The Life Course Perspective The Culture of Living

The life course perspective is a sociological way of defining the process of life through the context of a culturally defined sequence of age categories that people are normally expected to pass through as they progress from birth to death. Included in the cultural conceptions of the life course is some idea of how long people are expected to live and ideas about what constitutes â€Å"premature† or â€Å"untimely† death as well as the notion of living a full life — when and who to marry, and even how susceptible the culture is to infectious diseases. The events of ones life, when observed from the life course perspective, add to a sum total of the actual existence a person has experienced, as it is  influenced by the persons cultural and historical place in the world. Life Course and Family Life When the concept was first developed in the 1960s, the life course perspective hinged upon the rationalization of the human experience into structural, cultural and social contexts, pinpointing the societal cause for such cultural norms as marrying young or likelihood to commit a crime.   As Bengston and Allen posit in their 1993 text Life Course Perspective, the notion of family exists within the context of a macro-social dynamic, a  collection of individuals with a shared history who interact within ever-changing social contexts across ever-increasing time and space (Bengtson and Allen 1993, p.  470). This means that the notion of a family comes from an ideological need or want to reproduce, to develop community, or at the very least from the culture which dictates what a family means to them, particularly. Life theory, though, relies on the intersection of these social factors of influence with the historical factor of moving through time, paired against personal development as an individual and the life-changing events that caused that growth. Observing Behavioral Patterns From Life Course Theory It is possible, given the right set of data, to determine a cultures propensity for social behaviors like crime and even athleticism. Life course theory merges the concepts of historical inheritance with cultural expectation and personal development, which in turn sociologists study to map the course of human behavior given different social interaction and stimulation. In A Life Course Perspective on Immigrant Occupational Health and Well-Being, Frederick T.L. Leong expresses his frustration with psychologists tendency to ignore the time and contextual dimensions and use primarily static cross-sectional designs with decontextualized variables. This exclusion leads to the overlooking of key cultural impacts on behavioral patterns. Leong goes on to discuss this as it relates to immigrants and refugees happiness and the ability to integrate into a new society successfully. In overlooking these key dimensions of the life course, one might miss how the cultures clash and how they fit together to form a cohesive new narrative for the immigrant to live through.

Gender Discrimination Women s Struggle - 2540 Words

Gender Discrimination: Women’s Struggle in the Workplace Richard Weaver The University of Memphis Abstract This research paper examines gender discrimination in the workplace. Gender discrimination is a problem that women face daily in our society. This report will examine the causes of gender discrimination and the affects it has on women in the workplace. It will discuss the glass ceiling concept, how gender discrimination affects women’s family life, and how women’s job performance is considered when discussing gender discrimination. Gender Discrimination: Women’s Struggle in the Workplace This research paper discusses gender discrimination in the workplace in order to shed light on the injustices that women face and to offer suggestions as to how it can be overcome. This paper analyzes and discusses concerns raised by national scholars and provides an evaluation of the problem of gender discrimination and how it is faced by most women in today’s society. The key elements that will be discussed in this paper are the glass ceiling, work-family relationships, and job performance problems that women in the workplace face. Glass Ceiling The glass-ceiling concept is the idea that there is a barrier that keeps women from reaching high positions within their careers. This barrier accounts for the lack of women in high placement positions in jobs. Even though the glass ceiling is an intangible barrier, it presents a real problem thatShow MoreRelatedWomen Struggles By Nina Revoyr1481 Words   |  6 PagesCourse Unit Date Women Struggles in History In her Novel, Southland, 2003, Nina Revoyr captures the struggles that women, especially those of the Asian American descent, have navigated through history. The novel provides interesting material on many fronts including aspects such as sexuality, multiracial and multigenerational family saga. 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However, the legal workplace is changing and adapting to a more gender-n eutralRead MoreFirst Wave Feminism By Betty Friedan1171 Words   |  5 PagesBackground Knowledge: Second-wave feminism refers to the period of feminist activity that focused on social and legal issues of gender equality such as sexuality, family, the workplace, reproductive rights and equal opportunity in education and the workplace. Source 1: The Feminine Mystique by Betty Friedan In 1963, Betty Friedan’s The Feminine Mystique was published. Friedan discussed the problem that â€Å"lay buried, unspoken† in the minds of the suburban housewife, saying that they were too sociallyRead MoreWomen Workers In Society Have Been And Still Are Deemed1636 Words   |  7 PagesWomen workers in society have been and still are deemed as the weaker and inferior sex in the workforce. 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Research Ethics In The Intensive Care Unit

