Materialism And Its Effects On The United States - 1559 Words

WP 1 Materialism, although commonly seen as a harmful characteristic, has the potential to be a beneficial one. The desire for a vast number of possessions has often been tied to the wealthy; however, both wealthy and poor alike have materialistic tendencies and thus, everyone has the potential to live unsustainably. Being materialistic is not what classifies a person as sustainable or unsustainable, it is what that person pursues with their tendencies that does so. If someone wanted to purchase a new vehicle, it would be unsustainable for them to purchase a Bentley or a G-Wagen while there are alternative, energy saving models like a Tesla or Prius. The trend that s beginning to take hold in the United States is that the more material things that are owned, the more successful one will be perceived as. This influx in material objects is not only the wrong way to measure success, but it is also the opposite of living sustainably. Although it is the rich who are often targeted for living u nsustainably, the poor also have an equal part to blame in the matter. Today, living extravagant and expensive lives is a goal sought by many, and the only way to change that goal is to redefine the definition of success into something more meaningful. Living sustainably does not mean having to remove all materialism from life, it simply means making small changes in day to day life that encourage less wasteful tendencies. Both for the rich and the poor, materialism is the driving forceShow MoreRelatedMaterialism And Its Effects On The United States1249 Words   |  5 PagesMaterialism, although commonly seen as a harmful characteristic, has the potential to be a beneficial one. The desire for a vast number of possessions has often been tied with the wealthy; however, both wealthy and poor alike have materialistic tendencies and thus, everyone has the potential to live unsustainably. Being materialistic is not what classifies a person as sustainable or unsustainable, it is what tha t person pursues with their tendencies that does so. If someone wanted to purchase a newRead MoreA Relationship Between Physical Properties And Mental Properties1399 Words   |  6 Pagesbeliefs, are all one entity. Materialisms, the most popular form of monism, claims that everything mental is also physical. On the other end of the spectrum, Dualists believe that physical and mental properties are two separate entities. This paper will address the merits of interactionist substance dualism (interactionism) and epiphenomenalist property dualism (epiphenomenalism) as well as functionalism which is a type of materialism. The debate between dualism and materialism has retained its relevanceRead MoreImplicit Of Implicit : Implicit Cognition And The Development Of Thought, Emotion And Behavior1676 Words   |  7 Pagesrelated to neuroticism and extraversion. Also, Rudolph, Abe, Riketta, and Schutz (2010) presented evidence that implicit self-esteem predicts spontaneous behavior. In addition, evidence that implicit self-attitudes predicts an individual’s emotional state was presented by Conner and Barrett (2005). Furthermore , evidence that an individual’s implicit goal relevant cognitions predict their success rate was presented by Critcher and Ferguson (2016). . Further still, Rudman, Dohn, and Fairchild (2007)Read MoreConsumerism Of The United States1411 Words   |  6 Pagesline from the new designer that everyone hypes about? Consumerism is something that flues the fire, also known as the 21th century disease of materialism. Although an alarming issue everywhere today, I belie ve none is more precedent that of the United States, a society in its own right whose consumerism is as staggering as it is worrying. Why the United States? Because it is a symbol of the Western society, the consumerism capital. Further this is in conjunction with the generation of today, us theRead MoreMaterialism in Society1161 Words   |  5 Pagesemergencies. However, people have become negatively addicted to cell phones and are abusing them. The cell phone has taken impact and has attracted those who are younger and materialistic. People use cell phones to achieve social status. With the effect of addiction and social status appeals, the cell phone also impacts the economy. Because Americans are becoming so materialistic, they view cell phones as a need rather than a want. This is a result of economic deficiency. Cell phones are becomingRead MoreConsumerism : The Trap Of Materialism1704 Words   |  7 Pagesâ€Å"The Trap of Materialism† Out of all of the different causes that people live for today, consumerism is the only one spread completely around the globe and into almost every culture. Throughout the thousands of years that humans have been on this planet the universal idea of success has been altered greatly. Today, the most common vision of a successful life is the ability to consume the greatest amount of stuff by obtaining the most amount of money possible. If you are unable to afford a houseRead MoreThe Bankruptcy Of Marxist Ideology : The Dilution And Variability Essay1720 Words   |  7 Pageshalf of the 20th century. The fall of communism in the late 1980s reveals the bankruptcy of communism as a state ideology in the U.S.S.R., since the Unite States and other first world nations triumphed as a global capitalist ideology. More so, the dilution of Marxism also occurs in the increasingly cultural and social abstractions of Marxist ideology that stray from the objective â€Å"materialism† of t raditional Marxist analysis, which shows a moderate rationalization for capioti8alism in the Neo-MarxistRead Moredevelopment studies1392 Words   |  6 PagesHUMANITIES AND SOCIAL SCIENCES, DEPARTMENT OF DEVELOPMENT STUDIES. Name: Computer No. : Course: DEV 2150 Tutor; Task: Present and discuss the various theories that are used to account for social and political change in developing countries. State by giving reasons, the theory you think is most suitable to understanding social and political change in developing countries. Developing countries have encountered perpetual shifts in cultural values and behavioural patternsRead MoreThe Socialization And Dilution Of Marxist Theory Essay1701 Words   |  7 Pagesleftists movements in the economic booms of the 1970s and 1980s: An analysis, for instance, of how the conservative regimes of Margaret Thatcher in England and Ronald Reagan in the United States in the late 1970s and early 1980s won power would dissect how conservative groups gained dominance through control of the state, and the use of media, new technologies, and cultural institutions such as think tanks and fund-raising and political action groups (Kellner, 2005, p.6). In this theory, Gramsci definedRead MoreMaterialism Is The Love For Tangible Things1013 Words   |  5 PagesMaterialism is the love for tangible things. Greed goes hand in hand with materialism because it refers to the want of having these tangible things, in abundance. We see today in our society that materialism and greed is at the forefront of most crimes. It is also often considered as the root to all evil. Even our businesses thrive on the materialistic consumer. Capitalism itself is built on exploiting people’s desire to buy things that they might not particularly need. In addition, these businesses

Language and Gender Essay - 975 Words

Language and Gender The idea that language can be used as an instrument of oppression is one that is held by many critics of varying focus who stress the fact that language is both an instrument of social constraint and a means of resisting that constraint. It is an issue deeply embedded in the literary theory of gender and sexuality, race and nationality, and even social class. The idea of feminist criticism, where language is identified as one of the means through which patriarchal values are both maintained and resisted. Feminists are concerned with two main ways in which they claim women are oppressed by language, the first of which is the idea of male dominated language. The issues can†¦show more content†¦Brooks (1983), Dayhoff (1983), Hyde (1984) all researched the reaction to the idea of the generic he, where the default assumption is that someone is male or masculine. Their research suggests that men feel included and women feel excluded, in some cases alienated. The generic he is the theory that he has gained common usage through history. However, the common usage of this term can cause women to feel excluded by the term, men to feel subject to prejudicial treatment by language (i.e. when talking about criminals, drug-users etc), men to be seen as the standard by which we must assess everything (default assumption). Furthermore, gender stereotypes will carry on existing unless the generic he and default assumption are changed to reach a more neutral standpoint. This is why one has to specify when not following the default assumption, such as in the cases of male nurses and lady doctors. Many books, which deal with human beings in gen eral, use male nouns such as men, man, and mankind, these all exclude women. Many believe that the best option should be too avoid offence by not using single sex terms where necessary and try to be politically correct towards language representation. However, although political correctness is intended to be polite and respectful itShow MoreRelated Gender-Neutral English Language Essay2943 Words   |  12 PagesGender-Neutral English Language The English language has evolved through history in a male-centered, patriarchal society. The male orientation of English carries two complementary implications: being male is normative and natural; and therefore, not being male is abnormal and unnatural. The shifting of our language from masculine to gender-neutral may be awkward at first, and our children may wonder what all the fuss was about. The English language is always changing and the futureRead MoreLanguage, Language And Gender1477 Words   |  6 PagesAs we all know, language is a very important role in our daily life and everyone on the planet uses a language. Language is used in so many ways. It is assigned to every country, and usually every country has its own language which is very unique. Whether one speaks or not, a language is still used, either verbal or sign language is used. Now to note here, language is not used in the same form by gender. Gender takes a huge role on language. Pronunciation and grammar are tended to be used very differentlyRead MoreGender and Language3703 Words   |  15 PagesLexical Analysis of Gender and Language Theories Muna Mohammed Abbas College of Engineering/ Babylon University 1. Introduction The major thing that distinguishes human beings from animals is basically our way to communicate with each other by using language. We have words for specific things, emotions, expressions and it appears as though we have words for everything when thinking about it. In each language; words are constructed in a certain way. When working with language, it is quite possibleRead MoreLanguage And Gender Of The Workplace842 Words   |  4 PagesLanguage and Gender in the Workplace The most common form of verbal communication is language. The continuous changing world, along with culture, often times controls how language develops and is used individually. The gender of a person may also amount to how language is used differently. To establish a common ground in word terminology, gender defines the social construct and expectations, not the biological differences, in humans (sex). Language and gender play vital roles in the workplace. Read MoreGender, Language, And Interpreting1581 Words   |  7 PagesGender, Language, and Interpreting A sociolinguist study states that communication works on several levels. Messages carry contextualization cues, such as pitch, intonation, and rhythm. Not to mention how word choice and ways of phasing information may affect the message (Tannen, 2005). In using discourse analysis, it has been shown that interpreters are participants within interactions. Interpreters are not invisible and are thus known to contribute to the interaction as communication cooperatorsRead MoreThe Relationship of Gender and Language1812 Words   |  8 PagesAn interest in the relationship between gender and language use has sparked a wide array of studies since the 1960s . Researchers then began questioning the assumption that the different genders, as well as the language patterns associated with them, were biologically determined . While a vast part of the general public still adheres to the notion that there is a natural dichotomy between two completely distinct genders—male and female—it is now widely established in academic circles that this isRead MoreLanguage Gender and Culture Essay879 Words   |  3 Pagesï » ¿ Language, Gender, and Culture Essay In our world there are so people that are being overrated, from their skin color, to how they talk or to where they came from or the way they walk, everything from what people wear to where people come from and their ethnic background. These people are looked down on  from the rest of society for just being themselves and doing only what they know to do.   For some, it’s wrong if others do not act just like them and they put them down for it.  Stereotypes canRead MoreGender Inequality Within The Language882 Words   |  4 PagesGender inequality in language In 2013 there was a change in Sweden language that dragged people’s attention on gender inequality. Sweden has added a gender neutral pronoun â€Å"hen† into the language system. â€Å"Hen† this words represents both male and female. This events reminded people about gender inequality happened in language. Every language people speak tend to have gender inequality in them. However does it really work to just change the pronoun in the language? I think probably not. There is indeedRead MoreThe Relationship Between Gender and Language1984 Words   |  8 Pagesrange of language issues. In chapter 13, Wardhaugh provides a good insight to the relationship between language and gender. He explains gender differences of language-in-use with concise examples. Wardhaugh riases questions about sexist language and guides readers to look closer at how people use language differently because of their own gender in daily life. According to the Whorfian hypothesis, which indicates that the way people use language reflects their thoughts, different genders adapt differentRead MoreGender Differerences in Language Learning1830 Words   |  8 PagesGenders Differ in Language Use The purpose of the study, including the specific research question studied: Language Learning Strategies (LLS) are the activities or actions that learners take in order to effectively receive, store, retrieve and use information that they gain. Learners take such actions in order to facilitate faster and easier learning as well as make learning more enjoyable and effective (Mahamod et al., 2009). According to Mahamod et al. (2009), gender results into differences

