Grammar Translation Method Essay

Mostly known as ‘The Classical Method’, Grammar Translation Method is not based on the fact that of communication, but teaching. C. Orrieux refers that GTM is for Latin and Ancient Greek are known as â€Å"dead languages†. He adds that â€Å"it is for the kinds of grammar training that led to the â€Å"mental dexterity† considered so important in any higher education study stream. † The aim of teaching these languages is not make the learners speak communicatively. However, its fundamental goals are to make them gain logical thinking and an ability to read written texts in the languages. Having a passive way for the learners GTM teaches the target language by the mother tongue. Translate each language into the other is important for the learners. Students read and translate the literature texts from the target language into the native language. The primary skills are to be improved are reading and writing. Hence, speaking and listening has the least concerns in the courses. Vocabulary is learnt by heart and grammar is taught deductively. In this method, teacher is active and students are passive. This brings about the learners are being passive in society, too. Translation of a literary passage, antonyms/synonyms, fill-in-the-blanks using words in sentences and writing compositions are some of the typical techniques are used in GTM. The Grammar Translation Method may make the learning of language boring. It neither approaches nor encourages students’ in any area. Actually, it was developed for the study of â€Å"dead† languages and to facilitate access to those languages’ classical literature. On the second hand, English is certainly not a dead or dying language, so any teacher should take care of it and how to teach about it. REFERENCES 1) Howatt. The Empirical Evidence for the Influence of L1 in Interlanguage (1984: 98) 2) Orrieux, C. (1989: 79) History of Ancient Civilizations DIRECT METHOD.

Emily: A Case Study in Adolescent Development Essay

Abstract This case study details the developmental milestones of an adolescent girl named Emily. Emily is 12 years old and lives with her mother who is a single parent. According to many theorists and researches, because she is being raised by a single mother, Emily is an at-risk adolescent who may have trouble properly hitting developmental milestones along with her peers. After observing Emily in her natural environment, then spending time interacting with Emily and interviewing her mother Elizabeth, I found that Emily is a typically developing adolescent. Emily has developed before or along with her peers physically, cognitively, and psychosocially. Emily appears to be developing a healthy sense of independence and self concept. Finally, Emily is healthy and appears to be progressing through puberty at a normal rate. Emily: A Case Study In Adolescent Development Emily is a 12-year-old girl. Since birth she has lived with her mother Elizabeth in a small South Carolina town – population 60,000. She was an only child until three years ago when her brother Wade was born. Emily’s mother Elizabeth is a single mother. Emily has never met her own father but had grown close to Wade’s father, her step dad, when he died nine months ago from Hodgkin’s Lymphoma. Emily’s mother According to Milstead and Perkins (2010), a child’s family is central to their successful development. Their research suggests that children who are raised in non-traditional families are at a disadvantage is all areas of development as well as socioeconomically. This case study will examine typical physical, cognitive, and psychosocial milestone of adolescent children and if 12-year-old Emily has been negatively affected in these areas as a result of her living in a single parent home. LITERATURE REVIEW At 12 years old Emily is entering adolescence. It is during adolescence that puberty begins. The time of adolescence is a time of rapid changes and physical growth in children. Rapid growth occurs in the bones and muscles, changes in body shape and size occur, and sexual maturation begins, essentially ending childhood. Beginning with hormonal changes, including an increase in estrogen and progesterone, girls typically begin experiencing pubescent changes at the approximate age of eight. Soon after, the uterus and vagina begin to grow larger and girls begin to develop breast buds. Around the age of eleven, girls begin to develop pubic hair. Girls can expect their weight and height to increase during this time as well. As girls a girl’s body begins to prepare for menarche, their hips will become wider. The first menstrual period typically occurs around the age of twelve; however, this can happen earlier for some girls and much later for others. Puberty continues through the age of 18 as girls breasts fully develop and their first ovulation occurs (Berger, 2011). In addition to sexual development during puberty, adolescents develop physically as well. A growth spurt occurs during adolescence where nearly every body part grows, most notably at different and uneven rates. According to Berger (2011), the fingers and toes of an adolescent grow longer before the hands and feet. The hands and feet grow longer before the arms and legs, and the arms and legs grow longer before the torso. It is not uncommon for an adolescent’s body to appear unsymmetrical. â€Å"One foot, one breast, or even one ear may grow later than the other,† (Berger, 2011, p. 393). The hormones responsible for puberty and growth spurts in adolescent girls are also responsible for emotional changes. It is not uncommon for girls experiencing these hormone changes to have sudden outbursts of anger, sadness, or even lust. Neurological changes occur as the â€Å"limbic system, responsible for intense fear and excitement from the amygdale, matures before the prefrontal cortex, where planning ahead, emotional regulation, and impulse control occur,† (Berger, 2011, p 400). These neurological changes often lead adolescents to throw caution to the wind, especially in social situations. Adolescents are more likely to act impulsively. Their impulsive behaviors coupled with their increase in hormones and interest in  sexual activities puts adolescents at risk for sexual abuse and early pregnancy (Berger, 2011). During adolescence, physical and hormonal changes aren’t the only changes occurring. Brain maturation also occurs and cognitive growth increases. Adolescent children will experience increased independence, a heightened sense of self-consciousness, the ability to think more abstractly. According to Swiss developmental psychologist and philosopher, Jean Piaget, adolescents develop the ability to use abstract logic, in contrast to children in early and middle childhood who primarily only have the ability to think in concrete terms (Goncu, & Abel, 2011). In addition, during adolescence, identity struggles often begin. Developmental psychologist and psychoanalyst, Erik Erickson, described this stage of development as identity versus role confusion. According to Erickson, an adolescent’s mission during this state is to unearth who they are as individuals, apart from their families and as members of society at large. Futile navigation of this stage, according to Erickson, results in role confusion and upheaval. Adolescents develop a sense of personal identity through many avenues including religion, politics, natural abilities, and gender. Merging childhood events, social ideals, and their distinctive ambitions, identity is developed. However, according to Erickson, adolescents seldom reach identity and role confusion is more probable (Boddington, 2009). OBSERVATION AND INTERACTION Emily is attending a birthday party for one of her peers at school. The party is being held at a local church, in the church’s social hall. According to Emily’s mother this is not the first birthday party that Emily had attended where both boys and girls are present; however, it is the first co-ed party that she has attended since she began showing an interest in boys. Most of the girls are wearing dresses and shoes with modest heels; their hair perfectly tended to with hints of gloss on their lips and blush on their cheeks. Emily wears blue jeans, a blue and white stripped long sleeved shirt and boat shoes. Her normal blond curls have been flattened with a straightening iron, according to her mother. Emily likes her hair better  straight and she hates dresses. Emily is tall, standing at 5 feet 6 inches tall. She weighs 150 pounds. Her body is well proportioned and she does not appear to be overweight. Emily has developed breasts and she has the appearance of some acne on her chin and forehead. The overhead fluorescent lights are dimmed in the social hall but the area is lit well with blue, red, and green lights which flash in sync with the music playing over a pair of large speakers. A DJ encourages the 28 eleven and twelve year olds to join the only two boys on the dance floor. The room is divided. Girls stand near a row of metal folding chairs lining a wall. The boys gather near a stage on the far end of the room. Emily’s mother Elizabeth is also attending the party as a chaperone. Elizabeth motions for Emily to come to her three times during a thirty minute period in an effort to encourage Emily to join the others on the dance floor. Each time Emily ignores her mother’s encouragements. The third time Emily’s eyes grow wide and from across the room she mouths the word â€Å"stop† to Elizabeth. Nearly an hour into the party, the girls scream with delight when a popular song begins to play and several rush to the dance floor. Emily rushes to the dance floor with a number of other girls and they begin to dance to the music. Song after song, Emily and her group of friends stay on the dance floor. They stop occasionally to chat with one another but never leave the dance floor. Emily dances and laughs with her female friends for nearly an hour before the group is called to have birthday cake and watch as the birthday girl opens presents. While the children are eating Emily socializes with both her female and male friends. She is particularly friendly with a male named Dawson. The two stand beside one another and talk while their friend opens her birthday presents. She playfully hits him on the arm six times during their exchange. She blushes as he playfully hit her back. Soon the group of adolescents is back on the dance floor for another half hour of dancing before the party is over. This time both the boys and girls are on  the dance floor together. Emily dances alongside both her female and male friends for the remainder of the party. As the party comes to close, Emily hugs each one of her female friends’ goodbye as they leave. When Elizabeth summons Emily to leave the party, Emily shouts out to Dawson, telling him goodbye. On Sunday afternoon, Elizabeth welcomes me to spend time with Emily in the family’s home. Emily’s family lives in a modest three bedroom, two bath house in a popular neighborhood on the North side of town. Their large fenced in back yard is filled with bright colored, plastic play-things belonging to Emily’s younger brother Wade. Emily’s purple Next bicycle leans against a wall in the home’s garage. The bicycle is much too small for her growing stature and Emily readily admits that she hasn’t ridden the bike in at least a year. Nothing else in the yard or garage suggests that a young girl live there but inside the home tells a different story. On the kitchen counter lays a knotted green ribbon with long blonde hairs tangled within the knot. Emily explains that she wore the ribbon on St. Patrick’s Day this year because she had no other green in her wardrobe. Lying on the family couch is a blue and purple fleece blanket and a fuzzy heart -shaped fuchsia pillow donning the words â€Å"Drama Queen.† It’s Emily’s favorite pillow. The floor in the living area is scattered with green toy tractors and an incomplete train set. Leaving the living area and entering the long narrow hallway, Emily’s bedroom is the first room on the left. Her doorway stands open but a handmade foam door hanger hangs from the door knob reading â€Å"Do Not Enter.† Emily’s room is pink and while with accents of black and grey. Her hot pink sheets peek out from under the wrinkled black and white polka dot comforter on her bed. Her bedroom walls are adorned with pictures of her favorite singers, Cody Simpson and Selena Gomez. A large bean bag chair takes up much of the floor space in her bedroom. A large bookcase runs nearly the length of one wall while a keyboard and microphone stand sit against the opposite wall. Emily loves to sing and often spends a great deal of her time singing along with her favorite musicians on her karaoke machine. A framed piece of child-drawn art hangs to the right of her bed. Emily says she completed the work in third grade. It depicts a boy who is seemingly stuck inside of a glass bottom room. Emily explains the technique  she used is called foreshadowing. When asked if it has an underlying leans, Emily whips her hair and nonchalantly replies that it does not. Emily is welcoming and excited to show off her space and her things, including her three dance trophies and her second place youth photography ribbon she won at last year’s South Carolina Festival of Flowers. Emily is creative and has an artistic side through her love of music, photography, drawing and painting, and dance. I inquire more about Emily’s art work and she pulls from her closet several pieces of art work sandwiched between two pieces of cardboard. She carefully pulls out several pieces of art and tells me how old she was when she completed it. Before we can finish, Emily’s phone alerts her that she has a text message. For the next 15 minutes Emily sends and receives text messages from her cell phone. She tells me that she is discussing an upcoming school trip to Philadelphia with her friend Jenny. They are discussing room arrangements. After texting with Jenny, Emily shows me information she has printed from the internet pertaining to her trip to Philadelphia. Emily says she is excited about the trip as she has never been away from home for more than two or three days at a time. She will be in Philadelphia for six days. Emily says she cannot wait to go and excitedly explains how she will be staying in a hotel room with three of her female friends, without an adult. Emily explains that the girls will stay on the third floor of the hotel while the boys will stay on the second floor. Emily receives another text message just as I am leaving. She says goodbye without looking up from her cell phone. INTERVIEW Elizabeth is a thirty-two year old mother of two. She gave birth to Emily at the age of nineteen. Emily was born December 10, 1999 by cesarean section after a full term pregnancy. Emily’s mother Elizabeth reports no prenatal problems and no complications during labor. At birth Emily weighed seven pounds and eleven ounces. She was twenty one inches long. According to the Centers for Disease Control (2000) Emily’s weight put her in the thirty sixth percentile for newborns and her height put her in the ninety third percentile for newborns. As an infant, Emily was breast fed for seven months, according to Elizabeth. Elizabeth explains that as an infant, a  toddler, and a young child, Emily hit all of her developmental milestones early, including puberty which began for Emily around age nine. Emily’s father is not active in Elizabeth and Emily’s lives. Emily has never met her father. Elizabeth explains that Emily’s father attended college with her. They were casually dating when Elizabeth became pregnant. Emily’s father did not want anything to do with Elizabeth after she told him she was pregnant. After finding out that she was pregnant, Elizabeth quit school until she gave birth to Emily then quickly returned to finish her degree. Elizabeth obtained a four year degree in marketing from a local college when Emily was three. She now works for a major hotel chain as their director of communications. Elizabeth earns $43,000 annually. She has no other income. Elizabeth grew up in the Catholic Church but left the church as a teen. Today she is a member of a local Presbyterian church. Elizabeth considers herself an authoritative parent. She says that while she has great deal of expectations for her children, she also has a close and warm relationship with each of them. She says her relationship with Emily has become closer since Emily has begun middle school. Elizabeth believes that it is most important that her children trust her. She explains that she wants her children to feel as if they can talk to her about anything. Elizabeth expects Emily to perform well in school and says Emily has not ever been in trouble at school because Elizabeth does not tolerate disobedience, especially in school. Elizabeth believes she holds the three traits that she says make a great parent: she commands respect; she works constantly to ensure good communication with her children so that they trust her, and she has clear expectations of her children. Elizabeth says that if she were to give new parents three pieces of advice she would impress upon them how quickly time passes. â€Å"Enjoy every minute, and don’t take one second for granted,† she says. Elizabeth says she would also tell new parents to make sure they make time for themselves. Finally, Elizabeth says she would tell them to be honest with their children. â€Å"Share your life experiences with them. Tell them the things you did right and the things you did wrong. Tell them about the lessons you’ve learned. Children learn to respect you and trust you in that sense.† FINDINGS Emily is nine months shy of her thirteenth birthday. Emily is five feet, six inches tall. She weighs one hundred and fifty pounds. According to the Centers for Disease Control (2000), Emily’s height is greater than the ninety seventh percentile for height. Emily is at the ninety seventh percentile for weight. Although Emily is taller and heavier than more than ninety five percent of her peers, according to her mother, Emily has hit developmental milestones earlier than her peers since she was an infant. Furthermore, Emily is currently experiencing puberty, an expected occurrence at her age. She has developed breasts and she has had her first menstrual period. Emily is not sexually active, according to her mother and therefore she is currently not at risk for early pregnancy. Cognitively, Emily is progressing as a typical 12 year old girl. She displays eagerness to establish a sense of independence from her mother with her upcoming school trip to Philadelphia. She looks forward to being away from her mother, and proving to both her mother and herself that she is maturing in the ability to make her own choices. Emily’s cognitive development is also apparent in the choices she made when dressing and styling her hair for the birthday party she attended. Emily’s mother explained that Emily used a straightening iron on her hair because she was not fond of her naturally curly hair. This demonstrates that Emily has developed a sense of self-consciousness. Lastly, Emily’s psychosocial development is apparent in that Emily is working to develop her own identity. Although Emily’s friends wore dresses to the birthday party, Emily opted for blue jeans and boat shoes. Emily chose to wear what she was comfortable wearing instead of what social norms would have her wear. In addition, Emily knows what she loves. She immerses herself in her art, her music, and her photography. While her friends are participating in sports and trying out for cheerleading, Emily is comfortable in her own vocation and does not seem eager to change. SUMMARY Emily is a typically developing 12 year old girl. It does not appear that her physical, cognitive, and psychosocial development has been negatively affected by her growing up in a single parent home. While Emily’s development is far from over, for now she appears to be progressing well, and developing into a healthy, secure and socially responsible young woman. REFERENCES Berger, K. (2011). The Developing Person Through the Life Span, eighth ed. New York, NY: Worth Publishers. Boddington, E. N. (2009). _Cognitive Process of Development in Children_. Online Submission. Goncu, A., & Abel, B. (2011). The child’s conception of the world: A 20th-century classic of child psychology, Second Edition. Edited by Jean Piaget, Forward by Jacques Voneche. Rowman & Littlefield Publishers, Inc, Lanham, MD, 2007. pp. 432. Price:  £19.99, â‚ ¬31.48†¦ Infant & Child Development, 20(2), 246-248. doi:10.1002/icd.719 Milstead, K., & Perkins, G. (2010). Family Structure Characteristics and Academic Success: Supporting the Work of School Counselors. Academic Leadership (15337812), 8(4), 19. National Center for Desease Control and Prevention (May 30, 2000). CDC growth charts. Retrieved from http://www.cdc.gov/growthcharts/data/set1clinical/cj41c022.pdf.

