Critical Analysis Critical Ethnography - 1457 Words

It takes caution, dedication, and morality, among many other traits, to be a good ethnographer. Adding to this, one requires a passion for justice and just change in the world to be a good critical ethnographer. Critical ethnography makes its name as a subfield in its participants’ need to alter what they view as less than acceptable conditions within a community. It extends beyond the mere study of cultures and ethnic groups and their historic problems, into territory that explores ways in which people are attempting to solve and can solve those problems. The ethnographer must engage their subjects in manners that other fields do not; whereas reporters and documentarians might perform interviews, probably centered on one central topic, and leave once they have enough information to pen a good summary, ethnographers go further. Their jobs entail looking at the one central topic, but then connecting it to another element of life for their subjects, and then another, and so on. Ethnographers experience firsthand what their subjects live out on a daily basis, so that they may add their own perspectives and realize their own biases as far as certain aspects and issues go. Whereas people in other fields disperse and find their way back home after one round of discussions with locals, ethnographers stay even longer, subjecting themselves to the natives’ living conditions, engaging in more discussions and discovering more facts and, more importantly, stories. It is the duty of theShow MoreRelatedUse Of Technology And Digital Devices2192 Words   |  9 Pagesresearch would be conducted using three qualitative methods, including focus groups, looking at how students and teachers view the use of digital devices in classrooms, ethnography using participant observation to assess how students and teachers interact in digital and non digital environments. To further answer this question discourse analysis would be applied to understand how technological devices are viewed and subverted by language. Undertaking this research will allow schools to provide studentsRead MoreEthnographic Research Design1154 Words   |  5 Pagesover time. As schools’ diversity increases, the task is to understand the cultural groups and the role these play in the field of education. Even though ethnography studies fall under a variety of categories, the three clearly identified forms of ethnographic design include realist ethnographies, ethnographic case st udy, and critical ethnographies (Creswell, 2008). The three types of ethnographic design vary in their characteristics, approach, and purpose. Therefore, researchers need to analyze theRead MoreA Grounded Theory Research Study1222 Words   |  5 Pagesor discover a theory. This type of research is grounded in data from individuals who have experienced a process. Some of the defining features include: a focus on a process or an action, development of a theory, memoing, data collection, and data analysis. The process or action that a researcher may look into would have movement or an action the researcher may be trying to explain. A process could be generating a new program. Researchers also seek to define new theories through the process or actionRead MoreEssay about The Role of Reflexivity in Ethnography1395 Words   |  6 PagesThe Role of Reflexivity in Ethnography Reflexivity, as I understand it, is very well named.It is the practice of reflecting upon oneself and one’s work, of being self-aware and self-critical. In anthropology, it is well exemplified by the work of Renato Rosaldo, Ruth Behar, and Dorinne Kondo, among others. In its most obvious form (or at least the form most obvious to me), reflexivity is manifest in the practice of an ethnographer including herself in her own ethnographic research---seeing herselfRead MoreImproving The New Online System Essay1720 Words   |  7 Pagesonline system in regards to receiving and accessing roster shifts via smartphone app. The first section of the proposal will explain the importance of research and critical thinking followed by understanding the characteristics of the research report that include research design, research methodologies, research methods, unit of analysis and research type. Moreover, it also briefly explains the ethics involved in conducting research. The second part of the proposal looks at the research design inRead MoreHow Linguistic Ethnographers Blommaert And. Borba Conceptualize Ethnographic Research?867 Words   |  4 Pageshistorically grounded on the asylum process structure. Student number: 1568114 15 REFERENCES Androutsopoulos, J. (2014) Mediatization and Sociolinguistic Change. Berlin-Boston: Walter de Gruyter GmbH Bauman, R. Briggs, C. (1990) Poetics and performance as critical perspectives on language and social life. Annual Review of Anthropology (19) 59-88 Blommaert, J. (2015) Pierre Bourdieu and language in society. Tilburg Papers in Culture Studies #126. At www.tilburguniversity.edu Blommaert, J. (2005) Bourdieu theRead MoreDifferent Types Of Methods That Can Be Used For Qualitative Research889 Words   |  4 Pagesstudy, phenomenological, ground theory, and critical study. The following will detail what the methods are and how they could be used in a classroom at Stephen Decatur Middle School. The research question being utilized for each example scenario is â€Å"will the use of audio books increase engagement for seventh grade special education students during independent reading sessions?† Ethnographic Ethnographic studies are in depth and focus on culture. â€Å"Ethnography has been the primary mode of study in anthropologyRead MoreThe Perils And Privileges Of Auto Ethnography1141 Words   |  5 PagesReading Response Week 4: The Perils and Privileges of Auto-Ethnography Although not mentioned in this week’s Marshall/Rossman chapter, feminism and autoethnography has popped up before in prior readings, so there is some familiarity with both concepts. Now comes what their synthesis looks like in practice. In this light the readings forced me to re-examine positionality, especially in the framework of auto-ethnography. At first I thought this was too obvious but in light of the titularRead MoreSemiautobiographical Work- Borderlands/La Frontera: The New Mestiza by Gloria Anzaldà ºa1286 Words   |  6 Pagesliterary composition would be genre. The genres and literary forms for this book were put into the following categories: semi-autobiography, memoir, poetry (confessional versus conceptual), myths, subjective journalism, Mexican sayings (dichos), critical ethnography, historical narrative, personal narrative, and auto historia. This is a semi-autobiography and a memoir because it is a story of Anzaldà ºa’s life written by her that focuses on the memories of her experiences and feelings, and combines all ofRead MoreThe Body Is The Most Holistic Reflection Of Oneself, It Is Raw, Conspicuous And Present Essay1203 Words   |  5 Pagesof the best exhibits for how societies d iffer, change and function, anthropologists can either have a field-day or get a headache. Further, the introduction of enhancement technologies have revolutionised how the body functions within society; Ethnographies such as, The Poor Have the Right To Be Beautiful : Cosmetic Surgery in Neoliberal Brazil’ Alexander Edmonds and ‘Medicalization of Racial Features: Asian American Women and Cosmetic Surgery’ Eugenia Kaw explore the interplay of technology and

Why Social Networks Have Done More Harm Than Good in Our...

The rapid growth of technology in our society has become more dominant than it was in the 17th and 18th century. Today, technology is used for almost everything in our day to day lives. But the most common usage of technology is for communication and industrialization. However, every good thing has its disadvantage if it is over used, and since technology has become very dominant, it is used by both young and older people but more predominant among the youth of the today. Even more, technology has brought about social networking such as Facebook, Twitter, my space, piazza.com, instagram, tango, and last but not the least texting. According to socialnetworking.procon.org, â€Å"47% of American adults used social networking sites like†¦show more content†¦(procon.org. 1). Anyway, while we pond on that question, let us discuss why social media discourages students from studying or why students who uses social networking sites don’t do well in school. Besides the f act that students who use social networking sites use them to connect with their family, and long distance friends, proponents of social networking sites may argue that it helps students to do better at school, and that 59% of students with access to the internet report that they use social networking sites to discuss educational topics and 50% use these sites talk about school assignments, according to procon.org (2). However, since these sites are not one hundred percent accurate and reliable, how are we sure that the students who uses social networking sites are actually doing well in their academics and not failing when it is obvious non users of social networking sites perform better. As a matter of fact, what chance does a student who uses social networking sites stand to a student who spends their time outside classroom doing their homework’s, reading their class notes, textbooks, and novels, and spending their time on other things other than on social networking sit es? In as much as many of us don’t see the harm social networking sites are having on our students, it is an undeniable factShow MoreRelatedThe Impact Of Social Media On Our Lives Essay1548 Words   |  7 Pagess society, there are a multiplicity of tools derived from modern technology which has facilitated the form of communication among individuals. An example of this tool is none other than social network, the most powerful form of communication. Essentially, the world constant evolution over the years has triggered a high demand in modern technology and also changed the way humans interact. Social network, being the most influential weapon of our generation, has a great impact to impact in our livesRead MoreInternet Does More Harm Than Good (Oppositon Debate)1514 Words   |  7 PagesInternet Has Done More Harm Than Good . 1st Speaker Opposition Thank you Madam speaker . Assalamualaikum and a very good morning to Madam speaker of the House, the respected panel of adjudicators, the ever-precise timekeeper, my worthy opponents, ladies and gentlemen members of the Parliament . As the Opposition Leader, it would be my duty to refute the motion for today Internet Has Done More Harm than Good . We believe that Internet Has Done More Good than Harm . The government team, ladies andRead MoreThe Effects of Social Networking upon Society1100 Words   |  5 Pagesï » ¿Introduction: Social networking is a network of sites is very effective in facilitating social life among a group of acquaintances and friends , and enable old friends to connect to each other and after a long year , and enable them to also communicate the visual and audio and share images and other possibilities that solidified social relationship between them. Featured social networking such as : ( Facebook – WatsApp - Twitter – Skype - MySpace - LIVE Boone - Hi- Five - Orkut - Tagd - YouTubeRead MoreThe Dumbest Generation : How The Digital Age1675 Words   |  7 PagesA Book Review on The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future by Mark Bauerlein Bauerlein, Mark. The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (or, Don’t Trust Anyone under 30). New York, NY: Jeremy P. Tarcher/Penguin, 2008. Print. The author of the book The Dumbest Generation is concerned over young Americans and what the digital age is doing to them. Throughout the book he cites many percentagesRead MoreArtificial Neural Networks And Predictive Policing1403 Words   |  6 PagesThis is what will happen, frequently, if artificial neural networks are used as a mean for predictive policing. First, just to clarify, predictive policing is seeking to prevent future harm and reduce crime rates by analyzing information and patrolling areas based on the result. The police are able to predict when, where, and what crime is likely to happen with the help of this emerging technology. So what exactly are artificial neural networks? They are systems that are â€Å"based on a collection of connectedRead MoreWhy Do Business Exist? Review1304 Words   |  6 Pagesâ€Å"Why does business exist? â€Å" is a question that people may easily miss, because business has been so engaged in social life. However, it is still an i ssue that needs everyone, especially business people to deeply explore. From my point of view, business organizations exist in order to meet the needs of our daily life. Business organizations have been everywhere in our lives. When people need food, they go to supermarkets to choose what they would like to eat. This is the business activity betweenRead MoreThe Overuse of Technology in Our Daily Life Essay1452 Words   |  6 Pages†¢ An Introduction Would that be possible to stay away from our technology’s devices for just a day? The answer for this question will bring a lot of negative answers, and of course if we ask this question in a survey, â€Å"NO† will be the winner of this survey. Talking about the use of technology reminded me one of the sources from my annotated bibliography by Amy Petersen, who is the Theatre and Media Arts Department Chair and Associate Professor in the College of Fine Arts and Communications at BrighamRead MoreThanks For Accepting Famousdebater And Good Luck My Friend1260 Words   |  6 PagesThanks for accepting Famousdebater and good luck my friend! Framework: Based on the definitions given in round one, we see this debate rests on ethics. That is, whether the individual or society is â€Å"ethically paramount.† Thus, it should be obvious that the framework for this debate could only reasonably be set on how morality is determined. Once determined all that is left is to apply ethics to our question. An Intro To Ethics: Utilitarianism Famousdebater and I Identify as Utilitarian’s, andRead MoreCyber Bullying Speech : Bullying1009 Words   |  5 Pagesthat take a long time to mend back together. Why should people have to give in to bullies? Why do we have to let them harass and hurts us in both ways: physically and emotianally? Is it because we’re different? Or is it because we’re not normal. You see the funny thing is, no body knows what normal is or nobody can even define what normal is. Contemporary studies show, there are approximetly 4,959,870 elementary and highschools in canada and 55% have experienced being bullied. 57% are successfulRead MoreTechnology And Technology : The Use Of Technology1444 Words   |  6 Pagesthe first piece of tech was invented, people have been all over it, acquiring technology to make their lives easier. From the creations made by early ancestors to the iPhones created by Apple, technology has ruled peoples lives. Although on the surface it appears to be beneficial in almost every field of work, many problems were based on the issue of technology like cyberbullies, hacking, and privacy. Technology has been a recurring problem in society yet people still use it, creating addiction and

