A Race for Rats in The Winter of Our Discontent Essay -- Winter of Our

A Race for Rats in The Winter of Our Discontent  A few sprinters look just to the end goal, deciding to overlook what they step on or who they go en route. In The Winter of Our Discontent, Steinbeck depicts the unfolding of a narrow minded American culture concerned exclusively with winning individual races. Set in a little New England town during the mid sixties, the story centers around the life of Ethan Allen Hawley, an astute man with esteemed family ancestry who is utilized as a food merchant to the consternation of individuals from his family and the network. Toward the start of the novel, Ethan had not yet embraced the new religion of America, to take care of number one (26,291) so as to pick up cash and social standing. In any case, as the story happens, Ethan, as different characters, decides to capitulate to enticement and to place himself above others as all expenses, as if concentrating on a sparkly red, white and blue completion. Ethan’s destruction speaks to America’s loss of family, social, and virtues as individual achievement turns into immeasurably significant. The Hawleys’ clashes epitomize the separating of the American family as egotistical wants separation every part from the nuclear family. Ethan and his better half, Mary, seek after various objectives throughout everyday life and need correspondence. Not at all like Ethan, Mary longed for good fortune†¦ (46). Embarrassed about her husband’s work, she tells Ethan A fabulous men of honor without cash is a bum (43) in one of only a handful hardly any contentions the couple have. Frequently, Ethan and Mary stay away from showdown by acting senseless on the grounds that they acknowledge the detachment in their marriage. Ethan concedes, such huge numbers of things I don’t think about my Mary, and among them, the amount she thinks about me. (56) Because they’d rather pursue their own objectives as opposed to compromising, ... ...eal to burglarize a bank where his companion, Morph is utilized (284). His covetousness motivates him to plot a few lucrative plans, relentless until he has all that could possibly be needed cash, and his desire pushes him to Margie’s house one night (341). Ethan becomes had (99) with the new estimations of American and drops his ethics on the sideline. After his ownership, Ethan submits egotistical act after childish act until the end of the novel when he decides not to execute himself so as to spare his girl (358). Ethan knows he’s been running in a rat’s race. America’s new fixation on dealing with number one at any cost forfeits family, social and virtues that are extremely valuable. Self-centeredness makes for a forlorn America in which every individual is so blinded by his own objectives that he can't turn out to be near any other person. The individuals who decide not to run that race win their spirits.  

Elisabeth Louise Vige Le Brun Research Paper Example | Topics and Well Written Essays - 1000 words

Elisabeth Louise Vige Le Brun - Research Paper Example A well off beneficiary Louise Marie Adelaide de Bourbon later belittled Elisabeth Louise Vigee Le Brun. During this period, she got advices from Joseph Verne, Jean-Baptist Greuze, Gabriel Francois, and different bosses of time (May 3). She likewise instructed herself to paint through replicating built up works of art of subside Paul Rubens. Elisabeth Louise Vigee Le Brun embraced a strategy of painting layers of splendid shading on boards of wood to accomplish finished, enlivened, and massively appealing pictures of nobility and European sovereignty. She aced a neo-traditional craftsmanship, a dispassionate and serious and type of workmanship harkening back to the greatness of Rome and Ancient Greece. Its unbending nature was a response to the passionate charged Baroque style and the over reproduced Rococo style. Her style is commonly viewed as Rococo and shows enthusiasm for neoclassical work of art subject. In her initial, high school Louise Elisabeth was painting proficient repres entations. She applied to the Academia de Saint Luc, after her studio was seized for working it without a permit. The academie enormously showed her work in their salon. Elisabeth Louise Vigee Le Brun was made an individual from the academie in 25 October 1783. She got hitched on 7 August 1775 to Jean-Baptist-Pierre who was a workmanship seller and a painter (Dunn 4). Elisabeth Louise Vigee Le Brun painted representations of a large number of nobilities of the day as her profession bloomed. She was welcome to paint Marie Antoinette at the castle of Versailles. The sovereign was so much dazzled that Elisabeth Louise Vigee Le Brun painted her representation all together for in excess of multiple times inside a time of six years. She was seen as the official portraitist of Marie Antoinette subsequently gigantic kinship developed between them (Bietoletti 76). Louise Le Brun had an unerring intuition of ensemble, an energy for creative postures, and the capacity to catch a resemblance wi thout any difficulty. Elisabeth Louise Vigee Le Brun brought forth a doughter Jeanne Julie Louise on 12 February 1780 whom she called â€Å"Julie†. In 1781, she visited Netherlands and Flanders along with her better half. Crafted by the Flemish experts propelled her to attempt new methods of painting. With the new methods, she painted representations of the respectability including the one f the sovereign of Nassau (Fredrickson and Webb 51). Elisabeth Louise Vigee Le Brun was acknowledged in France’s Academie Royale de Peinture ET de Sculpture as a part on 31 May 1783. She painted various representations with symbolic history painting that she thought of her as harmony bringing back the success. The foundation wouldn't put her work in the scholastic classification of a kind - either history or picture. She was denied confirmation in to the institute since her significant other was a craftsmanship vendor. Inevitably, she was conceded into the foundation through Louis xv i request after an impressive weight by his better half Marie Antoinette for her portraitist (Bietoletti 77). Elisabeth Louise Vigee Le Brun caused an open minor embarrassment with her own representation where she was seen grinning surprised in contradiction of shows returning to vestige. In 1789, she was succedent to Marie Antoinette as a court painter by Alexander Kucharsky. During the French Revolution, the regal family was captured. Elisabeth Louise Vigee Le Brun fled France with her girl Julie. For certain years, she lived and worked in Austria, Russia, and Italy where her experience of managing a refined customers was

Tips For Writing an MLA Essay

Tips For Writing an MLA EssayBefore you start writing your MLA essay, there are two basic samples that you can use. It is up to you which one you choose to use. The two samples are taken from other students' work, as well as your own.For starters, you can take some examples of MLA essays from other students. Take a look at the sample essay from a textbook, and see if there are some topics that you have difficulty with. Some topics that are generally easier to write about include formal and informal grammar, word usage, and how to organize your ideas. Your advisor may be able to give you better advice on these topics.Secondly, you can check out other student's work or ask other students for their samples. However, make sure that they have permission to use their samples. Be aware that plagiarism is a serious offense in higher education. Students who are accused of plagiarism will usually lose their classes, be suspended from the university, and possibly be expelled. Therefore, be care ful!When you find some samples, you can then start writing your essay. The rules about using MLA samples vary depending on the discipline. However, you should try to include at least some of the rules you learned about in your course.Some students will accept the samples as long as they are able to put them to use in their own writing. However, you should ensure that you stick to the rules and also use them as inspiration to better understand your subject matter.You can use samples of MLA essays in two different ways. You can either allow your own words to flow naturally, or you can use them as an outline. If you are outlining your own work, you can place certain keywords and words in bold, so that your reader has a better idea of what you are talking about.If you want to have your own words flow naturally, you should use the outline. You can do this by using your own words and paraphrasing, as well as adding in proper grammar for the quotations. All of this can be done without usin g the quotes from the samples. In this case, you are simply writing about your own experience, in a more condensed form.Another benefit of using the samples of MLA essay is that it helps you understand the basic principles of the English language. This is extremely important when you are trying to write an essay that will stand out and win you the award. These two tips are great ways to start writing your first MLA essay.