Cultural factors on managerial roles in female managers Research Paper

Cultural factors on managerial roles in female managers - Research Paper Example There has been a realization that barriers women face exist in medium to large organizations throughout the world (Davidson & Burke, 2004). The glass ceiling, that invisible but impenetrable barrier that keeps women out of the top levels of organizations, is a worldwide phenomenon. Organizations are also beginning to conclude that the full utilization and development of the talents of all employees has become a business imperative (Burke, 2005). If firms are to remain productive and competitive in an increasingly demanding global marketplace, they must recruit, retain, develop and promote their most talented people-regardless of their sex. This is increasingly seen not only as the ethical thing to do but also as the most progressive way of advancing organizations. In light of this reality, a number of leading organizations are making conscious efforts towards being more women-friendly (Burke, 2005). Thankfully, these efforts have helped increase the attention accorded to women in man agement. Organizations have a more structured approach aimed at promoting more women than has been traditionally the case. Currently, we can see that the proportions of women in the American labor force, in management overall, and in top management have increased in recent years. Also, the gap between proportions of women in the labor force and in management overall has virtually disappeared. ... and they occupied 50% of the overall managerial positions. A prior report, released in 2006, indicated that the women population had exceeded the men population in mid-level positions and occupations. Looking at these statistics, it is clear that women have made substantial progress in mid-level management; however, they still remain much maligned in top level management as statistics will reveal (Catalyst 2013). In 2010, only 2.4% of the Fortune 500 senior positions were occupied by women. In the FTSE 100, the situation was even worse with women occupying a mere 1.8% of the senior/top positions. These wanting statistics extend to boardroom seats, mainly in the major economies such as U.S. and U.K. Looking at the FTSE 100, women constitute only 12.5% of the overall directors, though this was a slight improvement from 11.7% in 2008 and 12.2% in 2009 (Toegel, 2011). However, the situation is not all gloom, as in certain countries the number of women holding senior positions in the corp orate world is competitive enough, an example of this is in Norway where women occupy 44.2% of the total board seats. All the same, this is an isolated case, and discrimination is more the norm in most corporations especially in U.S. and U.K. Research reveals that even in countries such as Norway, where women occupancy is quite competitive the number has not been achieved voluntarily (Toegel, 2011). The current situation was necessitated by a 2008 law which required that all publicly listed companies have a board constitution made up of at least 40 percent women (Catalyst 2013). Countries such as Norway provide hope for women, going forward much more effort will be directed to achieving competitive women numbers. There are some commendable steps, with France and Spain said to be

