Theorys Emerson and Thoreau, Complete U.S. Citizens essays

Theorys Emerson and Thoreau, Complete U.S. Citizens essays Born in the United States one is given the privilege of being a U.S. citizen, but why holds on to the power if we dont even exercise it; the power to vote, the power of speech, and the power of choice. According to Emerson we dont trust ourselves enough to make our own decisions. Instead we resort to books, media, and peers to have them make the so called right decision. And because of this we are not nearly the citizens that we are meant to be. To be a complete citizen, we are called upon to make our own decision and be brave enough to speak what is on our mind, a statement that Emerson constantly strikes us with in his Self-Reliance essay. Citizens have the right to vote, but why sit and listen to all the long political speeches that are made up of half truths, and false promises. Instead why wont take a stand, question the leaders beliefs and make a statement so strong that would have them work for us. Instead we let them influence us and because of our insecurity they give us the orders and answers. When it is inside us that the answers are held. Citizens also posses the right of speech, something that only a few of us exercise. Because only those few have access to their true thoughts, a complete citizen would speak exactly what is on their mind expressing all their true feelings and not being scared of what others might think. They choose to be an individual and they choose to speak the mind, and by doing so they exercise both their rights of speech and the rights of choice. Thoreau on the other hand talks more about the government and that a citizen not be a no government man, but instead want and be a better government man. Thoreaus states must the citizens ever for a moment, or in the least degree, resigning his conscience you to legislator. This is where Emerson and Thoreaus ideas connect because if one does not exercise their right of speech a...

Ectothermic Animals

Ectothermic Animals An ectothermic animal, also commonly known  as a cold-blooded animal, is one who cannot regulate its own body temperature, so its body temperature fluctuates according to its surroundings. The term ectotherm comes from the Greek  ektos, meaning outside, and thermos, which means heat.   While common colloquially, the term cold-blooded is misleading because ectotherms blood isnt actually cold. Rather, ectotherms  rely on external or outside sources to regulate their body heat.  Examples of ectotherms include  reptiles,  amphibians,  crabs, and fish. Ectothermic Heating and Cooling Many ectotherms live in environments where very little regulation is needed, like the ocean, because the ambient temperature tends to stay the same. When necessary, crabs and other ocean-dwelling ectotherms will migrate toward preferred temperatures. Ectotherms who live mainly on land will use basking in the sun or cooling off in the shade to regulate their temperature. Some insects use the vibration of the muscles that control their wings to warm themselves without actually flapping their wings.   Due to ectotherms dependence on environmental conditions, many are sluggish during the night and early in the morning. Many  ectotherms need to heat up before they can become active.   Ectotherms in the Winter During the winter months or when food is scarce, many ectotherms enter torpor, a state where  their metabolism slows or  stops. Torpor is basically a short-term hibernation, which might last from a few hours to overnight. The  metabolic rate for torpid  animals can decrease up to 95 percent of its resting rate.   Ectotherms can also hibernate, which can occur for a season and for some species like the burrowing frog, for years. The metabolic rate for hibernating ectotherms falls to between one and two percent of the animals resting rate. Tropical lizards have not adapted to cold weather so they do not hibernate.

Dissertation paraphrasing Essay Example | Topics and Well Written Essays - 8250 words

Dissertation paraphrasing - Essay Example It is a major concern to reduce the carbon emissions by utilizing the clean sources of energy. Most of the power generated in the Saudi Arabia is from the thermal power plants and there is a need to utilize sustainable resources such as wind and solar energy. Jeddah is situated near Mecca and plays a main role in consuming electricity. The Kingdom of Saudi Arabia is a leading country in the middle east of the Arabian Peninsula. The Area covered by the Kingdom of Saudi Arabia is almost twenty one and a half million square kilometres (2,150,000 sq km). Islamic laws are followed in the country and people lead their lives according to Holy Quran and Prophet’s Sunnah. The present monarch of the country is King Abdullah Bin Abdul Aziz who is also guardian of the two holy mosques. The capital city of the country is Riyadh, which is also the biggest city of the country. The total urban area of the city is one thousand five hundred and fifty four square kilometres (1554 sq km). 4.6 million People are residing in the city of Riyadh. The second biggest city of the kingdom of Saudi Arabia with an urban area of seven hundred and forty eight square kilometres (748 sq km) is Jeddah. It located on the coastal line of Red Sea. Almost 3.4 million people are residing in the city of Jeddah. An approximated population of the Ki ngdom of Saudi Arabia is 28.7 million in which 5.6 million people are non-natives and rest are natives. The urban population of the country is almost 82% of the total population. The weather in the Arabian Peninsula is a bit harsh as compared to other places. The Kingdom of Saudi Arabia has coastal as well as desert regions. In the country’s southwest mountains are also present. The Kingdom of Saudi Arabia has both dry and humid weather. The major part of the desert is deserted and except some tribes, no one faces the extreme weather of the