Question: Discuss about the Report of Research Ethics In The Intensive Care Unit. Answer: Introduction An Intensive Care unit (ICU) is a specialized department of any hospital, where patients with severe, critical and complicated illnesses are constantly monitored, until their body condition is stabilized. ICUs are also segregated on basis of their specificity, such as the Neonatal ICU, Pediatric ICU, Post surgical ICU, Trauma ICU, Burns ICU, etc. The ICU in Alfred Hospital, Australia, is an advanced unit with extensive facilities for patients and their caregivers. The staff-patient ratio in the ICUs is always higher when compared to the postoperative or recovery wards, as the patients cannot be afforded to be left unattended; even a minute of improper monitoring would lead to mis-management and unwanted complications. Working in the intensive care unit of a hospital can be physically and mentally tiring, as one must always be on his toes, constantly monitoring the patients.(Doric, 2008) There is another dimension to the workload, and that is the ethical aspects that are needed to be taken to be considered, but are often relegated as the least important priorities. Even though ethics are personal tenets, there needs to be an ethical harmony among the staff, so that patient management goes on unhindered. Performing a research in the confines of an ICU is not very easy, but is highly essential to understand the effectiveness of medical care in the critical stages of illness. However, there are a lot of ethical dilemmas which the staffs of the ICU face, which affects their performance badly and tends to question their own motives. This paper analyses the ethical considerations on performing a survey among staff and patient families in the Intensive Care Unit of Alfred Hospital,(The Alfred Hospital, 2014) its relevance to the corresponding issues addressed in the ethics application form, and effective management strategies in obtaining an ethical clearance for those issues. Ethical Implications of ICU Research Upon conducting a study involving the ICU, its staff, and its patients, it is most important to know that the conditions out there are highly dynamic, and things can go from stable to deteriorating in a matter of minutes.(Luce White, 2009) As a result, the staffs are on a high alert, and high on stress. There are also strict unwritten rules on privacy and confidentiality, so the staff might not divulge much to the interviewer. Three major ethical implications are discussed, with their corresponding link in the ethics application mandated by the National Ethics Application Form (NEAF) of the Australian Government.(Australian Government, NHMRC, 2015) The effective strategies which could be employed in order to obtain ethical approval are also discussed. A Conflict of Opinions and Decisions There is always the need to make decisions that can be very difficult to the decider; whether it is admission into the ICU, change in treatment protocols, taking the patent off life support, etc, without the patient having a say on it. Though medical knowledge and logic prevails over emotions, the decision maker is challenged ethically. An honest opinion by the nurse in charge might not go well with the patient, and a professional expertise of the anesthesiologist might be just unacceptable by the surgeon. Sometimes, a conflict of opinions might prove to be a very costly mistake.(Breen, 2001) However, all these issues would be kept highly confidential. This issue co-relates to the section of taking ownership of the research information, in the ethics application. The ownership of the information shall strictly with the researcher, in order to safeguard the privacy of the interviewee. The strategy that shall be employed, in order to obtain ethical clearance for this issue shall be mandating the maintenance of anonymity of the persons interviewed, thus protecting their identity. It shall be reiterated that the decisions made by the staff are the best that they could do in certain circumstances even though it might not have been favorable to the patient.(Nelson, 1997) Ethical Dilemma A staff of the ICU has to deal with either prolonging the vitals of a person by putting him on life support, or taking the person off life support and let Nature do its course. In both cases, the action is dependent on the decisions of the physicians, nurse, and the caregivers of the patient, but the ethical responsibility lies with the staff in charge of the patient. Sometimes, a critically ill patient might have to be discharged from the ICU, in order to accommodate an even more critically ill patient. This sometimes is futile, as the patients health status tends to deteriorate, and sometimes this premature discharge could be fatal. But, that is the way the process is, owing to limited beds in the ICU. This puts the staff under severe ethical pressure, which they have to deal with very often.(Chow, 2014) This issue co-relates to the question Is there a risk that the dissemination of results could cause harm of any kind to individual participants - whether their physical, psychological, spiritual, emotional, social or financial well-being, or to their employability or professional relationships - or to their communities? from the ethics application. The strategy that shall be employed, in order to obtain ethical clearance for this issue shall be avoiding probing into details which cause unwanted sensitive reactions and repercussions from the interviewee. For example, a patient with no caregivers, it is the responsibility of the staff to decide on his stay in the ICU, and to introduce or remove life support if needed. However, this action might have legal implications, which might be dangerous for the staff and the hospital as well. Thus, no question that is sensitive to the point of discomfort shall be asked, and the integrity of the participant would be maintained.(Sprung Cohen, 2003) Encountering Psychological Stresses Any hospital staff is exposed to death so much, that they might appear to be immune to it.(Azoulay, 2005) But on the contrary, constant exposure to patents dying causes a psychological burden, sometimes leading to guilt if they had had a chance a chance to handle the patient. Usually, this leads to an ethical dilemma when presented with a patient having a similar condition in the future; whether treating him the same way would risk his life, and whether treating him differently would cause newer complications.(Oerlemans et al., 2015) This issue is related to the section of the ethics application, which deals with obtaining willing consent of the participant. Often, the medical staff tends not to refuse consent to a researcher, as they feel obligated to the medical fraternity. However, this leads to several issues affecting the staff. The strategy that shall be employed, in order to obtain ethical clearance for this issue shall be asking questions to the participants only when they are willing to respond, and not make it an obligation to answer. For instance if a physician had erred on a drug dosage, and the patient had succumbed to it, he must not be made to talk about it unless he volunteers to.(Osmon, 2004) The interview shall be direct, and shall be stopped on the event of the staff feeling uncomfortable on answering them. Taking a closer look at all the three issues, it is evident that they all point to one trait decision making. The staff of the ICU, or any hospital staff has to be rational and quick in their decision making process, which would save them from many complications later. However, ethical issues are bound to crop up even with good decision making, as the patient concerned is unable to provide any input except his physical status, which is reduced to just numbers. Hence, confronting the staff on their stance in the ICU must be done only if they consent to it. Conclusion Ethics is the most important component in life, with ethical decision making being an integral part of life. In the ICU, where critical care is mandated, a lot of ethical dilemmas are bound to occur; this affecting the staff concerned. Interestingly, these issues carry a low ethical risk, when compared to certain other cases dealing with criminal and legal issues. It must be understood that the staff in the ICU work to their full capacity, going beyond their means to save the patients life and stabilize his vitals. Sometimes, it is beyond their control that mistakes happen, yet they feel morally bound to take responsibility for the issues. In short, healthcare professional become second victims of their own practice. As a researcher, it is important that the research be carried out considering all ethical implications and considerations. Questioning the staff on the grounds of an interview must be done with great care, as there would be many sensitive issues, and answering them would cause several repercussions, as several issues are bound by confidentiality.(Patten, 2007) On a positive note, it is research that makes the world aware of the ethical issues faced by the staff. Thus, it must be used wisely and with discretion, if a productive gain is expected out of the research. Maintaining high levels of ethics in performing research would ensure quality research and would provide to the outside world a good understanding of the ICU and its immense ethical content. References Australian Government, NHMRC, 2015. National Ethics Application Form (NEAF). [Online] Available at: https://www.nhmrc.gov.au/health-ethics/national-ethics-application-form-neaf [Accessed 03 August 2016]. Azoulay, E..P.F.., 2005. Risk of post-traumatic stress symptoms in family members of intensive care unit patients. American journal of respiratory and critical care medicine, 171(9), pp.987-94. Breen, C.M., 2001. Conflict associated with decisions to limit life sustaining treatment in intensive care units. Journal of general internal medicine, 16(5), pp.283-89. Chow, K., 2014. Ethical Dilemmas in the Intensive Care Unit. Journal of Hospice and Palliative Nursing , 16(5), pp.256-60. Doric, A.G..D.E.L.T.K.N., 2008. The impact of an ICU liaison nurse service on patient outcomes. Critical Care and Resuscitation, 10(4), p.294. Luce, J.M. White, D.B., 2009. A History of Ethics and Law in the Intensive Care Unit. Critical Care Clinicians, 25(1). Nelson, R.M., 1997. ETHICS IN THE INTENSIVE CARE UNIT - Creating an Ethical Environment. Critical Care Clinics, 13(3), pp.691701. Oerlemans, A.J., Sluisveld, N.v. Leeuwen, E.S.v., 2015. Ethical problems in intensive care unit admission and discharge decisions: a qualitative study among physicians and nurses in the Netherlands. BMC Medical Ethics, 16(9). Osmon, S..H.C.B..D.W., 2004. Reporting of medical errors: an intensive care unit experience. Critical care medicine, 32(3), pp.727-33. Patten, M.L...B.R.R., 2007. Understanding research methods: An overview of the essentials. Pyrczak Publishers. Sprung, C.L. Cohen, S.L., 2003. End-of-life practices in European intensive care units: the Ethicus Study. Journal of American Medical association, 290(6), pp.790-97. The Alfred Hospital, 2014. The Alfred Intensive Care Unit. [Online] Available at: https://www.alfredicu.org.au/ [Accessed 3 August 2016].

Svante August Arrhenius Essays - Panspermia, Svante Arrhenius

Svante August Arrhenius Svante August Arrhenius was born at Uppalsa, Sweden, on February 19, 1859 His intelligence and creativity were apperent nt from an early age--he taught himself to read when he was three Although credi ted with many scientific innovations, he remains best known for his ionic theory of solutions, For which he was awarded the Nobel Prize in chemistry in 1903 Arrhenius henius died in Stockholm on October 2, 1927 Science is a human endeavor subject to human frailties and governed by personalities, politics, and prejudice ces. One of the best illustrations of the often bumpy path of the advancement of scientific knowledge is the story of Swedish chemist Svante Arrhenius. When Arrhenius henius began his doctorate at the University of Uppsala around 1880, he chose to study the passage of electricity through solutions. This was a problem that had baffled scientists for a century, The first experiments had been done in the 17 70s by Cavendish, who corn pared the conductivity of salt solutions with that of rain water, using his own physiological reaction to the electric shocks he rece ived! Arrhenius had an array of instruments to measure electric current, but the process of carefully weighing, meas uring, and recording data from a multitude of experiments was a tedious one. After his long series of experimerits were performed, Arrhenius quit his laboratory bench and returned to his country home to try to formulate a model that could account for his data, He wrote, "I got the idea in the night of the 17th of May in the year 1883, and I could not s leep that night until I had worked through the whole problem." His idea was that ions were responsible for conducting electricity through a solution. B ack at Uppsa]a, Arrhenius took his doctoral dissertation containing the new theo ry to his advisor, Professor Cleve, an eminent chemist and the discoverer of the elements holmlum and thulium. Cleve's unlnterested response was what Arrhenius had expected. It was in keeping with CIeve's resistance to new ideas he had not even accepted Mendeleev's periodic table, introduced ten years earlier. It is a long standing custom that before a doctoral degree is granted the disse rtation must be defended before a panel of professors. Although this procedure i s still followed at most universities today, the problems are usually worked out in private with the evaluating professors before the actual defense. However, w hen Arrhenius did it, the disserta tion defense was an open debate, which could be rancorous and humiliating. Knowing that it would be unwise to antagonize his professors, Arrhenius downplayed his convictions about his new theory as he de t ended his dissertation. His diplomacy paid off: he was awarded his degree, albei t reluctantly, as the prolessors still did not believe his model and considered him to be a marginal scientist, at best. Such a setback could have ende d his scientific career, but Arrhenius was a crusader; he was determined to see his theory triumph. Recognizing his low credibility in his home coun try, he sen t his dissertation first to Rudolf Clausius, a German seientist who had fimnulat ed the second law of thermodynamics, but Clausius wasn't interested. He next app roached Lothar Meyer, another German scientist who had gained prominence for his work on the periodicity of the clements, but Meyer was also unresponsive. Final ly, Arrhcnius found the right champion in Wilhelm Ostwald, a German profes sor o f chemistry at Riga. Ostwald, already known as a defender of revo lutionary chem ical causes, fully accepted the idea that reactions in solu tion often involve i ons. In 1885 Arrhenius began work ing in Ostwald's laboratory, continui ng his research on ions. Reading everything he could find on the sub jeer, he ca me across a research paper written by a Dutch scientist, Jacobus van't Heir, whi ch was particularly helpful in placing the ionic theory on firmer gnound. In 1887 Arrhenius went to Amsterdalm to nicer van'l Heft At 22 years of age, van't Help had postulated the existence of stereochemistry; that is, that atoms in molecules have definite relative positions in space. This theory was initially criticized harshly, and van't Heft, aided by Ostwald, had to fight to have it accepted. The ionic theory was yet another unaccepted theory for which both Ostwald and van't Heft' would extend their support. By the time Arrhenius returned from Amsterdam, Ostwald had moved to Leipzig, where he had be come professor of chemistry. It was there that Ostwald and Anhenius put together

