Friday, November 29, 2019

Contemporary Issues Gender

Table of Contents Introduction Position of Women in the Society Women in History Conclusion Works Cited Introduction Feminist theory considers ways in which physical differences between men and women are used by culture and social structure to show that women are allocated inferior and degrading activities such as motherhood and secretary. They are subjugated to stereotypes, which portrays them as weak and emotionally dependent on men. Women are often excluded from public activities and relegated to private domain of the home. Finally, women are ascribed specific feminine qualities and identity through socialization so that women live in a state of false consciousness.Advertising We will write a custom research paper sample on Contemporary Issues: Gender specifically for you for only $16.05 $11/page Learn More Position of Women in the Society The critique of women’s position in society and culture goes back to the writings of Mary Wollonstonec raft in a publication entitled ‘a vindication of the rights of women, Stuart Mill â€Å"the subjugation of women† and Karl Marx and Fredrick Engels (1884) â€Å"the origin of private property, the family and the state† (Lise 11). Engels showed that women’s subjection began with the rise of private property. Using Marx and Engels, feminist scholars view women subjection as a product of the overall exploitation and injustices that are found in capitalist societies (Rowbotham 25). However, radical feminist scholars view the oppression of women as inevitable in all male dominated societies. Political and economic power is concentrated in male hands because there is substantial social differentiation between the sexes. Functionalists and feminists theories do conceive that it is impossible to change quickly the gender roles without revising the social structure. For functionalists, if there is change in the social structure, social disorder will be inevitable b ut for conflict theorists, no social structure is safe if it is maintained by oppressing a majority of its citizens (Rowbotham 71). Women in History From the pre-industrial epoch, men were powerful because of their physical strength and freedom from childbearing duties that allowed them to dominate women physically. Cultural beliefs support a social structure which puts men in dominant positions hence from early childhood children are socialized to accept traditional gender roles as natural and just. Using Marx class analysis, males are like the bourgeoisie because they own and control most of the society’s wealth, prestige and power. Females are as the proletariat who are the subjects, work under the directives of the bourgeoisies (men), exploited and their culture is devalued (Brenner 43). This means that men’s work is valued and most of the women’s work, particularly in the home is devalued. Feminist scholars have challenged the stereotyping of women and argu ed for a gender balance study of society in which women’s experiences and contributions are as visible as those of men are.Advertising Looking for research paper on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More In a study of positions of men and women in paid labor, it was concluded that most workers are found in sex-segregated jobs meaning that certain jobs were exclusively for men or women. Such segregation is not natural but society is structured to channel people into occupations based on the gender and also to reserve positions of authority to men (Lise 20). Conclusion Feminist theory is a holistic theory mainly conceived with the nature of women’s global oppression and subordination to men. It aims at freeing all women from male supremacy and exploitation as well as confronting the sex-class system. In feminism, there are several tendencies and groupings, each with a different focus. For example the Marxi st feminist, female supremacy feminism, academic feminism, this for instance focuses on the lives of black women. For white women, their concerns are equal pay, equal education and opportunities, free contraceptives and free abortion. Feminism has been associated more with white women’s culture. Radical feminism is characterized by the belief that patriarchy is the major and universal cause of women’s oppression. Works Cited Brenner, Johanna. â€Å"On gender and class in the U.S. labor history.† Monthly Review, 50.6(1998): 22-31. Lise, Vogel. Marxism and the Oppression of Women: toward a unitary theory. Virginia: Rutgers University Press. Print. Rowbotham, Sheila. The Socialist Register 1998: Letter from a Marxist Feminist. 1998. Web. http://socialistregister.com/index.php/srv/article/download/5699/2595Advertising We will write a custom research paper sample on Contemporary Issues: Gender specifically for you for only $16.05 $11/page Learn More This research paper on Contemporary Issues: Gender was written and submitted by user Jar0n to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Monday, November 25, 2019

Information of Financial Essay Example

Information of Financial Essay Example Information of Financial Essay Information of Financial Essay What financial information should be routinely provided to board members? Generally, financial information that is provided to board members only has two uses, to evaluate the financial condition of the organization and to assess the operational efficiency of the organization. It is usually not necessary to provide detailed financial information to the board. However, if there are significant deviations in the quality of care and the plans of the organization are not being met, more detailed financial information may be needed in order to take corrective action. With that, An effective hospital board has been shown to be related to high hospital financial performance (Culica Prezio, 2009). The board must be able to understand a sound financial strategic plan that includes profitability, liquidity, creditworthiness, capital structure, and asset activity. It is recommended that these indicators be reviewed monthly with a predetermined plan in place to take appropriate action in the event of negative variances (Culica Prezio, 2009). The board has some responsibility in assuring financial health for the hospital/healthcare organization, along with operational planning, budgeting, monitoring, and reporting progress. Do you think its important for board members in healthcare organizations to have basic accounting or financial background? Why or why not? I do feel that it is important for board members in healthcare organizations to have basic accounting or financial knowledge. Accounting and financial information is a vital component in the decision-making process. An adequate understanding of the accounting process and the data generated by it are thus critical to successful decision-making (Cleverley, Song, Cleverley, 2011). Poor decisions can be made if important financial information is ignored. With the growing number of governing boards, it is important that the governing board knows the difference between financial reports and financial statements of businesses and those of healthcare facilities. Since cost and payment pressures require careful attention, decision makers (governing boards) must be knowledgeable in regards to financial and accounting basics. REFERENCES Cleverley, W. O. , Song, P. H. , Cleverley, J. O. (2011). Essentials of Health Care Finance. (7th ed). Sudbury: Jones Bartlett Learning. Culica, D. Prezio, E. (2009). Hospital Board Infrastructure and Functions: The Role of governance in Financial Performance. Retrieved November 22, from ncbi. nlm. nih. gov/pmc/articles/PMC2672389

