Social Studies

Social studies is defined by the Board of Director of the National Council for the social studies as, the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and neutral sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. There are two main characteristics of social studies as a field of study. First is social studies promoting civic competence, the knowledge, skill, and attitudes of a student needed to assume â€Å"the office of citizen† in our democratic republic. The National Council for the Social Studies considers civic competence as a main goal for social studies. The NCSS says, students who learn these skills in social studies will help shape the future of a democratic society. The second characteristic of social studies is the social studies program, K-12, integrates knowledge, skills, and attitudes within and across disciplines. A third characteristic is one in which social studies programs help students construct a knowledge base and attitudes drawn from academic disciplines as specialized ways of viewing reality. This can be achieved with courses such as, history, geography, political science, sociology, and language arts, English and fine arts. Examples from each help students experience concepts reflectively and actively, through reading, thinking, discussing and writing. The fourth characteristic of the social studies program is the demonstration of the changing nature of knowledge, fostering entirely new and highly integrated approaches to resolving issues of significance to humanity. The social studies program should help students gain knowledge of how to know, how to apply what they know, and how to participate in building a future. A well designed social studies curriculum will help each student achieve a blend of personal academic, pluralist, and global views of the human condition with a personal perspective, academic perspective, pluralist perspective, and global perspective. A personal perspective will help to explore events and recurring issues, consider implication for self, family, and the while nation and world community. Students should be able to make choices for themselves and others. Students should learn how to construct an academic perspective through study and application of social studies learning experiences. Based on diversity, social studies students should construct a pluralist perspective. A global perspective includes knowledge, skills, and commitments needed to live wisely in a world that possesses limited resources. It involves viewing the world and the people with understanding and concern. A social studies student will be able to connect knowledge, skills, and values to civic action as they engage in social inquiry. Knowledge is constructed by learners as thy attempt to fit new information, experiences, feeling, and relationships. In social studies educators draw from a number of disciplines to construct circular experiences enabling students to actively relate new knowledge to their existing understanding. For students to be better thinkers and better decision makers, they must have contact with those accustomed to thinking with precision, refinement, and clarity. They should be encouraged to be critical. Skills promoted in an excellent social studies program includes, acquiring information and manipulation data, developing and presenting polices, arguments and stories, constructing new knowledge, and participating in groups. The social studies curriculum focused on how values are formed and how they influence human behavior rather than on building commitment to specific values. The emphasis is placed upon helping students weigh priorities in situations in which a conflict exists between or among values. With each position students will be able to improve the ways in which they deal with persistent issues and dilemmas and participate with others in making decisions about them. Students who pose knowledge, skill, and values are prepared to take appropriate civic action as individuals or as members of groups devoted to civic improvements. The principles of teaching and learning document which must undergird all social studies programs include, social studies teaching and learning are powerful when they are meaningful, social studies teaching and learning are powerful when they are integrated, social studies teaching and learning are powerful when they are value based, they are powerful when they are challenging and they are powerful when they are active. The document also states additional requirements to support an excellent social studies program which lie beyond the control of the individual teacher. The purpose of the social studies standard is to serve as a frame work for K-12 social studies program, to serve as a guide for curriculum decision, and to provide examples of classroom practice to guide teachers in designing instruction to help students meet performance expectations. They provide criteria for making decisions as curriculum planners and teachers address issues, and how to access whether students and apply what they have learned. The social studies standards are presented as a set of ten thematically based curriculum standards, corresponding sets of performance expectations and illustrations of exemplary teaching and learning to foster students achievements of the standards at each school level. The ten standards for the social studies curriculums at every school level are, One culture; two time, continuity, and change; three people, places, and environments; four individual development and identities; fume individuals, gourd, and institutions; six power, authority, and governance; seven production, distribution, and consumption; eight science, technology, and society; nine global connections; and ten civic ideals and practices. The NCSS House of Delegates voted in November 1992 to approve the final version of the definition of social studies. NCSS recently issued position statements on curriculum, assessment, teacher education, and professional development. The purposes and goals of social studies are stated in NCSS’s â€Å"Essentials of the Social Studies,† it identifies citizenship education as the primary purpose of K-12 social studies. It states that, effective social studies programs prepare young people to identify, understand, and work to solve problems. Assumptions about social studies as a school subject include social studies as diverse, all students should have access to the full richness of the social studies curriculum, teachers need adequate time and resources to teach social studies well at every grade level, and social studies teachers need to treat the social world realistically and address its controversial aspects. The vision of powerful social studies teaching and learning comes from the goals and purposes of social studies, the assumptions, and the available research and scholarships. Social studies teaching and learning is powerful when they are meaningful, integrative, value based, challenging and active, all of which are equally important. Powerful social studies teaching and learning is likely to become more common when assessment approaches at all levels focus on measuring progress toward social understanding and efficacy goals; teachers benefit and education receives support from administrators, parents, the local community, and government agencies; and the nation successfully meets ceratin currently recognizable challenges. Social Studies Social studies is defined by the Board of Director of the National Council for the social studies as, the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and neutral sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. There are two main characteristics of social studies as a field of study. First is social studies promoting civic competence, the knowledge, skill, and attitudes of a student needed to assume â€Å"the office of citizen† in our democratic republic. The National Council for the Social Studies considers civic competence as a main goal for social studies. The NCSS says, students who learn these skills in social studies will help shape the future of a democratic society. The second characteristic of social studies is the social studies program, K-12, integrates knowledge, skills, and attitudes within and across disciplines. A third characteristic is one in which social studies programs help students construct a knowledge base and attitudes drawn from academic disciplines as specialized ways of viewing reality. This can be achieved with courses such as, history, geography, political science, sociology, and language arts, English and fine arts. Examples from each help students experience concepts reflectively and actively, through reading, thinking, discussing and writing. The fourth characteristic of the social studies program is the demonstration of the changing nature of knowledge, fostering entirely new and highly integrated approaches to resolving issues of significance to humanity. The social studies program should help students gain knowledge of how to know, how to apply what they know, and how to participate in building a future. A well designed social studies curriculum will help each student achieve a blend of personal academic, pluralist, and global views of the human condition with a personal perspective, academic perspective, pluralist perspective, and global perspective. A personal perspective will help to explore events and recurring issues, consider implication for self, family, and the while nation and world community. Students should be able to make choices for themselves and others. Students should learn how to construct an academic perspective through study and application of social studies learning experiences. Based on diversity, social studies students should construct a pluralist perspective. A global perspective includes knowledge, skills, and commitments needed to live wisely in a world that possesses limited resources. It involves viewing the world and the people with understanding and concern. A social studies student will be able to connect knowledge, skills, and values to civic action as they engage in social inquiry. Knowledge is constructed by learners as thy attempt to fit new information, experiences, feeling, and relationships. In social studies educators draw from a number of disciplines to construct circular experiences enabling students to actively relate new knowledge to their existing understanding. For students to be better thinkers and better decision makers, they must have contact with those accustomed to thinking with precision, refinement, and clarity. They should be encouraged to be critical. Skills promoted in an excellent social studies program includes, acquiring information and manipulation data, developing and presenting polices, arguments and stories, constructing new knowledge, and participating in groups. The social studies curriculum focused on how values are formed and how they influence human behavior rather than on building commitment to specific values. The emphasis is placed upon helping students weigh priorities in situations in which a conflict exists between or among values. With each position students will be able to improve the ways in which they deal with persistent issues and dilemmas and participate with others in making decisions about them. Students who pose knowledge, skill, and values are prepared to take appropriate civic action as individuals or as members of groups devoted to civic improvements. The principles of teaching and learning document which must undergird all social studies programs include, social studies teaching and learning are powerful when they are meaningful, social studies teaching and learning are powerful when they are integrated, social studies teaching and learning are powerful when they are value based, they are powerful when they are challenging and they are powerful when they are active. The document also states additional requirements to support an excellent social studies program which lie beyond the control of the individual teacher. The purpose of the social studies standard is to serve as a frame work for K-12 social studies program, to serve as a guide for curriculum decision, and to provide examples of classroom practice to guide teachers in designing instruction to help students meet performance expectations. They provide criteria for making decisions as curriculum planners and teachers address issues, and how to access whether students and apply what they have learned. The social studies standards are presented as a set of ten thematically based curriculum standards, corresponding sets of performance expectations and illustrations of exemplary teaching and learning to foster students achievements of the standards at each school level. The ten standards for the social studies curriculums at every school level are, One culture; two time, continuity, and change; three people, places, and environments; four individual development and identities; fume individuals, gourd, and institutions; six power, authority, and governance; seven production, distribution, and consumption; eight science, technology, and society; nine global connections; and ten civic ideals and practices. The NCSS House of Delegates voted in November 1992 to approve the final version of the definition of social studies. NCSS recently issued position statements on curriculum, assessment, teacher education, and professional development. The purposes and goals of social studies are stated in NCSS’s â€Å"Essentials of the Social Studies,† it identifies citizenship education as the primary purpose of K-12 social studies. It states that, effective social studies programs prepare young people to identify, understand, and work to solve problems. Assumptions about social studies as a school subject include social studies as diverse, all students should have access to the full richness of the social studies curriculum, teachers need adequate time and resources to teach social studies well at every grade level, and social studies teachers need to treat the social world realistically and address its controversial aspects. The vision of powerful social studies teaching and learning comes from the goals and purposes of social studies, the assumptions, and the available research and scholarships. Social studies teaching and learning is powerful when they are meaningful, integrative, value based, challenging and active, all of which are equally important. Powerful social studies teaching and learning is likely to become more common when assessment approaches at all levels focus on measuring progress toward social understanding and efficacy goals; teachers benefit and education receives support from administrators, parents, the local community, and government agencies; and the nation successfully meets ceratin currently recognizable challenges.

