System of Checks and Balances

The president heads the American Presidential system of government. He/she is both the head of state and government. The president has powers to appoint officials to key government positions and to declare a state of emergency. The constitution grants the head of state several powers in order to drive the government well.Advertising We will write a custom critical writing sample on System of Checks and Balances specifically for you for only $16.05 $11/page Learn More Everybody in the country turns to the government in case anything goes wrong. The government therefore has a sole responsibility of protecting the lives and properties of individuals. The government ensures that an individual exercises his/her rights and duties without interruption. For this case, the government has powers over the activities and actions of individuals. Even though an individual has rights as articulated in the bill of rights, such rights and freedoms must be exercised in ac cordance with the constitution. This means that individuals have duties apart from rights. The main duty of an individual is to pay taxes and to obey the law always. Democracy is achieved when rights and duties are observed carefully. The government is divided into three major arms, each charged with a responsibility. The three exist to serve citizens in the most cost effective way. Governmental powers are shared among the three wings. This is important because power corrupts and in some cases corrupts absolutely. The two chambers of parliament that is, the senate and the congress checks on the excess of the president and his/her team. The president cannot appoint officials to important constitutional offices without approval by either chamber. This is important because the head of state is always at toes knowing that he/she is being watched. The legislature hence acts as people’s watchdog because it instructs the executive to publicize expenditures and in extreme cases order s audit of accounts.Advertising Looking for critical writing on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More From the above analysis, it does not mean that the executive arm of government is irrelevant. The president must sanction all bills before they can be applied or implemented. The civil service is supposed to offer free services to people, especially during the times of calamities. A state is said to be strong when its government is strong. Weak governments cannot manage the affairs of the state well. Such governments usually have weak foreign policies, which makes a state not to achieve external interests. The US is strong and viewed as a world power mainly because of its strong institutions. Strong institutions guarantee justice and equality within a state (Sabato 17). In other words, it can be summarized that whereas the legislature makes laws, the executive arm implements them. This process is a continuous dialectic i mplying that one cannot be separated from the other. The two are intricately tied together although the executive have more powers especially during natural disasters (Beeman 37). The last but most important arm of government is the judiciary. The agency comprises of judges and the court system charged with the responsibility of arbitration. The judiciary from time to time is invited to interpret some clauses of the constitution, particularly during conflicts. The judiciary ensures that justice is administered properly and no abnormality goes on in government. The members of the judiciary advice the president on the best ways possible as regards to policy implementation. It does not mean that the judiciary is powerful than the other two arms. In fact, the president with endorsement from the legislature appoints members of the judiciary. The judiciary in turn has its freedoms since it is sovereign. No person can influence the judiciary to favor one party during arbitration. Works Cit ed Sabato, Larry. American Government: Roots and Reform (11th ed). Virginia: Longman, 2011.Advertising We will write a custom critical writing sample on System of Checks and Balances specifically for you for only $16.05 $11/page Learn More Beeman, Richard. â€Å"The Varieties of Deference in Eighteenth-Century America,† Early American Studies: An Interdisciplinary Journal, Vol. 3 (2), 2005. This critical writing on System of Checks and Balances was written and submitted by user Marianna Cline 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.

One of the most constantly asked questions about The Merchant of Venice is Is it anti Semitic Essay Example

One of the most constantly asked questions about The Merchant of Venice is Is it anti Semitic Essay Example One of the most constantly asked questions about The Merchant of Venice is Is it anti Semitic Paper One of the most constantly asked questions about The Merchant of Venice is Is it anti Semitic Paper Essay Topic: Merchant Of Venice Play It is quite clear when reading The Merchant of Venice that there is a large focus on Shylock being a Jew. This is very prominent in his I am a Jew speech he, the Jewish moneylender, angry and betrayed, rails against the non-Jewish world which torments him. Antonio hath disgraced me, and hindered me half a million, laughed at my losses, mocked at my gains, scorned my nation, thwarted my bargains, cooled my friends, heated mine enemies and whats his reason? I am a Jew, he exclaims. Then comes the famous speech. Hath not a Jew eyes? Hath not a Jew hands, organs, dimensions, senses, affections, passions. However from this alone we cannot decide if Shakespeares play is anti Semitic. In Shakespeares day, anti-Semitism was all the rage in England. Despite the fact that Jews had been kicked out of the country three hundred years previously by the Edict of York, hatred for them remained powerful. Ten generations of Englishmen had never seen or talked to a Jew, but that didnt stop them from thinking Jews were evil, smelt bad, committed ritual murder and had other salacious traits. Elizabethans didnt wash. Queen Elizabeth herself was considered a little quirky for insisting that she took a bath once a year. But it was a well known fact that Jews bathed Jewish women once a month in the ritual mikve, and Jewish men just before the Sabbath. Somehow the general public knew that the immersions in water were related to the monthly cycle so they firmly believed that Jewish men menstruated too and every week! It was in this climate that Shakespeare wrote his plays. Pandering to the taste of his audience, he stuck in many lines that may be seen as anti Semitic. If I do not love her I am a Jew, proclaims Benedick about Beatrice; meaning that if he does not love her he is a scoundrel. In Macbeth, the witches intone Liver of blaspheming Jew as they pop another vile ingredient into their cauldron. Servants invite each other for drinks, stating that one who refuses the offer is a Jew. Portia, in her impassioned speech about mercy: The quality of mercy is not strained, / It droppeth as the gentle rain from heaven changes her tune when it is her turn to be merciful. Not so fast, Jew. to Shylock, as she relentlessly increases his punishment. This is a concrete example of why maybe Shylock is the way he is: The villainy you teach me I will execute, and it shall go hard but I will better the instruction. I would argue, despite the anti Semitic content of some of the scenes in this play, that the play is not solely anti Semitic or that Shakespeare is so. At first it may appear that Shakespeare is merely building the play up to show a cantankerous Jew who receives his comeuppance, however Antonio, the merchant of Venice, is shown to be a hard-hearted man who curses Jews and spits upon their coats. When he is forced to ask Shylock for a loan, not only does he refuse to apologise for this behaviour, but also he actually says, I am like to call thee so again, to spit on thee again, to spurn thee too. He wants the money as an enemy not as a friend. Shylock is shown to have a reason for his anger and his stubborn demand to receive his pound of flesh. Apart from Antonios unpleasantness, there is the matter of Rebecca, Shylocks daughter, who has run off with her fathers money and jewels in order to marry a Christian. Shylock has a motive for hating Christians and their double standards. In this way the play actually shows both sides of the coin, that Christians have the potential to be bad just as well as Jews. Jessica being Shylocks daughter is obviously Jewish but it is interesting to see the stark contrast is persecution that they receive. Her character is more a perpetrator of discrimination rather than a victim of it. If anything, Jessicas behaviour towards her father reinforces the anti-Semitism that is in the play. When Gratiano says that Jessica is a gentle and no Jew he says so because Jessica has behaved like a good Christian by stealing from the dissolute Shylock. Moreover, Jessica says: When I was with him I have heard him swear to Tubal and to Chus, his countrymen, that he would rather have Antonios flesh than twenty times the value of the sum that he did owe him. Here we see Jessicas own words supporting the stereotype that Jews are immoral. She describes Shylocks house as hell explicitly connecting Shylock to the devil himself. And Shakespeares contemporary audiences were likely left with the impression that Jessicas theft of Shylocks funds is deserved that the Jew is finally getting what he deserves. Shylock is a victim, whose mind is clouded with grief and frustration at the Christians relentless persecution of him, and their theft of his only daughter. However, because he is overcome with this red mist, he loses himself in his hatred, and it appears to everyone that he has gone too far. Until then the only Christian to address Shylock directly by his name was Portia, but after he passes the point of no return, she reverts to calling him Jew like the others. The fact that he passes this point shows that he has some villain in him, but no more than Portia. It is ironic that Portia passes judgement on Shylock, and criticises him for not showing Antonio mercy, yet she acts with the same lack of mercy towards Bassanio regarding the ring as Shylock did to Antonio. In conclusion, Shylock shows some of the characteristics of a villain, but these are simply products of his victimisation; Shylock is a victim of the self-absorbed, racist community that Venice had become. His anger and frustration that lead to him making poor judgements are products of having to endure the torment of this environment. An Elizabethan audience would probably harbour a little sympathy for Shylock because of the way the Christians persecute him but however hard Shakespeare has tried to even out the playing field with regards to the portrayal of Jews in a bad light, the audience would of probably left the theatre with their anti Semitism intact or inflamed. Viewing the play through modern eyes, Shylock can be seen as both an Elizabethan stereotype but also a human being. Ironically, it is precisely because of the stereotypical elements in Shylocks character that many people argue against The Merchant of Venice, viewing it as an anti-Semitic work, which is an understandable reaction in a post-Holocaust era. Shakespeare, however rarely creates a one-dimensional villain, but a complex character who usually has many lessons to teach the audience.