Friday, November 22, 2019

Link between economic development and crime and corruption Research Paper

Link between economic development and crime and corruption - Research Paper Example Experts who have not found a close link between economics and crime have linked increased crime outbreaks to a rapid rise in drug markets. Some even linked crime to inequality and injustice meted out to certain sections of the population. However, many experts continue to maintain that recession is in most cases the trigger for a rise in crime rates. The main reason for a lack of clear understanding between the various factors has been attributed to the inability of economists to conduct appropriate studies to ascertain the links. Many crimes occurring in the society is driven by favorable opportunities and changes brought about by social and scientific developments. For example, developments of better locking systems and use of advanced monitoring systems can bring down the crime rates in society irrespective of economic upheavals. However, crime rates are also likely to soar due to increasing unemployment rates that cause marked behavioral changes among the youth. While some expert s argue that lack of resources would prevent people from engaging in criminal activities, many others cite bouts of inflation and the increased demand for goods can also result in increase in criminal activities (Plumer, 2010). The second article by Wei reported in the National Bureau of Economic Research, explores the effect of corruption on the economic development of a country. In the case of the link between corruption and economic development, one of the first studies conducted for this analysis was by Mauro, who conducted a cross country regression study. From his study he concluded that countries where there was widespread corruption showed a much slower economic growth. However, since many factors can contribute to slower growth it is much difficult to solely analyze the effects due to corruption. One of the ways by which corruption deters economic growth is by reducing foreign direct

Wednesday, November 20, 2019

Position Essay Example | Topics and Well Written Essays - 1250 words

Position - Essay Example However, it was only in recent decades human started to realize that the diseases he experience is mainly due to his meat based diet. Human can digest both plant and meat based food, but human contract disease on eating meat because he is naturally an herbivorous. Just because a food is palatable does not mean that it is compatible with the body. Meat is tasty, nutritious but it s not easily digestible by human body. Today, people are victimized to so many diseases for which blame can be put on the abundant meat they consume. Animal based food products have high fat content which lead to major diseases like heart attack, cancer and obesity. It is normally observed that a person who is vegetarian is less disturbed by illnesses as his body is free of animal fat and other poisonous enzymes from animal food products. Human body and meat eating Meat eating is the natural instinct of animals and human body is not naturally designed to digest meat .If we naturally assess the affinity we hav e to the raw meat and blood of animal, we can understand the choice of our body. No human being is attracted to uncooked meat and body organs of a dead animal .We instead feel disgusted and repulsive to the sight of a dead animal with its body organs protruding out. As per (Bluejay,2002)â€Å"Our teeth, saliva, stomach acid, and intestines are most similar to other plant-eaters, and dissimilar to carnivores and true omnivores†. Moreover, the length of our intestine is bigger than that of a carnivores animal, which assist in digestion of plants based food. Human unlike animals does not possess claws nor do they sweat through tongue. It is also found out that excessive meat eating can reduce the life span of a normal human being and make him diseased at a younger age. If human are naturally designed for meat eating then he should not be harmed by this diet. It takes a long time for the human intestine to digest meat as it rots in the body and give negative effect to the body. I t increases the cholesterol level in the human body and creates heart problems and other ailment to human body. When nature has not provided us with the faculties to hunt and obtain meat then it does not make sense to claim that we are meat eaters. Animal suffering on their killing Animal suffering during their killing is a significant reason to justify the vegetarian diet as it is a non – violent form of obtaining food. When human beings are killed poisonous enzymes are released in to their body which is ingested by human on its consumption. Moreover, we are taking away the life of a living being who has been granted a right to live by the creator of this universe. No human has the right to kill another living being, which has equal right as us to live on the planet. In addition to this, the pain and struggle which an animal undergoes while their slaughter is unimaginable and unforgivable. Nowadays animals are killed in an extremely cruel manner which can horrify any meat ea ter to a great level. â€Å"But many people refuse to eat meat because of the inhumane treatment of the animals and the animal suffering that are mass-produced to feed the population†(Being Vegetarian,2008). The mass slaughtering of animals in the slaughter house is a pain afflicting sight and they are treated with utmost cruelty a before killing. Giving pain and obtaining food is not suited to human being who are naturally emotional and loving by nature. When we eat flesh of an animal we are

Monday, November 18, 2019

Assignment 3 Movie Review Example | Topics and Well Written Essays - 500 words

Assignment 3 - Movie Review Example Thus, youths in The Outsiders join gangs in self defense. What crime activity they did? Youth in The Outsiders committed a myriad of crimes, all of which can be best defined by two basic activities of crime, namely the shoplifting and manslaughter. How we respond to Gang activity? Gang activity can be responded to by providing the defenseless children with protection and security. Much of the violence greasers are exposed to is because of their poverty. Thus, providing the poor children with facilities and doing charity work are some ways in which we can respond to the gang activity. Colors Why did the youth join the Gang? In the movie Colors, the leader of the Hispanic gang discloses to the cop that he would not like his younger brother to join a gang when he is grown up. The leader regrets being the way he is and would not like to see his younger brother in his boots taking into consideration all that happened to him in the past. In spite of this, the younger brother imitates the e lder brother and cultivates a desire to be like him, and ultimately he becomes a member of a gang just like the Hispanic leader did one day. Thus, the younger brother joins gang because of his elder brother’s association with one. Had the elder brother not been part of a gang, the younger might not have opted to be part of one as well.

