The Success Of The Multi Million Dollar Disney Corporation...

Introduction The success of the multi-million dollar Disney corporation is undeniable. Whether it be through films, books, merchandise, or television advertisements, Disney has considerable impact on children’s lives. One of Disney’s primary influences has been on the construction of children’s perception on gender roles and gender expectations. The influence Disney has on young children has been bought to the attention of critics, who argue these films produce unhealthy, concealed messages to the most vulnerable viewers. Disney is aimed at a younger audience, still in their early cognitive development stage. At this age, children are carefully noting what goes on around them, gaining knowledge of how society and the wider world works. (Hibbeler, B 2009) Since heavy topics of sexism and gender roles are not likely discussed with one’s parents at this age and stage, Disney films are one of the earliest transmitters of these kind of messages. Behind a mask of innocence, early Disney Princess films promote corrupt expectations on how women should appear, act and behave – setting foundations for these beliefs and morals amongst children. I will be critically analysing how gender expectations formed from Disney Princess films have developed over time, and what effect they have on their young audience’s perspectives on gender. I will then conclude with an examination of how these portrayed gendered roles reflect what is accepted in society at the significant point in time. EarlyShow MoreRelatedWalt Disney, a Brief Biography Essay1203 Words   |  5 Pages Walt Disney once said, â€Å"All of our dreams can come true if we have the courage to pursue them.† One man’s dream changed the world. Walt Disney is known worldwide for his ingenuity and creativity. He is also recognized for one of the biggest corporations worldwide. So what has made him stand out? All through Walt’s life, he worked hard to rise above his circumstances, determined never to give up, and above all to never stop dreaming. Walt Disney is among the top most successful businessmen of hisRead MoreEuro Disney Case Study1353 Words   |  6 Pageswere and still are to great success. Tokyo Disney followed with a slow start but quickly became a successful cash cow like the 2 parks in the United States. Disney next projected success was Euro Disney, today it goes by DIsney Paris. Disney was confident and quite optimistic that the 4th Disney theme park, located just over 30 minutes drive from one of the worlds biggest tourist attractions, Paris would be no different. Some would say a little too confident. However, Disney made some major planningRead MoreCeo Robert A. 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Disney’s founder, Walter Elias Disney hoped to have a, â€Å"Place that’s as clean as anything could ever be, and all the people in it are first-class citizens, and treated like guests† (Walt Disney World Webpage). Disney strives to keep his legacy alive by maintaining his original aspirations for the companyRead MoreTokya Disneyland , Disney in Asia1298 Words   |  6 PagesBeyond Tokyo: Disney’s Expansion in Asia DISNEY IN ASIA Early in 1999, Michael Eisner, CEO of The Walt Disney Company, voiced his opinions concerning potential markets for his firm’s entertainment products and services. A major thrust for the new millenium would be development in Asia. †¢ We could be getting close to the time for a major Disney attraction in the world’s most populous nation.† The Walt Disney Company, Annual Report, 1998. †¢ â€Å"I am completely confident that ChineseRead MoreDisney Company : The World s Multi National Conglomerate1706 Words   |  7 PagesThe Walt Disney company is considered to be one of the world s multi-national conglomerate in terms of revenue. It was founded in 1923 by Walt and Roy Disney initially named the Disney Brothers Studio. The initial foundation of the company was based on cartoons and animation. The biggest status of success was the establishment of the most recognizable characters in the world Mickey Mouse. Fast forward nearly a century later The Walt Disney company is an empire and leading name in family entertainmentRead MoreWalt Disney Biography Essay1641 Words   |  7 Pages Walt Disney. Disney made a reputation of brilliance and [t]he combination of Disneys desire to try new techniques and his striving to make a better product set him apart from most other animators (Nardo 25). How could anyone forget classics like Mickey Mouse, Snow White and the Se ven Dwarfs, Fox and the Hound, the Little Mermaid, and many more all created by Disney? He created a cast of memorable animated and live-action characters that have been forever associated with the Disney name (NardoRead MoreWhat Type Of Leadership Style Fits Us Best?1450 Words   |  6 Pagesinstructor. As an instructor for my position, I perform on the job training on live equipment for new members. This can pose as a great risk, since pressing a wrong button, can literally cause mission degradation and potential damage on a multi-million dollar satellite system. I believe having a participative leadership style provides several benefits for this role. Especially, when it comes to the C.O.A.T formula; Communication, Opportunity, Advisory, and Talent (Be a Good, n.d.). EffectiveRead MoreAnalysis Of The Movie Black Fish 1148 Words   |  5 PagesBlack Fish Black Fish is a documentary film about a famous and well known corporation called SeaWorld, corporations like SeaWorld have impacts towards culture, people and business. There are few corporations like SeaWorld in the entertainment/amusement park industry that are profitable, such as Disney and Six Flags, who make millions to billions of dollars every year. People love entertainment and are willing to spend lots of money to acquire it; this is why entrepreneurs who developed these differentRead MoreCase Study : Executive Leasing Company899 Words   |  4 Pagescarrier upon which he served. The energy crises of the 1970’s hindered Enterprise Leasing Company’s expansion but accelerated growth occurred in the 1980’s even though Hertz and National entered the home-city market. A key ingredient to Enterprises success during this time was the innovative â€Å"Customer Giveaway Accounts,† which allowed any Enterprise employee to charge off items up to a cert ain amount in order to satisfy customer. To motivate employees the company instituted an array of bonus plans

Distinction of Sex and Gender Free Essays

1. The sex/gender distinction. The terms ‘sex’ and ‘gender’ mean different things to different feminist theorists and neither are easy or straightforward to characterize. We will write a custom essay sample on Distinction of Sex and Gender or any similar topic only for you Order Now Sketching out some feminist history of the terms provides a helpful starting point. 1. 1 Biological determinism Most people ordinarily seem to think that sex and gender are coextensive: women are human females, men are human males. Many feminists have historically disagreed and have endorsed the sex/ gender distinction. Provisionally: ‘sex’ denotes human females and males depending on biological features (chromosomes, sex organs, hormones and other physical features);‘gender’ denotes women and men depending on social factors (social role, position, behaviour or identity). The main feminist motivation for making this distinction was to counter biological determinism or the view that biology is destiny. A typical example of a biological determinist view is that of Geddes and Thompson who, in 1889, argued that social, psychological and behavioural traits were caused by metabolic state. Women supposedly conserve energy (being ‘anabolic’) and this makes them passive, conservative, sluggish, stable and uninterested in politics. Men expend their surplus energy (being ‘katabolic’) and this makes them eager, energetic, passionate, variable and, thereby, interested in political and social matters. These biological ‘facts’ about metabolic states were used not only to explain behavioural differences between women and men but also to justify what our social and political arrangements have to be. It would be inappropriate to grant women political rights, as they are simply not suited to have those rights; it would also be futile since women (due to their biology) would simply not be interested in exercising their political rights. To counter this kind of biological determinism, feminists have argued that behavioural and psychological differences have social, rather than biological, causes. For instance, Simone de Beauvoir famously claimed that one is not born, but rather becomes a woman, and that â€Å"social discrimination produces in women moral and intellectual effects so profound that they appear to be caused by nature†. Commonly observed behavioural traits associated with women and men, then, are not caused by anatomy or chromosomes. Rather, they are culturally learned or acquired. Although biological determinism of the kind endorsed by Geddes and Thompson is nowadays uncommon, the idea that behavioural and psychological differences between women and men have biological causes has not disappeared. In the 1970s, sex differences were used to argue that women should not become airline pilots since they will be hormonally unstable once a month and, therefore, unable to perform their duties as well as men (Rogers 1999, 11). More recently, differences in male and female brains have been said to explain behavioural differences; in particular, the anatomy of corpus callosum, a bundle of nerves that connects the right and left cerebral hemispheres, is thought to be responsible for various psychological and behavioural differences. 1. 2 Gender terminology In order to distinguish biological differences from social/psychological ones and to talk about the latter, feminists appropriated the term ‘gender’. Psychologists writing on trans sexuality were the first to employ gender terminology in this sense. However, in order to explain why some people felt that they were ‘trapped in the wrong bodies’, the psychologist Robert Stoller (1968) began using the terms ‘sex’ to pick out biological traits and ‘gender’ to pick out the amount of femininity and masculinity a person showed. Along with psychologists like Stoller, feminists found it useful to distinguish sex and gender. This enabled them to argue that many differences between women and men were socially produced and, therefore, changeable. For instance Gayle Rubin’s thought was that although biological differences are fixed, gender differences are the oppressive results of social interventions that dictate how women and men should behave. Women are oppressed as women and â€Å"by having to be women† (Rubin 1975, 204). However, since gender is social, it is thought to be changeable and adjustable by political and social reform that would ultimately bring an end to women’s subordination. Feminism should aim to create a â€Å"genderless (though not sexless) society, in which one’s sexual anatomy is irrelevant to who one is, what one does, and with whom one makes love† (Rubin 1975, 204). In some earlier interpretations, like Rubin’s, sex and gender were thought to complement one another. The slogan ‘Gender is the social interpretation of sex’ captures this view. Nicholson calls this ‘the coat-rack view’ of gender: our sexed bodies are like coat racks and â€Å"provide the site upon which gender [is] constructed† (1994, 81). Gender conceived of as masculinity and femininity is superimposed upon the ‘coat-rack’ of sex as each society imposes on sexed bodies their cultural conceptions of how males and females should behave. This socially constructs gender differences – or the amount of femininity/masculinity of a person– upon our sexed bodies. That is, according to this interpretation, all humans are either male or female; their sex is fixed. But cultures interpret sexed bodies differently and project different norms on those bodies thereby creating feminine and masculine persons. So, this group of feminist arguments against biological determinism suggested that gender differences result from cultural practices and social expectations. Nowadays it is more common to denote this by saying that gender is socially constructed. This means that genders (women and men) and gendered traits (like being nurturing or ambitious) are the â€Å"intended or unintended product[s] of a social practice† (Haslanger 1995, 97). But which social practices construct gender, what social construction is and what being of a certain gender amounts to are major feminist controversies. There is no consensus on these issues. (See the entry on Intersections between Analytic and Continental Feminism for more on different ways to understand gender. ) 5. Conclusion This entry first looked at feminist arguments against biological determinism and the claim that gender is socially constructed. Next, it examined feminist critiques of prevalent understandings of gender and sex, and the distinction itself. In response to these concerns, the final section looked at how a unified women’s category could be articulated for feminist political purposes and illustrated (at least) two things. First, that gender — or what it is to be a woman or a man — is still very much a live issue. Second, that feminists have not entirely given up the view that gender is about social factors and that it is (in some sense) distinct from biological sex. The jury is still out on what the best, the most useful or (even) the correct definition of gender is. And some contemporary feminists still find there to be value in the original 1960s sex/gender distinction. How to cite Distinction of Sex and Gender, Essay examples