henri becquerel essays

henri becquerel essays Henri Becquerel was born into a family of scientists. He was born in the city of Paris, France, on December the fifteenth 1852. He inherited from his father a large supply of minerals and compounds, which were also studied by his father. His father, Alexander Edmond, contributed greatly to the theory of light. His grandfather, Antoine Ceaser, was a pioneer in the field of electrochemistry. In February 1896 Henri Becquerel was experimenting with uranium salts, in the Natural History Museum, when he accidentally discovered radioactivity. Becquerel worked with a double sulphate of uranium and potassium, which he exposed to sunlight and placed on photographic plates wrapped in black paper. Becquerel discovered that the plates revealed an image of the uranium crystals. He concluded, "that the phosphorescent substance in question emits radiation which penetrates paper opaque to light". Originally Becquerel thought that the sun's energy was being absorbed by the uranium, which then emitted X- rays, but later on his discoveries led him to learn that the uranium emitted radiation without an external source of energy such as the sun. As a result of these conclusions Becquerel amazingly had discovered radioactivity. Later Life Becquerel was a civil engineer who studied in the Ecole Polytechnique. After discovering the radioactivity of uranium salts he was awarded the Nobel Prize Henri Bequerel demonstrated that the radiation emitted by uranium shared certain characteristics with X-rays but, unlike X-rays, could be deflected by a magnetic field and therefore must consist of charged particles. For his discovery of radioactivity, Becquerel was awarded the 1903 Nobel Prize for physics, together with Piere and Marie Curie. Becquerel published his findings in many papers, principally in the Anneles de ...

Free Essays on Greek Theatre

Both had their beginnings in the Greek theater thousands of years ago. Tragedy began about 535 B.C. to be followed by comedy around fifty years later. The Greeks somehow thought that laughter is not our first impluse, but obviously needed some relief from tragedy. Tragic figures began as unique, idalized, almost God-llike characters. They appeared to have everything going for them. Through no fault of their own they became victims of fate, an external enemy, or incredibly bad timing. What began as a seemingly happy life ended tragically. Ironically in tragedy there is always hope, that somehow the tragic hero will prevail; but of course he/she never does. In comedy, on the other hand, the protagonist is an ordinary figure who experiences trouble early on in the narrative. The comic hero is much more flawed than the tragic hero. Comedy depends on tragedy, otherwise there would be no means to comment on the comic situation within the narrative. Like tragedy, â€Å"the best laid plans† go awry in comedy. In comedy these situations are usually of the protagonist’s own making, while in tragedy, it’s always someone else’s fault. In comedy, predicaments are portrayed as having no way out. But things change just in the â€Å"nick† of time- often due to the flexibility of the hero’s character.... Free Essays on Greek Theatre Free Essays on Greek Theatre Both had their beginnings in the Greek theater thousands of years ago. Tragedy began about 535 B.C. to be followed by comedy around fifty years later. The Greeks somehow thought that laughter is not our first impluse, but obviously needed some relief from tragedy. Tragic figures began as unique, idalized, almost God-llike characters. They appeared to have everything going for them. Through no fault of their own they became victims of fate, an external enemy, or incredibly bad timing. What began as a seemingly happy life ended tragically. Ironically in tragedy there is always hope, that somehow the tragic hero will prevail; but of course he/she never does. In comedy, on the other hand, the protagonist is an ordinary figure who experiences trouble early on in the narrative. The comic hero is much more flawed than the tragic hero. Comedy depends on tragedy, otherwise there would be no means to comment on the comic situation within the narrative. Like tragedy, â€Å"the best laid plans† go awry in comedy. In comedy these situations are usually of the protagonist’s own making, while in tragedy, it’s always someone else’s fault. In comedy, predicaments are portrayed as having no way out. But things change just in the â€Å"nick† of time- often due to the flexibility of the hero’s character....

Assigment Assignment Example | Topics and Well Written Essays - 250 words - 6

Assigment - Assignment Example The salary review team will work based on the labor laws of the country. This team will be able to evaluate whether these claims form the nurses are substantial (Snow, 2008). The roles of the salary review team would also include a consideration of nurses who require salary increase. This would be in accordance with their job description and their performance while working at the health center. The review team would also analyze the previous performance appraisals in an effort to analyze the level of performance and skills exhibited by the nurses. After the review by the team, it would define new compensation packages for all the employees. This is because different nurses have a diverse range of skills and qualifications. Therefore, increase in salaries depends on the level of each nurse. In addition, I would organize motivation and empowerment programs that would help nurses appreciate the nobility of their profession (p. 5). The program would serve as a forum for helping them realize that the value of their work in providing health care is more important than the compensation

Business Strategy Assignment Example | Topics and Well Written Essays - 750 words

Business Strategy - Assignment Example Among the elements research here include self-driving cars and augmented reality glasses. While Google is currently an industry leader, it has received criticism from analysts who argue that the shift between eras of technology will be too great for Google to organizationally manage (Jackson 2012). This essay considers strategic means by which Google can manage the next major paradigm change in technology and ensure its long-term subsistence. Analysis While Google, Inc. will undoubtedly encounter steep challenges in maintaining its industry position in the upcoming decade, this strategic analysis argues there are ways the organization can remain highly competitive. One of the most prominent considerations in terms of long-term strategic management is leadership. Chen & Hambrich (2012) argue that one of the primary determinants of organizational success is successful leadership. Within this spectrum of understanding it is necessary for Google to ensure their leadership and management approach is strategically established. A considerable amount of research has been devoted to Steve Jobs and his organizational contributions to Apple, Inc. Researchers note that his arrogance may have contributed to Job’s ability to inspire others by getting them to view Apple as not just a company, but also a personal mission (Isaacson). What emerges is a consistent articulation of Job’s personality and leadership approach as implementing brash arrogance and perfectionism to advance his overarching vision; as such, Job’s is not entirely concerned with the intricate programming details, but with driving and shaping vertical and horizontal expansion. Such an approach has also been recognized as successful with celebrity chef Jamie Oliver. One considers that in terms of leadership theory his approach is largely akin to a charismatic leadership style, as Oliver leverages his intensity for the business to inspire the employees around him (Godwin 2012). There are a n umber of ways that Google can implement the success of these individuals. Their approach could be implemented in different management contexts in Google through ensuring that the organization’s mission and purpose is aligned in a socially responsible way. While Google currently has the ‘Don’t Be Evil’ motto, it’s necessary they further implement such social responsibility. This would encourage employee identification with the leader and the organization’s larger evangelical purposes. Notably, such an evangelical approach has prominently emerged in technology companies such as Apple, Inc. and to a lesser extent Facebook, both of which have achieved great success. While strategic management considerations are essential to Google’s long-term success, it’s also necessary to consider specific business maneuvers. Indeed, Hannan & Freeman (1989) argue that one of the primary reasons organizations fail is because of the large ecological business environment in which they operate. While it’s impossible to specifically predict the future in terms of Internet search, there are a number of strategic directions that Google must pursue as a means of not being left behind in their organizational environment. This strategic analysis specifically argues that future contexts of Internet search will emerge at the intersection of mobile/tablet technology, social media, and customized data analysis. Currently Internet search results in