Saturday, November 16, 2019

Government Guidelines for Child Nutrition

Government Guidelines for Child Nutrition MAGDA ZIMON GOVERNMENT GUIDELINES ON FOOD AND NUTRITION The UK Department of Health guidelines (May 2003) recommend breast feeding exclusively for the first six months, as this should meet all baby’s nutritional needs. Most babies should not need solid food before the age of six months. Milk is still the major food, it is very important to remember, when baby starting solids, that milk is still the best and most natural food for growing babies. In the first few days of breastfeeding is a very important source of antibodies which help to build up a baby’s immune system. It is also medically proven that breastfed babies are less likely to develop certain disease in lester life. Good. Milk should contain all the nutrients our baby needs to grow. There are 65 calories in 120ml/4 fl oz milk, and formula milk is fortified with vitamins and iron. Cow’s milk is not such a good food for human babies so is best not started until baby is one year old. Between four and six months babies should have 600-800 ml/ 21-28 fl oz breast or infant formula each day. 600 ml/ 21fl oz is enough when solid are introduced. For most babies who eat fresh food in sufficient quantities and drink formula milk until the age one year, vitamin supplements are probably unnecessary . However in the UK the Department of Health recommends that if your baby is being breastfed(breast milk does not contain enough Vitamin D) or is drinking less 500 ml /18 fl oz of infant formula a day mother should give baby vitamin supplements. Vitamins are necessary for the correct development of the brain and nervous system. Vitamins are essential for all types of growth and development and they can be found in many forms. A healthy, balanced diet, coupled with daily physical exercise, is crucial to the development of children. It is not simply sufficient to serve healthy meals and snacks; it is vital that children understand the importance of eating a healthy balanced diet so that they themselves are more likely to choose healthy options when given a choice. Diet is all about educating the individual to understand the importance of eating sensibly while understanding that they can enjoy food. Food habits are developed during childhood which will affect us for all our lives and this is way it is important for children to develop healthy eating habits from the outset. Establishing healthy eating habits in the early years will encourage children to eat sensibly throughout their lives, promote normal growth and development and protect against disease in later life. RECOMMENDED FOOD AT AGE OF 6 MONTH TO ONE YEAR BABY’S AGE TYPE OF FOOD STARCHY FOOD VEGETABLES AND FRUIT MEAT AND MEAT ALTERNATIVES 6 monts starts with a fine semi-liquid puree mixed with milk, or cooled boiled water baby rice cereal pureed cooked carrots, parsnip, apple, pear, mashed banana small amount of pureed lean soft-cooked beef, lamb, pork, poultry, pureed lentils 7-9 months mashed or chopped, finger food try white or wholemeal bred, pasta, rice, noodles, couscous porridge cucumber, green beans, leek, peas mushroom, onion, sweetcorn, tomato, mango, melon, strawberries, grapes (seedless) introduce a little boneless white fish(cod or haddock) hard boiled egg yolk(no egg white until nine months) 9-12 months most foods should now be mashed or chopped, and some left whole for baby to chew on home-made pizza, chips, cakes, puddings and biscuits are healthier alternatives to shop-bought encourage baby to eat raw fruit and lightly cooked vegetables as snacks meat and meat alternatives:sliced ham, chicken or turkey, and small chopped sausages make good finger food;introduce boiled eggs or omelette. One year onwards child can now eat most family food;now can safely introduce honey offer one serving of potato, pasta, bread, rice or couscous at every meal;limit very starchy food such as crisps, pastries or other savoury snacks aim to serve four portions a day-offer as snacks or blend into a stew or soup. start to include oily fish such as salmon mackerel and pilchards;carefully remove small bones from fish SPECIAL DIETARY REQUIREMENTS Childminders should always discuss with the parents of the children in their care which meals they will be expected and what food should be given. It is absolutely paramount when preparing meals that childminder take into consideration factors such as culture and religion and ensure that the food they provide is in keeping with the parents wishes. It is important to recognise and cater for differing dietary needs and this should not only be the case if you are caring for a child from different culture from your own. All children should be introduced to variety of different food and you can do this by offering foods which are associated with certain religious festivals. For example, the Christian tradition of serving mice pies at Christmas and pancakes on Shrove Tuesday can be done alongside offering Chinese food to celebrate the start of the Chines New Year, or poori to celebrate Diwali. Diets vary immensely and can differ according to belief or preference. Vegetarianism for example, may be chosen for several reason including religious or cultural beliefs or simply concern for welfare of animals. A food allergy is an abnormal response of immune system to what is otherwise a harmless food. Ninety per cent of all food allergy reactions are caused by just eight foods. These food are: milk peanuts eggs tree nuts, including almonds, pecan and walnuts fish shellfish wheat soya Symptoms of an allergic reaction can be varied but will usually include: vomiting diarrhoea eczema wheezing cramps difficulty in breathing Childminder must always respect a child’s cultural background regardless of whether the culture is their own or not. They should use their knowledge and understanding to encourage children to learn about other cultures ia a positive way. A child’s culture can have a huge impact on their development. It is absolutely paramount that childcare practitioner work in partnership with the parents of the children placed in their care to ensure a good relationship which is beneficial to everyone concerned. Practitioner need to take time to talk to the child’s parents to ascertain a suitable strategy for caring for their child and to ensure continuity of care: dietary requirements food allergies dietary difference necessary medications emergency contact information Childminder and parents need to communicate regularly and effectively in order to establish a good rapport so that the parents can be confident that their chosen childcare practitioner is right for them and, more importantly, for their child. FOOD THAT SHOULD BE AVOIDED BY YOUNG CHILDREN Food is one of life’s greatest pleasures and yet it is also a source of worry for most parents. Although baby is able to eat a lot more kinds of food, there are still some they should not eat: SALT-from seven months to a year old , 1 g of salt a day is the maximum amount for baby should have, which they will get from their breast or formula milk feeds. Do not add any salt to foods for young babies as their kidneys can not cope with it. Baby foods are not allowed to contain salt, but such ingredients as bacon and cheese will contain some. It is best not to encourage a liking for salt at any age. SUGAR-only add sugar to food or drinks you give your baby if it is necessary. Children does not need sugar. Sugar could encourage a sweet tooth and lead to tooth decay when the first teeth start to come through. HONEY-this is a sugar and can cause the same problems as sugar. Do not give honey until your child is one year old, even for easing coughs. Very occasionally it can contain a type of bacteria which can produce toxins in the baby’s intestines and can cause a very serious illness(infant botulism. After the age of one, the baby’s intestine matures and the bacteria are not able to grow. NUTS- these can be a choking hazards, especially whole nuts. Nuts and nut pastes should also be avoided if family has a history of allergies. Nuts products can induce a severe allergic reaction-anaphylactic shock-which can be life threatening, so it is best to be cautious. EGGS-can be given from six months but they must be throughly cooked until both the white and the yolk are solid. Allergic reaction to eggs can be quite common, particularly to the egg whites. Soft boiled eggs can be given after one year. FISH AND SHELLFISH-are highly allergic. The amount of mercury in these foods can affect a baby’s growing nervous system. CHILDHOOD CHRONIC DISEASES The list of health problems that can affect a child’s growth and development is huge and can range from simple colds and ear infections, which are short-lived, to much more serious problems such as cystic fibrosis, which can be life threatening. If you are caring for a child with a particular health problem it is absolutely vital that you work with the parents to provide the best care possible for the child. You will need to glean as much information as you can about the child’s condition in order to plan for their care and well-being. Parents will be very knowledgeable about any condition that affects their child and they are the best people to ask for advice and information. However you may also like to source further information from doctors, health visitors and the internet. ASTHMA- is Britain’s most common long-term childhood illness, according to the National Asthma Campaign. Asthma is a particular kind of chronic allergic reaction affecting the airways, leading to inflammation, narrowed airways and characteristic symptoms which include: wheezing shortness of breath tightness in the chest coughing These symptoms are usually variable, intermittent, often worse at night, and can be provoked by various triggers including cigarette smoke, house-dust mites, contact with animals and exercise. All allergic reactions, including food allergy, eczema, hay-fever and the life-threatening anaphylaxis, are on the increase. Asthma impacts not only on the child, with frequent episodes of wheezy illness which can be frightening, time off school, visit to the GP, but also on the family, leading to constant anxiety and sleepless nights. DIABETES- is a disease affecting the pancreas. This gland produces the substance insulin, which helps the body use up the sugar which comes from the diet. If there is insufficient insulin glucose builds up in the the bloodstream and douses problems for many organs of the body. Most young diabetics will use a blood glucose measuring device at home to check the blood glucose level frequently. A child and their family will need a period of adjustment after diabetes is diagnosed. They must establish a routine for blood glucose monitoring and injecting, learn how to count carbohydrates, see diabetes health professionals regularly and cope with fluctuating blood glucose levels. New challenges may arise as a child moves through different life stages. CYSTIC FIBROSIS-this is an inherited disease in which a number of body tissues an abnormally thick mucus. For example, the lining of the air passages in the lungs normally produces a thin mucus which keeps the lining moist. In cystic fibrosis this is very thick, leading to the air passages becoming blocked and susceptible to infection. The condition also affected the pancreas. This gland produces digestive juices and if it is affected by cystic fibrosis food can not be digestive properly. This mean that the child’s bowel movements may be loose, fatty, and foul-smelling although sometimes constipation will be a problem. Cystic fibrosis affects approximately one child in 3. 000 in UK. A test of the amount of salt in the sweat will confirm the diagnosis. There is no cure. However if it is diagnosed early, damage to the lungs can be prevented. CEREBRAL PALSY-results from damage to the parts of the brain which control the body’s movements and posture. This damage may occur before birth, during birth or during the first two years of life. The developing brain may be damaged by lack of oxygen, infection in the mother during pregnancy or a placenta which is not functioning properly. Children with cerebral palsy may need ongoing treatment throughout their childhood. Parents should always be involved in the treatment programme and in most cases will be able to help with exercises at home. Some sufferers from cerebral palsy may also have a mental handicap as a result of brain damage, but equally there may be no mental handicap whatsoever. These chronic health conditions, in addition to causing issues with child development both physically, emotionally and intellectually, can also cause great distress for those caring for the child. ———————————————————————————————— REFERENCE- Gina Ford-â€Å"The Contented Little Baby Book Of Weaning†- 2012 Gina Ford-â€Å"The Contented Child’s Food Bible†-2012 Jane Rossiter and Rosemary Seddon-â€Å"The Diabetics Kids Cookbook† -1987 Meenu Singh -â€Å"Asthma in Children† 2011 Teresa Kilgour -â€Å"Children’s Illnesses (Understanding)(Family Doctor Books) 2008

