Hillbilly Elegy Essay Topics Secrets

Hillbilly Elegy Essay Topics Secrets Characteristics of Hillbilly Elegy Essay Topics Employing government to benefit some groups comes at the cost of all. You may continue to keep your argumentative essays for your upcoming job portfolio in case they're highly graded. There are a big number of such companies providing essay writers, but should you select this path, due diligence is important to make sure that the job will be finished right. The issue, nevertheless, is that not all businesses can be relied upon in order to deliver quality essays on time so you need to be cautious in selecting one. Occasionally, selecting a perfect argumentative essay topics will be quite tough. Sometimes it is quite hard to compose your own theme for essay. Well, it's not that easy to select the finest persuasive essay topics from a pool of great suggestions. Quit overthinking to produce topics for persuasive essay. 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The Factors That Make Teenagers Use Drugs - 972 Words

Drug Abuse among Teenagers Question: What are the factors that make teenagers use drugs? And how do they influence teenagers’ life? 1) INTRODUCTION a) Hook: Have you ever imagined a teenager attends a party without having social connection with other people because of drugs use? b) Thesis Statement: There are some important aspects that demonstrate the negative impact that drugs have on teenagers and drive them to use, such as mental health issues, friends, and family. 2) BODY 1: Main point #1: Drugs are products of mental health issues. a) Topic sentence: One reason that teenagers use drugs is because they struggle with mental health issues. b) Support: almost all teenagers have their own problems that might finding them hard to face. - These problems usually related to mental health issues like lack of self-confidence. - Shy teenagers find it hard to express what they think and how they feel, and that because of their fear of what other people think about them. So they try to find a way that make them brave to express their feelings without thinking about others’ reaction. - According to Nate Blair (2011) people who struggles with mental health issues have the fear of get treatment from a doctor, so they prefer to use drugs or drinking alcohol to solve the problem by themselves. - They aim to use drugs since it make them being high and out of control, thus they would find it easy to express and say what they want without feeling scared of others. c) Support:Show MoreRelatedSocial And Social Factors Of The Five Levels In Public Health1005 Words   |  5 Pagessocial environment, including interpersonal, organizational, community, and public policy factors, supports and maintains unhealthy behaviors† (211). The major component of the ecological model is that it promotes how the individuals’ behaviors and choices are influenced by the five levels in Public Health. Each level is a target that helps with the spread of health promotion. The first level is intra personal factors, which is the smallest level of the five. It focuses more on the individual, personallyRead MoreThe Effects Of Drug Abuse On Adolescents957 Words   |  4 Pagesand being a teenager is extremely complex and a difficult phase. Teenagers experience physiological, social, emotional and psychological changes. All of these changes are going to be shaped uniquely by the teenager’s unique genetic composition, brain development, environment, cu ltural background and the community influences around them. During brain development teenagers are likely to seek out new experiences that can lead to risky behavior. Nevertheless, that is not the only factor that can influenceRead MoreThe Internet And Modern Media1509 Words   |  7 PagesIn the interconnected state of today, teenagers are exposed to both the prizes and perils of the real-world. Specifically the internet and modern media promotes messages that may or may not support the use of drugs. This corresponds with the concept of role models, as those who are respected by teenagers are privy to a greater level of exposure into their life. Therefore, their â€Å"adult habits,† such as drinking can lead teenagers to act accordingly due to the manner in which they deify their roleRead MoreThe Violence And Drug Abuse1739 Words   |  7 Pageslisten to music almost anywhere they go. But unfortunately teenagers are the ones that get influenced by music the most, as they a re less developed than the adults. In today’s days many singers and rappers that sing and rap about the drugs and violence. And for some reason that’s what teenagers prefer. The example of this singers would be O.T Genasis, Wiz Khalifa and Chief Keef. All these singers and rappers promote the violence and drug abuse in our society. In result, children become less successfulRead MoreDrug Use And Juvenile Delinquency1671 Words   |  7 PagesTeen drug use has been a continuous problem in the United States and United Kingdom despite media campaigns informing people of the consequences associated with illicit drug use. At the same time, young criminal activities are present in most communities and are a concern because of their association to illicit drug use. Some scholars assert that drug use causes criminal behaviour in juveniles; others have established that delinquency leads juveniles to use illicit drugs; yet, others infer that drugRead MoreTeenagers Drug Use And It s Effects On Society1186 Words   |  5 Pages Teenagers drug use Now ï ¼Å'there are lots of teenagers all over the world who use drug. And it becomes a very normal thing in society. According to foundation for a drug free world, we realize that drugs can make a person stop thinking and become very dull.(Drug Free World). And now all medicine has drug, so teenagers do not know how bad they are.I think now the society has two big elements,that can cause teenagers use drug , such as environment and differentRead MoreThe Effects Of Drugs And Its Effects On Society1221 Words   |  5 Pages Now, there are lots of teenagers all over the world /use drug. And it /becomes a very normal thing in social. Why /the teenagers want to use drug? Drugs/ blur memory, causing blank spots. When a person tries to get information through this cloudy mess, he can’t do it. Drugs make a person feel slow or stupid and cause him to have failures in life. And as he has more failures and life gets harder, he wants more drugs to help him deal with the p roblem. There are two very important reasonsRead MoreThe Anxiety With A Referral From A General Practitioner1638 Words   |  7 Pagesfirstly addressing the Anxiety with a referral from a General practitioner to a psychologist whom can then confirm the diagnosis and treat the disorder. The main contributing factors are the demands of being a single working parent with teenagers, fear of losing her job, police involvement, child services involvement, illicit drugs which is causing a pressure cooker situation. Anxiety and stress are a natural response to dealing with these situations causing nervousness, anxiousness, hopelessness andRead MoreThe Positive And Negative Effects Of Peer Pressure1479 Words   |  6 PagesPeer pressure is a social issue that has been around in the past and will last in the future. It is one thing that all teenagers have in common. It is highly influential with positive and negative effects. Some teenagers are more likely to give in whereas others are m ore likely to stand their ground. The feeling of belonging and social acceptance is considered very important, while social rejection and exclusions are very much feared. Peer pressure is defined as a feeling of pressure to engageRead MoreEssay about Drugs and Teenagers786 Words   |  4 PagesDrugs and Teenagers Drug use is one of the most serious and concerning issues among teenagers in todays high schools. Most drug use begins in the preteen and teenage years, and it is these years that can be the most crucial in determining how a young person develops as a human being. During these years adolescents are faced with difficult tasks of discovering their self identity, clarifying their sexual roles, asserting independence, learning to cope with authority and searching for goals that