Research Paper On the RHETORIC of Science (Specifically Addressing the

On the RHETORIC of Science (Specifically Addressing the Form of Scientific Reports) - Research Paper Example Collectively, these diverse motivated and organized examinations contribute to a common representation of writing practices in the various disciplines and the connection of the procedures. The inspections of these fields help readers understand the procedures different disciplines employ to construct knowledge. This can be through different textual forms and types of challenges people must meet when learning to write within their respective fields. On the rhetoric of science and form, different linguists question the essence of analyzing the written work of scientists. Since past years, it has been common knowledge that scientists report their basic hypothesis and experimental results hence no need for in-depth analysis of their works. However, in the contemporary times, there has been an urgent need to analyze the scientific reports and experiments. This is because of the scientists need to gain followers for a given viewpoint or claim precedence for a discovery. The steps undertake n by scientists to convince their contemporaries and control them through peer review are a significant focus point for developing consensus. Despite this need to analyze scientific writings, some scientists argue and cite the steps taken in reviewing the writings. Science is a field that only few people venture in to and allowing analysis of scientific writings by unqualified people may not be appropriate. Reviewers have little knowledge of the science field hence any analysis made might be faulty. For any successful analysis to be done, reviewers need to understand the underlying science in the first place before any remarks can be made. On the other hand, analysts and reviewers argue that science is a field that is also susceptible to rhetoric. For instance, there have been non-scientists making successful reviews on science writings. The perfect example of such a reviewer is Thomas Kuhn analyzed how scientific paradigms transform as new interpretations of the problematic space a nd what counts as substantiation within the space take place. Rhetoric refers to the art of public communication and a body of principles pertaining to the field’s practices. Knowledge of rhetoric enables individuals to comprehend communication steps as they pertain to decision making. Rhetoric is a subject of significance since its learning enables individuals to understand the steps of communication which underpin decision making in free societies. Decisions and assumptions of public policy find their background from rhetoric, and so comprehending any of society’s rhetoric will expand people’s knowledge concerning its ideology, laws, customs, and beliefs. In relation to rhetoric of science and form, there is a popular and widespread misconception that methodical communication is conspicuously dissimilar from other customs of unrestricted communication. Science is a master of disguise hence the need for public communication on the findings and experiments carri ed out in the field. Prior scientists played a vital role in placing science in English society. This was through creating the assumption that science deals with inevitabilities rather than probabilities, demonstrations, and arguments. Scientific communication contains all similar kinds of properties which other fields of communication possess. Majorly, scientists seem to be at the top of frontier knowledge, and most have no concern

Epiphany Trigger and or contrast Essay Example | Topics and Well Written Essays - 500 words

Epiphany Trigger and or contrast - Essay Example This paper compares what caused my epiphany and what triggered Gabriel to have his epiphany in â€Å"the dead† James Joyce. My epiphany was brought about by a discussion held with some of my friends. This discussion evolved around the matters that are affecting the country today. The matters ranged from war to the resent attacks on gay rights. My stand on these matters seems always to be in contrast to what my friends seem to believe in or think this is right and ethical. The discussion had me thinking a lot about my views on these matters. I saw the overwhelming evidence that was against me, yet I maintained my stand. One of my friends talked to me and advised that I deeply reflect on my life and what I stand and believe in. He said that somewhere inside me there is a position, which is same views as the rest of my friends’ and I just had to go and think critically regarding the matter. This point provided my turning point and thus triggered my epiphany (Klein 22). Gabriel’s epiphany in â€Å"the dead† by James Joyce occurs when he and his wife attend a dinner party, which results in an epiphany for both Gabriel and his wife. The main character, James, at the end of the story, experience epiphany or a self-realization, the set of the external circumstances at the party manage to focus attention on his futility and the meaningless of his life. At the very end of the story, Gabriel’s epiphany takes place Greta tells him about the boy that she fell in love with; who died from pneumonia after a long wait in the snow so that the boy could see her for one last time. The story touches him greatly and manages to open his mind as he contemplates about himself, his behavior, and his words. He conceptualizes the past, and the future all within that moment he even sees his wife differently (Klein 23). In both cases, the epiphany is brought or triggered by people close to the