Air Jordan Marketing free essay sample

Jordan Air In order to briefly explain how marketing mix is applied, I am going to give you the example of the â€Å"Jordan Air† So you can see an example of marketing mix I will show you a product that you all know â€Å"Jordan Air†. Product: The product that I will present you is the Air Jordan by Nike. Air Jordan  is a  brand  of shoes and athletic apparel designed, owned, and produced by Nike  and  Michael Jordan  for Nikes  Jordan Brand  subsidiary but I will focus on the market of trainers. These are high quality trainers, and they are considered as high range of trainers. * The Jordan Nike shoes are unique in that the swoosh logo of the firm do not appear on the Jordan brand products, only the Jumpman appears. Price: * The Jordan shoes are very expensive and there are almost never promoted even when there is a new range. We will write a custom essay sample on Air Jordan Marketing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Why? Because it is possible to buy all Air Jordan! The Jordan 1 in 1987 is still marketed. The style of Air Jordan is doesn’t date. * The price for Jordan Shoes are around 180 euros Place: These pairs of trainers marketed in shops specialized athletic shoes. * We found Jordan shoes in the specialized sport stores like Decathlon, Go Sport, Citadium, JD Sports But to have a wider choice you have to go to the shops or Nike Air Jordan in Shops. It is also possible to buy them online, * There is also the possibility of buying shoes on the Internet (Nike official web stores or jumpman23 official stores of Jordan Brand). Jordan shoes even have a website independent of Nike. * Jordan’s are unique shoes and this is why we cannot buy in any store. Promotion: * Jordan Brand uses all traditional media to communicate: radio, television, cinema, Internet and press. The first promotion for the Jordan brand is the personality of Michael Jordan. In fact, MJ is the best player in history in basketball. * Jordan Brand communicates through commercials spots with Michael Jordan showing. * Event with Michael Jordan who promoted the brand as for example the come out of Jordan CP3. Michael Jordan was there to show the pair of Jordan 2012 in the stores.

