The Quintessential Negative Utopia in George Orwells...

The Quintessential Negative Utopia in George Orwells 1984 1984 is George Orwells arguably his most famous novel, and it remains one of the most powerful warnings ever made against the dangers of a totalitarian society. George Orwell was primarily a political novelist as a result of his life experiences. In Spain, Germany, and Russia, Orwell had seen for himself the peril of absolute political authority in an age of advanced technology; he illustrated that peril harshly in 1984. Orwells book could be considered the most acknowledged in the genre of the negative utopian novel. The mood of the novel aims to portray a pessimistic future. This prospect is to show the worst human society imaginable and to convince readers to avoid any†¦show more content†¦In Newspeak, Orwell postulates a language that will make rebellion impossible, because the words to conceive of it will cease to exist. With doublethink--the ability to hold two contradictory ideas in ones head simultaneously and believe in them both--Orwell conceives of a mental mechanism that explains peoples willingness to accept control over their memories and their past. Doublethink is crucial to the Partys control of Oceania, because it enables the Party to alter historical records and pass off the altered records as real to a populace that ought to know better; because of doublethink, the populace does not know better, but is able to accept the Partys version of the past as real. The protagonist is Winston Smith; a minor member of the ruling Party in near-future London, Winston Smith is a thin, frail, 39 year-old-man who wears blue Party coveralls. Winston is sick of the Partys rigid control over his life and world, and begins trying to rebel against the Party. By writing defiant thoughts in a secret diary and starting an illegal affair with Julia, Winston is guilty of these societal crimes. Julia is a beautiful dark-haired girl working in the Fiction Department at the Ministry of Truth. She enjoys sex, and claims to have had affairs with dozens of Party members. Winston is a fatalist, harboring no illusions about his chances of rebelling successfully: the moment he begins to write in his

Queer Representation Of All Ages Media Essay - 2163 Words

Queer Representation in All Ages Media Growing up as a Catholic, Puerto Rican gay boy in the 90s and early 2000s, I struggled to discover my queer identity as well as queer representation in the media I consumed. Being gay was something that was never discussed. If it was brought up, it was usually in hushed tones (I remember being introduced to my uncle s close friend each holiday) or as something negative (I still remember the sting of being called a faggot in elementary school). This reflected exactly how homosexuality was portrayed in media at the time. Queer characters and homosexuality were at best portrayed in codified, blink-and-you ll-miss it labels and affectations, or at worst, something to laugh at, pity or even hate. As someone who still regularly watches reads comics, watches Saturday morning cartoons and plays video games, it is so exciting to discover the lengths of progress that has been made in queer representation in all ages media. In this paper I hope t o detail the highs and lows of LGBTQ representation in all ages media and highlight the impact of media representation. Before celebrating the strides of queer representation in all ages media, it is important to look back at queer representation in the past. The late film scholar Vito Russo painstakingly researched the evolution of queer representation in cinema in his landmark book The Celluloid Closet. In both the book and the documentary based of the book, Russo details theShow MoreRelatedQueer Representation Of All Age Media Essay2321 Words   |  10 Pages Queer Representation in All Age Media Growing up as a Catholic, Puerto Rican gay boy in the 90s and early 2000s, I struggled to discover my queer identity as well as queer representation in the media I consumed. Being gay was something that was never discussed. If it was brought up, it was usually in hushed tones (I remember being introduced to my uncle s close friend each holiday) or as something negative (I still remember the sting of being called a faggot in elementary school)Read MoreThe Media And Its Effect On Society1622 Words   |  7 Pagesicons of our day, many people in our technological and media influenced days look toward television, film, books and other forms of arts. However, representation is not always fair nor is it proper when it comes to certain groups of human society. Many people who struggle with discrimination in their daily life, struggle with finding proper and real representation in our mainstream media. Minority representation in today s mainstream media has been lacking for generations as suggested by the lowRead MoreThe Rights Code Of The United States1355 Words   |  6 Pagesincreasing acceptance of the LGBT+ community can be attributed to the increased representation within media, the country’s multicultural background, and the birth of a new and more accepting generation. Media has always been highly influential in our society; it’s carefully constructed in order to show certain values, beliefs and messages. When viewers are exposed to topics they have little experience or knowledge in, media can especially play a large role in shaping their own opinions. It has been shownRead MoreSex Sexuality And Its Effect On Society1458 Words   |  6 Pagescontrolling sex. In regards to same-sex acts and sexuality, space can be broken down into three main types: geographical space, physical space, and mental space. Age, class, and space were all factors in determining what sexual behaviour was acceptable and unacceptable. Public spaces such as parks, urinals, and public houses were all common places were men would search out other men to have sex with making it east for men to have sex with men from different classes because the spaces were so publicRead MoreAnalysis Of The Movie Dope 1730 Words   |  7 Pages I recently watched the Netflix movie, Dope, a coming-of-age movie that doubles as a parody and a dedication to the 1990s-vintage ghetto generation. Malcolm and his friends Jib and Diggy are nerdy high school seniors who bond over anything ‘90s related, play music together in their punk band, and have grown up together in â€Å"The Bottoms,† in Inglewood, California. Malcolm was trying to escape a gang one day when he had an encounter with a neighborhood drug dealer named Dom. Dom ended up invited himRead MoreRepresentation Of Queer Characters On Children Television3821 Words   |  16 PagesAlexis Chorley Professor Denny English 211 April 25, 2015 Thesis: Representation of queer characters on children television has often been done in the form of jokes, but should be a normal and healthy occurrence so kids can grow up understanding that it s okay and not something to be laughed at. I. Early cartoons have little positive representation of queer characters, and normally has queer characters posed as a joke. a. Two of the first known sissy trope characters come from the 1930Read MoreHomosexual Roles And Its Effect On Society1597 Words   |  7 Pagesthemselves with a lack of diverse stories or representation, with many of them sinking into the similar tropes and conventions, leading them to be heavily criticised by individuals who identify as homosexual. By exploring films throughout history that include homosexual characters in various ways, an understanding can be made on how homosexual roles are typically conveyed and represented in cinema, whether this is positive or negative. Representation is a significant part of society today, withRead MoreThe Internet, And Media Globalization Essay2172 Words   |  9 Pageseight, nine, ten, and eleven of Media in Society: A Brief Introduction delve into the concepts of pop culture, representations in narratives, the evolution of the internet, and media globalization. First of all, chapter eight informs the reader about how the media contributes to influencing culture in today’s generation with entertainment and art. Chapter nine then discusses the various representations and stereotypes in narratives and how they influence the media. Then, chapter ten goes into detailRead MoreExploring The Strengths And Weaknesses Of The Term Queer 2598 Words   |  11 PagesCritically assess the strengths and weaknesses of the term ‘‘queer’’ in relation to film analysis, drawing on academic debates and one or two films of your choice. The term ‘queer’ has been used in varying formats and definitions over the past century; it’s a generational and geographical term that changes meaning dependent on the individual. Within society and film, the changing viewpoints have increased homonormativity; where ‘queer’ norms, become interlaced with the mainstream. Within this essayRead MoreOrange Is The New Black Essay1808 Words   |  8 PagesNew Black has started to redefine various gender and sexuality expectations that have been concreted in to media for many years. Women are not always portrayed genuinely in mainstream media, many television shows place women on a sexualized pedestal, where they are subject to male gaze due to hegemonic femininity representation. Diane Ponterotto (2016) describes how male gaze can affect media, and social notions, â€Å"Through the male gaze, the female body becomes territory, a valuable resource to be

