Analysis Of Stanley Milgram s The Perils Of Obedience

Essay #4 – Obedience and Defiance Stanley Milgram, a psychologist at Yale University, conducted an experiment, which later wrote about it in â€Å"The Perils of Obedience† in 1963 to research how people obey authoritative figures and what extent a person would go inflicting pain onto an innocent person. The study involved a teacher (subject), learner (actor), and an experimenter (authoritative figure). The teacher was placed in front of a control panel labeled with electrical shocks ranging from 15 to 450 volts and instructed to shock the learner incrementally if they gave a wrong answer when asked questions with word associations. Switches corresponded with the voltage ranging from â€Å"Slight Shock† to â€Å"Danger: Severe Shock† followed by†¦show more content†¦The study was observing how far a person would go inflicting pain onto another person. According to Milgram’s study, the subjects would rather please the experimenter and show him or her they can do the job rather than take on the responsibility that they are harming another human being. â€Å"The essence of obedience† as Milgram says is when the person follows orders for another person and is not held responsible for his or her own actions. It is much easier to do a task even if it means harming someone as in the experiment if the subject is not held liable for anyone. â€Å"The experimenter did not threaten the subjects with punishment-such as loss of income, community ostracism, or jail-for failure to obey† (Milgram 181). The subject did not really have a choice in the experiment, they were compliant, and when they expressed signs of tension or anxiety or even voiced their concerns, they were told to â€Å"continue† and that â€Å"the experiment must go on.† Obedience to authority is generally, what most people, as proven in Milgram’s experiment, tend to follow. Nevertheless, is obeying authority always the â€Å"right† thing to do? A great example is while at work, an employer who gives demands or orders to his or her employee and since it is their job to follow directions from theirShow MoreRelatedAnalysis Of Stanley Milgram s Perils Of Obedience Essay1709 Words   |  7 PagesStill, many questions still remain prevalent as to how an individual reaches his or her decision on obedience in a distressing environment. Inspired by Nazi trials, Stanley Milgram, an American psychologist, questions the social norm in â€Å"Perils of Obedience† (1964), where he conducted a study to test how far the average American was willing to for under the pressures of an authority figure. Milgram s study showed that under the orders of an authoritative figure, 64% of average Americans had the capabilityRead MoreThe Effects Of Deceit : A Look At The Stanley Milgram Experiment1201 Words   |  5 PagesComposition 1 29 October, 2017 Effects of Deceit: A Look At the Stanley Milgram Experiment A recent Pew poll shows there is an increasingly substantial amount of public disagreement about basic scientific facts, facts such as the human though process (Scientific American). People in today’s society believe that studies, for example the Stanley Milgram Experiments, are falsified and irrelevant. In â€Å"The Perils of Obedience† Stanley Milgram, an experienced psychologist at Yale, explains how the humanRead MoreAnalysis Of Stanley Milgram s Perils Of Disobedience 1372 Words   |  6 PagesIn Stanley Milgram’s essay, â€Å"Perils of Disobedience†, an experiment was conducted to test an individual’s obedience from authority when conflicting with morally incorrect orders. Following the conclusion of World War Two, Milgram’s essay was published in Harper’s Magazine, which appeals to a national audience and yields an array of content from different contextual backgrounds. As Milgram reports the results of his experiment, he pro vides descriptive details of many of the subjects and their behaviorsRead MoreThe Perils Of Obedience By Milgram And The Stanford Prison Experiment1207 Words   |  5 Pagesalways question the idea of obedience. Two prestigious psychologists, Stanley Milgram and Philip G. Zimbardo, conducted practical obedience experiments with astonishing results. Shocked by the amount of immoral obedience, both doctors wrote articles exploring the reasoning for the test subjects unorthodox manners. In The Perils of Obedience by Milgram and The Stanford Prison Experiment by Zimbardo, the professionals reflect their thoughts in a logical manner. Milgram s experiment consisted ofRead MoreObedience, By Stanley Milgram Tore1653 Words   |  7 Pages I. Overview Out of all the topics we have gone over the course of this class, obedience fascinates me the most. It is perplexing, thought provoking, and morally confusing. Obedience is paramount to the structure of our society yet stories of destructive obedience haunt us. From the atrocities of the Holocaust to the massacres in Vietnam we glimpse at the horrors humans are capable of. All the while, perpetrators vindicate their actions with relative ease. The justification for every genocideRead MoreAuthority And Authority1751 Words   |  8 Pagesall follow a higher authority that typically strives to provide leadership and rules, and without this, social order would not remain intact. Obedience to authority is a topic that is very open ended, leaving many to question what the effects of authority are, if people always have the inclination to obey the authority figure, and what the effects of obedience and disobedience are and how they relate. We see examples of authority everywhere. The Bible, wars, and modern society all have countless instancesRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesand permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturersRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesbuilt-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore

Depression in Adolescents - 1561 Words

Depression in Adolescents Depression is a huge plague in the world. The American Psychiatric Association reports that depression occurs if at least 5 of the following symptoms occur for at least 2 weeks: depressed or sad mood, decreased interest in activities that once was enjoyable, weight gain or loss, psychomotor agitation or retardation, fatigue, misplaced guilt, a lack of concentration, or even recurrent thoughts of death. Approximately 121 million people are affected by some form of depression. Statistics from the Center for Disease and Control Prevention show that approximately 8.3 percent of adolescents are affected by depression. Whereas this number seems small compared to the number that affects adults, it is important to†¦show more content†¦The social isolation leads to the feelings of depression. It is reported that depression could be caused by a chemical imbalance in the brain that medication can correct. According to the theory of chemical imbalance, low levels of the brain chemica l serotonin lead to depression and depression medication works by bringing serotonin levels back to normal ( Laramine, 1995). However some studies suggest that there are no concrete ways to test serotonin in the brain so this theory has not been proven (Smith, Robinson, Segal and Ramsey 2014). It is suggested that depression among adolescents can be detected early if family members, school officials, and other people within the community recognize the warning signs. Adolescents experiencing depression are often sad and sometimes having crying spells. They often are restless and have difficult times sleeping. They feel fatigued and irritable and often have feelings of shame or worthlessness. There are times when adolescents feel bored or lose interest in activities that they once enjoyed. Adolescents experiencing depression often have a hard time concentrating or making decisions. Their demeanor may change including talking or moving slow. They may lose or gain weight. Lastly, and probably the most severe sign is that of suicidal thoughts (King and Vidorek, 2012). Treatments for depression among children varyShow MoreRelatedDepression And Adolescent Depression956 Words   |  4 Pagesan estimated  3 million adolescents aged 12 to 17 in the United States had at least one major depressive episode in the past year† (â€Å"Major Depression Among Adolescence†). One of the leading mental health issue amongst teen in America is depression. Depression (major depressive disorder) is defined in the American Psychiatric Association as causing an overwhelming feeling of sadness and loss of interest in activity. One must understand the causes of depression, how depression affects the adolescenceRead MoreADOLESCENT DEPRESSION1008 Words   |  5 Pagesï » ¿ Adolescent depression is a disorder that affects teenagers. It leads to sadness, discouragement, and a loss of self-worth and interest in their usual activities. Everyone experiences some unhappiness, often as a result of a change, either in the form of a setback or a loss, or simply, as Freud said, Everyday misery. The painful feelings that accompany these events are usually appropriate and temporary, and can even present an opportunity for personal growth and improvement. However, when sadnessRead MoreAdolescent Depression1112 Words   |  5 PagesDepression is a disease that afflicts the human psyche in such a way that the afflicted tends to act and react abnormally toward others and themselves. Therefore it comes to no surprise to discover that adolescent depression is strongly linked to teen suicide. Adolescent suicide is now responsible for more deaths in youths aged 15 to 19 than cardiovascular disease or cancer (Blackman, 1995). Despite this increased suicide rate, depression in this age group is greatly underdiagnosed and leads to seriousRead MoreEffects Of Depression On Adolescents And Adolescents1687 Words   |  7 PagesAdolescent Depression Introduction Depression is an illness that affects adults as well as adolescents. Actually, depression affects a great percentage of adolescents, more than one may think. One in five (20%) adolescents are experiencing some form of depression within their lifespan (Schwarz, 2009). There are many different forms of depression. From a major shift in behavior, constant feeling of helplessness, to a major influence as to why one is not excelling in activities that they once lovedRead MoreDepression And Its Effects On Adolescent Depression1290 Words   |  6 PagesDepression is an issue facing a large amount of people today. It has becoming increasingly known that a lot of depression begins to start in the adolescent years for many individuals. The social work profession is critical in helping this adolescent depression not lead to further depression in adulthood. To understand adolescent depression and what is needed to help people suffering from it, we need to further understand the prevalence of ad olescent depression, the effects it has on teens sociallyRead MoreThe Dangers Of Adolescent Depression1248 Words   |  5 PagesAdolescent depression is considered a mental and emotionally disorder that is on the rise among adolescents. Although this depression is treated the same medically as in adults, symptoms that adolescents suffer from manifest by a variety of different factors. â€Å"Peer pressure, sports, changing hormone levels, developing bodies, awkward tendencies, and a host of other factors can carry many ups and downs for teenagers. However, these ups and downs can be signs of depression.† Unfortunately, it seemsRead MoreEssay on Depression and Adolescents1314 Words   |  6 Pages Depression and Adolescents nbsp;nbsp;nbsp;nbsp;nbsp;Depression. Is depression possible in young adults? Not until recently doctors thought that kids were not prone to depression. They thought that depression was purely an â€Å"adult† disease. Nowadays, every doctor knows that a child could be depressed too. The causes of adolescent depression and treatment outcomes were explored in the article by Pat Wingert and Barbara Kantrowitz â€Å"Young and Depressed† that I will discuss. nbsp;nbsp;nbsp;nbsp;nbsp;ThisRead MoreAdolescent Depression And Its Effects1339 Words   |  6 Pages1st period January 5, 2015 Adolescent depression While researching I found out that many things about adolescent depression and thanks to the authors that published books, newspaper and magazines. These authors provided useful information about adolescent depression that helps me understand the results or tragic outcomes which made me value this issue. Providing me with graphs, rates, discussions and informing me with important information about adolescent depression. The information authors providedRead MoreThe Problem Of Adolescent Depression1631 Words   |  7 Pages Adolescent Depression Depression a word we’re familiar with especially when it comes to adults, we know adults get depress and we understand the reasons, with the high demands in life it’s not uncommon to get lost in the shuffle. Depression in adult is something we have known for many years, but what has surprised many of us is that adolescents also get depressed. I myself still don’t fully understand the reasons why or how this happens. I see it very often adolescent coming in to theRead MoreThe Problem Of Adolescent Depression1489 Words   |  6 PagesToday, adolescent depression is a very significant problem. In most cases, depression is the leading cause of why adolescents tend to make rash decisions and cause problems to themselves and also for others. Emerging adulthood coincides with adolescents as it is a time of feeling in-between. A child is growing to become a teen, a teen is becoming a young adult, and the young adult is becoming an mature, independent adult. Throughout t his time, there are many paths to choose from, hardships to overcome