Intellectually Gifted Children

Abstract Many of us can concur that in a class there are those students who are exceptional performers. Some of us also belong to this bracket of intellectually gifted. What makes these differences between intellectually gifted learners and peers of the same standing in such a way that it’s like we do not belong to the peers who we are of the same age?Advertising We will write a custom essay sample on Intellectually Gifted Children specifically for you for only $16.05 $11/page Learn More What are some of the difficulties experienced by such students owing to the fact that they are just smart without putting a lot of effort in their class work? This paper therefore is an insight as to the difficulties experienced by intellectually gifted learners. In the classroom setting, different students have different abilities. However, schools tend to group students on the basis of their chronological age on the assumption that the students being of the same age have many interests in common (Gross, 2004). Schools therefore do not consider that there exist differences within the groups of equal standing (David, 2004). Most of the times, a teacher will tend to teach the whole class as a group but when assessment is done, some students excel more than others. It intrigues keen observers that there are students who do not seem to pay attention to classroom work yet they do well in the exams. Other students demonstrate abilities that are beyond their age. Then, do we have learners who can be termed as geniuses? My point of argument comes in, in that the teacher may use learner centered method of learning, actively engaging all students in the classroom and giving them equal opportunities to participate in the classroom, but there are those students who always emerge the best in class. These are the students who are regarded as intellectually gifted students. These are the students who are born gifted to the extent that they cannot fit in w ith their other peers (David, 2004). Intellectually gifted students have higher levels of cognitive development in that they are able to think in a more logical way, solve problems that would pose a challenge to the students who are of the same age with them and are also able to make decisions on complex matters. To say that they are average students who have studied and acquired knowledge would be ignorance of the highest degree.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Many scholars agree that students vary in their abilities for they are those with astonishing intellectual giftedness and others with modest intellectual giftedness. Other students are fairly gifted and others are said to poses highly intellectual giftedness while another minority group of intellectually gifted students exceeds the giftedness of all intellectual gifted learners and are said to be overwhelmingly intellectually gifted (Gross, 2004). The overwhelmingly intellectual gifted learners are rare in a normal population. All in all, one cannot fail to identify the academically gifted students in the classroom. In such a scenario, students grouped together on the basis of their chronological age exhibit many affective and cognitive differences which work to the disadvantage of the intellectually gifted student. Although there is no universally accepted definition of intellectually gifted students, many people will agree that these students have a high intellectual quotient (I. Q.), excel in their work be it talent, academics just but to mention a few and also have cognitive and affective abilities so high to the extent of being noticeable or standing out from their peers who are of the same age (Gross, 2004). These students go beyond being average even in their characteristics for they tend to be perfectionists and have so many expectations on themselves not to mention the expectations of their teac hers’ peers, parents and society once it comes to their realization that a certain student is intellectually gifted. Cognitive and affective differences determine the way the learner learns in the classroom and in turn their overall performance in the classroom. Reis Renzulli (2004) propose that intellectually gifted students have advanced cognitive abilities and their ability to develop a better understanding of the abstract concepts such as death. With these understanding in abstract concepts such as death, lack of substance of life and irrelevance of living, the gifted student develops common problems with students who are of the same peer (Reis Renzulli 2004).Advertising We will write a custom essay sample on Intellectually Gifted Children specifically for you for only $16.05 $11/page Learn More While the cognitive realm is the most widely used in identifying the intellectually gifted students, the affective domain also plays a major role. The intellectually gifted learners adjust well to the society (Jano, 1983) and are therefore said to be socially smart. The intellectually gifted learner has the characteristic of dominating his/her peers of the same age who have profound confidence in him/her. However, the intellectual sharpness of the gifted learner always lead the learner to experiencing social problems like being isolated from his/her peers and being too selective when choosing the people to associate with, with most studies done on the intellectual gifted students pointing that they prefer to be in the company of children older than them (Colangelo Davis, 2003). Researchers believe that by choosing the company of older peers that is where the intellectual gifted child feels that he/she can associate with peers of the same caliber in terms of their cognitive and affective development. Intellectual giftedness is a unique gift in itself and a child who possesses such capabilities should be nurtured to allow him o r her develop the gift in the areas he/she is gifted in. However, the first challenge to this rare gift is that the school curriculum itself does not make any special programs that can accommodate these gifted children. More often than not (Colangelo Davis, 2003), teachers themselves may not be willing to accept that there are students whose capabilities exceed that of their peers and therefore see no need to treat these gifted learners differently. Teaching intellectually gifted students requires a school to have special program that differentiates the curriculum used by the gifted students from the one that is used by students who are of average performance. The task is even made harder when a student is gifted in only one subject.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More For schools to effectively cater for the needs of the intellectually gifted; programs that allow gifted students to advance in their subjects and grades and be enrolled in two programs at the same time are needed and not many schools are willing to go to such heights (James, 1994). For instance, in a case where a school may have an overly intellectual gifted learner, chances of meeting another learner who is overly intellectually gifted are rare if not close to zero. Intellectually gifted students always feel isolated when they are with their peers because they do not fit in with their peers. They behave in a mature way and are able to solve problems and face challenges more than their peers. With these in mind, the gifted student seeks the company of other older students for him or her to fit in. This characteristic makes people believe that the gifted student is antisocial with his/her peer and therefore branded a lonely person. Their affective abilities make them a bit critical o f their friends and the feelings of their friends towards them. The intellectually gifted child will choose friends keenly than a child of average abilities and this makes them to have fewer friends (Ellen, 1996). Intellectually gifted students are more intelligent than their other peers who are of the same status for their ability to process information is higher than that of their peers. Therefore, in a classroom setting, the gifted students will always feel dragged behind by others. For instance, when a teacher is explaining a concept to students of average ability, the intellectually gifted student may feel bored because he or she has already grasped the concept and may find the teacher repeating her/himself. On the other hand, the intellectually gifted may also feel frustrated that the teacher is not going with the pace that he or she would want the teacher to go with (Colangelo Davis, 2003). For the teacher to effectively solve the problem in a classroom containing both gifte d and average learners he or she needs to integrate learning styles that can also accommodate the intellectually gifted learners. The teacher may also impact negatively on the gifted student in that he or she may assume that since the gifted student has already gotten the concepts that are being taught in the classroom, that they would be no need to focus attention on him/her. Here, the student’s intellectual giftedness works to his or her disadvantage (Vialle Geake, 2002). This further intrigues more questions in the intellectual gifted student’s mind of how weird he/she is not to deserve the attention of the teacher which leads to the student feeling neglected and not cared for by the teacher. This is very crucial especially to the development of a child. A child needs to be loved and cared for and tendencies to focus more attention on other children leaving others out leads to children engaging in deviant behaviors just to seek the attention of the teacher. Not tha t the intellectual gifted students are mischievous, (Colangelo Davis, 2003) they may engage in deviant behaviors so that they can also catch the attention of the teacher. For the teacher who is a keen believer of disciplined students, the intellectually gifted may suffer the most at the hands of the teacher because the teacher will always be punishing the intellectually gifted child in the belief that he or she is instilling discipline in the intellectually gifted child (James, 1994). When the gifted students are combined with students of average ability in the classroom, the intellectually gifted ones always feel that they have learnt everything there is to learn in the classroom for they are no more challenges for them. This leads to underachievement of the student in the class in addition to being bored. Learning is made fun when a student discovers something new that he or she did not know and therefore is intrigued to find out more about that particular concept (Vialle Geake, 2002). On the same tone, the gifted child may not see the need to be in the classroom or pay attention when the teacher is explaining concepts for they are already familiar with them. This brings us to the point where these intellectually gifted students are seen as arrogant but this is not the case for they are simply bored. The teacher can even punish the gifted student without knowing that he or she did not intend to be arrogant or not to pay attention. When these intellectually gifted students are not realized, they take a backseat in their academic achievements to the extent that they can even fail to complete classroom assignments. Some intellectually gifted students may become rebellious to their teachers and peers. The students also face discrimination and stigmatization from their other peers in that their exemplary performance is regarded as weird (Benbow Stanley, 1997). In most cases, other students will find their character abnormal and they would not understand why th eir character deviates from their own. The intellectually gifted are not taken as normal and students always view them as weird. Some students of the same peer will even go to the extent of believing that the gifted students have some supernatural influence whereas we know that the gifted only possess innate intellectual capabilities which is not a basis to be discriminated against. When a learner with intellectual gift, it also contributes to the learner asking him/her self many questions about his/her intellectual gifts. Some learners may even go to the extent of blaming themselves and develop shy characters. Gifted students when discriminated by their peers will try to fit in, in all ways. One of the ways in which gifted students can try to fit in is through hiding their giftedness for they do not want to be regarded as weird and feel out of place. When this happens, the gifted student regardless of his or her intellectual abilities will not let out his or her true self which bec omes a hindrance to finding out who he or she really is. They do not discover their true identity and they hide in their cocoon by pretending to be like other students of average ability. Other than being resented by his/her peers, the intellectually gifted also faces teacher’s resentment. As illustrated earlier on that the intellectually gifted student will most of the time ask silly questions and challenge the teacher in topics which are not in his/her caliber and show no interest in class work, a teacher who cannot identify the intellectual gifted child will probably resent such a child’s character (Ellen, 1996). To counter the resentment from both teacher and peers, intellectually gifted children always tend to hide their abilities so as to be at par with the norm as that of the peers. When these children hide their giftedness just to appear normal to their peers and teachers, researchers proclaim that the drive in exploring educational fields disappears in additio n to loosing the meaning of achieving (Painter, 1976). The intellectual gifted learner will therefore attend school for the sake of attending school not for the desire to learn. Their exceptional abilities are therefore shunned from surfacing and being beneficial to the society and to the student. They do this trying to seek approval from their peers and teachers and they therefore have a hard time in seeking social approval if doing so means pretending to be who they are not. The gifted learner struggles to be understood by the teacher and the learners and in a worse scenario where the teacher has no background information about the existence of intellectually gifted students. The gifted students lack pride in themselves for they are seen to do things that are not normal. Their self esteem is greatly affected by their intellectual sharpness (Vialle Geake, 2002). The problem becomes worse especially during adolescent when the student is trying to identify his or herself. Many are t he times that a gifted child on reaching adolescent develops identity crisis the reason being that the student cannot fully find out who he or she is. Coupled with doubts about his or her true identity from his peers who they are of the same age, the intellectually gifted student develops self doubt of him/herself leading him/her to have a low self esteem. The teacher on the other hand should try as much as possible to help the gifted student in revealing his/her true identity (Benbow Stanley, 1997). Having intellectually gifted children in a classroom is a challenge itself to the teacher, the basis of my point being that these intellectually gifted children will often challenge the tutor while he or she is teaching (Painter, 1976). When this happens, the teacher may feel intimidated by the gifted child. This causes misunderstanding between the child and the teacher for the gifted child interests in challenging the teacher may be solely contributing to the classroom discussion whil e the teacher may regard the student as a know it all type. For effective learning to take place, the teacher and the student have to be in good terms. On the other end, students of the same peer may feel that an intellectually gifted student is disturbing their lesson by interrupting the teacher during content delivery. The teacher experiences two extreme ends where they are those who are eager to learn and others who are intellectually gifted and know it all thereby creating confusion in the classroom. When a teacher discovers that a particular student is intellectually gifted, he or she may employ strict marking procedures when marking the intellectually gifted learner’s paper (Janos, 1983). Where a teacher has given marks to an average student, the intellectually gifted may fail on the same as a result of the high expectations that the teacher may have on the gifted learner (Reis Renzulli, 2004). Teachers also may ask hard questions to the intellectually gifted so as to prove to the other students that the intellectually gifted does not know everything that there is to know. In such cases, the resentment of the intellectually gifted learner to the teacher keeps on increasing and the more he or she becomes disinterested in school. A teacher may also not feel compelled to answer a question asked by the intellectually gifted child and may ignore the question on the assumption (Janos, 1983) that the student both knows the answer and just wants to test the teacher or can research for him/herself and get the correct answer to the question. This further creates frustrations to the intellectually gifted child in his/her endeavors of learning. While it is normal for the intellectually gifted student to want to discuss concepts to the very minor details, the teacher may only be interested in giving students the contents that will help them answer questions in the exam (Vialle Geake, 2002). The advanced cognitive abilities of the intellectually gifted again works to his/her disadvantage in that the teacher may not have the time to discuss concepts in the classroom in a detailed manner and this makes the learner who is gifted academically feel that he/she has been wasted or that the content discussed by the teacher is shallow. Intellectually gifted children may find it hard to repeat exercises given by the teacher in the classroom. One of the distinctive characteristic of the intellectually gifted is that, the student will master the content after repeating it only twice in most cases. When the teacher therefore make the intellectually gifted child to repeat a task for more than two times, the child loses focus and creates a negative attitude towards schools. Eventually, the IGC (Intellectually Gifted Child) may end up hating school altogether (Reis Renzulli, 2004). The gifted student has no contact with his/her peers. He/she does not enjoy the company of his/her peers and will most of the time prefer to be in the company of other olde r students who he/she can identify with. Therefore, the methods used by schools where these intellectual gifted students are grouped with students of average ability create a restrictive milieu for them (Ellen, 1996). The school only assumes that the intellectually gifted students have the same abilities as that of their peers and shuns off the doors of exploration for the intellectually gifted learner. In addition, the content taught in the classroom where this intellectually gifted child is in on the basis of chronological age is also restrictive enough and does not offer room for exploration of the gifted mind of the learner. The intellectually gifted learner may lack competition in the classroom (Ellen, 1996). Other than the teacher who the intellectually gifted would seem to engage in discussion in complex issues, his/her peers do not conform to his level. The intellectually gifted child does not have the challenge and therefore being in the classroom with people who he/she can not identify with and going through a curriculum that poses no challenge to him/her seems unbearable. The schools assumptions that by mixing the intellectually gifted with the average ability learners, more positive outcomes of learning would be realized because of interactive learning is somehow questioning when it comes to dealing with intellectually gifted learners. The extant literature shows that the intellectually gifted learners need a more challenging environment and an environment that does not put restrictive measures on the achievement of the learners. To drive my point closer home, the intellectually gifted learner in the first place sees no similarities between him/herself with peers of same age. Then, how would we expect the learner to have the zeal in learning if there is none of the peers who can challenge him/her? In conclusion, we must acknowledge that the intellectually gifted learner has abilities that need to be encouraged and that this can only be achieved if s chools are willing to come of their cocoon of comfort of grading the students on the assumption that since the students are of the same age, then they must have many similar things in common. Schools ought to develop programs that accommodate the needs of the intellectually gifted learners. References Benbow, P. Stanley, S. (1997). Inequity in Equity: How â€Å"equity† can lead for High Potential Students. Psychology: Public Policy and Law. 2 (2), 249 – 292. Colangelo, N. Davis, G. (2003). Handbook of Gifted Education. Boston. Allyn and Bacon. 3rd Ed David, B. (2004). Children’s Thinking: Cognitive Development and Individual Differences. Stamford. CT. Wadsworth Publishing Ellen, W. (1996). Gifted Children. New York. Basic Books. Gross, M. U. M. (2004). Exceptionally Gifted Children. London. Routledgefalmer James, W. (1994). â€Å"Nurturing Social Emotional Development of Gifted Children† Eric Clearinghouse on Disabilities and Gifted Education. Reston, V A. Available at  https://www.ed.gov/ Date last Retrieved Janos, M. (1983). The Intellectual Ability Psychological Vulnerabilities of Children of very Superior. Unpublished Doctorial Dissertation. NY. New York University Painter, F. (1976). Gifted Children: A Research Study. Knebworth. England. Pullen Publications Reis, M. Renzulli, S. (2004). Current Research on the Social and Emotional Development of Gifted and Talented Students: Good News and Future Possibilities. Psychology in the Schools, 41, published online in Wiley InterScience. Vialle, W. Geake, J. (2002). The Gifted Enigma. Cheltenham, Australia. Hawker Brownlow This essay on Intellectually Gifted Children was written and submitted by user Nathaly G. to help you with your own studies. 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Dumb Jocks

Dumb Jocks Many people believe that football players and athletes in general are a little slow. Often people view these athletes as all body and no brains. For years athletes have been portrayed this way by virtually every media known to man. They have faced criticism in movies, situation comedies, and music alike. I personally do not believe people can be accurately judged by categorization. For instance in "Geeks", written by Katz, artists, musicians, poets, non-conformists and computer technicians are all grouped in the same category. In the movie "The Water boy" football players are portrayed as ignorant athletic machines. However, today this view is a little out-dated. Most modern athletic programs require their participants to score well in school. In fact at many high schools, athletes must maintain high grade point averages to be eligible for competition. The dumb jock is quickly becoming a thing of the past. Although many believe most athletes to be mentally lacking, today athletes are required to be quite intelligent.Statue of a football player in Maidan, Kolkata

