My Own Culture, Race, Ethnicity, And Kinship - 1374 Words

In today’s society, one’s own culture, race, ethnicity, and kinship is an important aspect to describing an individual. This relationship can be effected in terms of physical appearance and social situations within ones everyday life. Throughout my own life, family and kinship has positively influenced my own values and morals. Because of these aspects, I have experienced some stereotypes of my own race. Throughout my life, my family has impacted how I have looked upon my own morals and values. I grew up within my nuclear family around me, including my mother and father. My parents value hard work into every aspect of their own lives. Because of this, I use this as a daily moral and reminder in my own life. I’m also close with my†¦show more content†¦Although some cultures practice arranged marriages and polyandry for different purposes, it is interesting to understand and respect those values of another culture. Through my extended family on my fatherâ €™s side, the impact of agriculture and landownership has been an impactful aspect of my life. In Jamestown, Ohio, my great grandparents have a farm that produces vegetables and meats that are produced for profit. When I was a child, I visited their farm frequently and learned how to raise pigs for potential meat consumption. This practice was respected and valued within the Jenkins bloodline from my great grandparents to this generation. This is similar to individuals for families in India in the reading by David McCurdy called â€Å"Family and Kinship in Village India†. These individuals valued the impact of family-centered landownership within the economic market. Such practices of family farms are like these aspects in India, much like my father’s family bloodline. Both families value the homegrown market economy for potential profit. This similarity is significant in both societies to impact the market for food consumption. When I was a little girl, I naturall y learned to be a female who performs feminine norms and jobs. For example, gender socialization was evident when I played with the stereotypical toys that girls would play with. I would play with dolls for hours, not knowing the slightest bit about cars and trucks. Because of myShow MoreRelatedGender, Religion, Race, Ethnicity And Nationality People s Self Concept850 Words   |  4 Pagessexuality, religion, race, ethnicity or nationality people’s self-concept is structured around multiple identifiers. Depending on context some identifiers are more predominant than others, however, these identities enable people the ability to understand and differentiate themselves from others. While all identities are important, a crucial dimension of identity often dismissed as a major contributor to self-individuality is national identity (Baldwin, 157). Partaking in a culture, society or communityRead MoreEssay on Racism1251 Words   |  6 Pageswhich may include superficial characte ristics often associated with race. This paper will express my opinion of how racism will effect America. I will base information from Webster’s definition of Racism, reading assigned for the course, and some of my own ideas on ways to overcome this obstacle as a nation. Racism has historically been defined as the belief that race is the primary determinant of human capacities, that a certain race is inherently superior or inferior to others, and/or that individualsRead MoreDifferent Types Of Parenting Styles1495 Words   |  6 Pagesexamine the different type of parenting styles as it relates to ethnicity and various cultures. What exactly is ethnicity and culture? The Oxford Dictionary defines ethnicity as â€Å"the fact or state of belonging to a social group that has a common national or cultural tradition.† Ethnic groups are individually different based on their race, religion and, traditions. They can differ in terms of languages, foods, stories, customs and, values. Culture, according to the Oxford Dictionary is defined as, â€Å"the artsRead MoreIn Analyzing The Effect Of Conflict On Gender Both Peterson940 Words   |  4 Pageschildren are often the most vulnerable in conflict situations. Peterson specifically states that coping ec onomies are â€Å"most obviously feminized, it is primarily women who are assigned, and assume, responsibility for sustaining families, households, kinship networks, and even neighborhoods† P.15. (define coping economy in footnotes). Raven-Roberts also made a similar observation when she notes that community livelihoods systems are one of the most affected areas during and after conflict. (define livelihoodRead MoreDetroit s Convict Culture Has Shaped The Lives Of Many Young American Men1318 Words   |  6 Pagesargue, Detroit’s convict culture has shaped the lives of many young American men in Detroit America. Through using structural power to create systemic interaction among society. By using ideological, economic, political and military power to shape public ideas and values through institutions like Detroit’s detention facility. The detention centre has both positive and negative effects on the convicts, designed to enforced cultural beliefs often differen t from one’s own culture. The centre brings togetherRead MoreHow Bikers Are Strange?1351 Words   |  6 Pagesunusual coincidence among bikers- a characteristic that all bikers share. Something about riding a bike changes you in a way nothing else can. Bikers possess a certain maturity unlike anything else. I am not sure if it has to do with confronting your own mortality, or the feeling of freedom you get when escape the trivialities of life. I do not know if it has to do with the brotherhood you get from fellow bikers, or if the experience puts everything else into perspective, but Bikers truly are a differentRead MoreThe Past1775 Words   |  8 Pagesillustrates the surrounding of suburbia which is then juxtaposed by the poet’s discussion of her dream. Oodgeroo’s polemic argument on the fact that she will never forget the mistreatment of not only towards herself but also to the whole aboriginal race by white people is created through her use of language devices, which builds the negative tone. In line â€Å"Let no one say the past is dead† (1) the words â€Å"no one† acts as an absolute. Personification is used in the line when death, a human quality isRead MoreNotes On The Bond Bikers1705 Words   |  7 Pagesmotorcycle ownership, there is an unusual coincidence among bikers- a characteristic all bikers share. Something about riding a bike changes you. Bikers possess a certain maturity unlike anything else. I do not know if it has to do with confronting your own mortality, or the feeling of freedom you get when escaping the trivialities of life. It could have something to do with the brotherhood you get from fellow bikers, or if the experience puts everything else into perspective, but Bikers truly are a dif ferentRead MoreI m Black Not African American2627 Words   |  11 PagesI’m black not African American My research question is: Does the term African American offends heritages that are classified within that label/category? For some time now, there’s been a battle about the term African America, whether is suitable for all black races in America. I do not think it is. The term leaves out other black heritages in America that usually would go into that label/category. The term â€Å"black† dates to the 1960s and 1970s and the civil rights movement. The Black Power movementRead More English Language Learning Essay1783 Words   |  8 Pagesis important to contextualise the process of identity formation of Gujarati women with what was happening in Britain in regard to race relation at both the time of their arrival and the various stages of settlement since. The 1970s was a period when many Gujarati families arrived in the UK as refugees or economic migrants, which is marked as a period of contradictory race discrimination and immigration control legislation (Brah 1996). This period is also marked by the routine involvement of women