Jerry Webster - ThoughtCo

One Of The Main Problems With The Law Is Injustice In The

One of the main problems with the law is injustice in the criminal justice system. There are so many innocent people serving time in jail. The criminal justice system in America was created to keep communities safe, to respect and restore victims, and to return offenders who leave prison to be self-sufficient and law-abiding. What the system has become is a monumental failure that our states and nation can no longer afford. There has been a growth in crime, but that may be because of the growth of technology and receiving information. Wrongful conviction and prison overcrowding are known as major issues in the criminal justice system because prisoners are held liable for crimes they did not commit and taxpayers pay for the care†¦show more content†¦According to statistics, Blacks have a disproportionate representation in the prison system. Some say that Blacks and Latinos and more likely to be charged for a crime because of their race (Blumstein p.39). Incarceration rates be tween Blacks and Whites are disproportionate, with a ratio of seven blacks to one white. This is a profound example of racial discrimination (Gabbidon, and Greene). Most say that the main cause of wrongful conviction is corruption in the justice system. The Justice System may convict an innocent of a crime just so someone is held liable for said crime, and in order for them to move on to the next case. We have all heard or read, whether on the news or in the paper, about criminal cases where individuals are convicted of crimes and sometimes even given the death penalty; and in most of these cases they were given a public lawyer, that may have been inexperienced with these types of cases, or did not put as much work into the case as they should have. Which led to a clearly innocent individual being held liable for a crime. Such incompetency on the part of a defense attorney undoubtedly results in some wrongful convictions (Warner). Lives have been known to be torn apart by prosecutor ial misconduct. Numerous safeguards have been placed in our judicial system, to help protect against wrongful convictions of innocent people. One of many protections our judicial system provides to protect against wrongful convictions is the presumptionShow MoreRelatedThe Need For Civil Disobedience Essay1172 Words   |  5 Pagescomes a time when one must take a position that is neither safe, nor politic, nor popular but because conscience tells one it is right.† Conscience is the main sense of human being that helps to distinguish what is wrong and what is right. Thus, conscience has to be a main driving force when people encounter unjust laws of government. One of the philosophers who favored this idea was Henry David Thoreau. Specifically, he proposed a theory that a personal conscience is the main sense, which is responsibleRead MoreEssay on Aspects of Social Injustice in The Shawshank Redemption1062 Words   |  5 Pagescorrect manner, which gives rise to social injus tice. Art, in numerous forms, has been reflecting this unpleasant phenomenon for many centuries. In the movie titled The Shawshank Redemption, by director Frank Darbabont, the idea of social injustice is illustrated through shattering events that occurs to inmates. The biggest manifestation of this negative social phenomenon is the tragic event in Shawshank, which serves as a base for the plot: the murder of the main character’s wife and her lover. It isRead MoreLetter From Birmingham Jail By Martin Luther King Jr. Essay1683 Words   |  7 Pagesâ€Å"Letter from Birmingham Jail† was to defend the strategy of nonviolent direct action in Birmingham and to justify the process and characteristics needed to attain the goals of both nonviolent direct action and civil disobedience in a just manner. One of the main purposes of King’s â€Å"Letter from Birmingham Jail† was to defend the strategy of NVDA in Birmingham. King defends this strategy in the beginning of the letter when he states â€Å"It is unfortunate that demonstrations are taking place in Birmingham,Read MoreThe Criminal State of Mind1681 Words   |  7 Pages1. Crime is a violation of the criminal law, and it is also related to sociology because it is an action that society considers wrong to do. The current state of mind of the criminal can also affect the intention of the crime. The most common crimes in our society are burglary and robbery. These are two different types of crimes. Burglary is the act of stealing without any violence, and robbery is the act of stealing with the force or threat of violence. The terms Actus Reus (guilty act) and MensRead MoreMahatma Gandhi, Martin Luther King, and Nelson Mandela1504 Words   |  7 Pagessimilar with pacifism, but it is not pacifism. Since the mid-2 0th century, non-violence and civil disobedience become the main form of social change, and it also is respected political and social philosophy. As the practice of social and political change, non-violent has the essence difference with pacifism, it is contrary to the wishes of the oppressed, and it struggle with any injustice and power political. In my final paper, I will instruction three famous Non-violence movement leader: Mahatma GandhiRead MoreThe Gentrification Of Chinatowns Across The United States871 Words   |  4 Pageslandlords sell their building for big sum of money resulting in evictions. Such injustice is hard to stop because its not illegal, and all of the stakeholders besides the Asian Americans living in Chinatowns are happy with development. The possible winnable solutions to the problem of gentrification would be to strengthen the community so that the city representative could hear their voice and opinions when it comes the their problem. Asian Americans shou ld try to be involved as United States citizens moreRead MoreRhetorical Analysis Of Letter From Birmingham Jail1052 Words   |  5 Pagesmatter of fact, this letter is coming from the people in the Birmingham jail, stating their inner thoughts about the non-violence action, which just goes against the violence and the injustice in most cases. Although this essay response intends to provide the people in the Birmingham Jail of how to solve the serious problems of the violence and non-violence action from several perspectives, here, the focus is paid on the rhetorical analysis in this letter, mainly on the pathos logos and ethos respectivelyRead MoreSocial Injustices Of The United States885 Words   |  4 PagesSocial injustices People always praise our world is beautiful and peaceful, but they ignore the injustices still exist and some of them without good solutions. Although people believe social injustices are unfair and will bring pain and tear, they are used to treating them as air because they never experience these unequal things. Likewise, the discrimination occurs both in upper class and regular class between Puerto Ricans and Mexicans. For example, there was an obvious discrimination happenedRead MoreMoral Responsibility1256 Words   |  6 Pagesbe where it is without the laws that have been placed and the citizens who follow the laws. In order for this to happen the knowledge and acceptance of the laws are needed to establish order. African Americans had been secluded in the past through harsh laws of segregation. Although many believe disobeying the law is morally wrong and if disobeyed a punishment should follow, Martin Luther King’s profound statement, â€Å"One has the moral responsib ility to disobey unjust laws† (King 420) leads to greaterRead MoreThe Nineteen Sixties Riots: Disasters Waiting to Happen Essay843 Words   |  4 Pagesreally be traced back to three main reasons: (1) discrimination and deprivation, (2) the civil rights movement and its doctrine of civil disobedience and (3) continuous mistreatment by the police. 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Symptoms And Symptoms Of The Memory Loss - 1246 Words

Introduction Amnesia is a mental illness that refers to memory loss. The cause for the memory loss can be due to several factors. The memory loss could be due to emotionally disturbing events; memory loss can also be cause of physical harm usually to the cephalic region. The disease also interrupts the normal everyday functioning of a person suffering amnesia. An individual may still be able to carry out certain activities despite the amnesia. Fortunately, there are diverse ways to treat amnesia. Pathophysiology Amnesia is a large scale loss of information that normally should have not been forgotten, such as key facts, important people in an individual’s life, and memorable events. Amnesia also refers to the inability to memorize information (MediLexicon, 2015). Amnesia consists of two features. Anterograde amnesia is when new data is unable to be retained. The incapability to recollect previously known information and past occurrences is called retrograde amnesia (Mayo Clinic, 2014). There are two different types of amnesia and different causes for the two types. The first type of amnesia is called organic or neurological amnesia. This amnesia is a result of brain damage or injury. Amnesia can be caused by oxygen deprivation, like from a heart attack, certain medications like ambien, the sleep aid, and also a stroke. Encephaloma in the memory region could also be cause. Amnesia may also result from head injuries and encephalitis. The second type of amnesia is calledShow MoreRelate dAlzheimer s Research Paper : Alzheimer And Its Symptoms1703 Words   |  7 PagesMeghan Odell English IV- 5 Mrs. Crow 18 November 2015 Alzheimer’s Research Paper There are three separate stages of Alzheimer’s, they are all so different and yet so similar. Many people have a false recollection of Alzheimer’s disease and its symptoms. 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It usually starts with recent memory loss – then progresses to forgetting where you are, familiar faces and names. Eventually, the disease continues to progress and patients develop impaired mobility, difficulty swallowing, and inability to care for themselves. Alzheimer disease is a major cause of disability and death in the United States. Due to the importance of this condition, it is critical that patients understand its causes, symptoms, and treatment. By the end of this articleRead MoreSymptoms And Treatment Of Alzheimer s Disease1220 Words   |  5 Pagescritical damage to a human’s body from the symptoms to the treatment that is followed by the diagnosis. In the following paper, we will discover the symptoms, the organs affected, and the treatment for Parkinson’s disease. To first discover a disease it is important to know the description given. Alzheimer’s is a disorder of the nervous system in your body that progresses over time. This neurological disorder is caused by the death of brain cells causing memory loss. With age the disease will worsen toRead MoreWhat Is Dementia And Alzheimer s Disease?1311 Words   |  6 Pagescapabilities in which memory loss is one of the key features of this disease. Memory loss creates difficulty in completing every day tasks. Most people who suffer from the disease need assistance with their activities of daily living. Alzheimer’s disease accounts for 60% to 70% of cases of dementia. It is a long lasting neurodegenerative (progressive damage of the neurological nerve cells) disease that usually starts gradually and gets worse over time. What are the symptoms of Alzheimer’s? TheRead MoreAlzheimer s Disease : A Progressive Disease1667 Words   |  7 Pagesprogressive disease that destroys memory and other important mental functions. Brain cells in Alzheimer’s disease dies and degenerate causing the loss of memory and mental functions. 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Well try living with Dementia. Dementia is not a disease; it is a group of symptoms caused by another disease, which produces a progressive loss of cognitive functioning (Psychology Today). People often believe that because of old age, a person may have Dementia, but this is a false accusation. In old age you may forget a few things here and there, but it is only when the symptoms affect the person’s daily life that it can be called Dementia. The exact cause of Dementia is damageRead MoreStill Alice. Living With An Insidious Cognitive Declining1656 Words   |  7 Pagesfamilial Alzheimer’s disease often fear losing their sense of self (Borrello et al. 2495). This theme is carried out in the film through the character of Alice, a 50 year old linguistics professor at Columbia University. The inevitable decline in memory, communication, and eventually independence strike those with the disease (Borrello et al. 2494), which will quickly affect not only themselves, but also relationships with others. In this essay, I will discuss the level of accuracy in the film, StillRead MoreAlzheimer : A Disease Of The Brain And It Can Cause Dementia1124 Words   |  5 Pageswith the memory, thinking and behavior. Alzheimer is one of the leading causes of dementia. Alzheimer represent the 60 to 80 percent of dementia cases. Dementia is a term use to describe a group of symptoms called â€Å"senility†. Early symptoms of deme ntia include loss of memory, and people having problems remembering recent events, but when the diseases get worse, people have a problem with the language, difficulty with communication, disorientation, mood swings, not managing self-care, loss of motivation