Notes on Appeasement Free Essays

Slide 2 – Appeasement Appeasement characterises British Foreign Policy for all 20th Century e. g. modifying of treaty of Versailles. We will write a custom essay sample on Notes on Appeasement or any similar topic only for you Order Now Appeasement now associated with weakness (dirty word) but in 1900s was seen as honourable. CATO – ‘guilty men’ – published by left wing journalists analysed why appeasement failed, the guilty men were seen as moral cowards†¦ people supported this until the opening of the National Archives. WHO you are trying to appease is the problem. Doomed to fail from the start? Trying to appease the unappeasable? Slide 4 – Anglo – German Act of revenge on part of previous warfare against Ethiopia Inferiority complex often shown by Italy as it had no Empire League put economic sanctions but did not shut the Suez Canal- showing they did not want to provoke Italy and Britain wants Italy as Ally against Hitler Therefore there is a need for Appeasement, Britain and France were put to shame, angered Mussolini and therefore joins Hitler in taking over Austria. Diplomatic allegiance that threatens Britain’s security due to disarmament. (Japan, Italy and Germany) Collective security completely discredited – League plays no role at all in any of succeeding crises – everyone for themselves. Slide 5 – Re- Occupation of Rhineland Hitler sees world is distracted and takes the opportunity and invades Rhineland and re arms it. Gamble by Hitler – Army was not sent in just a few infantry. Britain wants him to get away with it. Public opinion – Pacifist against war v no interest in foreign affairs This was last chance to stop Hitler. Slide 6 – Spanish Civil War Representative of ideological struggle in Europe as whole: Communists and socialists vs. Fascists and right wing. Britain and France Appease AGAIN!!!!! EST OF NON – INTERVENTION COMMITTEE BUT DOES NOTHING BRITAIN BEGINS TO FEAR AERIAL BOMBARDMENT Slide 7 – Guernica STRIKE FEAR INTO BRITONS AND BEGIN TO RE – ARM TO SECURE SAFETY OF LONDON (PUBLIC OPINION AND POLITICAL CIRCLES) STANLEY BALDWIN – NO DEFENCE AGAINST THE BOMBER. MORAL PANIC. REFER TO GUERNICA IN STATISTICAL ANALYSIS. EXPECTED DEATHS CAUSED EVEN MORE PANIC Slide 8 – The Anschluss HITLER BREACHES VERSAILLE AGAIN FELT THAT THERE WAS LITTLE BRITAIN AND FRANCE COULD DO, SO APPEASED AGAIN!!! Slide 10- Czechoslovakia Wanted to take back land that was originally German But part of little entente, so makes a seperatist movement e. g. propaganda against each other Slide 13 – Appeasement If you don’t negotiate with Hitler? What do you do? League of Nations a ‘busted flush’ Any collective security via Empire? Empire a source of weakness, give commitments and responsibilities but not necessarily the strength to deal with those responsibility? Possibility of an alliance system against Germany? – potential of a front against Hitler, Poland hates Russia and Vice Versa and czechs, not easy to form. Likliehood of provoking a war becomes increasingly more apparent Slide 14 – Defence Weaknesses Red. Britain’s defences 1934 – penny drops, DRC formed because thought that world is no longer a peaceful place. Specifically look at defence requirements – 15yrs of cuts left britain with very small army, air force not good, navy only thing that was useful. Not useful on mainland Europe. Slide 15 – Defence Weaknesses cont. Fear of German bombing was rife, need a strong air force. Even though not consistent but still at heart. 1938 rearmament really begins to take place RAF slower than bombers they needed to intercept. Needed a modern defensive. 1935 – 1939 Britain manages to create a modern air defence system, RAF more effective now. Makes Appeasement seem logical Slide 16 – Economic weakness Economic Consequences of going into war, just emerging out of Great depression don’t want involvement in war for 2nd time in 20 yrs. Munitions are now very expensive, cost of rearmament begins to bite 40% of total govt expenditure- treasury had to borrow money, weakens the pound. Could Britain plunge back into depression? Appeasement looks like a good idea now! Slide17 – European commitments Britain has too many commitments but not enough power to keep to them. External threats to the empire are possible so do not want to exhaust all resources on Germany. Internal threats within the Empire are also rife. All hostile to any European entanglements. Specific memory of disastorious consequences of involvement in Gallipole (Austrailia and New Zealand) Slide 18 – Absence of allies No real allies within Europe in 1930s Retreatment of USA – legal neutral and isolate Soviet Union? – Communism worse than Nazism. Fundamentally unreliable – change in govt every 6 months. (politically unstable) shocked by consequences of ww1 not willing to go out on a limb against Hitler. Slide 19 – Domestic calculation Students of Oxford Union vote that they will NOT serve King and Country. Score points for more outrageous policy – score of political debate within UNI Some evidence of pacifism but not as strong as people believe. Housing led to socialists being elected and nearly unseating current Mayor. Chamberlain confident public not enthusiastic about War. In order to win war impetus for appeasement. Slide 21- failure of appeasement Lebensraum – key German policy goes way beyond re taking german territory. Wants to create a german empire. Apeasement led to demand for more territory on behalf of Hitler? Kristallnacht! Horrified people, persecution of Jewish people of Germany made them feel guilty of betraying Jewish people. Slovak nationalist Seperatism – allowed Hitler to invade the remains of Czechoslovakia Slide 22- Abandonment of Hitler could not be trusted and was willing to use force when necessary! 1st time in peace time introduction of limited conscription (more spending? Announces that Britain would give cast Iron gurantees to Poland etc. guarantees security. But all efforts too little too late. Chamberlain still believes that Hitler would not have guts to risk a European war. Hitler expected a short campaign. Slide 23 – Franco Russian talks Spurred on by German Italian axis. Britain’s Lack of common sense. British Naval conservation goes to â € ¦Ã¢â‚¬ ¦ head of mission to be greeted by Soviets, wore medal for fighting against soviet union. Stalin has own agenda, wants russian troops in Poland, but neither can agree. How to cite Notes on Appeasement, Essay examples

Beauty Lies in the Eye of the Beholder free essay sample

The study was published in the â€Å"Journal of Family Psychology† in 2008 titled Beyond Initial Attraction: Physical Attractiveness in Newlywed Marriage. The primary reason for the study was to expand on prior studies of physical attractiveness which suggested that physical attractiveness should be connected with more positive outcomes in marriage. Apparently, many studies of physical attractiveness came about to support or over- throw two poets recognition on the period of physical attractiveness. Poet John Keats believes that the benefits of beauty are everlasting while poet G. B. Shaw believes that beauty is destined to fade over time. Different theories were also taken into consideration. Equity and similarity theories predict that attractiveness should be connected with greater levels of satisfaction and vice versa. Evolutionary perspectives and normative resource theories suggest that the gender of the more attractive partner should play an important role in determining the effects of different attractiveness. The author had cited clear review of literature and the problem was clearly visible to the average reader why the researchers felt this study needed to be done. As we turned a corner, I got my first glimpse of township. I felt shocked that people lived in these tiny, mulit-colored shacks made of a slab of wood, and a sheet of aluminum. The majority of these homes have no running water, electricity, or a roof that would be reliable in any sort of rain or wind. As we continued to drive through the area, I saw little kids running around barefoot staring at our van shouting â€Å"Lungu,† white people. Some of the children looked sick, with runny noses and glossy eyes, but most looked hungry, their ribs visible underneath their torn shirts. Near the end of the tour, I saw cows heads roasting outside, being skinned to be served as a â€Å"delicacy of the area. † We toured on a Wednesday, yet adults sat outside almost every home, staring blankly into the distance. â€Å"The people here are so lazy,† our tour guide remarked, â€Å"They don’t try to make a better life for themselves. After we finished our tour and returned to our hostel, the feeling of sadness and anger overtook me. There wasn’t a glimpse of hope that I saw that day, and I felt terribly for the children that are forced to follow on their parents footsteps. I wondered how these people felt who lived in the township. Do they feel as badly for them selves as I felt for them or are they happy with their lifestyle? Recently, we toured a smaller township in Knysna, South Africa, and my pervious perceptions of townships changed completely. We turned a corner, and at the first glance, everything was the same. The same shacks made of unreliable material, the same barefoot children gawking at our truck, but as we stepped into the village, everything changed for me. We were greeted with open arm. The children smiled and hugged us as we approached them. We walked into a church service and the priest stopped his service momentarily to greet our group, and welcome us to their community. The people in the church sang loudly with soul and passion. They sang of their faithfulness to the Lord, and how thankful they were that God continues to watch over their families.

