The American Style Ernest Hemingway s Writing Method

The American Style: Ernest Hemingway’s Writing Method It is extremely rare when someone enters the world of literature and essentially changes everything. Ernest Hemingway is one of these people. His style of writing is unique compared to anybody before him. He has reserved his spot amongst the most influential authors of all time, basically defining the style of American literature. This style includes basic sentence structure with less adjectives, deeper meaning behind the simplicity, use of dialogue to reveal characters’ intentions, and use of setting. These stylistic choices are most present in the novel, A Farewell To Arms, the novella, The Old Man and the Sea, and the short story, â€Å"Hills Like White Elephants.† In these works, people have been able to find endless meaning thanks to his style. Hemingway’s style of writing is so celebrated and iconic that his style is referred to â€Å"Hemingwayesque† (Magill’s 1068). This technique is characterized as having simple sentence structure, limited adjectives, and sparse but suggestive description. It is likely that he obtained his style from working as a journalist for the Kansas City Star, which involved using clear declarative statements (Novels V6 196). This type of prose consists of short sentences and fact-based observations which is something still used in the news today. He used powerful nouns and everyday words in order to convey images that appear focused and real (Short Stories 160) In A Farewell To Arms,Show MoreRelated Ernest Hemingway Essay812 Words   |  4 Pages Ernest M. Hemingway nbsp;nbsp;nbsp;nbsp;nbsp;Ernest Miller Hemingway was a novelist and short story writer, who became well known for the passion that he used in all his writings. Many of his works are regarded as classics of American Literature, and some have even been made into motion pictures. The Old Man and the Sea, which is the story about an old Cuban fisherman, was published in 1952. Because of this creation, in 1954 Hemingway was awarded the Nobel Prize in Literature. nbsp;nbsp;nbsp;nbsp;nbsp;HemingwayRead MoreMen Without Women By Ernest Hemmingway1543 Words   |  7 PagesSoon after the release of his book, he and his first wife Hadley got divorced, due to an affair that Ernest had with a woman named Pauline Pfeiffer. Shortly after the divorced from his first wife, he continued to work on his story book, â€Å"Men without Women†. These short stories are a catalog collection of different subjects from infidelity on both sides and his many divorces. Hemmingway moved back to the states after his second wife became pregnant, and his book â€Å"Farewell to Arms† was released aroundRead MoreThe Clouded Life Of Ernest Hemingway2032 Words   |  9 PagesThe Clouded Life of Ernest Hemingway â€Å"Every man s life ends the same way. It is only the details of how he lived and how he died that distinguish one man from another,† (Hemingway). The details of Ernest Hemingway’s life are nothing short of remarkable. The dash between the dates on his gravestone more than distinguish him from the notable mid-century authors he competed with. The life and works of Hemingway has stimulated the minds of people all over the world for the last one-hundred and sixteenRead MoreLost Generation vs Beat Generation2771 Words   |  12 PagesComparison between Ernest Hemingway and Jack Kerouac in Context of their Corresponding Literary Periods Introduction While reading Jack Kerouac’s novel On the Road I have noticed that the author Ernest Hemingway is mentioned quite often in the book. This has raised my interest to focus my research on the following. For the purpose of this paper I would like to take a closer look at Jack Kerouac’s novel On the Road, in context of the Beat Generation, in comparison to Ernest Hemingway, the leader ofRead MoreEarnest Hemingway : The Impotence Of Being Earnest1705 Words   |  7 Pages Earnest Hemingway was born on July 21, 1899 and died July 2, 1961 at the age of 61. Hemmingway was the first son of six children, and the second born. He has four sisters and one other brother. Earnest’s name comes from his maternal grandfather Earnest Hall. Right after marriage earnest parents went to live with her father, and there became their first son’s namesake. After they moved out to get their own place, the family settled down to live in Oak Park, Illinois, suburb near the city of ChicagoRead MoreThe Snows Of Conflict By Ernest Hemingway1777 Words   |  8 PagesFrederick O’Keefe Lit 315 Final Essay Module 7 The Snows of Conflict Many believe Ernest Hemingway to be one of the greatest American writers of the 20th century. Hemingway was influential in the modernist movement that took place after the First World War. The lost generation created their voice, and Hemingway was helped to lead the chorus that shifted American literature. His writing style and narration were concise and direct with little in the way of the conflict that builds in his storiesRead MoreThe Snows Of Kilimanjaro And The Big Two Hearted River2931 Words   |  12 PagesThis research paper will analyze style and theme in two of Ernest Hemingway s short stories, The Snows of Kilimanjaro and The Big Two-Hearted River, and two novels, The Sun Also Rises and Green Hills of Africa.1 The Snows of Kilimanjaro is about an author named Harry, who is lying on the African plain and dying of gangrene. The Big Two-Hearted River is about an ex-World War I soldier, Nick, who is trying to put his life back together after the war. Similarly, The Sun Also Rises involvesRead MoreThe Influence of Realism and Naturalism on 20th Century American Fiction2205 Words   |  9 PagesInfluence of Realism and Naturalism on 20th Century American Fiction After World War I, American people and the authors among them were left disillusioned by the effects that war had on their society. America needed a literature that would explain what had happened and what was happening to their society. American writers turned to what is now known as modernism. The influence of 19th Century realism and naturalism and their truthful representation of American life and people was evident in post World WarRead MoreErnest Hemingway : An Influential Writer2132 Words   |  9 Pages Ernest Hemingway is considered one of the most influential writers of his time. His fictional stories contain a great deal of information surrounding his life, letting his readers in without saying that it is about him. Hemingway grew up in Oak Park, Illinois, a suburb of Chicago, where after high school he decided to forgo college and begin his career as a journalist, an unexpected move after having a successful high school career. However, even without any formal college e ducation, he became aRead MoreThe Great Gatsby By F. Scott Fitzgerald3177 Words   |  13 Pagesbeing active at the beginning of 20th century that has greatly affected American literature since. People generally use name- Lost Generation which was invented by another expatriate writer Gertrude Stein to represent those writers. After the World War I, people national wide had been affected from various aspects including economics, politics, literature, and sociology. The postwar social environment had affected the writing style and writers’ expression towards the new society as well. One of those

The Ethical Egoist in Platos Republic Essay - 989 Words

The ethical egoist is one who believes that it is morally right to act strictly in ones own self-interest. Understandably, this belief poses a threat to social cooperation and, therefore, clearly introduces a significant political problem. I believe that the best example of ethical egoism is displayed in Book I of Platos The Republic. In this Book, Plato introduces the idea of ethical egoism, explains the political problem posed by it, and addresses the problem through the words of Socrates. I will use this paper to explain and clarify the arguments for and against the concept of ethical egoism, with specific focus on the political problem it poses and the proper approach to addressing that problem, in terms of Platos social†¦show more content†¦Thrasymachus represents and argues for the ideas of the ethical egoist, which are founded on the concept of pursuing self-interest alone while simply disregarding the interests of others. Thus, ethical egoists wish to completely do away with justice and other similar concepts of moral standards. Thrasymachus believes that justice is simply the advantage of the stronger (The Republic, Book I, 338c). He believes that the entire idea of justice is a convention created by powerful men and used as an excuse to exercise power and force weaker men to obey their laws. When men are forced to obey laws, they are then obeying the wishes of the powerful. Therefore, the ethical egoist does not believe that being just is worthwhile because it only works toward the advantage of other people―those people that are most powerful―and thus adhering to justice is not beneficial to us. He believes that a ration and good man will ignore justice entirely. Clearly, the ideals of the ethical egoist pose extreme political problems. Frankly, the entire foundation of a political system is the understanding of justice. The existence and cooperation of a political body relies on justice to provide a common ground fr om which practical political deliberations can take place. With the understanding that there is no natural moral authority, humans find it necessary to put together and establish the social rules necessary for social cooperation. ThatShow MoreRelatedThe Ethical Egoist: Whats the Problem in Plato’s The Republic, Socrates824 Words   |  3 PagesIn Plato’s The Republic, Socrates tries to explain the value of justice to man. Other educated Athenians challenge him, however Socrates pokes holes in all of their statements. Socrates argues that there are many problems with their views on social philosophy, especially when it comes to Thrasymachus’ idea of ethical egoism. Plato delivers his view of justice through Socrates when he responds to Thrasymachus, Glaucon, and Cephalus on the issue. Throughout the discussion, Plato never argues againstRead MoreEgoism, Psychological And Ethical, And Altruism1141 Words   |  5 Pagesquestions bring to the surface the topics of egoism, psychological and ethical, and altruism. Egoism in general means that people think of their own advantage. They have high opinions of themselves and dote on themselves. Meaning they live and breathe off of self-praise. Most of the time this word has a negative connotation to it, and it is looked down upon (Flynn 459). Egoism falls into two categories: psychological and ethical. The term psychological egoism refers to the mindset that there is noRead MoreThe Moral Philosophy Of Ethical Egoism2536 Words   |  11 PagesPhilosophy of Ethical Egoism â€Å"Let him be the best of men, and let him be thought the worst; then he will have been put to the proof; and we shall see whether he will be affected by the fear of infamy and its consequences. And let him continue thus to the hour of death; being just and seeming to be unjust. When both have reached the uttermost extreme, the one of justice and the other of injustice, let judgment be given which is the happier of the two.† – Glaucon, from The Republic (Pojman, Vaughn