The U.S. Counterintelligence free essay sample

With the rumor of a non-aggression pact between Nazi Germany and the Soviet Union circling the globe, the United States created a strict intelligence campaign known as the Venona Program to monitor Soviet diplomatic actions. Decryption of what was thought to be Soviet diplomatic messages revealed an extensive Soviet espionage network that was functioning within the United States. These cables linked this espionage to the Soviet â€Å"secret police† the Komityet Gosudarstvennoy Bezopasnosti (KGB). This caused a transformation of the Venona Program into a counter-intelligence network aimed at warding off this highly effective Soviet espionage attack. Unfortunately, the success of the Venona Program was undermined by the United States lack of internal security, as Soviet agents rose into the high ranks of both the United States government and global military research divisions unchecked. With origins dating back to the creation of the Army Signal Intelligence Service (SIS), the effectiveness of the United States intelligence program has been relatively successful in its duties. We will write a custom essay sample on The U.S. Counterintelligence or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The establishment of the SIS in 1929 set the stage for cryptanalysis that would ultimately lead to allied victory during World War II, as the Pacific theatre was opened up by the â€Å"cracking† of Japanese â€Å"Purple† code. However, the true success of the United States intelligence program is only seen through close scrutiny of its counter-intelligence program. As the events of World War II became increasingly volatile, a fear was growing in the United States State as well as War Department that an alliance between Nazi Germany and the Soviets would allow the Axis (Germany, Italy, and Japan) to focus its attacks solely on the U. S.. This paranoia spurred the creation of a United States counter-intelligence program that would ultimately transform this paranoia within the government into widespread panic. The counter-intelligence program was started in 1943 by Colonel Carter Clark of Army Intelligence (G2), with its authority placed under the control of the SIS. It was formed to provide intelligence on Soviet military and diplomatic actions. Its highly trained team of linguists, code specialists, and school teachers were charged with decrypting Soviet encrypted cables. However, the task was one that was virtually impossible. Soviet encryption was an ingenious process that involved use of a one-time pad known as a Petsamo Codebook. Its two step cipher required the cipher clerk to transfer his message into a set of four digit numbers assigned to specific letter groups. The groups were then combined into five letter groups by taking one number from the group following it. Using a one-time pad an additional number was added that could later be taken out by the receiver of the message who also used an identical one-time pad. The clerk then placed the numbers from the codebook beneath the numbers of the text and found their sum. In the final step, the clerk converted the five number groups into five letter groups by substituting Latin letters. When done correctly this process is unbreakable. However, with the lack of computers to generate a series of numbers on the one-time pads in coupling with the high demand for the pads caused by a Nazi invasion of the Soviet Union (USSR), pages were often duplicated. After eight months of work Lieutenant Richard Hallock, a peacetime archeologist, discovered these lapses in the Soviet cryptographic system. The reuse of these one-time pads began the slow and tedious process of decrypting soviet cables. This discovery opened what would later be called â€Å"the Pandora’s Box of Troubles. † The program continued, and as hundreds of Soviet messages were painstakingly decrypted, a vital discovery was made. The messages that had been thought to be Soviet diplomatic cables were not diplomatic at all. The cables were found to be messages between KGB residences in the United States addressed to the Communist Directorate in Moscow. The discovery was appalling. Thus the cables were linked to a Soviet espionage network in the United States. The fears of Communist supplanting Democracy originally produced by the Red Scare of 1918 were ultimately reality. Through sweat-and-brow translation, the SIS discovered that 5 different Soviet cryptographic systems were in use. One was used for each of the following: trade representatives, diplomats, KGB, GRU (Soviet Army General Staff Intelligence Directorate), and GRU Naval; however, most of the decrypts were made from KGB cables. In December 1946, Meredith Gardner, the principle translator and analyst for the SIS decrypted a message which contained the leading scientists on the Manhattan Project (the creation of the atomic bomb). Although the message was two years old, a series of messages containing top secret information were decrypted in the months between January and May 1947. Someone inside the War Department General Staff was providing information to the Soviets. The Venona Program was quickly converted from intelligence to counter-intelligence. Unfortunately, although the messages were being partially if not completely decrypted, the Soviets used such an intricate system of covernames that it was impossible to identify the Soviet field officers who were being addressed. The covernames used were often from mythology, Russian names, and even fish. For instance, Roosevelt was fittingly assigned the covername â€Å"Kapitan,† or translated in English â€Å"captain. † The close connection between the Soviet espionage network, â€Å"The Red Orchestra,† and the KGB caused panic within the United States government as an extreme threat of Communism was now visible. The KGB was a highly effective force of Soviet intelligence. Each residence of the KGB, which had locations in places such as New York and San Francisco, reported directly to the First Chief Directorate (FCD) led by General Pavel Fitin in Moscow. Their role as the â€Å"secret police† of the Soviet Union allowed them to quickly infiltrate high positions within the United States government. The KGB officers were often referred to as â€Å"workers† or â€Å"cadre,† most of which came illegally to the United States, smuggled by merchant ships. Ironically, smuggling of espionage agents was occurring through the Lend-Lease act, in which the United States loaned the USSR weaponry with which to battle Germany. Soviet crews of seamen and officers who were sent to be trained on how to operate U. S. machinery were often Soviet espionage agents who would then infiltrate the U. S.. The KGB had a strong connection with the American Communist Party, and recruited a number of members from within their ranks. A decrypted letter from Communist International (Comintern) proved the KGB connection to both Comintern and the National Communist Parties. The Daily Worker, the newspaper of the American Communist Party often had hidden recruitment statements to promote involvement of its members as KGB spies. In 1952, under the National Security Act the National Security Agency (NSA) was created in a responsive effort by Harry S. Truman to reverse his dissolution of U. S. Intelligence Services after World War II. With headquarters at Arlington Hall Station, a converted women’s college, the NSA staff hired a handful of highly trained code specialists, school teachers and linguists, similar in structure to its predecessor the SIS. The NSA took over the counter-intelligence program and continued the decryption of Soviet cables with the help of rapidly evolving technological advances that included an electronic decryption machine, the Bombe. In 1961, the program which had been known by such names as Bride, Bourbon, Whiskey and Drug was finally renamed its existing name, Venona Program. The effects of the Venona Program were not seen fully until its involvement in the struggle between Democracy and Communism during the Cold War. With the capturing of Elizabeth Bentley, a handler of espionage agents and member of the Communist Party underground along with the defection of Igor Gouzenko another rogue agent, the Venona Program finally had all of its wheels turning. Their testimony revealed the identity of a handful of Soviet agents and led to their arrest. With their help, the process of connecting codename to field officer began. Both the Federal Bureau of Investigation (FBI) and British intelligence (MI-5) became involved. Maurice Halperin, head of the research section of the Office of Strategic Services (OSS), provided the Soviets with intelligence on every major codebreak that was made by United States counter-intelligence services. Furthermore, Roosevelt’s most trusted advisor Lauchlin Currie warned the KGB residencies of developments in FBI investigations of Soviet agents. The KGB was able to give these agents ample warning so that they would not only be able to escape further detection, but also continue their work without need to defect to the USSR. Alger Hiss was another Soviet espionage agent in existence within the high ranks of the government. His actions provided the Soviets with intelligence of the Allies negotiating status during World War II, as well as setting the playing field for hegemony and later shielding Communism from outside influence by the Iron Curtain, the symbolic, ideological, and physical boundary separating Communism from Democracy. With this information the USSR was able to counter U. S. negotiating abilitieslater they could call military bluffs during the Cold War. William Perl, a young aeronautical scientist for the United States Air Force research division provided the KGB directorate in Moscow with intelligence on the creation and implementation of jet engine and aircraft innovation. His work was so successful that during the Korean War, it was suspicious that not only was the Soviet MIG-15 equal to the United States fighter planes, it was in fact far more advanced. These research discoveries were in coupling with one of the most detrimental espionage attacks ever conducted upon U. S. soil. The Manhattan Project was the most common covername for research in the capabilities of harnessing atomic energy to be used for creation of a bomb. The atomic bomb was a technology that ultimately brought end to World War II. Its complex formula of extracting weapons grade uranium from normal uranium was top secret. However, a major espionage attack upon the Manhattan Project had begun. Julius and Ethel Rosenberg, both American citizens and firm constituents of the American Communists Party, worked to pass the secrets of atomic energy. In coalition with Ethel’s brother David Greenglass, a mechanic who was working on the project, Julius and his wife helped pass on information about the American â€Å"super weapon,† the atomic bomb. Two other physicists of the project, Klaus Fuchs and Theodore Hall also contributed in providing Soviet’s intelligence on the subject. Specifically, they were involved in the transmission of the formula for extracting weapons grade uranium from normal uranium, as well as providing techniques for the implosion of the particles. The espionage attack even went as far to provide technical plans of the production facilities. Ultimately, this attack on the project was the reason that the Soviets were able to create their own atomic bomb so fast. Their ability to produce atomic bombs allowed the USSR to parry United States atomic bomb threats and caused hundreds of thousands of casualties attributed to the Korean War. Had the United States been able to counter Soviet espionage, the Korean War could have been easily diverted for the Soviet would be no match for U. S. technological advances. The testimony of the two Soviet agents ultimately called for the arrest of 349 U. S. citizens, 200 of which were at the top of the Washington bureaucracy. There were so many spies in the government that secrets had not really been secrets at all. It was a paradox of interests with a lot of finger pointing. Ultimately the Venona Program was so secret that even President Truman was unknowing of its existence (ironically he was the one who lobbied for its institution). However, since the Venona Program was held as above top secret, the decision not to release its translations made conviction of Soviet espionage agents tough. Even as many were sentenced to the death penalty, many doubted their guilt. The NSA was also held under such top secret conditions that it was often labeled â€Å"No Such Agency. † The Venona Program was nicknamed the â€Å"sacred secret† for the importance it held in identifying the amount of espionage that was occurring in the United States; only the select few who were on what became known as the â€Å"Bigot List† ever knew of its existence. The effectiveness of the Venona Program is particularly tough to analyze. The cryptanalysis that was occurring allowed he United States to pinpoint Soviet espionage attack. Unfortunately, the thoroughness of Soviet ciphers made the task of code breaking extremely difficult. Even though over 3000 cables were broken in the entirety of the Venona Program that is relatively nothing compared with the total number of messages sent by espionage agents. However, the Venona Program was responsible for the arrest and conviction of o ver 200 Soviet spies who were scattered in both the bureaucracy of Washington and the high ranking offices of military research divisions. Without the discovery of these infiltrators the Cold War would have taken on a vastly different persona. Soviet agents such as Alger Hiss, who had revealed America’s negotiating status to the Soviets, if undetected could have been able to provided intelligence on which American threats were bluffs. Furthermore, had the existence of Soviet agents in the military research divisions not been revealed, the Soviet’s would have been able to counter ever new discovery that was produced on United States soil, just as they had done for the atomic bomb. The true success of the Venona Program cannot be judged righteously without first examining the effectiveness of the Soviet espionage campaign. Soviet agents were able to infiltrate some highest agencies and programs which were in existence within the United States. Their system of gathering intelligence was so effective that even with every analyst in the NSA working on breaking their ciphers, they were always one step behind. Oliver Kirby, former operations director of the NSA recounts his views on Soviet intelligence: â€Å"Only through Venona do you get some idea of how thoroughly and how successfully Soviet Intelligence infiltrated the United States, Venona is the tip of the iceberg because we were only able to read a portion of the traffic. We found a couple hundred names and we still do not know who all of them are. † The Venona Program was only able to reveal the existence of a handful of Soviet agents who played an active role in the Soviet espionage ring. The few messages it did decrypt were often so outdated due to the time it took to translate each individual message, that the decrypts were basically worthless. While the Venona Program failed to counter the barrage of Soviet espionage that was taking place, it was successful on one account. The discovery of these agents allowed the United States to be more cautious in its actions and understand the true nature of Soviet diplomacy. During the Cold War, the United States could efficiently prevent direct attack upon American soil by assuring that espionage agents would not be able to report their diplomatic and military status back to Moscow. William Crowell, a deputy director who was brought onto the Venona Program in the early 1960s revealed the distinction between success and failure in cryptanalysis in his statement that â€Å"That distinctionbetween providing information that can make a differenceand using information to make a difference is still an important one and certainly applies to the results that were achieved in the successful breaking of the codes and ciphers known as VENONA. † In conclusion, the Venona Program was engaged in an ultimately insurmountable battle with Soviet espionage system and its effectiveness was undermined by the vulnerability of the United States to outside attack. The NSA played a crucial role in revealing the existence of these agents, but was powerless to prevent further intrusion by outside agents. The pain-staking work it took to understand the identity of just one agent was time enough for dozens of additional agents to infiltrate American agencies. The never ending process of cryptanalysis was unable to prevent or halt Soviet espionage; it was only effective in bringing caution into the United States in a way that hadn’t been seen since the Red Scare in 1918-21. The Venona Program’s above top secret classification made it the greatest secret of the Cold War, and was responsible for confirming the guilt of the Rosenberg’s and Albert Hiss, supporting claims against Whittaker Chambers and Elizabeth Bentley, and â€Å"sparking off molehunts on three continents. †