Answer 7 Questions materials provided - Training and Development Essay

Answer 7 Questions materials provided - Training and Development Questions - Essay Example b) Nominate one publication from the NCVER Statistics publications that you can access, which addresses the statistics of participation in ACE. (NB if not available electronically, how will you access it?) (2 marks) Karmel, T. & Mlotkowski, P. 2008, ‘School-based apprenticeships and traineeships’, NCVER, National Centre for Vocational Education Research. Retrieved 3 April 2009 from http://www.ncver.edu.au/statistics/aag/schoolbased/sp08010.pdf Of the six articles and books located in the search of the NCVER website VOCED database listed in the Topic Notes, which one is available in the UNE library, and which author has another publication available in the UNE library. Give full bibliographic details and the relevant call numbers from the UNE catalogue. Australian Association of Adult and Community Education, 1992, ‘Striking a balance: adult and community education in Australian towards 2000 / edited by Roger Harris and Peter Willis’, UNE, Centre for Human Resource Studies. Call number: 374.994/A938s. Retrieved 3 April 2009 from http://biblio.une.edu.au.ezproxy.une.edu.au/cgi-bin/chameleon?sessionid=2009040401184001311&skin=une&lng=en&inst=consortium&conf=.%2fchameleon.conf&host=biblio.une.edu.au%2b1111%2bDEFAULT&SourceScreen=INITREQ&scant1=Striking%20a%20balance%3a%20adult%20and%20community%20education%20in%20Australian%20towards%202000%20%2f%20edited%20by%20Roger%20Harri&scanu1=4&elementcount=1&t1=Striking%20a%20balance%3a%20adult%20and%20community%20education%20in%20Australian%20towards%202000%20%2f%20edited%20by%20Roger%20Harri&u1=4&pos=1&itempos=1&rootsearch=SCAN&function=INITREQ&search=AUTHID&authid=329794&authidu=4 a) Identify at least one useful article (for the essay assignment) by the author K Schofield that you accessed via the UNE library. Give accurate bibliographic details and the call number (refer to the UNE Referencing Guide for the bibliographic details). Schofield, K. 1996, ‘ACE-VET : is it delivering?

Functionalist Perspective on Education

Functionalist Perspective on Education Functionalists, use education as part of their observations, as a whole of society. Functionalist perspective, looks at structural theories. Functionalists use society as part of organic analogy. This means that society operates effectively due to all the parts of society working together. If a part of society, does not function properly then it can affect the rest of society. Functionalists see Education, as the main organ in society. It is very important in society. Is the school system works properly, then society will function properly as well. Emile Durkheim(1858-1917) suggests that education is very important in teaching children the societys norms, values and roles. They learn to accept authority and how to socialise with other people, known as secondary socialisation. Children learning the appropriate norms, values and roles in society, which helps keep society stable and helps to maintain the value consensus. Value Consensus is an agreement between society members, to conform to certain values. This creates social solidarity(Haralambos Holborn,2008). People in society will feel more involved in society, having more of a sense of belonging. Emile Durkheim also suggests that education provides the teaching of societys history. This is important, that children will learn to feel more apart of something larger than themselves. They will learn to develop a sense of belonging and commitment, to a certain social group that they belong to. This could prevent Anomie, which is feeling normlessness. (Haralambos Holborn,2008). Functionalists such as Talcott Parsons(1961) suggests that after the primary socialisation of children, secondary socialisation takes over as the most important role in society. Education, prepares children with their adult roles in society when they are much older. (Haralambos Holborn,2008). When a person reaches the ages of 16-18, they are officially classed as an adult in society. Primary socialisation, is where the family is most responsible for. They teach children how to talk,walk and learn skills, necessary to live. Parents tend to treat their children, most importantly as their child and do not tend to focus on their individual skills or standards. This is known as Particularistic standards ( Harlambos Holborn, 2008). When children reach primary or secondary schools, they are treated equally. They are based on their skills or standards, which is based on every children regardless of their family connections. This is mainly called universalistic standards.(Haralambos Holborn, 2008). Within societies of families, the childs social status in ascribed. This means that the status of the child is set when they are born. For example, a child born into a rich family, may be seen as a child who is rich when they are born. Talcott Parsons suggests that due to industrialization in societies, peoples status can change and be achievable.(Haralambos Holborn,2008). For example, a person who qualifies as a doctor may have their occupational status changed as getting a good job. Talcott parsons suggests that school education prepares young people for adult life. Using school exams, childrens achievements are based.(Haralambos Holborn, 2008). Children learn to conform to authority in schools. They learn to conduct themselves in school, using school of conduct. These may vary from school to school. For example, different uniforms to be worn by students. Talcott Parsons suggest that school principles are mainly focused on a meritocratic society. Students status are mainly achieved, through their worth as individuals. ( Haralambos Holborn,2008). This still occurs in todays school system. People with the highest grades, are more likely to be in top classes then people who get lower grades. Schools tend to work on this system. Another example is getting into University, people need to require a certain level of qualifications, to get into University. Talcott Parsons, also suggests that schools provide an important function in the future potentials of the workforce. Schools can select students, according to their level of skills, to best suit future employment according to their skills.(Haralambos Holborn,2008). Marxist Perspective on Education The Marxist perspective, is a conflict approach. Unlike, the functionalist theory it focuses on the conflict of education. According to Marxists, the system of the education provides the needs of the Capitalists (the ruling class). Schools, learn children norms and values, suitable for working in a Capitalist society. It prepares children, for their future role in the employment industry. Marxists, suggest that there are inequalities in societies even though the education system aims to provide equality of education. Inequalities can form, in different areas such as employment. Many people may become powerful in society, well others may become workers of the powerful. Marxists suggests that the economic base of society is important. Economic factors, are important in every society. Marxists such as Herbert Bowles and Samuel Gintis, in Schooling in Capitalist America(1976). They suggest that education forms the main role in producing employees, for the workforce. They also suggest that there is a close relationship between the social relations between the workplace and the education system. This shows how the education system, works in teaching children. According to Bowles and Gintis(1976), they suggest that schools provide the skills, values needed by a capitalist society by providing a Hidden Curriculum (Haralambos Holborn,2008). Students learn from attending school, they learn from the principles of the Hidden Curriculum( Haralambos Holborn, 2008). Bowles and Gintis(1976) suggests that the Hidden Principle(Haralambos Holborn,2008) learns children authority. In schools there is a system of a hierarchy which controls the authority of the school. The head teacher, is usually at the top and then school teachers. Students are considered at the bottom, because they need to accept authority. This helps them to prepare for employment, accepting authority from employers in the future. Bowles and Gintis(1676) suggests that students learn to be motivated by external factors.(Haralambos Holborn,2008). External factors such as pocket money, allow them to focus on their studies. High school students, get their qualifications if they work hard making them more able to get good employment.(Haralambos Holborn, 2008).