Conflict Resolution Styles in Organizational Behaviour Essay Example for Free

Conflict Resolution Styles in Organizational Behaviour Essay Conflict is a process that every one of us has experienced throughout our lifes. There are various definitions of conflicts as described by different authors but generally, conflict is a process whereby one individual’s interests is opposed or negatively affected by the other party (McShane et al. 2010). Workplace and organisational conflicts are usually more complex. Isenhart and Spangle (2000) points out that at the beginning the conflict may start because of improper placement of workers and their responsibilities in a workplace, but it may get worse if they faces unfair rules, ineffective management, unclear responsibilities or too much work assigned. Organisational conflicts can result in many possible outcomes, the negatives ones such as damaged employee relations, violence, increased tension between bosses and employees but it can have positive outcomes too such as increased employee-cohesiveness and increased motivation. How it will be achieved will be discussed through the elements of conflict and will be listed in greater details. Ways in which people approach conflict Avoiding Avoiding is probably the fastest way of resolving a conflict but at the same time it is not the best way because most of the time the avoider will remain unhappy even after the conflict. It does not permanently resolve the conflict (McShane et al. 2010) and in my opinion it is just ‘postponing’ the problem to have it solved at a later date. McCollum et al. (2009) states that the person who is avoiding thinks that confronting the conflict will bring more trouble than it is worth. The avoider also decides to not deal with the conflict because he or she might not have the confidence to do so. This seems like the more popular choice amongst the five ways in which people approach conflict based on my experiences because people simply do not want unnecessary trouble or aggravate the problem, especially if it is a minor issue. Avoiding pays no attention in concerns of either self or others (Kotthoff Spencer-Oatey 2008). This is the least-sought option amongst the five approach es but however, McCollum et al. (2009) suggests that avoiding can be a tactical approach when the other party has more strength and authority over you; and/or the avoiding the conflict will bring little or no devastating consequences. Problem-Solving I deemed this to be the most effective way in resolving organisational conflicts because both parties will benefit if they manage to find a double-win solution to the problem. This is considered to be the most desirable approach to conflict as there are no negative impacts at all. Only positive results will surface. Runde Flanagan (2009) suggests that there might be a link between avoiding and problem-solving. Because many people tend towards avoidance, they often rush through problem solving and immediately use the first solution that they can think of so as to quickly get over the conflict, without any beneficial solutions. The key in using problem-solving as an approach to resolve conflicts lies in having patience to create multiple potential solutions. Careful reflection and consideration will progress into agreements that are both satisfying and successful (Runde Flanagan 2009). Therefore when undergoing problem-solving, both parties must not rush to a solution immediately or else the solution may backfire or do not satisfy both parties’ needs. Three strategies that help people manage conflict Before discussing about the three different strategies that help people to manage conflict, the strategies used are basically divided into three categories and they are interest-based, rights-based and power-based (Jameson 2001). Three different strategies from the three categories will be discussed respectively. Jameson (2001) advises that all resolutions of disputes and conflicts should start with a interest-based strategy, and if it does not resolves the conflict, it is followed by a rights-based strategy and if conflict persists, power-based strategy is then applied. Mediation (Interest-based) Jameson (2001) suggests that mediation is a form of ADR (Alternative Dispute Resolution). Research has shown that interest-based strategies such as mediation had the best long-termed results such as improved relationship between parties, greater commitment to solutions and reduced future conflicts from happening. This is why involved parties in a conflict should use this approach as it reaps the most benefits. Even though there are many theories and various methods underlying mediation, it is generally defined as an intervention by a neutral third party which facilitates the process but allow participants in the conflict to control the outcome (Jameson 2001). Depending on the severity of the conflict, the mediator is to provide useful information in legal issues, help the participants into perspective thinking, provide a guide in finding the most satisfying and realistic settlement, help to improve the working/personal relationship between participants, or engage in some combination of the above methods. Inquisitorial Intervention (Rights-based) This describes intervention by a person of a higher authority; in most cases is the manager, who will make a final decision. Managers who adopt this strategy allow employees more or less control over presentation of their arguments before deciding on an appropriate solution (Jameson 2001). Because the third party(manager) listens to every party’s arguments before making a judgment, the manager acts as a ‘judge’ and this usually results in a win-lose situation, unlike Mediation which results in a win-win situation most of the time. Employees are given the opportunity to present their arguments and influence the final decision and this result in higher amount of fairness and satisfaction with outcomes. Employees involved in the conflict usually agree that the outcome decided by the third party is fair, but it could be better if they are able to retain the outcome control. Restructuring (Power-based) This is the more realistic popular method amongst power-based strategies because they are efficient (at least in the short run) and it follows a problem-solving procedure that is actually part of the managerial role (Jameson 2001). A powerful third party restructures the work and responsibilities of employees in order to solve problems. For example if employees does not see eye-to-eye with one another and it affects efficiency or quality of work produced, restructuring may simply solve this issue even though parties involved are not satisfied but at least they will not be able to see each other, proving restructuring to be a efficient method in the short run. This method may be efficient if time issues are being involved, such as the organisation needs to achieve a certain target by a certain date. Influence of culture in conflict resolution styles The three cultural values dimensions that are popularly discussed are individualism-collectivism, power distance and high-low context (McShane et al. 2010). Low/high context: refers to the amount of information contained in a clearly-expressed message versus implied message (Adair et al. 2004). Low-context culture is direct and negotiations are analytical and fact-based, while high-context culture is indirect and high-context negotiators tend to use an indirect communication method with usually contains implied meanings. An example of a low-context culture would be the United States of America and a high-context culture will be Japan (Adair et al. 2004). Individualism/Collectivism: Individualism refers to a society where the relationships between people are loose and they are expected to look after themselves or their immediate families only. Collectivism which is the opposite, refers to a society that people focus on being harmonious and emphasize on cohesiveness within themselves. In organisational context, individualism means individuals only care about their own goals and prefer to work alone and collectivism means working harmoniously in a teams and it emphasizes on teamwork. Power distance: McShane et al. (2010) defines power distance as the degree of importance that people place on status and power to control. Basically it means that human inequality may occur in many fields such as status, wealth, power, rules etc. In organisational settings it refers between superiors/managers and employees mainly. In a high power distance working environment, employees tend to just do their work without raising doubts or question their bosses, due to fear in the difference of their power, low power distance means otherwise, where employees and their superiors work hand in hand to resolve issues. A few decades ago, managers can spend up to twenty percent of their time in resolving conflicts. Nowadays, conflicts are generally much more complex and take up more time to resolve due to technological advances, world’s exponential growth rate and globalization which led to increase contacts between people of many different cultures (Kotthoff Spencer-Oatey 2008). This suggests that our modern world has an increase of numbers of cultural conflicts and they are usually hard to resolve due to the extreme range of differences in thinking, values, ethics etc between individuals of different cultures. To further elaborate on this point, Brigg (2008) states that most experts in this field now come to an agreement that culture frames the experiences of conflict of people, their reactions and responses to other people in conflict, and the types of strategies they might consider to manage or otherwise address disputes. Therefore when facing against a cultural conflict issue, one must understand that the other party does not grow up in the same environment as him/her, had not been taught the same teachings and values since young. To put in simpler terms, the definition of what is right and what is correct might not be the same between the two parties. This also explains why it is so difficult in applying conflict resolution styles when it comes to cultural conflicts because it is hard to accept the other party’s â€Å"correct† values which may be the â€Å"wrong† values of one as both of them have been gorged those values since young in their growing up environment. Conclusion Two ways of conflict-handling styles were discussed and avoiding can be a good approach sometimes despite many of its negativity and although problem-solving is the best approach, it cannot be rushed and many potential solutions must be raised in order to finding the best solution. Three strategies from three different categories of conflict resolution styles were discussed and despite the major differences in terms of popularity of usage and way of handling, all the three strategies can produce effective results in organisational settings if they were applied in the correct circumstances. Three cultural values dimensions were discussed and it was also explained that influence of culture in conflict resolution styles remains fundamentally significant and it is currently the most challenging in conflict resolution.

The Nature of Boston Peace Groups :: War Iraq Papers

The Nature of Boston Peace Groups Like many other Brookline residents, Amy Hendrickson spends every Saturday at Coolidge Corner. But unlike most Coolidge Corner visitors, she’s not catching a movie at the historic Coolidge Corner Theatre or grabbing a latte at Starbucks. Every Saturday at noon for the past two years, Amy Hendrickson has held a peace vigil for soldiers who have died in Iraq. Hendrickson is the founder of Brookline Peaceworks, a community peace activist group and offshoot of United for Justice with Peace. "It’s amazing what you can do from Brookline,† says Hendrickson, a self-employed computer consultant who admits she probably spends more time on Brookline Peaceworks than on her job. Every Saturday Hendrickson and other Brookline Peaceworks members hand out flyers, and speak with passers-by about the war in Iraq. On March 23, 2005, Hendrickson handed out flyers detailing the costs to taxpayers for the war, including the specific cost for Brookline residents. And she’s not stopping there. â€Å"Brookline Peaceworks is initiating a town-wide canvass to raise awareness about the impact of the Iraq War. We will be going door to door to ask Brookline citizens to sign a petition to remove U.S. troops from Iraq as quickly as possible, and to reassess the use of Massachusetts National Guard in international conflicts,† wrote Hendrickson in the Guest Commentary section of the Brookline Tab, on March 24, 2005. Hendrickson was a member of United for Justice with Peace (UJP), an association of almost 60 peace groups in the Greater Boston area. In 2002 it came to her attention that Brookline was lacking a community peace group. After some hesitation, Hendrickson decided to found Brookline Peaceworks with the encouragement of other UJP members. Since then, Brookline Peaceworks has made front page news in the Boston Globe by organizing a demonstration in Boston that was concurrent with demonstrations in other U.S. cities, such as New York and San Francisco; organizing â€Å"teach-ins† at schools such as Northeastern University and Brookline High School; and campaigning for Randall Forsberg as a write-in candidate for Senate, in defiance of John Kerry’s support of the war powers act. This last effort resulted in 25,000 write in votes for Forsberg, according to Brookline Peaceworks. The group has worked many hours in an effort to end the war with Iraq. Groups such as Boston Peaceworks aim to educate Boston residents, but to many they seem useless, ineffective, and to some, downright annoying.