What I see as challenges young adults face today free essay sample

What ever happened to the â€Å"good ol days† grandma spoke of? It seems young adults have taken on an array of challenges that weren’t as prevalent years ago. Young adults face countless challenges. From education to employment of which both are hard to either get or maintain. these challenges can lead one to stress and eventually create a deeper world of challenges. Young adults seem to be more vulnerable to life’s ups and downs. The lack of experience and naà ¯ve perception of the world can lead them to create unrealistic goals leaving nothing but heartache and the inability to overcome the challenges that are thrown at them. Let’s begin with education. Fortunately education is top priority to students and of course the parents that led these young adults toward wanting a higher learning. Unfortunately the tuition for the education sought out for is too steep for most young adults. We will write a custom essay sample on What I see as challenges young adults face today or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A survey done by The Haratio Alger Association, â€Å"shows that out of 1500 students surveyed around the country three of every four had â€Å"some† or â€Å"major† concerns about whether they would be able to pay for college†. This statement is unfortunate because from a young age kids are taught that education is key, only to grow up, go out into the real world and discover that the key is actually money. Increased tuition forces students young or old to seek employment to pay their way through college. The problem here is that the jobs found are barley paying enough for anyone to make it through the month let alone pay for tuition. Student loans are then presented to the student as an option to pay for college. But this too poses a problem since the interest rates fluctuate depending on the economy. The Washington Post mentions that currently Obama is signing an interest rate law putting a cap on students loans for the lifetime of the loan. But this still does not change the fact that colleges are overly charging students for an education. Another challenge young adults face is employment. It is no surprise that the job market is in a terrible state. There aren’t many jobs out there and the one’s that are available want more experience than young adults posses. The job market is competitive today because of the lack of employment. Just 58.6 percent of American civilians 16 and up had jobs in April according to The Bureau of Labor Statistics. â€Å"This is a lower employment to population rate than the worst part of the recession in 2007-09â€Å". Says Peter Coy. With a lack of jobs available employers have an increased volume of jobs seekers looking for work and it only makes sense to higher those with an x amount of experience or of course those that possess a degree. Until our economy is at a better state young adults today will continue to have the added challenge of searching for a job that will help pay for tuition and put food in their mouths. After the pressures of increased college tuition and failure to find a job that will help pay for the college tuition many young adults will find themselves stressed. Often times stress will push you to perform better or even study better but if under constant stress it can lead to more serious health issues such as depression. Depression is an emotional symptom of stress if caused by stressors. While this type of depression starts off minor it can turn into something major. Leaving young adults stuck with this overwhelming feeling of wanting to give up. Finding it hard to overcome since their new perception of life seems like a vicious cycle. Once stress has led them to depression they begin to procrastinate and neglect responsibilities. If one is not strong enough they will remain in this state of feeling like they have come as far as they could go and unfortunately this is the end of the road for them. CONCLUSION Young adults today face many obstacles today that seem to have gotten worse over the years. If jobs are not increased and tuition continues to increase so shall the problems for young adults which can lead to stress and depression creating an even greater whirlwind of challenges. REFERENCES www.today.com/money/class-2013-likely-to-face-tough-start-tight-job-market- Linn, Allison. April 10,2013. www.usatoday30.usatoday.com/news/national/story. McAuliff, John. 8/8/2012 www.businessweek.com/articles/2013-05-09. Coy, Peter. May 09,2013 www.globalresearch.ca/no-hope-on-this-job-front-rising-unemployment-in-america/5341808. www.helpguide.org/mental/stress_signs.htm. non profit resource. Smith, Segal and Segal. July 2013