Wednesday, November 13, 2019

The Dictatorial Prospero of Shakespeares The Tempest Essay -- Tempest

The Dictatorial Prospero of The Tempest      Ã‚  Ã‚  Ã‚   Motivation often propels people to achieve high goals. Sometimes, however, motivation is too strong a tool and can manifest into selfish desires. The exploitation of the weak invariably results from the strong abusing their power, especially in a political setting. In William Shakespeare's ‘The Tempest’, Prospero is displayed as a tyrannical character who spawns a disastrous storm as part of a grand scheme to regain his title of Duke of Milan. His subsequent treatment of each character in the play, even his beloved daughter are purely based on his self-centered motives. Prospero can be seen as an overbearing racist, as well as a usurper to land that does not belong to him, but rather to Caliban. Being that Prospero's nature is dictatorial, every aspect of his life concerns achieving his narrow and self-centered goals of regaining political power through his former title of Duke of Milan.    Prospero treats his young daughter, Miranda, in a controlling way by sheltering her from the outside world and even devises a marriage for her to the son of his enemy, King Alonso to better his efforts of obtaining back the dukedom. Whilst Prospero is explaining how they once were royalty, he continually interjects "Dost thou attend me?" (1.2.77) and "Dost thou hear?" (1.2.106) to his acquies... ...ward. "Prospero: A Critical Study. " 336-82. Cambridge: Cambridge UP, 1991. Corfield, Cosmo. "Why Does Prospero Abjure His 'Rough Magic,'" Shakespeare Quarterly. 36 (1985): 31-4 8. Curry, Walter C. "The Characters of Shakespeare's The Tempest," Early Early Modern Literary Studies. Vers. 5.1. May 1999. Levin, Harry. "Two Magian Comedies: 'The Tempest' and 'The Alchemist,'" Shakespeare Survey . 22 (1969): 47-58. Miko, Stephen J. "Tempest," ELH. 49 (1982): 1-17. Mowat, Barbara A. "Prospero, Agrippa, and Hocus Pocus," English Literary Renaissance. 11 (1981): 281-3 03. West, Robert. "The Mystery of 'The Tempest'. Lexington: UP of Kentucky, 1968.    The Dictatorial Prospero of Shakespeare's The Tempest Essay -- Tempest The Dictatorial Prospero of The Tempest      Ã‚  Ã‚  Ã‚   Motivation often propels people to achieve high goals. Sometimes, however, motivation is too strong a tool and can manifest into selfish desires. The exploitation of the weak invariably results from the strong abusing their power, especially in a political setting. In William Shakespeare's ‘The Tempest’, Prospero is displayed as a tyrannical character who spawns a disastrous storm as part of a grand scheme to regain his title of Duke of Milan. His subsequent treatment of each character in the play, even his beloved daughter are purely based on his self-centered motives. Prospero can be seen as an overbearing racist, as well as a usurper to land that does not belong to him, but rather to Caliban. Being that Prospero's nature is dictatorial, every aspect of his life concerns achieving his narrow and self-centered goals of regaining political power through his former title of Duke of Milan.    Prospero treats his young daughter, Miranda, in a controlling way by sheltering her from the outside world and even devises a marriage for her to the son of his enemy, King Alonso to better his efforts of obtaining back the dukedom. Whilst Prospero is explaining how they once were royalty, he continually interjects "Dost thou attend me?" (1.2.77) and "Dost thou hear?" (1.2.106) to his acquies... ...ward. "Prospero: A Critical Study. " 336-82. Cambridge: Cambridge UP, 1991. Corfield, Cosmo. "Why Does Prospero Abjure His 'Rough Magic,'" Shakespeare Quarterly. 36 (1985): 31-4 8. Curry, Walter C. "The Characters of Shakespeare's The Tempest," Early Early Modern Literary Studies. Vers. 5.1. May 1999. Levin, Harry. "Two Magian Comedies: 'The Tempest' and 'The Alchemist,'" Shakespeare Survey . 22 (1969): 47-58. Miko, Stephen J. "Tempest," ELH. 49 (1982): 1-17. Mowat, Barbara A. "Prospero, Agrippa, and Hocus Pocus," English Literary Renaissance. 11 (1981): 281-3 03. West, Robert. "The Mystery of 'The Tempest'. Lexington: UP of Kentucky, 1968.   

