Tuesday, November 26, 2019

Study Of Poetry Essays - British Poetry, Christian Mystics

Study Of Poetry Essays - British Poetry, Christian Mystics Study of Poetry An Essay Study of Poetry and A Poet's Ability to Forsee The Future The world is changing and evolving at an astounding rate. Within the last one hundred years, the Western community has seen advances in technology and medicine that has improved the lifestyles and longevity of almost every individual. Within the last two hundred years, we have seen two World Wars, and countless disputes over false borders created by colonialists, slavery, and every horrid form of human suffering imaginable! Human lifestyles and cultures are changing every minute. While our grandparents and ancestors were growing-up, do you think that they ever imagined the world we live in today? What is to come is almost inconceivable to us now. In this world, the only thing we can be sure of is that everything will change. With all of these transformations happening, it is a wonder that a great poet may write words over one hundred years ago, that are still relevant in today?s modern world. It is also remarkable that their written words can tell us more about our present, th! an they did about our past. Is it just an illusion that our world is evolving, or do these great poets have the power to see into the future? In this brief essay, I will investigate the immortal characteristics of poetry written between 1794 and 1919. And, I will show that these classical poems can actually hold more relevance today, than they did in the year they were written. Along the way, we will pay close attention to the style of the poetry, and the strength of words and symbols used to intensify the poets? revelations. The World Is Too Much with Us, written by William Wordsworth in 1807 is a warning to his generation, that they are losing sight of what is truly important in this world: nature and God. To some, they are one in the same. As if lacking appreciation for the natural gifts of God is not sin enough, we add to it the insult of pride for our rape of His land. Wordsworth makes this poetic message immortal with his powerful and emotional words. Let us study his po! werful style: The world is too much with us; late and soon, Getting and spending, we lay waste our powers: Little we see in Nature that is ours; We have given our hearts away, a sordid boon! (Lines 1 - 4) Materialism, wasteful selfishness, prostitution! These are the images that these lines bring to me! Yet, is it not more true today than in Wordsworth?s time, that we are a culture of people who simply consume and waste? The third line awakens me, and says that I have been raised with the mentality that I am not a part of nature, and that I do not identify my needs with those of nature?s needs. This mentality may have been quite true in 1807, but it is surely more true in 1996. There is absolute disregard of nature in the acts of well respected western corporations. Would someone who is in-touch with nature orchestrate the ?slash and burn? of beautiful rain forests of South America, or the life giving jungles of Africa and Asia? Would someone who is in-touch with nature dump c! hemical waste into waters that are home to billions of plants and animals? These and other abominations have surely increased in the last 189 years since this poem was written. What makes the sin even worse is the fact that men who order this destruction are well respected people in our culture. The winds that will be howling at all hours, And are up-gathered now like sleeping flowers; For this, for everything, we are out of tune; It moves us not. ? Great God! (Lines 6 - 9) Wordsworth gives life to nature in his words, and displays to us nature?s agony and pain, ?howling at all hours.? But, we listen not! For we are out of tune, and much too important to ourselves, that we may not listen to the wind, rain, land or sea. I do not know which is the greater sin: the pillage of the earth?s natural beauty, or man?s torturous inhumanity toward his fellow man. London, written in 1794, by William Blake is a poem of civilization?s decline ? and also the decline of compassion and humanit! y. I wander thro? each charter?d street, Near where the charter?d Thames does flow, And mark in every face I meet Marks of weakness, marks of woe. (Lines 1 - 4) London,

Saturday, November 23, 2019

Could Medical Services Management be for You

Could Medical Services Management be for You Are you interested in a health care career, but want to go a different route than practicing medicine and handling patient care? A great and lucrative option is a career as a medical services manager.  Behind the scenes of any medical facility–whether it be an office, a clinic, a hospital, or an assisted living center–is someone in charge of logistics, making the wheels turn and the operations run smoothly. A medical services manager oversees many aspects of a medical facility: billing, patient flow, scheduling, hiring, and much more. As the health care system continues to change rapidly with evolving technology, more demand for preventative care, and constant shifts in national regulations, someone on staff must be in charge to manage the constant flow of people and information.And it’s a career on the rise: the Bureau of Labor Statistics predicts that demand for the profession will rise 23% in the next 8 years.Think of the medical services manager as the glue that holds a center together–a master planner and organizer who who handles the day-to-day business, making it easier for medical professionals to tend to patients.Consider this rewarding and lucrative position in the health care field if you want to play a role shaping the future of the industry.

Thursday, November 21, 2019

The 13th Bracey Report on the Condition of Public Education (Phi Delta Essay

The 13th Bracey Report on the Condition of Public Education (Phi Delta Kappan Oct2003, Vol. 85, issue 2, p148164, 17p - Essay Example Therefore, the NAEP's definition will predominate and, given that numerous institutions and organizations have assessed it as "fundamentally flawed," this is hardly a positive development (Bracey, 2003, p. 149). As proof of the problematic nature of flawed and discrepant proficiency definitions, Bracey (2003) points towards the fact that while the assessment tests used in Texas declared over 9 out of 10 eighth grade students proficient at mathematics, the NAEP assessment tests put the number at only 2.4 students out of every 10. The implication here is that the absence of a single, agreed-upon definition for proficiency leads to flawed and inaccurate assessment tests. Matching the problematic nature of the proficiency issue is the NCLB's "requirements for highly qualified teachers" (Bracey, 2003, p. 149). Stating that by 2005-2006 all teachers had to meet the new qualification standards, the NCLB quite effectively called for the impossible. In the first place, the 100% expectation is unrealistic and virtually impossible to fulfill. In the second place, while one of the criterion for qualification is "full state certification," the NCLB does not identify the components of full certification (Bracey, 2003, p. 151).