I Don’t Even Know Free Essays

Rebekah Newby March 28, 2013 Psychology Mr. Zeglin Road to Perdition Throughout Road to Perdition, Kohlberg’s Theory of Moral Development is evident mostly through the Post-Conventional stage in the abstract moral reasoning and quest for fairness by the main characters. Throughout the movie it follows an orphan named Mike Sullivan who’s raised by a crime boss by the name of Jeff Rooney. We will write a custom essay sample on I Don’t Even Know or any similar topic only for you Order Now Mike Sullivan then becomes a hit man for Jeff Rooney. One night while on the job Sullivan’s own son Mike Sullivan Jr. witnesses him doing his job by killing someone. Sullivan makes his son promise to keep what he saw a secret. He then swears that his son will keep the secret and not tell anyone but Rooney’s biological son Connor is not satisfied with this. Connor then goes and kills Sullivan’s wife and younger child. This causes Sullivan to have to make some difficult choices while fleeing Chicago with his son Mike Jr. Right in the beginning of the movie we witness Kohlberg’s Theory of Moral Development through the fact that Sullivan becomes involved in crime like Rooney. This shows the Conventional stage of Kohlberg’s Theory of Moral Development because the Conventional stage states that in this stage one is more concerned with behaving in their own social roles expected of them by society. Society expects Sullivan to become involved in crime just like Rooney did because Sullivan didn’t really have parental figures and Rooney was his only real parental figure in life. Depending on the way that one looks at it some may argue that this could also be the Post-Conventional stage. The Post-Conventional stage states that in this stage one will go through what they have to go through to get fairness. One could argue that becoming a hit man to protect Rooney could be Post Conventional because Sullivan may feel as though it is fair to do this since Rooney raised him like a son. We can also see the Post-Conventional Stage of Kohlberg’s Theory of Moral Development through the series of bank robberies done by Sullivan and his son. After the killing of his family Sullivan requests help from Al Capone in order to get revenge on Connor. Sullivan is declined by Al Capone and goes on a spree of bank robberies in order to get Capone to release information on Conner’s whereabouts. This is an example of the Post-Conventional stage Kohlberg’s theory because Sullivan is able to think abstractly and is able follow his own moral codes. Sullivan is able to go outside of cultural morals and norms and make his own morals based on the situation at hand. Unlike the conventional stage Sullivan is able to think in the Post Conventional stage and get revenge on those who harmed his family. The Post-Conventional stage of Moral Development is also seen closer to the ending after Maguire shoots Sullivan and Mike Jr. grabs the gun and nearly shoots Maguire. This stage of moral development is post conventional because Mike Jr. ’s motivation to kill Maguire is concerned with his quest for fairness and his own moral codes of killing one who kills your family. Some could also argue that this scene shows the Conventional stage where people do what society expects them to do. This shows the Conventional stage because Mike Jr. ’s father was a hit man and had the same moral philosophies. So, as a result of having a father like Sullivan society will automatically expect him to be violent and on a path to crime like other men in his family. However, in the end Mike Jr. goes against this and he exemplifies the Post-Conventional stage by not becoming involved in crime like his father. He shows his ability to think outside of the social norms and social expectations by doing something other than crime like his father and grandfather had done. To summarize, throughout The Road to Perdition, Kohlberg’s Theory of Moral Development we can see Kohlberg’s Theory of Moral Development in many ways. We mainly see the theory through the Post Conventional and Conventional stages. We are able to see these stages through the quests for fairness by Sullivan and Mike Jr. We are also able to see it through the abstract moral thinking done by Sullivan throughout the film. How to cite I Don’t Even Know, Papers

Unemployment Essay Research Paper The term unemployment free essay sample

Unemployment Essay, Research Paper The term unemployment means to be without a occupation but actively looking for one. Throughout the old ages the unemployment rate has fluctuated, this was caused by the alterations in aggregative demand for the concluding merchandise. There are three types of unemployment, frictional, structural, and lacking demand. These types of unemployment and the unemployment rate in general have changing effects on gender and races. Unemployment causes jobs for the economic system with loses to production, but it besides provides benefits, from workers who are able to upgrade their places and wages. Frictional unemployment is caused by the normal turnover in the labour market and the clip it takes to happen a new occupation. It arises from short-run abnormalities in the demand for labour by peculiar industries, which occur apart from general cyclical fluctuations. An illustration of workers who experience frictional unemployment are dressing makers, whose services are needed more to bring fort h seasonal vesture. We will write a custom essay sample on Unemployment Essay Research Paper The term unemployment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When the season is over there is no longer a demand for their services, until production starts for the following season. Structural unemployment occurs when workers lack the needed accomplishments necessary for the available places. Alternatively of a individual labour market, there are a big figure of sub-markets for peculiar occupations that have specialized accomplishments. Structural unemployment occurs chiefly because of displacements in the demand for labour, in combination with inflexible pay rates and immobile workers. Deficient-demand unemployment is a instance where the demand for labour throughout the full labour force has decreased. This is a consequence of unequal aggregative demand in the economic system as a whole. Low aggregative demand for end product leads straight to low demand for labour. Employers who need to cut labour costs in response to the low demand of out put mu st either layoff workers or offer early retirement inducements. The pattern of cut downing pay rates is normally uneffective. It causes employees to impeach the employer of taking advantage of the impermanent diminution in demand to pay lower rewards. This in bend causes a diminution in morale and productiveness. Time periods of high unemployment lead to recessions. During a recession the full clip unemployment rate rises 2 to 4 points, increasing the entire figure of unemployed by 3 million. With such a high figure of the population unemployed it causes a low figure of end product produced my industries, and with the decrease of income there are less people in the economic system disbursement money. This besides leads to a decrease in authorities income that was received from income revenue enhancement. One benefit from unemployment is the publicity of some workers who are able to increase their pay and productiveness by happening better occupations Unemployment is distributed really unevenly throughout the labour force. Laborers have a much higher likely goon of being unemployed than white-collar workers. The distribution of unemployment throughout labourers is besides uneven. Young black adolescents experience the most important additions in unemployment during a recession. The unemploymen t rate for all inkinesss is more than double the rates for Whites. Work force and adult females besides experience a difference during recessions. Work forces are normally hired in higher paying cyclically sensitive occupations, whereas adult females are disproportionately employed in less cyclically sensitive places, like clerical occupations. The highest difference in the unemployment rate is in age. The unemployment rate of adolescents is three times higher than grownups. Adolescents have less experience and lower paying occupations. The high unemployment rate for adolescents is attributed to frictional unemployment. A bulk of these adolescents are still pupils. .

