tag:blogger.com,1999:blog-45254636110338434392024-03-08T03:19:59.717-08:00Essay writing tips for ieltsGood Topics To Write A Sociology Paper Oncarladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.comBlogger30125tag:blogger.com,1999:blog-4525463611033843439.post-52555954016939690002020-08-24T18:11:00.001-07:002020-08-24T18:11:03.208-07:00Explicación sencilla del sistema educativo en EE.UU.Explicaciã ³n sencilla del sistema educativo en EE.UU. Para los reciã ©n llegados an Estados Unidos, el sistema educativo es uno de los grandes misterios y uno de los temas que ms inquietudes plantea. Para navegarlo exitosamente es importante entender los puntos bsicos de la educaciã ³n obligatoria. En este artã culo se resuelven dudas sobre quã © aã ±os comprende la educaciã ³n obligatoria, tipos de escuelas, cules child los grados y, finalmente, temas especiales como estatus migratorio y escuelas pã ºblicas, alimentos, educaciã ³n particular, and so forth. Aã ±os de educaciã ³n obligatoria en EE.UU.: K-12 En Estados Unidos la educaciã ³n es obligatoria entre los grados K-12, esto quiere decir, entre kindergarten - preescolar-al grado 12. Lo que no es tan claro es a quã © edad se debe comenzar en kindergarten y a cul finalizar los estudios obligatorios ya que cada estado establece sus propias reglas. Pero en general puede decirse que en algã ºn punto entre los 5 y los 8 aã ±os los niã ±os deben escolarizarse y deben estudiar hasta los 16 o, en algunos estados, 18-19 aã ±os. Por ejemplo, en California es obligatoria la enseã ±anza entre las edades de 6 y 18 aã ±os, pero se permite dejar de estudiar a los 16 si el estudiante se ha graduado de secondary school o ha obtenido el tã tulo equivalente que se conoce como CHSPE y, adems, tiene el permiso de sus padres. Por otro lado, en Connecticut la educaciã ³n es obligatoria entre los 5 y los 18 aã ±os, permitiendo la ley multas y loads delictivos contra los padres que no envã an a sus hijos a las escuelas. à ¿Dà ³nde deben escolarizarse los niã ±os? Estados Unidos brinda un amplio abanico de posibilidades para enviar a las escuelas a niã ±os, desde escuelas pã ºblicas y todas sus variedades o privadas y todas las diferentes opciones, pasando por educaciã ³n en casa. Segã ºn el Centro Nacional de Estadã sticas para la Educaciã ³n, 50.700.000 estudiantes estudian en escuelas pã ºblicas, es decir, la mayorã a de los pupilos en edad de estudios obligatorios. Las escuelas pã ºblicas se caracterizan por: ser gratuitas para los estudianteslos fondos provienen del gobierno government, el estado, el condado, la municipalidad o una combinaciã ³n de variosestn obligadas an admitir a los estudiantes que habitualmente residen en el distrito escolar En algunos estados se permite que los padres puedan elegir escuela. Tambiã ©n es frecuente que se permitan alternativas a los padres cuando la calidad de las escuelas del lugar donde residen deja mucho que desear en cuanto a calidad, mediante el sistema que se conoce como voucher. Existen varios tipos de escuelas pã ºblicas. En groundwork lugar, estn las regulares. Algunas child excelentes. Adems de las regulares, estn las part, que child escuelas que funcionan con fondos pã ºblicos pero que child gestionadas privadamente por empresas, por cooperativas de maestros o, incluso, por padres o por comunidades. Existe una importante diferencia en calidad de la enseã ±anza entre distintas escuelas parts, por lo que si esa es la opciã ³n de los padres es muy conveniente que investiguen risks de enlistment center a sus hijos. Adems, estn las escuelas pã ºblicas conocidas como magnet, que child escuelas pã ºblicas que destacan por su excelencia acadã ©mica. Se especializan en un rea acadã ©mica en specific. Las magnet se caracterizan por asegurar la diversidad à ©tnica y racial de sus estudiantes.à En esta base de datos se puede ver cules child las mejor calificadas en task Estados Unidos, permitiã ©ndose una bã ºsqueda por estados. Por otro lado, tambiã ©n existen varios tipos de escuelas privadas en las que en la actualidad estudian poco menos de 6 millones de alumnos.à En este tipo de escuelas los estudiantes envã an una solicitud y deben esperar a ver si child admitidos. Asimismo, deben pagar por sus estudios, aunque feed casos en los que feed becas disponibles para los mejores estudiantes sin recursos econã ³micos. En Estados Unidos, donde 1 de cada 3 secondary schools child privadas, existen los siguientes tipos de escuelas de esta naturaleza: En groundwork lugar, estn las Escuelas independientes, que no pueden recibir fondos de grupos religiosos, aunque pueden tener una estrecha relaciã ³n con ellos. Feed menos de 2,000 pero se encuentran dentro de esta categorã a las famosasà Phillips Academyà Andover, con un excelente sistema de becas paraâ estudiantes excelentes pero sin recursos,â y Exeter. En segundo lugar, feed escuelas parroquiales, que estn estrechamente vinculadas con una iglesia y child muy populares, conformando el city hall leader nã ºmero de escuelas privadas. En los Estados Unidos la mayorã a child catã ³licas, aunque tambiã ©n las feed protestantes y judã as. Un aspecto a tener en cuenta es que child, en general, notablemente ms baratas que las escuelas independientes. En tercer lugar, destacar las escuelas privadas con blade de lucro, que se conocen en inglã ©s como exclusive schools.â Por à ºltimo, existe una alternativa a las escuelas pã ºblicas y a las privadas: la escolaridad en casa y es que en los Estados Unidos ms de un millã ³n y medio de estudiantes reciben la educaciã ³n en sus casas, lo que se conoce como home schooling,â actuando como profesores sus padres, maestros-tutores contratados o, incluso, siguiendo cursos completos por web. Los requerimientos en cuanto a la obligaciã ³n de notificar esta opciã ³n de enseã ±anza, rendir exmenes o educational plan a seguir varã a enormemente entre los diferentes estados, por lo que es necesario informarse en profundidad de las reglas que rigen en el lugar de residencia habitual.â à ¿Cà ³mo se dividen las escuelas por grados? Es muy comã ºn encontrar estos tipos de escuelas: En groundwork lugar, Primaria, conocida en inglã ©s como primary school. Los muchachos estudian hasta los grados 5to o 6to, dependiendo de los distritos. Como regla general, hasta que tienen 11-12 aã ±os. En segundo lugar, Intermediaria, conocida en inglã ©s como center school y tambiã ©n como middle school. No existe en tasks los distritos y donde sã la feed, roughage variaciã ³n en los grados que la componen, siendo comã ºn que comprenda 4to, 5to y 6to grado. Se trata de un paso intermedio entre la primaria y la secundaria. En tercer lugar, Secundaria, conocida en inglã ©s como secondary school. comprende los grados 9 a 12 y comienza a la edad de 14-15 aã ±os. Feed una gran variedad de tipos de secondary school, como las especializadas en preparar para school y universidad, especiales, vocacionalesâ o alternativas. Las personas que alcanzan los 19 aã ±os de edad y no han obtenido el confirmation de secondary school pueden sacar una certificaciã ³n alternativa. La ms conocida es el GED, que tambiã ©n se puede rendir en espaã ±ol. Pero feed otras opciones, dependiendo de los estados, como por ejemplo el TASC y el HiSET. Adems, en el caso de los mexicanos es posible obtener el certificado de bachillerato de Mã ©xico sin salir de los Estados Unidos. à ¿Quà © feed sobre la educaciã ³n tempranaâ o pre-k? La educaciã ³n tempranaâ no es obligatoria pero se brinda en un buen nã ºmero de escuelas pã ºblicas y privadas. Comienza a partir de los 3 aã ±os y el programa Head Start promueve la participaciã ³n de niã ±os de bajos recursos. Los padres o tutores interesados deben consultar con las opciones en su lugar de residencia, ya que roughage grandes diferencias entre distritos y estados. Escuelas, derechos migrantes y problemtica de visas Tasks los niã ±os en edad de recibir educaciã ³n obligatoria, es decir, en grados K-12 tienen derecho an asistir an una escuela pã ºblica en el distrito de su residencia routine. Esto aplica por supuesto a los ciudadanos americanos, a los residentes permanentes yâ â tambiã ©n a los niã ±os indocumentados. Asã lo estableciã ³ claramente una sentencia de la Corte Suprema que se conoce como Plyler v. Doe. Los padres, madres o tutores que confronten problemas por su estatus migratorio o el de sus niã ±os pueden contactar con Equity and Civil Rights, explicar su problema y solicitar que se cumpla la ley. Tambiã ©n pueden asistir a las escuelas pã ºblicas los niã ±os presentes en los Estados Unidos con visas derivadas, como por ejemplo, la F-2, la H-4 o la J-2. Tambiã ©n los hijos de extranjeros con visas de inversiã ³n E-1 o E-2 vlidas. Sin ban, la situaciã ³n es muy diferente para el caso de niã ±os que ingresan a los Estados Unidos con visa de turista. Estudiar en una escuela pã ºblica significa que se est cometiendo una infracciã ³n migratoria y cada vez es ms frecuente que se le revoque la visa al niã ±o y tambiã ©n a sus padres. Child varias las opciones de visa para estudiar en Estados Unidos que se brinda an esos niã ±os. Es muy importante entender que desde el punto de vista de la ley migratoria y las escuelas es muy distinta la situaciã ³n de un niã ±o indocumentado, que sã puede ir a las escuelas, y la de un niã ±o que ingresa al paã s con visa de turista y pretende asistir an una escuela pã ºblica. Estosâ niã ±os no estn protegidos por Plyler v. Doe. Idioma, educaciã ³n particular, vacunas y alimentos Si los niã ±os no hablan inglã ©s o si los padres desean que hablen con fluidez inglã ©s y espaã ±ol, pueden considerar los programas de educaciã ³n que se brindan en uno o ambos idiomas. Roughage una gran variedad de opciones, dependiendo del lugar de residencia. Madres, padres y tutores de niã ±os con situaciones especiales, como por ejemplo autismo, epilepsia, parlisis cerebral, and so on deben explorar las diversas opciones de educaciã ³n particular que me carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-51484493101495922020-08-22T01:54:00.001-07:002020-08-22T01:54:23.685-07:00Babylonia and the Law Code of HammurabiBabylonia and the Law Code of Hammurabi Babylonia (generally, current southern Iraq) is the name of an old Mesopotamian realm known for its math and space science, engineering, writing, cuneiform tablets, laws and organization, and excellence, just as abundance and insidiousness of Biblical extents. Control of Sumer-Akkad Since the region of Mesopotamia close to where the Tigris and Euphrates waterways purged into the Persian Gulf had two prevailing gatherings, the Sumerians, and Akkadians, it its to as Sumer-Akkad. As a major aspect of a practically unending example, others continued attempting to assume responsibility for the land, mineral assets, and exchange courses. In the end, they succeeded. Semitic Amorites from the Arabian Peninsula dealt with the greater part of Mesopotamia by around 1900 B.C. They concentrated their monarchical government over the city-states only north of Sumer, in Babylon, some time ago Akkad (Agade). The three centuries of their control is known as the Old Babylonian time frame. The Babylonian King-God Babylonians accepted the ruler held force as a result of the divine beings; besides, they thought their lord was a divine being. To expand his capacity and control, an administration and brought together government were set up alongside the unavoidable aides, tax assessment, and automatic military help. Divine Laws The Sumerians previously had laws, however they were controlled together by people and the state. With a heavenly ruler came supernaturally enlivened laws, infringement of which was an offense to the state just as the divine beings. The Babylonian lord (1728-1686 B.C.) Hammurabi arranged the laws wherein (as unmistakable from the Sumerian) the state could arraign for its own sake. The Code of Hammurabi is renowned for requesting discipline to fit the wrongdoing (the lex talionis, or tit for tat) with various treatment for every social class. The Code is believed to be Sumerian in soul yet with a Babylonian motivated cruelty. The Babylonian Empire and Religion Hammurabi likewise joined the Assyrians toward the north and the Akkadians and Sumerians toward the south. Exchange with Anatolia, Syria, and Palestine spread Babylonian impact further. He further united his Mesopotamian realm by building a system of streets and a postal framework. In religion, there wasnt much change from Sumer/Akkad to Babylonia. Hammurabi included a Babylonian Marduk, as boss god, to the Sumerian pantheon. The Epic of Gilgamesh is a Babylonian gathering of Sumerian stories about an incredible ruler of the city-territory of Uruk, with a flood story. When, in the rule of Hammurabis child, the pony back trespassers known as the Kassites, made attacks into A babylonian area, the Babylonians thought it discipline from the divine beings, yet they figured out how to recuperate and remained in (constrained) power until the start of the sixteenth century B.C. at the point when the Hittites sacked Babylon, just to pull back later in light of the fact that the city was excessively inaccessible from their own capital. In the long run, the Assyrians stifled them, however even that was not the finish of the Babylonians for they rose again in the Chaldean (or Neo-Babylonian) time from 612-539 put on the map by their extraordinary lord, Nebuchadnezzar. carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-90726075185352387742020-07-23T06:18:00.001-07:002020-07-23T06:18:02.037-07:00Happy New Year, Illini!Happy New Year, Illini! Happy New Year! I feel rejuvenated after spending the holidays with family and friends, and of course surrounded by fluffy pets wearing cute holiday sweaters. Its great to have that time to be with loved ones and to get that mental break from all sorts of work. While some of you might not be fans of resolutions, it can serve as great motivation to reinvent yourself on a clean slate. Personally, Im a huge fan of them. So, this next semester will be my last semester as an undergrad, but before I can join the full-time work space or attend grad school, I need to rethink some of my bad habits in 2015. I thought Id outline a few of my resolutions to be a better Illinois college student in 2016. Avoid the snooze button. Expectations: Photobucket Reality: The Odyssey Online In 2015, I remained a morning person (weird, I know), but I am also guilty of rolling over to hit the snooze button in the afternoons or even well into the evening for a whopping four-hour nap. A nap shouldnt last four hours. You should be getting your sleep at night, and perhaps take a 30 min to an hour nap during the day. This compromises time spent with friends and on homework, which only leads to stress crying and all-nighters (1 star, would not recommend). In 2016, Ill go to bed early. Ive always been a work hard, play later type of person, but Ive lost touch of that by napping during my free time. Sure, its nice to take a nap after a long day, but I went too far and made that a routine that only guaranteed insomnia and solitude during the week days. Create a daily and weekly checklist. Expectations: Tumblr Reality: Tumblr In 2015, I made vague checklists and totally forgot about them. I wrote them on my iPad between classes or during lecture. They were quite bold, and it was clear I was in a good mood that day for radical change. Eat more greens. Stop drinking coffee. Go to the gym. Either way, these were lists that were created with the sole intent of running in the other direction. They were too big for me to turn into routine. I lost sight of these goals and spent even more money coping with caffeine withdrawal, and eventually, I resorted back to my caffeine addiction through afternoon coffee runs. In 2016, Ill be a bit more specific on how Ill tackle these goals. You need a game plan to make things happen. Ill be more specific on what eat more greens will entail in my packed lunches. Ill be open to compromise with myself, understanding that there will be productive days and slip up days. Its inevitable with a tight college student budget, time constraints, and other student obligations, but its worth a try! Set aside time for your side projects. Expectations: Tumblr Reality: Giphy In 2015, I opened a word document and played Spotify on the background as I wrote my stories, essays, business papers, etc. for all my classes. Sure, I got all my work done days before the deadline, but I didnt really feel engaged with what I was doing half the time. I was multitasking and distracted. I didnt seem to make time for revisions, either. In 2016, I plan on writing 250+ words every day. That doesnt quite consider time as much, but its flexible enough for me to make it work during a busy semester schedule. Finding time to write has always been the internal struggle for most of my creative writing friends and for myself. If youre a structured person, maybe you set aside time to read or time to get your side projects done. For me, time has always been an issue. So, now Im strictly breaking my side project apart by focusing on the word count. Start on job applications and be confident about your accomplishments. Expectations: Tumblr Reality: Tumblr Second semester is when students typically rush to the Career Center to practice their interview spiel on others. As a senior now, this is when I need to pluck up enough courage and begin those job applications. In 2015, I wasnt confident to share my work with others just yet. As a perfectionist, this can be a let down. There were days I didnt want to submit my completed application to grad schools because I was feeling anxious. While I had experience in business technical writing, I convinced myself I wasnt pursuing anything worthwhile and that I wasnt marketable