Obedience Behind The Unethical And Valid True Essay

Guadalupe Loza Professor Comstock English -80 28 October, 2014 Obedience: Behind the Unethical and Valid True The action of believing on what is right according to reality and its own self; make obedience part of each individual responsibility, regardless other people behavior. Stanley Milgram was an American social psychologist that conducted in the 1960s one of the most famous studies referring on how people obey or disobey to certain authoritarian instructions. The experiment basically consisted on put in one of the participants to an unclear situation in which they would be required to select either to obey or disobey the instructions given by an authoritative person. The role of the participants was to indicate a set of words to the learner (actor); and the learner must memorize them and connected them to the right answer. If the answer was right, the participant must keep going, but if the answer was wrong, the participant must shock the learner according to the voltage level. Milgram’s obedience studies interpret and unclear and unfamiliar experiment that leads to have an uneth ical and valid reaction towards its subject; it focus on whether the methods of learning can be accurate and have moral benefits or it can cause potential harm in its subjects. One of the reasons why Milgram’s obedience study has a deficiency of ethics is because the severe emotional distress that must of the participants were having during the study process. During the experiment, theShow MoreRelatedEthical Issues Are A Key Part Of Any Psychological Research.1047 Words   |  5 Pagespsychological research. This refers to the appropriate codes of conduct which should be adhered to in any psychological research. In the past there has been many unethical studies carried out which has raised a variety of questions as to did the end justify the means, is this right? Should it have been done? For instance, Milgram (1963) study into obedience. However, at that moment in time no ethical guidelines were Brocken as they did not exist (Matta, R). Therefore, ethical guidelines were pu t in place stopRead MoreProcedures Used in Social Influence Research and Whether They are Ethical1333 Words   |  6 Pages‘standard line’ while the other card displayed three ‘comparison lines’. Participants were asked which comparison line was of equal length to the standard line. In the experimental situation there was only true participant the rest were all confederates. The idea behind this experiment was to find out if people would conform even when the majority of a group were wrong. Asch found that 32% of real subjects agreed with the confederates’ wrong answer every time with 74% agreeingRead MoreThe Ethics And Ethical Reasoning Essay3028 Words   |  13 Pagessurroundings involved in the research are well looked after. It also enables us to think ahead of possible issues that might arise while conducting the investigation, empowering us to be prepared with potential solutions. It is essential to understand the true meaning of ‘ethics’. Ethics originates from the Greek word ethos, which means character and refers to morals, traditions and norms (Cranston, Ehrich, Kimber, 2014). It is a principle or code which governs what and how we do things (Mutch, 2005).Read MoreAltruism, Trust, Integrity, And Professionalism3879 Words   |  16 PagesBlanchard Peale (1988) developed their five P?s of organizational ethical power to articulate the basic requirements regardless of the group: (1) Purpose articulated from the top which defines acceptable and unacceptable behavior; (2) Pride to prevent unethical desires; (3) Patience to look at the long game, how we achieve is just as important as the results; (4) Persistence in word and deed; and (5) Perspective, being reflective about where are we, where are we going, how we get there, and if the answersRead MoreStudy Guide9234 Words   |  37 Pagesgender on intelligence based on standardized test scores. The test consistently gets similar results but actually measures the ability to read quickly. What are the dependent and independent variables in this example? Are the results of this study valid or reliable? A dependent variable is the outcome that a researcher is trying to explain; - he is trying to explain the effects of social class and gender on inteligence based on standard test scores an independent variable is a measured factor thatRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesStandards to Follow? 185 Self-Assessment Library How Creative Am I? 190 Point/Counterpoint Checklists Lead to Better Decisions 191 CONTENTS xi Questions for Review 192 Experiential Exercise Biases in Decision Making 193 Ethical Dilemma Do Unethical Decisions Come from Bad Character? 193 Case Incident 1 Computerized Decision Making 194 Case Incident 2 Predictions That Didn’t Quite Pan Out 195 7 Motivation Concepts 201 Defining Motivation 202 Early Theories of Motivation 203 HierarchyRead MoreMarketing Management 14th Edition Test Bank Kotler Test Bank173911 Words   |  696 PagesMarketing Management, 14e (Kotler/Keller) Chapter 1 Defining Marketing for the 21st Century 1) Which of the following statements about marketing is true? A) It is of little importance when products are standardized. B) It can help create jobs in the economy by increasing demand for goods and services. C) It helps to build a loyal customer base but has no impact on a firms intangible assets. D) It is more important for bigger organizations than smaller ones. E) It is seldom used by nonprofitRead MoreKfc Marketing Strategies20155 Words   |  81 Pages Besides, the chain, which was the official restaurant partner of the ICC, was also gearing up to launch a special range for the World Cup. The KFC Fan Bucket has been designed with sporty, funky, cricket graphics. This special offer will be valid only during the World Cup February 19 to April 2, 2011, the company said.   B0017-Unit-01-Introduction to  International Business Environment Structure: 1.1 Introduction Objectives 1.2 Nature of International Business Environment 1.3 ImportanceRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 Pageswhich organizations do not have any particular geographic identity or travel under any particular national passport? What will be the effect of the rapid gyrations in markets that emphasize the difficulties that accounting practices face in determining true performance costs and that forecasting programs confront in establishing the economic determinants of corporate planning? In addition to these challenges, many analytical and strategic evaluation approaches that are used in an attempt to identify andRead MoreCsr Communication in the Pharma Industry35538 Words   |  143 Pages it is important to remark that the selection of literature and the analysis of the chosen websites have encountered specific resource limitations such as time and the number of pages allowed for this report. Second, due to the little precise and valid literature found about the pharmaceutical wholesaling sector (and the engagement in CSR of companies developing their business in this sub industry), the research focuses on the theoretical analysis of the pharmaceutical industry from an overall perspective

Universities Must Continue with the Race-sensitive...

Newspaper headlines and public forums demand educational reform with growing frequency. Race-sensitive admissions policies are often at the center of these debates. For example, according to the Los Angeles Times on March 21, 2001, the Los Angeles Community College district trustees are scheduled to vote for a resolution to support the University of California’s move to reinstate affirmative action in its admissions policies. This reinstatement has visible student support as seen in the March 15, 2001 rallies at the UC Regent’s meeting in which over 1,000 supporters of affirmative action came out to voice their opinion. This activity closely follows two other perceived victories for affirmative action proponents when two recent court†¦show more content†¦These types of arguments are a disservice to both sides. As tensions surrounding race-sensitive admissions continue to grow, proponents of eliminating race-based policies are gaining momentum. A conservative political climate, as seen in the mandates for race neutrality in California and Washington and a recent court decision (Hopwood v. State of Texas), which significantly limits the use of race as criteria for admissions in three states, fuel this charge. Although race sensitive admissions policies are still widely used, a vocal opposition has destabilized the foundation on which these practices are based (Tierney, 1997). Arguments against race-sensitive admissions overlap and work in concert with each other. Four main charges encompass many of these seemingly disparate complaints into clear areas of discussion: (1) a moral argument which charges that society should be colorblind; (2) an economic charge that argues race-based policies admit unqualified students, creating a financial burden for institutions; (3) a charge of social Darwinism which argues that race-based policies do not allow for normal selection process; and (4) a political charge which questions whether policies effectively service society. In order to establish a position on the issues of race sensitive admissionsShow MoreRelatedAffirmative Action And Its Effect On Society Essay1639 Words   |  7 Pageslook to a day when people will not be judged by the color of their skin, but by the content of their character†, this appeals to the emotions that judging based on a person’s race is wrong. For this reason affirmative act ion in higher education admission should alter for it creates a perpetual racial preference in admission. Affirmative action is controversial due its issue of whether the generation of today should pay for the past injustices done to certain ethnicities. It questions the constitutionalityRead MoreAffirmative Action Is Important For The Future Of The Diversified Generations Of America Essay1641 Words   |  7 PagesKing’s I Have a Dream Speech, he states â€Å"I look to a day when people will not be judged by the color of their skin, but by the content of their character† for this reason affirmative action in higher education admission should alter for it creates a perpetual racial preference in admission. Affirmative action is controversial due its issue of whether the generation of today should pay for the past injustices done to certain ethnicities. It questions the constitutionality of its existence and whetherRead MoreAnalysis Of Martin Luther King s I Have A Dream Speech Essay1756 Words   |  8 Pagesto a day when people will not be judged by the color of their skin, but by the content of their character†, this appeal to the emotions that judging based on a person’s race is wrong. For this reason altering affirmative action in higher education admission will be discussed since it creates a perpetual racial preference in admission. Affirmative action is controversial due to its issue of whether today’s generation should pay for the past injustices done to certain ethnicities. It questions the constitutionalityRead MoreAffirmative Action As A Blender, Creating Equality For All People2610 Words   |  11 Pagesminority contractors, NASA requires administrators to establish annual goal of at least eight percent of total value of prime contracts and subcontracts awarded to be made to small disadvantaged businesses and minority educational institutions, the FCC must ensure that minority- and women-owned businesses have opportunity to participate in providing spectrum-based services, the Department of Energy works to achieve five percent of total funds used to carry out national security programs be allocated toRead More Affirmative Action Essay4755 Words   |  20 PagesHowever, it can try to remedy racial and gender discrimination. The most realistic and supported program is Affirmative Action, which has m any key issues: does the government have the right to enforce â€Å"reverse discrimination† or is it right to take race or gender into account for purposes of diversity and equality when evaluating college or job applications? The United States has a history of treating minorities, women and immigrants like 2nd-class citizens while favoring affluent white males (Schrag)Read MoreEssay on Affirmative Action3547 Words   |  15 Pagescontractors to use affirmative action to make sure people were treated equally, â€Å"without regard to their race, creed, color, or national origin† (Cahn 1). Two years later, Johnson amended it to include women (Cahn 1). By 1971, President Nixon issued a Revised Order No. 4 that required contractors to adopt an â€Å"acceptable affirmative action program† (Cahn 1). Over the past three decades, many debates continue as to whether or not affirmative action still belongs in America. 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This study will be of great significance on the investigation of the relationship between moral and political values involving race, gender, social practices and justifications of their social choices. The ethical aspects of the affirmative action principles aim to establishRead MoreThe Representation of Race in Mass-Media2761 Words   |  12 PagesRace as a discourse, has emerged from society romanticizing the idea of biological and psychological differences existing between various ethnic groups. To comprehend and analyze the phenomenon of this racial dilemma, one must have a complete understanding of how culture and identity work hand-in-hand within our society. By controlling most of the social institutions, such as mass communication, politics and corporations; the dominant culture methodically overpowers and exploits the ethnic minorityRead MoreNational Unity3474 Words   |  14 Pagesvariety of languages spoken and religions practiced in Malaysia; even within the same ethnic group, various traditions prevail. Modern Malaysia is increasingly forced to confront the tensions arising from this fount of diversity, and the politics of race and religion. Malaysia has been free of ethnic bloodshed, but there remains m uch room for Malaysians to understand one another and to see each other as equal parts of an indivisible nation. National unity is a key target of government policy; the Department