Division Zombie Essay Free Essays

Matt Coon Mrs. Scott English Comp 15 March 2013 Zombies A zombie is defined as a deceased human body that has somehow become reanimated and autonomous, yet no longer has sufficient brain or vital functions to be considered alive or capable of thought. The characteristics of a zombie have evolved over the years and throughout various cultures. We will write a custom essay sample on Division Zombie Essay or any similar topic only for you Order Now In Africa they portray a zombie as a soulless being used as a slave for a voodoo priest. Never the less we will take a look at the American portrayal of the modern day zombie. We will do this by dividing the â€Å"zombie† into four different categories; the walkers, the runners, the crawlers, and the mutated zombies. In the older legends, zombie lore usually involved some form of voodoo or evil magic, but most modern zombie-themed media centralizes the idea of a rapidly spreading disease or virus causing the human species to turn into mindless beings with an intense hunger for the human flesh. Walkers were the first breed of zombie that actually craved human flesh. The usually spell-induced African zombies were just soulless beings; they had no desire to feast on people. Very fragile, and mostly decomposed, these â€Å"walkers† move extremely slowly. However, what they lack in agility, they make up for in magnitude. Usually walking around aimlessly, the walkers normally travel in groups, a lot like a flock of birds, but at the first sight of flesh the group converges and the next thing you know your overcome. Of all the types of zombies, walkers are probably the most realistic. The idea of somebody dying and being resurrected as a necrotic, dead cannibal is terrifying to a majority of the population. They may lurch about and stumble comically, but it only takes one to alert the rest of the group and nest thing you know you have an army chasing you from all directions. All for the BRAINS! Created to put zombie movies at a faster pace, the â€Å"runner† is not technically a zombie. Customarily originated by a man-made disease or virus, these zombies are exceedingly fast and viciously savage. This is why happening upon a single runner can be just as deadly as meeting an entire horde of the inferior walkers. Assumedly because quick, hard-to-catch targets darting around the screen present more of a threat han those slower moving zombies, runners often play the most crucial part in zombie-based video games and films of this day and age. Zombies are nothing but soul-less, rotting bodies; so what happens to them when they lose a part of themselves? Started by the popular video game Call of Duty, crawlers are normal zombies, walkers or runners, who had their legs dismembered in an attempt to kill them. Usually caused by trying to cut them or some sort of explosion. These zombies are typically slow moving and easy prey; but if you are not vigilant they can be very hazardous. Even if they can’t chase you down and attack you, they still carry whatever infection or virus put them in their current condition, and they are more than capable of passing it on while fighting you off. They will often attack the feet and ankles first, in attempts to infect and weaken you. Then, when you fall to the ground, they feast. Last of all, there are the mutated zombies. Mutated zombies were started by the popular video-game-turned-movie series, Resident Evil. Infected, panicked, and fighting to retain life, scientists attempted to create a serum to battle the virus. At first it seemed as if it was working, and the disease was to be cured; alas, most of them turned into to heaps of rotting, radioactive flesh, starving for the taste of brains. There are other cases where a zombie is doused in radioactive material, afterwards becoming virtually unrecognizable afterwards. These unlucky few are freakishly disfigured; they are also generally very agile and extremely strong. Not only infected, most mutated zombies also come radioactive, one touch who knows what may happen? Uninfected humans often have no chance of survival when standing up to one of these monsters. Even though the zombie apocalypse will probably never happen, it is always going to be one of the human race’s biggest fears. Maybe this essay will help somebody through it by knowing all of the many types of zombies, each one stronger and faster than the other. We also know never to turn your back on a zombie, even if it is just crawling around snapping at your ankles. The zombie apocalypse might not happen any time soon but it is always good to be prepared. How to cite Division Zombie Essay, Essays

Medical and Family Law

Questions: Part A: Medical Law (a) Ever since she won 2m. On the National Lottery last month, the three-months pregnant Miss Wirewaist, aged 30, has been smoking like a chimney and drinking vodka like a fish. She has also been ignoring all medical advice given her. She wants to know whether, in order to protect the life of the foetus (her unborn child), she can lawfully be compelled to stop smoking and drinking alcohol. Advise her. (b) Miss Wirewaist has also expressly stated that she does not want her hospital, where she attends for treatment for her knee, to use her medical records for the purposes of research and annual audit, unless she is paid a generous fee. Advise her and the hospital authorities. (c) Mrs. Stricta has just found out that her family doctor, Dr. Conscience, has put her 15-year-old daughter, May, on contraceptive pills without her (Mrs. Stricta)s consent. Mrs. Stricta is furious and wants to take legal action against Dr. Conscience. Advise Mrs Stricta. Part B: Family Law It is impossible to provide a single definition of marriage. Indeed, one approach is to say that one cannot define marriage because marriage is whatever the parties to a marriage take it to mean. Discuss the ways in which the law seeks to provide a viable definition of marriage within family law. Answer: Part A: Medical Law: (a) The given case states that Miss Wirewaist, is a pregnant women who is continuously involved in smoking and drinking. This activity is extremely harmful for her health and primarily for the health of her fetus. According to the Congenital Disabilities (Civil Liability) Act 1976 if a child is born disabled a third party defendant can be sued for damages for those disabilities when they are caused by the defendants tortious act. The act provides that if disabilities of child are a result of the wrongful act of parent, then the mother is also responsible. However, in the case of S v St. Georges Hospital, the Court of Appeal stated that until a fetus is born it has no rights that prevail against the mothers rights. This landmark Women's charities warn court case was brought by the local government authorities in UK where a six-year old girl was affected by fetal alcohol syndrome due to her mothers excessive drinking. One of the vital issues in the case was that the fetus has a different legal and biological entity and hence can be considered as a victim of crime. The council held that the mother had committed a crime under the Offences Against the Persons Act 1861 for drinking during her pregnancy. In this case the court of Appeal held that any young child is not entitled to any criminal injuries compensation due to the drinking habits of the mother while she was pregnant. The Court further stated that any pregnant mother who is drinking heavily despite knowing of the possible harm to her child will not be held guilty of any criminal offence under the laws of the country even if the child is subsequently born damaged. Hence the advice that should be given to Miss Wirewaist is that presently after the decision of the court of appeals there is no law that forces pregnant women to quit smoking or drinking. (b) Miss Wirewaist attends treatment for her knee in a hospital and she expects that the hospital would not use her medical records for the purpose of research or audit unless a generous fee has been given to her. According to the Good Clinical Practice standards presently GCP has become a legal obligation in UK. The laws state that informed consent is required from all the participants before any research is done and adequate information about the benefits and risks should be given to the patients. According to Medicines for Human Use (Clinical Trials) Regulations 2004 a favorable opinion needs to be obtained from the ethics committee and licensing authority. Hence accordingly, hospital does not have any right to use the medical records of Miss. Wirewaist without the Miss Wirewaists permission and in accordance to her terms. (c) With regard to the consent of the parent for giving contraceptives to the child a rule developed as to whether a child of 16 years or younger has the capacity to consent to her medical treatment without parental knowledge. In the case of Gillick v West Norfolk and Wisbech Area Health Authority [1985], a health departmental circular advised the doctors on the contraception of minors. The released circular stated that the contraception prescription was at the discretion of the doctor such could be prescribed without parental consent. The House of Lords ruled in the case that the issue consent was more vital than the rights of the parents. Other than safeguarding the interests of the minor the parents rights did not exist and it was held that a minor has the right to consent and parents cannot veto such consent. Hence accordingly, in the given case, Mrs. Stricta cannot take legal actions against Dr. Conscience according to the prevailing medical laws in the United Kingdom. Part B: Family Law Some of the basic elements of a family are marriage or the relationship between two adults, the presence of children, resource sharing, continuity over time and the connections with other kin. Throughout the years the definition of marriage and how marriage observed by different generations has gone through a number of changes. With the changes in the conception of marriage the laws relating to marriage has also undergone changes. The United Kingdom has marriage laws that recognize all forms of marriage including civil and religious unions. The marriage laws are applicable to the opposite sex as well as the same sex couples. According to the rules of marriage in United Kingdom, the minimum age to enter into a valid marriage is sixteen years. However, till the age of eighteen the consent of the parents is necessary. In the case of religious marriages in most cases it is conducted by religious celebrants who are authorized to do so and civil marriages are conducted generally by the state registrar. In England and Wales the marriage laws are quite separate from other jurisdiction. Till the 18th century marriages were allowed to take place in any place as long as they were conducted by the appropriate clergyman from the Church of England. As a result of this a number of secret marriages used to take place during these times and those were often bigamous. The Civil Partnership Act was passed in 2004 and that gave the couples from the same sex the legal rights and responsibilities similar to that of the married heterosexual couples. The Act further states the formal procedures that is necessary for the dissolution of the partnerships similar to the rules of divorce. Later in the year 2013, the parliament passed the Same Sex Marriage Act that legalized the same sex marriage in England and Wales. In order to incorporate all the different forms of marriage and regulations in these categories the United Kingdom has elaborate laws that intend to cover all the important aspects in relation to marriage. One of the early laws relating to marriage was the Marriage Act 1949 that governed all the formalities essential for entering a legally enforceable marriage. The Matrimonial Causes Act 1973 states that a marriage can be brought to an end in accordance with section 11 where grounds are provided for the marriage to be void and in accordance to section 12 which states the grounds for the marriage to be voidable. The Family Law Act 1996 provides for the modernized divorce laws and nullity as a remedy was abolished in the country. The regulations on marriage also include the Forced Marriage Protection Act 2007 which attempts to legitimize the children born who are born out of voidable marriages. This includes those children who were born out of void marriages where at least one parent believed the marriage to be valid during the time of conception. The divorce laws are also provided which gives a number of grounds on which divorce can be sought. Divorce can be sort as a result of no consummation resulting from incapacity, result of non-consummation resulting from refusal. This clause is subject to the fact that marriage must have happened and ordinary completion of intercourse. Divorce can also be given resulting from lack of consent due to mistake, duress, unsoundness of the mind, or due to identity or the parties or the nature of ceremonies. Divorce can also be sought under section 12 (d) for mental disorder, under section 12 (e) for venereal disease and under section 12 (f) for pregnancy per alium. Hence it can observed from the laws relating to marriage and divorce that the family laws in United Kingdom intend to construe a feasible definition of marriage through these rules and regulations that meet the demands of the present and future generations. Bibliography: ABC News, 'UK Case Could Lead To Pregnant Women Being Charged For Drinking' (2014) https://www.abc.net.au/news/2014-11-06/british-case-could-lead-to-pregnant-women-charged-for-drinking/5871610 accessed 9 February 2015 Corfield L, Granne I and Latimer-Sayer W,ABC Of Medical Law(Wiley-Blackwell/BMJ Books 2009) Diduck A and O'Donovan K,Feminist Perspectives On Family Law(Routledge-Cavendish 2006) GHANDHI P and MACNAMEE E, 'THE FAMILY IN UK LAW AND THE INTERNATIONAL COVENANT ON CIVIL AND POLITICAL RIGHTS 1966' (1991) 5 "International Journal of Law, Policy and the Family" Mail Online, 'Pregnant Women Who Drink Will NOT Be Criminalised After Child Left Brain Damaged When Her Mother Drank Half A Bottle Of Vodka And Eight Cans Of Lager A Day Loses Test Case For Compensation' (2014) https://www.dailymail.co.uk/news/article-2860485/Mothers-drink-NOT-criminalised-child-left-brain-damaged-mother-drank-half-bottle-vodka-eight-cans-lager-day-pregnant-loses-test-case-compensation.html accessed 9 February 2015 Nhlapo R and Eekelaar J,The Changing Family(Hart Pub 1998) Pascall G, 'UK Family Policy In The 1990S: The Case Of New Labour And Lone Parents' (1999) 13 International Journal of Law, Policy and the Family Phillips A,Medical Negligence Law(Dartmouth 1997) Gillick v West Norfolk and Wisbech Area Health Authority(1985) 3 All ER S v St Georges Hospital(1998) 3 WLR

