Environmental Racism - Free Essay Example

Sample details Pages: 2 Words: 538 Downloads: 7 Date added: 2019/02/05 Category Society Essay Level High school Tags: Racism Essay Did you like this example? In order to produce things that we use and need, it sometimes causes hazardous waste. To keep people safe and happy, there have to be places where this waste can be dumped. Sadly, the places chosen are most often poorer areas populated by minorities, chosen for just that. This is called environmental racism. Environmental racism was coined in 1982 by Benjamin Chavis, the director of the United Church of Christ. He first began thinking of this as environmental racism because of the PCB waste that was dumped in Warren County, North Carolina. The attention that had been focused on this even made people start to realize a connection between where hazardous waste is dumped and the people that live there. Don’t waste time! Our writers will create an original "Environmental Racism" essay for you Create order Environmental racism is defined as, â€Å"the term used to describe the higher incidents of environmental threats and subsequent health problems in lower income communities, which are commonly dominated by people of color.† (American Democracy Now, pg. 537) In other words, it is deciding to dump hazardous waste in poorer communities, lowering their property value and quality of life. This is because people in these areas don’t have the funds to put towards keeping waste out of their communities, nor do they have political connections to provide them with the power to keep it out. Cost-benefit analysis also plays a role in where waste is put. This is the analysis of a planned project and all its monetary costs to the benefit it brings to the area in terms of dollar amounts. All of these things are what make the minorities in these poorer areas most challenged by this policy. Disasters have happened plenty of times because of where waste is dumped. For example, on November 19, 1984, disaster struck at a PEMEX liquid propane gas plant. This caused thousands to be killed and a million injuries to neighboring communities. Another incident is the case that was brought up in 1989 when Louisiana Energy Services (LES) decided to put a uranium enrichment plant in the poor area of Louisiana based off of it being â€Å"the best place†. The community came together to form the â€Å"Citizens against Nuclear Trash†. They sued LES for environmental racism. On May 1, 1997, it was determined that racial bias did play a part in locating an area for the plant. One more was the Kelly Air Force Base in San Antonio, Texas. This air base, surrounded by poor, Hispanic communities, contained around 282,000 tons of hazardous waste. After the communities began reporting illnesses, a poll was done which discovered that 91% of the adults had illnesses of the nose, ears and throats and 79% of children had the same. It was discovered that the plant had been dumping waste in the area from 1960-1973. These cases are just the tip of the iceberg of examples of environmental racism in American history. In order to help these situations, I would propose that hazardous waste is watched more closely and evenly distributed between communities, regardless of their race or financial status. This was, it is racially unbiased and allow the waste to be stretched among more area, hopefully diluting the effects. I would also propose that we actively work towards finding solutions to dumping hazardous wastes that would prevent putting them in communities at all.

Essay on Ligers Informative Speech - 748 Words

Ligers Informative Speech The clip you just saw is from the popular movie Napoleon Dynamite. Many of you have probably seen it before but I bet you never thought about any of it as being factual, did you? Well, even though the description was a bit off, ligers really do exist. According to Encyclopedia Americana, ligers are a hybrid cross between a male lion and a female tiger (also known as a tigress). It is nearly impossible for them to exist in the wild because most lions live in Africa and most tigers live in Asia, however under the right circumstances they can be bred. In most cases the tiger and the lion must be raised together to overcome any natural enmity between their species, however ligers have also been accidental. In†¦show more content†¦The human contact usually helps because it makes them easier to take care of when they are older and larger, and they will get larger. Ligers are the world?s biggest cats, and they are leaning towards gigantism. They are bigger than either parent, becom ing anywhere from ten to twelve feet in length and weighing usually near a half of a ton or more. Ligers are larger than their parents, because according to Wikipedia encyclopedia, female lions and male tigers transmit a growth-inhibiting gene to their offspring. Being the offspring of a male lion and female tiger, though, the liger does not have the growth-inhibiting gene, and therefore they grow constantly throughout their lives until their body cannot sustain their size anymore. The counter-hybrid of the liger, the tigon, however, is smaller than its parents because it does have the growth-inhibiting gene. Both animals are crosses between tigers and lions, however they get their name according to what species the father is (for example, ligers have lion fathers, and tigons have tiger fathers). Other than their large size, ligers vary in appearance depending on how their genes interact with one and other. Usually males grow sparse manes (like those of a male lion), and the facial ruff of a tiger. Both males and females have spotted stomachs and striped back. They roar like

Florida International University Intermediate Finance Free Essays

FIN 3414 (Intermediate Financial Management) Sample TEST   At anytime during the test, you can’t have anything other than your test, pencil, eraser, calculator and formula sheet on your desk. 3. ABSOLUTELY NO QUESTIONS/TALKING DURING EXAMINATION 4. We will write a custom essay sample on Florida International University: Intermediate Finance or any similar topic only for you Order Now Don’t forget to hand in your Formula Sheet. 5. Read, write your name and sign below. , I solemnly declare that I will not cheat or help others in cheat in the examination SIGNATURE PART I There are 15 questions in the first part, answer all of them. 1. The sum of an infinite geometric series ar, ar2, ar3, ar4, †¦Ã¢â‚¬ ¦up to ? is a. a(1 – rn) for r ? 1 1 – r b. a(1 – rn+1) for r ? 1 1 – r c. a for r 1 1– r d. ar for r 1 1 – r e. None of the above 2. Consider the following series S = 10 + 10 + †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 (1. 06) (1. 06)2 (1. 06)100 The sum of this series is a. 10 { 1 – ( 1/ 1. 06)100 } 1. 06 b. 10 { 1 – ( 1/ 1. 06)100 } (1. 06)100 0. 6 (10)100 c. 10 { 1 – ( 1/ 1. 06)100 } 0. 06 d. 10 { 1 – ( 1/ 1. 06)101 } 0. 06 e. 10 { 1 – ( 1/ 1. 06)101 } (1. 06) 0. 06 3. What is the future value of $10. 30 (deposited a year from now) at the end of 20 years, assuming the simple rate of interest is 0. 5 percent? (Answer correct within 2 cents) a. $ 11. 28 b. $ 11. 33 c. $ 21. 12 d. $1,091. 80 e. None of the above 4. In how many years an amount will double if the simple rate of interest is 1 percent? Answer correct within 2) a. 10 years b. Never c. 1000 years d. 100 years e. 139 years 5. What is the future value of $ 50 in 20 years if the rates of interest are 12 percent for the first six years, 11 percent for next 5 years and 10 percent for the remaining period? (Answer correct within one dollar) a. $ 336. 37 b. $ 406. 23 c. $ 392. 13 d. $ 413. 91 e. None of the above 6. You will receive $160 in the beginning of year 89. What is its present value at the beginning of 87 if the rate of interest is 13 percent? Answer correct within 50 cents) a. $ 141. 59 b. $ 110. 89 c. $ 125. 30 d. $ 153. 91 e. None of the above 7. In how many years $ 100. 69 will become $ 382. 42 if the rate of interest is 6. 9 percent (Answer correct within 0. 5) a. 21 years b. 20 years c. 14. 6 years d. 15. 6 years e. None of the above 8. Suppose you deposit $385. 54 at the beginning of each year for 10 years. Find the future value of these deposits at the end of year 11 if the rate of interest is 10 percent compounded annually (Correct within five dollars) a. $6145 b. $6010 c. $6759 d. $7435 e. None of the above 9. You deposited $100 three years ago in the First National Bank. Today the balance in your account is $140. If First National Bank offers quarterly compounding, compute: (Assume 360 days in a year) (1) the annual nominal rate of interest; (2) the annual effective rate of interest. Answer in the order of 1, 2 a. 11, 12 b. 12. 6, 13. 2 c. 11. 37, 11. 86 d. 11. 68, 11. 99 e. None of the above 10. ABC Corporation expects to earn $200,000 at the end of the year and projects a growth in earnings of 5 percent per year. If k is 10 percent, what is the present value of the earnings if it expects the growth forever a. $200,000( 0. 10 – 0. 05)-1 b. $200,000( 0. 05)-1 c. $4,000,000 d. All of the above e. None of the above 11. You will deposit $ 20 per month beginning of each month beginning today in an account that pays a monthly rate of interest of 8. 21 percent. How long will it take for your account to have $980? (Correct within 0. 3) a. 20 months b. 19 months c. 21 months d. 18 months e. None of the above 12. Mr. I. M. Smart started depositing $ A in an account that paid 12 percent rate of interest per year. After 21 annual deposits his account had $23864. 20. The present value of the annuity of $A is (Correct within 5 dollars) a. $2474 b. $1193. 21 c. PV of th is annuity cannot be obtained because the value of $A is not given d. $2209 e. None of the above 13. Mr. Mrs. Debt deposited $1000, $2000 and $2000 at the beginning of years 1, 2 and 3 . The rates of interest during the years were 0. 12, 0. 15 and 0. 20. Obtain the present value of these deposits if the interest is compounded monthly? (Correct within $ 2) a. $6000 b. $6854 c. $5854 d. $6890 e. None of the above 14. If equal withdrawals of $20 at the end of each day with the initial investment of $200 are made, the number of days required to exhaust the amount, if the rate of interest is 10 percent per day, will be (assume 365 days in a year) a. The amount will never be exhausted . 7. 275 c. Cannot be solved because the calculator gives an error message d. Looks like the answer will be within 8 to 10 days e. None of the above 15. Mr. John P. L. K. Prabhakara Rao deposited $100 in an account that pays 20 percent rate of interest- compounded monthly. He intends to keep the account for 20 years. The effective rate of interest his account is earning is (answer correct within 0. 02) a. 22. 14 percent b. 20. 06 percent c. 21. 94 percent d. Only a person with this kind of na me will keep the account for 20 years e. None of the above PART II There are two questions in this part, answer all of them. 1. You need to set up a college fund at birth for your child that will pay $60,000 at age 18. k=12%. (a) How much must you deposit at the end of each year with annual compounding (b) How much must you deposit at the end of each month with monthly compounding (c) What will be the payments if they are at the beginning of the year (18 payments)? 2. Assume today is Oct, 4th 2012 and you are planning to deposit $100 every January 1st for five years. Assuming the rate of interest is 12% compounded monthly, a. What is the present value of the deposits today? How to cite Florida International University: Intermediate Finance, Essay examples