Internet Recruiting Essay Example | Topics and Well Written Essays - 750 words

Internet Recruiting - Essay Example In the same way, applicants are given an opportunity to select positions that meet their criteria. To ensure that the company recruits skilled manpower, the website ensures that applicants select their favorite job type, location, function and the cities where the job are available. This is followed by submitting of the applicants CVs through the website in order for them to be reviewed by the Coca-Cola recruiting team. Another notable company that heavily relies on internet during its recruitment process is Barclays bank. Through www.barclays.com/careers, Barclays provides steps that guide applicants who are focused at joining the bank workforce. These steps includes, creating an online account, sending online applications, viewing the progress of the applications, receiving regular updates from the human resources department on the recruitment process and contacting applicants if a new vacancy emerges. To create a strong awareness among the applicants, Barclays provides a video transcript that allows individuals to find opportunities as well as ways through which the bank rewards its employees. Most liked: Coca-Cola online applications gives the students an opportunity to chose where they want to work. Similarly Barclays regularly updates the applicants on the status of their applications. Toyota provides students with interview tips thus making the recruitment process simple for them. Based on the increased use of internet as a way of hiring new employees, it is vital for companies to regularly update their websites thus indicating the vacant positions. For example, Toyota indicates all the available position in all its market. In this way, potential employees do not waste time applying for the already occupied positions. On its part, Coca-Cola provides the location, job type, the city and the functions of the position

Fate in Oedipus the King Essay Example for Free

Fate in Oedipus the King Essay Tragedy of Oedipus is about pre-destination vs free-will. Fate does play a part in the tragic down fall of Oedipus but it does not mean that his character and disposition has no liability for that. Excessive arrogance and self-confidence of Oedipus is the main cause of his tragedy. He harbors unjustified suspicions against Tiresias and Creon; in one place he goes so far as to express some uncertainty about the prophetic natures of oracles and truth of their prophecies. It is hardly likely that even a combination of all these would be equal to what Aristotle considered to be a serious hamartia, and it would not be very relevant to the point at issue even if he did, for Oedipus has committed incest and parricide years before the action of the play began, and before he exhibited any of the failing mentioned above. It would hardly be logical to say that the gods punished Oedipus for a crime which he was to commit many days later. Another view is that the present failings of Oedipus may be taken to means that he was he was always like that, and his tragedy comes due some inherent or innate unsoundness in his character. So he is not a puppet in the hands of fate. But Sophocles also illustrates that it was fate that brought him to Thebes and it was gain fate that he came across someone at where three highways came together. It was his fate that he married his mother. Above all, fate has played a pivotal role in his life from the very start and has not dealt with him even-handedly. The divine will as predicted and proclaimed by the oracle was absolute and it has nothing good about Oedipus. Although certain measures were taken by the King and Queen) to escape from that proclaimed destiny but it became the cause for the tragic downfall of Oedipus. That is the reason that Oedipus says after blinding himself. God. God. / Is there a sorrow greater? /Where shall I find harbor in this world? / My voice is hurled far on a dark wind. / What has God done to me? (Sophocles 831) Dodds writes about the nature of fate as demonstrated by Oedipus that fate is inevitably and inexorably bound to happen no matter what Oedipus may have done to avoid it (Dodds 21).

Léon Theremins Contributions to Music and Society Essay -- Biography

To start, Là ©on Theremin, originally known as, Lev Sergeyevich Termen, was a very influential Russian inventor throughout human history. He is most popular for his invention of the Theremin, one of the very first electronic musical instruments ever made. In addition, Là ©on Theremin is the inventor of a plethora of other inventions, some including the burglar alarm, the Great Seal bug, and the Terpsitone. There are innumerable interesting things that can be said about this innovative person. Without him, society wouldn’t experience, or enjoy the things we have, the same. This research will discuss Là ©on Theremin’s biography, his contributions to music, and his countless inventions that benefited, and improved society on a global scale. First, Là ©on Theremin, originally born with the name, Lev Sergeivitch Termen, was born on the year, 1896, in St. Petersburg, Russia. He was of German and French ancestry and had a sibling by the name of Helena. When he became seven years old, he took an interest in electricity. By the age of thirteen, Theremin began to observe and test high frequency circuits. Later on, within his years in high school, he was able to present to an audience optical effects using electricity, and by the age of seventeen, he had his own laboratory to continue his electrical experiments. It was very clear that the young, Là ©on Theremin, had a brilliant mind. As he grew older, he was â€Å"educated as a physicist and musician,† (Là ©on Theremin) and later began to develop what is known today as the theremin. After the creation of this notable instrument, the theremin, he â€Å"demonstrated his theremin to the Soviet revolutionary leader, Lenin,† in 1922. From there, he was sent on a to ur, which included â€Å"sell-out concerts,† (Là ©on... ...ame. Many of the things he created were considered unthinkable at his point of time in society and because of his ability to dramatically alter how we think of, or use the world, Là ©on Theremin, will be remembered in history, forever. Works Cited Wierzbicki, James. "Weird Vibrations: How The Theremin Gave Musical Voice To Hollywood’S Extraterrestrial â€Å"Others†." Journal Of Popular Film And Television 30.3 (2002): 125-135. OmniFile Full Text Select (H.W. Wilson). Web. 29 May 2012. WILLIAM, GRIMES. "Leon Theremin, Musical Inventor, Is Dead at 97." New York Times, The (NY) 09 Nov. 1993: 10. NewsBank - Archives. Web. 29 May 2012. "Leon Theremin." Hutchinson's Biography Database (2011): 1. MAS Ultra - School Edition. Web. 30 May 2012. "Clara Rockmore (1911-1998)." Computer Music Journal 22.4 (1998): 14. Academic Search Premier. Web. 30 May 2012.