Catal Hyuk Free Essays

string(2129) " Mambassa Red Sea Adulis Srivijaya Sumatra CHAPTER 17 and 20: Europe in the Middle Ages IDENTITIES: Charlemagne Clovis Vikings Magyars Holy Roman Empire Serfs Vassals Manors Horse collars, watermills Heavy plows Pope Gregory I William Duke of Normandy Hanseatic League Three Estates Chivalry Guilds Thomas Aquinas Pilgrimage Gothic Cathedrals Leif Erikson Reconquista Fourth Crusade Bubonic Plague MAPS: Fankish Kingdom Papal States Britain Scandinavia Holy Roman Empire Castile Aragon Granada Portugal Navarre Iberian Peninsula Balkan Peninsula France Poland Hungary Serbia Byzantine Empire London Toledo CHAPTER 18: Nomadic Empires and Eurasian Integration IDENTITIES: Yurt Khan Shamans Battle of Manzikert Sultanate of Delhi Seljuks Temujin Khanbaliq Khubilai Khan Glolden Horde Ilkhanate Hulegu Yuan Bubonic Plague Tamerlane Marco Polo Gunpowder Ming Hongwu Ming Yongle MAPS: Steppes of Central Asia Persia Anatolia Manzikert Afghanistan Sultanate of Dehli Sultanate of Rum China Byzantine Empire Karkorum Samerkand Constantinople Baghdad Moscow CHAPTER 19: States and Societies of Sub-Saharan Africa IDENTITIES: Bantu Migrations Stateless Society Sundiata Mansa Musa Ibn Battuta Kinship Groups Age Groups Creator god Cotton Sugar Cane MAPS: Ife Benin Kongo Niger River Senegal River Congo/Zaire River Sahara The sahel Ghana Mali Jenne Timbuktu Gao CHAPTER 21: Worlds Apart: The Americas and Oceania IDENTITIES: Teotihuacan Chichen Itza Mexica/Aztec Chinampa Tenochtitlan Calpulli Calendars Quetzalcoatl Huitzilopochitli Pueblos Cahokia Matriarchy Confederation Cuzco Ayllus Quipu Mummification MAPS: Maya Empire Teothuacan Chichen Itza Tikal Aztec Empire Tenochtitlan Pueblo Societies Iroquois Lands Mound-building Lands Cahokia Cuzco Inca Empire Mississippi River Great Lakes Gulf of Mexico Andes Mountains Rocky Mountains Caribbean Sea Ohio River Sierra Madre Mountain CHAPTER 23: Transoceanic Encounters and Global Connections IDENTITIES: Vasco Da Gama Compass,Astrolab Christopher Columbus Circumnavigation Trading=post Empires VOC â€Å"Columbian Exchange† Lateen Sails Bartolomeu Dias James Cook British East India Co\." CHAPTER ONE: Before History IDENTITIES: Complex Society Paleolithic Venus Figurines Metallurgy Social Class/Social Structure Lucy Neolithic Lascaux Cave Paintings Neolithic Revolution Agricultural Revolution MAP: Olduvai Gorge Neander Valley Catal Huyluk Lascaux CHAPTER TWO: Early Societies in SW Asia and Indo-European Migrations IDENTITIES: The Epic of Gilgamesh Sargon of Akkad Hammurabi’s Codes/Laws Stele Assyrians Economic Specialization Stratified Patriarchal Society Elite, Commoner, Dependent, Slave Cuneiform Moses Polytheism Cross-Cultural Interaction Cross-Cultural Exchange Semitic City-state Hammurabi Indo-Europeans Hittites Hanging Gardens of Babylon Bronze and Iron Metallurgy Pastoral Nomads Hebrews, Israelites, Jews Abraham Monotheism Phoenicians MAP: Oceans Seas Continents Indian Subcontinent Tigris River Euphrates River Nile Rivers Anatolia Arabia Steppes of Eurasia (Ukraine) Southwest Asia South Asia Mesopotamia Ur Phoenicia Babylon Judea CHAPTER THREE: Early African Societies and Bantu Migrations IDENTITIES: Mummification Demographic Pressures Savannah Menes Pharaoh Mercenary Scribe Cataracts Hieroglyphics Rosetta Stone Pyramids MAPS: Sudan Sahara Sahel Nile River Congo River Niger River Egyptian Kingdom Nubian Kingdom Kushian Kingdom Mediterranean Red Sea Anatolia Phoenicia Lake Chad Equator â€Å"Punt† Mesopotamia Memphis Sub-Saharan Africa Meroe Cairo West Africa East Africa CHAPTER FOUR: Early Societies in South Asia IDENTITIES: Aryans Ecological Degradation Republic Varna Jati Social Mobility Ritual Sacrifices Upanishads Samsara Mokasha Harappans Vedas, Rig Veda, Vedic Age Caste Brahmins Sati (Suttee) Dravidians Brahman Karma *MAPS*: Indus River Ganges River Himalaya Mountains Hindu Kush Mountains Bay of Bengal Harappa Red Sea Persia Persian Gulf CHAPTER FIVE: Early Society in East Asia IDENTITIES: Staple Foods Xia â€Å"China’s Sorrow† â€Å"Mandate of Heaven† Cowrie Shells Extended Family Consort Dynasty Loess Hereditary State Zhou Decentralized Administration Artisans Ancestor Veneration Oracle Bones Steppe Nomads MAPS: Yangzi River Steppes of Eurasia Southeast Asia Indian Ocean Burma (Myanmar) Mojeno-daro Huang He (Yellow) River Tibetan Plateau Southwest Asia Malay Peninsula Maldive Islands CHAPTER 6: Early Societies in the Americas and Oceania IDENTITES: Obsidian Maize Bering Land Bridge Pan-American Highway Pan-Pacific Highway Ceremonial Centers Authoritarian Society Agricultural Terraces Bloodletting Rituals Andean Highlands Andean Lowlands Austronesian Peoples Olmec Ball Games Doubled-hulled Canoes MAPS: Bering Strait Australia Oceans New Guinea Gulf of Mexico Caribbean Sea New Zealand Mississippi River Amazon River Polynesia Hawaii Yucatan Peninsula Indonesia Southeast Asia Easter Island Andes Mountains Chavin de Huantar CHAPTER 7: The Empires of Persia IDENTITIES: Archaemenids Cyrus Darius Parthians Tribute Standardized Coins Qanat Alexander of Macedonia Free vs. Unfree Labor Magi Seleucids Satrapies Royal Road â€Å"Eyes and ears of the king† Xerxes Bureaucrats Zoroastrianism MAPS: Persepolis Anatolia Afghanistan Macedonia Thrace Royal Road Bactria Iran Indus River CHAPTER 8: The Unification of China IDENTITIES: Eunuchs Castration Sian Qian Period of the Warring States Kong Fuzi Analects Ren, li, xiao Laozi Dao, Daoism Legalism Qin Shi Huangdi Great Wall Chinese Script Conscription Liu Bang Han Wudi Hegemony Yellow Turban Uprising Tribute Silk MAPS: Chang’an Great Wall Xiongnu Korea Bactria Taklamakan Desert South China Sea Samarkand Sumatra Java Guangzhou Bukhara CHAPTER 9: State, Society, and the Quest for Salvation in India IDENTITIES: Hindu Kush Mountains Political Vacuum Indus River Ashoka Maurya Bactria Tributary Alliances Monsoons Southeast Asia Varna Brahmin Siddhartha Gautama Four Noble Truths Dharma Patronage Boddhisatva Punjab Chandragupta Maurya Ganges River Patiliputra Kushan Empire White Huns Indonesia Caste System Jati Jainism Buddha Noble Eightfold Path Stupas Ceylon â€Å"Arabic† Numerals CHAPTER 10: Mediterranean Society: The Greek Phase IDENTITIES: Homer Mycenaeans King Minos Minoans Polis Pericles Antigonius Selecus Socrates Plato Spatan Persian Wars Peloponnesian War Hellenistic Empires Stoics The Liad and the Odyssey Trojan War Minoan Linear A and B Helot Alexander the Great Ptolemy Aristotle Tyrant Solon Darius, Xerxes Alexander of Macefon Sappho Maps: Balkan Peninsula Crete Cyprus Aegean Sea Athens Mycenae Thebes Persepolis Knossos Byzantium Neapolis Bactria Anatolia Peloponnesian Peninsula Sparta Macedonia Troy Ionia Attica Memphis Sicily CHAPTER 11: Mediterranean Society: The Roman Phase INDENTITIES: Paul of Tarsus Republic Po River Tiber River Senate Consuls Patricians Plebians Tribunes Dictator Gaul Celtics Carthage Punic Wars Latifundia Julius Caesar Octavian Augustus Marc Anthony Cleopatra Pax Romana Mare Nostrum Colosseum Pater Familias Jesus of Nazareth Bread and Circuses Diocletian Constantinople Western and Eastern Roman Empires Attila St. Augustine Constantine Visigoths Huns 476 ce Bishop of Rome CHAPTER 12: Cross-Cultural Exchange on the Silk Road IDENTITIES: Monsoon Winds Taklamakan Desrt Missionaries Epidemics Expatriate Merchants Bubonic Plague Bishop of Rome 476 ce Nestorians Syncretic/syncretism Small Pox St. We will write a custom essay sample on Catal Hyuk or any similar topic only for you Order Now Augustine Manicheaism MAP: Kush Himalaya Mountains Taklamakan Desert Taxila Persian Gulf Arabia Tyre Red Sea South China Sea Ceylon Bactria Chang’an Hindu Kush Mountains Madagascar Kashgar Caspian Sea Palmyra Antioch Arabian Sea Damasacus Guandzhou Pondicherry Samarkand Sumatra Java Parthia CHAPTER 13: The Commonwealth of Byzantium IDENTITIES: Byzantine Commonwealth Caesaropapism Corpus iuris civilis â€Å"Greek Fire† Schism Saint Cyril and Methodius Sasanids Hagia Sophia Theme System Iconoclasm Fourth Crusade MAPS: Balkan Peninsula Egypt Constantinople Alexandria Kiev Mediterranean Sea Black Sea Red Sea Caspian Sea Bosporus Strait Dardanelles Strait Anatolian Peninsula/Anatolia Sasanid Empire Damascus Rome Bulgaria Danube River CHAPTER 14: The Expansive Realm of Islam IDENTITIIES: Muhammad Arab Muslim Islam Quran Dar al-Islam Five Pillars Jihad Hajj Sharia Ka’ba Caliph Sunni Shia Hijra Umma Umayyad Abbasid Ulama Qadis Harun al Rushid Sultan Sufi Ibn Rushd â€Å"seal of the prophets† MAPS: Toledo Seville Cordoba Delhi Tunis Damascus Jerusalem Mecca Medina Palermo Baghdad Basra Isfahan Constantinople Samarkand Merv The Sind Khyber Pass Red Sea Persian Gulf Arabian Sea Indian Ocean Mediterranean Sea Indus River Al-Andalus Tigris/Euphrates Rivers Sasanid Empire CHAPTER 15 and 16: The Indian Ocean Basin IDENTITIES: Sui Tang Taizong Uigher Footbinding Gunpowder Chan/Zen Buddhism Neo-Confucianism Silla Dynasty Samuri The Sind Chola Ceylon Dhows/Junks Sufis Swahili States Yang Jian Grand Canal Equal Field System Fast-ripening Rice Porcelain Printing Paper Money Heian Court The Tale of Genjii Harsha Sultanate of Delhi Vijayanagar Monsoons Jati Angkor Wat Zimbabwe CHAPTER 15 and 16: The Indian Ocean Basin MAPS: Borders: Sui Tang Song Hangzhou Grand Canal Chang Jiang (Yangtze) River Japan South China Sea The Sind Vijayanagar Ceylon Cambay Calicut Bay of Bengal Indian Ocean Chang’an Huang He/Yellow River Korea Vietnam Sea of Japan Harasha’s Kingdom Chola Sultanate of Delhi Monsoon Winds Surat Quilon Arabian Sea Madagascar Mogadishu Malindi Kilwa Sofala Funan Angkor Mambassa Red Sea Adulis Srivijaya Sumatra CHAPTER 17 and 20: Europe in the Middle Ages IDENTITIES: Charlemagne Clovis Vikings Magyars Holy Roman Empire Serfs Vassals Manors Horse collars, watermills Heavy plows Pope Gregory I William Duke of Normandy Hanseatic League Three Estates Chivalry Guilds Thomas Aquinas Pilgrimage Gothic Cathedrals Leif Erikson Reconquista Fourth Crusade Bubonic Plague MAPS: Fankish Kingdom Papal States Britain Scandinavia Holy Roman Empire Castile Aragon Granada Portugal Navarre Iberian Peninsula Balkan Peninsula France Poland Hungary Serbia Byzantine Empire London Toledo CHAPTER 18: Nomadic Empires and Eurasian Integration IDENTITIES: Yurt Khan Shamans Battle of Manzikert Sultanate of Delhi Seljuks Temujin Khanbaliq Khubilai Khan Glolden Horde Ilkhanate Hulegu Yuan Bubonic Plague Tamerlane Marco Polo Gunpowder Ming Hongwu Ming Yongle MAPS: Steppes of Central Asia Persia Anatolia Manzikert Afghanistan Sultanate of Dehli Sultanate of Rum China Byzantine Empire Karkorum Samerkand Constantinople Baghdad Moscow CHAPTER 19: States and Societies of Sub-Saharan Africa IDENTITIES: Bantu Migrations Stateless Society Sundiata Mansa Musa Ibn Battuta Kinship Groups Age Groups Creator god Cotton Sugar Cane MAPS: Ife Benin Kongo Niger River Senegal River Congo/Zaire River Sahara The sahel Ghana Mali Jenne Timbuktu Gao CHAPTER 21: Worlds Apart: The Americas and Oceania IDENTITIES: Teotihuacan Chichen Itza Mexica/Aztec Chinampa Tenochtitlan Calpulli Calendars Quetzalcoatl Huitzilopochitli Pueblos Cahokia Matriarchy Confederation Cuzco Ayllus Quipu Mummification MAPS: Maya Empire Teothuacan Chichen Itza Tikal Aztec Empire Tenochtitlan Pueblo Societies Iroquois Lands Mound-building Lands Cahokia Cuzco Inca Empire Mississippi River Great Lakes Gulf of Mexico Andes Mountains Rocky Mountains Caribbean Sea Ohio River Sierra Madre Mountain CHAPTER 23: Transoceanic Encounters and Global Connections IDENTITIES: Vasco Da Gama Compass,Astrolab Christopher Columbus Circumnavigation Trading=post Empires VOC â€Å"Columbian Exchange† Lateen Sails Bartolomeu Dias James Cook British East India Co. Prince Henry the Navigator Manila Galleons MAPS: Portugal Spain England Netherlands Lisbon Cape Verde Islands Azore Islands Canary Islands Philippine Islands Straits of Melaka Calicut Ottoman Empire Cape of Good Hope Northeast Trade Winds Westerlies Hawaiian Islands Siberia Java CHAPTER 24: The Transformation of Europe IDENTITIES: Martin Luther Ninety-Five Theses Henry III Missionary Council of Trent Society of Jesus Thirty Years’ War Treaty of Westphalia Protestant Charles V Siege of Vienna Spanish Inquisition Glorious Revolution Louis XIV Peter I Versailles St. Petersburg Catherine II Balance of Power Capitalism Adam Smith VOC Joint-Stock Company Putting-Out System Ptolemaic Universe Newton Copernican Universe John Locke Deism MAPS: Holy Roman Empire England Netherlands Spain Switzerland Italian States Rome Paris Madrid Amsterdam Russia St. Petersburg CHAPTER 25: New Worlds: The Americas and Oceania IDENTITIES: Hernan Cortes Treaty of Tordesillas Encomienda Smallpox Conquistadors Seven Years’ War Mestizo Viceroy Mullatoes Settler colony Peninsulares Potosi Mit’a system Hacienda Silver trade Fur trade Tobacco Indentured servitude Manila Galleons James Cook MAPS: Caribbean Islands Aztec Empire Tenochtitlan Brazil Peru Mesoamerica New Castle Quebec Hispaniola Inca Empire Cuzco Mexico New France New Spain St. Augustine Jamestown Massachusetts Bay Philadelphia New Guinea Easter Island Tahiti New York Australia New Zealand Hawaiian Islands CHAPTER 26: Africa and the Atlantic World IDENTITIES: Sunni Ali Kingdom of Kongo Manioc Olaudah Equiano Maroons Call-and-response Songhay Antonian Movement Middle Passage Plantation Societies Creole Languages Queen Nzinga of Ndongo MAPS: Sierra Leone Sahara Desert Sub-Saharan Africa Songhay Timbuktu Senegal River Congo River Malindi Mombasa Kilwa Cape Town Kanem-Bornu Kingdom of Kongo Portugal Sofala Angola Cape Verde Islands CHAPTER 27: Tradition and Change in East Asia IDENTITIES: Mongols/Manchus Ming Dynasty Qing Dynasty Eunuchs Forbidden City Queue Qing Kangxi Ging Qianlong Son of Heaven Infanticide Zheng He Manila Galleons mean people† Shogun Daimyo Shinto Dutch Learning Scholar-bureaucrat Foot binding Treasure ships VOC Matteo Ricco Bakufu Samuri Fancis Zavier MAPS: Manchuria Beijing Najing Great Wall Forbidden City Korea Mongolia Tibet Burma Philippine Islands Macau Nepal Caspian Sea Vietnam Batavia Nagasaki Edo Guangzhou CHAPTER 28: The Islamic Empires IDENTITIES: Shah Jahan Taj Mahal Ghazi Janissaries Selim the Grim Twelver Shiism Babur â€Å"divine faith† Peacock Throne Isman Bey Devshirme Mehmet II Shah Ismail Qizilbash Akbar Aurangzeb MAPS: Anatolia Egypt Istanbul Belgrade Hungary Vienna Danube River Aegean Sea Black Sea Yemen Aden Malta Casoian Sea Tabriz Caucasus Kabul Qandahar Delhi Isfahan Ottoman Empire Safavid Empire Mughal Empire CHAPTER 29: Revolutions and National States in the Atlantic World IDENTITIES: John Locke Voltaire Rousseau Montesquieu Adam Smith Seven Years’ War Battle of Saratoga Battle of Yorktown Declaration of Independence U. S. Constitution Ancien Regime Estates General Louis XVI levee en masse â€Å"cult of reason† Robespierre Jacobins Napoleon Waterloo Olympe de Gouges Civil Code Congress of Vienna Gens de couleur Maoon Boukman Toussaint L’Overture Miduel de Hidalgo Simon Bolivar Gran Columbia â€Å"Jamaican Letter† Emperor Pedro I Caudillos Juan Manual de Rosas Lopez de Santa Anna Benito Juarez Zionism Cavour Bismark Garibaldi British North America Act Federalism Dominion of Canada John MacDonald MAPS: Paris London Berlin Masocow Madirid Boston Chicago Caracas Lima Vieena Rome Lisbon New York Mexico City Bogota Buenos Aires European Countries in 1750 European Countries in 1875 North/South American Colonies in 1750 North/South American Colonies in 1875 CHAPTER 30: The Making of Industrial Society IDENTITIES: Watt’s Steam Engine Luddites Capitalism Eli Whitney Monopolies Trusts Cartels The Demographic Transition Utopian Socialists Witte Golondrinas Factory System Adam Smith Josiah Wedgwood Corporation Crystal Palace Exhibition Thomas Malthus The Communist Manifesto Zaibatsu Henry Ford MAPS: European Countries, ca 1850 Cuba Peru United States China Japan Argentina Brazil Canada Hawaii CHAPTER 32: Societies at a Crossroads IDENTITIES: Napoleon Muhammad Ali Capitulations Janissaries Mahmud II Tanzimat Reforms Young Ottomans Young Turks Constitution of 1876 Tsar Alexander II Alexander III Nicholas II Crimean War Great Reforms Emancipation Zemstvos Sergie Witte Pogroms Russo-Japanese War Bloody Sunday Duma Cohong system Opium War Treaty of Najing Hong Kong Unequal Treaties Tributary Empire Hing Xiuquan Empress Cixi Admiral Perry Taiping Rebellion Self-Strengthening Movement Boxer Rebellion Tokugawa MAPS: Ottoman Empire (1759/1914) Russian Empire (1759/1914) Japanese Empire (1759/1914) Anatolia Balkan Peninsula Egypt Serbia Alexandria Moscow Russia Caucusus Guangzhou Korea Burma Balkan Peninsula Greece Istanbul Crimean Peninsula St. Petersburg Baltic Provinces China Hong Kong Vietnam Kyoto CHAPTER 33: The Building of Global Empires IDENTITIES: Cape to Cairo White Man’s Burden Steam-powered Gunboats Maxim Guns Submarine Cables Sepoy Revolt VOC Livingstone and Stanley Boer Wars Maoris Panama Canal Roosevelt Corollary Cecil Rhodes Civilizing Missioin Social Darwinism Breech-loading rifles Battle of Omdurman BEIC The Great Game French Indochina Suez Canal Queen lili’uokalani Indian National Congress Monroe Doctrine Russo-Japanese War MAPS: Africa (1750/1914) Colonial Empires Map showing raw materials provided by the colonies CHAPTER 34 The Great War: The World in Upheaval IDENTITIES: Archduke Franz Ferdinand Pan-Slavism Triple Entente Total War Tsar Nicholas II Trench warfare No-man’s-land Home Front V. I. Lenin Petrograd â€Å"Peace, Land, Bread† Lusitania Weimar Republic Fourteen Points Big Four League of Nations U. S. S. R. Self-determination Triple Alliance Schlieffen Plan Kaiser Wilhelm II Western Front Stalemate Verdun Mustard Gas Bolsheviks Soviets Treaty of Brest-Litovsk Easter Rebellion Influenza Pandemic Woodrow Wilson Mustafa Kemal/Kemal Ataturk Mandate System Treaty of Versailles Treaty of Neuilly Treaty of Sevres Treaty of St. Germain Treaty of Trianon MAPS: Britain Belgium Austria-Hungary Italy Austrailia China Alps Marne River Paris St. Petersburg France Germany Russia Japan New Zealand Colonial Possession in Africa Seine River Nile River London Berlin Rome Vienna Sarajevo Istanbul Damascus Balkans Serbia Ottoman Empire (1914) Persia Siam German Colonies in the Pacific Verdun Dardanelle Straits Republic of Turkey Syria Iraq U. S. S. R. Palestine Yugoslavia Weimar Republic CHAPTER 35 and 36: Reactions to World War I IDENTITIES: Adolf Hitler Otto Spengler Sigmund Freud Werner Heisenberg Picasso Bauhaus Depression The New Deal New Economic Policy Trotsky â€Å"lost generation† Arnold Toynbee Albert Einstein Cubism Gauguin Gropius Keynesian Economics Red vs. Whites Kulaks â€Å"socialism in one country† Collectivization Facism Corporatism â€Å"pronatalits† policy Anti-Semitism Pogroms Muslim League Ahimsa, satyagraha Amritsar Massacre Government of India Act May 4th Movement Guomindang Mukden Incident Marcus Garvey Emiliano Zapata â€Å"land and liberty† â€Å"dollar diplomacy† vs. Yankee Imperialism† Standard Oil Company Joan Batista Somoza FDR Five Year Plan(s) The Great Purge Mussolini NSDAP Nuremberg Laws Kristallnacht Indian National Congress Gandhi Muhammad Ali Jinnah Pakistan Sun Yatsen Mao Zedong Jiang Jieshi Maoism vs. Marxist-Leninism Jomo Kenyatta Pan-Afr icanism Pancho Villa Diego Rivera United Fruit Company Getulio Vargas Cesar Sandino President Cardenas Chiquita Banana MAPS: Berlin Vienna Paris Washington, D. C. Moscow Austria Italy India Manchuria Taiwan Mexico Brazil Argentina Chile New York Leningrad Germany U. S. S. R. Rome China Japan Kenya Peru Columbia Bolivia Nicaragua Korea CHAPTER 37: New Conflagrations: World War II IDENTITIES: Axis/Revisionist Powers Allied Powers Manchuria Invasion of China Rape of Nanjing Tripartite Pact Appeasement Anschluss Munich Conference Nonaggression Pact Warsaw Pact Blitzkrieg U-Boats Luftwaffe The Blitz Lebensraum Operation Barbossa Stalin Stalingrad Lend-lease Program â€Å"a date that will live in infamy† â€Å"Asia for Asians† Greater Asian Co-Prosperity Sphere D-Day Wannsee Conference â€Å"comfort women† Yalta Conference Potsdam Conference Truman Doctrine Marshall Plan N. A. T. O. United Nations MAPS: Manchuria China Japan Beijing Nanjing Ethiopia Italy Spain Libya Albania Sudetenland Czechoslovakia Poland Germany U. S. S. R. Stalingrad Pertrograd Moscow Caucasus Region Dutch East Indies French Indochina Pearl Harbor Dresden Berlin Iwo Jima Okinawa Tokyo Hiroshima Nagasaki CHAPTERS 38 and 39: Cold War and Decolonization IDENTITIES: UN NATO Warsaw Pact IMF World Bank OPEC OEEC, EU GATT SALT agreements Iron curtain Superpower Yalta Berlin Blockade Berlin Wall M. A. D. Korean War 38th Parallel Domino Theory Cuban Missile Crisis Richard Nixon Nikita Khrushchev Simone de Beauvoir Betty Friedan Bob Marley Civil Rights Movement Martin Luther King, jr. Hegemony Charles de Gaulle â€Å"Brezhnev Doctrine† Alexander Dubcek Mao Zedong Prague Spring De-Stalinization Marshall Tito Detente Vietnam Muhammad Ali Jinnah Jawaharlal Nehru Gandhi Dominion-status Ho Chi Minh Geneva Agreements Balfour Declaration Abdel Nasser Suez Crisis FLN Negritude Kwame Nkrumah â€Å"Mau Mau† revolt Jomo Kenyatta Great Leap Forward Cultural Revolution Lazaro Cardenas Joan and Eva Peron Jacobo Arbenz Guzman Somoza Family Sandinistas MAPS: Berlin (East and West) Germany (East and West) Moscow Korea Cuba Hungary China India Kashmir Syria Lebanon Suez Canal Israel Algeria Kenya Argentina Nicaragua Guatemala 38th Parallel Yugoslavia Czecholsovakia Vietnam Pakistan Palestine Iraq Jordan Egypt France Ghana Mexico How to cite Catal Hyuk, Papers