The Jfk Assassination: Conspiracy Or Single-gunman? Essay -- essays re

The JFK Assassination: Conspiracy or Single-Gunman? Adolf Hitler, the Nazi dictator of Germany during World War II, once said, "The bigger the lie, the more people will believe it." Although this may sound ludicrous, we can see many example of this in the world's history. One example would have to be the John Fitzgerald Kennedy assassination. For over thirty years the people of the United States were led to believe that a single gunman shot and killed Kennedy in Dallas on November 22, 1963, at 12:30 p.m... However, in this paper, I will dispute the ancient analization of the facts that show a single gunman was involved, and try to show that a conspiracy must have been present. According to the old facts regarding the case of the JFK assassination, Kennedy was killed by a single gunman. On November 22, 1963, at 12:30 p.m. CST (Central Standard Time), Kennedy was riding in an open limousine through Dallas, Texas. At this time, Kennedy was shot in the head and neck by a sniper. He was then taken to Parkland Memorial Hospital, where he was pronounced dead. Later, police arrested Lee Harvey Oswald, a former U.S. Marine, at a nearby theater. By the next morning, Oswald was booked for the murder of President John F. Kennedy. Two days later, Oswald was killed by Jack Ruby, a Dallas nightclub owner, while he was being moved from the city to the county jail. At a glance, the above story sounds as if this should be an open-and-shut case. After all, according to the facts above, Oswald must have killed Kennedy. However, you must take a deeper look into this case. Many people who witnessed the murder of John F. Kennedy dispute the facts above, saying that they heard shots from places besides the book depository, and other things that may contradict what is stated above. One of these witnesses, Abraham Zapruder, captured the entire assassination on his Bell and Howell eight millimeter movie camera. This movie, cleverly called the Zapruder Film, is the single best piece of visual evidence in this case. In order to more clearly understand the Zapruder Film, it is necessary to break it down into frames. The particular Bell and Howell movie camera that Zapruder was using ran at eighteen and three-hundredths (18.3) frames per second. When using this frame system, you must remember that all shots were actually fired several frames before the number that is assign... ...ives to kill the President. As you can see, the killing of John F. Kennedy was a conspiracy. There is no way a single gunman could have fired all the bullets that hit Kennedy and Connnally in that short period of time. Also, since Kennedy's head went back and to the left, the bullet must have been fired from the front and right of Kennedy. This shows that there was another gunman, which makes this a conspiracy. Someday, it would be nice if the truth is revealed about who fired the bullets, and how many gunmen there actually were. Bibliography 1. Harris, Robert. "The Assassination of President John F. Kennedy: A Reassessment of Original Testimony and Evidence." 2. Harris, Robert. "The Single Bullet Theory: A Question of Probability." 3. Newman, John. "Oswald and the CIA." Carroll and Graf Publishers, Inc. New York: 1995. 4. Summers, Anthony. "Conspiracy." McGraw-Hill Book Company. New York: 1981. 5. "JFK" Directed by Oliver Stone. Warner Bros., Inc. 1991.

