Social And Cultural Change Prompted - 1187 Words

Social and Cultural Change Prompted by Technology Textile, steam, and metallurgy based innovations amounted to a legacy in Britain and a precedent for future industrial revolutions for other countries. As urbanization became a phenomenon in Britain, people migrated to the city centers in an effort to find employment and waged labor. New technological advancements, during Britain’s Industrial Revolution, prompted change in society and culture. The increased demand for British goods resulted in merchants needed more cost-effective methods of production, which led to the rise of mechanization and the factory system. The separation of social classes and labor was one major effect of the inventions. Also, women and children were the new solution for long, hard hours and lower pay. Cultural changes were a direct result of this increase in technological developments, reshaping familial relations and daily life, while leaving an agriculturally based culture. The most important change in society and societal views, that resulted from new technology in everyday life, was a larger separation in classes and wages. As technology emerged, a new class system followed. Before the industrial revolution, the average lifespan was higher, the economy was stimulated by agriculture, and, above all, there was little division in social class and labor. With small scale productions, the agricultural sector was self sufficient. However, as more people flocked to the cities in search of employment inShow MoreRelatedThe Attacks of 9/11 and the Subsequent Global War on Terror: Primordialist and Constructivist Perceptions1439 Words   |  6 Pagessubsequent Global War on Terror, in terms of political identity? Do you see it in primordial terms? How would a primordialist and constructivist each explain these events? Primordialism The primordialist view would suggest that the attacks were prompted by irreconcilable differences between Islamic culture and the West and that Islam felt threatened by the West. Essentially it states that ethnic groups and nationalities exist because there are traditions of belief and action towards primordialRead MoreSummary : Manliness 1691 Words   |  7 PagesJohn Yarbrough SPM4012 – Hawzen 4-3-16 MANLINESS IN SOCIETY Manliness is depicted as ownership of properties considered regular of a man. Hegemonic manliness is a type of manly character with social optimism and accentuation that interfaces manliness to aggressiveness, durability, and ladies subordination. Manliness hegemonic is the requirement of male territory over a general public. Manly belief system goes back to the season of agrarian and the modernRead MoreAfrican Americans Participation During The Civil War1509 Words   |  7 Pagesacknowledge their struggles and transformed the war into a fight for reconnection and freedom. Though hindered by racist people and policies, the African Americans’ participation during the war and Reconstruction greatly contributed to tremendous cultural change as well as the securing of legal rights to blacks. The African American’s desire to fight and support the war effort caused the country to not only recognize their struggle, but shift the goal of the war to the freeing of slaves in bondage. NearRead MoreMulticultural Education int the United States1665 Words   |  7 Pagesmany different types of people, each one having his or her cultural background. Over the years, the United States has become increasingly populated with cultural diversity. 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This powerful shove has been connected with far-reaching cost for economic well-being, political processes and social structures in countries across the world. The diverse parts of the entire world have actually become so co-dependent in so many respects that it is not possible any longer toRead More A Caribbean Legacy Essay1182 Words   |  5 Pages A Caribbean Legacy The notions of slavery, colonialism, and race are indelible aspects of Caribbean history. In order to fathom the current political, social, economic, and cultural climate of the Caribbean one must engage in a critical study and understanding of the impact slavery has had in modern day Caribbean societies. The modes and intricacies of modern day Caribbean societies are intimately related to the plantation systems of the colonial period, which welcomed the arrival of the largestRead MoreMulticulturalism : A Culturally Diverse Groups896 Words   |  4 Pagesof citizenship provides us with a legal and cultural framework and social coexistence positive among the diverse citizens culturally , it raises the need to examine the relationship between citizenship and multiculturalism. United states and Europe are Totally difirent in their multiculturalism styles. Thirty years ago, it was considered by many Europeans that multiculturalism( society being diverse and united at the same time), is the answer to social problems in Europe. Today, however, many believeRead MoreThe Social, Economic, and Political Implications of the Conquest and Colonization of the Americas1040 Words   |  5 Pagesand colonization of the Americas is very complex. The social, economic, and political issues and circumstances that took place many years ago are the foundation of who America is today. Most Americans do not realize how many people were affected by immigration, or understand the real struggles and sacrifices that the indigenous people and the colonists made for the freedoms we have today. During these historical events, many cultural, social, and economical events were impacted. Historical Contributions

Gender Identity Literary Theory A White Heron - 726 Words

Discussion Board #3 - Using the Gender Identity Literary Theory. A White Heron. This short story portrays the resistance that feminist concepts give way to. Our story having the main character as a nine-year-old little girl who embarks on a journey that yearns for the young girl to come from a state of innocence to a state of knowledge about the world around her. She becomes illuminated in her environment once her grandmother has brought her to live in the rural countryside. Knowledge and nature seem to be key reoccurring elements, signifying some of the elements that the feminist analytical approach targets as a unique discourse of feminine characteristic. The author being female, it can be argued that an underlying attempt is submerged†¦show more content†¦To tie this together, with wealth and power, an insensitive male culture is able to exploit the harmony of the world he dominants, which is a significant point made in feminist movements. Sylvia and the young man take on an expedition into the woods to find the white heron. The young man hopes to se duce Sylvia to gain more knowledge of the prized white heron. When the seduction occurs, there are several poignant emotions that the author describes of the young girl, which directly leads the reader into the second perspective which is â€Å"her initiatory journey.† Young Sylvia is thrust into a yearning for womanhood, which is depicted in the story â€Å"the woman’s heart, asleep in the child. This part is important because of its portrayal of a masculine device at using the innocence of a young girl’s heart to obtain his needs. The journey she must embark upon is more an upward that an outward one, a direction that emphasizes not only the limits of her environment but points to her affinity with the bird. We think of the journey to knowledge as more of a flight applying bird-like characteristics to Sylvia. â€Å"With her bare feet and fingers, that pinched and held like bird’s claws to the monstrous ladder† and â€Å"Sylvia felt as if she could go flying away among the clouds†¦truly it was a vast and awesome world!† Sylvia has recognized her own independence. Ultimately the concluding choice that Sylvia makes coincides withShow MoreRelatedHistory of the Development of the Short Story.3660 Words   |  15 PagesThe Short Story. Basic Literary Elements of The Short Story. 1.1.History of The Development of The Short Story. 1.1.1.Early Forms.Origins. The short story refers to a work of fiction that is usually written in prose, usually in narrative format. This format or medium tends to be more pointed than longer works of fiction, such as novellas (in the 20th and 21st century sense) and novels or books. Short story definitions based upon length differ somewhat even among professional writersRead MoreIroquois Confederacy9092 Words   |  37 PagesIROQUOIS CONFEDERACY by Loretta Hall OVERVIEW The Iroquois Confederacy, an association of six linguistically related tribes in the northeastern woodlands, was a sophisticated society of some 5,500 people when the first white explorers encountered it at the beginning of the seventeenth century. The 1990 Census counted 49,038 Iroquois living in the United States, making them the countrys eighth most populous Native American group. Although Iroquoian tribes own seven reservations in New York

Television and Youth Violence free essay sample

A discussion of the impact that violence on TV has on youth crime. This is an argumentative paper about violence on television and its impact on youth. The author argues that television violence influences youth crime. Included is a classification of different kinds of violence on TV and a comparison of violence between the different genders. Most people in our society generally have the opinion that violence on television increases aggression in children and adolescents. Does it Who is to say whether television has a positively direct effect or a positive correlation However, the majority of the people who have researched this topic have discovered that violence on television is indeed one of the prime factors contributing to the increase in violent and aggressive behavior among the youth in society. That is to say there has been a growth of strong evidence to suggest that television violence does play an important and contributory part in the learning of aggression. We will write a custom essay sample on Television and Youth Violence or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In other words, violence in the media helps promote and encourage children and adolescents to freely express their abusive behavior. As a result, the topic of my essay will help support the issue that violence in the media causes abusive behavior in youths. Furthermore, I will emphasize if there are any differences in aggressive behavior between the genders.