Tuesday, November 19, 2019

Impact of online eduction Assignment Example | Topics and Well Written Essays - 500 words

Impact of online eduction - Assignment Example Lohr’s findings primarily reflect favorable output with students who perform at the optimum given adequate exposure to online tools and mode of instruction compared to those who can meet the average mark in real campus situation. Dean P. R. Regier, in particular, perceives how online education can be estimated to facilitate growth in continuing education programs in a few years for the state of Arizona alone. To Mr. Regier, the flexible evolution of learning online could transform universities and K-12 schools into an ideal condition of teaching that exists not merely within the control of teacher in making students obtain knowledge but even more so, among the students themselves who are free to exploit ‘online learning management systems’ or use ‘social networking technology’ as a platform to conduct university-wide forums or group studies toward interactive learning. Zondiros, however, reserves further concern on examining online education in the context of a globalized economy wherein access to proper education as well as issues of inequality and exclusion are of huge significance and are also affected by factors that are socio-cultural, economic, political, and technological in nature. While the article has already established a basic assumption that learning via online approach is highly contributive, Zondiros notes Harvey’s that â€Å"space, time and money are sources of value and power and the mass of workers does not have them; so, the workers that do not have them cannot have access to Online and Distance Education even they could be benefited by it.† Based on Orfano’s article, despite such global constraints, still, online education can impact learners negatively or positively claiming that as one disadvantage â€Å"students do not hang out in the student union and sit at tables with classmates† anymore wherea s others are rather inclined to view online education

Sunday, November 17, 2019

Gender Stereotypes Essay Example for Free

Gender Stereotypes Essay Gender stereotypes are type of generalized or oversimplified perceptions, impressions, images, or opinions about men and women (Santrock, 2007, p. 177) It is also the presumption that a certain behavior or trait belongs to certain gender and cannot be applied to the other. In short, gender stereotyping can also involve assigning a certain label to a particular gender. One of the most common gender stereotypes are the ones associated with feminine and masculine behaviors. For example, it is common for most people to perceive that males should always be aggressive and tough. In addition, generally, in emotional situations, men are expected to hold their own and not breakdown or cry. It is also a general perception that young males should always strive to be athletic and active in sports and play toys such as guns, cars, and weapons. On the other hand, there are also several female stereotypes. For example, females are generally perceived to be emotional and are the first ones affected during a dramatic situation. In other words, females are expected to be more sensitive than males. Moreover, females are also generally perceived to be always demure and reserved. Furthermore, sexism is the attitude or idea that one gender is less valuable or weaker than the other or that one gender is better and superior than the other (Santrock, 2007, p. 178). It generally has two forms: old-fashioned and modern sexism. Old fashioned sexism is the belief that there should be differential treatment between women and men because women are significantly inferior to men while modern sexism is the rejection of the belief that there is still antagonism and discrimination towards women and their rights (Santrock, 2007, p. 178). One example of old fashioned sexism is when a male employee has a problem of having a female supervisor or boss. On the other hand, an example of modern sexism is when a male lawyer denies that there is discrimination against women even after his law firm rejected a potential lawyer partner simply because she is a woman. References Santrock, J. W. (2007). Adolescence 12th edition. McGr

Thursday, November 14, 2019

logical and physical network design :: essays research papers

Ethical Issues   Ã‚  Ã‚  Ã‚  Ã‚  The purpose of this paper is to discuss the ethics statement of the business for which I work, and includes examples of ethical behavior. The paper will cover the success and/or failures of the ethical statement purpose, how the statement contributes to the work environment, and the consequences of the failure to observe the ethical guidelines.   Ã‚  Ã‚  Ã‚  Ã‚  The company I work for provides a Code of Ethics and Business Conduct to its employees worldwide for their guidance in addressing the legal and ethical issues encountered in conducting the company’s business. The code starts with a summary of the core business values that are essential to the success of the company. The employees are expected to adopt these values and apply them to their day-to-day business activities. The company feels that the acceptance and adherence to these values will enhance the long-term success of serving the customer base, increasing the competitiveness and the pride of the corporation.   Ã‚  Ã‚  Ã‚  Ã‚  I feel the purpose of the company’s ethics statement is to set forth standards that restate compliances with laws and regulations. It also covers common sense rules by which employees should be determined to live and work. The company encourages success of these guidelines by requiring employees to become familiar with the contents of the Code. These successes are made available through web cast presentations for each employee. Individuals who fail in their success of ethical behavior do not feel the need to embrace the guidelines. The expectation is for each employee to exercise sound judgment, conduct, and seek proper counsel in any action that may compromise personal ethical standards and those of the corporation.   Ã‚  Ã‚  Ã‚  Ã‚  The statement contributes to the work environment by outlining business values. Employees are to demonstrate honesty in all business transactions and personal dealings with others. They must consistently treat individuals with respect; demonstrate teamwork and the ability to work together. Employees must show innovative approaches to problem solving with a high priority to customer satisfaction. They must also seek continuous improvement in quality, fairness, and compliance to the ethical statement.   Ã‚  Ã‚  Ã‚  Ã‚  This code is applicable to all employees of the corporation. The employees must operate within the bounds of all applicable laws. It is expected that all employees compete fairly and ethically for all business opportunities involving sales or licensing of products. Individuals are expected to know, understand, and honor the terms of contractual agreements. Failure to comply with the guidelines stated will result in disciplinary action.

