Compare Montaignes work de 'institution des enfants in Essais livre 1 Essay

Think about Montaignes work de 'establishment des enfants in Essais livre 1 and Jean Jacque Rousseau epic Emile ou de l'education hypotheses of training, with specific reference to power - Essay Example To be sure, in the prologue to Montaigne’s On the Education of Children, William Harris incorporates a diagram that delineates striking similitudes in both the philosophical and scholarly executions of the scholars. The two journalists look to move the conventional suppositions of the instruction procedure away from just regarding the understudy as an open container to whose head information on statistical data points is obediently filled. Rather, they grasp a dynamic idea of instruction that would later be resounded in the supernatural hypotheses of Emerson and Thoreau, and the self-exploratory speculations of Maria Montessori. Rousseau and Montaigne battle that the focal point of training must be set not on the repetition retention of information, however on the affirmation that genuine knowledge is picked up in the comprehension of the procedures of learning. Indeed, even as the underlining message of the two journalists concerning the need of moving the accentuation of instruction away from socially built information, towards the getting a handle on of the instinctive procedures of its achievement is the equivalent, they vary in the furthest point of their portrayals. While Montaigne recognizes the need of addressing specific components of society, he eventually grasps it for its fundamental job in self-improvement. On the other hand, Rousseau sees socially built information to be inalienably unsound and empowers the precise and maybe progressive addressing of its fundamental ideas. In The Social Contract, another persuasive work, he even goes similarly as reprimanding society in light of the fact that the social settlement gives the body politic total control over the entirety of its individuals (Rousseau 70)†. While for Montaige, Harrison composes, â€Å"Humanity is too mind boggling to even think about reaching the thousand yea rs through any single upheaval, regardless of whether it be in religion, governmental issues, or training. Montaigne saw this ambiguously, yet more plainly than did

International Bonds Credit Ratings Free Essays

For what reason do most International bonds have high Moody or Standard Poor’s FICO scores? FICO score Is a social Intermediary administration to give credit Information and reference to the network. FICO assessment Is alma to show the size of a credit default chance the rating object, rating organizations center around monetary conditions and verifiable information to give the general valuation of article. At present, FICO assessment on the issue of global securities is the famous venture chance valuation strategy in the worldwide capital market. We will compose a custom article test on Universal Bonds: Credit Ratings or on the other hand any comparative subject just for you Request Now In particular, this is surveyed on obligation overhauling limit of the issue securities in a period, its principal reason for existing is to ensure the premiums of speculators. At present, there are around 20 FICO assessment organizations on the issue of universal bonds over the world, Moody, Standard Poor’s are the best 2 establishment everywhere throughout the world. Despite the fact that they are private establishment, however the rating scale and rules slowly become perceived as Internationally acknowledged examples with extensive power. FICO assessment Is the traffic permit’ for bond backer to enter the Global security markets. Worldwide bonds with high FICO assessment aced the worldwide Information strength and capital portion rights. The rating will straightforwardly influence the degree of expenses and financing costs of oversea organizations, it additionally can influence the quality of a business or even the endurance and advancement of a nation. FICO assessment could give objective and unprejudiced credit data so as to reinforce the board, dodge dangers, upgrade speculation, support deals and improve proficiency. High FICO assessment can build the universal business network mindfulness, improve intensity, to extend markets, increment deals and accomplish fast advancement of ventures, growing the extent of corporate fund simultaneously, advancing financing achievement. High FICO score likewise can decrease financing costs in worldwide endeavors. Organizations with high FICO scores can get more credit strategy In monetary trades, effectively to grow the size of financing, along these lines diminish financing costs. Q. What should a borrower consider before giving double cash bonds? What should a speculator consider before putting resources into double cash bonds? Double money gesture is a security that is given in a cash and pays coupons in the money too. At due date, the capital is paid in another money. The coupon rates for double money securities are typically higher than other straight fixed-rate securities. The measure of chief would set when the bond is given dependent on money appreciate. There are numerous inspirations for Issuing the double cash bond, however the center explanation is because of the drawn out outside money offered by bank are seldom over 10 years, it must be utilized In request to keep away from the remote trade hazard. Conversion standard vulnerability would basically circumspect for both the borrower and Investor when managing double money securities. Cash vacillation will Influence whether a borrower or backer will pick up or misfortune. Concerning the borrower, if the gave money acknowledges or head, consequently, the borrowers will profit. In any case, if the gave and coupon money devalue or head cash acknowledges, the borrower will experience the ill effects of trade rates. Concerning the speculator are inverse to borrower. On the off chance that the key cash acknowledges or gave money deteriorates, the essential reimbursement they chive will be more important than the gave money reimbursement, in this way, the speculators will profit. Despite what might be expected, they will experience the ill effects of trade rates. Typically, coupon rate double money security is higher than the single-cash securities. On the publisher’s perspective, the reimbursement in various monetary standards may get lower chance, in this manner, the security guarantors were happy to pay a higher coupon rate so as to lessen conversion standard hazard, and decide to pay the double money security. Q. Examine the way toward putting up another worldwide bonds issue for sale to the public. The fundamental universal security issuance forms are as per the following: (1) The guarantor will contact a speculation broker and request that it fill in as lead administrator of a guaranteeing coop. Step by step instructions to refer to International Bonds: Credit Ratings, Papers

Sample of Process Essay Writing

Sample of Process Essay WritingThe introduction of samples of process essay writing is a great way to stimulate creativity in your own essay writing. Writing for a specific audience is a tough thing to do especially when you lack the proper advice on how to accomplish it successfully. A sample of process essay writing can certainly make the task much easier.While working on a project, most of us find ourselves concerned with delivering a project that meets the highest standards of excellence. Most of us put in too much effort to get it right. Not knowing how to write a sample of process essay writing is the reason why we tend to come up short of our targets.Essay writing is not a single activity but a series of steps. First, you need to identify what type of audience you want to write for and then you have to understand their point of view. Based on this, you can structure the essay in such a way that it can address their needs and concerns.The sample of process essay writing is not just a blueprint but also a guide on how to execute the steps in an appropriate manner. Therefore, you should have a clear idea of the audience and know their demands in the first place. Using samples of process essay writing as a reference can provide you with the necessary direction to complete your project successfully.For example, if you are writing for a client who works at a university, the audience should be within the younger age group of students. Another example is to write for an older group of people who have a retirement age. Because this group of people is now starting a new job, they have the right to expect a number of things from their employer.This includes increased attention span and higher-speed of learning. If the employer neglects to provide them with the facilities or pays them low wages, there will be many disappointments and frustrations. Therefore, writing a sample of process essay writing can help you save face in such situations.Once you have identified the audience, you should also determine the kind of writing style that suits them best. Again, they are likely to be different depending on the audience. For example, you can write essays for adults with informal style while the next one can be formal.In conclusion, all this can be simplified with the right idea and the right guidance. Therefore, if you want to write for a specific audience or simply want to write on a subject which interests you, you can depend on samples of process essay writing to achieve your goals.