Character Analysis of Faye from “a Secret Sorrow” free essay sample

Analysis of Faye From â€Å"A Secret Sorrow† In the story â€Å"A Secret Sorrow†, a woman by the name of Faye is battling a traumatic accident. The reference of the car accident sets the reader up for the tone of the story. In the beginning of chapter 11, Faye is very fragile woman. Something is making her feel distraught. When reading the first sentence â€Å"feel the blood drain from her face† (Van Der Zee 28) and â€Å"thought she was going to faint† (28), its not clear what permanent internal injury Faye has, as stated in the preface. In the following few paragraphs the author wrote, â€Å"clutched at him for support, fighting for control† and â€Å"legs were shaking so badly†. These descriptive statements of Faye keeps the reader engaged to find out what’s wrong with her and why she feels this way. Faye has always wanted to conceive children, but her hopes and dreams were shattered the day she received the horrible news. She was filled with emotions and was in tremendous grief, as if she had lost a loved one and was mourning.Faye did not want to accept the fact that she will never be able to give life to a child. When Kai finds the number of the psychiatrist, Faye feared that Kai knew, â€Å"He knew, oh God, he knew. She closed her eyes, a helpless sense of inevitability engulfing her. † (29) She felt she couldn’t escape the truth now that he knows about the doctor. Faye’s mood changes from feelings bereavement to becoming defensive, â€Å"her whole body growing rigid with instinctive rebellion. † (30) Faye defended herself by trying to get away from Kai and his questions.Faye was facing the crisis of her lifetime, where she thought she would not be able to satisfy Kai nor make him happy without giving him the gift of a child and knowing that Kai desperately wanted to have a child with her. For that reason, she feared marrying him. I cant be what you want me to be. We cant have the kind of life you want. .. Im so afraid youll be disappointed. (31) Kai was heart-stricken when Faye finally revealed her secret to him Faye felt denial when Kai asked her why she hadn’t told him. â€Å"Faye heard no more.She ran out the door† (31) she couldn’t face the question and had to leave and get away from the confrontation. Faye was avoiding the question that hurt her the most. To Fayes surprise, she thought Kai would leave her for that purpose. On the other hand, Kai just wanted to know why Faye would want to keep a secret like that from him. He did not understand why she would run away from her issue, by ending the relationship and not having to discuss the issue with him. Now that he knew what has been bothering Faye, he promised to stay by her; hoping this situation will not have any affect on their future marriage. Why do you think I want you for my wife because youre some kind of baby factory? What kind of man do you think I am? I love you, not your procreating ability. So we have a problem. Well, well learn to deal with it, one way or another. (33) Kai shows that he truly loves Faye and would be there for her through out any struggle she may endure. Faye, were in this together-you and I. Dont you see that? Its not just your problem, its ours. (33) Faye was afraid to come out with her secret of not being able to conceive children, mainly because she thought that that would affect her relationship with Kai. If I told you you wouldnt want me anymore! (33) Kai understood what Faye was going through and knew how much it meant to her to have children. He also knew that he had to stay by her side during her grief. But Faye felt like she was letting him down. Kai, I I cant live all my life with your regret and your disappointment. Every time we see some pregnant woman, every time were with somebody elses children Ill feel Ive failed you! I. .. (34) At this point, Kai showed his sympathy for her. It did not matter to him that she wasn’t able to carry his children.All he cared about was being happy with Faye and being able to spend the rest of his life with her. However, Faye could not understand why he wanted to be with her and not any other woman who could give life to his children. You have a choice, dont you see that? You dont have to marry me. You could marry someone else and have children of your own. (34) With Faye saying that, Kai still chose to be with Faye because she is the only woman he has ever loved since the first day they met. He could not compare any other woman to Faye, mainly because Faye was different, unique, and filled with love, and she made him extremely happy.Faye and Kais relationship is one of those relationships that can never be broken. Meaning, that they have gotten to know each other and were now at the moment of planning the aspects of their life with one another. With this issue being lifted off their chests and them being able to get pass this situation, Kai and Faye fulfilled their dreams by getting married and adopting three desperate children, who had been longing for love and the warmth of caring parents, and never again having the fear of being abandoned with no food or roof over their heads.Faye had to expect that she would one day have to explain her secret to Kai but why did she wait till he proposed to her? Why didn’t she tell him in the beginning of their relationship? Why did she even give love a chance knowing a man usually wants to have a future with a family? In the beginning of the story Faye didn’t have hope in her love in future. She was previously engaged but broke it off and moved in with her brother. This sounds like she was in extreme denial and wanted to avoid any confrontation of discussing children again.Instead of falling in love with Kai, Faye could have put a barrier up from ever falling in love with another man again. If she did put this barrier up knowing she couldn’t have children, who knows what her future would be like? Knowing that most men want families Faye felt helpless. Faye could have chose to be happier not sharing her secret with anyone and be single the rest of her life. No one wants to be lonely in his or her life but Faye felt like she was better off alone than to explain her secret to a loved one.This could have led Faye to be emotional depressed which could have made her a miserable person. Faye may have turned drugs and alcohol to fulfill her needs. Her life could have been different if Kai left her because he wanted his own children. The feeling of rejection, especially due to a medical issue, could have sent her through depression as well. Some depressions led people to end their lives so they don’t have to deal with it anymore. If Kai said he really wanted to have kids of his own, Faye could have left that night and crashed the car into a river.Some people have a hard time dealing with rejection, depression and disappointment differently, which could lead to a negative result. In conclusion, Faye had a very emotional battle throughout the story. A Secret Sorrow reveals that not everything in life can bring happiness for every situation, but with the search for answers and the help of friends or significant other, anybody should be able to resolve their situation and move on with their life on a brighter note. For Faye, she was on the verge of giving up hope, but since she had the help of Kai, her worst fear ended with true happiness.Furthermore, Faye found happiness at the end of her crisis. With the love of her fiance, Kai, she was able to get through her crisis, and fulfill a happy life with three adopted children. In retrospect, both Faye and the three children can relate to one another. All were going through rough times in their lives until they found each other, to express love and contentment to one another. Fayes life could not be any better with the new family and home she desired for, with the love her life by her side.