In my day by Russell Baker Essay

Russell Baker, talks about his old and ailing mother in â€Å"In My Day†. With her growing age grew her senility, and she behaved like a young child on some days, while she invited her son to her funeral some other days. The author’s main purpose is to unravel the human emotions and highlighting some of the shortcomings we have as humans. He speaks both in subjective and objective terms as he tells of how we all have a habit of bringing to the forefront our past lives, but not realizing that the person who is addressed has no connection with it and is totally indifferent towards it. The stream of thought becomes more subjective when he presents his realizations after meeting his mother and wished to respect his past when he says, â€Å"These hopeless end-of-the-line visits with my mother made me wish I had not thrown off my own past so carelessly.† The dominant impression is formed with care as he presents the details of the mental state her mother is in and the reader is glum upon identifying that. The description of his mother’s character is again done in a beautiful manner and we get a clear idea of the power she exudes as a woman, he calls her a â€Å"formidable woman†. The sensory descriptions are especially notable in â€Å"In My Day†, when Russell has given descriptions such as â€Å"view of hazy blue Virginia Mountains behind the apple orchard†, â€Å"a doll with huge, fierce eyes† and more such descriptions of the past incidents. These techniques combined together make this piece interesting and captivating for the readers.

Benefits Of Outsourcing To Host Country

Benefits Of Outsourcing To Host Country In spite of the recent global economic recession, the worldwide business outsourcing market has achieved tremendous growth, According to one of famous International investment consultancy firm known as â€Å"McKinsey & Company† predicts that the demand for outsourcing services will obtain $230 billion by in 2011 from whole worlds and it will grow and by 10.5 percent (compound annual growth rate.). In the current business world many large organizations are outsourcing various jobs for example call centre services, payroll, e-mail services, Business Process Outsource and HR. As example: HSBC Bank has outsourced their call centres and Electronic Data Processing at India and Sri Lanka. AVIVA Insurance outsourced their call centres at India and Sri Lanka. IBM has outsource business Transformation system and customer contact work [call centres] at India 1.1 Outsourcing Outsourcing can be defined as contact between two companies to provide services which might otherwise be performed by in-house employees. In today’s world there is trend of outsourcing .Many multinational companies are now outsourced various level of jobs, as example such as call centre services, payroll management-mail service assistance. These outsourced jobs are handled by companies who have skilful labours who specialize to provide in services which are located outside the home country. In today business world Outsourcings has become latest trend which is becoming more common in information technology field. 1.2 Reasons for Outsourcings There are various reasons behind for outsourcings. Following section will describe the reasons for outsourcing: Improve Goal Congruence Outsourcing allow management to make attention on the vital or core business issues related with meeting customer needs and maintaining day to day issues. Outsourcings Allow To Access World-Class Capabilities Each notation is specialization in their own core activities. Ex: Qualitative labour-India. Advance technology -China and Japan. Outsourcing allow to access world-class capabilities, including innovative technology and so forth Share Risks With Different Peoples Outsourcing allows management spread certain level of risks as example demand variability and capital investments. Provider Free Resources for non core activities Outsourcing allowing organization to concentrate on non core activities and it allow to allocate those free resources among other activities Reducing Cost By Economic Of Scale Outsourcing allows organization to provide services at lower cost structure, which resulted from economies of scale. Reducing cost is the most persuasive reasons for outsourcing. Allow To Use Resources Not Internally Accessible Outsourcing is most preferable opportunity for companies that have potential to rapid growth, expansion into a new geography area , or spin-offs . Outsourcing Allow to use Resources not internally accessible Allow To Mange Functions Are Difficult Control problems are a one of m ajor reason for outsourcing. However, managers have to find out underlying causes for difficulties rather than outsourcing Even though there are various reason behind for outsourcing , ability of obtaining cost advantages is The main objective of outsourcing is, But lot of organizations are fail to realize any cost advantages received from outsourcing. The famous investment company â€Å"Gartner† is predictive that in 2009, 80% of organizations outsourced by having primary goal of coat cutting bit they are unable to achieve their primary goal of cost cutting, because there are various hidden cost of outsourcing. Such as outsourcing companies have high level of staff turnover rates than other organizations ,Normally it is high as 80% – 100%, cost of losing client due to increases of frustration. Therefore outsourcing must be fully monitored. Can easily fail.

The Greatest American President Ever Essay Example | Topics and Well Written Essays - 750 words

The Greatest American President Ever - Essay Example Gains in the stock market produced numerous millionaires who advanced the Reagan reign because several people adopted Reagan’s communication styles. The nonviolent downfall of the global communalist union that Reagan formerly condemned as an Evil Empire was a monumental victory in the foreign policy of the U.S. Diplomatic and economic accomplishments notwithstanding, the presidency of Reagan also had its imperfections characterized by the broadening gulf between the ordinary working and rich Americans especially when it came to matters that Reagan could not sufficiently address. Others included certain grave foreign policy bloopers and poor relations amidst races. Regardless of these precincts, Reagan retired with superior approval ratings and numerous Americans consider him amongst the greatest presidents because of his ability to transfer the right information to the citizenr . Perhaps, most significantly is that the powerful ideologies of Reagan continue shaping the contour s of politics in America to the current day. Looking back at the last six decades, Reagan is the influential and important president. Loved by the Republicans and detested by the liberals, Reagan transformed five decade of economic and political orthodoxy on its crown, consequently transforming numerous Americans from Roosevelt Democrats into conservatives by communicating his ideals in a comprehensible manner. Reagan is responsible for the growth and participation of conservatives in American politics (Dunn 93). Reagan’ huge influence on the history of America was partly attributable to proper timing and communication. Similar to Frank Roosevelt, Reagan secured the presidency at a period when a considerable American population felt a profound discontent regarding the state of economy, social order, and politics in the U.S. The economy of the country that had taken pleasure in the great and long periods of sustained prosperity, stalled. Real wages became stationary, stock val ues along with corporate gains reduced. Furthermore, inflation and unemployment soared. Ordinary Americans who expected constant increase of their living standards instead encountered rising unemployment, higher prices, and falling wages. The American population had to stomach the painful end of the Vietnam War that eventually ended with the defeat of the U.S. Additionally, underlying cultural conflicts unchecked by the counter-cultural social revolutions became manifest. As such, bitter racial animosity propelled by the policies of the government on affirmative action and school desegregation spread in the South affecting the nation (Dunn 136). The challenges in the social arena, military, and economic impediments affected the country making it seem that the United States was facing several difficulties. At the conclusion of the 1970 period, profound dissatisfaction with life in the U.S. led to transformation. The foundation principles that had regulated the politics of the United States following the establishment of Roosevelt’s New Deal Order appeared unsuccessful. American citizens were prepared to attempt something fundamentally different. Consequently, that marked an opportune ascent of Reagan who preached an optimistic conservative populism doctrine that essentially realigned the politics of U.S. The subsequent Reagan Revolution enhanced a conservative domination period of the social order and American politics that would precede a generation (Dunn

Tesco Case Study Individual Written Assignment Essay

Tesco Case Study Individual Written Assignment - Essay Example Currently, the firm is considered to be the most powerful competitor in the British supermarket industry – being involved also in activities of the retail sector, such as the provision of financial, insurance and telecommunication services. The high diversity in the firm’s activities and the support of promotion across its product line can been considered as the major advantages of the firm towards its rivals. However, the firm’s performance has not always been high; variations can be identified in the level of the firm’s growth, as proved through the firm’s financial analysis. In any case, these variations are temporary and have not influenced the level of the firm’s profitability – as verified using a series of relevant ratios. The stabilization of the firm’s growth would be achieved through the introduction of a series of measures, i.e. the alteration of the firm’s existing strategic plans. A balanced scorecard has bee n developed indicating the policies required for the increase of the firm’s competitiveness – referring to the achievement of a stable growth within the specific industry. The achievement of a continuous growth could be depended on the ability of the firm’s managers to understand organizational needs and potentials – as these elements have been incorporated in the Balanced Scorecard. Tesco is one of the leading supermarkets in Britain. The firm’s activities are expanded above the traditional grocery sales – financial, insurance and telecommunications services are available to the firm’s customers. Currently, the firm is first among the other firms of the particular industry. However, its growth is not stabilized – taking into consideration the fact that its rivals have achieved a higher rate of growth – compared to their performance in the previous years. This fact is clearer in the case of Sainsbury’s – another major competitor in the British supermarket

E-commerce Data Privacy and Security Essay Example | Topics and Well Written Essays - 6000 words

E-commerce Data Privacy and Security - Essay Example However, there are different domains that may portray a negative impact of using e-commerce based services. In this report, we have prioritized issues related to privacy of e-commerce and social networking based websites. As far as website developer is concerned, there are five points that are taken in to consideration in the context of a e-commerce based website privacy policy i.e. What information will be collected?, method of collecting this information, utilizing this information, what level of access does the customer and how to secure this personal information (States 2010). Moreover, we have also highlighted issues related to teenagers publishing every activity on a social network, as these sites are also illustrating negative impact in terms of incomplete and doubtful privacy policies. On the other hand, online buying experience is decreasing due to issues related to misuse of personal information and online hacking that is also referred as cyber-crimes. Furthermore, we have also evaluated several business-to-consumer websites, in order to demonstrate factors focusing on bad or good practices of privacy policy etc. In the end, we have concluded our findings along with the solution to these highlighted issues in the context of online privacy, which has become a major threat. Chapter 1 E-Commerce Overview 1 Introduction The Internet continues to modernize the world’s economy. It is apparently changing the way people live, study, work, participate, and devour. At the hub, of this rebellion is technology. Technology has moved from the "back office" to the leading edge. Namely, the interface between the customer and the organization has changed spectacularly. Increasingly, technology is shifting the organization’s associations with its customers from a... The Internet continues to modernize the world’s economy. It is apparently changing the way people live, study, work, participate, and devour. At the hub, of this rebellion is technology. Technology has moved from the "back office" to the leading edge. Namely, the interface between the customer and the organization has changed spectacularly. Increasingly, technology is shifting the organization’s associations with its customers from a "face-to-face" to a "screen-to-face" communication. The Internet is not an innovation that concerns only one or two sectors of the economy. Because it revolutionizes the way businesses should prudently systematize their activities and go to market, the Internet affects all economic commotions. The business that operates on the Internet is termed as ‘Electronic Commerce’, which has a remarkable history. The continuous research and development have enabled corporate organizations to reconstruct their business strategies. The inte gration of electronic commerce applications lays the foundation for the organization’s digital business process. Marketers around the globe, have experimented a lot on digital marketing in order to generate sales and customer loyalty. Unfortunately, most of them did not succeed. Likewise, the online customers espouse digital technology to be the preferred one for making purchasing decisions. Organizations, keeping this in mind, construct their marketing strategies by re-evaluating their budgets, processes, skills, and priorities.