Holden Caulfield Analysis free essay sample

Salingers Catcher in the Rye, a hard drinking, chain smoking drop out details his interesting journey home after being kicked out of yet another expensive prep school. This boy, Holden Caulfield, has taken it upon himself to judge every single human being he shares the Earth with and often goes on to excess about the numerous dislikes he has for a person. Perhaps the most curious however, is the fact that almost everything Holden judges others for, he himself is equally if not more guilty of. This tendency for hypocrisy is pervasive throughout the book and characterizes Holden, revealing a lot about the workings of his mind. He often refers to people as phonies, which ironically seems to refer to anyone who maintains conformity, discriminates towards others, or is a hypocrite. Despite his loathing for hypocrisy and conformity, Holden Caulfield takes both traits to an extreme. Holdens expectations in people tend to be unreasonably high. We will write a custom essay sample on Holden Caulfield Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He complains about the most trivial things, for example how his roommate has one of those very piercing that are practically never in tune and how he selects some song that is hard to whistle even if youre a good whistler. (27) He even had high expectations for the prostitute he hired. In his mind, everyone else is held to utopian standards, while it would seem he isnt held to any. Obviously this leads to a lot of disappointment for Holden. Whenever everyone fails to meet your standards then everyone seems lacking, something he isnt opposed to saying. If a single word could describe Holden, that word would be hypocrite. Almost everything he says, his beliefs, his ideals, and his morals, directly contradict with his actions throughout the novel. When he wears his red hunting cap he claims he doesnt care how he looks (89) despite the fact he takes it off often saying I didnt want to look like a screwball or anything. (60) His hypocrisy is most obvious when one views his integrity. Holden claims that what he cannot stand is dishonesty, while he is perhaps the least honest character in the novel. This clumsy disregard for what he has previously stated allows his contradictory nature to be glaringly obvious. While it is easy to recognize the flaws in Holden, the areas where he truly stands by his previous word should not be ignored. Interactions with children, especially his younger sister Phoebe reveal a lot about the true Holden Caulfield. He obviously values the innocence of childhood very much, a sharp contrast to his vehement dislike of the adult world. Holden has psychological issues that greatly affect his handling of situations, specifically of a social nature. He has a Narcissistic-inferiority complex to start, meaning he thinks very highly of himself and sees others as being beneath him. Bipolar Manic Depression tendencies are often displayed with his various mood swings, but Paranoid Schizophrenia seems just as likely. Salinger claims that this novel is somewhat autobiographical which may allow the reader to get an idea at his psyche as well. Despite all of this, Holden Caulfield has become a symbol for teenage rebellion and angst, and is one of the most enduring and adored characters in 20th century literature. He is compared to influential people like Jesus Christ regularly, and is described as being born not only in love with beauty, but hopelessly impaled by it. Who is to say we do not all contain a little Holden in us, it would certainly explain why so many before have found him a very relatable character.

Crash Course in Twitter for Business

By Mon Gill Twitter is a useful social tool, but it’s also an incredibly powerful tool for businesses. It can be used for branding, marketing, research, and networking, but it’s also the ideal platform for connecting with your customers. Frankly, if you’re not on board, you’re losing out. You may want to use Twitter to increase brand awareness, but how do you use it effectively to engage people, and more importantly, reach potential customers? Why Use Twitter for Business? Any business owner or marketer can use Twitter to connect with customers publicly, so it provides a great opportunity to show the human side of your business. Through Twitter, you can answer customer questions, express opinions, and tackle negative publicity quickly and openly. In time, by showing your industry expertise, you can build your credibility, but its real power lies in its immediacy. You can quickly resolve customer complaints, offer daily promotions, and refine your brand’s personality. Understanding the Jargon First, it’s helpful to familiarize yourself with Twitter terminology. Here’s a quick glossary: Bio: A short description of 160 characters or fewer to define who you are on Twitter. DM (Direct Message): A private message sent from one Twitter user to another. Feed: The tweets of the people you follow all appear in chronological order on your homepage. This is your feed. Follow: To subscribe to someone’s updates on Twitter. To do this, click the â€Å"Follow† button on their Twitter page. Hashtag (#): A useful tagging system. Any word or phrase with the # symbol in front of it then becomes a link that users can find and follow. Mention: Referring to someone else in your tweet by writing their username preceded by the @ sign. MT (Modified Tweet): Similar to RT, this is placed before the retweeted text if you manually retweet a message with modifications, for example if you shorten a tweet. Trending Topics: Displayed on the right-hand side of your Twitter homepage. These are words, phrases, or hashtags that are popular on Twitter at a given time. Tweet: A post with a maximum of 140 characters, similar to a Facebook status update. Unfollow: To stop following another Twitter user and stop their tweets from appearing in your feed. Username: Used to identify you on Twitter, it’s also known as your Twitter handle. It must be unique and contain fewer than 15 characters. Optimize Your Twitter Profile When you sign up to Twitter you should complete all your profile. Include your location, website or blog link, and your company bio. Try to include your company name in the username to make it more searchable, and upload an image of your company logo. You bio is a one or two sentence biography about you or your business. Include keywords for your industry and relevant search terms to help lead generation. Start Building Your Twitter Brand Ultimately, Twitter is a tool to build and maintain customer relationships. By providing valuable information, answering questions, and avoiding too much promotional material, you can build customer trust and loyalty. First, you need to start posting tweets. These posts represent your brand, so make every one valuable. You can post tips, advice, opinions, facts, and industry news. Twitter is also a great place to promote your products or services by tweeting recent blog posts, press releases or any other writing your customers may be interested in. You can even link to a promotion placed on a specific landing page. Entertaining posts are also a great way to boost interaction and make your posts more shareable. Growing Your Twitter Network As you follow more people and join conversations, you will attract more followers and widen your Twitter reach. This is also your chance to find out about your audience. Twitter has its own â€Å"Who to Follow† tool, so you can search for key topics and personalities across the channel and build your network. The Twitter search tool also lets you search for specific words and phrases, so you can assess the competition and find out what people are saying about your brand. Make your Twitter presence known whenever possible. Get a Twitter widget plugged into your website or blog so that people can follow you directly from your site. Also display your Twitter handle on your website, in your emails, and on all your other social media profiles. Using social media tools like HootSuite and Sprout Social will also boost your Twitter power. As well as providing tools to automatically tweet your blog posts, they can help manage your company reputation too. By locating tweets about your company, products, and services, you can respond to any negative comments and solve customer problems to minimize bad publicity. Twitter is one of the most powerful social media marketing tools, as it enables businesses to show consumers they are making an effort to connect. It’s a promotional tool, but it’s also a platform to educate consumers and generate quality leads. If you give something back to the Twitter community, your business will ultimately reap the rewards. Looking for a place to start? Head over to Constant Content’s Twitter page to connect with us!

Individual in Society essays

Individual in Society essays Individuality according to dictionary.com means the aggregate of qualities and characteristics that distinguish one person or thing from others; character: choices that were intended to express his individuality; monotonous towns lacking in individuality. Or in other words individuality is what makes people different from one person to another. Although people are different people feel a need to belong to a group in society. I think that people feel that they need to belong to a group because in a group you can talk about your dilemmas and receive comfort from others. In a group of people you can talk about your ambitions and your viewpoint on many topics. Many problems arise from individuality and from feeling the need to belong to a group. Individuality creates many problems because many people will not accept somebody in their group just because they are different. Which then leads to the problem of the need to belong to a group. If you are not pictured as the normal person then i t is very hard to be accepted by others. Many people will do almost anything to be accepted. Even conform to be like others and loose ones individuality. The first story I will talk about, from the book Facing History and Ourselves, is called Conformity and Identity which begins on page 31. This story is about somebody named Brandon Carson. What Mr. Carson is saying is that To learn to accept yourself as you are, and then to start liking yourself completely, is an obstacle some people never overcome. At the age of 16 Mr. Carson admitted to his friends and family the he was gay. The story talks about how he told his friend that he was gay and his friend was no longer a friend but an ex-friend. Mr. Carson has come to many difficulties since he came out of the closet. Many homosexuals have a difficulty maintaining their individuality because homosexuals are not a majorit ...