The role of Gandhi in the development of Indian nationalism Essay Example

The role of Gandhi in the development of Indian nationalism Paper Gandhi is a renowned world figure famous for his works in Indian nationalism. It was his aim to free the Indian Nation from the grips of the British imperial rule. Unlike, other famous nationalist freedom fighter of our time Gandhi was particularly known for his religious and non-violent approaches to nationalism. Being a lawyer by career he spent his early years working in the field of law but after working for rights campaigns he built up a strong sense of morals and objectives, this linked with his strict religious ideals turned him into a public figure and stirred him towards politics in later life. So much of a public man he became in was imprisoned by the British rulers three times during his life for various reasons relating to his nationalist movement. Gandhi was a man respected by all parties involved in India for his works and indeed the way he went about them. His ultimate goal was indeed achieved in 1947 with the bill of Indian Independence being past. It was not exactly how he envisaged it with the partition of India and the birth of Pakistan also emerging which were issues Gandhi worked to prevent. Mohandas K. Gandhi was born in 1869 in Western Indian in the state of Gujarat. He was born into a Hindu family and went on to have an arranged marriage at the age of thirteen to his wife Kasturbai Makanji. Gandhi was sent to London in 1888 an exile to study Law as the wish of his father. In 1891 he passed his BAR exam and returned to India to pursue a career in Law, however he ended up in South Africa working for African Indians in their fight against equality. He only intended in going to South Africa for one year but ended up staying for twenty. We will write a custom essay sample on The role of Gandhi in the development of Indian nationalism specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The role of Gandhi in the development of Indian nationalism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The role of Gandhi in the development of Indian nationalism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It was these years that shaped his life, religious ideologies, and political thinking. Whilst in South Africa through his works he started to become a house hold name both with South African Indians and British officials, still no more than a successful lawyer, he set up his own news paper in which he could publish his ideas and build up support. It was also during these South African years that he developed his devotement to religion. It was this religion that primarily gave him guidance in his life. He was a staunch vegetarian and would not touch meat even when advised by doctors on medical grounds. His diet consisted of just fruit, nuts, bread and vegetables. He also believed that he could only eat 5 things a day and fasting was important to help bear the pain of the Indian suffering. He was fanatical about cleanliness and in particular sanitation. These beliefs proved to be the bases of his every day life; he led a simple life with no luxuries even when available to him. He read, wrote and prayed every day along with exercise. Later on in his life he developed the need for spinning as a religious act which also featured in his daily routine. Any other matters he performed during his day had to be fitted in around his chores. Although a large majority and indeed most influential years of Gandhis life were spent in South Africa building his ideologies and support it was not until he left Africa and returned to India in 1915 that his fight for Indian nationalism really began. Under the supervision of his mentor Gokhale, Gandhi returned to India a relatively unknown character. Gandhi was advised by Gokhale to, for the time being, keep his ideas to him self and to take time out to travel around India and observe from the outside the political scene. He did this for three years in which although remaining absent from politics still watched attentively the events of the Congress and only became involved after the 1919 Rowlatt bills were rushed through which restricted the civil liberties of the Indian population. These bills came as a shock to most Indians including Gandhi. The Indian National Congress had been working towards giving more liberties to Indians not restricting them. Gandhi used Satyagraha to secure withdrawal from the Rowlatt legislation. He travelled the country trying to implement his pledge to the masses. These tactics of non-co-operation tends to lead to a high degree of respect between adversaries, which ultimately serve as the basis for a settlement of their disputes. Gandhi influenced the people to close their businesses and to fast and pray in protest against the hated legislation. Satyagraha can only succeed if ones rival, no matter how harsh, unjust or imperialist, is also somewhat honourable and is reluctant to use or endorse force or violence'(Brown, J. M. Gandhi prisoner of hope). Gandhi believed this to be true of the British and on the whole was successful with them, as they did not commit massacres. Having said that, the actions following the Rowlatt bills were marred by rioting in Amritsar and two local leaders were arrested. An angry mob that had gathered and demanded for their release rampaged in the streets killing 5 Europeans. Under the orders of General Dyer, troops opened fire into the crowd. Nearly 400 were killed and 1,200 injured. The British set up the Hunter Committee to look into the events of the Amritsar Massacre, but the Indian National Congress boycotted it and set up their own committee which included Gandhi. His non-violent non-co-operation pact had not gone to plan; he publicly condemned both the mob and the British officials for the incident. Gandhi hoped that the government would make amends the wrong caused by a few erratic officers but in fact they were not dealt with at all. Reluctantly Gandhi now concluded that this government was not one that could be worked with and rather than finding a way to work with it, it was now time to end it. Gandhis views on the British Empire may not have changed so rapidly were it not for another part of Indian politics, namely the Khilafat movement. This was the Muslim Indians annoyed about the peace terms Turkey would get from the victorious Allies. Gandhi was fearful that this anger would turn into violent actions against the British, so he agreed that by his terms to lead the Muslim community. Gandhi again implemented non-violent non-co-operation having now support of the Muslims. He called for boycotts of elections, schools and courts. He asked all Indian government officials to resign from their positions which a number few arrested and imprisoned for. This was linked by Muslim no-tax initiatives. In 1922 however Gandhi called for an abrupt end to the non cooperation pact to the surprise of most due to the out break of violence where 22 police officers where killed. Gandhi was arrested and imprisoned for his part for two years. By the time he was released Hindu-Muslim relations had broken down with the new Muslim league formed to rival that of the Indian National Congress. The government of India Act 1919 was essentially the main piece of legislation that changed India. Under section 84 of the said Act, a statutory Commission was to be appointed at the end of ten years to determine the next stage in the realisation of self-rule in India. As a result, the Simon Commission was sent to the sub-continent under the command of Sir John Simon. All members of this commission were British. This was regarded as highly insulting to the Indians and immediate protest was raised from all the important political parties. When the Simon Commission arrived they were greeted by masses of people armed with slogans and chants. All major political parties of India, except for the Shafi League of Punjab, boycotted the Simon Commission. After the failure of the Simon Commission, there was no alternative for the British government but to ask the local people to form a commission themselves. They knew that the two main parties the Indian National Congress and the Muslim League had large differences in opinions. Nonetheless the Secretary of State for India asked them to draw a draft of the Act on which both Hindus and Muslims could agree. The Indian leaders accepted the challenge and for this purpose, the All Parties Conference was held at Delhi in January 1928. More than 100 officials of almost all the parties of the sub-continent gathered and participated in the conference. Unfortunately, the leaders could not agree on much and no conclusion was reached. The second meeting of the All Parties Conference was held two months later in March, but again nothing had changed and no conclusion was reached. The only positive work that came from the conferences was the appointment of two sub-committees, but again due to the differences between the Hindus and the Muslims nothing came from these organisations and no results were achieved. When the All Parties Conference met for a third time in Bombay on May 19 1928, there was hardly any prospect of an agreement following the recent failures. It was then agreed that a small committee should be appointed to work out the details of the constitution. Motilal Nehru headed this committee. This committee consisted of 10 members two of which were Muslim. The committee worked for three months at Allahabad and as a result produced the Nehru Report. This Nehru Report recommended that a declaration of Rights should be inserted in the constitution assuring the fullest liberty of conscience and religion. The Nehru report was rejected due to mainly Muslim opposition, however it did act in semi-unifying the divided Muslim groups against the report, which they considered a Hindu document. Furthermore the Muslims felt that simply rejecting the report was not sufficient so they issued their own set of demands. It was at this stage in Indian History that several Muslim leaders and thinkers first spoke out about the separation of Muslim India. Allama Muhammad Iqbal addresses the All India Muslim League as president at Allahbad in 1930. He proposed that due to the Hindu biased Nehru report and the British neglecting their views through the Simon Commission, the Muslim Indians would be better set by breaking away from Hindu India and chalking out their own territory in the North-West. He defined the Muslims of India as a nation and suggested that there could be no possibility of peace in the country unless and until they were recognised as a nation. In rejection of the Simon Report Gandhi launched his campaign of civil disobedience. This included all of his previously seen tactics such as tax evasion, the boycotting of school and colleges, and the exclusion of local businesses. This time however saw something different from the 1922 non-co-operation pact which was Gandhis objection to the salt tax which he felt was to high so much so that it was too much of a burden on the poor peasants. So in their defensive he embarked on the Salt March. This consisted of him walking with followers from his Ashram all the way to the sea covering a huge 241 miles. The trip lasted 24 days with the party stopping during the night and during the heat of the day only. When they arrived at the sea they collected the water and boiled it to purify the salt content. Upon doing this the British government began arresting those who had violated the law. People were killed and beaten and over 60,000 were imprisoned including Gandhi. The imprisonment of Gandhi was seen not to achieve anything in the wider picture so his release was agreed in 1931. On his release he returned to India new tensions over independence were arising and support for Gandhi experienced a drop, with the Congress seeing him as a failed politician and its view of civil disobedience nothing more than an ambitious but fruitless cause. Gandhi as a result cancelled his failing campaign and withdrew from his leadership of the Congress which was taken up by Nehru. Under Nehru the nationalist cause picked up, but many efforts were fought out between Jinnah the leader of the Muslim League rather than against the British. The mid 1930s saw a huge grow in hostilities between the Muslims and Hindu groups including what is now called the Congress-League war. Partition came to the fore front of Indian Nationalism and the idea of Independence was for the time being left behind. Gandhi made his views about this matter clear; he had no interest in the partition of India and could only see independence as a whole nation. However during this period opinions grew and it seemed unlikely a solution could come other than the emergence of a new Muslim state. In 1939 the talks of independence came back to front Indian politics. The outbreak of war and now taken the British attention away from India. When the viceroy proclaimed Indias involvement in the war outrage was sparked across the country. No British official had consented to Indian support in the conflict, however the Congress saw this as a chance to reach their goal and replied that support would only come after independence. The British rulers talked vaguely about discussions occurring at the end of the war but did not commit to anything at that time. With the congress failing to get a result Gandhi once again returned to lead the Congress and again returned to his policy of non-co-operation but on an individual level. Gandhi made a series of demands to the British threatening wide spread civil disobedience. He started the quit India movement and demanded that the British move leave India, but due to their focus on the World War the British had little time for politics and simply declared congress illegal and once again for the third time in his life Gandhi was arrested and shipped off to prison. His arrest lead to an abundance of support and violent outbursts were experienced all over India. Thousands of people were arrested and killed all over India. The British found it hard to concentrate on the problems in India with such serious issues of their own security happening in Europe. After Gandhis release from prison in 1944 negotiations once again resumed immediately, the governor general proposed the formation of a national government, but these talks broke down due to the congress failure to recognise the Muslim League. Rioting between the groups broke out once again and certain areas were on the brink of civil war. In 1946 Nehru took charge of an interim government with Jinnah abroad only to promote the Muslim desire for a new Muslim state. Mountbatten the governor general announced that the Muslim states would be given elections to determine what they wanted in terms of an all India nation or one split a separate Muslim territory. He also announced that on the 15th August 1947 the British would leave India and it would become an Independent state. So, Gandhis role in this event? Well clearly he was apart of it, he was involved in a lot of key policies and indeed spent most of his life working toward achieving independence. However so had a lot of people, so was it really Gandhi that brought about change. Gandhi arrived on the national scene rather late, and in the first half of his political life he was considerably fond of the British Raj. He enjoyed his education in England and spent a long period of his life in South Africa working towards Indian equality, but he was hardly an anti-imperialist radical or revolutionary. Gandhi was critical of colonial rule but generally his outlook of the British was one of loyalty and this is highlighted through his work and support during World War 1. When he returned to India in 1915 he was a successful lawyer and hard only touched on politics but not in a professional manor. It was not until 1920 that Gandhi became famous for his work in Indian Nationalism, by which time he was 51 years old. This is hardly a good example of a fanatical Nationalist movement figure. Gandhi is consider to be the father of the Indian Nation (J. M. Brown Prisoner of hope) and has become a saintly world figure, but how much of his popularity has come from the aftermath of his death, indeed he was a popular man before but his political career was certainly flawed through out. Mainly problems he came across were not answered with solutions and his political policies all revolved around the same theme of non-co-operation and civil disobedience. Perhaps it was these campaigns that have sh ot him into the limelight as a great saintly figure, but even these in themselves were not much in the development of Indian Nationalism. In my opinion the British would have continued to hold onto India and the rest of its empire for as long as possible, however the outbreak of war brought with it too many problems. They could not afford to put any efforts into maintaining order in India during the war, all their efforts were geared towards the European conflict. It can be argued that Gandhi was responsible for this pressure during that time but I think it was inevitable that India would be returned after the war. Gandhi was a man of his time, he had lots of visions for India and was a deeply religious man. All about him was good and he worked for the good of his nation. However in the question of his role in Indian nationalism, he was not responsible for the emergence of the idea and one could not say it was him who eventually reached the goal. What he did do though was to make the idea and principles reach nation wide, his role in the nationalisation was to spread the word. Ironic considering his religious nature. It can be said he nurtured Indian Nationalism that in that way had a part to play but none the less I think he still retains a little too much credit.