at all. This is all pretty ridiculous, but it happens. In 2016, Ill be ready to share my work with professors and colleagues. Im going to embrace the feedback and revision process further by actually taking time to look back at the written feedback on my work. Im also going to outline my successes in the Creative Writing field. I have received a few undergraduate awards and publications during my time here, and I should include them on my resume and cover letters with pride! Have any resolutions for this upcoming semester? Feel free to share them with me, too! ?? Jenny Class of 2016 I'm majoring in Creative Writing in the College of Liberal Arts and Sciences. I'm from the north side of Chicago, an artsy neighborhood along the lakefront called Andersonville. I plan to pursue a low-residency MFA program in Fiction Writing with the hope of becoming a published author. carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-38296739505429176532020-05-22T03:56:00.001-07:002020-05-22T03:56:03.185-07:00Literary Devices In Letter From Birmingham Jail - Free Essay Example Sample details Pages: 3 Words: 834 Downloads: 6 Date added: 2019/05/28 Category History Essay Level High school Tags: Letter From Birmingham Jail Essay Did you like this example? On April 16, 1963, Martin Luther King Jr. wrote, the now infamous, Letter from Birmingham Jail, which was a response to the eight clergymen who wrote a letter to Martin Luther King Jr. stating that there was racial segregation to be handled, but that it was a job for the courts and law to handle, and not everyday people. Donââ¬â¢t waste time! Our writers will create an original "Literary Devices In Letter From Birmingham Jail" essay for you Create order In his letter, King supported the idea that injustice was everywhere, and not just in court rooms. He supported his claims by applying anaphora, diction, parallelism, and rhetoric appeals. King uses his words to build trust and reassurance, feeling of emotions and logistics and credibility in his response letter to effectively get his messages across. King most effectively applies these devices by giving an incredible insight as to what African Americans are faced with daily, and the make-up of just and unjust laws in Alabama. King uses pathos by giving examples of how poorly Negros were frequently treated while the law watched it happen and did nothing about it. He implies how mothers and fathers were lynched and brothers and sisters are drowned because white men felt like doing it. He states that when you have seen vicious mobs lynch your mothers and fathers at will and drown your sisters and brothers at whim which causes the reader to feel and experience the brutality that the negro population suffered through (King 4). He uses pathos a second time by referencing a little girl who sees an advertisement for an amusement park that is opening. She begins to cry when shers told that she, along with other African Americans, are not allowed to go because the park wont allow colored people to enter (King 4). His descriptions highlight the extent of racism in Montgomery, at the time. His use of pathos in the letter evokes the true emotions that King had for the movement and how much the rebellions meant to him. King wants his child to go to an amusement park without being ridiculed by the white populous. He wishes for his fellow African American families to live without violence. He portrays his message using pathos throughout the letter. King incorporates diction when he discusses the differences between just and unjust laws. He says that, Any law that uplifts human personality is just. Any law that degrades human personality is unjust. All segregation statues are unjust because segregation distorts the soul and damages the personality (King 4). Kingrs use of the words degrades, damages, and distort bring an emphasis of negativity that also demonstrates the feelings that King has for the laws in Montgomery. Also, the word statues demonstrate that segregation can never be changed by itself. He is saying that segregation laws will be changed when people step in and make the change happen. His choice of words is important because it gives more description and emotional weight supporting his, and the Negro communityrs, hatred for the unjust laws and enforcement of those laws. It also brings the reader a sense of understanding as to why MLK is protesting and justifies his reasoning for instigating the protests. King implies parallelism to instill a sense of understanding to the reader as to why segregation is a big problem in Birmingham. King expresses that, Hence segregation is not only politically, economically, and sociologically unsound, it is morally wrong and sinful (King 5). The parallelism, used in the sentences, allows the reader to easily comprehend Kingrs argument against segregation. He also applies many adjectives that bring a unique flow to the paragraph. He also mentions sinful in reference to the segregation. This word choice is also effective because it shows that King is a former bishop. Plus, it is directed to the clergymen who wanted to stop him and his protests, in the first place. King finally uses anaphora to express his disappointment with the white populous and how their harsh treatment led the Negro population to start a rebellion. He reasons that, It is unfortunate that protests are taking place in Birmingham, but it is even more unfortunate that the cityrs white power structure left the Negro community with no alternative (King 1). The beginning of both sentences begins with the same word, unfortunate. This is important because it outlines Kingrs overwhelming disappointment with the circumstances surrounding the protesting, but it also gives the reader a realization that the Negro population has a valid reason to continue to rebel. Plus, the reader will have a feeling of guilt and disappointment in not only the law, but in themselves because they know it is shameful to treat people horribly, especially because they have a different color of skin. In conclusion, Martin Luther King Jr.rs response to the eight clergymen made Kingrs points very clear. It had many uses of literary devices, including those of the rhetoric type. His letter has had a profound impact on history, as well as the civil rights movement. If King didnt write this letter with such passion and energy, then it would have severely hindered the movement entirely. carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-62444011352172296362020-05-07T00:18:00.001-07:002020-05-07T00:18:18.070-07:00Diversity Of Diversity At The Workplace - 942 Words In this weekââ¬â¢s integrated article, review, I am focusing on diversity at the workplace. This is a topic very relevant and important for any organizations success. Diversity at the workplace refers to any characteristic that makes people different from one another. Todayââ¬â¢s workforce is a diverse mix in terms of age, gender, ethnicity, generational attitudes. It is important for an organization to adopt diversity management practices to bring this diverse mix together into a stable productive unit. The marketplace is more global driven by advances in communication and technology. For many organizations, managing diversity at the work place is an integral part of their culture. Management of diversity makes every employee sensitive to the needs and differences of others. In the first article, ââ¬Å"Diversity management practices do they make a differenceâ⬠1 a study was conducted on diversity management practices adopted by local governments in recruiting, hiring and retaining a diverse workforce. I found this article interesting because it reviews how diversity is managed from the grassroots level in a government setting. It was suggested that a diversified workforce could solve problems in a better way due to their diverse perspectives and skills and thereby increase organizational performance. A study was conducted to examine the effects of diversity management at the local government and was categorized into two types. In type A Diversity management practice focus was onShow MoreRelatedDiversity In The Workplace. . 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Some are relatively short papers such as Diversity in the Workplace published by the University of Florida, and seek to provide the reader with a basic understanding of what is meant by workplace diversity, as well as the potential benefits to both employers and employees alike. Other resources can be significantly more in-depth and explore subtopics of workplaceRead MoreDiversity in Workplace1483 Words à |à 6 PagesDIVERSITY: GROWTH AND IMPORTANCE OF MANAGING Harpreet Singh City University ABSTRACT: As companies are becoming more and more diverse it s becoming more and more important for companies to understand and manage it. The people of different background, races, religion creates diverse workforce. There is an importance of having diverse workforce to provide better performance. There are perspectives of managing the diverse workforce, which require organization leaders and managers carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-4286433716051156832020-05-06T09:16:00.001-07:002020-05-06T09:16:32.655-07:00Empowerment Transforming Power and Powerlessness Free Essays The precise definition of transformational politics is a never ending issue in the governmental realm.à Consequently, Edward W. Schwerin stresses the idea in a connotation with deliberative state that such is a social and scholarly movement wherein such adherents are sharing an interest towards building a political community basically coherent to norms and other significant details in the concept of empowerment. We will write a custom essay sample on Empowerment: Transforming Power and Powerlessness or any similar topic only for you Order Now Conceivably, these factors that build up the connotation are also based on standards such as cooperation, grassroots democracy, equality, environmental awareness and other demonstrative dynamics which possess the ability to the implications and the answers to how these dynamics are able to gain what tends to be the root on how ââ¬Å"politicsâ⬠and the people shall actually change or live with political decisions. Obviously, Shwerinââ¬â¢s definition and characterization of empowerment is derived from the philosophical works of Plato as well as with the idea that empowerment is in point of fact dependent on how the individual believes how one can be empowered or be disempowered for that instance. To quote his line with regard to the definition of ââ¬Å"empowermentâ⬠ââ¬âthe process of gaining mastery over oneââ¬â¢s self and oneââ¬â¢s environment in order to fulfill human needs (p.81)ââ¬âperhaps his ideological definition may be correct in the factual basis, but if collaborated with the contemporary scenario, empowerment is not only conquered through an individualââ¬â¢s conception on such idea, but it must also be given by the environment upon which that person who wants to achieve such will be vested in the most holistic sense possible. Further, it would also be taken to assumption that Schwerinââ¬â¢s basis for stressing his views on ââ¬Å"empowermentâ⬠are too vague and broad that upon arguing on the aforementioned perspective as a composition of the following: ââ¬Å"self-worth, self-effectiveness, piece of knowledge and of abilities, awareness on the political aspect, and participation on socially and politically inclined eventsââ¬âit may be taken to assumption that he is nevertheless referring on the ideological perspective alone on transformational politics and not barely lingering on the schemes of contemporary deliberation and analysis on empowerment. However, his views on mediation experiences (p.93)ââ¬âas empowering factors on individuals who participate on the ââ¬Ëactivitiesââ¬â¢Ã¢â¬âmay be acceptable in further delight.à Specifically, his prediction that mediation trainees shall have personal empowerment is a great ordeal on understanding empowerment and the objective of empowering those who are powerless, per se. On the aspect of ââ¬Å"groupingâ⬠and on the mediation strategy towards building a highly empowered group, his research has led him good value worth the critical analysis.à As far as political threshold is concerned, it is indeed realistic to say that mediators possess the higher chance to achieve ââ¬Å"empowermentâ⬠rather than those who do not get exposed on the organizational activityââ¬âthose who are experienced shall have the highest empowerment scoresââ¬âmore experience, greater the chance.à In the classroom basis, a ââ¬Å"group of leadersâ⬠will have the highest score of getting ââ¬Å"empoweredâ⬠than only those who are considered as ââ¬Å"group of mediatorsâ⬠ââ¬âintensive training is effective at teaching recruits (Schwerin, 1995).à Precisely true enough to prove his worth on his research. Levels of personal empowerment may be brought upon by training and the acquisition of knowledge, so to speak.à But the ââ¬Å"realâ⬠empowerment comes from experienceââ¬âdispute resolution, bringing up conflicts to a formal legal systemââ¬âall these are piously given ample importance in trying to distinguish the definition of ââ¬Å"empowerment.â⬠à Hence on personal opinion, empowerment may come from ââ¬Å"ownâ⬠beliefs but making other people believe that one is capable of such ââ¬Å"high regardâ⬠is the best empowering method to be taken into account. Reference Schwerin, E. W. (1995). Mediation, Citizen Empowerment, and Transformational Politics. Westport, Connecticut: Praeger Publishers. à à How to cite Empowerment: Transforming Power and Powerlessness, Essay examples carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-78801631443253514572020-04-27T06:02:00.001-07:002020-04-27T06:02:02.095-07:00Womens Rights Essays (784 words) - American Quakers, Womens Rights Beginning in the mid-19th century, several generations of woman suffragesupporters lectured, wrote, marched and disobeyed many rules to change in the Constitution. parades, silence and hunger strikes where used to demonstrate the need for a change in the constitution. Women struggled for their rights ,and they struggled equally to black americans who desired voting rights as well(The Fifteenth Amendment., Susan Banfield pp.11-20). Women had it difficult in the mid-1800s to early 1900s. There was a difference in the treatment of men and women. Married women were legally concidered a property of the man they married in the eyes of the law. Women were not allowed to vote. Married women had no property rights. Women were not allowed to enter professions such as medicine or law. Women had no means to gain an education since no college or university would accept women students. Then the first Women's Rights Convention was held on July 19 and 20 in 1848(Whats Right with America., Dwight Bohmach pp.261). The convention was convened as planned, and over the two-days of discussion, the Declaration of Sentiments and 12 resolutions received agreement endorsement, one by one, with a few amendments(http://www.nara.gov/education/teaching/woman/home.html). The only resolution that did not pass unanimously was the call for women's authorization. That women should be allowed to vote in elections was impossible to some. At the convention, debate over the woman's vote was the main concern. Women's Rights Conventions were held on a regular basis from 1850 until the start of the Civil War. Some drew such large crowds that people had to be turned away for lack of meeting space. The women's rights movement of the late 19th century went on to address the wide range of issues talked about at the Seneca Falls Convention. Elizabeth Cady Stanton and women like Susan B. Anthony, Lucy Stone, and Sojourner Truth, who were pioneer theorists, traveled the country lecturing and organizing for the next forty years. Winning the right to vote was the key issue, since the vote would provide the means to accomplish the other reforms. The campaign for woman's right to vote ran across continous opposition that it took 72 years for the women and their male supporters to win (When Hens Crow : the Woman's Rights Movements in Antebellum America pp.66). During the Women's Rights Movement, women faced incredible obstacles to win the American civil right to vote, which was later won in 1920.There were some very important women involved in the Women's Right Movement. Esther Morris, who was the first woman to hold a judicial position, who led the first successful state campaign for woman's right to vote, in 1869(Whats Right with America., Dwight Bohmach pp.260-263). Abigail Scott Duniway, the leader of the successful fight in the early 1900s. Ida B. Wells-Barnett and Mary Church Terrell, arrangers of thousands of African-American women who worked for the right to vote for all women. Anna Howard Shaw and Carrie Chapman Catt, leaders of the National American Woman Suffrage Association in the early years of the 20th century, who got the campaign to its final success. If the suffrage movement had not been so ignored by historians, women like Lucretia Mott, Carrie Chapman Catt and Alice Paul would be as familiar to us as Thomas Jefferson, Theodore Roosevelt, or Martin Luther King, Jr. We would know how men took away the right to vote. We would know how women were betrayed after the Civil War, defeated and often cheated in election after election, and how they were forced to fight for their rights against the opposition, with virtually no financial, legal, or political power of their own. If the history of the suffrage movement was better known, we would understand that democracy, for the first 150 years of our nation's existence, excluded more than half of the population. And we would realize that this situation changed only after one of the most