Case Study Industrial Technology Development in Malaysia

Questions: 1. Describe Malaysian cultural attributes and how they might affect the operation of a multinational palm oil conglomerate doing business within Malaysia.2.What are some effective leadership and communication skill that lead to the development of a positive worker-manager relationship in international business?3.Would you describe the respective attitudes of Azizs , Krishnan, and Lee Peng as ethnocentric, polycentric, or geocentric? What factors do you suspect of having influenced their respective attitudes?4.Was Lee Peng correct in assessing Azizs controversial actions in the work stalemate? Should a palm oil conglomerate employ someone who main function is that of liaison between its corporate culture and the culture of its host country? If so, was Aziz the right person for the job in the detailed scenario? Answers: 1. Malaysia is a region of multicultural which has the native group as Malays, and also some Indians and Chinese are present in Malaysia. Plantation faces a critical shortage of human resources that has been grown up continuously. According to Malaysian Agricultural Producers Association (MAPA), some cultural issues on foreign workers have founded as high priority around 80% in the last year (Mateo-Babiano and Zahnow 2015). The palm oil industry is the intersection for doing business in future. A conglomerate multinational palm oil industry is situated in Malaysia where the manager maintains the stability of effectiveness and industrial harmony for workers of palm plantations. Some workers are from outside of Malaysia like Indonesia, Bangladesh, and India. The industry needs more effect and also need to understand each worker to grow up the industry in Malaysia (Commisceo Global 2016). 2. According to sustainable palm oil, Malaysia is the second biggest oil producer in the world. A particular communication skill must be needed to maintain the effective leadership of the industry. Some direction and communication skills are mentioned bellow (Abdullah 2015). Leadership in the industry must be conversational. He must have the knowledge about influence and motivational skills within the industry. The leader must know the credibility establishment and trust the effective communication skills (Mike Myatt and Forbes 2012). The leader concentrates needs of workers and has communication with them clearly. Better communication between leadership and employees must need in the industry. 3. Azizs respective attitude may describe as polycentric because he aims for the awareness of multi-cultural. He consistently communicated with other workers to understand the needs of the employees. Krishnans attitude may discuss as geocentric because Aziz informed Krishnan about the strike and then both of them told this to Lee Peng. For this, Lee Peng's approach may consider as ethnocentric because he said to solve the problem without the interference of managers and without any consideration of legal issue (Mohammed 2012). A positive factor has been suspected by their respective attitudes because they all are doing their work properly and maintaining integrity within the industry. When workers went on a strike against the Gajah Berang Estate in 1992, the problem has been solved by three of them consistently (Daniels and Sullivan 2013). 4. Aziz wanted to satisfy his manager and workers because he was a conscientious worker on the plantation. For this, Lee Peng was not correct to assess the controversial action of Aziz. It should not employ someone who was functioning the liaison between corporate culture, and its host country culture because it happened as characteristics of multicultural on the plantation. Aziz was the right person because he fulfilled all his responsibilities towards workers and he is qualified for the position. Aziz's conscientiousness, communication skills, and motivation made him the right person for the position. He handled all critical situation at own risk and also solved problems confidently. For this, from the study, it has been concluded that Aziz was the right person to take that position of manager (Commisceo Global 2016). References Felker, G., Jomo, K.S. and Rasiah, R. eds., 2013.Industrial technology development in Malaysia: industry and firm studies. Routledge. Johari, A., Nyakuma, B.B., Nor, S.H.M., Mat, R., Hashim, H., Ahmad, A., Zakaria, Z.Y. and Abdullah, T.A.T., 2015. The challenges and prospects of palm oil-based biodiesel in Malaysia.Energy,81, pp.255-261. Le Loo, L.Y., Corcoran, J., Mateo-Babiano, D. and Zahnow, R., 2015. Transport mode choice in South East Asia: Investigating the relationship between transport users perception and travel behavior in Johor Bahru, Malaysia.Journal of transport geography,46, pp.99-111. Mohammed, K.A., Othman, J. and Silva, J.L.D., 2012. Social demographic factors that influence transformational leadership styles among top management in selected organizations in Malaysia.Asian Social Science,8(13), p.51.

The Whirlwind Review Essay Example

The Whirlwind Review Paper Essay on The Whirlwind Long ago, I stuck in the mind frame of the movie Cold Summer 53rd: on a crowded street are men in identical costumes, with identical suitcases. They are unfamiliar, but recognize each other by their one familiar signs. It rehabilitated. How to survive, these people, they have outlived their rehabilitation, as the back and looked into the eyes of those who gave them a confrontation. But among the latter had many friends and relatives. And their children, the ones that will sixties. A whole generation of people without a past, or the past, which is better not to remember? Once upon a time, separated the happy fate of these problems (although my family were repatriated, but it was always made to keep quiet about it), seems to be aware of the many ways but, as it turned out, a lot was conceived as something casual. And this theme, as a frame of the film, where a tickle inside, as a failure in the memory as a word that you can not remember. Apparently my time to read this book came up. No, the brain of the explosion did not happen, except that puzzles developed into the picture more. A little more detail of the camp of peace, a little less anger There is simply heartbreaking scene mainly about children, about childrens mills in Kolyma, oddly enough, the manifestation of elementary humanity. The full horror of prisons, stages, camps, villages flattened this humanity, which is manifested in the narrative. Yes terror and not forced. Horror and great fear these are the main characters of the story, the neighbors on the bunk. Fear obytovichen he thoroughly soaked fabric of the narrative. We will write a custom essay sample on The Whirlwind Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Whirlwind Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Whirlwind Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Have not read anything like it, took care of a favorite, because to read such literature, it is very scary, scared to stupor. But I read, without stopping. Ginsburg poberegla your reader somehow pushed us to the worst. And still physically feel the Kolyma 50 degrees even with the wind, the stench of the barracks, numbness of squeals blatnyachek (me these scenes still mereschatsya). And this eternal fear of waiting for tomorrow, or even the next minute. And these people doomed to be eternal enemies. After all, we and so far do not just put and Oh, Stalin would have on them ». Much becomes clear about the people who passed through the camp, now I understand, they are not brutalized after such horrors. Aspect himself with these people and I know I probably would not have survived, not the education. And by the way, I noticed that those who were securely preserved in the ideas and categories of his youth those and saved a human face. Ideas were different, but if there was a rod in the human (and mainly the belief in the homeland), then it is not turned into a beast. At least in Whirlwind ». Although to be honest, not all accepted without question. I was once a human being warped attitude to the narrators younger son (V.Aksenovu), some really very cool, for her husband, who, like, dead. And some moments. But it did not spoil the overall impression, even gave the book some new aspect of the sound. A suitcase in rehabilitated, plywood, referred to as coffin, the main symbol of the liberated, bought from volnyashek 2 soldering. Here is a detail

Orality (Communication) - Definition and Examples

Orality (Communication) s Orality is the use of speech  rather than writing  as a means of communication, especially in communities where the tools of literacy are unfamiliar to the majority of the population. Modern interdisciplinary studies in the history and nature of orality were initiated by theorists in the Toronto school, among them Harold Innis, Marshall McLuhan, Eric Havelock, and Walter J. Ong.  Ã‚   In Orality and Literacy (Methuen, 1982), Walter J. Ong identified some of the distinctive ways in which people in a primary oral culture [see the definition below] think and express themselves through narrative discourse: Expression is coordinate and polysyndetic ( . . . and . . . and . . . and . . .) rather than subordinate and hypotactic.Expression is aggregative (that is, speakers rely on epithets and on parallel and antithetical phrases) rather than analytic.Expression tends to be redundant and copious.Out of necessity, thought is conceptualized and then expressed with relatively close reference to the human world; that is, with a preference for the concrete rather than the abstract.Expression is agonistically toned (that is, competitive rather than cooperative).Finally, in predominantly oral cultures, proverbs (also known as maxims) are convenient vehicles for conveying simple beliefs and cultural attitudes. Etymology From the Latin oralis, mouth Examples and Observations James A. MaxeyWhat is the relationship of orality to literacy? Though disputed, all sides agree that  orality is  the predominant mode of communication in the world and that literacy is a relatively recent technological development in human history.Pieter J.J. BothaOrality as a condition exists by virtue of communication that is not dependent on modern media processes and techniques. It is negatively formed by the lack of technology and positively created by specific forms of education and cultural activities. . . . Orality refers to the experience of words (and speech) in the habitat of sound. Ong on Primary Orality and Secondary Orality Walter J. OngI style the orality of a culture totally untouched by any knowledge or writing or print, primary orality. It is primary by contrast with the secondary orality of present-day high-technology culture, in which a new orality is sustained by telephone, radio, television, and other electronic devices that depend for their existence and functioning on writing and print. Today primary oral culture in the strict sense hardly exists, since every culture knows of writing and has some experience of its effects. Still, to varying degrees many cultures and subcultures, even in a high-technology ambiance, preserve much of the mind-set of primary orality. Ong on Oral Cultures Walter J. OngOral cultures indeed produce powerful and beautiful verbal performances of high artistic and human worth, which are no longer even possible once writing has taken possession of the psyche. Nevertheless, without writing, human consciousness cannot achieve its fuller potentials, cannot produce other beautiful and powerful creations. In this sense, orality needs to produce and is destined to produce writing. Literacy . . . is absolutely necessary for the development not only of science but also of history, philosophy, explicative understanding of literature and of any art, and indeed for the explanation of language (including oral speech) itself. There is hardly an oral culture or a predominantly oral culture left in the world today that is not somehow aware of the vast complex of powers forever inaccessible without literacy. This awareness is agony for persons rooted in primary orality, who want literacy passionately but who also know very well that moving into the excitin g world of literacy means leaving behind much that is exciting and deeply loved in the earlier oral world. We have to die to continue living. Orality and Writing Rosalind ThomasWriting is not necessarily the mirror-image and destroyer of orality, but reacts or interacts with oral communication in a variety of ways. Sometimes the line between written and oral even in a single activity cannot actually be drawn very clearly, as in the characteristic Athenian contract which involved witnesses and an often rather slight written document, or the relation between the performance of a play and the written and published text. Clarifications Joyce Irene MiddletonMany misreadings, misinterpretations, and misconceptions about orality theory are due, in part, to [Walter J.] Ongs rather slippery use of seemingly interchangeable terms that very diverse audiences of readers interpret in various ways. For example, orality is not the opposite of literacy, and yet many debates about orality are rooted in oppositional values . . .. In addition, orality was not replaced by literacy: Orality is permanentwe have always and will continue to always use human speech arts in our various forms of communication, even as we now witness changes in our personal and professional uses of alphabetic forms of literacy in a number of ways. Pronunciation: o-RAH-li-tee