Impact of Standardized Testing Essay

There is a vast literature available concerning African American male student accomplishment and its relation to the accomplishment gap occurrence (Perry, Stelle, & Hilliard, 2003; Thernstrom & Thernstrom, 2003; Hrabrowksi, 1998; Ogbu, 1998; Patterson, 2006; Polite & Davis, 2001; Duncan, 1999; Freeman, 1999). Researchers and media channels explain the causes of African Americans continuously staying behind their White partners. Several provide limited allegations concerning African American male student accomplishment from either a past, sociological, or monetary view when deciding school achievement or failure. On the contrary, sufficient notice has not been granted to experiential and mixed methodological styles for assisting in advancing the debate concerning the provision of efficient resolutions toward narrowing the achievement gap that exists between African American male learners and counteracting deficit-model styles. In â€Å"Educating African American Males: Voices from the Fields†, the author Fashola (2008) and some other important academician researchers tackle this matter. The book is segmented in eight chapters, locating itself in many thematic areas that include social, ethnic, and past matters; school reform; primary, middle and high school experiences; structural analysis of manliness; institutional types of prejudice; and extra-curricular activities which assist in the promotion of affirmative self-confidence and analytical skills for African American males. Altogether, the providers enunciate the requirement of novel styles by demanding the educational commune to shift beyond conventional means of accomplishment and to comprehend the importance of social, past, ethnic, behavioral, emotional, cognitive, and educational styles that add to the broadening of the achievement gap between African American males and their white partners. Cooper and Jordan (2003) tackle the issues of African American male student achievement and they do this by locating and investigating the past as well as the methodical impacts of prejudice and also by displaying the way institutionalized domination have a part to play in the broadening of the achievement gap. The authors assess the elements such as uncontrolled unemployment, poverty, and insufficient accessibility to health care as the possible elements of African American males not being franchised in the circumstance of school and community. The authors imply that an â€Å"intergenerational poverty† (p. 2) exists which disseminates a self-fulfilling prediction for several of African American males. Ogbu’s (1998) research allows for the contextualizing of such past injustices. It is implied that â€Å"the treatment of minorities in the wider society is reflected in their treatment in education† (p. 159). In his book Noguera (2003) assists in the contextualizing of few of the practical attitudes which are required for the comprehension of certain of the behavioral trends of African American males which have an impact on them in school. The author offers information and research which record the way they were marginalized and wronged by the schooling experiences in the capitalist educational frameworks. Text offers a qualitative study which looks for determining the part that educators have in the motivation of students; teachers can utilize this information to reassess and modify their educational and instructional practices and also to fulfill the requirements of African American males and at the same time provide with suitable scaffolding so as to assist the learners in meeting the academic standards. Along with this, Noguera also debates that the learners are to be taught and habituated so as to see that the academic institutions are advantageous to them and also that the anticipations for them are high. Noguera writes about the schooling experiences of African American males by assessing their accomplishment trends in public schools and tackling with their consequent detachment. He writes that Black males underperform on standardized tests and that they undergo much higher drop-out rates. Although Black males achieve much and their performance is good in the primary grades, they tend to underperform by the age of nine (Garibaldi, 1992). His recommendation is that the educators should be placing literary and language enrichment at the head of their instructional concerns. This is particularly important during their primary school times; supplementing with the talents allows for African American males to become self-sufficient, analytical thinking is principal for their general intellectual achievement or failure. Development of Problem An operational attitude to the tradition of schooling also offers a valuable contextual structure for the investigation of student â€Å"oppositionality† and â€Å"resistance† (Ogbu, 1998) as minor traditional features displayed by particular minority learners in reaction to their communal marginalization. The idea of identity and the way it is written either by a person or the community is made pertinent by the reactions of these marginalized learners and is a vital part of a sufficient hypothetical viewpoint on tradition. The academic achievement gap which is present between African American and White learners is a very urgent contest for the urban education in the United States in the present times. Generally, the rank and academic achievement of minority groups in science have been issues of concern in various areas (National Science Foundation, 1994; Atwater, 2000). In a wide-ranging assessment of the issues, Jencks and Phillips (1998) suggest that there should be an application of methodical and preserved research attempts targeted at investigating the causes for the low performance of particular minority groups. When discussing the achievement gap and displaying it as a challenge for the urban education, there has to be an emphasis placed on certain aspects of the urban schools which are responsible for the existent gap. In the United States, the fact that the majority of the Black students study in urban or inner city institutions is correct, and on the other hand White students normally study at suburban schools. It is possible that this factor is responsible for the achievement gap between the Blacks and the Whites and it provides with an urban/suburban aspect. Urban academic institutions are also different from the suburban ones in the accessibility of the study material and commune sources. Even though the fact that the suburban schools normally have much better sources in contrast to the urban schools is true, an exploration can be made in whether the resources that are accessible for the urban schools are utilized most advantageously so as to improve the student involvement and intellectual accomplishment. Even though standardized testing traditionally has been slackly connected to responsibility and student education, the association had been weak. The association between student education and high-stakes standardized testing became more distinct, and a rise in the utilization of the tests has reached classic magnitude following the introduction of the No Child Left Behind. The argument behind such a connection is that raised pressure to perform well on standardized tests, and also a series of incentives and penalties, will raise the student education and accomplishment. Impacts of such testing standards have broad results, not just on the current generation but also on the next generations of youth. Purpose of the Study The purpose of this study is to assess the impact that standardized testing has on African American male students. The study aims to display the issues connected with the impact of standardized testing on African American males. African American males face discrimination and due to that they do not perform as they should in their academics. Innumerable researches have been conducted to examine African American youths’ academic results. There is relative concentration with a stress on the achievement gap between African American youths generally and also that of other ethnic categories, like the Europeans and Asian Americans. Several conceptual structures have been offered which propose the achievement gap in educational results is the outcome of societal-level discrimination which afflicts African Americans (for example, Fordham & Ogbu, 1986; Ogbu, 1987, 1994; Steele, 1997). In reality, several of the studies record the negative impacts of such macro system-level elements on the encouragement and intellectual accomplishment of African American learners (Howard & Hammond, 1985; Ponterotto & Pedersen, 1993; Steele & Aronson, 1995). Nature of the Study Social research can be deductive or inductive and each is applied according to the research type. Deductive approach refers to particular information that has been gained from a general theory. Through the theory the researcher gets the foresights concerning the happening. Deductive research is termed as theory testing. In the case when a research initiates with a theory and is following the hypotheses that the researcher has set to test, the approach is deductive. Deductive reasoning sets to work moving from the more universal to the more precise. Induction is usually described as moving from the specific to the general. Observations are used for inductive approaches. Inductive reasoning moves from the more specific to a broader generalization and theory. In this case there is quite some uncertainty involved and the conclusions are based on theories.

Effective Board of Directors

1. Topic: Effective Board of Directors 2. Six Steps to Building an Effective Board By:Bruce R. Evans 3. Summary: The author Bruce R. Evans is a managing partner in Summit Partners’ Boston office. He has also been a member of more than 25 boards, which include 10 public company boards. He claims that when a Board is working effectively it is a big part of the company’s success. However, an ineffective board can be distracting and cause liabilities for the company. Through his experiences he has created six steps to building an effective Board of Directors. The first step is â€Å"find the expertise you are missing†.CEOs of companies that are similar but not in competition with your company can give you information on the industries trend. The second step is â€Å"look for board experience†. This means that getting people that are experienced are key because they know what they are doing and understand critical issues of audit, finance, and strategy. Next is â€Å"do not overlook non-CEO candidates†. Other types of executives can be extremely valuable because most of the time they want board experience and therefore will be willing to serve on smaller company’s boards unlike CEOs. Another step is â€Å"keep your board size manageable†.The smaller and more focused boards are preferred than large ones. The more directors you have the more time you will invest in order to manage them. There should always be an odd number of directors to avoid ties in voting. The next step is â€Å"choose people who can participate fully†. The people on the board should be able to put in time for the company, and not just show up for the meeting. Members that live close to the company are preferable because when problems arise you can meet them face-to-face. The final step is â€Å"divide your board into focused committees†.The Board of Directors work on many issues, such as, compensation, audit, transactions, financing, business strategy, lawsuits, and other problems. To increase the effectiveness of the Board Evans suggest you form focused committees on these critical areas. A diverse and experienced board can be key in the success of a business. It will offer a different perspective on industry trends that can help you avoid liabilities and take advantages of opportunities. 4. I believe that this article very accurately explains the keys of creating a Board of Directors.All of Evans’ steps are very simplistic but are very important. Before I read the article I did not know what exactly a Board of Directors did, but now I know that they work on many key issues in the company. For that reason they need a diverse group of members so they get a different perspective on the issues. Also, it is important that they have focus groups for each issue that way they can go into each issue in depth and in detail. I am sure that the most successful companies have well diverse group of Board of Directors .