Assignment Essay Example | Topics and Well Written Essays - 2000 words - 9

Assignment - Essay Example alued and measured and as such how organizations will effectively communicate the contents of their business plan to key stakeholders such as the relevant investors and employees. Lastly this paper will provide my opinion on which of the three businesses is the most likely to succeed and which of the three businesses is most likely to fail. The format that this paper will take is to first present the business case, present a little background information on the company and follow up with the relevant analysis by conducting a marketing plan, operational plan, financial plan, an a human resources plan for each business. The first sample business plan that this paper will address will be Singapore Airlines proposed all business class service. According to the Company Website (2010) Singapore Airlines has introduced a daily air service to New York (Newark) and to Los Angeles on their new A340-500 which would be fitted with 100 seats configured in a 1-2-1 floor pattern. According to BTN Online (2008) it was the case that the airline had first proposed the idea a few years ago and had proposed a price at approximately $8,200 per person for the Newark flight. While this seems like a dramatic change for the airline it was the case that the company had been moving this direction for quite some time, as many of the same planes in operation have a two class system and feature only a total of 181 seats. Singapore airlines have long been known as the flagship carrier of Singapore, and operate a fleet known to be one of the larges air carriers in Asia. It is the case that the company according to their website has been in operation since 1947 when the company was founded as Malaysian airways. The company has long tried to differentiate itself from a number of its competitors as offering one of the more premium flying experiences in the world and as of 2010 it ranks among the top air carriers globally in terms of revenue earned from passenger kilometers. As the company is

Marketing to consumers in saudi arabiawhich facets of their multiple Article

Marketing to consumers in saudi arabiawhich facets of their multiple identities do they use when - Article Example Despite the fact that cross border trade of various entities like people, products, ideas, etc. have resulted in cultures getting mixed up and losing their core identity, yet the foreign element in the home culture has not fully revamped the local culture anywhere in the world; the glimpse of the home culture remains there no matter how much the foreign culture influences it. However, this phenomenon does lead to the outcome that culture is no more a static variable but is dynamic and continues to grow as embedding of culture takes place. This dynamicity and the cross border trade has actually led individuals into behaving differently in a differing set of circumstances or simply put, they tend to portray different culture or cultural identities in different situations. Observations reveal that this is a major issue with immigrants in particular as they face dual challenge; adapt to the local environment and retain their identity. Subsequently, the arising phenomenon leads to the out come that consumers tend to utilize varying facets as they come across different situations. The purpose of this research is to analyze and differentiate between situations and circumstances that make consumer use one of the facets and prefer one over the other defining a varying consumer and consumption pattern. This research is to be conducted in the environment of Saudi Arabia. In particular, this research is aimed at investigating and highlighting the cultural variables that derive the process of marketing communication, perception of quality of service, and choice of consumption in the various categories of products and/or services. Consider the example of a young lady in Saudi Arabia; the first consideration when going out would be towards religious concerns in terms of meat and choice of restaurants. The same lady would definitely move beyond religious considerations when choosing an institute to study, for example. Even when the female goes towards shopping, the consideration and precedence for fashion and societal acceptability might be on the higher side. Similarl y, her attraction to an advertisement may be totally opposite to what her clothing or religion or institute depict her personality to be. Understanding, comprehending and investigating the variables that derive these patterns of choice and consumption is the underlying aim of this research. Saudi Arabia has a different and unique set of characteristics that are associated with its dynamics and other variables. Some of these are listed as below: Firstly, the population constitutes various nationals present, and some of them tend to be influential due to the background or their strength. Secondly, the fact remains that Saudi Arabia is an expatriate driven economy, and the expats there have strong affiliation with their nations as they cannot gain the citizenship status therewith. Thirdly, Saudi Arabia nationals have this tendency of traveling overseas and interacting with individuals from various customs, backgrounds, religions, cultures, norms, etc. Another point of consideration is the tremendous growth that is currently

To what extent are the different economic reform outcomes in China and Essay

To what extent are the different economic reform outcomes in China and Russia (or plus Eastern Europe) due to the pace of reform - Essay Example Thus, with the help of liberal policies, these economies significantly progressed and grown to match up the growth of the western developed nations. The reform in China had taken place in 1978 but in Russia it took place in 1991. This essay tries to enumerate the contrasting reforming strategies undertaken in Russia and China. The essay will also elaborate the economic outcomes of the reforms. The reforms of China and Russia were both considered to be Communist reforms but the outcomes of the reforms were different in the two countries. After the demise of communism, the reforms of Russia took place at a relatively faster rate. However, in China, the free market oriented reforms took place gradually over years (Eich, Gust and Soto, 2012, p.5-8). The communist government of China has tackled these reforms over years. Thus, it is highly rational to analyze the causes and outcomes of the different pace based reforms in the two countries (Hanson and Teague, 2013, p.3-4). The centrally framed Five-Year plan model of China (1953-1957) was gradually abandoned in 1978, when the country transformed itself into a free market economy. The reforms were undertaken by the Chinese Communist Party for improving the competency of the Chinese economy in terms of a fourfold modernization path. The head of the Communist Party, Premier Zhou Enlai, had claimed that the reforms had aimed to improve the agricultural, industrial, service and technology sectors of the country (Eich, Gust and Soto, 2012, p.9). The first reform in China took place from 1966 to 1976, it was known as the Cultural Revolution. The reform was undertaken for improving the social status of the people of China. Ruthless political power and control imposed on the Chinese individuals were removed through this reform. The second phase of reform took place in 1970, when the officials of the central planning system complained about the inefficiency and weakness of the system (Joshua,