Biography of Larry Swartz, Convicted Murderer

Biography of Larry Swartz, Convicted Murderer Larry Swartz struggled his whole life, first as a foster care child, then as one of two boys adopted by Robert and Kathryn Swartz. In the beginning, Larry was his parents favorite. In time that changed, and he became their next victim. Robert and Kathryn Swartz Robert Bob Swartz and Kathryn Anne Kay Sullivan met while both were students at the University of Maryland. Soon, they discovered they had a lot in common, most notably childhoods marked by structure and stern discipline. As devout Catholics, neither had been active in the dating scene in either high school or college. After getting married, the couple settled in Cape St. Claire, Maryland. Kay got a job teaching high school and Bob started working with computers. Kay was unable to have children so they decided to adopt. The thought of opening their home to unwanted children fit right in with their active participation with pro-life groups. Lawrence Joseph Swartz Lawrence Larry Swartz was six years old and the first child to join the Swartz family. His birth mother had been a waitress in New Orleans and his father was alleged to have been an East Indian pimp. Larry had spent his life in foster homes. Michael David Swartz Eight-year-old Michael was the second child that joined the family. Prior to that, he had moved from one foster home to another and had developed into a rebellious child. He spent two years on a probationary period in the Swartzes home before being legally adopted. Favoritism Larry and Michael were only six months apart in age, with Michael being the oldest. A bond between the two brothers developed quickly, and they became best friends. Bob and Kay wanted both boys to receive a good education, but their ambitions became a source of family tension. Michael was a smart child and a quick learner. He excelled in his first few years in school, so the Swartzes decided he was under-challenged and insisted he jump from the second to the fourth grade. The change did not work out. Although intelligent, Michael was emotionally immature. His grades dropped and his disciplinary problems increased. He was impulsive and disobedient, often had fits of anger, and did not seem to understand right from wrong. Larry on the other hand was a poor student. His parents became concerned about his academic struggles and had him tested. It was determined that he was learning disabled. He was placed in special education classes, which had a positive effect on his performance. Larry was also a quiet, mild-mannered child who followed the rules at school and at home. He rarely caused any disciplinary problems and had a close relationship with his mother. He was clearly the favorite son. Abuse The mood within the household turned volatile as the boys hit adolescence. Bob and Kay were strict disciplinarians with rigid house rules. They also lacked good parenting skills and were becoming overwhelmed with the challenges inherent in raising two teenagers. Bob and Kay subjected both boys to constant criticism and harsh scoldings, and they often punished their children for even the most minor infringements of the rules. When it came time to deal with more serious problems, like Michael being disruptive at school, the at-home punishments became more severe. During family fights, Larry would try to calm his parents. Michael would do just the opposite. He often talked back and agitated the fighting. Bob had a ferocious temper and zero tolerance for Michaels rebellious behavior. It did not take long for the verbal lashings to turn into physical abuse. Larry managed to escape the beatings, but not the verbal and psychological abuse. The Swartzes were determined not to let Larry end up like Michael, and they kept a close watch on his activities. Being around the constant fighting and the physical abuse took a toll on Larry, and he obsessed about ways to keep his parents happy. Annie Swartz When the boys were around 13, the Swartzes  adopted their third child, four-year-old Annie. She was born in South Korea and had been abandoned by her parents. Annie was cute and sweet, and the entire family adored her. She also became the new favorite child of Bob and Kay, which bumped Larry down to second place. Hit the Road One night Michael asked his parents if he could visit some friends. The answer was no, so Michael snuck out of the house. When he returned home around 10 p.m., he discovered that he was locked out. After knocking failed to get his parents to let him inside, he began to yell. Finally, Kay opened the window and informed Michael that he was no longer welcome at home. The next day Kay reported Michael as a runaway to his social worker. He was given the choice to move into a foster home or go to juvenile court, which would have likely meant going to a juvenile detention home. Michael elected to move into a foster home. As far as the Swartzes were concerned, Michael was no longer their son. Next in Line Michael and Larry remained in touch with one another and talked for hours together on the telephone. They shared their frustration and anger over how their parents were treating them. Larry could not believe that his parents had disowned Michael. It not only angered him that a parent could just throw out their child, but it also caused him to feel severely insecure. He was scared that one day he would also be cast out of his home. Now that Michael was gone, his parents were always on his back about something. Larry couldnt understand why his parents didnt seem to like him. He was popular at school and had a reputation among his peers and his teachers as a nice looking, easygoing, and polite young man. However, his mild manner and friendly nature made little impression on his parents. Just as they had with Michael, Bob and Kay soon began to find fault with everything Larry did and the friends he chose to hang out with. His relationship with his mother, which had always been good, began to disintegrate. The more she screamed at him, the harder he would try to figure a way back into her good graces. But nothing seemed to work. Backfire In a desperate attempt to regain his favorite child status, Larry told his parents that he wanted to be a priest. It worked. The Swartzes were thrilled, and Larry was sent to a seminary to begin his first year of high school. Unfortunately, that plan backfired. After failing to make the necessary grade point average after two semesters, Larry was encouraged by the school not to return. The clashes with his parents intensified after he returned home. Drivers Education Most teens start annoying their parents about allowing them to get their drivers license as soon as they reach the legal age to drive. Larry was no exception. For the Swartzes, however, this hinged entirely on Larrys grades. They agreed to allow him to take drivers education if he make all Cs or better on his report card. By the following semester, Larry managed to get all but one C. Bob stood his ground and refused to give in because of the single D. Larry kept at it. The following semester he received two Ds and the rest were Cs. Again, that was not good enough for Bob and Kay. Destructive Criticism Arguments between Larry and his parents became a regular occurrence. They fought with him in particular over his extracurricular activities. They didnt care that their son excelled at sports and was co-captain of the junior varsity soccer team- in fact, they were adamant that sports was a distraction from his studies. He was often grounded and was only permitted to go to school and church and to attend his wrestling matches and soccer events. Socializing with friends was restricted. When Larry did manage to go on a date, his parents unfailingly criticized the girl he went out with. Larrys performance in school deteriorated as a result. At 17, his C average was now a D average. His hopes for a drivers license were completely dashed. In order to numb his pain, Larry began to hide liquor in his bedroom and often got drunk after fleeing to his room after a fight with his parents. As for Michael, he had been court-ordered to go to a psychiatric facility for testing after he continued to get into trouble at the foster home. The Swartzes never wavered in their decision to cut all ties with him, and Michael became a ward of the state. Snap, Crackle, and Pop The night of January 16, 1984, was a typical night in the Swartz home. Larry had been dating a girl that Kay disapproved of and she told him she didnt want him to see her again. Shortly after that argument ended, Bob blasted Larry for messing with his computer, which had erased some work. The fight escalated to ferocious levels. Larry went up to his bedroom and began to drink from the bottle of rum he had hidden there. If he was hoping to squelch his anger, it did not work. Instead, the alcohol seemed to fuel the resentment and rage he felt towards his parents. A Call to 9-1-1 The following morning, at around 7 a.m., Larry placed a call to 9-1-1. The Cape St. Claire emergency workers arrived to find Larry and Annie holding hands at the door. Larry calmly let the paramedics into the house. First, they found Bobs body lying inside a small basement office. He was covered in blood and had several gash marks on his chest and arms. Next, they found Kays body in the backyard, lying in the snow. She was nude except for a sock on one foot. It appeared that she had been partially scalped, and her neck had been deeply lacerated in several spots. Against police protocol, one of the paramedics covered Kays body with a blanket. Larry told the paramedics that Annie woke him up because she could not find their parents. He said that he looked out the kitchen window, saw Kay laying in the yard, and immediately called for help. The Crime Scene When the detectives from Arundel County Sheriffs Department arrived, they immediately secured the crime scene. A search of the home produced several clues. First, nothing of any value seemed to have been stolen. A blood trail led outside, indicating that Kays body had been dragged to where it was found. In addition, a bloody palm print was found on the glass of the patio door. They also uncovered a bloody maul out in a wet, wooded area behind the house. A neighbor alerted the detectives to blood that he saw in the front of his home. Investigators followed that trail, along with a series of footprints, from the neighbors house through the neighborhood and into the woods. The footprints included human shoe prints, paw prints from what was likely a dog, one bare footprint, and one that may have been made by someone wearing a sock. It appeared that Kay Swartz survived her initial attack and managed to escape the house, but was then chased through the neighborhood by her assailant until she was caught and murdered. The Interviews The detectives turned their attention to Larry and Annie. Larry told them the same story he told the paramedics about looking out the window and seeing his mother lying in the snow, except this time he said he looked out of the dining room window, not the kitchen window. He was also quick to implicate his brother Michael as a possible suspect. He told the detectives that Michael hated his parents for disowning him and sending him back to foster care. Larry pointed out that the family dogs knew Michael and probably would not bark at him if he entered the house. He told them that Kay confided to him that she feared Michael, and that Michael had once joked about stabbing their father in the back. Annie told detectives that she heard a voice around 11:30 p.m. that sounded like her father calling for help. She then described a man that she saw in the backyard. His back was to her, but she could see that he was tall, with dark curly hair, and that he was wearing jeans and a gray sweatshirt. She went on to describe a bloody shovel that he was carrying over his shoulder. For as young as she was, she remembered a lot of details. When asked if the man was as tall as Michael was, Annie answered yes. Michael was over six feet tall and towered over Larry. Michaels Alibi But Michael had an alibi. According to him and the staff at the Crownsville Hospital Center, Michael had been locked inside the dormitory during the night. One of the staff members confirmed that hed seen Michael around 11:15 p.m. Based on the time that Annie said that she saw the man in the yard, that would have given Michael only 15 minutes to get to the house and kill his parents. The detectives knew that there was no way that Michael was the killer. He could never have made it to the Swartz home that quickly. Cool, Calm, and Overly Helpful Everyone who came to the Swartz home that morning- the paramedics, police, and the detectives- remarked on Larrys emotional state. For a kid who had just found his parents murdered, he was amazingly cool and calm, to the point of appearing disconnected to the horror that had gone on inside his house. The detectives were also suspicious of his attempt to make Michael look like a suspect. There was also the batch of papers concerning Michaels legal problems, which had conveniently been left in open view in the living room. The Arrest The detectives knew that if they found out who left the bloody palm print on the glass door, they would probably find the killer. It did not take long for the FBI to make a match. The palm print matched Larrys palm print, a fact that did not surprise any of the detectives. Larry was arrested and charged with two counts of first-degree murder. His bail was set at $200,000. Annie went to live with family friends in Annapolis. A Confidential Confession Three days after his parents funeral, Larry confessed to his lawyers that he was the killer. He outlined the events prior to the attack, describing the arguments hed had with his parents. He said he went to his bedroom, started drinking, and then went downstairs, passing his mother, who was watching television. She asked him about some tests he had taken at school that day, and Larry told her he thought he had flunked one but done okay on the others. According to Larry, Kays response was sarcastic and belittling. In response, Larry picked up a nearby wood-splitting maul and smash it over her head. He then stabbed her multiple times in the neck with a kitchen knife. Bob came in to see what was going on and Larry plunged the knife into his chest. He continued stabbing Bob around his chest and heart multiple times. Once Bob and Kay were dead, Larry busied himself trying to make it look like a crime that was committed by someone who had broken into the house. Someone like Michael. Final Act of Revenge- Humiliation Larry explained how he dragged his mother out through the patio door and across the snow in the backyard and laid her out near the swimming pool. He removed her clothes and then in a final act to humiliate her, he moved her body into an obscene position and then assaulted her with his finger. He then got rid of the murder weapons and his bloody clothing by throwing them into the wet, wooded area behind his house. When he returned inside he went to Annies room. She had woken up during the commotion, but Larry assured her it was a nightmare and told her to go back to sleep. Larry did not mention anything to his lawyer about chasing Kay through the neighborhood. When asked about it, Larry said he had no recollection of that happening. The Trial Larry sat in jail for 15 months before going to trial. On the day before it was to begin, his lawyers and the prosecutor reached a plea bargain. Judge Bruce Williams questioned Larry on the witness stand, verifying that he understood that he was going to plead guilty to the two counts of murder. He then announced his sentence. Judge Williams referred to the murders as one of the most tragic events in the history of the county. He showed compassion when speaking of the trouble that went on in the Swartz home. He said although Larry appeared normal, his court-ordered psychological testing showed that the teen was in great need of treatment. He sentenced Larry to two concurrent 20-year sentences and suspended 12 years from each. Freedom Larry was released from prison in 1993, after serving nine years of his sentence. Inexplicably, a family who had read about his case adopted him as their son. He lived with his new family for several years before leaving. He moved to Florida, married, and had a child. In December 2004, at the age of 38, Larry had a heart attack and died. The case was the inspiration for the best-selling book by Leslie Walker, Sudden Fury: A True Story of Adoption and Murder. In addition to the book, a movie based on the murders was made in 1993 called A Family Torn Apart, which starred  Neil Patrick Harris of Doogie Howser, M.D. as Larry Swartz. Michaels Unhappy Ending Michael continued to get in trouble, and as he got older his criminal behavior became more severe. At the age of 25, he was given a life sentence without the possibility of parole, for participating in robbing and murdering a man. His bounty? A jar of coins. Teens Killing Parents A number of articles about children who kill their parents have been published over the years, many of them in Psychology Today. Most experts agree that its the fastest-growing form of family homicide, committed primarily by males between 16 and 19 years of age. The reasons are unknown, although some doctors posit the high divorce rate may play a role. It is an area of crime that continues to be studied in great depth.