The Wretched Of The Earth Essays - Marxist Humanists,

The Wretched Of The Earth Fanon's book, "The Wretched Of The Earth" like Foucault's "Discipline and Punish" question the basic assumptions that underlie society. Both books writers come from vastly different perspectives and this shapes what both authors see as the technologies that keep the populace in line. Foucault coming out of the French intellectual class sees technologies as prisons, family, mental institutions, and other institutions and cultural traits of French society. In contrast Frantz Fanon (1925-1961) born in Martinique into a lower middle class family of mixed race ancestry and receiving a conventional colonial education sees the technologies of control as being the white colonists of the third world. Fanon at first was a assimilationist thinking colonists and colonized should try to build a future together. But quickly Fanon's assimilationist illusions were destroyed by the gaze of metropolitan racism both in France and in the colonized world. He responded to the shattering of his neo-colonial identity, his white mask, with his first book, Black Skin, White Mask, written in 1952 at the age of twenty-seven and originally titled "An Essay for the Disalienation of Blacks." Fanon defined the colonial relationship as one of the non recognition of the colonized's humanity, his subjecthood, by the colonizer in order to justify his exploitation. Fanon's next novel, "The Wretched Of The Earth" views the colonized world from the perspective of the colonized. Like Foucault's questioning of a disciplinary society Fanon questions the basic assumptions of colonialism. He questions whether violence is a tactic that should be employed to eliminate colonialism. He questions whether native intellectuals who have adopted western methods of thought and urge slow decolonization are in fact part of the same technology of control that the white world employs to exploit the colonized. He questions whether the colonized world should copy the west or develop a whole new set of values and ideas. In all these questionings of basic assumptions of colonialism Fanon exposes the methods of control the white world uses to hold down the colonies. Fanon calls for a radical break with colonial culture, rejecting a hypocritical European humanism for a pure revolutionary consciousness. He exalts violence as a necessary pre-condition for this rupture. Fanon supported the most extreme wing of the FLN, even opposing a negotiated transition to power. His book though sees the relationship and methods of control in a simplistic light; he classifies whites, and native intellectuals who have adopted western values and tactics as enemies. He fails to see how these natives and even the white world are also victims who in what Foucault calls the stream of power and control are forced into their roles by a society which itself is forced into a role. Fanon also classifies many colonized people as mentally ill. In his last chapter he brings up countless cases of children, adults, and the elderly who have been driven mad by colonialism. In one instance he classifies two children who kill their white playmate with a knife as insane. In isolating these children classifying there disorders as insanity caused by colonialism he ironically is using the very thought systems and technologies that Foucault points out are symptomatic of the western disciplinary society. Fanon's book filled with his anger at colonial oppression was influential to Black Panther members Newton and Seale. As students at Merrit College, in Oakland, they had organized a Soul Students' Advisory Council, which was the first group to demand that what became known as African-American studies be included in the school curriculum. They parted ways with the council when their proposal to bring a drilled and armed squad of ghetto youths onto campus, in commemoration of Malcolm X's birthday, the year after his assassination, was rejected. Seale and Newton's unwillingness to acquiesce to more moderate views was in large part influenced by Fanon's ideas of a true revolutionary consciousness. In retrospect Fanon's efforts to expose the colonial society were successful in eliminating colonialism but not in eliminating the oppression taking place in the colonized world. Today the oppression of French colonialism in Algeria has been replaced by the violence of the civil war in Algeria, and the dictator of Algeria who has annulled popular elections, a the emergence of radical Islam

