tag:blogger.com,1999:blog-27894619252134153272024-03-12T17:24:15.259-07:00Persuasive writing essaysGood Essay Topics For Vietnam War Collegejessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.comBlogger36125tag:blogger.com,1999:blog-2789461925213415327.post-1566275046131832872020-08-24T00:15:00.001-07:002020-08-24T00:15:03.232-07:00Financial Group Work 1 Coursework Example | Topics and Well Written Essays - 750 wordsjessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-56335813315086522542020-08-22T00:06:00.001-07:002020-08-22T00:06:38.622-07:00Research on Meth Addiction Paper Example | Topics and Well Written Essays - 1000 wordsOn Meth Addiction - Research Paper Example There were endeavors to control them through guideline through the Food and Drug Administration just as by law requirement. Be that as it may, these illegal medications are as yet a piece of our general public, frequently having comorbidity with different parts of wrongdoing, which upsets our general public. Methamphetamine is a very amazing opiate. It has different methods of being ingested into the body. In some cases, it is infused using hypodermic needles, while different occasions it is grunted or smoked. Normally, grunting will have the speediest impact on the body because of the way that methamphetamine is lipid solvent, which implies it can associate past the blood mind hindrance quicker than some other course of organization. It was and still is the reason for some issues according to sedate maltreatment in our general public. It subjugates the client through ground-breaking substance sedate reliance. This works since it changes the mind on a key level. Freud was one of the primary therapists to state that people work on a joy guideline. This compensating pathway in the mind is known as the dopaminergenic reward pathway. Dopamine is one of the essential compensating synapses in the cerebrum and is liable for controlling numerous activities, for example, hunger, sex, and so forth. Methamphetamine influences this framework by causing a huge increment in the measure of dopamine. This is the reason tranquilize clients feel such a high euphoric impact. The withdrawal impacts of methamphetamine are likewise very upsetting. Consequently, tranquilize clients self-regulate a greater amount of the medication so as to not ââ¬Å"crashâ⬠. Therefore, they become synthetically dependent. This happens because of the way that the cerebrum reworks itself and doesn't emit dopamine in the ordinary measures of an individual who doesn't utilize methamphetamine. Methamphetamine clients remark that while they are not utilizing the medication that there is an absence of feeling and everything appears to be dark. This is an essential inspiration in urging the client to keep utilizing the medication because of physiological reaction. This physiological reaction is the thing that drives the mental and social reaction. It works in the two different ways of old style and operant molding. Medication clients discover that with the medication they will encounter a condition of rapture. Therefore, they create the physiological reliance to the medication, however they likewise build up a mental dependence. This thus energizes different parts of wrongdoing. Methamphetamine is basic in every single social class, anyway it influences the lower classes the most. Frequently, a significant number of these lower class residents don't have an excess salary so as to fuel their illicit drug use. Therefore, they go to other crimes so as to flexibly the salary required to fuel their propensity. This presentation to the medication frequently additionally causes issues am ong families. Methamphetamine can destroy families and frequently abandons youngsters with guardians bars. Prostitution is likewise basic for sedate clients in that they can accept methamphetamine as insurance for sexual favors. The symptoms of the utilization of methamphetamine are wide and shifted. The way that methamphetamine is an energizer implies that it advance a wide assortment of tension and ââ¬Å"twitchyâ⬠conduct. It can prompt mindfulness issues just as shortfalls in intellectual capacity and memory. As talked about beforehand, the dopaminergic reward framework is profoundly invigorated when methamphetamine is in the framework and that drawn out use can prompt dopamine shortage. This puts high, interminable methamphetamine use jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-81008265476425050302020-07-15T14:34:00.001-07:002020-07-15T14:34:02.542-07:00Fiscal PolicyFiscal Policy Fiscal Policy HomeâºEconomics PostsâºFiscal Policy Economics PostsEconomic crises are not a new phenomenon in both the local and international scene. From the time of the great depression that ensued following the Second World War to recent recessions, governments have found themselves in the verge of deterioration following a looming economic predicament. Such times have prompted a need to make sound economic decisions to offer a lasting solution though many a times the remedy has always been a short-lived one. A government will embark on several strategies to alleviate such conditions. The well known tactic is the fiscal policy. This is the use of government expenditure, taxation and borrowing to manipulate both the pattern of economic activity and also the level and augmentation of aggregate demand, productivity and employment.There are two approaches to the fiscal policy- the Keynesian and the monetary system approaches. This essay focuses on a Keynesian Economist approach to stimulate the economy of a country in the dawn of an economic recession. The Keynesian school argues that fiscal policy operates best when the economy is operating below full capacity national production and where there is a need for the provision of a demand-stimulus to the economy. In that regard, there is a clear and justified role of the government in improving the economy (Riley 1).Some stimulation strategies are better than others are because in addition to improving the economy, they also aid in achieving extra strategic goals. This is exclusively true of transportation investments. They result to durable facilities that have great, long-term leverage effect (Oâ Fallon 23). Transport investments are generally of two types-highway expansion and multi-modal improvements. However, of the two, the latter is more beneficial than its counterpart is. A fiscal policy embarking on improvement of multi-modal systems of transports focuses on several areas. Spending is mainstreamed to road maintenance, walking, cycling and public transit improvements. These investments have a number of far reaching impacts in terms of land use, transport and economy (Litman 3).In terms of land use, it will lead to more development within existing urban areas or new transit oriented suburban. In the case of transport, this shrewd investment will result to less automobile ownership and use, lower traffic speeds, more walking, cycling and transit travel and less per capita congestion delays since residents will travel less during peak periods. In terms of the economy, investment in multi-modal improvement will lower transport and fuel per capita expenditures, reduced road and parking requirements (Nelson et al. 12). Above all, it will lead to improved physical fitness and health. Therefore, the government has every reason to spend on public transport as that will contribute to a holistic growth by creating jobs in the transport sector and increasing health and environmental benefits to its citizens. jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-47343546270443867682020-05-21T12:55:00.001-07:002020-05-21T12:55:05.155-07:00Famine, Affluence and Morality by Pete Singer - 1045 Words In the article, ââ¬Å"Famine, Affluence, and Moralityâ⬠, Pete Singer, a Utilitarian, argues that citizens in affluent countries such as the United States have a moral obligation to give up as much as they can for famine relief. Singerââ¬â¢s contention in his article is that the way we morally conduct ourselves ought to be reappraised. (Singer, 230). I Singerââ¬â¢s argument, and in this paper, I will examine the distinction between duty and charity, compare both deontological and consequential theories of ethics, and address Immanuel Kant and Pete Singerââ¬â¢s similarities and their utilitarian resolution to such problems. I will conclude how we have a moral duty to relieve suffering in the world, and why it is wrong if we abstain from our moral obligation. In his article, Famine, Affluence, and Morality, Singer tries to emphasize the importance of helping those in need. He believes that if it is in our power to prevent something bad from happening without sacrificing anything else of moral importance then we have a moral obligation to do it. (Singer, 231). By this, Singer means that each and every one of us has the power to prevent the terrible things that negatively affects the world. For example, if we are in a situation where we have the ability to prevent something morally wrong from happening but we let it pass by, he describes this as not just laziness but moral wrongdoing. Singer argues if you come across a child who is drowning and it is easy to wade in and rescue the child but byShow MoreRelatedWe Should Set Limits On Moral Obligation1398 Words à |à 6 PagesIan Parker discusses a personal story of a man named Zell Kravinsky that had given almost his entire fortune and kidney under moral obligation. The ââ¬Å"big questionâ ⬠that will be evaluated in this paper is there important limits to how much do-gooding morality can ask of us? If so, how much can it ask of us to sacrifice for others? This question had placed great influence on Zell Kravinsky story and it is important we evaluate his arguments for moral obligation can ask of us. In this essay I intend to jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-40981048079539718192020-05-06T23:20:00.001-07:002020-05-06T23:20:26.215-07:00An Inhabitant Of Carcosa By Ambrose Bierce - 914 Words In one of Ambrose Bierce s short story, An Inhabitant of Carcosa, an unknown narrator recalls his experience on traveling across an unfamiliar wilderness. How does he learn through it with his sense of perception or consciousness? Who is the narrator and why does he narrate his journey into or out of an unknown reality? These questions manipulate the reader that limits our human senses and perception when this narrator does not know what things he has seen or heard. The short section on page 58 describes the narrator s journey to a full extent because the narration contains imagery and meaningful symbols/motifs that would help us understand the prose that emphasizes the mystery behind the narrator s self-realization. Throughout the narrator s journey, he has nowhere to go in the wilderness because he felt a sense of exhilaration and vigor altogether unknown to me- a feeling of mental and physical exaltation (58). The narrator recalls his experience through the wilderness as mysteriou s and unsettling in which he encounters strange illusions or sounds he has not seen nor heard. At first, he observes the wilderness as a land of doom filled with cold air, and he does not hear any natural sounds of animals or people from within. Also, he becomes more doubtful about the wilderness as more silence breaks into the story further. Along the way, the narrator tries to relax his thoughts because his senses seemed all alert and he could feel the air as a ponderous jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-83009860777246182572020-05-06T07:52:00.001-07:002020-05-06T07:52:04.876-07:00Who or What Is Responsible for the Downfall of Macbeth Free Essays ââ¬Å"Who or what is responsible for the downfall of Macbethâ⬠ââ¬Å"For brave Macbethââ¬âwell he deserves that nameââ¬â Disdaining fortune, with his brandishââ¬â¢d steel, Which smoked with bloody execution, Like valourââ¬â¢s minion carved out his passage Till he faced the slave; Which neââ¬â¢er shook hands, nor bade farewell to him,Till he unseamââ¬â¢d him from the nave to the chaps,And fixââ¬â¢d his head upon our battlements. â⬠ââ¬â Act 1 scene II ââ¬Å"The tragedy of Macbethâ⬠is one of William Shakespeareââ¬â¢s most famous plays about a man who murders his king and continues to commit other acts of villainy to secure his position of power. The broad spectrum for the downfall of Macbeth would include the three witches, Lady Macbeth and who else but Macbeth himself. We will write a custom essay sample on Who or What Is Responsible for the Downfall of Macbeth or any similar topic only for you Order Now For it is his own ambitious nature, insecurity and fear that drives him into creating his own ruination. Our first impression of the character Macbeth is through the words of others, the wounded sergeant who praises him for his valor. This is followed by Duncanââ¬â¢s words of praise as he refers to him as ââ¬Å"O valiant cousin! worthy gentleman! â⬠. However these heroic accolades do not seem to last long as our perception of his character is tainted after his meeting with the witches. Macbeth is shown to be entranced by the prophecies made by the witches and moves through a dreamlike state and seems to be ââ¬Å"possessedâ⬠or in a trance (whether it being literal or simply an act of his own doubts this is debatable). Some may see Macbeth simply as a puppet being controlled by supernatural forces as he is twice described to be ââ¬Å"raptâ⬠and be quick to blame his downfall on a twisted turn of fate, or inedibility. Though the witches are held responsible for the initial inception of the idea, judging that Macbeth is one of sound mind and body, he should be strong willed enough to be able to resist temptations. In fact his inability to do so, is further echoed in our hearts by the comparison between his and Banquoââ¬â¢s reaction. After the second prophecy becomes true, Macbethââ¬â¢s first thoughts turn to murder. He demonstrates his terror at having these thoughts and ââ¬Å"horrible imaginingsâ⬠enter his mind, with his heart ââ¬Å"knocking at his ribsâ⬠. From this e can gather that Macbeth would have originally possessed the ambitious murderous nature that proceeds to take over, giving the readers a glimpse at his ââ¬Å"darker sideâ⬠. His earlier thoughts of betrayal can also be seen from his reaction to Duncan naming Malcom his successor. ââ¬Å"Stars, hide your fires; / Let not light see my black and deep desires: / The eye wink at the hand! yet let that be, /â⬠M acbeth is disappointed in Duncanââ¬â¢s choice and once again thinks about murder to gain kingship, a clear example of how his ambition begins to brew within him. Though Macbeth is ultimately responsible for his own tragedy, Shakespeare paints the roles of women in the play as evil, manipulative and ambitious, even going far enough to push past traditional female virtues to create characters that enrich the plot. Exploring the relationship between gender, masculinity and power, bringing in ideals of bravery, power, violence and force of will. A correlation between manhood and displays of violence and cruelty is also heavily implied by the characters. Throughout the play Lady Macbeth is seen as a frighteningly manipulative woman, as she constantly emasculates her husband. Knowing of his desperation to prove his manliness, she calls him a coward and insults his manliness, Macbeth falls a dumb victim to this manipulation. Many argue that since Shakespeareââ¬â¢s treatment of women is misogynistic, the women of this play must be held responsible as it is heavily implied that women are the cause for the bloody action of this play, however this is not the case. Both Macbeth and Lady Macbeth are the heart of the play, as it is only through their ambitious nature which drives the bloody motion in the play forward. However later on in the play, Macbeth is shown to act more willfully, shown by his improvisations on the morning of Duncanââ¬â¢s murder, his decision to murder Banquo and Fleance, his decision to kill Macduffââ¬â¢s wife and child and even acts indifferently to the news of his wifeââ¬â¢s death. He begins to gradually isolate himself from his wife, clearly indicating how he has cut all ties with Lady Macbeth as his lust for kingship takes over and consumes him, once again acting upon his own free will. Though a man of unspeakable evil, Macbeth differs from the traditional Shakespearean villain as he is unable to completely conquer his feelings of guilt and self doubt, enabling a much more complex emotional turmoil, displaying the dramatic collapse from what he was to what he became. Throughout the play, Shakespeare brings out the ambivalent personality of Macbeth (this being particularly obvious in the early stages after certain encounters with women) as blind ambition obliterates his earlier attributes as he comes out as a tyrant. His ambitious nature has clearly lead to ill effects upon himself, as he becomes tempted with these ideals and becomes a tyrant. Throughout the play, Macbethââ¬â¢s dialogue and actions showcase his overwhelming guilt (appearing in physical forms of apparitions and hallucinations). Demonstrating that Macbeth is fully aware of his wrongdoings and understands that his actions are corrupt. Despite the guilt that is driving him insane, Macbeth makes no effort in stopping his wrongdoings. ââ¬Å"All causes shall give way:/ I am in blood Steppââ¬â¢d in so far that, /should I wade no more, /Returning were as tedious as go oââ¬â¢erâ⬠/. Bringing out his underlying characteristics within his personality, allowing to readers to understand that his subsequent acts of murder are motivated by his fear and insecurity over loosing his kingship and of the discovery of his crimes. Macbeth demonstrates that he has a conscious and knows his thoughts are immoral and evil, ââ¬Å"My thought, whose murder yet is but fantastical, / Shakes so my single state of man that function / Is smotherââ¬â¢d in surmise; and nothing is / But what is notâ⬠. In spite of all of these , Macbeth makes no attempt to repent or reverse his situation and is therefore responsible for his own tragedy. In conclusion, Macbeth himself is responsible for his own downfall for several reasons. Though the witchesââ¬â¢ predictions are responsible for initiating his downward spiral, Macbeth was the one who first thought about killing Duncan. Lady Macbethââ¬â¢s ruthless ambition and manipulative nature influenced his thoughts, however it was Macbeth that allowed his wife to gain so much control over him, allowing her influence and putting power into her hands (though eventually cutting all ties with her and acting out of his own evilness). His ruthless ambition drives him to violence, his insecurities about his masculinity allows him to be manipulated and his lack of courage stops him from trying to reverse or resist his own tragedy. That is why, Macbeth must be solely responsible for his downfall. ââ¬Å"Out, out, brief candle! / Lifeââ¬â¢s but a walking shadow, a poor player,/That struts and frets his hour upon the stage, / And then is heard no more. / It is a tale /Told by an idiot, / full of sound and fury,? Signifying nothing. /â⬠ââ¬â Act V, scene V How to cite Who or What Is Responsible for the Downfall of Macbeth, Essay examples jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-11544394420984314442020-04-25T00:51:00.001-07:002020-04-25T00:51:02.928-07:00Logic and Correct Answer Essay ExampleLogic and Correct Answer Essay The most direct way to gather objective information about children is to observe them in the course of their everyday lives and record what happens. Since the presence of a stranger (that is, the researcher) is likely to be intrusive in many situations, the ideal strategy is to arrange to have the children observed by someone who ordinarily spends time with them? a parent or teacher, for example. (Michael Cole and Sheila R. Cole, The Development of Children) | | Selected Answer:| à à The ideal strategy is to arrange to have the children observed by someone who ordinarily spends time with them? parent or teacher, for example. | Correct Answer:| à à The ideal strategy is to arrange to have the children observed by someone who ordinarily spends time with them? a parent or teacher, for example. | | Question 2 | 3 out of 3 points à | | Cows milk is hardly the perfect food, as the American Dairy Association would have us believe. Whole milk consumed in large quantities can rai se blood cholesterol levels and contribute to heart disease. Studies have indicated a connection between the sugars in milk and ovarian cancer. The proteins in cows milk can cause the body to develop antibodies that can lead to diabetes, and in a fourth of the population milk causes bloating, flatulence, and sometimes diarrhea. (Jane Brody, Debate over Milk: Time to Look at the Facts) | | | | | Selected Answer:| à à Cows milk is hardly the perfect food, as the American Dairy Association would have us believe. | Correct Answer:| à à Cows milk is hardly the perfect food, as the American Dairy Association would have us believe. | | | | | Question 3 | 3 out of 3 points à | | The significance of meat eating for future human evolution was enormous. We will write a custom essay sample on Logic and Correct Answer specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Logic and Correct Answer specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Logic and Correct Answer specifically for you FOR ONLY $16.38 $13.9/page Hire Writer jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-12098705623598577372020-03-17T23:51:00.001-07:002020-03-17T23:51:03.549-07:00The Central Tension In `Volpone Involves A Conflict Between Moral And Immoral Behaviour EssaysThe Central Tension In `Volpone Involves A Conflict Between Moral And Immoral Behaviour Essays The Central Tension In `Volpone Involves A Conflict Between Moral And Immoral Behaviour Paper The Central Tension In `Volpone Involves A Conflict Between Moral And Immoral Behaviour Paper Essay Topic: Play The play `Volpone; written by Ben Jonson in 1606 centres itself around a conflict between moral purpose. The play itself contains so many un-likable characters that it is difficult at first to see how everyone can receive their just desserts as befitting of Jacobean drama. Does this play however have a final moral direction? At the end of the play; all concerned are judged by one means or another. However the punishments arguably do not fit the crimes and so therefore can we say that the play has a moral purpose? The play itself begins with Volpone seemingly unable to simply enjoy his wealth and prosperity. He and his servant Mosca have a plan already formed to increase Volpones wealth by pretending that he is dying in order to draw forth various prospective heirs. Who in their avaricious aspirations will bring Volpone gifts. `Now, now my clients / Begin their visitation! Vulture, kite, / Raven, and gor crow, all my birds of prey. (Volpone, Act I, Sc 2, ln 87-89, Norton 7th Edition.) Immediately we have a scene which should be quite settled, yet it is not. Each of the `harpies {Volpone, Act I Sc 2 ln 122) refers to one of Volpones potential heirs. They are like birds of prey waiting to swoop on the corpse. (Peck And Coyle, Practical Criticism, pp 185.) Throughout the first Act we are introduced to all four scavengers. Voltore, the vulture; Corbaccio, the raven; Corvino, the crow and Lady Politic Would-Be, the kite. It takes us until Act II to meet anyone who possesses any morality whatsoever. This we have in the form of the unfortunate Celia. She is wife to the jealous Corvino who compares himself to `the Pantalone di Bisognosi (Volpone Act II sc 3 ln 7.) This was a man `in perpetual fear of being cuckolded (Norton 7th Edition footnote pp1332.) However `Did eer man haste so for his horns? (Volpone, Act III Sc 7 Ln 4 Norton 7th Edition) In his greed Corvino attempts to force his own wife to have intercourse with Volpone in order that he will then become his heir. This goes beyond simple immorality. It shows the mental state of the main characters and their ideology that everything (including those they are supposed to love) is there for them to possess. Jonson shows us the way in which avarice has begun to consume the lives of the main characters thus `emphasizing that the plays stance on greed is a didactic one, intended to teach the audience what greeds real consequences are. (sparknotes.com/drama/volpone/themes.html) However, let us consider the fourth act trial. This is where morality meets immorality in court over Volpones attempted rape of Celia; (only prevented by Corbaccios son Bonario who is disinherited by his father.) The trial `starts with justice and concludes with a perversion of it. (The Double Plot In Volpone, Barish, Modern Philology.) Here immorality triumphs; albeit not for very long as we see in the final act; yet the message conveyed to the audience is that it is possible for these characters evade punishment for their despicable actions. Why is it then that Jonson has another trial sequence in Act V in which to finally punish the immoral and reward the virtuous? What moral purpose does it serve to see Celia and Bonario punished while the `animalia (sparknotes.com/drama/volpone/themes.html) of fox, fly, vulture, raven, crow and kite are free to continue with their own avaricious purposes? We must remember that it is not the greed of Corbaccio, Corvino and Voltore that bring about their own downfall; it is that of Mosca and the stupidity of Volpone that construct this. It is Moscas greed and lust for power that leads to the downfall of all as he becomes Volpones heir and when pronouncing Volpone dead, becomes the lord and master. It is in his greed that he will not relinquish his power. To a certain extent; has he not earned this power? Mosca `the parasite (Volpone Act V Sc 12 Ln 107 Norton 7th Edition); has been the most cunning of all and played on the sinful nature of the wealthy to feed his own designs for prosperity. He is willing however, to share with Volpone; it is this transaction that forces Mosca to attempt to seize control of all Volpones wealth as oppose to the half which he desires. In order to answer the question does the play Volpone have a moral purpose ; we need to consider the conclusion. All punishment is distributed at the very end of the play. Mosca is deemed to be `the chiefest minister, if not plotter, / In all these lewd impostures; and now, lastly, / Have with your impudence abused the court, / And habit of a gentleman of Venice, / Being of no birth or blood: / For which our sentence is, first, thou be whipped; / Then live perpetual prisoner in our galleys. (Volpone Act V Sc 12 Ln 108 114 Norton 7th Edition.) His greatest crime appears to be that he has impersonated a gentleman when he is not one. `Moscas sentence is most severe because of his class (Norton 7th Edition footnote no.6 pp1392) Volpone is not punished in the same way as he is a gentleman. However he is led away to the prisons of Venice until he is `sick and lame indeed (Volpone At V Sc12 Ln 124.) However if we take a look at the footnotes in the Norton Anthology we are told that `the dungeons of Venice were reputed to be the most horrible in Europe, neither Mosca or Volpone is long for this world. (Norton 7th Edition footnote no. 8 pp 1392.) Our two main characters have virtually been sentenced to death for their crimes. Consider their fates against those of Corbaccio and Corvino. Corbaccio attempts to disinherit his son in his greed for Volpones wealth, destroys his family, nearly has his son sent to prison with Celia. Corbaccios punishment is to surrender his wealth to his son and live in a monastery. Corvino, who agreed to the very near rape of his own wife, is sent to the pillory and his wife is returned to her father. A reasonably light punishment for the most immoral man of them all. On the surface the play does have a moral purpose in the sense that all immoral characters are punished and the moral characters are rewarded. As we are told at the end of the play `Mischiefs feed / Like beasts, till they be fat, and then they bleed. (Volpone Act V Sc 12 Ln 150 151 Norton 7th Edition.) Is it not true that apart from his attempted rape of Celia, he has really only acted on the greed of others; immorality that was already present. Yet Volpone is virtually sentenced to death whilst Corvino the man who would have allowed his wife to be raped by this man simply has to spend a little time in the pillory. Celia herself who has been through the biggest trial of all receives her freedom as her compensation. Her dowry money is trebled when she is returned to her father yet she would not be the one to use it. Bonario by comparison receives the entirety of his fathers wealth. This is of course, a mere reflection on social ideology of the period. Women would have been second rate citizens without question. However it does illustrate that although the moral purpose in Volpone is apparent in the traditional way that the play ends ie the moral prosper, the immoral do not; it is done to a questionable extent. The punishments given out undermine true morality, certainly biblical morality a sin is a sin in any guise and the conventional morality we have now. There may have been a moral purpose to the play; yet there is no moral relevance to today. jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-22944189785183438272020-03-01T15:38:00.001-08:002020-03-01T15:38:03.333-08:00Internet InitialismsInternet Initialisms Internet Initialisms Internet Initialisms By Maeve Maddox Although Iââ¬â¢ve adopted a few initialisms such as BTW, LOL, and IMHO in my own informal writing, Iââ¬â¢m mostly ignorant of the alphabet soup current on Twitter and other social media sites. When a reader recently introduced me to the combination DRTL, I realized that this new language represents not just a kind of shorthand, but also a new philosophy of written language. This particular construct, DRTL, seems to me to symbolize the new philosophy: DRTL = Didnââ¬â¢t Read, Too Long. Note: A more common version of DRTL is TLDR or tl;dr, meaning too long; didnt read. Strings of commonly understood letter combinations such as FYI (For your information), TGIF (Thank God itââ¬â¢s Friday), and ASAP (As soon as possible) pre-date the Internet, of course, but they never occurred in the profusion that exists now. Readers who share my lack of currency in Abbreviation-Speak may find the following list useful. AFAIK: As far as I know AIUI: As I understand it BTDT: Been there, Done that BTW: By the way F2F: Face to face FOAF: Friend of a friend FWIW: For What itââ¬â¢s worth GAL: Get a life GIGO: Garbage In, Garbage Out HTH: Hope that helps IANAL: I am not a lawyer ICYMI: In case you missed it IIRC: If I recall correctly IMHO: In my humble opinion IMO: In my opinion IRL: In real life ISTM: It seems to me JK (also J/K) Just kidding LOL: Laughing out loud OMG: Oh, My God OTOH: On the other hand OTT: Over the top STW: Search the Web TIL: Today I learned TMI Too much information TTYL: Talk to you later WYSIWYG: What you see is what you get Of course this list is a mere scratching of the surface. And Iââ¬â¢ve deliberately left out the ones that contain a gratuitous F. Nevertheless, even a short list may help a few codgers navigate Twitter with a little more comprehension. HTH. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:When to Capitalize Animal and Plant Names8 Types of Parenthetical PhrasesUsing "zeitgeist" Coherently jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-59424351664438035812020-02-14T07:05:00.001-08:002020-02-14T07:05:02.868-08:00Consumer behavior Article Example | Topics and Well Written Essays - 500 words - 1Consumer behavior - Article Example The consumers tend to involve themselves in the products and follow up on the progress of the offers. An example of enduring involvement is a motorcycle enthusiast who constantly researches about motorcycles to find the best models. Further, enduring involvement is characterized by substantial interest in activities that boost the enthusiasm. Such activities include going to motor showrooms to check the models in the market. Situational involvement occurs when a consumer is interested in a product for a short time. The situation happens mostly as a result of need or demand for a certain commodity. The consumer may not have information or necessarily be interested in a long term involvement and looks for information to enable him make a purchase decision. For example, a consumer may get involved in smartphones when he or she wants to buy a phone. However, the interest on smartphones fades when the consumer purchase a smartphone of his choice. There are instances where consumers report their interest towards a certain offering or decision. In such instances, the consumer exhibits felt involvement and feels motivated towards making decisions regarding certain offerings. A consumer gets involved in offerings that he or she has had a psychological experience with (Samli 131). Thus, felt involvement arises from a historical perspective of the consumer about a product. For example, a consumer may form a positive opinion about a car that he or she has witnessed winning car races. Cognitive involvement occurs when a consumer is keen on understanding the offers in the market before making a purchase decision. The consumer then compares the information against his goals and makes a wise decision. In essence, cognitive involvement treats information gathering as part of the objectives off the consumer. For example, a consumer interested in a Ford jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-621068265971303072020-02-01T17:52:00.001-08:002020-02-01T17:52:03.564-08:00Decriminalization of Prostitution Essay Example | Topics and Well Written Essays - 1500 wordsDecriminalization of Prostitution - Essay Example It is regarded as the worldââ¬â¢s oldest professional, and it has global annual revenue of more than $100 billion. Prostitution is practiced in different ways. One and the oldest way are to sell it on the street, clubs, or pubs. This is mainly done by cheap prostitutes who will sell sex for loose change. Second way, is through brothels. A brothel is a dedicated room or building where prostitution takes place but in a civilized way. It is just the way you may go to a market and shop for groceries. The third one is escort prostitution, whereby a client can call a prostitute to his room or house. Escorts are also learned people and dress like a normal lady, and they can easily fit in a classy social event like for business or delegates events. There are three major terms that are usually discussed in this debate. Abolition: This is where a government comes up with a decision to abolish any form of prostitution. This includes the removal of any structure where prostitution is practice d. Legalization: this is when a government allows prostitutes to conduct their services like a normal business. However, the prostitutes have to be registered by the police and must follow the health policy for prostitution. ([Reynolds, H, (1985) the economics of prostitution, spring field, IL: C.C. Thomas.) Decriminalization: this is whereby the rules against prostitution are removed. Laws against pimping are also removed. With the removal of these laws, sex workers will now have the freedom of establishing their own associations and self help groups. I personally do not believe in the decriminalization of prostitution for a number of reasons which include the following. Prostitution that is already legalized creates a setting whereby crimes against women and children are in turn commercialized. The International Labor Organization report admits that most women ââ¬Ëchooseââ¬â¢ prostitution for economic reasons. Hence it is not of free will but they are forced into it by pover ty other vices. Prostitution as an institution, also, is morally wrong and cannot be deemed right despite the endless reasons and excuses given by individuals who indulge in the sex business. Prostitution also contributes to human trafficking to a large extent. This trade is fuelled to a large extent by the availability of women and children who have gone through the process of human trafficking. Another reason as to why prostitution should not be decriminalized is because of the amount of violence the women in the trade are exposed to .Legalizing it does not protect the women from such dangers. Studies show that women in the sex industry face high rates of violence. Research also shows that 82% of prostitutes had been physically assaulted since entering the prostitution, 80% had been physically threatened and some of those with a weapon. Some of those threats that were physical ended up with serous body wound such as gunshot wounds and knife wounds. Hence from the above statistics one can clearly see that prostitution in itself is a form of male violence against women and children, and decriminalizing it will only expose more of these prostitutes. Prostitution also contributes to the global spread of HIV and AIDS, this is because once a single prostitute is infected by the virus between the time she is infected and the time she realizes her status, the number of clients she may have infected is likely to be very high, not considering the number of additional persons she will infect if she decides to continue despite her knowledge of her status. The fight against rape cannot be won if prostitution is condoned this is because prostitution in itself is bought rape. Culture in which women can be bought for use is one in which rape flourishes. Also jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-58666275707101141782020-01-24T14:16:00.001-08:002020-01-24T14:16:03.305-08:00Howard Taft :: essays research papers William Howard Taft (27th President of the United States) Born:à à à à à à à à à à à à à à à à à à à à 1857, in Cincinnati, Ohio. Family background:à à à à à the son of Alphonso and Louisa Torrey Taft. Both parents were descendants of old and substantial New England families of British origin. His father, a native of Vermont and the son of a judge, had moved to Cincinnati in 1837 to practice law. His mother came to Ohio from Massachusetts years later as Alphonso's second wife. In time there were six children, including William, his two brothers, his sister, and his two half brothers by his father's first marriage. Education:à à à à à Taft received his early education at local public schools. Even-tempered and intelligent, he had little difficulty in meeting his parents' exacting standards. In 1874 he entered Yale College (now Yale University), where he was both successful and popular. When he graduated in 1878, he ranked second in his class. After Yale he went home to attend the Cincinnati Law School. He graduated in 1880 and passed the Ohio bar examinations the same year.à à à à à Marriage and Children:à à à à à In 1885 Taft returned to public service as assistant county solicitor in Hamilton County. The following year he married Helen Herron, whom he called Nellie, the daughter of a well-known Cincinnati lawyer. The couple had three children, Helen, Charles Phelps, and Robert Alphonso Taft. Career:à à à à à 1890-1892: Served as U.S. solicitor general. à à à à à 1892-1900: Served as U.S. federal circuit court judge. à à à à à 1901: Served as governor general of the Philippines. à à à à à 1904-1908: Served as secretary of war under William Mckinley. à à à à à 1909-1913: President of the United States. à à à à à 1921-1931: Served as chief justice of the U.S. Supreme Court. Achievements:à à à à à Enforced the Sherman Antitrust Act, overseeing the filing of 67 antitrust suits. Increased the power of the interstate commerce commission in 1910 by placing communication companies under its control. He signed the publicity act in 1910 requiring political parties to disclose the amount and sources of federal election campaign funds. He divided the department of commerce and labor into two departments in 1913. He encouraged ?dollar diplomacy? persuading U. jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-76822185144812259972020-01-16T10:40:00.001-08:002020-01-16T10:40:05.235-08:00Equality, Diversity and Inclusion Essay1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity. There is various legislation and codes of practice relevant to the promotion of equality and valuing of diversity in including: see more:analyse the potential effects of barriers to equality and inclusion Human Rights Act 1998 ââ¬â Gives further legal status to the standards on Human Rights that was set out in 1948 with the Universal Declaration of Human Rights. This highlighted the principle that all humans have the same rights and should be treated equally. This act also sets out the rights of all individuals and allows individuals to take action against authorities when their rights are affected. Every Child Matters 2003 ââ¬â Every Child Matters was introduced for all organisations and agencies in order to ensure they work together to ensure that they support the children they work with, between birth and 19 years, fully in order for them to achieve the 5 outcomes they set out. The acronym SHEEP can help you to remember them: Stay safe Healthy Enjoy and achieve Economic wellbeing Positive contribution SEN Code of Practice 2001 ââ¬â The Special Education Needs and Disability Act (SENDA) 2001 was introduced to strengthen the rights of parents and SEN children into a mainstream education. It also made significant changes to educational opportunities that are available to children with disabilities and special educational needs which means that these children are more likely to be educated in mainstream schools. UN Convention of Rights of the Child 1989 ââ¬â The UK signed the legally bindingà agreement in 1990 which leads on from the Human Rights Act. This act sets out the rights of children to be treated equally and fairly without being discriminated against. This treaty was ratified in 1991 by the UK government and they ensured that all rights of children are protected through law. This legislation also makes their rights extensive making sure that all children have a right to an education and that their views are respected. Children Act 1989 and Children Act 2004 (updated 2010) ââ¬â The 1989 act sets out the duty of Local Authorities to provide services according to the needs of children and to ensure their safety and welfare. The 2004 Act underpins the Every Child Matters outcomes in order to provide effective and accessible services for all children. Education Act 1996 ââ¬â This act sets outs the responsibilities towards children with