Name Change for ISIS

Name Change for ISIS Name Change for ISIS Name Change for ISIS By Maeve Maddox English speakers have yet to agree on a word, phrase or acronym to label the terrorist group making news for such atrocities as beheading noncombatants and butchering unarmed prisoners. A few years ago, American journalists started referring to the group that was calling itself â€Å"Al-Dawla Al-Islamiya fi al-Iraq wa al-Sham† as ISIS (Islamic State of Iraq and Syria), but this acronym has proved to be a poor choice; it suggests that the group’s focus is limited to Iraq and Syria. The term al-Sham does not stand for Syria. The English translation of al-Sham is â€Å"the Levant.† Levant came into English from French in the 15th century with the meaning â€Å"East,† (from French lever, â€Å"to rise.†) The region referred to was in the East. The sun rises in the east, ergo, levant (rising), present participle of lever. The Levant is â€Å"the eastern part of the Mediterranean, with its islands and the countries adjoining.† According to one interpretation, the Levant is made up of Cyprus, Israel, Jordan, Lebanon, Syria, Palestine, and part of southern Turkey. Others claim that the Levant refers only to Syria, Lebanon, and Palestine. The Associated Press has rejected the continued use of ISIS, preferring ISIL (L for Levant) as a more accurate interpretation of al-Sham. John Daniszewski, AP vice president and senior managing editor for international news, says, â€Å"We believe this is the most accurate translation of the group’s name and reflects its aspirations to rule over a broad swath of the Middle East.† Since June 2014, when the terrorist group named a â€Å"caliph† and dropped both Iraq and Levant from its name, ISIL has become less than accurate as a reflection of the group’s aspirations. Referring to themselves as â€Å"the Islamic State† reflects their self-image as a reincarnation of the medieval caliphate founded in the 7th century. The Umayyad caliphate (661-750) conquered lands from Arabia to Spain; their advance into Western Europe in 732 was turned back by Charles Martel at the Battle of Tours. The words caliph and caliphate derive from Arabic khilafa, â€Å"succession.† A caliph is seen as the successor of Muhammad. A caliphate is a sovereign state ruled by a caliph under Islamic law (sharia). The office of caliph combines the functions of king and priest. British journalists seem to have decided on the initials IS as a short way of referring to the group without limiting its perceived goals to any particular region of the world. They use the term â€Å"Islamic State† for the first reference in an article and the capitalized initials IS in subsequent references. It seems to me that either ISIL or IS is preferable to ISIS. As a student of mythology and comparative religion, I cringe every time I hear the murderous terrorists referred to by an acronym that sounds like the name of the benign mother goddess Isis. And I sympathize with women like Isis Martinez of Miami who sees people â€Å"recoil in disgust† when she introduces herself these days. Postscript: I just heard an American reporter on NPR refer to the group as IS. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:Has vs. Had20 Words Meaning "Being or Existing in the Past"Sentence Adverbs

Understanding Mass Media and Mass Communication

Understanding Mass Media and Mass Communication Mass media refers to the technologies used as channels for a small group of people to communicate with a larger number of people. The concept was first addressed during the Progressive Era of the 1920s, as a response to new opportunities for elites to reach large audiences via the mass media of the time: newspapers, radio, and film. Indeed, the three forms of traditional mass media today are still the same: print (newspapers, books, magazines), broadcast (television, radio), and cinema (movies and documentaries).  Ã‚   But in the 1920s, mass media referred not just to the number of people such communication reached, but rather to the uniform consumption and anonymity of the audiences. Uniformity and anonymity are characteristics which no longer fit the way people seek out, consume, and manipulate information into their daily lives. Those new media are called alternative media or mass self-communication. Key Takeaways: Mass Media Mass media as an idea was created in the 1920s.There are three major forms of traditional mass media: print, broadcast, and cinema. New forms are being created constantly.The internet has changed the nature of mass media by creating consumers who control and even create media of their own, and producers who can more easily track consumer responses.Being a smart consumer of media means exposing yourself to a variety of points of view, so that you can become more adept at recognizing subtle and not subtle forms of propaganda and bias. Mass Communication   Mass media are the transport forms of mass communication, which can be defined as the dissemination of messages widely, rapidly, and continuously to large and diverse audiences in an attempt to influence them in some way.   Five distinct stages of mass communication exist, according to American communication scholars Melvin DeFleur and Everette Dennis:   Professional communicators create various types of messages for presentation to individuals.The messages are disseminated in a quick and continuous manner through some form of mechanical media.The messages are received by a vast and diverse audience.The audience interprets these messages and gives them meaning.The audience is influenced or changed in some manner.   There are six widely acknowledged intended effects for mass media. The two best known are commercial advertising and political campaigns. Public service announcements have been developed to influence people on health issues such as smoking cessation or HIV testing. Mass media has been used (by the Nazi party in Germany in the 1920s, for example) to indoctrinate people in terms of government ideology. And mass media use sporting events such as the World Series, the World Cup Soccer, Wimbledon, and the Super Bowl, to act as a ritual event that users participate in. Measuring the Effects of Mass Media   Research on the impacts of mass media began in the 1920s and 1930s, with the rise of muckraking journalism- elites became concerned about the effects of investigative reporting in magazines such as McClures on political decision-making. Mass media became a prominent focus of study in the 1950s after television became widely available, and academic departments dedicated to communication studies were created. These early studies investigated the cognitive, emotional, attitudinal, and behavioral effects of media on both children and adults; in the 1990s, researchers began to use those earlier studies to draw up theories concerning the use of media today. In the 1970s theorists such as Marshall McLuhan and Irving J. Rein warned that media critics needed to watch how media affects people. Today, this remains a key concern; much attention has been paid, for example, to the impact on the 2016 election of false messaging distributed on social media. But the myriad forms of mass communication available today have also encouraged some  researchers to begin to investigate what people do with media. The Move to Mass Self-Communication Traditional mass media are push technologies: that is to say, producers create the objects and distribute them (push it) to consumers who are largely anonymous to the producer. The only input consumers have in traditional mass media is to decide whether to consume it- if they should buy the book or go to the movie: undoubtedly those decisions have always been significant to what got published or aired.   However, in the 1980s, consumers began to transition to pull technology: while the content may still be created by (elite) producers, users are now free to select what they wish to consume. Further, users can now repackage and create new content (such as mashups on YouTube or reviews on personal blog sites). The users are often explicitly identified in the process, and their choices may have immediate, if not necessarily conscious, impact on what information and advertising they are presented with going forward.   With the widespread availability of the internet and the development of social media, communication consumption has a decidedly personal character, which the Spanish sociologist Manuel Castells calls mass self-communication. Mass self-communication means that the content is still created by the producers, and the distribution is made available to a large number of people, those who choose to read or consume the information. Today, users pick and choose media content to suit their needs, whether those needs were the intent of the producers or not.   Computer-Mediated Communication The study of mass media is a fast-moving target. People have studied computer-mediated communication since the technology first became available in the 1970s. Early studies focused on teleconferencing, and how interactions between large groups of strangers differ from interactions with known partners. Other studies were concerned with whether communication methods lacking nonverbal cues could influence the meaning and quality of social interactions. Today, people have access to both text-based and visual information, so those studies are no longer useful.   The immense growth in social applications since the start of Web 2.0 (also known as Participatory or Social Web) has made huge changes. Information is now distributed in many directions and methods, and audiences can vary from one person to many thousands. In addition, everyone with an internet connection can be a content creator and media source.   Blurring the Lines Between Producers and Consumers Mass self-communication can potentially reach a global audience, but it is self-generated in content, self-directed in its mission, and typically focuses on self-related information. Sociologist Alvin Toffler created the now-obsolete term of prosumers to describe users who are almost simultaneously consumers and producers- for example, reading and commenting on online content, or reading and replying to Twitter posts. The increases in the number of transactions that now occur between consumer and producer create what some have called an expression effect. Interactions also now cross-media streams, such as Social TV, where people use hashtags while watching a sports game or a television program in order to simultaneously read and converse with hundreds of other viewers on social media. Politics and the Media   One focus of mass communication research has been on the role that media plays in the democratic process. On the one hand, media provides a way for predominantly rational voters to obtain information about their political choices. That likely introduces some systematic biases, in that not every voter is interested in social media, and politicians may choose to work on the wrong issues and perhaps pander to an active set of users who may not be in their constituencies. But by and large, the fact that voters can learn about candidates independently is predominantly positive.   On the other hand, media can be leveraged for propaganda, which exploits cognitive errors that people are prone to make. By using the techniques of agenda-setting, priming, and framing, the producers of media can manipulate voters to act against their own best interests. Propaganda Techniques in Mass Media   Some types of propaganda that have been recognized in mass media include: Agenda-Setting: Aggressive media coverage of an issue can make people believe an insignificant issue is important. Similarly, media coverage may underplay an important issue.Priming: People evaluate politicians based on the issues covered in the press.Framing: How an issue is characterized in news reports can influence how it is understood by the receivers; involves the selective inclusion or omission of facts (bias). Sources DeFleur, Melvin L., and Everette E. Dennis. Understanding Mass Communication. (Fifth Edition, 1991). Houghton Mifflin: New York.  Donnerstein, Edward. Mass Media, General View. Encyclopedia of Violence, Peace, Conflict (Second Edition). Ed. Kurtz, Lester. Oxford: Academic Press, 2008. 1184-92. Print.Gershon, Ilana. Language and the Newness of Media. Annual Review of Anthropology 46.1 (2017): 15-31. Print.Pennington, Robert. Mass Media Content as Cultural Theory. The Social Science Journal 49.1 (2012): 98-107. Print.Pinto, Sebastin, Pablo Balenzuela, and Claudio O. Dorso. Setting the Agenda: Different Strategies of a Mass Media in a Model of Cultural Dissemination. Physica A: Statistical Mechanics and its Applications 458 (2016): 378-90. Print.Rosenberry, J., Vicker, L. A. (2017). Applied Mass Communication Theory. New York: Routledge.Strà ¶mberg, David. Media and Politics. Annual Review of Economics 7.1 (2015): 173-205. Print.Valkenburg, Patti M., Jochen Peter, and Joseph B. Walt her. Media Effects: Theory and Research. Annual Review of Psychology 67.1 (2016): 315-38. Print.