Tuesday, November 12, 2019

Acquaintance Rape

Running Head: ACQUAINTANCE RAPE Acquaintance Rape: It Could Happen To Anyone Abstract Anyone can be a victim of acquaintance rape. It does not matter if the victim is male or female, old or young; it can still happen. Just by being at a party full of friends or even going on a date with a significant other, everyone is at risk. It is never the victims fault. There is no possible way to know when or to whom it will happen. Acquaintance Rape: It Could Happen To Anyone We are taught â€Å"don’t get raped†, rather than â€Å"don’t rape. † Rape is defined as an act of sexual intercourse without legal consent (Harrison, 1996, p. ). The word rape is derived from the Latin word rapere, meaning to steal, seize, or carry away (Katz & Mazur, 1979, p. 10). There is more than one type of rape; they are all considered rape, but by different standards. For example, acquaintance rape refers to rape by a person known to the victim. Statutory rape means that one of the part ies involved is under the â€Å"age of consent†, which varies from the ages of 14 all the way up to 20. Rape by deception is getting the victim to agree under false pretenses. Regardless of which type it may be, it is all considered rape.In America, a rape occurs every six minutes (Keller, 1996, p. 312). Rape is rape, whether it is by a complete stranger or by someone known to the victim. There are some common questions people think about when discussing the topic of rape, such as: How can I tell who is a rapist and who is not? What kinds of people get raped? Do the victims know their attackers or are they strangers? Can men get raped? Are women rapists too? Who is to blame, the victim or the attacker? Is it still rape if I am in a relationship with the person? Why are women the weaker or ‘safer’ target?Is rape justifiable? Do they deserve it? How can we eliminate rape? Unfortunately, there is no way to tell who is a rapist and who is not just by looking at the p erson. It could be a boyfriend, a teacher, a friend, a classmate, or even just someone who lives next door. Even though there is no way to physically determine who is a rapist and who is not, there are certain behaviors that they portray that can make it easier to spot them. One of the main goals of the attacker is to increase the victim’s vulnerability. If the victim is vulnerable then she will be easier to control.The attackers use the vulnerability to their advantage; they may manipulate the victim to be alone with them, in which case it would be easier to rape them. Because of her personal relationship with the attacker, however casual, it often takes a woman longer to perceive an action as rape when it involved a man she knows than it does when a stranger assaults her. Acquaintance rape could happen to anyone. There is not a certain type of person that gets raped. Many people believe that women who wear provocative, or revealing, attire or women that are a â€Å"teaseâ €  are more likely to get raped than people who dress and act more modestly.A â€Å"tease†, according to the Merriam-Webster dictionary, means to tantalize especially by arousing desire or curiosity often without intending to satisfy it. But the truth is, it does not matter what the victim is wearing or the manner in which they are acting it can still happen. When most people hear the word rape, it is believed to be by a big guy in an alley that is going to rape and beat them. Just by going to a friend’s house or going to a party surrounded by peers there is a greater risk of getting raped there than by a random stranger on the street.Most acquaintance rapes happen on college campuses, thirty-eight percent of women who had been raped were between the ages of 14 and 17 at the time of their assaults (Warshaw & Koss, 1988, p. 117). In a survey of 32 college campuses, 1 in 4 women surveyed were victims of rape or attempted rape. Of those raped, eighty-four percent knew their attacker (Warshaw & Koss, 1988, p. 11). Men and women are four times more likely to get raped by someone they know rather than a stranger. Seventy to eighty percent of rape crimes are acquaintance rapes (Warshaw & Koss, 1988, p. 2). Many people do not believe that men can get raped, or that women could be rapists. Usually men are raped by other men, but there are some instances where women do rape men. Women rape children more than grown men. It has been calculated that approximately ten percent of victims going to rape centers are males even though men are far less likely to actually seek help or even admit it was rape (Warshaw & Koss, 1988, p. 98). But men are not immune, sixteen percent of male college students admit to having been forced into rape (Keller, 1996, p. 312).Most of the time when men are raped, it is by people they do not know in order to establish power and masculinity when there is no other way to express power (Hopkins, 1984, p. 46). Ninety-eight point seven percent of all rapists are male, but of those only eighty percent are over the age of 21 (Harrison, 1996). But men can still be raped by people know to them also. Most male rapes are heterosexual rapes. When men rape it is because they are trying to establish dominance. Rape is not the unleashing of male desire; it is rather the articulation of male meaning (Hopkins, 1984, p. 42).In acquaintance rapes, many people believe that since the attacker is known to the victim then is not really considered rape. Many acquaintance rapes happen because of miscommunication. The man may think that the woman was suggesting or hinting at sex with her attire or actions; whereas, the woman may have no idea that the man feels that way. It is not the victim that causes the rape (Warshaw & Koss, 1988, p. 22). Many people believe that the women could have prevented the rape if they knew who the attacker was. The truth is there is no way to determine who is going to get raped; only the attacker knows.Mo st people have a â€Å"gut feeling† when it comes to new people, and many just push it aside until something bad happens, and then the feeling comes back again. If a woman goes on a date or is with friends and they get that â€Å"gut feeling† again, then it could possibly end badly. People do not know what is going to happen to them every second of their lives. There is no way to know who it will happen to or when it will occur and by whom. An evening planned with friends could all go awry without any warning. A victim usually doesn’t think that someone they know would even consider raping them.So the attacker is to blame because they are the ones who planned it. In a relationship, if the significant other says ‘no’ it is still considered rape if the attacker proceeds. Most people don’t think that rapes occur between people in a relationship. Men have been taught that women resist sex to avoid looking â€Å"promiscuous† by indulging in casual and indiscriminate sexual relationships. Men think that women will always say â€Å"no† even if they really mean â€Å"yes†; many women want a strong dominant leader, some men take advantage of this.Sex to men can become an addiction which can cause them to thrive after it. Sex may become a need instead of a pleasure. If a man’s main focus is sex then it is easier to rape and not consider it as so. Many men have resorted to using violence to get what they want, and it may not be with any form of weapon, but men are generally larger and stronger than females. Seventy-one percent of rape victims report the use of a weapon (Harrison, 1996). If women have been in an abusive relationship it may be harder to admit it was rape due to the fear they already have towards their partner.After being in an abusive relationship, the woman may become desensitized. Desensitization means to decrease the abnormal fear in (a person) of a situation or object, by exposing him to it either in reality or in his imagination. Once the woman starts to desensitize, it may become easier for the man to rape her because she may not fight back as much because it is the type of behavior she may be used to from the relationship. If the attacker is a former partner then the man may not consider it rape because he is establishing â€Å"old rights†.If the couple had sex in their relationship and then broke up then the man feels that he should still get sex from her. He may not only want to have sex though, he might want a relationship again and think that having sex will mean that she wants him back. He may just be trying to get back at her if she is the one who ended the relationship in the first place. Most women would not have gone back out with the person if they were able to clearly recognize it was rape in the first place (Warshaw & Koss, 1988, p. 64).Eighty-four percent of men who had committed rape said that what they did was â€Å"definitely not rapeà ¢â‚¬  (Warshaw & Koss, 1988, p. 90). Women are the â€Å"safer† target for attackers because they