Importance management Skills

European Civilization Accomplished essays

European Civilization Accomplished essays The advancements of Greece, Rome and the Dark and Middle Ages set the foundation for modern European culture. Through literature, inventions, and the church Europe evolved into a distinct civilization. Greece influenced modern Europe with their advancements in literature and the written language. Also, the theories of Plato, Aristotle, Socrates began modern thought and theory. The Greeks, including Homer, were also the first to write down history. The Greeks also made advancements in science and math and also published encyclopedias. They then spread their influence and advancements as their boarders spread. After the fall of Greece, Rome had its own influence on the future of Europe. Under the Roman Empire transportation as well as communication spread through the Mediterranean with the spread of Rome's boarders Latin spread, as well, and would eventually become the Romance Languages. Christianity also emerged as a leading religion. Rome's government was the beginning of modern government with laws and judges. The country also had a large army that could easily be dispatched to far off battles. During the Middle Ages, in the East, the art, architecture, trade and crafts continued in a very-Roman tradition. In Arab culture made many advances in math and science and translated Roman scientific literature. In the West the Church, although unorganized and separated from the public, it maintained order and its monks were some of the few literate people during this time period. They maintained libraries and kept books from earlier civilizations. During this period the modern European countries such as Spain, France and Norway began to immerge. In the High Middle Ages feudalism created modern Europe's government, including nobles, monarchs, and parliaments. As trade began to expand towns immerged which had a huge impact on European culture. Also, with agricultural inventions people did not have to worry about food shortages and...

Enviroment Research Paper Example | Topics and Well Written Essays - 500 words

Enviroment - Research Paper Example There are varying sources of carbon dioxide especially the quantities found in the earth’s atmosphere. For example, environmentalists put the number at about 391 ppm (parts per million). Similarly, there is volcanic gassing, burning of fuels, combustion of organic matter and power generation that result to the excessive release of carbon dioxide in the atmosphere (Kemp 145). Other sources of carbon dioxide are cited as natural especially the decomposition of organic matter found in the grasslands and the forests. There is also notable emission of the gas into the environment from the respiration existing aerobic organisms. There are several effects of carbon dioxide in the environment in respect to the health of human beings and the immediate environment. For instance, in terms of positive effects, there are plant growths especially during the photosynthesis and transpiration processes. However, the negative effects supersede the positive such as the increase of the earth temperature. This eventually leads to global warming that finally leads to acidic rain. In other words, there is a mix of rainfall of carbon dioxide that comes in form of smoke from burning charcoal. On that account, the acidic rain affects crops by depositing acids especially in the oceans when it ends up poisoning sea creatures (McMichael & World Health Organization 145). In other words, the carbonic acid also affects crops by burning their leaves leaving traces of elements such as zinc and lead. The increase in earth temperatures also results to the warming of water bodies such as lakes, seas and rivers hence affecting creatures t hat have a direct dependence on water bodies. In the same view, there are also anthropogenic health risks of carbon dioxide that are paramount apart from the environmental effects. These are the human impacts of the gas upon the biophysical environments and other biodiversity resources.

Writer's choice Essay Example | Topics and Well Written Essays - 1500 words - 4

Writer's choice - Essay Example In one life his economic and social condition is worse than that of an animal, and in another life he lives to see the exploitation of and cruel treatment to the animals by humankind. As a young man Jacob has a reasonably good start in life, and he is about to finish is degree at Cornell’s veterinary school. Cruel stroke of destiny plays its part, his parents die in an accident, leaving nothing for him in inheritance. He has no job, and his earlier plan to join his father’s veterinary practice goes haywire. I chose this book as it details how a young man faces the trials and tribulations of life, and also details the life of animals which are at the mercy of human beings. The most powerful animals like lions and elephants are compelled to behave subservient to the human beings when they are in his captivity and control. I have a passion to read the books that detail the life of animals and deal with their living conditions. About two years ago, I happened to read the book Animal Forum and Declaration of Third World War by an Indian author HCR Mallya, the story of which relates to the rebellion of animals against humankind and fight for their rights and how the animals and birds emerge victorious in the war against human beings. My passion to read animal stories and their adventures has increased manifold since then. Water for the Elephants contains 25 chapters. Though each and every chapter does not relate to the animals directly as such, a discerning reader can observed some connectio n to the main theme of the book related to animals. Chapter 1: Jacob is in his 90s and his condition evokes instant sympathy. The problems of aging have disordered his life. He hates to be old age bracket, though he is in it. He is undergoing treatment for the broken hip, yet reaches to the window, rejecting the help being offered to him by others, and observes the tents and trappings of a circus being fixed in the open

A World of Art Essay Example | Topics and Well Written Essays - 1500 words - 1

A World of Art - Essay Example For instance, the Greeks invented three architectural systems called Doric, Ionic and Corinthian that stood for various meanings (Architecture, 2011). The Doric order, the column a sturdy and plain appearance, was used for the Parthenon in the capitol, and it incorporated worship of Athena, the Greek goddess of wisdom (Architecture, 2011). The point of using the Doric order was to symbolize order and harmony, which coincides with the goddess Athena. Architecture was not the only form of art that reflected religion. Sculptures were vastly popular in ancient Greece and they often times were figures of gods and goddesses like Zeus, even heroes and events were created to mirror religion. In the Christian era, art and architecture were not very different from Greece in how religion was portrayed. Before Christianity was universally accepted, art had to be hidden. These artists did not focus on perfection and beauty as did those that produced Greek art because they sought importance in tra nsforming their beliefs and teaching the Christian religion to others (Early, 2007). Sculptures were rarely seen, and unlike Greek architecture, Christian architecture was bland and unadorned in comparison (Early, 2007). However, the interiors were rich with furnishings- marble, mosaics, hangings, etc. as if to show that Christianity is not about always being beautiful and showy, but faith is set at the hearth like the heart and done with the family. 2. a. Mannerism: This era was set in before the baroque period, and it was European art that occurred around 1520-1580 in Italy Renaissance (Sayre, 2007). The focal term was harmony, which was illustrated through naturalistic paintings, i.e. paintings that were universally recognized as meaning the same thing to various people. Leonardo da Vinci and Raphael were famous artists of this era (Sayre, 2007). b. Baroque: Following the mannerism era, baroque came about in the late 16th-early 18th century throughout Europe (Sayre, 2007). It is a form of art that reflects religious themes as well as express power in aristocracy society. Lavish palaces were influenced by baroque style, as well as the artists Peter Paul Rubens and Gian Lorenzo Bernini (Sayre, 2007). c. Rococo: This type of art stemmed from baroque in the late 18th century in France due to the fact that baroque artists began to experiment giving up their symmetry and turned to creating ornate and playful art (Sayre, 2007). A lot of this art was created to be motifs of decoration and often criticized for its lack of sophistication. However, despite the controversies, it still remains a part of art history and so do the artists that incorporated it like Franz Anton Bustelli and Andrea Casali (Sayre, 2007). d. Neoclassicism: Unlike Rococo style’s seemingly unimportance, the neoclassicism era was distinct and memorable through its utilization of the visual arts like music, architecture, literature, and theatre and occurred late 19th century all over Europe (Sayre, 2007). It actually became a sort-of outspoken response to the â€Å"shallow† form of Rococo. It portrayed elements like war, politics and bravery (Sayre, 2007). Lastly, the artists that represent this period are Sir Christopher Wren and William Kent. e. Romanticism: This era is viewed as being the intellectual era, not romance, that gained popularity in the late 18th