Entrepreneurial Management and Leadership - Individual Reflection Assignment

Entrepreneurial Management and Leadership - Individual Reflection - Assignment Example A corporate organization can only succeed in maximizing productivity with the essence of good efficiency in all its factors of production. However, among all the factors, entrepreneurship acts as the underlying driving force, that helps a corporation to operate competently, through proper amalgamation of all other resources in business. Thus, within a corporate setting, the need for entrepreneurship is indispensable. Good quality of entrepreneurial activities is crucial for success of any corporate organization. So, it is highly rational to foreground the various opportunities via which an organization can enhance its entrepreneurial skills. Senior managers or entrepreneurs are present in every organization. Nonetheless, enhancing entrepreneurial skills involves ways through which new ideas as well as promoters in business can emerge, along with the essence of effective entrepreneurial management. These opportunities or ways are: When a corporate organization enhances its entrepreneurial opportunities, then it also faces several challenges in business. These challenges might hinder proper promotional growth of an organization. These challenges are: Lack of proper financial reserves in an organization often forces entrepreneurs to be risk averse in business. The officials in such situations face circumstances, where they can promote new ideas, but due to lack of proper fund, they fear undertaking risky initiatives in business (Brown 166). Strict government regulations and policies in a particular industry often force corporate firms to be less productive at their work. Under such situations, the government authorities impose heavy restrictions on companies, thereby reducing their market power in the industry. Challenges are bound to arise when an organization tries to enhance its managerial and leadership attributes. However, there are effective ways through which

What do you think of the concept of ungraded writing Essay

What do you think of the concept of ungraded writing - Essay Example According to (Hewitt) â€Å"Your essay’s point of view may be to persuade the reader to share your beliefs on the topic†. I think when I ask my students about the upgraded writing they will respond that this writing is related to pupil with disability in learning. Usually the writing skills of disabled students are of poor quality; hence the students can have the inclination to think upgraded writing as a writing related to disabled student. As per (Zhang)â€Å"Teaching students about writing is an ever present and significant problem. For students with learning disabilities, this problem often presents even greater challenges†. I would convince my students that upgraded writing is a concept applicable to all students. I would explain to them that, all disabled do not have poor skill in writing. I would describe to my pupil that working hard and knowing the writing skills, anyone can practice upgrade writing. According to (Donovan)" It goes without saying that if you don’t ever bother writing, your writing will never get any

A Marketing Plan for the Budgens Research Proposal

A Marketing Plan for the Budgens - Research Proposal Example We will have to take special care to find out which of the environmental factors –social, political, cultural, economic, legal, technological-are the most important for the Budgens at the present time and which ones could be the most important in the next twelve to eighteen months. We should also concentrate on external agents such as competitors, suppliers, customers, trade unions, governments, shareholders, a local community which is affecting the company most.Here our client organization, the Budgens is planning for a period of 12 to 18 months in a market environment where the competition is severe from the big four supermarket retailers comprising of Tesco, Asda (Wal-Mart), Sainsbury’s, and Morrison’s. The sales forecast has to be done by taking to consideration of such competitor behavior and the market environment.The total environment can be segmented into three classes as 1.Mega environment 2.Micro environment. 3. Relevant environment. Out of these three groups as far as the now discussed market planning for the Budgens is concerned microenvironment is the most important one because the planning is for a relatively shorter period of 12 to 18 months. Therefore our important environmental factors of concern are suppliers, competitors, consumers, governments, local community, and shareholders.The main environmental advantages of the Budgens are their suppliers, who are quality assurance approved. Their independently functioning local retailers are in partnership with them. They care most for the quality of the food. They care for their consumers and the local community. As the Budgens is strictly abiding by rules, regulations and the government policies, there is no clash with the government. Now the only point of concern as far as the environmental factors are concerned is, from the competitors. Such issues we should address through the SWOT analysis and the resource analysis; and the findings may be taken seriously while proceeding t hrough the process of market segmentation, targeting, positioning Etc. Finally, the formation of the marketing mix and promotion policies are to be decided to base the above discussed environmental factors. The main factor needs to be focused on is the severe competition from the equally strong rivals. Advertising and other sales promotion policies such as offering discounts, special offers Etc. are recommended for the Budgens, based on the environmental analysis.   Thus a proper analysis of the environment, especially the analysis of the external environment will enable the company to locate its strengths and opportunities.

How we can apply sample accounting to daily life Essay

How we can apply sample accounting to daily life - Essay Example A person uses accounting techniques to make decisions on which investment is worthwhile. Similarly, the person will be able to make decisions on which investment should be ditched. For example, some investments could be attractive but need some accounting knowledge to consider the whole situation. Some investments could look lucrative but the related expenses and risks are threatening. However, some ventures seem to have low income as well as low risks. With the use of simple accounting, a person will be prepared to make a decision on the available alternatives (Juan, 2007). Consequentially, when a person does not use simple accounting, it is easy to lose substantial amounts of money in unreliable ventures. Similarly, simple accounting is effective in management of business and personal activities. With simple accounting a person is able to note the income and expenditure of their business or life in general. With such focus, the person is able to manage the expenditure and income on the basis of priority. Simple accounting is vital in making decisions in regards cutting of costs. A person could be in a stalemate over some expenditure that is affecting their business or personal life (Freedman, 2010). To limit such expenses, a person needs to use simple accounting. ... Similarly, simple accounting is vital when making decisions on economies of scale in production. Some activities could be limited to a certain extent if they are not worthwhile. For example, transportation of materials could be done all at once rather than transporting the same consignment in numerous shifts (Juan, 2007). This can be easily done through simple accounting. Being futuristic is a fundamental aspect in ensuring continuity. However, there is no future when a person is not able to forecast any future events with some considerable level of certainty. A person should plan on how to improve their life or business in the long term. This is by focusing on simple accounting and how it can aid in this process (Juan, 2007). For example, in many cases, there is the use of profitability index and its improvement to forecast future profits. With such forecasts, it is easy to plan for the future especially when a person is in need of a loan. This will be easy as the person will have a clue on how the loan can be repaid and the period needed for full repayment. Similarly, a person is able to forecast income that could also be used in slotting various ways of expanding the business, or better still, a person is better prepared for personal development. Making accounting decisions could be a hard task especially in the absence of accounting. Basic management decisions are made through simple accounting (Juan, 2007). Therefore, absence of simple accounting will lead to haphazard decision making. For example, accounting decisions are made after computing personal accounts. Therefore, a person should only make accounting decisions after evaluating some accounting findings. For example, the daily activities could be affected when some accounting decisions are

Business Data Analysis Essay Example | Topics and Well Written Essays - 3500 words

Business Data Analysis - Essay Example The distribution of sales from each customer is analyzed to identify the most important customers. The call times for various calls are analyzed to identify the number of employees that need to be kept. Based on the analysis done, it is evident that company needs to analyze its performance with respect to quarter as well as profit center. The company needs to have 5 employees making sales calls. At the same time, the company was able to identify the most profitable customers on whom it needs to focus on. Introduction Laurel McRae has recently joined Handy Hydraulics for data analysis and strategic planning. In order to analyze the performance of the sales of the organization, Laurel collected the data for the sales for third and fourth quarter of 1990 and first and second quarter of 1991. She also collected the data regarding the machines and the days when they are working and various alternatives to replace the existing system. Number of calls received per hour was collected to anal yze the sales call being made and number of employees that shall be entrusted with the responsibility of handling calls. She also collected data regarding sales from each customer. This data enables Laurel find the company’s most profitable and least profitable customers. ... answers: Answer 1 a.) Histograms and relative frequency distributions of the company’s daily average order size for quarters 1 and 2 In the simplest of terms, histogram can be defined as a series of contiguous bars or rectangles representing frequency of the data in given intervals (Black, 2009). Histogram is a very useful tool to analyze the frequencies of different class interval. The daily average order size can be calculated as dividing the total sales by total orders. The table below shows the frequency table for the organization’s daily average order size for Q1 and Q2: Range Frequency Q1 Frequency Q2 220 0 0 Table 1: The frequency distribution table for daily average order size for Q1 and Q2 As can be seen from the table, majority of the frequency is concentrated towards the middle. The frequencies for Q1 as well as Q2 are 0 for all the intervals till the average order size of 59. While there is no daily average order size above 220 for Q1, there is no daily aver age order size above 200 for Q2. The best way to analyze this frequency distribution table is to analyze the histogram. The graph below shows the histogram for the company’s daily average order size for Q1 and Q2: Figure 1: Histogram of company’s daily average order size for Q1 and Q2 As can be seen from the graph, the frequency for both the seasons can be thought of following a normal curve. For Q2, the highest frequency is in the range of 100-119, while for Q1, the highest frequency is in the range of 120-139. b.) Quarterly charts for the company’s total number of orders per day The table below shows the frequency distribution for the total number of orders

Canadian Electoral System Term Paper Example | Topics and Well Written Essays - 2000 words