Women in Sports

Sports and athletics have always been a male domain and female athletes have always struggled to be taken seriously. Women are perceived as frail and delicate beings and they are not supposed to participate in activities that involve any kind of physicality. The traditional female roles require that women be limited to their homes and kitchens and their main interests be limited to looking sexy and getting married.Advertising We will write a custom essay sample on Women in Sports specifically for you for only $16.05 $11/page Learn More Bend it Like Beckham explores the problems faced by two women who want to pursue their passion in soccer but are conflicted by the traditionally expected role of women in society. Jesminder â€Å"Jess† Bhamara played by Parminder Nagra and Juliette â€Å"Jules† Paxton played by Keira Knightley are the two soccer crazy women who each face and overcome family and social pressures as they pursue their passion. T he biggest obstacle for women wanting to pursue a sporting career is that they are expected to be feminine while athletic women are considered to be masculine and hence sports are not considered an ideal career choice for women. The societal expectations from women make it difficult for them to pursue a career in sports and when they do go against the tradition to pursue their sporting dreams they are either not taken seriously or seen as less feminine than the more traditional women. Jess’ and Jules’ parents consider their interest in soccer to be a temporary phase and expect them to outgrow their â€Å"childish† pursuits and eventually get married and settle into domesticity. Both Jess and Jules are expected to spend more time on their grooming so that they may be able to attract men and eventually get married. Jules’ mother is horrified that her daughter does not dress in a more feminine manner and does not date any boys. On the other hand, Jessâ€℠¢ parents want her to learn cooking so that she can become a good wife. Both sets of parents are concerned that their grown up daughters may not be feminine enough to get a good husband. Irrespective of their cultural background, marriage is the ultimate destiny for women. When women dare to deviate from this path they are looked at suspiciously. And when they want to pursue a career that is predominantly male, they must be reprimanded and made to mend their ways. Sports, especially rough sports like soccer, that require athletes to sweat and bleed and can cause injuries that may render them unsuitable to carry out their marital duties are definitely off-limits for women.Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Some of these apprehensions against women playing sports may stem from a misguided myth that rough sports may injure a woman’s reproductive health (Daniels 335). The myth c ould explain, in part, why younger girls are still tolerated if they indulge in active sports, but as they grow older, they are expected to become more serious about life. For women, this invariably means getting married and settling down. Jess’ mother berates her that she is too old to be playing around with boys. Obviously, while it was alright for her to play soccer as a child, as a young women, indulging in a masculine past time makes her less feminine and hence less likely to find a suitable husband. Similarly, Jules’ mother is distraught that Jules is not interested in shopping, an acceptable past time for women. When women do not outgrow their passion for sports and insist on becoming a professional athlete, they have to overcome a mountain of opposition, which may start right at home. Another reason why Jess and Jules face stiff opposition when they decide to pursue a sporting career is because women are supposed to have a different set of priorities than men. A sporting career is time consuming and involves travel hours of practice. Such a time consuming career can be difficult to manage for anyone and can be a cause for stress. But for a woman, it can be even more stressful since they are expected to help out at home a lot more than men are. Jess laments that a boy never has to stay back to help out with housework. Because a women’s ultimate role in society is to get married and have children, she cannot be expected to be pursue a time consuming career option. These different life priorities for man and women mean that while it is alright for men to be away from home for long periods of time, women cannot leave home without seriously jeopardizing their domestic life. Hence, a young girl must concentrate on learning skills that would be helpful to her as a married woman while a young boy must get skills that would help him earn a living. These traditional gender roles may seem inappropriate in the modern world where women demand e quality in everything. However, even today, few women are able to truly pursue a career without worrying about their family obligations. Under the circumstance, a woman wanting to pursue a sporting career, which is inherently time consuming can cause great conflicts between the traditionally expected female roles and their careers. Jules and Jess are perceived as too masculine which could be because women attempting to make their mark in a rough sport like soccer may intentionally try to subdue their femininity so that they may be taken seriously. This means that they try to take an aggressive stance like men might do when challenged, instead of trying to handle problems in a more civilized manner.Advertising We will write a custom essay sample on Women in Sports specifically for you for only $16.05 $11/page Learn More Sports and aggression go hand in hand and many famous sports personality often have hot tempers. Such an aggression is never acceptable, whether in boys or girls. But as women try to imitate men, they may take on this aggression, not only to seem more masculine but also to protect themselves in a male dominated environment. Since men are expected to be aggressive, when women become aggressive, they tend to become more acceptable in the men’s world. So when Jess is abused by a racial slur, she becomes physically violent with the abuser. Her violent reaction is not only on being abused but a direct result of playing a masculine sport wherein she has to constantly fight and prove herself. Her aggression is a the result of her frustration with a system that does not give her the same rights as men. While there is no reason why women cannot play rough and aggressive games like soccer, women should guard against imitating male aggression in order to become more acceptable in a male-dominated sport. Jules and Jess are mistaken for homosexuals indicating that when women participate in aggressive and rough traditional ly male sports like soccer they can lose their femininity leading to an identity crisis. Jules has no interest in wearing sexy, feminine clothes or in shopping and her mother misinterprets this to mean that Jules and Jess are lesbian. While the movie gives a humorous touch to this mistake, Daniels points out that â€Å"the athlete epitomizes masculinity†¦ (so) the female athlete must be masculine† (346). In other words, if a woman wants to engage in an activity that is by definition masculine, than she must want to be man and hence women athletes must be lesbians (Daniels 346). Under the circumstance, Jules’ mother’s error in thinking that Jules and Jess are lesbians may be a direct result of a social phenomenon that accepts female athletes only if they, in some way, do not conform to the acceptable social norm, in this case that of heterosexuality. Jules’ mother even blames soccer for her daughter’s homosexuality suggesting that if Jules had not participated in such a masculine sport she may be more feminine and heterosexual. In other words, since aggressive sports is associated with masculinity, participating in such a sport is supposed to make a person so masculine and hence homosexual. This over-simplification of homosexuality is because humans have a need to put everything in neat boxes and when something or someone does not fit, they must be labeled in a way so that society can reconcile them with the known labels.Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More In conclusion, when women want to pursue a career in sports, they always face stiff opposition in a society that equates sports with masculinity and hence does not find a place for woman in the tight sporting circles. This opposition to female athletes starts right at home where parents and relatives often discourage young girls for pursuing a sporting career as it would mean being perceived as masculine and even a lesbian. A woman’s acceptable role in society is that of a wife and a mother and when a woman deviates from these traditional roles, she faces an uphill task in proving herself. As such, a female athlete has to fight much more than a male athlete as she not only has to fight for her place in the team but also fight for her right to be an athlete. Works Cited Bend it Like Beckham. Dir. Gurinder Chadda. Perf. Parminder Nagra, Keira Knightley. Kintop Pictures. 2002. DVD. Daniels, Dayna B. â€Å"You Throw Like a Girl: Sports and Misogyny on the Silver Screen.† C elluloid Dreams: How Film Shapes America. Eds. Chris M. Ramos, David T. Mayeda and Lisa Pasko. Dubuque, IA: Kendall Hunt Publishing, 2010. 335-346. Print. This essay on Women in Sports was written and submitted by user Nicholas Mccoy to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Structures of Resisitance essays

Structures of Resisitance essays The nature of interaction between traditional agrarian society and the modern world has remained a controversial debate amongst anthropologists, sociologists and political theorists. It remains contentious as to whether the dominance of modern values over traditional is desirable; whether the arrival of the market and modern commerce betters or worsens the conditions of rural society and its relationship with the metropol; whether such change is received with apprehension or optimism by the members of rural society. Joel Migdal, for example, puts forth certain arguments proposing the concept of culture contact- that exposure and contact are the causes of change. Migdal identifies three reasons suggesting why such change would be likely to occur: (1) The benefits of the modern far outweigh the benefits of the traditional. (2) The individual is free from severe institutional restraints which would prevent him from making an unimpeded decision. (3) Those individuals who select the new are rational and are optimisers, and those individuals who do not accept the modern fail to do so because of wrong or nonrational values. Most theorists, however, tend to agree that modern society, for good or bad, is clearly encroaching on traditional agrarian society and gradually moulding its values, economic systems and sociopolitical institutions into variants of the modern equivalent. However, this consensus fails to account for one extremely significant fact: that despite the overwhelming economic, political and cultural dominance of the modern world, traditional agrarian structures continue to persist in various forms: the feudal estates of Third World countries, plantations and latifundismos in Southern Italy and much of Latin America, and so on. The questions thus arise: why do such traditional social relations persist in spite of the modern impulse? Why do customs and rituals and so...