Competency of MNC HR Director-Free-Samples-Myassignmenthelp.com

Question: Write a Short Essay on Competency of MNC HR Director. Answer: The human resource director is the fundamental pillar of a organization. The role of the HR director is to manage the employees of the organization and maintain a proper environment in the organization to keep the workflow smooth and enthusiastic. A human resource director of the organization needs to be competent enough to manage and control the employees with his own ability and intelligence. The HR director must possess the qualities of the leadership to lead the employees to the right direction (Varma, 2013). The next important and necessary quality of the Hr director should be then efficient communication skill. Every multinational company possesses employees of diverse culture and it is the duty and the responsibilities of the HR director to manage the cross-cultural issues in the workplace, so that the issues do not turn into conflicts among the employees (Stahl, Bjrkman Morris, 2012). The cross-cultural management is one of the important theories of the human resource management in the context of the international business. The director of the HR department must manage and controls the cross-cultural issues in the workplace. The next qualitative competency that a HR director needs to possess is the ability to think an alytically and critically over an issue (Bratton Gold, 2012). Several issues can arise in the workplace among the employees, which are to be resolves critically. The HR must possess the ability to evaluate a situation analytically and make decisions accordingly without any partiality. According to the given international theory of HR management, a HR needs to be able to communicative with each employee in order to avoid any contradiction or conflicts in the workplace (Aswathappa, 2013). An effective interaction is needed within the workplace between the employees and the HR director, which will help the HR to understand and realize the problems and the issues present in the employees. The above discourse concludes that the HR director of any multinational organization needs to be competent enough to manage all the employees coming from the diverse social and cultural context. He not only needs to be professionally competent, but also needs to be understanding and motivating towards the employees for the easy and progressing work environment. References: Aswathappa, (2013).Human resource Text and cases. Tata McGraw-Hill Education. Bratton, J., Gold, J. (2012).Human resource management: theory and practice. Palgrave Macmillan. Stahl, G. K., Bjrkman, I., Morris, S. (Eds.). (2012).Handbook of research in international human resource management. Edward Elgar Publishing. Varma, A. (2013).Managing human resources in Asia-Pacific(Vol. 20). Routledge.