A Critique of For Gay Marriage, by Andrew Sullivan

A Critique of For Gay Marriage, by Andrew Sullivan In Andrew Sullivan's article, "For Gay Marriage", he is a man on a mission. He appears to be so fully committed to democratic values that he seeks to extend equal rights in marriage to homosexuals. And he makes an admirable case for equality and dignity for all people, including homosexuals. However, he could make an even stronger case by citing more studies and expert opinions.Although Sullivan's meaning is well taken by sympathetic readers, the fact is that he could overcome much of the ambiguity of his presentation by citing more concrete studies, including long-term studies, which support his key points. For example, when he makes the assertion that "in some ways the marriage issue is exactly parallel to the military" (283), it is unclear exactly what he means. Is he referring to prejudice against gay soldiers? On the other hand, is he referring to a common requirement of self-sacrifice? The answer is simply not clear because Sullivan never cites any studies of the problem he has in mind.English: This protester was on his own and letting...An even more important point for Sullivan concerns child-rearing. He asserts, one may say correctly if he already shares Sullivan's opinion, that children raised by homosexual partners are as well adjusted as children raised by traditional, heterosexual parents. This would be a perfect opportunity for Sullivan to cite several well-conducted, long-term studies which bear out his view. But does he take the opportunity? Does he cite any studies? No, not one.Another key point for Sullivan concerns the relative importance of legalizing gay marriage. He asserts that "if nothing else were done at all, and gay marriage were legalized, 90% of the political work necessary to achieve gay and lesbian equality would have been achieved" (285). But, Sullivan never explains where he gets the figure 90%. He could explain if...

Great Expectations Essays - English-language Films, British Films

Great Expectations Essays - English-language Films, British Films Great Expectations Great Expectations The novel, Great Expectations, presents the story of a young boy growing up and becoming a gentleman. He must learn to appreciate people for who they are, not shun them for who they arent. Nicknamed Pip, Philip Pirrip, the main character, goes through many changes in his personality, as he is influenced by various people. Pip experiences tough times as a boy and a young man, but at the end he has become a fine, morale young man. In the beginning, Pip, an orphan, considers himself to be a common laboring boy, but he has a desire to improve his station in life. He is raised by his sister, and her husband, Joe Gargery. Then Pip meets Estella, the adopted daughter of Miss Havisham, an old lady who is bitter and eccentric. Estella taunts Pip and is very cruel to him, but he still falls in love with her. Miss Havisham is teaching Estella to hurt men, because she herself was deserted by her fianc on her wedding day. One day, Mr. Jaggers, a lawyer, reveals to Pip, that there are Great Expectations for Pip. He is given the money to become a gentleman and receive a good education; he assumes that his benefactor is Miss Havisham. In London, Pip makes many new, high-society friends. When Joe Gargery comes to visit Pip in his new way of life, Pip is ashamed of Joe, because he is a commoner. At this time, Pip is around twenty years old. Estella is still the center of his attractions. When she comes! to London, he meets her, but she tries to warn Pip to stay away from her because she might hurt his feelings. She is being kind to him in the only way that she knows how. Around the same time, Pip receives a letter telling him that Mrs. Joe Gargery had died. A man from Pips past steps out, an ex-convict, named Magwitch, who he had fed many years ago; this man is his true benefactor. Pip finally knows the truth about this man. Magwitch is Estellas father, and Mr. Jaggers housekeeper is Estellas mother. A short time later, Estella is wed to Bentley Drummle, but she is very unhappy. Pip falls ill, and Joe comes to take care of him. While he is being nursed back to health, Pip starts to appreciate Joe and begins to look past the fact that he is common. He receives the news that Miss Havisham is dead. Pip visits Joes home and is told that Joe and Biddy, Pips friend, are married. Pip then returns to London and continues his life for eleven more years. Pip finally goes back to Joes house, to find that Joe and Biddy have a son, and they have named him Pip. During that last visit, he returns to Miss Havishams old run-down home. There he meets Estella, grown into a woman, her husband dead. There, Estella asks Pip to for! give her, he does, and all is well. So the story ends, with grown Pip and a changed Estella both at peace with each other. In conclusion, I thought that this was a very well written book. It took me a while to get into it and understand the plot, but now I see that Dickens wrote Great Expectations with a very complex plot and well described characters. From Joe Gargery to Miss Havisham, I really got to know the characters as if they were people. I would describe this book as a delightful story with a sprinkle of mystery and a handful of romance, with a pinch of fun all mixed in.

Philips Maps Out a New Direction Case Study Example | Topics and Well Written Essays - 750 words

Philips Maps Out a New Direction - Case Study Example By cutting down to just 3 major divisions, the company's focus is likely to sharpen. Using multiple business units to produce a wide range of products would most likely result of wastage of resources, cost inefficiencies, and lack of a unified direction for the company as a whole. (A&AS, 2002) Cutting down to just 3 units therefore, among other things, aims to reduce operating costs. Divisions which need similar raw materials, man-power and expertise are merged into one unit so that resources can be utilized more efficiently. (A&AS, 2002) This sort of reorganization would also increase brand awareness and recognition, as the products would be better positioned in the minds of the consumers. Producing a wide range of products under one brand name usually creates confusion for the consumers as to what exactly to identify the brand with. By divesting low-margin products, and focusing a narrower and better defined product mix, this confusion would be minimized. (A&AS, 2002) The sort of r estructuring which entails divesting products and cutting down number of work units usually results in laying-off employees. This could result in unemployment, not to mention lower job security for existing employees. As is mentioned in the case, Philips faces problems when it comes to brand recognition, as Philips products are marketed in North America under a variety of names. Also, Philips LCD television technology currently has the No.2 spot in China, however, this success could be short-lived if China pumps.

Academic Skills Prepare Graduates for Work Essay

Academic Skills Prepare Graduates for Work - Essay Example Empirical work studies have also suggested that workers and employers now feel that generic skills like, communication, problem solving as well as team working abilities, have become extremely critical for the overall success of the workplace (Bailey, Hughes and Barr, 1998). As a result, academics are concentrating more on the skill and work based learning. The primary purposes which have been identified at large for work based learning are; acquiring skill and knowledge with respect to employment in specific industries and occupations, providing career planning and exploration and learning all industry aspects. Increasing social as well as personal competence related to general work and enhancing the motivation of students for academic achievement are other aspects which have found profound interest and critical pace in the teaching techniques in colleges. The current essay throws light on the abovementioned aspects. Research has been conducted on how academics prepare students for work and building their professional careers. Examples from various top colleges and universities will help in understanding the various skill sets and course curriculum which are being implemented in order to enhance the academic learning experience. Review In order to understand the academic skills required, it is important to understand and contemplate the meaning of academic skills and knowledge. Stasz and Brewer (1998) defined academic skills are â€Å"measurable properties of individuals,† which included academic tests. However, influential academic skills might be understood as those techniques and knowledge which will help the students in reinforcing their motivation, quality and overall performance in office. In other words, it is the knowledge which will help students in coping with real world. In broad sense, academic skills can be considered as a collection of learning strategies, study habits as well as tools and techniques for time management helping students le arn as well as absorb the lessons in college. Generally, students pursue academic learning as information, thus wanting for more. The literature review and surveys on this field of study has been least, confining only to specific subjects or training programs. However, this field has got enormous implications. In the past, most of the course curriculum consisted of limited learning prospects, comprising of bookish or theoretical knowledge. However, with the changing scenes and increasing requirement of practical knowledge, colleges and universities are implementing a mix of theoretical learning as well as practical applications, so that the students and graduates are better prepared for the real life work experience (Philadelphia School District, 1998). Several literatures have reviewed the skills required for successful conduction of work. However, none of these surveys and reviews has confirmed a single technique or methodology which can satisfy all the requirements. So, any liter ature survey on relationship between work and academic skills is unlikely to present definitive answers (Berryman and Bailey, 1992). Most of the literature reviews and research work on this field have revealed the underlying controversies shaping debate regarding academic skills as well as various issues and themes. First, is defining of academic skills which have been observed earlier. Various theoretical perspectives have dominated the study of academic skills yielding conflicting results as well as policy recommendations. One approach is positivist, according to which individuals have the ability to transfer skills. Another approach is situational perspective, according to whi

Adaptive Project Management Framework Assignment

Adaptive Project Management Framework - Assignment Example This framework is generally used for the projects whose objectives and goals are clearly stated. Basically the framework is an approach that restricted planning for things which are next to impossible. The adaptive project management framework is implemented in project management in order to bring quality business values (Highsmith, 2009, p.167). Moreover, this framework is intended to maximize the business value under specific time and estimated fixed budget. The adaptive project management framework is the structured decision making framework in the face of uncertainty. This framework helps to reduce the uncertainty level of project outcome through quick system monitoring and controlling. As it is based on learning process, it helps to improve the long-term project management outcomes. The study deals with the evaluation of implementing project framework approach in organization. Moreover the study will reveal the obstacles that are faced by organizations while adopting this framew ork. Finally the study ends with the solutions of the problems. Implementation of Adaptive Project Management Framework The project management methodology applied within organizations for the purpose of reconfigure the project management framework. Companies should change the current regulations and policies to successfully execute the adaptive project framework approach that administrate their internal processes.