PICOT ASSIGNMENT#2 ( WILL SEND SPECIFIC INFORMATION) Research Paper

PICOT ASSIGNMENT#2 ( WILL SEND SPECIFIC INFORMATION) - Research Paper Example This is through the review of literature using the PICOT question, in which case it is essential in looking for evidence that supports an intervention (Vollman, 2010). The picot question involves the following elements The intubation procedure should involve the gas exchange, the hemodynamic and the neurologic care, in which case they are essential in critically ill patients (Vollman, 2010). The evidence provided is quite of high level and results in answering the PICOT questions. The application of CLRT is quite easier to maintain, and hence, the application of CLRT leads to prevention of atelectasis than it restores the alveolar patency. The inclusion criteria included all the search results, in which case it had to contain continuous lateral therapy and lung injury, lung complications and ARDS (Davis et al., 2001). The pulmonary complications are the most frequent in mortality and morbidity in critically, ill patients. Studies by the Institute for Healthcare Improvement have had to find that the ventilator-associated pneumonia is leading in the cause of hospital morbidity and mortality. Nurses have even had to implement a two-hour turning of patients in order that they prevent the complications. Despite the continued use of such strategies, there has been no significant improvement in the effectiveness of pulmonary complications. As part of the progressive mobility, the Continuous Lateral Rotation Therapy (CLRT) has been in use in order to reduce the pulmonary complications that have had to result from immobility. The therapy was through continuous motion-bed frames, in which case helps rotate the patient from one side to another. Such strategy is quite effective in improving the pulmonary outcomes in critically ill patients (Dollovich, et al, 1998). Mobilization of patients is quite an accepted practice that helps to reduce the effect of prolonged bed rest. Sometimes it is quite difficult to mobilize patients during the early acute phase

Discuss the arguments for and against the use of Closed Material Term Paper

Discuss the arguments for and against the use of Closed Material Procedures (CMP) in national security matters - Term Paper Example Thus, courts in many cases, have to deny access of specific documents or information to individuals, from the point of view of public interest. Though such measures have been introduced with the primary objective of safeguarding public interest, the issue of CMP has become a controversial topic due to its far-reaching implication of the criminal justice system as a whole. In normal court proceedings, individuals and their legal representatives are allowed to be present and examine all the documents that are allowed as evidences in a case during the trial and such proceedings are known as open procedure. However, in cases where the examination of any documents by individuals is considered as a breach of national security, individuals are not allowed to examine the relevant document and such materials are known as â€Å"closed† materials.3 However, a government appointed lawyer, who represents the individual, or Special Advocate, will be allowed to â€Å"attend all parts ofâ₠¬  the proceedings and extended access to all the documents examined during the trial.4 This is to ensure that the government preserves a â€Å"strong and independent judiciary† to protect the rights and freedom of its citizens.5 On the other hand, the government has a primary responsibility for protecting national security to guarantee the safety and security of the citizens. Thus, it becomes significant that the government strikes a balance between the protection of national security and safeguarding the rights and freedom of individuals. The debate regarding CMPs, thus, focuses its attention on protecting the national security without injuring or compromising the concepts of the freedom of individuals and facilitating them a fair trial. One of the main arguments against CMPs is that the system of suppressing material is â€Å"inherently unfair† and that a hearing that disallows individuals from being present or examining the documents â€Å"undermines the credibil ity† of the legal system.6 The opponents of CMPs further argue that the system of allowing the prosecution, usually represented by the government, to â€Å"present its case† without extending the defence an opportunity of â€Å"public scrutiny† is against the principles of justice.7 They also contend that apart from the inherent risks associated with CMP, it considerably reduces the â€Å"degree of judicial and Ministerial scrutiny† of how the cases are tried and this can have a detrimental effect on â€Å"transparency and accountability† of justice system as well as compromise its â€Å"credibility.†8 Thus, the main argument against CMPs relies on the premise that this practice undermines the concept of fair trial to individuals as in this system they are not allowed to examine all the documents that the prosecution relies on for the purpose of proving their case. It is needless to mention that when a defendant is disallowed the opportunity of viewing a prosecution document, it necessarily pre-empts him or her from properly preparing his or her defence. Thus, this procedure, to a

Database implementation and querying Essay Example | Topics and Well Written Essays - 2000 words

Database implementation and querying - Essay Example SQL> create table a1_language ( language varchar2(15) constraint language primar y key); Table created. SQL> insert into a1_language values ('Romanian'); 1 row created. SQL> insert into a1_language values ('English'); 1 row created. SQL> insert into a1_language values ('French'); 1 row created. SQL> insert into a1_language values ('German'); 1 row created. SQL> insert into a1_language values ('Afrikaans'); 1 row created. SQL> insert into a1_language values ('Spanish'); 1 row created. SQL> insert into a1_language values ('Catalan'); 1 row created. SQL> insert into a1_language values ('Portuguese'); 1 row created. SQL> insert into a1_language values ('Italian'); 1 row created. SQL> insert into a1_language values ('Turkish'); 1 row created. SQL> insert into a1_language values ('Lithuanian'); 1 row created. SQL> insert into a1_language values ('Russian'); 1 row created. SQL> insert into a1_language values ('Japanese'); 1 row created. SQL> insert into a1_language values ('Slovenian'); 1 r ow created. SQL> insert into a1_language values ('Norwegian'); 1 row created. SQL> insert into a1_language values ('Chinese'); 1 row created. SQL> insert into a1_language values ('Serbian'); 1 row created. SQL> insert into a1_language values ('Slovak'); 1 row created. SQL> insert into a1_language values ('Czech'); 1 row created. SQL> insert into a1_language values ('Polish'); 1 row created. ... l ( issn varchar2(9) constraint issn primary key, tit le varchar2(100), url varchar2(110), publisher_id number(3), keyword varchar2(18 0), start_year number(4), end_year number(4) ); Table created. SQL> commit; Commit complete. SQL> insert into a1_journal values ('1222-569X','Annals of the University of Ora dea : Economic Science','http://steconomice.uoradea.ro/anale/en_index.html',114, 'financial accounting, banking, management, marketing, statistics',2005,NULL); i nsert into a1_journal values ('1311-0160','Balkan Journal of Medical Genetics',' http://versita.metapress.com/content/120841/',118,'genetics, genetic engineering ',2007,NULL); insert into a1_journal values ('1222-569X','Annals of the University of Oradea : Economic Science','http://steconomice.uoradea.ro/anale/en_index.html',114,'fina ncial accounting, banking, management, marketing, statistics',2005,NULL); insert into a1_journal values ('1311-0160','Balkan Journal of Medical Genetics','http: //versita.metapress.com/conte nt/120841/',118,'genetics, genetic engineering',200 7,NULL) * ERROR at line 1: ORA-00911: invalid character SQL> insert into a1_journal values ('1222-569X','Annals of the University of Ora dea : Economic Science','http://steconomice.uoradea.ro/anale/en_index.html',114, 'financial accounting, banking, management, marketing, statistics',2005,NULL); 1 row created. SQL> insert into a1_journal values ('1311-0160','Balkan Journal of Medical Genet ics','http://versita.metapress.com/content/120841/',118,'genetics, genetic engin eering',2007,NULL); 1 row created. SQL> insert into a1_journal values ('0259-9422','Hervormde Teologiese Studies',' http://www.scielo.org.za/scielo.php',115,' theological disciplines, bible study' ,2008,NULL); 1 row created. SQL> insert into a1_journal values

One of the Most Innovative Poducts of the Recent Decades Essay

One of the Most Innovative Poducts of the Recent Decades - Essay Example Another strategic resource responsible for 3M’s innovativeness is its strong human resources (Warc News, 2011). The organization is structured in a way that each worker has the dual responsibility of adhering to his/her particular business unit and region as well as being a part of the global 3M network. This global nature of the company’s existence and operations is yet another factor responsible for its success. Hence, employees are encouraged to take on additional roles, move from one region to another and even rotate from one business unit to another (Warc News, 2011). Thus, 3M is flexible in terms of its human resource development and assignment of task roles which further reinforces its culture of thinking out of the box. The company further ensures that change is the only constant element. Hence, trial and error, risk taking and failure are a norm at 3M. This is reinforced by a high degree of employee empowerment such that there is a high tolerance for ambiguity and risk amongst all members. This is combined by the process of reverse thinking that allows workers to schedule their work in a flexible manner, thereby enhancing their motivation to work. However, as much as ad-hoc ideas and brainstorming is encouraged, the company is highly customer-oriented and conducts rigorous, continuous market research in an attempt to continually provide something better and valuable to the customers (Bryson & Rusten, 2008). Hence, at all times the company monitors the pulse of the customer. 2) One of the most innovative products of the recent decades has been the Apple i-phone. The company was able to rack up profits worth millions of dollars despite the global recession. The fundamental reason for it success was its superior design and aesthetic appeal. The phone combined the aspects of beauty and function in a way no other phone has. Hence, the product is labeled as iconic or a pioneer in its type of design and user interface. A significant factor has a lso been Apple’s sheer marketing gimmicks and campaign which was able to capture a large share of mind in its customers. Perhaps, the fact that the product was in the same line as other products in the Apple Family also favored i-phone tremendously (Denning et al., 2010). So customers who own a MAC ( by Apple) and are in search of a mobile phone would find i-phone compelling simply because of the fact that they can synchronize data easily amongst the two. This would allow them to easily transfer, retrieve and store data interchangeably since the two devices share similar technology by the same manufacturer (Apple). Another major reason behind the astounding success of i-phone is the affordability. This simply means that, faced with a choice between a laptop and a mobile phone, consumers with limited money will prefer buying the latter (Curwen & Whalley, 2011). The choice is made easier with the inclusion of software and various applications on i-phone that allow its users to obtain similar interface as that of a laptop. Perhaps, one of the distinguishing features of i-phone was its state of the art integration of internet services that were technically unmatched with its competitors. Furthermore, the time when i-phone was launched is a critical factor behind its success. i-phone was released at a time when social networking had begun operations and people all over the world were enthusiastic about using the new web platform for which i-phone provided an excellent connection (Denning et