Labelling Theory by Becker: Summary and Evaluation

Labelling Theory by Becker: Summary and Evaluation Part of the assumption about the way policing and the law works is that punishing criminal behaviour has a deterrent effect. Whatever controversies surround the efficacy of deterrence and they are myriad it seemed hard for many early theorists to believe that punishing criminal behaviour does any actual harm to society. What labelling theorists introduced was the idea that, ironically, the singling out of those who had transgressed societys laws actually perpetuated the behaviours it was intended to curb (Lilly, Cullen Ball, 2002). The idea that the way in which crimes are socially constructed might have important consequences has, however, proved controversial and sparked considerable debate. This essay looks first at labelling theory and then moves on to examine the theory more critically and assess its reach in explaining crime and deviance. Becker (1973) clearly lays out labelling theory in his book Outsiders: Studies in the Sociology of Deviance. He explains that the interactionist perspective sees crime as an infraction of the rules created by society. It then seeks to find the reasons that a person infringed those rules within both their personality and in the their social and economic environment. Becker (1973) believed that this placed the wrong emphasis on where the parameters for crime are set. It is not in the quality of a persons action the deviant act or, as it were, a deviant person but rather in the imposition of the label of deviance by society. It is society that prescribes which acts are lawful and which acts are not lawful and, that act of successfully applying the label illegal or deviant to a person, has a number of important consequences. One assumption often made, once a person has been labelled a deviant, is that they fit into a homogenous category. Becker (1973) argues that this assumption is often made by researchers in criminology looking for a root cause or at least some commonality in deviance and crime. This assumption, though, is not correct. Some people may not have transgressed societys laws and yet are, through the failure of the appropriate systems, still labelled deviant. Others may have transgressed but have not been caught in their transgression these people remain unlabelled. As a result of this analysis, Becker (1973) is most interested in how people come to be labelled deviant rather than their particular social or personal circumstances. This attack on the absolutist nature of deviance or criminal behaviour highlights a number of variables within the system of labelling. What is labelled a crime varies from one time to another; at one time there is crackdown on, for example, drug offences, and the investigation and penalties are stepped up. At another time there may be much more leniency. Another variable is the nature of the person caught breaking the law. The example is drawn by Becker (1973) of the difference between a middle class person and someone from the lower classes evidence is cited to show that it is the middle class person who is more likely to avoid prosecution. Similarly, crimes committed by individuals tend to be prosecuted by the criminal law, while crimes committed by corporations prosecuted by the civil law. These distinctions emphasise the fact that criminality is not an independent quality of a person, but is intimately related to other peoples perceptions or, alternatively in the modern termin ology, to crimes social construction. After the initial instance in which a person is labelled as a criminal, Becker (1973) asserts that a number of things are naturally attendant. To understand the results of labelling it is useful to make a distinction introduced by Edwin Lemert. Lemert (1951) introduced the idea that deviance could be seen as first primary and then secondary. Primary deviancy refers to the situation where a person commits a criminal offence because of sociocultural and psychological circumstances. At this stage, however, the person does not see themselves as deviant, merely as a person who has temporarily strayed from the straight and narrow. Having been caught committing a criminal offence this person is then subjected to societys vilification and labelling through the criminal justice system. As a result of this the person then has to find a method of dealing with this clash between the way they think about themselves and the way other people now view them. This is normally dealt with by accepting t he label with all its meaning and consequences attached. Lilly, Cullen Ball (2002) explain that labelling theorists used the idea of a self-fulfilling prophecy (developed by Merton, 1968) to explain the effect of labelling. Falsely applying the label of criminal to a person leads to them being seen as morally reprehensible in themselves, even though, at that point, this is probably not true. In peoples minds, the fact that a person has committed a criminal offence leads to them being thought of as a criminal, which again leads to them being seen exclusively in this context, above any other. The police, seeing that person as more likely to transgress in the future, will be more likely to visit them to investigate further crimes. A person is socially isolated from their non-criminal friends and probably incarcerated with others who have been labelled criminals this all serves to reinforce the label. It is this constant pressure from people around them that encourages those who have committed a criminal offence to accept the label of crimin al themselves along with all that it entails. The effect is that, perversely, that crime is perpetuated because of the effectiveness of the systems of criminal justice: the label of criminal becomes a self-fulfilling prophecy (Williams, 2004). Labelling theory has been criticised on a number of grounds. Many researchers have attempted to bring empirical evidence to bear on labelling theory. Gove (1975), for example, found no evidence of the influence of negative sanctions on sustained criminal careers. Sherman Berk (1984) compared, in a field experiment, those who had been arrested for domestic violence, with those who had not. They found that those who had been arrested did, in fact, show a reduced level of violence compared to those who had not. Foster, Dinitz Reckless (1972) found that self-reports of problems amongst apprehended boys did not affect the relationship between deviance and sanctions. Other evidence, however, has supported the contentions of labelling theory. Kaplan Johnson (2001) describe some of this evidence. Palamara, Cullen Gersten (1986) found that juvenile delinquency was affected both directly and through other interactions by contact with the police, as well as mental health services. Important ly, the level of the effect was found to be different depending on the type of behaviour that was being measured. Kaplan Johnson (2001) assert that part of the explanation for the mixed empirical results may be methodological problems. For example, measuring levels of delinquency before and after intervention by the criminal justice system is extremely problematic. Kaplan Johnson (2001) argue that, in the research carried out by Foster et al. (1972), it is possible the boys were trying to protect their self-image which was why they didnt report any problems to researchers. Similarly, though, the results of Palamara et al. (1986), which relied on the opinions of mothers and teachers, might simply reflect the effects that labelling has on labelling obviously a circular argument. Gove (1975) argues that part of the problem with testing labelling theory is that it is simply untestable in many of the ways that researchers have applied. Aside from empirical evidence, researchers have also criticised labelling theory on theoretical grounds. Gove (1975) argues that there is no solid evidence that being labelled and then committing crimes is a self-fulfilling prophecy. In addition, Gove (1975) criticises labelling theory on the grounds that it is has difficulty explaining all the different types of deviant behaviour. Plummer (1979) characterises this as a problem with explaining how primary deviance occurs in the first place. Labelling theory, therefore, has a particular problem with paedophilia, for example, which is generally thought to result from abnormal psychology. For this reason it cannot be largely affected by labelling and self-fulfilling prophecies. More phenomenological problems are pointed to in labelling theory by, amongst others, Philipson Roche (1971). They point out that labelling theory makes many perhaps unwarranted assumptions. The way that society reacts to the labelling of criminals is mostly assumed by the original researchers, and hardly investigated. Theoretically, there is limited linkage between the processes that occur at an everyday level and how these translate into the societal reaction. There is too much reliance on ideas that are deemed common sense and also on anecdotal evidence. Plummer (1979) states that labelling theory tends to minimise, or not to address, the question of power and the effects this has on the criminal justice system. A more general criticism is its compatibility with social determinism, the idea that people may have no choice, or at least little choice, in their behaviour. These ideas are also linked to moral criticisms, that labelling theory excludes the moral aspects of crime choos ing to commit a criminal act is a moral choice. In defence of labelling theory, and the criticisms that have been levelled at it, Becker (1973) ascribes a more limited role to its applicability. Becker (1973) argues that labelling theory was not intended to explain why people commit crimes, but the focus of it is on the interactional elements. It is the interactional elements in explaining crime that had previously been ignored or minimised labelling theory was an attempt to highlight the fact that crime cannot be explained without considering the effects that people have on each other. It is clear that many criticisms of labelling theory are based on different conceptions. Indeed, modern theorists now often see labelling theory as split into three different parts. Davies Tanner (2003) splits it into the strain that concentrates on secondary deviance, the strain that focuses on social psychological effects and, finally, the strain that examines the effect of labelling on life chances. In conclusion, what many proponent of labelling theory claim is that it attempts to demystify acts of crime and deviancy. Rather than seeing them as discrete and recognisable categories that are somehow other from the normal law-abiding citizens, it sees them as part of a fluid process within which all members of society, or a collective, exert some influence. It acknowledges a continuum and attempts to describe the processes involved in moving along that continuum. Critics of labelling theory have attacked with both theoretical arguments and empirical evidence. As can clearly be seen, though, labelling theory is difficult to test empirically and, perhaps, with the defence provided by Becker (1973) is impossible to test this way. Criticisms of theoretical aspects are somewhat muddied by different understandings of what labelling theory constitutes. Despite this, it is possible that more detailed and precise research could provide a clearer empirical result whether positive or negati ve. References References Becker, H. S. (1973) Outsiders: studies in the sociology of deviance. New York: Free Press. Davies, S., Tanner, J. (2003) The Long Arm of the Law: Effects of Labeling on Employment. The Sociological Quarterly, 44(3) 385–404. Philipson, M., Roche, M. R. (1971) Phenomenology, Sociology and the Study of Deviance. In Carson, W.G., Wiles, P. (Eds.) The Sociology of Crime and Delinquency in Britain, vol 2. Oxford: Martin Robertson. Foster, J. D., Dinitz, S., Reckless, W. C. (1972) Perceptions of stigma following  public intervention for delinquent behavior. Social Problems, 20, 202-209 Gove, W. R. (1975). The labeling of deviance: Evaluating a perspective. New York: Halsted Press. Kaplan, H. B., Johnson, R. J. (2001) Social Deviance: Testing a General Theory. New York: Springer. Plummer, K. (1979) Misunderstanding Labelling Perspectives. In Downes, D. Rock, P. (Eds.) Deviant Interpretations: problems in criminological theory. Oxford: Oxford University Press Lemert, E. (1951) Social pathology: A systematic approach to the theory of  sociopathic behavior. New York McGraw-Hill. Lilly, J., Cullen, F., Ball, R. (2002) Criminological theory: Context and consequences (3rd ed.). Thousand Oaks, CA: Sage. Merton, R. K. (1968) Social theory and social structure. New York: Free Press. Palamara, F., Cullen, F. T., Gersten, J. C. (1986). The effect of police and mental  health intervention on juvenile deviance: Specifying contingencies in the impact of formal reaction. Journal of Health and Social Behavior, 27, 90-105. Sherman, L. W., Berk, R. A. (1984) The specific deterrent effects of arrest for domestic assault. American Sociological Review, 49, 261-272. Williams, K. S. (2004) Textbook on Criminology. Oxford: Oxford University Press.

Cultural Difference between Mexicans and Americans Essays -- American

Cultural Difference between Mexicans and Americans While Texas leader Stephen Austin initially had no contempt toward Mexicans, the Anglo-American citizens in the area did. The American Texans of the 1800’s defined Mexicans as â€Å"a race alien to everything that Americans held dear† (De Leon 4). This sentiment would serve as the primary catalyst to the Texas secession from Mexico. When Austin began colonizing the area, he envisioned a place in which Anglo-Americans and Tejanos, Mexicans living in Texas, could live together. Eventually, though, the public opinions of North American settlers in the territory and in Washington would make him realize that the goal of unity between the two groups was impossible. There were many cultural bricks laid by Spaniards, English, Mexicans, and Americans, which built a wall of cultural difference between the Mexicans and Americans so massive that it would lead to war. The Spanish and the English laid the first bricks during the sixteenth century. The English viewed the Spanish as â€Å"heartless and genocidal† (De Leon 4). Ironically, the Spaniards’ cruelty to Indians in Latin America was the primary reason for the English’s characterization. The Spaniards devotion to the Roman Catholic Church made the chasm between the predominately Protestant English and the Spanish grow even wider. The Spaniards continued to lay more bricks through their domination and influence over the inhabitants of Mexico. The Catholic Church became Mexico’s â€Å"largest landowner and moneylender† (Cantrell 105). Today America prides itself on religious freedom; however, during the 1800’s America viewed any religion other than Protestant as a threat. The Anglo-Americans laid the largest set of bricks with their be... ...niversity: William P. Clements Center for Southwest Studies, 1958. 4.Crane, William Carey. Life and Select Literary Remains of Sam Houston. J.B. Lippincott & Co.: Philadelphia, PA, 1884. 5.Del Castillo, Griswold. The Treaty of Guadalupe Hidalgo. University of Oklahoma Press: Norman, OK and London, 1990. 6.De Leon, Arnoldo. They Call Them Greasers. Austin: University of Texas Press, 1983. 7.Hitsman, J. Mackay. â€Å"The Texan War of 1835-1836†. History Today. 1960 10 (2). 8.Lester, Charles Edwards. Life of Sam Houston. J.C. Derby: New York, 1885. 9.Long, Walter Ewing. Stephen F. Austin’s Legacies. Steck-Vaughn Co.: Austin, TX, 1970. 10.Stenberg, Richard R. â€Å"The Texas Schemes of Jackson and Houston, 1829-1836†. Social Science Quarterly. 1970 50(4). 11.Weber, David J. The Mexican Frontier, 1821-1846. Albuquerque: University of New Mexico Press, 1982.