Fausto de Elhuyar essays

Fausto de Elhuyar essays Fausto de Elhuyar the man, the myth, the legend lived from 1775-1833. Elhuyar was no ordinary chemist. Along with being the co-discoverer of tungsten, he has written and published many of his works. He was the founder of the Royal school of mines in Mexico. Now that Ive given you an overview, lets go more into depth into Fausto de Elhuyars life and accomplishments. Elhuyar was born on October eleventh, 1755 at Logrono Castile. He studied chemistry in Paris from 1772 to 1777. In 1783, along side his brother Juan Jose, Elhuyar made the discovery of Wolfram. This was often confused with several other elements before Elhuyar and his brother made his discovery. Although this name is still used in the German language, it is better known to us as tungsten. The name tungsten means heavy stone. The symbol for tungsten is W. Its atomic number is 74, and atomic mass is 183.84 amu. Tungsten is classified as a transition metal, and is silver in color. It wasnt until March fourth, of 1784 that the Academy of sciences of Toulouse received notice of their discovery. Because of the discovery of tungsten, it has made it possible to have a revolution in the machine shop practice where new tungsten steel, also known as high speed steal, is now presently used. Afterwards, Fausto de Elhuyar took some time for travel. He took this opportunity to study e xtensively while visiting such places as Central Europe and Mexico. The Royal school of mines was founded by Elhuyar in 1792. While at the Royal school of mines a civil war broke out in Mexico. This was the cause for a drop in funds to the school and the number of students enrolled. In 1812 there were thirty-five students enrolled in the school. This number continued to decline each year until the beginning of 1821 where there were nine students enrolled in the Royal school of mines. Even with such a low number of students enrolled at the school classes continue...

What Teachers Should Wear in The Classroom

What Teachers Should Wear in The Classroom Most of us would prefer to wear sweatshirts and flip-flops to work, but when youre an elementary  or grade  school teacher, such luxuries are completely out of the question. Students, their parents, administrators, and the greater community all need to put their trust into educators to be mature, professional, capable, and competent. Like it or not, our outer appearance is their first indicator of these inner characteristics. Here are some of the factors that should go into choosing your teaching attire: ComfortProfessionalismIndividual personality While keeping the attributes mentioned above in mind, if you also use the following guidelines when assembling your teaching wardrobe, youre sure to be dressed for success. Loose-Fitting and Well-Tailored is Best If youre on the curvaceous side, avoiding clingy tops and backside-hugging bottoms is always a wise choice. Leave the muscle tees and spandex shirts at home as well no need to show off how much time youve put in at the gym. Stay Stylish, But Not Too Much So You want to appear somewhat hip to your students, but you dont need to blindly follow every passing fad to a fault. A teeny-bopper persona is not a professional one to cultivate when dealing with parents who prefer wise and responsible as teacher attributes for their young and impressionable children. Look for the classics in your closet or head to the mall for the old standards button-down blouses, cardigans, and tailored pants. Men dress pants or khakis and tucked-in button-downs are always a safe bet. Its a personal preference, perhaps, but depending on your school environment, sleeveless is sometimes considered too casual for the classroom. Consider sleeves or at the very least, no spaghetti or thin straps for a more put-together and adult look. As for makeup, a peacocks palette on your lovely face is not exactly classroom-appropriate. Save the more daring hues for home or the weekend. If You're Young, Be Extra Careful No ageism here just realism. If you are just starting out or look particularly young, its likely that you will be pre-judged as lacking teaching experience, so take steps to make your appearance more mature. This goes for men as well as women. In the age of Botox and obsession with youth, this might sound counter-intuitive, but teaching is one profession where a youthful look does not always inspire initial confidence; that is until your teaching chops show them whats really underneath your youthful exterior. For Shoes, Comfort is King Avoid trendy, too-high stiletto heels and opt for sensible flats or a shorter heel that can last all day. For both men and women, its a general bet that tennis shoes or sneakers are a no (but maybe for field trips or walk-a-thon day, you could get away with it). Leave the Bling at Home K-6 teaching is a tough and extremely hands-on job. Dont chance an accident or the loss of meaningful or expensive  jewelry. Simple, classic, and minimal are the keywords here.   These general tips should set you off on the right track as a teacher   putting your best foot forward and earning respect right off the bat.

Trademark Act Essay Example | Topics and Well Written Essays - 1250 words

Trademark Act - Essay Example An example of a trademark is the Nike tick, which allows the consumer know they are buying Nike products; whilst if one buys a similar product with a picture of a puma on then the individual knows that it is a Puma product. Therefore if another producer started to sell products that had a Nike tick on then it would be a breach of the TA and this producer would be liable for this breach. The concept of trademark law is straightforward when one is dealing with two autonomous producers; however is the case of there being a breach of trademark protections in the case of parallel importing The first question to ask is what is parallel importing Parallel importing is the situation when goods originate from the same producer or set of manufacturing licensees but are sold and produced in different countries. This may lead to a disparity in price, because in say Eastern European Countries the production and sale is a lot cheaper than that of the producer's counterpart in Western Europe. Therefore one has to consider whether the domestic producer can use trademark protections to stop middlemen from buying products from the cheaper nations and import them to sell in competition against the more expensive domestic producer1. Therefore can Trademark law as Cornish argues can be used to protect trademarks in parallel exportation issues; however with much difficulty in an open market: Any intellectual property right may be used at the frontier of the higher-priced country to close off the entry of goods bought by a parallel importer in the lower-priced country, if those rights extend to the distributor's importation and are not regarded as ""exhausted" by the initial marketing abroad, i.e. by so-called ""international exhaustion". Whether the particular intellectual property law, or some other dictate of commercial policy (such as free movement of goods within the E.U.), calls for international exhaustion is a matter which legislative bodies everywhere find extraordinarily difficult to answer, and it is more often left to courts to arrive at a solution.2 Therefore introducing the question whether allowing their to be importation by a middle man who was correctly sold a product, in a country where a product has a cheaper price that that of the destination country, is in fact a breach of trademark law. This is a very difficult point of law because one could argue that yes it is because it is devaluing the product and its reputation in the country of destination, because the market values is devalued by the importation of a cheaper version of the product.3 Yet, on the other hand, on has to consider whether in fact there is a case of a trademark breach because the sale of the product was correctly done through a legitimate manufacturer of the product. If the product was bought legitimately, i.e. the product was made by an approved plant or licensee, then how could it be a breach of trademark law The following section will consider the case law in this area. In the early case of Colgate Palmolive Ltd v Markwell Finance Ltd [1989] RPC 497 it was successfully proven that parallel imports are in fact a breach of trademark law, because it devalues the product, which breaches trademark law. The way that this case argued that parallel imp

American Indian Philosophy Research Paper Example | Topics and Well Written Essays - 2000 words

American Indian Philosophy - Research Paper Example In the literal meaning, philosophy refers to the love of wisdom. In fact, philosophy is derived from a word that means love of wisdom (Fixico 2). As a result of many roles and tools that philosophy plays, different meanings of philosophy have arisen. Therefore, it can be defined as a set of theories that study of the elementary nature of knowledge, existence, reality, mind, values, language and reason. It is a tool that tries to seek the truth by questioning why things are done in a certain manner. It uses the science of reasoning to scrutinize the ideas, statements, thoughts, and most importantly the way things are done. American Indian philosophy is an association whose members are professional philosophers and students studying philosophy. Their main aim is to promote and further the study of all issues of philosophy that affect the indigenous people and the community (Fixico 7). This is a philosophy paper that summarizes some of the ideas of the great philosophical thinkers and with their major contribution to the many beliefs of the American Indian. According to Fixico (11), philosophy is fundamental because besides being used for teaching, it is a rational tool for investigative purposes of the being, knowledge and conduct. Philosophy is used as a tool used to convince people especially when they are in the wrong. Through its tools of reasoning it is able to subject people’s opinion to the rigor of scrutiny and eventually it can identify a flaws reasoning and they can be convinced otherwise. Philosophy also serves to develop intellectual abilities which are important in life. Other than h aving the requisite skills for a particular profession, the knowledge of philosophy helps an individual to become analytical, interpretive and critical in human capacity context and to any subject matter. Philosophy has made it possible for people to classify what they believe in by thinking about ultimate questions about the existence of God. Philosophy makes it possible for a person to study the about the past and able to discover why the people thought as they did and scrutinize the value they thought may have been based on (Fixico 22). Philosophy also influences the everyday lives by affecting the languages we speak and gives it a classification. For example philosophy holds an idea that there is a difference between things and action which is used to classify a language into nouns and verbs. Therefore we make a philosophical inquiry each time we try to find the difference between noun and verbs. Philosophy has helped in many ways to transform many institutions such as governmen t, marriage, religion, family, education and business as reported by Fixico (29). Philosophical arguments have led to putting to an end system of government that is delivering to expectations. It is bringing prompt changes in the laws and the changing of the whole economic system. These changes have been effective because the leaders of these institutions have been able to hold beliefs about what is considered essential, true and real about how the institution should be led and how life should be. Fixico (48) asserts that the education system is based on philosophical ideas about the development of what students should learn about and for which purpose. Democratic society which has been developed by society philosophy hold it firmly that people should be left to think and make choices for themselves. However, non democratic societies do not apply the use of philosophy in the leadership thus discourage democratic rule whilst insisting on citizens to surrender their own interests at t he expense of the state’s interest (Fixico 51). Therefore, the values and skills of philosophic ideas that are taught by the educational system of society have been developed as a result of philosophy. Branches of philosophy Philosophy is divided into various branches, which include the following. First, is the epistemology which is the