International Students Essay

Attention getter- â€Å"Did you have a lion in your backyard when you were growing up?† â€Å"Did you have to hunt for your food?† Reveal Topic- These were the questions asked by my classmates when I first moved to the United States. Often times, international students are asked bizarre questions about their culture. Frequently, international students are asked what their names mean and although most may know, some don’t have the slightest idea. My name, Taiwo, means first of the twins to be born and the first to taste the world. From the audience survey I received back, only 2 out of 16 people that took the survey knew the meaning of their name. Most questions asked of international students can be humorous but some are very offensive. Credibility Statement- I moved to the United States when I was 12 years old, and my biggest problem was readjusting to the weather, which by the way I’m still not adjusted to. In Nigeria, my home country, there are only two seasons which are the wet and the dry season. Although I am not an international student, I can relate because I had to go through so many changes and at one point it was unbearable. Each year, Johnson County Community College is home to international students from more than one hundred countries with their own cultures, skills, and struggles. Preview of main points- Today, I am going to inform you about international students struggle with challenges like cultural and social adjustment. Connective- First, I would like to explain I. International student’s struggles with cultural adjustments. A. According to Gregory Trivonovitch, there are four transitional stages: a honeymoon, hostility, integration/acceptance, and finally, the home stage. 1. The honeymoon stage is described as the stage full of joy and excitement because most international students that are just arriving are captivated with everything new. They  a excited to start studying at a United States university. The second stage is hostility that â€Å"is characterized by frustration, anger, anxiety, judgementalism, fear, and sometimes depression† (Claremont). The third stage  is integration and acceptance, meaning when international students start to feel comfortable and relaxed in their new environment. At this stage they can join different clubs like the international club. The international club at Johnson County Community college â€Å"brings together students from America and around the globe for educational and social activities† (Johnson County Newspaper). The last stage is the home stage. This final stage is the â€Å"feel at home† stage that allows the students to absorb both their culture and the American culture. 2. Students go through these stages because they feel that they have lost but at the same time gained their identity. B. The anxiety and stress of being separated from their families, relatives, and their friends in their native countries can be overwhelming for them. 1. Leaving a culture and surroundings that one is very familiar with while transitioning to a new one can be difficult. 2. For instance, my friend john, an international student, said he asked one of his friend to â€Å"hook up†, meaning he wanted to hang out, but his friend taught he meant to â€Å"hook up† â€Å"hook up† as in sexually. John also mention how difficult it was for him to adjust to this new lifestyle and is still learning how to. Connective- Now that I have informed you about international students struggle with cultural adjustment and along with it explaining the four stages of cultural shock, II. I am going to explain international students’ struggles with social adjustment. A. International students usually stay in the United States for a short period of time or depending on how long they study for. They face sets of challenges such as interacting with others and making new friends. B. â€Å"International students may also experience a loss of social status and self-respect because their social standing in their home country may not be recognized in the U.S.† (Eunyoung). 1. Even though their suffering might be too much there are ways to manage. As mentioned earlier, the Johnson County Community College International club is a great way to network. a. The club â€Å"is an organization that works to increase international understanding and friendship† (JCCC brochure). b. This club as many goals in mind like â€Å"support for new students, social activities that increase awareness about American culture, fundraising activities to support scholarships for international students† and more (JCCC brochure). 2. Fear of belonging and coping with it. Conclusion- In closing we have learned the struggle international students face with challenges like cultural and social adjustment challenges. International students badly need to be given full initial and ongoing explanations of what is expected of them, how the system works, and where to get help. Being in a country you’re not familiar helps you learn. If you go to a foreign country you are not familiar with, these tips will be very useful in adjusting without any complications. Bibliography â€Å"Stages of Cultural Adjustment.† CGU Writing Center. Claremont Graduate University, n.d. Web. . Hurtado, David. â€Å"Students Clubs Aim to Increase Involvement.† The Campus Ledger 21 Sept. 2012: 6. Print. Johnson County Community College International Club. Johnson County: n.p., 2012. Print. Eunyoung, Kim. An Alternative Theoretical Model: Examining Psychosocial Identity Development of International Students in the United States. Rep. Project Innovation (Alabama), n.d. Web.