Pushed Out and Forgotten †The Batwa Essay Example for Free

Pushed Out and Forgotten – The Batwa Essay Born in the United States, I grew up believing that the children who lived next door or the boy who sat across from me in class had it all. Even as an adult, there are bits of me that occasionally envy the family with the perceived â€Å"perfect life;† church every Sunday, home office with a big window, stain-less carpets, and children with perfect hair. But, I know better. Life in the United States is something I take for granted. I knew this and needed to remind myself just how truly grateful I should be for the life I live in the great states. How do I do this? What do I need to see in order to really understand life outside America? I needed to leave my country and visit a place that has many struggles; where people live humbly. What I didn’t realize was that I would leave the country I chose to visit, wanting to go back and make a difference. Rwanda is rich with many things; culture, diversity, and land. Rwanda has also perfected the art of discrimination. When my plane landed, I could not have grabbed my luggage and left the airport more quickly. I was excited for what the change in culture would bring me. What I would take home to teach my own family and friends. Some were excited to see me and others were less than thrilled to see me traipsing my way through their lands. I did what I could to respect the people and their cultures, as I did my research before coming to Rwanda. The population there is made up of mostly Hutu; traditional farmers. The rest of the population, mostly consist of Tutsi (or warrior people) and the Batwa. Though I would have enjoyed getting to know all the different people and ethnicities of Rwanda, I spent most of my time with the Batwa (Whitelaw, 2007). The history of the Batwa is something that I came to hold close while traveling with some who are conflicted with the fear of the past and the uncertainty of their future. The Batwa were former Central Africa residents  who lived their lives hunting and gathering in the rain forests. Though the lives they lived were not ideal for all, they were happy. But as time went, so was the expectation that they left their homes in order for the rainforest to be used for forestry and conservation. You may say, â€Å"So, were they compensated for the land they had to give up?† Well, no. The Batwa were physically removed from their homes and their land and were never given a red cent to live elsewhere. Kicked out of home, with no money, no good explanation, and expected to build a life in an area unfamiliar to most. The Batwa had no idea what this was going to do to their lives. They knew they did not want to leave but because of their naà ¯ve understanding of the modern world, they would face some struggle ahead. This was a disaster in the making. It didn’t help that many of people, already living in the areas the Batwa were forced to move, did not accept them as people. They were and continue to be discriminated against. The Batwa live in poverty in what is supposed to be a more modern society than what they were founded on. Yet, the population continues to deteriorate. How is this possible? It is possible because they have no land to live on, they eat the farming scraps left after a harvest, they are shunned from the education system because of illiteracy and a lack of money, they are allowed to vote but not allowed to be part of government, and they find it almost impossible to find a job that can support their needs because of discrimination and lack of education (New African, 2010). The Batwa’s situation sounded eerily familiar to me. I equated their situation to the Native American’s situation when the Europeans came to America. Pushed out of their land and forced to live a different way of life in a place that was â€Å"approved† by the rest of the people. I can imagine that the way the Batwa live is similar to the way the Native American’s are forced to live. The difference is that the Native Americans feel forced by lack of education of the rest of Americans, where the Batwa’s are forced because they are still not accepted in today’s Rwandan society. Another big difference I see is that the Batwa are a part of Africa and are being discriminated by their people. Yes, they are a different ethnicity and would live their lives differently, if not forced into another. But, they are still from the same country. After spending time with this  amazing group of people, I have realized that I could not accurately explain the difference between ethnicity and race. Six months ago, I lumped those two terms together. Though they have similarities, they are different. I am a Caucasian, but that doesn’t mean it is easy to assume my ethnicity. My great friend is Caucasian, but that doesn’t mean her and I have the same ethnicity. I was born and raised in a small town out of Minnesota and she was raised in Ireland. The two terms are different. Her family traditions around the holidays are different than mine. Really understanding the differences between race in Rwanda and their ethnicities was important when trying to understand why there is and was so much discrimination. Though the race may be nearly the same, each group of people lived completely different lives. The Batwa’s lived in a rainforest and Hutu’s ran farms in a more modern lifestyle. Even the way each culture enjoys dancing is either accepted or it is not. The Batwa were forced to study Christianity, eat the foods of the modern people, and even had to learn how to wear clothing differently. The way the Batwa chose to live their lives in the rainforest would not be acceptable in the eyes of the rest of Rwanda. Ethnicity and race are different and this is why discrimination exists in Rwanda (New African, 2012). * Learning the history of how the Batwa live, by choice or not, begged the question, â€Å"what has this done to them as a people?† The discrimination of the Batwa and other small groups of people, have made it difficult for them to thrive much less survive. They impact they have on the government is nil, so seeing a dramatic change through government representation is unlikely. There are groups such as the Organization of Rwandan Potters (COPORWA) who consider the Batwa and their situations. The Batwa are value their culture and ways of life, but have lost touch because of highly encouraged religions and lack of acceptance of their culture. The Batwa do and will continue to struggle to be recognized as a minority group who needs help (Ingelaere, B., 2010). * The Batwa have lost their land, they are losing their culture, the people are not surviving, and the idea of maintaining hope is slowly slipping away. Spending time with my new found friends made me want to bring them all home with me. But, as I have learned, moving people from their homes and lives can create more problems than intended. Though, I would see to it that they were treated with the respect they deserve, it does not fix the bigger problem. The  human race has much to learn about what the true meaning of love, life, and respect is. Unfortunately, discrimination and a lack of understanding is a natural course of nature. There are some things out of our control and others in which we can only influence. If I could change anything about my visit to Rwanda, it would have been to spend more time there to understand more about why the other cultures see the Batwa the way they do. Though the discrimination against the Batwa is moving at a snail’s pace in the right direction, at least it is moving that way. Until then, I send my prayers and well wishes to the Batwa people. I would also challenge those of you reading my article to take some time to travel to a place similar to Rwanda to learn about another culture; what it has to offer is far more than money can buy. * References: Batwa A people under threat. (2010). New African, (497), 38. Ingelaere, B. (2010). Peasants, power and ethnicity: A bottom-up perspective on Rwanda’s political transition. African Affairs, 109(435), 273-292. Whitelaw, Kevin. (2007). Rwanda Reborn. U.S. News World Report, 00415537, Vol. 142, Issue 14