remarkable and successful nonviolent efforts the world has ever seen. The suffragists' nonviolent approach was a logical strategy since a remarkable number of the movement's prominent leaders, including Lucretia Mott, Susan B. Anthony, and Alice Paul, were Quakers and pacifists. They were committed to peaceful resistance and they were opponents of war and violence. And, they carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-38304286201949474752020-03-19T07:38:00.001-07:002020-03-19T07:38:02.971-07:00Japan as a model industrialize essaysJapan as a model industrialize essays With the Japanese economy being viewed as one of the most prominent, industrialized economies in the world, it is vital that one considers all of the requirements of a highly industrialized society, and not base their judgments solely on economic output. Through an analysis of Japans reliance on her government to regulate her economy, it will be established that she cannot compete in the global market. Furthermore, it will be demonstrated that according to Alexander Gerschenkrons theory alluding to industrialization, Japan has not developed in a manner that will allow her to prosper. Lastly, the fact that Japan depends on technological borrowing supports Gerschenkrons theory for late industrializers. When examining all of these aspects as a whole, it is obvious that when referring to Alexander Gerschenkrons theory regarding industrialization, Japan cannot be classified as a model industrialized nation, as she possesses the characteristics of a late industrializer with a weak economic capacity. Japans reliance on her government to regulate both trading practices and business operations reflects unfair protectionism and her inability to compete in the global market. This will be validated through an analysis of the role of the Ministry of International Trade and Industry (MITI) within Japans economy. Furthermore, an elucidation of a U.S based manufacturers experience in doing business in Japan will reflect protectionism within the nation. Finally, a case study on the automobile industry in Japan will be analyzed, and will portray Japans reliance on her government. When combined this evidence will exemplify the fact that Japan is unable to compete without the influence of her government and therefore cannot be considered an economic power or an industrialized model. The most prominent government influence in Japan is the Ministry of International Trade and Industry (MITI), which contro... carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-59231424120638264972020-03-02T23:25:00.001-08:002020-03-02T23:25:03.171-08:0020 Creative College Halloween Party Ideas20 Creative College Halloween Party Ideas Gearing up for Halloween is one of the best parts of fall. If youve let the part planning slide a bit, dont worry. Weve rounded up twenty tips that will let you piece together the perfect party complete with decorations, costume ideas and even help with the nibbles. Set the Scene 1. Have a classic horror movie playing in the background. If youre going for a classic Halloween party vibe, choose a series of scary movies to have playing in the background. Running every installment of Friday the 13th or Nightmare on Elm Street is a great way to get people talking and provide the perfect backdrop for Halloween. Keep the volume low and limit it to one TV set ââ¬â be sure you have music playing elsewhere. 2. A great play list is a work of art. Dont leave setting your music until the last minute. This isnt the time to throw your MP3 collection on shuffle and hope for the best. Comb through your collection and ask friends to chip in as well. Include every Halloween reference you can by including tunes from modern artists like Rob Zombie and the classic rock group the Zombies. 3. Set the table. If youre using one large table for food, cover the top with a black sheet and put striped socks on each leg. Finish the look with old shoes at the bottom of each leg ââ¬â instant witchs table! 4. Get every room. Make sure every room guests will be in is decorated ââ¬â including the bathroom. Rolls of crime scene tape, ââ¬Å"bloodyâ⬠hand prints made with dyed corn syrup and plastic bugs and snakes can all give a room an instantly creepy feel. Costume Themes 5. The Time Travelers ââ¬â Everyone has to come dressed up as themselves from the last year in junior high. 6. 8-Bit Party ââ¬â Have your guests dress as their favorite 8-bit character. Extra points for guests who can imitate their characters signature sounds like being able to talk in Q-Bert or beat their chest like Donkey Kong. 7. Still a Better Love Story than Twilight ââ¬â Have guests come as any two-some they want. Meanwhile team up with a fellow party host (or hosts) to dress as the main characters from Twilight. 8. Rick Astley, LOLCatz and More Cowbell ââ¬â Guests can dress as their favorite internet meme. 9. Saturday Morning Cartoons ââ¬â Guests dress up as their favorite character from Saturday Morning cartoons, past or present. Offer special prizes for the oldest character. 10. Fast Forward ââ¬â Pick your favorite reality show personality and then dress as them 30 years in the future. What will a 40 year old Honey Boo Boo look like? How about a 60 year old Snooki? Take a look at our blog on Halloween costume ideas if you need more ideas! Decorations 11. Hit the local thrift shops. Thrift stores may have some Halloween items, but youre really looking for creepy dolls, half broken toys and clothes that would make a zombie turn around and walk the other way. Remember ââ¬â one mans trash is another mans nightmare. 12. Fill clear latex gloves with candy and tie the wrists with ribbon. Spread them around the party as handy candy for people to take away with them. 13. Get back in touch with your childhood cutting skills. Take a garbage bag, fold it into a triangle, then again. Cut away panels and then open it ââ¬â instant (and huge) spider web. 14. Make a massive spider for your new web. Get a foam ball core or just crunch up tin foil. Use foil covered pipe cleaners for the legs. 15. Make glow in the dark balloons. Pick up plain white balloons from a dollar store and put a glow stick inside before you blow them up. Do them right before guests start to arrive so the sticks stay bright throughout the party. Food Ideas 16. Hands in the Punchbowl. Get two rubber gloves and wash the inside really well to get out any powder. Fill with water, freeze then pop out two perfect disembodied hands to keep your punchbowl chilly. 17. Recruit the help of chemistry students. Have your friends bring in beakers and flasks and serve drinks in them instead of glasses or cups. 18. Make Brain cupcakes. Get a frosting bag with a thin tip or just grab an empty ketchup or mustard squeeze bottle. Make cupcakes per normal but ice them with white frosting in thin lines to replicate the look of brains. 19. Fossil Cookies. Make sugar cookies per normal. Press plastic bugs into the top of each cookie, remove then freeze until set (about 30 minutes) Bake as usual and serve. 20. Bleeding Heart Cake. Fill a heart shaped cake tin with opaque pink Jello and let it set. Then fill a plastic bag with corn syrup and red food coloring, strawberry jam or blended berries. Set the bag in the middle of the set cake and fill the tin with another batch of solid pink Jello. Let the whole thing set overnight and then serve. Use a Psycho knife to cut and be sure to remove any bits of the plastic bag before serving it to your guests. Have you thrown an epic Halloween party? Share your own tips for a historic Halloween below. If you are too tired to throw a party on your own, you can visit one of scariest Halloween hapennings. Happy Halloween! carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-29566474161418391242020-02-15T14:50:00.001-08:002020-02-15T14:50:02.275-08:00In what ways are the basic rules of media economics changed by the EssayIn what ways are the basic rules of media economics changed by the 'digital revolution' and in what ways do they remain the same - Essay Example Digital revolution has effected cost reduction by replacing analog into binary representation of ones and zeroes, felicitating multiple generations of copies similar to the original. Digital revolution goes far beyond multimedia applications of storing all information in a binary digital format. The horizon of digital revolution has expanded to the extent of putting an end to privacy, to quote the example of Walmart labeling all its products with RFID tags, causing worry to the privacy groups. Hoskins, McFadyen and Finn of University of Alberta have very appropriately and forcefully analysed links between media and communication in their book ââ¬Å"Media Economics: Applying Economics to New and Traditional Media. They have reasoned with arguments on questions like the Internet affecting the information-rooted entertainment and cultural products; how is broadcasting generally regulated and often supported, segregating newspaper publishing from it. Media economics rules have taken different moulds as multi-faceted aspects of digital revolution unfold. On the basis of microeconomic principles and concepts, it peeps into media industries to discuss and analyse topics in the resulting media environment. In media industries, demand and supply of products is affected by their variables. When packet switching to circuit networks is employed for the Internet, the economies of scale work to give competitive advantage to US in comparison to other countries and on top of that the mergers of entertainment industry such as Disneyââ¬â¢s acquisitions of Miramax and ABC, AT&Tââ¬â¢s acquisition of the cable company TCI happen. Digital revolution through the medium of the Internet affects the supply of media goods and services. The time has come when possessing a commercial television-broadcasting license is ââ¬Å"like having a license to print your own moneyâ⬠ï âºBraddon, 1965, p. 240ï Here comes the all-important role of digital technology in affecting the demand of media carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-7407142214219288532020-02-02T09:46:00.001-08:002020-02-02T09:46:03.257-08:00African Americans Thesis Example | Topics and Well Written Essays - 250 wordsAfrican Americans - Thesis Example The slave trade was a legal practice in America from the early days of colonialism. By 1877, therefore, a considerable number of Africans had settled in the United States as a result of the slave trade. The blacks who established themselves in the United States by the end of the slave trade intermarried and gave rise to the African Americas. The second significant event within this given timeframe was the world war. In both world wars that ended in 1945, Africans played a central role in the battle for supremacy between nations. African soldiers were trained and deported on battlefields to defend the United States. The world wars were a significant turn of events as many Africans in America died, and those who survived remained with permanent physical and emotional scars. Between 1945 to present, events that took place in African history in the United States included the great second migration. Although it started in 1941, it was a significant all through 1945 to 1970. Africans moved into states like California, where job opportunities were being offered in the defense industry. This movement was in search of employment opportunities and better living conditions. The second event that took place in the United States was the Urban Settlement, where most Africans settled in major cities and towns in the United carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-31918192515058750582020-01-25T06:10:00.001-08:002020-01-25T06:10:03.126-08:00Graduation Speech -- Graduation Speech, Commencement AddressCongratulations Class of 2012 on reaching this milestone in your life. You have fulfilled a quantifiable set of requirements, but what did you really learn? You learned a little something about quadratic equations, how to write the perfect English essay, or the causes of the Civil War. Our most important lessons, however, cannot be recited or written down and turned in for a grade. These lessons involve friendship, hard work, love, and dedication. None of us is really smart enough to go at it alone. We are educated by every experience we live, every interest we pursue, every book we read, and every person we meet. We learn from our parents, friends, teachers, co-workers, classmates, teammates, coaches, and people, who although we have never met, touch our hearts with their lives. Education is, perhaps, the only wealth that cannot be robbed. It is the bridge between cultures. Knowledge transcends education; it transcends the walls of this school. No matter what the future holds for you, the little things you learn from other people will have the most impact on your life. O... carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-91646081776502438662020-01-17T02:34:00.001-08:002020-01-17T02:34:04.119-08:00Healthy CombinationSeniority plays an indispensable role in the military. Rank is highly important because their efficiency of getting things done depends on fast commands corresponding fast implementation. That is why leadership here is very crucial. One does not easily get promoted or get his own ship to command. Despite the fact that everyone already looks up to you and no matter how worked yourself off, these simply arenââ¬â¢t enough. 1 Like what The Captain said to Lt.Tyler, one has to ââ¬Å"be able to make hard decisions based on imperative information asking men to carry out orders that result to their deaths. â⬠Because the true test of being a soldier-leader is not only willingness to lay his own life on the line for his men, not only his bravery, but his strength to have to lay someone elseââ¬â¢s life for the crew, for the mission and then, at the end of the day, having to pay for its consequences. In U-571 (2000), maybe the character that noticeably best depicted being an astound ing leader and, at the same time a follower, is The Chief.Being somewhat a middleman between the new Captain and the crew, during their battle with the Nazis, Chief, in his years in combat, was able to successfully be a good leader and follower whenever the times demanded it of him. Some of the crewmen might have thought that, when The Captain died when the S33 was blown up, The Chief was the one that should take command instead of the much younger Lt. Tyler. Once, a crew member kept saying ââ¬Å"â⬠¦this is crazy, this is crazyâ⬠¦ heââ¬â¢s gonna get us killedâ⬠¦Ã¢â¬ to the idea that Lt. Tyler didnââ¬â¢t want to use the Naziââ¬â¢s Enigma to radio for help. The Chief said, ââ¬Å"Navy said itââ¬â¢s more important than you, him, meââ¬âfine. Weââ¬â¢re gonna die trying. That ainââ¬â¢t crazy. Thatââ¬â¢s our job. â⬠The stubborn crewman responds with ââ¬Å"what I donââ¬â¢t seem to understand Chief, is how come youââ¬â¢re not in-charge. à ¢â¬ In the middle of his blabbering on about ____________________ 1. Military Rank. [2004]. Retrieved July 29, 2008 from http://www. militaryspot. com/military-rank. htm 1why Tyler shouldnââ¬â¢t be in command, The Chief suddenly grabbed hold of his shirt and held him by the neck. ââ¬Å"Lt. Tyler is your commanding officer and you will respect that man as such. â⬠In this particular scene, The Chief was a leader in a sense that he recognizes when a crewman needs some straightening up and, also he is a very good follower in a sense that he defended the superior being insulted at the back. At these moments, he displayed glory when he was effortlessly able to go over the praises, and get down to serious business.His principles are unwavering, unconditional. Attitude such as these give a command consistency and action in highly unfavorable situations such as battlefields. Contrary to conventional point of view, being a follower and a leader seems to be much more of a role pla yed in an interrelated way than a role as played in completely opposite ways. Yes, one cannot be a leader without being a follower and following cannot be without leading. To be able to fully understand one, one has to understand the other, or both will not stand.One cannot exist without the other; they complete each other. In the context of this film, or life in general for that matter, it is impossible to discuss leadership without discussing followership, and vice versa. 2 This concept can be seen in the persona of the Chief. The concept of leadership and followership is healthily embedded in The Chiefââ¬â¢s heart and mind, and through this, he is able to contribute significantly to the welfare of the crew and the accomplishment of the mission. If too many soldiers were to lack this, it will ââ¬Å"kill a crew.