Reflection Paper for Tayuman Home for the Aged Essay Example

Reaction/Reflection Paper for Tayuman Home for the Aged Essay Example Reaction/Reflection Paper for Tayuman Home for the Aged Essay Reaction/Reflection Paper for Tayuman Home for the Aged Essay Essay Topic: Clueless Fun Home The facility we visited is located near Tayuman LRT Station In Manila City. We went to a charitable facility run by nuns and funded by a private organization also operates via donations. Upon arriving to the facility, I had mixed feelings and had no idea what to expect as this was my first time. Well, first time experience always amazes me and never ceases to surprise me. At the very first sight I had to the resident elders of the facility, cluelessness started to bug me off. Its not that I dont have my grandparents and had no experience how to deal with them. But it was the question on how shall I start and how am I gonna approach one of them. Then my classmates were off to their start and dispersed to the facility to find their own victims. I was off to a cold and weird start, I started to approach one of the alone elders, but felt that nothings gonna happen both of us, right off the bat I knew that there was no connection, rapport and chemistry, LOL. So I went vacant for a while again and went off to an observant mode. Then suddenly, to my surprise, a male elder said something to my direction. At first, I idnt get what he was trying to say so I came close to him to ask what he said. Boom! It was embarrassing on my part as the elderly was like the one who victimized me to engage to a wonderful and enjoyable conversation. So there it goes, the conversa tion went to engage myself and some of my classmates (Gerone Migz) with the male elderly. We found out that his name is Santiago, he is sixty years old, used to be a security guard and was a victim of stroke. He can no longer walk and was on a wheelchair, and left part of his body is already immobile. Talking to him, we found out that he was originally from Pasig. It was on my consciousness that I had to be cautious with my questions even though our conversation was going well. I stayed away from questions regarding family. I dont want go and act as a sparkplug of something that I might regret in the end, so I stayed on the safe side of questioning. So we went on with our conversation with him Tatay Santiago focusing on his interests and happy moments about manhood. Haha! We went on talking about basketball, he was pretty much engaged to our topic and here were a couple of times I saw smile on his face. I felt like happy in way. Originally upon going to that place, it was Just like a completion thing for me, something I Just wanna get rid of. But no, it was different, upon seeing the elderly and upon knowing Tatay Santiago, it felt different, somehow it felt fulfilling on my end. These old people need family, family that will take care of them. It was kind ofa cycle at the back of my head. Reality bites, we all have our own family while we are still on our prime. We work hard to provide our family what they need and want so hen the future comes, they can stand on their own and when we go old, itll be the other way around, its like we are expecting something from them to return a favor. Its like Im hoping that they will also take care of us in the future. Truth is, I still dont know what really happened to Tatay Santiago why he ended up there and not with him. During his prime, he had so many vices; he used to smoke, drink and used to spend his nights on clubs, engaging to bar girls and so on. But still, I cant Just Judge him based on his stories, need to give him the benefit of the doubt what if, his family as Just not capable of supporting him, especially his special medical needs. To sum it up, I still learned a lot from the experience, from Tatay Santiago. While we are still in our prime, especially when we already have our own family, we should love our family, work for them, strive for them and of course live happy for them. Well never know what may happen to us tomorrow, in our future. Its not that I dont want to end up like them, but for me, Id love to live my life to its fullest for family while I can. So whatever happens, even if I end up like them, I will have no regrets at all, ecause I lived, worked hard, strived and enjoyed my life with my family while I am able. Peace and love for everyone! Oh by the way! How we ended up with Tatay Santiago is yet to be revealed. Haha! Kidding aside, eventually they had to get back to their rooms and it was also time for us to leave. So there you go, we were still on the safe side upon leaving as somehow, we kind of avoided them feeling like they are being left behind again and they didnt see us leaving. So there you go, that was like my own side of story about this unforgettable school activity.

Annotated biography of James Baldwin - Smart Custom Writing Samples

Annotated biography of James Baldwin - Smart Custom Writing Growing Inequality in the Economic CircumstancesTopic: Growing Inequality in the Economic Circumstances of America's Children Who Are Raised In Single Parent Households Though the article under critique â€Å"Poverty and Inequality among Children† by Daniel T. Lichter (1997) does not only focus on single parent households as a primary reason for growing inequality in the economic well-being of American children; however it also takes into account many other variables that affect children’s economic well-being. Let’s analyze different aspects of this research article to have a deep look into it. Independent and Dependent Variables and their Relationship: Children poverty (children poverty rate in America) is the dependent variable in this study which, according to the writer, depends upon many factors. It totally depends upon one’s standard of comparison and will be decided according to the selected independent variables. Let’s have a look at the independent variables of the study. Lichter while talking about children poverty and inequality talked about single parent households in relation to three factors.   Thus the main independent variable is single parent households which is studied in relation to three factors identified as three main reasons of children poverty in America. These three factors can be categorized as three independent variables of the study. These three independent variables are â€Å"changes in family structure, changing patterns of employment and earnings, and changes in public assistance†; the major independent variable being changed family structure in which the main focus is on single parent households and how changing working patterns and changing public assistance is affecting single parent households.  Ã‚   Selection of Independent Variables: Since the study takes a comparison perspective thus the independent variables are selected on these lines. The variables: family structure, employment patterns and public assistance, are selected after a comparative analysis of several factors.   The writer compared several other factors from international, historical, and demographic perspectives to see how child poverty rate in America is affected; these factors which lead to the selection of independent variables are discussed below. First factor in this regard is whether a state is market-oriented or a social democratic welfare state. This factor is said to have an impact on child’s poverty and the child poverty rate will be decided depending upon whether the state is more market oriented or social. Within this dimension, a comparison is made between children poverty rate and the fact that whether the family is female-headed. Furthermore, within same comparison perspective public transfer income’s effect is studied on poverty rate of children in the given state. To elaborate it even further it is studied that what effects low earnings and low transfer incomes has on poverty rate and its effect if the family is female-headed.   Secondly, the effect on children poverty if the state used a means-tested welfare program or a Universalist social insurance programs is studied. This comparison of children poverty in America with other Western industrialized states, when studied on the bases of whether th e family is single parent or not, showed striking differences in poverty rates of different states. Even the states having higher number of unmarried child-bearing couples have lower children poverty rate (Smeeding et al, 1988); this makes ‘single parent households’ a weak independent variable.  Ã‚  Ã‚   Second factor from same comparison perspective is selected as ‘time’. The study takes into account several dimensions to study today’s poverty rate and compare it with past population. This facilitates the comparison of child poverty rate today with what it was years back. This comparison engulfs many other perspectives including income decline from past and present, rich and poor gap, welfare income dependency, changing family structures, age inequality, living conditions gap, changed consumption patterns and growing chronic poverty in today’s population; where all these factors stand as independent variables having drastic impacts on children poverty rate today. Third factor from same comparison perspective is selected as ‘racial or ethnic differences’. Though these differences are independent but they do have a great impact on deciding poverty rate of American children. Poverty and prosperity rates are studied on different levels depending upon  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   economic inequality among population  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   rich and poor people  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   education – educated and less educated  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   job skills  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   family structure - married-couple families and single-parent families  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   migrations - native-borns and immigrants  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   work patterns among women in single-parent and married-couple pattern  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   urban sprawl - city dwellers and suburbanites  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   welfare assistance from government and then the comparisons are made with racial and ethnic background of the population to know its impact on children poverty rate. Unit of analysis (Population being studied): In this study, the researcher has taken American children as population to study growing economic inequality and poverty. The reason of selecting this unit of analysis is the motive to identify what factors are contributing towards diminished economic future of America so that proper remedial steps could be taken so as to ensure a bright and economically strong society. The fact that â€Å"today’s poor children will become the future poor adults† made the bases for this study and an effort is made to identify the major reasons of inequality and poverty among children. Critical Analysis of Research Design and Methodology used in this Study: For this study the researcher has relied on secondary data which was collected via quantitative research thus the research design followed by the researcher is also quantitative. However as quoted by Miles Huberman (1994) that Donald Campbell once said that "All research ultimately has a qualitative grounding† due to the fact that they need to be interpreted according to the needs of the study. Thus even after using secondary data collected through quantitative means Lichter has to somehow apply qualitative methods to interpret the data according to the needs of this study. Second point to note when it comes to the research methodology and design used by the researcher for this study is that the researcher has also used the data used by other researchers for their research. This poses a potential threat when it comes to the reliability of the data because due to the fact that every research is conducted for a specific purpose and data collected and interpreted is mainly complementing that purpose, thus there is a possibility that the data is wrongly interpreted and lead to wrong results or at least some parts of the research may be invalid. This is one of the major weaknesses of relying completely on the secondary data for a research. Another notable point is the excess use of independent variables due to the combination of comparison perspective and etiology. Though this approach gives a broader assortment to the research however it confuses the reader at the same time. There are so many points to consider that relate different reasons with children poverty and inequality which diverts the reader attention from the main focus of the study. As for the strengths and weaknesses of the methodology used by the author, first point which becomes obvious is the use of information from varied sources. This makes the research stronger because there is much information to support an argument, however the researcher, at the same time, uses some conflicting views which confuses the reader and make it difficult for them to decide whether or not the point under discussion have an impact on child poverty and inequality. Another point to note is that the data used from governmental sources i.e. census etc is quite reliable but their suitability to this research study is questionable. The income-based measure which follows Orshansky criteria to study the prevalence of economic deprivation, used in this study, has many limitations. According to the researcher himself, the measure does account for inflation each year and is adjusted accordingly however many other factors remained unattended which gives rise to the questions regarding its reliability. This measure fails to account for many factors like increase in real family income and consumption by children, public assistance for children, geographic differences that alter the costs of food, clothes and shelter for children etc. Moreover, the income is not adjusted for taxes and also the equivalent poverty income depending upon family sizes and adult-children family composition is not taken into account. Similarly the increase in single parent househo lds and cohabiting partners are not taken into account. These shortcomings makes it difficult to rely on the results displayed thereof. Another point when it comes to analyze the research approach used by the author is that there are two things under consideration: relative economic deprivation and absolute economic deprivation. Now, there are so many factors and dimensions under discussion that affects and decides whether the economic deprivation is relative or absolute and that too with different further perspectives to account for which makes it difficult for the reader to decide what is the actual factor affecting the deprivation level and growing inequality among American children. For example, factors like reliance on welfare income, children belonging from minority, children living in single parent households and immigrant children etc. all affects and decides the level of economic deprivation which is not account for thus making the research results questionable. Specific Recommendation to Improve the Research: The conclusion part of the research leaves many questions in the minds of the readers. It doesn’t provide any specific solution to the issue under discussion nor does it give any solid reason why less progress is made in relation to growing children poverty and inequality. It leaves it up to the reader and the future researchers to decide what is lacking and what must be ensured to cope with the issue of growing children poverty in America. This study identifies that what could be the possible reasons that this issue is not yet addressed properly like it could   be ineffective social policy or inadequate research but doesn’t ends up selecting one. Leaving the debate open is good to encourage new thoughts on any subject however it is only recommendable when the current ideas are insufficient or have been disregarded as the possible solutions. Whereas in case of the current study under discussion there are already so many ideas and possible outcomes that leaving the choice up to the reader or future researchers will only   confuse the matter. Thus in my viewpoint this study somehow fails to contribute much towards the solution of the issue under debate. Future Required Research: This study have identified three independent variables as changes in family structure, changing patterns of employment and earnings, and changes in public assistance with regards to single parent households. However, there are contradicting researches as well that negate single parent households as a reason of children poverty. For example, the study by Smeeding et al (1988) shows that the states having higher number of unmarried child-bearing couples have lower children poverty rate like Sweden. This makes ‘single parent households’ as a weak choice to be taken as independent variable. This raises different questions in regards to what actually can be taken as an independent variable to study children poverty. As for future research requirement, there is a solid need to clearly identify what actually triggers childhood poverty and inequality and what is actually contributing to increase it. As also suggested by the researcher of this study, there is an obvious need to look for some sensitive measures that incorporates many of the affecting factors, as discussed in the previous heading, so as to able to reflect and decide what affects both relative and absolute economic deprivation for children. There is a need to identify what it is that can improve the growing inequality and poverty among children since it is very important to eradicate the problem from its roots. There is a need to see whether it is discredited cultural norms like marriage etc or it is the lack of government policies that can help make children become economically self-sufficient.   The conclusion of the study is really helpful in identifying several issues that can be taken as next approach or topic for next research. References:   Lichter (1997), Poverty and Inequality Among Children, Annual Review of Sociology, Vol. 23, pp. 121-145 Smeeding T, et al (1988) Patterns of income and poverty: the economic status of children and the elderly in eight countries. In The Vulnerable, ed. JL Palmer, T Smeed- ing, BB Torrey, pp.89-119. Washington, DC: Urban Inst Miles Huberman, (1994), Qualitative data analysis, an expanded sourcebook, sage publications, the University of Michigan, ISBN 0803946538, 9780803946538