Social Welfare Sociological Imagination

Question: Discuss about the Social Welfare for Sociological Imagination. Answer: Introduction: Sociological imagination is a tool that examines society and social phenomenon based on personal and public issues. It also creates link with local environment and social structures. A sociologist tries to understand a social phenomenon based on critical thinking and inquiring about contemporary social life and the way a society works (Dannefer, Kelley-Moore, and Huang, 2016). This essay aims to evaluate the contemporary phenomenon of same sex families and discuss the topic based on key social dimensions. It discusses the key issues faced by these families and find solutions to address their dilemmas in society through social welfare practices. Same-sex families refers to lesbian, gay, bisexual and transgender people (LGBT) people engaged in raising one or more children as parents. Children in such families are raised by same sex couples and they become parents either by co-parenting, adoption and surrogacy. The report on same-sex parented families in Australia shows that 11% of Australian gay men and 33% of lesbians have children and their children has been raised either by co-parenting gay couples or by single parents (Child Family Community Australia 2017). Many research has tried to investigate the emotional, social and educational outcome in children raised in same sex families and it has mainly proved that children in such families also do well compared to heterosexual families. The study revealed that their issues and advantages were related to socio-economic factors such as income, parental education and family commitment. The sociological imagination regarding the topic of same sex families can be done by factual questions like- How children in same-sex families do? or by comparative questions like What is the difference in psychological outcome in children from same-sex and opposite sex-families. Analysis of the social dimensions of psychosocial outcome in children in such families reveal that children in same sex families often suffer from emotional problems compared to those from opposite-sex parents. The research investigation gave the idea that emotional issues are high in such children due to psychological distress experienced by their parent, presence of family instability and child peer stigmatization. Opposite-sex families provide full attention to their children; however persistence presence of both parents is not possible in same-sex parents (Sullins, 2015). Hence, children in such families are victim of emotional and developmental problems. The social dimension of same-sex families can also be analysed by means of the concept of social stratification. By this means, people in society are categorized according to their income, wealth and social status (Lenski 2013). This difference in social stratification among same-sex families might also be having an effect on their social life and well-being. Many countries like U.S give same-sex couples the right to raise children, while in some countries the concept of same-sex family is highly opposed. In such countries, life of same-sex families is difficult and challenging. The main argument regarding the legal right for allowing same sex couple to raise family arise mainly due to concerns of mental, emotional and social development in such children (Powell et al. 2015). While research have indicated negative aspects of same-sex parenting such as issues in personal development and family relationship, contrasting evidence also points to normal social relationship in these groups (Crouch et al. 2014). These differences might be due to socio-economic status of families. The negative physiological and developmental outcomes in same-sex families might arise due to socio-economic issues and several challenges faced by this group. Same sex couples are susceptible to socioeconomic disadvantage as reports have shown that gay person earn up to 32% less than qualified heterosexual mean (Liu et al., 2013). However on the basis of income in same sex couple in Australia, it has been found that with high level of education, they have greater likelihood of being employed in high-skilled professions. In 2011, 18% of same sex men couple in Australia earned more the $2000 per week compared to men in opposite sex couples. Furthermore proportion of women in same-sex couples who earned $2000 per week was also higher than women in opposite sex relationship (Abs.gov.au. 2017). Even in case of economic advantage, same sex familys struggles in their social life due to experienced of discrimination occurring due to their sexual orientation and gender identification. Report s indicate many employees have been terminated due to their sexual orientation and sexual identity. A majority of them are victim of employment discrimination which make their life difficult and lead to psychological distress in them (Becker 2014). From the sociological well-being perspective, it can be said that same-sex families are also challenged by marginalization in society. Lack of acceptance in society and fear of persecution often force them to leave home and settle in transitional home. About 20-40% of them experience homelessness and majority of children in these families have negative family relationship due to homelessness. The lack of social support and education minimize the chance of better livelihood in the children and make them vulnerable to stress and depression (Bruce et al. 2014). This explains the challenges faced by same-sex families and the increase in physical and psychological issues in this group. Moving further with the argument, it can be said that different types of social stratification affects people in different groups. Same sex families are discriminated because they are not regarded to have the same culture as that of opposite-sex families. This discrimination increases the struggles in their life and they face difficulty in accessing power, resource and privilege to lead a good life (Rostosky and Riggle 2017). However, their position has improved for the better with the social change in society and increase in support for this group of people. Over the past decades, many Australian states and territories have given legal recognition to same-sex couples and their parenting relationship. With new development in social activism and increase in social acceptance of same-sex relationship, positive outcome is now being reported in this group (Hughes 2016). Although recent report suggest positive psychosocial outcome in children in same-sex families, however still there are many questions regarding the impact of stigma on such families. Investigation into this aspect revealed that children in same-sex families has high score in general behaviour, health and family cohesion compared to general population. It also indicated that emotional symptoms are associated with increased stigma and mental problem. The study gave the implication that health policy against stigma can help to improve child health outcome in same sex families (Crouch et al. 2014). The rise in same-sex families in Australia has also become possible due to extension of donor insemination in reproductive medicine clinic across Australia. The legislation of Australia also provides legal recognition to same-sex couples and their children. Another example of legislation in favour of this community includes the Federal Family Law Amendment Act 2008 which provides same-sex couples legal protection in relation to children and property concerns (Durham et al., 2014). Psychologists have also brought attention to the ethical considerations for the well-being of children in these families and they argue that same-sex couples cannot provide a supportive family environment compared to opposite sex parents. Many strengthen this argument with the fact that gay men are not interested in parenting activities (Lavner et al. 2014). However, with better parenting skills and greater acceptance of family diversity in society, their life has become easier and it is gradually leading t o holistic well-being in these groups too. In the future, development of more policies supportive of this group in education, child protection and employment will make them thrive and prosper in life (Perrin et al. 2013). Considering the reasons for legal recognition of the rights of same sex couple in the country, it can be said that the egalitarian society has helped in providing equal opportunities to all groups irrespective of gender, age, ethnicity and socioeconomic well-being. It has allowed people from different cultural groups and sex identity to thrive and live a healthy life in Australia (Kasser 2011). Social gradient, stress, illness, social support, food security, and employment security plays an important role in social determinants of health. All these factors need to be balanced to facilitate well-being of all social class. LGBT couples experience multiple level of disadvantage which led to poor health outcome. Example of some worse health outcome includes depression, suicidal attempts, diabetes and other chronic disease, teenage pregnancy and substance abuse (Bostwick et al. 2015). A welfare organization is needed that can consistently look after the issues of same-sex families and provide them the support to lead a good life. The analysis of the social activity under Bust a Move Dance (BAMD) will give idea about the effective social welfare practice for the reform of the society. The main purpose of BAMD is to make people of all abilities feel equal and powerful in the world. They held inclusive classes for children of all age group to develop their fitness and gross motor skills. They tried to empower the participants by eliminating their disadvantage and making them recognize their true ability. Hence, the activities of BAMD are a reflection of organized attempts to promote social well-being of vulnerable groups in society (Hill 2016). Therefore, to plan welfare activities for same-sex families, social service group needs to understand the social issues and limitations of this group and address all forms of social injustice present in their life. The welfare plan can be developed for this group based on utilizing the key concept of humanistic existential theory and other empowerment theories. The humanistic existential approach focuses on clients subjective experience as well as thinking about positive growth in vulnerable group. Therefore, to practice according to this approach, genuineness and empathy is required by the social volunteers. With this attitude, they might help same-sex couples to confront different life issues and move ahead in life (Schneider 2015). Social welfare groups can also help in building relationship of same-sex families and support them to achieve the best in life. An emergency management and recovery plan was made in Australia to determine the needs of LGBT couples and fulfil them. The review of this program showed that needs of this group were inadequately addressed and hence inclusive response and recovery plan is needed to engage in effective welfare practice for this group (Dominey-Howes et al. 2016). From the analysis of all the social dimensions of same-sex families, it can be concluded that the same-sex couples experience challenging situation in life and their children suffer due to poor psychological and developmental outcomes. However, with the social changes in society, this group is getting legal recognition and social acceptance. Even if negative events are reported, they are due to difference in socio-economic status and practice of discrimination in different countries. The analysis gave the recommendation that an inclusive welfare plan is needed to understand all the limitation of this group and facilitate policy change to make them successful in life. Reference Abs.gov.au. (2017).4102.0 - Australian Social Trends, July 2013. [online] Available at: https://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features10July+2013#income [Accessed 23 Jan. 2017]. Becker, A.B., 2014. Employment discrimination, local school boards, and LGBT civil rights: Reviewing 25 years of public opinion data.International Journal of Public Opinion Research, p.edu003. Bostwick, W.B., Hughes, T.L. and Everett, B., 2015. Health behavior, status, and outcomes among a community-based sample of lesbian and bisexual women.LGBT health,2(2), pp.121-126. Bruce, D., Stall, R., Fata, A. and Campbell, R.T., 2014. Modeling minority stress effects on homelessness and health disparities among young men who have sex with men.Journal of Urban Health,91(3), pp.568-580. Child Family Community Australia., 2017.Same-sex parented families in Australia. [online] Available at: https://aifs.gov.au/cfca/publications/same-sex-parented-families-australia [Accessed 23 Jan. 2017]. Crouch, S.R., Waters, E., McNair, R., Power, J. and Davis, E., 2014. Parent-reported measures of child health and wellbeing in same-sex parent families: A cross-sectional survey.BMC public health,14(1), p.635. Crouch, S.R., Waters, E., McNair, R., Power, J. and Davis, E., 2014. Parent-reported measures of child health and wellbeing in same-sex parent families: A cross-sectional survey.BMC public health,14(1), p.635. Dannefer, D., Kelley-Moore, J. and Huang, W., 2016. Opening the social: sociological imagination in life course studies. InHandbook of the life course(pp. 87-110). Springer International Publishing. Dominey-Howes, D., Gorman-Murray, A. and McKinnon, S., 2016. Emergency management response and recovery plans in relation to sexual and gender minorities in NEW South Wales, Australia.International journal of disaster risk reduction,16, pp.1-11. Durham, W.C., Smith, R.T. and Duncan, W.C., 2014. A Comparative Analysis of Laws Pertaining to Same-Sex Unions. Hill, R., 2016. SOY10105 Introduction to Social Welfare Study Guide, East Lismore: Southern Cross University. Hughes, M., 2016. Loneliness and social support among lesbian, gay, bisexual, transgender and intersex people aged 50 and over.Ageing and Society, pp.1-21. Kasser, T., 2011. Cultural values and the well-being of future generations: A cross-national study.Journal of Cross-Cultural Psychology,42(2), pp.206-215. Lavner, J.A., Waterman, J. and Peplau, L.A., 2014. Parent adjustment over time in gay, lesbian, and heterosexual parent families adopting from foster care.American Journal of Orthopsychiatry,84(1), p.46. Lenski, G.E., 2013.Power and privilege: A theory of social stratification. UNC Press Books. Liu, H., Reczek, C. and Brown, D., 2013. Same-sex cohabitors and health the role of race-ethnicity, gender, and socioeconomic status.Journal of Health and Social Behavior,54(1), pp.25-45. Perrin, E.C., Siegel, B.S. and Committee on Psychosocial Aspects of Child and Family Health, 2013. Promoting the well-being of children whose parents are gay or lesbian.Pediatrics,131(4), pp.e1374-e1383. Powell, B., Quadlin, N.Y. and Pizmony-Levy, O., 2015. Public opinion, the courts, and same-sex marriage: Four lessons learned.Social Currents,2(1), pp.3-12 Rostosky, S.S. and Riggle, E.D., 2017. Same-sex relationships and minority stress.Current Opinion in Psychology,13, pp.29-38. Schneider, K.J., 2015. ExistentialHumanistic Psychotherapy.The Professional Counselor's Desk Reference, p.201. Sullins, D.P., 2015. Emotional problems among children with same-sex parents: Difference by definition.