The stages of early reading development

The stages of early reading development The sequence of teaching phonic knowledge and skills should be such that children should have every opportunity to acquire rapidly the necessary phonic knowledge and skills to read independently Rose (2006), Independent review of the teaching of early reading, paragraph 86, page 28. The model below demonstrates the mechanism for early word recognition by using phonic rules of language and the memory of known words. However, as I often observe in class, pupils can read words but are often unaware of their meaning and so cannot fully comprehend or absorb knowledge from a text.(relates to Q10) http://nationalstrategies.standards.dcsf.gov.uk/images/clip_image006_0002.jpg Rose (2006), Independent review of the teaching of early reading, paragraph 50, page 86 Children tend to develop comprehension skills by first building an expansive vocabulary of words and their meanings through repeated exposure (visual or auditory) to a wide range of words. By understanding words in context with one another the reader can understand the meaning of the text. Comprehension occurs as the listener builds a mental representation of the information contained within the language that a speaker is usingà ¢Ã¢â€š ¬Ã‚ ¦ the listeners general knowledge and level of cognitive development will have a bearing on the comprehension of the message. To generate an accurate mental representationà ¢Ã¢â€š ¬Ã‚ ¦ the listener has to process the language and the concepts. Rose (2006), Independent review of the teaching of early reading, paragraph 61, page 88 In 1998 the Searchlights Model describing reading was introduced as a way of explaining how a reader processes and comes to comprehend a text. The Searchlights model was incorporated into the National Learning Strategies framework (relates to Q3 and Q15) and designed to provide a simplified way to understand the teaching of reading. It formed the basis for much of the theory of reading which was to follow. http://www.publications.parliament.uk/pa/cm200405/cmselect/cmeduski/121/12102.gif Rose (2006), Independent review of the teaching of early reading, paragraph 2, page 73 The model indicates that a text is read by use of four areas of knowledge which act as searchlights to illuminate the text. However, the model indicated that all searchlights were of equal use and deficiency in one area would be compensated for by ability in another. Later findings indicate that both good language understanding and accurate word recognition are required if a reader is to understand the text. Clays model builds on and modifies the Searchlight model by identifying the four cues required for comprehension as phonological (the sound of the oral language), syntactic (sentence order), visual (graphemes, orthography, format and layout) and semantic (text meaning) (Clay, 1985; Clay and Cazden, 1990). Clay highlights that each of these cues are necessary to facilitate reading and understanding of text. Good readers have developed a number of strategies which focus on unlocking meaning of the text whilst poor readers have very few strategies to cope and they tend to have a lack of integration with the text. With the aid of an increasing pool of research into the cognitive processes of reading, the Simple View of Reading indicates the most recent description of understanding of a text. There are two necessary components which must be fulfilled to allow a child to read; Word Recognition (including understanding and pronunciation of words) and Language Comprehension (including understanding sentences and texts) The two elements are interdependent and often facilitate the other e.g. word recognition does not guarantee understanding of those words (ergo nor the text), whilst comprehension is useless without word recognition. Understanding sentences then provides the reader with context to recognise words which follow and subsequently the meaning of the text. The two components of reading have four outcomes in this model by Gough and Tunmer 1986. http://nationalstrategies.standards.dcsf.gov.uk/images/clip1.jpg Rose (2006), Independent review of the teaching of early reading, paragraph 31, page 81 This simple view of reading helps teachers to understand where there students are on the model and what strategies need to be applied to increase their capabilities in either or both areas to help them become good readers. To develop word recognition skills the teaching of phonics is important. Synthetic phonics is taught because our written system is alphabetic, so to be able to read you must first learn the alphabet and the single or combination of letters sounds (spoken letters sound). Children should then learn how to (i) segment words into their component sound to enable spelling and understand the meaning of words and (ii) the complementary process of blending sounds to read words in a process known as synthesis. Success here is clearly impacted by the childs recognition and understanding of the letters of the English alphabet and their corresponding pronunciation as a sound. It is equally important to teach and repeat high frequency words which cannot be sounded-out using phonics; this allows the word to enter the sight memory word bank. To develop language skills, the best ways are through speaking and listening activities, so that students have an opportunity to hear and speak words and understand their meaning in the context of the discussion, increasing their vocabulary and language skills. Considering the above, the Rose review 2006 provides a number of recommendations for best practise in teaching children to read which can be categorised into 5 main area (relates to Q14,15), as follows; Best practiceà ¢Ã¢â€š ¬Ã‚ ¦ The national strategies framework sets out guidance for the development of childrens speaking and listening skills and should be used as a guide for best practice should be expected in the teaching of early reading and synthetic phonics. Quality teaching of phonics would enable the student to develop the ability to decode and encode which is critical to reading and writing/spelling. Phonics work should be cross-curricular using all the strands speaking, listening, reading and writing. Cross curricular phonics teaching also aids students in accumulating a greater stock of words. The teacher must be able to assess progress and react accordingly to maximise the development of each child as an individual with individual needs. The Early Years Foundation Stageà ¢Ã¢â€š ¬Ã‚ ¦. Parents should be encouraged to read with their child before their child enters EYFS. Phonics should be taught from the age of five and should be a multi-sensory approach which captures pupils interests, is delivered in a motivating way by a competent pedagogue capable of reinforcing learning. Greater significance should be placed on word recognition and language comprehension as the key components of learning to read (as a development of the Searchlights model). The EYFS and the National Literacy Framework must work together to create a progressive continuous programme for delivery of phonics which is transportable throughout all years. Intervention if a child struggles to read, including those with SENà ¢Ã¢â€š ¬Ã‚ ¦. If a child is experiencing reading difficulties, it is important to check whether they have a sight or hearing problem which makes learning more complex. Provision of intervention should follow the Primary National Strategy three wave model for students with literacy difficulties. The first wave involves effective inclusion of all students with quality first teaching especially in phonics, wave 2 covers extra intervention to make sure that the student is working at age related expectations with small group intense phonics groups, wave 3 individual interventions make sure that students with extra needs are accommodated e.g. school action and school action plus. It is important to ensure that pupils are not excluded from the main learning goals and progress made during intervention sessions is maintained. Strong leadership and management should be provided in tandem with high staff competency, in terms of subject knowledge and skillsà ¢Ã¢â€š ¬Ã‚ ¦. Head-teachers and staff should make sure that phonics is given a priority within the planning for early teaching to read; staff training should be compatible with this ethos. Staff training must make sure that the phonics programme is delivered to a high standard. To aid this, a head of literacy with specialised knowledge would be beneficial. Passing on knowledge in this way improves phonics teaching overall, is cost effective (due to a dilution of course costs) and allows a specific individual to monitor for consistency of phonics teaching. Those who manage the school should be responsible for instilling an effective continual professional development programme for all staff. With phonics in mind they should oversee the consistency of phonics delivery and provide feedback to improve practice. Management must also monitor pupil progress and instil teaching policy which benefits all pupils by ensuring that they are able to achieve realistic learning goals. Furthermore, Rose suggests that initial teacher training should provide a demonstration of the need to focus on early-years phonics to bring about reading. When observing phonics in my base school I have found that children are grouped by ability for all sessions, with smaller intense groups provided for EAL children. The planning and teaching is undertaken in line with the Letters and Sounds resources in the following way (relates to Q25): First you review and revisit the previous weeks letters and sounds to ensure retention; sometimes the teacher will review the first 100 words using flashcards which the children race to read as many as they can in a minute. Next a new sound is taught, the teacher models how to write the sound and explains the phoneme family (other letter combinations with the same phonetic sound). Practise the new sound by first modelling the writing of a word using the subject sound and then instructing children to write different words which contain that sound. Applying the sound just learned, the teacher writes a sentence (normally something funny) which pupils are asked to read and write their own if time allows. This provides an understanding of the word in context (process two of Simple View of Reading). To bring about word recognition and comprehension the key features of the Simple View of Reading I have observed a number of methods in school; Children are given reading books to take home and practise reading with parents; comprehension and reading accuracy are checked before a child is allowed to change their book. Children are also encouraged to activity use the library facility to take home an extra book they wish to read themselves. This is to encourage them to foster the attitude that being able to read brings many benefits. Daily phonics lessons, taught according to the method described above. Children are given spellings to learn which relate to the phonics they are learning about. Guided reading groups are done regularly to teach the children how to decode and comprehend texts. The children are encouraged to sound out words to find the phonemes when spelling and reading. I have observed many sessions of phonics teaching which have been taught well by effective teachers. This has had a clear benefit to the children being taught and will allow them to become competent readers, an essential skill for success as an adult and fulfilment of the ECM goals which I should strive to satisfy for all pupils in my care. I will draw on the high quality teaching I have observed to provide such quality teaching. The simple view of reading provides a clear framework for success in teaching children to read. Considering Gough and Tunmers (1986) model in relation to a childs ability will allow me to modify my teaching to the needs of each child (relates to Q29). An on-going commitment to understanding research into the best ways for children to learn, and its effect upon best practice, will allow me to deliver teaching which caters for pupils for whom I am responsible. Unfortunately there has not been any indication from the current government regarding their opinion o f and for Literacy teaching. With this in mind, I will carry on with the phonics that I have started to teach. It is clear that I must plan Literacy sessions to include phonics lessons and build on the early learning provided by EYFS teachers. This should be undertaken in collaboration with parents as it is clear that reading from a very early age is most influential upon the childs ability to understand and grasp new knowledge i.e. a successful reader will find future learning easier. My planning and delivery must harness this ethos and the benefits of reading be highlighted to pupils. To allow pupils to gain this benefit, I must create an environment in which I can deliver content in an interesting way which captures the interest of pupils. This environment should also foster a welcoming feedback (relates to Q27) process to allow children to highlight areas where they are struggling and know that help will be provided; learning is best undertaken as a collaborative process by all involved. Bibliography and Reference list Clay, Marie M. (1985). The Early Detection of Reading Difficulties. Third Edition. Portsmouth, NH: Heinemann. (ED 263 529) Clay, M., Cazden, C. (1992). A Vygotskian interpretation of reading recovery. In L.C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of socio-historical psychology (pp. 206-222). New York: Cambridge University Press. Gough, P. B. Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10. Rose, J (2006). Independent Review of the Teaching of Early Reading. Annesley: Department for Education and Skills.