are less likely to report the rape, especially if the attacker is known to the victim. There are anywhere between five hundred twenty-five thousand to two million additional rapes are believed to go unreported every year (Harrison, 1996). Women are unknowingly taught to be â€Å"safe† targets. Many women are thought of as passive and weak so that is what they believe, so when a situation arises they do not know what to do.Seven main reactions that victims have which classify them as â€Å"safe† victims are denial, dissociation, self-blame, ignoring the â€Å"little voice†, not fighting back, not reporting the attack, and becoming a victim again (Warshaw & Koss, 1988, p. 54-63). In a study done on acquaintance rape victims forty-two percent of women who were raped said they had sex again with the men who assaulted them (Warshaw & Koss, 1988, p. 63). Acquainta nce rape has become more frequent in today’s society. Rapes between men and women who know each other are happening in big cities, small towns, and rural areas.They occur among all ethnic and religious groups, regardless of education or wealth. Many of the rapes are rooted in the social behavior men and women learn (Warshaw & Koss, 1988, p. 35). Society’s attitude is that if a person dresses provocatively or is under the influence of drugs or alcohol, then the victim must endure the consequences of their actions. â€Å"In the majority of rapes, the victim was promiscuous or had a bad reputation (Warshaw & Koss, 1988, p. 45). † When a woman is drinking, even if she is not drunk, some men believe that the rape is justifiable because â€Å"good girls† do not drink.About seventy-five percent of men and at least fifty-five percent of women involved in acquaintance rapes had been drinking or taking drugs just before the attack. Forty-five percent of all reporte d rapes involved drugs and/or alcohol: sixty-six percent for alcohol, fourteen percent for drugs, and fifteen percent for both drugs and alcohol (Harrison, 1996). Alcohol and drugs can alter the senses. While on drugs there may be hallucinations or black outs, and with alcohol the brain cells start to slow down and vision starts to become impaired.Men take advantage of these effects. If a woman’s vision is impaired then she will not be able to fully see the attacker which means she cannot identify him. If the woman is blacked out she has no way of even knowing what is happening to her and cannot identify the attacker because she has no memory of what happened during the black out. At a bar it is easy to drink too much and not remember anything. Being raped is not something to take lightly, but if the victim cannot remember anything then it will be harder to believe their story.Attackers do not want to be considered â€Å"rapists† but if the victim does not defend thems elf or say ‘no’ then the attacker does not see it as actual rape. Women under the influence are easier to take advantage of because they will not fight back as much because they may not even know what is happening. Forty percent of men and eighteen percent of women agree that the degree of a woman’s resistance should be the major factor in determining if the rape has occurred (Warshaw & Koss, 1988, p. 6). But with drugs and alcohol a woman may not even be conscious so she would not be able to resist the attack. Research shows that today’s society will go to many lengths to justify rape. Some of these ways are: if the woman invites the man out on the date, the man pays for the date, she dresses â€Å"suggestively† by wearing revealing attire, they go to his place rather than to a movie, or she drinks alcohol or does drugs (Warshaw & Koss, 1988, p. 43). In a study conducted by Martha R.Burt involving 598 Minnesota adults more than fifty percent agreed that if a woman goes to the home or apartment of a man on the first date, then she is implying that she is willing to have sex (Warshaw & Koss, 1988, p. 45). Research shows that men may feel â€Å"led on† or mislead, whereas the woman may not even know that the actions being portrayed as sexual. In Eugene Kanin’s observation, sexually aggressive college men believed that their aggression was justifiable if the woman was â€Å"a tease† (Warshaw & Koss, 1988, p. 45).In a survey of four hundred undergraduate students, fifty percent male and fifty percent female, conducted by Nona J. Barnett showed that seventeen percent of men and four percent of women agreed that when a woman was raped, she was asking for it; also fifty-nine percent of men and thirty-eight percent of women agree that women provoke rape by their appearance or behavior (Warshaw & Koss, 1988, p. 46). Some women may express with their body language, actions, clothing, or words that they are willing t o have sex but later on they may change their mind.When a woman agrees to kissing or other sexual touching a man may feel that she is also willing to have sex, even if she never actually says that she does. If a woman is willing to do sexual things a man may feel that she is willing to have sex. One minute she might be saying yes and then the next she might be saying no and pushing him away. A man in the moment may not think anything of her actions and proceed. But if it happens before the partners have intercourse then these â€Å"mixed signals† may make the man angry, especially if he has already become aroused.Some men assume that if the person has had sex with them before then they are willing to have sex every time. Men are not mind readers; if a woman does not want to have sex then she needs to verbally let him know because he will not know any other way. Some people hope that improving the woman’s ability to clearly communicate what she wants will naturally lead men to understand how to proceed with their actions. This leads us to the common question of â€Å"How can we eliminate acquaintance rape? There is no way to entirely eliminate acquaintance rape, but by changing society’s view of â€Å"don’t get raped† rather than â€Å"don’t rape†, then more people would become aware of the issue and help to lessen the number of victims because of the newfound knowledge of the subject. Women are indeed the weaker sex, but with knowledge of the subject it would be easier to be more aware of the possibilities. If more people are aware, then more people will take precautions. If society’s attitude changed, then it would be easier for women to defend themselves.Women can defend themselves by taking karate classes, Tai kwon do, carrying a weapon, or taking self-defense classes. If women knew about acquaintance rape in more detail and knew that society was not against them, then more women would confess to it. Most women do not report this kind of rape, especially if their attacker is known to them. Acquaintance is the most prevalent rape crime today. Seventy to eighty percent of all rape crimes are acquaintance rapes (Warshaw & Koss, 1988, p. 12). One in four women has been raped. A large selection of men and women believe that some women â€Å"deserve to get raped†.Sometimes the attacker may feel that the victim â€Å"deserved it† or were â€Å"asking for it†. In an interview with Shelby Bengston when the question was asked, â€Å"Do you think it is wrong for a person to be raped because he or she went into the house or vehicle of a friend or acquaintance? † Her response was â€Å"I don’t think it is right, but I do think they were asking for it. † In a protest walk against sexual harassment at Princeton University, as the 200 marchers passed in front of several all-male eating clubs, they had cups of beer hurled at them along with cries of â₠¬Å"Go get raped! † (Warshaw & Koss, 1988, p. 46).Most people won’t come out and say that people â€Å"deserve† to get raped but if people are getting raped then obviously the attacker feels that the victim â€Å"deserves† it. How do we determine who â€Å"deserves† to be raped? Do we only wish it upon the promiscuous? Or on the people we despise? Who are we to judge if someone should get raped or not. No matter the reason, nobody deserves it. Whether the victim was under the influence of drugs or alcohol, or whether they wear provocative attire every person has rights and deserves to be treated with respect. Rape is violence, not seduction. References Bengston, Shelby. Personal interview. 12 Mar. 012 Harrison, M. (1996). The rape reference: A resource for people at risk. San Diego, Calif. : Excellent Books. Hopkins, J. (1984). Perspectives on rape and sexual assault. London: Harper & Row. Katz, S. , & Mazur, M. A. (1979). Understanding the rape vict im: A synthesis of research findings. New York: Wiley. Keller, K. (1996). Date rape: Ultimate issues ed. , p. 312) Student's Life Application Bible. Wheaton, Illinois: Tyndale House Publishers, Inc.. Warshaw, R. , ; Koss, M. P. (1988). I never called it rape: the Ms. Report on recognizing, fighting, and surviving date and acquaintance rape. New York: Harper ; Row.