Icai Essays

Icai Essays Icai Essay Icai Essay Reserve Bank of India has reviewed the prudential guidelines on restructuring of advances by banks/ financial institutions vide circular DOBB. No. BP. BC. 63/21. 04. 048/2012-13 applicable for all scheduled commercial banks excluding Orbs dated November 26, 2012 and has decided: I) To enhance the provisioning requirement for restructured accounts classified as standard advances from the existing 2. 0 per cent to 2. 75 per cent in the first two years from the date of restructuring. In cases of moratorium on payment of interest/ principal after restructuring, such advances will attract a provision of 2. 75 per cent for the period covering moratorium and two years thereafter; and that Restructured accounts classified as non-performing advances, when upgraded to standard category will attract a provision of 2. 5 per cent in the first year from the date of upgrading instead of the existing 2. 00 per cent. In accordance with the above, loans to projects under implementation, when restructu red due to change in the date of commencement of commercial operations (DOC) beyond he original DOC as envisaged at the time of financial closure and classified as standard advances would attract higher provisioning at 2. 75 per cent as against the present requirement of 2. 0 per cent as per the details given below: Infrastructure projects Particulars Provisioning Requirement If the revised DOC is within two years from the 0. 40 per cent original DOC prescribed at the time of financial closure If the DOC is extended beyond two years and Upton four years or three years from the original DOC, as the case (Ref. : DOBB. NO. BP. BC. 85121. 04. 048/2009-10 dated March 31, 2010) 2. 5 per cent From the date of such restructuring till the revised DOC or 2 years from the date of restructuring, whichever is later. Non-infrastructure projects If the revised DOC is within six months from the original DOC prescribed at the time of financial closure If the DOC is extended beyond six months and Upton one year from the original DOC prescribed at the time of financial closure (Ref. : DOBB. NO. BP. BC. 85121. 04. 048/2009-10 dated 0. 40 per cent 2. 75 per cent From the date of such restructuring for 2 years. All other extant guidelines on Income Recognition, Asset Classification and Provisioning pertaining to advances will remain unchanged. Note: (Common for Intermediate (PC) Paper 1 and Paper 5) Non-Applicability of Mind ASS for November, 2013 Examination The MAC has hosted on its website 35 converged Indian Accounting Standards (Mind AS) without announcing the applicability date. These are the standards which are being converged by eliminating the differences of the Indian Accounting Standards visit-Â ¤-visit FIRS. (Students may note that Mind ASS are not applicable in November, 2013 Examination. However, Accounting Standards as specified in the syllabus are applicable for them in November, 2013 examination. Paper 4: Taxation Applicability of Finance Act, Assessment Year etc. For November, 2013 examination (1) The amendments made by the Finance Act, 2012 in income-tax and service tax; The provisions of income-tax law as applicable for the assessment year 2013-14; The significant notifications and circulars issued Upton 30th April, 2013 (mincemeat and service tax) (The Study Materials relevant for May, 2013 and November, 2013 examinations are updated based on the provisions of law as amended by the Finance Act, 2012 and significant circulars and notifications issued up to 30. 6. 2012. The amendments made y the Finance Act, 2012 in income-tax and service-tax and notifications and circulars issued between 1. 5. 2011 and 30. 4. 2012 in income-tax are also separately discussed in the publication Supplementary Study Paper-2012. ) Paper 6: Auditing and Assurance S. NO Standards on Auditing (As) AS Title of Standard on Auditing Effective Date AS 200 Overall Objectives of the Independent Auditor and the April 1, 2010 Conduct of an Audit in Accordance with Standards on Auditing 2 AS 210 Agreeing the Terms of Audit Engagements April 1, 2010 3 AS 220 Quality Control for Audit of Financial Statements 4 AS 230 Audit Documentation April 1, 2009 5 AS 240 The Auditors responsibilities Relating to Fraud in an April 1, 2009 Audit of Financial Statements 6 AS 250 Consideration of Laws and Regulations in An Audit of April 1, 2009 Financial 7 AS 260 Communication with Those Charged with Governance 8 AS 265 Communicating Deficiencies in Internal Control to Those April 1, 2010 Charged with Governance and Management 9 AS 299 Responsibility of Joint Auditors April 1, 1996 AS 300 Planning an Audit of Financial Statements April 1, 2008 11 AS 315 Identifying and Assessing the Risks of Material April 1, 2008 Misstatement through Understanding the Entity and its Environment 12 AS 320 Materiality in Planning and Performing an Audit 13 AS 330 The Auditors Responses to Assessed Risks 14 AS 402 Audit Considerations Relating to an Entity Using a April 1, 2010 Service Organization 15 AS 450 16 AS 500 Audit Evidence 17 AS 501 18 AS 505 Specific Considerations for Selected April 1, 2010 Items External Confirmations 19 AS 510 Initial Audit Engagements-opening Balances 20 AS 520 Analytical Procedures 21 AS 530 AS 540 Auditing Accounting Estimates, Including Fair Value April 1, 2009 Accounting Estimates, and Related Disclosures AS 550 Related Parties 24 AS 560 Subsequent Events 25 AS 570 Going Concern 26 AS 580 Written Representations 27 Using the Work of Another Auditor April 1, 2002 28 AS 610 Using the Work of Internal Auditors 29 AS 620 Using the Work of an Auditors Expert April, 2010 AS 700 Forming an Opinion and Reporting on Financial April 1, 2012 31 AS 705 Modifications to the Opinion in the Independent Auditors April 1, 2012 Report 32 AS 706 Emphasis of Matter Paragraphs and Other Matter April 1, 2012 Paragraphs in the Independent Auditors Report

Translational methods from basal instruction to a differentiated Essay

Translational methods from basal instruction to a differentiated pedagogical system - Essay Example There is a movement underway in many school systems to complete the transition away from basal reading programs and more towards systems of instruction that facilitate an organic growth of reading-comprehension based on texts written to be read. Most purely basal texts are written for the purpose of teaching reading, which creates a separation from the reality of what people read, why they read it, and the natural flow of literature. Basal and purely literature-based reading instruction programs assume that acquiring reading fluency depends upon the comprehension and and exercising of individual, component skills that combine mechanistically to create an understanding of written language.This technological perspective can be challenged by more recent, reliable theoretical models of literacy holistic education that denies the validity of skill components. The purpose of reading and the context of the passage must be included in the education process. Dissatisfaction with basal program s has mounted in recent years, in part due to this consideration for the purposes behind reading. Basal stories sections may in some cases contain unrealistic linguistic characters to demonstrate various aspects of the component education process. (CELT, 1998) In response to these concerns from parents and educators, curriculum publishers, state departments of education, and school districts themselves have begun the institution of sweeping reforms in reading/literacy teaching programs. A principle objective is the development of literature-based systems that rely on texts written with the intent of reading; which could easily be found outside a classroom; rather than basals that exist only for reading classroom use. Further investigation is required to determine to what extent this new concept truly alters the face of literacy education, towards a determination of the best way to transition away from basal. Newer theories that question the basis of basal instruction dispense with t he grade-level restrictions that actively prevent some teachers from using texts designated for higher grades. Literature-based programs permit texts as long as they contribute to the interests of readers or are relevant to a particular academic topic. The goal is a new kind of literature program that draws on a the classroom as a community. Teachers and students using literature-based programs choose from a greater selection of actual, unadapted texts as they would appear outside a classroom. A purely basal approach, based on a mechanistic theory may not allow for the leaps of intuition that are necessary for true, fluent comprehension, should the students be subjected to a laundry list of abstractions. Some researchers make the argument that the basal texts themselves should never have been utilized as the entire reading program. In essence, they have always been - since the earliest days of the McGuffey Readers, a workbook/textbook for reading. The dominance of basal-trained read ers has prompted much of the investigation into the efficacy of such programs, and ways to transition beyond them. (Shannon & Goodman, 1994) DIFFERENTIATED INSTRUCTION It is apparent to most all educators that not all students think alike. From this knowledge, differentiated instruction strategies facilitate an approach to teaching and learning that opens multiple options for students in the acquisition of information and a thorough comprehension of ideas. Differentiated instruction is a pedagogical theory resulting from the premise of varied instructional approaches incorporated into the classroom to meet the needs of diverse students; both in terms of communal/cultural origin and neurobiological aptitudes. (Tomlinson, 2001). These ideas become a viable alternative to meta-literary classroom-only texts typified under Basal Instruction. This is the method that seeks to verify that the learning the student receives is an individual match for that students level of achievement, in ter ms of readiness levels, progress,

Explain the true-justified-belief theory of knowledge. Then make up Essay

Explain the true-justified-belief theory of knowledge. Then make up your own Gettier case and explain why it is counter-example to the analysis - Essay Example It is the efforts that would be needed for people to have knowledge. Knowledge and belief are used differently in philosophical terms. The connection between knowledge and belief is that belief is a belief is considered to be knowledge if the belief held is true and if the believer has a reasonable justification to believe it is true. According to the famous scholar Plato, knowledge can, therefore, be defined to mean Justified True Belief (JTB) also known as knowledge theory. There are three terms â€Å"truth†, â€Å"belief†, and â€Å"justification† which are very pronounced in the knowledge theory. In epistemology, belief denotes faith. It is concerned with what we believe such as traditional held believes. This includes the truth and everything we believe to be right from our cognitive point of view. What a person belief of something as true or not is not a necessity for a belief. One my belief something which is wrong but that will not disregard the belief from being true. The belief held by such a person was a mistaken belief but not that the belief was wrong. This brings the concept of truth. These conditions of truth, belief and justification must be taken together to be sufficient for JTB. The justified True Belief was strongly held in the world of philosophy but not until Gettier came in and questioned the knowledge that was held for thousands of years. In his argument, Gettier claimed that the knowledge held by someone may be justified and true, yet fail to count as knowledge. This was known as Gettier problem. Suppose I stumble on Mary, a class mate driving license which is written that she comes from Chicago. Having seen that legal document, I’m justified to belief that Mary comes from Chicago. Suppose I infer from the above case and say that someone in my class comes from Chicago. Now, Mary driving license turns to be a fake one. It seems that what I believed was wrong which even makes my second belief to be wrong. Unknown to me, I may have