Transition from Early Years Free Essays

string(124) " will also be children in Foundation Stage who by the end of the year are already accessing aspects of Year One curriculum\." This assignment is based upon my understanding of child development and children’s learning, considering the curriculum for the Early Years and the curriculum for the Early Years Foundation Stage/Key Stage One. I propose to outline a rationale for effectively continuing children’s learning, from the end of the Early Years Foundation Stage into Year One and include strategies to support transitions, effective curriculum delivery and links between the EYFS and the National Curriculum. Throughout the assignment I will refer not only in general but also to how my research has help me as a practitioner help my setting to effectively continue children’s learning. We will write a custom essay sample on Transition from Early Years or any similar topic only for you Order Now Looking at Government reports about transition from the Foundation Stage to Key Stage One, Ofsted nationally identified issues between reception and Key stage One practice. In 2004 they produced a report entitled Transition from the Reception Year to Year 1 (Ofsted 2004). Findings suggested that there was not enough consideration relating to the Foundation Stage and Year One curriculum. Ofsted recommended the following ‘point for action’ â€Å"Schools which admit pupils to the Foundation Stage should ensure that learning experiences in Year One build upon practical approaches and structured play in Year R (Reception) (Ofsted 2004:3) The Department for Education and Employment (DfEE) and research from the National Foundation for Education Research (NFER) identified the biggest challenge to transition, as the EYFS curriculum is play based, Key Stage One is a more structured curriculum. They found that some children were worried about moving into Year One because of the amount of work expected and the length of time they were expected to sit and listen to the teacher. The government decided to produce a guidance document entitled Continuing the Learning Journey (NAA 2005) which is attended to support schools and Local Authorities in working towards improving transitions between the Foundation Stage and Key Stage One. The Foundation Co-ordinator and Year One teacher from school attended this course about two yeas ago and have tried to improve the transitions between our unit and Key Stage One. More recently the Head and Deputy Head teachers have attended several courses relating to the Proposal of the New Primary Curriculum. Sir Jim Rose has proposed a number of changes to the New Curriculum which will impact on transition and include moving away from Primary subjects and towards new ‘areas of learning’ that are intended to be linked to the EYFS. A number of staff meetings have taken place within our school discussing the review of the New Primary curriculum with all Teachers and hopefully will be implemented across the whole school as soon as possible this depending upon the forthcoming election. Unit meetings have started to take place enabling Foundation Staff and Year One staff to look at how the EYFS and the New Primary Curriculum objectives overlap/link enabling Year One teachers to continue each individual child’s learning journey. All teachers know that children are different, each one having their own ‘Unique’ individual needs. When a child leaves the Foundation Stage and enters Key stage one, they have not necessarily achieved all the objectives in their profile and therefore are not ready to access the Year one National Curriculum. I can see little benefit to any child beginning Year One Numeracy and Literacy objectives, in particular, with children who are not ready in terms of ability and maturity. It makes far better sense to begin Year One with the children’s profiles and to allow time for each child to achieve all the profile objectives before launching into the more demanding Year One objectives. If you look at the PSRN and CLL objectives for the latter part of the Early Years Foundation Stage and Numeracy and Literacy for Year One term one, there is an overlap, with the Early Years Foundation Stage goals including some of the National Curriculum level One. Similarly, there are objectives in the Early Years Foundation Stage profiles in other areas of learning which overlap with the Year one objectives in Science, History and Geography, ICT, Design technology and RE – KUW. PSHE and citizenship – PSED. Music, art, drama and creativity – CD and Physical development-PD. In addition, simply because a child moves from the Foundation Stage into Key Stage One shouldn’t mean that the curriculum ceases being active. Young children learn best when they are engaged in worthwhile, hands on experiences. On the same premise, play does not have to end but it needs to be teacher initiated and led in order to be of much educational value, for instance, children are unlikely to spell words correctly, if there isn’t a teacher to help sound out the letters in the word. Ros Bayley and Sally Featherstone are writers on teaching and learning have written a book entitled Smooth Transitions. In it they state ‘a three year olds brain is twice as active as an adult brain and this level of activity continues to the age of 9 or 10. Children develop 50% of their eventual ability to learn before the age of 4 and another 30% before they are 8. Adult interaction and physical activity continue to make a massive difference to learning during childhood’ When measuring the difference between boys and girls they found that ‘most girls have made sufficient links to their brains to begin the complex skills of reading and writing by the time they are four and a half while in most boys it is nearer to six’ They also say that research from all over the world tells us that children learn best from doing and that boys are â€Å"doers†. If we want boys to succeed in the Foundation Stage and into Key Stage One we must allow them to develop through an active curriculum. Bayley and Featherstone conclude that everything we know about the brain is consistent with the guidance for the Foundation Stage. We must use that knowledge in Key Stage One and use it to shape how we teach rather than what we teach. There will also be children in Foundation Stage who by the end of the year are already accessing aspects of Year One curriculum. You read "Transition from Early Years" in category "Papers" This is sometimes of particular significance for the summer-born Foundation Stage children, who may turn five right at the end of the Foundation Stage year therefore close liaison between staff regarding the academic and personal aspects of each child’s development is absolutely vital. The detailed knowledge that support staff have of the children as people and learners should be shared. Time and effort invested in this will help with differentiation, as well as children’s wellbeing, on entry into Year One. As part of my research, I visited the Year One class teacher in our school to establish how she plans for the transition from the Early Years Foundation Stage into Year One and to get her views about whether the transition process the school has in place is a ‘seamless journey’ or if there was more staff could do to improve this. One of the Year One teacher’s worries as I am sure is the same with most Year One teachers is the pressure she feels under to achieve outcomes to get children ready for Year Two Standard Assessment Tests (SATS). But as from this year our school has abolished not only Year two but Year Six SATS as well. This will ease the pressure enabling her to concentrate more on the transition period and continuing each child’s learning journey. The transition process we have in place for starting Nursery and reception is, I believe a ‘seamless journey ’ The Early Years Foundation Unit recognise that the transition from the home to Nursery and Nursery to Reception class is an important step in a child’s school life and it is our intention to make this a positive experience for every child. We endeavour to provide our children with a smooth transition from home to Nursery and Nursery to Reception Class. Yewdale Early Years Foundation Unit brochure 2009/10) however my opinion is that the transition from The Early Years Foundation Unit to Year One has not been successful, perhaps this is because that since I have been working in the Unit, big changes have taken place; The Foundation co coordinator leaves, an NQT takes over reception class and the role of EYFS coordinator (who has made a huge impact to the unit and who has become a great team Leader and friend), a new head teacher takes over the school and the Nursery and Reception classes merge to become a Early Years Foundation Unit and the Year One teacher is on maternity leave. This module I believe has helped me to make a positive contribution to the whole school approach about how we are going to help the children leaving the Early Years Foundation Unit have a smooth transition into Year one. Meetings have taken place between the Early Years coordinator and foundation staff and the Year One teacher and teaching assistant to discuss as a team, strategies to support transitions and to imply