Mass Media Violation Sociology Essay Sample

Mass Media Violation Sociology Essay Sample Violence in Mass Media Sociology Essay Sample Violence in Mass Media Sociology Essay Sample Currently observed increase in the number of crimes related to violence, especially among children and adolescents, makes people think about what social conditions lead to this. Perhaps, such values as individualism and materialism in society contribute to the increase in violence. Alternatively, the reason is the increasingly widening gap between the power of wealth and poverty of powerlessness. Another variant is that stalking savoring of violence in mass culture leads to this result. The latter assumption arises from the surge of physical violence coincided with an increase of bloody scenes in the media, especially on the TV. Television Violence Nowadays, the television broadcast a great variety of different programs, commercials, movies, and they abound in violence and sex. Currently, it is the main â€Å"food† of the audience. Many scientists and researchers in the field of press and mass communications has sounded the alarm about the fact that terror without the television does not make sense, and violence on the screen should be restricted by law (Ardis, Centerwall, and Huesmann). This work is devoted to the television broadcasting in order to clarify an overall assessment of morality on television, as well as urge to act, in particular, regulating broadcast of the television programs and films containing scenes of violence, sex and profanity. An informational impact of the media on the audience as a scientific problem was delivered in the first half of the twentieth century (Ardis 37). With the advent of television, which is a mass, powerful and extremely effective tool for the formation of attitude to the world among the audience, interest in this issue has reached a new level. One of the central themes of this kind of research was medial violence and its role in the transformation of people’s ideas about real life. However, in case one summarizes an overview of the known approaches to the study of the medial effects, their excessive diversity and inconsistency that sometimes reaches to diametrically opposed assessments strikes. For example, the theory of stimulation and social learning theory are the basis for the growing accusations against the TV (Bandura 13). Supporters of the accusatory position say about notorious justification of violence through its medial presentation and the desensitizing effect of such scenes on the minds of teenagers, etc. Remarkably, it is surprising how the today youth manage to remain tolerant and not violent receiving such unreasonably large charge of negative emotions daily. After all, if their behavior really depended on the television broadcast only, the criminal actions would be counted in thousands; the reality would be closer to the virtual reflection. Against the background of the debate about the phenomenon of violence, similar pattern is unlikely to provide a good material for a methodological problem solving related to television consumption. On the other hand, the opponents of strict legislative and administrative measures restricting the display of violence on television believe that â€Å"cinematic† acts only on marginalized groups that are originally inclined to inappropriate behavior (Centerwall 16). Here, one can use the concepts by S. Feshbach that despite their criticism, continue to serve as a good support for this kind of ideology (Feshbach and Tangney 387). Scientists explain their lack of aggression after continuous reception of programs containing violence by the phenomenon of â€Å"replacement† of aggression, which leads to the inhibition of negative manifestations of personality or to increased control over them. These radical differences are very characteristic. Television is seen either isolated from a variety of other factors affecting the real state of affairs, or its role is leveled to the level of minor sources of impact on the psycho-emotional state of a person. Linear, deliberately biased assessment of the role of the television creates an ideal field for the various manipulative practices including those in the scientific world. In addition, one does not take into account the important point: in any historical and social era, the phenomenon of violence is seen, above all, emotionally i.e. at a level beyond logic; hence, its reception is to be influenced by the expressive-communicative and aesthetic factors that are understandable and accessible to the general public at any given time. One of these especially powerful forces is the television culture, as well as the cinema had recently had dominant intellectual influence while earlier, it was the tabloid press. For this reason, in one era, unhurried events that took place on the silver screen were seen as a catalyst of violence. With the development of communication technologies, cinema was replaced with endlessly designed TV and computer characters and amazing monsters. Studies of cinematography held in different countries in the early twentieth century (Ardis and Centerwall) gave similar results: very naive and even chaste movies according to the modern standards provided at the time of their appearance marked â€Å"criminalizing impact† on teenagers. At that time, information chaos did not overwhelm the society, it has not yet been confused by a variety of â€Å"evidence-based† concepts, and things could have been called by their names. Numerous studies confirm the already expressed thesis that the current generation of teenagers perceive in the course of growing a huge number of scenes of murders, violence and cruelty, numerable in tens of thousands by means of the TV watching. Since each of these scenes is made truthfully because it certainly tends to attract the viewer’s attention, there is a feeling of total pseudoreality pressure on the consciousness and the surrounding world. The conductor of this increased aggression is the TV. It is not surprising that scientists distinguish a group of people who are not only entirely dependent on media products but also turned into real TV-addicts. Fear of violence pouring from the TV screens makes them think that the same thing is happening outside the windows of their apartments although in reality, there is nothing of the kind: the number of victims and disasters is disproportionately lower (research shows that during the day, the viewer gets over a hundred of sce nes of murders and violence acts with blood) (Coyne 207). Informational violence is not only inevitable but even necessary emotional background, which is spread to all spheres of life. It is the â€Å"new† social quality of the information correlated with phisiologism and human need to be prepared for physical threats from the outside, i.e. with the qualities that a person has acquired in ontogenesis as an individual, not as a person. In Europe, they began to raise the alarm years ago. However, the results are not very impressive. For example, in Germany, the Commission on Violence allocates special role to the media (Grossman and DeGaetano 137). Some of the results of the Commission are of interest not only for Germany: the shift of emphasis in research from the information technology to the perceiving consciousness clearly signals the transition to a new post informational stage. The media play an increasingly important role, which was previously imposed as a duty to schools, churches and families, and have an impact on the values, goals and styles of relationships in society. Television has become â€Å"the main tool to consciousness industry.† The media promote the adoption of social clichà ©, â€Å"enemy images† through â€Å"simplified and yet inevitably falsified image of reality† (Hopf, Huber, and Weiß 79). Clichà ©d representations are very dangerous because based on them, for example, a simple opponent is directly identified with the enemy. However, to be more precise, one should say that this is not just a clichà ©; it is a repetition of certain stereotypes that have become a resistant concept, but simplified, primitive and, therefore, distorted clichà ©s distorted the picture of the world presented by the media as a reality. The participation of people in public life in such circumstances becomes insignificant: a departure from the community and social disintegration contribute to the development of deviant attitudes and crime in a variety of its manifestations. Television methodically and inevitably creates a grim picture of the reality. The reason for this is the fact that relevant for the TV information is often aggressive and destructive: sensationalism sought by the media can lead to the formation of negative perceptions of the world. Allocation of social and environmental disasters, as well as political and economic scandals, led to the fact that a large part of the audience has a â€Å"mood of the deadline.† The image of violence as a kind of inevitable givens and, as a consequence, the legitimation of violence in the media is of particular importance in promotion of various forms of crime including elements of violence. The image of violence is a verbal and/or optical presentation of physical and mental violence. According to the findings of researchers, deliberate understatement of the social role, the attack on the dignity and identity of the individual and social groups in the television programs in fact justify violence (Huesmann S10). This is especially true for women whose dignity and honor are humiliated by pornographic pictures. The image of violence has a significant share in all TV programs, but recipients are regularly denied in the analysis of its causes. Violence is justified simply by force; it is idealized and appears on the screen in the form of an incoherent action. Violence scenes are directly imprinted in people’s minds because the information offered by these pictures does not encourage speculation. It is an indicative situation: the media and primarily the TV use the information as a mechanical pulse â€Å"catching† the reflexes. The audience subject to the rules of laid down ethical model master these stimuli by producing appropriate social responses to them. The result is the coexistence of two opposing worlds: the world of electronic and technical medial information (journalists and peace mediators) and socially conditioned world of cultural and ethical expectations (the world of the audience). Social information distorted by technical causality of medial language leads to disastrous consequences. It is also appropriate to emphasize that violence is not the only flaw of sophisticated suggestion that customers face (the more developed the country, the more channels of influence there are). The results of this situation, which has already become a familiar and seemingly justified, are as follows. The apparent successive aggressive model gradually changes attitudes towards violence, which leads to the trivialization of violence; violence can be understood as a practical means of solving the problem as â€Å"legitimate, normal situation† and as a valid way of conflicts solving. The television interpretation of reality changes people’s ideas about it, and even their relationship. Violence on the television can be understood as the motivation for violent behavior. In some cases, the television attention becomes a direct incentive to the offender, an occasion to get â€Å"on the scene† to become glorified. For example, one-sided presentation of the report on the escalation of violence at the time of aggressive demonstrations or during large sporting events can create the effect of self-fulfilling prophecy that will actualize expectations aimed at aggression and provoke a departure from the reasonable limits of â€Å"peaceful† visitors and, of course, the participants that are pre-configured to violence. The internal logic of the media, their method of operation, selectivity of their attention and the choice messages are in constant conflict with duties of chronicler, values, and orientation of messages. Quite often, the topic of violence is being developed; sometimes it occurs on the basis of sympathy for executing violence. The television appeared in an ambiguous position. The violence is an integral part of society’s existence. To mix violent scenes means to create an incomplete picture of the world. On the other hand, emphasizing violence and aggression can lead and leads to its escalation. It is a kind of vicious circle that illustrates isolation and finiteness of technocratic civilization. The most important fact is that non-violent television cannot exist. Adjusting this paradox to its logical extreme, one can say that television interpretation of the world as such is an act of aggressive and violent intrusion into reality. The television is contrasted to the world; it opposes the reality, struggles with the world and wins. The Impact of Violence in Contemporary Television Programs on the Child’s Personality With the help of television, children form the â€Å"image of the world† understand the concept of good and evil, justice and friendship and other social phenomena. However, psychologists are more and more sounding the alarm about the mass addiction of children to the TV viewing. In fact, there is an expression â€Å"screen kids.† Children of preschool age spend their time near the TV screens during 2 to 6 hours a day on average. The greatest amount of time children spend in front of the TV is from 18 to 22 hours. Attention is drawn to the fact that children who do not attend kindergarten spend at the TV screens two times more than children attending preschool institutions. Therefore, they get the habit of continuous viewing of TV programs together with their parents, especially working mothers with grandmothers. The trend that preschoolers have a particular interest not only to children’s programs and animated films, but also to art and detective films and infor mation programs addressed to an adult audience became apparent. It is noteworthy that naturalistic display of violence takes place implying a detailed screening of victims, of bloody corpses, bloody fights, severed heads, kidnappings and suchlike. The level of danger that a TV presents to a child is debatable: Firstly, it must be said about the special sensibility and ability of the child’s mind to suggest. Film on the TV affect a person in many ways at the unconscious level. Only a part of the information that is perceived by a child affects the consciousness. The images, sounds, signs and symbols have an inspiring impact. For example, the thunder, the sounds of falling rocks, howling blizzards, among others cause such emotions as fear or a sense of horror. In addition to the clear demonstration of violence, cinema actively uses implicit violence. For example, a train oncoming at the viewer makes the child fear of being crushed. The scenes of murder in tightly closed room, locked doors, key in the lock on the inside, the sound of busy heart, which are not realized by the audience all these contribute to the development of feelings of anxiety and constant danger. In order to defend against these unpleasant emotions, the child displaces them in the unconscious part of the psyche. An adult may not immediately notice any obvious changes in the behavior or response of the child. Most parents report that their children like watching detective movies or movies with elements of violence. However, those unpleasant emotions and terrible images or sounds that the child perceives from the screen are stored in the unconscious and can disturb the baby in the form of dreams, fears, increased anxiety or neurotic symptoms. Secondly, it must be said about the â€Å"habituation effect† and the contagiousness of aggressive behavior. Continuous viewing of violence blunts emotional feelings among children; they become accustomed to violence, and they form indifference to human pain. If every 15 minutes on the television screen pain or violence are broadcast, after a while, the child perceives it as a norm. He forms the standard of emotional response. It can be assumed that the lack of spirituality and the special cruelty of the contemporary adolescents are strongly associated with emotional, moral and ethical standards, which have been formed by their society, and especially the TV. Psychological studies have shown that if a preschool child is exposed to video-related violence in a laboratory, he/she immediately afterwards starts to behave aggressively (Grossman and DeGaetano 200). to the reason for this is the fact that children tend to imitate the behavior that has received positive reinforcement. For example, an aggressive cartoon character is the winner, and nobody condemns him. According to psychologists, a certain way of understanding the aggression develops during the screen fights in young viewers; thus, a certain script of actions creates, which is not recognized by the child (Grossman, and DeGaetano 215). However, when faced with difficulties in relationships with people, the child remembers the scenario of aggressive behavior, which he/she constantly sees on the screen, this script tells him the likely course of action. Thirdly, it is important to mention â€Å"romanticizing† of villains in feature films that children watch with their parents’ affrays. Romanticizing of the negative lifestyle leads to the formation of the corresponding moral behavior patterns. Sometimes, parents feel that the child perceives the film as an adult does. However, it is not true. The child does not understand the metaphors and cannot properly understand the events on the screen since thinking of a preschool child is visual-efficient and visually-shaped. He/she catches the main line of the plot and the concrete behavior. Fourthly, it should be noted that the modern television does not support the mental development of children. The share of developmental programs in television is from 1.5% to 3% of broadcast time. One should compare it with advertising that takes 23% of the television time (Grossman and DeGaetano 76). A child who watches a cartoon or a movie is identified with its heroes. The process of identifying with real or imaginary models and carriers of moral rules is imperative. Therefore, it is very important what TV program the child watches. A modern person does not live only in the external material world but also in the global information field. Information space surrounding the person largely determines the formation of his/her â€Å"worldview†. It is hard to imagine the life of the modern family without television. Television is a â€Å"window to the outside world†, and at a reasonable approach, it can serve as an educational and entertaining tool. Research media, particularly the television both in the USA and abroad are successfully maintained for a long time. One of the most urgent problems in the study of telecommunication is the problem of assessing and measuring the psychological aspects of human exposure to television. Television has a powerful potential to shape public opinion, the mindset of people, which, in turn, acts as an important factor in the regulation of social behavior. On-screen violence today is a form of mass entertainment. Violence, including the broadcast one, is a component of the mass consciousness. Unfortunately, in the pursuit of commercial gain, a great number of creators and distributors of films clearly alter the sense of proportion. There is much more violence in the movies than it is required by economic considerations, and inadmissibly more to be able to effectively perform the public functions of cinema. Cinema is intended to instill in people a sense of faith, love and hope. It is obvious that most of the younger generation is trapped in screen violence. Without the help of public institutions, it is impossible to solve the problem. Thus, the activation of the social forces from families and schools to government agencies is promising. Anyway, an adequate assessment of the escalation of violence on the screen should be given, and the real work to combat its spread and mass perception should be started.