Facing the Facebook “Responce”

Facing the Facebook â€Å"Response† I’ve realized technology is very helpful now days but in the classrooms it’s more distracting than anything else. As Michael J. Bugeja stated in â€Å"Facing the Facebook†, Academics assessing learning outcomes often discover that technology is as much a distraction in the classroom as a tool. I catch myself checking my phone in class every now and then but when I do I miss out on what the instructor is teaching.Technology is a great tool for us to learn and gather information but when you put technology in the classroom it becomes more distracting than helpful. It isn’t rare to look around the classroom and see a few classmates on their cell phones, laptop or any other electronic device. Although instead of using technology to do research on the topic being discussed in class, most use it as a form of entertainment, which makes it hard to pay attention to the lecture being given by the instructor.As Bugejaâ€℠¢s essay tells the readers, â€Å"Increasingly, however, our networks are being used to entertain members of â€Å"The Facebook Generation† who text- message during class, talk on their cell phones during labs, and listen to iPods rather than guest speakers in the wireless lecture hall†. I’ve had my own personal experience where technology distracted me from learning and taking the proper notes for a test. Instead of paying attention to the instructor, I was texting a girl I had just met while the instructor was lecturing.That conversation made me miss out on the material that was going to be tested on. I ended up failing the test because I didn’t know what it was about. Not only does technology distract students, I’ve also witnessed a lot of my classmates fail the entire course because they got caught cheating on a test using their cell phones. As Bugeja said, â€Å"Professors and librarians encounter improper use of technology by students, and s ome of those cases go to judiciary officials who enforce the student code. † Before taking any test my instructor would always tell everybody to turn off the phones.I guess my friend didn’t have enough time to study for the final so he wrote a lot of the information given in class over the test in his phone. He forgot to put the phone on silent so when he received a text message it made a noise and the instructor heard. His phone got confiscated immediately and the instructor saw all the notes that he had wrote down. Not only did he fail the final for cheating he also failed the entire course. Now days if a student doesn’t use technology in class or isn’t involved in any social network sites, he or she may feel left out.As Michael Tracey said â€Å"One student chirped: ‘Ask them how many use Facebook. ‘ I did. Every hand in the room went up. She then said: ‘Ask them how many used it today. ‘ I did. Every hand in the room went up. I was amazed. † Searching for somebody on facebook is a lot easier now days then trying to look them up in a phone book. Everybody has a facebook so it’s pretty easy to find an old classmate. One time during lunch some friends and I were bringing up memories from high school and started wondering what happened to a particular person.I decided to search for her on facebook and in less than 5 minutes I found her. Technology is very distracting but at the same time its also very helpful. Overall technology is a great tool for us to learn and gather information. Books teach you all there is to know about everything but lets say you have a specific question its a lot more convenient to go online and use a search engine such as Google to answer the question rather than reading an entire book. But when you put technology in a classroom it becomes more distracting than helpful.