them during the summer term. Taking into consideration, the aim of the EYFS, is to help young children achieve the five Every Child Matters outcomes therefore by looking at the Every Child Matters document focusing on the five outcomes be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being I believe that by ensuring that children grow up to lead a safe, happy, healthy and successful life the transition strategy process should be; Be Healthy: Guidelines in place to ensure pupils physical and emotional health. Children are supported through the transition period by ensuring that Year One Staff have a full and accurate picture of each child’s needs prior to teaching them. During the Summer Term children have an opportunity to visit their new classes and meet their new teachers and stay for short visits and for the Year One teacher to visit in the reception class where the children are in familiar secure surroundings. Year One children have timetabled sessions in the Reception Outdoor area, the Year One class does not have access to their own outdoor area, and this enables hysical activity to take place in familiar surroundings. Stay Safe: The school to provide a safe environment and ensures that pupils know the school’s expectations for conduct and behaviour. Foundation Stage Unit Classes use the Key Stage One playground at lunch times throughout the school year and at playtimes during the Summer Term. This enables the children to become familiar with the rules and routines of Year One rules. From the Spring Term children in the Foundation Stage, reception age children only have access to morning playtimes and dinnertime playtimes. Enjoy and Achieve: The school provides an environment and atmosphere in which pupils feel safe and happy, and therefore can enjoy and achieve within the school environment. Children should see similar areas of provision in the Year One classroom e. g. role play, construction, sand/water, writing materials, well organised and accessible resources, staff working together, children should experience a similar environment. Learning through first hand experiences and being able to learn outside. The Year One class has got similar continuous provision areas to the Early Years Foundation Unit, which includes role play, sand/water, creative, construction, small world, reading area and access to laptops. They do not have access to their own outdoor area, this is the case in many schools, but do have three outdoor ‘playtimes’ a day two with Reception and Key stage one and one at lunch time with the whole school. Resources in Year One should be built up to reflect the Reception classes and more kinaesthetic experiences have been woven into the curriculum. The Foundation Unit and Year One class conduct PSHE and Circle Time Sessions using the SEAL/SEAD Programme and provide opportunities to share children’s thoughts and feelings regarding transition into Year One and to incorporate a variety of learning styles into Foundation Stage and Year One planning to engage all children, I think it is very important as a practitioner to take time to find out how the children in your care feel, therefore by giving them opportunities to express their feelings through drawing, painting or writing will help us to make their journey as seamless as possible. Make a Positive Contribution: Pupils are supported and helped to develop socially and emotionally through Circle Time (SEAL), classroom rules and routines and the schools’ Behaviour Policy. From Reception children are able to represent their class through the forum of the School Council so that pupils’ voices are heard. These meetings are held weekly and discussed with the rest of the school during assembly times. Achieve Economic Well-Being: Aim to provide good quality education and to prepare pupils for the future. Looking at the continuity of teaching and learning an effective curriculum delivery, in the Summer Term Reception Classes should begin to take on some elements of the more formal aspects of learning, whilst still engaging in active learning experiences. This continues in the Autumn Term of Year One and beyond. Reception and Year One staff liaise closely during the Autumn Term to ensure that the needs of individual children are fully understood in context and therefore met, within the educational setting of the classroom and the school. The new primary curriculum builds on the principles of the Early Years Foundation Stage and promotes play-based learning. In the early stage the content of the curriculum is generic to the area of learning therefore the curriculum is now more reflective of the Early Years Foundation Stage Curriculum and builds on and extends the experiences children have had during the Foundation Stage by planning for a variety of learning styles, such as role play, and imaginative play, visits and visitors, practical activities. Children’s personal and independent learning should be encouraged through opportunity to choose activities and resources, so encouraging their ability to make decisions and own their own work. This is already happening in the Foundation Unit and so supports the transition process. Data from the Foundation Stage Profiles is used to inform planning and assessment processes in Year One. The Year one teacher will look at the Foundation Stage profiles and start by ‘filling in the gaps’ as stated where children have not attained the Early Learning Goals by the end of the Reception years, Year 1 teachers should ensure gradual and smooth transition from the foundation ethos to the more structures, teacher-directed ethos of Key Stage,(Lesley Staggs, 2004) this can only be done if their learning journeys including foundation profile data are forwarded to her and that each child’s learning and personal needs are fully discussed with the Year One teacher. The teacher can then start to find out as much as she can about the child as a learner and to use the information to plan the next steps. Children in the Reception class with Special Educational Needs who receive one to one support or are part of our morning Nurture group, the transition will be handled sensitively to ensure support continues in Year One if appropriate. It is equally important that parents/carers are informed and asked about how they feel about the transition not only for their children but how they feel themselves. All families are important and should be welcomed and valued in all settings (EYFS 2. 2, 2008) Schools should have a very strong ethos of volunteer parental help within the classroom and in the school as a whole. This is well established in our Foundation Stage Unit and continues throughout Key Stage One and beyond. This tradition supports children in their transition between Key Stages. Parents/carers in the Early Years Foundation Unit and Key Stage One are offered the opportunity to attend a Family Learning free 14 hour course to help them to recognise how children develop number skills through play. It is designed to support parents in helping their child to achieve their full potential at school. During the Autumn term there will be a literacy based course held. Parents/carers will from this year receive a Key Stage One Booklet produced by the school at the beginning of the Autumn Term that supports parents in understanding the changes their child will experience, and so be able to support them during and after the summer school holidays in making the transition. Parent’s Evenings are held three times a year given opportunities for staff parents/carers to discuss child’s development and any concerns. In addition to this the Foundation Unit encourages an ‘Open Door’ policy where parents are welcome to come and discuss their concerns and their child’s needs at any time during the school year. This applies in Year One too. It is also important to remember that after the transition has taken place, Foundation Stage and Key Stage One Co-ordinators work with their teams to ensure that the transition Policy is implemented effectively and Foundation Stage and Key Stage One staff meet regularly throughout the year to discuss the progress of both groups and individual children in both Key Stages. In conclusion, I feel that by carrying out research before and during this module has helped me to understand the great importance of a smooth transition for children in the Foundation Unit moving to Key stage One and not only does it involve the children but also various staff members and parents/carers. It involves time, thought and commitment to ensure that it is a positive experience for all children and can only be a success by Foundation Staff and Year One staff working closely together. We are still in the early stages in our school at introducing new ways of working together as a team to produce a seam-free transition for every child, I think so far so good! We are coming to the end of Summer term one and strategies are in place for Summer Term Two including a draft copy of a Transition Policy. Unless the transition is well managed children may become disengaged, learning could be impeded and there may be a consequent rise in poor behaviour as children struggle to adapt to a different and more formal approach. (DFES 2004) How to cite Transition from Early Years, Papers