Narrative Feeling Essay Example for Free

Narrative Feeling Essay 1. Identify three quotes from the dialogue that show how Bryce progressed in ethically identifying his emotions. The first quote from the dialogue shows how Bryce progressed in ethically identifying his emotions is â€Å"After a year of applying, interviewing, jumping through all the hoops, I finally realized nothing I did mattered. I just couldn’t take another rejection. The bottom line is, no one wants me.† The second quote that shows how Bryce progressed in ethically identifying his emotions is â€Å"I don’t know. I think they might leave me. We’ve run through our savings. We’re behind on the mortgage. I’m going to lose everything. I feel bad, but I can’t do anything about it.† The third quote that shows how Bryce progressed in ethically identifying his emotions is â€Å"Really? What did you do? I mean, I know you moved away.† See more: how to start a narrative essay 2. Identify and explain, using concepts from the text, at least one example of an obstacle to communicating emotions in the situation.  One example of an obstacle to communicating emotions in the situation is self-protection. Bryce stated that he hasn’t want to talk to anyone in a while which can be an indication that he may not want to express his feelings, in fear of others having information that could affect how they perceive or act towards him. (Wood, 178) 3. Identify and explain at least two examples of irrational beliefs that Bryce holds. Two examples of irrational beliefs that Bryce holds from the dialogue would be when he states â€Å"The bottom line is, no one wants me.† And â€Å"I feel bad, but I can’t do anything about it.† I feel that these beliefs are irrational because they are not true, though Bryce believes they are. He feels that no one wants him, but the case may be that someone else may have been a better fit for the position instead of him. This does not mean that he was not just as qualified as the next applicant. Bryce stated that he stopped looking for jobs about 6 months ago, but if he would have remained dedicated, he may have run into a job by then. He stated that he can’t do anything about this but truthfully, he could have still continued to search for jobs instead of sitting back and doing nothing. 4. Explain, using concepts from the text, how Bryce could use surface acting and deep acting to better align his emotions and behavior with the needs of his job search. Even though Bryce feels that finding employment is hopeless, his body language and facial  expressions will definitely show that. Bryce needs to learn how to effectively control his outward appearance because it will benefit his job search. A positive attitude always helps gain desired results. Showing an outward appearance of drive and determination to gain employment will be more beneficial than his defeated attitude. Bryce could also align his emotions and behavior with the needs of his job search by controlling his feelings of hopelessness and defeat. He should learn that by possessing these feelings, he is already lessening his chances to produce the desired results that he is looking for. 5. Based on the textbook’s guidelines for communicating emotions effectively (p.182– 187), identify and explain at least three ethical strategies Bryce could use to improve his interpersonal communication in this situation. One strategy that Bryce could use to improve his interpersonal communication in this situation is identifying his emotions. The text states that â€Å"recognizing the existence of both feelings allows you to tune in to yourself and to communicate accurately to others what you are experiencing.† (Wood, 182) Bryce needs to separate his feelings of hopelessness and the fact that he feels that no one wants him. Another strategy that he can use is choosing whether or how to express emotions. Bryce seems to be very erratic when it comes to his feelings toward finding a job. Once he can actually determine where his frustration lies and not let it consume and discourage him, he can then decide to or not to communicate his emotions in order to keep them private. Lastly, he can also use the strategy of monitoring self-talk. This would be very helpful to Bryce because he can talk himself into having a more positive outlook regarding his job search, He won’t feel so low when he is turned down for a job opportunity because he will have coached himself to keep searching and continue his drive. Wood, J. (2012). Interpersonal communication: Everyday encounters. Boston, MA: Wadsworth.

Dyslexia :: essays research papers

Dyslexia For Children Jimmy’s Story: Jimmy was a 10 year old boy who had done well in school through the third grade. Once he got the fourth grade he was having trouble following the readings as fast as the other children could. He was mixing up words and confusing letters. He was very upset so he told his mom and she decided to check out what was happening. She took Jimmy to the doctor and the doctor had Jimmy take some tests and the doctor discovered that Jimmy had dyslexia. This didn’t mean that Jimmy was stupid, it just meant that he had trouble reading certain words. Jimmy would have to see a special teacher to fix his problem. Facts about dyslexia: 1.Children who are dyslexic are not stupid 2. Dyslexic is a word used to describe children who have trouble putting words together or spelling 3. Although many people may think so, dyslexic people do not see things backwards. 4. Many dyslexic children seem to have good creative skills like drawing, painting or playing a musical instrument. 5. Dyslexia can have more of an affect on one person than it does another or it may have less of an affect on one person or the other. 6. Experts think that 10% of all children have some degree of dyslexia and only 4% have a really bad case of dyslexia. This means that if you have dyslexia, you are not the only one. There are many other children who work with dyslexia everyday. 7. No two dyslexic children are alike. Children who have dyslexia are just like everyone else except they have to work through their reading and writing a little harder. 8. Many famous people have worked through dyslexia for example: Thomas Edison, the inventor of the light bulb; Winston Churchill, Prime Minister of Great Britain and Woodrow Wilson, President of the United States of America.(1) Causes of dyslexia: There is no real answer for the cause of dyslexia. Dyslexia is not contagious so you can’t get it from someone else, it is not in something that you eat and it is not a cough or the flu so it won’t hurt you if you have it. Doctors think that dyslexia runs in families, so it might get passed down from your mom or dad when you are born.(1) Solving dyslexia: The best known solution to dyslexia is working with a special teacher and working hard. There are some medicines that are available (ritalin and adirol) that will help you concentrate better but the way to getting past dyslexia is all in the hard work.

Safeguarding Children and Young People

1.1 Explain the policies, procedures and practices for safe working with children and young people.The 2nd Joint Chief Inspectors Report defined safeguarding children and young people as the act of taking reasonable measures to ensure that the threats of harm to children & young people’s welfare are diminished by all those who work with children. The document expressed that all agencies involve with the provision of services to children and young people should take appropriate actions to raise and address issues of concerns whilst working to agreed local policies and procedures established by Local Safeguarding Children Board, and in partnership with other local agencies to safeguard a child or young person. (CQC archive (2005)).SAFEGUARDING CHILDRENThe second joint Chief Inspectors’ Report on Arrangements to Safeguard Children. In short all those that work with children & young people have a duty of care to safeguard and promote their wellbeing.Children & Young Peopleà ¢â‚¬â„¢s Safeguarding Guidelines and LegislationsThe Children Act 1989This act was introduced to make child protection a paramount issue whereby parents are responsible for ensuring the safety of their children and local authorities are charged with the duties of identify children at risk of harm and to safeguard and promote their welfare. This act places responsibility on all agencies including those providing services for adult to protect children and young people.The Children Act 2004This act saw the creation of the Local Safeguarding Children’s Board, for local government to enforce children’s safeguarding and to investigate alleged cases of abuse. The Act stipulates that though a service might cater to the needs of adults, its staff has the duty of care to safeguard all the children and young people they come in contact with. The act places a burden  on all agencies that works with children to work collaboratively in raising concerns and addressing allegations o f abuse.The Every Child Matters Green Paper. This guidance was introduced to improve outcomes for children and young people in the following 5 areas as a result of the serious case review into the death of Victoria Climbie Being healthy Staying safe. Enjoying and achieving. Making a positive contribution. Achieving economic well-being.Working Together to Safeguard Children (2010)This act emphasis on the need for individuals and inter-agency to work jointly to safeguard and promote the welfare of children & young people as stipulated by the Children’s Act 2004. The act stresses the importance for practitioners working with children & young people to be aware of their responsibility and be competent in their duties.Safeguarding Disable Children (2009)Due to the vulnerability of disable children as they are dependent on others for their personal care and are perhaps prone to being isolated socially through bullying, the act ensures that there are robust complaints and representa tions measures in place that are accessible to disabled children and their families across all agencies. The act seeks to ensure that all staff working with disable children are adequately trained to safeguard and guarantee the well-being of their service users. (Department for children schools & family (2009) Safeguarding disabled children Practice guidancehttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/190544/00374-2009DOM-EN.pdf (accessed 22/08/13).The Protection of Children Act 1999This act introduces the concept of pre-employment screening to prevent those who are unsuitable to work with children from being employed through the following checks. verifying identity: verifying the right to work in the United Kingdom (UK). confirming employment history and qualifications. verifying criminal record.Safeguarding Vulnerable Groups Act 2006This act reinforces the need for employers to screen potential employees to ensure that they do not pose a threat to the safety and welfare of children & young people along with vulnerable adults. An essential aspect of this act is that it stipulates employers duty to conduct on going suitability checks instead of one-offs checks to identify those who commit an abuse during their employment.The Children and Young Person Act 2008Though children under the age of 16 are assume to lack capacity to consent, young people 16 and over are able to give consent. This act ensures that children and young people’s voice are heard in relation to all decisions patting to the provision of their services. It certifies transparency in the quality of care given by agencies, the act safeguards the stability of children by ensuring that they are placed in suitable accommodations that promotes their safety and welfare. The act provides supports to young adults leaving care and to ensure that they are not forced out of state funded care facilities before they are ready. (National archive (2013) Children & Young Perso n’s Act 2008 http://webarchive.nationalarchives.gov.uk/20100202100450/dcsf.gov.uk/everychildmatters/publications/childrenyoungpersonsact2008/ (accessed 22/08/13).2.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguardingAccording to information published by the NSPCC there are four types of child abuse which are described in the below table (NSPCC (2010) Child Protection Fact Sheet http://www.nspcc.org.uk/inform/trainingandconsultancy/consultancy/helpandadvice/definitions_and_signs_of_child_abuse_pdf_wdf65412.pdf (accessed 22/08/13).Type of Abuse Physical sign Behavioural Indicator PHYSICAL ABUSE Unexplained bruising, marks or injuries on body Bruises which reflect hand marks or fingertips (from slapping or pinching) Cigarette burns Bite marks Broken bones Scalds Fear of parents being approached for explanation Aggressive behaviour or severe temper outbursts Flinching when approached or touched Reluctance to get changed, for example wearing long sleeves in hot weather Depression Withdrawn behaviour Running away from home EMOTIONAL ABUSE A failure to thrive or grow Sudden speech disorders Developmental delay, either in terms of physical or emotional progress Neurotic behaviour, e.g. hair twisting, rocking Being unable to play Fear of making mistakes Self harm Fear of parent being approached regarding their behaviour SEXUAL ABUSE Pain or itching in the genital/anal areas Bruising or bleeding near genital/anal areas Sexually transmitted disease Vaginal discharge or infection Stomach pains Discomfort when walking or sitting down Pregnancy Arrange marriage Sudden or unexplained changes in behaviour, e.g. becoming aggressive or withdrawn Fear of being left with a specific person or group of people Having nightmares Running away from home Sexual knowledge which is beyond their age or development age Sexual drawings or language Bedwetting Saying they have secrets they cannot tell anyone about Self- harm or mutilation, sometimes leading to suicide attempts Eating problems such as overeating or anorexia NEGLECT Constant hunger, sometimes stealing food from others Constantly dirty or ‘smelly’ Loss of weight, or being constantly underweight Inappropriate dress for the conditions Complaining of being tired all the time Not requesting medical assistance and/or failing to attend appointments Having few friends Mentioning their being left alone or unsupervised2.2 Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own settingIn situations where I am Concerned about a child’s safety I will Take the following actions Listen to the child’s allegation & respect his/her point of view reassure the victim clarify information without over questioning; make a written statement of their allegation or support them with writing it down Explain my duty of care to ensure their safety and if the information shared suggested that they are being abuse I have to share it with the relevant people (only those that needs to know) Explain the safeguarding process  consult with manager immediately Record all relevant steps taken. The below chart is a flow chart for refereeing allegations of abuse to the local safeguarding board2.3 Explain the rights that children, young people and their families have in situations where harm or abuse is suspected or allegedUnder the Children’s Act 1989 and the Human right Act 1998, children and young people have the right to be protected from significant harm. In cases of alleged abuse the initial step should be protecting the children by removing them from the environment where the abuse occurred, and taking actions to investigate the allegation so the perpetrator could be prosecuted. The storing and processing of personal information about children and young people is governed by the Data Protection Act 1998, which states an individual has the right to privacy and for their personal sensitive details to be held confidentially.The European Convention for the Protection of Human Rights and Fundamental Freedoms also declare that children & young people have a right to privacy. The data protection act provides guidelines on the safe processing and sharing of confidential details. An aspect of the data protection act is to seek the consent of the individual for their information to be used, as children & young people under the age of 16 are presumed to lack the capacity to give consent, their advocate will have to consent on their behalf. There are various legislative guidelines and best practice tools promoting joint delivery of service in safeguarding adults, it is inevitable that information recorded by one agency will be shared with other professionals.In such situation the guidelines issued by the data protection act should be adhered to, not only to maintain the rights of the vulnerable child but to also maintain the privacy of the family (siblings parents etc). The protection of children which is public interests out-weighs the family’s right to privacy, and as such information about the family might be shared amongst agencies when investigating allegations of abuse.