Misuse of Media Advertisement by Fast Food Brands Essay

Misuse of Media Advertisement by Fast Food Brands - Essay Example The essay "Misuse of Media Advertisement by Fast Food Brands" presents the outline for a research paper on the misuse of media advertisement by fast food brands. This paper discusses on recent food trends in the US and dwells on the fascination of children towards fast food. It then discusses the trends in media ads by fast food brands. Media plays a key role in the promotion of food products and children are the major target of fast food advertisements. I will use the book by Victor Strausburger and Barbara J Wilson to support my claims in this context. Techniques that fast food advertisers in the media deployed to lure children into consuming their products: TV ads: This portion will contain a discussion of how advertisers use TV as a major tool to attract children. To support the claims, I will use proof as emerging from the article by Chou Yi Shin, Inas Rashad, and Michael Grossman. I will further solidify the evidence through information taken from the article by Sarah E Speers, Jennifer L Harris, and Marlene B Schwartz. The Internet (Websites): Using web sources of Happy Meal and Burger King Crown, I will argue how these brands are using impressive web pages, games cartoons, video clips etc on their sites to grab children’s attention. Magazines: This part will discuss, with examples, on how advertisers use magazines, through promotion schemes and puzzles, to persuade children to buy their products by citing supporting evidence from the article written by Amanda Reid and Sandra C Jones.

How Do You See Ancient Greece In Today's World Essay

How Do You See Ancient Greece In Today's World - Essay Example We must, then, think of Greece as having influenced the West, and also consider that the West has influenced much of the rest of the world: to withhold talk of gods and goddesses for now, it was the Greeks who created today’s world of reason, logic, and understanding, where cause and effect are supreme, in place of a chaotic, mysterious universe, incomprehensible to humankind. We have, however, in early Greece itself, a division fundamental to Western philosophy. Platonists believe the truth is to be searched for in Plato’s well-known â€Å"world of ideas†; the Aristotelians’ belief is that truth must be deduced, induced, or otherwise gleaned from observation of the outside world. In Platos Theory of Creation, as in Timaeus, God creates from his blueprints, called the Forms, for which Matter is the receptacle. This is similar to the Indian conception of God as the masculine force and the Earth as the feminine—which, indeed, gives us one of several links between the Greek conception of the universe and the Oriental. Now here is the poet Heine: â€Å"Plato and Aristotle! These are not merely two systems, but rather two types of human nature, that stand, since time immemorial, in hostile opposition. Across the entire middle ages, to the greatest degree, and up to the present day, this battle was waged†¦Ã¢â‚¬  (Heine) Seen in this light, we in the West are all Aristotelians; our marriage to technology proceeds directly from the view that the external world is to supply us with all our truths. Despite all of Aristotle’s classic mistakes, the man and his views live on: we with our machines are the proof. From Aristotle, we turn to a phenomenon called Hippocrates – the first ever physician to have considered medicine as science rather than sorcery. Hippocrates is rightly called the Father of Medicine, believing, as he did, that

The Native Family Versus the Dominant Culture Essay Example for Free

The Native Family Versus the Dominant Culture Essay The current interest in what has come to be called multicultural literature has focused critical attention on defining its most salient characteristic: authoring a text which appeals to at least two different cultural codes. (Wiget 258) Louise Erdrich says shes an emissary of the between-world. (Bacon) I have one foot on tribal lands and one foot in middle-class life. Her stories unfold where native family and dominant culture clash yet rarely blend, a kaleidoscope of uneasy pieces. The reader becomes the mediator, an observer on the edges as two cultural codes (Wiget 258) collide. She creates dyads: shards of interaction as identities reflect patterns from both cultures. Born in 1954 in Little Falls, Minnesota, Louise Erdrich grew up in Wahpeton, North Dakota. Her heritage includes a French-Ojibwe mother and a German father. With encouragement from her father, she learned to write stories and read William Shakespeares plays (Giles 44). Her parents taught at the Bureau of Indian Affairs School while her grandparents lived on Turtle Mountain Reservation nearby. She did not study the Ojibwe language or culture until she moved to New Hampshire with her husband, Michael Dorris. She had taking an anthropology class taught by Dorris at Dartmouth, which stimulated her interest in Native American storytelling. Feeling estranged from her family and heritage after moving away, she decided to learn more about the High Plains setting of her stories. (Habich) During her lifetime, Erdrich probably experienced racism or prejudice because of segregation laws in the fifties. A member of the first coeducational class at Dartmouth in l972, she earned an MA in creative writing at Johns Hopkins University. (Habich) She worked at a variety of jobs: life guarding, waitressing, teaching poetry in prisons, weighing trucks on the interstate and hoeing sugar beets. Erdrich found urban life different from reservation life when she became an editor for the Circle, a Boston Indian Council  newspaper. She raised several children, some adopted, which provided insight and an understanding of human experience from yet another point of view. Louise Erdrich reveals the Native American lifestyle and collects truths common to all races in her books of poetry, Jacklight and Baptism of Desire, and novels, The Beet Queen, Tracks, Love Medicine, and The Bingo Palace. She commented in a 1991 Writers Digest interview: The people in our families made everything into a story. They love to tell a good story. People sit and the stories start coming, one after another. You just sort of grab the tail of the last persons story: it reminds you of something and you keep going on. I suppose that when you grow up constantly hearing the stories rise, break and fall, it gets into you somehow. (Giles 43) Family for Native Americans means living as a tribe where all adults share some responsibility for socializing the children. The extended kinship system connects an individual to all members of the society, either by descent or marriage, or through formal religious or social affiliations. (Encyc of No Amer Indians) In American Horse, Erdrich combines pieces seeking configuration. Erdrichs characters are met the way people in real life are met: you meet them and then you start knowing who their family is and what their background is. (Huey) Set on the North Dakota Indian reservation, Erdrich creates dyads of conflict where characters interface. A mirroring polarity also occurs between two feminine worlds in American Horse. Albertine exists as the mother living in hiding and fear that the authorities will take her son, Buddy. The social worker, Vicki Koob, approaches with clouded notions of what is best for him. In all likelihood, she never has experienced motherhood. Each relates from her culture of inner core values and contradictions. Through Buddy, Erdrich reveals a mother-son dyad. He is the product of the man she had loved and let go. (American Horse l96) Erdrich uses visual imagery throughout the story to reflect what is perceived and what is real. Buddy had been knocked awake out of hiding in a washing machine while herds of policemen with dogs searched through a large building with many tiny rooms. . . .Tss, his mother mumbled, half awake, Wasnt nothing. But Buddy sat up after her breathing went deep again, and he watched. There was something coming and he knew it. (American Horse 196) The reader has sound and visual cues to determine Albertines condition. Is she sleeping or in a stupor? Later the social worker alludes to Albertine as an alcoholic. [But notice that the child only speaks of the sweet scent of powder on his mother, not of alcohol] Buddy is sitting on the edge along with the reader. When Erdrich changed the Buddy character to Redford for a chapter in The Bingo Palace, she included the words that hes been knocked out of a dream where he was hiding in a washing machine. (Bingo Palace 171) providing more insight into how he gained his surrealistic visions. Buddy has a picture in his mind: It was a large thing made of metal with many barbed hooks, points, and drag chains on it, something like a giant potato peeler that rolled out of the sky, scraping clouds down with it and jabbing or crushing everything that lay in its path on the ground. (American Horse 197) In Bingo Palace, it becomes, something like Grandma Zeldas potato peeler providing a concrete connection to Buddys apprehension. Buddys vision reveals that hell be peeled away from his home. Buddys sexual identity also is awakening. He learns about women through Albertine with visual and tactile clues. The confliction further increases since he has created their situation, even though he realizes his importance  in her life. he felt like hugging her so hard and in such a special way that she would say to him, Lets get married. there were also times he closed his eyes and wished that she would die, only a few times, but still it haunted him that his wish might come true. (American Horse 197) The narrative sets up for the dominant white cultures power play, represented by the white social worker, Miss Vicki Koob, two police officers, a tribal officer named Harmony and a state officer, Brackett who have legal papers to take Buddy. They show no respect to Albertine, her maternal or civil rights. The dyad of two women has different visions for Buddy and of human life. One woman will fight for his life; the other becomes more concerned about her hair and sexual excitement with a co-worker. She treats Buddy like a used car: I want to find that boy and salvage him, Vicki Koob explained to Officer Bracket as they walked into the house. Look at his family life the old man crazy as a bedbug, the mother intoxicated somewhere. (American Horse 201) [Notice how she assumes that she can salvage him or that he needs salvaging. She just assumes that she can embrace and hold him and it will be better than the embrace of his mother.] Not one thing escaped Vicki Koobs trained and cataloguing gaze. (Indian Horse 202) Vicki, in her focus on details, misses the family productivity seen in quilts made from salvaged wool coats. She sees only the television sets in various states of repair, and the minimal food in the refrigerator. Never reacting with the compassion of a woman nor a mother, her perception has limited vision. Harmony vacillates in his identity as Indian and member of the white mans world as peace officer. Harmony cannot achieve his own name. Nor is it to be expected that the identity eventually achieved will be associated with  any recognizable single culture. (Caws 372) As a tribal officer who could be counted on to help out the State Patrol, Harmony thought he always had to explain about Indians or get twice as tough to show he did not favor them. (Indian Horse 199) With the battle lines set, Uncle Lawrence comes eye to eye with Miss Koob. The eye bulged impossibly wider in outrage when he saw the police car. But the eyes of the two officers and Miss Vicki Koob were wide open too. (Indian Horse 199) Lawrences vision extends beyond all of them. He must appear crazy to survive even though he knows they will take him away. Erdrich inserts a bit of comic relief and develops Lawrence as a trickster. Its impossible to write about Native life without humor thats how people maintain sanity. (Bacon) Uncle Lawrence wore a thick white corset laced up the front with a striped sneakers lace. His glass eye and his set of dentures were still out for the night so his face puckered here and there, around its absences and scars, like a damaged but fierce little cake. (Indian Horse 199) In the final conflict between Albertine and Harmony, he shows a dreamy little smile of welcome. Albertine appeals to ancestral wisdom, her fathers power and grace: [her father] American horse took the butterfly, a black and yellow one, and rubbed it on Albertines collar bone and chest and arms until the color and powder of it were blinded into her skin. For grace, he said. (204) She removes her belt to defend herself, swinging the turquoise butterfly that  protects from negative energy. A Native American symbol of power, it represents life itself. A personal fetish was usually a crude representation of an object seen in a dream, either by the wearer or by someone who transferred it to him, together with the powers or benefits accruing from the dream (Callahan). She flings her final vestiges of power: Her fathers hand was on her chest and shoulders lightening her wonderfully. Then on wings of her fathers hands, on dead butterfly wings, Albertine lifted into the air and flew toward the others. (American Horse 205) Albertine expects to be shot but Harmony only hits her on the head and leaves her behind. To him she is trouble and not worth taking. The last paragraph sets the scene for the helpless Native American, forced to assimilate into the dominant white culture. Albertine is knocked out on the ground. Miss Koob gives Buddy a candy bar while he rides in the back seat of the police car. Then Buddy reflects: There was no blood on Albertine, but Buddy tasted blood now at the sight of her, for he bit down hard and cut his own lip. He ate the chocolate, every bit of it, tasting his mothers blood. And when he had the chocolate down inside him and all licked off his hands, he opened his mouth to say thank you to the women, as his mother had taught him. But instead of a thank you coming out he was astonished to hear a great rattling scream, and them another, rip out of him like pieces of his own body and whirl onto the sharp things all around him. (American Horse 206) Does Buddy taste the blood of his fallen ancestors from years of domination? Will Albertine rise again to find him? Erdrich leaves the final judgments to the reader in the hopes the story does not play out as it always has before. [Use hanging indents for the Works Cited page see example below] Works Cited Bacon, Katie, An Emissary of the Between World. A Conversation with Louise Erdrich, Atlantic Unbound, January 17, 2001www.theatlantic.com/cgibin/send.cgi?page+http%3A/ . Callahan, Kevin, An Introduction to Ojibway Culture and History http://www.geocities.com/Athens/Acropolis/5579/ojibwa.html. Caws, Peter. Identity: Cultural, Transcultural and Multicultural. Multiculturalism. A Critical Reader. David Theo Goldberg,Ed. Malden, Massachusetts:Blackwell Publishers. 1994 371-386. Childrearing. Encyclopedia of North American Indians http://college.hmco.com/history/readerscomp/naind/html/na_007000_childrearing.htm. Erdrich, Louise. American Horse. Stories from the Promised Land A multicultural anthology of American fiction, Eds. Wesley Brown and Amy Ling. New York: Persea Books, 1991. 196-296. Erdrich, Louise. The Bingo Palace. New York: HarperCollins, 1994. Giles, James R. and Wanda (ed). The Dictionary of Literary Biography. Detroit: Gale Research, Incorporated, 1995. Habich, John. Louise Erdrich: 2001 Artist of the Year Star Tribune December 30, 2001. About Louise Erdrich. http://www.english.uiuc.edu/maps/poets/a_f/erdrich/about.htm. Huey, Michael, Two Native American Voices: Interview with Louise Erdrich and Michael Dorris. Christian Science Monitor, March 02, 1989. http://www.csmonitor.com/cgi-bin/getasciiarchive?tape/89/ulouise. Owens, Louis. Other Destinies: Understanding the American Indian Novel. Norman: University of Oklahoma Press, 1992. Spillman, Robert. The Creative Instinct. The Salon Interview. (9 July 1997). Wiget, Andrew. Identity, Voice, and Authority: Artist-Audience Relations in Native American Literature. World Literature Today. Volume: 66. Issue: 2.1992, 258.

