observations of children who were mentally challenged, and she believed she was making Froebel’s work more scientifically rigorous in doing this. There are Montessori schools in the UK within the private sector. Children are seen as active learners who go through sensitive periods in their development when they are more open to learning particular skills and concepts. Montessori designed a set of didactic materials which encouraged children to use their hands. Her method involves a series of graded activities through which every child progress working through specially designed materials. Each material isolates one quality for the child to discover e. g. size, colour or shape. The materials are self correcting. Whereas Froebel stressed the importance of relationships, feelings and being part of a community, Montessori stressed that children should work alone. She thought that this helped children to become independent learners. For her the highest moment in child’s learning was what she called the polarisation of the attention. This means that the child is completely silent and absorbed in what they are doing. Montessori did not think there was need for adult correction. The role of the adult was limited to facilitating the child’s own creativity, the teacher is known as directress. Children are not seen as part of a community but work largely on their own in a quiet and peaceful environment of total concentration. Little parental involvement is encouraged. Unlike Froebel, Montessori did not see the point in play or the free flow. She did not encourage children to have their own ideas until they had worked through all her graded learning sequences, she did not believe that they were able to do free drawing or creative work of any kind until they had done this. The child is thought to solve problems independently, building self confidence, analytical thinking and the satisfaction that comes from accomplishment. There are significant similarities between Piaget’s theory of the stages of cognitive development and the Montessori system’s organisation of students in the classroom. The Montessori system places children into classrooms based upon a common cognitive stage and not by grade level, children are divided into age groups and are presented with activities that correspond to their cognitive ability at that level, this coincides closely with Piaget’s stages of development in which certain cognitive tasks must be mastered during a certain age in order for formal learning to progress. Furthermore students in Montessori system are placed in an environment that is tailored to their cognitive development, Montessori believed that classrooms should be furnished and equipped in a manner that allows children to explore and interact with their surroundings in a safe and engaging environment. Piaget believed that interaction with one’s surroundings aids in cognitive development in a way that is referred to as schema theory. The Montessori system also provides the necessary growth opportunities as designated by Piaget to progress from one cognitive stage to next. These four criteria include maturation, experience, social interaction and equilibration Influence on current practice and curriculum models Mainstream provision also sees the child as an active learner and some Montessori ideas and materials are used such as graded sizes of particular shapes, e. g. small, medium and large blocks. Many other aspects of Montessori provision are different from mainstream early years practice. For example mainstream settings emphasise that the role of adults in intervening and supporting the child’s learning. Current mainstream practice would not usually leave children to work through activities alone but encourages group work and sensitive intervention by adults to support learning. Sometimes quiet concentration is encouraged but according to individual children’s needs rather than basic approach to all learning activities. Current practice would involve parents/carers as partners with a high degree of involvement. Susan Isaacs (1885- 1948) Like Margaret McMillan, Susan Isaacs was influenced by Froebel, she was also influenced by the theories of Melanie Klein, the psychoanalyst, Isaacs made detailed observations of children. Isaacs valued play because she believed that it gave children freedom to think, feel and relate to others. She looked at children’s fears, their aggression and their anger. She believed that through their play, children can move in and out of reality. This enables them to balance their ideas, feelings and relationships. She said of classrooms where young children have to sit at tables and write that they cannot learn in such places because they need to move just as they need to eat and sleep. Isaacs valued parents as the most important educators in a child’s life. She spoke to them on the radio, and she wrote for parents in magazines. Isaacs encouraged people to look at the inner feelings of children. She encouraged children to express their feelings. She thought it would be very damaging to bottle up feelings inside. She supported both Froebel’s and Margaret McMillan’s view that nurseries are an extension of the home and not a substitute for it, and she believed that children should remain in nursery type education until they are 7 years of age. Isaacs kept careful records of children, both for the period they spent in her nursery and for the period after they had left. She found that many of