Advantages and Disadvantages of Being a Vegetarian Essay Example

Advantages and Disadvantages of Being a Vegetarian Essay Today, vegetarian diet has gained extreme popularity all over the globe. It is preferred by a number of people throughout the world. It is said that a vegetarian diet is a key to healthy life. Some organizations working for the animal rights are strictly against eating meat, fish or poultry. Vegetarian diet typically consists of whole grains, vegetables and fruits. They are, no doubt, good for health. But have you ever thought whether vegetarian meals are complete? Can it fulfill all the nutritional requirements of the body? Well, there are certain advantages and disadvantages of being vegetarian. What are they? Advantages Vegetarian diet mainly includes grains, nuts, cereals, seeds, beans, vegetables and fruits. Hence, it is rich in fiber, folate and vitamin C. Vegetables and fruits provide vitamins and minerals that are essential for a healthy body. Beans, tofu, seeds are some good sources of proteins. Vegetables consist of phytochemicals, which prevent some chronic diseases. Green leafy vegetables are the rich source of antioxidants. Vegetables and fruits also provide natural sugars, beneficial enzymes and trace elements. It contains low amount of fats, cholesterol and saturated fats. As a result, it minimizes the risk of weight gain. This, in turn, reduces the possibilities of developing the health problems caused by obesity. Vegetarian diet is also helpful for healthy weight loss. A vegetarian diet lowers the blood cholesterol levels and decreases the risk of various disorders such as high blood pressure, stroke, heart diseases, diabetes, rheumatoid arthritis, osteoporosis, kidney diseases, gallstones and cancer. Due to intake of high fiber diet, digestive health is improved. We will write a custom essay sample on Advantages and Disadvantages of Being a Vegetarian specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Advantages and Disadvantages of Being a Vegetarian specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Advantages and Disadvantages of Being a Vegetarian specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Vegetarianism protects you from certain food-borne diseases such as bird flu, mad cow disease, intestinal parasites, etc. Disadvantages Although vegetarian diet provides all the essential nutrients, there are certain factors that we can get in more amounts from the meat or fish. Vegetarian diet is found to be low in proteins, calcium, vitamin B12, iron and zinc. Vitamin B12 is found in soy products, fortified cereals and animal products in abundant amount. Meat is considered as the major source of vitamin B12. Soymilk, milk and other dairy products are the rich sources of vitamin D. Meat, chicken, fish and poultry contain more quantities of iron and zinc. Milk, cheese and yogurt are excellent sources of calcium. These nutrients are not found in large quantities in the vegetarian diet. Meat is a rich source of proteins and contains all the essential amino acids required by the body. Phosphorus present in the meat is easily absorbed than that present in legumes and cereals. Vegetarian diet is not recommended for bodybuilders, as they require a protein-rich diet. A diet lacking in sufficient carbohydrates and proteins can lead to anemia. Bowel irregularities can be commonly seen among the vegetarians. If your diet is totally free from fats, then its not good, because certain amounts of cholesterol and fat is necessary for the development of the nervous system and normal body functioning. Although, there are certain disadvantages of vegetarian diet, it definitely offers a number of health benefits. If you properly plan your diet, you can overcome the problem of nutrient deficiencies and improve your physical fitness and overall health. After all, healthy eating is a key to healthy living.

What extent do the news media fulfil Habermas definition of the public sphere Essays

What extent do the news media fulfil Habermas definition of the public sphere Essays What extent do the news media fulfil Habermas definition of the public sphere Essay What extent do the news media fulfil Habermas definition of the public sphere Essay The concept of the public sphere has had a long tradition, both in philosophy and also social sciences. The main understanding of the term is based on the work of the German sociologist Jurgen Habermas, whom provided a comprehensive analysis of the nature of the public sphere and also its historic transformations. Habermas defines ldquo;the public sphere as the network for communication and points of view, the streams of communication are, in the process, filtered and synthesised in such a way that they coalesce into bundles of topically specified public opinionsrdquo;. The public sphere is situated between households and the state. It is a space where free and equal citizens come together and share their opinions and information and also discuss their common concerns. Habermasrsquo;s social theory is interpreted as moving over the years from a Hegelian Marxist orientation to a sort of Kantian orientation, thought not without truth; this view underestimates the unity in his intellectual project. Kant occupies a central place as the theorist who offered the fullest articulation of the ideal of the bourgeois public sphere. However, in this public sphere practical reason was institutionalized through norms of reasoned conversations in which arguments or traditions were to be decisive. Even though, Habermas rejects Kantianrsquo;s theories, and its collary historical exaltation of philosophy as arbiter and foundation of all science and culture. In his current work he argues that something remains crucial from the Kantian view of modernity. nbsp;The notion of the public sphere is at the centre of participatory approaches to democracy. The public sphere is the arena where citizens come together and exchange opinions regarding public affairs, discuss and therefore form a public opinion. This arena can be a specified place where citizens gather for instance, town halls where they meet and deliberate these issues they feel needs looking into. This can also be a communication infrastru cture through which citizens send and receive information and their opinions. The public sphere can also be good governance, and without a good public sphere, government officials cannot be held accountable for their actions and citizens will not be able to assert any influence over political decisions. Moreover, the idea of a public sphere is normative since it is an ideal of good and accountable governance. Some historical roots of the public sphere will include the ancient Greeks where citizens directly participated in political discussions. The public life was tied to a specific local where their citizens will discuss and exchange their opinions on certain issues. European monarchies where the royal court was the public sphere and only the king would determine what should be said in public. Today, the public sphere is even more strongly tied to the media; it is also defined in relation to the mass media, since the mass media permits the circulation of information and also offers the conditions were forums can function. Internet and The Public Sphere; the internet is the single most important communication breakthrough of the latter half of the last century. It has revolutionalised how individuals communicate, access information including the mass media and how they respond to and comment on social and political issues. It has been argued that the internet facilitated the philosopher Jurgen Habermas. The internet is singularly the most important development in contemporary communication, which has produced a global public sphere. Every individual has direct access to global forums where they are capable of expressing their personal opinions and arguments without mediation or censorship. nbsp;Facebook and a vast number of blogs, chat rooms and discussion boards could fulfil the conditions of a public sphere as a forum for rational and critical debates. One of the theoretical perspectives is that Habermas argues that publicness or publicity of representation was not constituted as a social realm that is a public sphere; rather it was a status attribute. nbsp;Representation in the sense in which the members of a national assembly represent a nation. (Habermas, 1962). nbsp;Habermas goes on to argue that European society in the Middle Ages showed no indication of a public sphere as a unique realm distinct from a private sphere, and each stratum of power acted as mere spectators of the authority greater than theirs However, changes in the Europersquo;s political structure in the eighteenth century largely embodied in capitalist modes of production and the enlightenment philosophy culminated in the collapse of feudalism heralding the entry of the bourgeois into the centre stage. Whereas the feudal system which made no differences between the state and the society, private and public, the new social order defined the boundaries of state and private lives. More accurately a bourgeois public sphere where members of a property owning, educated reading public were engaged in rational debates on issues primarily relating to politics and literature (Habermas, 1989). Furthermore the bourgeois public sphere worn once again through structural and economic changes paving the way for what Habermas calls the modern mass society of the social welfare state, were critical debates the life blood of the public sphere has been replaced by leisure. In order words the state and society have become in twined into each otherrsquo;s sphere. Horkheimer and Adorno both argue that the change is the direct result of the mass produced, and the mechanically reproduce culture, which have been manufactures through structural changes in cultural industries. Horkheimer and Adorno suggest that the man with leisure have to accept that the cultural manufacturers offer him (Horkheimer and Adorno, 1995). Horkheimer and Adorno views are simply based on Marxist arguments which suggest the ideas of a ruling class are in every period the ruling ideas (Marx and Engels, 1976). These arguments suggest that the class which controls the means of material production also would control the means of mental production therefore the ideas of those who lack the means of production are subjected to it. Another sociologist called Antonio Gramsci argued the social groups attain hegemony; this is the dominance by inducing consent of the majority of the subaltern classes, the classes in the subordinate political position within a given social theatre. Horkheimer and Adornorsquo;s views on contemporary culture suggest the cultural industries treatment of culture as commodity and the mass media as a product filtered and packaged for customers based on the market statistics. This has created a media culture where every individual response has been carefully planned by the cultural manufacturers, since as this limits the possibility for any critical though outside of a prearranged equation. The contribution of cultural manufacturers including advertising and also public relations. Habermas arguments have manifested into refeudalisation of the public sphere, where the people in the public have been reduced to the status of spectators whilst the expert opinions have taken over the true public opinions. Every aspect of culture has been subjected to commercial imperatives of advertising entertainment and public relations and also the mass media to such an extent that any attempts of even creating the illusion of a public sphere by the mass media continue to be governed by bottom lined finances, therefore failing to conform to the broadest notions of public opinion in the public sphere. Moreover, public opinions published in mainstream media continue to be influenced by a series of commercial needs from availability of column space to consideration of possible increases to circulation figures. The internet is a freely accessible medium of mass communication; it has been introduced to this heavily commercialised theatre of mass communication and sparking great expectations in the publicrsquo;s minds that support the reinvigoration of the public sphere. Furthermore, it also should be stressed that while mass media have largely failed to create a public sphere, mass in itself at times play a very significant role in gaining and retaining democracy in numerous political threatens. It can also be argued that the internetrsquo;s potential in creating the public sphere can be and has to be harnessed by the public intellectuals, if the internet is to fulfil its potential as a forum for public spheres, this arguments can be presented in spite of the risk of over generalization as need for cyber analogues with the cafes and taverns which brought the intellectuals together, however creating an environment favourable for the sharing of ideas and hence the nourishment of a public sphere.