What Makes Up Our Appearance - 1239 Words

There are many components that make up our appearance, each and every one of us having a distinct set of features that earn the label â€Å"beautiful† or, on the contrary, not so visually appealing. However, our appearances are much more complex than simply beautiful or not. Often times, our looks determine how we are treated by others just as others’ appearances can influence the way in which we act and react towards them. Take my father, for instance. He is a five foot about 7 inches tall Hispanic man. His features include dark hair, dark colored eyes, and a brown complexion. Quite often these looks define how others behave towards him. It has been some years since this particular event, yet my father continues to experience similar situations. There is a Hispanic grocery chain in my hometown that my family and I occasionally visit. This time it was only my dad and I. as we waited in line at the bakery, we could hear the clerk helping the woman in front of us. It is i mportant to note that the employee was speaking English to this customer. The woman paid and it was our turn. My dad and I took a step forward to the counter and the employee asked how she could help us in Spanish. I noticed my dad slightly tense, but I did not think much of it. He chose to reply to the employee in Spanish and paid and we were on our way. Now, I look back and wonder why I did not think more of my dad’s body language, but perhaps it is because I knew he understood the bakery worker because heShow MoreRelated The Consequences of Peoples Obsession with Physical Appearances591 Words   |  3 Pagesthat are obsessed with physical appearance and appearances. It is not strange for individuals to worry about physical appearance. In fact, we could argue that we are living in a culture that weighs the most up-to-date trends or newest fashions more heavily than more pressing issues that affects society. As a result, many people become obsessed with their physical appea rance in order to keep up with trends and fashions. People pay too much attention to appearance, it is important in some situationsRead MoreThe Reality Of The Beholder From The Ancient Dialogues From Plato And Socrates1263 Words   |  6 PagesWhat is Reality? I plan on discussing each section of this essay; however, they do coincide with each other in the topic. I will try to explain my reasoning on how they would question relates to one another. First, what is the difference between appearance and reality? What is the reality of being in a new place, instead of being in a society of other people around you? Does one person think they can another’s perception of their world? Does everything lead to good, and what is good in theRead MoreOthello Essay, Appearance vs Reality1175 Words   |  5 Pagesunderstanding that appearances can be deceiving. 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The problem with these advertisements is the subjectivity of beautyRead MoreAPPEARANCE vs. REALITY IN THE PRINCE AND HAMLET1614 Words   |  7 Pages3. Reality and appearances, or if you prefer, being and acting, are important themes for both Machiavelli and Shakespeare. Why? How do their perspectives on this subject agree or differ? APPEARANCE vs. REALITY IN THE PRINCE AND HAMLET One of the most fundamental questions in philosophy is the appearance vs. reality. We find ourselves asking the question of what is genuinely real, and what is viewed merely as just an appearance, and not real? It becomes difficult when we assume there isRead MoreEvaluate Beauty: Appearance or Inner Self1180 Words   |  5 PagesWhat is beauty? There are two ways you can judge beauty, by appearance (external) and inner (internal) qualities. The noticeable beauty is what is visible on the surface; it does not have as much value as the beauty that is unseen which comes from within and glows outward. 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This is one of the most fundamental questions in philosophy, appearance vs. reality. When we meet people and get to know them throughout our lives, we soon discover that there is a genuine side to everyone behind the appearance they show. In the play Hamlet, by William Shakespeare, the characters Polonius, Rosencrantz, Guildenstern, and Claudius use appearance vs . reality to manipulate and deceive, which ultimately leads to theirRead MoreDo Teenagers Place Too Much Importance On Their Appearance?1175 Words   |  5 PagesTeenager’s Appearance â€Å"If we get our self-esteem from superficial places such as our appearance, we will be disappointed, because no one can guarantee that we’ll have them tomorrow† – Kathy Ireland Teenage years are a confusing period of one’s lifetime. It is where new emotions are revealed to you and new standards are set. Beauty is the main part of this time period that influences the teens the greatest. 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Institute Of Graduate Studies And Research Finance Essay - Free Essay Example