Canadian Electoral System - Term Paper Example Even then, they were expected to have certain qualifications. Elections, back then, were held at different times of the year. Unlike now, secret ballot was not a system that was used by the Canadians. However, as times moved on, the right for every adult man and woman to vote was given. As this happened, the people became less tolerant of the previous system. They advocated for reforms in the electoral system. This is so that the process of voting in political institutions in the land could be free, and fair. These reforms became paramount so that the system could find support from the public, thus acquiring legitimacy. This paper will review some of the ways in which the electoral system in Canada operates, and the nature of their system. The extraordinary complexity of the electoral system requires that it should be fine- tuned to suit the immediate environment at all times. Canada’s federal nature shows of the country’s electoral law as much as it does the political life that exists in the country (Dyck 2011, 45).2 This is so that every individual will get to understand their fundamental right to vote, and elect into office their preferred choice of authority. The different systems present in Canada allow the people to vote in candidates in their own provinces. However, for the federal parliament, there exists only one electoral system. This ensures that there is uniformity during the general election process. The Canada Elections Act contains all the election laws that are present in Canada. The publishing of such information ensures that everyone gets to understand the laws that govern elections. The consequences of committing an election offense can also be found there. There are other documents that have this kind of information displayed to the people (Farrell 2006, 62).3 These include; Electoral Boundaries Readjustment Act, the Criminal Code, the Income Tax Act among others. Although laws in Canada continue to be passed by politicians, th e electoral system is governed by a neutral party. It consists of an unbiased, independent group of individuals. This is the most recent development that the Canadian electoral system has undergone since the inception of law. As adult men and women were allowed to vote, it became imperative that the organizational procedure be removed from political control. The neutral party was not expected to be close to the government (Farrell 2006, 67).4 These were the expectations of the public with the introduction of neutral parties to run the organizational procedures. Laws must keep on changing and evolving to accommodate the current trends that need to be met. Also, the public should be able to see the changes, and the positive effect they may have on them. In 1920, the Dominion Elections Act, advocated for the creation of a position in the election system. This position was for the Chief Electoral Officer. The position entailed the party’s involvement to be the main supervisor of the elections. Also, they were supposed to map out the general direction of the elections (Farrell 2006, 73).5 The office, which is also known as Elections Canada, was mandated to enforce fairness and impartiality when it came to the elections. In Canada, the general elections for federal government are held after four years. However, in the case where there is a minority government, the elections can be called at any time. A minority governmen

In no more than 2,000 words, you are required to give a detailed Essay

In no more than 2,000 words, you are required to give a detailed account of the legal arguments you would put forward for the discharge of Edna Elliot by the MH - Essay Example Every adult is presumed to deserve the sufficient capacity of understanding the decisions made by him and consequences of any action (Sumond, 2005, p.45). "Mental capacity is the term used to describe a cluster of mental skills that people use in their day to day lives in making decisions" (Capacity and Consent, p.1) Speaking in easier terms, mental capacity means the ability of an individual to make a decision about specific elements of their life" (Crawley & Williams, 2007, p.3). Actually, the concept is not a unanimous as it differs in varied context. "Consent is the voluntary or unconditional permission of a person to a given dealing" (Crawley & Williams, 2007, p.3). This relates to the free-will of an individual about a particular matter and corresponds to the psychoanalytical explanation. Permission or decision obtained through force, fraud or intimidation is not considered as consent. As per the provision of Mental Health Act, 1983 consent indicates a voluntary or unconditiona l willingness of a person for the commission of a particular act which is within the knowledge of the said person. If a certain adult suffers from mental incapacity, effort should be taken so that the best interests of the individual can be sustained. House of Lords has defined 'best interest' as: "[n]ecessary to save life or prevent a deterioration or ensure an improvement in the patient's physical or mental health; and in accordance with a practice accepted at the time by a responsible body of medical opinion skilled in the particular form of treatment in question" (Capacity and Consent, p.4). Mental incapacity is equally applicable to persons of all ages including the children. The Children's Commissioner for England ('the Children's Commissioner') was established under by the Children Act 2004. This body is invested with the responsibilities of promoting and protecting the interests of Children. Clause 24 of Mental Health Act 1983 has made some changes regarding the children und er the age of 18. The amendment states that "children with mental health problems would receive assessment, treatment and care from child and adolescent mental health specialists and where in-patient care is needed, are placed in age appropriate settings" (Children's Commissioner. n.d., p.3). 3. Legislation Regarding Mental Health There are several enactments governing the mental health in the country. The most prominent amongst these instruments is The Mental Health act, 1983. Other enactments are Mental Incapacity act, 2005, Court protection rules 1994. For the convenience and proper understanding over the topic, it is required to have a careful and through analysis over those relevant legislations. 3.1. The Mental Health Act 1983 The Mental Health Act 1983 sets out the law on assessing and/or treating a mentally disordered patient under compulsion. The legislative provisions concerning the mental incapacities and their treatment as inserted in The Mental Health

Subject of Course Project Essay Example for Free

Subject of Course Project Essay In today competitive economy, we need information system in every aspect of the organization because Information systems help in decision making process in a cost effective way. Using technologies to discover, analyze and act in real time on the large volumes of data in research laboratories will be beneficial to the organizations. Every organization produces large amount of data and we need a system to contain it and extract information effectively. Databases management systems are design to ease difficulties in maintain complex information systems. An organization such as Mayo Clinic not only has the clinical heath care system but also has the larger department focuses on research and innovations. These types of organizations contain many different research laboratories that use different database system and technologies, bio specimens and produce many different results. This indicates that they have large valuable data yet missing a system that can link them together so that we can compare and contrast all the pertaining data out there. Business Problem Statement The core problem to be solved is inefficient database systems of each disconnected database systems to a system that can communicate many different databases with easy to pull information out of. Due to difference in needs of each research labs, it would be very unproductive to use one type of database for all the labs. However, we need a system that can communicate different databases and queries all the information quickly. Name of the Organization The name of the organization is Mayo Clinic. I want to specifically focus the issue of database system of research department and more specifically about the database system of the lab that I am currently working with. At my lab, we are currently using a Microsoft Access Database to store both clinical and laboratory information by saving in it the share folder for other team members to access. However, there is no tracking system in place and with multi users involve, we have no way of know who or where the information could be wrong. Many other labs also have issues with current databases that they are using due to limited user abilities, missing tracking in place, and waiting time for programmer to give us reports. General Benefits By building a system that can give both clinical information and research information help save time and money of the organization and employees. It will encourage more collaboration within the institutes. If we have information on the samples that other labs already worked on, we no longer need to waste resources to produce the same data by sharing the results. There will be more time for innovations by removing the repetitive experiments. This system can also help at finding more resources such as which labs are working on the similar samples or experiments thus increase collaboration either by exchanging samples or working on the ideas together. It is also important to point out the sharing contents will be control by the users to avoid conflict. A system that can communicate with other database can pull up information of the same patients without needing to re-enter them in many different databases will save time and employee can focus on different tasks. High Level Approach Building a database system will take hours of mapping connections and writing a program that can be customized by users. The best way is to have web base database systems for the labs which don’t have a good relational database yet. Then, build a system that can link the entire relational databases to talk to each other and pull out data. There is two ways we can build the system either by outsourcing or in-house program development. Another step is to find out which way is more cost effective with the time we need to have them ready. Also, it would be important to have a research server and a team to maintain the systems. Audience The needs of an effective research laboratories database system are obvious yet it is costly and time consuming to build one. All the principle investors need to be participating and build the system together and budget into their lab cost. Senior managements and mangers of the labs of Mayo Clinic need to know the importance and benefit of having central research database system.