Victorian Furniture of the Middle Class :: Victorian Era

Victorian Furniture of the Middle Class According to the Middle Class Victorians, less was definitely not more. In fact, in the case of the Victorians, the more ostentatious and packed a house was, the higher the status of that family. A house in the Victorian Era would most likely be cluttered until nothing else could fit. Not only was there clutter, but the rooms were "quite dark with busily patterned wallpaper (Victorian Home Life Changes)" and lots of gold garnishments. Fashions of Furniture and Their Influences Beginning in the 1830's, the first influences of Victorian furniture were from the English architect, Augustus Pugin. These were of the "Neo-gothic Design (Sometimes More is More)" characterized by dark woods, pointed arches, trefoils and other Gothic cathedral carvings. By incorporating previous influences from cathedrals, furniture represented morality in the Victorians lives (Sometimes More is More). A trefoil looks like a three-leaf clover and is found in wooden furniture. By the 1850's, a new inspiration came from the "Rococo Revival." This was a more "romantic form (Sometimes More is More). " It was characterized by "swirling lines, natural motifs like fruit and flowers, and dark woods like mahogany, rosewood and black walnut (Sometimes More is More)." The design came from France and included the use of not so dark wood and looked more natural. The Rococo Revival ended around 1870. Meanwhile, during that time period, around 1860 until 1880, the Renaissance Revival took place. Instead of having expensive, richly made furniture, the Victorians merely began placing expensive additions to inexpensive, poorly made furniture. During the 1850s, mass production of carpeting took place as well as patterned wallpaper (Sometimes More is More.) This allowed the Victorians to decorate their houses with even more colors and clutter. Who Decorated the House and What Were Some Typical Pieces of Furniture Overstuffed divans and couches were a staple in most middle class houses (Furniture).

Sor Juana

Writing Assignment Maria Zuniga Book ReportDecember 9, 2005 Corrections â€Å"Sor Juana† is a biography of Sor Juana Ines de la Cruz written by Octavio Paz and translated by Margaret Sayers Peden. It is a book of 470 pages divided in six parts that besides Sor Juana’s life and work, explain the difficulties of the time for an intellectual woman. It was published by The Belknap Press of Harvard University Press Cambridge, Massachusetts in 1988. Reading this book gave me the best opportunity to know more about someone that although has been very influential in my entire life, I didn’t know all her history.My admiration and respect for Sor Juana started since I was a child and one of my sisters used to read her poems. Through my literature classes I knew a little more about her and the admiration and respect continued growing. Sor Juana became for me a stereotype of intellect, power, femininity, persistence and freedom combined with the devotion to God. Her story ma kes me learn to follow my dreams, to be ambitious, and over all to never ever give up. Juana Ines de la Cruz was born in Mexico in 1648. She grew up in the Panayan Hacienda, which was run for her mother for more than thirty years although she never learned to read.Sor Juana started to take lessons at age or three. During a long period of her childhood, she didn’t eat cheese because â€Å"It made one slow-witted,† and â€Å"Desire for learning was stronger than the desire for eating. † By the time she was six or seven, she knew how to read and write. As she couldn’t go to the university (because she was a woman), she studied and read by herself. She used to cut-off several inches of her hair (when hair was considered one of the most important female features), as a challenge for new learning â€Å"A head shouldn’t be adorned with hair and naked of learning† If she didn’t meet the goal, then she cut it again.Sor Juana was sent to Mexico City when she was eight to live with her grandfather, who had one of the biggest libraries of those times. By age 15, as one of the most learned women in Mexico, she was presented at court with the Viceroy and his wife (maximum authorities in Mexico). As a lady-in waiting, Juana Ines would become known at court for her wit and beauty as well as for her erudite intelligence. To ascertain the extent of her learning, the Marquise gathered together some of the most astute minds of the day, poets, historians, theologians, philosophers, and mathematicians.Juana Ines answered the questions and arguments directed at her, impressing them all with her mental prowess. At age 20 she entered the Convent of San Jeronimo, known for the mildness of its discipline. The convent was not a ladder toward God but a refuge for a woman who found herself alone in the world. She lived in a two-storey cell where she read insatiably and amassed an impressive library while pursuing her writing and intellectual pursuits. She brought the elegance of the court with her by transforming the convent locutory into an intellectual salon.The next Viceroy, the Marquis de La Laguna and the Marquise Maria Luisa, the Countess de Pareda, were among the court society and literary devotees who came to talk and debate with Sor Juana. Sor Juana wrote sacred poems and erotic love poems, vocal music, villancicos performed in the cathedral, plays, secular comedies, and some of the most significant documents in the history of feminism and philosophical literature. Her use of language, though characterized by the Baroque style, has a modern essence.Her public face reveals the impiousness of an undaunted spirit who appears, not as a nun, but as an independent woman. One of Sor Juana’s archetypes was Isis, Egyptian goodness inventor of writing, a symbol of intellect. She also identified herself with maidens of antiquity, poetically divinely inspired to produce poems and prophecies thinking â€Å"There we re not enough punishment or reprimands to prevent me from reading. † The life and work of Sor Juana lines can be summed as: knowledge is a transgression committed by a solitary hero who then is punished.Not the glory of knowledge (denied to mortals) but the glory of the act of knowing. Sor Juana was a pivotal figure who lived at a unique point in history bound by two opposing world views: one the closed universe of Ptolemy and of the Inquisition, which still held sway in Mexico/New Spain; the other characterized by the new science of Copernicus, Newton, and Galileo. On her monumental philosophical poem Primer sueno/First Dream the soul is pictured as intellect, not a religious pilgrim. At the height of the journey, at the fullest understanding reason can attain, there was no vision.Instead, the soul drew back at the immensity of the universe and foundered in confusion. In 1690, requested by the Bishop, Sor Juana wrote her only theological criticism, which she insisted not for public view. However, the Bishop published and censured it with an imaginary name of â€Å"Sor Philotea. † In defiant response, Sor Juana wrote â€Å"La Respuesta de la poetisa a la muy ilustre Sor Philotea de la Cruz,† a feminist manifesto defending women’s right to be educated and pursue learning, citing over 40 women who had made significant contributions throughout history.This work ignited the church’s wrath. In a climate of intimidation and fear Sor Juana signed â€Å"Protesta que rubricada con su sangre, hizo de su fe y amor a Dios† a statement of self-condemnation in bloodShe renewed her vows and surrendered her musical and scientific instruments, as well as her library of 4,000 volumes, considered at that time to be the largest in Mexico. Two years of silence and penance followed. Then in 1695, while ministering to nuns struck by an epidemic, she herself succumbed and died.Sor Juana has been an inspirational model to follow through all the situations that she faced. She succeeded in a world that was completely against her. The lack of father, which was almost a crime in that time, the lack of freedom to study, to talk, even to think, and over all the prohibition to be herself were some of her obstacles. Every time I am facing an obstacle, I just recall her story and imagine the innumerable sacrifices she had made to get the freedom of learning.After reading her story, I see the world in a different way. Now I know that all those small decisions that I take every day, such as the cloth I wear, what to eat, to read, what to say, and even what to feel are privileges granted for marvelous people like Sor Juan Ines de la Cruz. I also know that all those people had to pay a high price for these privileges; some of them pay with their lives. I feel not just impressed, but grateful to Sor Juana, her cultural heredity, and woman’s worth.

Agrarian Reform: a Struggle for Social Justice

The paper entitled â€Å"Agrarian Reform: A Struggle for Social Justice† aims to give the current status of agrarian reform in the Philippines. It also aims to provide the struggle of Filipinos for social justice in the implementation of the Comprehensive Agrarian Reform Program (CARP). This paper aims to explain why land reform is slow here in our country. This will also try to shed light on what agrarian reform is and will give the clear and precise Comprehensive Agrarian Reform Law. Furthermore, this paper will also tackle the issues involving the fairness of social justice in the agrarian reform. A part of this paper is also given for the land conversions and other ways to circumvent CARP.OutlineI. Introduction & Objectives A. Specific objectives II. Background Information A. Comprehensive Agrarian Reform Program (CARP) in the Philippines 1. History 2. Definition 3. Purpose B. Social Justice in the Philippines 1. History 2. Definition 3. Purpose III. Analysis & Discussion A. Issues on the agrarian reform implementation in the Philippines B. Reasons for the slow implementation of agrarian reform C. Land Conversions and other ways to circumvent CARP IV.Conclusion V. References Cornista, L. B. (1987). The Comprehensive Agrarian Reform Program: An Analysis of its Policies and Processes. Laguna: University of the Philippines.Lopez, A. P. (2003). Batas: The Uncompleted Historic Mandate, Quezon City: DAR.Sebucao, J. T. (1995). The Comprehensive Agrarian Reform Program (CARP) as critically viewed by the DAR officials and beneficiaries: its economic and educational contribution.Annotated Bibliography1. The Comprehensive Agrarian Reform Program : an analysis of its policies and processesThis book provides information about the policies and processes of the Comprehensive Agrarian Reform Program.2. Batas: The Uncompleted Historic MandateThis book is about Comprehensive Agrarian Reform Program in the Philippines and provides information on the history of land ref orms in our country. This also provides information on the government policies regarding land reform in our country.3. The Comprehensive Agrarian Reform Program (CARP) as critically viewed by the DAR officials and beneficiariesThis book provides the analysis of DAR officials and beneficiaries on what the Comprehensive Agrarian Reform Program (CARP) is.