The Effects of Alcoholism :: essays research papers

How many times have you heard about the consequences of alcoholism? Have you taken them into account? Alcoholism is one of the major problems in society. The effects of this disease are really serious. Many people get used to drink alcohol, and they can easily abuse, that is the problem. The purpose of this essay is to discuss the physical, psychological, and economic effects of alcoholism. The first effects of alcoholism are physical. These are the most important because these can cause your death. For example, alcoholism causes cancer in the stomach, kidneys, and liver. Besides, alcohol alters the digestion of nutrients that the body needs to stay healthy. Alcoholism also causes loss of appetite and depression. There are other effects in the body like gastritis and cirrhosis of the liver. All these physical consequences could cause your death if you drink alcohol in mass quantities. The second effects caused by alcoholism are psychological. At the beginning, alcohol makes you feel relaxed, but if you drink it in excess, it increases anxiety and causes depression. It also causes family and legal problems, violence, changes of behavior, suicide, among others. Alcohol is very powerful and alters all your normal behaviors. The third effects of alcoholism are economic. According to the National Institute on Drug Abuse, drug abuse and dependence cost an estimated $98 billion. Alcohol is not cheap. If you drink two or three times in a week, it could cost you about $100 or more a week! People do not think about the money and spend almost everything when they are drunk. In conclusion, the effects of alcoholism which are physical, psychological, and economic can cause many problems that affect your life in all aspects.

The Countercultures of the 1960’s and 2000’s

The Sixties has distinguished itself as a decade that saw great cultural and political upheavals. The movements of the Sixties were struggling against the most problematic and difficult issues of post-war world — racism and poverty, dehumanization in the developed world due to technology, and Third World liberation (Morgan 4). By the 1960s, the ghetto communities of California became overly poor, overly policed, and extremely resentful. This tension between a racist and repressive police force led to civil disturbance and unrest in the United States.Growing unrest led to the rise of the civil rights movements such as the Black Panthers in Oakland, the Black Berets (Chicano) in San Jose, and the Brown Berets in Los Angeles. In an effort to divert or destroy growing movements for social change, the government infiltrated most civil rights and community activist groups, precipitating their demise or diminishing their influence (Rodriguez 12). In the fall of 1966, two young black militants, Huey P. Newton and Bobby Seale founded the Black Panther Party in Oakland, California.They wanted to have African-American history courses taught in the college as well as the employment of additional black teachers but soon evolved in response to a survey of the community to include a ten-point platform which called for â€Å"Land, Bread, Housing, Education, Clothing, Justice and Peace. † This basic ideology has been flexible enough to be adapted to meet the needs of all those who conceptualized the Black Nationalist struggle as one of both race and class (Harris 162). The Brown Berets was an organization who initially led the cultural awareness and social-political activism in the 1960’s for the young Hispanics.They were a new generation of Mexican students characterized by increasing militancy over continuing inequity in education and inequality in economic opportunity. However, the Brown Beret’s resistance to police harassment, coupled with their military idolatry and political romanticism caused the organization to degenerate into militant violence and, gradually, to alienate the Mexican community and its youth altogether (Alfieri 1569). In the late 1960’s, a group was formed calling for a new gay radicalism. It was called the Gay Liberation Front which aimed to fight the cultural homophobia alongside racism, sexism, and militarism.It was formed after the Stonewall Riots which started with the raid on a gay bar. The police was met with much resistance and shouts of â€Å"Gay Power! † The movement aimed to free sexuality, transform the family as an institution, end anti-queer violence, and develop a new vocabulary for the erotic (Shepard 49). The 1960’s also saw the rise of rock music and alongside it, the movement known as the counterculture emerged. America’s youth was vulnerable to the messages of rock music's sounds. From this emerged a group called the hippie.â€Å"Hippie† meant differ ent things to the older and younger generations. According to Terry Anderson in The Movement and the Sixties (1996): Parents usually stated that hippies included everyone revolting against something, or simply revolting to them, and mainstream journalists simply labeled them â€Å"dirty, costumed protesters† who had long hair, smelled, and smoked dope. Marijuana was the â€Å"staple of hippiedom,† declared Time, â€Å"L. S. D. its caviar,† and Nicholas von Hoffman added, â€Å"if the word means anything, it means a hippie is a dope dealer.† At the end of the decade a journalist summed up the older generations' level of knowledge of the counterculture when he gave his peers advise on how to spot a hippie: â€Å"Well, hippies look like hippies† (243). The hippies promote a bloodless revolution of young urbanites, who, although they protest against much in society, are non-violent protesters, and who symbolize their attempt to overthrow western values by their home-made clothes, their rejection of the distinction between ‘decent' and ‘obscene', their disbelief in political solutions, and their desperate attempt to be ‘folk' (Wilson 195).In the twenty first century, fads and lifestyle are likewise influenced by music and less due to civil activism. It is rooted more on pop culture. Pop started in the underground in the â€Å"subcultural movements of Black youth, White gays or artistic avant-gardes†¦ pop as a way of living means a way of thinking and feeling, of living and also of dying†¦from Jimi Hendrix to Kurt Cobain† (Muggleton & Weinzerl 42).An example is Goth which was initially a musical genre that emerged in the late 70s post punk era and has now evolved into a full-blown sub culture with the introduction of Gothic fashion and imagery movement. A Goth is someone who is usually into the darker side of the world is deep into thought and feeling and often creates or modifies their clothing u sually consisting of mainly black. Tribal designs and religion-related jewelry are common, such as crucifixes and pentagrams (Muggleton & Weinzerl 290).Then there is hip-hop, a sub-culture or lifestyle which started as a name for the four elements of the late 70's New York City renaissance which includes break dancing, emceeing, (rapping) graffiti, and turntablism. We see its proponents wear loose pants and shirts for men, tight pants and shirts for women and bling-blings. Music and dance has also created an identity and a sense of belonging within the clubbing crowd called rave technotribalism. They are dress upped for parties and clubs.In contrast, we have the Gen X who feel politically dispossessed and express their agitation in the name of democracy, environment, fair trade and other societal issues who dress up in jeans and shirts and carrying back packs (Muggleton & Weinzerl 68-69). Works Cited Alfieri, Anthony V. â€Å"Racism on Trial: The Chicano Fight for Justice. † Duke Law Journal. 53. 5. (2004). 1569+. Anderson, Terry H. The Movement and the Sixties. New York: Oxford UP, 1996. Harris, Jessica Christina. â€Å"Revolutionary Black Nationalism: The Black Panther Party. † The Journal of Negro History.85. 3. (2000). 162. Morgan, Edward P. The 60s Experience: Hard Lessons about Modern America. Philadelphia: Temple University Press, 1991. Muggleton, David & Weinzierl, Rupert (eds. ) The Post-Subcultures. New York: Berg, 2003. Rodriguez, Luis. â€Å"The End of the Line: California Gangs and the Promise of Street Peace. † Social Justice. 32. 3. (2005). 12-16. Shepard, Benjamin H. â€Å"The Queer/Gay Assimilationist Split: The Suits vs. the Sluts. † Monthly Review. 53. 1. (May 2001). 49. Wilson, Bryan. The Youth Culture and the Universities. London: Faber, 1970.

Philippines Informative essays

Philippines Informative essays In chapter 6 of our speech book we covered what the definition of a culture is and discussed a little bit of the differences and kinds of cultures around the world. How many of you know where the country of the Philippines is located? Did you know that America purchased the islands of the Philippines from the Spaniards for $20million dollars? Today I will be discussing briefly about the history of the country, where the country is located, and the different cultures each region has and share with you some of my personal experiences when I was living there. According to askjeeves.com, Philippines is located about 7,772 miles from Sioux Falls, SD. It takes approximately sixteen hrs. none-stop flight from Sioux Falls airport to Ninoy Aquino airport in Manila. There is no none-stop flight so when mom and I went to the Philippines 2years ago, it took us approximately 23hrs to get there stopping in Minneapolis and in Tokyo,Japan. According to Microsoft Encarta Encyclopedia, copyrighted in 96; situated about 750miles east of the coast of Vietnam, the Philippines are separated from Taiwan on the North by the Bashi Channel. The country comprises about 7100 islands, of which only about 460 are more than 1sq mile in area. The total area of the Philippines is about 115,830 sq miles that is approximately 4times the size of Maine according to askjeeves.com. The islands of the Philippines are divided into three major geographic groups; Luzon, Visayas and Mindanao. Manila is the capital and the largest city of the Philippines. The first humans in t he Philippine Islands are thought to have come from China and the Malayan Archipelago some 250,000 years ago. A Filipino is a mixed of Chinese, American, Spanish and Arab blood. The Philippines has a population of 76.5million as of May 2000. The Philippines is currently the third-largest English speaking country in the world, after United States and the United Kingdom. From fourth grade throug...