Engstrom auto mirror plant free essay sample

The Engstrom Auto Mirror plant employs over 200 people at its Indiana location. In May 2007, the Engstrom Auto Mirrors plant, a relatively small supplier based in Indiana, faces a crisis. The business was in the second year of a downturn. Sales had started declining since 2005; a year later, plant manager Ron Bent had been forced to lay off more than 20 percent of the work force. Plant productivity was dropping, employee morale was low, and product-quality issues had begun to surface. Relationships with key customers were at risk. When the plant had reached a similar crisis point years earlier, the institution of a Scanlon Plan, a company-wide employee incentive program, had proven critical in building morale, increasing productivity and product quality, and leading Engstrom into a turnaround. Workers were motivated by the bonuses to increase their productivity, thus saving the plant from its unprofitable state. For several subsequent years, Engstrom workers had received regular Scanlon pay bonuses. We will write a custom essay sample on Engstrom auto mirror plant or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But the bonuses had stopped in 2006, and now Ron Bent must determine how to get the plant back on track. GENESIS: CURRENT SITUATION The old incentive scheme is not working properly. The employees had lost trust in participating in bonus scheme as bonus was not paid for months. The Company’s productivity completely depends on the working and goodwill of the employees. The employees stopped taking interest in the company. SCANLON PLAN The plan had following specifications †¢The labor saving would be split 75% to empolyees and 25% to the company †¢A reserve would be established of 75% of the employees and 25% of before the company’s monthly payments †¢Scanlon production and screening committees were set up to evaluate employees suggestion in detail †¢The base ratio was set up by the management and changes in the same would only done if there is changes in the factors that affect the base ratio directly COMPANY BENEFITED FROM SCANLON PLAN -Proven critical in building morale. Increased productivity and product quality. Leading Engstrom into a turnaround. -Workers expressed satisfaction with the changed working condition. The company’s profits increased gradually they started earning high profits -The company was achieving growth in their sector -The employees were satisfied with the financial rewards which they were receiving ANALYSIS: The scanlon plan would have continued to work in both good and hard times. Engstrom had made a major mistake in implementing their reward plan. They assumed money would be the ultimate motivator for their employees. Which it appeared to work, however, when the company was not paying the scanlon bonuses on time, the employees began to lose trust in the company and the motivation stopped. Engstrom had a reserve set up to cover bonuses when the company fell short, and the employees knew this, so they began to feel taken advantage of it. Workers at Engstrom have complained that supervisors should not receive such a high bonus, because they were â€Å"not working as hard†. When employees perceive that their input is not producing as much output (in the form of bonuses) as another person’s equal or lesser input, they often respond by reducing their own input. Employees complained that the Scanlon plan was too complicated, leading to distrust on the honesty of their bonus amounts. Employees expected that their effort would produce bonuses; however, increased performance actually resulted in decreased bonuses due to the complicated nature of the plan. Thus, employees feel as if their effort is not leading to the expected rewards, contributing to the lack of motivation.

Totto-Chan a Little Girl Sitting by the Window Essay Example

Totto-Chan a Little Girl Sitting by the Window Paper It is a diary of the author named Outsets Groaning who also has a lovely nickname Toto-chain. The word diary maybe not as exact as the one memoirs because she wrote this book base on her memory since she was a child. Call her Toto-chain (it Is much easier than reading her full name). Reading this book makes me admire her a lot although at that time she was only a little girl. If you read this book I bet you will be surprised a lot because of her thought and behavior. How simple and mature (Included Immature) she Is. Let have a read and see the way she treated everyone around her, the way she faced and reflected all the events In that period. Everything was described with the simple words Like a story of a primary- girl, but they are very attractive and you can easily Image the whole picture of Japan at that time. Toothache was an active and clever child. She could spend several hours to tell her favorite stories or to play anything she loved to. We will write a custom essay sample on Totto-Chan a Little Girl Sitting by the Window specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Totto-Chan a Little Girl Sitting by the Window specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Totto-Chan a Little Girl Sitting by the Window specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Toothache was expelled from her first primary school because she always made noise to be paid attention, she liked to do everything herself naturally (of course every teachers Hough that was wrong and Toto-chain was out of rule). Toots;-chain moved to the new primary one named Tome Gangue where she met Mr.. Sickbays, an admirable headmaster. At that time, Mr.. Sickbays was said to be a model teacher because of his strange education method (of course he was going on the right way but not too many parents believed in his program so that Tome had only fifty pupils). He spent a lot of time to go to many countries all over the world to study and find the most suitable method to apply in his country, his school. He knew that teaching children in primary level was synonymous with showing them how to improve their good heartsickness. At school Tome, all of the pupils were never offered doing something strictly. Mr.. Sickbays created the best condition for them to express themselves naturally. No subjects were forced, children completely could study whatever they want. The teachers work was helping them when they need. Toto-chain and other pupils In Tome all loved the headmaster with a bald head. Toto-chain had the strong Impression on Mr.. Sickbays because on the 1st day she moved to this school, he was the only one sitting in nearly 4 hours to hear all her analogical stories no louts could be patient like that. School Tome Gangue was built by the old railroad cars. If I were a child at the same time with Toto-chain, I would Like to study In this special school. Looking at Tome, It realized everyone a train moving In the autumn sunshine, It satisfied the curiousness of the pupils and excited their creation. Toto- chain was a little girl, everything happened around her was realized with a simple mind. She always took care on everyone around her, from her family, her classmates, even her chickens, her dog Rocky by a simple way but moving. Each pupil in Tome ad a tree to watered, Toothache had one and she loved to climb on the tree and see so far away to image Osaka city. Yashmak-chain was a disable children who was one of the Toothaches classmates. He was paralytic and could not move easily. Rearing ten part wanly scarred lotto-can Nellie Yashmak-can to calms on near tree, to show him Where was Osaka city? was very touching (This book has only 60 short parts. And in part 56, Yashmak-chain died because of his disease. In part 59, Toto-chain lost Rocky, a dog, a close friend of her. I hate these parts of looses >