Weakness in the Articles of Confederation essays

Weakness in the Articles of Confederation essays The Articles of Confederation, active from March 1, 1781, to June 21, 1788 was the first constitution established in the New World. The articles were drafted by the British colonists in order to help unify the 13 colonies under a common government. This document expressed the form of government the early Americans used until June 21, 1788 when the present constitution was drafted. The articles came out of a need for the colonies to unite after being freed from British rule, and in this need, the articles were effective in putting into words the colonists desire to establish a centralized government. Unfortunately, through the colonists desires to establish a centralized government that was nothing like that of the government imposed on them in England by the King, a central government without sufficient power to govern effectively was created. Along with this major weakness, many other weaknesses followed. The governments lack of power rendered it unable to regulate trade and levy taxes to the colonies. Finally, a unanimous approval was required to pass laws, leaving the ability to change or to pass laws at the mercy of one state when all twelve other states agreed. First of all, the governments inability to regulate trade was a huge problem. The states, without any government regulation, were free to set their own taxes on goods. There was not a set tax on certain goods; taxes on the same goods were different in every state. This inflated state of taxes, fluctuating from state to state, made interstate commerce very expensive. Tariff wars resulted when one state would raise its taxes after getting mad at other states for having high taxes on goods. As a result, interstate commerce almost completely diminished as tax inflation became too high for trade to flourish. Interstate commerce was furthermore hampered by the existence of different currencies in every state. Trade became very tough an ...

18 Types of Spanish Verbs

18 Types of Spanish Verbs There may be as many ways of classifying Spanish verbs as there are people doing it, but discovering how Spanish treats different verbs differently is nevertheless a key part of learning the language. Heres one way of looking at the types of verbs, keeping in mind, of course, that verbs can fit into more than one classification. 1. Infinitives Infinitives are verbs in their most basic form, the way you find them listed in dictionaries. Infinitives by themselves tell you nothing about who or what is performing a verbs action or when. Spanish infinitives- examples include hablar (to speak), cantar (to sing), and vivir (to live)- are the rough equivalent of the to form of English verbs and sometimes of the -ing form. Spanish infinitives can function as verbs or nouns. 2, 3, and 4. -Ar, -Er, and -Ir Verbs Every verb fits into one of these types based on the last two letters of its infinitive. In Spanish there is no verb that ends in anything other than one of these three two-letter combinations. Even verbs that are made up or imported such as surfear (to surf) and snowboardear (to snowboard) require one of these endings. The distinction among types is that they are conjugated based on the ending. 5 and 6. Regular and Irregular Verbs The vast majority of -ar verbs are conjugated in the same way, and the same is true for the other two ending types. These are known as regular verbs. Unfortunately for Spanish students, the more used a verb is, the more likely it is not to follow the regular pattern, being irregular. 7 and 8. Defective and Impersonal Verbs The term defective verb is usually used to refer to a verb that isnt conjugated in all its forms. In traditional Spanish, for example, abolir (to abolish) has an incomplete conjugation set. Also, soler (to usually do something) doesnt exist in all tenses. Most defective verbs are also impersonal verbs, meaning that their action isnt performed by a distinct person or thing. The most common such are the weather  verbs such as llover (to rain) and nevar (to snow). Since theres no logical reason to use forms that mean something like we rain or they snow, such forms dont exist in standard Spanish. 9 and 10. Transitive and Intransitive Verbs The distinction between transitive and intransitive verbs is important enough to Spanish grammar that the classification is given in most Spanish dictionaries- vt or vtr for verbos transitivos and vi for verbos intransitivos. Transitive verbs require an object to make a complete sentence, while intransitive verbs do not. For example, levantar (to lift or raise) is transitive; it must be used with a word that indicates what is lifted. (In Levantà ³ la mano for He raised his hand, mano or hand is the object.) An example of an intransitive verb is roncar (to snore). It cannot take an object. Some verbs can be transitive or intransitive depending on the context. Most of the time, for example, dormir is intransitive, as is its English equivalent, to sleep. However, dormir, unlike to sleep, can also mean to put someone to sleep, in which case it is transitive. 11. Reflexive or Reciprocal Verbs A reflexive verb is a type of transitive verb in which the verbs object is also the person or thing performing the action of the verb. For example, if I put myself to sleep, I could say, Me durmà ­, where durmà ­ means I put to sleep and me means myself. Many verbs that are used in a reflexive way are listed in dictionaries by adding -se to the infinitive, creating entries such as dormirse (to fall asleep) and encontrarse (to find oneself). Reciprocal verbs take the same form as reflexive verbs, but they indicate that two or more subjects are interacting with each other. Example: Se golpearon uno al otro. (They beat up on each other.) 12. Copulative Verbs A copulative or linking verb is a type of intransitive verb that is used to connect the subject of a sentence with a word that describes it or says what it is. For example, the es in La nià ±a es guatemalteca (The girl is Guatemalan) is a linking verb. The most common Spanish linking verbs are ser (to be), estar (to be), and parecer (to seem).  Verbs that arent copulative are known in Spanish as verbos predicativos. 13. Past Participles A past participle is a type of participle that can be used to form the perfect tenses. Most past participles end in -ado or -ido. As in English, past participles can also usually be used as adjectives. For example, the past participle quemado , from the verb quemar, meaning to burn, helps form the present perfect tense in He quemado el pan (I have burnt the bread) but is an adjective in No me gusta el pan quemado (I dont like burnt bread). Past participles can vary in number and gender like other adjectives. 14. Gerunds Present adverbial participles, often known as gerunds, end in -ando or -endo as the rough equivalent of English -ing verb forms. They can combine with forms of estar to make progressive verb forms: Estoy viendo la luz. (I am seeing the light.) Unlike other types of participles, Spanish gerunds can also function much like adverbs. For example, in Corrà © viendo todo (I ran while seeing everything), viendo describes how the running occurred. 15. Auxiliary Verbs Auxiliary or helping verbs are used with another verb to give it vital meaning, such as a tense. A common example is haber (to have), which is used with a past participle to form a perfect tense. For example, in He comido (I have eaten), the he form of haber is an auxiliary verb. Another common auxiliary is estar as in Estoy comiendo (I am eating). 16. Action Verbs As their name suggests, action verbs tell us what someone or something is doing. The vast majority of verbs are action verbs, as they include the verbs that arent auxiliary verbs or linking verbs. 17 and 18. Simple and Compound Verbs Simple verbs consist of a single word. Compound or complex verbs use one or two auxiliary verbs and a main verb and include the perfect and progressive forms mentioned above. Example of compound verb forms include habà ­a ido (he has gone), estaban estudiando (they were studying), and habrà ­a estado buscando (she will have been seeking). 10, 20, and 21. Indicative, Subjunctive, and Imperative Verbs These three forms, known collectively as referring to a verbs mood, indicate the speakers perception of a verbs action. Simply put, indicative verbs are used for matters of fact; subjunctive verbs often are used to refer to actions that the speaker desires, doubts or has an emotional reaction to; and imperative verbs are commands.

Assignment Essay Example | Topics and Well Written Essays - 1250 words - 18

Assignment - Essay Example ?The way schools work: A sociological analysis of education† and â€Å"School and Society† were the most critical readings.The books served to introduce the contexts of how schools served to promote social values. This paper will present a reflection of the critical things I learned throughout the course. The first chapter of â€Å"The way schools work: A sociological analysis of education† introduced an interesting concept that helped me to understand the purposes for the different systems of organizations evident in schools today. For a long time, I had been wondering why American schools have adopted the modern system of organization. Chapter 2 of the same book helped me to recognize the structures and dynamics of schools that qualify them to be social organizations. Worth noting is the fact that students from different backgrounds have an opportunity to interact freely with the school systems. In addition, the school content covers certain critical social concepts that shape the perception of the students. It emerged to me that schools are critical social organizations explaining why it is important to develop an effective curriculum for the American schools. In the third chapter of the book, I gained familiarity with the social impact that schools have on children. Notabl y, the interactions between different children in the school setting lead to an exchange of social and cultural values. For many students, it is impossible to resist the social impact experienced in schools. Therefore, there is a salient need for teachers to promote positive socialization within the school system in an effort to avoid negative social impact. From a personal experience, schools can affect an individual in different ways. During my early school days, I gained familiarity with different cultural aspects. For this reason, I have first-hand experience that schools have a critical social impact on students. The content discussed in the school system also served to shape my social

DB 4 Carminsl Justice Essay Example | Topics and Well Written Essays - 1000 words

DB 4 Carminsl Justice - Essay Example To that end, significant research is being conducted to find out ‘what works’ to end the cycle of recidivism. In recent years, various strategies have been tried. During the next ten years we must capitalize on what we have learned, and use the hard-earned tax-payer money that we are spending in ways that will be both cost-beneficial and socially responsible. (Maurer, Susan L. 2001). Crime control must be examined in relation to the community roots of social problems like poverty, unemployment, drugs, and inadequate housing. Penal reform should be planned in relation to societal reform in areas like education, economic opportunity and racial equality. We need a new paradigm for sentencing and corrections. The continued reliance on imprisonment is costing society a tremendous amount of money, wasting lives, and doing little to prepare offenders to be successful in the community. To face these challenges, three steps should be taken: 1) Create a task-force to examine corrections. 2) Study the problems. 3) Prepare an action-oriented strategic development plan, to ensure that critical problems will be addressed. Among the basic theories relating to criminal justice and its relation to individual rights and social control, is community justice or restorative justice. Restorative justice is future-oriented, focuses on restoration for the victim and society, and is less expensive for the taxpayer. Victims have historically been left out of the criminal justice process. Only recently have programs been started to assist victims and ensure that their voices are heard throughout the process. Also, taxpayers do not have to spend large amounts of money to punish and incarcerate non-violent offenders, who represent little risk to their communities. Restorative justice emphasizes that they should â€Å"make right† the harm that they

Tackling Fraud in NHS of Scotland Essay Example | Topics and Well Written Essays - 1500 words

Tackling Fraud in NHS of Scotland - Essay Example Fraud in NHS Scotland costs an astonishing 100 million a year (Kelbie, 2008). However, NHSScotland Counter Fraud Services (CFS), which was set up as a deterrent safeguard against the further illegal activity, is empowered to discover, examine and trial cases of potential NHS fraud. "It is estimated that 14 million in NHS fraud savings have been made since the agency was established in July 2000." The Crown proudly announced that the NHS savings recouped from the potentially fraudulent activity is equal to the staffing costs of nearly 750 additional nurses or 120 extra consultants. In the alternative, it would fund enough resources for upwards of 2000 hip operation replacements or nearly 100,000 MRI scans, or nearly 200,000 emergency facility attendances (Crown, 2008). In the area of greatest savings, it was determined from two investigations that the greatest annualised cost recoupments were in gold dental inlay fraud reduction and ophthalmic service containment. These two spearheaded and particularized strategic investigations returned more than 2.2m on an annualised basis. The enormity of the savings in just two areas of concern highlights just how pervasive and ubiquitous the problem is (NHS, 2005/2006). The fraudulent activity most rampantly perpetuated involves patients who claim exemption from NHS charges for "dental treatment, optical vouchers and prescription charges; using false identities or fake prescriptions, and using the NHS for treatments free of charge." (Kelbie, 2008).