Sample details Pages: 9 Words: 2792 Downloads: 5 Date added: 2017/06/26 Category Finance Essay Type Narrative essay Did you like this example? This article discusses the effects of financial institutions like Banks and especially Microfinance Institutions (MFIs) on the growth of Small and Medium Scale Enterprises (SMEs) in Ghana. The study examined the contribution of MFIs to entrepreneurial growth, the challenges encountered by SMEs in accessing credit and the rate of credit utilization by SMEs. The paper also highlights the positive effect of MFIs on the growth of SMEs like enhancing saving habits of SME business operators and individuals, instituting business, financial and managerial training activities by MFIs, etc. Don’t waste time! Our writers will create an original "Institute Of Graduate Studies And Research Finance Essay" essay for you Create order Irrespective of the contributions of MFIs to SMEs, there are challenges that affect their operations of both SMEs and MFIs, like high interest rate on the part of MFIs, the inability to provide the collateral securities in cases where they were demanded from SMEs, problems in the repayment of loans from individuals who have been granted financial support, etc. The article was concluded with some recommendations to help improve the activities of MFIs in order to ensure a proper growth of SME businesses. INTRODUCTION Throughout the world, poor people are excluded from formal financial systems. Exclusion ranges from partial exclusion in developed countries to full or nearly full exclusion in lesser developed countries (LDCs). Absent access to formal financial services, the poor have developed a wide variety of informal, community-based financial arrangements to meet their financial needs. In addition, over the last two decades, an increasing number of formal sector organizations (non-government, government, and private) have been created for the purpose of meeting those same needs. Microfinance is the term that has come to refer generally to such informal and formal arrangements offering financial services to the poor (Brau Woller, 2004, p. 2). Microfinance encompasses the provision of financial services and the management of small amounts of money through a range of products and a system of intermediary functions that are targeted at low income clients. Microfinance refers to provision of s mall loans and other facilities like savings, insurance, transfer services to poor low-income household and microenterprises, as cited by Asiama and Osei (2007). Microenterprises are normally family businesses or self-employed persons operating in the semi-formal and informal sectors; most have little chance of growing into larger scale firms, accessing bank finance, or becoming internationally competitive. Serving them often requires distinct institutions and instruments, such as the group based lending methodologies used by some microfinance institutions. In contrast, SMEs usually operate in the formal sector of the economy, employ mainly wage-earning workers, and participate more fully in organized markets. SME access to formal finance is a desirable possibility, and SMEs are more likely than microenterprises to grow and become competitive in domestic and international markets (Hallberg, 1999). Microfinance has several benefits for developing nations. Microfinance institutions (MFIs) have become the main source of funding micro enterprises in Africa and in other developing countries, as stated by Quaye (2011). Access to financial services is imperative for the development of the informal sector and also helps to mop up excess liquidity through savings that can be made available as investment capital for national development (World Bank Africa Region, 1999), as cited by The Ministry of Finance and Economic Planning (2012). As pointed out by the former UN Secretary General Kofi Annan during the launch of the International Year of Micro Credit (2005), Sustainable access to microfinance helps alleviate poverty by generating income, creating jobs, allowing children to go to school, enabling families to obtain health care, and empowering people to make the choices that best serve their needs (Kofi Annan, December 2003), as cited by Quaye (2011, p. 11). LITERATURE REVIEW In most African countries, the bulk of manufacturing employment is in self-employment and enterprises of fewer than 10 workers, while most output is generally produced in large firms of more than 100 workers (Liedholm and Mead 1987), as cited by Steele Webster (1992, p. 426). The development of small and medium sized companies has often been regarded as a missing link in development strategies of African countries, as several import-substitution policies have favoured large corporations at the expense of SMEs (Santos, 2003, p. 6). According to Afrane (2002, p. 38), Small and Medium Enterprises (SMEs) are the backbone of many economies in Sub-Saharan Africa (SSA) and hold the key to possible revival of economic growth and the elimination of poverty on a sustainable basis. Despite the substantial role of the SMEs in SSAs economies, they are denied official support, particularly credit, from institutionalized financial service organizations that provide funds to businesses, as cited by Afrane (2002). Small and Medium Enterprises (SMEs) are commonly believed to have very limited access to deposits, credit facilities and other financial support services provided by Formal Financial Institutions (FFIs). This is because these SMEs cannot provide the necessary collateral security demanded by these formal institutions and also, the banks find it difficult to recover the high cost involved in dealing with small firms. In addition to this, the associated risks involved in lending to MSEs make it unattractive to the banks to deal with micro and small enterprises (World Bank,1994), as stated by Quaye (2011, p. 11). Statistically, small enterprises are reported to have high failure rates making it difficult for lenders to assess accurately the viability of their enterprises, the abilities of the entrepreneur, and the likelihood of repayment, as cited by Quaye (2011). According to Quaye (2011), SMEs in Ghana have the tendency to serve as sources of livelihood to the poor, create employment opportunities, generate income and contribute to economic growth. Micro-finance, on the other hand, according to Otero (1999) as cited by Quaye (2011) is not just about providing capital to the poor to combat poverty on an individual level, it also has a role at an institutional level. It seeks to create institutions that deliver financial services to the poor, who are continuously ignored by the formal banking sector. Asiama and Osei (2007) stated that Microcredit is one of the critical dimensions of the broad range of financial tools for the poor, and its increasing role in development. Microcredit also refers to a small loan to a client made by a bank or other institutions. Microcredit is most often extended without traditional collateral. If physical collateral were a requirement for borrowing, most MFI clientele would be unable to participate due to their extreme poverty level. Because borrowers do not have physical capital, MFIs focus on using social collateral, via group lending. Group lending encompasses a variety of methodologies, but all are based on the principal of joint liability. In essence, the group takes over the underwriting, monitoring, and enforcement of loan contracts from the lending institution (Wenner, 1995), as cited by Brau Woller (2004, p. ). Under joint liability each group member is made responsible for the loans of other group members. If one member defaults, the other group members are required to cover the loan from their own resources, and if they do not, they lose access to future loans. It is thus in each members interest to ensure that the other members pay, as stated by Brau Woller (2004). Lending to SMME or even poor individuals when compared to standard commercial banking involves: (i) a greater level of risk (due to the lack of collateral, business plan and other) and (ii) higher costs (to select and monitor clients), especially given the small amount of the loans. One of the characteristi cs of microfinance operations, and in particular financially sustainable ones, is to charge high interest rates. These vary from MFI to MFI, depending on the type of operations, target clients and the economic environment among other factors, as stated by Santos (2003, p. 16). Quaye (2011) stated that the Microfinance industry has become a major backbone in the sustenance and survival of SMEs in Ghana. Microfinance Institutions (MFIs), as part of their core business, provide credit to SMEs. In addition to these financial services, MFIs also provide non-financial services like business training, financial and business management to help improve the capacity of their clients in managing the loan resources granted them. Governments in both industrialized and developing countries provide a wide variety of programs to assist small- and medium-scale enterprises (SMEs). Despite the success of SME strategies in a few countries (e.g., Taiwan, northern Italy, Ireland), the majority of deve loping countries have found that the impact of their SME development programs on enterprise performance has been less than satisfactory (Hallberg, 1999, p. 1). Traditionally, government intervention to promote SMEs has focused on the provision of credit through various means direct lending through first-tier development banks, second-tier credit facilities channeled through banks and other financial institutions, and portfolio requirements often supplemented by credit guarantee schemes. Subsidized interest rates and guarantees were common in the past and continue to be used in many countries, reflecting the (likely erroneous) view that the high cost of credit is the main constraint facing SMEs (Hallberg, 1999, p. 9). Today there are thousands of MFIs providing financial services to an estimated 100 200 million of the worlds poor (Christen et al., (1995), as cited by Brau Woller (2004, p. 2). METHODOLOGY In this research article, neither the qualitative or quantitative analysis would be adopted because it doesnt involve the collection of first hand information. This research was conducted through the use of secondary materials in the form of research articles and journals. This paper focused on areas related to topics in micro-financing and financing of Small and Medium Enterprises. This research provides a comprehensive review of over 10 articles (including dissertations and articles from the World Bank) and addresses the issues of MFI sustainability, products and services, management practices, clientele targeting, regulation and policy, and impact assessment. CONCLUSION The various research findings showed that MFIs have contributed enormously to the growth of the SME sector through several activities. The MFIs have provided SMEs a greater access to credit than the traditional banks. Since most of these SMEs are Micro, their credit needs are very small and their credit needs are most of the times meet. Most SMEs were found to be dealing with more than one MFI, and the credits granted helped to boost their capital and expand their businesses. Microfinance Institutions have enhanced saving habits of SME business operators and individuals. The traditional banking sector is unable to introduce saving products that will attract Micro businesses. MFIs have been able to create a platform that enables Micro businesses to save the little income they earn on daily basis with little cost. For most MFIs, the saving accumulated is the basis for the amount of loan to be granted. The habit of saving has been enhanced through the activities of MFIs. A revie w of previous researches indicated that SMEs have benefited from Business, Financial and Managerial Training activities by MFIs. Knowing that most entrepreneurs lack or have very little knowledge in financial management, these support services have gone a long way to make them more competitive and very alert to the implications of their financial decisions. The findings from the reviewed research articles also revealed a majority of respondents indicating that the operations of MFIs had had a positive effect on their businesses. Despite the contribution of MFIs in the activities of SMEs, some of the researches indicated that there were some challenges faced by SMEs in the process of accessing credit. Some of the SME respondents found the process of accessing credit as cumbersome. Some these challenges were the inability to provide the collateral securities in cases where they were demanded. High interest rate was also mentioned as one of the challenges faced in accessing credi t. The high interest rates in most cases make clients unable to repay their loans. Even though SMEs encountered some challenges in assessing assistance for the improvement and development of their businesses, the MFIs on their part also provided some of the challenges they also face in granting credit. They encountered problems in the repayment of loans from individuals who have been granted financial support. Most of these clients either delay in their loan repayments or dont follow the agreed loan repayment schedules made available to them by these financial institutions. Lack of proper documentation in terms of business registration and a permanent business address makes it difficult for MFIs to make the necessary follow up on prospective SMEs who want to do business with them. Some of these companies are not properly registered and thus makes it difficult to grant them loans because there is a high tendency of them not paying back these loans upon granted to them. They can easily relocate to a new place since they dont have a permanent business address and the right business registration papers from the authorities. These MFI also highlighted the lack of collateral security on the part of SMEs when applying for financial support. MFIs try to give out secured loans to its clients by collecting some form of collaterals in the form of non-movable items especially when these SMEs are not clients of theirs. They insist on these collaterals so that during times of default in the repayments of the loan, they would have a substantial replacement which would be equivalent to the amount loaned out to them. High interest rates on loans being given out to SMEs was stated as one of the major setbacks. A lot of SME operators struggle with the high interest rates on some of the loans they apply for. Because these businesses are normally acquire some substantial amount as loan to run their businesses, it is difficult for them to go for loans which have high re payments because it would be hard for them to gain any profits to continue running the operations of the business even after servicing these loan repayments. It would be more of doing a business and gaining nothing in return due to the interest rates accompanying them. Poor records keeping on the part of the SMEs were also pointed out as a challenge for the MFIs. Some of these SMEs have an improper way of keeping track of their repayment schedules on their loans. Some also have a poor way of making inventory on the items which have been purchased with loaned money in their businesses. They find it difficult to notice the growth of their business because of lack of proper records keeping. Keeping an up-to-date record on inventory which was purchased from loaned money should help the business operators on whether they are making a profitable venture or not because it would go a long way on how they make their loan repayments. Another challenge was the lack of transparency in the business accounts and related business information. RECOMMENDATION In other to enhance a sustained and accelerated growth in the operations of SMEs credits should be client-oriented and not product-oriented. Microfinance Institutions and other financial institutions like Banks should provide services that satisfy the needs and wants identified by clients. To provide client-oriented services, staffers listen to and learn about their clients through regular conversations, surveys and feedback. Proper and extensive monitoring activities should be provided for clients who are granted loans. MFIs should make a good assessment of prospective clients before granting them loans. They should make sure that SMEs have the necessary documentations to facilitate their loan applications. MFIs should also make regular visitations to clients who are defaulting with their repayment of loans or make regular calls to remind them on their loan repayment schedules. In order to encourage technology acquisition for SME expansion, MFIs and Banks can categorize thei r loans into low and high interest loans. The conventional loans to clients can be maintained as high interest loans, while loans for capital assets or technology acquisition should be low interest loans, which can be secured by a mortgage over the fixed asset so acquired by the micro-borrower. To achieve this, the Microfinance Banks should be recapitalized to enable the banks to support MSEs growth expansion adequately, as suggested by Babajide (2012). There should also be appropriate institutional arrangement linkages between the formal and informal financial institutions. MFIs should be able to liaise with other Commercial banks especially in the modification of services and loan products to SME operators. Because SMEs may need lesser amounts to run their businesses as compared to huge amounts needed by other bigger firms or manufacturing companies, these banks can partner with MFIs so that clients who are SME operators would be able to access such small amount of cash loans t hrough them in order to grow their business with the needed financial support. There should be an integration and coordination of Microfinance Institutions by establishing a central regulatory body for all microfinance institutions in the country which could be compared to the way banks are regulated by the Central Bank. If MFI are governed and monitored by this central body, there would be uniformity in the way things are done in this sector especially with the way interest rates are disbursed on loans to SMEs and other prospective clients.