Conflict Theory Essay

A. What is Conflict Theory? Farley (2000:73) contends that conflict theory arose primarily from the work of Marx and was continued in the work of C Wright Mills and Ralf Dahrandorf. The general underlying assumption associated with conflict theory is that society is made up of groups with competing self-interests. Often the competing groups have unequal power. People compete for resources that are in scarce supply. Generally, the resources that are in short supply involve wealth and power. Conflict theory generally consists of the following four points. 1. Conflict Built into Society Societies naturally tend toward conflict. This occurs because wealth and power are distributed unequally; therefore, different social groups have different and conflicting interests (Farley, 2000:73). 2. One Group Becomes Dominant Because competing interest groups have unequal power, one group usually becomes dominant. The dominant group then uses its power to control most or all other aspects of the social structure. The dominant group can ensure that society operates in a way that serves the interests of the dominant group. As a result the dominant group controls a vastly disproportionate share of scarce resources such as wealth and social status (Farley, 2000:73-74). 3. Consensus is Artificial When a consensus appears in a society, it is usually artificial and is unlikely to persist over the long run. A Functionalist might argue that consensus is â€Å"necessary† and is, therefore, automatically something desired by all concerned. The conflict theorist contends that a consensus in a society is either based on coercion and/or repression by the dominant group. 4. Conflict in Society is Desirable Conflict is desirable because it makes possible social change which may lead to more equitable distribution of wealth and power (Farley, 2000:74). 5. Ideology A central assumption of Marxist theory is that the distribution of wealth by  and large determines other aspects of society, such as the political system and the characteristics of culture. This includes the norms, values, and beliefs of the culture. The norms, values, and beliefs of the culture are such that they legitimize the control of wealth. Everyone, the rich and poor alike, accept the cultural beliefs as just and correct. Another term for these beliefs is IDEOLOGY. Marx, however, argued that beliefs in the dominant ideology is not in the interest of the subordinate group. Marx referred to the pattern of the subordinate group’s acceptance of an ideology that goes against it’s own self interest as false-consciousness. a. False Consciousness A consensus can also be achieved when a minority group accepts an ideology that is not in its self interest. This is false consciousness. It can occur because the dominant group exerts disproportionate control over the sources of influence and public opinion. It might also come about because the dominant group, through sheer power and force, can create an atmosphere where the subordinate group feels that resistance is futile. In either case, the apparent consensus is fundamentally unstable and is not likely to persist over time (Farley, 2000:74). b. Class Consciousness Racism can only be dealt with by changing the institutions that are the source of racism. Marx called upon the oppressed to realize how dominant ideology serves to oppress the subordinate group. Arrival at this understanding is called class-consciousness. B. Marx Karl Marx’s writings on class conflict, differing class interests, the ownership and control of the means of production, and the exploitation by one class over the other were precursors to the development of conflict theory. Marx saw class and class conflict as the moving forces in history. A dominant class owns the means of production and exploits other classes. It is then in the interests of the dominated classes to overthrow those in positions of dominance and to establish a social order more favorable to their interests (Kitano, 1985:42) (also see Farley, 2000:74-75). C. C Wright Mills and the Role of Intellectuals in Society â€Å"Only when mind has an autonomous basis, independent of power, but powerfully related to it, can  mind exert its force in the shaping of human affairs. This is democratically possible only when there exists a free and knowledgeable public, to which people of knowledge may address themselves, and to which people of power are truly responsible† (C Wright Mills, 1956) V. A Comparison of Functionalism and Conflict Theory Both perspectives can be viewed as two faces of the same society. For example, one of the basic problems facing a nonwhite individual in the functional model is that of high alienation and loss of identity. However, racial conflict, with its ideological apparatus and action system, functions to alleviate alienation and to facilitate an ethnic identity. Group solidarity is enhanced, group boundaries are clarified, and the linkage between the individual and the group is strengthened through personal commitment and social action. In time, the group identity can be extended to the larger system through communication; the individual is exposed to larger social networks and to national core values (Kitano, 1985:43). Farley (2000:75-76) provides two observations regarding the nexus between conflict and functionalist theory. He contends that a synthesis of the two theories is possible. A. Both Theories are Partially Correct Society might operate according to both perspectives. Order and stability might exist in the presence of extreme income inequality. It is possible, for example, that a given institution might serve to make society efficient while at the same time serving the interests of the dominant elite. B. Societies Go through Cycles of Stability and Conflict Societies go through cycles of stability and conflict. Under different circumstances, people behave differently. At one point in time a society may be stable and orderly, where minorities are able to get ahead through hard work. At another point, however, society might be characterized by disorder and conflict where minorities might advance only via protest and rebellion (Farley, 2000:86). VI. The Social Structural Perspective and Social Problems Functionalist and conflict people tend to disagree on two basic elements. One  revolves around the definition of the social problem. The other is the location of the problem (Farley, 2000:76). A. The Definition of Social Problems What is considered a social problem? It is human reaction that makes something a problem. 1. Functionalist For a functionalist, any thing is a problem if it threatens the smooth and efficient running of society. Conflict of most kinds is seen as problematic because conflict threatens consensus. Conflict can potentially have serious consequences if it causes the disruption of society. 2. Conflict Theory For a conflict theorist, on the other hand, social problems include things like poverty and racism and, more generally, the inequitable distribution of wealth and other scarce resources (Farley, 2000:77). B. The Location of Social Problems Where do the two perspectives place the source of social problems (Farley, 2000:77-78)? 1. Functionalist The cause of social problems for a functionalist lies predominantly in the characteristics of the disadvantaged group. For example, functionalist might argue that a minority group lacks the necessary skills that would yield the greatest rewards in society. Or, perhaps the group in question has a culture that is incompatible with the dominant culture. In either case, the burden of change is placed mostly on the disadvantaged group. 