Art History Essay Example for Free

Art History Essay This paper will attempt to give a descriptive analysis and comparison of two medieval sculptures viewed at the Metropolitan Museum of Art. The first sculpture entitled, â€Å"Virgin and Child;† attributed to Claus de Werve, a Netherlandish sculptor by Pierre Quarre a curator and chief of Musees de Djon and a leading authority on Burgundian sculpture. Claus de Werve was commissioned by the Duke and Duchess of the town of Poligny to create this statue for the convent which was headed by a Francisean nun named Colette between 1415-1417. The statue which is made of painted limestone is believed to be a gift that was commissioned for the convent. The second sculpture is entitled, â€Å"Mother and Child; Mali† which was created in Mali by the Bomana peoples. The statue of Virgin and Child is a religious humane figure of the Virgin Mother Mary and Jesus as a young boy which is associated with the Catholic Church and Christianity. This sculpture illustrates a mother and son involved in a tender moment. The statue is big in size and its dimensions are 53 x 42 x 28 inches and sits in the center of the Medieval Art exhibit in room 304 of the museum. The Virgin Mary in this sculpture appears very large in size as compared to the child. Her curly brown hair is positioned back away from her face, which is long and cascades down the sides of her face on to her shoulders. The skin of this sculpture resembles those associated with Caucasians with thin lips and long pointed noses. Her complexion or skin color I cannot tell because it is featured in a very dark room of the museum. On top of her head there appears to be a cloak or hood like garment that comes up to the middle of her head. She is wearing a long free flowing gown or dress underneath the cloak while she is sitting on a bench or piece of wood like structure. The child in this sculptured art has short curly brown hair and is wearing loose fitted clothing from that time period while sitting on the lap of the Virgin Mary. He appears comfortable as he sits in an angular position backwards gazing up into her face. As he sits on the lap of the Virgin Mother he gazes up into her face so matter of factly while he talks with her about the discoveries found in this book called the bible. The child appears to be pointing specifically to an important scripture or words of wisdom to emphasize perhaps to his mother the importance of learning this knowledge from the bible. The child’s actions and facial expressions appear to illustrate that he is the teacher and she is the student getting lessons on Christianity. Upon looking at the child’s posture the viewers can immediately assume that this child possesses a special quality or trait not found in other children. The facial expressions displayed on both mother and child signals a special unique moment that can only be shared between the two. The loving manner in which she firmly and carefully cradles her son with her left arm while holding the bible with her right lets viewers know that she wants to keep him safe from harm and prevent him from falling to the ground. At the same time her posture appears regal and straight as she looks down adoringly at her son with head slightly bowed while quietly and intensely listens to her son. On her face is a small smile that evokes pride for being selected as the chosen one to give birth to this special gift. The facial expressions of the Virgin Mary face appears to send encouraging signals to continue practicing his teachings so that she can perhaps help spread words of wisdom to others.. The second sculpture that will be discussed is entitled Mother and Child; Mali, which was created and carved out of wood by peoples living in Western Africa, called Bamana peoples. These individuals have artistic traditions in pottery, sculpture and beautiful cloths that are very distinct and connected to their cultural history that dates back to the 17th century. This group is located in the Bougouni or Diola area of Mali, which is located in western Africa. The Bamana individuals are part of the Mande culture and reside in the village of Bougouni. These individuals are taught while growing up to follow strict cultural practices regarding life experiences, such as hard work, responsibilities and taking care of a family. All members of this society have a specific purpose and it is up to all individuals who reside within this society to fulfill that purpose. One of the cultural practices of the Bamana peoples is to have large extended families. These extended families can grow as large as 100 to 1000 members. This may lead others to believe that most individuals within the Bamana society work together towards one common goal and the well being of all individuals regardless of blood ties. . Even though the Bamana society is mostly controlled by males, females or mothers are regarded highly and respected as individuals responsible for bringing forth life in their society. This respect is illustrated in the wooded sculptured entitled, Mother and Child; Mali. This figure was carved from wood by the elders of the Bamana village and symbolizes a mother or matriarchal figure that appears to act as a protector over her young child. The dark brown wooden sculpture is featured in the African and Oceanic section at the Metropolitan Museum of Art. The sculpture is very tall and is approximately 49 inches tall. The material of this sculpture consists of dark brown wood that was just recently cleared by the museum according to one of the security guards there. At first glance when I approached this sculpture it reminded me of some sort of totem pole, because some of the body features are exaggerated on this sculpture. The torso and arms on the Mother and Child sculpture appear exaggerated and longer than most human figures. The female in this sculptured illustration appears to be seated on a throne like chair protecting her young. The female figure does not have on a top and her breasts are carved like two long triangles. On the female’s lower body a short cloth covers her hips as she sits on a bench cradling a small child. On the mothers right arm is an upper arm bracelet or rings and on her left arm there appears to be a sheath with a long knife concealed inside. On her head is a hat which is also cone shaped and inserted into the hat there appears to be sharp like objects sticking out. Along the sides of her head coming down from the hat are two thick braids that rest on her shoulders. The facial features portrayed on this sculpture feature big almond shaped eyes with a long thin nose and lips, which is consistent with the features found on the Bomana peoples living in that region or area. The facial expressions of the woman featured in this sculpture appear to be smiling as the figure looks out from above. Her posture as she sits on her throne like wooden structure is very straight and upright. The infant in this sculpture appears to be clutching or clasping at the mothers body for a secure place to hold onto. The infant featured is completely nude and his face against his mother’s torso as the legs straddles around the waist of the mother. A cloth like fabric appears to be at the waist of the mother separating the lower body proportions from touching. The mother sculpture is featured without any feet only legs and I do not know if the object was purposely created in that manner or if this art work was damaged and the feet destroyed. The similarities discovered in both sculptures depict the mother and child as aloving caring protectorate of the young. In both of these sculptures the mother is cradling the child in her arms on her lap while sitting down on a throne like structure. The child or son created in both works of art appears to be seated on their mother’s lap. addition the mothers size featured in both works are proportioned larger to the child displayed. others featured in both works of art portray the mother figure as a very large and powerful being in proportion to the child. Both appear to be seated on a throne like structure while holding or cradling a child in their arms. Both sculptures have a deeply rooted spiritual religious connection in their society. The Virgin and Child is a symbol of hope for all who live and believe in Christianity. The young child Jesus is known to all to be the one sent by god to save the peoples of the world from hell. While the mother and Child of Mali sculpture is also viewed and symbolizes the strength and power that a mother possesses. This art work also is connected to the Bamana society as a religious symbol of hope for the future, because without women in society there would be not be a future. These sculptures also evoke a sense of peace and serenity to individuals when viewing them. The difference viewed in both is that Mother and Child was constructed out of limestone polychromy and gilding, and the Virgin and Child; Mali was constructed from carved wood. The Virgin and Child sculpture appears to have life like features while the Mother and Child sculpture physical features appear to have been exaggerated with the long torso and large hands. One was created in France and the other in Mali Africa. One artist was used or named on the sculpture depicting the Virgin Mary while a group of Bamana elders are credited with the Mother and Child sculpture. The female body figure’s is completely covered in cloth. Only her hands, face and neck can be viewed, the child she is holding is also covered from head to toe in a loosely fitted garment, which may lead one to believe that the society in which these individuals resided are very conservative. The Mother and Child; Mali sculpture depicts individuals in a very primitive and natural manner. A society that does not place limits and is not afraid to display the beauty of human anatomy for all to see. The female in the sculpture has hardly any clothes covering her body and the infant is completely naked the physical features on the virgin Child sculpture although created thousands of centuries ago can still be viewed clearly. While the Mother and Child: Mali physical features of the figures appear to be weathering with time. This artwork in addition is only 500 years old. To conclude both sculptures reflect the ancient cultures by which they were made and focus on the importance of life in their societies during their respective time periods. They were selected because I enjoy observing art work that connects to my culture and history. It is very interesting to look through the eyes of the artist and view their interpretation of how the physical appearances of individuals during the biblical era were portrayed. I am a Roman Catholic and I was completely drawn to the sculpture at the museum, because it sort of reminded me of the statues in my church it immediately had this calming effect on me while I stood there staring at the piece attempting to sketch it for this assignment. As mentioned earlier in the paper I really thought the Virgin and Child; Mali was a totem pole because of its size and big wide eyes and head. However, after realizing that this sculpture stood as a symbol of motherhood in Africa I began to appreciate for bringing importance to all mothers in that society and around the world. Unlike the Virgin and Child sculpture it did not bring about a calming effect it kind of emitted power and strength. You got the sense that this mother would attack you in a minute if you attempted to bring harm to her child. All in all my experience at the Metropolitan Museum of Art was very pleasurable and in the future I plan to visit it again to look for other sculptures that I can connect with in the future. Through the eyes of other artist you can visualize history and the life of individuals who lived in the past.