23 Uplifting Things to Do on Thanksgiving Day You Must Try This Year

23 Uplifting Things to Do on Thanksgiving Day You Must Try This Year Thanksgiving is one of the most bright and cheerful holidays of the year, a day to spend with your family and friends and get together for a tasty meal and peaceful evening. Here are some things to do on the Thanksgiving day to make it memorable and fun. Celebrating With Your Family For many families, Thanksgiving weekend is a chance to enjoy rare meetings and festive mood. 1. Cook a dinner. Cooking a dinner with your family is a touchy and precious moment for you and your family to remember. Its also a great way to show your gratitude and lend a helping hand to the hostess. 2. Watch Thanksgiving Day Parade. Parades are held in many cities and watching them on TV or in real life makes this day really special and festive. 3. Play sports. There are multiple health benefits of spending time with your relatives outdoors. Sports activities are useful in particular considering a full course dinner ahead. Tennis, basketball or frisbee are great activities for big families. 4. Watch an old movie. Thanksgiving is a great opportunity to sit altogether by the TV. Your family may choose a movie to watch annually and make it a good family tradition. 5. Look through family photos. Make this holiday a little bit nostalgic: your elder family members will enjoy that. Some of your family members could even start asking you awkward questions about your life in college. 6. Decorate the table. Dont forget about fancy napkins and candles! Beautiful decorations will set up the mood for tasty dinner. 7. Take a trip to the countryside. Living in a big city might be stressful so spending a weekend in the countryside is a relaxing and healing way to celebrate. 8. Make a wish by breaking wishbone. While carving a turkey take out a wishbone and let it dry. After the dinner, two family members pull at it and the winner makes a wish. 9. Participate in Turkey trot race. Burn up some calories before the big dinner and also raise some money for low-income families. Celebrating With Your Friends Friendsgiving Being away from home doesnt mean that Thanksgiving is canceled. Make it into Friendsgiving which tends to gain popularity through last years. Even with poor cooking skills, you can still throw an amazing party and even set up a new tradition among your friends. 1. Play video and board games. Entertainment is an important part of the holiday. So dont forget to prepare the list of games you and your friends will enjoy. Apples to Apples, Jenga, Clue are not taking too much time to play as Monopoly so are a better choice for a fun evening. 2. Watch annual football game. If you and your friends enjoy sports, its a good idea to watch a sports channel together and cheer for your favorite team. 3. Watch the best episodes of favorite sitcoms. Share the episodes you enjoy the most with your friends. Holiday-themed episodes will fit the most. 4. Set up a picnic. If the weather is fine and you dont want to stay inside, go ahead and pack for a picnic in the nearest park or wood. Fresh air and the beauty of fall weather are great for active games and sincere conversations. 5. Ride bikes in a park. Fast and active ride in a park can easily burn off calories you’ve consumed this holiday weekend and also set up a good mood for the rest of the day. 6. Pajamas party. Its more untraditional way to celebrate Thanksgiving but definitely a fun one. Cozy pajamas, chilling music and tasty snacks among holiday lights will create a relaxed holiday mood. Sounds nice, doesnt it? However, there are even more party ideas for students to celebrate Thanksgiving Day. 7. Play football. Team active sports are great before big festive meals. Football is a traditional game for this holiday and it is fun to watch for those, who choose not to participate. Celebrating on Your Own Dont be depressed if you are celebrating this day without guests. Make it a real holiday for yourself and do what makes you happy. 1. Take a good nap. Thanksgiving weekend is a wonderful time to shake off stress from studying and working the whole year. So take a time to relax and get a good rest. 2. Take popcorn and watch a favorite movie. Is it Scream or Batman? Grab a big bowl of popcorn and turn on your favorite movie or sitcom. 3. Take a long walk or ride. Sometimes you really need to fresh up your thoughts and walking in the fresh air is a way to do it. And its a great cardio exercise. 4. Prepare for Black Friday. If you are about to go shopping on a Black Friday, make a list of things to buy and shops to visit the next day. This will help you to concentrate on things you really need and not to be distracted on sales. 5. Volunteer. Your local churches or homeless shelters may need some help, especially at this time of the year. You can help with cooking and serving a meal or donate redundant clothes to charity. By the way, did you know how many benefits you get from volunteering? 6. Make a thankful list. This is more than just a good tradition but the way to concentrate on aspects of the past and stay positive for the future. So go ahead and make a list of things that have brought you happiness this year and what you are thankful for. 7. Watch Thanksgiving documentary. There are plenty of amazing historical movies about pilgrims and origin of Thanksgiving Day which you will find interesting. Enjoy your Thanksgiving and don’t forget to give your thanks!

Trial of Galileo Essay Example | Topics and Well Written Essays - 1750 words

Trial of Galileo - Essay Example He started studying for priesthood, but the scientific inkling in him did not allow him to become a priest. He left the course and instead joined a medical degree course at the University of Pisa. But he could never complete the degree and instead started studying mathematics with Ostilio Ricci, the mathematician of the Tuscan court. The genius in him kept bubbling with enthusiasm and at the age of nineteen Galileo had discovered isochronism principle of the pendulum. He got the inspiration while watching the oscillations of a lamp in the cathedral of Pisa. He propounded that pendulums of equal length had constant oscillation periods, i.e. the oscillations are isochronous regardless of the amplitude of the oscillation. He also visited the mathematician Christopher Clavius in Rome and started a correspondence with Guildobaldo del Monte. At the age of he invented the hydrostatic balance, which he described as an accurate balance for weighing things in air and water, which was a common method for weighing precious metals like gold during those days. He was offered a lectureship, at the University of Pisa when he was barely 25 yrs and subsequently Galileo successfully earned a name for himself as a renowned scientist and an excellent lecturer. He also obtained the chair of mathematics at the University of Padua in 1592. ... the heliocentric, or Sun-centered, system theory stating that the 'Sun is at the center of the universe, and that the Earth, spinning on its axis once daily, revolves yearly around the Sun'. Before this, astronomers believed in Ptolemy's geocentric universe theory, in which the Earth was told to be motionless at the center of several rotating spheres. Therefore there was widespread condemnation of Copernicus theory. But Galileo was the most vociferous supporter of Copernicus. Galileo became an ardent supporter of Copernicus theory when he discovered the Telescope and himself observed the sky. In 1609, Galileo set the telescope in his garden to see the Milky Way, the sky, the mountains and the valleys on the moon. In fact he was the first one to observe the moons of Jupiter and discuss the mountains on the moon. Galileo is also credited with determining the parabolic path of projectiles and calculated the law of free fall on the basis of experiments. And he started believing firmly in the theory put forward by Copernicus. He called upon people to come forward and see it themselves the composition of the celestial system around earth, but he was quite disappointed by the way people reacted to the theory of Copernicus. He expressed his anguish in a letter sent to Kepler in 1610. He wrote1, "My dear Kepler, what would you say of the learned here, who, replete with the pertinacity of the asp, have steadfastly refused to cast a glance through the telescope What shall we make of this Shall we laugh, or shall we cry" It became clear that the Copernican theory had its enemies." Based on his encounters with stars through telescope, in 1610 he published 'The Starry Messenger; and thereafter accepted a position as Mathematician and Philosopher to the Grand Duke of Tuscany

Australias Marine Pollution Essay Example | Topics and Well Written Essays - 1000 words

Australias Marine Pollution - Essay Example A lot of dangerous illnesses can spread because of waste that entry the ocean. The issue is worth-researching that is why the given paper will discuss marine pollution in Australia, mainly its causes, seriousness and the reaction of the Australian government. There are many ways of marine pollution: pollution from ships, from land, as a result of deliberate discharge of the waste from manufacturing and unintentional entry of waste from people’s activity. More than 75% of all marine contamination is caused by waste that appears in the water from land. It influences environmental processes, people’s wellbeing and oceanic resources’ application. The most serious problem is that very often the pollution of water remains undiscovered for a long time (Letter: Coastal Pollution). While oil and garbage represent well-detectable contaminants – they can be noticed swimming in the water, venomous and radioactive substances can’t be detected without special analysis. The problem is that marine environment could be damaged before the cause is found and eliminated. The water can be contaminated through intentional discharge as well as unintentionally through unplanned entry of materials into the water as a result of people’s activities (Henrickson 2001). A lot of venomous substances cleave to small elements, which appear in water in different ways. These substances then become integrated into the  oceanic system and imbibed into oceanic  seaweeds and other organisms, some of which are consumed by animals and fish. This can cause different illnesses and even mutations. Venomous metals  also appear in oceanic system. As different animals from land consume fish, venomous substances can be brought to land and then to humans through meet and other products. Oil pollution spoils the quality of the water we drink significantly: Acid sulfate soils (ASS) is the term usually given to soils or sand that contain iron