2. Conflict Theory Conflict theorists see the source of social problems as being embedded in the exploitative behavior of the dominant group. It is assumed from the conflict perspective that if someone or some group is suffering or placed in a disadvantageous position, there must be some other group (that is more powerful) that benefits from the misery of the disadvantaged group (Farley, 2000:77-78). VII. The Social Structural Perspectives  and Majority-Minority Relations Ethnic stratification refers to a system that distributes scarce resources on an unequal basis according to race and ethnicity (2000:79). A. Functionalist Theories about Majority/Minority Relations A paradox of sorts exists for the functionalists. Inequality, they argue, is desirable in society because it ensures that the most qualified people will get the most important jobs in a society. On the other hand, functionalists contend that ethnic inequality has the potential to cause serious disruption of society (Farley, 2000:78-79). 1. Inequality Functionalist would argue that inequality is necessary in order to create incentives. Some jobs are more necessary than others. They also require more training. To ensure that these jobs are filled by competent individuals, they have to provide more greater rewards. 2. Is Ethnic Stratification Necessary? A functionalist might argue that the stratification must meet some kind of societal need. The problem is that, while a society might need to be stratified (in order to ensure important jobs are filled, etc.), it is not at all clear why ethnic stratification is functional. 3. Ethnocentrism: The Source of Ethnic Stratification In order to understand ethnic stratification, one has to understand ethnocentrism, according to the functionalists (Farley, 2000:80). a. Society’s Need for Consensus Functionalist would argue that ethnocentrism in moderation is functional for a society. The explanation for this lies in society’s need for consensus and to have a shared identity. The only way a society can cooperate is when it shares basic values. Ethnocentrism contributes to this in several ways. b. Ethnic Stratification: An Unfortunate By-product An unfortunate side effect is that aggression might be also directed against an ethnic minority within the society. 4. The Elimination of Ethnic Stratification The methods advocated by functionalists to diminish the effects of ethnocentrism is to: Reduce the cultural differences between the majority and minority group Eliminate legal and other barriers set up by the dominant group which excludes minorities. Ensure that the minority groups  develop skills that would allow them to participate in a society. This approach leads to assimilation, which is the process whereby minorities are fully integrated into the system and becomes culturally similar to the majority group. (Farley, 2000:80). B. Conflict Theories about Majority/Minority Relations The conflict theories tend to see majority minority relationships as a matter of domination and exploitation. The conflict perspective is, in essence, a critique of functionalism. Many argue that functionalism is merely a justification for inequality (Farley, 2000:81). 1. Ethnic Stratification: Not an Unfortunate By-product Ethnic stratification exists because it serves the interests of the dominant elite. It occurs because of the exploitative nature of the majority group as a whole or because of the exploitative nature of a wealthy elite within the majority group (Farley, 2000:83). 2. Inequality is Inherited, Not Earned The necessity of stratification for productive purposes is also called into question. Stratification cannot act as an incentive because inequality is inherited, not earned. In order for inequality to work the way the functionalist claim, there would have to be free mobility between generations. Example: The daughter of a share cropper, who is very bright, should have the same chance of becoming a medical doctor as anyone else. 3. Planned Shortages It is also argued that the shortages found in highly demanding jobs often exist because professional organizations restrict entry into the profession — not because there is a shortage of qualified people (Farley, 2000:83). C. Varieties of Conflict Theory in Race and Ethnic Relations 1. Marxist Theories Farley (2000:85) contends that Marxists see inequality as being based mainly on class. There are two – those who own the means of production and the rest of society who works for wages. Marxist see racism as a mechanism that keeps the working class from recognizing their own interests. It divides workers. While minorities fight with each other, wages remain low and profits remain high. Marxists believe that workers would be best serves by putting aside their racial and ethnic differences and to act on their common class interests. 2. Split Labor Market Theories Split-Labor Market Theory argues that there are three classes: There owners of the means of production, higher paid laborers and lower paid laborers. The owners are interested in getting the best workers for the lowest wage. The higher paid workers, on the other hand, are trying to protect their jobs from competition from lower paid workers. One means the higher-paid workers use to protect their interests is to discriminate against lower-paid ethnic workers (Farley, 2000:85). 3. Internal Colonialism Internal colonialism theory argues that societal inequality as largely racial and ethnic (Farley, 2000:85). The dominant racial or ethnic group establishes a system of inequality for the benefit of the dominant racial or ethnic group. The oppressed (Blacks, Mexicans, Native Americans) are involuntarily brought under the rule of the dominant group. Internal colonialism argues that the dominant group promotes a racist ideology, it attacks the culture of the people who are dominated. It isolates the dominated from mainstream labor markets. The dominant group rationalizes exploitation through myths of the cultural inferiority of the oppressed. VIII. Culture of Poverty Oscar Lewis, author of La Vita (1965), coined the term â€Å"Culture of Poverty† (also see Edward C. Banfield, The Unheavenly City Revisited, 1974). The essence of Culture of Poverty theory holds that poor people share deviant cultural characteristics. The poor have lifestyles that differ from the rest of society and that these characteristics perpetuate their life of poverty. According to the Culture of Poverty thesis (in Eitzen and Baca-Zinn, 1994:173) â€Å"the poor are qualitatively different in values and that these cultural differences explain continued poverty.† The Culture of Poverty Theory is a functionalist theory. Eitzen and Baca-Zinn (1994:173) maintain that there is a strong implication embedded in the Culture of Poverty that defects in the lifestyle of the poor [cultural deprivation] perpetuate  poverty. Such defects are passed from one generation to the next. Under these circumstances it is extremely difficult for people, once trapped by the Culture of Poverty, to escape poverty. Characteristics that typify the Culture of Poverty exist across a variety of racial and ethnic groups. While these characteristics (see below) are certainly present in poverty populations, Culture of Poverty Theory leaves the impression that they typify all poor people. THAT IS A FALLACY! The following characteristics typify the culture of poverty. Some may be accurate in some settings. Some may have had explanatory powers a few decades ago, but today are no longer accurate. Some are contradictory. They all tend to present negative connotations. All are highly stereotypical. Characteristics of the Culture of Poverty 1. Parents are more permissive in raising their children. They are less verbal with their children. Family-heads display a strong disposition toward authoritarianism. 2. Children raised in poverty also have drastically different orientations in life when compared to middle-class children. There is an absence of childhood. Children experience an early initiation to sex. 3. Families often form based upon free unions or consensual marriage. This partially explains the trend toward female-headed homes. 