Midterm creative response paper Term Example | Topics and Well Written Essays - 750 words

Midterm creative response - Term Paper Example Hearing the news as a family we were filed with mixed emotions as we were placed in the balance between joy for victory and fear of the unknown. Not only was the event a surprise as the ending of the war was almost instantaneous after the bombings. One thing that mainly stood out to us was that the Japanese had been defeated a long time ago, however still continued to fight. The American troops had gained control of the majority of the Japanese waters. In addition, the Japanese army had lost many troops and was experiencing financial difficulties which further increased the element of surprise when the news came that the war was over. The first question was why, after the Japanese continued to fight in such a compromising position, they decided to quit after just two bombings. We had heard some information on the nuclear bomb; however, we were not completely aware of the extent of damage it can cause. Upon hearing the news that the war was over, the primary emotion that was present among members of the community was joy and relief that the war had ended. We celebrated together with our neighbors as the conflict was long and scarred with destruction, death and terror. Many of our neighbors including our family were waiting for the return of our relatives. However, we often engaged in some concerning discussions on the sides. I was all too careful in such encounters as opinions may differ, and change the jovial atmosphere that was in the community. One question that we mainly discussed in small but close company was whether the use of nuclear weapons was justified. To a certain extent, I would say yes, the use of the atomic bomb was justified. Without the intention of using this term too loosely, all is fair in love and war. The Japanese had previously misrepresented themselves, which led to the deaths of numerous America citizens. In addition, I feel Truman was running out of opti ons as the Japanese were refusing to surrender. During

See instructions Research Paper Example | Topics and Well Written Essays - 1250 words - 2

See instructions - Research Paper Example According to narratives by Fredrick Douglass ,who apparently was born in slavery but managed to educate himself and later escaped establishing himself as one of America’s greatest leaders, slavery continued to thrive in spite of slave owners claiming theirs was a nominally Christians democracy. Douglass wrote three main autographical narratives that have been identified not only as classics of American history but also as American literature. Douglass, normally, wrote with unmatched fierce intelligence and eloquence that made him a giftedly successful spokesman not only for the abolition of slavery but also in regard to equal rights. He thus shapes an extremely inspiring image of self-realization in the wake of colossal odds. In one of his narratives known as ‘Narrative of the Life of Fredrick Douglass, an American Slave’ that was published in 1845, 7 years after he escaped from slavery, Douglass writes in response to cynics who could not believe that such an arti culate orator was once a slave(Kornblith,2010). This is a powerfully compressed description of the oppression and cruelty that took place in Maryland plantation, where Douglass was born and brought up. This account catapulted him to the front position of anti-slavery crusade, drawing in thousands, white and black alike, to this cause (Douglass,2014). In another of his account, My Bondage and My Freedom which was published, in 1855, after Douglass had become a well-known newspaper editor, he further expands the narration of his slavery years. Douglass with astounding psychological penetration explores the agonizing ambiguities together with delicately corrosive consequences of black-white relationships under slavery and afterwards recounts his resolute resistance to the Northern segregation. In addition, the book includes extracts from some of the

Global warming Essay Example | Topics and Well Written Essays - 1500 words - 2

Global warming - Essay Example The Earth is heating up and it will affect the crops. The rising of the sea level, the melting of icecaps and the global climatic changes are all the impacts of global warming. Global warming has influenced the business strategies as people try to reduce the greenhouse effect through efficient operations or energy conservations techniques. Regulations are imposed every other day to reduce the quantity of carbon dioxide and other gases emitted into the atmosphere. Nevertheless, it is argued that global warming presents new oppurtunities to businesses; it encourages innovation and creativity with the help of advanced technology. Global warming is believed to be destructive and expensive (Richman, 2007) but smart companies know which way the wind is blowing and how fast the ice is melting (Gunther, 2006). They find new ways to innovate, save energy, cut costs and reduce emissions. Insurers manage $26 trillion of assets of companies and are trying to influence the government to change po licies so that radical action can be taken to cut greenhouse gas emissions (Webber, 2002). Businesses have to evaluate the risks and analyze the oppurtunities that climate change has posed (Hagen, 2007). Stronger storms, prolonged droughts in some areas and heavy flooding or precipitation in other areas can adversely affect the immovable properties of businesses. The value of properties in coastal areas could decrease and they may be required to construct sturdier buildings that are more solid and resistant.

Nature of Sociological Theory

Nature of Sociological Theory THE NATURE OF SOCIOLOGICAL THEORY OKUMAGBA, OGHENERO PAUL, FAYEYE, J.O.   EJECHI, EUCHARIA SOCIOLOGICAL THEORY DEFINITION AND MEANINGS Different people see Sociological theory in different ways. Different people have regarded different aspects of sociology as theory and students are also involved because their works are based on theories. How do we define a theory? In other to give an answer to this question, we must have some definition which must help us in this task. Mennell, S. (1972) distinguished what a theory should be and what by convention is named Sociological theory. He started by saying that sociology theory in some cases is not sociological theory. What this means is that, it deals in most cases with a body of ideas attached to theory, and this is not always their in the strict Sense of it. For Mennel a real sociological theory is formalized and ultimately testable explanations which are accumulated to a large extent in the ordinary process of Sociology Research i.e. sociological theory must be related to Sociological Research. Our theories may only try to explain limited and specific properties of reality. They may belong to some or all area of sociology such as Urban sociology, Sociology of the Family, Political sociology etc. i.e. they may only cover an aspect of sociology and not all. They may be what R.K. Merton calls MIDDLE RANGE THEORIES, i.e. theories that are interested in specific or limited areas e.g Social roles. Mennel goes on to ask the question, what is social theory in the customary sense. Sociological theory is a general collection to topics. it also tends to include the discussion of Some Epistemological issues such as what is science, what is sociological theory. Is it a science? Etc. this is what Stephen Mennel refers to as META THEORY. There is another category which Mennel calls PARA-THEORY. He got this from the works of Ralph Dorhendorf. He defines it as all statement before, around and after Sociological theory which are capable of empirical test themselves but are geared towards theories, We also wasn’t to distinguish this type of theory from what is known a s BASK THEORY. It does not necessary have to be scientifically validated, i.e. it does not contain empirical components as it basis. Although most of the great Sociologists may have developed theory without going on to test them. They ore more or less based on their experience or from reading. Some writers have called the above type GRAND THEORY. This theory is concerned with providing a scheme that can be used to explain the empirical data of research. This type of theory depends on interrelated construct, concepts, prepositions, scientific statements etc. that presents a systematic view of phenomenon by specifying relationship among variables with the purpose of explaining and predicting phenomenon. This type of their is based on data collected from society and it is usually used in explaining certain segments of social reality. We may s ay that Grand theory is based on abstractive ideologies, patterns and principles which undering given nature and social world order i.e. it is global scheme. Ware as empirically based theory concentrates on formulating, generalizing from specific data in other to explain phenomenon. We may say at this point, that the two seems necessary in order to provide a concueate analysis of social reality. However, they may not be isolated from eac h. other. Grand theory tends to be constructed on abstract terms and we may question what process of abstraction does it given to the understanding of the whole social process. Empirically. based theory is derived solely from the data collected from social processes. For Goode and Hatt:†¦. a theory states a logical relationship between facts. From this theory other prepositions can be deduced that should be true, if the first relationship holds. These d educed propositions are hypotheses. To them, and to many others as well, a hypothesis is a minor theory. it â€Å"states what† were looking for† and â€Å"Leads to an empiritical test†. It is a proposition capable to empirical verification but not yet verified. It is apparent at there is more then a semblance of circularity in the reasoning of those who discuss the relationship between a theory and a hypothesis. It is commonly claimed that all â€Å"scientific† hypotheses arc- derivations from empirically supportable theory. It is also typically asserted that every theory had its beginnings in on hypothesis. Hence, one mans hypothesis may be another’s theory. It all depends on the aim and ingenuity of the investigator. Scientific theories are logical systems of propositions which attempt to account for why phenomena ore the way they are and predict their behaviour. Theories are built of data generated, for example Mertonian paradigms and sociological perspectives are synonymous. The direct data generation and theorizing efforts to some aspects of the social world. Thus one can produce specific theories from a particular perspectives e.g. the theory of segmenting opposition and Merton’s social structure and anomie theory fall within the functional perspective. A theory can also be seen as a logically consistent statement of causal laws. Causal laws ore statements of regularities in concomitant occurrences between antecedents and events. The question we should be asking ourselves is, Are we limited by the process of data collection? We have to have a facilitating relationship between the two. Theories which are based on empirical footing helps to direct the grand theory and provides concrete d ata for the grand theory and helps the researcher develop a conceptual framework. The word ‘theory’ derives its meanings and usage from the user. To call a statement a theory is sometimes intended to increase its value by suggesting that it goes beyond ‘mere facts’ e.g when a person says I hove a theory about James he means that he cannot be deceived by him. But sometimes, the word theory as clearly used to reduce the value of a speculative idea by denying it a close connection with reality. In this sense it is often asserted â€Å"tings are all right in theory† but not in practice. Theories would have no value if they did not go beyond facts. Facts are nothing more than statements which we believe to bear truth about particular events which have occurred. Theories ore not meant to be about particular events but about the whole categories of events, it is generally said that Theories or some theories are nothing but general facts. A statement general fact would be either a shorthand or number of statements of the same kind or type, a general statements of the characteristics of a type of events. It is true that all theories go beyond facts; however not all statement which go beyond facts are theories. For example if say that, the colonial masters colonized Nigeria, and established a foreign culture that would otherwise not have developed. I am going beyond facts, but no one can know what culture would have developed if there had been no Colonization in the first instance. However, one can guess, and ones guess is an hypothesis. This guess is not a theory; because it stated something about particular events or particular complexes or events but it states nothing in general about the characteristics of colonial domination. To be testable this theory would have to state the kind of evidence that could be treated as refuting it. Instances of species which have survived being w c-Il adapted to particular environment or instances of Species which were well adapted to a particular environment but which had not survived. In the final analysis, the criterion of a adaptability is the capacity for survival 1.e. One does not really know how adoptable a species is until one has already observed its Capacity for survival. The fact that such a theory is not strictly testable does no mean that it has little value. Its values lies in directing inquiries of the students of evolution In conjunction other theories, some of which are highly testable it has helped evolutionary biologists to explain a great deal. Its own role is programmatic, it says if you are making enquires of this kind, makes a species more or less adaptable table in a particular environment This has proved useful. This example removed the assumption that if is only the social sciences attempt to be satisfied or utilize theories which ore not strictly testable. TYPES OF THEORY Cohen; (1968) in his book Modern Social Theory out lined four broad types of theories and they are as follows: Analytical Theory Normative Theory Metaphysical theory Scientific theory ANALYTICAL THEORY These are like theories of mathematics or logic which may state nothing about the real world but consist of some sets of axiomatic statements which are true by definition and from which other statements ore derived for example Adam Smith’s their on human economy which stress that people tend to maximize their gains while minimizing their losses. NORMATIVE THEORY These theory elaborates a set of ideal state of which one may aspire for example, ideologist fall within this category Normative theories are subjective in the sense that they deal with the ideal or what ought to be rather than what is. METAPHYSICCAL THEORY These are theories which are beyond the senses in other words, they have no empirical foundation. A good example is Darwin’s theory on Evolution of man and Malthusian’s theory of population. SCIENTIFIC THEORIES This is ideally a universal empirical statement which exacts a causal connection between two or more variables (or types of events). At this simplest, it has this form e.g. whenever x occurs they Y occur X = Y. Scientific theories are universal because it state something about the condition under which some events or types of events always occur If theories go beyond facts, they must have a connection with reality. Hence no experience of reality is worth recording, or could be recorded if it is not for theories. The most elementary theories, which we use a re embedded in our language. All language must use certain universal, categories; and to use a universal category is in effect to use a theory. If for example It says’ that ‘James is a deviant presume certain universal characteristics associated with deviance, as opposed to conformity. Without universal categories there will he no communication, without communication there will be no culture, no society, no science, no technology, no shored experience of die world of reality. Theoretical consideration end theoretical concepts, implicit or explicit have an essential rule in shaping the direction of research, in direction observation an and in guiding description itself, For a theory to be used wisely with sharp awareness, awareness users must have the knowledge of its nature and of its varieties. We need to know its concepts and diverse terminological forms they take. We should be familiar with the history of sociological theoretical endeavours with its changing emphasis, its successes and failure, and its promise for the future, These in themselves constitute the subject matter of the studying of sociological theories. SOCIOLOGICAL THEORYAND SOCIAL ORDER Theory is a set of prepositions complying ideally with the following conditions; The propositions must be put in terms of exactly defined concepts. They must be consistent with one another. They must be such that from them the existing generalization could be deductively derived. They must be fruitful i.e. show the way to further observation and generalizations were increasing the scope of knowledge. From the foregoing, sociological theory can be understood in the sense in which the word theory is used in other sciences. Hence it is; ‘a structure of systematically organized law like propositions about society that con be supported by evidence. The aim a sociological theory from the foregoing is explanation that goes beyond description and systematic definition (or taxonomy). Some characteristics of sociological theory. It is needful to odd that many sociological theories do not meet the ideal criteria of science (i.e. universality, empruism, and causality). CHARACTERIST1C OF SOCIOLOGICAL THEORY Theories are thoughts and ideas used to explain particular Social phenomenon or situations in society. It is a set of systematically relatered propositions a imed at explaining a particular situation. They are thoughts, ideas, or conceptual schemes used to solve societal problems. A theory is good and useful when it is able to solve problems successfully. Sociological theories attempts to explain and investigate problems, issues or events within the context of observable social phenomenon, they attempt to offer scientific and theoretical explanation which on the basis of the past have immediate applicability and are also capable of application to similar problems in the future. All theories attempt more than anything also the question â€Å"Why†. All contemporary sociological theories are selective in their analysis of social phenomenon. No one theory con interest or explain a total social phenomenon (such as the Grand Theory by TALCOTT PARSONS and middle range theories by ROBERT K. MERTON) for example, DEMOGRAPHISM as a sociological perspective is concerned with man’s various responses caused by increase in population. Then TECHNOLOG1SM emphasizes the effect of technology on man and social organization, while ECOLOGISM emphasizes the influence of non human environmental on human behaviour. Contemporary sociological theories must be empirically grounded. They are not merely thoughts or speculations. They are not â€Å"armed chair theories† but are based on observable facts that can be subjected to scientific observation and analysis. They are thoughts backed by verified fact or knowledge. Sociological theories tends to state scietific and observable relationships between variables usually between the dependent and independent variables. independent Variable -independent Variable X Y All sociological theories attempts to solve the problem of order in the society, All contemporary sociological theories deal with social phenomenon that are either imposed or generated by the individuals and these imposed or generated phenomena must either be subjective or objective. Finally, any sociological theory that does not fall into these set of categories is not qualified to be called a sociological theory. FUNCTIONS OF SOCIOLOGICAL THEORIES Theories in any discipline have certain function which they perform in investigation info societal problems, It extends the Scope of the original empirical findings by showing the interrelationship between various variables. It provides facts for the accumulation of both theory and research findings. If increase the fruitfulness of research through the successive exploration of the implicajiohs of research findings. lt introduces a ground for the predictions. It entails precision which is derivable from test-ability or verification The importance of precision in theory was stated by R.K, Merton when he wrote those theories which admits a precise precision confirmed by observation taken on strategic importance since they provide an initial basis for choice between competing hypothesis. THE CENTRAL PROBLEMS OF SOCIOLOGICAL THEORY AND SOCIAL ORDER The Problems of Order To take the position that sociological theory centers around the problem of social order may result into laying criticism of conservation ideological bias. To those who sees conflict, they will assume that the position presents or emphasizes order and affirms its desirability. It is certain that people in most societies desire order, they may not accept any kind of order at all cost. The fact that order is desired by many does not justify its central position in sociological theory. When order is presented as being at the centre of sociological theory it is done so because of the following Order is itself something positive, and its opposites only conceivable in terms of it. The very idea of human society presupposes order. The existence of social order is problematic and cannot be taken for grated. The investigation of the problem of order illuminates (or shows) the nature of disorder in its various aspects.