Differences Between Trait And Psychodynamic Theories Psychology Essay

Differences Between Trait And Psychodynamic Theories Psychology Essay Personality theories concentrate on how traits are developed and how behaviour is generated. Personality traits are durable dispositions of behaviour that occur across a variety of situations. They are like tendencies; a persons predisposition to react in a certain way in various different situations. Trait theories focus on indentifying the characteristics we possess and the degree to which we possess them. However trait theories are starting to address concerns such as how behaviours are developed, how traits are generated and how our goals and motivations affect the development of traits and the degree to which we possess them (Mischel, 1996). On the other hand, psychodynamic theories of human behaviour assume that human lives are ruled by internal unconscious forces and that these forces; which may be images, opinions, or feelings are the chief determinants of who they are and what they do (Kaslow, Magnavita Patterson, 2002).This essay will relate trait theory in comparison to p sychodynamic theory. Gordon Allports trait theory views personality as a combination of stable internal characteristics that an individual displays in a given situation. Conversely, Sigmund Freuds psychodynamic approach emphasizes the interplay of unconscious irrational forces struggling for control in shaping ones personality. Freud believes that human functioning is influenced by three basic structures of the mind: the id, the ego, and the superego, which emerge developmentally. The id, as stated by Freud, is present at birth and works on the pleasure principle. The ego operates on the reality principle and attempts to satisfy the id while obeying societys rules. The emergence of the ego for Freud symbolizes the origin of consciousness and he refers it as the superego; which is the internalized rules of parents in society (Bernstein, Penner, Clarke-Stewart Roy, 2011). On the other side of the coin, Allport argues that varying strengths of many qualities or traits actually determine the personality of a person. Allport had three categories of traits: the cardinal traits, the central traits, and lastly the secondary traits. The cardinal traits govern and shape a persons behavior. Central traits are characteristics that others use to describe another individual. Secondary traits are circumstantial. More recently, trait theorists have indentified five main factors that make up personality; Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism (Pastorino Doyle-Portillo, 2012).Thus one can assert that traits are relatively stable predispositions to behave in a certain way whereas psychodynamic theory deals with unconscious motivations and conflicts in ones head. Allport uses the concept of personal disposition and the idiographic approach which focuses on studying one person at a time to explain that every human being possesses unique traits that create a personalised type of behaviour in a particular situation. He also specifies that traits are exclusive characteristics to a particular person alone which generates consistent and specific behaviour patterns (Carducci, 2009). On the contrary, psychodynamic theorists focus on group behaviour and making comparisons between people while describing dynamic interactions between individuals (Jarvis, 2004). Thus one can affirm that the trait approach to personality focuses on predicting a specific individual behavior whereas psychodynamic theories centre on predicting typical behaviour of a group of people. Psychodynamic theorists believe that many of our actions depend on hidden beliefs and emotions. These unconscious forces can bring a change in an individuals behaviour and personality. When a person meets other individuals; he involuntarily experiences a must to act as they do so as not to be rejected. Thus, he represses more of his tendencies to be more compatible with the norms of society (Collins ORourke, 2008). In contrast, an individuals behaviour is likely to stay relatively consistent across a broad range of situations over the course of time due to the enduring and stabilizing impact of traits (Mischel, 1996). Hence one can argue that trait theory focuses on constancy in personality while psychodynamic theory hints at change in personality. Trait researchers usually study the processes behind the behaviour related with a specific trait. For example, some psychologists are keen in examining the underlying concerns of shy people which keep them away from the social world (Burger, 2010). Nonetheless psychodynamic theories stress upon the importance of early childhood experiences, the significance of repressed feelings and internal disputes between the conscious and unconscious forces that manipulate our thoughts and behaviour (Plotnik Kouyoumdjian, 2010). Therefore one can state that trait theory focuses on indentifying the mechanisms underlying behaviour while psychodynamic theory emphasizes on describing personality and predicting behaviour instead of explaining why people behave the way they do. Early research has shown that natural physical endowment is more important than environment in determining personality in the sense that it is not simply likely to produce a light or superficial impact on the image that an individual projects vis-Ã  -vis others in the society but rather it is the prime factor which decides whether he or she will be favourably or unfavourably perceived by others in the community. However ownership of a specific trait does not guarantee success in a specific field; for example, honesty, self-confidence and the ability to motivate others are some of the few characteristics which determine leadership. More recent research study showed that an individual possessing the traits mentioned above does not necessarily score high on leadership performance. Combination of both the leadership traits and management skills are needed to create effective leaders (Novick, Morrow Mays, 2007). On the other hand, Freuds psychodynamic theory emphasize hugely on the disp utes between conscious and unconscious forces that manipulate our views and actions (Plotnik Kouyoumdjian, 2010). Thus one can claim that trait theories integrate both the nature and nurture approach when shaping personality while psychodynamic theories rely mainly on the conscious and unconscious forces when predicting an individuals behaviour. To conclude; trait theorists are more concerned with indentifying individual characteristics which when combined can be used to describe personality. Proponents of the psychodynamic theory rely heavily on the dynamic forces of the subconscious to explain the perceptions, and behaviours of individuals. These behaviours can lead people to behave in ways that are ineffective and even self-destructive (Mischel, 1996).

Managing A Personal Computer :: essays research papers

Managing A Personal Computer 1.1 The AUTOEXEC.BAT file is one of files which loads every time the computer is booted. It contains command lines and procedures to run programs and load settings for the system’s hardware and software configuration. It also may contain command lines procedures to run programs which may clean your system’s hard drive of temporary files and viruses. An example of this file is shown below: @ECHO OFF PROMPT $P$G SET PATH=C:DOS LH C:SBCDDRVMSCDEX.EXE /S /D:MSCD001 /M:8 /V SET BLASTER=A220 I5 D1 T4 SET SOUND=C:SBPRO C:MOUSEMMOUSE.COM The first line of this batch file, @ECHO OFF, is programming command which hides all the command lines procedures from the user. The second line is also a programming command that configures the CUI command prompt. The parameters after PROMPT tell the CUI what to show. The $P stands for current drive and path and $G stands for the greater than sign (>). Apart from those two parameters, a user can add any characters after PROMPT and it’ll be shown as the command prompt. The next command configures the CUI to search for files in that directory first before looking in its current location. The SET and PATH command procedures, even though different commands, are used in conjunction to configure CUI environment variables and the parameters displayed after that are what the CUI will search in first. The next command is loading DOS’s CD-Rom drive letter allocater (The CD-Rom driver must be loaded first in the CONFIG.SYS). The parameters after the executable file inform the CUI to allocate a particular drive letter for the CD-Rom and also may inform the CUI to allocate extended memory or how to read the CD-Rom in terms of speed and sectors. The LH configures the CUI to load this command procedure in high or extended memory. The next command procedure allocates the Interrupt and Drive Memory allocation for the system’s sound card as well as informing the CUI of the sound card’s input/output range. The next command procedure informs the CUI to look for all the drivers for the sound card in its parameters which will be a directory on the hard disk. The last command loads the driver for the mouse. This command procedure doesn’t need any parameters and is just a single command procedure telling the CUI to load that executable file. 1.2 A Batch File Which Asks For User Input: @echo off cls IF "%1"=="C" GOTO DRIVE IF "%1"=="D" GOTO DRIVE if "%1"=="c" goto drive if "%1"=="d" goto drive