4. The poor are more fatalistic. One might expect that a poor person would believe the following idea: â€Å"What will be will be and I can’t change it.† 5. The poor are less apt to defer gratification. Banfield argues that the essence of the poor subculture is its present-time orientation. He asserts that the poor do not know how to defer gratification (see Eitzen and Baca-Zinn, 1994:173). 6. The poor are less interested in formal education. Source: Eitzen and Baca-Zinn, 1994, and Farley, 1988 The Culture of Poverty theory argues that the characteristics presented above enable the poor to adapt to poverty. For example, the lack of childhood happens because sometimes poor children have to begin working at an early age. Moreover, poor children have to â€Å"hustle† to survive. There is no time to be young. To act young is a sign of weakness. The absences of privacy and competition for limited goods are self-explanatory characteristics of poverty. Perhaps the strong disposition toward authoritarianism is necessary  because of the hard choices that poverty provides. A. The Moynihan Report The Culture of Poverty is a functionalist approach to poverty. It assumes a â€Å"right† or â€Å"correct† culture and a deviant culture. The poor are poor and are likely to remain poor because their culture deviates from the norm. The Moynihan Report (1965) is an example of a study that (perhaps inadvertently) borrows aspects of the Culture of Poverty to explain African-American poverty. Its goal was to explain continued poverty in the 1960s. The Moynihan Study accurately pointed out that much of the poverty associated with the Black community was due to a history of slavery and economic oppression (unemployment). It also called attention to the necessity of altering one’s lifestyle as a means to cope with poverty. Moynihan, however, ultimately came to concentrate on the characteristics of the Black family that required changing, rather than the system of oppression that needed changing. B. A Critique of the Moynihan Report and the Culture of Poverty 1. It Blames the victim The most important criticism of the report is that it put the blame for poverty on the victim. Blaming the victim places the burden of change on the victim and removes it from society. From the Culture of Poverty perspective, poverty is viewed as the fault of the poor in that, their culture, not social injustice, causes and perpetuates poverty. The implied assumption is that until the poor changes their â€Å"culture,† no amount of government intervention will solve the problem of poverty. 2. Negative Emphasis on Female-headed Families Another objection to the Culture of Poverty thesis revolves around the negative emphasis placed upon female-headed families. Female-headed families do not ensure a life of poverty. Children of single-parent family perform well in school. They do not have greater problems with mental health. Poverty, of course, affects both. Poverty, not single-parenting, generates social problems like illiteracy and crime, not single-parenting. Furthermore, single-parent are usually women and women are placed in economically disadvantaged positions due to the structure of the economy that pays women only 68 percent the salary that it pays men. THIS IS NOT  CULTURAL. It’s SYSTEMIC. 3. The Attack on Divorce There appears, imbedded in culture of poverty theory, an attack on divorce. There is no evidence that divorce, itself, causes poverty. Sometimes divorce can lead to better social adjustment. Since 1957, as the number of divorces has risen, the percentage of people saying they are happy with their marriage has also risen from 67 percent to 80 percent (footnote missing!). People who focus on the problems associated with single-parent families also forget the positive impact of the extended family. The extended family supports single-parent families by providing grandparents, aunts, and even friends. 4. Most Black Families are Not Poor Other problems with the Moynihan Report pertain to the implied image that the majority of Black families are typically broken homes. The poverty rate for Blacks is about 30 percent. That means that 70 percent of Black families are above the poverty line. Furthermore, while focusing on the characteristics of the Black family, the Moynihan Report does not attack aspects of the social structure that put one group at a disadvantage when compared to another. With the Black family, the disadvantage flows from historically based discrimination (which included forced breakups of families while under slavery), high levels of unemployment, and welfare laws that encourage one parent families. 5. Poor People Do Not Have Radically Different Lifestyles Finally, the culture of poverty contains the assumption that families living in poverty have radically different outlooks than middle-class families. Elliot Liebow in Street Corner Man (as referenced in Eitzen and Baca-Zinn, 1994:173) suggests that most poor people, in fact, attempt to live by society’s values. Their struggle is frustrated by externally imposed failures. Most people who are poor would prefer to escape poverty via a good job. Good jobs that poor people are eligible for are rare. Liebow suggests that the characteristics associated with the culture of poverty are those that appear when individuals try to achieve goals defined by society, but who fail to achieve society’s goals because society has not provided means to achieve those goals. These are the proverbial blocked opportunities. 6. One-Way Adaptation? Culture of Poverty proponents argue that the poor adapt to a lifestyle which allows them to deal with poverty. They tend to assume that one these lifestyles have been adopted, they become institutionalized with poor culture making it very difficult fort the poor to escape the culture of poverty. One might ask that if it is so easy to adopt to poverty lifestyles, that it might be just as easy to adopt to a middle class lifestyle one that lifestyle is provided. C. Concluding Observations Concerning the Culture of Poverty In short, rather than blaming the victim for his or her biology or for his or her culture, public policy planners might more appropriately focus their attention on the economic characteristics of society. The United States is one of the richest countries on earth. Simultaneously it has the greatest levels of inequality in the First World. Social structure, not genetics or culture causes poverty. Solutions to poverty are political. In 1973 after LBJ’s â€Å"War on Poverty† the poverty rate fell to an all-time low. One might look to other First-World counties for inspiration. Scandinavian counties, for example, have very low levels of poverty and they are culturally diverse. IX. Culture of Poverty and Welfare Policy Farley (2000:91-92) argues that this debate is directly relevant to welfare policy in the United States. [Remember: your perspective of the source of the problem influences how you perceive solutions] A. The Functionalist Perspectives From the functionalist court comes a positive and negative viewpoint. Both points of view see the existence of poverty as being related to family structure. 1. Moynihan Moynihan argues that the existence of single parent is a major cause of poverty. He contends that government programs are necessary to alleviate poverty in these homes. 2. Murray Murray, on the other hand believes that welfare makes it possible for people to survive poverty without working. He argues that welfare support reinforces the culture of poverty. B. The Conflict Perspective Conflict theorists are skeptical of both points of view. Rather than   structure being the source of poverty, structural problems, like the concentration of the poor in inner cities, is the source of poverty. While functionalist desire to rehabilitate the individual that is poor, conflict theory advocates structural solutions like job creation in inner city neighborhoods.