How the brand portfolio adds value to their stakeholders Essay

How the brand portfolio adds value to their stakeholders - Essay Example (BBC News, 2008) In relation to the success of Zara, the importance of branding as well as the impact of the Zara’s branding strategy as a Fashion Clothing Company and within the Market Environment of the global fashion industry will be analyzed followed by discussing how fashion branding affects the customers’ perceived quality and value with regards to Zara as a company and the company’s loyal customers when purchasing and using a wide-range of Zara’s clothing line. Upon discussing the impact of branding over the company and customers’ image, the most recent branding theories which has existed between the years 1996 to 2008 will be compared and contrast. Based on the identified list of branding theories, its relevant application to a wide variety of international fashion business including the scope and scale of fashion branding within the European fashion market and the global context will be thoroughly discussed. As part of the conclusion, ways in which brand portfolio adds value to the stakeholders of Zara will be tackled Fashion industry has a very saturated market all over the world. Because of the tight competition in the global fashion industry, the need for clothing companies to develop and promote a successful brand has been considered as one of the key factors behind the success of a clothing company. According to King (2008), branding is more than just choosing a corporate name and advertising it in the newspaper. Basically, a successful brand is not limited on developing familiarity on the part of the company’s target consumers. It should make the company’s target consumers feel special when being associated with a brand. With the use of effective advertising and marketing strategy, the marketing manager of Zara is able to create brand equity which increases the brand popularity. For this reason, brand

Terrorist Finance Tracking Program Essay Example | Topics and Well Written Essays - 500 words

Terrorist Finance Tracking Program - Essay Example According to  Terrorist Finance Tracking Program: Fact Sheet  (2006),   The United States â€Å"Treasury department is uniquely positioned to track terrorist money flows and assist in the broader US Government effects to uncover terrorist cells and map terrorist networks here at home and around the world† (PP. 4). In order to ensure the success of this program utilizes SWIFT. According to  Legal Authorities Underlying the Terrorist Finance Tracking Program  (n.d. ). â€Å"SWIFT-a Belgium-based company with U.S. offices that operates a worldwide messaging system used to transmit bank transaction information- seeking information on suspected international terrorists† (PP. 6).The United States government uses subpoenas in order to view this information. Based upon the terms of the subpoenas the United States government is allowed to view this information only in regards to suspected terrorist investigations. The information obtained by SWIFT is legally obtained in accordance with The International Emergency Economic Powers Act. The International Emergency Economic Powers Act was established in 1977. The President only during a time of national emergency may put forth this act in order to investigate financial transfers by means of banks and other relevant financial transactions in reg ards to a foreign individual suspected of being associated or being a terrorist. In regards to the September 11th 2001 terrorist attacks former United States president George W. Bush issued executive order 13224 declaring an international emergency as future terrorist attacks were suspected. Subpoenas issued are in compliance with the United States Constitution’s fourth amendment as investigations of potential terrorists and relevant documents to terrorism are obtainable through subpoenas issued by Congress. In addition neither The Foreign Intelligence

The Roles Of Alfieri Essay Example for Free

The Roles Of Alfieri Essay In the play A View From The Bridge by Arthur Miller, Alfieri is a lawyer in his fifties living in Red Hook, New York. Although originating in Italy, he is now an American citizen running a small law practice in his neighbourhood. He first migrated to America at the age of twenty-five and has since been married to his wife who he now lives with. After many years of experience in living within an Americanised community, he has become accustomed to life there: now we are quite civilized, quite American, and is familiar with the ways of law and justice. Personality-wise he is good humoured, thoughtful, wise, rational and sensible, not to mention a good judge of character. In his neighbourhood he is well respected and looked up to, if not even slightly feared, however through his law practice he has already dealt with the Carbone family when he represented Eddie Carbones father in a case several years back and so was already somewhat acquainted to Eddie, recognizing him when he first came to seek his advice. Alfieri plays several roles in the play, the distinct two being as a narrator and also as an actual character interacting with the other characters. Arthur Miller intended the play to be a modern version of the Greek tragedies of yesteryear, in which there was always a chorus interacting directly with the audience by commenting on events, expressing opinions and giving relevant details. In the case of A View From The Bridge, Alfieri is the equivalent of the chorus and is the first role, which we, the audience meet at the very beginning of the play. This is when Alfieri makes a speech, introducing us to the storyline and giving us some history and background information about himself and his neighbourhood, when he says: I am a lawyer. In this neighbourhood to meet a lawyer or a priest on the street is unlucky. Were only thought of in connection with disasters. This statement explains why the people he is surrounded by are suspicious of him, seeing as many of them are immigrants, both legal and illegal, giving them reason to be afraid of and paranoid about the law. Near the end of his speech he also states: This ones name was Eddie Carbone, a longshoreman working the docks from Brooklyn bridge to the breakwater where the open sea begins. Here Alfieri introduces us to the plays main character, Eddie Carbone and again gives us background information about him. In giving this information, it saves the actual character from having to give it himself and so allows the events of the play to move promptly and without delay. Another example of when he does this is when he says: He worked on the piers when there was work, he brought home his pay, and he lived. And towards ten oclock of that night, after they had eaten, the cousins came. By saying this Alfieri once again gives details of things such as place and time and sets the scene so that the action can continue. As the narrator, another purpose for Alfieri is to prepare the audience for the unexpected by hinting about upcoming events and informing us of the inevitable. It is he who gives the audience the first sense of danger when he says: and yet every few years there is still a case and when he continues with: and watched it run its bloody course, it instantly introduces a sense of foreboding and danger and we are instantly given the impression that the unfolding events of the play will end fatally and disastrously. In fact throughout the entire play Alfieri is constantly informing us about impending occurrences: I could see every step coming, step after step, like a dark figure walking down a hall towards a certain door, and at times even hints about how the play will end: Put it out of your mind! Eddie! . In that statement, although he doesnt directly say what it is he wants Eddie to put out of his mind, it is enough information for the audience to make an informed guess that he is about to report Marco and Rodolpho to the Immigration Bureau.

Essay --

From the 1800s to the 1930s, Japan and India were technologically similar in that both countries increased the use of machines to produce textiles for the cotton industries. They also had economical similarities because the factory workers were all being paid low wages. Despite the similarities, Japan and India socially differed in the dominance of gender among the workers, as well as where the factory workers came from. Japan and India both increased the use of machinery throughout the years. Document 1, 2, and 6 are evidence proving that both countries increase the usage of machines while producing textiles. The Production of Cotton Yarn and Cloth in India chart (Doc 1) shows that the amount of hand-spun yarn decreased, while the amount of machine-spun yarn increases. The amount of machine-made cloth had also increased significantly in 1914. The increase in machine-made and machine-spun textile shows that India is beginning to rely on machines more than hand power. Likewise, the Production of Cotton Yarn in Japan chart (Doc 2) shows that cotton yarn significantly increased from 5 million pounds in 1884 to 666 million pounds in 1914. The Japanese would have to increase the use of machines as well as the use of hand power to maintain the rising number of yarn produced. The increase of yarn is the result of the Japanese developing in the textile industry. Both charts from Document 1 and 2 display tha t Japan and India increased the usage of machines in making yarn. The Indian economist, Radhakamal Mukerjee, in 1916 (Doc 6) states that there has been a decrease in handwoven clothing as handloom weavers are abandoning their looms in India. The reduction of handwoven clothing is an outcome of the increase usage in textile machines. S... ...d-spun yarn. The journal entry of an Indian worker could be helpful, in that it provides a primary source of the life of a textile worker. Since there were entries on Japanese workers (Doc 3), it would only be beneficial to provide one for an Indian worker. This entry can show the differences in how the workers are being paid and treated. Being provided with this information can help further explain the differences between Japan and India’s workers. In conclusion, they both increased the use of machinery to produce the cotton and managed to pay the workers in low wages. However, in Japan, the majority of the workers seem to be women. In India, most of the workers are men. The laborers come from different places and social rankings, depending on the country. Overall, Japan and India have certain similarities as well as differences concerning the cotton industries.