Effects of Three Body Transformed Hamiltonian

Effects of Three Body Transformed Hamiltonian CHAPTER – 6 CONTRIBUTION OF THREE BODY TRANSFORMED HAMILTONIAN () THROUGH FULL CONNECTED TRIPLE EXCITATION COUPLED CLUSTER OPERATORS TO VALENCE IONIZATION POTENTIALS OF F2 AND Cl2 COMPUTED VIA EIP-VUMRCCSDÏ„ SCHEME 6.1 Introduction In this work, the effects of three body transformed Hamiltonian through full connected triples is studied on F2 and Cl2. To see the role of [1] in terms of magnitude, two kinds of computations named scheme–A and scheme–B are done. Scheme – A includes along with the other usual diagrams for EIP-MRCCSDà ¯Ã‚ Ã‚ ´ matrix [1-4]. In scheme–B, the term is totally absent. In this calculations, two chemically interesting and challenging molecules F2, and Cl2 ( because Fluorine atom is most electronegative, and Cl2 contains as many as 34 electrons ) are considered . The basis sets cc-pVDZ and cc-pVTZ (spherical Gaussians) [5] and experimental equilibrium geometry are used in these computations. The basis sets were collected from : http://www.emsl.pnl.gov:2080/forms/basisform.html. Table 6.1 and 6.2 contain all results. 6.2. Results and Discussion Both the molecules are linear and centro-symmetric and hence their point group is D∞h out of which we consider only the largest abelian sub-group D2h. All outer-valence main vertical IPs are presented in Table 6.1. Since independent particle model is valid here, some Koopmans’ configurations appear while going from one basis to another. Naturally, there is same one-to-one correspondence between scheme-A and scheme-B also. For single bonded molecule F2, the contribution of is small. For 2ÃŽ  u state , the differences in the case of cc-pVDZ and cc-pVTZ are 0.026 eV(.600 kcal/mol) and 0.029 eV(0.669 kcal/mol) respectively. For 2ÃŽ  u state of Cl2, the difference (cc-pVDZ) 0.040 eV(0.922 kcal/mol) is significant in view of that we are considering here the correlation dynamics of outer valence electrons. Experimental IPs are presented in the Tables with a view to realizing the reliability of our theoretical results only. Too accurate comparison is not possible here because of the restraint of our starting basis sets. For that, approaching towards basis set saturation as much as possible is necessary. Since scheme-A (as it includes ) gives more accurate IP. From now on or unless otherwise explicitly mentioned, it will be assumed that a theoretical IP value relates to scheme-A only. In the inner valence region, the sizes of the basis sets sometimes influence the IP-profile of the same molecule in higher energy regions considerably. The single bonded F2 molecule is studied first, the IPs of which are presented in Table 6.2. The first 2ÃŽ £g+ satellite of F2 shows that maximum contribution of is by an amount 1.117 eV(25.758 kcal/mol) for cc-pVDZ basis and 0.910 eV(20.985 kcal/mol) for cc-pVTZ basis. The difference (cc-pVTZ) 1.117 eV(25.758 kcal/mol) for 2ÃŽ £g+ is significant. In 2ÃŽ  u state, the maximum contributions are 0.773 eV(17.826 kcal/mol) for cc-pVDZ basis and 0.911 eV(21.001 kcal/mol) for cc-pVTZ basis respectively. In 2ÃŽ £u+ state, the contributions are 0.256 eV(5.903 kcal/mol) for cc-pVDZ basis and 0.267 eV(6.157 kcal/mol) for cc-pVTZ basis. Other satellites do not have the basis-to-basis correspondence. However, scheme-A to scheme-B correspondence is retained, which is based on the dominant configurations with expansion co-efficient à ¯Ã‚ Ã‚ ¾ 0 .3 or more. The next test case is Cl2 molecule, the IPs of which are presented in Table 6.2. The first 2ÃŽ £g+ satellite of Cl2 shows that maximum contribution of is by an amount 0.223 eV(5.142 kcal/mol) for cc-pVDZ basis and 1.305 eV(30.094 kcal/mol) for cc-pVTZ basis, respectively. In 2ÃŽ  u state, the contribution is 0.167 eV(3.851 kcal/mol) for cc-pVDZ basis. In 2ÃŽ £u+ state, the maximum contribution is 1.269 eV(29.263 kcal/mol) for cc-pVDZ basis, no such value for cc-pVTZ basis is found. The IPs onwards are arranged on the basis of dominant configurations. If dominant configurations differ from basis-to-basis substantially, they are put in different rows in the tables. Thus, some IP values which appear in case of cc-pVDZ may not appear at all in case of cc-pVTZ, and vice versa. Similarly, an IP for a basis appearing in scheme-A may be absent in scheme-B, and vice versa. While in the first case it is due to basis-set effect, in the second case it is due to . If for an IP, scheme-A to scheme-B correspondence is observed, only then it is possible to make a comment on the amount by which the IP has been shifted to what extent in scheme-B relative to Scheme-A. In other words, a quantitative picture of the effect of can be made. For quite a few IPs, the contributions of are significant. The values mentioned in parenthesis are relative intensities along with IPs. Molecule States Configurations Basis :cc-pVDZ Basis: cc-pVTZ Expt Scheme-A Scheme-B à ¢Ã¢â€š ¬Ã…’Ãâ€"â‚ ¬DiffÃâ€"â‚ ¬(eV) Scheme-A Scheme-B Ãâ€"â‚ ¬Diffà ¢Ã¢â€š ¬Ã…’à ¢Ã¢â€š ¬Ã…’à ¢Ã¢â€š ¬Ã…’Ãâ€"â‚ ¬ (eV) F2 2ÃŽ  g 1Ï€g -1 15.124 (0.933) 15.136 (0.932) 0.012 15.415 (0.928) 15.429 (0.927) 0.014 15.87a 15.70b 2ÃŽ  u 1Ï€u -1 18.190 (0.873) 18.216 (0.867) 0.026 18.492 (0.874) 18.521 (0.869) 0.029 18.8a 18.4b 2ÃŽ £+g 3ÏÆ'g -1 20.671 (0.956) 20.652 (0.954) 0.019 20.926 (0.948) 20.908 (0.947) 0.018 21.1a Cl2 2ÃŽ  g 2Ï€g -1 11.138 (0.954) 11.136 (0.954) 0.002 11.318 (0.948) 11.315 (0.948) 0.003 11.49b 2ÃŽ  u 2Ï€u -1 14.037 (0.059) 13.997 (0.916) 0.040 14.162 (0.911) 14.160 (0.911) 0.002 14.0b 2ÃŽ £+g 5ÏÆ'g -1 15.687 (0.952) 17.467 (0.018) 17.446 (0.018) 0.021 15.806 (0.942) 15.792 (0.942) 19.698 (0.008) 0.014 15.8b Table 6.1 : Contribution of the diagrams for three-body transformed Hamiltonian of 3h2p-3h2p block of EIP-MRCCSDÏ„ matrix (Fig.3.3, Chap. 3 ) to vertical ionization potentials ( in eV) of outer valence region (relative intensities have been put in the parentheses ) 1 eV = 23 .06035 kcal/mol aRef.[6] bRef.[7] Table 6.2 : Contribution of the diagrams for three-body transformed Hamiltonian of 3h2p-3h2p block of EIP-MRCCSDÏ„ matrix (Fig.3.3, Chap. 3) to inner valence main and satellite vertical ionization potentials ( in eV) of F2 and Cl2 Mol States Basis : cc-pVDZ Basis : cc-pVTZ Expt. Scheme-A Scheme- B à Ã¢â‚¬   Diff à Ã¢â‚¬   Scheme- A Scheme- B I Diff I F2 2ÃŽ £+g 29.680(0.016) 40.785(0.043) 42.672(0.436) 50.701(0.056) 54.836(0.101) 28.863(0.015) 40.835(0.015) 42.653(0.047) 50.600(0.060) 53.719(0.056) 0.817 0.050 0.019 0.101 1.117 41.916(0.659) 42.800(0.157) 42.889(0.048) 50.482(0.190) 41.961(0.617) 42.910(0.149) 42.385(0.059) 50.367(0.032) 0.045 0.910 0.404 0.115 41.75c 2ÃŽ  u 24.524(0.028) 32.416(0.065) 33.151(0.014) 33.671(0.021) 45.999(0.011) 51.633(0.015) 24.461(0.032) 31.643(0.050) 44.431(0.020) 50.239(0.020) 0.063 0.773 25.014(0.026) 32.936(0.039) 24.940(0.029) 32.025(0.052) 0.074 0.911 2ÃŽ  g 41.063(0.021) 42.117(0.013) 47.846(0.022) 40.314(0.067) 0.251 42.491(0.011) 48.659(0.013) 40.691(0.047) 2ÃŽ £+u 29.110(0.015) 29.203(0.040) 32.669(0.017) 37.491(0.675) 28.857(0.012) 32.413(0.017) 37.480(0.743) 0.253 0.256 0.011 29.690(0.030) 29.762(0.038) 33.195(0.022) 29.432(0.039) 32.928(0.023) 37.289(0.667) 0.330 0.267 37.47c cRef.[8] Table 6.2 continued Mol States Basis : cc-pVDZ Basis : cc-pVTZ Expt. Scheme-A Scheme- B à Ã¢â‚¬   Diff à Ã¢â‚¬   Scheme- A Scheme- B I Diff I Cl2 2ÃŽ £+g 22.222(0.027) 25.085(0.013) 28.214(0.650) 29.962(0.020) 37.302(0.038) 22.137(0.026) 25.041(0.012) 28.202(0.635) 29.739(0.029) 37.237(0.038) 0.085 0.044 0.012 0.223 0.065 22.443(0.034) 26.423(0.019) 26.655(0.073) 27.479(0.164) 29.939(0.032) 34.358(0.021) 22.356(0.033) 26.637(0.019) 26.684(0.059) 27.477(0.152) 31.244(0.048) 35.660(0.004) 35.631(0.048) 0.087 0.214 0.029 0.002 1.305 2ÃŽ  u 23.119(0.083) 22.974(0.059) 31.017(0.017) 22.967(0.059) 27.466(0.002) 29.075(0.002) 29.514(0.003) 30.663(0.002) 31.000(0.018) 31.258(0.009) 0.007 0.017 2ÃŽ  g 25.579(0.029) 25.412(0.023) 0.167 22.607(0.002) 25.606(0.015) 31.139(0.002) 33.351(0.014) 33.470(0.012) 34.804(0.010) 25.534(0.011) 26.019(0.006) 31.076(0.002) 33.308(0.008) 33.404(0.011) 34.099(0.003) 34.804(0.003) 34.844(0.011) 36.413(0.007) 37.059(0.002) 37.728(0.002) 38.080(0.002) 38.619(0.001) 48.004(0.001) 48.067(0.001) 0.072 0.063 0.043 0.066 0.040 2ÃŽ £+u 22.258(0.297) 24.399(0.279) 26.268(0.185) 38.132(0.025) 41.469(0.025) 22.222(0.275) 24.339(0.289) 26.220(0.184) 38.082(0.023) 40.200(0.018) 0.036 0.000 0.048 0.050 1.269 22.404(0.424) 24.413(0.111) 26.214(0.071) 31.646(0.033) 34.124(0.021) 36.911(0.042) 37.325(0.013) 22.376(0.341) 24.413(0.274) 31.587(0.032) 34.076(0.022) 34.454(0.029) 36.803(0.045) 38.207(0.027) 0.028 0.000 0.059 0.048 0.108 6.3 Conclusion The present calculations show that for F2 and Cl2, the above-said effect sometimes is considerably high and may even be more than 21 kcal/mol (F2 : cc-pVTZ) and 29 kcal/mol (Cl2 : cc-pVDZ) which are much presumably due to high electronegativity of F and Cl atoms. This suggests that inclusion of is essential in high accuracy EIP-VUMRCC IP calculations. References [1] K. Adhikari, S. Chattopadhyay, R. K. Nath, B. K. De, D. Sinha, Chem. Phys. Lett.  474 (2009) 199. [2] S. Chattopadhyay, A. Mitra, D. Jana, P. Ghosh and D. Sinha, Chem. Phys. Lett. 361  (2002) 298. [3] S. Chattopadhyay, A. Mitra and D. Sinha, J. Chem. Phys. 125 (2006) 244111. [4] K. Adhikari, S. Chattopadhyaya, B. K. De, A. Sharma, R. K. Nath, D. Sinha, J. Comp.  Chem. 34 (2013) 1291. [5] EMSL Basis Set Library (www.emsl.pnl.gov/forms/basisform.html). [6] G. Bieri, A. Schemelzer, L. Ã…sbrink and M. Jonsson, Chem. Phys. 49 (1980) 213. [7] A. B. cornfored, D. C. Frost, C. A. McDowell, J. L. Ragle, and I. A. Stenhouse, J.  Chem. Phys. 54 (1971) 2651. [8] P. Weightman, T. D. Thomas and D. R. Jennison, J. Chem. Phys. 78 (1983) 1652. 1