Dimmesale essays

Dimmesale essays Dimmesdale is a scared man because he is Hesters lover but does not want to admit it. He watches Hester suffer and face her sin while he hides his inside like a coward. However he suffers a great deal as well. What can thy silence do for him, except it tempt him-yea, compel him, as it were- to open ignominy, that thereby thou mayest work out an open triumph over the evil within thee and the sorrow without We can see that he wants Hester to help him confess his sin, but she refuses so he will not get in trouble. He is unsure whether to confess or not because in his society, he is regarded as a person of high position and respect. If he were to confess that he committed adultery, everything he did would be gone. Still, if he doesnt confess, the guilt will destroy him from the inside. Dimmesdale persuades the clergymen to allow Hester to keep Pearl on terms that Pearl is a torture for her to keep because Pearl is a child born from sin. She defends Hester and does all she can to help her. We also know that he has become weak and needs Chillingworths help. These are some of the distinct clues that we see that Dimmesdale is Hesters lover. And I conceive, moreover, that the hearst holding such miserable secrets as you speak of will yield them up, at that lasty day, not with reluctrance, but with a joy unuttereable. Dimmesdale is torturing himself by whipping himself and starving himself. The guilt inside of him has already begun to kill him. His discussions with Chillingworth show that he believes everything will be fine as long as you repent in the end. It is ironic that Dimmesdale is friends with Chillingworth as they should be enemies. When Chillingworth opens Dimmesdales shirt, he is overjoyed. Obviously what he found should be the scarlet letter carved into his chest, it is the only thing that could bring so much joy to Chillingworth. This is disturbing as he has resorted...