Hume essays

Hume essays In the Meno, Plato justifies the possibility for ones mind to uncover knowledge. Knowing one can obtain knowledge motivates the mind to gain more knowledge. Plato explains the theory of recollection by first questioning what virtue is, then demonstrating the process through the questioning of a slave boy. Although a few weaknesses present themselves in Platos argument, Plato presents a valid theory on how our minds can obtain knowledge. The discussion of Platos theory of recollection evolved from a single question, What is virtue? When questioning Meno on the single definition of virtue, Plato was never satisfied. He never accepted Menos answers because Meno gave virtuous definitions, not virtues definition. For example, Meno claimed, if you want a womans virtue, that is easily described. She must be a good housewife, careful with her stores and obedient to her husband. Then there is another virtue for a child, male or female, and another for an old man, free or slave (Platos Meno). All of these are examples of how a persons role becomes virtuous but never defines what virtue really is. Plato questions Menos self-knowledge of virtue, but Meno expounds virtuous characteristics rather than giving a definition of virtue. This presents a problem because if Meno does not know what virtue really is, then he cannot apply which characteristics associate with virtue and which do not. When Plato asks, Does anyone know what a part of virtue is, without knowing the whole? (Platos Meno), Meno agrees this is simply impossible. This presents a logical argument against Menos definition(s) of virtue. Plato believes the conversation to search for what virtue really is should continue despite achieving no success in their first efforts to form a satisfactory definition. Meno becomes very aggravated with Plato and proposes ...

5 Types of Phrasal Adjectives That Require Hyphens

5 Types of Phrasal Adjectives That Require Hyphens 5 Types of Phrasal Adjectives That Require Hyphens 5 Types of Phrasal Adjectives That Require Hyphens By Mark Nichol Hyphens, for the most part, have been relieved of their duty to connect prefixes to root words (though many people persist in unnecessarily hyphenating such terms as nonprofit). The primary function of the hyphen now is to indicate the interdependence of words that modify a noun, and many writers remain confused about or ignorant of their application in phrasal adjectives. The following sentences illustrate the types of errors that often occur. 1. That’s a totally played out joke we’ve seen a million times before. Unless two or more words that modify a noun constitute a standing phrase (such as â€Å"real estate† in â€Å"My sister is a real estate agent†), those words should be linked with one or more hyphens: â€Å"That’s a totally played-out joke we’ve seen a million times before.† (This strategy eliminates the possibility that readers will be confused about the meaning of the sentence, asking themselves, â€Å"How is an out joke played?†) 2. Police are seeking stun-gun wielding bandits who robbed beer from a convenience store. When one of the elements of a phrasal adjective itself is an open compound, as in â€Å"stun gun† here, writers sometimes correctly link the words in that compound but neglect to include one between that noun turned adjective and the adjective itself, an omission rectified here: â€Å"Police are seeking stun-gun-wielding bandits who robbed beer from a convenience store.† (Again, this form clarifies that the last two words in the phrase â€Å"stun-gun-wielding bandits† do not constitute a noun phrase; the sentence is not about the stun-gun subtype of a criminal called a wielding bandit.) 3. During this time, he started developing his man of action persona. Phrasal adjectives of the noun-preposition-noun form follow the same rule: â€Å"During this time, he started developing his man-of-action persona.† (This style compartmentalizes â€Å"man of action† into a single idea to aid in quick comprehension.) 4. He was signed to a $10 million a year contract. When a reference to a large amount of money modifies a noun, the number and the order of magnitude are not hyphenated (â€Å"$10 million contract†). However, the value â€Å"$10 million† is part of a phrasal adjective here, so it and the other two elements (a and year) must be linked: â€Å"He was signed to a $10 million-a-year contract.† 5. His resurrection came with unintended consequences, as is always the case in this sort of it’s not nice to fool Mother Nature morality tale. When an extended phrasal adjective that consists of a stock statement, as above, is not formatted as a modifying phrase, it cannot easily be identified as such until the reader reaches the end of the sentence, creating a significant obstacle to narrative flow. So that the sentence need not be reread for comprehension, unify the entire phrase: â€Å"His resurrection came with unintended consequences, as is always the case in this sort of it’s-not-nice-to-fool-Mother-Nature morality tale.† In this case, however, because the phrasal adjective consists of a quoted saying, it is easier on the eye to simply frame the statement in quotation marks: â€Å"His resurrection came with unintended consequences, as is always the case in this sort of ‘It’s not nice to fool Mother Nature’ morality tale. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:The Meaning of "To a T"Peace of Mind and A Piece of One's MindQuiet or Quite?

The Duality of Human Nature in Dr. Jekyll and Mr. Hyde Research Paper

The Duality of Human Nature in Dr. Jekyll and Mr. Hyde - Research Paper Example Just like any other man, Dr. Jekyll had also thoughts and utterances of evil and the character was afraid of acting it out because of the prevailing social norms. Dr. Jekyll was situated during the Victorian era where propriety and social demeanor are highly stressed. The difference between Dr. Jekyll and a regular person who have the same tendency is that Dr. Jekyll went as far as using his intellect and profession by creating a drug that would unleash the evil in him without the control and restraint of his good conscious self. The drug created Mr. Edward Hyde who is a representative of pure and adulterated evil which contains Dr. Jekyll’s evil side. Mr. Hyde is amoral and this was manifested in his physique that he looked despicable, grotesque and deformed (Singh and Chakrabarti 221). Dr. Jekyll thought that he could experience the pleasure of his both good and evil side with the creation of Mr. Hyde. He thought that Mr. Hyde would consummate his evil desires that longed to be release. Mr. Hyde indeed acted out Dr. Jekyll’s evil side only that Mr. Hyde evoked feeling of disdain among Dr. Jekyll’s friends who asked him earnestly to severe his relationship with Mr. Hyde. It is obvious in the novel that Dr. Jekyll did not give up Mr. Hyde or his evil side. This resulted to the growing power of Mr. Hyde that eventually overpowered Dr. Jekyll leading to a series of murders and grotesque events. The novel is more than the transformation of Dr. Jekyll to Mr. Hyde which has a grotesque and despicable appearance. It is in fact an analysis of the duality of the self against the social backdrop of Victorian setting which highlighted the personal, physical and social ambivalence of man and his surroundings that shaped him. The novel discussed the anxiety of the self as it relates to the world that produced a variety of stimuli that is often externalized in