The definition of financial terminology within the market

The definition of financial terminology within the market Did you know what the financial institution is? The definition of financial institution is an organization that invests the chiefly in financial assets such as securities and loans rather than in tangible property. In the financial institutions, there have include many parts, such as banks, consumer finance companies, trust companies, savings and loans, insurance companies, credit unions, pension funds, and the mutual funds. What is the financial market? Financial markets is a market which for the exchange of the capital and credit, it including the money markets and the capital markets. In  business, government  and individuals  often  need to raise the funds. Income  individuals and  companies are  now  spending  more  than they,  so they have funds available to  invest. Individuals and organizations  gathered  to  borrow  money  and  those who have  surplus. The financial market can be divided into two groups, that is money market and capital market. Money  market is a  creation  and suppliers  of  short term funding requirements  and the financial  relationship. The maturity  is within one year. The capital  market is a  market, so that  suppliers and  demanders  to trade  long-term capital. The investors encounter high risks in those securities are including liquidity risk, default risk, maturity risk and inflation risk. These two fin ancial markets also can divide into primary market and secondary market. Next, I want to Identify and discuss the three different ways for transferring capital or fund from savers to borrowers in the financial market. The first ways is direct transfers of money and securities. This will occur when a business sells the bond and stocks directly to the savers without going to through any types of the financial institution. It is the business that delivers its securities to the savers, and who in turn give the firm the money it needs. The second ways is the investment banking house. The investment banking house is an organization that can distributes or underwrites the new investment securities and also help business obtain financing. For an example, the person name Merrill Lynch is underwrites the issue. The underwriter is serves as a middleman. It also facilitates the issuance of the securities. The company who sells the stocks or bonds to the investment bank, the major reason is they want to sells these same securities to the savers. The last ways for tran sferring capital or fund from savers to borrowers in the financial market is financial intermediaries. The financial intermediaries is the specialized financial firms that facilities the transfer of funds from the savers to demander of capital. The financial intermediary is such like a bank or mutual fund. It is simply to transfer the money and securities between the firms and the savers. They literally want to create the new financial products. Here, the intermediary obtains funds is from the savers in exchange is for its own securities. Then, the intermediary will use this money to buy and also hold the business securities. In addition, the existence of intermediaries are greatly to increases the efficiency of money and capital markets. In the financial intermediaries also have many functions. The first functions of the financial intermediaries are to reduce the transaction cost. A transaction cost is a cost that incurred in making in an economic exchange. Usually this is restated of the cost of the participating in a market. For an example, if you are a businessman, you want to open a fruits stall. Lets say you want to sell watermelon. You consider buying the watermelons from a store. To purchase the watermelons, your costs are not only paying for the price of the watermelons itself. Why? Because you need to use your energy and effort it requires to find out what types of the watermelons that you prefer, the cost of travelling from that store to your house, where can you get the stock of watermelons, can get the watermelons at what price, the effort of the paying itself and also the time when you waiting in line. These all costs are really above and beyond the cost of the watermelons are the transaction costs. The second functions of the financial intermediaries are the facilities such as saving deposits, online banking to pay the bills, online checking your saving account, money transfer and others that can be liquidity. These all are provided generally by credit unions, banks, and the finance companies. The next function of the financial intermediaries are risk sharing. While, the risk sharing is a risk management method in which the cost of the consequences of a risk is distributed among with the several of the participants in an enterprise. Next, I want to explain about the classes of intermediaries. There have seven classes of the intermediaries. The first classes are commercial banks. Commercial banks is the traditional finance  department store  into a  wide variety of  savers and borrowers. Expanding  the services provided,  including stock  brokerage services and  insurance coverage. Commercial banks are quite different from the investment banks. Commercial banks can lend money, while an investment bank is help companies to raise the capital from other parties. The second classes are savings and loan associations. This is the served individual savers and residential and commercial mortgage borrowers. It takes the fund of many small savers and then will lend this money to the home buyers and other type of borrowers. In the analysis of credit, it is setting up a loan, so that the collections of personal savings are more than expertise, so they reduce the costs and improve the availability of real esta te loans. The third classes are mutual savings banks. This is similar with SLs, operate the primarily in the northeastern states, and accept the savings primarily from individuals. It also lend the mainly on a long-term basis to the home buyers or consumers. The next classes are credit union. Credit unions are the members of the association  of their cooperation  should have a  common bond. The members savings are loaned only to other members, usually is for the home improvement loans, auto purchases etc. Its often the cheapest source of the funds available to the individual borrowers. Other classes are the pension funds. It means the retirement plans are funded by corporations or government agencies for their workers and the administered primarily by the trust departments of commercial banks or by life insurance companies. There have two plans of the pension funds, defined benefit plans and defined contribution plans. Another class is the life insurance companies. That is the participate in the annual  premium  in the form  of  savings, real estate, bonds, mortgage  loans, investment  in stocks,  ultimately  these funds  to the insureds  payment to the beneficiary  parties. The last classes are mutual funds. The mutual funds are the corporations that accept money from the savers and then they use these funds to buy the stocks, long-term bonds, or short-term debt instruments issued by business or government units. The pools funds and thus reduce the risks by diversification. The different funds  of different types of  savings  designed to meet  those  goals. There are literally thousands of different mutual funds with dozens of different goals and purposes. In this assignment, I had already explain the definition of financial market, the three different ways for transferring capital or fund from savers to borrowers and also the classes of intermediaries. I know that the financial institutions are very important not just for a businessman, also for everyone.