Discover the Code-Breaking History of the Rosetta Stone

Discover the Code-Breaking History of the Rosetta Stone The Rosetta Stone, which is housed in the British Museum, is a black, possibly basalt slab with three languages on it (Greek, demotic and hieroglyphs) each saying the same thing. Because the words are translated into the other languages, it provided Jean-Francois Champollion the key to the mystery of Egyptian hieroglyphs. Discovery of the Rosetta Stone Discovered at Rosetta (Raschid) in 1799, by Napoleons army, the Rosetta Stone proved the key to deciphering Egyptian hieroglyphs. The person who found it was Pierre Francois-Xavier Bouchards, a French officer of engineers. It was sent to the Institut dEgypte in Cairo and then taken to London in 1802. Rosetta Stone Content The British Museum describes the Rosetta Stone as a priestly decree affirming the cult of 13-year-old Ptolemy V. The Rosetta Stone tells of an agreement between Egyptian priests and the pharaoh on March 27, 196 B.C. It names honors bestowed on Macedonian Pharaoh Ptolemy V Epiphanes. After praising the pharaoh for his generosity, it describes the siege of Lycopolis and the kings good deeds for the temple. The text continues with its main purpose: establishing a cult for the king. Related Meaning for the Term Rosetta Stone The name Rosetta Stone is now applied to just about any type of key used to unlock a mystery. Even more familiar may be a popular series of computer-based language-learning programs using the term Rosetta Stone as a registered trademark. Among its growing list of languages is Arabic, but, alas, no hieroglyphs. Physical Description of the Rosetta Stone From the Ptolemaic Period, 196 B.C.Height: 114.400 cm (max.)Width: 72.300 cmThickness: 27.900 cmWeight: about 760 kilograms (1,676 lb.). Location of the Rosetta Stone Napoleons army found the Rosetta Stone, but they surrendered it to the British who, led by Admiral Nelson, had defeated the French at the Battle of the Nile. The French capitulated to the British at Alexandria in 1801 and as terms of their surrender, handed over the artifacts they had unearthed, chiefly the Rosetta Stone and a sarcophagus traditionally (but subject to dispute) attributed to Alexander the Great. The British Museum has housed the Rosetta Stone since 1802, except for the years 1917-1919 when it was temporarily moved underground to prevent possible bomb damage. Prior to its discovery in 1799, it had been in the town of el-Rashid (Rosetta), in Egypt. Languages of the Rosetta Stone The Rosetta Stone is inscribed in 3 languages: Demotic (the everyday script, used to write documents),Greek (the language of Ionian Greeks, an administrative script), andHieroglyphs (for priestly business). Deciphering the Rosetta Stone No one could read hieroglyphs at the time of the discovery of the Rosetta Stone, but scholars soon pieced out a few phonetic characters in the demotic section, which, by comparison with the Greek, were identified as proper names. Soon proper names in the hieroglyphic section were identified because they were circled. These circled names are called cartouches. Jean-Francois Champollion (1790-1832) was said to have learned enough Greek and Latin by the time he was 9-years-old to read Homer and Vergil (Virgil). He studied Persian, Ethiopic, Sanskrit, Zend, Pahlevi, and Arabic, and worked on a Coptic dictionary by the time he was 19. Champollion finally found the key to translating the Rosetta Stone in 1822, published in Lettre M. Dacier.

Observations and child interactions Assignment Example | Topics and Well Written Essays - 2250 words

Observations and child interactions - Assignment Example He would pull himself up on couches, chairs and tables and very quickly do a scramble from one edge to another, but when he was about to stand without support, he would totter and fall quickly to his bottom. Sometimes this upset him and at other times he would just try again. The observations took place on two different days. Interpretations The first observation was made over the course of about five minutes. When the mother sat on the floor with her child, their bond was clear by the way he would respond to her movements. He understood her cues just like she could anticipate his movements. They had played this game on many occasions. She would hold out her hands with the palms up which would get him excited. He would slap at them until he placed his hands in hers, sometimes scooting a bit towards her on the floor. Pulling himself up by holding onto her hands, he would stand while making eye contact with his mother. She sucked in her breath and make a unique repeating blowing sound between her lips as she stood up on her knees, and then rose to her feet. Bending over with his hands in hers, she would then kiss his forehead and then say â€Å"so little man, where do you want to go?† The child responded by taking steps towards her, moving more quickly until he started to fall forward at which point she scooped him and swung him around as he laughed. The practice of walking was a game with a chronology that they both seemed to expect. This same ritual happened on both occasions when they were observed. This interaction was highly interactive with the child and the mother watching each other intently. She spoke in warm, happy tones as they both prepared for the end of the ritual. The relationship with the grandmother was a little different. The interactions between the grandmother and Kyle were done also on two occasions for about five minutes. The grandmother took Kyle’s hands rather than waiting for him to give them to her. She pulled him to his fe et, and then led him walking from one place to the other. Although Kyle was energetic and was enjoying moving from place to place, his focus was on his feet and where he could run, but he was not focused on his grandmother’s face. She eventually picked him up and kissed his neck, making him laugh and then clap. The second time I observed them she pulled him to his feet and let him around the room, but he tripped and fell, falling to the ground. She tried to sooth him but his mother came to intervene. The second interaction happened three days later in about 5 minutes each. The grandmother, the mother, and the child were all in the room. This time the grandmother went first. She lifted Kyle to his feet and began to walk him around the room, his feet stepping over one another as he pulled and she pulled in different directions. Kyle became frustrated and it ended with him in tears. His mother picked him up and soothed him. Eventually, she sat on the floor with him, kissing him and laughing with him, keeping her eye contact with him during the prelude. Eventually she put her hands out, but he did not immediately put them into hers. He did within a minute, however, and then they stood together. He took more tentative steps at first, but when he realized that he was in control of where they would go he began to step in different directions. He tired more quickly than he did than during the first observation,

History and politics of primary education Essay

History and politics of primary education - Essay Example The Butler Act, also known as the 1944 Education Act, aimed at providing education for all school going children between the ages of 5 and 14. The Act stipulated that secondary education start at 11-years-old. In addition, it created a framework by which a ministry managed school affairs but the schools themselves were managed by Local Education Authorities (LEAs). However, the duration of school days, term dates, and the syllabus stayed under local management (Freedman, Lipson & Hargreaves, 2008:29). The Butler Act also included requirements for Church Schools. The schools were to be incorporated into the state system using various arrangements, and the operating expenses of the Church Schools were to be borne by LEAs but remaining responsible for religious education in the syllabus. Although not stipulated by the Act, the consensus was that grammar schools were to be retained by the creation of a Tripartite framework in which students were to be enrolled in three variants of school s. Besides the grammar schools, there were to be secondary contemporary schools and technical schools. Grammar schools were to admit the most capable 20 percent of the students (determined using the 11-plus tests) and were better financed compared to other schools. In addition, most of the teachers held degrees (Gorard, 2009:105). Various LEAs employed different admission criteria, but majority implemented types of intelligence assessments – supposing that intelligence was uniform and estimable to the extent where an individual’s ability was known by the age of 11. However, numerous injustices soon became common. Grammar school slots were mainly fixed, implying that the challenges of admission to a grammar school deviated based on how many students were in a specific category. Comprehensive schools intended to offer education opportunities to children from all

Experimental Study Article Example | Topics and Well Written Essays - 500 words

Experimental Study - Article Example The other exposures of interest include use of nitrous oxide, the utilization of slightly hypoxic mixtures during anesthesia, and postoperative opioid administration. The effectiveness of dexamethasone as antiemetic was compared with the two serotonin subtype 3 antagonists ondansetron and granisetron in 80 patients divided into four groups undergoing laparoscopic cholecystectomy. Group 1, consisting of control patients, received 0.9% NaCl; group 2 patients received ondansetron 4 mg i.v.; group 3 patients received granisetron 3 mg i.v.; and group 4 patients received dexamethasone 8 mg i.v., all before the induction of anesthesia. Both nausea and vomiting were assessed during the first 24 h after the procedure. Inclusion Criteria: A total of 80 American Society of Anesthesiologists (ASA) physical class I–II patients scheduled for laparoscopic cholecystectomy were included. The age range was from 21 to 75 years (mean: 51.5 years). Each patient gave his or her written consent to participate in the study. The study was approved by the Medical University ethics committee. The exclusion criteria: The patients’ exclusion criteria were as follows: American Society of Anesthesiology (ASA) physical class III–IV; age over 75 years; body mass index above 30; pregnancy; smoking; signs of gastrointestinal, endocrine, renal, hepatic or immunological disease; use of opioids or tranquillizers less than 1 week before the operation; treatment with steroids; history of alcohol or drug abuse; history of motion sickness; preoperative diagnosis of gallbladder empyema and previous endoscopic sphincterotomy for common bile duct stones; and conversion to open cholecystectomy. The incidence of nausea and vomiting was recorded during three assessment periods, 0–6 h, 6–12 h, and 12–24 h, by nursing staff without knowledge of which antiemetic the patients had received. Both nausea and vomiting were

Art Essay Example for Free

Art Essay * Art is a term that describes a diverse range of human activities and the products of those activities, but here refers to the visual arts, which cover the creation of images or objects in fields including paintings, sculpture, printmaking, photography, and other visual media. They are two paintings that have been drawn by Dmitry Levitzky in 1773 and by Millais in 1871. The first portrait by Dmitry levitzky is called Nelidova, Ekaterina Ivanovna who she is the daughter of Lieutenant Ivan Dmitrievich Nelidov. She was raised in the Smolny Institute for Young Ladies and was noticed there by Empress Catherine II, who made her a maid of honor to the Grand Duchess Maria Feodorovna, later Empress, whose husband Emperor Pavel I. She was sincerely attached to him, although their relations were never intimate. She was able to influence Pavel I, preventing some of his unwise decisions and tantrums. She was also a close friend of the Empress Maria Feodorovna. The second portrait by John Everett Millais is called The Martyr of Solway the â€Å"Margaret† depicted by Millais was Margaret Wilson, who was born in 1667 in Glenvernoch in Wigtownshire. She was a young and devout Presbyterian who was a member of the Covenanters, a Scottish Presbyterian movement of the 17th century in Scotland who signed the National Covenant in 1638 to confirm their opposition to the interference by the Stuart kings in the affairs of the Presbyterian Church of Scotland. The Stuart kings embraced the belief of the Divine Right of the Monarch. However, not only did they believe that God wished them to be the infallible rulers of their kingdom – they also believed that they were the spiritual heads of the Church of Scotland. This latter belief was anathema to the Scots. Their belief was quite simple – no man, not even a king, could be spiritual head of their church. The following piece will demonstrate the differences and similarities between the two images in a compare and a contrast manner. Analyze the fundamental differences. Point out the major mutual points.