A Characteristics Analysis of Scarlett Letter Defying on Major Essay

A Characteristics Analysis of Scarlett Letter Defying on Major Characters - Essay Example Hawthorne as a moralist defines the novel an investigative journey of human decency. While also as a determinist and skeptic thinker of human psychology some romanticism somehow presents the novel is a notable one of its own kind of interpersonal conflict by the nature of relationship and chemistry of different choices of intimated looks. Hawthorne, not apprehensive with the causes of committed sin, seems to overlook the outcomes of practicing so. For Hawthorne, sin has a conditional perspective by an individual’s strength of feelings in the way of life he has to go. By his view, an individual should only feel guiltiness when he acts against the creator, nature morally and subjected to the highly exercised social code or general standards of morality. Indeed all the three main characters –Hester, Dimmesdale and Pearls- in Hawthorne’s â€Å"Scarlet Letter† are characterized with the psychological schisms that are based on the perception of their sin. Contra st between Hester’s and Puritan View of Sin and Adultery Unlike Dimmesdale, Hester is an evil in the society’s eye. Though Hester has been abandoned by the society because of her adultery, she never perceives her adultery as an offense against God. She consciously avoids such feeling of being isolated from creator as she believes her disloyal act not a typical sin against the creator. Hester Prynne is treated by the society of the time as a great sinner, an outcast an object of ridicule and contempt. This attitude of society makes her feel that the scarlet letter â€Å"A† is burning on her bosom. In all her intercourse with society there is nothing to give her the feeling that she belongs to it. She awakens only horror and repugnance in the minds of the townsfolk whose words of scorn and hatred often fall upon her â€Å"like a rough blow upon an ulcerated wound† (Hawthorne, 2005, p. 45). When strangers look curiously at the scarlet letter, â€Å"they bra nded it afresh into Hester’s soul† while â€Å"an accustomed eye had like wish its own anguish to inflict.† (Hawthorne, 2005, p. 67) It is extremely painful for the readers to read about the way Hester Prynne is treated by this puritanical society and there is no doubt that Hawthorne’s own sympathies are on the side of Hester. The attitudes of even the leading citizens like Governor Bellingham and the Reverend Mr. john Wilson, towards Hester’s guilt show patriachy. Hester possesses the distinctive womanly virtues such as passionate devotions of a wife and a mother. After she gets her sentence she remains physically meek. But mentally she remains defiant. Due to the pressure of the puritan society, she gradually moves away from a woman’s natural sphere. She does not accept adultery as a sin but she does accept it to be a violation of social norms and customs. She comprehends that Pearl’s existence is the violation of a great law but she continues to be submissive to that law but defiant to the society. She is still at odds with society when she suggests flight with Dimmesdale. Even at the time of the minister’s public confession, she hopes that she and Dimmesdale will be united in the next world. After the death of Dimmesdale, she has to start a new life. But she must learn about the impropriety of her past thinking, Mathews (1957) says, â€Å"But she must recognize the unsoundness of her past thinking and make inner expiation† (p. 282). In her humble cottage she takes the proper place of women, with a natural compassion and love for those who need her. Dichotomy in Arthur Dimmesdale’s Character Though Dimmesdale occupies a reverend position in the Boston society,

Physical Eduaction Essay Example for Free

Physical Eduaction Essay In society’s struggle against the growing obesity epidemic and the rising number of health related illnesses, it is becoming increasingly important to ensure children are being taught the significance of participating in regular physical activity and to also attain an understanding of the different aspects of physical education. Physical education can be defined as the understanding, development and teaching of the sociological, physiological and psychological aspect within sport and physical activity. Physical education helps students develop social skills and understanding which will ultimately enable the student to become a positive member of society. Physical education also allows students to develop their own skills and knowledge of sports and physical activities, which in turn will help promote a healthy, active lifestyle and potentially provide future career opportunities. Physical education has the potential to make significant contributions to the education and development of children and young people in many ways. see more:physical education in the philippines Physical Education is the main institution for the development of physical skills in children and young people. Educational theorist Telama, has highlighted the idea that schools are the main environment for many children to be physically active, whether it is through physical education programs or after-school activities (Telama et al, 1997). The physiological benefits of Physical Education are well established. Regular participation in physical activities can help lead to a longer and better quality of life, reduced risk from a number of health related diseases and many psychological or emotional problems. Regular physical exercise can reduce the risk of hear disease, type two diabetes and high blood pressure while also helps in the prevention of weight gain and depression or anxiety (Wuest Fisette, 2012). Basic movement skills that are developed through Physical Education programs are the foundations of almost all sporting and physical activities. Booth suggests that ‘there is evidence that those who have developed a strong foundation in fundamental movement skills are more likely to be active, both during childhood and later in life’ (Okely et al, 2001). Motorlogical benefits can also be seen through Physical Education in the form of developing important movement skills, which are needed throughout day-to -day life. Such movement skills include: flexibility, agility, strength, speed and hand-eye coordination. Through a relevant and efficient Physical Education program, students have the potential to develop skills and technique, which may provide possible career pathways later in life. The sociological benefits of Physical Education provide students with the tools to become an active and influential member of society. Physical education theorist, Svoboda states that ‘numerous studies have demonstrated that appropriately structured and presented activities can make a contribution to the development of pro-social behavior’ (Shephard, 1997). Students who participate in physical education have the opportunity to develop important social skills while working in a collaborative environment; this is the fundamental for building and maintaining friendships and relationships through life. Evidence suggests the Physical Education has the potential to bring individuals from a variety of social and economic backgrounds together in a shared interest. This ultimately offers a sense of belonging to a team of club, provides the opportunity to develop values and competencies, and helps develop social networks (Bailey, 2005). Academic benefits and positive behavioral im provements can also be attributed to Physical Education. A study in France during the early 1950’s found that children who participated in regular physical activity showed fewer disciplinary problems and had greater capacity for concentration. In more recent studies, evidence indicates that again these students showed positive behavioral improvements are now also showing improvements in academic performance (Shephard, 1997) In addition to the physiological and sociological benefits of Physical Education, students can also psychologically benefits from regular physical activity. Wuest and Fisette suggest that ‘participation in exercise promotes positive thought and feelings. These serve to counteract negative thoughts and feelings as well as mood states associated with depression and anxiety’ (Wuest Fisette, 2012). Psychological benefits of participating in physical activity include: a reduced state of anxiety, improved mood and emotions, alleviating symptoms associated with mild depression and an improvement towards social interactions and relationships. A positive relationship between exercise and psychological states is clearly evident, with various research showing different explanations on how this relationship occurs. Physical Education is an imperative foundation in the development of all students. Physical Education provides the social and physiological constructs on how to not only become an active, connected member of society, but how to also lead a healthy and active life while reducing the risk of serious illnesses. Furthermore, in reducing the likelihood of developing mental illnesses such as depression and anxiety. Physical Education also carries significant psychological benefits. Physical Education has the potential to make substantial contributions to the education, development and wellbeing of all students. In each area discussed; physiological, sociological and psychological, there is evidence that proves Physical Education can have a positive and profound effect.