Monday, November 11, 2019

The Character Building through Character Education in Elementary School

Nowadays, several people need the improvement in intensity and quality of character education implementation in formal educational institutions. This claim is based on the growing social phenomenon, namely the increasing juvenile delinquency in society, such as a mass brawl and various other cases of moral decadence. Even in certain large cities, these symptoms have come to the extent that is very disturbing. As the example, several educated people doing corruption in high institutions such as in attorney.These phenomena are obviously not expected to happen in the society. Therefore, the formal education institutions which are functioned to create the younger generation is expected to increase its role in the formation of personality of students through increased intensity and quality of character education. Before we continue the discussion about the need of education nowadays, it is better to know the definition of character itself. Character is attributes or features that make up and differentiate one individual from other individuals.It is the most important essence a person can possess, as it defines who a person is and frequently measured to refer to how good a person is. On the other words, a person who shows signs of personal eminences which are suitable to what society expect, might be considered to have a good character. Character building is the way to strengthen one’s character by molds oneself into a productive person within one's sphere of influence. Developing such personal qualities seems as a purpose of education. It is commonly emphasized qualities that include trustworthy, respect, and responsibility.Those pillars of character building should be learned from the early age in order to devote the strong foundation of character. In this essay, we will converge with the concept, the application, and the effect of character building in the schools. First of all, we deal with the concept of character building in the schools. Character buildi ng in school, we call this term as character education, is applied to the national curriculum method that turns around developing â€Å"good character† in students by practicing and teaching moral values and decision making.On the other word, character education is an investment system of the character values to the citizens of schools that include components of knowledge, awareness or volition, and actions to implement those values. As Theodore Roosevelt expresses that to educate a person in mind and not in morals is to educate a menace society. His statement implies that if we want to make students good at not only cognitive aspect but also have a competent in moral aspect, we should educate them in a pleasurable condition. Character education is not a â€Å"quick fix.†It provides long-term solutions that address moral, ethical, and academic issues of growing concern to our society and key to the safety of our schools. Character education presupposes that schools hav e the responsibility to facilitate students to encourage fundamental moral values to conduct their behavior throughout life other than help them to be smart in the lesson. According to Ramli (2003), character education has the essence and the same meaning as moral education. The goal is to establish the students’ personalities, to become a good human being, society, and citizens.This means that the teacher should facilitate to shape the character of the students in order to achieve the purpose of character education. Secondly, we cope with the application of character building in schools. Internalizing values through the curriculum in elementary school grades is one of the most workable, most used approaches. It is the most workable because we should internalize the character building from the early education, in the elementary school, in order to give strong foundations. Many schools and school systems begin with a core staff and expand gradually to include all staff.Another approach matches core values or character traits concepts to appropriate disciplines, for instance, freedom of conscience and expression with civics, and conservation with science courses. In most instances these concepts are addressed in segments of time, such as six-week units. Several elementary schools assign some time daily for values or character instructions. Schools should be used as venues to practice value or character traits. Students in all grade levels should have opportunities to practice values and character traits that range from role playing and decision making exercises to actual community service.As schools implement values and character education, the implicit curriculum should not be ignored or underestimated. The manner in which teachers and administrators relate, how teachers relate to parents and communicate with students all provide invaluable opportunities for modeling behavior based on the values and character we seek to develop in students. This modeling process should permeate the total school climate, including the way discipline is administered. Classroom management strategies, such as cooperative learning, can encourage the development of such values as trustworthiness, respect, and responsibility.Furthermore, these values will be explained below. First of all, we deal with the how to internalize to be trustworthiness. Trustworthiness has four basic values for children which are be honest, be reliable, have the courage, and be a good friend. The teachers teach the students to be honest through class management that they do not allowed to cheat from their friends’ work or their own notes when taking the quiz. In addition, the teachers also give the students chances to be reliable. They are learned to keep their promises such as to collect the assignment on time.To have the courage, the student be taught to do what is right in the society based on norms and laws, even it seems difficult. For instance, when the students tak e the final examination, the teacher asks them to inform while the other students are cheating. On the other word, the teacher should internalize good condition in the classroom. Moreover, the teachers educate their students to be a good friend. The teachers can conduct the class as a group discussion and each group has a leader. Through this method, the students can learn how to cooperate and do not betray the trust in the group.Then, we contend with the second value of character building which is respect. This value has three domains which are respect for the environment, respect for others, and respect for self. The teachers educate the students to respect for the natural environment by care for and conservation of land, trees, clean air and pure water, and of all living inhabitants on the earth. This particular way can be accomplished in school day through voluntary labor service to make the school environment healthier. Furthermore, the teachers raise the students to respect fo r others.As the example, the students listen to what other students have to say when they are in the discussion. They should appreciate what their friends have done. Not only that, they also should be courteous and polite to all of the people, especially for the teachers in the school. Afterward, the students can respect themselves. They should be taught to have self control of cleanliness. They learn to have good habits of personal hygiene and grooming. As the example, they throw the trash in the dustbin. In addition, the students should respect for their physical, mental and fiscal health.They learn about the awareness of the importance and conscious activity toward maintaining fitness and exercise in the school. Lastly, responsibility is the most important value to be taught. The students are learned to take responsibility for their action. They are not allowed to make excuses or blame others. Evidence demonstrates that mostly, students still do not have enough responsibility in school environment. Students who do not finish their homework usually blame other person that actually does not include in their problem. They make a pretext of their fault because of their parents do not remind to finish the homework.It is the ironical condition. Properly, the students should make their own notes to remind them about their task in school. In this case, the teachers also have contributions to avoid this particular event. After the class ends, the teachers should form the habit of prompting the students about the homework and the next lesson in the class. By doing this method, the students learn to take care of their own business and reach the goal to get the responsibility person. Afterward, we deal with the effect of character education. Embedded in character education are guidelines for successful living.Trustworthiness, respect and responsibility navigate the students to the journey to better person. The students explore education as life and life as learning pos itive approaches for setting and achieving the goals. They also learn that living each day to its fullest means more than waiting for moments here and there. Character education presents life with context, inviting them to listen, share, explore, and reflect. Cultivating knowledge for purposeful living, students learn through literature, art, humanities and throughout the existing school curriculum the benefits and consequences of behavior.They learn the power of choice. They learn to appreciate the qualities of being human and to share their appreciation at home, in school, and in the community. Based on the above explanations, it can be affirmed that the character education efforts designed and implemented systematically to help students understand the values of human behavior associated with the Almighty God, self, fellow human beings, the environment, and nationhood embodied in thoughts, attitudes, feelings, words, and actions based on religious norms, laws, manners, culture, an d customs. The students need standards and the skills to achieve them.They need to see themselves as students engaged in a continuing pursuit of excellence. These standards of excellence in school work and behavior will encourage students to develop qualities like perseverance and determination, and those virtues will affect every aspect of the students’ lives as they mature. Hopefully, the values, moral influences, and noteworthy characteristics we model and discuss will outlast academic facts and figures. Thus, we can leave the students a legacy that will remain constant throughout life: to know the good, love the good and do the good.