Smoking Cessation Interventions In England Health And Social Care Essay

Smoking Cessation Interventions In England Health And Social Care Essay Smoking causes a range of health issues and diseases in people particularly Cardiovascular diseases, chronic obstructive pulmonary disease (COPD), lung cancer and a range of other cancers, peptic ulcer and various other medical conditions. (National Health Service, 2010)The survival rates are low even after the person undergoes surgery. Post operative Complications may also develop which causes delays in recuperation and often people experience respiratory issues due to this. (National Institute of Clinical Excellence, 2010). Further, it can cause complications in pregnancy and labour among women who smoke during their pregnancy period, including ectopic pregnancy, bleeding, premature detachment of placenta and premature rapture of membranes. These women also suffer from a high risk of miscarriages in comparison to those who do not smoke. Also, the babies born to such mothers carry a lighter weight (average 200-250 gm) than women who do not smoke. (NICE, 2010). This can reduce the immunity system of children and place them at risk of developing diseases in childhood or death. It has been found that Smoking in pregnancy increases infant mortality by about 40 percent. (NICE, 2010). The number of deaths attributed to smoking were estimated to be 83,900 in adults aged 35 and above in 2008. Among these deaths, 23,200 resulted from respiratory diseases (mainly obstructive lung disease) and 37,000 accounted for cancer conditions (lung cancer, Cancer of the Oesophagus). (HSCIC, 2009) Given the varied benefits of stopping smoking and adopt healthy lifestyle, some smokers are willing to quit smoking and 70 percent of them make efforts to quit at least once in their lifetime. At present, the self reported rates of smoking in England is 21 percent among adults aged 16 and above. Despite the trends of reduction in smoking prevalence, it is still considered as a serious public health concern in England (Allender et al, 2008). NHS Stop smoking services It is reported that over two third (67%) of the smokers in the English population attempt to quit every year (ONS, 2009). However, smokers are often require to put in repeated efforts and attempts towards quitting smoking before succeeding (NHS, 2010). To support smokers who want to quit smoking and help them succeed in their quit efforts, National Health Service (NHS) founded a unique initiative program called as NHS Stop Smoking Services (NHSsss) in 1999. This national programme came into being following the White paper on Smoking kills published by Government in 1998.This policy guidance expressed strong commitment to address the serious health consequences of smoking and tackle the growing concern of rising prevalence rate of smoking in the population. It laid down plans for the development of a special national unit, Smoking Cessation Services) along with other initiatives (implementation of advertisement ban, ban of smoking at work and public places). NHSSS forms the part of th e wider Tobacco Control program run by Government to reduce the prevalence of smoking among the local population. Their primary role is to provide and deliver a high- quality clinical smoking cessation services to smokers who are motivated to quit smoking. Since its establishment, NHS Stop smoking services (SSS) have supported over two million people to quit smoking in the short run and 500,000 people to quit smoking in the long run without relapse. In total it has saved 70,000 lives uptill now. Even though smoking rates have dropped down since 1990s the progress has been slower in the last decade among the Routine and Manual workers population. It has been estimated that the dropping rate of smoking is 0.4 percent a year. (NICE, 2010). This suggests that health inequalities exist between different socio- economic groups. There have been expectations that SSS will make significant contributions in reducing the gap of smoking prevalence between these groups. This issue was taken up as one of the main priority in NHS Operating Framework and treatments and support were offered by Primary Care Trusts (PCTs) to people who were willing to stop smoking in deprived localities of England. (Low et al, 2007). However, quit rates among socially di sadvantaged groups remain low. Currently, out of the total smoking population, smoking rates among Routine and Manual workers are 26 percent. Also, the smoking rate is high among people who belong to ethnic minority groups in the UK population. Studies conducted in various ethnic minority communities have reported that people from these populations do not access the services offered by NHS SSS due to limited information about the accessibility and effectiveness of smoking cessation interventions. Thus, to maximise the potential of NHS Stop Smoking Services, a high and effective level of intervention is essential to target this public health concern and reach people from all socio economic and ethnic minority groups who are willing to stop smoking and benefit from it. NHS Stop Smoking Cessation Services- Delivering of interventions NHS Stop smoking support are offered and delivered in range of ways. The treatments are provided to people in a separately or a combined manner. Recommended treatments that have shown evidence to be effective over the years comprise (NICE, 2010): Brief interventions given by GP, nurses or other health practitioners practicing in the local community in the form of advice, self help materials or referrals for further clinical treatment. Individual Behaviour counselling in a one to one sessions Group Behaviour therapy ( Also known as Closed Groups) Pharmacotherapies ( providing alternate medications like Nicotine Replacement therapy, Buropion or Vareniclin) Self help materials (leaflets, quick kits) Telephone counselling and quitlines Media campaigns to spread awareness of smoking related ill health and interventions available to stop smoking. The sources of mass media campaigns include a combination of television, radio, newspaper advertising. Smokers who are willing to discontinue smoking are offered the above range of treatments options so that they can chose the one which suits them the most. The health professionals may provide, as appropriate, a combination of interventions that are sensitive to the needs, preferences and ethnic diversity of their local smoking population and at the same time being mindful of bridging the gap between health inequalities. These interventions are considered to be cost effective way of reducing ill health and prolonging life. So every smoker should be advised to stop smoking and offered help if they feel like wise in doing so. (NHS, 2010) All the interventions provided under Stop Smoking Services Clinics share some common properties. Such as Behavioural support offered in both individual and group therapies by health professionals and they normally advise the usage of Nicotine and Nicotine- based therapies along with it. (NHS, 2010). This clinical service is provided over multiple sessions to the smoker and a quit target date is set at a follow up of 4 weeks. Success ranges of quit rates by smokers depends upon the type of intervention received by them. Interventions that combine group support with Nicotine reduction therapy are more effective in achieving 4 weeks quit rates (71 percent) in comparison to individual support given in clinical settings. (Bauld et al, 2009). Though both types of intervention implement complimentary modes of action, the quit rates maintained over long term differ considerably. Other interventions like counselling support and information provided over quit lines, internet and mobile phones may be easily accessible by wide smoking population but may be less intensive and effective in comparison to the support given in clinical settings (NHS, 2010). Aims of this Research: This research is designed to meet the following aims: To assess the effect of the different interventions and support offered by Smoking cessation services to help achieve success rates of smoking abstinence over long period of time. To make a comparison between the studies that have evaluated the effectiveness of interventions undertaken by the smoker with the assistance of self help interventions in comparison to the clinical treatments provided under NHS stop smoking cessation services over the last decade. The comparative assessment will be done between the following: Self help materials (leaflets, information kits); Mobile phone and Web based support, Smoking Quitlines Vs Brief advice offered by GPs and other health professionals Brief GP advice + Nicotine reduction therapy, Bupropian and Vernaciline; Attending a smoking clinic and receiving Behavioural support +NRT, Bupropian and Vernaciline Highlight those interventions among the clinical and less clinical interventions which are more likely to produce successful quit rates at 4 weeks follow up. Rationale for conducting this Literature review Research Disease Burden from smoking: Smoking imposes a huge burden on the countrys economy. It imposes direct costs on National Health Service for health care and indirect costs on loss of productivity (ASH, 2010). It has been estimated that National Health Service spends approximately 2.7 billion on treatments and control this public health issue. In addition, it puts the smoker and their families and others through discomfort, pain and suffering. Among them, the cost of bereavement and consequent emotional and social distress, the payment of social security and benefits is given to the dependants of those who die as a result of smoking related disease. Also, it has been suggested that total number of deaths associated with smoking has not changed much in the last 10 years (Allender et al, 2008) Thus, given the expenditure spent by NHS in providing interventions under its National Program, it becomes highly important to deliver treatments that are evidenced based and help in maintaining consistent quit rates of between 35% and 70% in the population and meet the PSA target of reducing smoking prevalence rate by 21% or less by 2010 (NHS, 2010). This research will make a comparative assessment and provide information and insight of the effectiveness of the both highly clinical and less clinical interventions which will help in the meeting the current NHS targets for 2010. Knowledge transfer: For the purpose of achieving the third aim, the author has a personal interest in highlighting it. The author here wishes to gain wider information about the most effective smoking cessation intervention with the objective of transfer knowledge. The author of this dissertation belongs to India and she wanted to make an international comparative assessment of the effectiveness of national smoking cessation interventions between England and India. However, due to the limited published documents of current trends and related literature, it has not been possible to examine and make comparisons with India on this topic. But the author found some useful information from a national report produced under Ministry of Health and Social Welfare (MOHSW, 2004) raised awareness about the widespread production, consumption and resulting impact of ill health impinging on Indian population and its economy. So the author would like to transfer knowledge by sharing the results and outcomes of this research with the health professionals with the main purpose of sensitising Indian health care system; and promoting most effective tobacco cessation interventions based on the examples of English Stop Smoking Cessation services; and minimize the economic burden on Indian government. (MOHSW, 2004) Thus, Tobacco Control programmes worldwide are designed with the aim of reducing the burden of disease, disability and death related to the consumption of tobacco. In order to determine the effectiveness of such programmes in England, it is essential to describe the smoking cessation interventions; document implementation and show results and outcomes to guage their contribution towards bringing down the smoking rate in the population. Hence, The next section, Preliminary Literature review will discuss in detail the workings of NHS Stop smoking services; different Smoking Cessation treatments, and manner of implementation with statistical facts to support their contribution in bringing down the smoking rate in English population.

The South could NOT Win the American Civil War :: essays research papers

The American antebellum South, though rich in pride and raised in military tradition, was to be no match for the promising superiority of the rapidly developing North in the coming Civil War. Their lack of readily trained men, in conjunction with social and economical issues, made the Civil War a joke for the North, and a disaster for the South. The paramount reason the South fell well short of a victory was the obvious difference in population between the South and the North. The North at the time had 22,000,000 men while the South had a meager 9,500,000, of whom 3,500,000 million were slaves. While the slaves could be used to support the war effort through work on the plantations, in industries and as teamsters and pioneers with the army, they were not used as a combat arm in the war to any extent. This cuts the South's manpower by a third, leaving a 15,500,000 difference in the population of the two areas. In the 1850's the North was more populous and urban, due to the Irish and German immigrants that traveled to the states. By1860, 9 out of the 10 biggest cities were in the North. The Union also had large amounts of land available for growing food crops, which served the dual purpose of providing food for its hungry soldiers and money for its ever-growing industries. The South, on the other hand, devoted most of what arable land it had exclusively to its main cash crop: cotton Industrially the South couldn't keep up in output of weapons, ammunition and other supplies. The North had more industry, with 10,000 factories that brought in $1.5 billion dollars in goods compared to the South's 20,000 that brought in $155 million Raw materials were almost entirely concentrated in Northern mines and refining industries. The North also had 70% of the railroads, and telegraph lines, the absolute lifelines of any army, traced paths all across the Northern countryside but left the South isolated, outdated, and starving. The confederacy had only one-ninth the industrial capacity of the Union; for Northern states had manufactured 97% of the country’s firearms in 1860, 94% of its cloth, 93% of its pig iron, and more then 90% of its boots and shoes. By the beginning of war in 1860, the Union, from an economical standpoint, stood like a towering giant over the stagnant Southern agrarian society.

Summary of The Lesson by Toni Cade Bambara Essay -- Toni Cade Bambara

The Lesson by Toni Cade Bambara The Lesson, by Toni Cade Bambara, portrays a group of children living in the slums of New York City around 1972. They seem to be content living in poverty in some very unsanitary conditions. One character, Miss Moore, the children’s self appointed mentor, takes it upon herself to further their education during the summer months. She feels this is her civic duty because she is educated. She used F.A.O. Schwarz, a very expensive toystore, to teach them a lesson and inspire them to strive for success and attempt to better themselves and their situations. At the beginning of the story, the author gives us the feeling that a child is narrating this story. She also shows that the child, Sylvia, is at that age where she feels that adults are silly and she knows everything. â€Å"Back in the days when everyone was old and stupid or young and foolish and me and Sugar were the only ones just right, this lady moved on our block with nappy hair and proper speech and no makeup.† (Bambara 470) Sylvia also tells us about her environment while referencing Miss Moore. â€Å"And we kidna hated her too, hated the way we did the winos who cluttered up our parks and pissed on our handball walls and stank up our hallways and stairs so you couldn’t halfway play hide-and-seek without a damn gas mask. Miss Moore was her name. The only woman on the block without a first name.† (Bambara 470) This is our introduction to Miss Moore. She is an educated, well groomed person and the children resent her because she is different and their parents force them to spend time with her in the interest of education. On the day the story takes place, Miss Moore has rounded up the neighborhood kids and is going to bring them to F.A... ...t. â€Å"We all start reciting the pricetag like we’re in assembly. â€Å"Handcrafted sailboat made of fiberglass at one thousand one hundred ninety-five dollars.† â€Å"Unbelieveable, â€Å" I hear myself say and am really stunned.† (Bambara 472) The prices of the previous two items stunned the children, but the sailboat really brought home the idea. At the end of the story is when Miss Moore’s motive was revealed. She did not want to bring the kids on a field trip. She was interested in giving them a drive to succeed by showing them that some people are very successful and can afford such things. She hopes that they will want to be one of those people instead of a person that, like so many others, are just content with what they have. Works Cited Roberts, Edgar V., Jacobs, Henry E. â€Å"Literature.† The Lesson. 470-475. Toni Cade Bambara. New Jersey: Prentice-Hall. 2001

