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