Saturday, November 9, 2019

Balance Redox Reaction Essay Example

Balance Redox Reaction Essay Example Balance Redox Reaction Essay Balance Redox Reaction Essay How to Balance Redox Equations Redox equations are often so complex that fiddling with coefficients to balance chemical equations doesn’t always work well. Chemists have developed an alternative method (in addition to the oxidation number method) that is called the ion-electron (half-reaction) method. In the ion-electron method, the unbalanced redox equation is converted to the ionic equation and then broken down into two half-reactions - oxidation and reduction. Each of these half-reactions is balanced separately and then combined to give the balanced ionic equation. Finally, the spectator ions are put into the balanced ionic equation, converting the reaction back to the molecular form. It’s important to follow the steps precisely and in the order listed. Otherwise, you may not be successful in balancing redox equations. The example below shows you how to use the ion-electron method to balance this redox equation: Follow these steps: 1. Convert the unbalanced redox reaction to the ionic form. In this reaction, you show the nitric acid in the ionic form, because it’s a strong acid. Copper(II) nitrate is soluble (indicated by (aq)), so it’s shown in its ionic form. Because NO(g) and water are molecular compounds, they remain shown in the molecular form: 2. If necessary, assign oxidation numbers and then write two half-reactions (oxidation and reduction) showing the chemical species that have had their oxidation numbers changed. In some cases, it’s easy to tell what has been oxidized and reduced; but in other cases, it isn’t as easy. Start by going through the example reaction and assigning oxidation numbers. You can then use the chemical species that have had their oxidation numbers changed to write your unbalanced half-reactions: Copper changed its oxidation number (from 0 to 2) and so has nitrogen (from –2 to +2). Your unbalanced half-reactions are: 3. Balance all atoms, with the exception of oxygen and hydrogen. It’s a good idea to wait until the end to balance hydrogen and oxygen atoms, so always balance the other atoms first. You can balance them by fiddling with the coefficients. (You can’t change subscripts; you can only add coefficients. ) However, in this particular case, both the copper and nitrogen atoms already balance, with one each on both sides: 4. Balance the oxygen atoms. How you balance these atoms depends on whether you’re dealing with acid or basic solutions: * In acid solutions, take the number of oxygen atoms needed and add that same number of water molecules to the side that needs oxygen. * In basic solutions, add to the side that needs oxygen for every oxygen atom that is needed. Then, to the other side of the equation, add half as many water molecules as anions used. The example equation is in acidic conditions. There’s nothing to do on the half-reaction involving the copper, because there are no oxygen atoms present. But you do need to balance the oxygen atoms in the second half-reaction: 1. Balance the hydrogen atoms. Again, how you balance these atoms depends on whether you’re dealing with acid or basic solutions: * In acid solutions, take the number of hydrogen atoms needed and add that same number of to the side that needs hydrogen. * In basic solutions, add one water molecule to the side that needs hydrogen for every hydrogen atom that’s needed. Then, to the other side of the equation, add as many anions as water molecules used. The example equation is in acidic conditions. You need to balance the hydrogen atoms in the second half-reaction: 2. Balance the ionic charge on each half-reaction by adding electrons. The electrons should end up on opposite sides of the equation in the two half-reactions. Remember that you’re using ionic charge, not oxidation numbers. Oxidation: Reduction: 3. Balance electron loss with electron gain between the two half-reactions. The electrons that are lost in the oxidation half-reaction are the same electrons that are gained in the reduction half-reaction. The number of electrons lost and gained must be the same. But Step 6 shows a loss of 2 electrons and a gain of 3. So you must adjust the numbers using appropriate multipliers for both half-reactions. In this case, you have to find the lowest common denominator between 2 and 3. It’s 6, so multiply the first half-reaction by 3 and the second half-reaction by 2. 4. Add the two half-reactions together and cancel anything common to both sides. The electrons should always cancel (the number of electrons should be the same on both sides). 5. Convert the equation back to the molecular form by adding the spectator ions. If it’s necessary to add spectator ions to one side of the equation, add the same number to the other side of the equation. 6. Check to make sure that all the atoms are balanced, all the charges are balanced (if working with an ionic equation at the beginning), and all the coefficients are in the lowest whole-number ratio. Reactions that take place in base are just as Read more: dummies. com/how-to/content/how-to-balance-redox-equations. html#ixzz1SAYBH2vl