Swipping IDs can be dangerous :: essays research papers

ABOUT 10,000 people a week go to The Rack, a bar in Boston favored by sports stars, including members of the New England Patriots. One by one, they hand over their driver's licenses to a doorman, who swipes them through a sleek black machine. If a license is valid and its holder is over 21, a red light blinks and the patron is waved through. But most of the customers are not aware that it also pulls up the name, address, birth date and other personal details from a data strip on the back of the license. Even height, eye color and sometimes Social Security number are registered. "You swipe the license, and all of a sudden someone's whole life as we know it pops up in front of you," said Paul Barclay, the bar's owner. "It's almost voyeuristic." Mr. Barclay bought the machine to keep out underage drinkers who use fake ID's. But he soon found that he could build a database of personal information, providing an intimate perspective on his clientele that can be useful in marketing. "It's not just an ID check," he said. "It's a tool." Now, for any given night or hour, he can break down his clientele by sex, age, ZIP code or other characteristics. If he wanted to, he could find out how many blond women named Karen over 5 feet 2 inches came in over a weekend, or how many of his customers have the middle initial M. More practically, he can build mailing lists based on all that data — and keep track of who comes back. Bar codes and other tracking mechanisms have become one of the most powerful forces in automating and analyzing product inventory and sales over the last three decades. Now, in a trend that alarms privacy advocates, the approach is being applied to people through the simple driver's license, carried by more than 90 percent of American adults. Already, about 40 states issue driver's licenses with bar codes or magnetic stripes that carry standardized data, and most of the others plan to issue them within the next few years. Scanners that can read the licenses are slowly proliferating across the country. So far the machines have been most popular with bars and convenience stores, which use them to thwart underage purchasers of alcohol and cigarettes. In response to the terrorist attacks last year, scanners are now also being installed as security devices in airports, hospitals and government buildings.

Conformity Vs. Nonconformity Essay

Nonconformity is a force from one’s personal self to step outside of the norm and bring a sense of individuality to a world in which there is very little originality anymore. As a society, we are ruled by the media. They force their points of views down everyones throats without one’s consciousness even acknowledging so. We walk past billboards, view commercials, peek around all of our social media websites, and all the while our minds are being bred to be biased towards a certain fashion, a certain point of view, as far as even a music choice which is most preferable. To step outside of this commonality in today’s society to the eye doesn’t seem too difficult. In everyone’s minds they are â€Å"unique†, â€Å"original†, and â€Å"creative†. What we don’t notice is how this seems to be what everybody believes, yet the fashion, attitude, whatever is as a phase and a trend. To truly step outside is a great leap and itâ€⠄¢s not simply acknowledging just how original you are, it’s to live your life everyday in not simply the same consistency but in such a way that you aren’t driven to stand out or fit in. It’s a numbness to either side of the spectrum. Being able to cope and not be judged based upon an individual’s nonconformity today is not as hard as it was in the past, however it is still picked upon. It’s only natural to separate the one that does not belong, as seen in many animal species when an animal is bred with a genetic deformity causing it to not belong, thus being shunned by the rest of the basic of the species. Today, even, one of the main controversies is homosexuality. Despite all the recent movements and reformities of the law, gay male and females are still ridiculed. Sometimes to the point of suicide or even such bizarre, violent bullying leading to near fatal wounds and mental scars. So in a sense, Ralph Waldo Emerson’s famous aphorism is correct. â€Å"For non-conformity the world whips you with displeasure.† From personal experience, I cannot recall a certain point in time when my nonconformity has been looked down upon, however I do believe that I fit in such a space between conformity and nonconformity. If you were to judge based upon pure physical factors, I would say that I do not choose to dress myself in a way to stand out, simply on p ersonal taste with a hint of outside influence. Mentally, I believe I do have an abstract method of thinking. I enjoy questioning things and learning, which is growing more  uncommon in today’s generation. Colleges tend to lean towards the unconventional way of thinking. After a professor has read so and so many papers from his hundreds to thousands of students, things can get a bit repetitive and uninteresting. A writing that stands out tends to create excitement with extra attention. This is how you show yourself, as a student, just the potential that you do harness. The ability to think outside of the box and express your thoughts and perspective in a way that invokes thought is a way to prove not only that you understand yourself, but it also is a way to even provoke questions that would allow somebody to learn something new. However abundant and appreciated nonconformity may be in today’s society in the novel â€Å"Brave New World† by Aldous Huxley, this approach to life is completely opposite. Within the â€Å"Brave New World† conformity is a method in which this society prospers and maintains control. From the time people are born in this society they are ta ught how to think, what to believe, and where they belong. This method forces people to grow just exactly how the government wants them to grow. This society is controlled using various methods. If you feel any sort of emotion, which would then create individuality, you just take a â€Å"Soma†. This drug eliminates every feeling. If you feel sad, take a Soma. If you are overly excited or ambitious, take a Soma. Another method is how it is a norm to sleep around with other people frequently. In today’s society if you practice â€Å"free love† or do not have emotionally attached sex then you are awfully judged and are pegged names that deem you somebody not to get close to. In â€Å"Brave New World† the opposite is so, and if you have sex with a person regularly you are then criticized. This operates control in order to detach love from sex, for love is a feeling which would separate you in this world. John the Savage is an excellent example for what happens when a nonconformist steps foot into this society. After his displeasing trip, he tries to change the way things are run. He spreads word of how he was raised. Even hearing the word â€Å"mother† gives people there an uncomfortable feeling because they were not raised, they were not nurtured, t hey were engineered. After all is said and done John is banished, but before he can reach that point he simply falls to depression causing his most unfortunate suicide at the end of the book. To conform is an easy task for the simple minded. It is a meager achievement to breeze through life without  questioning outside of what you are taught to accept. To go above and beyond displays a true thinker, someone worth remembering for what they believed- a nonconformist.

Living With Aids †Creative Writing Essay

Living With Aids – Creative Writing Essay Free Online Research Papers Living With Aids Creative Writing Essay â€Å"Mom couldn’t stand to see me looking so sick and pathetic. She started to cry again, and hurried out of my room. She’d vowed she was never going to cry in front of me, because she figured if I knew how scared she was, I might give up.† (White, 48) Aids is a serious disease; it inevitably leads to death for the patient and to the most difficult struggle for the patient’s loved ones. There are many false ideas about aids which often makes life difficult for loved ones caring for an aids patient. In the early eighties when aids first became apparent aids was thought as a contagious â€Å"gay disease†. It took time and understanding for people to realize that it was not a â€Å"gay disease† and that innocent children and women were being infected as well. There is often a huge blanket of prejudice hanging above an aids patient which leads to making life even more unbearable for someone infected with aids. In Ryan White’s case he had to fight in court to be allowed back into school, only to be met with hate crimes when he was able to return. (White) Discrimination Many people still do not have accurate information about the aids virus, but during the eighties ignorance was at its height. AIDS patients often found it difficult to continue with their everyday activities because of the prejudice and misconception about the virus. When Ryan White was allowed to return to his public school he was forced to compromise with the school board to use disposable silverware and use separate bathrooms. (White) Bullets were shot at White’s windows, he was forced to resign from his paper route, and he was never free from insistent teasing from both peers and adults. (White) Everything that he touched was considered contaminated. The AIDS Virus â€Å"AIDS, which stands for Acquired Immune Deficiency Syndrome, is caused by a virus-the kind of bug that gives you the flu- which gets into your blood. Once it’s been there long enough, it knocks out your immune system, which is made up of particular types of cells in your blood that usually help you fight off illnesses and keep you well. Right now there is no vaccine or any other kind of medicine that rids your body of the AIDS virus and repairs your immune system. So once you have AIDS, you start coming down with all kinds of other diseases, and eventually you die from them. They knew you could get the virus from having sex with someone who had it, or by using a hypodermic needle that was contaminated with the virus. During sex your body absorbs your partner’s semen or vaginal discharge, which could carry the virus. A needle with contaminated blood on it is like a four-lane highway to AIDS, because you could inject the virus right into your own blood stream. A thi rd way the virus can get into your blood is from a transfusion of blood or blood products like Factor VIII that happened to come from someone with AIDS.† (White, 40) Some groups of people are more susceptible to being infected with the AIDS virus because of things that they do. The first group is gay men, who pass the virus along through sex. (White) Drug addicts who share needles can pass AIDS on as well. The third most common group is hemophiliacs and other people who need blood transfusions and injections of blood products. (White40-45) It is impossible to spread the AIDS virus to someone through casual contact. (White, 47) Living with Someone Infected With the AIDS Virus â€Å"If anything happens to Ryan,† she said, â€Å"I don’t want to go on without him. You and I should go out to the garage, close the doors, sit in the car, and let the motor run.† (White, 53) The combination of harassment from discriminating people, and knowing that someone you love will soon die, often leaves people caring for someone with the AIDS virus with the severe physiological trauma from dealing with it all at once. Medical expenses add up quickly for an AIDS patient’s family. The costly trips to and from the emergency room don’t come cheap, sometimes leaving families bankrupt. The time off from work that families must take doesn’t help with the financial situation. Siblings sometimes have to give up activities or stay with relatives for short periods of time off and on while parents take care of their sick AIDS child. A misconception about AIDS is that family members will also catch the virus, however that has never happened. â €Å"But you don’t have to worry,† Dr. Kleiman said. Nobody who lives with an AIDS patient has ever gotten the virus. You can’t catch it from casual contact with Ryan.† Research Papers on Living With Aids - Creative Writing EssayArguments for Physician-Assisted Suicide (PAS)Genetic EngineeringCapital PunishmentThe Masque of the Red Death Room meaningsThe Spring and AutumnHip-Hop is ArtWhere Wild and West MeetThree Concepts of PsychodynamicThe Hockey GamePersonal Experience with Teen Pregnancy