Education Cannot Compensate for Society

Education Cannot Compensate for Society Free Online Research Papers ‘Those who govern are prisoners of a reassuring young entourage of young, white, middle-class technocrats who often know almost nothing about the everyday lives of their fellow citizens and have no occasion to be reminded of their ignorance’. (Bourdieu 1993:627). I will be addressing this contention in terms of the white working class and arguing that, in contrast to Tony Blair’s opinion that ‘we are all middle class now’ and this has been achieved through ‘education, education, education’, the white working class population is far from dormant, and, thanks to New Labour, it is their children that are now the lowest achievers academically. The concept of class is highly ambiguous and often fluid in today’s society. Although touched upon, there is little room for detailed discussion on class stratification in this paper. However, the persistence of class structures in the UK have led to a wealth of literature on the subject (see Goldthorpe 1987; Crompton 1998, Roberts 2001). For purpose of this paper, I will be defining class as a social fact: ‘consisting of millions of people constituted by divisions of labour and knowledge with corresponding class cultures that people in the same class positions use as basis for their actions’ (P. Brown 1997). It should be noted that, before further discussion, the educational life chances of individuals, are interwoven with gender and ethnicity as well as social class (K. Roberts 2001) however, for the purpose of the set word count, the focus of this paper will be on the influence of social class on the educational life chances of individuals. Education is presented as a means of reducing inequalities in society through upwards social mobility. Yet despite the Government’s commitment to ‘opportunity for all’ and continuing investment in compulsory education over the last fifty years, ‘social class is a crucial factor in determining whether a child does well or badly at school’. (Dean 1998:3). For many working class children today, education has not compensated for their position in society. The employment opportunities available to this demographic are still largely defined by their parent’s socio-economic position – more so than they were during the last Labour Government. ‘The social class of a person’s parents actually has a greater impact on their educational attainment now than previously†¦ Thus it is not the most able who have benefited from the expansion of the UK education system but rather the most privileged’. (Galindo-Rueda Vignoles 2003). This paper will seek to explore some of the factors that contribute to these findings, and look at how, despite the evolution of the Education system and the benefits it can offer, this demographic are still ‘underachieving’. It is worth noting that the term ‘underachievement’ itself has been hotly critiqued (Gilborn Mirza 2000, Halsey et al 1980). It will be suggested that widening participation in Higher Education, (sold to us as a means of professionalising the proletariat working class and as a commodity essential for realising future aspiration), has actually been more of a success for middle class children than those from working class backgrounds. Attempts to understand and reverse this pattern will also be looked at. It is argued here that schooling in England still contains remnants of its elitist past. Historically used by the ruling middle classes to ensure hegemony (Gramsci) over the proletariat, the focus of schooling the masses has been on maintaining social control rather than education (Green 1990). This paper supports evidence that the educational system in the UK still serves to favour middle class ideologies as the dominant cultural capital (Bourdieu 1984, Halsey et al 1997), positioning working class attitudes as undesirable and inferior: ‘If the lower classes must now be educated †¦ they must be educated that they may appreciate and defer to a higher civilisation when they meet it’ (Lowe, R. cited in Tomlinson, L. 1986). The main body of theory that underpins this argument is that of Pierre Bourdieu. The cultural determinist view of Bourdieu views the system as it is as hopeless; merely a means of producing and reproducing society and unequal distributions of power by imposing an undiversified and immutable school curriculum upon a multicultural society. Bourdieu’s concept has been criticised for being over deterministic as it suggests the individual simply reflects the conditions they are born into, and deprived of any power to shape their own future (Jenkins 1992:79). In his defence however, Bourdieu (1990:116) argues that this criticism ignores the influence of circumstance which is central to his idea of habitus. One of the main circumstances is the competition between the classes (which he sees as an influence on social behaviour – itself a process). Like Bourdieu, the interest here is in how society evaluates cultural capital through visible systems of reward and punishment. Thatcher’s focus on business and enterprise in the 1970’s saw the structure of the Education system change into a more business focused model, encouraging schools and Universities to become more like private businesses and enter into competition with each other, and turning parents and students into consumers. Here we can mark the beginning of the commodification of Education. This era also highlighted a contradiction between policies aimed at social equality and those aimed at economic growth, ‘placing the needs of the industry and the economy (rather than the child, see Plowden Report 1967) at the heart of the education process’ (Weiner, G1998:190). Building on this, The Educational Reform Act of 1988 saw the introduction of the National Curriculum, aimed at solving the problems of compensatory education by encouraging tolerance and respect for religious and cultural diversity; economic enterprise; parliamentary democracy and the rule of law; and education for sustainable development, social inclusion and formal notions of citizenship (Qualifications Curriculum Authority 1999: 290). However, it’s very academic structure has had the opposite effect. Learning has been reduced to the completion of predetermined and measurable activities. This authoritarian style of schooling that we still follow today is limited by an unprecedented testing format. Teachers and pupils are under immense pressure to pass these tests, whilst having their methods of teaching limited by Government intervention. This system encourages students to fail, for ‘teaching to the test’ does nothing to encourage independent thinking or promot e different types of intelligence (Bruner). A wealth of research in the 1990’s focused on the reproduction of class inequalities in educational achievement. For example, Demack et al (1998) noted that between 1988 and 1993, although more pupils were achieving higher grades at GCSE level, there was an increased inequality in achievement amongst the manual and non manual demographics. P. Brown’s research (1997) highlighted the efforts and strategies middle class parents, especially mothers, to manipulate the system. Educated in good schools and Universities and fiercely aware of the benefits of access to knowledge, these parents are determined that their children will have the same access to a privileged education that they did. If they couldn’t afford to send their children to private schools these ‘privileged parents had the required cultural capital and educational knowledge for them to emerge as winners in local school markets’ (Tomlinson, S 2001:137). Anxious that state education might fail them, they use these skills to avoid disadvantaged and poorer schools (see Reay 1998 also). It is not that working class parent’s do not care about their children’s education as much, rather that in their homes ‘formal learning and caring tend not to be synonymous and often the expectation is that formal learning is what happens at school’ (Evans 2007:9). Through her phenomenology approach, Evans work highlighted these different attitudes between working ands middle class mums, suggesting that, ‘The relationship between social classes in England hinges on a segregation that is emotionally structured through mutual disdain †¦not just occupationally defined (2007:28)†¦ ‘At school and in life, middle class people behave as if they are doing working class people a favour. Thus, the school †¦ represents †¦ posh people’s values’ (2007:32) Many theories have attempted to explain the ‘underachievement’ of working class children. From dubious inheritance assumptions that middle class children are innately/genetically superior (Swift 1977) to the learned belief that that educational institutions, as currently organized, favour middle class ideology and are therefore inadequate in providing for working class children. This is the focus of our discussion. Mackinnon (1978) is one such scholar that demonstrates such a correlation between class and educational attainment. It should be noted here that the ways in which social class affect educational life chances are complex and dependent on many other factors, both at school and at home. One other sociological attempt to explain such variation in educational life chances is the acknowledgement of the influence of social class culture; the differences between the attitudes, values, language and skills favoured at home and at school. Basil Bernstein’s study ‘Education Cannot Compensate for Society’ was one such study. Published in 1972, it addressed the notion of class speech codes and controls that had the potential to limit the education of the working class. He discovered that working class children had a more limited and ‘context dependent’ (dominated) vocabulary than their middle class peer’s (dominating) vocabulary. ‘This put the working class child at a significant disadvantage in the school where the dominating code is used and expected by the teacher’ (Meighan Harber 2007:396). Bernstein’s draws on the effects of labelling theory, in that it often results in a self fulfilling prophecy. According to Bernstein’s theory, children with elaborate codes of language, i.e. the middle classes, are more suited to the requisitions of formal education than those with restricted codes. ‘To be working class is something unfortunate and undesirable from which any pupil with sense will seek to escape. The pupil absorbs this message – which is transmitted daily through teacher’s exhortions to work hard in school for the benefit it will bring – yet the vast majority of pupils from the working class do not escape their working class fate.’ (Hargreaves 1978). The influential message that being working class is something undesirable is consistent. This labelling does not provide the pupil a basis for a fair and objective accumulation of knowledge, as not every sector of society has instilled in them the ideals of the white, male, middle class. The existing and hierarchical assumption of what education should be only reflects the views of the ruling class. ‘Since the mid 1970’s, education has moved from being a key pillar of the welfare state to being a prop for a global market economy’. (Tomlinson 2001:166). With 30 years of full employment after the Second World War, education did allow limited social mobility, for girls and those from the working class and ethnic minorities. However, after the oil crisis of the 1970’s, the gap between the rich and poor started to widen and the country entered a period of economic and moral decline, with unemployment figures at unprecedented proportions. For many working class students, the appeal of earning money was greater than the opportunity for ‘lifelong learning’. However the occupational structure was changing. Increasing divisions of labour combined with the collapse of apprenticeships and heavy industry, left many of them unskilled and unemployable in the new global market place. This was illustrated by a report by the OECD ‘The Department of Em ployment Statistics 1990 showed that the gap between the highest and lowest paid employees was the lowest since records began in 1886. ‘(Meighan Harber 2007:391). Part of this rise in income inequality has reflected itself in a sharp increase in child poverty with the numbers of childless workless households in poverty reaching record levels in 2002-03 (J Hills and K Stewart 2004). ‘As income gaps have widened, any positive link between education and income will disproportionately benefit children from richer families and disadvantage children from poorer families †¦ even as recently as ‘1997 to 1999, a strong income related gap remained, with 85% of the highest quintile children staying on (in post sixteen education) compared with 61% of the lowest quintile children.’ (Machin, S 2003: 6) In response to these statistics, the Government produced an ‘Evidence Paper’ aimed finding new opportunities for the twenty five percent of sixteen to eighteen year olds (DCSF 2006) who are not in education, employment or training. For this demographic, education has not compensated for their position in society, they leave school without being equipped with the skills or qualifications necessary to compete in the global market. This drastically reduces the lifelong options available to them and, in turn their aspirations for the future, reinforcing future inequalities in society. In response to this, ‘Government †¦ has a basket of measures aimed at improving education and training, including the contentious issue of making it compulsory to stay at school until 18. The aim is to reduce inequalities and raise standards for all, introduce more routes to success and focus more on skills to produce a better-educated, trained and prepared workforce for the future.’ (O’Bryne, P. cited in Eyre, E. 2008). In the absence of modern apprenticeships, such schemes aspire to: 1) Reduce the proportion of 16–18 year olds who are NEET by 2 percentage points by 2010, and in doing so; 2) Put in place the learning and support arrangements that will be necessary to enable all 16 and 17 year olds to participate in learning when the participation age is raised to 17 in 2013 and 18 in 2015. (Subject to legislation) (DCSF 2008: Toolkit) Although it is positive that progress is being made, some critics view the program as a catching up exercise and warn that the problem should be tackled at a much earlier age that 16, so to avoid individuals falling into the NEET bracket altogether. Raising the school leaving age can also be seen as another measure of social control over social justice. It is widely acknowledged that everyone must have qualifications in order to land a ‘decent’ job but, as one teenager states â€Å"you have to work harder and harder to get worse and worse jobs† (Ainley Allen 2007). Widening participation has led to social mobility for those dedicated individuals that persevered with ‘lifelong learning’, (especially through the welfare state education and the expansion of higher education), but is New Labour’s ‘Education, Education, Education’ mantra all a con? There is no guarantee of a decent job upon leaving University; a recent study found that twenty two percent of all graduates were employed in non-graduate jobs (Dolton and Silles 2001). In fact a certain amount of propaganda could be attributed to the Government’s ‘Aim higher’ initiative. Set up with the goal of getting fifty per cent of the population under thirty into higher education by 2010, the program ‘aims t o widen participation in higher education by raising the aspirations and developing the abilities of young people from under-represented groups’. It has been argued that the fifty percent target is ‘a social and economic necessity’, a statement which supports this discussion. It is interesting to note that the need to do more was first acknowledged back in 1963 in the Robbins Report, yet it took forty years for the problem to be fully addressed. Despite the initiative to widen participation to focus on those from lower socio-economic backgrounds, a Higher Education Funding Council for England (HEFCE) report found that between 1997 and 2000 ‘most of the new places in higher education have gone to those from already advantaged areas: ’Young people living in the most advantaged twenty percent of areas are five to six times more likely to enter higher education than those living in the least advantaged twenty percent of areas’(MacLeod 2005). It has been suggested that during the expansion of Higher Education from the 1970 – 1990’s, which coincided with large socio-economic divides in society, parental income was a common deciding factor in whether an individual continued on to University (Blanden Machin 2003). This, combined with the introduction of university fees in 1998 and the abolishment of student maintenance grants have not helped address these inequalities. Conclusion Education has compensated for many people since the Education Act of 1944, with educational attainment increasing across all social classes in England over the past half century. The expansion of professional jobs and the contraction of manual jobs, combined with educational expansion and comprehensive reform, have enabled a large number of working class children to enter professional and managerial occupations. This has not however reduced class differences in educational attainment at Higher Education level. Despite Government access schemes, the middle classes continue to obtain higher educational credentials, (even if they have to go to University to do so where before they could rely on high attainment at school). These educational institutions and their admission, selection and certification processes play a significant role in either reducing or maintaining social inequalities. To date they have been maintaining them, but it is with these institutions that the power lies to r educe such inequalities. Although some cynicism has been raised in regards to the Government ‘aimhigher’ initiative, it does offer institutions of Higher Education incentives to widen their participation and selection methods to incorporate those from under represented groups, include those from working class backgrounds. ‘Scholarships – such as higher education maintenance allowances – are vital. So are financial incentives for universities to widen participation.’ (Barr 2002). It is initiatives like this that, although not ideal, are an unfortunate necessity in today’s global market place of education. ‘Virtually all policy makers and many sociologists continue to act as if modest interventions in education and training will bring about significant redistribution of life chances’ (Roberts 2001). This paper has sought to expose these failures and suggest that we have now entered a state of post-modernity, and that, like Small argues in 2005, ‘we need a new set of ideas to deal with social life and with education’. There is no definite answer as to how to go about this but the current reforms that offer more choice and diversity to those from lower socio economic backgrounds are a step in the right direction. However more radical reforms are needed. For example, the role of the state in the regulation of education should be questioned altogether (GE West 1994) to ensure it’s position is justified in that it really does cater for all to a high and consistent level. Working class parents should also be provided the skills to help than navigate, (and to a lesser extent manipulate!) the social institutions of schools to their advantage, as their middle class peers have done so for years. By instilling these values in them, they are more likely to pass them onto their children. Flexible and adaptable ways of learning should take precedence in our fluid and multicultural society. The introduction of new technologies and changing economies and cultures, mean that an immutable education system for all is futile and outdated. (Handy 1989). The move away from the authoritarian approach to schooling towards a more flexi-schooling should be encouraged (Meighan 1988)This notion, combined with that of a catalogue curriculum, was introduced by John Holt and Roland Meighan in 1984 to tackle the belief that ‘rigid systems produce rigid people, flexible systems produce flexible people’ cited in (Meighan Harber 2007: 471). In this envisioned future of Education, parents would play a more active role, different learning styles could be incorporated and the individual strengths of the pupil would be encouraged – regardless of their socio economic background. ‘the Henry Ford theory of ‘choice’: you can have your car in any colour as long as it’s black. It is pseudo-choice. Flexi schooling, in contrast, allows real educational choice.’ (Meighan Harber 2007: 454). Bibliography Aimhigher.ac.uk Allen, M. Ainley, P. (2007). Education make you fick, innit? Tufnell: London Barr, Nicholas (2002) A way to Make Universities Universal, Financial Times, November 21 2002. Blanden, J and S. Machin (2003) ‘Educational Inequality and the Expansion of UK Higher Education’, Centre for Economic Performance. Bourdieu, P. (1984). Distinction. Routledge Kegan Paul: London Bourdieu, P. (1990). Photography. Stanford University Press: Stanford. Commission on Social Justice (1994). Social Justice: Strategies for National Renewal. London: Vintage DCSF (2006). ‘Participation in Education, Training and Employment by 16 – 18 year olds in England 2004 2005’. dcsf.gov.uk/rsgateway/DB/SFR/s000658/SFR21_2006text_web.pdf DCSF (2008). NEET Strategy. dcsf.gov.uk/14-19/documents/neet_strategy_0803.pdf DCSF (2008). NEET Toolkit http://publications.dcsf.gov.uk/eOrderingDownload/7508-DCSF-Neet%20Toolkit.pdf Dean, C. (1998). ‘5000 pupils prove social class matters’ in TES, 25th September Dolton, P. and Silles, M. (2001), ‘Over- Education in the Graduate Labour Market: Some Evidence from Alumni Data’. Centre for the Economics of Education. Evan, G. (2007). Educational Failure and Working Class Children in Britain. Palgrave: Macmillan Eyre, E. (2008). ‘Supporting the NEET generation: young people who have slipped through the education, employment and training net’. Training Journal, April, 2008 Galindo-Rueda, F. Vignoles, A. (2003) Class Ridden or Meritocratic? An Economic Analysis of Recent Changes in Britain. Centre for the Economics of Education Gilborn, D. and Mirza, H. (2000) Educational Inequality: Mapping Race, Class and Gender. London: OfSTED Halsey et al (1980). Origins and Destinations. Oxford: Clarendon Press Handy, C. (1989). The Age of Unreason. Arrow Books: London. Hargreaves, A. (1978). The significance of classroom coping strategies. Hills, J. and Stewart, K. (2004), A More Equal Society? New Labour, Poverty, Inequality and Exclusion. Cambridge University Press Jenkins, R. (1992). Pierre Bordieu. Routledge: London. Mackinnon, D. (1978) Social Class and educational attainment’ in Swift, D. (ed), Selection and opportunity. Open University Press: Milton Keynes MacLeod, D. ‘Survey Says University Access Depends on Postcode’, in The Guardian, 19 January 2005 Meighan, R. (1988). Flexisxchooling. Education Now Books: Ticknall Meighan, R. Harber, C. (2007). A Sociology of Educating (5th Ed). Contiunum: London. Mitzen, P (2004). The Changing State of Youth. PalgraveMacmillan: Basingstoke. Plowden Report (1967) dg.dial.pipex.com/documents/plowden.shtml Qualifications Curriculum Authority (1999) The National Curriculum for England. London: QCA/DfES nc.uk.net/download/NC.rtf Reay, D. (1998). Class Work: Mothers Involvement in the Childrens Primary Schooling. UCL: London Reay, D. David, M. and Ball, S. (2005) Degrees of Choice, social class, race and gender in higher education Roberts, K. (2001). Class in Middle Britain. Palgrave: Macmillan. Small, (2005). Marx Education. Ashgate. Swift, D. (ed). (1977). Selection and Opportunity. Open University Press:Milton Keynes. Tomlinson, J. (1986). Public Education, Public Good. Oxford Review of Education, Volume 12:3 1986 , p 211 222 Tomlinson, S. (2001). Education in a post-welfare society. Open university Press: Philadelphia Walden, G. (1996). We Should Know Better: Solving the Education Crisis. Fourth Estate: London Weiner, G. (1998) New Era or old times: class, gender and education. International Journal of Inclusive Educatiob Vol 2 No 3:189-207 Wolf, A. (2002). Does Education Matter? Myths about education and economic growth. Penguin: London Research Papers on Education Cannot Compensate for SocietyStandardized TestingInfluences of Socio-Economic Status of Married MalesPETSTEL analysis of IndiaHip-Hop is ArtMarketing of Lifeboy Soap A Unilever ProductAnalysis Of A Cosmetics AdvertisementResearch Process Part OneRelationship between Media Coverage and Social andCapital Punishment19 Century Society: A Deeply Divided Era