Women In 20th Century Europe

Women In 20th Century Europe Women are the blessings; they are a gift from God because they play a vital role in every part of our life. From being infant till maturity an individual just need his mother to feed him, to control him, to motivate him, to love and to encourage him. (Young, 2010) Those unfortunate who had lost their mother during childhood can better understand the importance of women. Women are able to serve men in every form that is a mother care for her child since birth, then a sister assists her brother in solving his problems, a wife supports her husband in order to make him successful and finally a daughter holds her fathers hand in order to share burden and difficulties. Role of women can never be forgotten. They are an essential element since years and are struggling a lot for their family, their children and for their state. Before fifteenth century women were not given such regards, respect and honor as in today; but after eighteenth century women took the challenge to prove them as material by serving the world during World Wars (Pepek, 2000). After the advents of French Revolution, there were crises everywhere that is, economic crises, people were not able to meet up their needs because of rise in bread prices, then financial crises because of France being bankrupt, social crises, etc. Both women and children were treated in a ruthless manner, they were threatened, coerced and thousands of women and children got dead. Due to which people start to migrate from Europe to other parts of the world (Stoff, 2008). People before eighteenth century were not very much educated, they were illiterate who dont know the difference between right and wrong, they were strong so they had ruled over women. Due to poor level of education, women were unaware of their basic rights so they follow the rules of their society that is they did the same as their mothers and sisters did in past. They consider them as inferior and men as dominant authority (Helms, 1997). In Europe women were not allowed to enter in any reputable position, they were not a part of business world; they were not allowed to move beyond the four walls of house. Women were interested to serve their nation, so they themselves hold authority and led out certain movements for independence (Tudor, 2000). Actually after French Revolution, several wars and events were conducted that is First World War and Second World War, Napoleon Era, Colonial period, Civil Pact, Russian Revolution, European Union, Cold War, etc. In all such events women played a vital role; proved themselves as materialistic, they hold guns, they serve as nurses, they led out movements for independence, they did food strikes, etc. Finally in twentieth century women entered in business world; they enhanced their level of education, their market experience and took steps to further diverse their powers. After European Union, women quickly gained independence, they move out from their houses to work along with men. They gained voting rights and their presence was then confirmed by government. Explanation: Women have worked so long that it cannot be restricted to introduction only and if the topic is on European women then one can discuss up to years and years because history has discussed a lot about their efforts. Women always had an influential and powerful role in the prosperity, affluence and growth of any group of people (Radek, 2006). These roles have varied depending on the time period, geography and race of the people. As explained above that before eighteenth century European women performed as a care taker, as a nurse or as a mother, but women of twentieth century was a ruler, a warrior, professionals or a teacher. Speaking about women of Europe then they are renowned for their hard work, bravery and valor. Besides being servants or the one who had faced a lot of restrictions they were still had a lot of passion and spirit to prove them. Later women became an agent to satisfy needs of people, to resolve their problems and to improve life conditions of women in European Union (Helms, 1997). During the times of war, European families suffered from financial crises, in that era, they were under privileged to hold servants so women worked like slaves, that is, besides holding household duties they worked a lot for freedom movements (Pepek, 2000). Usually their day begin with starting the fire, then milking the cows, and creating cream and butter, that what the life style of poor European women then they spent the bulk of her morning preparing food for the day and bread for the dinner. Their afternoons were every now and then taken up by functioning in the garden, restoration, or taking grain to the miller (Young, 2010). Besides being a daily house wife, her point in time also was seasonal, as she had to elevate the farm animals, make sausage, maintain bacon, and comprehensive the sewing of clothes. The workload obviously didnt get easier for the women. They also had to take care of their own children as well (Stoff, 2008). There role was even harsh then that of men, they were only responsible for earnings but European women has to hold those earnings to adjust their life in accordance with the desired money. At the commencement or inception of the twentieth century, the thoughts or ideas of nineteenth century on the subject of the separate, and incontrovertibly paradoxical, natures of men and women, which had been further exaggerated by the industrial revolution in defining computerized manual labor as the province or territory of men and the domestic responsibilities as the ordinary or natural domain of women, men and womens relationships to and with each other in addition to society change (Helms, 1997). It was because they have realized the importance of women and the power they have, so a natural thought appear that the one who supports in crises can support throughout life. In addition to that women had also decided to never restrict them inside the boundaries of house and to work along with men (Radek, 2006). Government of Europe then launched Equal Employment Opportunities Plan with regard to access to employment, professional training and career development. It was then suggested to have equal votes of women in decision making, women workforce to gain maximum authority and participation of women in science research was made compulsory. Speaking in terms of historical period of wars then European women played a vital role by supporting factories that is they went to work instead of men as all men were drafted into European armies. Women were the only soul to fill the economic and social needs that was performed by men preceding the war (Young, 2010). Due to the severity of World War I not only women but children suffered as well, they shed their blood, they strive from hunger but never divert or change their faith. Some of the courageous women had decided to move along the battle field in order to serve their armies, so a group of Aristocratic nurses and Austro-Hungarian POW Relief went to assist them but there they become dishearten because they did not enjoy the positive response from the armies (Rubio, 2011). These women were not in supplementary medical positions assistant to male workforce, but rather they were in positions of authority and power assigned with the task of reporting on the conditions of the POWs within the camps and ensuring their loyalty to the Austro-Hungarian government. It was reported that during war times, men often found it complex to accept women as a care taker who were working outside their houses (Helms, 1997). Besides this women fought for their personality as an individual because German Nazi and Italian Fascist which were led by Great Adolf Hitler and Mussolini respectively had clearly addressed that role of women is only to produce more children, but Modern Feminist Movement which was led by Wollstonecraft stood along with women to bring Industrial Revolution. Women entered the workforce in huge numbers and a majority stayed in the workforce after the war (Tudor, 2000). At the very initiation women faced difficulties; there were small number of women units. Some extremists were against their work so they brutally attacked those who work in factories, women rapes; killing and kidnapping were common in that period. Soon after observing the terrorism against women, provincial government set up voting privileges for women in order to enclose that from now onwards women will have complete rights to vote along with a small number of social rights (Stoff, 2008). It was then included in Code of Communism that there will be no difference between men and women; they both carry equal rights and both can work together according to their level of talents. European women also hand round as soldiers during the Russian Revolution and later World War II. After the rebellion, women hold rights to have equal opportunities in terms of education (Young, 2010). They become allowed to go to institution of higher education and to work in all fields of employment. The state opened the doors for medical care, education, and day-care for all women. By gaining a diversified level of knowledge role of women in French society had reached at its peak. They represent themselves as a strong player in every field. Due to having enough education they mold themselves as an independent body that have their own identity and served Europe as being professionals (Radek, 2006). Throughout the century, upper class women inaugurated salons which are considered as most heavy work for inexperienced one and though they were inexperienced and less motivated to speak or debate but they had fulfilled their responsibilities by inviting intellectuals, scholars and philosophers to share their experience and to define the necessary ways to lead a successful life. Besides economic stability they cultivate social connections between those philosophers and the community of Europe. Also, they inaugurated various institutions to provide guiding principles for those women who want to be a part of prosperity (Helms, 1997). European women who belong to lower or middle class did not lag behind in terms of their responsibility as already discussed that women began exercising their powers during the era of revolution by storming Bastille. They hold guns and shells; participated in bread strikes as they remained hungry for weeks and weeks, they assist in invading the palace of Versailles, arresting the Royal family and forming high-ranking political organizations. Although they were women of twentieth century but due to their extra ordinary efforts, women of today are worthy. They were not very educated or some are completely illiterate but their role was incredibly modern (Tudor, 2000). It was reported in past that after the murder of Jean-Paul Marat, who was a scientist, a physician and a renowned character of European Revolution, by Charlotte Corday, another renowned figure from French Revolution, women felt broken and it seemed like that there democratic movement will would not precede. Above mentioned women that is, Marat, Corday, Catherina Sforza, Isabella I along with Jacobin Terror were key figures who support women in every step but due to the heights of unfortunate both women were charged for engaging themselves in the political circles by supporting German Nazi in the reestablishment of France and for this act they were punished. Due to this people lost their belief and trust from them and thus they failed to revive their position again. They try to regain competitiveness by joining allied forces or by introducing the sense of modern Europe but got defeated (Stoff, 2008). Earlier, France was the intellectual capital of Europe but when it got defeated by Germany, there were threats that due to France being a central figure, threat of war will always be there, so idea of continents having their own capital was doomed to disaster. Till that era, women were dominant enough to contribute their role through industrial revolution and some of them had put their steps in business world. Some women joined government and political offices so as to work for European Union (Tudor, 2000). The concept of Feminism was then discouraged as it has only promoted the rights for women whereas concept of communism was promoted as it has allowed all people of all classes to have equal rights. Women were continuously climbing the stairs of success which was unacceptable for men to digest at any cost. It was difficult for them to work under women and to observe them holding authority or dominant position in any organization. The gender disturbance between men and women soon transformed into hostility and aggressiveness which then hold war between men and women in every field (Radek, 2006). It has been observed that men often avoid females; sometimes insulting or dishonoring them in front of seniors or juniors, there were lack of support and guidance but women then also fought and raised the flag of success through their skills, abilities and talent. European women enjoyed a suitable position in Soviet Union and contributed there by educating young girls, they raised the minimum age of marriage because before eighteenth century childhood marriages were common (Radek, 2006). It was the women of twentieth century who contributed a sense of career and growth. They presented a prosperous role in times of Ottoman Empire as well by amalgamating the western style with that of east. In the later twentieth century laws were bring to an end that has limited the roles of women and women of Turkey then gained the right to vote (Vinciguerra, 2012). Conclusion: The prosperous phase that Europe is now facing with is because of the women of twentieth century. They were the one who were responsible for generating peace, prosperity and success in Europe; they were diligent, honest, industrious, well planned, brave and trustable because besides controlling their house as a house wife they assisted their men in earnings. They always hold their husbands at the time of crises like they run out to work in factories at the time of war in order to bear their expenses, to maintain the economy of state and to avoid financial crises. As far as thesis statement is concerned then European women had groomed a lot in twentieth century. They worked along with men from shoulder to shoulder, although there aim was to assist men but doing so their objective becomes vast and now they are holding such a dominant position in every sector, whether it is business, finance, politics, government, law, medicine etc. So, by observing such a tremendous growth women should be given equal rights as that of men as they are the one behind the success of men. European women suffered a lot but never got that prestige that they really belong. So, in order to give them a pride of honor for their efforts, one can salute them with equal rights, protection and security. It is because of European women that women all over the world are now building or developing their career and ate struggling to run accordingly with success.