How to Make a Waterfall Firework

How to Make a Waterfall Firework A waterfall firework produces a long-lasting shower of glittering sparks, like a fiery waterfall. Here are instructions for making a waterfall firework yourself. This is a bright firework, intended to produce sparks that fall 20-30 feet. The waterfall may be suspended in the air or over a drop, as from a bridge. Waterfall Firework Mixture Potassium perchlorateMixture of 50-100 mesh aluminum and titanium and 300-400 mesh aluminum10% dextrin in water Prepare the Firework Mix together equal parts of potassium perchlorate and the metals with enough dextrin solution that you can pack the mixture.Press the composition into paper tubes approximately 8-1/2 inches x 5/8 inches (internal diameter). You can make the tubes using rolled regular paper, secured on the ends and middle with masking tape. Leave 1/2 inch open at the end of the tube for your ignition mixture.Combine equal amounts of waterfall firework mixture with gunpowder to make an ignition mixture. Pack ignition mixture and a fuse into the last 1/2 inch of the paper tube.Let the firework dry for a day or longer.Suspend a series of the waterfall tubes 20-30 feet in the air, using wire. Link the tubes together using quickmatch.When its time, light the quickmatch and enjoy the show! Waterfall Firework Safety Be sure the wire used to attach the firework to the supporting structure can withstand the heat of the firework. The burning metal produced by the firework will ignite any grass or brush underneath, so be sure to light this firework over a clean, fireproof area. Expect the sparks to be very hot, so let them burn out on their own. Dont attempt to stamp them out. Reference: Kurt Schumacher, pyrocreations.com Disclaimer: Please be advised that the content provided by our website is for EDUCATIONAL PURPOSES ONLY. Fireworks and the chemicals contained within them are dangerous and should always be handled with care and used with common sense. By using this website you acknowledge that ThoughtCo., its parent About, Inc. (a/k/a Dotdash), and IAC/InterActive Corp. shall have no liability for any damages, injuries, or other legal matters caused by your use of fireworks or the knowledge or application of the information on this website. The providers of this content specifically do not condone using fireworks for disruptive, unsafe, illegal, or destructive purposes. You are responsible for following all applicable laws before using or applying the information provided on this website.

Book Review, King Leopold's Ghost Essay Example | Topics and Well Written Essays - 1000 words

Book Review, King Leopold's Ghost - Essay Example King Leopold’s Ghost reminds us how man’s greed, power and desire to conquer and exploit far away lands far outweighs his compassion for humanity. The story begins with an informative history about the colonization of the Congo by explorer Henry Morton Stanley. The reader is offered a glimpse of Stanley’s lust for power and disrespect of humanity through his cunning plan to use Belgium’s King Leopold in a quest to exploit Africa as a goldmine. Leopold proves to be a suitable partner for Stanley, happy masking his true desires for power and money under the guise of philanthropy. He deceives the world with a false agenda, one which holds the best interest of the Congo locals at heart. Together, Leopold and Hochschild take steps which eventually leave the Congo in the hands of King Leopold. Thereafter, the locals are exposed to a dictatorship which enslaves them not only physically but also mentally, stripping their country of wealth. Leopold and Stanley’s titles of good king and adventuresome explorer are ripped away by Hochschild who is not afraid to use facts to paint a less flattering picture of the pair. Leopold was eager to cash in on the worlds growing demand for natural resources such as ivory and rubber which Africa was rich of and was not afraid to go to extreme lengths to achieve his goals. Punishment was measured out in whippings and included men, women and children. Hochschild uses Heart of Darkness by Joseph Conrad to illustrate the brutality inflicted by Leopold. Murder, decorating gardens with skull and rubbing salt into wounds were common occurrences that were openly accepted as common practice by the white Force Publique. It is estimated that the population of the Congo was reduced by half over a forty year period. Although Leopold’s exploits were well hidden, he was not free from opposition who was determined to expose his cruelty and true intentions to the rest of the world. Hochschild introduces us to

Attempts to Save a People Essay Example | Topics and Well Written Essays - 500 words

Attempts to Save a People - Essay Example One of the problems with the advanced way in which human beings think is that great ideologies and mythologies about life can be envisioned. This means that there are great waves of innovation that sweep through political systems, scientific communities, and communities of those who wish to find something to believe in so that they can better understand their world. The problem comes when the thoughts of one people comes into contradiction with those of another. An assumption is made that the differences between two peoples means that one is right and one is wrong.  One of the problems with the advanced way in which human beings think is that great ideologies and mythologies about life can be envisioned. This means that there are great waves of innovation that sweep through political systems, scientific communities, and communities of those who wish to find something to believe in so that they can better understand their world. The problem comes when the thoughts of one people come s into contradiction with those of another. An assumption is made that the differences between two peoples means that one is right and one is wrong.   In particular, the rise of Western culture has created a definition of what is ‘civilized’, thus creating a great number of cultures outside of this definition for whom groups of people in the West have endeavored to find a way to ‘save’ them from the ‘backward’ nature of their culture. In addition, Christianity has been considered by many members of the religion to be the only way of life, thus furthering the interference that the West has made into indigenous populations.   Therefore, the attempts that the European settlers have made to interfere with the Native American populations created great changes that devastated those tribes. The nature of their culture was forever changed, through the introduction of disease, war, and vilification that took place during the great migrations of Euro peans into the Americas. Reforms that were attempted were too late and without effect as the tribes are now relegated to near extinction, their cultures almost completely lost, and their existence a mere fragment of their former rich heritage. The nature of the Native American in regard to his or her culture is to be lost within a world in which their culture and the rituals that defined that culture are now scattered. The Native American is an American, his or her existence defined by trying to fit the round peg of his ancestry into the square hole of the American landscape.   One of the concepts of anthropology is that one cannot study a culture without affecting it through the influence of one’s presence. The Native American tribes had more than the affect of someone looking at their culture.  

The Origin and Effect of the CERES Principles Essay

The Origin and Effect of the CERES Principles - Essay Example As a result, came the moment when the world realized what powerful structures the industrial era had created – corporations. Surely, large companies have never been the greatest evil of the society. Nevertheless, their influence over people’s behavior (buying habits), government regulations and even environment has risen drastically in the latest decades due to the expansion of globalization processes. For that reason the level of social responsibility each company overtakes in the contemporary business environment is now greatly influencing both the society and the company’s success. Similarly, it is very likely that even if the Exxon Valdez wreck had not occurred, CERES would exist today as an organization that helps companies in developing their environment protection strategies and corporate social responsibility principles. Of course, the wreck became a point at which the importance of protecting the environment raised due to the high publicity of the Exxon Valdez incident. Nevertheless, in addition to such cases as Exxon Valdez wreck, the natural development trends of the global business environment would have lead to the creation of an organization like CERES. Furthermore it is worth noting that greater public concern about companies’ being responsible in their business practices has already lead to the development of the corporate responsibility concept and such international documents as, for instance, the Global Compact of United Nations Organization. In particular, this document â€Å"asks companies to embrace, support and enact, within their sphere of influence, a set of core values in the areas of human rights, labor standards, the environment and anti-corruption† (United Nations Global Compact). Another attempt to force companies to conduct business in an environmentally friendly manner is the Copenhagen Accord of 2009. It was a result of the Climate Summit, which was the fifteenth conference of the global govern ments. This agreement was meant to be reached by the world countries in order to reduce human impact on the environment (United Nations 1). However, though the document acknowledges the fact that the temperature rise should be kept below 2 degrees Celsius with the help of emissions reduction, no specific goals were set for the countries to comply with the objective. Another point was that developing countries that are influenced by climate change most of all were to receive financial aid form developed countries in the period of 2010-2012 for adapting to the climate change (United Nations 3). The Accord also encourages the practice of paying developing countries for reducing emissions from deforestation and degradation (Vidal, Stratton, and Goldenberg 2009). It should also be noted that previously developed proposals that called the countries for limiting temperature rises to 1.5 degrees Celsius and reducing carbon dioxide emissions by 80% by 2050 were abandoned. In addition, the in teresting fact is that the United States, who refused to sign the Kyoto Protocol of 1997, was the major contributor to and strongest supporter of the Copenhagen Accord. The country’s motive for objecting to sign documents like the Kyoto Protocol, the purpose of which is worldwide reduction of greenhouse gas emission, is, most likely economic. The USA is one of the largest environment polluters in the world because of the high level of economy

Organizational Controls Essay Example for Free

Organizational Controls Essay The case describes one of the most common problems that arise in cross-cultural business expansions without accounting for cultural and social differences across borders. Lincoln is a well established company with a great concurrent control system which enables it to move swiftly through processes and end up with phenomenal figures of efficiency and productivity. The control system at Lincoln is concurrent, although it can be argued that the system has certain similarities with the feed-forward control system. However, one thing is certain: the system is quick and flexible to change quickly which does not consist of the slowness of the feedback system. In particular such a system along with the different types of reward schemes makes Lincoln highly successful in the United States. It would be really difficult to find an organization comparable to Lincoln in terms of the amounts and kinds of rewards given to its employees. The different employee rewarding schemes are all tools and techniques which Lincoln has adapted to over the years because of the realization of the fact that employees in the US are highly motivated through pay-based rewards. (Susan Meredith, 2004) Essentially speaking it is this single factor which has contributed largely to the success of Lincoln in the US and the different kinds of pay-based rewards only seek to satisfy all kinds of people with different ideas and expectations for pay-based rewards. It should be understood by the management of Lincoln when they are transporting the US approach to other cultures that the cultures of different nations maybe and probably are entirely different from the American culture. It is not necessary that the same kinds of objects and pay-based rewards may drive them and motivate them towards high productivity. There are a lot of other intrinsic rewards available at the disposal of managers to use to meet the demands of the workforce. The same types of rewards may not work on different cultures due to the social and political circumstances of those nations. Employees may have different needs, which if met by the management, will motivate them to work harder and achieve levels of high productivity and efficiency. (Daft, 2001) The problem made by the management at Lincoln was to generalize that fact that pay-based and other monetary rewards will definitely motivate employees to achieve high productivity and efficiency. Instead, the operations failed due to the different cultures having different motivational factors, which obviously were not identified by the Lincoln management. The suggestion here to be followed by the management is to identify through research and internal mingling the factors that affect motivation and job satisfaction amongst the different cultures in which they have expanded their operations to and address specifically those issues to reap the same results as in the US. (Robbins, 2004) Employees would maintain their relationship and confidence in Lincoln only if the organization upholds it’s the expectations the employees and their unions hold from them. If Lincoln is unable to pay its US workers the bonus they deserve, Lincoln will be in deep trouble. The overall situation would go from bad to worse. It should be understood that the US employees had no share or tear in Lincoln’s expansions and that the losses arising as a result of the bad policies implemented in the new acquisitions was not transferable onto the US employees. Thus, Lincoln should not dishearten the US employees or risk the deterioration of employee satisfaction, morale and motivation which will affect Lincoln negatively in a significant manner. (Robbins, 2004) Therefore, I believe that Lincoln should borrow money to pay its US workers the bonus they actually deserve to take no risks in losing potential employees to its competitors or risk the loss of employee boost and motivation due to a break in expected promises.