What Effect Has Industrialization Had on the Environment Essay

What Effect Has Industrialization Had on the Environment - Essay Example The researcher of this essay analyzes the effects that industrialization causes yoday and suggests that there are many. The major effect that the concept of industrialization has on the environment is pollution. Pollution which is generally referred to as the negation of the environment by causing harmful effects is very dangerous for human beings and other thriving people in the environment. There are very many types of pollution caused by industries. They range from water pollution, soil pollution and the major one of all, air pollution. Some of the products are like cars that ease the movements of people from one location to the other. There are also machines that are used in farms to assist in farming and such hard activities. However, despite the positive attributes credited to the concept of industrialization, there are also the negativities related to it. All these effects, that were analyzed in the essay are tied to the production of industries to the environment. Despite the fact that scientists argue that the environment is affected for a greater cause as the people dwelling in it generally benefit from the industries. The researcher then concluds that this is due to the fact that the many machines that make work easier for human beings come from the industries. However, environmentalists argue that despite that fact stated by scientists, the environment should be protected by the people running the industries taking more care of the manner in which they dispose off wastes.

Patagonia Case Analysis Study Example | Topics and Well Written Essays - 1000 words

Patagonia Analysis - Case Study Example Customers in their desired target market, however, seem to be willing to pay this price for the quality, durability, and environmentally-focused attributes of the company’s brand name. The problem at Patagonia, however, is not related to the product, pricing or the above-industry-norm commitment to environmentalism as it is related to customer lifestyle. Patagonia only spends 1% of its entire budget on promotion and advertising, thus relying on social media and sales representatives to maintain the promotional function. The firm requires more visibility to extend its product line beyond the higher resource buyer segment to balance its profit goals. PROPOSAL ALTERNATIVES Experts in public relations identify the many competitive advantages that come from utilization of professional, externalized public relations firms. These include a positive corporate identity, improved national standing among competition, and improved consumer purchase intention (David, Kline & Dai, 390). Des pite Patagonia’s current sales success in gaining a higher volume of customers, the marginal increases in sales are much lower than industry norms for a business of this variety. Granted, some of this profit reduction comes in the form of environmentalism and charitable donations, however achieving higher profitability without losing the current positioning related to eco-friendly production is attainable by devoting a large portion of the operating budget to advertisment. In order to achieve a successful brand with high visibility, the focus should be on empowerment: â€Å"putting them in charge to take action† (Bayley, 15). Patagonia is a highly action-oriented business active lifestyles related to surfing, climbing, rafting and other outdoor recreation. Under the VALS2 Marketing Diagram for segmentation, action-oriented individuals spend a majority of their disposable income on social activities, buy on impulse, and follow fashion and fads significantly (Boone & Kur tz, 302). Even though Patagonia’s products are priced higher than industry norms, they are not priced significantly higher than other sportswear and outdoor wear companies overall, thus making them affordable for lower-income customers still in an above-average category. Action-oriented individuals in society include other recreational activities related to camping, skiiing, and general boating and lake/oceanfront activities. Patagonia requires extension of its brand presence into these markets in order to find profit success without sacrificing its core values that leadership is so dedicated to sustaining as top priority. The action plan for Patagonia is to develop relatively low-cost advertising and utilize assistance from external public relations consultants to create a system of well-coordinated press releases that give more visibility to the general consumer public. Reliance on the distribution network to conduct advertising function takes control of advertising from ow nership and places it in a third party, thus adding an element of risk to the business model in relation to sales. Consumers of all demographics respond positively to advertising with vivid

Healthy Aging Essay Example | Topics and Well Written Essays - 500 words

Healthy Aging - Essay Example In the six-year study carried out by the researchers at the U.S. National Institute of Aging participated by 302 high-functioning, community-dwelling older adults (aged 70-82 years), results showed that free-living activity energy expenditure was strongly associated with low risk of mortality in healthy older adults and may influence survival (Manini et al., 2006). Todd Manini, the head researcher of the team and an Exercise Physiologist, wanted to find out the beneficial value of the â€Å"just usual† daily activities to the elderly. Found out that 600 calories is equivalent to approximately 2 hours length of physical activity which could either be derived from a structured gym exercise or simply a variety of routine household activities such as washing the dishes, vacuuming the house, or gardening. Another study related to the significance of exercise for older adults was conducted by Martins, Verissimo, Coelho e Silva, Cumming, and Teixeira (2010).

The Mayan Civilization In Mesoamerica

The Mayan Civilization In Mesoamerica This area is geographically varied, ranging from volcanic mountains to limestone, to rainforests. Often, these extremely varied geographic areas are divided into areas known as the Highlands, and the Lowlands, both important to the presence of trade in the Mayan civilization. The lowlands were a beautiful location, surrounded by the Gulf of Mexico to the north and west, and on the east was the Caribbean Sea. This was an area that was essential in the planting and production of crops such as maize, squash, beans, cotton, and sisal. As you can believe, the lowlands climate was very warm, and even in Rain season provided little rain. The Southern lowlands were home to rainforests and savannahs, where lakes were present and fed by the Usumacinta River. Rainfall was much higher in this area and drained towards the seas, creating essential rivers, (the Usumacinta and the Grijalva) for the Mayan people. These large rivers also provided a means for transportation. The Northern Lowlands were relatively drier, and home to small trees. This area was often an area of slash and burn agriculture. The Highlands were a more dangerous area, composed of mountains and valleys, and were shouldered on the south by the Pacific. This area was home to dangerous animals, such as Jaguars and poisonous snakes. Even though this area was more prone to natural disasters like earthquakes and volcanoes, the highlands were the Mayans source of precious metals such as obsidian, jade, hematite and cinnabar, which were extremely important in trade relations, as well as value for themselves, as burials of wealthy individuals contain items such as head dresses, necklaces and other items of value made from metals. The Mayan civilization had many advanced methods of food production. It is now thought that raised fields and terracing, field managing, and wild harvesting were needed in order to support the large populations, which can be seen through aerial photographs, and appear to be connected by man-made canals. Most commonly, maize was their primary staple, but Mayans also grew beans, squash, as well as sisal and cotton for textiles. The wax and honey production from bees was also obtained, and various alcoholic drinks were made from corn. The Mayan people are most commonly known for their development of a complex writing system, as well as the construction of large, dramatic urban centres for their people past and present. Out of all the Mesoamerican civilizations, Mayan architecture may be the most highly recognized. Definitely the most dramatic, Mayan architecture is known for its huge step pyramids, which were adapted from earlier nearby civilizations. These pyramids were built for honouring gods and past leaders, who are commonly found deep within. Often, these great pyramids were built over with new structures. Other significant buildings of the Maya were often related to religion, administration, observatories, or high ranking citizens. Buildings were created with large, careful stone placement, as well as highly decorated. Understanding this architecture allows us to understand the customs and ways of the Maya civilization. Building materials often consisted of Limestone, lime stucco, plaster, flint, and cement; as they were readily available and fairly easy to produce. Often, buildings were adorned with murals, sculptures, and short script which expressed activities that were related to the building, often presenting mythological features or impressions of their gods. This was all done through man-power, as there were no metal tools, large domesticated animals, or even wheels to move all of these materials for building. The houses of the Mayan people were located within the city limits, and are often referred to as compounds. These areas consisted of wide open parts in the middle, in which religious ceremonies were held, usually on raised platforms right in the middle, allowing all to see. Also located near the middle were administration and ball courts. Often, people higher on the social ladder were located on the inner parts of the city, closer to amenities, and had much more spacious living quarters then those of commoners. The Maya people were very interesting in their sense of keeping track of things. Large numbers of administration related buildings, their invention of the calendar, as well as their recordings on stone stelae were the evidence of progression to a real organized state. This helps with the decipherment of how the population lived in every aspect of their lives; who they worshiped and the importance to respect (often in the form of bloodletting), how they were organized as a civilization, as well as their forms of communication. A lot of the historical record of the Mayans was lost during the Spanish rule, which resulted in the burning of Mayan books. These books would have provided a lot of insight into the way they lived, as well as helpful information to deciphering hieroglyphs. The Mayan Collapse To this day, there is still a lot of debate on what actually happened in the fall of the Mayan civilization. Around 870 Ad, the southern part of the lowlands began to collapse. There was no new construction beginning, and the cities gradually became deserted. This was a result of a combination of events, and is still today not definitely answered why this happened. There are many different opinions readily available, but these were some of the most convincing I came across. One point of view was that warfare was the last string pulled in the collapse. Warfare had become widespread, and some argue that the increasing power of royalty lead to a revolt. Another view was that environmental issues led to the collapse. Over harvesting to feed the growing populations damaged the small area of land that was workable, and eventually draining the nutrience of the land. This put a huge strain on the stability of the community, and the possibility of a few droughts made it inevitable. Stanley believes that the à ¢Ã¢â€š ¬Ã…“Maya centres were abandoned, not because of burgeoning managerial costs, peasant revolts, or invasions from the outside, but because of erosion of the systems economic baseà ¢Ã¢â€š ¬Ã‚  (Santley 149), Basically stating that over-harvesting of land for food every year left unfertile soil, in which nothing would grow. Another view I found interesting was by Crist, where on page 29 he suggests that with a civilization as large as the Mayan come issues such as epidemics such as malnutrition and disease which could be triggered by the infertile land not being able to produce for the ever-growing population of the Maya. I could see this to also be a contributing factor, as they really did not have any way to treat disease, or any solutions to malnutrition when you combine it with the potential environmental issues at the time. I believe that any of the previous situations could have easily dispersed if not ended the Maya civilization, and a combination of the proposals out there would have definitely been detrimental In my opinion, the Maya people were extremely advanced people. As a group, they were very knowledgeable farmers, and used their land to their advantage. Their ability to extract gems and metals and create semi=precious pieces that were highly valued really put them on top with trade relations. Although we have seen substantial structures in the past, the Maya structures were enormous, and highly decorated. The power and respect that Nobelà ¢Ã¢â€š ¬Ã¢â€ž ¢s had to construct these types of structures must have been amazing, as well as the respect required for the cooperation needed for the labour of these cities. The Mayan were highly intelligent, as they were able to build on Olmec civilization and come up with their own original calendar system, hieroglyphic writing, as well as astronomy. These three areas are still very much a part of our education today, and I believe that even though it may seem farfetched, that the Maya had a significant impact on how our calendars and interpret ation of astronomy was constructed to be what it is today.