them regressed when they left her nursery and went on to formal infant schools. Modern researches have found the same. Influence on current practice and curriculum models Mainstream early years settings today give opportunities for children to let off steam in controlled way through vigorous physical play and encourage controlled expression of feelings through language and imaginative play. Play is still seen as central to learning and parents/carers are seen as partners. Careful observation of children and accurate record keeping is emphasised in early years settings. Many countries throughout the world do not start children at school until age six or seven years and many early years educators in the UK argue that this should be the case here. Margaret McMillan (1860-1931) Margaret worked in the Froebel tradition. She believed in active learning through first hand experiences and emphasised feelings and relationships as well as physical aspects of movement and learning. She believed that play helped a child to become a whole person and was an integrating force in learning and development. McMillan was a pioneer in nursery education. She believed in the introduction of nursery schools as an extension of home and as communities in themselves. She emphasised the value of the open air and introduced gardens for families to play and explore. She believed in partnership with parents who developed with their children in the nursery environment. McMillan was the first to introduce school meals and medical services and stressed the importance of trained adults to work with children. Influence on current practice and curriculum models McMillan has had a powerful influence on the provision of nursery education in the UK and many of her principles are widespread. At present time children are given access wherever possible to outdoors areas and encouraged to make gardens and use natural materials. Early years settings give opportunities for children’s physical, social, imaginative and creative play and encourage expression of feelings. Active learning is encouraged through provision of a wide range of materials and equipment together with a skilled and qualified workforce. McMillan’s views on the nursery school as a community are followed through today as parents are invited into schools and seen as partners in the care and education of their children. As well as being a community in itself, early years settings extend provision into the community and become part of the community. School meals and medical services are now an accepted part of provision. Learning theories and Play The importance of Play, the environmental factors and the view of the child as an active learner are also reflected in the social constructivist model. Similarly to the pioneers of play, Piaget, Vygotsky and Bruner saw the child as an active participant in their own development and learning. Piaget stated that children passed through a series of stages of cognitive development always in the same order but at different rates. He emphasised that the child was an active participant in their own learning and development. According to Piaget children had schemas or patterns of behaviour that are part of the child’s powerful drive to understand its experiences. Piaget believed that young children in preoperational stage began to think and represent actions with symbols and judged situations on what they could see not being able to conserve, he also prescribed them as egocentric and felt that they learned by discovery. Whereas Piaget saw the child as a solitary learner, Bruner and Vygotsky similarly to Froebel stressed the importance of the role of adults and interactions in play. Vygotsky emphasised the role of adults in helping children learn. He identified the zone of proximal development and believed that the adult role was to intervene and help children to move into the zone of actual development and the cycle goes on. Bruner believed that children learn through doing, imagining what they have been doing and then turning what they know into symbols such speech, drawing and writing. Bruner saw the adult as important in supporting children’s learning especially when informal, everyday interactions are utilised to help children make sense of the world. Influence on current practice and curriculum models Current practice acknowledges the role of schemas in children’s learning and development. Different types of schemas were identified by early years practitioners, teachers and psychologists, such as transporting, orientation, enveloping, horizontal and vertical schemas. Social constructivism (reflecting many of the early childhood pioneers’ ideas) is widely acknowledged to underpin and influence mush early years provision. It emphasises that children have different and distinct ways of thinking, behaviour and feeling at different stage of development and that children’s thinking is different from adults. Children are seen as active agent in their own learning, adults observe and assess children, work closely with the child, support their learning, extend play opportunities and parents are involved as partners. Carefully structured and well resourced learning environment are essential including the indoors and outdoors to encourage exploration and discovery with a balance of adult structured activities and play and learning opportunities freely chosen by children. Current principles and Curriculum models High/Scope curriculum model High