The Impact of Cinematography and Editing Options Movie Review

The Impact of Cinematography and Editing Options - Movie Review Example The paper will analyze the movie Wizard of Oz. Cinematography and editing options like color, focus, transitions, lighting, and camera shots influence the placement and movement of characters and props in the scene showing Dorothy leaving Kansas for Oz (Leroy, 1939). Black and white colors defined movies produced in the 1930s (Dirks, n.d). However, the movie Wizard of Oz was the first movie of the 1930s to depict multiple colors as seen in the camera shot below (Leroy, 1939). The above camera shot shows the lighting placed between the character and the foreground. Apparently, the cinematographer moved the rear light behind the plant and on the right side of the shot but in front of the main character. Additionally, there are two front lights positioned in front of this character. The left light is on the lower side while the right light is on the high side, which facilitates the highlight of Dorothy and the colored plant with no visible shadows. The cinematographer did the camera sho t with a backdrop shot of the black and white house on the background that defined immense creativity at the time. Indeed, the producers introduce the first color shot in the film when the main character opens the door to see Oz and the yellow brick road that leads to this destination (Leroy, 1939). The cinematographer relies on double exposed film to blur Dorothy’s image depicting a dream. The camera shot shown below shows a spiraling house with the main character on it defining the journey to Oz (Leroy, 1939).

Entrepreneural process paper Essay Example | Topics and Well Written Essays - 250 words

Entrepreneural process paper - Essay Example -environmental factors that the business should consider in analyzing the market needs for generation of new ideas and creation of more business opportunities (Jennings et al, 2013). This strategic tool is useful for understanding the external market growth or decline, position of the business, potential and the direction that the operations should take. However, the approach does not focus on the analysis of the internal business environment. The other approach that can be applied by the entrepreneurs is the SWOT analysis. It focuses on Strengths, Weakness, Opportunities and Threats of a nursing business venture. Entrepreneurs analyse the internal and the external business environments to understand the factors that are favourable or unfavourable for the business to achieve its objectives. Undertaking the SWOT analysis is eminent for the entrepreneurs to understand the future strategies that will be put in place for the improvement of the business processes in achieving the set obje ctives. SWOT analysis is the more effective of the two approaches because it analyzes both the internal and the external environments in identifying needs for new-idea generation and recognizing new business

Understanding Suicide Bombing With The Theory Of Symbolic Interactionism Essay Example for Free

Understanding Suicide Bombing With The Theory Of Symbolic Interactionism Essay

Sketchers Advertising :: Business and Management Studies

Sketchers Advertising Advertising is used to inform people about products for sale and to encourage people to buy them. It is a way of telling people about different products that companies are selling. Things are advertised differently depending on whether they are in the newspaper, on television, on the radio or in magazines. The purpose of advertising is to encourage people to buy that particular product rather than another product. There are different forms of advertising. These are: industry and commerce, to sell goods and services and to give information about a certain product. Organizer of event, this is to promote events such as the cinema, theatre, and charity events. Political party, this is to win support on votes, to lobby government. Educational establishments. Which are to advertise colleges and universities. There are also other forms of advertising such as: charity, media, government and private individual. There are also many pros and cons of advertising. The pros are that the advertisements bring the prices down because it encourages competition and increases sales. It gives people information about goods and services. The cons are that it persuades people to spend money on things they don’t really want or need, and they interrupt television programmes, and fill up page after page of magazines. I have looked at the ‘sketchers’ footwear advertisement that I found in a J-17 magazine. The ‘Sketchers’ advertisement is on a plain blue background and takes up a whole double page spread. They have used Britney Spears to advertise the footwear so that people are encouraged to buy them because they think that Britney wears them and they want to be like her. On the first half of the advert there are two pictures of Britney Spears, the ‘Sketchers’ logo, the website address and the words ‘Sketchers USA Footwear’. The website was put on the advert to make people go onto the site and look at more of their shoes. They include these pictures of Britney spears to make the trainers more appealing to the audience to make people try and buy their shoes. On the other half of the advertisement there are two more pictures of Britney Spears. The product is ‘Sketchers’ footwear, the brand name and company is ‘Sketchers’ and there is no slogan. The logo is the letter ‘S’ in a oval shape. The outline of the logo is white, the inside is red and the letter ‘S’ is white. The target audience is teenage girls and women up to the age of about thirty, possibly a bit older. The purpose of this advert is to encourage people to choose their product of