Sunday, November 10, 2019

Inequality in British Schools Essay

The educational system is one of the most influential institutions in society as it provides young people with a vast amount of knowledge, attitudes and skills. These are acquired formally through set lessons or informally through the ‘hidden curriculum’ which provides the unofficial and unplanned consequences of school experience. Social Inequality is one of the major preoccupations of sociology. The relationship between inequality and education has been studied for many years. Although it seems obvious that educational success is simply down to an individual’s capabilities and motivation, sociological research shows that the inequalities in social class, gender and race and ethnicity have had a huge influence in the differential achievement within British schooling. The development of the educational system in Britain was first put in place to secure equal educational opportunities for all young people, however despite these efforts, sociological evidence states that not all children with the same ability achieve the same success. Some sociologists, such as Charles Murray have contended with the idea that genetic intellectual potential determines an individual’s performance in school. This idea is rejected by the conflict theorist’s as they believe social class to be one of the main factors that determine whether a child is successful at school or not, as there are major differences between the levels of achievement of those that are part of the working social class and those apart of the middle class. (Macionis. J, Plummer.K, 2008) One of the main explanations for this is material deprivation. Working class families are financially in a worse position than those of the middle class and therefore are not able to make the most of their educational opportunities. As they are living in poorer housing conditions they may not have the space at home to be able to complete their schoolwork with full concentration. The lack of financial funds means that many families will not be able to provide their children with the necessities needed to fully develop within education, for example a household computer, sports equipment, or even money for school trips. It may be financially difficult for parents on a low income to support their children in higher education as well. Although student grants have been put in place, many children avoid higher education as they worry about the debt or travel costs. It also more likely for those from a working class  background to be managing education with a part time job, such as paper rounds or shop work, this can cause conflict between the amount of time available for work and the amount of time spent on studying. (Browne. K, 2005) Research suggests that it is not only factors outside of the school that can effect achievement; there are also factors inside the school that have an impact on a child’s educational experiences. Teachers have been known to take into account things such as a child’s standard of behaviour, dress, speech and their social class and background and this reflects how teachers treat particular individuals within the classroom. Teachers are often part of the middle class and the children that share the same values and standards are likely to be seen as ‘brighter’ than those with working class values. The working class have a different focus on their values, attitudes and their lifestyle in soc iety. This often works as a barrier to the success of the working class. The blame for underachievement is often focused in the direction of the family and community. These material and cultural conditions put working class children at a disadvantage when it comes to achievement in schools. Many of these factors, which have no relation to biological potential, have contributed to the educational class divide in Britain. Sociologist Robert.K.Merton was credited for the term ‘self-fulfilling prophecy’ which focuses on a teacher’s attitude towards a pupil, for example if a pupil is labelled as bright and is encouraged and praised by the teacher, the child will feel self-confident and will strive for success. On the other hand if the teacher labels a pupil as ‘un co-operative’ or from a ‘poor’ background, this can cause low self-esteem and the pupil will be likely to fail to achieve much success. The Neo Marxist’s perspective on class stratification in Britain claims that schools create a ‘false class consciousness’ so it seems that they promote equal opportunities for all, but they really reproduce a capitalist division of labour, preparing young people for class-determined careers in the labour market. Willis (1977) accepts the Marxist’s view on education being closely linked to the needs of the capitalist’s system; however he does not agree with the idea of there being a direct link between education and the economy. (Macionis. J, Plummer.K, 2008) His study found that â€Å"poorer children often grow up in environments where people see little hope of upward social mobility and rebel against the system rather than trying to  conform with in. In such an environment adults often discourage rather than encourage success at school.† (Macionis. J, Plummer.K, 2008) Social class is not the only inequality in Britain’s schooling. So ciologists have also found a link between gender and academic success. Until the late 1980’s there was high concern about the underachievement of girls. Societies had been structured to consider schooling more important for males than for females. Although the gap in gender inequality has narrowed in Britain, many women still study traditionally feminine subjects, such as literature whilst men are more likely to study subjects that are seen to be more masculine like engineering. (Macionis. J, Plummer.K, 2008) Sue Sharpe in a 1976 survey called ‘just like a girl’ discovered that the priorities of young girls were ‘love, marriage, husbands, children and then jobs and careers, more or less in that order’. When she repeated her research in 1994, she found that the order had changed to ‘having a job, career and being able to support themselves before having a family.’ (Browne. K, 2005) Weiner (1995) has argued that teachers have more forcefully challenged stereotypes since the 1980’s and sexist images have been removed from learning materials, which could be the reason for the changes in girl’s attitudes towards their own education. The increase in incentives for girls to gain qu alifications has been due to a number of reasons, one of them being the women’s movement that managed to achieve a great deal of success in challenging traditional stereotypes for women’s roles in society. Many women now look past traditional roles, such as housewives and mothers and are motivated to gain independence and to do well in their careers. Women on average work hard during their time at school and are more motivated to do well. They put more effort into their presentation as they give up more time to do their school work. (Browne. K, 2005) It is clear that there have been major changes in the gender perception of girls in Britain’s schools and the inequalities between males and females has become less and less. Although certain traditional gender perceptions exist through subject choice, females now have more equal opportunities to gain knowledge within the classroom and achieve success. However in modern day society the tables have now turned and there has been a sudden ‘moral panic’ over the underachievement of boys. (Weiner, Arnot and David 1997) Swann (1992) found that boys dominated class discussion by often acting inappropriately and interrupting, whereas girls  are known to have a more laid back attitude within the classroom and are praised for their abilities to listen and co-operate, which leads to the teacher having a more positive view to girls within the class, helping to produce the ‘self-fulfilling prophecy’ of girls greater achievement levels. (Holborn.M and Langley.P, 2002) Mitsos and Browne accept that boys are under-achieving and suggest that it is because men are culturally encouraged to appear macho and tough in society and these types of behaviours take place within the classroom and distract from learning. They also believe that the decline in manual work may result in the working class boys losing motivation as it is getting harder and harder to find jobs. Although these reasons seem valid, sociologists believe that more research has to be done within this area. (Holborn.M and Langley.P, 2002) More recent studies on education and gender have come away from the simple ‘differential achievement’ and now take into account a lot more processes within schools. The active role of the pupil is seen to create gender relationships and the way in which children form ideas on identities is seen to have a bigger impact. We have discussed social class and gender inequalities within Britain’s schools; however we are still to look into ethni city and race and the effects this has on differential achievement within schools. Many children from ethnic minority backgrounds tend to not do as well as other members of the population when it comes to education. Similar to the working class issues as majority of ethnic minority groups are part of the working class they face a series of disadvantages in social conditions, such as poor housing conditions and higher rates of unemployment within their home, which can cause a disadvantage in the chances of success. (Macionis. J, Plummer.K, 2008) Ethnic minorities are also at a disadvantage in school as they often suffer from isolation or racism from other pupils or are even discriminated against from teachers. Although, all schools in Britain are now legally obliged to have an anti-racist policy and teachers are now trained in equality legislation, research in secondary schools has shown conflict between white teachers and African Caribbean pupils. Stereotypes of African Caribbean young males have caused teachers to have more positive expectations of other ethnic mi nority groups, more than others. This explains the high level of black exclusions from schools and also explains why most permanent exclusions are down to disobedience of some sort, for  example pupils refusing to conform to school rules or being verbally abusive to teachers. The Labelling of certain pupils can cause them to comply with what is expected of them, for example disruptive behaviour and therefore leads to major effects on achievement. Phoenix (2001) conducted numerous studies identifying racism in schools; some suggest teachers discriminate against black and South Asian students, treating them in stereotypical ways. (Holborn.M and Langley.P, 2002) Racism can cause ethnic minorities to feel in some ways rejected from society and therefore racism within schools can cause young people to feel rejected from school as well, which can lead to prevention of achievement as individuals are not able to work to their full potential as they are not happy and comfortable in the school environment. Not all sociologists agree with the inequalities of ethnic minorities in schools. Taylor (1981) argues that the emphasis on faults in the education system should be treated with some degree of caution. Teachers do not necessarily behave in ways that reflect negative stereotypes of ethnic minority groups according to Taylor and that many teachers consider ethnic equality within schools to be of a high level of importance. (Holborn.M and Langley.P, 2002) There is enough evidence to link differential achievement with inequalities within Britain’s schools. Social class and ethnic inequalities effect the education and success of some pupils to some extent. Although, there have been developments and improvements on equality in society as a whole including educational institutions, there is still a long way to go before all individuals can be provided with equal opportunities of success. There are still clear class divisions within Britain’s schools as the working class are constantly at a disadvantage which prevents them from achieving to their full potential. Ethnic minority groups have very similar issues that need to be addressed in order for equal opportunities to evolve. However, there have been drastic changes in gender equality in schools and females and males are now being treated equally within the classroom. These changes have occurred within the whole of society as traditional gender stereotypes have been broken. These changes have had positive results as females now strive to achieve success. Referencing Browne, K., 2005. An introduction to sociology. 3rd ed. Cambridge: Polity Press Holborn, M., Langley, P., 2002. Sociology Themes and Perspectives. Fulham: Collins Macionis, J.J., Plummer, K., 2008. Sociology. 4th ed. Essex: Pearson Moore, S., Aiken, D., Chapman, S., 2006. Sociology A2. 2nd ed. Fulham: Collins Girls and Education (online) Available at: http://www.historylearningsite.co.uk/girls_education.htm Assessed on 07/06/2012