To Build A Fire Essay -- essays research papers

â€Å"To Build A Fire†, by Jack London was a story about a man who’s job is to ship logs in the springtime. The author uses the 8 aspects of fiction to reflect his point of view that it takes brains to survive. The characters in the story are used to keep the story going and help the author come across to his audience. The plot is the storyline in which the story it self takes place. The setting is the environment in which the story takes place. The suspense is when the author keeps information back from the reader so he/she will continue reading to find out what will happen. Foreshadowing is the readers way of telling what will happen in the story. He/she does this when the author gives out clues in the story. Fantasy is, â€Å"the suspension of disbelief in the story†, so the reader can enjoy the work of fiction. Images are made when the reader takes into consideraition that the author is giving out specific clues to him/her so that they can pictur the scene. These 8 aspects of fiction are more indepthly explained in the paragraphs to come. The author uses these aspects of fiction to make his point clear that, it takes brains to survive.   Ã‚  Ã‚  Ã‚  Ã‚  In this specific story the author doesn’t give the character a name, he just calls him â€Å"the man†, as if the story was in a third person point of view. The character has many outstanding traits that are shown in the story as you read. Some of these characteristics are that the man was brave in going on this journey, he ...

Life Changing Essay

In life, we all know something that has changed the way we perceive people and events. Most meaningful events that have changed our perception can be our experience that we have gone through and learned from. Life-changing experiences play an important role on our development. Whether adults or children, we are affected by our experience which could impact us immensely. Personally speaking, my previous experience have affected me significantly. One is my first job experience, the other is my first-time experience of living in a brand-new country. Firstly, my first job experience greatly affected me. I remember that I was working at a Taiwanese restaurant. It was a really busy restaurant with five to eight employees. My manager told me that being a good waiter, it is important to smile and have a good attitude. I was not doing a great job on my first day of work. I was not really happy, because I made a lot of mistake, including messing up customer’s orders, no smiling, and a bad service attitude. I was judged by my manager. However, I believed that practice would lead to improvement and I never gave up, keep learning and practicing the working skills. After that, I became a mature and efficient waiter. In addition to above experience, communication and co-operation are also what I learned on my job. For example, when I served my customers for the first time, I was too shy to talk. But the most important thing for a waiter to know about is customers’ needs and expectations. Lack of communication with customers will not achieve this. After working for one month, I learned how to communicate with my customers. Furthermore, co-operation between co-workers is also important. I learned how to work with other waitresses/waiters and understood more about teamwork. For instance, my manager would allocate the tasks to us and every waitress/waiter needs to be aware of his/her responsibilities. The most difficult moment of co-operation is during the business hours, because employees need to be more understanding of each other. Secondly, living in a new country is my other significant experience. I lived in England for two years. When I first arrived in England, I lived with a host family in Oxford. Language and unfamiliarity with the city are the biggest problems that I faced. My most unforgettable moment is my first day of going to school in Oxford. I could not speak English and I felt lost in a new area. At that moment, body language was my only tool to help me find my school. I still remember that I was thinking about taking a bus  school, but I didn’t know where the bus station was. I tried to use my body language to ask a passer-by. It was fortunate that a gentleman understood my body language and my school address. After that, he brought me to the school. My first experience in England positively affected me. Looking back, my first job experience made me grow up and come outgoing. It also taught me about work co-operation. Before my first job, I did not like talking, I was shy when I was talking to people. But now, I am never shy of talking. Moreover I can say that right now I understand more about how to co-operate with my people, because I learned on my first job. The advantage of my England’s experience is that I learned a new language, I became independent and my adaptability became stronger. Previously, I could not speak English, but now I can fundamentally communicate with people in English. Also, â€Å"living by yourself, supporting yourself, paying your bills, and having total freedom over your domain is truly life-changing. It changes your perspective on solitude — it’s nothing to be afraid of, and can be pretty great — and shows you that you are capable of managing things by yourself if the need ever arises.† ( from THOUGHT CATALOG, 7 life-changing experiences every girl deserves to have, BY SOPHIE MARTIN, Mar.11, 2014 ). I believe that when you travel to new country and live by yourself, it will definitely make you become independent. Lastly, my adaptability became stronger since I lived in England. A strong adaptability make me more easily integrate into a new environment. In conclusion, life changing experiences are really important to us. In my case, my first job experience and my first-time experience of living in a brand-new country are what led to change in my life. Co-operation skills, independence, adaptability and language skills are what I learned. Obviously, people can definitely learn something through their life experience. These experiences are our life lessons that lead to our future.

Garden State Equality vs. Dow Essay Example

Garden State Equality vs. Dow Essay Example Garden State Equality vs. Dow Essay Garden State Equality vs. Dow Essay Garden State Equality vs. Dow A challenging dispute of minds As the case of Garden State Equality vs. Dow unravels into the Supreme Court hearings, there will be an indefinite vvariety of opinions and disputes of minds. There is room for controversy and disputes will arise. There are miss-interpretations and quotes that government officials and citizens against civil union rights have expressed and demonstrated about same-sex couples and their right to marry. This is an example of an interpretation given to describe differences in marital elationships by one of the Opinions of the Justices to the Senate, 440 Mass. t 1207, it states, The dissimilitude between the terms civil mmarriage and civil union is not innocuous; it is a considered choice of language that reflects a demonstrable assigning of same-sex, largely homosexual, couples to second-class status. Although it may seem that the federal laws have acknowledged and enacted the law that would give equal rights to every citizen, who in fact, shares an interest in having a mmarriage legitimized, has only shown that recognition is vague and is still insufficient n its standing. There is still skepticism from opinions that range in a form of discrimination because neglect is present. : Their demand to be able to enjoy the benefits and recognition of being married are irrelevant showing an effect on the family as a whole. Because it is so controversial it gives way to confusion in establishing the fact, that it is indeed a mmarriage that same-sex couples share with one another. In my opinion they have put same-sex couples as second class status and deemed there is little room to recognize their form of long term relationship. Same-sex couples have been denied the benefits that heterosexual couples are given. The mode of acceptance in society has not improved, even though there are indications that this change in opinion, will prove to be beneficial for all society today. Repetition of inequality of rights through past history has shown its devastations of cruelty on society or have we forgotten this occurrence? I feel that the law has to be more flexible in adapting to the changing times that we face today. As technology increases, it changes the way society has implemented the law, there should be xpansive ways to approach the difference of opinion and way of lifestyle to accommodate every citizen to have equal rights and freedom of choice. We will need to move forward and face the many challenges that are present in these changing times, in doing so we also have to demand that the law adjusts to the ever changing viewpoints and situations that are present and ones that will surface in the future. As citizens we have a responsibility to the victims who are treated unfairly and cannot achieve the pursuit of happiness promised by our forefathers and the Constitution of the United States of America. I say keep up the fight and never give up, until it is attainable. We simply need great leaders to represent the needs afflicting each individual, who is not given their right to be equal or have freedom of choice. Success is only achieved by finding the mearns of understanding and great approach will serve as a tool to find a solution that will be accepted and implemented in our daily lives to give every citizen the freedom to live in a society that is free of preJu01ce Trom lnJustlce. Written by: Ms. Graciela Montoya