Can The Genocide Be Explained Sociologically Criminology Essay

Can The Genocide Be Explained Sociologically Criminology Essay provide intellectually responsible explanations of these events, social scientists are therefore capable of producing explanations that can both interpret and create understanding. Their work allows further reflection on the problem of explanations in sociological work (Brown, 1963). This essay will focus on whether or not social scientists provide an explanation for genocide, in other words whether or not genocide can be explained sociologically. The beginning and emergence of genocide is unknown but it is assumed that the first genocide took place during the hunting and gathering period (Chalk and Jonassohn, 1990). After agriculture had been discovered there was a division within the world and it consisted of settlers and nomads. The settlers were good at gathering food and a conflict resulted between the two groups as the nomads would raid the settlers of their food, however they would not kill the settlers when doing so as they were still needed because the nomads planned to continue and raid the settlers in the coming years. The settlers could not defend themselves due to lack of resources (Chalk and Jonassohn, 1990). As time progressed the settlers learnt how to improve their agriculture skills and their produce grew so well that they could support cities, rulers and armies. They became successful and wealthy and started to associate with trade and began to build empires and city states. As a result of this, conflict then grew over wealth, trade and trade routes. Wars were fought over this, and it was through these wars that people realised their victories were temporary. It became clear that the only way to have a guaranteed secure future was to eliminate those who were defeated completely. Thus the first reason for the first genocide appears to be elimination of any future threats (Chalk and Jonassohn, 1990). Genocide then grew and progressed from this. Genocide as defined by Lemkin (1944) who states that it is the criminal intent to destroy or to cripple permanently a human group. The acts are directed against groups as such, and individuals are selected for distraction only because they belong to these groups (Lemkin, 1944 p. 147). This is the definition that the UN (United Nations) Convention on the prevention and punishment of the crime of genocide relied upon (Andreopoulos, 1994). Following this, social scientists have redefined the term genocide to suite their theoretical perspectives. The definition of the UN convention however, remains the most popular and widely used. This is due to it being a legally accepted and a workable definition. Under the definition of the UN Convention, Genocide remains an international crime whether committed in peace or war this shows that genocide is a uniform phenomenon (Andreopoulos, 1994). Variations within genocide do exist, through its context and processes, for example, the distinction bet ween domestic genocide and genocide done in international war. With domestic genocide, people have differences and conflicts within their own societies based on religious views, ethnicity and their race, while, with international war genocide, mass killings are committed due to conflict between two separate states (Andreopoulos, 1994). Through the UN Genocide Convention, genocide was deemed the most horrendous crime of all time and individuals would then use it as the defence to any form of discrimination, oppression and injustice (Martin, 2006). This resulted in disadvantaged groups trying to get sympathy by dramatizing their situations. For example, due to one of the articles of the convention, which claimed genocide included an intention to prevent any birth, led to claims that abortion clinics were a form of genocide. In more general terms if an individuals rights were violated, this would also be taken as genocide. The concept was clearly being abused, and the UN became more and more resistant to charges of genocide. This may have contributed to the need of re-definition of genocide. It is therefore important to reach a generic definition of genocide which should be consistent with the everyday use of the word so that when people see a mass murder the only word available to them to describe such an event shoul d be genocide (Chalk and Jonassohn, 1990). Sociologists are interested in genocide for many reasons as it will be discussed in the case studies below. These case studies are drawn upon to show one of the reasons as to why sociologists might want to explain genocide and why people act and behave in such a gruesome manner. The Jewish holocaust is one of the most popular and notorious among all genocides, 6 million Jews were murdered by the Nazi regime and those who supported the regime. Despite the severity and scale of this genocide it was somewhat predicted or predetermined that it would be very important (Jones, 2011). During the rise of modernity, Jews did not fit in with the new modern ways. They were seen as enemies of modernity. This resulted in some Jews seeking integration and those who did were accepted by some European countries including Germany, who granted citizenship to the Jews from 1812. This then raised the question as to why Germany would turn on the Jews and murder them (Jones, 2011). The Jews lived peacefully in Germany up until the tragic and embarrassing loss of the First World War. This resulted in traditional forms of power falling and Germany needed to form and create a new identity if they were to survive the aftermath of the war, and so a slow drive towards nationalistic ide ology was to emerge. The political extremism led to the creation of NSDAP (political party) which was founded by Adolf Hitler. Hitlers vision was driven by his hatred for the Jews. Once they reached a position of power, the Nazis were unstoppable and their purpose for the Jews was clear. The Jews were terrorised in many ways by the Nazis forcing most of them to flee the country while they still could and forced them to abandon their homes, companies and wealth. However, the fact that many countries were not accepting Jewish refugees meant that more wanted to leave but only a few could go and most of those who stayed committed suicide out of fear of the social death that the Nazi rule imposed on them (Melson, 1996). The confinement and consolidation of the Jews under the Nazi control emphasised the Nazi ideology and how it was based on a united and purified Germany, this concluded their movement. Two years after the Soviet Union invasion, 1.8 million Jews were rounded up and gunned down (the holocaust by bullets) (Melson, 1996). To prevent any guilt and psychological trauma for German killers which resulted from the shooting of women and children, concentration camps with gas chambers were introduced to maintain distance between the killers and the victims. About 1 million Jews were killed at one of the main killing centres; nearly two million more died due to gas and also by other means in the death camps. Similarly 1,890,000 Jews were slaughtered between the five death camps that were set up in Poland. The camp system became very lethal for Jews. It became evident that the devotion to the elimination of the Jews was more important to the Nazis than their own self-preservation (Melson, 1996). The genocide in Rwanda was one of the most concentrated forms of mass killing ever seen; approximately 1 million people (Tutsis and the Hutus who opposed the government) were killed in different ways over a course of twelve weeks. 800,000 of the victims were killed within three to four weeks during the genocide. When taken into account the large amount of people killed in such a short time it is clear that the death rate was at least five times more than that of Nazi Germany. The Rwandan genocide resulted in successfully turning the mass population into murderers; Hutu men, women and children were among the murderers (Jones. 2011). The genocide escalated due to the presidential plane that was shot down killing the president and many Hutu power radicals. It was assumed that following the incident the Tutsis would jump into power, however, the presidents death was blamed on Tutsi RPF officers (the Rwandan government denied the accusations) and the Hutus wanted revenge. The news of the attack was released about half an hour after it happened and the first few murders that the genocide was to follow only started taking place 10 hours after the announcement of the presidential death, this however, does not prove or show that the genocide was pre-planned by the Hutus (Mann, 2005). During the genocide there was no help or support from international leaders; they watched millions of innocent people die with no interference. When the genocide broke out, foreign forces were sent into Rwanda, but only to evacuate whites. Following the evacuation of international citizens the UN Security Council focused its attention on withdrawing the UNAMIR forces from the country. Rwanda was only able to hold on to 470 peacekeepers, these were still able to save lives during the course of the remainder of the genocide (Jones, 2011). The UN later voted to send more troops to Rwanda; however the troops did not arrive in time, by the time help got to Rwanda the genocide was over. It was assumed that Rwanda was just not important enough to be rescued (Power, 2002). In 2004 the UN officially apologised for the lack of assistance for Rwanda and claimed that next time there would be an effective response and this would be done in good time (Power, 2002). Sociologists have tried to explain genocide sociologically by providing explanations as to why it might exist and how to stop it. Some of these explanations include; Roger smiths argument that genocide is an instrument of the modern state policy (Smith, 2010), while on the other hand, Helen Fein argues that these groups are murdered just so the states design for a new order is fulfilled (Fein, 1990). Similarly Leo Kuper argues that modern state monopoly creates both the desire and power to commit genocide (Kuper, 1983), while Horowitz much like Rubenstein argues that genocide is an act of state and as an act of state it is intended to be the main means of social control and this can only take place in a totalitarian state (Horowitz, 1976). Due to the vast majority of explanations, only a few will be looked at in a bit more detail. One of the most recent and controversial attempts to explain organised genocide violence is that of the English sociologist Michael Mann, who links and explains genocide through democratisation processes. Manns main focus is on explaining the origins and continuous rise of genocide by looking at relations of political power in society. According to Mann, genocide is committed by groups that are manipulated by politicians and this causes an unfortunate disruption to social and political progress. Genocide is seen as not being different from modern ideologies as it is committed in the name of the people; this is what Mann calls the dark side of democracy. The class struggle and its institutions managed to restrain democracies from committing mass murder on its own citizens; however, they still managed to commit cleansings on groups defined as outside of the people. This meant that as democracy got stronger among the perpetrators, so did genocide. This is the first sense in which genoci de was the dark side of democracy. Genocide is therefore modern because it was seen as the dark side of democracy. The fact that it is granted within democracy that the possibility that majority groups can oppress minorities creates more threatening consequences in certain types of multi-ethnic societies (Mann, 2005). Mann argues that a more adequate explanation of how and why genocide takes place is needed, so he creates a typology of the means of murderous cleansing. He distinguishes among different dimensions of cleansing associated with violence and illustrates that some types of violence are more likely than others to intensify. Among the three types of cleansing in the typology, most of them do not end in genocide but only the mildest types. The three types of cleansing include; induced assimilation (the other seeks assimilation into the main group), induced immigration (offers incentives to the culturally similar groups) and induced emigration (this is rarely applied but it is advised by rightist nationalists). The escalation of these types of cleansing then goes as follows; coerced assimilation (the other is forced to join the main group and abandon its own), biological assimilation (the minority is prevented from reproducing), coerced emigration (removal by force), deportation (removed by force from state territories), murderous cleansing (organised killings) and genocide (final escalation, deliberate attempt to wipe out entire populations) (Mann, 2005). It can be seen that most of the cleansings are mild in form and that the more murderous cleansings are uncommon. Many groups have tried to avoid cleansing by assimilating into a nation state by changing their historical paths. Due to this Mann limits his analytical focus of murderous cleansings to very rare events in modern history in order to answer the question; why do such cleansings occur? (Mann, 2005). Rudolph Rummel contrasts Manns explanations, according to Rummel genocide depends on the authority of a state, the more authoritarian a state, the more likely it is to commit genocide. He argues that democracies do not commit genocide, there might be only a few cases in which genocide occurs within a democracy, however this only happens during wartimes, where mass murder is committed secretly with no democratic command. Rummel, however, fails to distinguish the more important cases of democratic mass murder such as the firebombing of Dresden and the issues in Tokyo. There were also authoritarian genocides that were committed in wartime with an attempt to secrecy for example Hitler and Stalin. Rummel acknowledges the relationship between democracy and genocide; however it is more complex and double edged than he explains (Rummel, 2004). Zygmunt Bauman also tries to explain genocide, much like Mann, he claims genocide is a modern phenomenon and tries to provide a sociological explanation as to why this is (Bauman, 1991). Bauman argues that genocide exists and is a modern phenomenon due to technology, only modern technology that is made available to industrialised countries made it possible for crimes such as genocide to occur. He also argues that conventional morality in modern societies have been silenced and replaced with its own definition of good and bad, this means individuals are no longer responsible for the greater good, but are responsible for abiding by laws. So it is within the newly built systems of bureaucracy where responsibility is drawn from different sources that individuals commit genocide without having to turn to their morals as their evil actions or side is desensitised. It is therefore, according to Bauman, the emergence of modern technology and the growth of systems of bureaucracy and instituti ons that both prepares individuals and makes available to them the means to commit crimes such as genocide (Bauman, 1991). However this would mean that without the presence of these two conditions genocide would not occur but this is not the case. It is evident from the example of the holocaust and other modern genocides such as Rwanda that genocide cannot depend on only two factors (Waller, 2002). Leo Kupers attempt to explain genocide is rooted from his early work in Africa and work on the plural society. He includes sociobiological and psychological theories within the general theory that he adopts to explain genocide. According to Kuper societies which are divided are the seedbed of genocide especially in times where groups battle for domination (Kuper, 1983). Furthermore, Kuper argues that genocide is not an unstoppable consequence of every society as it results from peoples own decisions. Kuper goes on to identify other causes of genocide which for him include economic conflict and ideologies both of nationalism and of dehumanising people (Kuper, 1983). Chalk and Jonassohn (1990) also accept that one of the main preconditions of genocide is the idea of devaluing the victims and identifying them as the other and unequal to the dominant population. They take a historical based view to explaining a variety of genocide civilisations and settings. They acknowledge the fact that it is not easy for people to kill defenceless victims and so it is evident that to commit genocide authority and a quasi- bureaucratic organisation are needed, this then makes genocide a crime of state (Chalk and Jonassohn, 1990). Through this, it is shown that genocide serves the interest of the state, leading social classes and the elites. Chalk and Jonassohn (1990) show that the first few types of genocide were used to build empires, for example the Mongols and Shaka Zulus empire. For Chalk and Jonassohn, these explanations are mainly for modern genocides for example the Jewish, Armenian and Cambodian genocides but they provide no general explanation for other forms of genocide (Chalk and Jonassohn, 1990). These explanations of genocide help to reflect on the contemporary condition, this enables the consideration of ways to prevent such crimes in the future and how to deal with the aftermaths. Explaining genocide is like an attempt to account for a phenomenon seen beyond a constructive background of social structure. It is important to explain such an event as no two events are the same, some only happen once. Therefore explaining these events means many are then available to compare and provide a more secure footing of the matter, in this case the explanations of genocide. Genocide argued by some to be a modern phenomenon has been explained by many social scientists and though some of these explanations are similar, no two are exactly the same. Some of these explanations provide a very significant contribution to the sociological explanation of genocide and some of these explanations remain highly debatable and contested however, they provide a framework for which explanation in sociological work can be explored.

Education :: English Literature

Education Education in Nervous Conditions. Education is often regarded as beneficial for people and necessary for advancement where people willingly accept to get educated. However in the case of Africa, education was forced on the population, especially western education. Although the Africans had an established medium of education, western education came to replace it and this education under the faà §ade of benefiting the society was there to exploit the people. Western education destroyed the people’s culture exploiting their intellect and their labor. The African’s medium of education was there to inculcate the values and culture of the tribes and this way of educating people was seen as inferior and the Europeans believed in an eradication of that type of education: â€Å"The traditional African educational systems, in their various forms, served the needs of the African people much more than the colonial educational system ever could.† Colonial education brought forward by missionaries was intended to make the local people westernized and follow or corporate with the western government: â€Å"colonial African education was not based on a desire to educate the African people, but a desire to have the ability to control the African people.† Students who follow colonial education are torn between the western world and their own African world and they have this feeling of not belonging to either culture. They don’t want to follow their own culture as they feel superior to it and the white world does not accept them either. The Africans have adopted alongside with the colonial education, the values of the western world and this makes these students move away from the traditional world of Africa. The young generation would feel that through this education they had acquire too many skills to be able to get a proper gob in their society which they consider as backwards and when they leave their country for the colonial empire they are rejected. In Dangarembga's Nervous conditions, we are presented with the westernization of various characters through education. British education plays a great role in the novel where Tambu, Babamukuru, Nhamo and Nyasha, all bear the impact of this education. Dangarembga’s gives weight to Kachru’s ‘alchemy of English’ where: â€Å"Tambu tells us that "white wizards" from the south who were "well versed in treachery and black magic" educated her uncle Babamukuru (18-9)† Tambu knows that the British education is an important way to enable her to evade her two major biological roles, that of being a woman and of being black, which have imprisoned her in her culture. When the novel starts Tambu is seen as being happy at her brother’s death as this is enabling her to go to a western school where the colonial education