Fashion Icon

Blake Lively, amazes everyone with her versatility in fashion. Day after day, week after week she just can't go wrong! On Gossip Girl, she couldn't get much credit because the whole cast has a fashion stylist. But, Lively manages to look fashionable off set as well. It's all about taking risk in fashion and Lively definitely does the job especially with her choice of colors. On top of the most beautiful dresses she puts on, she manages to have the right makeup and hair for every outfit.Confident, poised, stylish, glamorous. These are the kinds of words typically used to describe Blake Lively, who has become the self-proclaimed fashionista of her generation. Not only is she now the face of Chanel but also she is constantly in the spotlight for her fearless approach to fashion as well as her obvious true passion and love for it. After attending countless designer shows and taking her views of the runway to the real world there is no doubt that she has become a fashion icon to those who follow her.In fact, being chosen to be on the cover of Vogue twice in a single year is almost a right of passage to prove she is officially a top player in the fashion industry. She is a designer dream because she stays true to her vision. Teens are full of youthful energy, life and vitality, they have love and passion for fashion, drawing inspiration from celebrities. Blake Lively stands as a fashion icon for teens, as my target customer like being perceived older and like imitating the style of older people to feel more mature.All American golden girl, blake lively is known to be pretty, sweet who doesn’t get into any scandals or controversies, whatever she wears is widely accepted by my target customer, Maddy. These days there is an increasing trend that teens want to dress older than their age and Blake lively serves a good model to copy. Unlike many other celebrities she doesn’t like to have a personal stylist. She isn’t afraid to take the runway to the re d carpet, and no matter the look or designer, she always makes the outfit look effortless.Her uniqueness and individualism inspired maddy to imitate her style. Blake lively’s enthusiasum in styling herself inspired maddy to take that up as a hobby and learn to be creative and talented. Blake lively always like to change her looks and be new each time she steps out, she had a more sweeter style when she was younger now she is more lady like and sophisticated. Maddy draws inspiration from her fast fashion style and trys to look new when she goes shopping with her friends.Maddy’s preference to fast fashion products that are more in trend and are constantly changing is inspired by blake’s trendy way of changing her looks constantly and reinventing herself. Maddy follows blake’s style on tweete, facebook and keeps posters of her style trends in her room. Bold, confident and daring are the words used to describe blake, her personality is similar to who maddy wa nts to be. As blake never has a backgroung in show business and made it so big in the fashion industry, maddy plans to follow her foot steps and get in to show business when she grows up.

Directing the Engagement Party of Sheila and Gerald Essay Example

Directing the Engagement Party of Sheila and Gerald Essay Example Directing the Engagement Party of Sheila and Gerald Essay Directing the Engagement Party of Sheila and Gerald Essay In this essay I am going to direct act 1 the engagement party of Sheila and Gerald At the beginning its a engagement party of Sheila and Gerald. They are very posh people. I would send to every one and an engagement card to invite the people for the party and I would make big hall for the party night and I would put some balloon and staff on the walls. I would a big light at the middle of the ceiling and some small lights at the wall and I would make two lights on Sheila and Gerald. I would make a big cake and a lot of small candles on the top of the cake and I would make up the bride nicely and the dress I would make it white I would make a black suit for Gerald. I would order two gold rings of the engagement. I would make the hall big enough for the all people and I would make enough chair and tables for the all people. I would tell every men to wear a black suit and women to wear anything they wants would put champion and drinks and food in each table. I would make Sheila a bit nervous because she saw Gerald after a long time. I would make Gerald a bit young man about age of 25 and Sheila would be at age of 23 thats the best age for the engagement. And I would make the party until late night. Now I would tell Sheila and Gerald to bush the candles on which are on the top of cake and when the inspector calls every one get scared and the party become horrible I would put some horrible music on every would be looking at each other at the end of party I will tell Gerald and Mr birling to stay out side of the house speaking with each other about inspector and its a dark place because no one can hear them. At the ending I would tell all the guest to leave and I would let the family to stay alone for inspector to come and their would be scared and I will slowly slowly turn all the lights off and the first part act one will be finished.

Reverse and Invert

Reverse and Invert Reverse and Invert Reverse and Invert By Maeve Maddox Watching an episode of The Good Wife the other evening, I was puzzled by a lawyer characters use of the word invert. A witness had been murdered. The lawyer was trying to prove that the witness list had been leaked because the last two letters of the witness’s name were â€Å"inverted† on the official list and were also â€Å"inverted† on a note written by the killer. I completely lost track of the story as I tried to figure out how the letters in what was presumably a typed word could have been turned upside down. Then the camera showed the list and I saw that the last two letters, e-r, had been reversed to r-e. Ah, I thought, reversed! I could turn my attention back to the story. The experience got me thinking about the two words. invert: 1533, from M.Fr. invertir, from L. invertere turn upside down, turn about, from in in, on + vertere to turn reverse: c.1300, from O.Fr. revers reverse, cross, from L. reversus, pp. of revertere turn back In some contexts â€Å"inverted† does mean â€Å"reversed.†For example, an† inverted sentence† is one in which the verb changes its usual place and comes before the subject: Before me lay the ruined sword. An â€Å"inverted syllogism† is one in which the statement â€Å"All A are B† invites the conclusion â€Å"All B are A.† On the other hand, â€Å"inverted commas,† another term for â€Å"quotation marks,† is so termed because opening quotation marks (in some fonts anyway) are upside-down commas. Depending on the typeface, opening and closing quotation marks may be identical in form (called vertical, straight, or typewriter quotation marks), or they may be distinctly left-handed and right-handed (typographic or, colloquially, curly quotation marks). The closing single quotation mark is identical or similar in form to the apostrophe, and similar to the prime symbol. Wikipedia The OED lists 13 definitions with numerous sub-definitions for reverse, including â€Å"invert.† It gives 10 for invert, including â€Å"reverse.† I’m sure that not every viewer boggled at the lawyer’s use of the word inverted in the Good Wife episode, but I doubt that I was the only one who did. It’s probably a good idea to think about possible ambiguity when using these words. 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 Misused Words category, check our popular posts, or choose a related post below:Yours faithfully or Yours sincerely?Does "Mr" Take a Period?â€Å"Least,† â€Å"Less,† â€Å"More,† and â€Å"Most†

Chapter Analysis Theistic Realism Essay Example | Topics and Well Written Essays - 500 words

Chapter Analysis Theistic Realism - Essay Example The term ‘theistic realism’ was defined by Gutek to describe this kind of approach (Hart, 2006: 56). Man is perceived as a rational being with free will exercised through choice and capable of acquiring knowledge of reality. Human conduct is thus guided by objective truth and values. Reality though is accepted as both material and spiritual. Having free will and conscience also means people are responsible for their own behaviour (Young et al., 2007: 84). Under theological realism, the teacher would likely employ a range of methods with an emphasis on helping to develop skills of observation and critical reasoning. The teacher would also provide copious facts and guide the student to becoming knowledgeable about the world around them as a route to self-realisation. The lecture method would therefore be common with skilful use of audio-visual aids, and teachers would encourage discussion among students. The teacher is very much sympathetic towards her students, and students in turn would be given choice in the activities they can engage in. As John Locke advocated, the children would not be pushed beyond their ability or natural inclinations. To assist students in their learning, the use of objects features prominently, which includes pictures and illustrations. This practice was promoted by the theologian and educator Comenius who also stressed on learning by doing (Gordon & Browne, 2010: 10). The overall objective is to perfect students’ natural abilities through training their senses. Also, rather than stressing on memorisation, students learn by understanding and applying knowledge. As Thorndike in the empiricist tradition believed, this higher level thinking ability in students develops from the aforementioned basic habits (Cox et al., 2009). The curriculum emphasis under theological realism is on subjects that are deemed practical and useful. In particular, the study of nature would be considered as very important,