special educational needs and also requires schools to provide additional resources, equipment and/or support to meet their needs. Racial and Religious Hatred Bill 2005 ââ¬â This bill makes it illegal to threaten people because of their religion or to stir up hatred against a person because of their faith. Employment Equality (Religion/Belief) Regulations 2003 ââ¬â This act outlaws discrimination (direct/indirect discrimination, harassment and victimisation) in employment or vocational training on religion or beliefs. Non-belief is also covered by these regulations. Employment Equality (Sexual Orientation) Regulations 2003 ââ¬â This act outlaws discrimination in the same way as the Religion/Beliefs regulations but on the grounds of sexual orientation. This act covers people who are gay, lesbian, bisexual and heterosexual. Age Discrimination Act 2006 ââ¬â This act makes it unlawful to discriminate against anyone based on their age. The act covers all forms including that of young and older pupils. The Equality Act 2010 ââ¬â The Equality Act 2010 brings together the following pieces of legislation: Human Rights Act 1998 Equal Pay Act 1970 Sex Discrimination Act 1975 Race Relations Act 1976 Disability Discrimination Act 1995 Together this legislation prevents services from discriminating against any group being race, gender or disability. It also requires schools to promote inclusion, disability and race equality for all. This act also made it illegal, whether directly or indirectly, to discriminate. Under this act schools must also actively promote equal opportunities and positive relationships between all groups of children and there is a statutory requirement on schools to encourage inclusion of children with disabilities into mainstream schools. Special Educational Needs and Disability Act (SENDA) 2001 ââ¬â This act prevents all educational providers from discriminating against pupils with SEN or a disability. Code of Practice on the Duty to Promote Race Equality 2002 ââ¬â This is a statutory code which supports the public authorities to meet the duties set out in the Race Relations (amendment) Act 2000. All schools must produce a written race equality policy and include information on practical ways in which schools will work to promote racial equality. Schools need to create policies which show they are working towards the following outcomes: Reducing the gap of educational achievement between different ethnic groups Improving the relationships between different racial groups Improving the behaviour of pupils Promoting greater involvement of parents and community Ensuring staff working in the school reflect cultural diversity of the society Creating an admissions policy which does not discriminate These policies must also include the strategies in which the school use to monitor the difference that the policies make to individuals and the school. Removing Barriers to Achievement: the Governments Strategy for SEN (2004) ââ¬â This provides framework for schools in order for them to remove barriers and raise achievement of children with SEN. This sets out the governmentââ¬â¢s vision for education of children with SEN and/or disabilities. The principles included are the need for: Early Intervention Removal of barriers Raising achievement Delivery of improvements through partnerships across services Disability Equality Scheme and Access Plan ââ¬â The Disability Discrimination Act 2005 builds on the 1995 act by requiring all schools to produce a DES. This sets outs the ways in which schools promote equality of opportunity and promote positive attitudes towards staff, pupils and others with disabilities. It must be an action plan which identifies how discrimination barriers are removed i.e. improvement to the physical environment such as ramps, lifts, room layout and lighting. School Policies ââ¬â School policies must include a mission statement which sets out the commitment of the school towards inclusion and equality of opportunity. They must have written policies which reflect the rights and responsibilities of those within the school environment. Also the policies must provide guidance for staff and visitors to the school for the ways in which they can ensure inclusive practice. My setting, Hillbourne, has the following policies which relate to these terms: Racial Equality Policy Equal Opportunities SEN Policy Anti-Bullying Policy Child Protection Policy Disability Policy Gifted and Talented Pupils School policies must also include ways in which the school promotes rights and equality of opportunity for children and young people. The school must also monitor the strengths and weaknesses in their policies. 1.2 Explain the important of promoting the rights of all children and young people to participation and equality of access. It is important as a practitioner that you ensure the children you work with are learning and playing in an inclusive environment as they all have a right to a broad and balanced curriculum. They also have a right to have equal access to the curriculum regardless of background, race, culture, gender, needs or disability. It is also imperative that you ensure you are aware of the needs of all the children you work with for example if they have EAL or SEN, if they are new to the school, if they have a different culture or ethnicity or if they are in foster care. You need to allow children to have equal opportunities as it is part of their human rights ââ¬â all children have a right to play and learn together. It is important that all children are not discriminated against in any way ââ¬â if this happens you need to make sure that the correct measures are used to deal with the problem and prevent it from happening again. It is essential that all children are allowed to participa te in activities that will broaden their horizons i.e. school outings. At my setting in Hillbourne, last summer Reception went on a school trip to Honeybrook Farm and there was a child, S. CD, in the class who had SEN. His mum had written a note to the class teacher to say that she wanted him to go on the mini bus with the other children and she would meet us at the farm. At the farm he stayed with his mum and his one-to-one up until lunch time. He had lunch with all the other children and after this he went home with his mum (as he only did mornings in Reception). After lunch we had a tractor ride so S and his mum went with the first group as they were going to go home ââ¬â this was good because evenà though he had SEN he was able to participate in most aspects of the school trip just as much as the other children. There is a dilemma when promoting rights of all children and young people as there can be times when they wish to undertake a task which you feel is not in their capabilities or not safe to do so but the children have the right to do activities that will broaden their experiences. While promoting the rights of children and young people, you should ensure that all children participate in as it can help to raise their achievement, self-identity and good relationships with their peers. It is important that you allow equal opportunities in education as children and young people are more likely to do better in inclusive settings, academically and socially. By promoting the rights of children and young people, they will feel like they belong and it will help improve their self-esteem. It is also important that where applicable you should ensure that all activities are always tailored so that all children can participate regardless of their needs. 1.3 Explain the importance and benefits of valuing and promoting cultural diversity in work with children and young people. We now live in such a diverse society with different religions, cultures and a lot of people with EAL that it is important that we value and promote cultural diversity especially when working with children. It is important that we teach children that it doesnââ¬â¢t matter where you come from, what beliefs/views you have, what language you speak or what you look like, everyone is equal and deserves the same opportunities as anyone else ââ¬â by doing this we encourage children to value everyone which in turn will help them have an open mind and be able tolerate differences more easily. It is also important to value and promote cultural diversity because it can help to prevent stereotyping, prejudice, discrimination and also reduce the risks od tokenism (where you only acknowledge different cultures/religions through posters or at certain times of the year). Promoting and valuing cultural diversity benefits children in the following ways: They have the chance to learn about other cultures and views that areà different from their own They may have minimum adjustment issues ââ¬â learning about cultures and distinct features of places will add knowledge and if they travel to these places their adjustment to life there will be minimal and natural as they have grown studying and being around other cultures Helps children to realise that their cultures are just as diverse as others and that the other children are just like them Helps children and young people make sense of their learning with connections to their own lives It is important that when we value and promote cultural diversity we understand and take account of the backgrounds and cultures of the children and young people in our care as it will help us build effective relationships with them and help us provide more effective support during their learning. Also by doing this we can help children feel like they are accepted ââ¬â if we penalise a child because they come from a different background this can make them feel unwanted and this will also affect the way the other children in out care learn as they will pick up on the way we behave and they may think that it okay for them to behave this way. It is important that we get across that just because a child is from a different culture or canââ¬â¢t speak our local language doesnââ¬â¢t mean they donââ¬â¢t belong ââ¬â they will eventually pick up the language and they have the same rights as any other child i.e. they all have a right to play and learn together. By promoting and valuing cultural diversity we can live with freedom from bias because as we interact with people of different cultures on a daily basis there should be no scope for people to gather and from baseless prejudices or feelings of superiority. Valuing and promoting cultural diversity can help to promote patriotism as we can help children learn to compare other values, beliefs and cultures to their own and can help them to appreciate food/things from their on cultures whilst also respecting others. Valuing and promoting cultural diversity can help with the education that we give to the children and young people we work with as they can learn about different cultures, habits and other things unique to a specific culture. It also helps to promote education through books but also by facing different cultural issues in the classroom and how to overcome them. At Hillbourne in Year 1 the TA, Mrs. C has bought in different things like artefacts andà necklaces from different places she had been when it is relevant to a topic they are doing for the children to look at. This helps them to find out about things and objects that we donââ¬â¢t necessarily get in this country while learning about another country and can also compare the way things are made from that country to the way they are here. At Hillbourne they also do topics on stories that are set in other countries for example in Year 1 they look at a book called Handaââ¬â¢s Surprise which is set in Africa and a story set in Australia called Wombat Goes Walkabout ââ¬â the story set in Australia gave the children a chance to see pictures of animals that we donââ¬â¢t get the chance to see in this country. My other setting, Old Town School and Nursery, help value and promote cultural diversity by having a welcome sign, written in different languages from English and French to Arabic and Polish, outside the Reception classroom. Old Town show they are accepting of differences and promote and value cultural diversity as across the school from Nursery to Year 2 they have about 26 different languages spoken. In the main hallway Old Town have a poster showing the different first languages that are spoken by the children/staff. By promoting and valuing cultural diversity you help everyone to celebrate each otherââ¬â¢s differences, provide an enriching curriculum for the children and young people in your care and help to reduce prejudices and discrimination which can make a happy environment for everyone to play, learn and work in and also allows everyone to get along well with each other. 2.1 Explain ways in which children and young people can experience prejudice and discrimination. It is important throughout our work as practitioners that we are aware of the fact that a child/young person will experience some form of prejudice and discrimination through their time in schools and also that as children get older prejudices and discrimination can get worse and have more serious consequences. Children and young people can experience prejudice and discrimination in many ways. Prejudice is when you have preconceived negative thoughts or beliefs about individuals who belong to a particular group and discrimination is led behaviour or actions motivated by unfairà beliefs ââ¬â this can be directly or indirectly. Direct discrimination can be: A child not being allowed to access part of the curriculum or school activities because of their race, gender or disability. Child not being allowed to join in because of their religion Child not being accepted because of special education needs Children not playing with another child because of a specific reason (i.e. skin colour, hair colour, gender etc.) Indirect discrimination can include: Practice and procedures are applied without consideration to individualââ¬â¢s circumstances i.e if you plan a school trip where you may be required to wear a hard hat ââ¬â this would discriminate against someone who wears a turban. You can also have individual discrimination where policies and procedures allow practice which directly or indirectly discriminates against someone. Individual discrimination can be practised by individuals or groups. Mostly prejudice can occur because of a lack of knowledge and understanding in diversity which is way it is imperative that we value and promote this through our practice. Mainly discrimination occurs because of the differences between people ââ¬â this could be because of age, gender, culture, skin colour, religious beliefs, ethic traditions or size. Children and young people can also experience discrimination through labelling of a group because of prejudice i.e. boys are expected to be noisy whereas girls are expected to be quiet. Prejudice and discrimination can also happen when a child does not receive equality of opportunity. 2.2 Analyse the impact of prejudice and discrimination on children and young people. Experiences of prejudice and discrimination can affect children and young people in many ways. There are cases where the effects are minimal but there are also cases where the effects and consequences of such actions are very serious and will require a lot of support from staff that look after that child and possibly will need help from outside agencies depending on theà situation. When a child experiences prejudice and discrimination this can mean they may have lack of motivation, they may feel angry, depressed and confused. Young children in particular could feel confused because they would think ââ¬Å"Why are they picking on me? Iââ¬â¢m no different to themâ⬠ââ¬â they may not be fully aware of the fact that they may be different and this could be the reason for the child discriminating against them but then the child discriminating may not be aware that that is what they are doing so it important to teach children about discrimination and what to do if it happens m aking sure the teaching is appropriate with their age. With older children they are more aware of the ways in which they are different from their peers meaning that their actions could have more serious side affects on the person being discriminated against. One side affect could be a young person self-harming ââ¬â this could happen when a young person is being discriminated against so often that it would be classed as bullying. If a child or young person experiences prejudice and/or discrimination they will not feel like part of the group and they will not want to be in class. Feeling this way will affect them academically and socially. They will be affected academically as when in class they may know the answer to a question but may not feel brave enough to put up their hand and actually answer. Also they may feel they know an answer but then they may start to doubt their answer and then will not put their hand being too afraid they may get it wrong. Their learning will also be affected because they will not want to join in in activities with their peers so they donââ¬â¢t draw attention to themselves. They will feel worthless and like they are under achievers by outing themselves down meaning that they will withdraw from their education refusing to participate in activities and may decide that if they are under achievers they arenââ¬â¢t capable of doing any of the activities even if they have done it in the past. Children and young peopleââ¬â¢s personal, social and emotional development (PSED) will be affected as they will find it difficult to form positive relationships with peers and the adults that work with them. Children will feel withdrawn socially and will not settle in while at school or feel happy which will impact on their learning as they will find it hard to concentrate meaning they may fall behind. Children and young peopleââ¬â¢s physical development (PD) will also be affected as their health andà well-being will decline meaning that they will find it harder to be happy and play with others. Their self-esteem and confidence will be knocked and they will find it harder to open up about how they feel. They will feel that they canââ¬â¢t talk to the adults looking after them and could feel that they will share the same views as the children who are discriminating against them. With a feeling of low self-esteem children and young people will not feel valued as a person and if they are being discriminated against because of religion or ethnic background they will feel they donââ¬â¢t belong and may start to lose faith in their religion. It is possible that while children and young people feel they canââ¬â¢t join in with the group they may sit in a corner by themselves as they will feel left out and their behaviour will be affected ââ¬â someone who is normally quite happy and full of energy may suddenly have very negative behaviour towards other children and young people and possibly even the adults caring for them. This will lead to a very unsettled atmosphere in the setting and could impact on the other children as they will start to feel unhappy and then the adults in the classroom will have more problems to deal with meaning they could become stressed If the adults become stressed their behaviour could change meaning that all the other children in the class will start to feel like they donââ¬â¢t want to go school and they will be fewer positive relationships throughout the class. This is why it is imperative that when prejudice and/or discrimination occurs we get to the bottom of it as quickly as possible and deal with the situation as professionally and sensitively as possible so that all the children in our care can be healthy, happy and safe and enjoy their learning while making good relationships with their peers. 