Higher education Essay Example for Free

Higher education Essay †¢Assignment # 2 – Comprehensive Case: â€Å"Muffler Magic† Read the â€Å"Muffler Magic† case and write a four-to-five (4-5) page report that answers the following: 1. Specify three (3) recommendations about the functions of recruiting, selection, and training that you think Ron Brown should be addressing with his HR manager now. Currently youre allowing your HR to hire employees without carefully screening each and every candidate, checking their references and work ethic due to such a high demand of staff. Envitably, youre higher mediocre applicants for more than mediocre pay and at the risk of your name and overall profitability. Being able to answer minimal questions shouldnt be enough to be hired as a technician and questions such as what do you think the problem is if a 2001 Camery is overheating? What would you do? should not be enough to secure a position within the company. Muffler Magic offers a range of products and services and engine issues is merely one of the many situations an employee may come across. How do these types of generic questions answer if your applicant is able to fulfill the requirements for muffler replacements, oil changes, and brake jobs? Obviously, from looking at the handful of situational mishaps youve described your HR department is merely hiring whoever walks into the office and in return youre given inaccurate and potentially life threatening break jobs and repairs out of the companies pocket. This is not acceptable and it is no wonder why the company isnt profiting. One of the reasons behinds why you dont necessarily want to adapt or change some crucial points within the company is the money. If you broke down one instance where there was an error made by one of your associates, take the engine for instance a new engine can cost any consumer somewhere in the ballpark of $2,000 to $4,000*not including the benefits or any extra perks. Now lets say that one of these errors happened in every single store then youre looking at $50,000+ worth of mistakes coming out of Magic Mufflers pocket (keep in mind that estimated figure is from 1 mistake). With that type of money, I would imagine you could hire and appropriately train quite a few applicants that would be worth your time and money. I would recommend changing your recruiting, selecting and training standards immediately. Starting with the recruiting aspect of Magic Muffler. Instead of allowing the applicants come  to you, why dont we go above and beyond and seek the preferred applicant. We can still advertise through local newspapers and internet, but we really should be seeking out those employees that have some kind of responsibility and potential retainability. The one major thing I didnt see in the recruiting process youre currently using is zoning in on what type of candidate are you looking forin terms of education level and experience level based upon the types of work they will be working on. One of the huge factors to remember is Presently, vehicles use high-tech computers and complex electronic systems to monitor the performance of the vehicle. A strong sense of understanding concerning the operation of a vehicle, including how each device interacts, as well as the ability to deal with electronic diagnostic equipment and digital reference manuals is key to the success of a technician(http://www. careeroverview. com/auto-mechanic-careers. html) Therefore, Magic Muffler is in need of a qualified individual that is capable of working with UTD automotive machinery and possible situations that could arise. Therefore Magic Muffler should be spending their money recruiting individuals that have successfully completed a vocational training program in automotive service technology(ie:Automotive Youth Education Service (AYES)). For a more advanced position they will need ,in addition to vocational training, stoma kind of Postsecondary automotive technician training whether through a prior company, community college or technical college. Finally other qualifications you should be focused on while recruiting is the ability to diagnose the source of a problem quickly and accurately, good reasoning ability and a thorough knowledge of automobiles, strong communication and analytical skills and good reading, mathematics, and computer skills to study technical manuals with the drive to continuously keep up with new technology and learn new service and repair procedures and specifications. To find these types of applicants I would recommend some type of college recruiting; starting with on campus recruiting and then continuing the recuriting process with an onsite visit. Continuing with the selection process, I think its quite obvious that we should be focusing on a Personality Profile Analysis, which applicants can perform online and follow this up with a PPA(200 HRM BOOK). If you chose not to go that route you can always focus on tests of cognitive abilities (more specifically aptitude testing and motor/physical abilities). If these tests pan out then we should go forward with a background check/reference check. This may seem to be an overwhelming process, but finding the perfect candidates is essential to low turnover rates and high satisfaction level across the board. The next step is to select the applicants that you are satisfied with their performance on the tests, interview and background check. After applicants are chosen and hired, we need to start with an orientation of the company and its overall goals and next is training. Although OTJ training does offer a lot to the employee it is not enough for these types of positions. Considering car technology is constantly advancing there needs to a need to continuously further your mechanics knowledge. As a responsible employer you should send your experienced automotive service technicians to manufacturer training centers to learn to repair new models or to receive special training in the repair of components, such as electronic fuel injection or air-conditioners and even beginner mechanics who show potential may be sent to manufacturer-sponsored technician training programs to upgrade or maintain employees skills. There are of course crucial training necessary, which cannot be offered OTJ and that is electronics training. This is vital because electrical components, or a series of related components, account for nearly all malfunctions in modern vehicles. As the employee continues to thrive the company should offer additional training for possible certifications or advancement opportunities. For example: the ASE certification has become a standard credential for automotive service technicians. While not mandatory for work in automotive service, certification is common for all experienced technicians in large, urban areas. Certification is available in eight different areas of automotive service, such as electrical systems, engine repair, brake systems, suspension and steering, and heating and air-conditioning. For certification in each area, technicians must have at least 2 years of experience and pass the examination. Completion of an automotive training program in high school, vocational or trade school, or community or junior college may be substituted for 1 year of experience. For ASE certification as a Master Automobile Technician, technicians must pass all eight examinations. *http://www. ehow. com/facts_4830630_cost-car-engine-replacement. html 2. Write three (3) questions for a structured interview form that Ron Brown’s service center managers can use to interview experienced technicians. (Note: do not list possible answers. ) As I had said previously asking generic questions are not going to offer you the results in which most employers desire. There are a couple of things that should be kept in mind when creating these questions such as; which type of questions would be more effective in displaying the qualities Muffler Magic desires? Considering HR already has a lot to do with the hiring process, I think the appropriate form of interview would be a structured situational interview. After analyzing the positions and rating the jobs main duties, we would need to create questions reflecting such duties and daily knowledge to perform them. Three questions I would use to test the waters would be: What training(classroom or on the job), have you had with engine, transmission or brake diagnostic equipment? Identify the diagnostic program and was it computer and software based? Have you worked with engine, transmission or brake diagnostic equipment computer and software? What was the diagnostic program and what was your involvement? What experience, knowledge, and skill do you have with air brake systems, anti lock, and heavy-duty truck suspensions? Relate your experience and describe your skills working with school bus, heavy-duty trucks, light duty pick-up truck, and van bodies/Relate your experience and describe your skills working with heavy and medium-duty diesel and gasoline-powered engines and light-duty pick-up truck and van engines. (www. msbo. org/library/HumanRes/Interview/Mech. doc).

Global Citizenship Essay -- Government

The concept of citizenship and its boundaries are contested, yet its definition in the plainest form is to be a member of a political community, such as a nation-state and possess legal rights and political duties. As can be seen from its many ideals – namely republican, liberal, bound, cosmopolitan, pluralist or solidarist – citizenship has multiple sources of meaning, be they cultural, religious, ethnic or gender related. These conceptions each have their respective merits and downfalls, which shall be assessed and measured in this essay by the extent to which they permit the best use and protection of the citizen’s rights and duties. Although the arguments of Linklater (1998) and Miller (2000) shall form either side of the examination and debate between cosmopolitan citizenship (or what shall be referred to as global citizenship in this context) and bounded citizenship, it does not mean that by the end of this analysis one shall be the better alternative. Furt hermore, the shared flaws of either shall be highlighted. This leads to the conclusion that a compromise can be found between the two; whereby the thoughts of Kant are considered (1795), particularly that of compassion towards the alien and having a representative form of cosmopolitan citizenship, yet also there is sympathy to be found within the argument that bounded citizenship promotes civic involvement and responsibility, which may be lost if a wholly cosmopolitan form was adopted. In the case made by Miller (2000) he employs the natural evolution of bounded citizenship, which initially began ‘within the walls of the city-state’ (2000, p.88), as a reason for it being the better conception, as over time it has preserved its value – potentially at the expense of excl... ...essed 7/01/12. Post, R. (2007), Religion and Freedom of Speech: Portraits of Muhammad. Constellations, 14: 72–90. doi: 10.1111/j.1467-8675.2007.00423.x Pufendorf, S (1964b). DE OFFICIO HOMINIS ET CIVIS JUXTA LEGEM NATURALEM LIBRI DUO, Volume Two, The Translation By Frank Gardner Moore. 2nd ed. New York, London: Oceana Publications Inc. Wildy & Sons Ltd. p32. http://www.constitution.org/puf/puf-dut.htm#1 Date acc. 6/01/12. Rousseau, J. (1772). Considerations on the Government of Poland and its Proposed Reformations. Available: http://www.constitution.org/jjr/poland.htm Date acc. 7/01/12. Vattel, E. (1758). The Law of Nations. Available: http://www.constitution.org/vattel/vattel.htm Date acc. 7/01/12. Wendt, A. (1994), Collective Identity Formation and the International State, The American Political Science Review, Vol. 88, No. 2 (Jun., 1994), pp. 384-396

Assessment of Ell Students

Running head: Assessment Assessment of English Language Learners Student Name Grand Canyon University: ESL 534 August 8 2012 With the implementation of the No Child Left behind Act of 2001, states are required to assess ELL students to determine if students are making adequate progress towards their language development goals. The purpose of the NCLB act is to challenge students to meet higher standards, close the achievement gap, and ensure that all students have the same opportunities to reach their full potential.There has been much criticism regarding the NCLB act and the high stakes testing that has developed as a result, especially when it comes to ELL students. ELL students not only have to learn required content objectives as other students, but have the challenge of learning the English language simultaneously. Students, schools, and teachers are evaluated with standardized test annually to ensure the initial goals are met.The concern that many have with standardized testing is they do not show the overall progress of the student which may lead to inaccurate results regarding a student’s language proficiency. English Language Learners are a diverse group with different languages, cultures, and backgrounds. Their language acquisition can be effected by many things including socio-economic factors and educational backgrounds. Understanding language acquisition theories can give critical insight into how assessments should be developed.Some of the popular theories of language acquisition include the threshold hypothesis, which states that a student’s language skills need to reach a critical level before students can benefit from bilingualism (Cummins, 1979) and the Critical/ Sensitive period hypothesis which states that students who are not exposed to a second language before puberty will never reach the proficiency of a native English speaker (Bailey & Heritage, 2010). According to Hakuta 2000, it takes several years for ELL students to rea ch the level of proficiency needed to learn new academic content through a second language. This theory and others hould cause educators to question the current objectives that we have for ELL students and the time frame that ELL students have for meeting those objectives. Language proficiency assessments are an important tool used to measure students’ progress as well as record their starting point. Stiggins and Chappuis 2005 argue that students make conclusions about their capability of learning based on the assessments that teachers provide. and that â€Å"feedback delivered once a year from standardized district, state, national, or international is far too infrequent and broadly focused to be helpful (Stiggins& Chappuis, 2005 p. 2). Stiggins and Chappuis believe that our current educational system places far too much emphasis on assessments and that one test does not provide an accurate measure of a schools or students success. Instead, they argue that student involved assessments are more beneficial for the student and teacher and set the student up for success. With student involved assessments student and teachers work as partners to monitor their achievement creating an environment where students feel secure and know what is expected of them and what it takes for them to meet their goals Stiggins& Chappuis, 2005).Within the last ten years there have been numerous debates centered over how or if ELL students should participate in standardized testing. Some have argued that standardized test can be biased against ELL students because they don’t take into account cultural differences in language structure. Standardized test provide only a snap shot of the learning and growth that has taken place for ELL students and is not a way to accurately monitor the progress of students. With standardized testing we shift the attention from learning and building knowledge for the future to focusing on short term results.With unrealistic goals for stan dardized testing it can be difficult to tell the difference between schools that are serving the needs of ELL students and those that are not. References Bailey, A. L. and Heritage M. (2010). English Language Proficiency Assessments Foundations: External Judgments of Adequacy. Evaluating the validity of English language Proficiency Assessments. (An Enhanced Assessment Grant). Retrieved August 2, 2012 from http://www. library. gcu. edu Stiggins, R. and Chappuis, J. Using Student-Involved Classroom Assessment to Close Achievement Gaps Retrieved August 2, 2012 from http://www. library. gcu. edu