Pauls Relationship with Clara in Sons and Lovers :: Lawrence Sons and Lovers Essays

Paul's Relationship with Clara in Sons and Lovers       Paul's relationship with Clara is based on passion. Her womanliness impresses him from the first time that they meet and throughout their relationship. Since Paul has never had any sexual experiences Clara amazes him thoroughly because she is so sensual, unlike Miriam who is afraid of any physical contact and his mother who is not in a position to offer him such things. During their relationship, Paul matures from a boy into a man not only physically but also mentally. Sadly, due to their age difference and their different perceptions of life, their relationship falls apart. Another great reason for the failure of their relationship is the fact that Clara is married.    When Paul had to go to Willey farm to meet Clara he was very excited even though at that stage of his life he was seeing Miriam; "Evidently his eagerness to be early today had been the new-comer" (p.269). Not only was he eager to meet her but "There was something he hankered after", whenever he heard Miriam speak about Clara he "rouse" and would get "slightly angry" (p.268). When he entered the parlour the first thing he noticed was "the nape of her white neck, and the fine hair lifted from it" (p.269). Unlike him, Clara was quite indifferent towards Paul in the beginning: "She rose, looking at him indifferently" (p.269). It is rather curious how in the beginning Paul is obsessed with Clara's body: "He noticed how her breasts swelled inside her blouse, and how her shoulder curved handsomely under the thin muslin at the top of her arm", while she in a way was annoyed by him: "She did not mind if he observed her hands. She intended to scorn him" (p.270). He was self-conscio us in her presence while she most of the time acted as if he was not there: "Paul was rather self-conscious because he knew Clara could see if she looked out the window. She didn't look" (p.272). Paul is not only attracted by Clara, but he is also curious to find out about her since he has never met a woman like her before: "A hot wave went over Paul. He was curious about her" (p.

How the English language influenced African literature Essay

The use of the English language plays a crucial and dominant role in African literature. In contemporary African literature the use of English is often the key element for success as an African writer. This enables them to express their views across a larger area of today’s global world. However writing in English instead of their native tongues may come at a high price for these African writers. By them replacing their native languages with English could eventually lead to the eradication of their native tongues. The aim of this essay is to address the following key elements which influence the role of English in African literature. Colonization played a leading role in placing English at the forefront of African literature. English can be viewed as a ‘necessary evil’, especially by most of those African writers who did not inherit the English language. The English language forms the core of African literature, throughout most parts of Africa. This is often evident in our everyday experiences. For example, the majority of the educational institutes in Africa, use English as a medium for engaging in learning activities. English has long been the language of politics. Furthermore, in the media and in literature, English is clearly the dominant language. In order for us to gain an understanding as to why English is the dominate language in African literature we need to address the main factor which has placed English at the centre of African literature. The effects of colonialism had the most influence over this situation. In 1884, Europe divided the African countries into separate colonies and ‘shaped’ the African nations under their colonial powers. These separate colonies were classified according to the languages of Europe, English- speaking, Portuguese-speaking and French-speaking African countries. Colonialism controlled and limited the use of African languages by imposing negative and stereotypical views upon these African languages. This is clearly stated by S.N.Dlamini.. Another interpretation of the use of the Zulu language comes from its  association with illiteracy and ignorance. This interpretation was historic, and a typical example of how British colonisation and a British education system impacted on language use. With colonialism, African languages were downgraded, and the language of the colonising country, English became the language of commerce, education and an instrument with which to measure knowledge(Dlamini:2005:16) The use of English in African literature can most definitely be viewed as a necessary evil. On the one hand, the English language plays a fundamental part in many aspects of communication. For instance, those African writers who choose to write in English can express their opinions, views, experiences and the like, across a more global scale. On the other hand, it’s a different scenario altogether for those whom have had to acquire English as their second language. Obviously, people would generally feel more comfortable writing in their home language as opposed to an additional language. Chinua Achebe wrote: â€Å"Those of us who have inherited the English language may not be in a position to appreciate the value of the inheritance. Or we may go on resenting it because it came as part of a package deal which included many other items of doubtful value and the positive atrocity of racial arrogance and prejudice which may yet set the world on fire. But let us not in rejecting evil throw out the good with it.† (Achebe;2005;31) There is no use in ignoring the fact that most literature will continue to be written in English. There are many reasons as to why it would not be feasible to banish the use of European languages in Africa, in replace of an African language. Firstly, this would affect the levels of communication within Africa and in relation with the rest of the world, as there are very few individuals in other parts of the world that understand one of the African languages. Secondly, this process would entail many expenses and complications. For  instance, the changing of educational institutions into ones with and African language as a medium for learning. ‘†¦those African writers who have chosen to write in English or French are not unpatriotic smart Alecs with an eye on the main chance-outside their own countries. They are the by-products of the same process that made the new nation states of Africa’ (Achebe;2005;31) Clearly, there are many advantages of writing in a first world language. Firstly, this would cultivate Africa to be a part of the global network of communication. For instance, this would allow African writers to express their views across a broader scale of the globe. Mazizi Kunene stated, â€Å"African literature is no literature unless it is used as a vehicle of ideas.† Furthermore, the use of a ‘universal’ language helps to destroy the barriers between different social or cultural groups by creating the link of communication. Secondly, with the ability to communicate, this allows these different social and cultural groups to interact, thus creating recognition for these different cultural groups. Charles Taylor creates a clear indication of the importance of recognition in his article The politics of recognition. The demand for recognition in multiculturalism is given urgency by the supposed links between recognition and identity, where this multiculturalism designates something like a persons understanding of who they are, of their fundamental defining characteristics as a human being. The thesis is that our identity is partly shaped by recognition or its absence, often by the misrecognition of others, and so a person or a group of people can suffer real damage, real distortion , if the people or society around them then mirror back to them a confining or demeaning or contemptible picture of themselves. Nonrecognition or misrecognition can inflict harm, can be a form of oppression, imprisoning someone in a false, distorted, and reduced mode of being. In other words, communication helps to facilitate the recognition of groups,  which is especially crucial for those smaller cultural groups from being oppressed and viewed as inferior, due to people’s ignorance. On the other hand, one needs to address the obstacles facing the African writer. For those who have acquired English as their second language, often feel that they are incapable of expressing themselves in the correct context when writing in English. Some feel they have to first think in their native tongue and then translate it into English and in the process their writing looses its meaning. Achebe stated in his article, ‘The English language and the African writer’ â€Å"The real question is not whether Africans could write in English but whether they ought to. Is it right that a man should abandon his mother-tongue for someone else’s? It looks like a dreadful betrayal and produces a guilty feeling. But for me there is no other choice. I have been given this language and I intend to use it.† (Achebe,C:2005:33) Firstly, in order to retain ones self identity, the sense of who you are and where you came from, one must first define themselves in relation to their language and their environment. This should be a crucial element, before adopting other languages. Ngugi wa Thiongo stated, â€Å"The choice of language and the use to which language is put is central to a peoples definition of themselves in relation to their natural and social environment, indeed in relation to the entire universe.(2005:25) Hopefully there will still be writers who choose to write in their native languages, to ensure the existence and the development of African literature. Evidently as the above evaluation states, African literature will continue to be dominated by the use of the English language. Although this is the reality to date, those Africans should not do so at the expense of abandoning their mother-tongue.