Frankenstein: Creating a Human

Timmy Harder Mr. Reynolds English February 20, 2010 Frankenstein vs. Modern Science When Frankenstein, by Mary Shelley, was written, it was seen as a novel warning scientists and people of the time of the dangers that could follow from exploring unknown scientific fields. In Frankenstein, the unknown field of study is the creation of a live human being. At the time, this was seen as an unthinkable and impossible task, but Victor completes it, although poorly. He began the experiment with little preparation and most of the procedures were done without care.His experiment was way before its time and most people were confused or scared by his creation. Even today creation of a human being is unheard of. However, today, one of the major issues that is being discussed is that of stem cell research. The scientists of Stem Cell Research and Victor Frankenstein share many aspects that could greatly inhibit their overall findings. Victor had many problems that could scare off modern scientifi c research but the two major fears are the side-effects that the creation may cause and scientist’ unpreparedness of their actions.The first problem with exploring a new scientific field is that not much is known about it including the procedure and just the knowledge of the subject. Victor began his initial research when he returned from England after visiting fellow scientists. He wanted to make his name famous, but he totally disregarded the necessities of the experiment. When he completed his creation, it was so hideous that he had to leave because he could not handle the ugliness. He planned to make a human like himself; instead he created a monster with yellowish skin and a height of eight feet.Needless to say, this creature was about as far away from a human as he could have gotten; it was more of a giant. When Victor first sees the monster he says, â€Å"The beauty of the dream vanished, and breathless horror and disgust filled my heart. † (pg. 38) Victor could not even force himself to look at the monster because it was too hideous. When Victor first began the experiment, he believed that he had the complete set of tools to perform the experiment but, in the end, he was not prepared enough.Today, Stem Cell research is in the same sort of mold that Victor’s experiment was in. Stem Cells were discovered in the late 1960s and real live experiments did not begin until the 1980s. At first, the experiments were performed on animals and many resulted in extra limbs and mutated body parts. The experiments were then tested on a set of twins, who were in dire need of a bone marrow transplant. The initial experiment went perfect, but afterwards their legs did not function properly, and they went in for another surgery.However, stem cells were researched for about 10 years until the first experiment was conducted, while Victor conducted his first experiment just four years after he completed medical school. The only problem was that both expe riments were conducted with total disregard of what could happen after the experiment, and in the case of the twins improperly functioning legs for life. Once the experiment or surgery was completed there are multiple side-effects that could follow each procedure. Side-effects are the things that may occur after the experiment that could damage the person for whom the experiment was completed, or the population.For example, Victor created the creature, and with the creature followed many problems that affected the creature itself, and many people in the city were bothered by the monster. The creature killed many people on accident, and the creature was affected by his ugliness and his lack of communication skills. He was unable to communicate with other people and he eventually became lonely. Although many of the creature’s side-effects were emotional and could have been avoided by the creature itself, the side-effects in total could have been prevented if Victor never create d the monster in the first place.However, many of the side-effects that follow stem cell transplant are only harmful to the person for whom they were transplanted. Several side-effects include no-stop bleeding, Anemia, and Infertility. None of these directly affect the population, although Infertility would prevent children from being born. However, the most devastating side-effect is a mutation of several body parts. One example was a kid growing an extra bladder because the environment prevented him from growing an extra kidney. Unfortunately, the man perished from cancer.Mary Shelley did as best as she could to warn the future scientists of the danger of engaging in an unknown field of science. Today, with stem cell research it is a relatively new topic that scientists are still researching. Many initial experiments have been performed, and when done correctly, can create scientific medicals. But stem cell research is still young, and with its relative newness, many experiments h ave gone wrong and have resulted in deaths and terrible side-effects. Citation: http://www. quackwatch. org/06ResearchProjects/stemcell. html

Post WWII german culture essays

Post WWII german culture essays In this ambitious study, Uta G. Poiger attempts to trace the developments of Post-WWII popular culture in East and West Germany, paying close attention to reaction and politicization that framed each sides discussions. The picture that emerges seems to be extremely accurate, but it is at the same time, very confusing. Reactions of all sorts of sociologists, pundits and commentators leaves the reader with an obfuscated view of what life in both East and West Germany was like after WWII. Poigers cultural scholarship focuses on interpretations of Hollywood movies, jazz, and rock n roll, and the class, gender, and racial anxieties that American cultural imports evoked. Poiger shows that every time new American music and fashion were made available, they inevitably crashed up against a counter-wave of adult panic about their effects on the morality, sexuality, and national identity of Germans. Commentators feared that the blatant sensuality of American films and the openly erotic gyrations of jitterbug and other dances would corrupt innocent German girls. They also worried that Westerns, gangster movies, and films such as The Wild One undermined efforts to reconstruct masculinity as less aggressive, more self-controlled than under the Nazis. This anxiety is not cut and dry, however, as Poigers narrative often illustrates contradictions in the perception of youth culture. West German reaction to Jazz, for example, ranges from ambivalence to apprehension to outrage to hatred to acceptance, depending on which magazine is cited and which year it is. Although Poiger uses an abundance of archival evidence to tease out the realities of German Youth culture, she concentrates mostly on the reactions of officials and media figures to do so. This creates a divorced view of German youth culture as it relies on the stereotypes used to describe them based on the reactions and fears of the older generation...

Mentoring essays

Mentoring essays Lets face it, not every child is placed on this earth with a stable home. There are many problems with families today. Divorce, death of a parent, substance abuse, or even being homeless is just to name a few. Children today deal with more stress then they did years ago. Also kids have stress from their peers. They could feel unaccepted and rejected by friends and not really have a peer group to be in. So what do can they do? How can they get help? In some cases, just a friend that will listen, hang out, teach, accept, and just have fun with them can have a big impact. What are these people called? They are mentors. Mentoring is when a role model, or mentor, offers support to another person. A mentor has knowledge and experience in an area and shares it with the A mentor can do many things. They go from helping kids with homework to just hanging out. A mentor can be like a big brother or sister. A mentor is someone for a young person to look up to and rely on. For some kids this could be the only stable thing in their lives. Having a mentor or being involved in a mentoring group, can really relieve anxiety and stress in a childs life. In our community there are several mentoring The first program I came across is called W.Y.N.G.S. It stands for When Youth Need Guidance and Support. Their mission statement is Creating and Opportunity for Success. W.Y.N.G.S. is a mentor program that gives youth the chance to have a friendship with a person who is older than you. These people will take you places and teach you new things. There is also group activities that involves the whole program. The new friendship is also there to help the younger individual with guidance and decisions concerning work, education, family relationships and more. They will meet twice a month for about two hours or as much as you want. This can last for around ...

Discourse Analysis of the Article Essay Example | Topics and Well Written Essays - 3000 words

Discourse Analysis of the Article - Essay Example "Sometimes the way we ask for something, or our reasons for not doing something, are examples of faulty thinking and a 'victim' mentality. Eg: you want to return something to a shop, it's not right or it doesn't work. What type of language would work best "The first is a question, which is asking for a refusal. The second is a statement that demands good service. Whenever you need to ask or negotiate for something it is better to follow the 'Reason/Proposal' formula. "This type of language is sometimes called being assertive and it doesn't have to be unpleasant or aggressive. If you go for a neutral, nonpleading tone and a straightforward statement of fact, it's bound to work. "People will connect with you better if you try to match their tone of voice. If your tone is high pitched and fasts while the other people are slow and laid back, then the conversation will be out of synch. So pace your voice and tone to another person's and you will find that you will communicate better. "Victim of circumstance "It's so easy to fall into the trap of thinking life is 'out to get you' or that success is for other people. Even in the worst of situations, some people manage to be victors rather than victims, so watch your language or your negative thoughts. Every time you say or think: "I can't do that" try asking yourself, "What would happen if I did" "That's not a good thing to do" try asking yourself, "Who says it's not good" "It could all go horribly wrong" try asking yourself, "What's the worst thing that could happen" (BBC, OneLife).

Case study 3 Article Example | Topics and Well Written Essays - 500 words

Case study 3 - Article Example Harrah’s marketing strategy Harrah’s marketing strategy is guided by the principle of 80/20 whereby 80 percent of the revenues come from 20 percent of the most loyal and satisfied customers of a business. As such, marketing practices of Harrah’s have always been customer-centric keeping their preferences in mind and avoiding huge and unnecessary investments in infrastructure and property building. Harrah’s not only gained customer loyalty but also rewarded it from time to time which established long term relations with its customers. On the contrary, Harrah’s competitors had been very stereotypic in their marketing approach by spending frivolously on hotels and building properties without paying any attention to capturing greater customer base which ultimately swept them away from competition. Total Rewards Program at Harrah Harrah’s total rewards program, earlier known as Total Gold is a customer loyalty program which retains and tracks the information of Harrah’s customers and also rewards them on the basis of careful segregation of most profitable and active customers. In the context of business intelligence, this program retains each and every entry, exit or gaming information of all the Harrah’s customers and classifies them on the basis of their loyalty and activeness.