Economic Contribution of Women Essay

1. Introduction This short paper aims to highlight the important role women have and can play in economic development. It addresses three questions: what is the evidence base to support investing in women? What are the current constraints on realising the full potential of women in the process of economic development? What are the priority areas of intervention necessary to unblock these constraints? It is focussed on women and on economic development, rather than on the wider issue of gender and development. However, before looking at the evidence base, constraints, and interventions, it will provide a brief context of the evolution of thinking around women and development.1 1. The Evolution of ‘Women in Development’ to ‘Gender and Development’ In the  1970s, research on African farmers noted that, far from being gender neutral, development was gender blind and could harm women. Out of this realization emerged the Women in Development (WID) approach, which constructed the problem of development as being women’s exclusion from a benign process. Women’s subordination was seen as having its roots in their exclusion from the market sphere and their limited access to, and control, over resources. The key was then to place women ‘in’ development by legislatively trying to limit discrimination and by promoting their involvement in education and employment. The WID approach led to resources being targeted at women and made particularly women’s significant productive or income generating contribution, more visible. Their reproductive 1 This paper has been prepared with inputs from the membership of the SDSN Thematic Group on the â€Å"Challenges of Social Inclusion: Gender, Inequalities and Human Rights†, including: Kwadwo Appiagyei-Atua (University of Ghana, Legon), Jan Egeland (Human Rights Watch), Todd Minerson (White Ribbon Campaign), Richard Morgan (UNICEF), Sanam Naraghi-Anderlin (International Civil Society Action Network), Elisabeth Prà ¼gl (Graduate Institute of International and Development Studies), Magdalena Sepà ºlveda Carmona (UN Special Rapporteur on extreme poverty and human rights), and Valmaine Toki (UN Permanent Forum on Indigenous Issues). contribution was less well emphasised. While WID advocated for greater gender equality, it did not tackle the real structural problem: the unequal gender roles and relations that are at the basis of gender subordination and women’s exclusion. This approach also focussed on what have been termed practical gender needs, such as providing better access to water, which would reduce the amount of time women and girls must spend in domestic activities and thus allow them more time for education or employment. There was no questioning why collecting water has been constructed as a female responsibility, or why improved access to water is a need of women and girls only. In the 1980s, the Gender and Development (GAD) approach arose out of the critique of WID. GAD recognised that gender roles and relations are key to improving women’s lives, with the term ‘gender’ suggesting that a focus on both women and men is needed. More recently, the need to understand how gender intersects with other characteristics such as age, ethnicity and sexuality has been noted. The GAD approach recognises that it is not sufficient to add women and girls into existing processes of development but there is also a need to problematise why they are excluded, advocating that the focus should be on addressing the imbalances of power at the basis of that exclusion. GAD also questions the notion of ‘development’ and its benign nature, implying a need to shift from a narrow understanding of development as economic growth, to a more social or human centred development. GAD projects are more holistic and seek to address women’s strategic gender interests by seeking the elimination of institutionalised forms of discrimination for instance around land rights, or ensuring the right of women and girls to live free from violence, for example (Molyneux 1985; Moser 1989). The 1990s witnessed the ‘rise of rights’ as many NGOs and agencies adopted a rights-based approach to development. Rights increase the recognition that women’s demands are 3 legitimate claims. The most notable success for the women’s movement has perhaps been the establishment of sexual and reproductive rights as such. Within this has been recognition of women’s right to live free from violence, and a broadening of understanding of violence against women from ‘domestic’ to ‘gender based’. There was also a shift in understanding development as meaning economic development to a more holistic social development focus, yet economic growth remains the main driver. For the majority of large development organisations and agencies, the WID approach has now largely been replaced by GAD, which has been institutionalised within the notion of gender mainstreaming. Mainstreaming  involves ensuring that a gendered perspective is central to all activities, including planning, implementation and monitoring of all programmes, projects, and legislation. While critiqued if undertaken merely as a ‘tick box’ exercise, gender mainstreaming offers a potential for placing gender at the heart of development. However, women’s ‘rights’, particularly sexual and reproductive health rights, are not universally accepted as rights, and violence against women remains prevalent across the globe, and women still lack full and equal participation in economic and political life. Mainstreaming has yet to succeed and there is a need for a continued prioritisation of integrating women into development. 2. Evidence on the Importance of Women to Economic Development The most influential evidence on the importance of women to economic development has come from research used to support the World Bank’s ‘Gender Mainstreaming Strategy’ launched in 2001 (Dollar and Gatti 1999; Klasen 1999). This research highlighted that societies that discriminate by gender tend to experience less rapid economic growth and poverty reduction than societies that treat males and females more 4 equally, and that social gender disparities produce economically inefficient outcomes (World Bank 2001a). For example, it is shown that if African countries had closed the gender gap in schooling between 1960 and 1992 as quickly as East Asia did, this would have produced close to a doubling of per capita income growth in the region (WBGDG 2003). The primary pathways through which gender systems affect growth are by influencing the productivity of labour and the allocative efficiency of the economy (World Bank 2002). In terms of productivity, for example, if the access of women farmers to productive inputs and human capital were on a par with men’s access, total agricultural output could increase by an estimated 6 to 20 percent (World Bank 2001b). In terms of allocative efficiency, while increases in household income are generally associated with reduced child mortality risks, the marginal impact is almost 20 times as large if the income is in the hands of the mother rather than the father (WBGDG 2003). Identification of women as being a reliable, productive and cheap labour force makes them the preferred workforce for textiles and electronic transnational corporations. Perception of women as ‘good with money,’ including being better at paying back loans, has led them to be targeted in microfinance programmes. Recognition of women as more efficient distributors of goods and services within the household has led to them being targeted with resources aimed at alleviating poverty, such as cash transfer programmes. The above shows how the justification for including women in development in economic growth has been an efficiency argument, with equity concerns being 5  somewhat secondary. Critics suggest this instrumentalist approach to engendering development, while bringing economic growth gains, will not fundamentally change the position and situation of women. It is important to note that while gender equality will help bring economic growth, economic growth will not necessarily bring gender equality. Advancing gender equality requires strengthening different dimensions of women’s autonomy: economic and political autonomy, full citizenship and freedom from all forms of violence, and sexual and reproductive autonomy (Alpà ­zar Durà ¡n 2010). 3. Constraints on Realising the Full Potential of Women in the Process of Economic Development Investment in the human capital, health and education, of women and girls is presented as a key way forward as witnessed by the MDGs. The logic is that ‘educated, healthy women are more able to engage in productive activities, find formal sector employment, earn higher incomes and enjoy greater returns to schooling than are uneducated women†¦Ã¢â‚¬â„¢ (WBGDG 2003: 6). Educated women are more likely to invest in the education of their own children, and they are also more likely to have fewer children. Thus investment in human capital has positive short and longer term/inter-generational outcomes and is good for both productivity gains and limiting unsustainable population growth. However, attention has narrowly focussed on ensuring the equal access of girls to primary education. Inequality of access to secondary and higher education persists, as does the limited engagement of girls in the study of science and technology, limiting  the future life and employment options of adolescent girls. Willingness to school, feed, and provide healthcare to girls is far more strongly determined by income and the costs of providing these services than is the case for boys. Sen’s ‘100 million missing women’ is testimony to how girls are discriminated against in terms of the allocation of household resources to the point that it creates a gender imbalance in some societies and countries. Families are often unwilling to invest in the education of girls if this investment is not perceived as bringing them direct economic gains — girls are valued only as wives and mothers, and/or marriage transfers any potential future gains from this investment to another family. As 1 in 7 girls marries before the age of 18 in the developing world (UNFPA 2012), early and forced marriage remains a key issue and an important factor limiting young women’s engagement in both education and economic activities. Justice institutions, from the police to the courts, continue to deny women’s right to justice. Women and girls remain unable to access justice, given that in many countries there are still laws that discriminate against women in relation to the family, property, citizenship and employment. Justice systems also do not meet the needs of specific groups of women, such as indigenous women who are discriminated against and face violence in the public and private spheres based on both gender and race (UNPFII 2013). Cultural factors limit women’s rights and engagement in the workplace. Religion still has a key role to play in determining gender norms in many cultures and fundamentalist views across the spectrum of religions threaten or deny women’s rights, including rights related to sex and sexualities, and to mobility and employment. Economic fundamentalism, policies and practices that privilege profits over people, also deny women their rights as workers and to work. While political culture is important for bringing change, women continue to have a limited voice at the local and national levels, and women  are not able to fully participate in formal systems of power. In the majority of cultures unequal gender and generational relations exist within households with the male ‘head’ having a high level of control. A woman going out to work is often read by others as meaning the man is unable to provide for his family, making men reluctant and thus limiting women’s engagement in paid work through violence or the threat of violence. When women do engage in paid work, it can improve their voice in the home and ability to influence household decision-making. It can also lead to conflict in the home, especially if women earn more than men, or women’s employment coincides with men’s under or unemployment. In the last decades, a ‘crisis in masculinity’ has been recognised, relating to the changes in men’s roles and positions through processes of globalisation, suggesting a need to focus attention on men if these changes are to bring transformative progress towards greater equality, rather than further harm women. Women continue to suffer limited mobility and, in some cultures, women are not able to leave the home if not accompanied by a man, effectively negating any type of paid employment. Even when women are allowed to leave, they may face verbal, sexual and physical abuse from unknown males for being in the street and face gossip and stigma within their own communities. The growing levels and extremes of violence against women have been captured in the notion of femicide – the killing of women by men just for being women, including ‘honour killings.’ In Mexico for example, the term femicide has been used to describe female factory workers being killed for going against gender norms and engaging in paid work outside the home. One in three women across the globe will experience violence at some stage in her lifetime. Violence against women and girls, or the threat of violence, be it physical, sexual or emotional, both in the private and public spheres, at the hands of known and unknown men, 8 remains a key limiting factor to women’s mobility and engagement in  processes of development. Women who work at home have limited opportunities. While women are very engaged in agriculture, this is generally subsistence rather than cash crops. It is estimated that women own only 1% of property and lack of rights to inherit or own land, which severely limits women’s engagement in larger scale cash crop production. Even when women can inherit land, the need for male protection or labour may mean they will give the land to male relatives. Lack of land ownership may also stop them participating in schemes to improve agricultural output, while lack of wider assets disallows them from accessing loans. Given their lower asset base, women farmers may be most affected by climate change, and while having knowledge of how to adapt, they may be least able to adopt appropriate adaptation strategies. World Bank research has highlighted how the poor are less likely to engage in higher riskreturn activities and the result is that the return on their assets is 25-50% lower than for wealthier households (Holzmann and Jà ¸rgensen 2000). While not a gendered analysis, women’s relative poverty, lack of assets, and lack of experience might mean they are particularly risk averse keeping them from higher return economic initiatives. However, women have been shown to use micro-finance effectively to develop small enterprises and are recognised as good at paying back loans. When women are in paid employment, they are more likely to be engaged in part time rather than full time work, in the informal rather than the formal sector, and across the globe women earn less than men for comparable work. 9 During the recent financial crisis, measures to protect ‘the poor’ through employment programmes have not considered the gendered dimensions of crisis, yet women may have been more severely affected than men and in more diverse ways. Economic and financial crises cannot be seen in isolation from food, fuel, water, environment, human rights, and care crises (AWID 2012). Women face particular risks during disaster, which climate change may increase, and during conflict. In particular, the risk of physical and sexual violence increases. Agencies not only fail to protect women and girls, but their  reproductive and particularly their productive needs are often overlooked in crisis response and peacebuilding. While remunerated work is important for women, it is important to remember that women still undertake the bulk of unpaid work in the home, household plot, or family business. They have the primary responsibility for caring for children and older people as well responsibility for undertaking activities such as collection of water or firewood. Women play the key role in the ‘care economy’, which not only provides care to the young, old and the sick, but also is vital for ensuring a productive workforce. As this work is not remunerated, it is undervalued and lies outside general conceptualisations of the economy. Women engaged in paid work often face a double work day, since they may only be ‘allowed’ to work as long as their domestic duties are still fulfilled. This means women are time poor and the time burden may impact on their health and wellbeing. To alleviate this burden and free women to enter paid work, daughters may be taken out of school to cover the domestic work, with related negative impacts on their education and ability to seek remunerated work in the future. Women’s continued inability to control their own fertility means that childbirth limits their ability to engage in productive activities. Even when reproductive health services are 10 provided, this is not enough to ensure women’s ability to access them. Men may see the decision over if and when to have children to be their decision, and large numbers of children may be read as a sign of male fertility and power, which becomes more important when masculinity is threatened. In many cultures, discussion of sexualities remains taboo, denying access and rights to those who do not conform to the heterosexual ‘norm’. The sexual and reproductive rights of adolescent girls in particular may be overlooked and they may be denied access to reproductive health services if they are unmarried. Research establishes a link between education and women’s ability to control their fertility. Studies also show that paid work can promote greater understanding of sexual and reproductive rights among women. Women’s socially constructed altruistic behaviour means that economic resources that enter the household via women are more likely to be spent on household and children’s needs. Female-headed households may not be the ‘poorest of the poor’ as popularly constructed, since women who live with men may suffer ‘secondary poverty’– the household overall is not poor but, as the man withholds income for personal consumption, women and children within the household are poor (Chant 2006). When women earn, men may withhold even more of their income, leaving women and children with access to the same level of resources but improving the position of women through greater control of those resources. This ‘irresponsibility’ of men has meant women have been targeted within poverty reduction and social policy initiatives. While the targeting of women with resources is welcome, the associated â€Å"feminisation of obligation and responsibility† (Chant 2008) for delivering policy outcomes may not only marginalise men but add further to women’s existing triple burden of reproductive, productive, and community management work. It may privilege their reproductive over their productive role and reinforce women as mothers rather than workers. Care needs to be taken to ensure that programmes serve women’s needs and women are not merely placed at the service of these policy agendas (Molyneux 2007). It is important to remember that policies to promote economic development that include women but do not tackle the structural inequalities at the basis of their exclusion may bring growth gains, but will not necessarily bring gender equality gains. 4. Priority Areas of Intervention Necessary to Unblock these Constraints Women’s groups and movements across the globe continue to promote as fundamental the need to respect and defend women’s sexual and reproductive health rights. Women’s groups and movements also continue to be fundamental to promoting these rights, but many find themselves under threat for this focus. Sexual and reproductive rights are critical for social and economic development. Without these rights, women and adolescent girls cannot make decisions around fertility, repeated childbirth keeps them from income generating activities and reduces productivity, and early and forced marriage keeps young women from education and employment. Sexual, emotional and physical violence and the threat of violence limits women’s mobility, confines women to the home, and keeps them from engaging fully in processes of social and economic development. Men and boys can have a role to play in the prevention of genderbased violence and the promotion of gender equality. Threats to women’s rights exist on many levels, including those posed by culture, religion, and tradition, as well as processes of globalisation and economic change. A right gained is not a right maintained unless there is constant monitoring of rights. There is a need to strengthen women’s access to both formal and informal justice systems, and ensure these are responsive to advancing all women’s equal rights, opportunity, and participation. Improving women’s political voice is also crucial here. Women’s responsibility for unpaid domestic work makes them time poor as well as more economically dependent on men, yet is vital for ensuring a healthy and productive workforce. While investment in infrastructure such as water, sanitation and electricity is important to ease the time burden associated with these tasks, it does not change how unpaid work and the care economy is conceptualised and valued. Financial, environmental, and health crises intensify the need for care services with the care burden falling disproportionately on women and girls. Policies to provide affordable, quality child care and adequate healthcare services would not only free women to enter paid employment, but also help change care work from being understood as a ‘domestic’ responsibility to a collective responsibility. This change in how care work is conceptualised and valued should be a longer-term goal. In the short term, there is a need to create full, decent productive employment opportunities for women and access to finance, as well as continue to provide social protection, and more importantly promote and value women as ‘good with money’. Key for economic growth is the promotion of women’s economic rights which entails promoting a range of women’s rights: their sexual and reproductive rights and rights to education, to mobility, to voice, to ownership, and to live free from violence. References Alpà ­zar Durà ¡n, L. 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