Shirley Chisholm, First Black Woman in Congress

Shirley Chisholm, First Black Woman in Congress Shirley Chisholm  (born Shirley Anita St. Hill, November 30, 1924–January 1, 2005) was the first African-American woman ever elected to the U.S. Congress. She represented the 12th Congressional District of New York for seven terms (1968–1982) and quickly became known for her work on minority, womens, and peace issues. Fast Facts: Shirley Chisholm Known For: First African-American woman to serve in the U.S. Congress, from 1968–1982Born: November 30, 1924 in Bedford-Stuyvesant, Brooklyn, New YorkParents: Charles and Ruby Seale St. HillEducation: Brooklyn College (B.A., sociology, cum laude); Columbia University (M.A., elementary education)Died: January 1, 2005 in Ormond Beach, FloridaPublished Works: Unbought and Unbossed and The Good FightSpouse(s): Conrad O. Chisholm (1959–1977), Arthur Hardwicke, Jr. (1977–1986)Notable Quote: That I am a national figure because I was the first person in 192 years to be at once a congressman, black and a woman proves, I think, that our society is not yet either just or free. Early Life Shirley Chisholm was born in the Bedford-Stuyvesant neighborhood of Brooklyn, New York on November 30, 1924. She was the eldest of four daughters of her immigrant parents, Charles St. Hill, a factory worker from British Guiana, and Ruby Seale St. Hill, a seamstress from Barbados. In 1928, because of financial hardship, Shirley and two of her sisters were sent to Barbados to be raised by her grandmother, where they were educated in the islands British-style school system. They returned to New York in 1934, even though the financial situation had not been resolved. Shirley attended Brooklyn College for a degree in sociology, where she won prizes in debating but found she was barred from the social club, as all blacks were, so she organized a rival club. She graduated with honors in 1946 and found work at two daycare centers in New York. She became an authority on early education and child welfare, and an educational consultant for Brooklyns Bureau of Child Welfare. At the same time, she worked as a volunteer with the local political leagues and the League of Women Voters. Deeper Involvement in Politics In 1949, Shirley married Conrad O. Chisholm, a private investigator and graduate student from Jamaica. Together they became increasingly involved in New York municipal political issues, establishing a number of local organizations to bring blacks and Hispanics into politics. Shirley Chisholm returned to school and obtained a masters degree in elementary education from Columbia University in 1956 and became involved in grassroots community organizing and the Democratic Party, helping form the Unity Democratic Club in 1960. Her community base helped make possible a win when she ran for the New York State Assembly in 1964. Congress In 1968, Shirley Chisholm ran for Congress from Brooklyn, winning that seat while running against James Farmer, an African-American veteran of the 1960s Freedom Rides in the south and the former national chairman of the Congress of Racial Equality. With her win, she became the first black woman elected to Congress. Her first congressional battle- she fought many- was with the chairman of the House Ways and Means Committee, Wilbur Mills, who was responsible for assigning committee appointments. Chisholm was from the urban 12th district in New York; Mills assigned her to the agricultural committee. Apparently, she said, all they know here in Washington about Brooklyn is that a tree grew there.  The speaker of the House told her to be a good soldier and accept the assignment, but she persisted and eventually Mills assigned her to the Education and Labor Committees. She hired only women for her staff and was known for taking positions against the Vietnam War, for minority and womens issues, and for challenging the Congressional seniority system. She was outspoken and uninterested in conforming: in 1971, Chisholm was a founding member of the National Womens Political Caucus and in 1972, she visited the voluble segregationist Alabama governor George Wallace in the hospital when he was recovering from an assassination attempt. He was astonished to see her and she was criticized for visiting him, but the act opened doors. In 1974, Wallace provided his support for her bill to extend federal minimum wage provisions to domestic workers. Running for President and Leaving Congress Chisholm ran for the Democratic nomination for president in 1972. She knew she could not win the nomination, which eventually went to George McGovern, but she nevertheless wanted to raise issues she felt were important. She was the first black person and the first black woman to run for president on a major party ticket and was the first woman to win delegates for a presidential nomination by a major party. In 1977, she divorced her first husband and married businessman Arthur Hardwicke, Jr. Chisholm served in Congress for seven terms. She retired in 1982 because, as she put it, moderate and liberal lawmakers were running for cover from the new right. She also wanted to take care of her husband, who had been injured in an automobile accident; he died in 1986. In 1984, she helped form the National Political Congress of Black Women (NPCBW). From 1983 to 1987, she taught politics and womens studies as the Purington Professor at Mount Holyoke College and spoke widely. She moved to Florida in 1991 and briefly served as the ambassador to Jamaica during President Bill Clintons first term. Death and Legacy Shirley Chisholm died at her home in Ormond Beach, Florida on January 1, 2005, after suffering a series of strokes. Chisholms legacy of grit and persistence is apparent in all of her writings, speeches, and actions in and out of government. She was involved in the founding or administration or strong support of numerous organizations, including the National Organization of Women, the League of Women Voters, the National Association for the Advancement of Colored People (NAACP), the Americans for Democratic Action (ADA), and the National Womens Political Caucus. She said in 2004, I want history to remember me not just as the first black woman to be elected to Congress, not as the first black woman to have made a bid for the presidency of the United States, but as a black woman who lived in the 20th century and dared to be herself. Sources Barron, James. Shirley Chisholm, Unbossed pioneer in Congress, Is Dead at 80. The New York Times, 3 January 2005.Chisholm, Shirley. The Good Fight. New York: Harper Row, 1973. Print.Unbought and Unbossed. Washington, DC: Take Root Media, 1970 (2009).Jackson, Harold. Shirley Chisholm: The First Black Woman Elected to Congress, She Was an Outspoken Advocate against Discrimination. The Guardian, 3 January 2005.Thurber, Jon. Shirley Chisholm, 80; Ran for President, Served 13 Years in Congress. Los Angeles Times, 4 January 2005.

Top 10 ACT Reading Tips Use These and Improve

Top 10 ACT Reading Tips Use These and Improve SAT / ACT Prep Online Guides and Tips If you’re taking the ACT and find the Reading section to be a challenge, you’re probably looking for some quick ways to improve your scores. Well, you’re in luck. Here are our top 10 tips for acing the ACT Reading section! Tips for Reading Passages Tip #1: Start with Your Most Comfortable Subject Matter The structure of the ACT Reading section is very consistent.There will be fourtopic areasin the same order every time: Prose Fiction/Literary Narrative, Social Science, Humanities, and Natural Science.If you know that one or two of these will be easier for you to get through based on your interest in the subject matter, you should target those ones first. If, for example, you're more of a science person and end up running out of time on the last passage, you could be missing out on some easy points.Instead, you should skip straight to the subject where you're most comfortable. That way you know you’re getting the most out of your reading section score. Tip #2: Skim the Passage First (Or Skip Straight to the Questions) It’s not necessary to read the passage in full right away, especially if youstruggle with time on the ACT Reading section. One tactic is to skim first so you get a sense of the main ideas of the passage before reading the questions.The best way to skim is by reading the introduction and conclusion along with the first and last sentences of each body paragraph.You’ll save time and be able to answer most big picture questions about the passage.You can go back and read certain parts of the passage more closely later if necessary. Another tactic is to skip the passage at first and go straight for the questions.You can answer most detail questions without reading the full passage.Later, when you move onto big picture questions, you'll already have a sense of the main ideas of the passage based on what you learned in answering other questions.You can always go back and skim the passage, paying special attention to the introduction and conclusion, if you're struggling with big picture questions. Tip #3: Get Interested in the Passage It’s easy to adopt a negative attitude about the passages and treat them as a chore you just have to get through. However, you’ll have a much better time if you persuade yourself to be interested in the material you’re reading. Some of the passages present interesting information that you wouldn’t have learned otherwise. If you think of this as a learning experience, you’re more likely to absorb the material.That means a better performance on the questions and a more pleasant testing experience overall! Wear a party hat if you think it will get you in a more festive mood. If your peers judge you, just say you're going to an awesome party after the test and THEY'RE NOT INVITED. Tips for Answering Questions Tip #4: Use Connotation and Keywords When you’re thinking about how to answer a question, look for words and phrases that will help you determine positive or negative connotation as well as keywords that provide context clues about the answer.If you can figure out whether an answer should have a positive or negative connotation, this will help eliminate at least a couple of choices. If you can find keywords that indicate a contrast or a comparison in the passage (such as "however" or "rather than"), that can also lead to logical conclusions about the type of answer you want. Here's an example where we can detect connotation and use it to eliminate answer choices: The passage indicates that at the time Frank and Sigwarth presented new evidence supporting the small-comet theory, Frank most nearly felt: A. relieved but bitter about how he had been treated.B. grateful that ridicule of his work would end.C. proud that he had been proved right.D. satisfied and filled with anticipation of glory. The passage reads that after the new evidence was presented: Rather than gloating or anticipating glory, Frank seemed relieved that part of a long ordeal was ending. "I knew we'd be in for it when we first put forth the small-comet theory," Frank conceded, "but I was naive about just how bad it would be. We were outvoted by about 10,000 to 1 by our colleagues." Here, we see the words "Rather than", which tip us off to a contrast. We know for sure that Frank was NOT "gloating or anticipating glory". This means choice D can be eliminated for sure. Choice C can also be crossed out because pride wasn't the main component of Frank's feelings (as evidenced by the fact that he wasn't gloating about his accomplishment). The words "relieved" and "ordeal" show that Frank was just happy to be less vulnerable to criticism - he didn't have the energy to throw his success in everyone's faces. For the remaining two answer choices, you can see that there is a very strong adjective in the form of the word "ridicule" in choice B. This makes choice B questionable, because it doesn't seem like Frank's colleagues actually made fun of his work. They just didn't believe his theory. Choice A fits much better, and the word "relieved" is even used in the passage to describe Frank's feelings. Based on this question, you can see that paying attention to keywords is a beneficial strategy for eliminating answer choices on the ACT. Tip #5: Predict the Correct Answer When answering a reading question, try to think of the correct answer in your own words first.This will help you to avoid pitfalls with confusing answer choices.If you already have an idea of what the answer should be, you won’t get tripped up by answer choices that seem plausible but aren’t objectively correct. If the question is confusing to you, you canrephrase it in your own words before you even look at the answers to make it a bit easier. Usually, ACT Reading questions have pretty straightforward wording, but sometimes they can be confusing. If you think you might get the question muddled, write down what it's asking in your own words before choosing an answer. Tip #6: Eliminate Incorrect Answers This is the fundamental rule of ACT Reading: There's only one absolutely correct answer, and you will be able to find concrete reasons to get rid of all the other choices. Learning to eliminate wrong answers is vital because it’s much easier to get rid of the duds than to find the correct answer right away.Instead of puzzling over a couple of answers that you think might be right, you should think about why at least one of them has to be wrong.Train your focus on finding reasons to get rid of answers - every incorrect answer has something completely wrong about it. It’s your job to find reasons to eliminate answers until you are left with only one correct choice! If it helps, you can eat a milk dud for each time you eliminate a dud answer. The horrible stomachache you get later will be a helpful reminder of just how wrong the answers were. Logistical Tips Tip #7: Skip Difficult Questions If you struggle with running out of time on ACT Reading, which is one of the major challenges of this section, this tip is super important!If you find yourself lingering on a Reading question for more than 30 seconds, skip it and move on.Sticking with one difficult question for too long can jeopardize your chances of getting to easier questions later in the section. Especially on the ACT, it’s critical to have a strong grasp on time management.Since there’s only one Reading section,you need to make sure you get to all the questions.Circle the questions you skip on the first pass so that you can come back to them once you finish going through the whole section. Also, keep in mind that the ACT has no guessing penalty! If you're still totally stumped by a question after you come back to it, pick a letter at random and bubble it in. You can miss up to ten questions on the ACT reading section and still end up with a 25, so depending on what your target score is, you can give yourself some leeway for guessing. Bonus Math Question: If the correct answer choices for all the ACT Reading questions have equal chances of being correct, and you guess the same letter for 10 questions, how many points should you get, just by guessing? (Answer: you have a 1/4 chance of choosing the right answer choice, which x 10 = at least 2 points!) Long story short: guess the same letter pair (A/F, B/G, and so on) for questions that stump you and you have no idea how to answer. Tip #8: Double Check Your Answers If you have time at the end of the section, don’t waste it!Take the opportunity to go back through your answers and make sure you’re happy with all of them.This is the best way to eliminate any silly mistakes you might have made on the test. To make sure you're doing this in the most efficient way, circle any questions you're slightly unsure about in the section as you go along (even if you end up bubbling in an answer). That way you can just double check questions that confused you instead of wasting time checking questions that were no-brainers in the first place. Tip #9: Bubble at the End You can increase your efficiency on the ACT by waiting until the end of the section to bubble in all of your answers. You'll avoid looking back and forth between the test booklet and answer sheet during the test, which saves a few seconds per question.Just circle your answer choices in the test booklet when you first go through the questions. Be careful about using this tip though! You should only do it if you already know you can get through all the questions with 3-5 minutes to spare. Tip #10: Remain Calm Since there’s only one Reading section on the ACT, it’s important to keep it together and move forward even if you come across questions that stump you.Don’t let yourself get flustered by difficult questions. If you run up against something you can’t answer, just skip it and continue with the section.You might come back to it at the end and realize it wasn’t as hard as you initially thought.Confidence is key! Stay as cool as a cucumber. Are cucumbers really any cooler than other vegetables? I mean, clearly carrots and broccoli are trying too hard. But what about cauliflower? All the flair of broccoli but with a little more subtlety. I'll have to think about this. Let’s Review! Tips for Reading Passages: Start with your most comfortable subjectSkim first (or skip the passages initially and read the questions) Get interested in the passages Tips for Answering Questions: Use connotation and keywordsPredict the answer Eliminate wrong answers Logistical Tips: Skip difficult questionsDouble check answersBubble at the end Don’t freak out Remember to focus on in-depth strategies for improvement before applying these tips. You can’t just put a bandaid on a shark bite (or whatever other mortal wound you want to envision as a proxy for ACT content weaknesses).If you can master your content weaknesses AND follow these ACT Reading tips, you’ll be on your way to a great Reading score! What's Next? Looking for more ACT Reading strategies? Take a look at our articles on how to score a 36and the best way to practice for the reading section. If you want to be super prepared for whatever the test throws at you, check out my article on the hardest questions you'll see on the ACT Reading section. Here's a link to our complete study plan for the ACT so you can get started preparing for the test! Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Cross-cultural communication Essay Example | Topics and Well Written Essays - 3000 words