Ryanair marketing strategies Assignment Example | Topics and Well Written Essays - 3250 words

Ryanair marketing strategies - Assignment Example Worth noting is the fact that its low price strategy propelled the company to success for some years. However, towards the end of 2013 and part of 2014, the company experienced a decline in profits. The decline served as a warning for the company to develop better strategies so that it can survive in the industry. This paper will describe Ryanair’s low-cost strategy and highlight its recent marketing strategy, which has helped the company to rise from the decline. Ryanair is a company founded by three individuals named Christopher Ryan, Liam Lonergan, and Tony Ryan in 1985. Notably, the three of them began with a family aircraft that were determined to develop the company into a successful airline. Ryanair would soon develop to become a low-fare airline in Europe, providing customers with an opportunity to travel at cheaper rates. In 1990, the company undertook a venture of restructuring the company and focusing on the low-cost model. In 1995, the company became the greatest airline in Ireland overtaking its competitors in the country. In 1997, the company went public on the Dublin stock exchange. In 2000, the company advanced to introduce online booking for its customers. The company progressed to open up new roots and expansion of its business in the European airspace in 2004. However, in 2009, the company registered an annual loss of â‚ ¬ 169M. With such a loss, the company needed to strategize on how to get back on the right track (Dom inic OConnell 2014, p. 6). Notably, the company has five main bases Madrid, Bremen, London, Charleroi, and Marseilles. The current CEO of the company is Michael OLeary. The company’s core vision is to register evolution in line with the company’s maturity. The company’s mission is to ensure that it remains profitable and offers customers opportunities to travel at low-cost while maintaining high customer standards. Recently, the company’s vision is centred on registering

Evaluation of Differential Research Methods Essay Example for Free

Evaluation of Differential Research Methods Essay In this essay we will look at the positive and negative aspects of the group presentation of remit 1. We will also look into the different research methods we took on to gather relevant information that we needed. Then recommendations we want to include for improvement from our verbal feedback alongside with any constraining factors we, as a group encountered. The essay will then look into the use and analysis of theory that we used that assisted us in making our final campaign. Once our group was given the idea of the university application we began to group ideas together as to what will work most effectively. We chose to use the campaign idea of viral marketing. To do this we took on a semantic and semiotic approach, whereby used signified linguistics to identify what we wanted to communicate and how. Semantic is better defined as ‘the study of linguistic development by classifying and examining changes in meaning and form’ [Semantics 2, 1994] our campaign idea was developed around the concept of transferring different meanings, for example in our campaign we developed the idea from the message we wanted to transfer across, which was the ease of use of the application along with the ability to make the video viral. Taking a semantic approach can allow the user to interpret form and meaning for them, the implementation of the meaning is posed but is left entirely to the user to self-interpret. Our campaign did however briefly touch over on semantic advertising, as we aimed the campaign as an viral video aimed at the social networking side of things we implemented the thoughts of just how effective it can be to specific target audiences to advertise on particular mediums. Our campaign idea could of better utilised the semantic concepts by identifying key phrases or words and adapting those words to create alternate meanings. Many semantic campaigns today are internet based, with a high increase of internet cookie tracking data being used by companies to then forward on products to consumers with similar search data. We decided to stay away from this concept as it falls into the category of anonymity and as an academic foundation we felt it more reputable to remain known. Semiotics is better defined as ‘The study of signs and symbols and their use or interpretation’ [U, Eco, 1979] in our campaign we used many semiotic concepts and in fact it is arguably what our final idea was based around. In our storyboard campaign we decided to use the cartoon to real like to cartoon to real life effect which we used to indicate different scenarios, for example when the person first starts off he is a real life person standing with the application in his hand representing real life. The user then enters the University College Birmingham application whereby he is taken into another dimension and we see the use of different symbols and signs to recreate a fictional dimension. The use of this was to indicate exciting ways to being able to receive the information you need. In the cartoon storyboards the use of colours that we used were primary colours, which were used to indicate simplicity while portraying the ability to enjoy the application. It is also important to mention the signified and signifier model which we briefly used in the construction of our campaign, using key word associations it quickly gave us access to relevant wording which tied in with the possible campaign ideas. Finally to talk about the last concept that was used in the campaign we chose is rhetoric, better defined as ‘Language designed to have a persuasive or impressive effect on its audience’ [G,Tom Eves, A 1999] in our campaign we opted for the viral video, in hope that this would tap into our target market which were young students. In the campaign with the concepts we used by interacting on social networking sites we intending to create a persuasive advertising campaign that attempted to eliminate any preconceived ideas that university information was complicated and hard to get a hold of. The use of language we used in the campaign was simplistic while informative; we left no vital pieces of information out of the campaign while also making the thought of this information entertaining. The overall effect we intended to make on our target audience was to leave a lasting impressive imprint that the viral video we had created was informative, fun and appealing to our audience. In a highly competitive market it is essential for students to understand exactly what they seek and for it to be easily accessible, by creating the viral campaign with the use of social networking sites it allows the audience to access the information they need directly or through friends. To conclude, with the campaign we ran with and the concepts we took on board to get to the final decision we used a variety of different models, in particular the semiotic model whereby we used a variety of different colours, forms and meanings to portray different emotions to the user to engage them. We then took on board some semantic concepts by allowing the campaign to become a viral video and publishing this online it acted not only as a source of information but in turn an advertisement of the application and university. To recommend what could have changed with the campaign final idea or what could have been done instead to better our chances of the campaign idea being successful there would be a few recommendations. The implication further of semantic concepts could have been implemented in to the campaign idea of using social networking. The application draft idea picked up little criticism other than the presentation of the application and its data. If the project was to be undertaken again the use of rhetoric alongside semantic would be heavily prevalent to tap into the internet advertising market alongside the use of websites which creating platforms to share videos, blogs and articles.