Fast Food Advertisements Essay

1.Junk food advertising does not force parents to buy the food Just because junk food is advertised does not mean that parents should buy it for their children or give their children the money to buy it. It is important to recognise that parents have the final say, and also are ultimately responsible for what their children eat. We should place greater responsibility on parents, and if we are concerned that they are buying junk food for their children, we should attempt to address that problem. But, this has less to do with junk food advertising and more to do with informing the health decisions of parents. 2.If we apply the principle of individual responsibility, advertising is fine It is important not to hold businesses and advertisers responsible for the choices of individual consumers. If a consumer wants to purchase a good, the supplier should not be blamed for supplying it. The buyer wants to be pulled in by junk-food advertisements, and does not hold back their mind from unhea lthy food. There are ads for health foods, buy consumers don’t want to buy vegetables or fruits, and therefore hold back their mind from buying them. It is solely how to consumers want to react to their own decisions, and has nothing to do with the supplier. If a producer advertises their good, they should not be blamed for the consumer finding their good attractive. There are people who don’t like junk food at all, and they control their minds like that. It is simple how the person controls their mind to think. Just like in movies, or in the real world, there is or always needs to be some components of good and bad. The people themselves decide on which group they want to be in. Sadly though, these days, majority of people decide to be in on junk-food. We must maintain the notion of individual responsibility, or people will start blaming each other for their own bad choices. 3.Parents must talk to their children about health eating habits The truth is that ‘there is certainly a place for junk food in every diet’. Elizabeth Berger, author of â€Å"Raising Kids with Character† says, â€Å"Parents must talk to their children about the healthy amount. In the real world, children will be exposed to all sorts of advertisements and their parents will not always be able to protect them. Therefore, their parents must begin to teach them while they are still children†. 4 .Children have little or no money It is not sensible to aim advertisements at children because they have little or no money, and can’t afford to buy the junk food anyway. Also, by the time children do have enough money, and are able to transport themselves to a fast-food place without their parents, they will have grown older and have the age to take the correct decisions for themselves. Even if they do take the wrong decision, then it is completely their own fault, as they are old enough and responsible enough to make their own decisions. Children that are much younger need their parents for help. Also, when you are growing older with some pocket money, learning to manage money for the correct causes and reasons is a part of growing up. 5.Discipline plays a big part Believe it or not, discipline plays a big part in this whole issue. Fast food advertising has no magical power to create unnatural desires for food. Children who nag are simply badly brought up. Poor parenting and undisciplined children cannot be solved by banning food advertisements during children’s television shows, as children have many other influences which can still stimulate these desires. 6.Children naturally like foods that are rich in fats, proteins and sugar. Their craving is not started off by advertisements. They give them the energy to play energetically and grow healthily. It is true that eating only such foods is bad for people, but this is again a problem of bad parenting rather than the fault of food advertisements. And off course, it advertising junk-food is banned, than children will grow naive, and as they enter into the real world, they will then become inundated with ads, because they will have not learnt the skills of ignoring ads when younger. 7.Fast food advertisements appear not only on TV, but you can also hear them on other sources, such as radios. Say the government does ban fast food advertisements during children’s TV shows. Children also watch many other programmes that adults also enjoy, but these programmes still have fast food ads during them, remember. Does this mean we should extend this ban to all television advertising? And, why stop at television when children are also exposed to radio, cinema, the internet and billboards in the street as well? But, any restrictions will be impossible to enforce, as television is increasingly broadcast by satellite across national borders and cannot be easily controlled – nor can the internet. 8.Banning advertisements is a severe restriction upon freedom of speech Companies should be able to tell the public about any legal products (such as fast-food). Children also have a human right to receive this information from a wide range of sources and make up their own minds about it. They are far from being brainwashed by advertisements, which form only a small part of their experiences; family, friends, school and other television programmes are much more important and all give them alternative views of the world.

Essay on To Kill a Mockingbird

Essay on To Kill a Mockingbird Essay on To Kill a Mockingbird- Review To Kill a Mockingbird- Review by Harper Lee To Kill a Mockingbird, I have to say is a very special piece of work written by the gifted Harper Lee as she takes us on an unforgettable journey in Maycomb, Alabama, a small town where an eight year old girl named Jean Louise also called â€Å"Scout† narrates her family and neighbors trials in their life situations. Being the daughter of a lawyer, Atticus Finch, makes her hesitate as he decides to defend an innocent black man therefore bringing a series of tests that may put even his family on a thread. Jean Louise is a funny, smart, and innocent character who really kept me getting interested in everything she went through. Her way of describing and unfolding the story makes things more alive and exciting. Harper Lee makes her characters feel genuine as if they really existed and how she did it is why I loved this book so much. Throughout the book, Scout and her big brother, Jem get involved with different characters and take notice of each individual’s problems or faults. Giving us reader’s time to grow more intimate with all characters and also allowing us to feel what these characters are going through. When Scout and Jem meet the young energetic boy named Dill, who only visits in the summer, they became interested in spotting their neighbor, Boo Radley who has never been seen or witnessed. The three children become so obsessed with making Boo Radley come out of his house that by doing that they go through some blood-pumping adventures, it kept me reading more as I too wanted to uncover Boo Radley myself. To be honest, knowing the story takes place during three years of the Great Depression; I thought the plot would be boring and based more of a verbal account and have the book dry and tiresome. Boy I was wrong! I laughed so much in this book than any other book I’ve read. So much emotion was injected into this that I was never bored, such characteristics in these people that I could picture what that person was doing and thinking. Scout and Jem are very humorous, especially Scout with her innocence and curiosity. This story sucks you into Scouts world and makes you feel as if you’re there in Alabama with all these characters. One of the main events is of Atticus’ court trial. To Kill a Mockingbird takes place in time where racial issues were still taken seriously. This made Atticus’s case very difficult and was constantly

Acceptance Or Rejection Of The Null Hypothesis Economics Essay

Acceptance Or Rejection Of The Null Hypothesis Economics Essay The appropriate value of t is 2.100. Since we are concerned whether b (the slope of original regression line) is significantly different fro B (the hypothesized slope of population regression), this is a two tailed test, and the critical values are  ±2.100. The standardized regression coefficient is 0.063, which is inside the acceptance region for our hypothesis test. Therefore, we accept null hypothesis that B is equal to 0.01. Step 6: Interpretation of the Result There is not enough difference between b and 0.01 for us to conclude that that B has changed from its historical value. Because of this, we feel that a one hundred percent increase in inflation would increase the poverty headcount by around 0.01%, as it has in the past. 2. Inflation and Ginni Coefficient The slope for the regression line that shows a relationship between inflation and gini coefficient is 0.5956. This means that a 100% increase in inflation would result in 0.5956% increase in gini coefficient. Now we wou ld perform the same hypothesis testing procedure to determine the authenticity of slope and whether the slope justifies the relationship between inflation and gini coefficient. Step 1: State the Null and the Alternative Hypothesis Let B denotes the hypothesized slope of actual regression line, the value of the actual slope of regression line is b = 0.5956. The first step is to find some value for B to compare with b= 0.5956. Suppose that over an extended past period of time, the slope of the relationship between inflation and gini coefficient was 0.5. To test whether this is still the case, we could define the hypothesis as: H0: B= 0.50 (Null hypothesis) H1: B à ¢Ã¢â‚¬ °Ã‚   0.50 (Alternative hypothesis) Step 2: Decide on Significance Level and Degree of Freedom Significance level ÃŽÂ ± = 0.05 and Degree of freedom (df) = n-2 = 19 – 2 = 17 Step 3: Find out Standard Error of b Where Sb = standard error of the regression coefficient Se = standard error of estimate Xi = valu es of the independent variable X-Bar = mean of the values of the independent variable n = number of the data points Year X Y X – X-Bar (X-X-Bar)2 Y2 XY 1963-64 4.19 38.6 -2.607368 6.79837008 1489.96 161.734 1966-67 8.58 35.5 1.7826316 3.17777535 1260.25 304.59 1968-69 1.58 33.6 -5.217368 27.2209332 1128.96 53.088 1969-70 4.12 33.6 -2.677368 7.16830166 1128.96 138.432 1970-71 5.71 33 -1.087368 1.18237008 1089 188.43 1971-72 4.69 34.5 -2.107368 4.44100166 1190.25 161.805 1979-80 8.33 37.3 1.5326316 2.34895956 1391.29 310.709 1984-85 5.67 36.9 -1.127368 1.27095956 1361.61 209.223 1985-86 4.35 35.5 -2.447368 5.98961219 1260.25 154.425 1986-87 3.6 34.6 -3.197368 10.2231648 1197.16 124.56 1987-88 6.29 34.8 -0.507368 0.25742271 1211.04 218.892 1990-91 12.66 40.7 5.8626316 34.370449 1656.49 515.262 1992-93 9.83 41 3.0326316 9.19685429 1681 403.03 1993-94 11.27 40 4.4726316 20.0044332 1600 450.8 1996-97 11.8 40 5.0026316 25.0263227 1600 472 1998-99 5.74 41 -1.057368 1.11802798 1681 23 5.34 2001-02 3.54 27.52 -3.257368 10.610449 757.3504 97.4208 2004-05 9.28 29.76 2.4826316 6.16345956 885.6576 276.1728 2005-06 7.92 30.18 1.1226316 1.26030166 910.8324 239.0256 Summation 129.15 678.06 0 177.829168 24481.06 4714.9392 X-Bar = 6.79 Y-Bar = 35.68 Se = 3.59 By putting Se and Summation (X-X-Bar) 2 in Sb, we have Sb = 0.269 Step 4: Find the Standardized Value of b t = b – BH0/Sb Where b = slope of fitted regression BH0 = actual hypothesized slope Sb = standard error of the regression coefficient By putting the values of the above in t, we have t = 0.355 Step 5: Conclusion on Acceptance or Rejection of the Null Hypothesis The appropriate value of t is 2.10. Since we are concerned whether b (the slope of original regression line) is significantly different from B (the hypothesized slope of population regression), this is a two tailed test, and the critical values are  ±2.10. The standardized regression coefficient is 0.355, which is inside the acceptance region for our hypothesis test. Therefore, we accept null hypothesis that B is equal to 0.5 Step 6: Interpretation of the Result There is not enough difference between b and 0.50 for us to conclude that that B has changed from its historical value. Because of this, we feel that a one hundred percent increase in inflation would result in an increase of 0.50% in gini coefficient, as it has in the past.