Lebanese Americans

The present paper is designed to show the adaptation of immigrants in the United States. We will include Alison Lambert, who is the representative of the Lebanese nation, was born in Lebanon and moved to the United States country for permanent residence two years ago. The principal issue to clarify in this essay will be whether it was difficult for Mrs. Lambert to assimilate with US culture and people, what differences she has found between two cultures and how different cultural norms influence her living in the new for her country on the daily basis.Immigrants in AmericaA lot of people from different countries come to the United States in search for their good future. There exists a myth that living in the United States is like a paradise, but it is not always so. The presidents of the United States together with other senators promote legislation to confer some kind of guest worker. Many people think that all those bills should not be accepted, because they are immoral. When they invite people from other countries to the United States they show them that they fit only for obsequious jobs that the Americans do not want to do. They think that they are too good for it. When foreigners start working in the United States at first they get miserable payment for the work they do.There is no expectation that you will rise up the economic and social ladder. There are a lot of bills all over the country which regulate rights of the guest worker. There are points when the foreigner can be expelled from the work and deported back to his country where he will continue his life in poverty. The bottom line in all of them is almost the same. It says that the Americans are not equal in their rights with other people who came from other countries to earn money. The plot is hidden but still it exists.America is a country that invites immigrants who arrived there legally and who comply with their laws and Constitution, who understand and can freely speak their language. Such pe ople begin their career with low-paid jobs. But such people have a chance to rise into a middle class and realize their dream. Such countries as Germany and France showed their folly of a guest worker economy. Immigrants do low-paid jobs. But now there are a lot of people in these countries who don’t absorb. People do not agree with the social welfare system. Let’s find out more about the adaptation of the people from Arabic countries in the United States by telling a story about one of the immigrants from Lebanon, Mrs. Lambert.Mrs. Lambert considers family and close people to be the most important in her life.The principal difference in the family values between Lebanese and American culture is that when one is young, one never looks into the future considering oneself outside family. Family appears to be the core of everything they plan to accomplish in life. American society is more independent in relation to family as a notion. Lebanese people share everything they have with their families, and they grow surrounded by their family members. Their cousins, sisters, brothers, with whom they grow, often appear to be their best friends.Each of them knows that he or she is the most important person in his or her life, and she was used to grow in such surrounding. What she has noticed in the United States of America and what is absolutely absent in the Lebanese families, and in Lebanon in particular, is the disease which she would call ‘family’ disease. This is the disease which is very popular among American children. In her society family is something which will never let her and her countrymen down. She was very much assisted by her family members when she has first entered the United States. Now she is not only in constant touch with all her relatives, but all members of her family help each other on the daily basis to the maximal extent.Mrs. Lambert is a teacher; she feels at present that her cultural difference does not prevent he r from effective working with the students and effectively performing in her daily life. Her first and probably, the biggest difficulty was the language. She had basic knowledge of the language, but it was not enough to teach students; and in order to acquire good position she had to learn it very fast. On the other hand, the accent is still very visible when she speaks and some students ask her about her origin. She was lucky not to see any discrimination in relation to her Lebanese identity on the side of her students. However, there are many Lebanese immigrants who also came to the United States to work and suffered from discrimination there.Most of native citizens are surprised on the fact of Lebanese very close family ties. When Mrs. Lambert tells the stories of her life, some of them cannot clearly understand the idea of family being the core of their lives, as well as that one can be so much connected with the family through all his or her life. Her assumption of the family n orms influences her behavior on the daily basis, and it is doubtless; it becomes even more vivid in the light of the norms according to which one lives.When people immigrate they face different difficulties and challenges. The principal challenge for Mrs. Lambert is the difference itself, the difference in cultural norms. She doesn’t think there are disadvantages in her culture. She thinks that every culture has its own advantages and disadvantages. Still, when one comes to another country he or she is a foreigner. The language is the biggest challenge between any two different cultural identities. Mrs. Lambert was faced this challenge and almost coped with it. Yet, she clearly understands that many other cultural challenges are ahead of her.Mrs. Lambert thinks that it is important to assimilate with the culture of the country one now is living in.She supposes that this assimilation is inevitable; however, the extent to which this assimilation should take place with every new comer should be reasonable. Mrs. Lambert’s family was afraid of her losing her identity on entering another country for the permanent residence; and it was probably one of her most important cultural challenges – to adjust to the new cultural surrounding without losing too much of her own cultural traditions. Assimilation with the cultural traditions of the other country often becomes the means of getting stable position and solid basis for human relations.When immigrants come to another country it is significant and highly important to have a source of strength and support there. It is necessary to have something which unite foreigners and help them feel a little bit be home.It may sound surprising, but yet family remains the principal source of support for her in the U.S. This is the peculiarity of her culture – not only is the family the stem of Lebanese identity, but it is also not influenced by the distance. She also gets a lot of support from the local Leb anese community. They have regular meetings during which they discuss urgent problems and issues, and try to find solutions beneficial for everyone. It is very often, that the members of the community ask for assistance in solving cultural problems, not only related to the language, but to the misunderstanding of the people they are surrounded by of their cultural preferences.Cultural identity at times becomes the matter of difficulty in getting assimilated to the new surrounding. Lebanese culture is not very well supported and popularized there, and it is often that Lebanese newcomers appear in cultural vacuum. Thus, this community and regular meetings become the means of supporting those who need this support. Very often people face personal misunderstanding with the native population, and they try to find the way out of the conflict.In the light of all above said, and taking into account the theories of cultural identity, it is possible to note the following. Cultural identity co nflicts are usually called intractable, and thus, they are not possible to be resolved through the traditional approaches. The frames of the individual identity are extremely influenced by the cultural identity and cultural surrounding. The differences in culture often become the ground for the cultural conflict, as the difference in cultural ideas and preferences may be taken by the other side as not simply an outrageous idea, but ridiculous and unreal understanding of the world.For the better cultural communication it may be suggested, that the attitudes towards other cultures should be more tolerate. The cultural ideas and beliefs expressed by the representatives of the other culture should not be taken as unreal or unacceptable. Differences in culture between people will always exist, and thus for the more effective communication it is important to understand and accept the significance of the traditions, which are valued by the other culture, as well as try to better explain th e traditions into which the newcomer would wish to assimilate. However, and what is more important, it is not allowed to break the cultural identity of the person; the difference in cultural views does not mean they are wrong.ConclusionThe issue of cultural identity was always urgent, and with the growing opportunities for migration, this issue will not soon lose the necessity of being discussed. However, it is important to understand one thing in relation to cultural conflicts: the differences between cultures should not and won’t be erased; they should be treated with tolerance. In conclusion It is important to say that it is up to everyone to decide whether to lead a life of immigrant or not. There are a lot of possibilities to have a nice life in one’s own country where one will be respected. Nobody will look at him or her as if he or she is an alien. One’s country is one’s home one must be proud of it. Everyone must do everything possible to make one ’s own country be respected. Escaping from problems at home and going abroad in search for good life and a great number of possibilities to realize oneself is not a way out.Works citedCarrithers, M. Why humans have cultures. Oxford: Oxford University Press. 1992 LeBaron, Michelle. Bridging cultural Conflicts: New Approaches for a Changing World. San Francisco: Jossey-Bass Publishers. 2003 Mathews, G. Global culture/ Individual identity: Searching for home in the cultural supermarket. London: Routledge. 2000 Stone, Douglas F., Patton, Bruce, and Heen, Sheila. Difficult Conversations: How to Discuss What Matters Most New York: Penguin Press. 2000