Teaching Children Values And Human Rights Education Essay

Teaching Children Values And Human Rights Education Essay Human rights education is much more than a lesson in schools or a theme for a day; it is a process to equip people with the tools they need to live lives of security and dignity. In South Africa the protection and maintenance of human rights has become an important facet of society. In this regard, refer to the preamble of, as well as sections 1, 7 (1) and 7 (2) of the Constitution of South Africa. In addition, the Bill of Rights deals with all fundamental rights applicable in the relationship between the government and individuals or groups of people (and interests), as well as the rights applicable in the relationships between individual themselves, and between individuals and private organizations. The government is seen as the guardian of the state and the states interests, and therefore government must see to it that individual and group rights or interests are cared for. This has resulted in the theme of human rights playing an important role in society. According to the findings of, An evaluation of South Africas Primary School Nutrition Programme, (Coy: 1997)  [2]  there were many anecdotal accounts of improved school attendance and classroom performance as a result of this programme. This evaluation raised a number of concerns with its implementation. Despite its broad range of objectives, the implementation of South Africas Primary School Nutrition Programme was generally limited to being a school feeding programme. The feeding component of this programme encountered many logistical problems with the delivery of adequate and appropriate food, especially in the schools in need. As a result, the coverage of school feeding has been poor for significant periods of time in some parts of the country. In addition, the evaluation pointed to the fact that this programme was from the outset an ambitious but brave attempt to address a major problem of malnutrition through a logistically difficult and challenging programme. It was also implemented soon after the 1994 elections which was a difficult period during which the health system was being significantly transformed and restructured (SAJCH OCTOBER: 2009 VOL. 3 NO. 3). This paper will demonstrate the importance of a practical development plan to promote and improve a childs Constitutional right to basic nutrition. The South African Constitution, 1996, boldly protects the right of access to food as a self-standing right, Section 27 (1) (b) of the Bill of Rights states; Everyone has the rights to have access to sufficient food. This right is extended to everyone but the Constitution gives extra protection to children in Section 28 (1) (c) by providing that; Every child has a right to basic nutrition. The Government has an obligation to promote Human Rights in Education, especially in vulnerable populations. This was emphasized in the Constitutional Court case Governing Body of the Juma Musjid Primary School Others v Essay N.O. and Others  [3]  , Human rights education must not be limited to formal schooling. As educator feel that this basic right to nutrition is not being met in my school, because according to experiences I had in my school that is located in a previous disadvantaged community, I had to ask myself the question over and over; How can I as an educator teach learners in a classroom if their nutritional needs are not met? A poor state of nutrition amongst children in the class room, leads to malnutrition and have a negative effect on education and learning. This is why I chose to focus on this particular Human Right, the right to basic nutrition and is worthy of support and it is a worthy cause in my school. The Bill of Rights The interim Constitution of South Africa became effective from 27 April 1994, which brought about three main changes that form an integral part of the discipline of Constitutional law, namely: The end of 300 years of racial and gender discrimination (introducing effective exercise of the equality principle. The end of the application of the doctrine of parliamentary sovereignty (introducing the supremacy of the final Constitution of South Africa). The introduction of a federal structure which ended years of central and minority governance. Before the interim Constitution was introduced, there were three Constitutions to be found in the history of South Africa namely: The Union Constitution (1909). The Constitution of the Republic of South Africa (1963). The Tricameral Constitution of the Republic of South Africa (1983). These Constitutions were not supreme, and Parliament could, without much effort, amend the content of the Constitution. Even the common law could not escape, in that although the common law could be applied in order to protect some rights, Parliament had the authority to also amend or ignore the common law via legislation. State of emergencies, could also be put into action whenever Parliament so chose, which also had a negative effect on fundamental human rights. Consequently, the IC was formally accepted by the then serving Parliament. After the elections in 1994, the new Parliament and government of national unity was created, and South-Africa was, as from 27 April 1994, governed under the Interim Constitution. The aim was, among others, to regulate the process for the materialization of the final Constitution. There are provisions of the Constitution that emphasise the pride of place of the Bill of Rights in when trying to ascertain the meaning of constitutional provisions. What the provisions tell us is that we should always have in mind the principal objectives of the Constitution whenever we attempt to understand, interpret and apply the Constitution. The following provisions are prime examples: Society based on democratic values, social justice and fundamental freedoms (preamble) Values of human dignity, the achievement of equality and the advancement of human rights and freedoms (section 1(a)) Affirmation of democratic values of human dignity, equality and freedom (section 7(1)) Respect, protection, promotion and fulfilment of rights in the Bill of Rights When interpreting the Bill of Rights, a court must promote the values that underlie an open and democratic society based on human dignity, equality and freedom (section 39) The Bill of Rights applies directly in the following cases (Currie De Waal: 2007), Where a right guaranteed by the Bill of Rights has been violated; The violation is perpetrated by an individual or juristic person with a duty to respect, promote and/or fulfill right The enforcement of the right is sought on South African territory Indirect application of the Bill of Rights covers all those cases where the Bill of Rights has relevance, but one of more of the above elements is missing. Indirect application applies to the majority of cases in which the matter is already governed directly by common law, legislation, or customary law. The Constitution requires courts to develop common law, customary law in a way that promotes the spirit, purport, and objects of the Bill of Rights. Human Rights Human rights are highly inspirational and also highly practical, embodying the hopes and ideals of most human beings and also empowering all people to achieve them. Human rights in education share this inspirational and practical aspect (Currie De Waal, 2005). The need for human rights is of high importance, because it sets standards but also produces change. Chance is needed in our society and effective human rights in education can produce changes in values and attitude (Nieuwenhuis, 2007).   Human Rights awareness can produce changes in behaviour, empowerment for social justice and develop attitudes of solidarity across issues in schools and communities. Once people embrace human rights concepts, they begin to look for their realization in their own lives, examining their communities, families, and personal experience through a human rights lens. In many cases people find these values affirmed, but human rights in education can also lead to recognition of unrealized injustices and discriminations. This sensitization to human rights in everyday life underscores the importance of not only learning  about  human rights but also learning  for  human rights: people need to know how to bring human rights home, responding appropriately and effectively to violations in their own communities (Nieuwenhuis, 2007). Human rights have the following characteristics (Niewenhuis; 2005- 26): they are judicially enforceable; they are universal; they are not dependent on the recognition thereof; they place obligations on individuals and state authorities; and they set minimum standards for social and government practices. The right to human dignity (section 10 of the Constitution), has an uncertain and general nature. Though we can be certain of the pivotal importance of human dignity in the Constitution we can be less certain of the meaning of the concept. As is typical of its treatment of important abstractions in the Constitution, the Constitutional Court has not ventured a comprehensive definition of human dignity. Though a difficult concept to capture in precise terms, it is clear that the constitutional protection of dignity requires us to acknowledge the value and worth of all individuals as members of society. Human dignity is the source of a persons innate rights to freedom and to physical integrity, from which a number of other rights flow. Human dignity is not only a justiciable and enforceable right that must be respected and protected, it is also a value that informs the interpretation of possibly all other fundamental rights and that is of central significance in the limitations enquiry. Since the rights in the Bill of Rights stem from dignity and are more detailed elaborations of aspects of the concept, the core right to dignity has decisive application only relatively infrequently (Currie De Waal; 2007 273-275). The duty on educators My interpretation of Section 28 of the Constitution is, is that no one should be licensed to enter the teaching profession without a fundamental grounding in human rights. What a difference might be made in childrens lives if teachers consistently honored the childs right to express opinions and obtain information and promote a childs human dignity. Teachers do not work in isolation, however. To succeed, with this human rights project, is that it requires the endorsement and support of the whole staff at my school, including those who oversee continuing education, the School Governing Body, and the maintenance staff. Many people never attended school in South Africa, due to Apartheids abuse of human rights. Such people have no less right to know their rights and far greater need. Only by working in collaboration with these vulnerable groups, in this case learners, can human rights educators develop programs that accommodate their needs and situations. Complexities to overcome To promote values and human rights in your school and community, I chose a project to empower the school to start with a program to promote Human Rights. My project is to start a self-sustainable and reliable food supply, to meet the nutritional needs of the learners in my school. This project will demonstrate the skills to empower themselves for the realization of Human Rights. Securing resources and funding To get this project started, I wrote a letters of request and mailed it off to various stores and organisations close to my school. The reason I chose organisations and food markets close to the school, is to get the community involved in this project. I made sure my letters included all the information necessary for them to make the donation in the easiest way possible. I explain the nature of the event, inviting them to contact me if they had the need to visit the school. I visited the Chamber of Commerce in my communitys website and send an email off to each of these. I have got in touch with the local Newspaper and they agreed to do an article on human rights. The aim with this was to promote human rights awareness in the community. My aim was to ensure that my project will be on-going, to teach the children responsibility. To achieve my aim, I needed a cow, to supply daily milk. I needed egg laying chickens, to provide eggs. I needed feed for these animals and vegetable seeds and gardening tools. With the donations I received from the community and local business, I secured what I needed to launch the project. The project launch Firstly, the educators in my school agreed to participate and manage the project. This enabled them to learn of the values I tried to promote at the school. With the help of the other educators, we decided on a piece of school yard that will be practical to grow the vegetable garden. We decided on an old garage on the school grounds to keep the chickens and cow. Secondly, we worked out a responsibility schedule and divided the learners into groups, under guidance of each educator. The long term aim here is that the learners can learn to guide themselves in sustaining this project and take responsibility. To reach this aim, was educating the learners knowledge and understanding of the reason why this program will improve their lives. In the work groups we achieved this aim. A duties program that was set up helped guide the learners to care for the vegetable garden, feed the cow and chickens in the long term. This helped improved their involvement and promoted a sense of self-empowerment amongst them. How schools can be able schools care Through a project like this my school and hopefully community will be encouraged to identify and solve their own needs, in this case nutrition problems, and by this promoting human rights. The mobilisation of the school structures will therefore be a central part of this strategy. Growth monitoring and other initiatives that promote and protect this project will be actively supported, due to the visual chance that can be seen in my school. The active and sustained involvement of the learners is critical to the successful implementation of this project. It is unclear how the community would be mobilised and how this involvement would be sustained, due to the poverty and lack of resources in this community. Objectives The first objective is to get the project started, by leading by example and to get the school staff involved, to start with a sustainable program that demonstrates the need to care for others. The second focus is, to get the learners involved, to ensure that this program is sustainable and not a once-off event. A benefit of teaching the learners of this particular right is that it teaches the learners values and responsibility. This will achieve my overall object; to teach the learners in my school the value of Human Rights and what they can do to realize these rights and improve their own lives. My project aim was to provide a sustainable nutritional supply to the most vulnerable individuals in a previous disadvantaged community; mobilise all educators as well as learners to take responsibility for improving the nutritional status in their school and creating awareness of human rights through a needed development strategy, with nutrition surveillance as the primary management and monitoring tool of these values. The successful implementation of my project will be evaluated according to: The students will be able to define compassion and self-empowerment The Students demonstrate being a caring person There is a change in students grasp of society an responsibly The empowerment of poor people and previously disadvantaged households To avoid malnutrition in Children Creating a sustainable food supply Conclusion First, this project must be subject to full transparency. The nutrition development community often subscribes to a general respect for confidentiality as commonly practiced in development circles, in contrast to the full transparency that is a hallmark of the human rights approach. Since empowerment, as a principle of the human rights approach, is impossible without transparency in all school affairs, the community must insist on absolute transparency regarding the project. Second, the learners must have opportunities to claim their legal human rights related to the right to adequate food from the relevant duty holders. This can only be achieved, if they invest themselves in this project. By this they can help develop or strengthen their, by leading by example. In turn the community will be able to draw inspiration from this, to claim their other relevant rights.