ACT Prep

Is There Asian-American Discrimination in College Admissions and SAT / ACT Prep SAT / ACT Prep Online Guides and Tips Recently, there has been substantial coverage about whether colleges discriminate against Asian-Americans in admissions and even test prep. What does that mean for these students? How should such students navigate SAT / ACT prep and college admissions? This article surveys the current state of admissions and gives some tips. Disclaimer: The views expressed in this article do not necessarily represent those of PrepScholar or any affiliate. While even broaching this topic can be seen as controversial, I also believe, as an educator, that I’m responsible for giving advice that helps the greatest number of students understand the landscape. This article specifically addresses Asian-Americans applying from the US and not applicants directly applying from Asia. Introduction The intersection of race and college admissions has always been a sensitive issue, but recently it has boiled over to the front pages of newspapers. Sociology professor Thomas Espenshade writes that â€Å"To receive equal consideration by elite colleges, Asian-Americans must outperform Whites by 140 points [on the 1600-scale SAT].† Data from the National Center for Education Statistics show that, while Asians of college age doubled in the last 25 years, their enrollment rates at Ivy-League schools have stayed the same. S.B. Woo, founder of the National Asian-American Educational Foundation,concludes that the â€Å"discrimination is obvious†. Others defend using race as a factor in admissions. Director of Education Equity Khin Aung argues that considering race allows benefits of diversity such as â€Å"creating the most effective learning environment.† Jeff Neal, a spokesperson at Harvard, states that Harvard â€Å"continues to support the use of holistic admissions process," which implicitly includes race. To catch up with the current state of conversation on the topic, all you have to do is Google â€Å"Asian college admissions†. Are Asian-Americans Discriminated Against in College Admissions? The value of affirmative action is controversial, but the existence of affirmative action is undisputed. The vast majority of experts in college admissions and SAT / ACT prep agree that affirmative action exists - college admissions is not totally blind to race. Given an ACT / SAT score range, it is an empirical fact that Asian-Americans have a lower acceptance rate than the average white American in many data setssuch as the Espenshade and Radford 1997 elite college admissions data. Likewise, a survey of the admitted class of 2017 at Harvard revealed that SAT scores for Asians (including Indians) were higher than those of whites. However, as anyone who has studied statistics can tell you (and I do have a Master’s degree in the field), those facts above are correlations and not causations. They suggest, but do not prove, that an Asian-American with otherwise the same application to the same school as a white American will have a lower chance of admission. I call this the Hypothesis that being Asian Lowers Admissions Chances (HALAC). HALAC, of course, implies that being Asian means that getting into a given college will be harderfor you than for a white American. What This Article Does and Does Not Do This article will give you advice as to what an Asian-American may want to consider doing to maximize chances of college admissions. On both the front of the university and the government, policy moves too slowly for it to help most Asian-Americans with this issue. Therefore, this article doesn't take any stance on the correct institutional policies or political views as a response to HALAC. Additionally, given that causality is difficult to prove, this article doesn't take a stance on whether causally the HALAC effect exists. Instead, this article focuses on things you, as an Asian-American, can do right now to maximize your chances of being accepted into top colleges. If you read through the evidence and believe that the HALAC effect exists, then the suggestions below can be useful to you. If you Google the evidence and don't think it supports HALAC, that's fine too - the advice below will be less applicable to you in that case. What Doesn't Work Before I give you the tips for what works for Asian applicants under the HALAC effect, I will first go over what absolutely doesn’t work. First, lying doesn’t work nearly as well as you might think.What if you just don’t check the Asian box? What if you check â€Å"don’t want to disclose†? The problem is that colleges can often tell your race through other means. You do have to give colleges your legal name - if your last name is Nguyen, Lee, Kim, or Patel, for example, the admissions staff will almost certainly figure it out. What about just changing your name or making up your name? This will really get you into hot water as colleges are pretty good about calling your past teachers and running background checks on you. A good rule of thumb is this: if a casual friend who knows you would unambiguously say you’re of Asian ethnicity, it’s hard to get around it. Just put down that you’re Asian and be done with it. By telling the truth on your name and ethnicity box, you at least signal honesty. On the other hand, if you have a legitimate reason for not identifying as Asian, then you can, in fact, consider this path. Suppose you’re genetically 25% Asian and 75% Hispanic, and your parents were both born in the United States. Some college applications ask you to identify with one or as many ethnicities as you want. Under the HALAC effect you probably do want to omit Asian, if allowed. Also, mass action will rarely work to your advantage for admissions. By mass action, I mean protesting the HALAC effect, suing colleges, complaining to the government, and so forth. Colleges may be reluctant to admit a student likely to cause the administration a headache.Remember, university administration is a highly political entity. The government political process also works way too slowly. It will cost millions to fight it out in court and years to reach a judgment. If your goal is to raise your chances of admissions under the HALAC effect, I would think twice about filing an official grievance. Of course, there are other fine reasons that you may want to take mass action in the future, perhaps due to your political or ethical beliefs. However, I’m just telling you that, almost always, taking official or mass action won’t increase your personal short-term chances of getting into a certain school. Who Does This Article Apply To? This article applies much more to Americans of Asian heritage, i.e. students who have studied in the US at least a few years before they apply to college. It applies much less to students who are applying directly from another country. These latter students are better classified as international students. For them, there is a whole set of other factors that are more important - for example appetite of a college for internationalstudents, authenticity of documents, etc. Throughout this article, the term â€Å"Asian† includes Indian and other ethnically related neighbors - since the data across these groups are all similar. How You Can Combat the HALAC Effect Now that you understand what the HALAC effect is, how can you use that information to increase your chances of getting into top schools? Below are three strategies for combating the HALAC effect; read through them to learn how to maximize your chances of admission. Step 1: Account for the HALAC Effect Before you can combat the HALAC effect, first you have to find where it exists. The HALAC effect is not something that can be magically erased by easy action on your part. Therefore, in response to the HALAC effect, the first and most important thing that a student of Asian heritage should do is to account for it correctly. By this, I mean realizing that your chances of getting in are lower and planning accordingly which colleges you’ll apply to and how you’ll apply to them. Accounting for the HALAC effectmeans that you should adjust where your reach, target, and safety schools are. Instead of putting them as high as you might otherwise, target them a little lower. If you target too high, you run the risk of overshooting - not getting into the target schools of your choice and instead getting into a safety school that you didn’t spend much time researching. You should also account for the HALAC effect more at classically â€Å"elite† colleges. Colleges that are US News ranked 1-10 probably suffer most from HALAC, with the effect decreasing through colleges 10-50 in rank. The effect becomes much lower in colleges ranked above 50. In fact, most HALAC studies focus on the top colleges for exactly this reason: the effects are more concentrated and more statistically significant there. There are many potential reasons for the concentration of the HALAC effect on highly ranked colleges. Proportionally, more Asians apply to these colleges, leading to the HALAC effect when colleges diversify away from Asians. Also, these schools tend to care the most about diversity factors because they are already oversubscribed by great academic performers. These diversity factors tend to be big drivers of the HALAC effect. Conversely, a more moderately rated college will show a lesser HALAC effect because, to them, someone academically strong is itself a great asset. How do you account for the HALAC effect? One method is to apply to more colleges when doing applications. Apply to three times the number of reach schools you would otherwise and twice the number of target schools. Applying to more schools ensures that you compensate for lower chances due to HALAC. The more accurate method to account for HALAC is to just do an SAT / ACT score adjustment. That is, lower your SAT by 100 points (on the 1600 scale) or yourACT score by 2 points, and then go through the colleges you’re applying to â€Å"as if† you got your adjusted score. For example, if you really got a 1500 on your SAT, think of your chances of getting into college as if you got a 1400 instead. When you look up your chances using our â€Å"what are my chances table†, use 1400 instead of 1500. By doing this adjustment, you’ll correctly identifythe right reach, target, and safety schools. Why 100 points on the SAT and 2 points on the ACT? These are rough numbers that are closest to a large set of consensus estimates for the HALAC effect. They’re a little lower than the Espenshade study but higher than some other casual surveys. I should disclaim that these numbers are rules of thumb and not hard scientific numbers. Also, for rank 1-10 schools, you should adjust for the full 100 points, but if you’re applying to schools ranked 10-50, a rule of thumb is you can account for just a 50-point adjustment. The adjustment beyond rank 50 will be smaller still. Step 2: Combat the HALAC Effect Through Test Scores Given that Asians need a 100-point increase on the 1600-SAT to reach the same admissions chances, another way to combat the effect is just by having a higher SAT / ACT score.This does require more time and dedication, but it’s definitely possible. It’s not easy to improve by 100 points on the SAT or 2 points on the ACT. However, such improvements are definitely doable. In fact, we at PrepScholar have a 160-point guarantee for the SATand a 4-point guarantee for the ACT.You’ll need to work harder, but you can overcome the HALAC effect this way. Some stereotype Asians as studying more than usual forthe SAT / ACT. However, with their need to score higher just to have the same chances under HALAC, this behavioris much less of a surprise. Step 3: Combat the HALAC Effect Through Diversity in Other Areas To combat HALAC closer to its roots, it’s useful to examine how the HALAC effect arises. Supporters of affirmative action, including the universities themselves, always emphasize diversity as the primary goal. While one can argue about whether that is the sole goal of affirmative action, it is clear that diversity provides a strong channel to drive the HALAC effect. Looking at the diversity driver of the HALAC effect will be another key for Asians to overcome it. Under this diversity driver model, the reason HALAC occurs is because, in the eyes of admissions officers, too many Asian applicants all look the same on paper. They are too similar along too many dimensions. These applicants all do well in school, have high ACT / SAT scores, play violin or piano, and play a racketsport like tennis. Oh and, of course, they are all Asian. The problem from the point of diversity isn’t that an applicant is merely Asian, but rather that an entire host of applicants all look the same along other dimensions. A colorful but useful analogy for the diversity needs of colleges is putting horses into barn stalls. The horses represent applicants, and the barn stalls are the â€Å"spaces† and archetypes that the school has for these applicants. One stall might be labeledâ€Å"Asian, high grades, piano player† - and this stall is overfilled. But if you were white, the â€Å"white, high grades, piano player† stall is only half full! You can’t change your ethnicity, but you can definitely change your other labels, your other dimensions. It turns out that â€Å"Asian, high grades, lacrosse star† is wide open too! Why not fill that stall instead? Put in more theoretical terms, to the extent the HALAC effect is about diversity, you can generate diversity along other dimensions. Instead of being an Asian who’s a top ranked violin player (stereotypical Asian), why not try being a top guitar player? You can go further than that. While a guitar is not stereotypically Asian, it is still a very common instrument. Perhaps you are better off trying to be a top French horn player? Instead of playing badminton, why not try soccer or squash? Generally, think about what the stereotypical Asian applicant looks like. If you can be equally good along a dimension but break the stereotype, it is definitely to your advantage. Being in your state’s top 20 tennis players is probably less advantageous than being one of your state’s top 20 lacrosse players. Being a top 50 debater in your state is probably better than being a top 50 math competitor. It is important that you break the Asian stereotype in ways that are low cost to you. If you can jump from being a top 20 tennis player to a top 20 lacrosse player for free, you definitely should. But life is rarely that simple - and that’s just one of many reasons I don’t like the plain advice â€Å"appear less Asian†. What if you’re a nationally ranked tennis player and don’t know a thing about lacrosse? What if math is your passion and debating is more boring to you than breaking rocks? You have to account for the fact that breaking stereotypes can be costly. I would say that, for an Asian applicant, a rank 50 state debater is stronger than a rank 50 math competitor. But a rank 50 debater is definitely weaker than a rank 5 state math competitor and is probably equal to a rank 20 state math competitor. When it comes to top colleges, they care about what you’re best at and your natural spike. I would be extremely cautious about sacrificing your best dimension in the name of diversity. In fact, I would almost never sacrifice your spike for diversity. The take-away message is this: if you can diversify in extracurriculars at low cost, then do it. However, if you have a special talent, and it happens to be in an area that â€Å"looks Asian†, then don’t give it up. The right calibration is probably a loss of 2x in rank. If you can switch from an Asian-heavy activity to an Asian-light one and lose just 1.5x in rank (e.g. rank 20 to rank 30), then make the switch. But if you have to give up 4x in rank (rank 20 to rank 80), don’t make the switch. Summary Hopefully, the above article gives you a good sense of the unique landscape that Asian-American applicants face in United States college admissions. We started out with some background on the debate - although if you want the full story it’s best to Google the controversy yourself. Then we talked about what the data shows and whether you believe in the Hypothesis of Asians having Lower Admissions Chances. In such a case, we examined how big the HALAC effect can be (about 100 points on the SAT scale). The good news is that there are steps Asian-Americans can take to increase their chances. First, look for diversity in dimensions beyond race; look for diversity in extracurriculars. Second, it’s important to ensure that you’re strong on the SAT / ACT front to make up those 100 points. Do both of these things and you'll give yourself a much better shot at getting into your dream schools. What's Next? Want to improve your SAT score so that you have a better chance of getting into topschools? Learn how studying can get you a perfect SAT score! Wondering which extracurriculars you should join to help yourself stand out? We have guides that include hundreds of extracurriculars ideas andexamples of amazing extracurriculars that are sure to impress colleges. Want more information on what it takes to get into top schools? Learn how to get accepted to Harvard and the Ivy League, written by a Harvard alum. Have friends who also need help with test prep? Share this article! Tweet Dr. Fred Zhang About the Author Fred is co-founder of PrepScholar. He scored a perfect score on the SAT and is passionate about sharing information with aspiring students. 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Current Educational Issues