Understand Child Development and Young Person Development

CACHE Level 3 Diploma for the Children and Young People’s Workforce (QCF) Unit Ref: L/601/1693 CYP Core 3. 1: Understand Child Development and Young Person Development Rosanna King Learning Outcome 1: Understand the expected pattern of development for children and young people from birth – 19 years. Assessment Criteria 1. 1: Explain the sequence and rate of each aspect of development from birth – 19 years. Answer to 1. 1: Below I have explained the sequence and rate of each development from birth – 19 years old in great detail. 0-2 Years – Physical Development: The baby lies supine (1 month old) * The baby turns its head towards light and stares at bright and shiny objects (1 month old) * The baby can lift the head briefly from the prone position (1-4 months old) * Legs can kick vigorously both separately and together (1-4 months old) * The baby is beginning to use a palmer grasp and can transfer objects from hand to hand (4-6 months old) * The baby has good head control and is beginning to sit with support (4-6 months old) * The baby can roll from front to back (6-12 months old) The baby is very alert to people and objects (6-12 months old) * The baby will now be mobile, may be crawling, bear walking, bum shuffling and even walking (9-12 months old) * The baby may bounce is rhythm to the sound of music (9-12 months old) * The baby might be able to manage stairs and steps, but will need supervision (1-2 years old) * The baby can build afew bricks and arrange toys on the floor (1-2 years old) * The child can walk confidently and is able to walk without falling (1-2 years old) 0-2 Years – Communication Development: The baby responds to sounds, especially familiar voices (1 month old) * The baby makes eye contact (1 month old) The baby makes no-crying noises, such as cooing and gurgling (1-4 months old) * The baby cries with anger to show they are hungry, tired or need a nappy change (1-4 months old) * The baby begins to l augh and squeal with pleasure (4-6 months old) * The baby becomes more aware of others and start to communicate with them more and more (4-6 months old) * Babies begin to understand words like ‘up’ and ‘down’ raising their arms to be lifted up, using appropriate gestures (6-9 months old) * The baby can follow simple instructions e. . kiss teddy (9-12 months old) * The child begins to talk with words or sign language (1-2 years) * Child starts pointing and taking a real interest in books and enjoys looking at all the pictures and objects (1-2 Years) 0-2 Years – Intellectual and Cognitive: * The baby is sensitive to light (1 month old) The baby’s face, abdomen, hands and feet are very sensitive to touch (1 month old) * The baby recognises differing speech sounds (1-4 months old) * The baby can develop favourite tastes in food and recognise differences by five months (4-6 months old) * The baby prefers complicated things to look at from five to s ix months and enjoys bright lights (4-6 months) * The baby understands signs e. g. he bib means that the food is coming (6-9 months) * From 8 -9 months the baby shows that they know objects exist when they have gone out of sight (6-9 months) * The baby is beginning to develop images (9-12 months) * The baby gives some understanding of daily routine e. g. food, changing and then nap time (9-12 months old) * The child understands the names of objects and can follow a simple instruction (1-2 years old) * The child learns about things through trial and error (1-2 years) 0-2 Years – Social, Emotional and Behavioural: The baby often imitates certain facial expressions (1 month old) * The baby will smile is response to an adult (1-4 months old) * The baby stays awake for longer periods of time (1-4 months) * The baby shows trust and security (4-6 months old) * The baby has recognisable sleep patterns (4-6 months old) * The baby can manage to feed themselves using their fingers (6-9 months) * The baby is more aware of other people’s feelings, for example; they might cry and get sad if they see their brother or sister crying or sad. 6-9 months old) * The baby enjoys songs and action rhymes (9-12 months old) * The baby still likes to be near a familiar adult as appose to strangers (9-12 months old) * The child begins to have a longer memory (1-2 years old) * The child expresses their needs using words and gestures (1-2 years old) 0-2 Years – Moral: * Show joy by smiling, cooing and laughing when fed comfortable or safe. * No understanding of right or wrong starts to understand the word no. * Sensitive to adult approval and disapproval, despite tantrums and bursts of anger. -4 Years – Physical Development: * The child is very mobile and can run safely (2 years old) * The child can draw circles, lines and dots, using preferred hand (2 years old) * The child can jump from a low step (3 years old) * The child can build tall towers of bricks or bl ocks (3 years old) * The child has good spatial awareness (3 years old) 2-4 Years – Communication Development * Children are rapidly becoming competent speakers of the language they experience (2 years old) * The child can follow a simple instruction for example; â€Å"Could you bring me the spoon? ( 2 years old) * The child wants to share songs, dance and have conversations (2 years old) * The child might say â€Å"two times† instead of ‘twice’ and might say â€Å"I go there† instead of ‘I went there’ (3 years old) * The child loves to chat and ask alot of different questions (3 years old) 2-4 Years – Intellectual and Cognitive * The child can hold a crayon and move it up and down (2 years old) * The child talks about an absent object when reminded of it ( 2 years old) * The child pretend plays – often making up stories and characters ( 3 years ld) * The child represents events in drawings, models ect (3 years old) 2-4 Y ears – Social, Emotional and Behavioural: * The child begins to express how they are feeling (2 years old) * The child is learning how to dress themselves (2 years old) * The child is beginning to develop a gender role as they become aware of being male or female (3 years old) * The child makes friends and is interested in making new friends (3 years old) 2-4 Years – Moral: * Beginning to know right from wrong. Related article: Intervention When Development is Not Following the Expected PatternIs more self-controlled and less aggressive. Uses extreme verbal threats such as, â€Å"I'll kill you,† without understanding full implications, wants to be good, but is not yet mature enough to be able to carry out most promises. 4-7 Years – Physical Development: * A sense of balance is developing – the child may be able to walk in a straight line (4 years old) * The child can thread small breads on a lace (4 years old) * The child can play ball games (5 years old) The child has increased agility, muscle coordination and balance (6 years old) * The child can catch a ball thrown from one metre with one hand (7 years old) 4-7 Years – Communication Development: * The child begins to ask alot of where, when, how and why questions (4 years old) * The child talks confidently and with more fluency (5 years old) * The child begins to understand book language and that books have ch aracters (6 years old) * The child begins to realise that different situations require different ways of talking (7 years old) 4-7 Years – Intellectual and Cognitive: At age four, the child usually knows how to count up to 20 (4 years old) * The child can usually write their own name down on a piece of paper (5 years old) * The child includes alot more detail in their drawings (6 years old) * The child begins to establish what is real and what is a fantasy (7 years old) 4-7 Years – Social, Emotional and Behavioural: The child likes to be independent and is strongly self-willed (4 years old) * The child can wash their hands and brush their own teeth unassisted (4 years old) * The child has developed a stable self-concept (5 years old) * The child can begin to hide their feelings, once they learn to control them (6 years old) * The child can take responsibility e. g. in helping younger children (7 years old) 4-7 Years – Moral: * Is interested in being good, but ma y tell lies or blame others for wrongdoings because of intense desire to please and do right.Is very concerned with personal behaviour, particularly as it affects family and friends. 7-12 Years – Physical Development: * The child can ride a bike easily (7 years old) * The child plays energetic sports and games (8 years old) * The child is usually writing with an established style using joined up letters (9 years old) * Children differ is physical maturity. Girls experience puberty earlier than boys do and sometimes girls can be two years ahead of the boys with puberty (10 years old) * The child’s body proportions are becoming more similar to adults (12 years old) 7-12 Years – Communication Development: The child uses and understands complex sentences (7 years old) * The child is increasingly verbal and enjoys making up stories and telling jokes (8 years old) * The child uses reference books with increasing skill (9 years old) * The child can write fairly lengthy essays (11 years old) * The child starts to write stories that show alot of imagination (12 years old) 7-12 Years – Intellectual and Cognitive: The child has an increased ability to remember and pay attention, speak and express different ideas (7 years old) * The child is learning to plan ahead and evaluate what they do (8 years old) * The child enjoys tasks that are task-orientated, such as sewing and woodwork (9 years old) * The child begins to notice and understand the motives behind the actions of another (10 years old) * The child begins to devise memory strategies (11 years old) * The child starts thinking about different possibilities (12 years old) 7-12 Years – Social, Emotional and Behavioural: The child may become discouraged easily (7 years old) * The child takes pride in their competence (8 years old) * The child can become argumentative and bossy at times (9 years old) * The child is beginning to see things from another child’s point of view (10 ye ars old) * The child may be experiencing sudden, dramatic and emotional changes associated with puberty (11 years old) * The child succumbs to peer pressure more readily and wants to talk, dress and act just like their friends (12 years old) 7-12 Years – Moral: May experience guilt and shame. Has difficulty admitting mistakes but is becoming more capable of accepting failures and mistakes and taking responsibility for them. Is aware of right and wrong; wants to do right. 12-19 Years – Physical Development: * Physical development during adolescence is known as puberty. Age of puberty varies but is often between the ages of 9-13 years old for girls and 10-15 years old for boys. * Girls will experience the following during puberty; breasts develop, body size and shape will change and menstruation. Boys will experience the following during puberty; voice breaking, body size and shape will change, chest hair, penile errections and sperm. * Both girls and boys will experienc e the following during puberty; public hair, excess sweating and oil-secreting glands. 12-19 Years – Communication Development: * Become more independent and rely less on parents or carers * The young person has fast, legible style of handwriting * The young person communicates very well in an adult manner, with increasing maturity * The young person understands abstract language, such as idioms, figurative language and metaphors. 2-19 Years – Intellectual and Cognitive: * Around this time young people experience a shift in thinking from concrete to abstract – an adult way of thinking * They approach a problem is a systematic fashion and also use their imagination when solving problems 12-19 Years – Social, Emotional and Behavioural: * The young person may become self-conscious about physical changes their body is going through (e. g. too short, too tall, too fat, too thin) * The young person often feels misunderstood * The young person can experience a w ide range of emotions and sometimes have mood swings (e. . happy one minute and very down the next minute) * The young person wants to become accepted and liked 12-19 Years – Moral: * Knows right and wrong; tries to weigh alternatives and arrive at decisions alone. Is concerned about fair treatment of others; is usually reasonably thoughtful; is unlikely to lie. Experiences feelings of frustration, anger, sorrow, and isolation. Is confused and disappointed, state values and actual behaviours of family and friends; May be interested in exploring physical-emotional urges.