Free Essays on Business Location

There are many things to consider when locating a new business which all play an important part in the success of the business. For some, only a few things are important. Some may need to consider and balance a mixture of location factors. One important factor to consider is the infrastructure of business site: The business needs very good transport systems for the site (road, rail, river, canal, ports) The business needs good communication systems, telephone systems, fax e-mail. Production is important to a business so a firm needs to know whether there are business in the area for waste disposal, machinery repair and product transport. Another thing to consider is the supply of labor available in the area. The business person will need to consider whether the right kind of skilled, or semi skilled labor is available or grants for retraining if not; What the local wage rates are like; whether the housing, school, and leisure facilities will attract and keep good labor in the area. Yet another thing to consider is cost of the site. The firm will need to research based on how long the site will be used? Whether it should it be rented or purchased? Will the site need to be drained and leveled? What is the level of taxes and other fees payable to the local government? Is there room for expansion? Are there any risks with the site will this raise the insurance premiums? Also, there are geographical factors to consider. The business needs to be located near utilities especially water, gas and or electricity. Waste disposal is also important as some businesses produce a great amount of waste during production and there are various laws, which strictly control how waste should be disposed of. Prevailing wind is very important as the wind direction can take pollutants away from areas that are heavily populated. One possible location for a business is from your home. When considering a home-based business, not only the ... Free Essays on Business Location Free Essays on Business Location There are many things to consider when locating a new business which all play an important part in the success of the business. For some, only a few things are important. Some may need to consider and balance a mixture of location factors. One important factor to consider is the infrastructure of business site: The business needs very good transport systems for the site (road, rail, river, canal, ports) The business needs good communication systems, telephone systems, fax e-mail. Production is important to a business so a firm needs to know whether there are business in the area for waste disposal, machinery repair and product transport. Another thing to consider is the supply of labor available in the area. The business person will need to consider whether the right kind of skilled, or semi skilled labor is available or grants for retraining if not; What the local wage rates are like; whether the housing, school, and leisure facilities will attract and keep good labor in the area. Yet another thing to consider is cost of the site. The firm will need to research based on how long the site will be used? Whether it should it be rented or purchased? Will the site need to be drained and leveled? What is the level of taxes and other fees payable to the local government? Is there room for expansion? Are there any risks with the site will this raise the insurance premiums? Also, there are geographical factors to consider. The business needs to be located near utilities especially water, gas and or electricity. Waste disposal is also important as some businesses produce a great amount of waste during production and there are various laws, which strictly control how waste should be disposed of. Prevailing wind is very important as the wind direction can take pollutants away from areas that are heavily populated. One possible location for a business is from your home. When considering a home-based business, not only the ...