The Fourth Strike :: essays research papers

The Fourth Strike In Joe Rodriguez’s article â€Å"Kids and Alcohol Don’t Mix,† Rodriguez states that the new proposed legislation introduced by Senator Dede Alpert will make it â€Å"extremely difficult to close down retailers who consistently sell booze to minors.† I completely agree with Rodriguez’s point of view because it will make it easier for retailers to continue illegally selling their products to minors by allowing a â€Å"fourth strike.†   Ã‚  Ã‚  Ã‚  Ã‚  In California, the law allows the Department of Alcoholic Beverage Control (ABC) to take any retailers license after â€Å"three strikes† of selling alcohol to minors in three years. The new proposed law would allow one of the strikes to be taken away if the retailers train their employees to â€Å"check IDs and install electronic scanners† to read IDs and spot fakes. I feel that this new proposed law is too forgiving since it gives this unofficial â€Å"fourth strike† for retailers to continue selling alcohol to minors. According to testimony given to the California Council, Alpert claimed this bill was a â€Å"prevention bill, however, I feel this is not even close to a prevention bill at all, but an undermining of local prevention efforts to alcohol enforcement groups.   Ã‚  Ã‚  Ã‚  Ã‚  One of the enforcement groups that will be undermined by the new bill would be the Department of Alcohol Beverage Control. Prior to the proposed law, the ABC’s system consisted of under cover minors who â€Å"go into stores and try to buy booze.† Once they catch a retailer who sells them alcohol, they immediately report them to the ABC. I agree with this approach because it puts the majority of the blame on the clerks of the retailers who sell to minors. The retailers serve as the ones most responsible because they are selling to minors and in a way; they have the role of the adult to minors when it comes to selling alcohol to adolescents. During my junior year, I attended a birthday get together with a couple of my buddies. What started was a very jubilant party, then turned into a night run to the liquor store. I remember being embarrassed after my friends pulled off the alcohol run after the clerk let my friends go off with the alcohol without any hesitation. I recall thinking how irresponsible the clerk was to let a bunch of seventeen year old boys off with alcohol and the dangers that it could entail.   Ã‚  Ã‚  Ã‚  Ã‚  In 2000, California legislation passed the California Alcohol Control Act.

King v Cogdon

King v Cogdon, was an Australian case heard in 1950. Ms. Cogdon who suffers from minor neurotic conditions is believed to be her daughter’s murderer. She had on an occasion dreamt spiders were attacking her daughter (Pat). That night Ms. Cogdon had slept walked into her room and began to violently brush the spiders off her daughter’s face in her sleep. On the night of the murder, Ms. Cogdon dreamt of soldiers attacking Pat. Though Ms. Cogdon did not recall the incident, she remembered telling her sister that she thought she had hurt Pat.Unconscious Crime Sleepwalkers arise in a state of low consciousness, but are able to perform activities that would otherwise be performed in a state of full consciousness. These activities can range anywhere from: Cleaning, hazardous cooking, driving, grabbing at hallucinated objects, or even homicide. Usually sleepwalking in adults is a sign of drug abuse or some sort of disorder. Sleepwalking is less common in adults than children. Although, sleepwalkers have their eyes open, they have very little or no memory of the incident.Sleepwalkers become bystanders of their own crimes. With this said, should Ms Cogdon be held responsible for the death of her daughter while sleepwalking? Was the Killing of Pat Involuntary? Ms. Cogdon and Pat’s relationship was a close one. Ms. Cogdon always worried about her 19 year old daughter Pat, who had for some time been receiving psychiatric treatment for a minor neurotic condition. Although doctors had said she was cured, Ms Cogdon often worried that she was okay. The night before Pat’s death, they had both gone to the cinema.During their outing they had engaged in a conversation having to do with the war in Korea. This war troubled Ms. Cogdon. She was worried it would one day reach her door steps. Because of her sleepwalking, and other difficulties she had reported to her doctor, he had prescribed her a sedative. There had also been talk of the possibility of psychiatric treatment. That night that Ms. Cogdon fell asleep, she began to dream of the war, and that one of the soldiers was attacking Pat in her bed. It was then when Ms Cogdon in her sleepwalking state, grabbed an axe and struck Pat on the head twice with it killing her. Sleepwalking is one form of automatism, and does not consist of free will. Because sleepwalking is a phenomenon in its own, courts are not properly equipped to evaluate such claims. During the trial Ms. Cogdon plead not guilty, but refused to plea insanity. Experts agreed Ms. Cogdon was not psychotic. Acquitted of Murder Ms. Cogdon was soon released of the murder charges with the defense of automatism. It was believed that Ms. Cogdon had been sleep walking when she wandered into Pat’s room, and her bodily motions were beyond her control. Her story was also supported when her doctors gave testimony that she indeed suffered from mental and physical stresses. At the trial there was enough evidence to believe Ms Cogdon’s acts were involuntary, and therefore convincing the jury of her innocence. Ms. Cogdon was then acquitted of the crime.

Slave Gir; essays

Slave Gir; essays In Harriet Jacobs book, Incidents in the Life of a Slave Girl, the main themes are the struggles for freedom, the constant abuse, and the hardships of being a slave. Every slave struggles for freedom, not just to be a free woman, but just to be herself. Linda was one of the few slaves that had the ability to read and write. If Linda was ever caught reading or writing, her master would punish her. Being able to read and write as a slave was looked at as a crime, so it was not tolerated. Linda also had a boyfriend who was a free African American, but Lindas master did not like this so he told her that she better not ever see him again. Linda tried to explain that they loved each other and he wanted to marry her, but instead Linda was punished for telling her master that she wanted to marry him. It was little things like this that Lindas master did to keep her from having any sort of freedom what so ever. Abuse as a slave was very common, not only physical abuse, but also verbal abuse was very common. Linda was abused on a daily basis, more verbally than physically, and the amount of abuse varied daily depending on her master and her mistress. Lindas master one night made her sleep in his bed, and her mistress was not too happy about it. Linda was forced to tell her mistress what happened and her mistress punished her by making her sleep in a room right next to hers. At night Linda would sometimes wake up to her mistress stand over her bed staring at her. Linda had many hardships growing up as a young slave girl such as both of her parents dying, being separated from her siblings, and being separated from her grandmother. Luckily for Linda she was real close to her grandmother and her grandmother was free, so occasionally Linda would get to visit her. To top off all the loved ones she had lost and be separated from, she had to deal with the daily struggle of being a slave, not knowing if she would ever become f...