Wednesday, November 6, 2019

Free sample - Types of Evaluation. translation missing

Types of Evaluation. Types of EvaluationProcess evaluation Rossi, Lipsey, Freeman (2004), define the process evaluation as the type of evaluation that focuses on the way in which a program was implemented and how the program is operating. It keys out the procedures that are used as well as the decisions that are made in developing the program. Process evaluation describes the way in which a program operates, the type of services it offers, and the functions it fulfills. Process evaluation used the experimental data to assess the delivery of the implemented program. It verifies on what the program is meant to do and whether the program is implemented as required. Process evaluation is very important in a number of ways as listed below: It is useful in determining the degree to which a given program will be implemented according to the available plan. Very useful in assessing and documenting the degree of variability and fidelity in the implementation of a program irrespective of whether it is expected or unexpected, planned or unplanned. It is used in comparing multiple sites in relation to fidelity. Process evaluation is used to give validity regarding the relationship between intervention used and its outcomes.   Used to give out the information concerning the type of components of the given interventions, which can bring about the outcomes. It is helpful in allowing one to understand how the program context and program processes relate to each other. The program context can be the setting characteristics while the program process can be the levels of implementation. Useful in providing managers with the feedback regarding the quality of the implementation. Used to improve the components used in delivery. Used to provide the program accountability to the public, sponsors, funders, and clients.    Used to ameliorate the quality of the implemented program since the act of assessing is an intervention. It is very important that, when the program components have been identified, a logical model is created that in graphical terms depicts the relationship between the components of a program and the expected outcome of the components. The logic model can be defined as a set of statements that provide a link for the problems a program is trying to address, the manner in which it will address them, and the immediate and intermediate results (Rossi, et al., 2004). The Logic Model is important in a number of ways. It is useful in developing clarity concerning a program or project that is to be implemented.  Ã‚   Useful in developing consensus among the involved people. Used in pointing out the redundancies and the gaps in a given plan. Used in the identification of the main hypothesis of the program to be implemented. Used to compactly convey what the program or project is all about.  Ã‚   The Logic Model can be used during any given work for the purposes of clarifying the task being done, the reason to why it is done, and the intended outcomes of that work; during program or project planning to ensure that the particular program or project is complete and logical; during evaluation planning in order to focus the evaluation; and during the project or program implementation to act as a template for making comparisons with the real program and as a filter to find out if the proposed changes are appropriate or not (Rossi, et al., 2004).   Process evaluation is characterized by two formats of data collection. The two formats are; Quantitative, archival, or recorded data which can be controlled by a management system or computerized tracking; and the qualitative data which can be acquired by a variety of formats, for example surveys or focus groups. Outcome evaluation Schalock (2001) defines outcome evaluation as the type of evaluation that deals with determining whether, and to which extent, program services or activities have accomplished their designated outcomes among the population of target. Outcome evaluation is usually described by first looking at the basic components of the program. It looks at programs as systems which have activities or processes, inputs, outcomes and outputs. The inputs are the resources and materials that the program uses to carry out its processes, or activities to serve clients, for instance, staff, equipment, volunteers, money, and facilities. They are usually easy to identify and many of the inputs are common to most programs and organizations. Outcome evaluation is very important as measures the changes in the outcomes of the implemented programs and also it establishes that the intervention on the way the program operates causes the observed changes. The most essential decisions in a given evaluation to demonst rate causation, takes into consideration its design, that is, those decisions concerning what will be measured and the time when the evaluations will take place.  Ã‚   The outcome evaluations can either be experimental or quasi-experimental. The experimental evaluations are usually random assignment studies which are used to evaluate the total impacts of a program or the activities of the program, and this allows for the appropriate conclusions to be made concerning the cause and effect.   The quasi-experimental evaluations are used to monitor the outcomes for a single group over time or it can compare the outcomes among the individuals getting the services to a comparison group, national data, or a similar population (Schalock, 2001).  Ã‚  Ã‚   Activities are the processes which a given implemented program does to the customer in order to satisfy his or her needs, for instance, counseling, teaching, feeding, clothing, and sheltering. It is of great significance to note that during the time of keying out the activities in a project or program, the focus is still important on the program or organization, and still not very much on real changes in the customer. Outputs are the units of service concerning the program to be implemented, for instance, the number of individuals, sheltered, clothed, counseled, and fed. The number of customers served only indicates the numerical number of customers who underwent the program. Outcomes are the real impacts for participants after or during the program, for instance, in the case of a smoking cessation program, participants quitting smoking can be the outcome. The outcomes are often expressed in terms of behaviors, skills and knowledge, status, conditions, and values (Schalock, 2001). Outcome evaluation uses a quantitative approach. It usually makes use of randomized controlled trial, comparison group and pre-post comparison. Randomized control trial design uses groups of customers who are assigned randomly to a plausible option or to the treatment in question. The members in all the groups are given similar pre-treatment and post-treatment evaluations. The comparison group design is almost the same as the randomized design but the difference is that in comparison group the groups of customers are deliberately and not randomly chosen. The pre-post design is a more realistic design for treatment systems or services having insufficient resources or experience. The pre-post design is less rigorous scientifically but it can give useful results for the uses in program improvement and program accountability.  Ã‚  Ã‚  Ã‚   Outcome evaluations can be done at various points during the development of a given program. It is advisable that the outcome evaluations are not conducted for start-up programs that have not yet attained a fully incorporated service-delivery models.   It is also not advisable to conduct an outcome evaluation without first conducting the process evaluation that accompanies it. It has been seen that, the findings obtained from the outcome evaluations are used to depict whether or not the involved individuals are receiving the predicted returns of the program (Schalock, 2001).  Ã‚      References Rossi, P., Lipsey, M., Freeman, H. (2004). Evaluation. Thousand Oaks: Sage Publications. Schalock, R., (2001). Outcome-Based Evaluation. New York: Kluwer Academic/Plenum Publishers.

