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.

Accounting for Jointly Controlled Entities Essay

Accounting for Jointly Controlled Entities - Essay Example 2. Similarly venturer share in income and expenses in each transaction of the consolidated joint venture income statement shall be shown as separate line item under income and expenses of same nomenclature of venturer own Income statement. 4. Balance sheet will not carry a separate ‘investment account with joint venture’ as total of each asset and liability under each head will include assets and liabilities of venturer own business and those of his share in joint venture business. As per IAS 31.341, the venturer under this method may combine his share of assets, liabilities, income, and expenditure under each head in the consolidated joint venture financial statements with the venturer own assets, liabilities, income, and expenditure in the consolidated venturer financial statements. In other words items are not shown separately but only a combined figure is shown for each item in venturer financial statements. 2. Share of income from the joint venture investment is added to the capitalized investment and corresponding credit may be reflected in the statement of retained income or may be brought through by adding that to income of venturer in the venturer income statement. 4. In the financial statements of the venturer, final balance in ‘investment in joint venture’ shall now be shown as fixed assets investments either at cost or at valuation as provided in FRS 9(20)2. 5. It is important to note that when an investment in joint venture is sold, the equity method is applied till the date of sale of such investment after recognizing the gain or loss from such investment. A gain or loss to be recognized under such circumstances shall be equal to the difference between carrying value of investment and the sale consideration of the investment. Equity method is applied to an investment where the investor has