United States vs Burke case Essay Example | Topics and Well Written Essays - 1750 words

United States vs Burke case - Essay Example While walking a foot patrol, PO Charles Brown and his partner, PO Schroeder are approached by a woman, named Peppermint Patty, who tells them that her boyfriend, Linus Van Pelt, just beat her up and threatened to kill her.She then tells the police that he has drugs and guns in the apartment. The police asked her where her boyfriend was and she told them, "He's home, come with me." Patty takes the officers to a building three blocks away and brings them to an apartment. The police officers knock on the door and another woman answer the door. The police ask if Linus is home and the woman says that he just went to the store to get a pack of cigarettes. The police ask if they can come in and the woman says yes. While they are in, Patty tells the police officers that the woman is Linus's sister. Lucy. PO Brown asks Lucy if Linus keeps drugs and guns in the house. Lucy says, "I never saw any guns or drugs." PO Schroeder says, "So if I looked around I wouldn't find anything illegal here" Lu cy tells him that would be true. The police officers then remove the cushions from the couch and find two .38 caliber revolvers. They open a hallway closet and find three bags of cocaine hidden under some sheets and towels. Linus returns home and he and his sister are arrested. The defendants make a motion to suppress the evidence recovered from the apartment. Discuss the search and seizure issues involved and decide the motion. In United States v Burke (1963, DC Mass) 215 F Supp 508, affd (CA1 Mass) 328 F2d 399, cert den 379 US 849, 13 L Ed 2d 52, 85 S Ct 91, reh den 380 US 927, 13 L Ed 2d 815, 85 S Ct 902, a prosecution for mail robbery and conspiracy to rob the mails, it was held that the consent of the accused's landlady did not justify the warrantless search of the accused's apartment. The evidence disclosed that in response to persistent ringing of the doorbell of the accused's apartment, the landlady opened her door, advised the officers that the accused was not at home, and offered to let the officers inspect his room. The evidence further disclosed that the officers searched the room, ascertained that the accused was not present, and observed a postal uniform jacket, but left the room without seizing it. The court held that the search was illegal since the officers had neither a search warrant nor probable cause to arrest the accused. Denying the accused's motion to suppress various items of evidenc e, however, the court stated that since the officers at the time of the search already knew that the accused had recently acquired a letter carrier's uniform, no new evidence was discovered during this illegal search, so that the "fruit of the poison tree" doctrine had no application to the search. In United States v Paroutian (1962, CA2 NY) 299 F2d 486, the warrantless search of the accused's apartment was held to be invalid, and a subsequent seizure of narcotics and a letter based upon information discovered in the search, were held to be inadmissible against the accused, where the only authority the officers had for conducting the search was the apparent consent of the agent of the owner of the apartment building. The evidence disclosed that the agent accompanied the officers while they conducted the search, and that the accused was not in the residence at the time. Noting that it was unclear whether the accused had paid the rent for the month in which the search was conducted, the court stated that at the time of the search there was no indication that the accused did not intend to return to the apartment. Noting that the landlord made no efforts to evict the accused until several weeks after the search, the court stated that the accused was legitimately on the premises and was entitled to invoke the right of privacy guaranteed by the Fourth Amendment. Here, neither Peppermint Patty nor Lucy had the authority (at least on these facts) to allow the police into Linus' apartment to search the premises. Any evidence found as a result of the illegal search in the apartment must be suppressed.

Discussion questions ( NO topic ) Essay Example | Topics and Well Written Essays - 250 words

Discussion questions ( NO topic ) - Essay Example It is also most appropriate in instances where the data are not easily quantified. Observation study is mostly used in instances where intangible aspects, such as emotions, are involved. Observation is used to determine unforced, innate behavioral patterns in natural settings. There are a number of benefits of stratified sampling such as the certainty of representativeness, correlation between strata, and knowledge of all strata and their distinctive features. Stratified sampling generates higher accuracy than random sampling. Moreover, it is usually easier to stratify a sample than to choose randomly. In stratification, researchers can focus on a small number of characteristics and it is more cost-effective and less time-consuming. Stratified sampling also ensures greater coverage, representativeness, or generalizability. The research using stratified sampling has adequate control over the sample; hence it generates findings that are precise and impartial. Stratified sampling is the best method to acquire data that represent the diversity of the population under

Portrayal of the Gods Essay Example for Free

Portrayal of the Gods Essay Gilgamesh was an historical king of Uruk in Babylonia, on the River Euphrates in modern Iraq. It revolves around the relationship between Gilgamesh, who has become distracted and disheartened by his rule, and a friend, Enkidu, who is half-wild and who undertakes dangerous quests with him. In the epic of Gilgamesh and in the lives of the Mesopotamian the gods where portrayed as self-serving arrogant beings. These beings created the human race as slaves for the gods and so a human in the view of an early Mesopotamian had better do what the gods said if they wanted to live a happy life. We see gods that that do not really care about the lives of the Mesopotamian. The Mesopotamian could not depend on the safety of a strong government. The lack of a strong government was caused by many different factors and one of the main factors that brought about a weak government in the land of the Mesopotamia, was the lack of a reliable food source. The unreliable food source was due to the lack of a reliable source of farmland. Moreover, this lack of farmland was due mostly to the ever-changing rivers that surrounded the early civilizations that believed in these harsh gods. These peoples could not depend on a predictable flood pattern from the Tigris or the Euphrates. This fact above all, is the reason that the view of mean uncaring gods came about for the lives of these early people. One year a village could be right next to the Tigris but in the next year, they’ll be a mile away from the river thus destroying the type of economy that the village had in the previous year. Living with this, the people of the early civilizations blamed this hardship on the gods. These people did not think that the gods were all bad though, but just thought that they did not care about human existence because, as they believed, humans were created by many gods and for the sole service of these gods that created them. We conclude that these gods are always out to get the humans in whatever endeavor they may take up. Gilgamesh and Enkidu learn all too well that the gods are dangerous for mortals. Gods live by their own laws and frequently behave as emotionally and irrationally as children. Piety is important to the gods, and they expect obedience and flattery whenever possible. They can often be helpful, but angering them is sheer madness, and a characters reverence for the gods is no guarantee of safety. He is rich in religious symbolism. Religious rituals in Mesopotamia involved sacrifices, festivals, sex, dream interpretation, and shamanic magic. The walls of Uruk symbolize the great accomplishments of which mortals are capable. The epic of Gilgamesh differs markedly from that of the Judeo-Christian tradition, in which God is both a partner in a covenant and a stern but loving parent to his people. The covenant promises that people will receive an earthly or heavenly inheritance if they behave well. The Judeo-Christian God represents not just what is most powerful but what is morally best, humans should aspire to imitate him. These differences are noteworthy because Gilgamesh also shares certain common elements with the Judeo-Christian Bible. The bible and Gilgamesh are written in both languages. In Oedipus Tyrannus, it talks about the Ancient Greece where a lot was not understood; science was merely an infant and everything that happened was explained as an act of the gods or fate. Gods were the pinnacle of power; existing since the dawn of time. They were immortal, omnipresent, and omnipotent. Different gods had different personalities. In this sense, the gods were anthropomorphic. Having such mastery of the world would enable them to control man’s behavior. Fate is the idea that people’s lives are predetermined and that no matter what is done, fate cannot be changed. With the gods it was used to explore events that seemed unexplainable. It is clear that a betrayal of the god’s dominance resulted in Laius and Jocasta’s education. Oedipus is the victim of both fate and circumstance. Apollo is the God behind the nebulous conspiration involving Oedipus. Oracular god hides what he reveals through his oracles. Here is evidence of the Greek theories, which contempt for the gods leads to pain and suffering. As a result he is punished in a way that is more severe than even death. There is also the fact of knowing that his mother is suffering terrible pain. In the embattle of Oedipus, fighting for his own life, the god is present as an old prediction, inescapable for sure, but acting as background for the development of facts, or better, for the discovery of what had already happened. Oedipus experiences great grief when he looks back and realizes how much he has fallen from his former perch of power. This end is not only ironic but also cruel. Arachne was so apt at weaving that she challenged the god Athene to a contest. Oedipus certainly is not one without flaws. His pride, ignorance, insolence and disbelief in the gods, and unrelenting quest for the truth ultimately contributed to his destruction. The tragedy brought this evolution in the way of analyzing the relationship between the Greek gods and man, giving the latter more freedom of action. When Oedipus was told that he was responsible for the murder of Laius, he became enraged and calls the old oracle a liar. He ran away from his home, Corinth, in hopes of outsmarting the gods divine will. Like his father, he also sought ways to escape the horrible destiny told by the oracle of Apollo. The chorus warns us of man’s need to have reverence for the gods, and the dangers of too much pride. If a man walks with haughtiness of hand or word and gives no heed to Justice and the shrines of Gods despises, may an evil doom smite him for his ill, starred pride of heart. If he reaps gains without justice and will not hold from impiety and his fingers itch for untouchable things. When such things are done, what man shall contrive to shield his soul from the shafts of the God? †(pp. 452). Finally, the Greeks are warned that the only way to happiness is through humility and respect towards the gods. In the book â€Å"Monkey† by Wu Cheng, Sun Wukong, realized that despite his power over the monkeys, he was just like them, and was not beyond mortality. His determination to find immortality made him to travel on a raft to civilized lands where he was made the disciple of a Buddhist. Through his travels, he was able to acquire human speech and manners. He established himself as one of the most powerful and influential demons in the world and traveled into the ocean where he got the weapons that suited him. Hoping that a promotion and a rank amongst the gods would make him more manageable, the Jade emperor invited Wukong to Heaven, where the monkey believed he would receive an honorable place as one of the gods. Instead, he was made the head of heavenly stables to watch over horses. He went against the gods when he discovered what he was doing, and proclaimed himself as the great sage, and teamed up with the most powerful demons on earth. Although the heavens recognized the title of the monkey, their attempt to subdue the monkey king was unsuccessful. Wukong’s indignation turned into open defiance when he realized that he was excluded from a royal meeting that included that god and the goddess. After stealing the empress Xi Wangmu’s peaches of immortality and the Jade Emperor’s royal wine, he escaped back to his kingdom in preparation for his rebellion. Finally he proved himself equal to the best of Heaven’s generals when he defeated the army of heavens. Conclusion In the three books, it’s evident that the gods were caring and if one goes against their will, there was a repercussion for that. The gods are the pinnacle of power who takes control of all the things in the world. Different gods have different personalities and deeds. Gilgamesh learns that the gods are dangerous for mortals. Gods live by their own laws and frequently behave as emotionally and irrationally as children. Piety is important to the gods, and they expect obedience and flattery whenever possible.