2.3 Evaluate how own attitudes, values and behaviour could impact on work with children and young people. As a practitioner you have a legal duty to protect the rights of all children and young people you work with therefore it is vital that you assess and evaluate your attitudes, behaviour and values regularly and make a point ofà looking at how they can affect your practice with the children and young people you work with. Your attitudes, values and behaviour can impact on your work with children and young people in both positive and negative ways for example if you make a point of finding out and learning about the backgrounds, interests, abilities and individual needs of the children and/or young people you work with this will help you to provide more effective, appropriate personalised support as you will have a broader range of knowledge of the different cultures and customs of the children and/or young people meaning you will be able to talk and act in the appropriate way towards them and they will know that you care about them and are interested in what they do ââ¬â this wi ll help you to build positive relationships with them and they are more likely to want to and be happy to talk to you when they have problems or are worried about certain things as they know you will listen and take what they say seriously. Generally my behaviour is appropriate and professional when I am working with the children in my care but sometimes I can get a bit annoyed when children come to ask me something, this is normally if I am busy with a job the teacher has given me for example if itââ¬â¢s gluing in pupils work or sorting out sheets to be laminated. If I am busy with this and children come to ask me something or tell me that someone has been mean to them I can get annoyed as they have disrupted me from what I was doing. This can have a negative impact on the children as they may start to feel that I donââ¬â¢t care about what they have to say or that I donââ¬â¢t want to listen to them. I need to make sure that even if I am doing a job I still need to be approachable so that the children know I am happy to help them when they need it and that they can talk to me about anything if there is something worrying them ââ¬â I need to remember I am there to care of them and make sure they are happy an d safe and not be a reason they may be unhappy just because of the way I spoke to them. It is important that you remember that children will take in any information you give them which is why it is important to surround them with positive messages about their peers and own importance in society and to raise them with a strong sense of self-worth. You need to make sure that you donââ¬â¢t letà your own values and beliefs affect your practice and the ways in which you support pupils. If you respect others beliefs and values they are more likely to return the favour meaning everyone can get along and the support you give will be more efficient. This is also important in the case of SEN children ââ¬â you canââ¬â¢t decide to not support a child because they have SEN and you think they should be in a special school, itââ¬â¢s not just up to you. If they school are able to adapt to meet the needs of the child and the SENCO and other professionals from outside agencies who may come to see the child are happy that they are doing well enough in mainstream education t hen they have the right to be and this is something you should respect. SEN children have just as much of a right to an education as all other children therefore it is important that you give them the same attention and support as you would any other pupil. However, you need to make sure that you donââ¬â¢t just spend time supporting those with additional needs. If you only spend time with children who have additional needs this can affect them as well as the other children or young people in your care. The children and young people who have additional needs may feel you are crowding them all the time and feel like they canââ¬â¢t do anything without help, it is okay to help them but you need to know your boundaries and know that sometimes they just need help starting something off and then they can carry on themselves. Spending all you time with children who have additional needs also affects the other children and young people in your care as they will feel that you donââ¬â¢t care about them or the work they are doing, even with children who often donââ¬â¢t need support it is important that you acknowledge the work they do and push them in their work when you feel it is appropriate i.e. you might give them some extra work to do if they finish the first task set fairly quickly. At Hillbourne in Reception, the teacher Mrs. B did a similar thing for two children. She took a group of children to do a maths activity with them, a student who is training to be a teacher took a group and another volunteer took a group as well but she gave two children, M. S and E. C a challenge to complete independently. When I got back to classroom I asked M and E what the task was they had been set ââ¬â they told me they had toà try and fill up some boxes and see how many things (they were using small pebble s and little plastic frogs) they could get in the boxes. They had a whiteboard and pen to help them remember what they found out. I sat with them watching what they were doing and they were telling me about which box would the most and least. It is important to think about the ways in which your practice can be affected by your values, attitudes and behaviour so that you can ensure you provide effective and professional support for the children and young people in your care whilst remaining true to yourself and your beliefs. 2.4 Explain how to promote anti-discriminatory practice in work with children and young people. It is important that you promote anti-discriminatory practice in your work with children and young people in order to create an inclusive environment where everyone can enjoy and achieve. This is defined as an approach that promotes: Diversity and the valuing of all difference Self-esteem and positive group identity Fulfilment of individual potential In order to promote anti-discriminatory practice you need a message, a means of conveying it and an appropriate audience to spread the message. By promoting anti-discriminatory you can help to form a basis of an environment where thereââ¬â¢s no discrimination towards individuals on the basis of race, ability, gender, culture or ethnicity. It is important that you take positive actions to counter discrimination. This includes: Identifying and challenging discrimination Being positive in practice, differences and similarities between people It is vital in your work with children and young people that you apply principles in the way in which you form relationships in school both with adults and children and also through acting as a role model. In order toà have effective anti-discriminatory practice you need to have competent colleagues who are able to see discrimination when it happens and know the right ways of challenging it. It is important that you are racial aware ââ¬â this means that you are aware of what words and actions you use are considered to be discriminatory towards individuals from ethnic groups. You also need to make sure that you aware of customs and norms for an individual and ensure that you are sensitive towards that individual. Another way to promote anti-discriminatory practice is through eliminating stereotypes i.e. you could encourage boys to play with dolls and prams as well as girls. You could also have visitors or parents come in to do a talk with the children i.e. if they are from a different culture or background so the children can learn about other cultures which will help them to understand why some children may not be able to join in with an activity. 2.5Explain how to challenge discrimination. Through your work with children and young people it is important that you challenge all cases of discrimination and take all of those cases seriously no matter how small and make sure you deal with them as quickly and professionally as possible. The school have a duty to follow the code of practice to promote race equality which requires them to monitor and report all racist incidents to the LEA. One important thing to do when challenging discrimination is that you recognise anti-discriminatory practice and make sure you require knowledge of policy, procedure and practice as this well help you feel more confident about what is good practice allowing you to deal with incidents more effectively when cases arise. It is important that when dealing with cases of discrimination you recognise that it can be intentional but can also be because of ignorance and lack of understanding. It is also vital you take into account the age of the children as very young children may say something not understanding the implications and meaning of what they have said in which case you will need to explain to the child that their comments are not acceptable and that everyone should be treated fairly and equally. In cases involving older children you may need to take further action as they should know how to behave and treat people ââ¬â further actionà may require recording and reporting it to a member of the Senior Leadership Team in your setting. It will help in your practice if you make a point of learning assertiveness strategies that will help you to recognise discrimination. It is important that you make yourself aware of the schoolââ¬â¢s policy when racism happens and when challenging discrimination it is important that you do the following: Explain what happened or what had been said that is discriminatory State the effect of this on the individual, group and o thers Suggest/model ways to ensure anti-discriminatory practice 3.1 Explain what is meant by inclusion nd inclusive practices. Inclusive practice is not only about the way in which schools provide of children with SEN and disability. Inclusive practice is defined as: The process of identifying understanding and breaking barriers to participation and belonging Ensuring everyone feels valued Having a sense of belonging Recognising, accepting and celebrating of differences and similarities Understanding the medical and social model of disability Inclusive policies should take account of needs of all pupils in the school. Inclusive practice is based on the social model of disability. The social model of disability is based on the assumption that a way the school operates, what barriers are present and how different attitudes can prevent individuals from participating in society. Legislation requires schools to make ââ¬Ëreasonable adjustmentsââ¬â¢ to remove barriers so children and young people can take part in educational and social activities within the school alongside the other pupils. The medical model of disability is based on the assumption that children must adapt to the environment ââ¬â this can help to promote an atmosphere of ââ¬Ëdependenceââ¬â¢ and providing information i.e. worksheets in a larger print, audiotapes, alternative forms of communication. Inclusion is ensuring that all children and young people no matter their background/situation are able to participate fully in all aspects of school life and providing the same opportunities and access in order for a highà quality of education. It is important that you help children with additional needs as they often require extra support from a teaching assistant or school support worker. Inclusion for pupils isnââ¬â¢t only about providing additional support, it can also relate to adjustments being made to the school environment as well i.e. providing lifts, ramps, furniture at right height for children with physical disabilities. 3.2 Identify barriers to children and young peopleââ¬â¢s participation. Bibliography Baker. B, Burnham. L, (2010) Supporting Teaching and Learning in Schools Harlow: Heinemann Baker. B, Burnham. L, (2010) Supporting Teaching and Learning in Schools (Primary) Harlow: Heinemann http://www.northumbria-police-authority.org/equality/legislation.htm http://www.studymode.com/essays/Tda36-1-2-Explain-The-Importance-Of-Promoting-1510240.html?topic http://www.buzzle.com/articles/cultural-diversity-in-schools.html http://www.studymode.com/essays/Explain-Ways-In-Which-Children-And-1576982.html http://creately.com/diagram/gyvpukdz3/2.2+Describe+the+impact+of+prejudice+and+discrimination+on+children+and+young+people http://www.silkysteps.com/forum/showthread.php?t=13630 http://www.studymode.com/essays/Analyse-The-Imput-Of-Prejudice-And-1554872.html http://www.studymode.com/essays/Tda-3-6-2-Understanding-The-Impact-43620160.html http://www.studymode.com/essays/Equality-Diversity-And-Inclusion-In-Work-1047340.html http://www.barnet.gov.uk/WorkingWithChildrenInBarnet/info/30097/diversity_and_anti-discriminatory_practice http://www.silkysteps.com/forum/showthread.php?t=16915 http://uk.ask.com/question/how-to-promote-anti-discriminatory-practice http://www.studymode.com/course-notes/Anti-Discriminatory-Practice-Assessors-Training-Program-1441488.html jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-27685735745092114352020-01-08T07:03:00.001-08:002020-01-08T07:03:03.442-08:00Martin Luther s Impact On The Reformation Essay - 1844 Words Some people believe that without Luther there would not have been a Reformation in Germany. Discuss Lutherââ¬â¢s impact on the Reformation and assess his influence on the expressions of reform in Germany between 1517 and 1529. The synthesis of Lutherââ¬â¢s theological understandings and the socio-political situation in Europe during the sixteenth century, can arguably be seen to have made the perfect combination for triggering the radical events of the Protestant Reformation. Although the Reformation in Germany is often primarily associated with Luther, ââ¬Ëit seems likely that some form of theological reformation would have occurred in the sixteenth century even without the flamboyant figure of Martin Lutherââ¬â¢ . This first successful defiance to the papacy in Rome, resulted in the development of a new branch of Christianity that later inspired others to expand the movement without the permission of the Pope. In addition to addressing religious doctrines, Lutherââ¬â ¢s influence in the Protestant Reformation also meant that German states were able to fulfil political manoeuvers of independence that were desired for many years prior to the reform movement. This essay will explore in detail the impact of Martin Luther on the Reformation in Germany, his influence on the expressions of reform and whether Luther alone was responsible for the religious revolution. Although there were secular factors that were affected by the Protestant Reformation, the most significant impact that Luther hadShow MoreRelatedThe Decline Of The Protestant Reformation1276 Words à |à 6 PagesIntroduction: The Protestant Reformation was a religious act in the 1500ââ¬â¢s that split the Christian Church in Western Europe and led to the establishment of many new churches. It effected spiritual thought, philosophy, political work, and the economies of several countries all around the world. The effects of the Reformation can still be felt in modern times. Stimulated by a devout and renowned German Monk, Martin Luther, this reformation sent shockwaves throughout Europe and played a significantRead MoreMartin Luther And The Protestant Reformation1326 Words à |à 6 PagesThus the Religious Reformation period was the most important time because new religions were formed and the RCC had all the power. Indeed supporters of the Reformation Religions believe that this time had the biggest impact because during this time new religions were created and millions changed faith. In his text ââ¬Å"Martin Lutherâ⬠the author argues that ââ¬Å"Martin Luther as a Christian theologist and Augustinian monk whose teachings inspired the Protestant Reformationâ⬠. Martin Luther was the spark forRead MoreThe German Reformer Martin Luther930 Words à |à 4 Pages The German reformer Martin Luther was the first and greatest figure in the sixteenth-century Reformation. An author of commentaries on Scripture , theology, and priestly abuses, a hymnologist (writer of hymns [sacred songs]), and a preacher, from his own time to the present he has been a symbol of Protestantism (group of Christian faiths that do not believe in the supremacy of the pope, but in the absolute authority of the Bible). Luther had an intriguing childhood with his father, a majorRead MoreThe Protestant Reform ation And The Reformation916 Words à |à 4 PagesThe Protestant Reformation took place in the 16th century and was a major European movement whose goal was to reform the beliefs and practices of the Roman Catholic Church. This movement led to people worshipping God as they wanted and no longer relying on the Catholic Church for guidance with religious matters. Even though people were doing what they believed, the Protestant Reformation brought many conflicts. Religious disagreements caused bloody conflicts all over Europe. The principal figureRead MoreMartin Luther : Cuts All Ties With Catholic Church1712 Words à |à 7 PagesDecember 2015 Martin Luther: Cuts All Ties with Catholic Church I. Introduction Whether you believe in a higher power or not, religion has impacted our lives in some way. Vice versa, people can make an impact on religions and transform them to what we know today. Take for example Martin Luther. He was a man looking to simply reform the Roman Catholic Church and its preachingââ¬â¢s because he disagreed with it. With his many ideas, strong will, and criticisms, he forever changed the world. Martin challengedRead MoreThe Protestant Reformation And The Reformation871 Words à |à 4 PagesProtestant Reformation was a pivotal time of European history that occurred during the 16th century. The Protestant Reformation was comprised of people called ââ¬Å"reformersâ⬠that challenged papal authority and questioned the Catholic Churchââ¬â¢s ability to define Christian practice (ââ¬Å"The Reformationâ⬠). The Protestant Reformation was revolutionary due to the fact that the reformers preached against everything the Catholic Church had been teaching. Some famous reformers are John Calvin and Martin Luther. HoweverRead MoreThe Reformation And The Protestant Reformation876 Words à |à 4 Pages The 16th century reformation is also known as the Protestant reformation. There are a various number of causes for the Protestant reformation. The causes of the reformation will be analyzed from two different perspectives: Germany s causes and Europe s causes. The results of reformation will be examined. Major contributors such as Martin Luther and John Calvin s perspectives and contributions will also be analyzed and the impact they had during their time period. People in Europe during theRead MoreImpact Of The Protestant Reformation721 Words à |à 3 Pages The Protestant Reformation during 1518-1648 was a key period in the Churchââ¬â¢s history that saw the acts and teachings of all relifgions come under great scrutiny. Through the contributing social, cultural, politcal and religous factors that lead to the Reformation it has undoubtedy had a significant impact not only on the 16th centruy but also in our world today. Political/Religious : During the 16th century the monarchy was still actibely utilizing their power. As well as this, the whole ofRead MoreThe Impact of the Documents of the Protestant Reformation1711 Words à |à 7 PagesThe Impact of the Documents of the Protestant Reformation The documents of the Protestant Reformation offer a tremendous amount of significance for World History as they were symbols of tremendously revolutionary events. Their impact was widespread and across continents for many years, resulting in a reevaluation of monarchies, spirituality and ones relationship with the divine. Context The documents of the Reformation pushed people into a situation where they had to make a definitive decisionRead MoreWhat Impact Did The Protestant Reformation900 Words à |à 4 PagesWhat impact did the Protestant Reformation have on sixteenth-century society and women in particular? Look at topics such as marraige, education, women s religious duties, and even love and sex The Protestant Reformation was one of the important iconic moments in our history, especially for women, then and now. Before I get into answering the question, I thought it would be right to give a little information about The Protestant Reformation which happened from 1517-1648. The Protestant Reformation jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-53432165750441423382019-12-31T03:29:00.001-08:002019-12-31T03:29:03.250-08:00Emma Watsons Speech on Masculinity Emma Watson, British actor and Goodwill Ambassador for UN Women, said many smart, important, sociologically informed things during her speech on gender equalityà at the UN on September 20, 2014. Surprisingly,à the most important words of Ms. Watsonà did not have to do with women and girls, but rather with men and boys. She said: We donââ¬â¢t often talk about men being imprisoned by gender stereotypes, but I can see that they are, and that when they are free, things will change for women as a natural consequence. If men donââ¬â¢t have to be aggressive in order to be accepted, women wonââ¬â¢t feel compelled to be submissive.