â⬠Doubt is a given when there are high risks involved. Playing with the lives of men is never easy. There are a lot of gray areas, areas where a soldier is confron ted with dilemmas. The Chief experienced this at 160 meters below water surface. Despite the risks involved The _____________________ 2. Lt Col Sharon M. Latour and Lt Col Vicki J. Rast, ââ¬Å"Dynamic Followership,â⬠(2004) Retrieved July 29, 2008 from http://www. govleaders. org/dynamic_followership. htm. Chief followed Lt. Tyler to dive the extra meters. If Lt.Tyler made a mistake in his calculations or estimations, they all couldââ¬â¢ve drowned when the submarine barely held itself together under the pressure of 200 meters underwater. But they were lucky. What seemed to be wrong turned out to be right. In reality, perhaps it is much harder to choose. A young enlisted officer also came to this situation, where his ability to follow was thinning. Lt. Tyler had to order him to swim under the flooded pipes and tighten those that need tightening so that a torpedo can be launched.Obeying might kill him and not obeying might kill the crew. This time though, it wasnââ¬â¢t as happy an ending as The Chiefââ¬â¢s was when he followed orders. The kid drowned. They were able to beat the enemy but they sacrificed a life. There are no clear lines as to which extents will a soldier follow or not. There are no set qualifications as to who must go first. Maybe there never will. But one thing is clear, leading or following, the sake of the crew as a whole must be put first before an individualââ¬â¢s, the countryââ¬â¢s first before the self. ____________________1. Lt Col Sharon M. Latour and Lt Col Vicki J. Rast, ââ¬Å"Dynamic Followership,â⬠(2004) Retrieved July 29, 2008 from http://www. govleaders. org/dynamic_followership. htm. 2. Military Rank. [2004]. Retrieved July 29, 2008 from http://www. militaryspot. com/military-rank. htm BIBLIOGRAPHY Lt Col Latour, Sharon M. and Lt Col Rast, Vicki J. Dynamic Followership. Retrieved July 29, 2008 from http://www. govleaders. org/dynamic_followership. htm, 2004. Military Rank. Retrieved July 29, 2008 from h ttp://www. militaryspot. com/military-rank. htm, 2004. carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-30711571641147665072020-01-08T22:55:00.001-08:002020-01-08T22:55:03.732-08:00Schema Theory And Cognitive Development Procedures For... EDST essay Schema theory and cognitive development Understanding the implications and obstacles of schema theory is integral to the appropriate application of cognitive development procedures for teaching.1 Knowledge acquisition requires that teaching methodologies are chosen with consideration towards differing cognitive and schematic variables 2such as personality typologies,developmental stages and dispositional tendencies .(Altbach, Arnold, King, 2014, p.296) .By looking at a variety of influences a childââ¬â¢s environment and previous experience has on cognitive development we can begin to understand how catering for these differences positively impacts teaching in a diverse classroom.3 As described by (Bruning, R., Kaplan et al. 2011, p.48). Schemata - mental frameworks that we use to organise knowledge4, are fundamental to information processing (Kaplan et al., 2011). For example, a kindergarten class incorporates children from many different backgrounds with many different levels of understandings of education, formal and informal. Some may have been to preschool whilst others may not have experienced any form of structured educational learning before. As such theyââ¬â¢re schemata or frameworks for processing new information vary widely from student to student based on their previous experiences 5 When a class first learns how to wash theyre hands, those students from preschool likely already have schemata material for how and why they do this and can beShow MoreRelatedEssay about Cognitive Development of Children1241 Words à |à 5 Pagesexplains the cognitive development of children. Cognitive development implies transformation in the cognitive proced ure and skills. In Piagetââ¬â¢s vision, initial cognitive development involves processes based upon measures and afterward proceeds into changes in the cerebral operations. 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The learning occurs when new knowledge is acquired or existing knowledge is modified by studentsââ¬â¢ experiences. Also, learning and development occur when students interact with the environment and people around them. Major types of Cognitivism and the Teaching Methods of Cognitive Lear ning Theory influence cognitive learning. Major Types of Cognitivism Cognitive LearningRead MoreReview Of Scholarly Literature On Cognitive Learning2072 Words à |à 9 PagesLiterature on Cognitive Views of Learning Cognitive learning involves transferring information in the environment into knowledge that is stored in the studentsââ¬â¢ memory. The learning occurs when new knowledge is acquired or existing knowledge is modified by studentsââ¬â¢ experiences. Also, learning and development occur when students interact with the environment and people around them. Major types of Cognitivism and the Teaching Methods of Cognitive Learning Theory influence cognitive learning. MajorRead MorePiaget s Theory Of Cognitive Development Theory1174 Words à |à 5 PagesPiagetââ¬â¢s Cognitive Development Theory describes the way that people collect and categorise information to make sense of their surroundings (Woolfolk Margetts 2013, p. 81). Piagetââ¬â¢s theory is known as constructivist as it is based on the idea that people are active in their own learning (Institute for Inquiry 2017). The theory is based around the idea that a thinking process change and develop from birth to adulthood. According to Piaget, there were four influences involved in the changes that thinkingRead MoreThe Importance Of A Theoretical Orientation On Substance Abuse And Co Occurring Personality Disorders1750 Words à |à 7 Pagesbecause it gives the social worker a framework of reference to understand the therapeutic needs of the client. It provides the social worker with a theory-based framework for generating hypotheses about the clientââ¬â¢s experience and behaviors, whi ch in turn helps prepare the basis for a specific treatment intervention. This paper will discuss how cognitive-behavioral therapy used the most with clientââ¬â¢s that have substance abuse and co-occurring personality disorders. My belief is that if they changeRead MoreA Teacher s Culture, Educational Experience, And Values2194 Words à |à 9 Pageslearning theories which they practice. These theories explore the manner in which students acquire and employ academic skills, and are the foundation for effective teachers. Effective teachers are those who truly believe that they are making a difference in their studentsââ¬â¢ lives and so use the best theories and strategies to help their students attain what God has called them to do. Furthermore, they see each individual as an image-bearer of Christ and not ââ¬Å"as objects. Finally, learning theories helpRead More3 Explain How Theories of Development and Frameworks to Essay example3057 Words à |à 13 Pages3 EXPLAIN HOW THEORIES OF DEVELOPMENT AND FRAMEWORKS TO SUPPORT DEVELOPMENT INFLUENCE CURRENT PRACTICE. Theories of development offer insights into the forces guiding childhood growth and what can affect them. Each offers insight but each has limitations, which is why developmental scientists use more than one theory to guide their thinking about the growth of children. Current practice is based on many years of knowledge and experience. This helps us to understand children learning, developmentRead MoreGenetic And Environmental Factors That Shape A Child s Development Essay1681 Words à |à 7 Pages Human Development Theorists have studied people looking for answers to explain, how, why, what we are. ââ¬Å"Briefly, the study of human development is how and why people change over timeâ⬠(Berger, 1994, p. 4). Developmental scientists study development in six domains of human development: physical; cognitive; social; language; emotional and spiritual development. Are these aspects affected by nature or nurture or both? â⬠Developmentalists consider everything from genetic codes that lay down the foundations carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-78731875854730475672019-12-31T19:21:00.001-08:002019-12-31T19:21:03.244-08:00Racism in The Color of Fear Essay - 879 Words Racism in The Color of Fear Letââ¬â¢s start with the definition of racism. Racism refers to the belief that race is the primary determinant of human capacities, that a certain race is inherently superior or inferior to others, and/or that individuals should be treated differently based on their ascribed race. There are two main issues in the movie the ââ¬Å"The Color of Fearâ⬠that I will discuss. These two issues include grouping people of color on the basis of the way one looks, and the attitudes of different races towards one another. Including also the idea that the white ââ¬Å"do-gooderâ⬠feels that subconsciously racism is being taken care of, when in all reality it isnââ¬â¢t. The eight men in The Color of Fear candidly discussed racism notâ⬠¦show more contentâ⬠¦It is important that if one wants to understand a race that they have to have an openness towards that culture. Depending on where someone lives also plays a large part on why they group by color. In the movie there were two Whites, two Asians, and two Blacks. They were all mostly from the west, and only portrayed the racism that is felt in that area. All over the United States racism differs, but grouping still emerges. It is natural for groups of people that feel close to one another to stick together. This is shown by how areas of cities will be predominately black, Asian, Hmong, Mexican or White. The colored men in the movie had difficulties with grouping. They mainly felt that whites needed to group outsiders that didnââ¬â¢t look white. One of the Asian men stated that he felt only white was American. He had troubles with how the white man would start to let in other cultures, but then in turn expected other races to give up their cultures to become American. The colored man does not want to give his identity to become apart of the white group, he feels that to end racism we should not have to all be the same. Another issue in the movie was attitudes. All races have attitudes towards people that are not like their own, whether they are good or bad. Attitudes I believe are connected with experiences. What one experiences with another race can affect the way their attitude is towards them.Show MoreRelatedWhy Are All The Black Kids Sitting Together Essay1293 Words à |à 6 Pagesdefinition of racism as well as the development of racial identity. Along with these topics she in turn offers possible solutions to racial problems that plague us today. Tatum uses David Wellmanââ¬â¢s definition of racism to set up the way racism is talked about in this book, however I mildly disagree with this definition.While I disagree with this part in her book I strongly agree with the idea that race she be talked about at a young age. In Tatum s book she states, ââ¬Å"He defines racism as a ââ¬ËSystemRead MoreRacism And Its Impact On Society779 Words à |à 4 Pages Racism is a concept that has been around for years. It is something that has left its mark, and even scars on our society. It has lefts mark and scars on our businesses, schools, churches, communities, and even on relationships. Racism has cost both those of color and Whites their health, families, friends, livelihoods, and even their lives. Racism has many people greatly. People of color and people who are White experience the costs of racism each and every day. Racism is felt and experiencedRead MoreFreedom, Without Qualification Is An Important Piece Of `` Americana ``1595 Words à |à 7 Pagesof color wanted to be enslaved. However, merely saying ââ¬Å"freedomâ⬠without qualification is a misnomer, for it is not a monolithic idea. The United States did not have a single group of free peopleââ¬âfree Black women were (and still are) treated differently from White women. Thus, the debate of whether free women of color and female slaves were more different than similar is a question of whether slavery, which differentiated free women of color from female slaves, was more pervasive than racism, whichRead MoreEffects Of Racism1095 Words à |à 5 PagesRacism is an individual, institutional, and societal issue that negatively affects the lives of many African-Americans. Structural racism is a term used to describe the institutional and societal levels of racism. These levels have caused negative effects in the mental and physical pu blic health of African-Americans, and yet are rarely discussed. Hiding or ignoring the impact of racism on public health disparities is not the same as fighting against them. It is allowing them to be repeated withoutRead MoreReverse Racism1020 Words à |à 5 PagesReverse Racism University Composition and Communication 2 January 8, 2012 Melissa Reed Reverse Racism Racism has existed for thousands of years. Not too long ago African American people were segregated against based on the color of their skin. Leaders both white and black loss their lives so that there would be acceptance one day of all people as equal. Now in 2011 we have a Mixed President who on the census marked himself as African American not counting heritage of a CaucasianRead MoreRacial Injustice Is A Major Social Problem Essay1701 Words à |à 7 Pagesdifferent forms of racism that is still seen currently in the judicial system, school system, and work system. In a general aspect connecting all issues discussed in my introduction, the prime source of theses social problems is racism. Racism is a term that has remained relevant in society for ages in different parts of the world. It takes different forms and is evident in different ways but the term still remains the same word. The Merriam-Webster dictionary defines racism as ââ¬Å"a belief that raceRead MoreThe World And Me Essay1231 Words à |à 5 PagesTa-Nehisi Coatesââ¬â¢ Between the World and Me is in essence about the rigors inflicted on people of color, and specifically black people, by America. His work goes on in depth about the challenges black people face in America, the communities and the world view they grow up in. Coatesââ¬â¢ work is masterful at boiling down and explaining the problems that people of color face, from the outright racism of a brutal police force to subtler forms of similarly dangerous discrimination in the classroom, in politicsRead MoreSexism and Racism in ââ¬Å"The Color Purpleâ⬠Essays870 Words à |à 4 Pages I feel every person should care about sexism and racism, because these two issues affect everyone. ââ¬Å"The Color Purpleâ⬠is a great film that focuses on the problems African American women faced during the early 1900s. The Color Purple provides a disturbing and realistic account into the life of Celie, a poor southern black woman with a sad and abusive past and Sophia, another poor southern black woman with a sad and abusive past. Sexism is a form of discrimination basedRead MoreRacism Is Not A Physical Action1533 Words à |à 7 Pagesslavery, but also from institutionalized racism in the school system. Racism is more than a single person s actions towards another based on skin color. Racism is ââ¬Å" the belief that all members of each race possess certain characteristics that make them inferior or superior to another raceâ⬠. Racism is not a physical action, rather a mental thought process that often leads to violent physical actions. Racism can take many different forms on many different levels. Racism can result in a multitude of thingsRead More Racism is Ignorance and Fear Essay1102 Words à |à 5 PagesRacism is Ignorance and Fear à à à à à à à à à à Racism is really another word for ignorance. Its another way of saying that nature should have had only one type of flower or tree. Its another way of looking at the world with your eyes closed to diversity and change. Racism is another word for fear. Fear of the unknown is understandable, of course, and for many of us those of different races and creeds are the great unknown. Most of us are brought up in a particular environment with a particular type carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-69629094288054079852019-12-23T15:08:00.001-08:002019-12-23T15:08:02.610-08:00Similarities Between Christianity And Islam - 1005 Words Compare and contrast ancient Christianity and Islam. Christianity and Islam are both closely related religions, because they are branched of Abraham and other patriarchs mentioned in Hebrew Scriptures. Examples of these books are the Old/ New testament and the Quran. These books serve as their spiritual ancestors and are also know as Abrahamic religions. Although these books have a massive amount in common the clash of these two religions has caused for a mass crimes and violence across humanity. In fact, ââ¬Å"most genocides in the 20th century have been between Muslims and Christiansâ⬠.