scope is a structured programme developed in the 60s in the USA and now extended for use with preschool children and babies. Some mainstream settings in the UK use the High scope approach. The High/scope is based on well accepted educational principles: Active learning: the child is encouraged to become an active learner involved directly in their own learning. Personal initiative: the child is encouraged to use personal initiative to plan, do, and review their own learning. Consistency: children need consistent stable daily routines and organised learning environment to help their confidence and independence. Genuine relationships between practitioners and children Appropriate curriculum designed to provide key learning experiences. The EYFS Curriculum The principles of good practice in early years provision have integrated many of the key features of the work of the early educators. Currently is general agreement about what constitutes a good practice and these ideas have been drawn together in the curriculum guidance for the foundation stage in England. The key areas are Adults and children, the curriculum and the environment. Children and adults: Children are active learners, they engage with adults, materials, events and ideas in immediate, direct and meaningful ways, adults are skilled and trained and understand how children learn and develop. Children are viewed as a whole and their individual needs are met. Adult observe and assess children’s progress and are able to respond appropriately. Imagination and symbolic play are seen as very important. The curriculum: There is a balanced between adult initiated and children self chosen activities, well planned and purposeful play is seen as the most important vehicle for learning. A brad balanced, well panned relevant and appropriate learning curriculum is provided, a wide range of activities and equipment is available indoors and outdoors and the equality of opportunity and access to learning for all children are essential. The environment: A well organised, safe, stimulating, secure and reassuring environment is provided and positive relationships with parents are maintained. [pic] Bibliography Beaver M, Brewster J, Jones P, Keene A, Neaum S, Tallack J, 1999, Babies and Young Children Book2, 2nd edition: Early Years Care and Education, Stanely Thornes (Publishers) Ltd Bruce T. , 2004, Developing learning in early childhood (0-8), Paul Chapman Publishing, A Sage publications company London. Bruce T & Meggitt C, 2007, CACHE Level3 Award Certificate Diploma in childcare and education, London, Hodder Education. Edwards C. P. , 2002, Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia, Early Childhood Research and Practice, Volume 4 Number 1, 2002. Grisham-Brown J. (? ) INFLUENCES ON EARLY CHILDHOOD DEVELOPMENT, Early childhood development, Education. com Holachek K. , 2007, The benefits of alternative education: How Piaget theories of Cognitive development in children support the Montessori system, (? ) Hucher K. & Tassoni P, 2005, professional development Planning play and the Early years (2nd Edition), Oxford, Heinemann Educational publishers Sagarin S. K. , 2009, The Seer and the Scientist: Rudolf Steiner and Jean Piaget on Children’s Development, JOURNAL for Waldorf/R. Steiner Education Vol. 11. 1, May 2009.

Is the Nuclear Family Universal

Is the nuclear family universal? This essay will explore whether the nuclear family is in fact a universal sociological institution. The term ‘universal' means applicable to all cases, so, for this to be correct the nuclear family must be found in all families in every society. Nuclear family consist a husband and wife and one or more children, own or adopted, it is defined by Murdock and according to him, he believed that the nuclear family is ‘a universal social grouping. ‘ Functionalist George Murdock suggested an idea of universality of the family as family is the basic and vital institution in all societies.He looked at 250 societies and found four the most significant functions of the family: sexual, economic, reproduction and socialization. These functions are essential and meet needs in all societies and institution who best fits in performing them is family. Murdock defined the family as social group characterized by common residence, consisting of adults o f both sexes and dependant children. There are statistics that suggest the diversity of families is developing, such as cohabiting, single-parent and reconstituted homosexual families. All evidences seem to prove that nuclear family is not the dominant type of family.However, living in a nuclear family is a phase that most people, as children and adults, go through in the course of their life. The Government seems to be more preferable to nuclear family, as the nuclear family can be a nurturing environment in which to raise children as long as there is love, time spent with children, emotional support, low stress, and a stable economic environment. So, although there is an increasing diversity of family, nuclear family is still universal. The nuclear family is promoted by politicians and media. For example, Labour policy Supporting Families (1998) suggested different ways of all types of families.However Labours also pointed out that preferred type will be nuclear. Media created â⠂¬Ëœcereal packet image’ of the family where it was promoting ideal nuclear family. People being influenced by media and politicians start seeing other types of