Thursday, November 7, 2019

Loan, Lend, Loaned, Lent

Loan, Lend, Loaned, Lent Loan, Lend, Loaned, Lent Loan, Lend, Loaned, Lent By Ali Hale Renee wrote to us to ask: Can you please clarify the proper way to use these words: loan, lend, loaned, lent? Thank you! If you’ll lend me a few minutes of your time, Renee, I’d be glad to! How to use the word â€Å"loan† as a noun and verb The word loan is most commonly used as a noun, and usually means a sum of money which will be paid back with interest (though can refer to any item which is borrowed temporarily.) This is the definition from Merriam-Webster: 1 a: money lent at interest b: something lent usually for the borrowers temporary use For example, the word â€Å"loan† is a noun in all of these sentences: I took out a loan to pay for my new car. If you can’t get another loan, you’ll have to save up.† The loan of your car was very helpful to me. Loan can also be used as a verb in American English, and can replace â€Å"lend† when the meaning is (from Merriam-Webster): (1): to give for temporary use on condition that the same or its equivalent be returned (2): to put at anothers temporary disposal b: to let out (money) for temporary use on condition of repayment with interest Note that â€Å"lend† is used almost exclusively in British English except for when referring to the formal act of borrowing money at interest. â€Å"Loan† can sound odd or old-fashioned, and the Merriam-Webster dictionary states: Although a surprising number of critics still voice objections, loan is entirely standard as a verb. You should note that it is used only literally; lend is the verb used for figurative expressions, such as â€Å"lending a hand† or â€Å"lending enchantment.† Examples of loan being used as a verb are: Please could you loan me some money. I’ll loan him the car if he really needs it. When can â€Å"lend† be used instead of â€Å"loan†? In many cases, the verb lend can be substituted for the verb loan – note that lend can never be used as a noun, though. (â€Å"I took out a lend to pay for my new car† doesn’t make sense!) Lend doesn’t have the same connotations of a financial transaction as loan, and you can lend both physical objects and intangible concepts. For example: I will lend you my bicycle so you can get to work on time. When I’ve finished reading my book, I’ll lend it to you. Could you lend a hand with this suitcase? The new carpet lends the room a cheerful air. What should â€Å"lent† and â€Å"loaned† be used? The word lent is the past tense of the verb to lend. For example: I lent you my bicycle last week. Why haven’t you given it back yet? When I lent you my book, you promised not to write in it. No-one lent a hand with my suitcase. (If you’re used to British English, be careful not to confuse this with leant, the past tense of the verb to lean, which is pronounced in the same way. If you’re American, you’ll probably use â€Å"leaned†, but British English uses â€Å"leant† and this can cause a lot of confusion.) The word loaned is the past tense of the verb to loan. For example: He loaned me a thousand pounds to start my business. If you had loaned me the money when I asked for it, I’d have succeeded. When I loaned him my tractor, I had no idea what he was going to do with it. Hope that clarifies the use of â€Å"loan, lend, loaned and lent†, and do ask in the comments – or on the Daily Writing Tips forum – if there’s anything you’re still unclear on. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Comparative Forms of AdjectivesUse a Dash for Number RangesMay Have vs. Might Have

Tuesday, November 5, 2019

Battle of Nassau in the American Revolution

Battle of Nassau in the American Revolution The Battle of Nassau was fought March 3-4, 1776, during the American Revolution (1775-1783). In 1776, an American squadron commanded by Commodore Esek Hopkins descended on the Bahamas with the goal of capturing weapons and ammunition for the Continental Army. The first major operation for the newly-created Continental Navy and Continental Marines, the expedition arrived off Nassau in early March. Landing, American forces succeeded in capturing the island and a large cache of weapons, but some hesitation after coming ashore allowed the British to spirit away much of the islands gunpowder. Though the operation proved successful, Hopkins was later criticized for failing to achieve other assigned objectives and his performance during the return voyage. Background With the beginning of the American Revolution in April 1775, the Governor of Virginia, Lord Dunmore, directed that the colonys supply of arms and gunpowder be removed to Nassau, Bahamas lest it be captured by colonial forces. Received by Governor Montfort Browne, these munitions were stored in Nassau under the protection of the harbors defenses, Forts Montagu and Nassau. Despite these fortifications, General Thomas Gage, commanding British forces in Boston, warned Browne that an American attack would be possible. In October 1775, the Second Continental Congress formed the Continental Navy and began purchasing merchant vessels and converting them for use as warships. The following month saw the creation of the Continental Marines under the guidance of Captain Samuel Nicholas. As Nicholas recruited men ashore, Commodore Esek Hopkins began assembling a squadron at Philadelphia. This consisted of Alfred (30 guns), Columbus (28), Andrew Doria (14), Cabot (14), Providence (12), and Fly (6). Hopkins Sails After taking command in December, Hopkins received orders from Congress Marine Committee which directed him to clear British naval forces from the Chesapeake Bay and North Carolina coast. In addition, they gave him some latitude to pursue operations that could be â€Å"most beneficial to the American Cause† and â€Å"distress the Enemy by all means in your power.