Criminology, Crj 3680 Your Theory Of Crime - 1689 Words

Patricia C. Bà ¡ez Solivà ¡n April 19, 2016 Criminology, CRJ 3680 Your Theory of Criminality Social process theory and more Crime comes in all shapes and forms. Some people define crime as breaking the rules defined by society; other people define it as breaking the laws established by society. The key difference in this assertion is that rules like General Douglas Mac Arthur said are meant to be broken, but the law is not, which creates a society in distress. Living in these huge cities, it would probably be expected for things to be different and maybe even better, but the truth is that is not†¦show more content†¦It is believed that sometimes human beings commit a crime because they have so much more to win, than to lose. They do not see crime as a prohibited act by the â€Å"law of the land†, and something considered serious to search for a penalty and punishment (Darrow, 1922). Nowadays, individuals commit crime because the judicial system is not as strong as it should be. The criminal justice system has loopholes that are needed to be fixed; changes are needed to be made human beings have to stop creating a society of criminals whom have no respect of a punishable government. Because an uneasiness toward â€Å"crime has probably been around as long as crime itself† (Schneider et al., 2007). Individuals act the way they do because society holds them down, and because of that they become rebels trying to make their voices be heard, and to feel some kind of relief from the guilt of not having control over situation. There are no ways to justify a crime, but a criminal seems to commit a crime to feel a boost of satisfaction in their system. The criminal defines crime as â€Å"an attack on an anonymous victim, committed with accomplices, prepared and motivated by a mixture of utilitarianism and hedonism...† (Le Blanc et al., 1989). The primary cause of violence comes from the regulations society lays on us. Freud, in his book called Civilization and Its Discontents, establishes that there are 3 sources for humans to suffer from: The power of nature, the expiration of our

Equality Diversity Inclusion free essay sample

Diversity Diversity means to have a variety of people from all minority groups represented in the community or setting. It is understanding and valuing the differences between the individuals and groups in the community and respecting their needs. Therefore, diversity is the ability to recognize how to relate to those who are different groups from our own. These include race, class, gender, physical abilities, and sex orientation in addition to religion, educational background, geographical location, family income, and parent status (Ladson-Billing, 2001; LAS definition of diversity, 2004). Inclusion Inclusion is being a part of what everyone is, being welcomed and embraced as a member who belongs. In other words, to make others feel included. Inclusion is supporting and educating children with learning difficulties and disabilities in classrooms with children without these problems. It allows students with learning difficulties and disabilities to be educated in age-appropriate classes in their home schools along with their friends and neighbours. Whilst receiving specially designed instruction and support through individual education programs (IEPs) within the context of the core curriculum and general class activities. Inclusion is an effort to make sure they achieve high standards and succeed as learners. Inclusion gives the child or young person * an equal chance to learn and develop * participate equally in activities * the opportunity to communicate in their preferred format * the right to have their individual needs known and met * the feeling of safety and valued as an individual strength and confidence about their identity. 1. 2 Describe the potential effects of discrimination. What is discrimination? When a person is treated less well, in comparison with someone else, because of his or her racial or ethnic origin, religion or belief, disability, age, sexual orientation, , gender, educational background, geographical location, family income, and parent status. Discrimination can also be based on simple hatred either b ecause of personal experience or simple stereotyping. Direct discrimination is where you are treated less favourably because of your disability than someone without a disability would be treated in the same circumstances. Indirect discrimination is where there is a rule, policy or practice which seems to apply equally to everyone, but which actually puts disabled people at an unfair disadvantage compared with people who arent disabled. Effects of discrimination: Discrimination can affect the individual, their family, the perpetrators and the whole class or school or community. The Individual: A child or young person when treated with discrimination in a educational or community setting faces many emotional and social difficulties in life. For example: Anti-social behaviour or violence towards others or themselves. Low self-esteem so this can result in withdrawal from activities. Lack of confidence and lack of interest to avoid feeling embarrassed or discriminated against. Feeling neglected and scared thus not socialising and avoiding friendship and relationships. Losing their identity and feeling inferior to their friends or class mates. Bullying either they can be a victim or can do it to others to make them feel better. Racial remarks, slurs, being called insulting names and being the target of hurtful jokes can scar the child or young person and can cause all of the above. These outcomes from discrimination might have long term effects on the child’s social, emotional and educational growth. The Family: Discrimination can affect the family socially, emotionally and financially if they are not supported by the school or setting the child is in. Emotionally and socially parents become defensive against any negative reaction to their child and are over protective. This can result in them feeling isolated, alone and paranoid whenever they take their child into the public eye. Often parents become suspicious of anyone who asks any questions about their children. Financially they might not know what benefits they are entitled to so will not enquire. The Settings: Discrimination can make an educational or any setting a difficult place for the child or young person to live in. All settings must have policies in place to deal with all forms of discrimination. The school or setting must make the child and family who are the victims feel supported at all times. They should act quickly and professionally and deal with discrimination as per government guidelines. The Perpetrators: The effects on the perpetrators can be both positive and negative depending on the reason they discriminated. Mostly people discriminate because they don’t understand why that child or young person is different and can’t deal with the difference. If the perpetrator is a child or young person then they could be dealt with through the settings procedures e. . spoken to by a grown up, parents informed, detention, suspension or even exclusion depending on the level of discrimination. This could affect the emotional and social behavior and either make them have a positive or negative attitude towards the victim. 1. 3 Explain how inclusive practice promotes equality and supports diversity. Inclusive practice is allowing children or young people with learning difficulties or a disability to be a part of a setting which has children with no disabilities or difficulties. Equality Inclusion is important because it promotes equality and high achievement for all children, young people, families and the community. This is achieved: * By encouraging the development of more flexible attitudes, policies and everyday practices. * Talking and educating children, young people, their families and the community about all the other cultures around. Diversity The attitudes of young children towards diversity are affected by the behaviour of adults around and children and families using the setting but inclusion policies and practices allow them to be valued and welcomed. Inclusion helps to change attitudes and behaviour towards the diverse group of people in the community. * Inclusive settings support diversity by uniting, educating and allowing the community to integrate with each other so groups understand and respect individual needs be it religious, cultural, physical, mental etc. * Helping the children to see the differences in a positive way as interesting and enriching to all our lives, through play, educational visits and celebrating different festivals. It is very important to have inclusive practice in all children and young people’s settings.