In defense of voluntary euthanasia Essays

In defense of voluntary euthanasia Essays In defense of voluntary euthanasia Paper In defense of voluntary euthanasia Paper But because of the authors use of pathos, the audience has felt great emotion towards him. In the next part of the article, Hook states how he can understand how his own personal experience could be cited as an argument against stricken patients to be gently eased out of their pain and life. Even though this is the case he goes on to say that he cannot agree with non-support of Euthanasia. Hook states two main reason in his article; As an octogenarian, there is a reasonable likelihood that I may suffer another cardiovascular accident or worse. Basically the author cannot predict his future and would likely return t o the same state or worse that he was previously in. He would like to have the power to end life support and not have to deal with the pain and suffering anymore. This is an example of when the author uses the technique of logos. Another reason he supports euthanasia is because he wouldnt like to put his family and friends through what they recently had to endure with him in the hospital. This view shows how the author is aware of the pain and suffering that his family and friends will have to endure. He would rather end his life, than make others worry about his situation all the time. Again at this point the author seems to use his intellect to sway the audience. There are instances of this when he uses intellectual vocabulary to explain his point. These arguments help the author support his view by giving direct examples of the negative points of not allowing Euthanasia. Later on in the article the author writes how he is mindful of the burdens placed on the community by not allowing euthanasia not being practiced. This point seems to be when the author uses extrinsic points to support his idea on this topic. He does this to show how many valuable resources are used on people on life support. Again this is another use of logos. By the author showing that he is aware of the problems placed on the community, he appears to be intellectual with the community. He believes that a better use could be made of these resources to increase opportunities and qualities for others. This shows how Hook feels that valuable time and money are wasted keeping people alive who are enduring to him unneeded pain. This is another reason why Hook supports Euthanasia. Again this is an important part of the article because it gives explanation to the authors point of view. This is a very interesting point that the author makes because at some point he was one of the people that valuable money and time were spent on to keep alive. Although Hooks article has relevance and states many strengths, I think he oversimplifies the process of Euthanasia. This is a very important flaw in his argument. By doing this I think he overlooks how big of a decision life and death really is. The article by Sidney Hook, concerning Euthanasia is very complicated. Hooks main purpose is to inform society on the dangers of not allowing Euthanasia. He does this by using the rhetorical appeals of ethos, logos and pathos. His views on the subject are quite surprising because of his personal situation. One would think that a person who was saved from ending his life-support, would not be in support of Euthanasia. Surprisingly the author not only supports the idea of Euthanasia but also gives many reasons why he is in support of the idea. Even though the authors opinion is surprising, he does a good job of explaining why he supports his views. His use of extrinsic proofs in the article can be explained to help his argument. Many supporters of Euthanasia consider these personal opinions of the author valid. Because of the authors direct first experience of being on life support, his opinion is very valuable. Also because of his direct experience he is able to use vocabulary that deals directly with the subject. This allows him to have an informative tone throughout the article. Though this topic is very controversial, this article is good for swaying the views of some of its readers.

Whats an Excellent ACT Score

What's an Excellent ACT Score SAT / ACT Prep Online Guides and Tips This article would be a pretty short one if there were a singleanswer to the question of what qualifies as an excellent ACT score. Like most things in life, however, what you might consider an excellent score depends on your perspective. In this post, I’ll talk about different ways to understand what counts as excellent test performance. I’ll start off with excellent scores in relation to the general population before discussing more nuanced comparisons: what does it mean to have an excellent score when considering your peer group performance, your target schools, and your own strengths and weaknesses? A Note Before We Get Started: Percentiles Percentiles are the best mathematical way to understand score performance because they help us understand how people perform in relation to each other. Before I talk about excellent ACT scores, I'll give you a (brief) crash course in percentile scores. First, percentile scores are different from percent scores. A percent score tells you what portion of anexam you got correct, whereas percentile score tells you how you did on the exam compared to everyone else who took it. For example,a percent score of 60% means got 60% of the questions right, whereas a percentile score of 60% means you scored better than 60% of the students who took the exam. Percentile scores are more meaningful than percentages when we talk about ACT scores because what’s important is how you score when compared to other students. For example,if you take a difficult test in a large class and only receive a 70%, you might assume you scored poorly. But if everyone else in your class scored lower than a 70%,you would have a 99th percentile score. This information would significantly change the perception of your performance. Now that you have an understanding of percentiles, we can start talking about what it means to have an excellent ACT score. Excellent ACT Scores for the General US Population We're starting with a big crowd and working our way down. It’s hard to get a handle on what ACT scores actually mean without some good, general info about population performance. Who can make intuitive sense out of an exam score without some contextual information? First, you should know that the ACT is scored out of 36 points. The lowest possible composite score is 1.The average national composite score is 21 points. The top 25% of scorers - people with 75th-99th percentile scores- get composite ACT scores of 24 and above. Thebottom 25% of test-takersget composite scores of 16 and below. You may very well have your own ideas about what a reasonable â€Å"excellent score† cutoff should be. For the general population, scores of 24 and above (so, scores that are higher than those of 75% of the population) could reasonably be considered excellent. Here are some other important percentile cutoffs and the corresponding ACT scores for quick reference: 10th percentile composite scores →13-14 25th percentile composite scores→16-17 50th percentile composite scores→21 75th percentile composite scores→24 90th percentile composite scores→28 Excellent ACT Scores for Your Peer Group To get a more nuanced understanding of what an excellent ACT score is, the next step would be to consider the scores of your peers- namely, people in the same geographical area or at the same high school. We’re narrowing down the comparison group here from the entire nation to people who are more similar to you in terms of educational background and opportunities.Here’s how to figure out how to get information on what your peers are scoring: Aggregated High School Information - A school report with ACT score informationshould give you an idea of how your peers tend to score. If you live in a mandatory testing state, you may be able to find this information just by googling "[Your High School Name] ACT score report." If you don’t know where to get this info or if it’s just not available, check in with your guidance counselor to see if shehas insighton the typical ACT score range for your high school. Classmate Information or Word of Mouth - Ifyou can’t get solidinformation on general school performance, you may just want to ask around to see how your peers tend to score. This is a delicate topic, so be respectful and don’t push the subject if someone’s uncomfortable discussing it. Ifyou want a more competitive score range, check in with honor students- they tend to score higher on the ACTs. Once you get information on general school or peerperformance: Consider whether this score distribution matches up with the national average, or if it's higher/lower than expected. If your school/classmates scores are higher/lower than the national average, you can use this info to adjust parametersand expectationsfor your own scores. For example,if most of your peers are scoring above average (21), you might have to score above the national 75th percentile (24) to stand out as â€Å"excellent† among your peers. Excellent ACT Scores for Your Target Colleges We're narrowing in on what's important: excellent ACT scores for the schools you have in your sights. Your ACT score doesn’t have to be perfect (or even necessarily excellent) for you to get into your target schools. They just have to be good enough to get you accepted- after that, they really don’t matter too much.If you have a list of target schools, you can easily figure out what would constitute an excellent ACT score for each particular school. Here’s how to do it: Google â€Å"[name of school] PrepScholar admissions requirements.† On the admissions page, look for the 25th and 75th percentile ACT scores. This will give you an idea of what â€Å"low† (25th percentile) and â€Å"excellent† (75th percentile) ACT scores are for students who attend that particular college. If you want an excellent ACT score for a particular college, aim for that 75thpercentile score. Now, there's some flexibility with this - keep in mind that 75% of students at any college are accepted with scores lower than the 75th percentile cutoff. If your ACT is in the top 25% of scores for schools that you’re considering, you may want to consider applying to some more competitive schools. Schools with higher average ACT scorestend to have more ambitiousstudents and more challenging courses. A high-ranking school also sends a better signal to grad schools and employers. Ultimately, it's a good strategy to apply to several target, reach, and safety schools- knowing schools' ACT score ranges will help you figure out which ones will best fit within this strategy. Excellent ACT Scores for Yourself This is perhaps the most important consideration with the most practical implications. Given your goals, strengths, and weaknesses, what’s considered an excellent ACT score for you personally? There are quite a few factors to take into account here: Whether you're a â€Å"good† test-taker or ananxious test-taker Your innate skill setfor each ACT section Your educational opportunities- some students may not have a strong background in all ACT content Your resources- some students may have access to prep courses, tutors, or extra help, whereas others may not It’s important to set a realistic but challenging goal in order to meet your full potential. If you set too low of a goal, you cheat yourself out of the opportunity to attend better colleges. If you settoo high of a goal, you may feel unnecessarilydemotivated and frustrated. So where do you begin figuring out what an excellent ACT score means for you? Here's how to do it: Get a baseline score. Take a practice test after familiarizing yourself with the ACT for about 10 hours of prep. You might consider this baseline your low score cutoff- after all, you did get this score with pretty minimal study time. Reach your own score potential. Know that whatever you scored on your baseline, there will be significant room for improvement with good prep. Many students reach a score max (an excellent personalscore) after about 40-80 hours of studying. This score maximum is generally 3-4 points higher than baseline, although it's definitely possible to increase your score more than that. How Do You Get an Excellent ACT Score? Now comes the real work: getting the scores that you want! There are three key components to earning an excellent score, however you define it: a solid timeline, a concrete goal, and a smart study plan. Timeline The amount of time you have to prep will directly affect your study timeline. Read our guide on how long you should study for the ACT. Goal Score Work towards a concrete goal after making a list of target, reach, and safety schools. Get instructions on how to set a goal score in our ACT score guide. Want a beyond-excellent ACT score? We have a guide for that too. Study Plan Now that you have a study timeline and goal score in place, you'll need a smart study plan. This plan will, of course, depend on when you're taking the test. Don't have a lot of time? Read our last-minute tipsand strategies, or our 10-day study plan. Have a bit more time on your hands? Read our study schedule for students who have one year or more to prepare. What's Next? If you're still deciding whether to take the SAT or the ACT, you might be wondering which one will get you the best scores. Read more about how to decide which test is the best fit for you. Looking for more info on the SAT? Read about what counts as anexcellent or bad SAT score. Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.