UK Company Law Shareholders and Directors Essay

UK Company Law Shareholders and Directors - Essay Example If S has began to take less active part in the management of the company, she can be paid less than the agreed amount. However, this should be done according to the laid down procedure. In her present state, she is entitled to be paid the agreed amount of money that is 30,000 Pounds. Paying her 10,000 is unjustified because in order to effect this, the directors must pass a special resolution requiring that: - (1) In absence of any express words in the articles requiring that a director who takes a less active role in the company shall be entitled a salary three times less of his / her monthly, she is entitled for the whole pay of 30,000 pounds. (2) In absence of any special resolution, which is passed at a general meeting o a company by a majority of 75% of members present and entitled to vote, the directive of the directors to the payroll staff to pay S 10,000 pounds is unjustified. In this case S can challenge the decision of the directors in a court of law if they adamantly refuse to pay her 30,000 pounds, which she is entitled to be paid till the meeting is convened, and resolution passed to this effect. First of all, the proposal has to be approved by the directions who make-up the board. The board shall decide the date and time of the general meeting and secretary will be authorized to convene the meeting. The directors will also approve the draft of notice, special resolution and explanatory statement. Secondly, the special resolution should be passed in the general meeting held on the appointed date. Thirdly, within thirty days of the passing of the resolution the company has to file a certified copy of the resolution. After the approval, the company should file printed copies of the articles with the registrar of companies within one month of the date of the receipt of approval. The company Act provides that, subject to the provisions of the Act and to the conditions contained in this

Discussion for African American study Essay Example | Topics and Well Written Essays - 750 words

Discussion for African American study - Essay Example Today, beauty values, as well as white European features over the others especially on women’s appearances. I choose to discuss the constructs with skin color, as well as the beauty discourse of women, as beauty concepts are usually directed mostly to the women. A lingering question on my mind is â€Å"Are white women beautiful or is it the society that makes them?† According to Gilman (2001), beauty is an appearance created for women to use as a mechanism to boost their self-worth (p. 255). Dark women are particularly exposed to the effects of Europeans standards of beauty because the European ideals emphasize on skin color and hair texture. This automatically excludes the black women especially the one with the dark skin (Bryant, Para1). This is noted because mostly in the United States, the main stream beauty ideal is exclusively white, making it difficult for women with dark skin. Although there are women with dark skin who have made it in the United States for example; Jennifer Hudson, the media and the culture of these women have been ‘white washed’ with lighter colored, straight hair, lots of makeup, and artificial eye contacts among others so as they would resemble the white women (Admin, Para 5). Even though a woman is recognized for something else rather than their beauty, the magazines, or the media still feel that they need to white wash her in order to feature her image. Pecolas insanity and obsession with blue eyes still is pertinent in the United States. According to Valdivia (2000), the people of the United States consider individual with blue eyes as beautiful. The society has always believed in the idea that the white are better than the dark colored, thus preferring the blue-eyed individuals (p. 146). It is known that only the white people can acquire blue eyes naturally. The dark colored people often are

Cover letter Essay Example | Topics and Well Written Essays - 250 words - 5

Cover letter - Essay Example My most recent internship at the Commonwealth of Pennsylvania Capital provided an opportunity to develop strong office assisting skills. Prior to this experience, I spent several summers working with several other firms in their customer service departments, which enhanced my ability to work in a fast paced environment and resolve problems, which are all listed in your preferred qualifications for this position. From these past work experiences, I was also able to develop on my interpersonal skills while socializing within the teams we were in as well as in the entire firm. Granted this opportunity and basing on my ability to work, I believe I will be able to help GWSB to achieve its organizational objectives as well as cement a position as an organization in the corporate settings. Besides, I am quite familiar with the Microsoft Office applications, strong customer care skills and am also motivated to work with a diverse group of constituents (Ryan, 20). I would appreciate discussing this position with you in the near future. I would be glad to receive an interview call from you asking me to appear before your recruitment board. If you require any additional materials or information, I would be happy to avail it. Thank you for your

Health Promotion Among Retirees

Health Promotion Among Retirees The purpose of this report is to investigate the general area of life after employment for the older person. The main focus of the report is on preparation for retirement for the older person as well as the specific services that are available to older people such as lifelong learning, education and leisure. INTRODUCTION As little as 10 years ago if you asked a 25 year old if they have a plan for retirement they would probably respond with â€Å"no, retirement is for old people – I’m only 25†. The reality is that we should be planning for retirement from the first day we start work. With Ireland’s increasing strength in the workforce and our impending numbers of people retiring within the next 30 years it has become a national standard to introduce schemes for people to plan their retirement. In the past people who never even thought of retirement until the year it was upon them have had very negative effects. In order to soften the blow from being active workers with a routine, a purpose, personal connections and a strong sense of self-worth trying to fall into the category of a permanent holiday seems great at first but as time passes by the holiday feeling ends and the empty useless feeling sets in. This in turn leads to numerous personal problems such as, financial, so cial, and physical and health. (Businessworld.ie, 2015), (ncaop.ie,2014), (cso.ie,2014). In the past carers predominantly come in contact with retirees who are no longer working as they have either retired due to ill health or have retired – unprepared and unable to psychologically cope with the situation – and have failed in some way to care for themselves. To this end the carer’s role is to work as part of a multi-disciplinary team including family members of the retiree to assist them with their activities of daily living in their home or in a care home setting. Carers of people in their home have found that they have become a major support in more ways than one – guiding clients through various options in order to alleviate depression – such as information on joining groups for retired people to organising their will. Carers are now able to support and promote a more positive attitude to retirement with the help of organisations – such as The Pensions Authority, Active Retirement Ireland, Citizens Information and the Retireme nt Planning Council and Age Action Ireland to name but a few. Irish people can now be completely prepared for retirement from the day they start work. These organisations have opened a whole new world of opportunities for retired people giving them access to copious amounts of information that will service their needs such as Age Action Ireland who will meet individuals and groups who wish to continue their education through the Lifelong Learning Programme in Colleges and Universities and the local Active Retirement Groups who hold regular meetings for members so they can socially interact and support each other through various activities which include sporting activities, outings, foreign travel and educational courses and interaction programmes which are run in conjunction with local youth groups and schools. These organisations have helped to remove the age old stigma attached to retirement and converted it to be now seen as life experienced people helping future generations; whi ch in turn allows young people to be mentored by retirees and they generally no longer see them as old – removing the age barrier. (ncaop.ie,2014), The Health Service Executive provides many supports for older people such as Primary Care, Social Workers and Home Care. Other non-governmental bodies also provide health promotion for older people ie, local leisure centres, G.A.A, ICA, Macra Na Feirme and Charity and Voluntary bodies. The Primary Care team provide many services for older people from health screening to occupational therapy and chiropody both in a client’s home and at local health care centres. Older people are encouraged – by family members, carers and medical staff to attend the centres as they not only provide basic healthcare facilities and counselling but also a point of support and encouragement for those who may be fearful of seeking further medical attention or may not realise that they need assistance with their activities of daily living. There are also many therapeutic interventions such as cognitive behaviour therapy which has proven to help alleviate depression and anxiety in older people which in turn enables retirees to better cope with their current situation. Pre-retirement courses are also an excellent way for people to be prepared for their retirement through their courses people have all the necessary available tools and information to retire with very little stress and have connections made with groups and associations that can enhance their quality of life after employment. (Beck and Beck, 2011) The change in the make-up of the Irish population has had an immense impact on our views of retirement and how older adults are treated. Various other cultures hold their elders in the highest regard and are rewarded for a lifetime of work – their families take over caring for them and they continue their retirement in comfort knowing that all their needs are completely taken care of. It is the influence of cultures such as these that Ireland has now began to adapt its views towards retirement and older adults enabling people to have a more positive feeling towards retirement rather than fear of loneliness and desperation. (Aranda and Knight, 1997) Some people retire before the national age for retirement of 65 not only due to illness but because they may feel they are financially stable enough to give up work – or reduce their hours of work through a phased retirement scheme with their current employer. These people still want to be active members of their family and community and as such families should be encouraged to help them with their decisions and help to keep them from becoming depressed through allowing them to help with their lives – ie child-minding, arranging family outings and holidays, giving advice to them on financial and other dilemmas – this will help to keep a retirees sense of self worth which will prevent illness and depression. For people who have retired as they are over the age limit – families can help support them in their new lives, visiting them often, encouraging them to join groups and associations and if they are not able to travel to the group meetings or outings etc , organise travel for them ensuring they are able to attend the meetings etc. If they are a member of an association, families should attend any shows or activities that they are involved in and express an interest in what they are doing. Younger family members should also be encouraged to accompany them on outings and also help them with chores around the house and do odd jobs for them. This helps with feelings of depression and loneliness as older adults will chat away to younger people telling them stories and advising them on various aspects of their lives. CONCLUSION Before starting this assignment I did not consider that I will be retiring one day and did not realise the effects it can have on my life both psychologically and physically. Through the course of my research I have found that many people who have not been prepared for retirement have a lower mortality rate that people who have a fully operational retirement plan. I am going to make sure I am fully prepared for retirement and during my interviews with members of the various local groups around Mountmellick and Portlaoise I have a good understanding of the groups I would like to join and currently become active in with. There is a wide variety of information available to people who wish to prepare for retirement and who are currently retired and I now feel as a carer I will be able to help my clients with their needs and have a good understanding of the processes involved in post-employment life to be able to support them with their needs and wishes. BIBLIOGRAPHY http://www.apa.org/pi/aging/resources/guides/psychotherapy.aspx http://www.irishtraining.ie/general/preparing_for_your_retirement.html http://www.ncaop.ie/publications/research/reports/94_AFS_Conf_Procs.pdf http://gerontologist.oxfordjournals.org/content/37/3/342.short http://www.thehealthwell.info/node/10467?source=relatedblockcontent=resourcemember=416catalogue=nonecollection=nonetokens_complete=true http://www.laois.ie/YourCouncil/Publications/CommunityampEnterprise/FileDownload,1877,en.pdf http://www.ncaop.ie/publications/research/reports/67_OP_Prefs_Emp_Ret.pdf http://www.ageandopportunity.ie/ https://books.google.ie/books?id=RdmZAgAAQBAJpg=PA31lpg=PA31dq=care+of+the+confused+client+assignmentsource=blots=i_PM5i6OxWsig=uHvkwWPwpJgfTXCQmJuwuul10Zwhl=ensa=Xei=ubOiVPC9JvGt7Abi84CQDwved=0CDIQ6AEwBDgK#v=onepageq=care of the confused client assignmentf=false http://gerontologist.oxfordjournals.org/content/37/3/342.full.pdf http://www.annalsoflongtermcare.com/article/4786 http://consultgerirn.org/topics/ethnogeriatrics_and_cultural_competence_for_nursing_practice/want_to_know_more http://www.adultmeducation.com/socialandeconomicfactors_4.html http://www.activeirl.ie/ http://www.hse.ie REFERENCES BOOKS Beck, J. and Beck, J. (2011). Cognitive behavior therapy. New York: Guilford Press. EBOOK/PDF Healthcare.uiowa.edu, (2015). 1st ed. [ebook] Available at: http://www.healthcare.uiowa.edu/icmh/evidence/documents/EBPOlderAdults.pdf [Accessed 4 Jan. 2015]. NCAOP.IE, (2015). 1st ed. [ebook] Available at: http://www.ncaop.ie/publications/research/reports/94_AFS_Conf_Procs.pdf [Accessed 4 Jan. 2015]. JOURNAL ARTICLES Aranda, M. and Knight, B. (1997). The Influence of Ethnicity and Culture on the Caregiver Stress and Coping Process: A Sociocultural Review and Analysis. The Gerontologist, 37(3), pp.342-354. WEBSITES Currentpsychiatry.com, (2015). [online] Available at: http://www.currentpsychiatry.com/home/article/how-to-adapt-cognitive-behavioral-therapy-for-older-adults/99ca3dc03cddedc62b20b672dcc4e56c.html [Accessed 4 Jan. 2015]. The Pensions Board, (2015). Welcome to the Pensions Authority. [online] Available at: http://www.pensionsauthority.ie/en/ [Accessed 4 Jan. 2015]. Rpc.ie, (2015). Retirement Planning Council of Ireland – Why Plan. [online] Available at: http://www.rpc.ie/why-plan/ [Accessed 4 Jan. 2015]. FETAC Level 5 Healthcare Support 5M4339 Page 1 of 10Sabrina Delaney