† Joining Hopkins aboard his flagship, Alfred, Nicholas and the rest of the squadron began moving down the Delaware River on January 4, 1776. Battling heavy ice, the American ships remained near Reedy Island for six weeks before finally reaching Cape Henlopen on February 14. There, Hopkins was joined by Hornet (10) and Wasp (14) which arrived from Baltimore. Before sailing, Hopkins elected to take advantage of the discretionary aspects of his orders and began planning a strike against Nassau. He was aware that a large amount of munitions were on the island and that these supplies were badly needed by General George Washingtons army which was besieging Boston. Commodore Esek Hopkins. Public Domain   Departing Cape Henlopen on February 17, Hopkins told his captains to rendezvous at Great Abaco Island in the Bahamas should the squadron become separated. Two days later, the squadron encountered rough seas off the Virginia Capes leading to a collision between Hornet and Fly. Though both returned to port for repairs, the latter succeeded in rejoining Hopkins on March 11. In late February, Browne received intelligence that an American force was forming off the Delaware coast. Though aware of a possible attack, he elected not to take any action as he believed the harbor forts sufficient to defend Nassau. This proved unwise as Fort Nassaus walls were too weak to support the firing of its guns. While Fort Nassau was located near the town proper, the newer Fort Montagu covered the harbors eastern approaches and mounted seventeen guns. Both forts were poorly sited in regard to defending against an amphibious attack. Battle of Nassau Conflict: American Revolution (1775-1783)Dates: March 3-4, 1776Fleets Commanders:AmericansCommodore Esek HopkinsCaptain Samuel Nicholas2 frigates, 2 brigs, 1 schooner, 1 sloopBritishGovernor Montfort Browne110 men The Americans Land Reaching Hole-In-The-Wall at the south end of Great Abaco Island on March 1, 1776, Hopkins quickly captured two small British sloops. Pressing these into service, the squadron moved against Nassau the following day. For the attack, Nicholas 200 Marines along with 50 sailors were transferred to Providence and the two captured sloops. Hopkins intended for the three vessels to enter the port at dawn on March 3. The troops would then quickly land and secure the town. Approaching the harbor in the morning light, Providence and its consorts were spotted by the defenders who opened fire. With the element of surprise lost, the three vessels aborted the attack and rejoined Hopkins squadron at nearby Hanover Sound. Ashore, Browne began making plans to remove much of the islands gunpowder using vessels in the harbor as well as dispatched thirty men to reinforce Fort Montagu. Meeting, Hopkins and Nicholas quickly developed a new plan which called for landings on the eastern side of the island. Covered by Wasp, the landings commenced around noon as Nicholas men came ashore near Fort Montagu. As Nicholas consolidated his men, a British lieutenant from Fort Montagu approached under a flag of truce. When asked of his intentions, the American commander replied that they sought to capture the islands munitions. This information was conveyed to Browne who had arrived at the fort with reinforcements. Badly outnumbered, the governor decided to withdraw the bulk of the forts garrison back to Nassau. Pressing forward, Nicholas captured the fort later in the day, but elected not to drive on the town. Capture of Nassau As Nicholas held his position at Fort Montagu, Hopkins issued a proclamation to the islands residents stating, To the Gentlemen, Freemen, Inhabitants of the Island of New Providence: The reasons of my landing an armed force on the island is in order to take possession of the powder and warlike stores belonging to the Crown, and if I am not opposed in putting my design in execution the persons and property of the inhabitants shall be safe, neither shall they be suffered to be hurt in case they make no resistance.† While this had the desired effect of preventing civilian interference with his operations, the failure to carry the town on March 3 allowed Browne to embark most of the islands gunpowder on two vessels. These sailed for St. Augustine around 2:00 a.m. on March 4 and cleared the harbor with no issues as Hopkins had failed to post any of his ships at its mouth.The next morning, Nicholas advanced on Nassau and was met by the towns leaders who offered up its keys. Approaching Fort Nassau, the Americans occupied it and seized Browne without a fight. In securing the town, Hopkins captured eighty-eight cannon and fifteen mortars as well as variety of other much-needed supplies. Remaining on the island for two weeks, the Americans embarked the spoils before departing on March 17. Sailing north, Hopkins intended to make port at Newport, RI. Nearing Block Island, the squadron captured the schooner Hawk on April 4 and the brig Bolton the next day. From the prisoners, Hopkins learned that a large British force was operating off Newport. With this news, he elected to sail west with the goal of reaching New London, CT. Action of April 6 During the early hours of April, Captain Tyringham Howe of HMS Glasgow (20) spotted the American squadron. Determining from their rigging that the ships were merchantmen, he closed with the goal of taking several prizes. Approaching Cabot, Glasgow quickly came under fire. The next several hours saw Hopkins inexperienced captains and crews fail to defeat the outnumbered and out-gunned British ship. Before Glasgow escaped, Howe succeeded in disabling both Alfred and Cabot. Making the necessary repairs, Hopkins and his ships limped into New London two days later. Aftermath The fighting on April 6 saw the Americans suffer 10 killed and 13 wounded against 1 dead and three wounded aboard Glasgow. As news of the expedition spread, Hopkins and his men were initially celebrated and lauded for their efforts. This proved short-lived as complaints about the failure to capture Glasgow and the behavior of some of the squadrons captains grew. Hopkins also came under fire for failing to execute his orders to sweep the Virginia and North Carolina coasts as well as his division of the raids spoils. Commodore John Paul Jones. Hulton Archive / Stringer/ Hulton Archive/ Getty Images After a series of political machinations, Hopkins was relieved of his command in early 1778. Despite the fallout, the raid provided much-needed supplies for the Continental Army as well as gave young officers, such as John Paul Jones, experience. Held prisoner, Browne was later exchanged for Brigadier General William Alexander, Lord Stirling who had been captured by the British at the Battle of Long Island. Though criticized for his handling of attack on Nassau, Browne later formed the Loyalist Prince of Wales American Regiment and saw service at the Battle of Rhode Island.