(Johnson) the reason why they have had their differences is because of their views of life. One of the major differences between the two religions is that early Christians believe in in trinity. This is that God is 3 in 1, Father, son, and Holy Spirit. While on the other hand, Islam believes God (Allah) is one and invisible. They also believe in strict monotheism. This is the belief in the fact that there is only one God and due to the fact that they believe in different Gods then two religions directly conflict with one another. This is not the only disagreement they two have on religious beliefs. The answer to the question ââ¬Å"who is Jesus ââ¬Å"is a major disagreement as well, because Jesus is significant to both religions. In Christianity Jesus is the Son of God that is worshiped as a God. He is the savior of the world according to Christians. This is because he died on the cross for mankindShow MoreRelatedSimilarities Between Christianity And Islam993 Words à |à 4 Pages Christianity and Islam are the two biggest religions that are present in the world today, with close to four billion followers combined. While Christianity and Islam actually have a lot more in common than most people think, there are still many differences to them. First, letââ¬â¢s start with the similarities between the two. Both religions believe that in one way or another, Jesus will r eturn to Earth in the final days of the world to have a judgement day, in which essentially will determine if youRead MoreSimilarities Between Christianity And Islam1316 Words à |à 6 PagesIn todayââ¬â¢s world, the largest religion is Christianity with a 33 percent and Islam coming in second place at around 21 percent. According to the article A Common Word between Us and You Both religions make up around half of the population around the world. Islam and Christianity are collectively known as Abrahamic religions because they trace their history to the covenant God made with Abraham in the Hebrew Bible. Christianity and Islam are two of the fastest growing religions, and they bothRead MoreSimilarities Between Islam And Christianity997 Words à |à 4 PagesIslam and Christianity are two largely wide spread religions in the world that have a great impact on their followers, especially in a spiritual manner. Because of originality, values, and unique believes in each religion, their believers respect and try to comprehend each otherââ¬â¢s faith. With Christianityââ¬â¢s record 2.2 billion population and Islamââ¬â¢s impressive 1.6 billion population, they both form the bases of their countries laws and are recognized by governments all around the world. Even thoughRead MoreSimilarities Between Christianity And Islam1427 Words à |à 6 PagesChristianity and Islam share much common ground. They trace their origins to Abraham; believe in prophecy, apostles, revelation, scripture, resurrection, and life after death. Christianity and Islam have related theological traditions; believe in one omnipotent God who is concerned with human salvation. Both religions are somewhat similar in how they embrace their beliefs; what the church is to Christianity, the umma is to Islam. Notwithstanding these important similarities, however, these two worldviewsRead MoreSimilarities Between Christianity And Islam1088 Words à |à 5 Pagessignificant historic province where it served as the birthplace for many beliefs and religions such as Christianity and Islam. Within 600 CE to 1250 CE and 1st century to 1000 CE, Christianity and Islam began to spread. The two leading religions were very apparent in their belief in God and worship. As we seek to understand the Christian and Islam beliefs, it is important to be familiar with both the similarities and differences in the early years. The thought of death may terrify most of us, but to thoseRead MoreSimilarities Between Christianity And Islam1409 Words à |à 6 Pages Christianity and Islam were both spread in socially and economically similar and politically different. They both had an important people that role and spread of the religions. Christianity included the individuals of who believe in Jesus Christ. Christians are the flowers of the Christ who often believed is the son of the God (ââ¬Å"the fatherâ⬠); Christians strongly believe that Christ will return after the next life; the end of the world. Islam consists of individuals who believe in Allah, the godRead MoreSimilarities Between Christianity And Islam1332 Words à |à 6 Pagesreligion has its own goal, and their own path and belief to reach their goals. However, there are many similarities in beliefs. Although the followers of Judaism, Christianity, and Islam may see things differently, they all fundamentally hold the same values and codes. To Islam, the Prophet Mohammadââ¬â¢s teaching is a complete and final revelation. On the other hand, according to the bible, Christiani ty believes that Jesus Christ is the true lord and savior that will grant you the access to heaven in theRead MoreSimilarities Between Christianity And Islam891 Words à |à 4 PagesChristianity came about 2000 years ago and was founded by Jesus Christ. It is mostly practiced in the Western world with a population of about 2 billion people. The name Christianity came from a Greek word ââ¬ËChristosââ¬â¢ meaning Jesus Christ and was founded between 4 B.C. and 30 A.D, and consist of the 3 major groups which are the Roman Catholic, Protestant and Orthodox. Islam on the other hand was founded about 1400 years ago by Muhammad in 600ââ¬â¢s A.D. The word Islam is derived from an Arabic word forRead MoreSimilarities Between Islam And Christianity1928 Words à |à 8 Pagesget punished for practicing religion. The two religions bear some superficial similarities, the differences between the two religions is clear though. How the two religions practice their beliefs, the population, beliefs, and how they view ââ¬Å"Jesusâ⬠are different and similar. Although the two religions are very different from each other, they also show some similarities. The main similarity is that Islam and Christianity both are monotheistic; meaning they believe in one god. Which are 2 out of theRead MoreSimilarities Between Islam And Christianity1619 Words à |à 7 Pagessimilar beginnings, Islam is a religion of violence and Christianity is a religion of peace and therefore is more beneficial to society. It is important to understand the similarities between Islam and Christianity, specifically their origins, to better understand their differences. Islam is believed to have been started through the descendants of Abraham, a man who was considered a prophet of God in both Islam and Christianity. Many historians and theologians agree that Islam began through the lineage carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-60018295441389317892019-12-15T11:38:00.001-08:002019-12-15T11:38:03.142-08:00The Treaty of Paris Free Essays Treaty of Paris Signed by the United States and Spain, December 10, 1898The United States of America and Her Majesty the Queen Regent of Spain, in the name of her august son Don Alfonso XIII, desiring to end the state of war now existing between the two countries, have for that purpose appointed as plenipotentiaries: The President of the United States, William R. Day, Cushman K. Davis, William P. We will write a custom essay sample on The Treaty of Paris or any similar topic only for you Order Now Frye, George Gray, and Whitelaw Reid, citizens of the United States; And Her Majesty the Queen Regent of Spain, Don Eugenio Montero Rios, president of the senate, Don Buenaventura de Abarzuza, senator of the Kingdom and ex-minister of the Crown; Don Jose de Garnica, deputy of the Cortes and associate justice of the supreme court; Don Wenceslao Ramirez de Villa-Urrutia, envoy extraordinary and minister plenipotentiary at Brussels, and Don Rafael Cerero, general of division; Who, having assembled in Paris, and having exchanged their full powers, which were found to be in due and proper form, have, after discussion of the matters before them, agreed up on the following articles: Article I. Spain relinquishes all claim of sovereignty over and title to Cuba. And as the island is, upon its evacuation by Spain, to be occupied by the United States, the United States will, so long as such occupation shall last, assume and discharge the obligations that may under international law result from the fact of its occupation, for the protection of life and property. Article II. Spain cedes to the United States the island of Porto Rico and other islands now under Spanish sovereignty in the West Indies, and the island of Guam in the Marianas or Ladrones. Article III. Spain cedes to the United States the archipelago known as the Philippine Islands, and comprehending the islands lying within the following line: A line running from west to east along or near the twentieth parallel of north latitude, and through the middle of the navigable channel of Bachi, from the one hundred and eighteenth (118th) to the one hundred and twenty-seventh (127th) degree meridian of longitude east of Greenwich, thence along the one hundred and twenty seventh (127th) degree meridian of longitude east of Greenwich to the parallel of four degrees and forty five minutes (4 [degree symbol] 45â⬠²]) north latitude, thence along the parallel of four degrees and forty five minutes (4 [degree symbol] 45â⬠²) north latitude to its intersection with the meridian of longitude one hundred and nineteen degrees and thirty five minutes (119 [degree symbol] 35â⬠²) east of Greenwich, thence along the meridian of longitude one hundred nd nineteen degrees and thirty five minutes (119 [degree symbol] 35â⬠²) east of Greenwich to the parallel of latitude seven degrees and forty minutes (7 [degree symbol] 40â⬠²) north, thence along the parallel of latitude of seven degrees and forty minutes (7 [degree symbol] 40â⬠²) north to its intersection with the one hundred and sixteenth (116th) degree meridian of longitude east of Greenwich, thence by a direct line to the intersection of the tenth (10th) degree parallel of north latitude with the one hundred and eighteenth (118th) degree meridian of longitude east of Greenwich, and thence along the one hundred and eighteenth (118th) degree meridian of longitude east of Greenwich to the point of beginning. The United States will pay to Spain the sum of twenty million dollars ($20,000,000) within three months after the exchange of the ratifications of the present treaty. Article IV. The United States will, for the term of ten years from the date of the exchange of the ratifications of the present treaty, admit Spanish ships and merchandise to the ports of the Philippine Islands on the same terms as ships and merchandise of the United States. Article VThe United States will, upon the signature of the present treaty, send back to Spain, at its own cost, the Spanish soldiers taken as prisoners of war on the capture of Manila by the American forces. The arms of the soldiers in question shall be restored to them. Spain will, upon the exchange of the ratifications of the present treaty, proceed to evacuate the Philippines, as well as the island of Guam, on terms similar to those agreed upon by the Commissioners appointed to arrange for the evacuation of Porto Rico and other islands in the West Indies, under the Protocol of August 12, 1898, which is to continue in force till its provisions are completely executed. The time within which the evacuation of the Philippine Islands and Guam shall be completed shall be fixed by the two Governments. Stands of colors, uncaptured war vessels, small arms, guns of all calibres, with their carriages and accessories, powder, ammunition, livestock, and materials and supplies of all kinds, belonging to the land and naval forces of Spain in the Philippines and Guam, remain the property of Spain. Pieces of heavy ordnance, exclusive of field artillery, in the fortifications and coast defences, shall remain in their emplacements for the term of six months, to be reckoned from the exchange of ratifications of the treaty; and the United States may, in the meantime, purchase such material from Spain, if a satisfactory agreement between the two Governments on the subject shall be reached. Article VISpain will, upon the signature of the present treaty, release all prisoners of war, and all persons detained or imprisoned for political offences, in connection with the insurrections in Cuba and the Philippines and the war with the United States. Reciprocally, the United States will release all persons made prisoners of war by the American forces, and will undertake to obtain the release of all Spanish prisoners in the hands of the insurgents in Cuba and the Philippines. The Government of the United States will at its own cost return to Spain and the Government of Spain will at its own cost return to the United States, Cuba, Porto Rico, and the Philippines, according to the situation of their respective homes, prisoners released or caused to be released by them, respectively, under this article. Article VII. The United States and Spain mutually relinquish all claims for indemnity, national and individual, of every kind, of either Government, or of its citizens or subjects, against the other Government, that may have arisen since the beginning of the late insurrection in Cuba and prior to the exchange of ratifications of the present treaty, including all claims for indemnity for the cost of the war. The United States will adjudicate and settle the claims of its citizens against Spain relinquished in this article. Article VIII. In conformity with the provisions of Articles I, II, and III of this treaty, Spain relinquishes in Cuba, and cedes in Porto Rico and other islands in the West Indies, in the island of Guam, and in the Philippine Archipelago, all the buildings, wharves, barracks, forts, structures, public highways and other immovable property which, in conformity with law, belong to the public domain, and as such belong to the Crown of Spain. And it is hereby declared that the relinquishment or cession, as the case may be, to which the preceding paragraph refers, can not in any respect impair the property or rights which by law belong to the peaceful possession of property of all kinds, of provinces, municipalities, public or private establishments, ecclesiastical or civic bodies, or any other associations having legal capacity to acquire and possess property in the aforesaid territories renounced or ceded, or of private individuals, of whatsoever nationality such individuals may be. The aforesaid relinquishment or cession, as the case may be, includes all documents exclusively referring to the sovereignty relinquished or ceded that may exist in the archives of the Peninsula. Where any document in such archives only in part relates to said sovereignty, a copy of such part will be furnished whenever it shall be requested. Like rules shall be reciprocally observed in favor of Spain in respect of documents in the archives of the islands above referred to. In the aforesaid relinquishment or cession, as the case may be, are also included such rights as the Crown of Spain and its authorities possess in respect of the official archives and records, executive as well as judicial, in the islands above referred to, which relate to said islands or the rights and property of their inhabitants. Such archives and records shall be carefully preserved, and private persons shall without distinction have the right to require, in accordance with law, authenticated copies of the contracts, wills and other instruments forming part of notorial protocols or files, or which may be contained in the executive or judicial archives, be the latter in Spain or in the islands aforesaid. Article IX. Spanish subjects, natives of the Peninsula, residing in the territory over which Spain by the present treaty relinquishes or cedes her sovereignty, may remain in such territory or may remove therefrom, retaining in either event all their rights of property, including the right to sell or dispose of such property or of its proceeds; and they shall also have the right to carry on their industry, commerce and professions, being subject in respect thereof to such laws as are applicable to other foreigners. In case they remain in the territory they may preserve their allegiance to the Crown of Spain by making, before a court of record, within a year from the date of the exchange of ratifications of this treaty, a declaration of their decision to preserve such allegiance; in default of which declaration they shall be held to have renounced it and to have adopted the nationality of the territory in which they may reside. The civil rights and political status of the native inhabitants of the territories hereby ceded to the United States shall be determined by the Congress. Article X. The inhabitants of the territories over which Spain relinquishes or cedes her sovereignty shall be secured in the free exercise of their religion. Article XI. The Spaniards residing in the territories over which Spain by this treaty cedes or relinquishes her sovereignty shall be subject in matters civil as well as criminal to the jurisdiction of the courts of the country wherein they reside, pursuant to the ordinary laws governing the same; and they shall have the right to appear before such courts, and to ursue the same course as citizens of the country to which the courts belong. Article XII. Judicial proceedings pending at the time of the exchange of ratifications of this treaty in the territories over which Spain relinquishes or cedes her sovereignty shall be determined according to the following rules: 1. Judgments r endered either in civil suits between private individuals, or in criminal matters, before the date mentioned, and with respect to which there is no recourse or right of review under the Spanish law, shall be deemed to be final, and shall be executed in due form by competent authority in the territory within which such judgments should be carried out. 2. Civil suits between private individuals which may on the date mentioned be undetermined shall be prosecuted to judgment before the court in which they may then be pending or in the court that may be substituted therefor. 