Cross-cultural communication - Essay Example Also, as case study, research data of intercultural communication between the USA manager and Japanese manager of an USA based company in Japan is analyzed. Culture and communication Communication is defined as a procedure by which information and other matters are exchanged between more than one person where the subject matter is important for at least one of the persons involved. Communication also means that one or more persons absorb the meaning and theme of the matter that has been shared based on certain patterns of interpretations that have followed. Therefore, during the course of a communication it is required to understand the kind of behaviour that needs to be followed or avoided. Thus, culture forms a framework and a universal reference in which all that takes place is comprehended. Cultural patterns by their own distinct nature carry purposeful meanings for only those who participate unlike other symbols that carry meanings that are attributed to them depending on social acceptance, and as such these symbols are not inherent in behaviour. On the other hand, patterns cannot exist on their own accord after their creation; they need to be given new concepts by conveying the meanings to a new generation. This is done by means of communication. There is a complex relationship between culture and communication. It is through communication, which is a mode of interaction between several persons, that culture is created. By communication it is possible to create and share the prevailing patterns of meaning, thinking, feeling and acting, and by such sharing these patterns are carried on for generations (Korac-Kakabadse, 2001, p.6). The strength of intercultural communication can be linked to several hypotheses based on geographical proximity. There are several examples of such hypothetical situation. For one, during a course of communication there may be several members belonging to different cultures but residing in same place or in close proximity. In suc h cases, these members may not communicate as much as was expected beforehand because of their geographical proximity. Then, the second hypothetical situation can be that members of a communication belong to cultures that are differentiated by their segregated geographical locations. In this second case, important parts of the communication have less possibility to be carried on between the individual members; communication is more likely to be carried on between cultural representatives and intermediaries. In this case, communication can take place between the individual members but more likely in neutral places like in workplaces and in recreational centers. For study of culture and communication, it is also necessary to know the kinds of communication that are involved like the topics chosen, and also the balance of small and formal discourse. The content and style of communication need to be comprehended to study the relation between culture and communication. During intercultur al communication, it is the strategic decision of the participants that shape the course of the interaction. The decision may include keeping quiet or joining one group or the other. The speakers may forego their distinct cultural styles to adopt a practical approach according to the need of the moment. The behavior that the speakers display during such communication does not reflect their original

No topic Assignment Example | Topics and Well Written Essays - 750 words - 3

No topic - Assignment Example When the sample size (N) is small it takes a larger number of sample (Reps > 1000) to see that the distribution is normal while when N is relatively larger it takes relatively smaller number of sample (reps In conclusion, if the parent population is normal, the sampling distribution will always be normally distributed. If the population is not normal, the distribution of the sample mean will be approximately normally distributed if the sample size is large enough. From this we learn that this statistical technique assumes normality even when we are sampling populations that are not normal distributions. Hence we can say that central limit theorem is a statistical technique that assumes normality in both normal and normal statistical distribution shapes. When the sample size is large enough, the sampling distribution of the sample mean will always tend to normal distribution. In the first sentence it will be better to say that the central limit theorem describes the characteristics of the sampling distribution of the mean of samples that are randomly sampled from a population. Instead of saying â€Å"the means sample means is approximately normal† we rather say that the distribution of the mean of the sample is normal. And lastly there is a spelling mistake in the first paragraph last sentence. Instead of â€Å"†¦the sampling distribution if the mean approves a normal distribution†¦Ã¢â‚¬  it read â€Å"†¦the sampling distribution of the mean approves a normal distribution†¦Ã¢â‚¬  Here, the classmate has done extremely well to point out that as the sample

HRM cast study Essay Example | Topics and Well Written Essays - 500 words

HRM cast study - Essay Example One of the aspects that will hinder the successful delivery of Ralph’s strategy is his father’s influence on management of the business. As seen from his management of the company, William always likes his ideas implemented. From the information provided, Ralph fears that his father might object the strategy. Putting into consideration the powerful position he holds, that of the chair to the company, William’s objection of the strategy will be effective on the level of its success. Another area that might hinder the delivery of this strategy is the role of the staff in the formulation of the strategy. A successful strategy should be drawn from the many decisions made by staff members over a period of time (Epstein 2004, p.24). Once compiled, this strategy will reflect the views of the staff. Considering that it is the same staffs that will be expected to implement it, the level of success of such a strategy will be expected to be high should they be involved in strategy formulation. This is not the case, however, with the strategy adopted by Random Alloys. The managing director, without incorporating all staff members, formulated the strategy. As indicated by the members of staff in their remarks in the questionnaires, there is a feeling among staff members that they are not included in any changes made in the company. The staff are only included when the changes are happening. Lack of a clear flow of information within the company can also hinder the level of success of its delivery (Alston & Bryson 2013, p.145). Currently, Random Alloys lacks a defined formula through which information is communicated to members of staff. This leaves staff members looking for information they need from only those they know in the various offices. Lack of clarity on who gathers and provides information within the company will translate to misunderstandings during the implementation of the

Native American Paper Essay Example for Free

Native American Paper Essay In the pre-Columbian era when the Europeans had not yet discovered the â€Å"New World† there lived many distinct but also similar tribes that ruled all across. Many tribes existed during this era of prosperity for the Native Americans. A few of the main tribes of it are the Cherokee, Iroquois, Navajo, and Sioux who were all special in their own way. Firstly, the Cherokee were made up of seven clans with which each had a different purpose and job. The names and jobs of all the tribes in English are Long Hair which sends the Peace Chief, Blue who is the oldest; Wolf to protect clans, Wild Potato is the keeper of the land (gatherers), Deer is the fastest runners and hunters, Bird sends messengers, and lastly Paint are the medicine people. The belief system for the Cherokee was that good is rewarded and evil is punished. One main object they used was river cane making and using it for multiple purposes. The Trail of Tears was an important part of the Cherokee past since they used it to move to a different territory. (Information for the Cherokee Paragraph: Secondly, the Iroquois were consisted up of a small amount of tribes such as Cayuga, Mohawk, Oneida, Onondaga, Seneca, and Tuscarora. The main Iroquois considered themselves to be a superior people which lowered their numbers as time went by. One more reason the numbers went down was because they joined the British during the Revolutionary War. The belief of the Iroquois was that they should not kill each other and a sense of internal unity. The way the Iroquois survived was through a political system. (Information for the Iroquois Paragraph:? http://www. tolatsga. org/iro. html).