households undesirable or abnormal. However there is an opposing view to Murdock’s theory that goes against the idea of the nuclear family being universal. In 1959, Kathleen Gough provided a detailed insight of the Nayar society. This culture was mainly centred on the woman and known as a matrifocal family. In this society, when the woman reaches puberty, she is married to her Tali husband.This is a sacred and traditional marriage but although they are married by law the husband and wife have no obligations to each other, the woman is then allowed to take on up to 12 visiting Sandbanhan husbands who must come after tea and the stay the night and leave before breakfast the next morning. Husbands and wives didn’t form an economic unit. Also, husbands were not expected to maintain the wives and it was frown ed upon to do so. Moreover, he didn’t bond, look after or socialize with the children. Another opposing view of the universal nuclear family is the IK culture.This tribe lives in Africa were each member shows now emotional connection with one another. Family, to them, means very little and each member of that society fends for themselves, showing no maternal instincts. If a new baby shows signs of weakness and disability, it will be disowned into the wilderness. The same happens to an elderly member who has no ‘purpose’ in the society. The experience and lifestyle of the IK suggests that family life across the world is characterised by diversity. However, in the UK definitions are dominated by the nuclear family.However, there is a lot of support for Murdock’s theory of the universal nuclear family. One argument is that statistically, the female-headed family is not the norm either within black communities or in the societies in which they are set. Also, s ome sociologists believe that the mainstream model of the nuclear family is valued by blacks and regarded as the ideal. However, there are many opposing views to his theory. The supposed harmful effects on the children of the matrifocal family are far from proven, and, we know that children from a nuclear family are sometimes abused or neglected.Looking closely at all the evidence I have explored in this essay, I conclude to find that the nuclear family is not universal. Families are simply groupings of people brought together by blood, marriage or some kind of connection. By looking at groups such as the Nayar society and the IK culture, it shows that the nuclear family is not applicable in all circumstances. Finally, in British culture the times are changing and there is a more diverse range of families in our society today.

Personal Ethic Statement Essay

VirtuePersonal Ethics Statement Personal ethics provides a foundation for an individuals’ moral scale. It reflects personal beliefs on values, morals, right, and wrong. Personal ethics is influenced by family, friends, community, religion, culture, and coworkers; and that can have a positive or negative impact. Personal ethics varies from person to person; some points may be similar whereas others will differ. Personal ethics drives actions, and to some point, emotions day by day. Depending, on the individual our personal ethics and where we stand will lead us on a path of failure or success. According to my Ethical Lens Inventory, my preferred ethical lens is Rights- Responsibility and Results Lens (Ethical Lens Inventory Games), meaning that I can think rationally and still be emotionally balanced while coming up with a solution for the greater good of the people. I value independence and individual rights while making sure everyone is treated fairly. I am optimistic and like to bring new ideas to the table that someone may not have seen before. My blind spot is â€Å"Belief that motives justify methods or your own good is good† (Ethical Lens Inventory Games). Sometimes I let people down who are depending on me. I can ignore other problems as long as mines are solved. My strengths are â€Å"Self Knowledge and Free will† (Ethical Lens Inventory Games) I believe in balancing responsibility and entrepreneurship. I believe everyone should be accountable and self-reliant because I am so I expect that from others. My weakness is once I have made up my mind about something that I can close the door on other interpretation. I also have to accept that I cannot do everything by myself and that if I do not take the time to reflect that I can fail and become exhausted. My values are Autonomy, Rationality, Sensibility, Temperance, and Prudence (Ethical Lens Inventory Games). As a result of my personal background and what I have learned, I have placed prominence on being independent but also accepting help from others. My course of action is taking and accepting responsibility for my own actions. I have high expectations and my actions will determine my level of success. I will take time out to reflect on who I am, who I want to become and how I am going to get there. I am going to do what is right and in my heart. I will not change who I am for others even if they dislike me. I will follow the golden rule and treat people how I want to be treated. I will be fair to others and avoid being biased. I will fulfill my duties for those counting on me, and be respectful and show dignity for myself and for others. I will never settle for less and try my hardest at everything that I do, and seek continued improvement. References Ethics Games. Ethical Lens Inventory Report. Retrieved from http://www. ethicsgames. com