3. Criminal actions pending on the date mentioned before the Supreme Court of Spain against citizens of the territory which by this treaty ceases to be Spanish shall continue under its jurisdiction until final judgment; but, such judgment having been rendered, the execution thereof shall be committed to the competent authority of the place in which the case arose. Article XIII. The rights of property secured by copyrights and patents acquired by Spaniards in the Island of Cuba and in Porto Rico, the Philippines and other ceded territories, at the time of the exchange of the ratifications of this treaty, shall continue to be respected. Spanish scientific, literary and artistic works, not subversive of public order in the territories in question, shall continue to be admitted free of duty into such territories, for the period of ten years, to be reckoned from the date of the exchange of the ratifications of this treaty. Article XIV. Spain will have the power to establish consular officers in the ports and places of the territories, the sovereignty over which has been either relinquished or ceded by the present treaty. Article XV. The Government of each country will, for the term of ten years, accord to the merchant vessels of the other country the same treatment in respect of all port charges, including entrance and clearance dues, light dues, and tonnage duties, as it accords to its own merchant vessels, not engaged in the coastwise trade. Article XVI. It is understood that any obligations assumed in this treaty by the United States with respect to Cuba are limited to the time of its occupancy thereof; but it will upon termination of such occupancy, advise any Government established in the island to assume the same obligations. Article XVII. The present treaty shall be ratified by the President of the United States, by and with the advice and consent of the Senate thereof, and by Her Majesty the Queen Regent of Spain; and the ratifications shall be exchanged at Washington within six months from the date hereof, or earlier if possible. In faith whereof, we, the respective Plenipotentiaries, have signed this treaty and have hereunto affixed our seals. Done in duplicate at Paris, the tenth day of December, in the year of Our Lord one thousand eight hundred and ninety-eight. [Seal] William R. Day[Seal] Cushman K. Davis[Seal] William P. Frye[Seal] Geo. Gray[Seal] Whitelaw Reid[Seal] Eugenio Montero Rios[Seal] B. de Abarzuza[Seal] J. de Garnica[Seal] W. R. de Villa Urrutia[Seal] Rafael CereroDocument courtesy of The Avalon Project Source: A Treaty of Peace Between the United States and Spain, U. S. Congress, 55th Cong. , 3d sess. , Senate Doc. No. 62, Part 1 (Washington: Government Printing Office, 1899), 5-11. | Source: ââ¬Å"Firstworldwar. com. â⬠First World War. com. N. p. , n. d. Web. 22 Jan. 2013. http://www. pbs. org/wgbh/amex/1900/filmmore/reference/primary/treatyofparis. html How to cite The Treaty of Paris, Papers carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-26256495535526990732019-12-07T08:22:00.001-08:002019-12-07T08:22:02.952-08:00The Rise of Christianity in the Roman Republic free essay sample Throughout the Roman republic and most of the empire, the Roman religion was polytheistic. The religion was based on the Greek religion and included multiple gods and goddesses who were anthropomorphic and cruel. However, during the first century of the Common Era, Judaism and ââ¬Å"mystery religionsâ⬠such as Mithraism, Eleusis, and Christianity were becoming increasing popular. Roman rule tried to control the spread of these religions but eventually Christianity became the chief religion of Rome and its empire. In the early stages of these new religions, Rome was surprisingly tolerant. Many rulers allowed citizens to practice these religions and asked only for simple patriotism and to recognize the holidays of Roman gods. Most Jews and Christians were uncooperative with this notion. In fact, many radical Jews and Christians emerged. A notable radical Jesus, who was an orthodox Jew, led and taught ââ¬Å"the good newsâ⬠to his followers. This stubborn disobedience enraged rulers such as Nero and Diocletian, who ordered for many Christian persecutions. We will write a custom essay sample on The Rise of Christianity in the Roman Republic or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Diocletian ordered that churches and sacred books be destroyed throughout the Empire. Nero is best known for a devastating fire which was rumored to have been started by Nero himself. He tried to end these rumors by punishing many Christians as a distraction. Persecutions were common and often resulted in death. Women were persecuted the same as men. Christians accepted Jesus as their messiah after he had been put to a gruesome death under the orders of Pilate. At this time, the Roman Empire was in economic turmoil and Christian persecutions were its last attempt at control. A major turning point in the history of Christianity occurred in 312 of the current era. The story is told that Constantine, Roman emperor during this time, had a dream telling him to decorate his shield with the Greek letters for Christ. When he did so and was victorious during battle, Constantine decided that he would convert to Christianity. Constantine also ended all persecutions and allowed all Christians to worship freely. Theodosius the Great took the work of Constantine a step further. He forbade any religion to be practiced except Christianity. This movement gave many more privileges to the church. Churches could now own property and were exempt from certain taxes. Christians were finally free to live and worship. The phenomenon of Christianity was not a battle won easily. There were many cruel and devastating punishments to those who practiced against Roman religion. Men and women were put to death or forced into hiding in the first century. However, as the population of Christians grew rapidly, Roman law found it necessary to revise laws and allow Christianity within the Empire. Christians had won the victory of faith and progressed onward through history. carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-71164771763784644832019-11-29T20:03:00.001-08:002019-11-29T20:03:02.615-08:00JFK WAS HIS ASSASSINATION INEVITABLE Essays - JFK: WAS HIS ASSASSINATION INEVITABLE? A popular misconception is that President John F. Kennedy's assassination was an isolated event perpetrated by one man. This could not be farther from the truth. Instead, it was the result of a complex combination of domestic and foreign events. When President Kennedy was in office, he had to deal with many issues, ranging from business and finance to crime-fighting and war issues. Perhaps it is not as important to decide who it was that killed him, but why. President Kennedy's decisions and courses of action were not popular with everybody, and thus it is not surprising that his assassination was inevitable. The people who might have wanted John F. Kennedy dead can be classified into the following groups: Russians, Cubans, Mobsters (Organized Crime/Mafia), Special Agents (CIA), G-men (J. Edgar Hoover's FBI), Rednecks and Oilmen (Right-wing Extremists), and the MIC (Military Industrial Complex). Each group had its own motives for killing John F. Kennedy. Many of these groups that wanted JFK dead are very closely intertwined, so in order to understand each group, they will each be analyzed seperately.1 In order to better understand the relationship between JFK, the Cubans and Russians, several important events must be mentioned and discussed. Two of the most important foreign affairs in Kennedy's presidency were the Bay of Pigs and the Cuban Missile Crisis. 2 3 During Eisenhower's administration, Cuba was torn apart by revolution. The Cuban dictator, Batista, was an extremely corrupt man. While he was enjoying a luxurious life, the people of Cuba were in poverty. Thus it was not surprising when a rebellion, led by a man named Fidel Castro, took place. Batista, knowing that the majority of Cuba wanted him out, chose to flea rather than be caught and face execution. Once Batista was out of the way, Cuba was Castro's for the taking.2 One of the first actions Castro took while in charge of Cuba was to close down all casinos. The people running them were either imprisoned or deported. Exploitation of Cuban workers by American was unacceptable to Castro, and he took immediate action against this. He believed American capitalists were taking advantage of the Cubans. Angered by this aggressive attitude toward American "interests", the United States government established a trade embargo, hoping the Cuban people would overthrow Castro and reinstate a more "American friendly" leader.3 With a starving population on one side, and a broken economy on the other, Castro turned to Russia for help. Since Russia did not own any land or power in the US/Cuban region, Castro offered the Russians a chance to extend their sphere of influence. An opportunity which was not refused. Of course, the American government did not accept this situation readily. A plan to train and arm Cuban exiles who would return to Cuba to overthrow Castro was contrived. This secret operation was viewed as far less dangerous than a direct invasion by American troops.4 As the election of 1960 approached, the CIA had already made plans to overthrow Castro with the Cuban exiles. However, to the surprise of just about everyone, a young John F. Kennedy defeated favorite Richard Nixon by the slimmest of margins.5 Nonetheless, the invasion had to go on. The plan was to bomb Cuba's airfields to prevent the Cuban military from killing the invading exiles. However, two things went wrong in the invasion. First, the CIA underestimated the Cuban army, and second, the 4 airstrips were not all taken out, allowing the Cuban airforce to retaliate. Upon hearing news of this, the CIA told Kennedy that in order to succeed the US must provide air coverage for the exiles. Kennedy refused however, believing it would be foolish to provoke a crisis with the Soviets just in order to aid the exiles. Due to this, the exiles were given no chance and were quickly demolished, and the invasion had failed.6 Now that Castro knew the United States' intentions, he knew he was in immediate danger. Once again, he turned to Russia for aid. Castro realized the only way to assert his safety was to defend himself, and what he did was a very strategic move. He asked Russia to send nuclear missiles to Cuba, saying to the US that any more attempted invasions carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-18456973862697017282019-11-25T20:15:00.001-08:002019-11-25T20:15:03.256-08:00Writing a Literature Essay A Complete GuideWriting a Literature Essay A Complete Guide Although upon entering college, most students are already familiar with essay writing in general and literature essay writing in particular, many of them donââ¬â¢t realize that what is understood under this term on this academic level is quite different from those informal, fairly freeform texts they wrote in high school. The requirements and practices commonly used here are quite different from what you might have been used to. First of all, there isnââ¬â¢t such a thing as a clearly defined literary essay ââ¬â it is subdivided into many different subtypes, the most important of them being: Analysis essay, where you provide deep insights into a particular literary text, studying its structure, writerââ¬â¢s agenda, imagery, stylistic devices and so on. Its goal it to examine and sometimes evaluate the work in question; Research essay, usually dealing with a broader scope than just a single work of literature; Reaction essay, where you tell about your impressions from reading a text; Persuasive essay, where you try to convince the reader of your point of view; Narrative essay, where you try your hand at storytelling yourself. However, all of them are similar enough for you to be able to learn how to write one of them and get a fairly good idea of how to deal with all the rest. In this literature essay writing guide, we will cover tactics and practices that will help you write literary essays of any types. Selecting a Topic Students are given varying degrees of freedom when writing literature essays. Sometimes you may be assigned a literary work to write about, but are otherwise free to do anything you like with it. Sometimes you are given a rigid topic you cannot alter at all. Sometimes you are given a completely free rein, and can choose whatever you want to write about. However, no matter what your situation is, you should remember two points: Limitations arenââ¬â¢t always a bad thing ââ¬â when some variants are cut off you donââ¬â¢t have to worry about choosing that much; Even if the topic is assigned, you can often negotiate it with your tutor or instructor. If the changes you want to make arenââ¬â¢t drastic, he can usually be persuaded to meet you halfway. So how does one approach the choice of a topic? Choose a text that interests you or an underlying theme present in more than one text. Why is it important? In what ways understanding this theme in a particular text helps one understand other texts of the same author (or other authors) better? Select a text you know well. Perhaps there is a book youââ¬â¢ve read many times already and always keep finding something new and fascinating about it? If you donââ¬â¢t have to study the text to start writing about it, you have a huge advantage over those who are unfamiliar with it; Donââ¬â¢t be in a hurry to read other analytical works on the text. This will prevent your thinking from being contaminated by other peopleââ¬â¢s ideas too early on and give you a better opportunity of forming your own opinions and ideas on the text. Try to formulate your topic on your own, without trying to fashion it after typical topics used by other researchers; After youââ¬â¢ve formed your working hypothesis, you may start looking through the literature on the topic to see what other researchers say about the subject. At that point, you may need to change your original intentions because it may turn out that the topic youââ¬â¢ve decided on has already been researched through and through. If the topic turns out to be unoriginal, try to change it for something more unusual ââ¬â the less-trodden path you take, the better will be the attitude of your instructor. However, make sure to check if the topic you choose has enough information sources to work with, or you risk ending up with a topic you cannot properly work with because you donââ¬â¢t have a body of research to rely on. In the end, you should get a topic that you are comfortable with, that is at least somewhat different from the majority of papers dealing with the text in question and that has enough information sources to build your thesis on. Here are some examples you may use: The Theme of Duality in The Tale of Two Cities by Charles Dickens; The Role of Fate in Romeo and Juliet; Lord of the Flies by William Golding and Tunnel in the Sky by Robert Heinlein: Two Takes on a Single Issue; Virginia Woolfââ¬â¢s To the Lighthouse as a Modern Quest Narrative; Fight Club as an Epitome of Disillusionment Genre. Working with Sources: Important Tips from Our Writers When writing a literature essay of any type you are going to work with two general types of sources: The primary source is the text you research. It is the primary literary work your research is based on. Even if you study entire creative work done by a particular author, one of his texts usually plays a more important role than the others ââ¬â that would be your primary text for such a paper; Secondary sources are all the other sources of information you use: critical articles, analytical works, blog posts, reviews, authorââ¬â¢s comments and any other writings concerning the primary text; If nobody has written about the exact combination of the topic and the text, what about books about the same topic in other works by the author or other authors connected to the one you write about (e.g., from the same time period or literary school)? Your best bet at finding what you need is using specialized search engines and academic databases like JSTOR, Google Scholar or a discipline-specific one like ProQuest Literature Online. These contain not just academic articles and other kinds of publications, but information about how many times they have been referred to in other sources and other useful data. Preparing an Outline An outline is basically just a plan of your essay. It may be more or less detailed depending on your preferences and writing style, but the idea remains the same. You write down: the main points and probably entire sentences from introduction and conclusion (because they are short and the success of your essay depends very much on how well you manage to present them); the entirety of your thesis statement (again, because it is a short and very important part of your essay); the main points of each supporting paragraph, along with sources to refer to in each of them. Usually after writing an introduction and thesis statement, you use one reference to the primary text that supports your main point and then support it with a few references to the secondary sources. Formulating a Thesis Statement Your thesis statement is the gist of your paper reduced to one, possibly two sentences. In short, it is the main thought behind your essay ââ¬â quite often, it is your interpretation of the text you work on. A thesis statement is usually located at the end of the introduction: after youââ¬â¢ve already grasped the attention of your reader but before you started discussing the text in earnest. It is important to understand that a thesis statement and a topic are two different things. The topic is the general subject area you are discussing in your essay, e.g., ââ¬Å"The Theme of Poverty in the Creative Work of Charles Dickensâ⬠. The thesis statement is exactly what it says on the tin ââ¬â a statement you make concerning the topic, it is the result of your research or just your opinion. For example, ââ¬Å"Charles Dickensââ¬â¢ descriptions of poverty in his creative work stem from his personal experiences as a young manâ⬠would be a thesis statement. Writing the Body of the Essay The body of your essay is reserved for the development of your central idea. A good rule of a thumb to follow is to have no less than three body paragraph for a 500-700 word essay, each covering a single point supporting your primary argument. Each paragraph of the essayââ¬â¢s body should contain a topic sentence followed by explanations and textual evidence. A topic sentence (normally the first sentence of a paragraph) states one of the topics connected with your thesis and how exactly this topic supports the central idea of your essay. Evidence should come either from the primary text or secondary sources, with the former being the more important one. It comes in four types: Summary ââ¬â short retelling of the text; Paraphrase ââ¬â retelling of the textââ¬â¢s fragments in your own words; Specific