Student Motivation Essay Example For Students

Student Motivation Essay Motivation in SchoolsThe topic I originally planned to look into for my Action Research Paper was the affect of reward systems on a students academic performance. My idea was that a students performance could be influenced by the presence of a reward system. I was interested in seeing if certain subject areas were more likely to use such systems than other subject areas. I strived to see if a students academic performance could mean more than just their exam scores and ability to complete assignments. I wished to see if a reward system could change the way a student was motivated in the classroom; to see if their overall attitude could be changed. I also thought to look into their attendance in classes where motivation was present. I wanted to see if they were less frequently absent and if they participated more. And lastly, I thought it would be interesting to see if students felt they could in turn change their destiny in education, or if they simply believed they are predestined f or something else. We will write a custom essay on Student Motivation specifically for you for only $16.38 $13.9/page Order now As I was looking further into my topic at hand, I decided to go a different way with my paper. I got away from the reward system and decided to look into student motivation as my topic, focusing on the teacher-student relationship. In high school, I can remember one teacher that changed the way I saw science and it affected me greatly. Before this teacher, although I was always in advanced science classes, I never achieved high grades. I always struggled to keep up with other students, and when I performed poorly on exams, my previous teachers never thought to why I had done so. She approached science in a way I had never seen before, and she offered recognition and praise. She set up the classroom in such a way that I never felt I was being left behind, and she encouraged us always to work up to our potential, and then some. I was motivated to do well and in a way I had never cared for before. I chose to look from the students point of view, instead of talking only to teachers. I th ought it would be more useful to see what the students thought, as I am pursuing my graduate education in Secondary Education. My ultimate goal, to be a teacher, could only benefit from the research I was setting out to collect. I wanted to know what circumstances students felt most comfortable working in. Also, I wanted to see what made them tick inside the classroom. I had the opportunity to use some of the readings I had to complete for my SED 213 class for this paper. In that class, we used two textbooks which I felt fit my topics needs. The chapters on motivation proved useful to my paper, and even gave me ideas to look further into. In the chapter, it discussed a students need for affiliation and approval. By wanting to be a part of a group, a student might be motivated to perform in a certain way, in order to gain entrance to that group and in turn gain their approval. The idea of achievement motivation was also brought up, in which students need to excel only for their own s ake without external rewards. I found that Alfie Kohn, author of Punished by Rewards and many other books on education, feels that achievement motivation is most important to a student truly learning. He feels that authentic experiences in the classroom can only occur when the teacher leaves out all words of praise and punishment. He feels that praise can often be empty in nature, and in turn could actually do more damage to a student than good. Punishments are also damaging, because students could be turned off to learning because they constantly feel threatened by the teacher. He feels that if we want students to take responsibility for their learning, it is up to us to give them responsibilities. They will in turn learn to make good decisions by having the opportunity to decide what happens to them every day, and not by following someone elses directions. Kohn also feels that traditional grades turns students creativity off and causes them to lose interest in what they are learning. He also feels that they lea d students to avoid challenging tasks. He made a point of noting that most students feel the point of going to school is to get As, and not to really learn. It is this need to perform that poses a threat to the education of all students, and traditional grades are the ultimate cause. There is more to memorizing the right answers; because teachers havent completely done their job if the students dont understand why those answers are the right ones. Greg Michies book, Holler if you Hear Me, took the opposite approach to what Kohn proposed. He not only offered his students praise when he felt they deserved it, but he took the time to empathize with them. He knew nothing about their cultures, and in time he came to learn many things about them. In the courses that he taught he always sought to find the best way to relate the material to his students. He often had them read about people from their cultures to serve as motivation that they could be more than the neighborhood expected of t hem. He also motivated his students by keeping his ears open to them, he listened when they talked, which was not always the case with their other teachers. I initially planned to gather my research primarily by interviewing at least 10 high school teachers, varying in their subject areas. I also planned to look further into the differences in advanced versus regular classes when it comes to motivating students to perform. I looked forward to observing first hand the ways in which a teacher uses a reward system during my school visits. After changing my initial proposal, I also decided to revamp the method I was previously going to use to collect my research. Instead of interviewing 10 teachers, I decided to go right to the students, and I surveyed 30 students in two different classes. I was placed in Uniondale High School for my observations for another graduate course, and I thought I would use my time there to my benefit. Uniondale High School is in Nassau County. The school has about 1400 students in grades 9-12. There are 93 teachers in the school, with 27 other professionals and 24 para-professionals also on staff. The students are 77% African American, 19% Hispanic and 4% White and other. The average class size is 23 students. I decided to ask my cooperating teacher if she would allow the students to take my survey. After looking one over, she gave her approval and I set the stage for the surveys. She allowed me to be involved with them, instead of just observing in the rear of the classroom, so that made it easier for me to ask them to help me with my research. I waited until my second day of observing to distribute the surveys. I chose her two AP Social Studies classes because they had a smaller number of students. I felt that they would have more room to spread out during the surveys, so that no one would know what they were writing down. I also put the surveys on smaller pieces of paper so they could easily fold them up after finishing them. Before handing out the surveys I explained to them what I was using them for. I told them why I had decided to go into teaching, and how my research paper would help me to become the best teacher I could be. With that all said they were eager to get started. (I have attached a copy of the survey to the back of this paper). All of the students pooled felt that they would tend to work harder in classes where the teacher offered praise. On most of the surveys they wrote additional comments on the reverse side of the survey. Most felt that in their school there were more teachers that put students down than those who offered praise. When presented with the opportunity to receive encouragement for their hard work, they wanted to continue working hard because they enjoyed that feeling. They expressed the wish that more teachers would use words of encouragement in the classroom instead of only negative comments. They felt that there was more of an emphasis on what they didnt do than what they ha d done. When they forgot their homework assignment, a fuss was made from the teacher, but when they received a good mark on a paper nothing was said. They expressed that they often felt discouraged by this practice, and decided to not spend as much time on future assignments. A few students mentioned that it didnt matter if they received praise or not, they did not care to work hard in classes. They described a sort of unspoken code in the classroom where some students might decide to act up to keep face in front of the other students. In their words, no body wants to be the teachers pet. They had mixed feelings on whether a reward system would be beneficial in their classroom. Some felt that some students would only perform for the reward, and not the actual learning experience. Others felt that a student shouldnt need such a system, and that if they were interested in learning in general, they would learn with or without a reward system. They also were split on the idea of coopera tive learning. Some felt that it was useful in the classroom because it allowed the class to be broken down into smaller groups, and they would feel more comfortable asking questions. Others felt cooperative learning was ineffective because these small groups often didnt do the tasks at hand, and wasted time just socializing. They also felt that it wasnt fair for the whole group to receive the same grade because some students tend to not pitch in as much as others. The most responses came from the question about whether or not students felt teachers treated students differently. Overwhelmingly, most responded that teachers favored students in advanced classes over regular classes. They felt that advanced students had more freedom in class, and that not as many classroom rules were in place. They also felt that they got better grades because the teachers liked them better as well. Students in the regular classes often were subjected to stricter rules, with less opportunities for crea tive learning because they were too often falling behind in lesson plans because of classroom disruptions. As for whether or not teachers treat male and female students different, most felt it wasnt a practice at their school. They felt they were more likely to be judged by whether or not they were good students, not if they were male or female. .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .postImageUrl , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .centered-text-area { min-height: 80px; position: relative; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:hover , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:visited , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:active { border:0!important; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .clearfix:after { content: ""; display: table; clear: both; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:active , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .centered-text-area { width: 100%; position: relative ; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:hover .ctaButton { background-color: #34495E!important; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:after { content: ""; display: block; clear: both; } READ: Nonverbal communication EssayAlthough I felt that the surveys did produce enough feedback to help me with my research paper, I do feel that I could have also benefited from other sources. If given more time, perhaps I would have enjoyed setting up interviews with the students I observed. I was present in their class for three days in a row and I felt at the end that they were quite familiar with my being there. If I had been able to conduct interviews at the end, I feel that my answers could have included more detail on specifics, such as what types of praise they prefer or how a teacher could set up cooperative learning so that all could enjoy and benefit from it. I think that they would have enjoyed having more input in my paper, as they were already honored that I wanted to know what they thought about their classroom settings. I also would have liked to hand out he survey to other classes not on the AP level but could not find the time to do so. Instead of just focusing my time in Uniondale High School, I would have enjoyed pooling other schools from different areas other than Uniondale as well. Because my placement was in Uniondale, it made for easier access to the students. I had also wanted to survey two social studies classes from my old high school, but my relentless phone calls were not returned in sufficient time to allow that. I thought it would have served as a nice comparison, demographically, because my high school was in a neighborhood which consisted of mostly middle class white students and a very small Asian population. Unlike Uniondale, whose student body is primarily made up of African American students, with a small amount of Hi spanic students and even fewer Asian or whites. My Reaction I reviewed the surveys numerous times, and after reading my journal entry for my other graduate class on my observations, it came to me. The process I had gone through to write my paper was meta-cognitive in nature. I had picked my initial topic, only to find out later that a new topic would suit better. I changed it, and set out on a new road collecting information and analyzing it. And even now, when the paper is done the process continues because I realized there were limitations which if not present, my paper would have been even better. I think this is important to relay to students. I think that too often students, like me, have felt they are at a dead end. Instead of trying to run themselves around and go down a different educational road, they chose to relinquish control to fate and continue on the road they are familiar with. Motivation in the classroom can change that. Although I do not agree whole heartedly with Alfie Kohns philosophy on motivation, I do agree that students will work better if they feel they have a say in their education. In my classroom, on the first day of every year, I was thinking that I would put up on the blackboard these two words: student and teacher. I would put under each blank line, and I would ask my students to think of answers for what they expect from a teacher. I in turn, would write down what I expect from them as students. Giving them the option to say what they feel a teacher should be could be a positive growing experience for both them and myself. Each class could want different things, and I feel it is my job to realize their needs and try to address them as best I can. I know it sounds corny, but I truly feel that education in the classroom is a two way street. Teachers and students can only flourish when able to both get to where they are going by removing obstacles that would limit their driving experience. I look forward to my teaching career, and although I know Im bound to have a few fender benders along the way, I hope the journey as a whole is a productive one. Works Cite dDaniels, H. Bizar, M. (1998). Methods that Matter. Portland, ME: Stenhouse Publishers. Ryan, K. Cooper, J. (2004). Kaleidoscope: Readings in Education (10th Ed.). Boston: Houghton-Mifflin. Michie, G. (1999). Holler if you hear me. New York: Teachers College Press. .ua5bcedf6df96e9f6b8c888177aeb07d5 , .ua5bcedf6df96e9f6b8c888177aeb07d5 .postImageUrl , .ua5bcedf6df96e9f6b8c888177aeb07d5 .centered-text-area { min-height: 80px; position: relative; } .ua5bcedf6df96e9f6b8c888177aeb07d5 , .ua5bcedf6df96e9f6b8c888177aeb07d5:hover , .ua5bcedf6df96e9f6b8c888177aeb07d5:visited , .ua5bcedf6df96e9f6b8c888177aeb07d5:active { border:0!important; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .clearfix:after { content: ""; display: table; clear: both; } .ua5bcedf6df96e9f6b8c888177aeb07d5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua5bcedf6df96e9f6b8c888177aeb07d5:active , .ua5bcedf6df96e9f6b8c888177aeb07d5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .centered-text-area { width: 100%; position: relative ; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua5bcedf6df96e9f6b8c888177aeb07d5:hover .ctaButton { background-color: #34495E!important; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .ua5bcedf6df96e9f6b8c888177aeb07d5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua5bcedf6df96e9f6b8c888177aeb07d5:after { content: ""; display: block; clear: both; } READ: 12 Angry Men EssayMcDevitt, T. Ormrod, J. (2002) Child Development (2nd Ed.). Columbus, OH: Pearson Prentice Hall. http://216.239.57.104/u/nydoe?q=cache:OaYbZiCK2GkJ:www.emsc.nysed.gov/repcrd20http://www.alfiekohn.org