Current Educational Issues Same-Sex Schools Same sex classrooms were widely practiced in ancient times before the middle of the 20th century (Yates 1971, p. 34). The concept of same sex classrooms works when girls and boys are separated into different classes, buildings or schools where they do not get to interact as freely as they would in the conventional classroom setup.Advertising We will write a custom essay sample on Current Educational Issues specifically for you for only $16.05 $11/page Learn More Same sex classrooms has been traditionally practiced in the past at specific levels of learning but more especially in high schools and in institutions of higher education. However, recent times have seen the practice infiltrate in practically all levels of education including the elementary level. This has created a new platform for debate as is affirmed by Hayes (2003) who notes that â€Å"Any number of studies show that single-sex education is beneficial for college-age women. Bu t the work done so far to study the issue for students in kindergarten through 12th grade is, at best, spotty and inconclusive† (p. 65). The practice has been evidenced in many parts of the world but it is important to acknowledge that its extensiveness are practically determined by the culture and religious backgrounds of the population group in question. The establishment of single-sex classrooms has for long been a rather controversial issue considering segregating boys and girls are not essentially politically correct. This debate has especially been exacerbated by the fact that it is even applied at elementary levels. This has caused quite a stir in most centers of education across the world. There are obviously a number of advantages and disadvantages associated with single sex classrooms but proponents of the concept note that it improves academic performance while its critics note that it essentially deprives young students from a healthy social life (University Langua ge 2011). The debate about the establishment of single-sex classrooms is very controversial and intense but this study notes that establishing single-sex classrooms especially for young children is not healthy for the comprehensive growth of children at an elementary level. Conceptual Understanding In the United Kingdom (UK) single sex schools have been quite common in a number of the country’s public and grammar schools. However, a number of these schools are currently coeducational but the trend has quickly infiltrated into other lower level of education schools such as elementary schools (Sullivan 2011).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In UK’s educational system, the commonly known single-sex schools at the primary level are Winterbourne Junior Boys School and Winterbourne Junior Girls School but through a government report released in the year 2007, single- sex classrooms have been approved by the government to uplift educational standards (Sullivan 2010, p. 6). In Britain, the number of single-sex schools has not been commensurate with other parts of the world. For instance, the number of single-sex schools had been approximated to be approximately 2,400 in the past four decades but currently, Britain has approximately 400 such institutions of learning (Sullivan 2009, p. 259). Despite this development, the debate on whether to subject young children to single-sex schools has not slowed down. An all-girl school in Nottingham city for example faced stiff opposition from parents who were against the administration’s move to close down the school because the demand for such schools were evidently dwindling (Asthana 2006). The parents claimed that it was their own personal decisions to take their children to an –all-girl school and the school had no right in closing the school down. This scenario has been replicated in a numb er of destinations across the globe. In the United States (US), the constitutionality of single-sex schools has been challenged at the Supreme Court and subsequent rulings have however made the educational concept constitutional only on the basis that comparable courses, services and facilities are shared by both boys and girls (Forman-Brunell 2001, p. 437). Because of this development in America, the number of public schools in the country has sharply raised from a meager eleven schools in the year 2004 to 549 single sex schools in the year 2009 (the number still continues to rise). Australia poses different statistics with regard to the growth of single-sex schools because it is estimated that there were approximately 51% of boys and 54% of girls in the year 1985 who went to same-sex schools but in 1995, this figure dropped to 42% for male students and 46% for female students (Australian Bureau of Statistics 1998). The situation is also quite different for Arab countries because i n most of the countries it is almost mandatory that students and pupils alike should attend same-sex classrooms (Thomas 2005, p. 792). In Iran for example, almost all public schools are essentially single-sex schools, since the Islamic revolution ended. This situation is more evident in countries which are strongly under the influence of sharia laws but boys and girls alike are accepted in equal measures, in their respective schools.Advertising We will write a custom essay sample on Current Educational Issues specifically for you for only $16.05 $11/page Learn More Disadvantages of Single–Sex Schools Recent research studies note that there is no significant improvement in performance from the establishment of sing-sex schools. These findings have been advocated by a British researcher by the name Alan Smithers from the University of Birmingham (Covington 2008, p. 175). From these findings, he also suggests that mixed schools are not inferior to singl e-sex schools. He attributes the success seen from single-sex schools (especially girl schools) from the fact that they are essentially independent and are grammar schools and therefore their performance may be exaggerated (Asthana 2006). Smither instead advocated for the fact that teachers and educationists should stop focusing on gender and instead focus on the ability of their children and the background where these children hail from as the main drivers of academic performance. In other words, Smither tried to uphold the view that there were a number of factors (apart from gender) that drove academic performance. The same sentiments are shared by an American educational researcher (cited in Asthana 2006) who affirms that: â€Å"There are a number of bestselling authors that [say] there are important gender differences in the brain and auditory system such that girls and boys see the world differently, so are best educated in single-sex schools. I have studied it and concluded t hat the arguments are not substantiated and miss the bigger agenda in this country [America]. Race and social class are far better predictors of outcomes† (p. 9). This analogy is to affirm that though there are huge volumes of literature suggesting the assumption that single-sex schools are synonymous with excellent academic success, there are research studies done to show some inconsistencies with these findings (Pytel 2006, p. 1). For example, in the Middle East where single-sex schools are almost a norm, not much academic success can be attributed to that part of the world. Instead, some of the most excellent schools and institutions in the world are found elsewhere on the globe. However, it should be understood that education is not only based on academics but also other factors such as earnings, marriages, childbearing social skills and a number of other factors which are not necessarily academic. From this understanding it is important to acknowledge the findings of othe r research studies done to establish the disadvantages of single-sex schools which concluded that single-sex classrooms puts on hold the development of social skills between boys and girls. Though there have been a number of researchers who note that the upheaval of social skills among boys and girls in coeducational setting comes at the expense of academic achievement, there is evidence from research studies done by Marsh (1985 who notes that â€Å"there were social benefits from co-education and these were not at the expense of academic achievement for either girls or boys† (p. 25).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Moreover, coeducational schools environments bear a close similarity to the real life environment where both boys and girls, men and women exist together, it is therefore improper to expose students to an artificial environment which does not represent the real life setting (Ferguson Career Resource 2006, p. 19). Like acknowledged above, affecting child growth for only five years (or so) at the expense of social skills which will be needed in the rest of the child’s lifetime after school is not justified. It therefore does not make sense for schools to establish single-sex schools for the sake of academic achievement while it is going to affect the child’s life skills in the long run. This fact is reiterated by Robinson Smithers (1999) who affirm that It has been suggested that educating the sexes together is more like real life, and the experience of growing up with the opposite sex makes it easier to move on to the mixed environments of university and employment. (p p. 25-26). Children who are subjected to single-sex schools at a very young age and exposed to the system for very long are therefore likely to find it very difficult to adjust to the real environment as opposed to those who grow up learning in coeducational schools. Moreover, students do not necessarily get to experience the diversity that exists among the student body and more so from the opposite sex (Pytel 2008, p. 12). This observation comes out of research studies observing that boys and girls are very different in their anatomy, the way they think and such like features. Comprehensively, these studies note that girls are different from boys in the sense that they are much more comfortable asking questions in class than boys are; girls respond better to questions touching on matters to do with shopping, girls thrive best or learn best in environments where they work in groups or in pairs and normally, females work best in an environment that is very relaxed (Pytel 2008, p. 12) . Boys would therefore miss to appreciate these sorts of diversity that is synonymous to females but also on the other hand, the girls would miss to appreciate the extensive diversity that is characteristic of males. They include the fact that boys perform better in environments that are competitive i9n nature; boys enjoys lessons that are bound to contain some action; boys enjoy tasks which are time-oriented; boys prefer to keep quiet and refrain from asking questions because they do not want to look less smart than their counterparts and lastly, boys are respond to sports questions as a unique area of interest. There is also enough evidence from psychological research studies done to quantify the probability of single-sex schools that single-sex schools are bound to increase the likelihood of homosexual relationships due to the single-sex environment evident in such schools (Dale 1971, p. 224). This is actually one extreme that has been identified by a number of psychology researc hers because they also identify teat single-sex schools are likely to cause another extreme which is homophobic relationships among affected children in the distant future of their development. Moreover, there is enough evidence gathered to suggest that gender stereotypes are also likely to increase among children subjected to single-sex schools at a young age. The establishment of single-sex classrooms is also disadvantageous to most students because it creates educational inequalities and possibly opens an avenue for discrimination in schools (Portes 2005, p. 55). There are already symptoms of the growing discrimination among boys and girls in research because many educationists have consistently supported the establishment of single-sex schools because it is more advantageous to women. Consequently, there have been very minimal volumes of research talking about the effects of single-sex schools for the boy child and more especially the males. This concern is also shared by Bronsk i (2002) who notes that â€Å"Any number of studies show that single-sex education is beneficial for college-age women. But the work done so far to study the issue for students in kindergarten through 12th grade is, at best, spotty and inconclusive†. This is true because boys and girls do not lean differently and the same educational outcomes expected of one gender are also the same outcomes expected of the other and so there is no reason for segregating boys from girls. Moreover, the learning inputs are the same too. The educational theory purporting the establishment of single-sex schools supports an upheaval of standards of education has in the past been punctured many holes and therefore it has failed to stand the test of time. Same sex schools have also been noted to contravene existing legislations regarding the access of equal education opportunities for children guaranteed by the law (CQ Researcher 2009). In many parts of the developed world, the law does not discrimi nate on access to education for any gender and so single-sex schools go against this provision. This case is especially evident in America where single-sex schools have been touted to contravene the Title IX law which guarantees equal educational experiences for both genders. Women organizations such as ACLU and the national organization for women have been on the forefront in showing their contempt for single-sex schools because they are identified to diminish the effects of the Title IX laws which guarantees equal treatment for both boys and girls in education (Russell 2007). Conclusion This study points out the fact that single-sex schools pose a number of developmental challenges to children who are subjected to it in the long run. However, at the same time, it acknowledges the contribution of past research studies suggesting that single-sex schools essentially increase the academic performance of students in the short run. Nonetheless, this argument is seen to be defective in t he sense that a number of other factors including, social classes, student’s background, and other socioeconomic factors also drive academic achievement to a significant degree. Apart from this fact, this study also identifies that single-sex schools expose students to inadequacies in developing social skills and also from a social standpoint it increases the chances of many students developing gender stereotypes and homophobic symptoms. These factors (among many more) other socio-economic factors contribute to the ongoing debate about whether single-sex schools are appropriate for students. Evidently, considering the intrigues of the above observations, we can conclude that establishing single-sex schools does not compliment student growth. References Asthana, A. (2006) Why Single-Sex Education Is Not the Route to Better Results. (Online) Available at: guardian.co.uk/uk/2006/jun/25/schools.gender2 . Australian Bureau of Statistics. (1998) Official Yearbook of the Commonwealt h of  Australia, Issue. Sydney, Aust. Bureau of Statistics. Covington, P. (2008) Success in Sociology AS for AQA. London, Folens Limited. CQ Researcher. (2009) Issues in K-12 Education: Selections from CQ Researcher. London, SAGE. Dale, R. (1971) Mixed Or Single-Sex School?: Some Social Aspects. London, Taylor Francis. Ferguson Career Resource. (2006) Ferguson Career Resource Guide for Women and  Minorities: Resources for Women. New York, Infobase Publishing. Forman-Brunell, M. (2001) Girlhood in America: An Encyclopedia, Volume 1. New York, ABC-CLIO. Hayes, S. (2003) Equity and Inclusion in Physical Education and Sport: Contemporary  Issues for Teachers, Trainees and Practitioners. London, Routledge. Portes, P. (2005) Dismantling Educational Inequality: A Cultural-Historical Approach to  Closing the Achievement Gap. New York, Peter Lang. Pytel, B. (2006) Single Sex Classrooms. (Online) Available at: suite101.com/content/single-sex-classrooms-a9558 . Pytel, B. (2008) Pros and Cons of Same-Sex Classrooms. (Online) Available at: suite101.com/content/pros-and-cons-of-samesex-classrooms-a80982 . Russell, S. (2007) Same-Sex Schooling Pros and Cons. (Online) Available at: suite101.com/content/samesex-schooling-pros-and-cons-a32700 . Sullivan, A. (2009) Academic self-concept, gender and single-sex schooling. British  Educational Research Journal, 35(2), 259-288. Sullivan, A. (2010) Single-sex Schooling and Academic Attainment at School and through the Lifecourse. American Educational Research Journal, 47(1), 6-36. Sullivan, A. (2011) Single-Sex Schooling and Labour Market Outcomes. Oxford, Oxford Review of Education. Thomas, J. (2005) Sears Youth, Education, and Sexualities: An International  Encyclopedia. London, Greenwood Publishing Group. University Language. (2011) Co-ed vs. Single Sex Schools. (Online) Available at: universitylanguage.com/guides/co-ed-single-sex-schools/ . Yates, A. (1971) The Organization Of Schooling: A Study Of Educational Grou ping  Practices. London, Taylor Francis.