John Proctor vs. Minister Dimmesdale :: essays research papers

John Proctor was a main character in Arthur Miller’s â€Å"The Crucible.† He was a farmer in Salem, Massachusetts in the 1600’s. He was put to death when he would not admit to practicing witchcraft. Minister Dimmesdale was a main character in Nathaniel Hawthorne’s â€Å"The Scarlet Letter.† He fathered a child out of wedlock in a sinful relationship, and fell to his death when he couldn’t take the guilt any longer. John Proctor and Minister Dimmesdale had several things in common, but also had several differences.   Ã‚  Ã‚  Ã‚  Ã‚  Both John Proctor and Minister Dimmesdale were involved in sinful relationships. John Proctor had an affair with a young girl named Abigail Williams even though he was married to Elizabeth Proctor. Minister Dimmesdale fathered the child of Hester Prynne while she was married to Roger Chillingworth. Both men had relationships that were looked down upon by society.   Ã‚  Ã‚  Ã‚  Ã‚  Neither John Proctor nor Minister Dimmesdale wanted to admit to their sins at first. Elizabeth Proctor knew of John’s affair, but he did not admit it to the townspeople until Abigail Williams accused Elizabeth of witchcraft. John Proctor knew the only reason that Abigail had done this was because Elizabeth had fired her due to the affair. Minister Dimmesdale lived with his guilt for several years before he admitted to being the father of Pearl. Hester Prynne and Minister Dimmesdale were going to escape on a ship and live together as a family. But, when this did not happen, Dimmesdale could no longer take the guilt. He stood on a scaffold with Hester and Pearl, admitted his sin, and fell to his death. Both John Proctor and Minister Dimmesdale waited before confessing to their sinful relationships.   Ã‚  Ã‚  Ã‚  Ã‚  Both John Proctor and Minister Dimmesdale died by telling the truth. John Proctor could have admitted to being a witch and saved his own life. But, he chose to do the moral thing and stick to the truth. He told the truth, and died for what he believed in. Minister Dimmesdale also died by telling the truth. He lived for several years as the guilt continued to build up inside of him. He fell to his death on the scaffold after he told the townspeople he was indeed the father of Pearl. Both men’s lives ended when the truth was revealed.   Ã‚  Ã‚  Ã‚  Ã‚  Although both men had sinful relationships, these relationships were also very different. John Proctor had an affair with Abigail Williams. But, he did not love her.

Indian Republic Day Speech Essay

India celebrates our 64th Republic Day which is one of three national days in India. Commonly 64th Republic Day is a public holiday in most of the countries to honor the day on which the country first became republics. In such some are Commonwealth countries, the British sovereign was ruling the state until the change of status. Even though India obtained freedom on August 15, 1947, Indian Constitution implemented and came into effect only on January 26, 1950. King George VI, the last and only â€Å"King† of the modern India, was leading our state during the evolution period from 1947 to 1950. Lord Mountbatten and C. Rajagopalachari were serving as the Governors-General of India at that time. Afterwards Rajendra Prasad was elected as the first president of India on January 26, 1950. With this the Parliament officially approved the Constitution of India and declared itself as a â€Å"Republic† on January 26, 1950, a date thereafter celebrated every year as Republic Day in India. Lets know about India Republic Day official celebration in New Delhi. According to the Republic Day celebration on January 26th every year a grand parade is held in New Delhi, the Capital of India, beginning from Raisina Hill near the Presidential Palace Rashtrapati Bhavan, along the Rajpath, past India Gate and on to the historic Red Fort in the heart of the city to honor this occasion. Defence forces of state, Indian Army force, the Indian Navy and the Indian Air Force performs the past in parade with their ceremonial dress and official decorations on this auspicious occasion of Republic Day. At the end of parade Air Force jets perform a colorful flypast by in a Tiranga formation which is adventurous and eye-catching at a time. Similar celebrations with such parades are held in the capitals of all the states of India on the Republic day. The Governor of the each state takes the salute in their respective celebrations. More over all official government offices will also celebrate this national day which is also considered as people’s day. Once this salutation gets over, a 21 gun salute is presented, the President unfurls the National Flag and the National Anthem is performed. This regards the beginning of the parade. The Republic day Parade commences with winners of bravery awards passing the President in open jeeps. We all are proud to be Indians and would salute the great glory of our country. By saying this I would like to finish my speech.

American History Essay

In the race of the rouses waged with the different European countries, vying with each other to subjugate and exploit the American continent, Britain emerged as the sole Imperial Power in North America. Nevertheless, the cost was prohibitive and this compelled the British to impose additional taxes, which were very oftentimes resented by the people in the colonies. The politics who had been appointed by the regimen in England, made it very clear that taxes would be enforce by England and that the colonial subjects would perforce flip to abide with such(prenominal) order (Johnson and Woloch).The colonies had elected assemblies and these were deemed to be protection against the covetous British and the governors appointed by them. A major objective of these assemblies was to mitigate the power of the British over them. The grouse of the colonists was that after(prenominal) having fought in the wars, provided most of the finances for the war and having sustained losses, the y would once again have to pay taxes to prop up the degenerate British. Moreover, the colonists were fiercely independent and brooked no load in their affairs.Accordingly, they were unwilling to pay taxes to the British and felt that the solitary(prenominal) taxes that they had to pay should go into the coffers of their own colonies (Johnson and Woloch). To this end the British government introduced the Stamp Act, which levied a tax on commercial transactions, newspapers and gambling. This act was strongly foreign by the colonists and had to be eventually delinquent in the form 1766. The Chancellor of the Exchequer, Charles Townshend, introduced a number of taxes in 1767. These were to be imposed on the import of tea, glass, lead, paper and paint.Moreover, such imports could only be made from Britain. When the colonists stimulate against these taxes, their assemblies were dissolved and repressive measures were take against them, resulting in the death of civilians in Boston, on whom the Redcoats pink-slipped indiscriminately. Most of these taxes were subsequently, repealed, with the exception of that on tea. The alarming colonists boycotted tea (Johnson and Woloch). In 1773, a boatload of tea was dumped into the ocean at Boston. This increase the brutality of the British, who brought about legislation that was clear meant to crush the colonists.In 1774, the colonist responded to this British barbarism, by inaugurating a Colonial relation nates at Philadelphia. The resolution passed at this congress, which was conveyed to the despots back home in England, was that taxation and other legislation was to be enacted only by the colonial assemblies and not the British Parliament. The side of meat retaliated by declaring the colonies as being in rebellion and deployed its hated army. The colonists fought tooth and nail against their oppressors and managed to buzz off the British army out of their colonies.To complex the felony, the English hired some cardinal thousand odd German mercenaries to fight against the colonists (Johnson and Woloch). This was the last nail in the coffin, and the colonists determined to secede from the overbearing British. Accordingly, the declaration of independency was formulated in 1776. The British had a large, well armed, well trained and extremely experienced force at its disposal. However, as the colonists had only to demonstrate that they could not be defeated and as the terrain was not only unfamiliar but in any case vast, the British failed to make significant headway against them.The British tasted defeat at Saratoga and this prompted the french to provide support to the colonists. Finally at Yorktown, the Red Coats, led by Cornwallis were attack on land by the storied American troops led by that paragon of virtue, George Washington on the sea the French Navy ensured that the despicable British could not make good their escape. The oppressors were constrained to surrender before the va lor and decided belief of the Americans. In 1783, the loathsome and close British recognized America as an independent country, much to their chagrin (Johnson and Woloch). effective from the inception of measures to rescind the rule of the British, the colonies had unanimously rejected the British Constitution. The different states of the labor union were in favor of implementing their own constitutions. Since, the national government was in favor of a uniform constitution, this led to quite a a couple of(prenominal) disputes between the states and the federal government. after the revolutionary war had terminate a wide range of disputes arose between the states and the federal government. In addition, in that location were a few disputes between several states of the budding nation. in that location were economic disputes, political disputes and differences in the ideologies of these states. The disputes had emerged as an aftereffect of the French Revolution and hence ther e was an immediate need to resolve them. electric chair Jefferson had undertaken several measures to resolve these issues, but was unable(p) to sort them out entirely. This led the rulers of the US to review the situation and it was engrafted that the US had to rescind its relations with Europe and speed up the entire code of administration, which had a European background.It was realized that the fundamental issues to be adopted were self reliance and an enterprising spirit (GREAT BRITAIN-U. S. dealing , 1991). The incomparable James capital of Wisconsin was the fourth US President. He was the greatest political theorist of his time. The efforts extended by him towards the success of the American Revolution were prodigious. He also strived hard to strengthen the US in its early days. His was the principal movement to the implementation of the US Constitution. Madison was the attracter of the Republican Party.His main objective was to establish a national government that del ineated the people and not the states. In this enterprise he represented the aspiration of the states to discriminate any measure to control their various(prenominal) administrative powers. His vision was that such a national government would resolve the disputes in effect between the states of the union. He contributed vastly to the shaping of federalist governance, and he was successful in achieving his goal. The beginning ten Constitutional Amendments were introduced by him and they be known as the bill of rights. These amendments, get along as a check on federal power.The states of the Union have been saved to a major extent by the bill of rights (Madison, James, 1991). The economies of some of the southern states were principally agrarian and dependent on slavery. The Yankee states had become wealthy due to industrialization. In that situation, Abraham Lincoln was elected as the US President. He liberated the slaves through his proclamation of Emancipation. This drasti c measure resulted in the US Civil War in the year 1861. The Civil War lasted for four years. Eventually, in 1865, the Thirteenth Amendment to the US Constitution was adopted, which ended the practice of slavery.The Civil War also came to an end during that time (abolitionism, 2005). Subsequently, the political clay became fortified and democracy was well effected in that period. The common mans rights were protected through the Bill of Rights introduced by James Madison. All the political parties, without exception, cooperated in the process of nation building. These efforts resulted in a United States, which is the only superpower in the world. In this manner, the citizens of the US had always fence measures by the government to curtail their rights.First the British and then the federal government, had to countenance the choler of the American populace in this regard. flora Citedabolitionism . 2005. 16 December 2007 http//www. credoreference. com/entry. jsp? xrefid=6400501&s ecid=. 2. -abolitionism. GREAT BRITAIN-U. S. RELATIONS . 1991. 16 December 2007 . Johnson, Paul E and Nancy Woloch. United States History . Microsoft Student 2008 DVD. Redmond, WA Microsoft Corporation, 2007. Madison, James. 1991. 16 December 2007 .