Skinner and The Behavioral Revolution in the Field of Psychology

Burrhus F. Skinner, a graduate of Harvard, earned a prominent reputation for his revolutionary practices of â€Å"radical behaviorism† in the field of psychology. Skinner’s research, theories and worldview concerning behaviorism continue to contribute to the science and study of psychology well into modern times. One important contribution revolves around the type of research that Skinner performed, including his well known experiments with the â€Å"Skinner Box. † Like Pavlov, Skinner’s research experiments created empirical techniques for psychologists to visibly observe behavioral changes in a subject that originate from environmental factors.These observations, along with others, led Skinner to develop the influential theory known as â€Å"operant conditioning. † Unlike previous psychological theories, operant conditioning emphasizes the process by which environmental situations effect a subject’s behavior (Friedman & Schustack, 2003). Al so through his experiments and observations, Skinner developed the idea of â€Å"shaping† behavior; or in other words creating a series of intricate behaviors in the subject that would otherwise not naturally occur.The proposal of operant conditioning and behavior shaping would eventually lead to the development of behavior modification often used by the cognitive-behavioral therapy of today. Skinner’s worldview, which denounced the importance of the psychological traits of the id, ego, and superego proposed by Freud, led to a revolution in the field of psychology which began turning studies away from invisible characteristics within a subject. His theories and worldview instead turned attention towards the more observable responses a subject develops towards their environment.A summary of the impact that Skinner’s work has had on the field of psychology concludes that it encourages those in the field of psychology today to pursue a more scientific outlook, as w ell as appreciate the environmental impacts on subject’s psychological development. B. F. Skinner and The Behavioral Revolution in the Field of Psychology Behavioral Psychology, as well as the general field of psychology, owes much of its progress to the research, influence and works of B. F. Skinner.Previous to Skinner’s appearance in the realm of psychology in 1931, most theories had strong ties to psychoanalytic schools of thought and very little, if any, empirical research to support their claims. Skinner, however, would not accept that such intangible things as â€Å"consciousness, † or â€Å"archetypes† existed. These things Freud , along with other psychoanalysts, adamantly spoke about but could not prove. Instead, Skinner believed that the so called â€Å"personality† included nothing more than a compilation of learned responses ( i. e. behaviors) encouraged by the environment (Friedman & Schustack, 2003).Inspired by Pavlov and Thorndike, S kinner set out to discover his own theories of behavior and the popular philosophy of â€Å"operant conditioning† which permeates the field of psychology today. Hence, the following information further explores how the works of this influential man, including his research methods, theories and personal worldview contributed to the growing field of psychology today. Through his sometimes controversial, but rigorously scientific research methods, Skinner has encouraged the field of psychology to operate more empirically.As an advocate of the behavioral movement, he believed that seeable and testable conditions provided more valuable explanations than the supposed â€Å"inner traits† of psychoanalytic theories. No one knew that theses traits ever truly existed. Skinner created a vast number of experiments that utilized animals such as pigeons and rats to demonstrate that behavior can indeed result from controlled or â€Å"operant† conditioning. Through positive and negative reinforcement and control over the environment he produced behaviors in his subjects that would otherwise serve no purpose in the natural world.His intended goal, and an important psychological revelation, of this behavior modification was to explain behavior as a response to the environment, not as a personal instinct or due to some internal physiological undertaking (Friedman & Schustack, 2003). Skinner successfully reached his goal and developed an important concept that added onto Pavlov’s discoveries of behavior. He proposed that the behavioral responses of each individual has an influence on the environment, and if the environment produces a reward for those particular responses, then they are more likely to reoccur (Friedman & Schustack, 2003).Skinner believed that applying the theory of operant conditioning to such personality traits as â€Å"extroversion† would prove that extroverts were not naturally prone to act as such, but instead learned their b ehavior because they were rewarded by the environment for their outgoing social actions. Consequently, the success of his experiments including those done with the â€Å"Skinner box† challenged the popular theories put forth by Freud that explained why humans behave in certain ways. Freud had no means in which to scientifically prove that people are driven to act by their id, ego, and superego.Skinner, on the other hand, had ample evidence to support that behaviors can be learned, altered, and even go extinct without adequate reinforcement from the environment. The resulting disparity between the two schools of thought initiated a strong motive for psychology as a whole to seek scientific evidence to prove proposed theories. As an example of this, Friedman and Schustack (2003) explain in their book, Personality: Classic Theories and Modern Research, â€Å"Behaviorist and learning approaches have forced the field of personality to be much more experimental in its research and rigorous in its concepts than it otherwise would have been.† Personality was not the only branch of psychology affected, experimental psychology contributes much of the data it has available to Skinner’s scientific methods. Kantowitz, Roediger and Elmes (2001) state that, â€Å"The operant conditioning research designs are representative of the powerful research techniques developed by Skinner and his followers. Careful control has provided an enormously valuable database for psychology. â€Å" These are just two of dozens of examples that conclude Skinner’s research methods contributed to the empirical outlook and progress of psychology.Similarly, Skinner’s theories have furnished the field of psychology with many valuable tools to help explain, understand and to some extent, manage behavior. Operant conditioning, the process by which an experimenter can apply positive or negative reinforcers to obtain a desired behavior, spurred vast developments in t he field of cognitive-behavioral therapy. This is because, â€Å"the theory places its emphasis on the function of the behavior (what it does), rather than on the structure of personality† (Friedman & Schustack 2003).Skinner’s method of â€Å"shaping† has also created systematic techniques to encourage desired behavior. Each of these theories created a foundation for researchers to observe and understand that behaviors arise from, and are encouraged by, certain environmental causes. In addition, by understanding the behavioral response process, therapists and researchers in the field of psychology can use the theories beneficially as tools to help adjust various unwanted responses in their clients and subjects.For example, in specific instances of abnormal behavior, operant conditioning and shaping may help an individual overcome their perceived obstacles. To behaviorists such as Skinner, abnormal behaviors arise when individuals have not learned a correct respo nse to their environment, or were reinforced for their improper behaviors. The behavioral treatment of such established abnormalities employs a combination of Skinner’s methods (of shaping and conditioning) that will help the client to â€Å"unlearn† maladaptive behaviors and reinforce correct responses (Halgin and Whitbourne, 2003).In addition, Skinner’s worldview contributed to the field of psychology by revealing the complex interaction between the environment and the perceptions of an individual. This revelation broadened psychological understanding of our control over such things as emotions, behaviors and personal perception. Unlike psychoanalysts, who believed that our thoughts and actions were predestined by our subconscious instincts and drives, Skinner proved that what drives us most often comes from reinforcements from our environment.Friedman and Schustack (2003) tell readers that, â€Å"although Freud believed that horrible human problems could be traced to id forces and the death instinct, and although many biological psychologists believe there is an evolved aggressive drive, Skinner believed that most such problems – including war and crime- are just human behaviors that can be shaped through learning. † The authors go on to clarify that Skinner believed trying to explain internal causes simply confounded any study and obscured important information about the real motivation of behavior, the perceived reinforcement from the environment.Finally, the information provided hopefully allows one to conclude that B. F. Skinner’s, research methods, theories and worldview have created a lasting impact that affects and contributes to the current field of psychology. Many useful developments have come forth as a result of Skinner’s work including some of the techniques in modern day cognitive-behavioral therapy. Also due to Skinner’s methods, the of psychology as a whole now leans towards empirical r esearch to prove the integrity of theory. This important contribution allows psychology to scientifically test and strengthen its explorations into the human psyche.References D’Andrea, M. , Ivey, A. , Ivey, M. B. , & Simek-Morgan, L. (2002). Theories of Counseling and Psychology A Multicultural Perspective 5th Edition. New York: Allyn & Bacon. Elmes, D. G. , Kantowitz, B. , Roediger, H. L. (2001). Experimental Psychology 7th Edition. U. S. : Wadsworth Thomas Learning. Friedman, H. S. , Schustack, M. W. (2003). Personality: Classic Theories and Modern Research. New York: Allyn & Bacon. Halgin, R. P. , Whitbourne, S. K. (2003). Abnormal Psychology Clinical Perspectives on Psychological Disorders 4th Edition. New York: McGraw-Hill.

Indian Society

Marginalisation affects a large part of Indian society, who are subjected to loss of rights and mistreatment due to their place in the caste system. In the novel Q&A by Vikas Swarup, a street boy, Ram Mohammad Thomas narrates the events of mistreatment and abuse in not only his life, but several others characters with the same fate. Throughout the novel, the experiences of Ram, Salim and Nita are told, contributing to the privileging of social, gender and religious marginalisation in Indian society as foregrounded by Swarup.Ram Mohammad Thomas, throughout the novel narrates his experiences of marginalisation and mistreatment due to his social status in the caste system. Ram’s social marginalisation is privileged through the foregrounding of the caste system in Indian society where he is seen as an untouchable, someone who lives in a chawl, with no education, Ram states â€Å"†¦The brain is not an organ we are authorized to use. We are supposed to use only our hands and l egs. † (pg. 2), this foregrounds how as an untouchable in society, Ram is only seen as a slave to others, not someone with any kind of intelligence to have the mental capacity to partake in a quiz show. This is further foregrounded when Ram states â€Å"Like Godbole, you believe I am only good for serving chicken fry and whisky in a restaurant. That I am meant to live life like a dog and die an insect. Don’t you? † (pg. 29), further stating how in Indian society people believe the place in the caste position you are born, you must stay and not partake in activities which are meant for higher class people.Swarup positions the reader to feel sympathetic for Ram, by story after story of discrimination and see him as a representative of the untouchable class, someone who is just a street boy, with no control over their fate, and being at the bottom of the caste system leading him to be clearly shown as socially marginalised. Salim Ilyasi in the novel is Ram’s best friend, much like Ram, he is socially marginalised but also religiously marginalised for being Muslim.His marginalisation is privileged through several stories throughout the novel, Ram revealed (speaking about Salim’s experience) â€Å"The moment the Hindi’s heard this they went on a rampage. Armed with machetes and pickaxes, sticks and torches, they raided the homes of all the Muslim families†¦Before his very eyes they set fire to the hut†¦ His whole family was burnt to death†¦Ã¢â‚¬  (pg. 95). This quote illustrates how Salim’s family and many other Muslims, were marginalised and attacked purely because they were part of the religion that was getting accused.Further, his religious marginalisation is shown where Salim stated (recounting his experience to Ram) â€Å"This bastard is definitely a Muslim, let’s kill him’ †¦ ‘No. Killing him would be too easy. We will burn this motherfucker alive in this bus. Then he a nd his community will learn never to touch our homes,† (pg. 229), this further foregrounds how because Salim is Muslim, in Indian society he is religiously marginalised because of this. Along with the social and religious marginalisation associated with Ram and Salim, Nita is also gender marginalised through her religion.Nita’s religious and gender marginalisation is privileged through the foregrounding of the religion she was born into, where she was chosen to become a prostitute only because she was born a girl with more beauty than her sister. This is shown when Ram states (recounting what Nita told him about her religion) â€Å"She is a Bedia tribal girl from the Bhind district in Madhya Pradesh†¦ In her community, it is the tradition for one girl from each family to serve as a communal prostitute, called the Bedni.This girl earns money for her family, while the males spend their time drinking and playing cards. ‘This is why the birth of a girl is an occ asion to celebrate in our community, not a cause for gloom’† this foregrounds how in this one situation she is both gender marginalised for being a girl, and forced to become a prostitute, and religiously marginalised as this is not her choice, but the choice of her religion. Further, supporting the point of gender marginalisation against Nita in the book is the character Gudiya, who was abused by her father, Ram states â€Å"†¦ What was Gudiya’s crime?Simply that she was born a girl and Shantaram was her father†, this greatly privileges the aspect of marginalisation Swarup was aiming to depict and foregrounds that not only in that particular religion is gender marginalisation evident, but all over Indian society. In essence, throughout the novel Q&A by Vikas Swarup marginalisation is privileged through the foregrounding of the carefully created stories of mistreatment and abuse against several characters. This positions the reader to understand and a cknowledge the observation of Indian society and feel sympathetic for the representation of the untouchable class as interpreted in the novel.