à If men donââ¬â¢t have to control, women wonââ¬â¢t have to be controlled. Ms. Watson tips her hat to a multitude of deeply importantà social science research in these three short sentences. This research growsà in breadth by the day, and is seen as increasingly important by the sociological community, and by feminist activists,à inà the fight for gender equality. She doesnt use the word herself, but what Ms. Watson refers to here is masculinity--the collection of behaviors, practices, embodiments, ideas, and values that come to be associated with male bodies. Recently, but historically too, social scientists and writers from a range of disciplines are paying critical attention to the way commonly held beliefs about masculinity, and how best to do it or achieve it, result in serious, widespread, violent social problems. Theà list of how masculinity and social problemsà are connected is a long, diverse, and horrifying one. It includes that which specifically targets women and girls, like sexualized and gendered violence. Many sociologists, like Patricia Hill Collins, C.J. Pascoe, and Lisa Wade, have studied and proven the connection between the masculine ideals of power and control, and widespread physical and sexual violence against women and girls. Sociologists who study these troubling phenomena point out that these are not crimes of passion, but of power. They are meant to elicit submission and subservience from those targeted, even in what some would consider to be their less serious forms, like street harassment and verbal abuse. (For the record, these tooà are very serious problems.) In her book, Dude, Youre a Fag: Masculinity and Sexuality in High School,à an instant classic among sociologists, C.J. Pascoe showed through over a years worth of research how boys are socialized to adopt and perform a dominant, aggressive, controlling, and sexualized version of masculinity. This kind of masculinity, the idealized norm in our society, requires that boys and men control girls and women. Their status in society, and inclusion in the category men depends upon it. Of course there are other social forces at play as well, but the powerful socializing force of this dominant notion of masculinity is a key contributor to the widespread rates of sexual assault andà violence against women and girlsââ¬âand against gay, lesbian, queer, and trans people tooââ¬âthat plague our society. That violence, though, is not only targeted at women, girls, and folks who do not fit within the rigid frameworks of heterosexuality and gender norms. It plagues the lives of normalà men and boys too, as they fight and killà in defense of their masculine honor. Studies have found that the everyday violence within inner-city communities results in rates of PTSD among youth that exceed those amongà combat veterans. Recently, Victor Rios, Associate Professor of Sociology at University of California-Santa Barbara, who has researched and written extensively about the connection between idealized masculinity and violence, founded a Facebook page dedicated to raising awareness about this issue. (Check out Boys and Guns: Masculinity in a Culture of Mass Shootings, to learn more about sociological research on this issue.) Looking beyondà our immediate communities, sociologistsà make the case that this insidious link between masculinity and violence fuels many of the wars that rage across our world, as bombs, bullets, and chemical warfare batter populations into political submission. So too, many sociologists see ideologies of idealized masculinity present in the economic, environmental, and social violence wrought by global capitalism. Of these issues, celebrated sociologist Patricia Hill Collins would argue that these forms of domination are achieved by a form of power based not just on masculinity and the power structure of patriarchy, but how these intersect and overlap with racism, classism, xenophobia, and homophobia. The ideal of masculinity hurts women economically too, by casting usà as the weaker, less valuable counterparts to men, which serves to justify the gender pay gap. It bars usà from access to higher education and jobs, by framing usà as less worthy of the time and consideration of those in positions of power. It denies usà rights to autonomy in our own healthcare decisions, and prohibits us from having parity in political representation. It casts us as sex objects who exist to give pleasure to men, at the expense of our own pleasure and fulfillment. By sexualizing our bodies, it castsà them as tempting, dangerous, in need of control, and as having asked for it when we are harassed and assaulted. While the litany of social problems that harm women and girls is both infuriating and depressing, what is encouraging is that they are discussed with more frequency and openness by the day. Seeing a problem, naming it, and raising awareness about it are crucial first steps on the road to change. This is why Ms. Watsons words about men and boys are so important. A global public figure with an enormous social media platform and vast media coverage, in her speech she illuminated the historically quietà ways in which idealized masculinity has harmed boys and men. Importantly,à Ms. Watson tuned into the emotional and psychological consequences of this issue: Iââ¬â¢ve seen young men suffering from mental illness, unable to ask for help for fear it would make them less of a man. In fact, in the UK, suicide is the biggest killer of men between 20 to 49, eclipsing road accidents, cancer and coronary heart disease. Iââ¬â¢ve seen men made fragile and insecure by a distorted sense of what constitutes male success. Men donââ¬â¢t have the benefits of equality, either......Both men and women should feel free to be sensitive. Both men and women should feel free to be strong......I want men to take up this mantle so that their daughters, sisters, and mothers can be free from prejudice, but also so that their sons have permission to be vulnerable and human too, reclaim those parts of themselves they abandoned, and in doing so, be a more true and complete version of themselves. Brava, Ms. Watson. You simply, eloquently, and compelling illustrated why gender inequality is a problem for men and boys too, and why the fight for equality is also theirs. You named the problem, and powerfully argued why it must be addressed.à We thank you for it. Click here to learn more about the UNs HeForShe campaign for gender equality, and pledge your support to the cause. jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-22844222083317144052019-12-22T23:16:00.001-08:002019-12-22T23:16:03.218-08:00Overview Of The Khan Academy - 770 Words Overview of the Khan Academy report Salman Khan, a 35-year-old man with three degrees from MIT and one from Harvard, has accidentally stumbled onto what could be the best thing to enter the world of education in a long time. Khan has taken his gift for colorful instruction, along with his computer knowledge, and has launched a crusade to provide free education to the world. As brilliant as this concept is, Kahn admits it was an accidental discovery. This revelation was made after Khan posted videos online to help his cousin with her school work. It was not long before people around the world were benefiting from the educational videos. A strong demand for the online lessons developed. Response to this innovative approach to education grew to such a point, Kahn quit his job to devote more time to the project which he titled, Khan Academy. The project began to grow further after Bill Gates announced he was a fan of Salmanââ¬â¢s video lessons. Although others have attempted the ââ¬Å"video lessonâ⬠metho d of teaching, it has never gripped the students like Salman Khanââ¬â¢s approach. While following the instructional videos, students perform what would be considered homework in class, and school work is completed at home. With all videos online, there is no need for textbooks. Students are allowed to work at their own pace and at their own level. Students who were interviewed by 60 Minutes reported improvements to their learning. Students who advance quicker have an opportunityShow MoreRelatedMy First Day Of School For Students And Staff At Fresno High School1052 Words à |à 5 PagesCollege Board to Khan Academy, and how to read studentsââ¬â¢ transcripts. Moua also gave a short baseline A-G quiz. 8-23-16 7:00-8:00 At home, I researched about International Baccalaureate and the types of courses Fresno High offers to students. 8-24-16 8:00-5:15 Most of the counselors and I spent our day in the computer lab helping junior and senior students from their English classes create email accounts, College Board accounts and linking their College Board accounts to Khan Academy. 8-29-16 8:00-4:45Read MoreIntroduction. The Mission Of This Coding Program Is To1454 Words à |à 6 Pagespractice will be completed electronically and individually, with the teachers present to provide one-on-one instruction and guidance when necessary. The teachers will utilize the coding and computer science programs created and disseminated by Khan Academy as the foundation for the SCRAT curriculum. First, the student will complete the program ââ¬Å"How the Internet Worksâ⬠to provide the necessary background information on modern computer related technology. Next, the students will complete various ââ¬Å"HourRead MoreMongol : The Rise Of Genghis Khan Essay1317 Words à |à 6 Pages Mongol: The Rise of Genghis Khan was directed by a Russian filmmaker, Sergei Bodrov. The film was a co-production with companies from Russia, Germany, and Kazakhstan. The filming took place in a China, but particularly in inner Mongolia. It was nominated for the 2007 Academy Award for Best Foreign Language Film. The film contains some graphic scenes of violence and blood shed along with an occasional romance scenario. It follows traditional myths and legends of the powerful Temujin while alsoRead MoreThe Impact Of Computer Technology On Students998 Words à |à 4 Pagesfor example, in the field of education, entertainment purposes and building social relationships. However, students can have serious Educational, Physical, social and psychological disadvantages from prolonged computer use. This essay provides an overview of the impacts of computer technology on students. Today computer is an essential tool for students in the educational sector. It can store huge amount of data at one place so students can save notes assignments and books in it. It reduces the amountRead MoreHistory And History Of Math1430 Words à |à 6 Pagesyou take one-third of the area of the height multiplied by the base (Volume of a Pyramid). On the Rhind Papyrus, there are examples of linear equations (Mastin). Linear equations are equations, that when put on a graph produce a straight line (Khan Academy). There are also examples of Quadratic equations on other papyri (Mastin). Quadratic equations are equations that deal with the variable being squared. The Egyptians used linear equations to calculate slope, had a numbering system and knew severalRead MoreReaction Paper On Limitless1592 Words à |à 7 PagesNeuropsychopharmacology (ECNP). Cognitive enhancing drugs can improve chess play, scientists show. ScienceDaily. ScienceDaily, 6 March 2017. www.sciencedaily.com/releases/2017/03/170306091726.htm. Khan Academy Medicine. ââ¬Å"Overview of Psychoactive drugs / Processing the Environment/MCAT/Khan Academy.â⬠Youtube. Youtube, 15 July 2015. Web. 10 Oct 2017. Kotler, Steven. ââ¬Å"Are Psychadelics The Wonder Drug Weââ¬â¢ve Been Waiting For?â⬠Entrepreneurs, Frobes, 11 Mar 2015. www.forbes.com/sites/stevenkotler/2015/03Read MoreRomanticism And Romanticism1304 Words à |à 6 Pagesimpose. ______________ 17. McCoy, Claire Black, Dr. Romanticism in France. Khan Academy. Accessed November 06, 2017. 18. Ibid. Rebellious works in art started showing in the works of artists that came to call themselves realists. 19 One such realist, Gustave Courbet, was considered important to the emergence of Realism in the mid-nineteenth century. Rejecting the classical and theatrical styles of the French Academy, his art insisted on the physical reality of the objects he observed. A committedRead MoreRealistic Vs Abstract Art1555 Words à |à 7 Pagescreating a universal language throughout the world. ââ¬Æ' Works Cited Abstract Expressionism Movement Overview and Analysis. [Internet]. 2017. TheArtStory.org Content compiled and written by Justin Wolf Edited and published by The Art Story Contributors Available from: http://www.theartstory.org/movement-abstract-expressionism.html [Accessed 17 Apr 2017] Jackson Pollock. Abtract Expressionism. Khan Academy, n.d. Web. 17 Apr. 2017. . Jackson Pollock and Mark Rothko: Icons of Abstract Expressionism. FilmsRead MoreCorporate Social Responsibility At The Bank Of America Corporation1544 Words à |à 7 PagesCorporate Social Responsibility at the Bank of America Corporation Overview of Corporate Social Responsibility the Bank of America Corporation Background Information About Bank of America The Bank of America Corporation (Bank of America) is a bank and financial holding company that serves ââ¬Å"individual consumers, small- and middle-market businesses, institutional investors, corporations and Governments withâ⬠¦ bank and nonbank financial services and products.â⬠(Reuters) Profiting $5.32 billion inRead MoreAchievements Of The Neolithic Revolution1585 Words à |à 7 Pages000-4000 BC. Quatr.us Study Guides, September 10, 2017. Web. November 21, 2017. Diamond, Jared M. Guns, Germs, and Steel: The Fates of Human Societies. W.W. Norton Company, 2017. Latham, Katherine J., Human Health and the Neolithic Revolution: An Overview of Impacts of the Agricultural Transition on Oral Health, Epidemiology, and the Human Body (2013). Nebraska Anthropologist. 187. Noble, Thomas F. X., et al. Western Civilization: beyond Boundaries. 7th ed., Wadsworth Cengage Learning, 2014. PUTTERMAN jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-68936571505917507132019-12-14T19:45:00.001-08:002019-12-14T19:45:05.462-08:00Why Agriculture Spread During the Neolithic Revolution Free Essays Around 10,000 years ago, a dramatic transformation occurred in parts of the Near East that forever affected the human experience. These were the economic and social changes from hunting and gathering subsistence strategies, which characterised over 99 per cent of our long tenure on Earth, to ones emphasising food production and settling down in small villages. This was not an easy transition, nor was it a universal one. We will write a custom essay sample on Why Agriculture Spread During the Neolithic Revolution or any similar topic only for you Order Now Once it occurred, though, it changed the course of human history. Usually known as the ââ¬Å"Neolithic Revolutionâ⬠. (Simmons 2007: 1) There has been much speculation by academics in many disciplines as to the reasons why agriculture was developed and employed throughout the Neolithic revolution; and how the agricultural developments dispersed across the globe. However, I believe that there are unanimous definitions on both the Neolithic Revolution and agriculture. Both key to the answer of this essay. I believe the Neolithic Revolution to be the first agricultural revolution to take place globally, which led to people becoming sedentary, resorting to agriculture instead of hunter gathering and mobile communities. Gupta 2010) Cohen (1977: 1) has a similar attitude towards the definition of the Neolithic revolution as he believes it to be, ââ¬Å"the economic and social change [] which witnessed the transition from hunting and gathering to agriculture as manââ¬â¢s major mode of subsistence. â⬠Agriculture, as defined by the Shorter Oxford English Dictionary (1973), is ââ¬Å"the science and art of cultivating the soil, including the gathering n of the crops and the rearing of livestockâ⬠. However, I believe that agriculture includes other aspects, which link in with it to create a fully operating agricultural system. These include, ââ¬Ëfarmingââ¬â¢ and ââ¬Ëdomesticationââ¬â¢, both pivotal for agricultural success. Farming is described as, ââ¬Å"the business of cultivating land and raising ââ¬Ëstockââ¬â¢Ã¢â¬ whilst domestication is ââ¬Å"described as the action of ââ¬Ëfarming or bringing under controlââ¬â¢. (More specifically, domestication can be defined as ââ¬Ëthe evolutionary process whereby humans modify, either intentionally or unintentionally, the genetic makeup of a population of plants or animals to the extent that individuals within that population lose their ability to survive and produce offspring in the wildââ¬â¢: Blumler and Byrne 1991: 24). (Barker 2006: 2) Simmons (2007) concurs that the Neolithic revolution was a transformation of the economic system at the time, but it was also a social change in how food was used and viewed in differing ways. To fully understand the impact of agriculture to Neolithic societies, I will use case studies to highlig ht my points. These will include the Fertile Crescent of the Near East, believed to be the first place where the use of agriculture has been found as Barker (ibid: 11) suggests ââ¬Ëthat the first farming would have started in the ââ¬ËNear Eastââ¬â¢. However, I will also be using case studies from Africa, specifically the Ethiopian Highlands and the Kuk Swamp in Papua New Guinea. As Cohen mentions that ââ¬Å"the most striking fact about early agriculture, however, is precisely that it is such a universal eventâ⬠(1977: 5) therefore, it will be interesting to discuss the reasons why such rapid dispersion of agricultural development occurred across the Neolithic world. Why did the people around 10,000 years ago resort to a new way of life and with new ways of feeding? A way of life that was completely different from the people before them who had undertook hunting and gathering to feed themselves; a way of life that led to the beginning of agriculture and turning from mobile to non-mobile communities; forager societies that had been, ââ¬Å"relatively unchanged since the depths of the Ice Ageâ⬠. (Bogucki 1999: 191) There are many reasons that archaeologists have discussed about why this transition occurred in what has been coined as ââ¬ËThe Neolithic Revolutionââ¬â¢. There are many reasons why this transition occurred and I will explore many of these reasons. I will be looking at the reasons that are incorporated in Barbara Starkââ¬â¢s (1986) three main model types, which show the transition of foraging to the production of food in an agricultural sense. ââ¬Å"Pushâ⬠, ââ¬Å"Pullâ⬠and ââ¬Å"socialââ¬â¢ models are used by Stark which create an ââ¬Ëumbrellaââ¬â¢ effect on the main underlying reasons which can be incorporated to fully explore the reasons why agriculture began and how it spread across the globe. When there is stress on a population, it can lead to the population being pushed to protect themselves to ensure that the stress does not damage them. These stresses, in the cause of agricultural causation include population pressure and/or climate change. The stress imposed on the population could have led to the beginning of agriculture being used. (Stark 1986) Many archaeologists have discussed reasons why agriculture began under this umbrella of a ââ¬Ëpushââ¬â¢ model. Childe (1936) began much of the work on the origins of agriculture by developing the Oasis-Propinquity theory; a theory that incorporated a significant climatic change at the end of the Pleistocene, which had a major effect on how animals, plants and humans operated to feed. Childe created the Oasis-Propinquity theory because he believed that this climatic change caused the areas, beginning in the Near East, especially the Fertile Crescent, to become arid and dry, thus becoming deserts. Simmons (2007: 11-12) thought that the new desert conditions of the Near East was causing ââ¬Å"plants and animals [to die] or [they were] becoming scarce. â⬠Without the presence of water nearby to most of the humans, plants and animals in the Near East and North Africa, it led to the congregation of these creatures to areas where water was available, such as the desert oases in the Near East. The close proximity that the plants, animals and humans had to undertake daily, it eventually led to the domestication of plants and animals. (Simmons 2007; Bogucki 1999; Pluciennik and Zvelebil 2009) Childe (1936: 77) considers that humans, plants and animals all became ââ¬Å"united in an effort to circumvent the dreadful power of the droughtâ⬠. The Oasis-Propinquity theory by Childe is only half of the story as to why agriculture began in the Near East. With this theory in mind, the domestication of plants would have been tending to and re-planting year after year. This would have led to the creation of some form of agricultural ideas and system that would have to be used to ensure that the domesticated crops can be utilised to their optimum. This early system of agricultural development would have had to be moulded into the systems that provided significantly greater quantities of food that would be able to sustain a population that would have been growing because of the change into a sedentary lifestyle. When Childe produced the theory in 1936, his investigations would have been one of the key reasons as to why agriculture developed. Despite still being a key argument in the origin of agriculture, other academics and evidence that has come to light since Childeââ¬â¢s Man makes Himself. Bogucki (1999: 186-187) mentions, ââ¬Å"The difficulty is there is no evidence of widespread desiccation during the period in question between 15,000 and 10,000 years ago. â⬠Paleoclimatic and geomorphological evidence of Braidwoodââ¬â¢s Iraq-Jarmo project came to the conclusion supporting Boguckiââ¬â¢s (1999) claim that of no evidence of widespread desiccation. (Watson 1995) As Simmons (2007: 13) suggests that ââ¬Å"these projects [] found no support for Childeââ¬â¢s claim of desiccation. This lack of evidence produces a significant amount of doubt to the Oasis-Propinquity. If there wasnââ¬â¢t a global change in climatic behaviour, it cannot be assumed that dry conditions occurred which resulted in the congregations at oases. Also, Childeââ¬â¢s work puts emphasis on the domestication of primarily animals a t the oases and does not hold the beginnings of plant domestication, which inevitably lead to agriculture, in high regard and it was not accredited in his work. (Watson 1995; Bogucki 1999) Despite Simmons (2007: 12) mentioning that ââ¬Å"Childeââ¬â¢s model is frequently acted as one of the origins of agricultureâ⬠, I believe that due to the climatic evidence of the time disagreeing with the theory of major climatic change resulting in dry and arid conditions, the Oasis-Propinquity