To Kill or Not to Kill essays

To Kill or Not to Kill essays To kill or not to kill. This is an extremely controversial question in todays society. The number of people who are for it still believe in the saying, an eye for an eye, a tooth for a tooth. These are the people who feel if you intentionally take the life of someone else, then yours should be taken as well. But then there are the other number of people who feel the death penalty should be banned because of its cruel and unjust way of punishment. Should we keep it or not? And if it is kept, how do we determine who should be sentenced to death? An easy way to answer these questions is to totally nullify capital punishment completely. One reason why the death penalty is so controversial is because many feel its cruel ways of punishment are unnecessary, even if the crime is murder, whether it be premeditated or unintentional. They believe there are other ways of condemnation besides execution. In the case of an unintentional death feelings are that the perpetrators should have the right to live, but have to face each day with the fact that they killed someone weighing on their conscience. On the other hand, such as with a voluntary murder, the ideas are somewhat similar. They believe the murderer doesnt deserve the death penalty. Chances are if a person is insane enough to kill another human being in the first place, they arent going to care what happens to them. They realize that their execution, in most cases, is going to be short and painless. This isnt a just punishment for someone who has inflicted severe pain upon another life. Our court system, after initiating a life sentence without parole, should not offer these killers the comforts they have in jail. They should be treated more or less like animals. In short, let the ones who institute a crime unwillingly live, but do not let the punishment be as severe as it would for a ...

The Divergence of U.S. and UK Takeover Regulation Essay

The Divergence of U.S. and UK Takeover Regulation - Essay Example In the article, there is a big difference in takeover regulation of companies in UK and US. The law of Delaware in the United States provides a peaceful condition in which the ruling board is given the mandate in the decision making of the type of tender to be issued. On the other side, United Kingdom uses a defensive tactic by targeting the ruling board. This tactic prohibits the management from interacting with other management in a peaceful manner. However, during the takeover regulation in the US, the court usually decides over tender and offers the rules concerning it. On the contrary, UK lawyers disappears when the hostile bidders launches their bids. By the use of this tactic, the UK were able to private their regime through the institutional inventors of which their counterparts could not. Though both the American and English system of corporate governance has different features, they share ownership. The hostile tactic of takeover gives priority to function as a disciplinary instrument undertaken by the management. Nevertheless, both possess different rules and regulations governing the takeover battle. Finally, the difference in approach between US and UK is relevant as it provides education leading to enhancement of the economy of the entire

Report Essay Example | Topics and Well Written Essays - 500 words - 2

Report - Essay Example A couple of mails recently received from the customers read that they are highly unsatisfied with our contact services. Some of them have complained in very harsh words that their calls were not picked. The problem is reported to have persisted 24 hours and they were never replied. Due to the malfunction of the helpline, many customers have incurred exaggerated telephone bills. Some of them have even personally visited the office and complained about the same quite rudely. This has upset the whole administration. â€Å"big screen† mobiles and many have related it to the unusual design of the sets. One of the customers has mentioned that all purchasers of this particular model have found same deficiency in the performance of this mobile. He wants the company to return his money in place of the mobile. prolonged use of mobiles that has exposed their ears to microwave radiations. Customers who have experienced headache after prolonged usage of the mobiles asked for modification in the design of the mobiles that would reduce ears’ exposure to microwave radiations. maintain the company’s reputation. Instant replacement of helpline with an efficient system is advised. Customers have strongly recommended that the company should seriously think over the development of a 24 hour live chat system in which customers can address their issues without having to make expensive calls to the administration. design of the mobile does not allow the use of suitable battery. It is strongly recommended to reconsider the design of the mobile to eliminate this issue. The director is advised to forward his immediate response to the customers’ queries about the mobile return and payback, since the mobiles were initially issued without a payback guarantee. The above mentioned issues have had considerable adverse effects on the affection of the customers with our

Significance of the Study Essay Example for Free

Significance of the Study Essay This study is all about Wi-Fi connections on school campuses and the proper usage of it, there are several reports show, that some students don’t use those Wi-Fi connections for school projects, assignments, etc but they use it more on social networking sites such as Facebook, twitter, tumblr etc. other students use it for watching/downloading porn. The researcher aims to know what is the real purpose of Wi-Fi connections on school campuses and what they do to those students who are addicted to social networking sites. It will give help to those students who are addicted to social networking sites and how do they stop using it even in school hours. The study is very helpful because it improves the knowledge of the people that are involved in the study. It will give information on how students react physically and emotionally. Scope and Delimitation of the Study This study was undertaken to determine the usage of Wi-Fi connections on school campuses by third year high school students of Maryhill College during the school year 2012-2013 the respondents of the student were 223 third year students. This study also focused on proper usage of students of Wi-Fi. The aspects looked into were the meaning of Wi-Fi, proper usage of internet connection of students and other wireless connections. Definition of Terms For better understanding of the study the following were defined briefly: Internet. is a global system of interconnected computer networks that use the standard Internet protocol suite (often called TCP/IP, although not all applications use TCP) to serve billions of users worldwide. It is a network of networks that consists of millions of private, public, academic, business, and government networks, of local to global scope, that are linked by a broad array of electronic, wireless and optical networking technologies Wireless network. efers to any type of computer network that is not connected by cables of any kind. It is a method by which homes, telecommunications networks and enterprise (business) installations avoid the costly process of introducing cables into a building, or as a connection between various equipment locations. Wireless local area network (WLAN. ) links two or more devices using some wireless distribution method (typically spread-spectrum or OFDM radio), and usually providing a connection through an access point to the wider internet.