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

Advertising - Essay Example They used Spanish for Argentina market, English for US and German language for advertising in Germany, although rest of the Ad had the same symbols and logo throughout globally. The tag lines were entirely different as they were too solely tell the story about the particular country such as tagline or message for Argentina was â€Å"change the day, start within†, tagline for Germany â€Å"give (offer) yourself a break†, whereas for US market they opted tagline as â€Å"make the smart choice† Nescafe followed the emotional appeal for Germany and Argentina, and Ad had rational appeal for the United States market. For Argentina they show what would be one life without have a Nescafe coffee to start his/her day in a dramatic way with loads of vivid colors. For Germany campaign they drew the feeling of coolness, relaxing and calmness, they basic idea was to let know that after having Nescafe coffee they will be relaxed, this was clean and clear Ad, they showed a female is holding steaming Nescafe coffee mug. The coffee is sprinkled with the crushed coco bean or cinnamon with a brew down there. So it is not a busy Ad that will overpower the stimuli of viewer, this simply uses the psychological effect and an emotional appeal that those hands are of beautiful cool and calm mother who is relaxing after house chores or is back from office. As United States Ad is concern it was a rational ad campaign as it was in reference to an argument with Starbucks. It had to show that Nescafe is a better product. It just changed the copy and the mug, rest of the Ad was same with the message of â€Å"Make a Smart Choice†, jus to make sure viewer doesn’t jumble up with the Starbucks. Nescafe totally ruled with the global advertisement. All it need was a kick in fewer markets and they grew the financials. Nescafe have grown in different cultures and have advertised itself the way that particular country required.

Healthy People 2010 Essay Example | Topics and Well Written Essays - 750 words

Healthy People 2010 - Essay Example The APN whose training is now in advanced theoretical concepts with added elements of practice and the use of the nursing framework is imminently qualified to assure this process takes place (Kohr, 1998). The APN is now a leader in developing nursing practice through provision of leadership and maintenance of a commitment to developing nursing practice, using her authority and power to influence clinical and policy decisions and providing clinical development. The goal that is chosen affects much of the communities need. In strengthening community prevention it is meant through education, community based programs and interventions and the reduction in violence and abusive behavior, all of which the APN is innately trained to handle through her collaborative and communicative style and abilities (Stanhope and Lancaster, 2008). She is also well able to handle these issues based on her strong clinical nursing background on which she has built the knowledge that she presently has. The values that have grounded the practice of an APN are advocacy, holism, nursing experience, integration or theory into practice and added medical functions in a nursing framework. Each of these parts of her practice that have come from grounded nursing theory are the strengths that will help guide her through the changes in practices and processes that will need to occur in the community to meet the new goal. The APN has at her disposal the deliberate, purposeful, and integrated use of expanded nursing knowledge which she has expanded from her original clinical ability. She uses knowledge , research, and that expertise in clinical practice to know what has to be done to advance the concept while at the same time she uses her collaborative skills to work with the rest of the team toward change (Ingersoll, 2000). The use of evidence based practice to help in the change of the processes that are needed to protect the public health falls within the new expertise of the APN. A strong and thorough understanding of evidence based practice coupled with the ability to understand and conduct good research is important in developing interventions to improve prevention. The development of an intervention is strongly research based and the development and evaluation of that prevention requires the understanding of statistical and data based information. During the change process necessary to institute much of the work that must be done for each of these interventions, another strong talent of the APN will be used and that is her leadership ability. This nurse will lead teams with confidence and collaboration. She will organize and move forward on initiatives that have only been discussed before. Healthcare will change very rapidly in the next few years, even more rapidly than ever before. The power and ability of the RN has been far underused in the past considering her education and expertise in clinical care but now the APN has placed herself in a position that provides her with enough power to make change (Kohr, 1998) Strengthening community prevention affects all parts of the community. When good prevention initiatives are put into place the community as a whole is served. The APN is an advocate of the community. In this position, she is able to advocate for those that need it the most, assuring that their need is part of the community policy that is

To Kill a MockingBird Essay Example for Free

To Kill a MockingBird Essay The portrayal of the black community at that time was reader’s first glimpse of the black community in Maycomb, which is portrayed in an overwhelmingly positive light. At first the reader may think that the black community is poor and hospitable, however at closer interpretation, one will see that the adversity seems to bring the people closer together and creates a stronger sense of community than is found in the Whites’ own church. â€Å"It was an ancient paint- peeled frame building, the only church in Maycomb with a steeple and bell, called First Purchase because it was paid for from the first earnings of freed slaves. One can tell from this quote that the church was very old and dilapidated. The church was called First Purchase because it was bought with the first earnings of freed slaves. This shows that the slaves were very poor, but at the same time, religious. They were willing to sacrifice their earnings for the building of a church for themselves. This gives an impression to the reader that the blacks were also very pious. It shows the respect they have for their religion and how they do the extent to achieve what they want. Thus it tells us that they could take hardship and the name of the church will serve as a constant reminder to all the blacks that the church was built out of their own pockets. â€Å"Negroes worshipped in it on Sundays and white men gambled in it on weekdays. †The white people who gambled in this church knew that they were gambling in a church, which was also the only black owned building in the town. Gambling is a sin and they thought that it was acceptable to be sinful in the only black possession in Maycomb. This routine of weekly gambling was an extreme disrespect to the black race and it exhibited the authority and control the white race had over the black population. There were few people who felt blacks deserved equality and those who expressed their feelings were lynched. This gives the impression that the blacks were prejudiced against and even the church – the only sole property they can consider theirs will be controlled by the whites. The blacks were felt as inferior to the whites. â€Å"Hearts of love hairdressing mingled with safoetida snuff, Hoyt’s Cologne, Brown’s Mule, peppermint, and lilac talcum. The blacks were also seen as very well- groomed, and made the effort to dress themselves up before going out, especially when going to church or other special events. This shows that the blacks had a sense of style, and unlike our ideal â€Å"imagination† of the blacks of low class, it gives the impression that they are able to style up, which is very special and unique. â€Å"The men stepped back and took off their hats; the women crossed their arms at their waists, weekday gestures of respectful attention. They parted and made a small pathway to the church door for us. † It gives the impression that the blacks are very respecting and allowing. Unlike the whites who do not allow them to go to their â€Å"white† church, the blacks do not mind a white going to their church and even take it as something honourable. The only one hostile exception in the whole passage is when Lula confronts them. However it only gives the impression that only one or two of the whole community is unfriendly. The change of tone in Calpurnia when speaking in the kids’ house and at the church also demonstrates the gulf between blacks and whites in Maycomb: not only do class distinctions and bigotry divide the two races, but language does as well. The last paragraph shows us that even though one or two might be too sensitive towards the whites, the rest of the community is very open-minded. From â€Å"She’s a trouble-maker from way back, got fancy ideas an’ haughty ways – we’re mighty glad to have you all†, it shows that the black are not all perfect in a sense that some might be less open-minded. In conclusion, I feel that the impressions of the black shown in this extract from the book shows us some positive sides to the blacks. And although our own first â€Å"idea† of a black is poor, dirty, unfriendly etcetera, through this part it’s the opposite. The change of tone in Calpurnia when speaking in the kids’ house and at the church also demonstrates the gulf between blacks and whites in Maycomb: not only do class distinctions and bigotry divide the two races, but language does as well.