terrorism Essay -- essays research papers fc

Terrorism Imagine a clear blue, sunlit morning; the most beautiful day you can recall. Imagine waking up from an amazing dream of a clear horizon. Imagine putting on your new fresh suit, to start your new job. Imagine having that extra hop in your step as you leave your front door, your mind anxiously awaiting the adventure of a new beginning to an amazing day. Then, imagine not getting to where you needed to be. Not because you fell victim to a traffic jam or missed the bus, but because you were a victim of a terrorist act - an innocent victim, whose life was cut short by terrorism. Shattered dreams and lives are just some of the many effects that terrorism can bring about. Just how different is each human than another? Anatomically there are slight variations, but we are all part of the same world. To lash out on other innocent people due to the fact of different beliefs, is almost inhuman. Lack of composure and intelligence is one of the many flaws’ terrorists have built within thems elves. Throughout history, there have been many unprecedented terrorist attacks. Each attack is worse than the next. These attacks have been thought about since 431 B.C. when a Greek historian wrote the effectiveness on psychological warfare (â€Å"Terrorism†). Most terrorists share the belief that killing, kidnapping, extorting, robbing, and wreaking havoc to terrorize people are legitimate forms of political action. Terrorists are never one-person, a single political regime, nor a particular religion but terrorist attacks can be targeted to such groups (â€Å"Terrorism†). The most common attack in the act of terrorism is the suicide attack. The outcome of the war now under way between the Israelis and Palestinians is very important to the security of every American. Palestinians are testing out a whole new form of warfare, using suicide bombers to achieve their political aims. Israelis are terrified. And Palestinians feel a rising sense of empowerment. Palestinians have long had a tactical alternative to suicide: nonviolent resistance (Friedman A6). Palestinians have adopted suicide bombing as a strategic choice, not out of desperation. Two influential U.S. senators expressed their fear that the kind of suicide bombings we've seen in Israel might indeed spread to the United States. They both agree that if these suicide bombings in Israel don't stop soon,... ...rorism and its affects on a nation. Each person seems to have there own idea on how to stop such things from ever happening again. There are those who are anti-war, who think if we just talk about things peace can be achieved. Then, there are those who think if we as a nation scare everyone with our military power the problem will be resolved. Both groups are far from the truth in my opinion. Terrorist acts are derived and acted upon by pure hatred and brainwashing. The only time terrorism will ever truly disappear is when we as a human race disappear. Works Cited Blitzer, Wolf. "Suicide bombings in the United States?" CNN. 9 Apr. 2002. Friedman, Thomas L. "Suicidal Lies – On Suicide Bombers." New York Times 31 March 2002: A6. â€Å"Info War†. 2002. The Terrorism Research Center, Inc. 5 Oct. 2003. 18 Apr. 2004 . Parkinson, John. â€Å"The Consequences of Terrorism.† CIO Insight Jan. 2003: 43-46. Sowell, Thomas. "The Median and Purpose of Terror." New York Times 19 Nov. 2001: A10. â€Å"Terrorism.† The Encyclopedia Britannica. 2003 ed. The War on Terrorism. 2003. Central Intelligence Agency. 25 March 2004

Adversity and What We Gain From It :: Personal Narratives Sports Medicine Essays

Adversity and What We Gain From It In all parts of life there are periods of adversity that we must face, the real challenge however, is what and how we gain from conquering those trials. There have been many times that I have been faced with adversity, it has happened in all aspects of my life at one time or another. Whether it is dealing with the ups and downs of hockey or balancing the pressure that comes with an elite hockey schedule and high school, there are always obstacles. Some of these challenges can bring about positive effects that influence the path of one’s life. In one such experience of mine, the amount of adversity was not near as great as the positive out come that came from my experience. It happened when I was thirteen, I suffered a hockey injury that helped me to realize the area I wanted to study and hopefully have career in. The time it took me to rehabilitate my shoulder was a time of great learning for me but it also came with a great deal of adversity. It was an injury that sidelined me for weeks while at the same time pushed me on my way to a new work ethic and a new enthusiasm for learning. When I was in grade seven, I was playing my second year of peewee hockey and playing for my junior high school team as well. The junior high league allowed checking and the peewee league did not. Because of this I was not accustomed to the new aspect of hockey brought on by checking. I was injured in an intense game against our rival junior high, which was filled with plenty of checking. I was on the receiving end of a brutal check from behind which is something not permitted in any league, the player that hit me received a penalty and a game expulsion. I tried to continue playing but it was no use, I was barely able to raise my arm. I ended up in the hospital where the doctor informed me that I had severely dislocated my left shoulder and would have to miss up to three weeks of play. I had never been forced to miss hockey because of an injury before and it was the worst news I had ever heard. The time I missed from hockey was one of the most difficult periods I had been through up t o that point.

Religion and Education Essay

In this aper, I will discuss and explain the influence of religion and education on societies since the beginning of mankind. 1) Religion deals with almost all aspects of human life. 2) History cannot be taught in education without the mention of religious influences on civilizations. 3) The role of religion in public education is not limited to America alone, since the beginning of mankind every civilization has shown some type of evolution within their religious and educational institutions. There are several examples from different parts of the world to prove how widespread the problem is. ) All societies and civilizations are made up of individuals that belong to families. Families are the core of all societies and the religious choices of each family will society as a whole. 1) It may have influence in education, marriage, work, and even food. â€Å"American religious education, as a kind of spiritual support, has been playing a supportive role in Americans’ outlook on life, the realization of life value, the shaping of personality, ethic concepts and national spirit. It’s important role is manifested in the economic and political fields. † (MENG Xianxia/Cross-cultural Communication Vol. No. 2 1001, p. 231) Religion influence many aspects of day to day issues such as life choices, dress, and education. As shown in the article, â€Å"Religious Experience and Progressive Education,† published in the American Educational History Journal by Jared R. Stallones, â€Å"A recent survey by the Pew Forum on Religion and Public Life revealed that fully eighty-four percent of Americans identify themselves as adherents ofa specific religion. Eighty-eight percent are absolutely or fairly certain of the existence of God or a universal spirit, including fifteen percent of self-identified atheists. Eighty-two percent of the population considers religion to be very or somewhat important in their lives, and seventy-five percent of Americans, including ten percent of atheists, prayed at least once per week. † (p33) This demonstrates how religion is an important entity in the daily lives of many. This is because religions deal with the human life as a whole. For centuries people have searched for the meaning and truth of their own nature and the nature of the universe, religions are the result. We view religions as communities of people who share practices and beliefs, who gather together in special buildings to worship, and ho have a special way of living. More than three-quarters of the world’s population consider themselves members of some kind of religion. Religion influences almost all aspects of human life. It may have influence in education, marriage, work, and even food. ) The United States was founded on the principles of religion, the citizens of this country can practice whatever religion they like without being persecuted. The liberties provided under the Constitution allow individuals to practice their religious beliets openly and without Judgment. These beliets provide guidance and structure in the lives of these individuals. After the founding of the United States, although the Constitution clearly regulates â€Å" secularism†, religions in America are always closely intertwined with the process of American history, and play a huge impact on the political, economic, legal and cultural fields. American sociologist Richard Newhouse said, â€Å"A basic fact about the United States is that Americans themselves claim that most of them are Christian and the moral foundations of American society are Jewish-Christian morality Just as non-Christian believe. † (Zhang, 2007, p. 13) (MENG Xianxia/Cross-cultural Communication Vol. 7. No. 2, 2011). There are thousands of religions and thousand more subdivisions of those. Religions are divided mainly into ancient and modern religions. Not to say that the â€Å"modern† religions Just originated in the past couple years, Just they are still practiced in present times. Some of the ancient religions include Egyptian, Zoroastria, Greek, Norse, and Celtic. (Source and Cite) 3) People have been shunned, ostracized, sacrificed, and killed because of their religious beliefs. These acts take place because individuals have different views. There are several examples from different parts of the world to prove how idespread the problem is. American society is a blend of secularized and religious elements. Anderson (2004) noted that these two elements have always posed a dilemma for public education. The struggle is how to accommodate both of these societal characteristics. He pointed out that the secular nature of American public culture and its underlying pluralistic character are important aspects of the context for our system of education. The role of religion in public education is not limited to America alone. There are several examples from different parts of the world to prove how widespread the problem is. Thomas (2006) reported a case in France in which a Muslim girl was expelled for wearing a traditional Islamic headscarf. The President supported the move saying that religion should not be permitted in public schools. Islamic leaders protested that the ban was prejudicial, singling out Muslims for discriminatory practices. Hinsliff (2004) reported an interesting controversy in which Christian evangelists in England wanted to have the strengthening of faith teaching in schools. They dropped the idea when†¦ 4) Families are the core of all societies and the religious choices of each family will affect society as a whole. The religious choices of a family will influence an individual’s decisions that will in turn affect society as a whole. What in individual puts out into society will come back as their decision and actions affect society as a whole. Religion is an important entity in the lives of many. According to the International Religious Freedom Act of 1998, â€Å"Religious freedom includes the right to assemble for private and public worship, determine the conditions of membership, give religious instructions, preach its message publicly, and publish and circulate religious material† (International Religious Freedom, Sec. (3) Article 18). The United States is one of the nations with most fantastic religious background, and in reality religion and religious education permeates all aspects of American life. Religion lies in American family education, school education, political activities and social life, playing a role that cannot be ignored. (MENG Abstract p. l) Conclusion: Although religion has been and is a heated topic at times and since the beginning of mankind, we cannot deny the fact, the influence it has had in educational institutions through the development of all civilizations, I teel that this is a great thing. ou will not get very tar into any educational issues without somehow bumping into religious themes. † Marty goes on to explains in Christianity and its legacy in education that â€Å"We Americans are taught to think of American society as a secular one in which religion does not count for much, and our educational system is organized in such a way that religious concerns often receive little a ttention. But if you think for a moment, you may realize that a better question is, where does religion not come into all this? (Burke and Segal p. 631). To have religion thwarting together with education is what gives us history. It is what takes us to the next point in life. It gives us guidance and even sometimes warnings. As a young boy that has been brought up in the ministry and to see how religion has played a key role in my life and education†¦ ‘ applaud this. It is known that religion and education has been around for thousands of years and I believe it will continue for many more. From teaching your grandson to assemble a tomahawk to worshipping the Greek god of war, people show religion and education in many different ways. As, David P. Setran referenced in the Teachers College Record article More Religion in Education and More Education in Religion†: Liberal Progressivism and the Educational â€Å"Common Faith,† 1917-1940, â€Å"The Kingdom of God proved to be a powerful image of the ideal democracy and a powerful representation of religion and education working together to build a better world. It is recommended that future scholars continue to look in other parts of the country and among other individuals to trace these powerful cooperative relation, thus restoring the place of religion as an important source and ally of progressive education. † (p. l, abstract) (Teachers College Record, vl 14 nl 2012. 29pp. Religion and education have been wedded in western culture for as long as schools have existed, and as long as religious diversity and democratic decision-making endure in American society, then struggles between and about religion and education will continue in American schools (Religious Experience and Progressive Education,† published in the American Educational History Journal by Jared R. Stallones, p33. ) Religion and education has been around for thousands of years and it will continue for many more.