Racial Culture: A Critique, by Richard T. Ford Essay

oer the last thirty years, critical race and gender theorists invite questi geniusd whether and if uprightness can protect release in a meaningful way, especially in the workplace. Richard T. intersection, a fairnessfulness professor at Stanford University, provides an raise critique of the resulting multi heathenish conjectures of difference in his arrest RACIAL CULTURE. composition he pretend it offs close to refutations of these approaches produce from conservatives with a political suppuratenda of level-headed colorblindness, Ford explicitly asserts he shares the political and sociable goals of the imperfect left. More specifically, he refutes colorblindness as a instrument of equality.Ford argues that racial identity politics collect the liability of undermining their secernd objective of eliminating racism in the workplace. The actor is clear his opposition to contrast base on placement does non mean that genius is not ambivalent about the breeding of a new sub judice category of variety ground on subtlety. His overarching concern is that race, which is lovingly and economically constructed, is addicted additional legitimacy by the assumption that any race manifests cultural similarities and that these cultural artifacts should be protect in the kindred manner as racism.Anti-discrimination law should be refined so as to recognize only those differences attri simplyable to the production of noble status hierarchy, for the purpose of eliminating or reducing the ill- events of such hierarchies. discrepancy discourse, by metastasizing status into a thick social identity, distracts from and confuses the vital task of correcting status hierarchy. Legal closing *217 makers need to be aware of status differences and castelike social practices in order to correct the injustices that they do. that we should decline the temptation to write a speculative sociology of convention difference into law or to enlist the state int o a psychotherapeutic quest to validated reduce identities. Finally, Ford is concerned that in privileging racial culture we foster an environment of conflict and competition, without a serious-minded summary of which cultures are most worthy of protecting. His assumption is that racial integration should be a governing goal of society, with members of racial multitudes selecting for themselves which aspects of their culture are most worthy of preserving.Many readers sportythorn agree with aspects of his legal argument, without completely accepting his rejection of identity politics as provincialism. Ford offers instead a vision of cosmopolitanism in which minority cultural practices will survive without legal tax shelter, albeit often in an altered, fragmented and recombined form, and that such endurance in an admittedly Hobbesian social competition is best-loved to the distorted and blinkered version of group difference we should deliver cultural rights to produce .Whi le Fords analysis is wide-ranging, well-written, and fascinating, thither are several(prenominal) limitations to his argument. His bear assumptions regarding custom discrimination law are disturbing. His faith on current employment discrimination law as the best means for redressing racism ignores several factors that the difference discourse has revealed. One factor is the kerfuffle for women of color within the protections of Title seven-spot. To demonstrate racial discrimination, women of color must show that others of their race were tempered similarly, but if those similarly-situated are men, the discrimination may not be evident.To demonstrate gender discrimination, women of color must show that others of their gender were treated similarly, but if fair women are those who are similarly-situated, such discrimination may not be ap invoke. Contemporary Title septenary jurisprudence frequently does not allow for interactions amongst race and gender that are unique to wome n of color. The formal equality required by Title septette is limited in how well it can protect against explicit racism, let alone against the proxies of race illustrated by cultural practice.Another area that requires further development is Fords extension of cultural analysis to less comparable areas of employment discrimination lawin particular, versed gustatory modality and gender. His premise that sexual preference should be protected as status, preferably than as behavior or culture, ignores the lesser protection granted sexual preference under the law compared to racial discrimination. Ford does not address the unreciprocated question within the law of whether sexual preference is behavior or immutable characteristic.The current discriminative acceptance of lower levels of scrutiny to protect sexual preference in the workplace means that a simple reliance on current employment discrimination law will not compose the results he professes are necessary. Finally, his eq uivalence of gender discrimination to race is disappointing, especially in the area of pregnancy. While the right to difference literature *218 builds on a century of analysis by feminist scholars, there are clear differences amid the two. However, Ford perceives pregnancy as a form of gender culture, as braids or language can be for race.But this analogy does not work. Discrimination against pregnancy is not justified by employers solely on the backside of predicted workplace impacts of the actual pregnancy, but also because women keep up the potential to become pregnant. Since pregnancy is a biological reality, how can it be simply another cultural manifestation or behavior choice? A second difference is that, unlike forms of racial or ethnic culture, Congress revised Title VII to incorporate pregnancy into the definition of gender discrimination. 4 Part 2- How racial Identity affects an individual(a) in societyIndividual youth who experience discrimination carry higher(preno minal) focussing burden wads beliefs that they are being treated severely because racial or gender bias increases their stress levels, and may lead to increased emotional and behavioural problems, harmonise to a study of b wish and white youth. Understanding how race and gender affect youths eudaimonia is necessary not only for promoting optimal individual development, but also for meeting the nations social and economic needs, says lead study author David L. DuBois, Ph. D., of the School of Public Health at the University of Illinois at Chicago.DuBois conducted the research while at the University of Missouri, Columbia. Previous studies switch focused on older study participants, but little is kn proclaim about how younger age groups are affected by discrimination or prejudice, according to the study, which is published in the September/October hold out of Child Development. DuBois and his colleagues administered a series of questionnaires to 350 students in grades 5-8. Thi s group of students include comparable numbers of blacks and whites, females and males.One survey, which included questions like Were you called names or insulted at educate about your race/ethnicity and Were you treated unjustly at take because you are a girl/boy, was intentional to measure discriminatory experiences and how study participants were affected by them, while others measured major life stressors, racial and gender identity, self-esteem and behavior. The researchers found significant differences among the student groups. dumb study participants, both males and females, describe more(prenominal) experiences with discrimination and prejudice.The study setting, a Midwestern school district in which blacks were a minority in both student body and staff, may energise contributed to these higher perceived levels, according to the study. In this linguistic context many black youth may not have felt adequately supported in their efforts to deal with situations involving perceived victimization or unfair treatment on the basis of race, DuBois says. The black students who reported higher levels of discrimination were more likely to have emotional problems, the researchers found. Such problems may stem from internalized anger, according to findings from other studies.The researchers also found that the black participants in their early teens reported feeling a unassailableer sentience of racial identity than same-age whites. The new study and old studies have found that at this age, blacks tend to have higher self-esteem than whites. DuBois and his colleagues found that a strong racial identity is important in portion to enhance the self-esteem of black youth. 5 How racial Identity Affects School Performance of an Individual We investigated the sources of differences in school performance between students of different races by focusing on identity issues.We find that having a higher percentage of same-race friends has a positive effect of white teens test score while having a negative effect on blacks test scores. However, the higher the education level of a black teenagers parent, the lower this negative effect, while for whites, it is the reverse. It is therefore the combination of the choice of friends (which is a measure of own identity) and the parents education that are liable for the difference in education attainment between students of different races but also between students of the same race.One interesting aspects of this paper is to provide a theoretical model that grounds the instrumental variable approach used in the empirical analysis to deal with endogeneity issues. 6 Our Racial Identity affects who we depend in society The authors asked biracial participants (one Black and one White parent) to think about their Black parents ethnicity. After, they could spot the presence or lack of a Black face in a crowd of White faces with the same speed and truth as a monoracial Black person. The same held profes sedly when asked to think of their White parent.Although all detected Black faces faster than white faces, biracial students were affected by thinking about one half of their racial identity and then behaved as if they were monoracial. Black, white, and biracial participants performed the optical search task by looking at Black and White faces on a computing machine screen. To prep the biracial individuals, the participants were asked to write about their commence or fathers ethnicity. Black-primed and White-primed biracial individuals differed importantly in the searches, displaying the effects of the manipulation.These findings demonstrate that visual recognition is malleable to top-down influences, such as orientation provided by ones racial group membership, the authors conclude.References 1. AAPA Statement on Biological Aspects of Race the States Association of Physical Anthropologists (AAPA) 2. http//genomebiology. com/2002/3/7/ explanation/2007 3. Alicia Fedelina Chavez, Florence Guido-DiBrito Racial and Ethnic Identity and Development sunrise(prenominal) DIRECTIONS FOR ADULT AND CONTINUING EDUCATION, no.84, Winter 1999 Jossey-Bass Publishers 39 4.Richard T. Ford. Princeton Princeton University Press, 2004. Vol. 15 No. 3 (March 2005), pp. 215-218 5. Pamela Ippoliti, www. hbns. org 6. Eleonora Patacchini (eleonora. patacchiniuniroma1. it) (University of Rome La Sapienza)Yves Zenou (yvesziui. se) (IUI, GAINS, CEPR and IZA Bonn) 7. Joan Y. Chiao, Hannah E. Heck, and flock Nakayama are at Harvard University. Nalini Ambady is at Tufts University. Blackwell Publishing Ltd. , whitethorn 10, 2006.