The impact of Queen Victorias Death on Australia :: essays research papers fc

Queen Victoria’s Death Queen Victoria’s reign, lasted 63 years, from 1837 to 1901. She ascended the throne of Great Britain, when she was 18. Despite being the Queen of Britain, and a very influential and prominent person, she also had an impact on Australian history. In Australia the most apparent legacy of Queen Victoria’s reign is manifested in the names of the two states, Victoria and Queensland. There are also a large number of other important buildings and places, named in her honor such as, the Queen Victoria Building, in Sydney. Victoria was loved and respected by her subjects, and Australian society at the time was affected greatly by the loss of their beloved Queen. An example of the affection and grief felt by the Australian people is apparent in the following poem, written by J D Horne of Castlemaine, Victoria. â€Å"Who can recall to memory the life Of one so loved, so dear — A devoted mother, Queen and wife A friend when few drew near — And not in silent agony Be melted into tears. A nation weeps her, The whole world mourns her... Dead, did I say? Ah! No! She lives In every loving heart. A nation’s grief is not assuaged – No time can heal the smart. She lives forever, and her deeds Will live in memory too, And history recount her praise For all the ages through. For never monarch lived on earth So worthy of our song...†   Ã‚  Ã‚  Ã‚  Ã‚  The Victorian era, as it became known, was the time of Queen Victoria’s reign. Victoria’s death signaled the end of an era. It was a rich and significant period in Britain, which had a positive influence on Australia also. It saw profound social changes culminating in the rise of the middle class, population growth, and an increase in wealth. Victoria was Queen and so it was seen as a product of her reign and so the love for her increased. Victoria’s death created a feeling of insecurity and uncertainty of what would result. However, it also created the feeling of opportunity and a new beginning. â€Å"There was a sense not only in London but in all the capitals of the world that an age had come to an end, a stronger sense than there had been when the 19th century itself drew to a close.† (1).   Ã‚  Ã‚  Ã‚  Ã‚   There were mixed feelings with the end of Victoria’s reign. At the time Australian culture still revolved around Britain and most Australian’s were either born in Britain, or had relatives residing there.