Bits of Mystery DNA Article Example | Topics and Well Written Essays - 750 words

Bits of Mystery DNA - Article Example (Kolata) What is also critical to understand that this article has actually focused on the findings which were earlier termed as junk? Scientists have discarded these findings and apparently reduce their role in offering any new insights. However, different research findings indicated in this article has put the onus back on scientists to actually re-evaluate their own opinions and embark on new research. The article has also discussed the 3 dimensional structure of DNA and how this new discovery can actually pose new challenges for scientists to properly encode and decode those DNAs to achieve the health related benefits. This paper will discuss the new research which has been discussed in this article and will specifically focus on discussing dark matter as well as the 3-D structure of DNA. Besides, this paper will also discuss the impact this new research on DNA might have on overall health related outcomes. Biological dark matter actually hints at the fourth domain of the life i.e. bacetria, archea and eukaryotes the other three. It has been now accepted throughout the academic field that most of the genetic material in different parts of the body is the dark matter with relatively no explanation of what it actually is. Historically DNA Dark Matter has been termed as junk DNA because it was not coded for protein and researchers typically knew little about this dark matter. This junk or dark matter resides in millions of switches that is possessed by the smaller bits of DNA. However, new research clearly now indicates that these smaller switches or the dark matter as it is called can play decisive role in determining how different organs and tissues work and how two persons with identical genetic make-up can catch different diseases. DNA is a double Helix and unwinding of the same would actually result into two different strands and both of them are parallel in

Racial Formation Categories Essay Example for Free

Racial Formation Categories Essay Answer the following questions in 150 to 350 words each: Throughout most of U.S. history in most locations, what race has been the majority? What is the common ancestral background of most members of this group? The white race has been the majority race in most locations throughout history in the United States. It is still the majority race in this country today. Most members of this group share German ancestry. The second is Irish and the third is English. This makes sense to me because it seems like most of the time when you ask what country someones ancestors came from they usually say German, Irish, or both. At least for me those are the answers I have got the most from people. Some regions of the United States have higher Italian American populations such as the North Eastern region. As far as I know, I am 100% English. What are some of the larger racial minorities in U.S. history? What have been the common ancestral backgrounds of each of these groups? When did each become a significant or notable minority group? In what ways have laws been used to enforce discrimination? Provide examples. These laws were intended against which racial minorities? In what ways have laws been used to eliminate discrimination? Provide examples. Did the laws work to eliminate discrimination?

Education In Britain During The 18th Century :: essays research papers

Education in Britain during the Eighteenth Century   Ã‚  Ã‚  Ã‚  Ã‚  In Britain now a days every child must go to school to further their education. However, it was not like that in the eighteenth century. The less fortunate were not as educated because they could not afford to have their children go to school. Girls had less of a chance to go to school than boys. But as the eighteenth century went on different types of schools were established for children, adolescents, and adults.   Ã‚  Ã‚  Ã‚  Ã‚  One type of these new schools were Charity schools. Charity schools were established in the beginning of the century. These schools were for boys and girls of the working lower class, The main idea was to teach these children religion, and how to read and write. The children were also taught thing that would benefit them as a social class; such as cobbling shoes, carpentry, and straw plaiting. On occasions the crafts that the children made were sold to help the school. By 1740 there were close to 2000 charity schools in england1.   Ã‚  Ã‚  Ã‚  Ã‚  In the summer Children would go to school from five or six in the morning to eight or nine at night. In the winter the day went from six or seven in the morning until seven or eight at night. Children did not have to go to school if they did not wish to. It was hard to get children from the countries to go to school due to the fact that their parents wanted them to stay at home in the fields helping to pay for their family income.   Ã‚  Ã‚  Ã‚  Ã‚  Around 1780 Sunday schools came around. Like Charity schools they taught religion. They started because many people believed that even overworked children deserved to get an education2.   Ã‚  Ã‚  Ã‚  Ã‚  Another type of school that was established were the private schools. Private and â€Å"dissenting academies† existed for those who were excluded other schools3 due to their religious beliefs. Britain created a modern educational system that taught mainly commercial subjects for the boys; such as surveying, and European languages.   Ã‚  Ã‚  Ã‚  Ã‚  Schools advertised and competed wish each other for students to come to their school. Schools would try and appear better by having plays and musical nights. Some schools even offered Military education. However, competitive sports did not exist in the eighteenth century.   Ã‚  Ã‚  Ã‚  Ã‚  Around 1759 girls could finally go to school with the boys. However, their education was not thought to be important. Education In Britain During The 18th Century :: essays research papers Education in Britain during the Eighteenth Century   Ã‚  Ã‚  Ã‚  Ã‚  In Britain now a days every child must go to school to further their education. However, it was not like that in the eighteenth century. The less fortunate were not as educated because they could not afford to have their children go to school. Girls had less of a chance to go to school than boys. But as the eighteenth century went on different types of schools were established for children, adolescents, and adults.   Ã‚  Ã‚  Ã‚  Ã‚  One type of these new schools were Charity schools. Charity schools were established in the beginning of the century. These schools were for boys and girls of the working lower class, The main idea was to teach these children religion, and how to read and write. The children were also taught thing that would benefit them as a social class; such as cobbling shoes, carpentry, and straw plaiting. On occasions the crafts that the children made were sold to help the school. By 1740 there were close to 2000 charity schools in england1.   Ã‚  Ã‚  Ã‚  Ã‚  In the summer Children would go to school from five or six in the morning to eight or nine at night. In the winter the day went from six or seven in the morning until seven or eight at night. Children did not have to go to school if they did not wish to. It was hard to get children from the countries to go to school due to the fact that their parents wanted them to stay at home in the fields helping to pay for their family income.   Ã‚  Ã‚  Ã‚  Ã‚  Around 1780 Sunday schools came around. Like Charity schools they taught religion. They started because many people believed that even overworked children deserved to get an education2.   Ã‚  Ã‚  Ã‚  Ã‚  Another type of school that was established were the private schools. Private and â€Å"dissenting academies† existed for those who were excluded other schools3 due to their religious beliefs. Britain created a modern educational system that taught mainly commercial subjects for the boys; such as surveying, and European languages.   Ã‚  Ã‚  Ã‚  Ã‚  Schools advertised and competed wish each other for students to come to their school. Schools would try and appear better by having plays and musical nights. Some schools even offered Military education. However, competitive sports did not exist in the eighteenth century.   Ã‚  Ã‚  Ã‚  Ã‚  Around 1759 girls could finally go to school with the boys. However, their education was not thought to be important.