details ââ¬â here you donââ¬â¢t retell a part of the text but rather draw the readerââ¬â¢s attention to a small part of it; Direct quotations ââ¬â fragments of the text repeated word for word in accordance with your formatting style. Writing Introduction and Conclusion Write a thesis statement first and leave the rest of the introduction for later. The most often advised approach is to write it last of all, even after the conclusion ââ¬â this way you will already know what is present in your essay and wonââ¬â¢t have to remake anything to meet the requirements that changed along with the contents of your paper. Start with a hook to catch the attention of the reader. It may be: a quotation from the primary text or a secondary source; a highly unusual or controversial idea about the primary text; a fact from the life of the author relevant to your thesis statement; or anything at all as long as you can make it work. After that, provide some background information and smoothly go on to your thesis statement. Complying with the Format Traditionally, literature essays are written in MLA format; you may find the most important instructions for writing in it here. If you want a more in-depth guide, look for a paper copy of a style guide in a library. Unless stated otherwise, most literature essays are written in 12pt, Times New Roman font. Proofreading If you can afford it, there should be an interval between when you finish writing per se and start proofreading your essay. Trying to make corrections immediately after finishing writing is ineffective the impression is still too fresh, and you are too much inclined to jump over the familiar sentences, missing mistakes and stylistic flaws. When proofreading a literature essay you should pay attention not just to actual errors in grammar, spelling and syntax, but to style as well. Stylistic requirements here are less rigid than in, letââ¬â¢s say, psychology essays, but they are still present: Donââ¬â¢t use personal pronouns. Words like ââ¬Å"Iâ⬠, ââ¬Å"weâ⬠, ââ¬Å"youâ⬠etc. make your writing too personal, while you have to maintain objective academic tone; Use transitional words and expressions like ââ¬Å"thereforeâ⬠, ââ¬Å"soâ⬠, ââ¬Å"thusâ⬠, ââ¬Å"so farâ⬠etc. to connect paragraphs with each other and make the flow of your essay smoother; Make sure you stick to one idea throughout your essay. The main goal of any essay it to drive home a point made in thesis statement, and you should pursue this goal with every sentence and every word. If on rereading the essay you see that certain elements are superfluous for that purpose, eliminate them without remorse; Get somebody else to read your essay, preferably somebody whom you can trust to do it attentively. Ask them if they find the flow of ideas logical, if there are any loose ends you have to deal with, if there is enough evidence backing up each point; Use some tricks to change the way you perceive your essay and find more potential flaws. For example, read it out loud ââ¬â if you stumble upon a fragment, there is a high chance of it needing revision. Or change the font and its size and print it out ââ¬â when the words and sentences look differently from the way you are used to, you pay more attention to them. We hope that these literature essay tips will turn writing your next literature essay into an enjoyable and easy experience ââ¬â when you know what you are doing, no task ever appears to be too hard! carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-27647064268438774662019-11-22T03:39:00.001-08:002019-11-22T03:39:03.877-08:00Greek Mythology Focusing on Hesiod's Works and Days, Virgil's Georgics EssayGreek Mythology Focusing on Hesiod's Works and Days, Virgil's Georgics and Hesiod's Theogony - Essay Example We can therefore conclude that the cosmogony, as well as the theogony, is a representation of the universality of the world. These are representations of the realistic order of the world. According to mythology, the universe has gone several states from generation to generation and yet humans are still considered part of creation that only serve the balance and harmony of creation. We have no authority or power that could surpass the power of the gods. Theogony and cosmogony are realizations of the governing of things in the universe. Humans are a part of creation and that they have the authority to manage other creations. They are considered more special compared to other worldly creatures. On the contrary, they cannot be as powerful as the gods. They cannot be on the same ground as the gods. The story of Prometheus was an example of this governing and ordering of things. He was punished for his disobedience, and this first part of cosmogony just shows how inferior or powerless humans are compared to the gods. The place or position of humans whether in Greek mythology or the Genesis story of creation expresses authority and governess over the other creations on earth. It is more definite than the story of power struggle among gods. As a whole, humans are the center of balance and harmony in the real world. Human beings have the authority to reestablish the earth or destroy its harmonious existence. This is true even in the modern time. The reality of human existence and its role in the universe is made the cosmogony and theogony have theorized. Gods are just myths, but human existence in this world plays a vital role in the orderly state of the carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-1101667680521975542019-11-20T19:58:00.001-08:002019-11-20T19:58:06.228-08:00THE ORIGINS OF ART Case Study Example | Topics and Well Written Essays - 500 wordsTHE ORIGINS OF ART - Case Study Example Nowadays, the situation is not different. This is evident in televisions, billboards and magazines where men and women with ââ¬Ëperfectââ¬â¢ bodies are used to advertise goods and services. Through this concept, we can conclude that ancient man and modern man are not different. However, using modern culture to explain a past culture may not be entirely reliable. First of all, there are special cultures that were totally different from us. Take for instance the Egyptians. They were not affected by peak shift and did not see the need to design unrealistic human forms. Secondly, all artists are different. Though they are connected by the desire to create art, artisans differ in many ways; for example they have different sources of inspiration, what works for one might not work for the other. The sources of inspiration for ancient artists are not the same as modern artists. It is therefore not plausible to use modern art to try to decipher ancient art. Prehistoric paintings are not depictions of shamanic trance visions. The paintings were based on creatures that were present the time like horses and reindeer that were in existence in Europe. These were creatures that were either eaten, used or seen by the ancient man. It is worth noting that different archeological sites had different set of animal paintings. The paintings in Europe comprised animals that were there at the time, Africa had its own set of animals and paintings, as was the rest of the world. If they were trance visions, then we could expect paintings of alien creatures in various archeological sites. For instance, we could expect to find paintings of American animals in African sites. No, it does not. It is difficult o deduce this issue due to the amount of time that separates modern times and the prehistoric times. No amount of thinking will enable us to know what made them start carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-30979402470019318452019-11-18T22:18:00.001-08:002019-11-18T22:18:03.757-08:00Answer all the question below Essay Example | Topics and Well Written Essays - 500 wordsAnswer all the question below - Essay Example The companyââ¬â¢s management used buyersââ¬â¢ demographic data including whether they were English or Spanish Speakers, and which stores they bought from. This data was drawn from retail stores including US Wal-Mart, Target, Toys ââ¬Å"Râ⬠Us and Kmart. This data was analyzed by the company and used to forecast the demand for the toys. LeapFrog communicated its decision to increase production of toys to Capable Toys within weeks; in the month of August. This was after the predictions were verified by the companyââ¬â¢s management to be trustable. When the demand for LittleTouch grew, Capable Toys had to increase it productivity to meet the rising need. However, there was no immediate way of increasing the companyââ¬â¢s production. Capable Toys Ltd of Zhongshan, China had to hustle and try hard to get extra custom-designed electronics, plastic molds and baby-drool-proof paper. There was also need to hire more workers. Furthermore the company needed to make more production tools. The production problem was solved by ordering the production of two more sets of production tools which finally helped boost production. The tools were better designed ââ¬â they were made such that they could produce unique toys while reducing their fail rates from 5% to 0.3%. Capable Toy Company had problems getting a supplier for sensitive touch membrane but then they were able to get other suppliers. The company also needed a special material that was droolââ¬âresistant and ink absorbent called Tyvek. The only way to get this material was by getting it supplied by third party, not directly from the manufacturer, DuPont Co. LeapFrog approached a U.S. company that could get this material directly from DuPont Co and gave it the printing contract as well. This move however added 50 to 60 cents per book in production costs. Leapfrog Company made a decision to use air shipping and fast boats to transport its products from Hong Kong to Los Angeles to respond to the shortage experienced. Using carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-15956705266504224112019-11-16T10:51:00.001-08:002019-11-16T10:51:09.798-08:00Curbing Child Labour In African Countries Young People EssayCurbing Child Labour In African Countries Young People Essay 1.0 Definition of Child Labour The International Labor Organization (ILO, 2004) defined child labour as work that deprives children of their childhood, their potential and their dignity, and that is harmful to physical and mental development. It refers to work that deprives children of their childhood, their potential and their dignity, and that is harmful to their physical and mental development. Also, child labour refers to any working activity that is physically, mentally, socially or morally harmful and dangerous to children, with interference in their education by depriving them of the chance to attend school, prematurely obliging them to leave school, or requiring them to combine schooling with extremely long and heavy work. 2.0 The Negative Effect of Child Labour on Human Capital Accumulation and Economic Development One of the most significant problems in developing countries especially in Africa is the unpleasant incident of child labour. Children do labour to earn money by sacrificing their health, their education, and their normal development to maturity. The child labour exists prevalently in most countries in Africa. It has been a deep-rooted evil phenomenon, which delay the development of human capital accumulation and economic growth. Most African countries are lying on a stagnation situation or downward spiral in which poor performance in human development has been liable to poor economic growth and poverty, which consecutively discouraged human development achievements. Nowadays, while most of developed countries are enjoying wealth and prosperity, some of developing nations and most third world countries in Africa are struggling themselves to combat the problem of child labour. The prevalence of child labour causes the children to occupy their lifetime with working, leaving school and education behind. The main aim for these children to work would be the wages gain from working in order to support household income. However, because of the time in a day is limited to 24 hours, there will be high probability for a working child to forgo schooling if they want to concentrate working to help their parents income. As working children become an adult without a sound education, their future generation soon is likely to do the same duty as they were child ago. As a result, there will be a lack of human capital improvement in one country even after generations, and thus in long-term will bring about stagnant economic development. 3.0 Child Labour in African Countries The ILO is an international organisation charged to count with child labor. The ILO reported in 2004 that 218 million children engaged in economic activity globally, excluding child domestic labour (UNICEF, 2006). Within this number, 126 million or one in every six children aged 5-17 years were trapped in hazardous work. The ILO estimated that children represent 40-50 percent of all victims of forced labour, or 5.7 million children were caught in bonded and forced labour. Available data suggested that more boys than girls were economically active, but girls who are engaged in household chores and sibling childcare not be accounted for in these statistics (ILO, 2002). Children who were working in household of a third party or employer are particularly at risk to abuse and exploitation. The ILO estimates that more girls below age 16 were in domestic (household) service than in any other category child labour. African continent has the highest percentage of economically active children. The ILO study showed that 41 percent of children in Africa continent are devoting to labour work (ILO, 2003). The sectors where child labour is most employed are agriculture, fishing, hunting, and forestry. More than 30 percent of African children aged between 10 and 14 are working in agriculture sector. In most countries which are producing raw materials, children are used to work on agriculture estates of cocoa, coffee, and cotton. Also in Africa, the incident of child labour varies among areas in the continent. Child labour occupies nearly most of the teenagers population in the countries of central Africa. Meanwhile it is nearly absolutely lacking in South Africa, and the similar situation occurs in the nations of northern Africa. As stated by the ILO in 2003, there are 400,000 child labourers in Rwanda. Within this number, there are 120,000 are considered to be engaged in the worst forms of child labour, while a number of 60,000 identified as child domestic workers. In Rwanda, children are also involved in prostitution in several large cities. The report showed that 94 percent of these child prostitutes lived in extreme poverty stricken, 40 percent had missing both of their parents, and 41 percent had never enroll themselves in schooling. In Zambia, according to the Zambian, there are a number of 595,000 child labourers in the country. Of these, 58 percent are below age 15, thus, disallowed for any kind of employment as controlled by the Employment of Young Persons Act. According to the ILO in 2003, as much as 1.9 million children in Kenya, with age ranges between 5 and 17, are child labourers. Only 3.2 percent of this population has accomplished a secondary level (school) of education, and 12.7 percent had never been to school. In Kenya, during the peak coffee picking season, it was approximated that up to 30 percent of the coffee pickers are under age 15. In Tanzania, it has been estimated that 4,600 children working in small-scale mining. It is common to find children as young as eight digging thirty-meter underground in mines for at least eight hours per day. It is usually been carried out without proper light and ventilation, and child workers are exposed to risk of injury or death underground. Furthermore, in Zimbabwe, it was approximated that 5 million children with ages between 5 and 17 are being compelled to labour work. While, a survey conducted on child labourers in small-scale mines in Madagascar found that 58 percent that population were aged 12 or under. In addition, only a third had being exposed to learn skills, and half were belonged to families that trapped in poverty stricken with bad living conditions. Moreover in Africa, a number of 120,000 children below the age of 18 have been forced into military labors such as child soldiers, or military messengers, cooks, porters, or sex slaves. An amount ranged 10,000-15,000 children from Mali are working on plantations in Cà ´te dIvoire. Most of them are victims of child trafficking. It is estimated that 50,000 children are working as household servant in Morocco. In West Africa, an estimated 35,000 children are in commercial sexual exploitation. The Sub-Saharan Africa is the geographical area of the world with the highest rate of child labour. As stated by the ILO report, the high populations growth rate in Sub-Saharan Africa corresponds with the increasing of poverty in the region (ILO, 2004). In addition, the HIV/Aids outspread hinders all effort against child labour although the report does show clear evident of improvement in gross school enrolments, where the primary school registrations in the area have raised by 38 percent between 1990 and 2000. The Human Rights Watch (HRW) reported that in 2002, regarding child trafficking in Togo, asserted that the governments of western African countries had done fragile enforcement to curb the prevalent trafficking of child labour (Human Rights Watch, 2003). As reported by HRW, the local crisis of children trafficking was brought about by HIV/Aids. A large number of these children are orphans, compelled to work for survival after the death of their HIV- positive parents. The HRW asserted that children are forced into labour work in several countries in western Africa. The traffickers