Shakespeares Macbeth as Tragic Hero Essay -- Macbeth essays

Macbeth as Tragic Hero      Ã‚  Ã‚   Aristotle defined a tragic character is a man who â€Å"falls into misfortune through some flaw." (Grube, 5) Shakespeare's tragic hero is a man who falls from his position of honor and respect due to a flaw in character and ultimately arrives at a fatal end. (Nostbakken, 2) Macbeth is an epitome of a tragic hero. He had a good nature, but was driven by greed and a quest for power. Macbeth had been a military hero,   loved and praised by the people, but his blind ambition resulted in his destruction, and all his past greatness and happiness were lost. This essay will explore Macbeth’s path toward destruction and show how he became the epitome of a tragic hero.      Ã‚  Ã‚  Ã‚   Macbeth was obviously a patriot and the protector of the king at the beginning of the play. (Slethaug, 13) We imagine him to be a good warrior with extraordinary prowess and loyalty. He defeated the insurgent troops and was highly trusted. As Duncan said, "He is a gentleman on whom I built An absolute trust". (I.iv.14-15) Even the King had great love in this real hero.      Ã‚  Ã‚  Ã‚   But his was controlled under the supernatural force when he met the witches of prophecy, contributing to the degeneration of this character. When the witches foretold Macbeth that he was to be Thane of Cawdor, Thane of Glasmis and King hereafter, Macbeth's ambition to the kingship had been aroused. He said, " My thought, whose murder yet is but fantastical ¡K"(I.iii.140) shows that he started imagining to get the throne by evil means for the fulfillment of the promised kingship.   The imperfect speakers of misleading prophecies brainwashed him, striving up his deep ambition and leading him to step closer to the edge of dismal abyss. And later they also g... ...ed himself, to put all his possessed greatness and happiness in ruin, and ended himself in ultimate hate and demise.      Works Cited Brooke, Nicholas, ed.   Macbeth. Oxford: The Oxford University Press. 1990. Brown, John Russell. Shakespeare Macbeth. Southampton: The Camelot Press. 1965.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Coursen, H.R.   Macbeth-A Guide to the Play. London: Greenwood Press.1997. Elloway, David. Macbeth By William Shakespeare (Macmillan master guides).     Macmillan Education Limited. 1985. Grube, G.M.A, ed. Aristotle "The Poetics", Poetry and Style. Indianapolis: Bobbs Merril. 1958. Nostbakken, Faith. Understanding Macbeth. USA: Greenwood Press. 1997. Slethaug, Gordon. "Lecture Notes" for ENGL1007. Hong Kong: The University of Chicago. November 2000. Wain, John. Shakespeare Macbeth. Hong Kong: The Macmillan Press Ltd. 1968.   

Bead Bar Network Paper

Bead bar specializes in making beads jewellery for the customers. They have three divisions’ namely studios, franchises and bead bar on board that requires to be connected for synchronization of activities. It is required to create a network design and the appropriate topology which would be of good to the company for communicating the requirements and sharing information to keep in synchronization with the current state of the business.The network topology would be discussed which would make the communication feasible and possible with regard to all the physical and network barriers.The network design is the architecture which would give a clear picture of the interconnection of devices and the departments to facilitate the sharing of business information. The final section discusses the pros and cons of the proposed topology in question. Background information of Bead Bar: Bead Bar as an organization is departmentalized into three divisions namely studios, franchises and bea d bar on board. The present situation does not create a network among the divisions and thus creates inconsistencies in information sharing and knowledge about the company as a whole, at any given point of time.A computer network would facilitate the process of getting the entire job done for every customer at a lesser time than usual. It would make sure that information regarding ones choice and preferences would be catered and stored for future benefits. The network would enrich the communication among the divisions which in turn would facilitate greater workability and functionality in operation. Recommendation overview: The network recommendation for the Bead Bar could be capitulated into LAN and WAN.The internal network within the divisions would have a LAN network; however the inter-department communication would be made possible using WAN. Creating a LAN would create an internal network which can be made possible for connecting the personnel in the very department itself. For the LAN network, switches and hubs are used for connecting the sole division itself and for WAN routers are used for interconnecting each other. Explanation of the Network Design: All the three divisions of the company are interconnected using the network cable in a wired network using both LAN and WAN.Using LAN the computers are interconnected within the office or building premises so that all the employees are able to get information on demand. The head office has a central server where all the information us stored in the database. The other offices are also networked using the LAN technologies. The switch is two layered and used to take care of the storing and forwarding mechanism as stated in Tanenbaum (2003). Using WAN the network connections are using the public data services and get connect to internet and using VPN technology, using login credentials.Network Topology: The LAN technology follows a star topology with hubs. The interconnecting devices used facilitate the use and share of information. The hubs are used to store and forward the information. Star topology is used which would facilitate the efficient use of network resources (Star Topology). Advantages of the architecture: †¢ Having a star topology would make it less expensive in relation to mesh topology. †¢ In a star, each device needs only one link and one I/O port to connect it to any number of other devices (Forouzan, 2003).†¢ It makes the star topology easy to install and reconfigure with time and need. †¢ Star topology requires far less cabling and any additions, deletions and moves involve only one connection between that device and hub. †¢ It is quite robust in nature; if one link fails the others do not cease to operate. This factor also enhances the fault identification and fault isolation. †¢ As long as the hub is in working condition, it is quite easy to monitor link problems and bypass defective links. †¢ A WAN is used for connecting to the i nternet so as to get connected with the other departments across geographic locations.†¢ VPN technology is used to validate the user of the network so that the connection established is secure in nature. It would use the login name and password facilities to enable a secure way of handling data. †¢ A database server is used so that all the information is stored centrally and all the users access the information using their credentials. †¢ The VPN also makes sure that not all users would be able to access all for ms of data an data security and integrity is restricted using the login credentials. Drawbacks of the architecture:†¢ The VPN technology would be quite expensive to implement (VPN). †¢ The cost of switches and hubs would be costly. †¢ The use of websites where all the computers are used for accessing directly the internet would have made the architecture more accessible but security would have been less. Even the cost of web server would be incu rred quite high. Conclusion The primary objective to connect has been taken into account and the network topology has been discussed to give shape to the entire network for interconnecting with the various divisions in the company.The network architecture and the drawbacks associated with it are thoroughly examined for its feasibility and communication. The network topology would have an upper hand on the drawbacks and is quite sufficient to inter-connect the enterprise to capitalize on its resources. References/ Bibliography Forouzan A. Behrouz (2003). TCP/IP Protocol Suite, second edition. Tata McGraw Hill. Physinfo (2006). Network Topologies. Retrieved October 26, 2007 from http://physinfo. ulb. ac. be/cit_courseware/networks/pt2_1. htm