Culture of Portugal

The country of Portugal has many rich cultural facets in food, music and sports. Situated on the west coast of the Iberian Peninsula that it shares with Spain, Portugal’s culture was shaped by the influences from the Latin, Visigoth and Muslim cultures. Many men in Portugal go into the Atlantic to catch fish while the women are homebound doing chores like house work or cleaning the fish. The men are the bread winners while the women are the housewives who take care of the home. The kids are free to make their own decisions outside of their home. It is mandatory for children to go to school until 6th grade but after that they are free to choose to carry on in school or help out in the working society. Even though the children have freedom outside their homes, it is within the culture for children to not leave the house until married and have their own children because of the strong family ties. Divorce was not an option in Portugal for many years. After the revolution of 1974, divorce was finally allowed into the Portuguese culture dominated by the Roman Catholic religion. Portugal has been known to be a very homogenous society over the years with mainly one language and one religion, Portuguese and Roman Catholic respectively. The Do’s and Don’ts of the Portuguese Culture are quite simple but different from the way of life that we know here in the States. For example: each time you meet someone new, you take time to get to know them; do not use first names unless you know them very well, the Portuguese have a lot of respect for academic titles for doctors and engineers and are addressed accordingly; upon meeting for the first time, the Portuguese can be quite reserved and formal if they do not know you well; don’t write in red because it is considered rude; if invited to someone’s house, do bring flowers; do not stretch in public because it is also rude; tip taxis 10% on each ride and by just using common sense and smiling at all times you will not go far wrong. The food of Portugal Varies by the region you visit. In the north, there is caldo verde and sardines. Caldo verde is a type of kale & potato soup flavored with a spicy sausage. This soup is eaten with broa, which is a grainy corn bread with thick crust. The traditional wine that goes with this food in this region would be the vinho verde. This is a young wine made from grapes that grow on arbors that often serve as property markers. In the northeastern region a popular dish is the Tras o Montes, which is fresh and cured pork used in many meals. A stew consisted of mixed meats and vegetables called cozida a portuguesa originated in this region has become a national dish. In central Portugal Cheeses are a very important part of the meal and fish like octopus, squid and eel. And finally in the south, a soup called gazpacho with bread and smoked pork. Overall as a nation, Bacalhau, or codfish, has been the most popular fish sine the 15th century. The Bacalhau croquettes are popular appetizers and for dessert cinnamon on top of rice pudding. Port wine which is the symbol of the city Porto, is a major export and is only used in rural households during ceremonial occasions or offered to celebrated guests. The annual killing and preserving of the pig is an important ceremony in the culture of Portugal. The event which last two days, usually occurs in late December or January. This process involves making sausage, smoking ham and salting other parts of the pig, including the stomach area. On the first day of this celebration called Sarrabulho, the noon meal consists of rice, innards and the blood of the pig. The country of Portugal observes fourteen holidays throughout the calendar year. The major days include the following: Freedom day (25th April), day that Portugal went from a dictatorship to a democracy in 1974; Portugal day (10th June), celebrates 16th century epic poem that brought fame and fortune to Portugal; Assumption (15th August), day Mary was taken into heaven; restoration of independence (1st December), celebrates the end of the Iberian Union. Many of their holidays fall are shared and fall on the same days as the US holidays like new years day, Good Friday, Easter, Labor Day and Christmas day. Clothing is a huge essential aspect of the culture in Portugal. The people of Portugal are very particular about their clothing attire and dressing styles. Like in many countries clothing ranges from the modern to traditional dressing patterns. The clothing industry plays a very important role in the economy of the country. The clothing ranges from the urban to the rural region. Usually the city people are extremely well dressed. They bear the resemblance of the western influence with western pattern clothing. In the rural areas, clothing is in tune with the traditional pattern of dressing. Men’s traditional outfits include stocking caps, berets that are teamed with trousers and baggy shirts. Women wear black shawls and long dresses. Black or dark colors are usually worn for carrying out daily chores, however brightly hued clothing is usually worn on special occasions. The music of Portugal was influenced by Ancient Rome’s traditions. The genres music include classical to popular. The history of the music can be divided into music production from the middle Ages, Renaissance, Baroque, Classical, and Romantic and Modern times. The music in Portugal offers a rich history and privileged geographical location which despite its European roots, reflects the intercontinental interactions with Portuguese discoveries. Despite all the rich culture in music, Portugal and more specifically the city of Lisbon is better known for the birth place of Fado. Fado is a melancholy urban genre of music that was believed to date back to the 15th century when it was believed that women would cry for the longing of their husbands who sailed the seas. Even though Arabs left the region in the 13th century, the instruments like the Portuguese guitar have Arabic imprints that are heavily used in the singing of Fado. In the year 1939, Fado became an international popular genre with Amalia Rodrigues. A Singer and actress, she made stylistic adjustments to Fado that have made her the most influential fadista of all time. Amalia Rodrigues revived the Fado tradition. She was followed by many new, young musicians who have contributed to the social/political revival of the music adapting and blending it with new trends. The new artists walk a fine line of adapting and carrying the old traditions while trying to bring in a new audience. Portugal takes a huge liking to the most popular sport in the world, football. Three major clubs that come out of Portugal are Sporting and Benfica both in Lisbon; and FC Porto based in Porto. The big three as they are known in Portugal not only compete in football but also in basketball, handball, futsal and volleyball. The Portuguese national team is one of the finest in Europe and the world and it evokes tremendous passion on its people. In studies it was proven that during the days of the National team games held throughout Portugal while hosting the Euro 2004 Championships, heart attacks increased by 46% for males with cardiovascular problems. With past players like Eusebio, Figo and now Christiano Ronaldo, Portugal has produced some of the best world class players in the game. Bullfighting is another popular sport. Unlike their Spanish compatriots, the Portuguese do not kill the bulls in the ring. The bullfighters come out usually dressed in an 18th century style coat and three-cornered hat. The horns of the bull are sheathed to protect the horse. The bullfighter, which is always on the horse, is followed by Forcados who are young men that take on the bull bare handed. And finally since Portugal is situated along the Atlantic Ocean, it is a popular destination for aquatic activities. It has become over the years a center for the activities the long seacoast and mild climate make for popular sailing, surfboarding and scuba diving. From the early 1990’s the Portuguese entrepreneurs along with the tourist board have heavily promoted the coastline for these popular sports and have been a revelation for the economy. From it’s vast array of food, including the ever so popular Bacalhau, to it’s most cherished music in Fado; Portugal has a unique mixture of cultural brilliance that’s sets it apart from it’s neighbor Spain and, for that matter, any country in Europe. With its pleasant climate along the coastline, it is not a surprise that they are hosts to many aquatic activities and produce a fine wine in Port. With Football being the hands down most popular sport in the country that drives the passion of the people, there is also an uprising of other sports through the big three clubs (Sporting, Benfica and Porto). Most importantly, family values and the cultures they create for the country of Portugal is still the core to most of the society who continue to live and have deep roots in their society modeled by their Catholic faith. References http://www.everyculture.com/No-Sa/Portugal.html https://www.britannica.com/place/Portugal http://en.wikipedia.org/wiki/Portugal