The Role of Afro-Cubans in the Formation of Cuba Essays -- History Cub

The Role of Afro-Cubans in the Formation of Cuba Introduction In the formation of the Cuban nation, the role of Afro-Cubans is undeniably of great importance. The success and riches obtained by Cuba as a Spanish colony would have been unthinkable without the exploitation of African slave labor. Even before emancipation, there were key figures in the Cuban independence movement, such as Antonio Maceo, who were free men of Afro-Cuban origin. After emancipation in 1886, Afro-Cuban ex-slaves showed their enthusiasm for their future in Cuba by volunteering in large numbers to fight in the Liberation Army. Yet in the victory over the Spanish in 1898, Afro-Cubans were given little recognition for their overwhelming support, and were bypassed for positions of authority during the American occupation. The Americans generally appointed white Cuban exiles or Spanish soldiers over Afro-Cubans, destroying the hopes many had of finally receiving their "rightful share", in the words of historian Aline Helg. Helg’s book Our Rightful Share: The Afro-Cuba n Struggle for Equality, 1886-1912, discusses these repeated disappointments felt by Afro-Cubans. In 1902 Cubans were at last free to govern themselves, and a constitution was drafted declaring all men equal, and granting universal male suffrage. Yet whites still dominated the positions of power in Cuba, and justified themselves by adhering to a myth that racial equality had been established (Helg, 70). Dissatisfied with their lot, Afro-Cubans again participated in large numbers in a revolution, this time under the liberal Jose Miguel Gomez, who promised them improved representation in government positions. Following the disappointment surrounding the 1908 elections, Afro-Cubans began to d... ...top sacrificing everything for the good of Cuba. They had to love themselves and recognize their personal value; then they had to love their families, then, their race; and then, only after all this, their homeland" (241). The myth, or maybe ideal of racial equality and unity had been forgotten. The failure of Afro-Cubans to attain equality in Cuba was the result of a racist societal hierarchy dominated by a white upper class. The more Afro-Cubans pushed for reforms, the more whites resisted. Eventually, Afro-Cuban tactics became more radical, which led to the violent response to the Partido Independiente de Color. The ideal of fraternity between the races, held by the Cuban revolutionary heroes Maceo and Marti, was not able to survive. Resources Helg, Aline. Our Rightful Share: The Afro-Cuban Struggle for Equality, 1886-1912. UNC Press, Chapel Hill, 1995.

The Mask of Melville’s Lawyer in Bartleby

Herman Melville’s Bartleby, the Scrivener gives the reader an unnerving, yet nonchalant look at a story of a man dulled by the repetitiveness of urban life. Melville’s characters are rife with symbolism, but it is also the many allegories of modern life that makes it so powerful.   Indeed setting the story in 19th century Wall Street portends of the coming wealth and power of New York City, and the real life existence of the characters in Bartleby that predated this prosperity and who continue to exist today. The character of the Lawyer in Herman Melville’s Bartleby, the Scrivener is thrust into an outright confusing situation that he has never encountered in his life. â€Å"All who know me, consider me an eminently safe man,† (Melville 2) he says as he describes himself.   Although a lawyer by profession, he does not involve himself with the intricacies and ethics of the law, merely content on dealing with property and other rich men’s businesses. As Davis says: Obviously, the lawyer is a man dedicated to the laws of the earth, and, not only has he dedicated himself to these laws, but deals exclusively with the laws of property, of rich men's bonds and mortgages and title deeds. The narrator seems to hold no interest, or, at the least, no ambition in practicing law that demands of him thoughts of â€Å"higher† things.   Before the appearance of Bartleby, by the narrator's own admission, he has not struggled with the ethics of justice, of good and evil; rather, he makes his way in this world comfortable by dealing with the physical, the tangible, that which he can know. (2) Relating this idea to Dunbar’s We Wear the Mask, the Lawyer who hires Bartleby has hidden himself from these higher functions from the world, and the people around him, by wearing this mask of feigned simple-mindedness.   Ã¢â‚¬Å"We wear the mask that grins and lies, It hides our cheeks and shades our eyes—â€Å" (Dunbar 1-2).   It prevents the Lawyer from actually accepting who Bartleby is till the end of the story.   Through the years, this mask becomes ingrained to the personality of the Lawyer, that he fails to understand anything that touches him through this shield. Yet this is exactly what Bartleby does, and what evokes the Lawyer and the reader’s interest at the same time.   We are curious as to who this strange creature is and why he is that odd.   Chisdes provides an interesting comparison   between the two main characters. This story is a story of contrast between Bartleby and the narrator.   The narrator does everything possible to reach out to his fellow humans; and Bartleby does everything possible to cut himself off from his fellow humans.   Whereas the narrator embraces life, Bartleby rejects it. (Chisdes par. 23) Bartleby does not choose a mask for himself, rather, his has already eroded into the sullen drudgery of office life.   The Lawyer’s narration of his â€Å"rumor† at the end, of how Bartleby was working at a Dead Letter Office (Melville 37) reveal that although Bartleby changed him, his mask remains on him.   In the words of Mason, â€Å"The lawyer gives Bartleby a peaceful and contented  ending to diminish his culpability in Bartleby’s demise.† (par 7). Till the end, the Lawyer does not recognize his relationship with Bartleby outside his mask of pretend virtue. He first decides to place him aside, but with his associates getting curious about this shell of a man in his office, he decides he cannot take anymore. Why should the world be over-wise, In counting all our tears and sighs?   Nay, let them only see us while, We wear the mask. (Dunbar 6-9) The Lawyer cannot stomach this aberration. Not because he is worried about himself, but about what other people think of him.   He only lets the world see him while wearing his mask. At last I was made aware that all through the circle of my professional acquaintance, a whisper of wonder was running round, having reference to the strange creature I kept at my office.   This worried me very much. (Melville 28) Bartleby only serves to highlight this deficiency in the Lawyer’s character, something that is true for each one of us. Dunbar’s poem reflects our inner weaknesses, that we only integrate with culture through a persona. As the Lawyer was presented with someone whom the mask of himself is not affecting, he becomes confused, leading to the darkly humorous events that follow. R E F E R E N C E S Chisdes, Jonathan. The Narrator in Melville's â€Å"Bartleby, the Scrivener†: Morally Corrupt or Deep Humanitarian?. May 12 1995. chisdes.com October 28, 2007. http://www.chisdes.com/bartleby.html Davis, Todd F. â€Å"The Narrator's Dilemma in â€Å"Bartleby the Scrivener†: The   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Excellently Illustrated Re-statement of a Problem. Spring 1997. Studies in   Ã‚  Ã‚  Ã‚   Short Fiction. October 28, 2007.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dunbar, Paul Laurence. â€Å"We Wear the Mask†. The Complete Poems of Paul   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Laurence Dunbar. New York: Dodd, Mead, and Co., 1913. Mason, Joe. Ideological Justification in Herman Melville’s â€Å"Bartleby, the Scrivener: A Story of Wall-Street† and â€Å"Poor Man’s Pudding†. Southern Connecticut   University. 2005. October 28, 2007. Melville, Herman. Bartleby, the Scrivener. 1853.   Kessinger Publishing. 2004.