The Fascinating Life and Times of Alexander Hamilton

The Fascinating Life and Times of Alexander Hamilton Alexander Hamilton was born in the British West Indies in 1755 or 1757. There is some dispute of his birth year due to early records and Hamiltons own claims. He was born out of wedlock to James A. Hamilton and Rachel Faucett Lavien. His mother died in 1768 leaving him largely an orphan. He worked for Beekman and Cruger as a clerk and was adopted by a local merchant, Thomas Stevens, a man some believe to be his biological father. His intellect prompted leaders on the island to want him to be educated in the American colonies. A fund was collected to send him there to further his education. Education Hamilton was extremely smart. He went to a grammar school in Elizabethtown, New Jersey from 1772-1773. He then enrolled at Kings College, New York (now Columbia University) either late in 1773 or early in 1774. He later practiced law along with being a huge part in the founding of the United States. Personal Life Hamilton married Elizabeth Schuyler on December 14, 1780. Elizabeth was one of the three Schuyler sisters that were influential during the American Revolution. Hamilton and his wife  remained very close despite his having an affair with Maria Reynolds, a married woman. Together they built and lived in the Grange in New York City. Hamilton and Elizabeth had eight children: Philip (killed in a duel in 1801) Angelica, Alexander, James Alexander, John Church, William Stephen, Eliza, and Philip (born soon after the first Philip was killed.) Revolutionary War Activities In 1775, Hamilton joined the local militia to help fight in the Revolutionary War like many students from Kings College. His study of military tactics led him to the rank of lieutenant. His continued efforts and friendship to prominent patriots like John Jay led him to raise a company of men and become their captain. He was soon appointed to George Washingtons staff. He served as Washingtons untitled Chief of Staff for four years. He was a trusted officer and enjoyed a great deal of respect and confidence from Washington. Hamilton made many connections and was instrumental in the war effort. Hamilton and the Federalist Papers Hamilton was a New York delegate to the Constitutional Convention in 1787. After the Constitutional Convention, he worked  with John Jay and James Madison to try and persuade New York to join in ratifying the new constitution. They jointly wrote the Federalist Papers. These consisted of 85 essays of which Hamilton wrote 51. These had a huge impact not only on ratification but also on Constitutional law. First Secretary of the Treasury Alexander Hamilton was selected by George Washington to be the first Secretary of the Treasury on September 11, 1789. In this role, he had a huge impact in the formation of the U.S. Government including the following items: Assuming all the states debts from the war thereby increasing federal power.Creating the U.S. MintCreating the first national bankProposing an excise tax on whiskey to raise revenue for the federal governmentFighting for a stronger federal government Hamilton resigned from the Treasury in January, 1795. Life After the Treasury Although Hamilton left the Treasury in 1795, he was not removed from political life. He remained a close friend of Washington and influenced his farewell address. In the election of 1796, he schemed to have Thomas Pinckney elected president over John Adams. However, his intrigue backfired and Adams won the presidency. In 1798 with the endorsement of Washington, Hamilton became a major general in the Army, to help lead in case of hostilities with France. Hamiltons machinations in the Election of 1800 unwittingly led to Thomas Jeffersons election as president and Hamiltons hated rival, Aaron Burr, as vice president. Death After Burrs term as Vice President, he desired the office of governor of New York which Hamilton again worked to oppose. This constant rivalry eventually led to Aaron Burr challenging Hamilton to a duel in 1804. Hamilton accepted and the Burr-Hamilton duel occurred on July 11, 1804, at the Heights of Weehawken in New Jersey. It is believed that Hamilton fired first and probably honored his pre-duel pledge to throw away his shot. However, Burr fired at and shot Hamilton in the abdomen. He died from his wounds a day later. Burr would never again occupy a political office in large part due to the fallout from the duel.