theory does not hold as much regard with the origins of agriculture. I feel that other reasons incorporated in the push model have a much greater impact than Childeââ¬â¢s theory. I believe that the evidence found throughout the Fertile Crescent proves a lacking of substance for the Oasis-Propinquity Theory and could provide evidence against it. Through the Fertile Crescent, establishments and the societies built up within have no been on major waterways (apart from Jericho), which diminishes the theory. This is because the domestication of all the wild resources occurred without the need for a congregation of plants, animals and humans in a small area surrounding oasesââ¬â¢. The speed of domestication of Einkorn for example, showed that this congregation did not need to occur. Einkorn could be domesticated easily due to a number of genetic loci that it was able. Wild cereals and Einkorn had very similar ancestors, which allowed domestication to occur quite easily in the Crescents. (Zohary and Hopf 1993) This shows how significant other theories were in understanding the origins of agriculture. The Hilly Flanks Theory was produced to directly contest Childeââ¬â¢s theory. Braidwood was not enthused with the Oasis-Propinquity theory and did not hold it in high regard despite it being one of the significant and key models for the origins of agriculture, and pursued answers for the agricultural origin elsewhere. Braidwood 1960; Braidwood and Howe 1960) The Hilly Flanks Theory was created because ââ¬Å"Braidwood thought that the best place to look for early domestication was where the habitats of the wild precursors of wheat, barley, sheep and goats overlapped. [] With desiccation and other widespread climatic changes discounted as a proximal cause of agriculture, Braidwood sought an explanation in human behaviour. He suggested that food produ ction in the Old World emerged in certain ââ¬Å"nuclear zonesâ⬠in the arc of the Taurus and Zagros mountains of the Near East known as the Fertile Crescentâ⬠. Bogucki 1999: 187) I believe that his view on agricultural origins held a decent basis, as it feels natural for first cultivations by farmers on cereals within their natural habitat. (Miller 1992: 49) Braidwoodââ¬â¢s theory was based, quite simply, on that the habitats of the Hilly Flank became so familiar to the people who lived there, that they started to domesticate the plants and animals that lived there in their natural habitats. Archaeological sites in Papa New Guinea, especially in the Upper Wahgi Valley, hold evidence for this theory. The importance of the sites in this region cannot be understated because the evidence that has been found as it showed agricultural developments without any significant evidence to suggest social transformations. Therefore, it can be assumed that people relocated to areas of natural wild resources to undergo ââ¬Å"animal and plant exploitationâ⬠(Denham 2011). Without evidence for climatic change, this highlights significant headway in the Hilly Flanks theory. As Simmons (2007: 14) suggests that the people on the Hilly Flank had to become ââ¬Å" [settled] in by groups who came to understand and manipulate plants and animals around them. From Braidwoodââ¬â¢s work on the Hilly Flank Theory, there are many assumptions to be made about the origins of the first agricultural systems and I believe that the Hilly Flank Theory holds significant worth to the argument. I believe that it would be sensible for the first farmers to begin cultivating land that they foraged on and/ or live d on as mobile communities. I think this because the ââ¬Ëraw materialsââ¬â¢ were already en situ and the farmers did not have to relocate anywhere else. However, with this idealist notion of ââ¬Ëbeing sensibleââ¬â¢ views can only be mentioned due to indsight and the difference in culture that we see in our western cultures today. It must be noted that with over two millennia of the populations on earth being hunter-gatherers and foragers, the idea of becoming a sedentary farmer would have been very alien to them. Braidwoodââ¬â¢s work on the Hilly Flanks Theory and the subsequent dismissal of Childeââ¬â¢s Oasis-Propinquity theory resulted in a significant change in the way agricultural origins were looked at and discussed. However, I believe that the push model had a significant result on why the origins of agriculture were continually discussed. I also must consider population pressure as an important argument for the origins of agriculture. In the early transitional period that occurred during the Neolithic Revolution could have been that many of the populations that existed changed from being mobile communities to becoming sedentary; non-mobile communities. The population that the mobile communities had was in relation to the ââ¬Å"mobility and flexibility of hunter-gatherer organisationâ⬠(Green 1980; Lee 1972). Green (1980) discusses that population pressure is because of the decrease (or lack of) logistical mobility. When the population causes an effect on the mobility and flexibility, it can be assumed that the sedentary lifestyle was adopted. It could be argued that with a sedentary lifestyle, the population of the community could increase exponentially as Bellwood (2005: 23) says, ââ¬Å"any major increase in the degree of sedentism [] would have encouraged a growing population, via shorter birth intervals, and would also have placed a greater strain on food supplies and other resources in the immediate vicinity of the campsite or villageâ⬠. This resulted in the development of Binfordââ¬â¢s (1968) Population Pressure model, which; Argued that once people (the early Vatutian in the Levant) became sedentary, populations inevitably increased, leading to an increasing use of locally available plant foods, such as cereals, that had previously been considered marginal. From this intensive use of cereals, and the technology ass65ociated with this processing, a regular cycle of plants and harvesting occurred, ultimately resulting in domestication. (Simmons 2007: 15) This increase in the population could have been down to a number of reasons including; an improved and more regularity in diets, increased life expectancy and fertility, greater protection from diseases and ââ¬Å"the need for more people to assist in seasonal harvests of wild plantsâ⬠(Simmons 2007: 14-15; Bellwood 2005). Flannery (1969) elaborated further on Binfordââ¬â¢s Population Pressure model, as Miller (1992: 49) mentions that Flannery ââ¬Å"suggested that subsistence changes that took place prior to agriculture ââ¬â during the ââ¬Å"broad spectrum revolutionâ⬠, could have been a response to population growth in the marginal zoneâ⬠. A significant population increase can cause dramatic effects on the resources of the surrounding area. It would have come to the point that a foraging and hunter-gathering society no longer has the ability to provide resources for the whole population and leads people to try and find other sources for the resources. These resources, which provide the basis for sustaining life, could be pushed into competitions for the resources. With such competition, I believe that with the knowledge that resources would eventually run out, the population would have resorted to basic domestication of plants and animals for more reliable sources of resources. Neilson 2006) In times where pressures on the population seem great, the adoption of agriculture can lead to too much stress being inflicted on the availability of resources on the population. Stark (1986) emphases that this could create a pushing factor onto the population into agriculture. Without the push into agriculture, the population woul d have ceased to exist. Despite population pressure having a obvious impact on the ability for sufficient resources to be gained from hunter-gathering, it could have lead to the adoption of agriculture. However, some do not value the Population Pressure theory and believe it ââ¬Å"inadequate as an explanation [because] for it necessary the increased population must be a purely local phenomenon which cannot exist without [locational] factors [or constraints]â⬠ââ¬Å"(Bronson 1975: 74). Sauer (1952) also believes with Bronson that a resource crisis due to pressures on the population due to a significant increase was not a highlighted reason for the genesis of agriculture. Sauer makes it known that the transition that occurred in the Neolithic was due to an altering relationship and the interaction between culture and the environment. This could lead to assumptions that Sauer did not believe that the transition developed out of a lack of food and resources to the ever-growing population. Green (1980) also argues ââ¬Å"that population growth does not necessarily precondition either innovation or increased economic productivityâ⬠. As innovation would have to be the precondition to agricultural development, Greenââ¬â¢s argument provides significantly altering evidence, which could lead to a different viewpoint on the origins of agriculture. This change in the relationship with culture and environment led to Starkââ¬â¢s pull model. This cultural change that Sauer discussed had the ability to pull people into adopting the agricultural way of life, discarding the old hunter-gathering way of life. The pull model was based on a shift towards an unprecedented reliance on specific resources, which led to an alteration in the relationship between humans, animals and plants. This reliance ensured that the population was pulled into agriculture (Stark 1986). The pull model also put emphasis on the technological innovation that was developed pre-agriculture and such technology ââ¬Ëpulledââ¬â¢ the population into the uses of agriculture and to benefit from such implementation of agriculture. The pull model ââ¬Å"prevents a group from reverting to its earlier pattern of resource useâ⬠and this can be why, in the eyes of those who believe the pull model was the reason for agricultural development, that the pull model was so successful, effectively pulling those in further along in advancement. Donald Henry (1989) proposed a ââ¬Å"pullâ⬠model for agricultural arising in the Near East. In his view, there were two key moments in the process of agricultural origins in the Levant. The first occurred around 10,500 BC when a global temperature increase promoted long-term settlement and necessitated a shift from what Henry calls ââ¬Å"simpleâ⬠foraging to ââ¬Å"complexâ⬠foraging. A variety of high-yield resources, including wild cereals, were exploited, and restraints on population growth were relaxed. About 2000 years later, this complex foraging system collapsed possibly as the result of a second climatic change, and the foragers had two options, depending on where they lived. In the highly productive areas of the Levant, where the highest populations were, they began to cultivate cereals. In the marginal areas, people reverted to a simple foraging system. (Bogucki 1999: 190) Henryââ¬â¢s continuation on Starkââ¬â¢s pull model shows that he believes that environmental pull factors resulted in the origins of agriculture. This is especially clear in the Levant where location dominated the resource development, for example: either hunter gathering and foraging or cultivation and domestication ââ¬â resulting in agriculture. It can be assumed that the majority of highly populated areas of the Levant went to cultivation and that led to the growth of domestic dwellings. Those in marginal areas would have shifted towards domestic dwellings instead of staying as a mobile community. I also believe that technological advancement had a significant impact on the origins of agriculture and the further development of agricultural ways of life. Diamond (1997a) hold technological advancement as one of three linked developments which can be included within Starkââ¬â¢s pull model to try and develop a reason for the agricultural genesis. Technological development allowed people greater ways to ââ¬Å"collect, process and store foodsâ⬠(Simmons 2007: 21), which is crucial when harvesting and cultivating is used to process foods and store the years amount of food. Without this development ensuring significantly greater storage capabilities, it causes hunting and gathering daily obsolete. Technological advances created developments, which could be used to ââ¬Å"kill or displace hunter/gatherersâ⬠(ibid: 21-22). With violence being a consequence of technology, it would have force those hunter-gatherers into some form of agricultural developments just to survive. Technological advances started to produce greater items for warfare that were superior to what hunter-gatherers were using, mainly for the collection of resources, not fighting. Also, the other variables within Diamonds reasons for the origins were that there was a significant drop in species that used to be wild and resulted in the ââ¬Å"human occupation of available habitats in order to decrease the risk of unpredictabilityâ⬠(ibid: 21). With the decline of wild species, the only option for the population would be to occupy their habitats to ensure that food could be hunted. However, by moving into the habitats were wild species were growing and living, it would have led to significant domestication of the species to ensure that the food is always present. However, there is some opposition to pull models, as Green (1980) says that ââ¬Å"invention-pull models, which attributed agricultural change to technological innovation [which resulted in] considerations of agricultural change being dependent on technological innovation were considered non explanatory because they did not deal with the causes of innovationâ⬠. By being pulled into a change, populations would not be able to revert back to their earlier systems of gathering and hunting for food. However, others believe that social changes had a significant impact on the agricultural origins and were developed as one of Starkââ¬â¢s models for agricultural origins ââ¬â the social model. Within the social model, there are numerous theories as to the origin of agriculture, however, all the theories, as Bender (1978) emphasised and ââ¬Å"found that social changes acted independent of technology and economy to create pressures in productionâ⬠(Simmons 2007: 18). Similar to Bender, Tilley (1996) also believes that greater social and ideological beliefs and their significance played an overwhelming part in the domestication of food rather than economic reasons. The theories that are under the umbrella of the social model are based on social development and competition. Competition feasting was a key theory set forward for the social model. It represents food as power and has been categorised as the ââ¬Å"ââ¬Å"food fightâ⬠modelâ⬠(Simmons 2007: 18) by both proponents and critics (Hayden 1995: 282; Smith 2001: 218-221) With certain individuals accumulating surpluses of food, these could be transformed into items with value. With the accumulation of surplus food, it would allow people to create feasts for the population. The individuals creating the feast would be held in higher regard in the community because it shows people who were generating the most food for the population. Feasting is a key part of the social model ââ¬Å"given that the Neolithic revolved around food in one way or another; it seems somehow appropriate that feasting be considered as a reasons for its originâ⬠(Simmons 2007: 18-19). By feasting, it was the first aspect of competition within communities. Competitive feasting would have been used as a method for the development and consolidation of power. Competition is a very important aspect of human society as it leads to the best being in positions of power. Within the Neolithic, extra resources must be utilised to ensure that power, influence and status is promoted and competed for. Feasting, gift exchange, trade, and other forms of codified, often ritualised contactâ⬠(Pluciennik and Zvelebil 2009: 469) are the main ways for people to promote their own standings. This promotion of peopleââ¬â¢s own standards resulted in the need for extra resources beyond their dietary needs in the immediate timescale. This would result i n overproduction. Overproduction by hunting and gathering would have got significantly harder with the climatic ever so slightly changing during the early Neolithic. Therefore, agriculture, a ââ¬Å"more intensive system of exploitationâ⬠(ibid: 469) must be adopted to ensure overproduction can occur. Hayden (1995) believes that the need for competitive feasting lead to the first domestication of both plants and animals for the production of extra foodstuffs. With the use of food designated as prestige items, the accumulators could exceed their rivals in the consolidation of power (ibid). Runnels and van Andel (1988) have suggested that social customs, such as trade and competitive feasting would have led to motives for food production. Cowgill (1975) mentions that the more food an individual produces, the greater social and political power they possess. This analogy perfectly shows how important food was within a competitive environment and was used significantly to gain the upper hand. Without the implementation of agriculture, the excess food would not have been able to be produced and the ability to gain competitive edge over other individuals would have been diminished. As Miller (1992: 51) says, ââ¬Å"[cultivation was] to ensure a reliable food supply or to increase their food supply to satisfy growing social or dietary needsâ⬠. However, Hayden has also put an argument across that does not believe the social model to be a significant reason for agriculture to begin. Hayden (1990: 57-62, 1992: 13) mentions that the social model could not have resulted in a Neolithic revolution to occur immediately as a lot of arguments believe happened. Hayden comments include the fact that a new culture of sharing food would have taken a large amount of time to implement and the fist domesticated plants and animals would not have been appropriate for daily consumption due to his belief that they would have been delicacies. Despite this, I find this argument extremely thin and in my opinion, find it difficult to dismiss such a inquisitive social model, which, due to the change in social behaviour in the Neolithic, could have been very likely to occur, especially when the Neolithic ââ¬Å"was an ideological phenomenon, a new way of thinkingâ⬠(Simmons 2007: 20). I find that the Neolithic was an era where new ideologies and cultures were being developed and implemented globally throughout the Neolithic on an unprecedented scale. The arguments about how and why agriculture was developed and adopted throughout the globe in the Neolithic have produced very different and sometimes contradictory reasons why the origins of agriculture occurred. However, no one can deny the importance that agriculture had on the world as a whole and the impacts that it had to society as a whole. The impact that agriculture had, in my opinion, is unprecedented and extremely important to how we live in the society today. I can assume that most academics on the topic of agriculture believe that the impact of its adoption during the Neolithic was massively important to the world. Cole (1967: ix) made this quite clear by saying, ââ¬Å"the development of full food production was an evolution rather than a sudden revolution; yet there is no doubt that the consequences of this change were revolutionary in the fullest sense of the worldâ⬠and as Pluciennik and Zvelebil (2009: 467) also put forward the idea that the adoption of agriculture was one of revolutionary proportions, a ââ¬Å"quantum leap in human history, and the basis for the development of widespread societal characteristics, both good and bad. â⬠There are many main impacts that can be connected to the implementation of agriculture as the main characteristic of subsistence. By domesticating both plants and animals, it led to ââ¬Å"increased sedentism, smaller social units, individual domiciles, investment in burial ritual and tradeâ⬠(Bogucki 1999: 191), ââ¬Å"specialisation in diet [was] also encouraged by the localisation of agricultural productionâ⬠(Rindos 1984: 270) and ââ¬Å"populations practicing agriculture come to be more successful relative to both domesticating and on-domesticatory. These populations not only will be generally larger but will also be dispersing at far greater rates [than populations that are not practicing agriculture]â⬠(ibid: 267). Pluciennik and Zvelebil (2009: 467) mention that the impacts include ââ¬Å"sedentism, population growth, certain endemic diseases, social and political hierarchies, literacy, cities, specialised arts and crafts, widespread environmental degradation, extensive trade, property, laws, morality, and more generally civilisation. It could be very easy to use these and suggest the impacts that agriculture had on todayââ¬â¢s society, without thinking about the immediate impacts that occurred to the Neolithic society when agriculture was implemented. When agriculture was implemented in the early Neolithic, it can be assumed this would have led to a population increase due to the majority of early farmers becoming settled and becoming sedentary, resulting in a decrease in mortality rates due to better diets and better immune systems. With improved