Monday, November 4, 2019

Metaphor in Korean and Arab Culture Essay Example | Topics and Well Written Essays - 1000 words

Metaphor in Korean and Arab Culture - Essay Example The modern theory of cognitive metaphor is developed in the works of many scholars, in accordance with which, â€Å"metaphor is an instrument of cognition, structuring and explanation of reality† (Lakoff, 1993, p. 217). Following J. Lakoff, we agree that â€Å"metaphor is located in thought and not in the language†. Metaphor is a source for something new and interesting. There is a certain cultural background in different metaphors because they reflect specific needs of target audience and key issues of life of different nations turn into the sources for further metaphorical derivates. For example, metaphors in American English are often associated with sports because active way of life has been always highly estimated among the Americans (Deignan, Gabrys, & Solska, 1997). Food metaphor is more appropriate for Chinese English because the nation is highly concerned about meals. Thus, family dinners on weekends symbolize unity and dominance of family. Sometimes, metaphors interpretations are similar or different. Thus, Chinese use sports metaphors and Americans use metaphors about food and the meaning of them would be the same. For example, in Chinese: â€Å"One cannot learn to swim in shallow water† meaning that one should go through thick and thin in order to become a professional. For Americans, a metaphor â€Å"to eat a piece of cake† meaning to get easy job. In accordance with J. Fauconnie and M. Therner, the essence of conceptual integration comprises the following: once a metaphor spawns, two sections of brain responsible for visual and abstract images are activated (Fauconnier, 1998, pp. 133-179). With regard to one of the claims of a cognitive metaphor theory: the principles of metaphorization processes are based on knowledge interpretation procedures, reflected in cognitive construction–frames (specific unified constructs of knowledge or experience connected by mental reflections) and scenarios (a generalized dynamic e xperience of human interaction with the world). A frame is characterized by â€Å"encyclopedicity†, i.e. cluster of various structurally generalized kinds of knowledge about a referent. Frames include basic, typical and potentially possible information associated with the concept. Frames can be inherent; they can emerge in the process of individual cognition or can be adopted via learning. Currently, the â€Å"theory of conceptual blending† is of high relevance. This theory was derived by A. Richards (1990) and has been followed by J. Fauconnie and M. Therner. The essence of conceptual integration comprises the following: once a metaphor spawns, two sections of brain responsible for visual and abstract images are activated (Fauconnier, 1998, pp. 133-179). Further metaphors in Arab and Korean languages are considered with respect to developments in the field of cognitive metaphor. It is supposed that two frames are actualized. Elements of these frames can have nothing i n common, but creation of a new metaphoric derivative happens as follows: Figure 1. Algorithm of a new metaphoric derivative creation Further considerations are about metaphors in Korean and Arab cultures. The Korean culture has the following key collective values, for example, social harmony, respect and mutual cooperation. Western culture is

Saturday, November 2, 2019

The Cultural Clash of a Wedding between a Catholic Priest and a Female Essay

The Cultural Clash of a Wedding between a Catholic Priest and a Female Buddhist - Essay Example Culture plays an important role in every society especially when it comes to religion and gender roles. This aspect has had a major impact on how various people from cultural backgrounds and different gender go about their duties within the society. Ingram states that some cultures and religious doctrines are to a certain degree non-conforming therefore, a major cultural clash can occur in the event of the interaction of the two religious setups that may profess extreme doctrines (6). This is especially so when it involves the incorporation of gender as each religious doctrine associate men and women with specific gender roles. The main aim of this essay is to discuss two distinct cultures and identify the cultural clash that may arise when a wedding between a female Buddhist and Catholic father take place. Religious and cultural doctrines under the Roman Catholic Church Believed to be the earliest Christian Church, the Catholic Church like any other Christian Church, believes in cre ation and life after death. The church practices a number of doctrines that place women at a certain level within the society. Worshipping I the dioceses and parishes, the Catholic hopefuls, men and women included, partake of the mass and to a certain degree, confine their religious teachings within the Bible. The worshippers believe in trinity and the resurrection of Jesus Christ and they confirm this by baptism and partaking of the Holy Sacrament. Most worshippers believe in religious symbols of Jesus and Mary as a way of connecting to God. When it comes to gender and sexuality issues, the Catholic Church is especially restrictive to women holding positions of power like the papacy and fatherhood. In addition, men who have devoted their lives to Christ ought not to marry (Ingram 22). Religious and cultural doctrines in Buddhism Unlike their Christian counterparts, the Buddhists believe in the Three Jewels, often referred to as the Three Refugees. The Buddha, the Four Noble Truths, and the Four Reminders, talk about human life and the essence of his existence although some of the details contained therein may significantly differ with Christian beliefs (Ingram 24). When it comes to gender roles, there is perception that women ought to be equal to men although there are certain discrepancies. The monks and nuns ordain the nuns while only the monks ordain themselves. According to the Buddhist philosophy, enlightenment of a person can elevate their social status irrespective of their gender, a perception that has infiltrated several Buddhist cultures through western modernization (Ingram 36). The clash between the Roman Catholic and the Buddhist culture Although there are some elements of resemblance between the Buddhist and Catholic belief systems, significant inconsistencies surface across the across the cultural divide of the two cultures. According to Ingram, certain similarities do exist especially pertaining to the exclusive importance accorded to life wit hout due regard to the specific gender. These include the right to life, refraining from sexual misconduct, practice of high morals, and the belief in a supernatural being, which has spiritual reign over all that inhabit the earth (26). However, there are notable differences between the two cultures that may lead to a scenario of a cultural clash, in case circumstances force the two cultures to interact (Ingram 32). The major one being that generally, Buddhists are polytheists while the Christian Catholics are monotheists. While Christians follow one Almighty God, most Buddhists have specific gods for certain incidences of life, for example the god of life, the god of marriage, and the god of the skies. Christians do believe in the good old story of creation of mankind and life after death while to the Buddhists, it is a bit twisted in that they do not regard the story of creation while at the same time ignoring what happens after life on earth as