Wilderness programs for juveniles Research Paper

Wilderness programs for juveniles - Research Paper Example The programs are designed with an approach in the wilderness therapy. The programs defined do not appear to force change but instead allow the environment to persuade the client reactions through natural outcomes. As per the programs if it is observed that the client is not ready to be a part of the entire program the staffs stake a backseat and focus on other factors and let them continue to work such as time away from closed once and family, physical work out etc and continue doing so until the client is completely ready to initiate the programs itself. Wilderness identity concern and group protection are made possible by natural outcomes that helps to educate on personal and social liability, which in turn creates an unbiased and protected environment to relate to the real or metamorphic lessons of the life. The programs provide treatment for the troubled adolescents or drug addicts. It is basically an endeavor which is meant for providing self confidence and mental help to the tr oubled teens by creating a light of new hope for them (Russell, 2001, pp. 70-73). Objectives, Process & Staff’s Training and Development: The wilderness programs for juveniles are being progressively more used for those adolescents who in serious trouble owing to use drugs, alcohol or victimized due to intense parental conflict etc. The preliminary objective of the program is to make the victim get rid of the chemical dependencies by removing them from the disparaging environment that perpetuated their dependence. It emphasize on eradicating the juveniles from the trap of their former surroundings including numerous diversion of adolescent culture. Moreover the programs are conducted to build up a positive outlook within the juveniles towards life. They help them to learn and recognize and take up social and personal responsibilities. These programs are facilitated by virtue of natural outcomes. Their goal is to assist juveniles to take a broad view over the metaphors of pers onal care and natural outcomes of real life which often are a difficult task for the wildness program juveniles. The juveniles are directed to get a grasp on their anger, addiction, sorrow and every kind on emotions related to their social personal life through the program. In connection to the objective of the program Hendee & Russell has said, â€Å"If the goal for a client was to communicate better with parents, the therapist helps them develop strategies to accomplish this goal† (Hendee & Russell, 1999). The programs follow definite process through which it develops the personality of the juveniles in the right direction. The programs process the juveniles through outdoor adventure quests and other activities such as archaic abilities and reflection in order to develop personal and impersonal augmentation. Involvement in this outside quests used to occur in presence of the skilled leaders who used to keep a note that these activities, as processed, generate differences in the targeted behavior. After these the victims were taken for a session of psychotherapy in vigilance of qualified professionals. The entire process of the program was segregated into three phases where it was a mandate for all the juveniles to go through the three to compete the entire program. Going through all the three processes helped the victim to evolve a as reframed personality (Russell, 2001, pp.74-75). The programs choose their staffs very carefully. Having professional qualification is a must criterion to be a part of the program. Handling the victims with care is essential parameter while recruiting. Specials preferences are given to professionals who are husband and wife by relation to be a part of the program (Greenwood, 1986, pp. 217). As per Lawrence & Hesse,

Language Policy or Practice in Education of Everyday Life Essay

Language Policy or Practice in Education of Everyday Life - Essay Example This paper approves hardly anyone disputes that sign language is a useful skill but the arguments laid out above prove that it must become more than just a skill. It needs to become a part of one’s way of living. Learning the sign language widens children’s social circle. They are given the ability to communicate even with those that are deaf and hard of hearing. This means can have more friends, learn from more people, and stimulate the exchange of knowledge more. It is also when the development of an intimate level of familiarity that the true empathy towards the deaf come. The deaf and the mute have been looked at as an inferior member of the community for so long simply because not all their senses are working. It is time for people to realize that just because they don’t have all the senses doesn’t mean they are less capable. However, that realization will only come if they are able to communicate with them directly. This paper makes a conclusion It is also interesting to know that learning sign language can make students smarter because the language stimulates alternative learning styles. Reports about learning new skills and improved academic performance prove that sign language is a legitimate teaching or learning tool. The government and schools will, of course, incur expenses as it revises the curriculum and hire teachers that can teach sing language among young students. However, the benefits mentioned above make it a worthwhile effort. More importantly, integrating the sign language in the primary level could well be the most significant move that the government will make in its effort to stop the discrimination against disabled people, specifically the deaf and mute... Learning another language will include an opportunity to learn about the culture of the community where the language originated from. The understanding of culture will allow the students to look beyond the perceived handicap in this case. Given that most of their values are formed during their primary years, children will learn the value of looking every human being and not be subjected to the same prejudice that majority of the adult population holds. This will automatically come with the benefit is allowing the children the capacity to communicate with greater number of people that will also widen their opportunity to learn from more people and exchange knowledge and experiences. There are a lot of achievers in the field of science and technology and arts that are deaf and mute (Karchmer & Mitchell 2003). Learning their language will give young students an opportunity to learn from these people. It is also proven that learning sign language stimulates three extra areas of learning, visual, spatial, and tactile. Psychological, Sociological and even Physiological studies have attested to the value of learning how to read body language and learn communication beyond the verbal way. It increases the child’s intellectual quotient and emotional quotient (Armstrong, 1994). According to their study, there are areas of learning that are often overlooked. This generally wastes a lot of potentials. Tapping these areas of learning will allow students to tap into other areas if they are unable to understand a lesson with one. They will also be able to use one area to support another or increase their understanding of a concept because they are able to understand lessons from different perspectives. Opening more areas of learning will allow