sedentary conditions, population numbers would begin to increase at a much quicker rate, putting significant pressure on food stores, resulting with the need for improved agricultural efficiency and crop numbers. This continues the cycle of population increase, greater sedentary conditions and thus, more agriculture. However, in the background of this cycle, an evolution of social, economic and religious (Bogucki 1999) norms would have occurred changing the culture of the Neolithic significantly. With the culture changing constantly to include agriculture, it would have led to the societies having a greater involvement with agriculture especially when it became the main and/or only way for food to be acquired. The agricultural revolution led to the societies throughout the globe being hit by these impacts and resulting in a totally different world, and in the grand scheme, the beginnings of agriculture and the beginning of the Neolithic revolution could be argued to be the beginnings of civilisation, as we know it today. The impacts that agriculture had on societies throughout the last 10,000 years are unprecedented and the effects of which are still seen today ââ¬â with some arguing that without agriculture, the world, as we know it in the modern time would not be the same. ââ¬Å"Social, economic, and political complexity [] would not have emerged without the existence of agricultureâ⬠(ibid: 203) To conclude, ââ¬Å"in the last 30 years, archaeologists have made considerable progress towards understanding the origins of agriculture, but the question of why prehistoric people made the transition from foraging to farming is still elusiveâ⬠(ibid: 191) pinpointing one reason for why agriculture was adopted would be impossible. However, in my opinion, I believe that understanding why agriculture was developed, a number of reasons must be acknowledged and inter-link to fully determine the true reasons why agriculture was developed during the Neolithic revolution. The ââ¬Å"pushâ⬠, ââ¬Å"pullâ⬠and social models that were established by Stark (1986) provided the most efficient way of trying to understand why agriculture was developed and it led to a significant advance in the way of thinking for its origins. However, ââ¬Å"in the 1990s, social factors [had] begun to assume prominence in attempts to explain the origins of agriculture, although ââ¬Å"pushâ⬠and ââ¬Å"pullâ⬠models still have considerable importanceâ⬠(Bogucki 1999: 190). I believe that the social model provides more all-round reasons for agricultural origins, especially competitive feasting which provided an activity for the whole society to undertake together, thus, producing the beginnings of a society, and trade. This would increase in importance with the development and the increase of more sedentary populations. Despite this, I also feel that the push and pull models are very important. Without population pressures and some climatic change, agriculture would never have been produced. In my opinion, agriculture created the easiest and most efficient way for agriculture to spread and disperse across the globe through trade. Socially, trade was very important within a society, but in the greater picture, it played a much more important role in its dispersal. With the increase in trade, societies would have improved in prosperity and developed. Without agriculture, this would not have been possible. This leads to how much of an impact agricultural development and its adoption had on societies across the globe. Without food production from agriculture, cultural advancements leading to the growth of urban areas, including technological, economic and political developments, which eventually led to the modern societies, we know today (Simmons 2007; Diamond 1997a). 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USA: MIT Press Little, N; Onions, C. T; Friedrichsen, G. W. S; Fowler, H. N; Coulson, J. (1973) Shorter Oxford English Dictionary. UK: Oxford University Press Miller, N. (1992) ââ¬Ëthe origins of plant cultivation in the Near Eastââ¬â¢ in: the origins of agriculture: an international perspective. Eds: Cowan, C. W. and Watson, P. J. USA: Smithsonian Institution Press Neilson, R. (2006) The little green handbook: seven trends shaping the future of our planet. USA: Picadore Pluciennik, M. and Zvelebil, M. (2009) ââ¬ËThe origins and spread of agricultureââ¬â¢ in: Handbook of archaeological theories. Eds: Bentley R. A. and Maschener, H. nd Chippindale, C. UK: Altamira Press Rindos, D. (1984) the origins of agriculture: an evolutionary perspective. UK: Academic Press Ltd Runnels, C. and van Andel, T. H. (1988) ââ¬Ëtrade and the origins of agriculture in the Eastern Mediterranean in: Journal of Mediterranean Archaeology 1: 83-109 Sauer, C. (1952) agricultural origins and disp ersals. USA: American Geographical Society Simmons, A. H. (2007) The Neolithic Revolution in the Near East: transforming the human landscape. USA: The University of Arizona Press Smith, B. (2001) ââ¬Ëthe transition to food productionââ¬â¢ in: Archaeology at the Millennium: A sourcebook. Eds: Feinman, G. and Price, T. D. USA: Plenum Publishing Company Stark, B. (1986) Origins of food production in the New World. USA: Smithsonian Institution Press Tilley, C. (1996) An ethnography of the Neolithic: Early prehistoric societies in Southern Scandinavia. UK: Cambridge University Press Watson, P. J. (1995) ââ¬ËExplaining the transition to agricultureââ¬â¢ in: Last hunters: first farmers; New perspectives on the prehistoric transition to agriculture. Eds: Price, T. D. and Gebauer, A. USA: School of American Research Press Zohary, D. and Hopf, M. (1993) Domestication of plants in the old world. UK: Oxford University Press How to cite Why Agriculture Spread During the Neolithic Revolution, Essay examples jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-10534818189295519702019-12-06T16:09:00.001-08:002019-12-06T16:09:03.957-08:00Motivating People Involved in Mundane Activities free essay sample Direction to channelize their energies, level The word Mundane is derived from the latin word ââ¬Ëmudusââ¬â¢ meaning ââ¬Ëworldââ¬â¢. In the thesaurus, mundane refers to an activity which is worldly, earthly, and commonplace. Although mundane is often considered simply a synonym for words like boring, or commonplace, it refers more to worldly or earthly matters vs. spiritual or heavenly. For a memory trick, note how mundane sounds like Monday. Now, consider how mundane Mondays tend to be. On Mondays, you often have to do the most mundane activities of the week, whether its at work, school, or home. In the light of the above information, the question revolves around the level of motivation of the people around us who stick to a mundane life to make our lifeââ¬â¢s better like the household maid, the rickshaw puller, the auto rickshaw driver, the security man, the sweepers among others. The Project Approach In this study of human behavior and their motivation levels, we would be concentrating on three key people around our vicinity ââ¬â The security guards at ATM Machines, the rickshaw pullers and the household maids. The characteristics of the three have been summarized in the table given below Security Guards @ ATM| Rickshaw Pullers| Household Maids| Job timings| 24 by 7 job| Need based timings| Morning and evening| Salaried/Daily Wager| Salaried | Daily Wager| Salaried | Formal reporting structure| Yes| No| No| Peers at work| No| Yes| No| Extra Remarks| Work allocation by shifts and locations keep changing| Self owned or rented rickshaws, mostly people | Multiple employers| For this we would be creating a simple survey questionnaire and interacting with a few people from all three sample categories. We would be conducting the survey for the household maids during the early morning hours from 0630 hrs to 0930 hrs as they are available only in the morning or evening hours and for the rickshaw pullers in the afternoon hours as they would be free and at the rickshaw stand in afternoon. The security guards at the ATM machines are available 24 by 7 and their surveys would be conducted in the nights, which are more dead periods for the ATM machine usage and would not hamper their day to day operations. A copy of the Survey Questionnaire is attached towards the end of the project report for reference. Results from the Survey Report Project Composition Age ââ¬â A fairly uniform mix of people from various age groups has been considered. Project Composition v/s Age graph Family Size and Earning members There is a very high correlation between family size and earning members, which is 0. 85225915. Work Experience / education The Content Theory ââ¬â Maslowââ¬â¢s hierarchy The motivation results from the individualââ¬â¢s attempt to satisfy needs. We evaluated four content theories for the survey results we got, namely hierarchy of needs theory, ERG theory, acquired needs theory and two factor theory. The results indicated that our results showed a close association to the Maslowââ¬â¢s Hierarchy of needs theory and hints of ERG theory. The survey group was more focused on meeting the daily needs rather than motivate themselves for some social causes. Self actualization was not in their remotest thoughts as they were too connected to the earthly things and social respect was the most desired need. This is what the response from the last question in the questionnaire suggest. There are adequate hints of ERG theory in the results as well. The desire for physiological and material well being, for satisfying interpersonal relationships and for continued personal growth and development clearly satisfy the three primary conditions of a relation between the ERG theory and our results. Infact, we believe it is a very thin line separating the above mentioned theories and our results would have given us a better picture if our sample size would have been more than its current size. The Process Theory ââ¬â Equity Theory In our survey sample, the process theory is applicable to only one section of sample population i. e. the security guards at the ATM machines because the other two categories do not have a formal reporting culture and more like self employed people. In most of the cases, all security guards at ATMââ¬â¢s are within the same salary range and longer the stay with one particular, the better is your salary range. For instance, the average salary range is from Rupees 5000/- to Rupees 7000/- per month. For a new recruit it would be around Rupees 5000/- with no perks and for a one year experienced security guard, it would be around Rupees 5700/- per month with some extra perks. Inequity, both positive as well as negative, in terms of locations of ATMââ¬â¢s and timings was reported. A good rapport with the shift managers plays a crucial role in deciding the work timings and the location of ATMââ¬â¢s. Experienced and qualified security staff were shifted to day shift jobs in larger corporate. The next aspect of the Equity Theory is the Equity Restoration Behavior which ncludes three basic ideas to curtail the negativity associated with comparison between two employees ââ¬â Change the work inputs which would eventually change the work outputs received and eventually, the employer would try to distort the comparison from the employeeââ¬â¢s mind. It is believed that if the comparison points are communicated to the employees clearly there would not be any negative inequity be tween them. A negative thinker should be first neutralized and then made a positive thinker by regular training and growth opportunities. The Reinforcement Theory Law of Effect The administration of a consequence as a result of behavior is called reinforcement. It works on the law of effects, be it positive or negative. Proper management of reinforcement can change the direction, level and persistence of an individualââ¬â¢s behavior. The law of effects states that a behavior that results in a pleasant outcome is likely to be repeated while behavior that results in an unpleasant outcome is not likely to be repeated. Positive reinforcement * As an incentive, apart from the monetary benefits include some health benefits for the family members. Assigning the duty at ATMââ¬â¢s closer to his home. * Fee reimbursement for employees with more than 2 year experience with the same employee as a loyalty bonus. Negative reinforcement * The employee should be warned before taking any serious actions, so that the likelihood of repeating the desired behavior in a similar setting increases. Punishment * The administration of negative consequences or the withdrawal of positive consequences to reduce the likelihood of repeating the behavior in similar settings. * Arbitrary and capricious punishment leads to poor performance and low satisfaction. Extinction * The withdrawal of the reinforcing consequences for a certain behavior Measures to improve the Motivation levels of the sample There is a strong need to motivate these people and bring a change in their otherwise mundane routine. Some of the measures as suggested by us are: * Provide education to their children * Conduct public meetings and camps to educate them about the importance of educating a girl child * Sensitize them about the importance of community service and organize blood donation camps etc. Organize free health check-ups for the employees and their family members. Learning as a group The last two days have given us a very sensitive outlook towards individuals from all strata of society. It has taught us that there are more valuable and important things in life than the 2 mark question which we missed in the last end term examination. Life is much more than the comforts of the air conditioned buses and the birthday parties at pizza hut. It is good to be impor tant in life but it is more important to be good in life. jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-90488534476232640292019-11-29T04:45:00.001-08:002019-11-29T04:45:04.136-08:00Effect Of Blocking Cavities Experiment Essays - Industrial Design Effect of Blocking Cavities Experiment Jared Matola Section 002 Team Members: Sam Liptak Matt Sudak Conducted: 2/10/99 Due: 2/17/99 Turned in: 2/17/99 at 8:00 Summary of Results: The purpose of this experiment was to demonstrate the effect that blocking cavities has in an injection mold on the process window and part quality. First we had to get a 95% full part. These parts were weighed before the hold pressure was added. The hold pressure was added and parts were weighed with the high, low, and optimum hold pressure. We also recorded the peak cavity pressure max, min, average, and standard deviation for the optimum parts. This procedure was repeated for the same mold with one blocked cavity. After calculating the cost per 1,000 part for each set up we determined that it costs $134.67 when all cavities are open, and $168.87 when one of the cavities are blocked. This is a 20% increase in the cost of 1,000 part when one cavity is blocked. When we blocked cavity #3 the average cavity pressure increased by11.47 psi. The parts had a slightly higher average weight when we blocked cavity #3. This difference was roughly .01g. When a balance of fill was calculated fo r the unblocked cavity setup. The order of fill was as follows: cavity 2 was first then cavities 4, 1, and 3. When cavity #3 was blocked, cavity 2 was first to fill followed by cavities 4 and 1. Apparatus: ? Battenfeld injection molding machine ? Flashlight mold ? Nylon cylinder (for blocking cavity) ? Process monitoring equipment ? Super glue ? Digital scale ? ABS material Method: See attached write up titled Effect of Blocking Cavities Experiment in appendix. The alterations made to this procedure were the fact that we eliminated blocking a second and third cavity due to time limitations. Results: 5.1 Cavities unblocked 250 parts * 54.45g/cycle * 1 lb/454g * $1.00/lb = $29.98 $50/hr * 30.15 sec/4 parts * 1hr/3600 sec * 1,000 parts = $104.69 Total Cost = $29.98 + $104.69 = $134.67 1-Cavity Blocked (Cavity # 3) 333.33 parts * 42.41g/cycle * 1 lb/454g * $1.00/lb = $31.14 $50/hr * 29.75 sec/3 parts * 1 hr/3600 sec * 1,000 parts = $137.73 Total Cost = $31.14 + $137.73 = $168.87 5.2 The average weight of each cavity is calculated on the data sheets 1 and 2 in the appendix of this report. 5.2 The balance of fill is located on the data sheet 3 in the appendix. 7.1 Our predictions were not returned to us and I do not remember what my predictions were. Therefore I cannot answer this question. 7.2 We were not told to calculate the cost per 1,000 parts with a 16-cavity mold in questions 5.1 to 5.3 therefore we do not have an exact number for this mold. We can speculate that the cost would obviously go down due to the production of 4 times as many parts per hour. 7.3 The cost of parts from a 4-cavity mold would be higher than those from a 16-cavity due to the fact that the 4-cavity mold would have a lower pressure drop and more plastic would be packed into the parts thus increasing the cost per part. The 4-cavity mold also produces less parts per hour and this will also increase cost when compared to a 16-cavity mold. The cost might also increase if there is a possibility for the parts to go out of specifications when a cavity is blocked. Appendix jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-52905818923808043482019-11-25T12:19:00.001-08:002019-11-25T12:19:04.449-08:00Free Essays on Procrastination A Battle From WithinTaking pride in my work and making sure something is done to the best of my abilities are two things that I feel will take me very far in the things that I do in my work, and personal life, a along with my learning team. In my prospective of things a personââ¬â¢s attitude or characteristics are shown through the outcome of their projects or assignments. If someone doesnââ¬â¢t care enough to take their time to make sure something is flawless before turning it in, then to me, this tells me that they do not care about their own personal life to make sure their arenââ¬â¢t any problems, especially the ones that can be fixed in a matter of minutes. I donââ¬â¢t want to settle in life knowing something could have been ten times better if I would of taking five to ten minutes more to better the situation. Not only are you depriving yourself from the best possible outcome but you are hurting the oneââ¬â¢s that are closely around you. If you are doing a mediocre job on a ta sk your spouse, at home, or a close colleague at work will be affected by this the same as you and this is not fair to them. The main area at work or at home that I need to work on is that of procrastination, the remitting of this paper says enough on this main problem in my life. I always put things off, my number one saying is, I will do that tomorrow, well tomorrow always seems to turn into, where the time went. This has forced me into a lot of pressurized situations that were not to enjoyable, just because I put something off until the next day, then the next, and so on until my boss is wondering where that research is that was due on his desk two days prior to the day he finally came and ask. However, I do feel that I do my best work when I am trying to beat a deadline, but then I have to deal with the fact that I do not have an adequate amount of time to go over my information before it is due. With this problem you fall back onto my first quality of taking pride in you... Free Essays on Procrastination A Battle From Within Free Essays on Procrastination A Battle From Within Taking pride in my work and making sure something is done to the best of my abilities are two things that I feel will take me very far in the things that I do in my work, and personal life, a along with my learning team. In my prospective of things a personââ¬â¢s attitude or characteristics are shown through the outcome of their projects or assignments. If someone doesnââ¬â¢t care enough to take their time to make sure something is flawless before turning it in, then to me, this tells me that they do not care about their own personal life to make sure their arenââ¬â¢t any problems, especially the ones that can be fixed in a matter of minutes. I donââ¬â¢t want to settle in life knowing something could have been ten times better if I would of taking five to ten minutes more to better the situation. Not only are you depriving yourself from the best possible outcome but you are hurting the oneââ¬â¢s that are closely around you. If you are doing a mediocre job on a ta sk your spouse, at home, or a close colleague at work will be affected by this the same as you and this is not fair to them. The main area at work or at home that I need to work on is that of procrastination, the remitting of this paper says enough on this main problem in my life. I always put things off, my number one saying is, I will do that tomorrow, well tomorrow always seems to turn into, where the time went. This has forced me into a lot of pressurized situations that were not to enjoyable, just because I put something off until the next day, then the next, and so on until my boss is wondering where that research is that was due on his desk two days prior to the day he finally came and ask. However, I do feel that I do my best work when I am trying to beat a deadline, but then I have to deal with the fact that I do not have an adequate amount