Distributed File Sytsem :: Essays Papers

Distributed File Sytsem Intro CODA is an experimental distributed file system being developed at Carnegie Mellon University. Dr. M. Satyanarayanan heads this group whose purpose is to design and implement a distributed file system that allows for transparent mobile computing in a client server environment. The goals set forth for CODA include disconnected operation for mobile clients, failure resistance, performance, scalability and security. Architecture Most of the aspects of CODA’s basic architecture are inherited from its predecessor AFS (Andrew File System). Like AFS, CODA makes a distinction between servers and clients. The CODA workstation servers consist of partitions available to the file server. The partitions are made up of volumes that contain files. The volumes are set up like a directory structure, a root directory and the tree below it. A typical server would have hundreds of volumes of around 10MB each. The use of volumes helps to make large amounts of data more manageable and flexible. CODA stores volume and directory information along with access control lists and file attributes in raw partitions. These partitions are accessed through a log based recoverable virtual memory package (RVM). Only the file data is stored in the server partition files. Each of the volumes has a name and an ID. Volumes can be mounted anywhere in /coda except for under existing directories. A new directory will be created as part of the mount process (the volume name cannot conflict with existing directories in order to eliminate confusion). CODA makes the mounting points invisible to the user; they appear as regular directories. Files in CODA are identified by a FID (File identifier). The Fid consists of three 32 bit integers: the VolumeId, a VnodeId and an Uniquifier. The VolumeId identifies the volume the file resides in, the VnodeId is the inode number of the file and the Uniquifier guarantees no FID is ever used more than once. CODA stores replicated copies of volumes on a group of servers for higher availability and reliability. The list of the servers that hold a copy of the replicated volume is the VSG or Volume Storage Group. Each replicated volume’s VolumeId is also replicated. The replicated VolumeIds keep the VSG and the local volumes of each member together. Connected Operation The inner workings of a file system operation in CODA begin in much the same way they would in many other file systems.

Race And Ethnic Relations In Global Perspective Essay

When I did my research on Hmong people in unit six I found their history and culture to be very interesting, that is why I choose the conflict of the Hmong people and the Vietnam War to do this project on. Before getting into the exact conflict and the harm that the war caused many Hmong people I am going to write about the Hmong culture. http://www. historyguy. com/hmong_rebellion_in_laos. html#. UYxyE6JnG8g The Hmong are ethnically different from the Vietnamese, Cambodians and Lowland Lao. They lived in the mountains between Laos and Vietnam. They were considered less â€Å"civilized† than the other ethnic groups mentioned. They were considered to be Semi-Nomadic because they practiced the slash-and-burn as their way of getting food. Before the French came and made Indochina a Colony the Hmong were persecuted for their way of life, after that they were left alone and not bothered by the other groups. During the Indochina War (1946-1954) the Hmong people supported the French because they protected them. When the French pulled out they left the Hmong people to survive on their own, little did they know that this would not be the last time this would happen to them. In the early 1960’s JFK sent in the Special Forces (Green Berets) to South Vietnam. They landed right by the Hmong villages. Right after they landed, the American soldiers started to recruit the young men in the villages to help them fight the North Vietnamese. They agreed to do this not because they had love for the South Vietnamese, but because they thought that the United States would be a good replacement for protection since the French had left them with no protection. The United States also recruited young Hmong men who lived in Laos to form a â€Å"Secret Army†. The Hmong people were dedicated to help the United States in the war and would do whatever it took to have the United States protection from the communist North Vietnamese. Little did they know but that protection wouldn’t be there for long and they would be left to face the enemy on their own. Before the United States recruited the men of Hmong, they were a neutral party in Vietnam. In 1973 the United States soldiers were ordered to pull out of the Vietnam War and left the Hmong with no protection. When the communist won the war in 1975 they ordered the Hmong people, women and children include, to come down from the mountains. They wanted to be able to monitor what the Hmong’s were doing. I guess they probably did this to make sure that they were no longer a threat to them. Most of the Hmong people refused to come down from the hills. When the Hmong refused to come down the communist started dropping Soviet supplied toxic agents on the villages from the air, this was called â€Å"Yellow Rain†. The yellow rain wiped out whole villages including men, women and children. In 1975 the Hmong people fled to refugee camps in Thailand to escape the horror and torture that they would have to suffer from the Lao Communist Government. In late 1975 they began arriving to the United States from the refugee camps. In the early 1990’s the refugee camps were forced to close and the people who had not fled to the United States were forced to go to non-un camps. Many of them tried to become Thai citizens but that entailed getting large sums of money from relatives. Most of those refugees could not obtain citizenship because their relatives did not even have enough money to take care of their direct families. In 2006 the Thai government made the remaining Hmong people relocate to a more isolated area in Thailand, many of them are deprived access to join their families in the United States. They are basically left to fend for themselves and fear for their lives every day. If they would never have been asked to join the United States in the fight in Vietnam, they would still be living like they always did before. They were not an enemy to anyone until they trusted the United States and later that trust was broken. The Hmong people who now live in the United States have what we would call a better life. In my opinion if we would have never disturbed them and their lives during the war they would have never known a different way of life. They would probably be happy just the way they were, with no enemies to mess with them and have never have lost most of their people in the war. It is our fault that they ever had this conflict.

Promote child and young person Development Essay

Children and young people need an environment which is most likely to promote effective and confident child development where they can experience and environment of mutual respect and trust and open communication. We as practitioners need to reflect on our own practice where we can evaluate the contribution we have made to the support of child development and find ways that we can improve our practice. When reflecting on our practice we need to look at the ways in which we communicate with the children and young people such as varying with different methods of communications through a range of activities referring the stages of their development. We do this in our setting by looking at the plans and linking the activity to the EYFS and looking closely to new vocabulary and proposed learning outcomes that we will focus on whilst doing the activity. Good practice would be to evaluate the activity after the week and then look back at what you did or didn’t do such as explain new shapes and positional language in a physical activity. In our setting we will always ask each other, as colleagues, to see if they would like to input anything and just for a little reassurance that you are doing something the correct way and beneficial for the children. Bad practice would be to not allow the children to be experimental with the activity and for the activity to be purely adult led, this would not allow the children’s development to grow and progress. We will try to avoid situations in which children receive adult attention only in return for undesirable behaviour. Children crave attention whether it is positive or negative. If we give them this they may not feel the need to behave badly. We make sure that bad behaviour is not taken away from the rest of the group and that no one is singled out for their attention. We set these clear behaviour boundaries and rules so that the setting is able to run effectively with all the team members working towards the same aim. The children will also feel more secure and confident if they know what is expected of them, what is or isn’t acceptable. Being positive role models will help the children look up to us for guidance and to also copy the behaviour they witness therefore it is of great importance that we promote good behaviour by being polite, friendly, kind etc. How we treat unacceptable behaviour Physical punishment such as smacking or shaking will be neither used nor threatened within our setting. This is highly inappropriate and of course illegal and it could also be extremely frightening for children. Children will never be sent out of the room on their own as this would be very upsetting for the child and potentially very dangerous as anything could happen to them. They must be accompanied with an adult at all times. Techniques intended to single out and humiliate individuals will not be used. This will also be very upsetting for the child and very humiliating for them, so we at Priory Pre-school have a ‘’thinking chair’’ in place. This is for the children to think about their bad behaviour. Once they have had time to think, we will talk to them and make them understand what they have done was not nice and could have potentially hurt another child. We will always let them express themselves and the teacher will always listen to the child to allow them to explain why they did the bad behaviour. This will allow the teacher to find out more information about the incident. If a serious behavioural incident would occur such as racial or abuse, the behaviour will be made clear immediately by explanations from the children and not by blaming anyone. It is very important to make sure that the behaviour they are doing is not welcome at the pre-school and not the child themselves. It is important to quickly move on from the bad behaviour once dealt with and then concentrate on the child’s good behaviour. Adults will not raise their voices in a threatening manner as this would be frightening to the child. Talking and explaining to a child will be much more beneficial. We make sure that cultural expectations are regarded in the pre-school and to make sure that their wishes are met as it would be inappropriate for us to go against th em. We remember that all of the children at our pre-school are different and will react differently to being told off for their misbehaviour. Re-occurring behaviour problems will be tackled by the whole pre-school and the child’s parents using objective observation records to try to understand the cause of the situation. It is important to record observations to gain a larger picture of why the behaviour is occurring and the records could show numerous reasons and could possibly show a pattern of behaviour. We will  always keep the child’s parents informed about how we are managing it and the progress of the child. It helps to let the parent know as the parent can continue the same practices as what we at the pre-school will use. A multi-agency approach is the best way of ensuring that all of the child or young person’s developmental needs are met. Using multi agencies, such as community centres, institutions and services is very important when working with childre n and young people as it is an effective way of supporting the children, young people and their families and parents and carers with additional needs and helps to secure an improved outcome. For example, in our setting we have an educational psychiatrist who comes in and visits every term to help go through the Individual Education Plan (IEP) for two children to review the current plan and set new targets to improve their learning, these are specifically for children with special educational needs (SENCO). By visiting these agencies and working closely with professionals like this, it can support the early intervention process for children and young people to prevent problems occurring in the first place, or resolve present problems which in term will reduce the amount of referrals being made. By working with agencies, it will allow practitioners to work in an inclusive way by looking closely at the need of every child and young person and making sure they are valued and supported to ensure active participation in all areas of the curriculum. In our local community we use a few local agencies such as Houghton Regis Community Centre and Downside Community Centre who allow parents to visit them for meetings for extra help on how to promote good child development and general care taking for their children.