Supervision Model for Psychological Assessments

Supervision Model for Psychological Assessments Smith and Harty (1987) were pioneers in providing a model of supervision for conducting psychological assessments. Their model put forth that the supervisor’s responsibility is to ensures that the beginning supervisee accurately score their protocols and help him/her respectively create and order hypotheses by clinical relevance and amount of certainty. Additionally, this model features the supervisor having expectations that the supervisee will individually generate hypotheses while the supervisor judges and double-checks his/her work. The final portion of Smith and Harty’s model entails the supervisor serving as a consultant to the supervisee once the supervisee is competent. Finkelstein and Tuckman (1997) build upon Smith and Harty’s model by adding onto what is typically already done by supervisors (i.e., modeling the behavior of their own mentors when they received supervision in the past). Specifically, Finkelstein and Tuckman outline a model of supervisee development from beginner to expert. The first step for supervisors to teach supervisees is entitled â€Å"Learning the Basics of Test Administration and Scoring.† In this step, the supervisor serves as a â€Å"tour guide† for information found in test manuals (e.g., testing conditions and general scoring rules), teaches â€Å"macro-level scoring† of each test (e.g., calculating IQs, percentiles, and age levels), and emphasizes the pros and cons for each tests and how it can best answer corresponding referral questions. The next step, entitled â€Å"Generating Primary Inferences†, involves extrapolating inferences from all aspects of the assessment process includin g tests, behavioral observations, and relevant history. During this step, the supervisor’s role is to explain the rationale for the generated hypotheses, address how experience aids competence in hypothesis development, and curtail idealization of the supervisor and devaluation of the supervisee’s own abilities. The third step in this model involves clustering related hypotheses. This step involves the supervisor helping the supervisee integrate multiple sources of data into digestible patterns and clusters that will ultimately be documented in an outline that serves to guide the formal report. The fourth step, entitled â€Å"From Outline to the Written Word,† involves the supervisor’s role in helping the supervisee convert the outline into a useful report (e.g., proofreading, suggesting revisions, and preparing supervisee to provide feedback). The fifth stage in this model, entitled â€Å"Internalizing Diagnostic Norms,† is designed for more advanced students who have mastered basic assessment skills and are in need of more â€Å"content knowledge.† Specifically, the supervisor’s role in this stage involves ensuring exposure to a wide variety of assessment questions and helping the supervisee recognize patterns and deviations in test results and specific patient populations. The sixth stage encourages autonomy and promotes consultation when there is less need for direct guidance. The authors state that supervisors need to be aware that this stage often involves a â€Å"dynamic tension† between autonomy and dependence for the supervisee. The sixth stage involves the supervisor encouraging complete autonomy for the supervisee, which typically occurs after one has obtained his/her license and will be generating reports independently. The final stage in this model involves the former supervisor help ing the former supervisee transition into becoming a supervisor for the next generation and serving as a consultant throughout this life-long process. Regarding the take home message for their model, Finkelsten and Tuckman proclaim that this interpersonal and intrapersonal process should produces supervisee that are able to master assessment by integrating â€Å"all the various and diverse introjects from past supervisors into a unique self (p. 95).† Yalof and Abraham (2009) summarize core supervisory considerations and promote an integrative approach to supervision that is aimed to strengthen psychological report writing and improve preinternship preparation for psychology graduate students. The first area these authors address is regarding assessment competency and citing the foundational skills in assessment education and training (e.g., psychometrics, theory) outlined in the 2002 Psychological Assessment Work Group (PAWG: Krishnamurthy et al., 2004). Next, the authors describe the various developmental stages that supervisees evolve from and outline several markers that are used to define â€Å"assessment† competency. From this point, Yalof and Abraham go into greater detail regarding multicultural supervision. Specifically, they encourage supervisors to help supervisees address differences in cultural background and determine if assessment measures are culturally sensitive (Allen, 2007) as well as discuss the importan ce of attending to personal and community histories (Hernà ¡ndez, 2008). Next, Yalof and Abraham advise supervisors to help supervisees consider ethical applications and acculturation in assessment. Furthermore, the authors cite the APA Ethical principles and standards (2002) as a good starting point for supervisees to develop their own ethical identity. Furthermore, the supervisor needs to address how the supervisee should best adapt different learning strategies that will promote greater integration within the practice of psychological assessment (Handelsman, Gottlieb, Knapp, 2008). Next, Yalof and Abraham spell out seven supervisory techniques that draw upon extant literature to promote growth in assessment supervisees. The first technique involves providing information related to ethical practice in assessment including risk management strategies (e.g., documentation, informed consent, consultation). The next technique involves emphasizing the skills that correspond with rapport building and diagnostic interviewing. The third technique suggests that supervisees be provided with extra practice activities (e.g., scoring protocols, reading sample reports, critiquing reports) that will further their respective competency. The fourth technique advises supervisees to conduct a literature review regarding the referral question to become more familiarized. The fifth technique promotes supplemental peer supervision as it promotes collegiality, socialization, and a collaborative learning environment for learners. The sixth technique suggests that the unconscious influen ces between the client, supervisee, and supervisor that occur throughout an assessment explicitly be explored. Finally, the supervisor needs to encourage and promote critical thinking skills corresponding to which ever developmental stage the supervisee is currently in. Yalof and Abraham recommend Johnson-Laird’s typology of thought (e.g., inductive thinking, associative thinking, creative thinking, and self-reflective thinking) to help guide supervision. The final portion of this article features a case illustration to demonstrate how supervisory probes encourage growth and development for the supervisee. The take home message for this article revolves around the supervisor’s ability to most effectively intervene in the supervisee’s cases. Specifically, Yalof and Abraham propose that the supervisor needs to thoughtfully and instructively probe the supervisee throughout the assessment process to maximize conceptual, critical, and creative thinking regarding the client. References Allen, J. (2007). A multicultural assessment supervision model to guide research and practice. Professional Psychology: Research and Practice, 38(3), 248-258. doi: 10.1037/0735-7028.38.3.248 American Psychological Association. (2002). Ethical standards and code of conduct. American Psychologist, 57, 1060-1073. Finkelstein, H., Tuckman, A. (1997). Supervision of psychological assessment: A developmental model. Professional Psychology: Research and Practice, 28(1), 92-95. doi: 10.1037/0735-7028.28.1.92 Handelsman, M. M., Gottlieb, M. C., Knapp, S. (2008). Training ethical psychologists: An acculturation model. In D. N. Bersoff D. N. Bersoff (Eds.), Ethical conflicts in psychology (4th ed.). (pp. 122-127). Washington, DC, US: American Psychological Association. Hernà ¡ndez, P. (2008). The cultural context model in clinical supervision. Training and Education in Professional Psychology, 2(1), 10-17. doi: 10.1037/1931-3918.2.1.10 Smith, W. H., Harty, M. K. (1987). Issues in the supervision of diagnostic testing. In R. H. Dana, W. T. May, R. H. Dana W. T. May (Eds.), Internship training in professional psychology. (pp. 410-418). Washington, DC, US: Hemisphere Publishing Corp. Yalof, J., Abraham, P. (2009). An integrative approach to assessment supervision. Bulletin of the Menninger Clinic, 73(3), 188-202. doi: 10.1521/bumc.2009.73.3.188

Staffing and Selection Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Bank of America is a corporation that employs over 175,000 associates that provide financial products, services, ideas, and solutions to customers in the United States. The Global Corporate and Investment Banking group (GCIB) has offices in 35 countries serving clients in more then 150 countries, with associates in all of the Americas, Europe, and Asia (Anonymous, 2004). Choosing the most qualified individual may seem like a daunting task. Bank of America’s policies and procedures for hiring associates provide a solid foundation for acquiring the best talent. With standard policies for interviewing, all individuals are subject to the same questioning. There is diversity within large number of associates the bank employs. Globalization in the business world is a necessity and corporations must increase the sensitivity levels when attempting to recruit new talent. When attempting to acquire new talent, Bank of America encompasses a wide range of staffing pra ctices and selection tools. In response to diversity and technology trends, Bank of America’s staffing practices are effective in meeting current and future employment needs of the organization.   Ã‚  Ã‚  Ã‚  Ã‚  Bank of America’s multicultural supplier and development program began in 1990. The program increased the amount of quality products and services the bank obtains directly from businesses owned by minorities, women, and veterans with disabilities. Helping diverse businesses grow through contracting opportunities and bank products allows Bank of America to grow at the same time. Within the bank, new computer-based diversity training Bank of America’s staffing department works closely with various state and local agencies to provide people with disabilities equal access to the company’s may employment opportunities. Dozens of agencies within the community that handle an applicant pool of individuals with disabilities receive a listings of open positions and job postings from Bank of America. The personnel department developed relationships with certain organizations that provide vocational services that cater to individuals with disabilities. Co mpanies like Bridges, Toolworks, and Easter seals all maintain a healthy relationship with Bank of America in order to develop ongoing relationships that assist in the hiring of individuals with disabilities. Departme... ...ng free of charge, executives and associates have incentive in wanting to be a part of Bank of America. Technology will change and Bank of America’s hiring process will change along with it. Planning for years to come, the bank devotes a lot of time and money into using and developing technology to acquire and retain the best possible talent.   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion, Bank of America must follow certain business trends to stay ahead of competition. With diversity and technology, the bank devotes different departments in assuring the best talent joins the bank. Different types of research for future staffing practices assure that trends do not outdate Bank of America’s selection tools. Using different technological tools and diversity training makes the bank one of the leaders in recruitment. Strong relationships between staffing and personnel, as well as detailed selection tools, are examples of devotion to excellence. References Anonymous. Retrieved February 24, 2005 from Bank of America’s local intranet. Anonymous. (n.d.) Outreach and Recruitment Activities. Retrieved on February 24, 2005   Ã‚  Ã‚  Ã‚  Ã‚  from http://www.cablen.org/bestprac.htm