An Analysis of Neutral Tones by Thomas Hardy Essay -- Neutral Tones Es

An Analysis of Neutral Tones by Thomas Hardy      Ã‚   "We stood by a pond that winter day," (1) This line indicates a still quietness, with lack of the movement of life. There is a vast difference in appearance and movement around a pond in winter and a pond in the midst of summer. This indicates no leaves, and no visible signs of life. The poet is painting a stark and lifeless scene. "And the sun was white, as though chidden of God,"(2) This is indicative of the modernist approach to light as being too harsh and not a positive factor. Chidden means scolded, rebuked, or even blamed. God is not looking favorably upon these people. "And a few leaves lay on the starving sod;"(3) Leaves fall from trees when they are dead, and the term 'starving' refers to the dying of the ground. "They had fallen from an Ash, and were gray,"(4) Ash trees are very beautiful hardwood trees, and this line indicates the passing of beauty, and ties in with the dying leaves mentioned in line three. This first stanza indicates that something once beautiful is dying. "Your eyes on me were as eyes that rove"(5) When lovers who are in love look upon one another, it is usually with a fixed gaze. That old love song, "I only have eyes for you" helps explain the poets anguish when he realizes his lover is no longer mesmerized while in his company. "Over tedious riddles of years ago;" (6) is indicative of some unresolved problems between the two people in this poem. "And some words played between us to and fro" (7) seems to indicate small talk and mindless chatter.    "On which lost the more by our love"(8) tells the reader that the poet is unhappy with the chatter and would rather be speaking of the unresolved problems betwee... ...a definite and recognizable pattern. This poem is certainly not a sonnet, either in subject matter, meaning, or format. The rhyme scheme for this poem is that of A B B A, C D D C, E F F E, G H H G.   There is enough continuity in this rhyme scheme to hold the poem together as a whole through the use of the pattern, however the changing of the actual rhyming words and the fact that, for instance, the A word is only repeated one time (as are all of the others) intensifies the poets feelings of loss over the change in his love's desires. Through the rhyming scheme, the poet is conveying the hopelessness of the two of them getting back together and repeating the beautiful love they once shared.    Works Cited Damrosch, David, et al., ed.   The Longman Anthology of British Literature: Vol. B.   Compact ed.   New York: Longman - Addison Wesley Longman, 2000. p. 2256

Geography Influenced Civilization

Sakija Wilkinson HST 140 WA/4 WA2 Geography Influenced Civilization Geography influenced civilization that arose in china, in so many ways. One way was the yellow river in which ancient china basically grew out of. All of the earliest civilizations arose on flood plains of major rivers because these lands provided the fertile land required to support their civilization. The yellow river was used to contribute to china’s civilization by also being as a highway to unify and control.There was also the warring states period which came about when the steppe cavalries became a serious threat to china in northern region, which ended when Qin Kingdom conquered the rest. During this period though, there were fights among seven major kingdoms that were independent and they were fighting to gain power and to become superior to all other in authority.Geography comes in with the help of the mountains and hills that contributed toward the sturdy walls that were built by the three northern s tates to keep raids from happening with the nomads and also to defend their villages. Lui, pp. 22-23, Unit 4 Module; Politics in State Power in Great River Valley Societies). The Land, soil and river provide resources for the farming and contributed toward the ranking and freedom of certain people. â€Å"Those who devoted themselves to the fundamental enterprise and through their farming and weaving contributed much grain and cloth would be freed from tax and corvee. † (Rielly, 2010, p. 129). Also farmers served as soldiers, and because of this the portion of agriculture provided the lifeblood of the state.Food was also produced and any of the farmer-soldiers that did not produce such food for everyone in the state this would lead to them playing less of a role inside the society. It is also bee allegedly stated that with the help of agricultural land, the Qin removed the grid paths, footpaths were opened up and boundaries were set. This also led to the thought of historians which thought that these changes that were made contributed to the sale of land and made it able to be done. Rielly 4/1). There are some differences among China and Mesopotamia and there were also some similarities when it came to the civilization and geography. As it is true that the early societies and states including Mesopotamia and China all arouse along large rivers, and they were also the earliest states to become established on the earth. Many people in both civilizations, China and Mesopotamia were farmers providing crops and food for others.Since they both were river civilizations they each had its own advantages of trade routes, transportation, food, and plenty of water for drinking and also for crops at one point. China was located in eastern Asia where mountains helps a lot of their civilization and was common. These mountains cause china to be protected due to the walls that were built, and also helped out with trade which provide an upper hand for china. As for Mesopo tamia its locations was in western Asia where the lands were flat and them not being able to have much protection.Mesopotamia was big in armies and military because of their flat open land which caused them to be more advanced in military defense than china. They also had similarities in problems which seem to be something like a global pattern when it came to war, rituals and oracles being gamblers means of power. Geography played much part in civilization of the passed also when it came to similarities and differences of certain regions, and it will continue to play a part in the future as well. (Armesto pp. 89-90. Unit 4 module; The Influence of Geography on the Development of Societies and States)

A Guide to Social Climbing

Have you ever noticed that every school has cliques and that each clique has its own rules that determine whether you are accepted or rejected? For many students the clichà ¯Ã‚ ¿Ã‚ ½ that they belong to will play a major role in who they are and what their schools days will be like. For this reason I believe it is of crucial importance that the younger generations of students are educated in the 3 tenets of coolness. By acquiring these skills, they will have a higher probability of growing up to become mature adults who suffer little or no emotional trauma, at the hassle of their peers. Depending on the category of school you attend and the area in which it is located, its social hierarchy may change. Nevertheless, typically the popular people are at the top, the losers at the bottom, and in between are several different classifications. Being conscious of where you belong is vital. It is easy to put yourself within a division, unless you understand complex nature of school cliques. The â€Å"losers† are at the bottom of the social ladder, forced to function outside of the cliquish system. No one truly wants to associate with them. The majority of students emotionally abuse the losers and use them as scapegoats. They're teased relentlessly and, as a result, are shy. Their shyness and quietness are a way of deflecting unwanted attention to themselves. But no matter how quiet they are, they often find themselves as the object of a cruel joke. Common characteristics here are quietness, low self esteem, â€Å"doormatish† behavior, unusual calmness, and homicidal impulses. Above the losers are Nerds. These teens average A's and maybe some B's. During lunch, in the corridors is where you'll find them. Usually them pretend to do school work but are actually playing computer games. And just in case a teacher walks by they utilize their ability to quickly change the computer screen from Space Invaders to an English Literature essay. If they are not, they find other things to occupy their time with that make the ‘preps' and ‘populars' laugh at them. If you have between thirty and forty friends, you are usually classified as a Prep, Preppy, or Lemming. Attending extra curricular activities such as basketball, student council, and debate team are in your record of achievements folder. This kind of student would probably do whatever it takes to maintain his or her reputation as supreme student; after all, it would go nicely in your certificate jammed record of achievements folder. So for your own selfish benefits you use your ability to pretend that you like someone, when in fact you hate them. For example, one minute you're sneering at the obese loser at the back of the classroom who always wears black and has the same pair of glasses as your grandmas. And then two minutes later you go back there and be buddy-buddy with him, while he does your math work for you. One thing to take note of is to not become an enemy. There is always the probability that this kid is secretly planning some mastermind scheme to arrive at school flying an Apache attack helicopter with twenty M-16 automatic rifles, which are to be used at his discretion for â€Å"peace settling purposes†. Therefore it would be wise to stay on their good side to make sure you are spared if this occurs. If you have fifty friends or more, you are at the top of the social ladder, in other words you are categorized as ‘popular'. These people are extremely unfriendly to anyone outside their highly exclusive clichà ¯Ã‚ ¿Ã‚ ½. If an outsider tries to communicate with them, they are ignored or receive a pair of rolling eyes for their efforts. A populars daily routine includes gossiping about others and backstabbing. Now that you understand the complex behaviors and characteristics in which school cliques function, your next step is to understand the 3 tenets of coolness. These are based on guidelines of how to become cool: 1. Getting Dressed This is the most crucial aspect of fitting in. Mainly because in this day and age countless numbers of people will determine if you are worthy enough to say, â€Å"Hi† to them depending on your choice of apparel, rather than attempting to get to know you. Therefore if you want to get accepted among a certain clique you must dress like them. But being accepted is not just limited to clothing. This goes for hairstyles, music, movies, and hobbies. I doubt any self respecting wanna-be, such as yourself would hang out in the mall with their friends, who all have their hair died blonde, while you are still brunette. Eventually you are going to feel like the outsider and this type of attitude will stop you from being who you really are, which is a clone of your friends. So dress like your friends, but try to add some originality to your wardrobe, as this will help to gain attention. This actually leads on to my next point. 2. Getting Attention. Not only must you have a sense of originality and confidence to be cool, but you must also stand out from the herd. Part of this can be achieved through your sense of style and the rest is through your attitude. So the first thing to have is a killer pick up line, something to use when you try to meet someone at the coffee house or the record store. Something so suave so sophisticated, so irresistible that it's frightening. Try, â€Å"The only thing your eyes haven't told me is your name†, or † I bet you $20 dollars you're going to turn me down†. Practice these lines while raising one eyebrow and smiling out of the corner of your mouth. You may look around, but always keep one eye on your potential date, so that they know you mean business. This may not be appropriate in hospitals, libraries, and churches, but go with your instincts; after all you are tiring to be cool. 3. The Fonz Speaking of cool, it is universally known that Fonzie is cool. Therefore you should aim at making references to Fonzie at least five times in a conversation. You know, utilize his moves like the two thumbs up and the famous, â€Å"Ehhhhhhh†. So now that you have the basic knowledge of achieving coolness you are guaranteed to be accepted among any cliques in your school. After reading this article I hope that you will pass the three tenets of coolness down from generation to generation, so that your children (or future children) and their children can be equipped with the knowledge and skills, which are vital for social school survival.