How to Write a Childrens Book in 5 Simple Steps the Master Guide

How to Write a Childrens Book in 5 Simple Steps the Master Guide How to Write a Children's Book: an Author's Guide So you want to know how to write a children’s book? That’s great news. Children and teenagers are some of the most devoted readers out there - just don't  underestimate the size of the task in front of you. A children’s book is sometimes mistakenly seen as â€Å"easy† to write when, in fact, the opposite is true. You’ll need to nail all the essential elements like your voice, structure, plot, and characterization†¦ with fewer pages.In this post, we ask some of our top children’s book editors for their tips on how to create a book that publishers and readers will want to buy. And from their advice, we're going to show you how to write a children's book in five steps:Understand the children's book market (and your category)Create memorable charactersTell an engaging storyHone your voiceDetermine whether you need an illustratorLet's drill a little deeper into each step, starting with the first...For some awesome examples, check out the 1 20 best children's books of all time!Step 1. Understand the children’s book market  (and your category)"The children's publishing industry deems a book successful based upon sales data, but if you want to know which books work, just look for Scotch tape. Look for the books with the weird stains on the pages, with frayed covers, torn-and-taped pages - the books that have been read so many times that they are completely falling apart. These are the hallmarks of a successful children's book." - Brian Saliba, children's editorBefore you write a word of your book, you need to figure out your target audience. You can’t expect a five-year-old kid, for instance, to give a preteen’s book the time of day - and vice versa! Literary agents, in particular, will discard any book that’s not demographic-friendly, which is why children's editor Anna Bowles advises you to tailor every aspect of your book to your age band. This includes:TopicLengthStylePlot complexityL et’s take a closer look at each of the major categories in the children’s book market. How is the children's book market split up? Find out in this guide to children's books Picture books (Ages 5-7)It’s important to note that not all books with pictures are picture books. In industry terms, a picture book is a book that relies equally on illustrations and words to tell the story. Since picture books are meant to be a child’s first reading experience, the word count is going to be very low (500 words or fewer, 1,000 tops). To perfect your written work, consider sharing it with friends, family, and children’s writing communities (such as Children’s Book Authors on Facebook or a writing group in your area). You should also test your book on your target audience: children. Kids are brutally honest so their feedback will be very valuable.If you think that you need a specialist's touch, you might want to hire a professional editor. Their decades of experience will improve your storytelling and make sure that your book is ready for the market. You can find out the cost of hiring a professional children’s book editor here.Taking the next stepOnce you’re happy with your book, it’s time to take the last step and put it out there for children to read. You can dive deep into the process in this extensive guide to publishing a children’s book.If you’re planning to self-publish, you’ll want to start thinking about marketing. Here’s a free 10-day course that provides marketing strategies to help you promote your children’s book before, during, and after its launch.Most of all, never lose sight of your goal. The journey to writing a successful children’s book might be hard, but it’ll be worth it when you picture your book in the hands of young readers everywhere.Are you writing a children's book right now? Do you have any more questions for our professional editors? Leave them in the comment box below and we'll answer right away!

International Banking Essay Example | Topics and Well Written Essays - 2000 words

International Banking - Essay Example The 2008 crisis is considerably the first crisis in the era of globalization, as caused by a number of factors which include funding liquidity, and market liquidity (Kolb, 2009, p. 10). Funding liquidity is the availability of sufficient cash in the capital deposit of a financial institution. This means that funding liquidity risks occur whenever banks cannot fund their own businesses. Market liquidity, on the other hand, takes into considerations issues to do with trade institutions which are easily able to do business within the available markets; therefore, market liquidity risk factors are the difficult situations when any market is not sufficient enough for easy trade activities (Pedersen, 2008, p. 13). The roles of Funding Liquidity and Market Liquidity in the 2008 Crisis According to Strahan Philip (2012), funding liquidity risks and market liquidity risks contributed much to the occurrence of the 2008 financial and economic downturn. Towards the end of 2007 and the beginning of 2008, the consequences of banks giving liquidity to loaners and creditors in the world’s leading economies was felt throughout the globe. The banks in the USA began lending loan liquidity to people; this led to weakening of their capital bases. It additionally exposed banks to funding liquidity risks, which eventually lead to bank runs. ... This saw the JP Morgan Chase bank running out of cash in its deposit pots. The issue of securitization is another cause of the financial crisis. American banks came into one pool in order to create a sense of security while giving out irresponsible loans. This proved dangerous since the banks gave out risky loans to many individuals who could not afford to service these loans at high interest rates as was expected of them (Pinyo, 2008, pp. 1-6). Due to runs, the banking institutions got involved into the trend of cash borrowing in order to create more securitization. As a consequence, property prices started fluctuating, thereby causing panic even in the Sub-prime mortgage market (Rhodes & Stelter, 2010, p. 32). Banks that did not have enough cash in their accounts began repossessing their high value properties such as buildings. Bigger banks, on the other hand, started to buy securities from the minor banking institutions with the intentions of saving the economic situation as had p revailed. However, this instead resulted into greater damages within the real world economy (Weisberg, 2010, p. 46). At far, all these economic turnovers resulted into funding liquidity risks and market liquidity risks within the banks themselves, hence scaring away a number of investors who then reacted by withdrawing their deposits; and thus, commodities prices fell to the extreme levels. The chart below indicates Liquidity Spiral as caused by the market and funding liquidity risks. Sources: (Pedersen, & Garlean, 2007; Pedersen, & Brunnermeier, 2008) How to measure bank funding liquidity risk and market liquidity risk There are several ways of measuring funding

To what extent can it be argued that a doctor, who explains the Essay

To what extent can it be argued that a doctor, who explains the procedures and all the risks and then obtains the patients consent, is free from the potential t - Essay Example derately undisruptive, however, others bring substantial damage not just to the patient and families but also to the entire medical profession and the health care industry. When medical mistakes arise, health care professionals are inclined not to report these incidents for fear of litigation which makes the identification and prevention of these errors tough to deal with and hard to correct (Joshi, Anderson & Marwaha, 2002, pp. 40-45; Localio, Lawthers, Brennan et al., 1991, pp. 245-251). In the United Kingdom, there have been no apparent clues regarding its prevalence although an investigation was conducted representing an initial attempt to quantify the extent and magnitude of the dilemma (Vincent, Neale & Woloshynowych, 2001, pp. 517-519). In the United States, field professionals assert that the tort system is not adequate in preventing medical mistakes because the average time to resolve cases purportedly takes 44 months (Palter, 2003). Based on a study, annual deaths caused by medical mistakes have reached 98,000 in United States hospitals (Kohn, Corrigan & Donaldson, 2000). While the statistics reaped so much attention, it was not the very first investigation conducted by the medical community of its errors. Since 1990, numerous studies have dissected and analysed medical mistakes. Interestingly, the publication of these researches denoted an enlightening departure from the conventional secrecy surrounding errors made by physicians (Brennan, Leape, Laird, et al, 1991, pp. 370-376; Wu, Folkman, McPhee & Lo, 1991, pp. 2089-2094). Apparently, practitioners in the field of medicine have moved towards a path that encourages the methodology of admitting mistakes, both to themselves and to others. Duty of Care/Patient-Doctor Relationship Admitting to a mistake is a physician’s moral duty to his/her patient. The American Medical Association Principles of Medical Ethics states that â€Å"A physician shall . . . be honest in all professional