Evaluate the idea that gender and sexuality are socially constructed Essay

In recent years sociologists have been studying the great extent to which gender roles are learned. Many behaviors that have traditionally been thought to be genetically determined male or female behaviors turn out to be learned behaviors and therefore subject to change in future generations. In a summary of gender role socialization studies, David Shaffer (1979) points out that by the age of two, children have generally learned to recognize â€Å"maleness† and â€Å"femaleness† on the basis of clothing and hair styles. By the age of three, children usually have learned to prefer sex-typed toys and recognize that girls become â€Å"mommies† and boys become â€Å"daddies†. By school-age, children realized that they are expected to engage in appropriate gender behavior and if they do not, they will meet with disapproval from other children and adults. Many sociologists have personally questioned the value of such early gender-role learning and raised questions about how this learning can inhibit later opportunities in terms of education and career selection (Howe, 1979). To understand how gender and sexuality are socially constructed we must look at the adaptive and functional nature of socialization. One can look at the content of socialization as adaptive for the individual and functional for the society. As adaptive for the individual, the content of socialization involves knowledge necessary for individual to adapt to the changing situation of their daily lives, while, as a function for society, the content of socialization involves the knowledge necessary for its members to maintain a society as an ongoing entity. Knowledge of social rules, appropriate emotional behavior, social situations, technical knowledge, one’s self-identity, and communicative abilities give individuals an ability to adjust their behaviors to one another in the different groups and situations in which they encounter each other. Such adjustments are necessary for the ongoing existence of a society. Only people know how to adjust their behaviors to each other can the group activities and relationships which make up a society be maintained. Only with a socialized adult population can anything such as a society be said to exist. The particular content of socialization becomes highly important in terms of the make-up of the society that one is observing. If the content of socialization were to change, people’s activities and motivations would change, and clearly the society would change. So, on a sociological quest the content of socialization is something to which the sociologist should and must pay attention (O’Brien, 2001). Charles H. Cooley (1964), a pioneer of American socialization studies, referred to an individual’s self-concept as a â€Å"looking-glass self†. Cooley implied that our self-conceptions reflect our interpretation of the relations to our behavior of those around us with whom we interact. According to Cooley, we not how others respond to our actions, which produces in us a feeling about ourselves, which influences how we perceive ourselves. For instance a person who drops something and overhears another’s remark about how clumsy he is, may come to think of himself as a clumsy individual. We come to think of ourselves in terms of our understanding of how others think about us. It is through interaction that we come to apply to ourselves such labels as â€Å"kind† or â€Å"mean†, â€Å"awkward† or â€Å"graceful†. To see oneself as beautiful is to interact with persons who see you as meeting the criteria of beauty. Whether one sees oneself as an ugly duckling or a beautiful swan depends upon the flock with which one swims. As a naturalistic and empirical quest for understanding the various aspects of social reality is that everyone both influences and is influenced by society, sociology is ultimately a quest for self understanding. Humans beings are not isolated entities; we are not hermits who live apart uninfluenced by one another. Rather, we are social beings who can only be fully understood when the social context of our actions are taken into account and carefully studied. In order to carry out the quest for sociological knowledge it is necessary to have an understanding of the types, uses and limitations of the various sociological tools or methods. The sociological quest can be the appropriate sociological map or theory (Shaffer, 1979). Now I want to look at social life as a process and structure in the social construction of gender and sexuality. Social life involves processes of socialization, culture, and deviance. Learning how to act in society via socialization, developing and sharing of orientations toward social life via culture, and the negative sanctioning of inappropriate behaviors via the labeling process of deviance are universal processes, which are necessary to social life, and found in all societies. Although their particular make-up will vary from society to society, these three processes exist in all human societies. But, in addition to these processes, there also exists in all societies some relatively permanent patterns of organized social life that sociologists refer to as social structures. It is within and through social structures that the processes of socialization, culture and deviance take place. Just as the processes of human life take place in the structure of the human body so, too, the processes of society take place within and are influenced by social structures (Macionis, 1997). The most basic social structure around and through which social life takes place are groups; groups range in size from relatively small informal groups such as families, to large bureaucracies and formal organizations such as businesses and governmental agencies. All groups are composed of members who have met certain criteria for membership, who play certain understood roles in the group, and who have a sense of group belonging, which is sometimes termed a â€Å"we-feeling† or a â€Å"consciousness-of –kind†. Groups, related to one another in terms of their performing similar social activities, together from the social structures called social institutions. For example all the groups primarily involved in educational activities together form a society’s educational institution. It is through and in groups, and the institutions that they compose that the basic social processes of a society take place. It is in social groups that the learning of socialization takes place that cultural roles are shared and acted upon, and that deviance is ascertained and punished. People know how to perform roles in groups because they have knowledge of how to act which they developed in the process of socialization, because they share cultural understandings with other group members with whom they interact, because they have an understanding of what is considered deviant and unacceptable behavior in the various groups to which they belong (O’Brien, 2001). When we consider how females and males differ, the first thing that usually comes to mind is sex, the biological characteristics that distinguish males and females. Primary sex characteristics consist of a vagina or a penis and other organs related to reproduction, secondary sex characteristics are the physical distinctions between males and females that are not directly connected with reproduction. Secondary sex characteristics become clearly evident at puberty, when males develop more muscles, a lower voice, and more hair and height while females form more fatty tissue, broader hips, and larger breasts. Gender is a social and not a biological characteristic. Gender consists of whatever traits a group considers proper for its males and females. This is what makes gender vary from one society to another. Sex refers to male or female, gender refers to masculinity or femininity, so sex you inherit and you learn your gender as you are socialized into specific behaviors and attitudes (Gilmore, 1990). The sociological significance of gender is that it is a device by which society controls its members. Gender sorts us on the basis of sex, into different life experiences. It open and closes doors to power, property, and even prestige. Like social class, gender is a structural feature of society. Biology plays a significant role in our lives. Each of us begins as a fertilized egg. The egg, or ovum, is contributed by our mother, the sperm that fertilizes the egg by our father. At the very moment the egg is fertilized, our sex is determined. Each of us receives twenty-three pairs of chromosomes from the ovum and twenty-three from the sperm. The egg has an X chromosome. If the sperm that fertilized the egg also has an X chromosome, we become female. If the sperm has a Y chromosome we become male. That’s the biology. Now the sociological question is, does this biological difference control our behavior? Does it make females more nurturing and submissive and males more aggressive and domineering? (Macionis, 1997) Almost all sociologists take the side of â€Å"nurture† in this â€Å"nature vs. nurture† controversy. The dominant sociological position is represented by the symbolic interactionists. They stress that the visible differences of sex do not come with meanings built into them. Rather each human group determines what these physical differences mean for them and on that basis assigns males and females to separate groups. It is here that people learn what is expected of them and are given different access to their society’s privileges. Most sociologists find compelling argument that if biology were the principal factor in human behavior all around the world we would find women to be one sort of person and men another. In fact, ideals of gender vary greatly from one culture to another and as a result, so do male-female behaviors. For example the Tahitians in the South Pacific show a remarkable contrast to our usual expectations of gender. They don’t give their children names that are identifiable as male or female, and they don’t divide their labor on the basis of gender. They expect both men and women to be passive, yielding and to ignore slights. Neither male nor females are competitive in trying to attain material possessions (Gilmore, 1990). Society also channels our behavior through gender socialization. By expecting different attitudes and behaviors from us because we are male or female, the human group nudges boys and girls in separate directions in life. This foundation of contrasting attitudes and behaviors is so thorough that, as adults most of us think, act and even feel according to our culture’s guidelines of what is appropriate for our sex. Our parents are the first significant others who teaches us our part in this symbolic division of the world. Their own gender orientations are so firmly established that they do much of this teaching without even being aware of what they are doing. This is illustrated by a classic study done by psychologists Susan Goldberg and Michael Lewis (1969). They asked mothers to bring their 6 month old infants into their laboratory to supposedly observe the infant’s development. Secretly these researchers also observed the mothers. They found that the mothers kept their daughters closer to them. They also touch and spoke more to their daughters. By the time the children were 13 months old, the girls stayed closer to their mothers during play, and they returned to them sooner and more often than did the boys. When they set up barriers to separate the children from their mothers, who were hiding toys, the girls were more likely to cry and motion for help, the boys ere likely to try to climb over the barrier. Goldberg and Lewis (1969) were able to conclude that in our society mothers unconsciously reward their daughters for being passive and dependent, their sons for being active and independent. These lessons continue throughout childhood. On the basis of their sex, children are given different kinds of toys. Preschool boys are allowed to roam farther from home than their preschool sisters, and they are subtly encouraged to participate in more rough and tumble play. Even get dirtier and to me more defiant. Such experiences in socialization lie at the heart of the sociological explanation of male/female differences (O’Brien, 2001). In today’s society mass media plays a vital role in gender and sexuality roles. Sociologist stress how this sorting process that begins in the family is reinforced as the child is exposed to other aspects of society. Especially important today are the mass media, forms of communication that are directed to large audiences. Powerful images of both sexes on television, music and the internet reinforce society’s expectation of gender. Television reinforces stereotypes of the sexes. On prime time television, male characters outnumber female characters by two to one. They also are more likely to be portrayed in higher status positions. Viewers get the message, for the more television that people watch; the more they tend to have restrictive ideas about women’s role in society. The expectations to the stereotypes are notable and a sign of changing times. Video games have some youths spending countless hours playing games. Even college students, especially males, relieve stress by escaping into video games. But more studies into the affect of these games on the ideas of gender are needed. Because the games are the cutting edge of society, they sometimes also reflect cutting edge changes in sex roles (Macionis, 1997). As women change their roles in society, the mass media reflects those changes. Although media images of women are passive, subordinate, or as mere background objects remain and still predominate, a new image has broken through. Exaggerating changes in society, this new image nonetheless reflects a changing role of women, from passive to active in life outside the home, from acquiescent to dominate in social relations. Books, magazines, DVD’s and video games are made available to a mass audience. And with new digital advances they have crossed the line form what we traditionally think of as games to something that more closely resembles interactive movies. Sociologically, what is significant is that the content of video games socializes their users. Gamers are exposed not only to action, but also to ideas as they play. Especially significant are gender images that communicate powerful messages, just as they do in other forms of mass media (O’Brien, 2001). Lara Croft, an adventure seeking archeologist and star of Tomb Raider and Tomb Raider 2, is the essence of the new gender image. Lara is smart, strong, and able to utterly vanquish foes. With both guns blazing, she is the cowboy of the twenty-first century, the term cowboy being purposely chosen, as Lara breaks gender roles and assumes what previously was the domain of men. The old remains powerfully encapsulated in the new. Lara is a fantasy girl for young men of the digital generation. No matter her foe, no matter her predicament, Lara always is outfitted in form fitting outfits, which reflect the mental images of the men who created this digital character. Their efforts have been so successful that boys and young men have bombarded corporate headquarters with questions about Lara’s personal life. Lara had caught young men’s fancy to such an extent that more than 100 web sites are devoted to her. The final reward of the game is to see Lara in a nightie one can question that regardless of tough girl images just how far stereotypes have been left behind (Macionis, 1997). Gender stratification gives males and females unequal access to power and prestige and property on the basis of sex. It is closely associated with class and caste stratification and is a related phenomenon of gender stratification. Some but not all societies have men and women as unequal with the latter being more seen. Sexual in equality is characteristic of societies that are stratified in other ways as well. Women have historically occupied a position of inferiority to men in the class structured societies of the Western world. Sexual inequality may sometimes be seen in societies that are not otherwise stratified, in such instances men and women are always physically as well as conceptually separated from one another. The rise of gender stratification often seems to be associated with the development of strongly centralized states. Because social stratification of any kind tends to make life oppressive for large segments of a population, the lower classes are usually placated by means of religion, which promises them a better existence in the hereafter. Gender inequality is not some accident; instead it is the institutions of each society that work together to maintain the group’s particular forms of inequality. Customs throughout history both justify and maintain these arrangements. Although men have resisted sharing their privileged positions with women, change has come (O’Brien, 2001). By playing a fuller role in the decision making processes of our social institutions, women are going against the stereotypes and role models that lock males into exclusively male activities and push females into roles that re considered feminine. As structural barriers fall and more activities are engendered, both males and females will be free to pursue activities that are more compatible with their abilities and desires as individuals. As they develop a new consciousness of themselves and their own potential, relationships between females and males will change. Certainly distinctions between the sexes will not disappear. There is no reason for biological differences to be translated into social inequalities. The reasonable goal is appreciation of sexual differences coupled with equality of opportunity which may lead to a transformed society.

The Allegory Of The Cave By Plato - 1511 Words

In our class, we read three powerful and meaningful texts. We started by reading The Allegory of the Cave by Plato, a Greek philosopher who lived from 428-347 B.C.E. This text led to our reading of The Four Idols by Francis Bacon, an English philosopher who came much later than Plato and lived from 1562 to 1626. Lastly, we read The Word Weavers/World Makers by Neil Postman, who lived from 1931-2003. There seems to be a recurring theme in which they themselves deal with ideas of knowledge and illusions. These illusions and false perceptions are analogous to a veil or a curtain that we can break through to find further truth in our reality. While separated by time, these authors are able to come to a similar understanding in their†¦show more content†¦We should apply words to correct our errors and not enforce them. While reading these texts, they all brought my mind to new approaches of understanding. Bacon’s four idols are examples of how our perception distorts knowledge and we create false truths about what we wish to perceive. This text titled The Four Idols consists of the Idols of the Tribe, Idols of the Cave, Idols of the Marketplace, and the Idols of the Theater. I will use Bacons Idols as an outline for relating Plato and Postman. We put our perception in front of what is truly there, â€Å"like a false mirror† (Bacon 882) that we use to distort knowledge to fit what we believe. Bacon denoted the Idol of the Tribe as mistakes that all humans contain. He says, â€Å"For it is false assertions that the sense of man is the measure of things† (Bacon 882). In addition states, â€Å"senses as of the mind are according to the measure of the individual not the measure of the universe† (Bacon 882). As our beliefs grow stronger we create false notions to support them through means of exaggeration and assumption, without carefully analyzing the evidence. The Idol of the Tribe can easily relate to Plato’s allegory, similar to the prisoners in the cave, they watch the shadows without inquiry into what else there is and not wanting to explore. They have assumed without further searching that this was their reality. Bacon