I Have A Dream Speech Essay

Throughout the speech, King frequently appeals to pathos, but he uses all three of the Aristotelian appeals effectively. He uses appeal to pathos to let his audience realize what type of condition the African Americans are in. He uses another appeal to logos to persuade the African Americans to take actions and also to use it for transitions. He also uses appeal to ethos to keep the readers and the audiences to be interested. According to King’s speech, he stated, â€Å"But one hundred years later, the Negro still sadly crippled by the manacles of segregation and the chains of discrimination†¦.And so we’ve come here today to dramatize a shameful condition.† This quote means that after one hundred years free from being slaved, African Americans were still not free through discrimination and segregation. That’s why hundreds of thousands of African Americans came at the Lincoln’s Memorial to dramatize these conditions. King uses anaphora on this quote to emphasize the repetition of the phrase at the beginning of the consecutive sentences to let the reader or the audience know what happened after ‘one hundred years.’In paragraph one to six, the purpose of this section was to introduce the information to the audience about what they needed to know. According to King’s speech, he stated, â€Å"†¦a great American†¦signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves†¦.. But one hundred years later, the Negro still is not free†¦. We’ve come here to dramatize a shameful condition†¦. In a sense we’ve come to our nation’s capital to cash a bad check†¦.., that has come back marked as â€Å"insufficient funds†. But we refuse to believe that the bank of justice is bankrupt.† This quote means that the Emancipation Proclamation was the greatest hope for all African Americans to be free. But after one hundred years, they were given a ‘bad check’ because they were facing through many discriminations and segregations. In the second section, the purpose of it was to inform the African Americans what actions they should take and the avoidance in order to gain freedom. In the text, it says, â€Å"Let us not seek satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct struggle on the high plane of dignity and discipline.† This quote means that the African Americans should not take actions with hatred and bitterness. Instead they should have dignity and discipline to gain freedom. In the third section, the purpose of this section was to describe  the changes and call to action. According in the speech, King stated, â€Å" I have a dream that one day even the state of Mississippi and other parts of the world that suffered through inequality and oppression, will change into freedom and injustice. King uses the writing framework because his speech has a beginning – an introduction, a middle – theme, opposition, and change, and an end – call to action.

Emily Carr Research Essay

Emily was accepted by the Group of Seven, and by far is British Columbians favorite artist. Emily Carr was a rave girl who strode to be different and was not afraid to show off her unique style of art. Her interest and talent for art was recognized when she was still just a small girl. Emily was born on December 13, 1871 , in what was then, the small provincial town of Victoria, BC. She was the second youngest in her family Out Of the six children. Both Of her parents, Richard and Emily, were English; therefore, English manners and values were followed in Scars family.Emily had a pretty good relationship with her family during her childhood. Her mother although was almost always sick, and that left her eldest sister [Edith] to raise and discipline the younger children along with Email's father 1. All in all, Emily respected and loved her siblings, which is clearly demonstrated in her writing in â€Å"The Book of Small. † â€Å"My sister Alice was two years older than I and kn ew a lot. Leslie was two years older than Alice and thought she knew it all. My big sister did know everything. † 2 1- Maria Tippet, Emily Carr: A Biography, peg. 2- Emily Carr, The Book of small Emily began art lessons while she was still in school, receiving instructions from some resident artists of Victoria. While still a teenager her parents passed away, and finances became tight. Art was really the only thing that separated her from her sisters who couldn't understand her work or desire to pursue It in spite of their financial problems. Out of all her sisters, Emily was the only one who took art seriously. Carr didn't find school to be of any appeal to her, and she didn't want to follow in her sisters' footsteps.So at age 17, after getting permission from her legal guardian Edith, she attended the San Francisco Art School. San Francisco turned out to be just the start of Car's journey. Although it med like she learned a lot, Emily still wanted more. â€Å"l had not lear ned very much, not half what I had intended to absorb once I got into the Old country. † 3 After spending more than three years in San Francisco, Carr returned to Victoria. For six years Emily taught art to children in Victoria, while saving up enough money for her to travel to England and continue her studies.This wasn't the only thing that Emily did over those couple of years. Carr had a fascination with Indians from childhood, and it grew with her as Emily matured into a woman. After returning from San Francisco, and spending mom time in Victoria, Emily set off for a real life adventure in Clientele to spend some time living with Natives on their reserve. 4 The native people accepted her easily in their homes and lives, and she developed a special relationship with them. Emily preferred to live a different lifestyle than most Victorians; she was more interested in learning the indigenous way of life.She often traveled by boat, and spent nights alone, sleeping in a tent. As she deepened herself in the native spirituality and grew stronger relationships with the Clutter people, they named her Kale Wick, The Laughing One. Maria Tippet, Emily Carr: A Biography, peg. 63-4 4 – Maria Tippet, Emily Carr: A Biography, peg. 30-31 After a few years Carr took her savings and finally continued her formal studies in England at the Westminster School of Art, and also in private studios of a number of British watercolors. Later she traveled to France, which turned out to be more inspiring for her.Finding Paris too stressful for her, she chose to tramp through the French countryside. Staying in small towns and villages she painted, and this is where her art journey started to take on a more Post-Impressionist style. In the small town of Creche-en-Erie and later on in SST. Flame, Carr studied under Philae Gibbs. It was from him that she finally found her true art passion, learning to translate the landscape from a realistic impression to a new, abstract realizat ion, influenced by the Fauves and Cubists, then in vogue in Paris. 5 Although Carr learned a lot in France, she did not feel that she wanted to stay there for long.She was not respected by many, and she struggled to communicate with most French people, especially men. Most importantly, Emily felt homesick in this foreign land. So after spending about 14 months in France she returned to Victoria in 191 1. As it turned out, Car's art wasn't appreciated in the more traditional, strait-laced artistic world of Victoria and Vancouver. In the summer of 191 2, Carr created a great amount of watercolors paintings using her new French style. Her work didn't sell well, and she received lots of negative criticism.After that Carr almost gave up art, but her spirit changed as did her luck when an ethnologist bought two of her paintings. That same ethnologist came back 12 years later to show Email's painting to the director of the National Gallery n Ottawa. 1927 was the official year that everythi ng changed for Emily; it was the year that she traveled to Ottawa to attend the December opening of the Canadian West Coast Art show at the National Gallery. There she met the members of the Group of Seven. Even before Emily arrived, she could already feel that she was heading towards some sort of destiny.The trip did become a huge event for Carr that spun her whole life around. The painting that the 5 – http://BMW. Besmirches. Gob. BC. Ca/exhibits/teammate/gallery 1 Frames/ Carr. HTML Group of Seven presented to her caused a great impression on her. Words weren't necessary; the sight was enough to change Car's whole view on what she needed to do, and even on what she could do. That night in her diary Emily Carr confidently wrote: â€Å"Oh, God, what have seen? Where have I been? Something has spoken to the very soul of me, wonderful, mighty, not of this world. The lingering memory of Harris' art was still â€Å"surging through my whole being the wonder of it alarm like a g reat river rushing on, dark and turbulent, and rushing and irresistible, and carrying me away on its wild swirl like a helpless little bundle of recharge:† 6 Lawyer Harris later approached Carr and declared to her â€Å"You are one Of us,† welcoming her into the ranks of Canada's leading modernists despite her own self-deprecating attitude. 7 With that statement Emily Carr got associated with the group of seven. After this successful trip Carr returned to Victoria where the most fertile period of her career as an artist began. Until 1931 , she generally used aboriginal themes in her paintings. Then, taking Harris' advice, she stopped focusing so much on native art, and began to focus more on what her inner elf wanted to create. With that, her love of trees, forests and the nature of coastal skies was transferred onto her paintings. The last ten years of Email's life were her most successful as an artist. Although life started to be good to Emily, those ten years were th e ones where Carr started to experience major health problems. Still Emily didn't lose spirit, and as she worked she could finally feel that she was satisfied with her paintings.She could see clearly the main purpose of her life, and so those ten last years became the happiest for her. – Susan Cream, The Laughing One: A Journey to Emily Carr 7 – http://rust. Ca/history/Carr. HTML In 1 937 Carr experienced her first angina attack. Her doctor restricted her painting activities, and so she focused more on her writing. The following year though, Emily life showered her with happiness when her first solo exhibition took place at the Vancouver Art Gallery. In 1939 Car's health took another blow when she suffered a serious heart attack.That same year, Air Dilators, who was a teacher, editor, and conductor, agreed to edit Emily Car's stories for publication. The year later after her heart attack Carr moved in with her sister Alice, right behind their old family home. Emily Sca rs first book â€Å"Kale Wick† was finally published in 1941. It was met with great success and won the Governor General's Award for Non-fiction. Shortly after ‘The Book of Small† was published, and Emily went on her last sketching trip. During the last few years of her life, Emily felt weak, tired out, and feeble. Her poor health conditions restricted her from painting very much, but she still wrote books.Recognition of her work grew steadily as her paintings were Ewing exhibited in London, Paris, Washington, Amsterdam, and as well as in major Canadian cities. In 1 943 there was a major exhibition of her art in the Art Gallery of Toronto. Her books kept on being published one after another. Emily Carr passed away on March 2, 1945 in Victoria, shortly before she was to be awarded an honorary doctorate by the university of British Columbia. She died at peace with herself, happy to have achieved her dreams as an artist. More importantly for her was that she died hav ing discovered her true self and her main purpose in life.