attract the children by promising them with professional training as well as sponsored schooling. The vast majority of these children were trafficked by neighbouring countries, such as Burkina Faso and Mali. The incidence of child labour trafficking occurs in many paths, as the government didnt execute strict enforcement to ban it. Girls were sold to work in the night markets, and during the day as baby sitt ers, and victims are generally subjected to physical violence and psychological abuse. The countries of destination of child trafficking in general have power over economies of western Africa. The report by Institute of Tropical Agriculture in 2002 showed that 70 percent of world cocoa production made in western Africa (Boas, M. Huser, A., 2006). From this statistics, 43 percent world cocoa production supplied by Cote dIvoire, 15 percent in Ghana, 7 percent in Nigeria, 4 percent in Cameroon, and the remains 1 percent in other regions in western Africa. In these supplier countries, the ripe cocoa is collected from plantation and processed by children. Children aged between 5 and 15, all came from poor background, were lured by the traffickers to leave their countries, even with forged labour contracts, were sold to the owners of agricultural estates. Often the children realised of their condition only afterwards, when they are forced into sheds and locked up inside. Children who ran away from the plantations disclosed of how they were victimised, exploited and tortured , and never received any pay. 4.0 Major Determinant of Child Labor Child labour is an issue in worldwide concern, especially in least developed countries in Africa, with many governments officially declares laws that protect children from labour work. There is no single root of child labour in Africa, and the important factors that cause children to become labourers are wide-ranging. Indeed, the particular conditions will differ depending to the different background between children. In spite of this, the determinants of child labour may be categorised into two groups based on 1) demand determinants or market mechanism, and 2) supply determinants. This classification is based on the works by Organisation for Economic Co-operation and Development (OECD) (Edmonds, E. V., 2003; Bhalotra, S., 2003). Demand side determinants are the factors which encourage an employer to employ children into labour work. While, supply side determinants are the factors which induce the parents or head of the households to make a decision about the exploitation of children s time into labour work. Demand side determinants of child labour are the composition of labour market, the current production technology, the weak law-making or weak implementation of legislation, childrens beneficial features for a specific work, small amount paid to children with extra working hours, and little bargaining power of children. In contrast, the supply side determinants of child labour origin from the household background. These include a range of socio-economic variables such as poverty, lack of educational and public facilities, unemployment of adults, and population pressure. These variables are associated with the decision making of the household to send the children to work. 5.0 Curbing the Child Labour in Africa: A Few Recommendations on Development Policy for Human Capital Improvement Most countries in Africa prohibited the employ of children in economic activities, especially the worst form of child labour. This was due to its bad consequences of the children in their present and future time. However, most of law enforcement failed to curb child labour. Labour intensive industries and agricultural sectors will always welcome a huge demand for cheap labour, in other word, child workers. Moreover, parents are willingly to send their children working to increase household income in order to survive in poverty stricken. Drawing upon the historical experience of several countries, both economic factors and legal restrictions played a role in reducing child labour, although legislation appears to have been less significant. I suggested that banning child labour through law enforcement and legislation is an inappropriate action. This is because this action will reduce the welfare of people. The primary purpose of working is to earn money, to earn living. Parents submitt ed their children to labour work to help families income, to maintain their life survival. After studying the conditions child labour in several African countries, I would like to suggest some development policies that can be implemented by their governments in order to curb child labour, then improving the welfare of children in order to develop high human capital in Africa in the future. Those recommended policies are: 5.1 Reducing Household Poverty The first and major cause of child labour is poverty. Absolute poverty as a synonym for extreme poverty is the lack of enough resources (such as financial resources) to ensure of obtaining basic life necessities. The poverty is concerned with the income level of the household. A strong negative relationship exists between child labour and total income of a household. The additional level of income will reduce the probability of a child to work. Most of the incident of child labour as a parental decision, where parents will only send their children to work when compelled to do so by poverty stricken. Therefore, when parents income surpasses some threshold, parents tend to withdraw the children out of labour market (Basu, K. Van, P. H., 1998). A historical analysis has shown that the decline of child labour was highly associated with the rise of married womens participation in the labour force (Cunningham, H., 2000). This is because the rise of married womens participation in the labo ur force had caused the childrens contribution (income) to the economy of the working class family become less significant. I would like to suggest for governments to implement the minimum wage legislation on adults. The increase in adults wage will decrease the population of child in labour market since fewer children in a family will have to work. The increase in income by implementing the minimum wage legislation will reduce the frequency of child labour. Therefore, the implementation of minimum wage laws policy in African countries is an appropriate action in checking the stagnation of child labour. I would like to recommend for the government to increase employment opportunities for women. Government ought to stimulate sectors of economies that highly associated with women, such as laundry, cleaning, cooking, and sewing. Poor families must also be allowed to have loan from financial institution, so that they will have opportunities to start their own businesses and economic activities. This will be an embarkment of a large scale poverty alleviation program and target income support, in purpose to keep children away from work market and attending schools. 5.2 Providing Better Quality of Education for Children Evidence from communities areas in Ghana showed that the incidence of high childrens employment and the low school enrolment is caused by the bad quality of education (Ray, R., 2002). This has led to the lack of importance of education for children as viewed by most parents. The likelihood of full-time school attending could be increased by reducing the cost of schooling. The expansion of school allocation by government, which reduces the opportunity-cost of schooling, would decrease the number of working children, but attending school (Cigno, A., Rosati, F. C. Tzannatos, Z., 2002). I would like to advise for the government that the education policies should aim to improve the quality of schooling, and expansion in schooling subsidy must prove impressive in order to encourage parents keeping their children in schools rather than submitting them employed. Government policies should center on improving school infrastructure facilities and quality of schooling especially in rural areas. The quality of education will determine the parents awareness concerning the education route as a way to advance life status. The low quality of education will dispute the need of schooling for their children if to have a promising future with a stable and well-paid job. This kind of judgment is normally found among people communities with low income level because their occupations are commonly requiring no formal education attainment, but basic skills as a cheap labour. I would like to put forward for the reduction of costs of schooling. This is purposely to reduce opportunity cost of schooling, in term of payment (salary) obtained from working children. Scholarships for schooling students should not for only school tuition fees, but must cover other benefits, such as school accessories like school uniforms and free meals in order to make education more attractive. The school enrolment, especially primary school enrolment is most essential for children to ensure of obtaining basic and necessary education before jumping into the higher stages of education. Students who are obliged to attend a longer years of education by compulsory education laws will make higher wages in their future as compared to others with less years of education. Therefore, public investment in improving school infrastructure will give rise to a significant beneficial effect to born better educated labour force in the future with higher productivity to the society. 5.3 Controlling the Family Size through Policies Among fifteen countries with highest fertility rate in the world, the fourteen of them are belonged to African countries (United Nations, 2007). The high fertility and birth rate each year had caused to the large family size in Africa. And, the larger the number of children, so then the larger the total cost of living and rearing children. The big number of siblings had forced the elder siblings to working, instead of attending school. According to a study, this additional work increases with the number of younger siblings and the spacing between siblings. Because family sizes raise, the additional work for elder siblings will significantly be increased to help additional households income (Edmonds, E. V., 2006). I would like to advocate for the government of those African countries to implement the one or two-child policy in their countries. This is purposely to decrease fertility rate in those countries. This policy can be adopted from the China one-child policy introduced in 1978. It was created by the Chinese government to alleviate social, economic, and environmental problems in China. After the introduction of the one-child policy, the fertility rate in China fell from over three births per woman in 1980 to approximately 1.8 births in 2008. In my point of view, the controlling of family size will reduce the total cost of rearing many children in a family. This will increase disposable income in a family, in which this income can be saved for future use and to finance good quality education for children. The government must promise a direct benefit for the only first one or two children in the family, such as free schooling or educational subsidies. This family size control may promise a better quality of children with high human capital, even with smaller numbers, rather than having a large number of children but with low human capital. This not only improve the welfare of each children, but also give to human capital improvement in Africa, and thus in long-term will bring about healthier economic development. 5.4 Introducing Modern Labour-Saving Technologies into Economic Sectors The major characteristic of labour markets in most developing countries is a high proportion of employment of unskilled labour force in the informal sectors. This trait has led to a creation of large labour intensive market space with low-level of technology that encourages the demand for children to become labour force (Edmonds, E. V, 2003; Dinopoulos, E. Zhao, L., 2007). Thus, the level of technology in an economy will determine both the supply and demand for child labour. I would like to suggest that the introduction and adoption of modern labour-saving technologies as a tool to inhibit child labour. At a distance from raising agricultural productivity, the adoption of modern labour-saving technologies could free children from repetitive working duties in agriculture and thus increase their chances of attending school. Therefore, policies and programmes that promote the adoption of land and modern labour-saving technologies should be listed as policy tools to curb child labour in the African countries. The introduction of new technologies such as mechanization or automation in industries, and the use of improved strains and fertilizers in agricultural sector will reduce the demand for unskilled child labour. A study had also found that the returns to education will also increase because people understand the need for higher education attainment to fulfill the high demand for high-skilled labour. (Cigno, A., Rosati, F. C. Tzannatos, Z., 2002). Thus, t his will discourage the supply of child labour. This low motivation of supplying child labour and low interest to employ unskilled labour will further the declining of children exploitation into economic activities. In my opinion, from the technological perspective, it should be noticed that childrens participation are unnecessary in the process of industrialisation because child workers keep low human capital stock. In addition to the least developed African countries, in most industries where children work, there are existing technologies that being utilised in developed countries. Thus, the employment of these modern technologies by African countries would replace tasks performed by child labour, and finally reduce child employment in productive economic activities. I would also like to advise the African countries to welcome globalisation in their economic policies. The accepting of globalisation will improve capital market through foreign direct investment (FDI), and will generate technological and knowledge spillover. This will help introducing new modern labour-saving technologies as a tool to improve economic sectors, and at the same time will inhibit child labour. This is according to a study which had found that the forces of globalisation can curb the phenomenon of child labour through the trade policies that beneficial for modern sector, and the increase in FDI in modern sector that will reduce the demand of child labour without deteriorating the wage-income distribution. (Dinopoulos, E. Zhao, L., 2007). carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0tag:blogger.com,1999:blog-4525463611033843439.post-15252350826935464702019-11-13T23:22:00.001-08:002019-11-13T23:22:03.974-08:00Rational Unified Process :: essays research papers Introduction This paper has the intention to explain what Rational Unified Process (RUP) is like an IBM product and a CASE tool. After is explained what phases it has, what are the most common extensions thus what are its workflows more used. The Rational Unified Process (RUP) is a software design method created by the Rational Software Corporation and now is part of IBM developer software. This paper describes how to deploy software effectively. The Rational Unified Process (RUP) use commercially proven techniques, and is a heavy weight process, and hence particularly applicable to larger software development teams working on large projects. Rational Unified Process (RUP) Rational Unified Process (RUP) is an object-oriented and Web-enabled program development methodology. RUP would be taken like an online mentor that provides guidelines, templates, and examples for all aspects and stages of program development. RUP is a comprehensive software engineering tool that combine the procedural aspects of development (such as defined stages, techniques, and practices) with other components of development (such as documents, models, manuals, code, and so on) within a unifying framework. The RUP defines the following guidelines and templates for team members to follow during a productââ¬â¢s lifecycle: Develop Software Iteratively Given the time, it takes to develop large sophisticated software systems it not possible to define the problem and build the solution in a single step. Requirements will often change throughout a projects development, due to architectural constraints, customerââ¬â¢s needs or a greater understanding of the original problem. Iteration allows greater understanding of a project through successive refinements and addresses a projects highest risk items at every stage of its lifecycle. Ideally each iteration ends up with an executable release ââ¬â this helps reduce a projects risk profile, allows greater customer feedback and help developers stay focused. Manage Requirements A documentation framework is essential for any large project; hence, RUP describes how to document functionality, constraints, design decisions and business requirements. Use Cases and Scenarios, are examples of artifacts prescribed by the process and have been found to be very effective at both capturing functional requirements and providing coherent threads throughout the development and deployment of the system. Use component based architecture Component Based Architecture creates a system that is easily extensible, promotes software reuse and intuitively understandable. A component often relates to an object in Object Orientated Programming. The RUP provides a systematic way to build this kind of system, focusing on producing an early executable architecture before committing full resources on a project. carladuncan173http://www.blogger.com/profile/09492108675607296308noreply@blogger.com0