Sunday, November 3, 2019

Cultural values Assignment Example | Topics and Well Written Essays - 1000 words

Cultural values - Assignment Example There is a significant difference in the themes of Japanese people when compared to the American population. Within the American society, the rights of every individual become established and are not subject to cultural expectations. While similar fundamental rights to choice remain available within the constitution, the Japanese society perceives cultural values as superseding constitutional rights. Married women in Japan are therefore expected by the society to leave their careers and become full-time mothers. Individuals who opt to follow different paths find life increasingly difficult because of the cultural expectation. In contrast, the American society presents limited cultural expectations because of the multiple cultures making the American society. The diversity within the American culture remains the fundamental reason behind the absence of cultural expectations, and reliance on fundamental rights provided by the constitution.There are numerous cultural values within the J apanese society forming the base for the cultural beliefs. Empathy and human relations remains a fundamental aspect of Japanese culture, and are regarded as part of life. The Japanese believe that human emotions like love and anger come from the gods; hence showing love to others and resulting relations become valued within the society. Indentify oneself with another – empathy, remains highly valued within the society. Children are taught that human fulfilment emanates from close relationships with others.... Children are taught that human fulfilment emanates from close relationships with others (Nathan, 116). The Japanese believe that success comes forth through combination of efforts from different people. Order and status could be identified as the second fundamental aspect of Japanese society. The value is based on the Japanese belief in the philosophy of Confucianism, which emphasizes on harmony with nature, displayed through an individual’s contribution to social order and proper behaviour. Tranquillity and happiness are the fundamental results sought through the value of order and status (Slater and Robson, 360). Understanding of one’s social status in Japan remains fundamental in establishing relationship with others. While the status of individuals forms an essential element within the Japanese society, goals and self remain the fundamental aspect behind the establishment of the status. The element of individuality within the society becomes immensely admired wh en the individuals becomes perceived as sincere. While individuality is admired, extreme cases become negatively perceived as selfishness; which becomes the opposite of the value of empathy and human relations. The combination of these fundamental values presents a satisfactory balance between the society, environments, and the individual (Doi, 57). These values remain significantly important to the society, as they have contributed to the continued peaceful progression of the Japanese nation. Question 3 The social structure could be defined as a combination of different social arrangements resulting from and causing actions by members of the society. Social institutions have a significant impact on the roles played by