of time to go over my information before it is due. With this problem you fall back onto my first quality of taking pride in you... jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-12694102863751321192019-11-21T19:43:00.001-08:002019-11-21T19:43:03.457-08:00European Union Law Essay Example | Topics and Well Written Essays - 2000 words - 1European Union Law - Essay Example Section 2(2) of the ECA enables such legislations to be enacted locally in the U.K. This is the enabling provision to repeal domestic laws inconsistent with EC law.3 The Directive comes into force once the set time limit has expired. If the Directiveââ¬â¢s provisions are directly effective, an individual can invoke the provisions of the directive before a national court if the time limit has expired and accident occurred after the expiry of the time limit for transposition. The Commission may also bring action under article 258 of TFEU against the Member State. It can also bring an action against the Member State during the period of transposition or before the expiry of the set deadline if it finds that Member State has not taken national measures as in the present case, which can compromise the result envisaged by the Directive. In the case of Directives, they should be transposed within the time specified by the Commission failing which actions could be taken against the Govern ment in the national as well as European Courts. Infarction proceedings before the European Court of Justice can be initiated by the Commission as provided for under Article 226 of the EC Treaty. The Commission can also invoke article 228 in case a member State fails to rectify the lapse even after Article 226 proceedings, which can impose a lump sum fine on the State or an ongoing fine on a daily basis until the breach of law is corrected4. Recently, Ireland lost a case in the European Court of Justice in April 2013 for having failed to transpose the Article 8 of EU Directive 2008/94. In this case of No 398/11 Commission v Ireland, the court has stated at para 48 ââ¬Å"Individuals harmed have a right to reparation against a Member Stateâ⬠if three conditions are fulfilled: There must be an infringement of EU law conferring certain rights to the citizens; the infringement must be serious; and direct causal link between the lapse and the damage to the individuals must be establ ished 5 Liability of the State arises from Article 4 (3) of TFEU which the national courts must ensure in the event of rights conferred by EU law on individuals being denied. To constitute a state liability, there must be a breach of EU law, attributable to the Member State and it must have caused damage to individual(s) as mentioned in the Francovich principle which arose out of Francovich case (1991)6 resulting from violation of the EU Directive which the Member State failed to transpose. Failure to implement can be total or partial. The Government is responsible for violation by different departments and also for the acts or omissions of public bodies who have been delegated with the responsibilities of performance. In Dillenkoffer and others v Federal Republic of Germany (1996)7, the failure to transpose within the time limit itself was held to be a serious violation. Thus, if an individual has interest safeguarded by the directive, state is held responsible for damages incurred by an individual caused directly as result of failure to transpose. This is especially relevant in cases of directives on health and safety at work, equal treatment of women etc.8 jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-11004242745734270142019-11-20T16:48:00.001-08:002019-11-20T16:48:04.069-08:00The Importance of Market Research Paper Example | Topics and Well Written Essays - 1000 wordsThe Importance of Market - Research Paper Example The focal company in this task is Verizon Wireless that in the telecommunications industry. There are different strategies that Verizon uses and I will analyze each one of them. One it deals with product research this it ensures that clients have different varieties to choose from and this is important as it ensures that clients have enough choice. This helps boost taste and preference of the employees and it is also important to note that in product research a lot of analyzes are done to ensure that the business can stand diversification (Austin, 2013). For a product to be set up to a final entity a lot has to be done and research and development come into place. This brings out the question that also marketing research is included for Verizon products. For example the new offer that will keep the telecommunications customers have to be influenced by conducting marketing research to identify the best suitable offer. It is not only the idea of choosing whether to use marketing research it is important but the best method of marketing research. It is important to ask whethe r to use survey, personal interview, observation and free trials. These are best regulated by the cost which they will incur and what is the best effective way. Verizon wireless cannot also ignore the importance of using advertising research. It is important to note that consumers need to receive information about a product and the company they are following closely as this will be important to further their agenda in progress and also help in receiving feedback. Verizon wireless been in the communication industry has to be up to date with any new changes and see to it they have adjusted this will ensure some new sanity to the firm and its client. The art of communication cannot be complete without the root to feedback as this is what ensures that what was accessed by the viewers was received by the targeted or focus group (Victoria, jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-6980522942868911472019-11-18T15:56:00.001-08:002019-11-18T15:56:04.298-08:00Discuss the impact of Christian Fundamentalism on American polotics EssayDiscuss the impact of Christian Fundamentalism on American polotics - Essay Example They are to be engaged with one another not only within the bond of civility but, much more importantly, within the bonds of the love of Christ. The truth of the gospel transcends our disagreements about all lesser truths. And it is by that truth that we are knit together in mutual dependence and accountability. By that truth, the church is enabled to be a zone of truth in a world of impassioned mendacities--not the least of all in the world of impassioned political mendacities. There was a time when political involvement by conservative Christians was seen as a worldly or even sinful activity, now, political celibacy, if you will, is considered a dereliction of Christian responsibility. This mega-shift in perception has not been a recent phenomenon but evolved with time. During late 19th century until 1920s, the influence of conservatives collapsed. However, after 1950s, it revived miraculously due to contemporary political situation and worked its way up to reach a stage today that most of battles in the world are being portrayed as the ones with the evil, and there seems to be public support for many such aggressions which have almost divided this world into "with us or not with us". Religion is the most dangerous energy source known to humankind. ... The history, worldwide, of religion-fueled hate, killing, and oppression is staggering." - Eugene Peterson (from the introduction to the book of Amos in the Bible paraphrase The Message) Within the span of one generation, between the 1890s and the 1930s, the extraordinary influence of evangelicalism in the public sphere of American culture collapsed. Not only did the cultural opinion makers desert evangelicalism, even many leaders of major Protestant denominations attempted to tone down the offenses to modern sensibilities of a Bible filled with miracles and a gospel that proclaimed human salvation from eternal damnation only through Christ's atoning work on the cross. Therefore, making the connections between faith and politics in the late 1970s was quite novel at the time and controversial among conservative Protestants, especially fundamentalists. It is often argued that fear of religious conservative culture and not loss of socio-economic status led to political organisation of Protestant Christians during 1960s and later. Another reason for their organisation was they were not getting their due recognition in affairs of the state. Another section points out that political activism was spearheaded by the development of so called unethical and immoral cultures in the society. What stirred religious conservatives most was a sense that Supreme Court decisions were giving power to the opponents of traditional Christian values. The Court banned state sponsored prayer and Bible reading in the schools (Engel v. Vitale, 1962), legalized abortion (Roe v. Wade, 1973), and allowed for more government regulation in private Christian schools (Lemon v. Kurtzman, 1971). As a result, they became engaged in jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-15615364819105982022019-11-16T04:29:00.001-08:002019-11-16T04:29:12.980-08:00Benefits Of Technology Contribution To Developing CountriesBenefits Of Technology Contribution To Developing Countries In such fast growing economies, multinational companies are relying heavily on technology to maintain their competitive position in the global platform. To do so, multinational companies constantly expand into new markets and hence their success is partly determined by their ability to transfer technology to local companies (Chen (1996), Chung (2001)). Transfer of technology is a foremost strategy initiated by the multinational companies during their international expansion. Technology transfer is defined as the transmission of know-how to suit local environments, with effective absorption and diffusion both within and across countries (CHung (2001) and Tihanyi Roath (2002). Transfer of technology is not as simple as it looks it involves a series of complex procedures starting from the multinational companies capability of teaching, the local companies capacity of learning and the complex integration between the two companies (Griffith, Kiessling and Dabic, 2005). Technology gives c ompanies the competitive edge to strive and compete in the global world. It is integrated with every value adding activity of the company and helps in achieving these activities (Porter, 1980). Technology helps in improving and maintaining quality levels and competitive edge of the products. It also helps in reducing the productions cost and increase manufacturing productivity by improving efficiency (Gisselquist Grether, 2000). Every country (developing and developed) spends large amount of funds to attract foreign investments. This investment can be in terms of foreign direct investments in stocks of local companies or in terms of investing in the countrys properties real estate or opening up a manufacturing plant in the country. The reasons noted for such behavior by the governments of developing and developed country is to strengthen their economy and technology sophistication and upgradation. When a multinational company is operating in foreign (developing) country, it happens to brings in new technologies and ways of working to the local country. Thus helping the country to upgrade its technological know-how. In this paper, the author will first highlight the importance of technology contribution by multinationals and later evaluates the factors that will determine the whether or not the transferred technology provides benefits or is a disadvantage to the host country. The role of multinational companies as an agent of technology transfer for economic development of less developed countries is potential and very important (Bruce Peters, 1979). FOR MNCS: Keeping aside few instances that have taken place and the points noted against the multinational companies in less developing countries. We cannot ignore the fact that these multinational companies have played a vital role in technological and overall development of developing countries. Starting from transfer of technology to bringing new ways of managing business to improving productivity to making local business competitive in comparison to the world. The contribution of the multinational companies in less developed countries is noteworthy (Aswathappa, 2008). Multinational companies and developing countries have different goals, hence they should try to come together and find mutual goals and benefits. This could be in terms of resource identification, technology selection and advancement. It is known that the world is dependent on each other for few or more things. It is the developing countries that are dependent on multinational companies from developed countries for help in te rm of technological development and stronger economies. Similarly, the multinational companies are dependent on these developing countries for cheap labor and land. Their goal is mutual and hence by working together can realize benefits for each other. Against MNCS: There are many cases and instances which show that the multinationals technology contribution to developing countries is hardly suitable. Multinational companies develop technologies that are highly capital intensive whereas the technologies needed by the developing countries are labor intensive. Thus this makes the technology contribution as less suitable, also multinational companies charge heavily in the forms of fees, duties and royalties for the usage of their technology. Thus making the technology very expensive for the developing countries. On several occasions it has been noted that that multinational companies or foreign companies operating in developing countries are dumping technologies by using obsolete technology with the help of turnkey projects. It is also noted that multinational companies try to make local companies dependent on their technology and expertise and thus making revenues by contributing obsolete technologies. For example: Indian government did its best t o attract foreign companies and investment with a hope that these multinational companies would help reach its goal of having best technology around the globe and strong export hub. This goal of India is not yet been realized with the exports falling and the global financial crisis still showing some of its effect in India. Likewise, other developing countries have been disappointed at many occasions. Today the word green is associated with the global warming; many companies have gone green meaning they have taken the initiative to use eco friendly methods to minimize their impact on the environments. Developing countries attracted multinational companies with the hope of setting up Greenfield projects which would in turn help to maximize their manufacturing capacity. The goal is yet to be achieved. government of developing countries attract foreign companies in order to bring new technologies to country but these foreign companies in turn either acquire local companies or merge wi th them, thus keeping the country away from new technology and manufacturing abilities. Many less developed countries have now kept environment on their first priority. Countries are now becoming more concerned about the impact that multinationals create on the environment due to certain technologies that they use (Aswathappa, 2008). POTENTIAL FACTORS: It is also very important to note the factors that will determine whether the technology transferred will be of benefit to the developing country or not. Griffith et al., (2006) uses an environment strategy performance framework to identify the role of market (i.e. competitive intensity and market dynamics) and cultural environmental (national cultural distance and organizational cultural distance) factors on international technology transfer to developing countries. During a survey conducted to find out the direct efforts of market and cultural environmental factors on transfer of technology with 131 managers working in a subsidiary of multinational company. It was found that market dynamism factors were more influential market environmental factor than competitive intensity. Whereas national cultural distance was less influential cultural environment factor than organizational cultural distance. The report also highlighted a very important and pivotal relationship between transfe r of technology and subsidiary performance (Griffith et al., 2006) Summary Multinational companies are businesses that carry out operations across globe. They are the most active players in the world of international business they have been often charged on several grounds like taking advantage of poor countries, their interests override the interests of developing nations and they have a tendency to bribe the less developed country government to make policies and regulations favorable to them. It is widely known that each coin have two sides, there are pros and then there are cons, there is opportunity and then there is risk. multinational companies are very important in terms of technology contribution but then there are risks of obsolete technology, technology dumping, impact on environment etc. thus developing countryà ¢Ã ¢Ã¢â¬Å¡Ã ¬Ã ¢Ã¢â¬Å¾Ã ¢s government should list few factors that would help them to determine whether the technology contribution by multinationals is benefit to the host country or not. A research conducted by Gibson and Smilor suggests that there are four variables i.e. communication interactivity, cultural and geographical distance, technology equivocally and personal motivation play very important role in technology transfer within and between companies (Gibson and Smilor, 1991). In another research conducted by Rebentisch and Ferretti (1995), they found that four categories, Transfer Scope, Transfer Method, Knowledge Architecture, and Organizational Adaptive Ability, describe important elements of the transfer process. Transfer Scope describes the extent of embodied information being transferred. Transfer Method describes the approaches used to transfer the technology. Knowledge Architecture describes the structure and the interdependencies between the firms knowledge assets. Organizational Adaptive Ability describes an organizations ability to change its knowledge architecture over time. jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0tag:blogger.com,1999:blog-2789461925213415327.post-39673046091209695902019-11-13T17:00:00.001-08:002019-11-13T17:00:05.123-08:00The Unschooling Movement Essay -- Education, Growing Without SchoolingAccording to the National Center for Educational Statistics, last year almost 50 million American students enrolled into public school, with nearly 6 million attending private schools. A growing number forgo either of those, as over 2 million students were homeschooled. Lumped with the latter group, however, is an educational movement unlike traditional schooling at all ââ¬â unschooling. Like any movement, way of thought, or lifestyle, how people define it varies greatly. It can be described as child-led learning, natural learning, and interest-led. In his newsletter Growing Without Schooling, John holt defined unschooling ââ¬Å"as allowing children as much freedom to learn in the world as their parents can comfortably bear.â⬠Itââ¬â¢s a philosophy in which parents allow their children to live and learn in the way that works best for them, through day-to-day experiences and opportunities, without forced curriculum. The fundamental drive behind it is the thought that children are naturally curious about the world; they seek out activities and adventures that interest them and learn on their own. Children are given the freedom to spend their days in whatever ways excite them or give them pleasure, as well as something even more important. Their parents give them their trust in allowing them to pursue their own interest; they get trust in the assurance they will learn the things they need to know, when they need to know them. This, of course, brings up one of the major criticisms of unschooling. Itââ¬â¢s argued that children, being young and inexperienced, arenââ¬â¢t intelligent or wise enough to know what knowledge will be necessary later on in life. Only skilled educators and administrators should decide what needs to be learned and by what age.... ...t, economics, etc. Even discounting channels like Discovery, television can be a wealth of information. Exploring the creek at the end of the street can be a valuable lesson in science and biological ecosystems. Parents and their willingness to involve their children in the world around them are what make the difference between educational and uneducational. John Holy, regarded as the father of unschooling, wrote in his book How Children Fail, It is as true now as it was then that no matter what tests show, very little of what is taught in school is learned, very little of what is learned is remembered, and very little of what is remembered is used. The things we learn, remember, and use are the things we seek out or meet in the daily, serious, nonschool parts of our lives. Works Cited Holt, John. How Children Fail. New York; Pitman Publishing Company, 1964. jessicahernand82http://www.blogger.com/profile/01638502684916643212noreply@blogger.com0