Teaching maths

Teaching maths Introduction Mathematics is an essential part of our world and an important life skill. In our society today, we are bombarded by numberous data that requires us to record, sort and organize. We need to use mathematics not only at our work places, but also in our everyday life. Even simple daily tasks like making a purchase or financial recording at home needs mathematical skill. By having a strong understanding of mathematics, it will open doors to a promising career and a productive future (The National Council of Teachers of Mathematics, 2004). Early childhood education sets the foundation upon which future learning is built. Before children enter school, many of them develop number and geometric abilities like counting objects and making shapes (Clements, 2001). Children develop informal mathematical knowledge that is complex and sometimes sophisticated (Clements, 2001). During preschool years, children’s brains undergo significant development as their learning and experience affect th eir brain structure. Their brains grow most as a result of complex activities and not just from simple tasks. Preschoolers are a special group and therefore, it is important to have developmentally appropriate activities for them (Clements, 2001). In order to help children with mathematics, teachers need to first understand how they learn mathematics. It is also crucial to find out the difficulties they may face during the learning process so that Teachers can use appropriate methods to help them. How children learn mathematics and their concept development At a very early age, children start to demonstrate their knowledge of mathematics. Children are curious about their world and this leads them to explore the concept of mathematics (Barbour Seefeldt, 2000). In the ordinary environment, they experience everyday mathematics involving topics like space, shape, pattern, number and number operations (Ginsburg, Lee Boyd, n.d.) . Children’s play and interest are the sources of their first mathematical experiences (Clements, 2001). They need different kinds of concrete materials to manipulate and the time to play in order to construct mathematical concepts (Smith, 1997). For instance, when playing with blocks, children spend a lot of time figuring out which block is higher than the other. The blocks also help the children to further explore mathematical concepts such as shapes and symmetries (Ginsburg et al., n.d.) . As children manipulate materials, their action forces some thinking and reaction. Materials allow children with a wide range of interests and abilities to enjoy success (Barbour Seefeldt, 2000). Interaction with others is another way that children learn mathematics. Through interaction with other children, they are able to question their own view of the world and adjust accordingly. Mathematical group project is an example that provides opportunities for social interaction and can be a strategy for mathematics learning. During project work, children can share different ideas, discuss approach and argue about their suggestions. Children talk and listen to each other when playing and working. They naturally talk about what they are doing. Use of the language is essential to learning about mathematical ideas and procedures (Barbour Seefeldt, 2000). Besides interacting with others, language also helps children in learning mathematics because it aids in organizing their thinking and experiences. Children are able to learn new concepts better when they have the ability to describe mathematical ideas an d relationships (Barbour Seefeldt, 2000). The theory of Piaget and Vygotsky gives teachers information about children’s course of mathematical concept development and aid in developmentally appropriate teaching. Piaget proposed a four-stage theory of cognitive development (Barbour Seefeldt, 2000). From zero to two years old, it is called the sensorimotor period. Mathematical concepts are believed to develop as children grasp, touch or move objects of different sizes and shapes. Classification skills are also believed to develop during this period of time. Preoperational stage is from two to seven or eight years old. During this period, children learn about conservation concept and they develop the understanding that objects remain the same no matter how they are changed in form or arranged in different ways. They acquire language rapidly and are able to use symbols to represent real objects. Concrete operations period is from seven to eleven or twelve years old. As they think, they still need to handle and manipulate objects. However, they start to become more independent from the manipulation of objects. They can think about classes, seriation and numbers (Barbour Seefeldt, 2000). Vygotsky’s theory consists of natural and cultural development (Smith, 1997). Natural development influences learning. Cultural development occurs when children interact with others and language is improved through interaction. He believed that when children are in their â€Å"zone of proximal development†, learning takes place. With the help of teachers and peers, they can achieve certain tasks. He also believed that in early learning scaffolding is essential to grasp a task. Later on, the support is slowly reduced in order for the children to master the skill independently (Smith, 1997). Role of teachers in helping children learn mathematics Teachers play an important role in helping children learn mathematics. First of all, the teacher should plan the learning environment in such a way that it is beneficial to mathematical explorations. For example, the classroom should contain a variety of objects related to numbers and concrete materials like blocks and manipulatives (Clements, 2001). Classrooms can also be numbered (Barbour Seefeldt, 2000). This will help the children learn mathematical concepts through their play. During their play, teachers must observe and intervene when necessary to create teachable moments. But when should teachers intervene? A useful way is to observe whether mathematical thinking is developing or already installed in children. If the thinking is developing, the teacher can take notes and discuss about the experience after they finished playing. On the other hand, if the thinking is installed, the teacher can discuss and clarify the ideas with the children. In this way, the children can clarif y their thinking and extend the idea (Clements, 2001). Teachers can work with the children on group projects so that they can be involved in different mathematical ideas like measurements, numbers, space and so on (Ginsburg et al., n.d.). Developmentally appropriate curriculum is an essential part of developing mathematical knowledge. A curriculum offers planned activities and assumes that mathematics does not need to be always integrated with other activities, but it can also be an interesting subject on its own (Ginsburg et al., n.d.). It strengthens children’s geometric and number knowledge (Clements, 2001). Some children may have difficulty in learning mathematics and it is the teachers’ role to help them cope with the problem. Some children have math anxiety and it has a negative influence on the children’s academic performance (Mazzocco, 2007). Others may have inability to estimate quantity (ScienceDaily, 2013) and spatial difficulty (Mazzocco, 2007). In order to help these children in mathematics, teachers can use different methods to improve the learning experiences. For instance, in order to help children with math anxiety, teachers can enhance the basic numerical and spatial processing. This can be done both in school as well as collaboration with parents. Research shows that the quality of numerical and spatial talk by parents is related to the children’s math and spatial skills. Hence, the parents can engage the children in daily activities that are related to math. This will help the children to have more basic knowledge of mathematics when they come to sch ool and reduce the anxiety in them (Beilock Willingham, 2014). Small group learning is another strategy that the teachers can use to help those children that has difficulties. Small group is where teachers plan the materials and lessons based on the children’s interest and their level of development. Teachers can scaffold each child’s learning. As children gain confidence in their abilities, they are more willing to take up new challenges. Small group also allows teachers to observe each child in the group through daily interactions and understand more about their abilities and interests (HighScope Educational Research Foundation, 2011). Integrated curriculum is another approach to enhance the children’s learning in mathematics. It emphasizes the holistic development of the child- physical, social, emotional, intellectual and aesthetic development. Stories are a great teaching resource and when used effectively, can promote thinking and new knowledge. For examp le, the story book â€Å"Pancakes, Pancakes† can be used as a resource for integrated curriculum. Through storytelling and the use of learning centres and group settings strategy, language, math and cooking are learned (Velu, 2012). Case study Child’s profile Name: Jason Age: 6 years old Gender: Male Race: Chinese Preschool: Little kids kindergarten Skills: Able to count one to ten. Able to sort, match and compare by one attribute (example size, shape and colour). Able to recognize basic shapes. Family background: Both parents are busy with work and have little time for him. He has two siblings so the parents cannot give him full attention. Parents do not communicate with him often and they often use television to keep him occupied. Siblings: two Parents: Both parents working Spoken language: English Activities other than school: Watch Television and play online kids’ games Problems he face in mathematics This child faces some difficulties in mathematics. He is not able to do more advanced pattern like AAB pattern. During class he has difficulty in number bond and he isn’t able to finish his numeracy activities in class. The teacher has been trying to do one-to-one teaching such as helping him to be more familiar with pattern by re-introducing AB pattern using paper and stamp. The teacher also helps him in number bond by pairing him up with another child. However, there is little improvement and the child continues to have difficulties in mathematics. In order to help this child to improve, lessons can be conducted for both pattern and number bond. Both teacher and parents should collaborate to help Jason to improve. Lessons to help him with pattern and number bond Lessons for pattern: The activity is call people patterns (Big Ideas of Early Mathematics, 2014). This is a visual pattern activity and the material is the children in the class. It is a simple pattern activity to help Jason to understand the basic pattern from the environment. The teacher arranges the children in AB pattern: stand, sit; stand, sit; stand, sit. After that, the teacher can ask the children to describe the pattern. Lastly, the teacher ask questions like â€Å"what is the pattern† and â€Å"what is its rule?†. Each child takes turn to give the answer (Big Ideas of Early Mathematics, 2014). If Jason is not sure, the teacher can explain to him immediately. At the same time, Jason’s parents can also help Jason to reinforce his pattern knowledge at home. They can carry out activities like shape pattern. His parents can use concrete materials like plain wooden blocks of different shapes to teach him the AB pattern. For instance, three square and three triangle blocks can be used. Then the parents can set the pattern: square, triangle; square, triangle; square, triangle. They can ask Jason to describe the pattern and after that ask him to demonstrate the same pattern. Once Jason is more confident with the AB pattern, the teacher and parents can use the same materials and methods to introduce AAB pattern. Instead of using paper and stamp for AAB pattern activity, the teacher can try to use concrete material. After Jason has a better understanding of AAB pattern, the teacher can replace concrete materials with paper and stamp. Lessons for number bond: The first activity for the number bond can be done at home. Jason’s parents can use material such as raisins to carry out the activity. For example, they can ask him how many raisins are in his hand. He is then allowed to eat some of the raisins. After that, ask him to count again. If he gets the correct answer, he is allowed to eat all the raisins. After Jason is able to understand the number operations at home, he can go on to the number bond lesson in class. Concrete materials like small dinosaur models can be used together with the number bond worksheet. The dinosaurs can assist Jason to see the numbers using real objects. For instance, if the numbers are three and seven, the teacher can give Jason three dinosaurs first and ask him to count. Another seven dinosaurs can be given to him. After that ask him to count the total number of dinosaurs and he can write the answer on the worksheet. This activity can use different combination of numbers and is a good way to help Jason to understand the number bond concept better. Conclusion References Beilock, S., Willingham, D. (2014). Math Anxiety: Can Teachers Help Students Reduce It?. American Educator. Retrieved 10 November 2014, from http://www.aft.org/sites/default/files/periodicals/beilock.pdf Barbour, N., Seefeldt, C. (2000). Early Childhood Education-An Introduction (4th ed., pp. 449-462). New York: Macmillan College Publishing. Big Ideas of Early Mathematics. (2014) (p. 91). Upper Saddle River, New Jersey. Ginsburg, H., Lee, J., Boyd, J. Mathematics Education for Young Children: What It Is and How to Promote It. Social Policy Report. 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