Advertising Is a Wasteful Expenditure or an Investment

There has been a constant debate about â€Å"advertising† that whether it is a useful or wasteful expenditure of resources. Advertising plays a crucial role in today’s world where there are so many brands vying for the customer’s attention. If not advertising, how else would you as a consumer know what all there is you could choose from? Though a useful tool, it must be well utilized to create an impact. Many a times, we as consumers remember the setting of the ad but forget the brand that was being advertised†¦this is definitely a pitfall and must be looked into.For an ad to have a real impact, it must be able to create brand retention. Advertising is the main source of â€Å"Customer Education† in marketing. Its main advantage to the customer is that we become aware of the products in the market and have a competitive advantage in buying the products and services. Its main advantage to the seller is in the manner of informing the prospective custome rs of the values of the products and capturing them.In older days, ads were on papers and pamphlets and billboards. In this electronic era, it has captured the TV and the internet. Therefore advertising is not a waste of resources. But as companies make their advertising expenditure on customer then it would be a bit problematic condition for customers as companies just look for their profits and if the advertising agency is not good then the whole budget goes waste.So i think company should be effective to make an ad as for this era advertising is an important aspect for all types of businesses. But company should not make the ads on the costs of customer’s money as they don’t give customer a big return but they have a huge returns and companies absorb bloods of poor customers. So i think that should be stop or minimized as in India rich are becoming more richer and poor becoming more poorer

Examples of the Null Hypothesis

Examples of the Null Hypothesis The null hypothesis- which assumes that there is no meaningful relationship between two variables- may be the most valuable hypothesis for the scientific method because it is the easiest to test using a statistical analysis. This means you can support your hypothesis with a high level of confidence. Testing the null hypothesis can tell you whether your results are due to the effect of manipulating ​the dependent variable or due to chance. What Is the Null Hypothesis? The null hypothesis states there is no relationship between the measured phenomenon (the dependent variable) and the independent variable. You do not​ need to believe that the null hypothesis is true to test it. On the contrary, you will likely suspect that there is a relationship between a set of variables. One way to prove that this is the case is to reject the null hypothesis. Rejecting a hypothesis does not mean an experiment was bad or that it didnt produce results. In fact, it is often one of the first steps toward further inquiry. To distinguish it from other hypotheses, the null hypothesis is written as  Ã¢â‚¬â€¹H0  (which is read as â€Å"H-nought,† H-null, or H-zero). A significance test is used to determine the likelihood that the results supporting the null hypothesis are not due to chance. A confidence level of 95 percent or 99 percent is common. Keep in mind, even if the confidence level is high, there is still a small chance the null hypothesis is not true, perhaps because the experimenter did not account for a critical factor or because of chance. This is one reason why its important to repeat experiments. Examples of the Null Hypothesis To write a null hypothesis, first start by asking a question. Rephrase that question in a form that assumes no relationship between the variables. In other words, assume a treatment has no effect. Write your hypothesis in a way that reflects this. Question Null Hypothesis Are teens better at math than adults? Age has no effect on mathematical ability. Does taking aspirin every day reduce the chance of having a heart attack? Taking aspirin daily does not affect heart attack risk. Do teens use cell phones to access the internet more than adults? Age has no effect on how cell phones are used for internet access. Do cats care about the color of their food? Cats express no food preference based on color. Does chewing willow bark relieve pain? There is no difference in pain relief after chewing willow bark versus taking a placebo. Null Hypothesis Examples

An Overview Of Life Satisfaction Literatures Social Work Essay

An Overview Of Life Satisfaction Literatures Social Work Essay This chapter begins with literatures about life satisfaction and important personal and situational predictors of life satisfaction in older persons, then in order to provide a theoretical background for this study attempt to define the most important components of structural and functional support. The next portion will focus on the ways in which significant personal and situational characteristics might affect on structural and functional components. The focus will then shift to the effect of structural and functional components specifically on life satisfaction. And finally specific theories and models that have been proposed to explain the role of structural and functional components in the life satisfaction of older adults will be addressed. Over the past few years, the world’s population has continued on its remarkable transition from a state of high birth and death rates to one characterized by low birth and death rates. At the heart of this transition has been the gro wth in the number and proportion of older persons. Such a rapid, large, and ubiquitous growth has never been seen in the history of civilization (Norman mood, happiness, life satisfaction, and morale. Factors such as morale, life satisfaction and happiness are considered to be important in determining subjective well-being in the elderly (Kim, Hisata, Kai, and second as an internal and subjective perception, the individuals’ evaluation of their lives, the second approach is now more widely used (Miller, 1997). Life satisfaction is a very personal assessment, one must decide one’s own life satisfaction criteria. Two individuals may share very similar lives, and one may find life satisfactory and the other may not (Quadhamer, 1999). Havighurst proposed that measuring life satisfaction as an â€Å"inner† assessment was a better measure of successful aging. Such a measure would accommodate individual differences in conceptions and values of growing older. Specific ally, the individual whose personality most values an active life style could be as satisfied with his life as one who is more passive (Havighurst, 1961).

Anthropological Puzzle Assignment Example | Topics and Well Written Essays - 750 words

Anthropological Puzzle - Assignment Example The hunter who catches the large animal has the best part of the meat. Power also translates to their marriage traditions and male regard for large families. 2. What does the AAA statement on Race say in regards to biological vs. socio-cultural constructs of race? Give 2 specific examples. Why does this document say that that construct ‘race’ was invented? It says the ‘construct’ invented to separate by visible differences those who had power over others before DNA studies could show there were more differences within groups than between them. So, to create a labor force, control politics and channel wealth, differences that grouped people by physical similarities were a handy way of deciding who would rule and who would obey. But rather than biological or phenotypic differences, it is socio-cultural traditions that define groupings of people into nations or tribes. The way people behave and bring up their children determines what ‘race’ they belong to. Divisions were obvious among European American, black African slaves, and indigenous Indian people. In places like Europe, racial myths were exploited to gain dominance over Jews, Romanies, and homosexuals under the power of white Aryan supremacists. She showed how weak or deformed babies were left to die, and mothers displayed no grief or regret, a practice widespread through the community. Most mothers abandoned children with no chance of growing into useful adults or those who would be a drain on energy and resources. This heartless way seemed at odds with Western notions of natural maternal love. She saw the mothers were hardly able to look after themselves and had multiple pregnancies with many infant deaths, so the culture allowed women indifference for the ones that died, reserving love and care for the ones that lived. It made her redress the generally held assumption that maternal instinct is universal and innate.