Cuban Missle Crisis Essay -- History Cuba Weapons Essays Cold War

Cuban Missle Crisis Many agree that the Cuban Missile Crisis was the closest the world ever came to nuclear war; but exactly how close did it come? The Crisis was ultimately a showdown between the United States and the Soviet Union from October 16 to October 28, 1962. During those thirteen stressful days, the world’s two biggest superpowers stood on the brink of a nuclear catastrophe. The Crisis started as a result of both the Soviet Union’s fear of losing the arms race, and Cuba’s fear of US invasion. The Soviet Premier, Nikita Khrushchev, thought that both problems could easily be solved by placing Soviet medium range missiles in Cuba. This deployment would double the Soviet arsenal and protect Cuba from US invasion. Khrushchev proposed this idea to Cuban Premier, Fidel Castro, who, like Khrushchev, saw the strategic advantage. The two premiers worked together in secrecy throughout the late-summer and early-fall of 1962. The Soviets shipped sixty medium-range ballistic missiles (M RBMs) along with their warheads, launch equipment, and necessary operating personnel to Cuba. When United States President, John F. Kennedy discovered the presence of these offensive weapons, he immediately organized EX-COMM, a group of his twelve most important advisors. They spent the next couple of days discussing different possible plans of action and finally decided to remove the US missiles from Turkey and promise not to invade Cuba in exchange for the removal of all offensive weapons in Cuba. On October 28, Khrushchev sent Kennedy a letter stating that he agreed to the terms Kennedy stated, and the crisis ended. The Cuban Missile Crisis can be blamed on the insecurity of Cuba and the Soviet Union. After the United States’ unsuccessful attempt to overthrow Castro and end communism in Cuba at the Bay of Pigs in 1961, Castro was fearful of another US invasion. The US Armed Forces conducted a mock invasion and drafted a plan to invade Cuba to keep Castro nervous. As a result, Castro thought the US was serious, and he was desperate to find protection. This protection came in the form of sixty Soviet medium-range ballistic missiles. (Detzer 30-32, 39, 55, 68, 87) During his presidential campaign, Kennedy repeatedly stated that the US had less missiles than the Soviets, contradicting the Pentagon’s claim that the opposite was true. However, during the summer of 1961, when... ...on of aerial and naval reconnaissance flights in Cuban airspace and waters; (5) and the return of Guantanamo Naval Base to Cuba. Eventually, with the help of the UN, Castro backed down and all sides reached an agreement. A UN inspection team was assigned to monitor the removal of the missiles and the demolition of the missile bases in Cuba. Then, the Soviet Navy shipped the missiles back to the USSR. The missiles were sent back on the decks of the ships so that American reconnaissance planes could count the missiles and make sure that all had been removed. Nine months after the crisis ended, Kennedy and Khrushchev signed an agreement to ban nuclear testing in the atmosphere. This marked the beginning of what seemed to be a new willingness to cooperate and communicate. However, on November 22, 1963, President Kennedy was assasinated in Dallas, Texas. Eleven months later, Premier Khrushchev was removed from office by communist "hard liners." (Brugioni 572-574) One can’t help but wonder what would have happened if these two men had stayed in power. Maybe the same two people who brought us so close to nuclear war, now changed by the experience, could have brought us far from it.

English Macbeth Essay

In this essay, I’m going to be comparing the presentation of Lady Macbeth in Act 1 Scene 5 with the filmed stage performance of the same scene by the Royal Shakespearean production, directed by Sir Trevor Nunn and with Dame Judi Dench in the role of Lady Macbeth. In the Shakespearean play, Shakespeare gives little indication to the characters how to play the character when and where to move and how to say their lines. The readers have to make their own interpretation. There background was just black so was the costumes it was really plain and and economically cheap.However from the film we expected fancy costumes we imagined Lady Macbeth wearing an old fashioned dress we pictured her hair to be brown and we thought she would be much younger. In the film we expected her to be in her bedroom, as well as on some main lines such as ‘Hie thee hither ‘and ‘come you spirits’ we thought there might be powerful sound effects. In the letter scene we expected LM to be very different. In the play she starts reading the letter half way. However in the film, she starts with ‘Hail king that shalt be,' this shows us that she has read the letter before and she knows what the letter says. Hail King that shalt be' was repeated twice in the film this allows the audience to think she is obsessive about Macbeth becoming king and already she has ideas about killing the king. She reads the letter at a fast pace but, when she comes across the supernatural in the letter she stops and looks around this shows that she is very interested about the supernatural. In the play we expected her to be happy while reading ‘my dearest partner of greatness' the word ‘partner sounds very businesslike as well as it emphasises her love and affection towards Macbeth.However in the actual film she read it really casually it did not affect her. In the play we expected her to read the letter while she is in her bedroom however in the film she was pacing up and down as well as the background was plain black and she was wearing a black dress the colour black may represent the supernatural and the evil side of her. This enhances Nunn's interpretation of her as a fourth witch. In the first soliloquy after the letter Lady Macbeth says ‘ Shalt be what thou art promised' this quote shows that she is determined and really wants Macbeth to become the king.As well as in the play she says ‘too full o'th' milk of human kindnesses’ this gives the reader an impression that she knows her husband really well and she uses the word ‘milk’ for his pureness and kindness. ’ Further on in the soliloquy Lady Macbeth uses the line ‘Hie Thee Hither! ’ I expected her to shout that out because there is an exclamation mark at the end of the quote this indicated me that she was shouting. As well as the exclamation mark represents her excitement for the supernatural.I imagined the lights being off and maybe have the sound of a storm, I also thought she might be on her knees begging and talking through the window I expected her to have a voice similar to a witch. From the play it seemed like she is calling the evil spirits that quote proves that she is really evil and she wants the murder to happen. However in the film she had really effective eye contact, the camera zoomed in on her face to allow the audience to see that she is thinking really deeply. Her eyes were moving around (searching) she had an evil brief smile.When she said ‘Hie Thee Hither’ in the film she seemed very calm and took in a deep breath she seemed relieved and relaxed. In her second soliloquy, Lady Macbeth begins to reveal her true self. It seems that she will go through anything to persuade Macbeth to kill the king. Many critics argue that she appears to be the fourth witch. In the play Lady Macbeth talks directly to the spirits. In the quote ‘come you spirits. Murdering ministers ‘this leaves the readers thinking that she is praying to the evil spirits. By saying ‘come’ she uses verbs to call upon the supernatural.The quote ‘under my battlements’ tells us that Lady Macbeth intends to bear the knife herself this is the first time she openly talks about murdering Duncan. In the play Lady Macbeth asks the evil spirits to ‘unsex her’ she wants to get rid of her feminine identity, compassion and her humanity. She also says ‘direst cruelty’ it’s a male characteristics this shows that she wants her femininity to be take away from her due to the fact that she wants to commit the murder however a male should take on that role in this case her husband Macbeth.By asking the evil spirits to take her ‘milk for gall’ she is sacrificing her womanhood and identity for her husband Macbeth. The word ‘milk’ is used as an extended metaphor for womanhood. At the end of her second soliloquy she says ‘th at my keen knife see not the wound it makes’ suggests that she has to be the one that commits the murder. In the film when Lady Macbeth talks about the raven on half of her face there is light on the other half is dark. The light represents the good in her and the dark represents the evil and the ‘Raven’ is Duncan.In the film her eyes are darkened this may indicate that the evil spirits are near her. In the film she actually casts a spell. Before she starts calling the spirits there is a dramatic pause this shows that Lady Macbeth is composing herself she does a 360 turn that indicates a warning to the audience. Lady Macbeth bows down when she starts calling the spirits she looks very fearful. She whispers everything that she says and her hand starts trembling this may be a sign showing us that the evil spirit is trying to get into her. She says ‘cruelty’ in a very high pitched voice.Lady Macbeth runs into the darkness this allows the audience to thi nk that she is possessed and she can’t take the pain or she seen something fearful. The darkness may show her soul transfer. The darkness in her represents the witch side of her. From the darkness she comes back slowly as the fourth witch with a new identity. In the film when she says ‘murdering ministers’ you can see a possession in her. At the end of her second soliloquy when she says ‘Hold! Hold! ’ someone else is controlling her arms she seems physically accessible.When Macbeth enters, Lady Macbeth demonstrates rhetoric, linguistic abilities. Lady Macbeth uses her femininity to persuade Macbeth. In the play Lady Macbeth greets her husband by saying ‘Great Glamis! Worthy Cawdor! ’ she is certainly determined for him. In the play we expect them to be very close to each other because they haven’t seen each other for a while. Lady Macbeth says ‘shall sun that morrow see! ’ The ‘sun’ represents light in th is case it is Duncan. 6 syllables dramatic pause, shocked moment both of them think about the murder.We expected Lady Macbeth to use her sexuality while trying to help him overcome his weaknesses. There is paradox between the serpent and the flower. When she says ‘serpent under’t’ we expect her to be harsh and forceful towards him. Lady Macbeth takes control and for the first time she mentions the murder to him ‘This night’s great business into my dispatch. ’ She is trying to tell him that she is capable of committing the murder, she also might of said that because she wants him to become like her evil.In the phrase ‘Which shall to all our nights and days to come’ she is trying to say that she is doing all this for both of them however we know she is doing it for herself (selfish. ) ‘We will speak no more’ ellipsis represents her interruption. At the end she says ‘Leave all the rest to me’ this allows the readers to think that she has hardly been listening to him and treats him like a child she is not really interested in what he says because she knows what he is going to say and she knows she is going to get it her way.In the film when Macbeth enters she is on her knees paying him respect. When Macbeth enters there is light the light represents goodness (Macbeth), paradox of light and dark. She runs to him hugs and kisses him passionately. This shows that they are in love and it emphasises their closeness. They continue to kiss through out, Lady Macbeth uses her femininity and sexuality to persuade Macbeth to kill Duncan. When she says ‘shall sun that morrow see’ she removes herself from him and looks deeply into his eyes.She emphasises on the words ‘serpent’ and ‘my dispatch’ When she says ‘my dispatch’ she looks into his eyes trying to tell him that she is doing it for him. In the film she is very sexual towards him. Macbeth is almost hypnotised by her sexual passion and desire he’s almost forgot about everything because he is blinded by her love. She interrupts him and she speaks quickly to avoid him speaking further. Lady Macbeth smiles briefly this shows she was successful. In the film when she says ‘leave all the rest to me’ there’s darkness on her face, telling the audience she is up to something.