Leading Change at Simmons

Leading Change at Simmons Free Online Research Papers The case explores the challenges of managing a large-scale organizational change at Simmons, an old and established company that manufactures and distributes mattresses. The new CEO, Charlie Eitel, hired to turn the organizations performance around, considers whether to implement an untraditional training program that includes outdoor experiential team-building activities as a central element of his change strategy. It gives us opportunity to consider the decision of investing in the expensive training program following the loss of the three largest customers - retailers that together had contributed a third of Simmons revenues. One central theme is the role of leadership in engaging and motivating employees to implement changes that improve product quality and operational efficiency and cost. The Company and its new leadership: Simmons Inc is a 130 year old mattress manufacturing company based in Atlanta. The company has changed many hands since it was founded in 1870 by Zalmon Gilbert Simmons. The recent acquirers Fenway Partners have appointed Charlie Eitel has been appointed the CEO of the company as he has the track record of turning companies around. Charlie has brought about a number of changes in the organization since he has assumed office. His endeavor is to making the companies a place were people like to work and with whom customers like to deal with. Problems What changes are brought by Charlie Eitel and how his leadership has affected the company during the first six months as CEO? Heading into 2002 what should be the management teams top priorities? Should Simmons roll out the GGOL program? If so, how, and how would you justify the $7.2 million investment to Fenway Partners? What approach should Charlie Eitel take to bring about change in the organization: conventional or unconventional? Simmons Culture and Values: The Company had established a core set of values since its inception which were: 1. Using history of the company to learn from and inform future decisions 2. Maximizing the opportunities to think creatively about how to solve business problems 3. Embracing innovation 4. Keeping customers needs at the top of the priority list 5. Caring about the associates 6. Empowering people within certain boundaries 7. Supporting one another These values have been coined as the acronym CHOICES. The last three set of values have been added on by Charlie to build employee morale and to foster the spirit of teambuilding among the employees. The â€Å"code of ethics† at Simmons focused heavily on fairness, respect, integrity and fostering growth and development in others. Charlie also added the leadership vision which focused on leadership as team’s obligations and responsibilities to themselves and other constituents. Finally Simmons workforce vision was a statement about associates right and responsibilities. All these things were aimed at creating and maintaining operational excellence. Critical Analysis: The organization was plagued by its culture of dictatorship where there was no sense of team accountability. None of the 18 units were integrated; in fact, even in times of crises, the units did not lend support to bolster the one another. Considering the situation where the company has faced a major loss in terms of three of its best clients and inventory loss due to poor quality foam, it is all the more necessary to salvage the company by injecting a motivating team spirit amongst the employees. The employees lack team spirit, people skills, communication skills (both at a horizontal as well as vertical level), and good leaders. This deficit is required to be addressed and the primary objective should be to determine whether the benefits of implementing a culture change program that will offset the huge capital expenditure involved. As we look into the problems that prevail in the organization the content has to be such that it focuses on team building skills, reducing power distance, augment motivation among employees and uniting various units that are competing instead of working in collaboration. Various components to achieve this objective could be Outbound Activity, Inspirational movie, Management Games, Motivational lecture to encourage change. At this point the company needs some changes to survive the financial crisis prevailed in the US economy. In this regard, Eitel was expecting to bring about a cultural and structural change in the organization to encounter the same, as there was internal competition started among its plants. The Great Game of Life (GGOL) was the step taken in this regard. The GGOL was a program that was designed to encourage team work and enhance team performance. Teams were made to perform tasks that would have individually, so far, been impossible to do. The purpose was to reiterate the virtues of interdependence, coordination and coexistence. Tasks that seemed daunting were made simple by team work and encouragement. The employees were motivated by these experiences and extend it to their work as well. The purpose was to enhance inter-team and intra-team interaction in order to facilitate improved customer satisfaction. It was more like a team-training exercise that aimed at developing interpersonal skills and cohesion and thus aimed more at group processes than content tasks. The process was thus targeted to provide development to the employees than just training. However, this approach faced stiff resistance since its implementation because of completely revamping the company’s dictatorial form. Further, several plant managers resigned since they did not wish to participate in the program. Also, Eitel knew that it would be extremely difficult to convince Fenway partners that the company wanted to incur a $7.2 million expense over three years in order to implement the training program. It was finally decided to initiate the process at the Charlotte plant- infamous for its poor culture and dictatorial practices. Thus, GGOL was implemented at the senior leadership level of the plant at the end of 2000 with its successful reception by plant manager Bill Wagner, and his team continued rolling it out to the rest of the employees. It brought about positive changes in the middle management’s outlook and was thus perceived as a fruitful change- trusting, openness among employee and productive working milieu. Also, this program helped in developing team culture which was missing and necessary in present situation. At middle level, the program inspired workers to work together as team and be united towards a common goal. However maximum resistance is expected at this level as the changes brought by GGOL will be maximum. People at this level are working for a very long time and they have embedded values which will be difficult to change all of a sudden. The way ahead: The training programs at Simmons have been very successful as we can see from its success at the Charlotte plant. Not only was there an increase in employee motivation but also an overall improvement in plants productivity. The Charlotte plant won the Plant of the year for its progress. Eitel needs to explain the benefits of training and development to Fenway Partners particularly when the economy is in recession, since at the time of recession there is low turnover hence the trained people won’t leave the company. It has been seen that the companies who invest more in the times of recession are the ones who gain more when the economy takes an upturn. Research Papers on Leading Change at SimmonsMoral and Ethical Issues in Hiring New EmployeesAnalysis of Ebay Expanding into AsiaThe Project Managment Office SystemOpen Architechture a white paperRiordan Manufacturing Production PlanMarketing of Lifeboy Soap A Unilever ProductResearch Process Part OneIncorporating Risk and Uncertainty Factor in CapitalBionic Assembly System: A New Concept of SelfHip-Hop is Art

How to Use the French Expression Nest-ce Pas

How to Use the French Expression Nest-ce Pas The French expression  nest-ce  pas (pronounced nes-pah) is what grammarians call a tag question. Its a word or short phrase that is tagged on to the end of a statemen, to turn it into a yes-or-no question. It is a  question  added to a  declarative sentence to engage, verify, or confirm. Question tags use the auxiliary verb in the opposite form of the sentence itself. If a sentence is negative, the question tag takes the positive form of the auxiliary verb and vice versa. Most of the time, nest-ce  pas is used in conversation when the speaker, who already expects a certain response, asks a question mainly as a rhetorical device. Literally translated,  nest-ce pas  means is it not, though most speakers understand it to mean isnt it? or arent you? In English, tag questions often consist of the specific verb from the statement combined with not. In French, the verb is irrelevant; the tag question is just nest-ce pas. English tag questions right? and no? are similar in usage to nest-ce pas, though not in register. They are informal, whereas nest-ce pas  is formal. The informal French tag question equivalent is non?   Heres a quick review of principle tenses, the auxiliary form they take, and an example of a positive and a negative question tag for each tense. Examples and Usage Vous à ªtes prà ªt, nest-ce pas? –  Youre ready, arent you?Elle est belle, nest-ce pas? –  Shes beautiful, isnt she?Nous devons partir bientà ´t, nest-ce pas? –  We have to leave soon, dont we?Il a fait ses devoirs, nest-ce pas? –  He did his homework, didnt he?Ils peuvent nous accompagner, nest-ce pas? –  They can come with us, cant they? More French Resources Expressions with à ªtreExpressions with pasMost common French phrasesQuestions in French