265+ Forceful Verbs to Turn You Into a Literary Tyrannosaurus

265+ Forceful Verbs to Turn You Into a Literary Tyrannosaurus 265+ Forceful Verbs to Turn You Into a Literary Tyrannosaurus Writing is a storytelling medium. Every sentence is an opportunity to tell a part of that story, elaborating on the plot, characters, atmosphere - whatever. This also means that every time the author writes a sentence like, â€Å"Harry opened the door,† they are missing out on a key opportunity to tell us more. What if Harry â€Å"jimmied the door,† or â€Å"threw the door open†?   By using forceful verbs, we get a better sense of what’s happening without many extra words.Why should you use forceful verbs?A lot of the time, it simply comes down to using evocative verbs: doing words that not only tell us what is happening but how it is being done as well. But wait! you say, isn’t that what adverbs are for?Adverbs: who needs them?Adverbs, by definition, are modifiers that writers can use to describe an action:He walked slowlyShe ate voraciouslyThey sleep lightlyThe thing is, more often than not, you can pick a forceful verb that makes the adverb re dundant:He saunteredShe gobbledThey dozedApart from simply being economical with words and avoiding purple prose, however, there are plenty of sound reasons to choose stronger verbs. So, it had come to this: paying his bills by crying for a stock photo. (Photo by  Tom Pumford)â€Å"Show, don’t tell† was made for writing about emotion. If ever you feel the urge to write, â€Å"He was very sad,† then please power down your computer and take a nap. Nobody needs to read that. Instead of telling us how a character feels, show them doing something that reveals this emotion. Why not start by checking out these evocative verbs:BeamBroodCovetCraveFazeFretFrownGlowerHowlScowlSobStareSwoonWailYowlShining verbsâ€Å"Don’t tell me the moon is shining,† Chekhov once wrote. â€Å"Show me the glint of the light on broken glass.† As a tip of the great Russian dramatist and short story maestro, we’ll finish up with some more alternatives for shining.FlickerGleamGlistenGlitterGlowShimmerSizzleSparkleTwinkleWell-chosen, powerful verbs are the secret weapons in a wordsmith’s holster. Always remember that using a bog-standard, overused verb is a missed opportunity. Make every word count, and give your readers something they can get lost in.Have we missed out on your favorite forceful verb? Let us know in the comments below!

Direct Manipulation Assignment Example | Topics and Well Written Essays - 1000 words - 1

Direct Manipulation - Assignment Example This involves the continuous representation of given subjects and objects in addition to the rapid, incremental and reversible actions and their subsequent feedback. As a single characteristic, in reference to a class of various interaction styles, direct manipulation entails the direct mapping, between the semantic and syntactic level of dialogue/ interaction. The three core principles are found in direct manipulation. These include: - the end result of a systematic replacement of complex computer command-language syntax with the direct and visual manipulation of the object(s) under focus; the continuous representation of actions and objects of interest in relation to meaningful visual imagery; which is followed by the presence of rapid, reversible incremental actions, immediately visible in the objects or actions of interest. In the context of video game application, the first indicated principle is achieved through physical actions (button presses), rather than the use of typed commands (Shneiderman & Plaisant, 2010). Through varying gaming pads, the other two principles are achieved best in a 3D dimension, where the objects and actions fit into role-playing games. Users are able to control virtual avatars, with the keypad buttons enabling the change of movement, scenery, actions and interactions in the virtual worlds present. Video gaming interfaces are unique in nature, with the aspect of 3D enabling greater contrast, between the virtual and real (physical) worlds. The user, interacting with the present operating system (hardware and software), is able to manipulate directly, existing objects to perform specific actions. Such systems enable the reversal of such actions, in addition to the creation of virtual reality unimaginable in the existing physical world. This entails the direct interaction between the user, and the objects/ actions, thereby enhancing

The Concept of Self-regulation Assignment Example | Topics and Well Written Essays - 2250 words

The Concept of Self-regulation - Assignment Example Talking Points: 1. Students bring information to their class that was formed by their experience. This information stuck with me because some professors ask about your experience and others do not. I think that ones experience is very important to overall learning because it lays a foundation so that the learner can relate new learning to something they already know. 2. Ausubel’s information was interesting. I was interested in his ideas on anchoring because I become overwhelmed easily. If a teacher starts with a lot of information immediately and then goes to specific information, I sometimes get lost. I think Ausubel’s idea of anchoring works better for me (specific information to general). 3. Making instructional materials meaningful is important because as a student, I need the information I am reading to be relevant to me. When I am in a class that does not make sense to me, I have a harder time understanding what I am supposed to do. 4. I also thought it was inter esting when the author said that most students already know something about any new topic, or they can make connections between what they already know and what they are learning. I do not think that learners always make the connections though. I think that there are things that are taught in high school that would be helpful in college, but we do not always remember what we learned. 5. I also found this chapter explained why I do well in some subjects and not so well in others. The text says that if a student is having trouble learning something, the materials should be changed to materials that explain the concept more thoroughly. I do think that in some situations, even the materials break concepts down, the student may still have problems if the subject is one they have problems in like science, math or English. 1. The quote that I liked in this chapter was â€Å"This means that the social interactions they encounter could lead to developmental delays or abnormal development as well as to normal or accelerated development†.