List of French Homophones and Meanings

List of French Homophones and Meanings Homophones are words that have the same pronunciation but different meanings and, sometimes, spellings. Therefore, French homophones can cause difficulties in oral comprehension and spelling. These pages should help you to understand the difference between the most common French homophones. French Homophones: O o, oh - see auon (indefinite subject pronoun) - one, we, they  Ã‚  Ã‚  On y va ? - Are we going?ont - third person plural conjugation of avoir (to have)  Ã‚  Ã‚  Ils ont des questions - They have some questionsorange - (invariable adjective) orange  Ã‚  Ã‚  Jai trois chemises orange - I have three orange shirtsune orange - orange (fruit)  Ã‚  Ã‚  Jai achetà © trois oranges - I bought three orangesou, oà ¹ - see aoà »t French Homophones: P la paie - payla paix - peacele pet - (familiar) fartle pain - bread  Ã‚  Ã‚  Je dois acheter du pain - I need to buy some breadle pin - pine  Ã‚  Ã‚  Je crois que cest un pin - I think its a pine (tree)pair (adjective) - even  Ã‚  Ã‚  Cest un nombre pair - Its an even numberle pair - peer  Ã‚  Ã‚  Il est acceptà © par ses pairs - He is accepted by his peersla paire - pair  Ã‚  Ã‚  une paire de ciseaux - a pair of scissorsle pà ¨re - father  Ã‚  Ã‚  Cest mon pà ¨re - Its my fatherpar (preposition) - by/with  Ã‚  Ã‚  Cette histoire a à ©tà © à ©crite par un enfant - This story was written by a childpars - first and second person singular conjugation of partir (to leave)  Ã‚  Ã‚   quelle heure pars-tu ? - What time do you leave?part - third person singular conjugation of partirune part - part, portion  Ã‚  Ã‚  la part du lion - the lions shareparce que (conjunctive phrase) - because  Ã‚  Ã‚  Je lai fait parce que javais peur - I did it because I was scaredpar c e que - preposition par indefinite relative pronoun ce que  Ã‚  Ã‚  Je suis surpris par ce que vous dites - Im surprised by what you are sayingparti - past participle of partir (to leave)  Ã‚  Ã‚  Il est dà ©j parti - He already left. un parti - (political) party; option, course of actionune partie - part, amount  Ã‚  Ã‚  Divisez-le en quatre parties - Divide it into four parts.la pà ¢te - pastry, dough, pasteles pà ¢tes - pastala patte - pawla peau - skin  Ã‚  Ã‚  Les soins de la peau sont trà ¨s importants - Skin care is very importantle pot - jar, pot, can  Ã‚  Ã‚  Jai achetà © un pot de confiture - I bought a jar of jam(un) peu - (a) little  Ã‚  Ã‚  Jai un peu dargent - I have a little moneypeux - first and second person singular conjugation of pouvoir (can, to be able)  Ã‚  Ã‚  Je peux le faire - I can do itpeut - third person singular conjugation of pouvoirphare - see fardphiltre - see filtreplus tà ´t - sooner, earlier  Ã‚  Ã‚  On doit commencer une heure plus tà ´t - We need to start an hour earlierplutà ´t - (adverb) rather, instead  Ã‚  Ã‚  Je prà ©fà ¨re plutà ´t la chemise rouge - Id rather have the red shirtle poids - weightle pois - pea, dotla poix - tar, pitchle poing - fistà ‚  Ã‚  Ã‚  Il ma montrà © le poing ! - He shook his fist at me!le point - point, place; stitch  Ã‚  Ã‚  Quel est son point de congà ©lation ? - What is its freezing point?le porc - pig, pork  Ã‚  Ã‚  Je ne mange pas le porc - I dont eat porkle port - port, harbor  Ã‚  Ã‚  Il est sorti du port - He left portle pouce - thumbla pousse - sproutprà ¨s (adverb) - near, nearby  Ã‚  Ã‚  Jhabite tout prà ¨s - I live nearbyprà ªt (adjective) - ready  Ã‚  Ã‚  Es-tu prà ªt ? - Are you ready?pu - past participle of the French verb pouvoir (to be able)pue(s) - singular conjugations of the French verb puer (to stink)puent - third person plural conjugation of puerla pub (apocope of publicità ©) - ad, advert, advertising  Ã‚  Ã‚  As-tu vu leur nouvelle pub ? - Have you seen their new ad?le pub - bar, pub  Ã‚  Ã‚  Cest mon pub prà ©fà ©rà © - Its my favorite bar French Homophones: Q q  - see  culquand  - when  Ã‚  Ã‚  Quand vas-tu partir ?  - When are you going to leave?quant  - as for  Ã‚  Ã‚  Quant tes idà ©es†¦Ã‚  - As for your ideas†¦quen  -  contraction  of  que  Ã‚  en  (adverbial pronoun)  Ã‚  Ã‚  Quen pensez-vous ?  - What do you think about it?le  camp  - camp, side  Ã‚  Ã‚  Il a changà © de camp  - He changed sidesquart  - see  carque  (interrogative pronoun) - what  Ã‚  Ã‚  Que veux-tu ?  - What do you want?que  (relative pronoun) - than, that  Ã‚  Ã‚  Voici le livre que jai à ©crit  - Here is the book that I wrotela  queue  - line, tail  Ã‚  Ã‚  Il faut faire la queue  - We have to stand in linequeux  -  contraction  of  que  Ã‚  eux  (stressed pronoun)  Ã‚  Ã‚  Jai plus didà ©es queux  - I have more ideas than they doNote:  The vowel sound in  que  is slightly different than in the other two, but for non-native speakers these are likely to sound like h omophonesquel(le)(s)  - (interrogative adjective) which  Ã‚  Ã‚  Quel livre vas-tu acheter ?  - Which book are you going to buy?quelle  -  contraction of  que  Ã‚  elle  Ã‚  Ã‚  Tu es plus jolie quelle  - You are prettier than she isquelque(s)  - some  Ã‚  Ã‚  Il y a quelques problà ¨mes  - There are some problemsquel(le)(s) que  -  whatever  Ã‚  Ã‚  Quels que soient les problà ¨mes†¦Ã‚  - Whatever the problems may be†¦quelquefois  - sometimes (adverb)  Ã‚  Ã‚  Ãƒâ€¡a marche quelquefois  - It works sometimesquelques fois  -  a few times  Ã‚  Ã‚  Jy suis allà © quelques fois  - Ive gone there a few timesquil  - contraction of  que  Ã‚  il  Ã‚  Ã‚  Je pense quil est l  - I think hes therequils  - contraction of  que  Ã‚  ils  Ã‚  Ã‚  Je pense quils sont l  - I think they are therequoique  (subordinating conjunction) - although  Ã‚  Ã‚  Quoique je suis malade†¦Ã‚  - Although I am sick†¦quoi que  (conjunctive phrase) - whatever  Ã‚  Ã‚  Quoi que tu penses†¦Ã‚  - Whatever you may think†¦ French Homophones: R r  - letter of the  French alphabetair  - (masculine noun) air; appearance  Ã‚  Ã‚  Il a lair malade  - He looks sickune  aire  - area, zone, eyrie  Ã‚  Ã‚  Je cherche une aire de jeux  - Im looking for a playgroundune  Ãƒ ¨re  - era  Ã‚  Ã‚  En lan 1999 de notre à ¨re  - In 1900 ADla  reine  - queenle  renne  - reindeerla  rose  - rose  Ã‚  Ã‚  Jaime bien les roses  - I really like rosesle  rose  -  pink  Ã‚  Ã‚  Je prà ©fà ¨re la chemise rose  - I prefer the pink shirtla  roue  - wheel  Ã‚  Ã‚  Je sais changer une roue  - I know how to change a tirele  roux  -  red(-head), roux  Ã‚  Ã‚  Il a les cheveux roux  - He has red hairFor the difference in pronunciation between  roue/roux  and  rue, see my lesson on  OU vs U French Homophones: S s  - letter of the  French alphabetà ¨s  - in (a certain subject)  Ã‚  Ã‚  Il a une licence à ¨s ingà ©nierie  - He has a BS in engineeringsa  - see  Ãƒ §asain  - healthy, sound, wholesome  Ã‚  Ã‚  Il est sain et sauf chez lui  - Hes safe and sound at homesaint  - holy, saintly  Ã‚  Ã‚  le vendredi saint  - Good Fridayun  saint  - saintun  sein  - breastsais,  sait  - see  csang,  sans,  sen  - see  cenun  saut  - jump, leap  Ã‚  Ã‚  Il sest levà © dun saut  - He jumped to his feetun  sceau  - seal, stamp, mark  Ã‚  Ã‚  Cest marquà © dun sceau  - Its marked with a sealun  seau  - bucket, pailsot  - silly, foolish, stupidscie  - see  cise  - see  cele  sel  - saltla  selle  - saddlecelle  (demonstrative pronoun) - this/that one  Ã‚  Ã‚  Je prà ©fà ¨re celle-ci  - I prefer this onesen,  sens,  sent  - see  censensà ©Ã‚  - see  censà ©sept,  sest vowel,  Sà ¨te  - see  cest vowelses,  sest  - see  csà ©tait,  sà ©taient  - see  cà ©taitsi,  six  - see  cisigne  - see  cygnesoi  - oneself  Ã‚  Ã‚  Il faut avoir confiance en soi  - One must be self-confidentle  soi  - self, id  Ã‚  Ã‚  Le soi, le moi et le sur-moi  - The id, the ego, and the superegosois  - first and second person singular  subjunctive  of  Ãƒ ªtre  (to be)  Ã‚  Ã‚  Il faut que tu sois l  - You have to be therela  soie  - silk  Ã‚  Ã‚  Cest un chemisier en soie  - Its a silk blousesoient  - third person plural subjunctive of  Ãƒ ªtresoit  - third person singular subjunctive of  Ãƒ ªtrele  sol  - ground, floor, siltla  sole  - sole (fish)la  somme  - sum, amountle  somme  - snooze, napson  (possessive adjective) - his, her, its  Ã‚  Ã‚  Cà ©tait son idà ©e  - It was his ideale  son  - sound, bran  Ã‚  Ã‚  Cest un ingà ©nieur de son et il naime pas la farine de son  - Hes a sound e ngineer and he doesnt like bran floursont  - third person plural conjugation of  Ãƒ ªtre  (to be)  Ã‚  Ã‚  Ils sont en retard  - They are lateun  sou  - centsous  - undersur  - sour (adjective)  Ã‚  Ã‚  Cest un peu sur  - Its a little soursur  (preposition) - on  Ã‚  Ã‚  Il ny a rien sur la table  - Theres nothing on the tablesà »r  - sure, certain  Ã‚  Ã‚  Oui, jen suis sà »r  - Yes, Im suresy  - see  ci French Homophones: T t  - letter of the  French alphabetle  thà ©Ã‚  - tea  Ã‚  Ã‚  Je prà ©fà ¨re le thà © vert  - I prefer green teata  (possessive adjective) - your  Ã‚  Ã‚  Voici ta valise  - Heres your suitcaseta  -  contraction  of  te  (object pronoun) third person singular conjugation of  avoir  (to have)  Ã‚  Ã‚  Il ta dà ©j dit  - He already told youtant  - so (many/much)  Ã‚  Ã‚  Il travaille tant !  - He works so much!le  temps  - weather, time  Ã‚  Ã‚  Quel temps fait-il ?  - Hows the weather?ten  -  contraction  of  te  Ã‚  en  (adverbial pronoun)  Ã‚  Ã‚  Je ten donne deux  - Im giving you two of themtend(s)  - singular conjugations of the French verb  tendre  (to strain, tighten)  Ã‚  Ã‚  Tend la main et je te le donnera  - Hold out your hand and Ill give it to youtes  (possessive adjective) - your  Ã‚  Ã‚  Oà ¹ sont tes stylos ?  - Where are your pens?tes  -  contraction  of  te  (reflexive p ronoun) second person singular conjugation of  Ãƒ ªtre  (to be) [in the  passà © composà ©Ã‚  of a  pronominal verb]  Ã‚  Ã‚   quelle heure tes-tu rà ©veillà © ?  - What time did you get up?test  - contraction of  te  (object pronoun) third person singular of  Ãƒ ªtre  Ã‚  Ã‚  Quest-ce qui test arrivà © ?   - What happened to you?le  thon  - tuna (fish)ton  (second person singular  possessive adjective) - your  Ã‚  Ã‚  Oà ¹ est ton sac ?  - Wheres your bag?un  ton  - tone, pitch  Ã‚  Ã‚  Il parle sur un ton grave  - He speaks in a serious tonetond(s)  - singular conjugations of the French verb  tondre  (to shear, mow)  Ã‚  Ã‚  Je tonds le gazon le samedi  - I mow the lawn on Saturdaytont  -  contraction  of  te   third person plural conjugation of  avoir  (to have)  Ã‚  Ã‚  Ils tont menti  - They lied to youle  tic  - tic, twitch  Ã‚  Ã‚  Il a un tic nerveux  - He has a nervous ticla  tique  - tick  Ã‚  Ã‚  Mon chien a des tiques  - My dog has ticksla  tour  - towerle  tour  - tour, turntout  - all, everythingle  toux  - coughtu  - youtu  - past participle of the French verb  se taire  (to be quiet)tue(s)  - singular conjugations of  tuer  (to kill)tuent  - third person plural conjugation of  tuer French Homophones: U u  - see  eu French Homophones: V vain  - empty, superficial  Ã‚  Ã‚  Ce sont de vains mots  - Those are empty wordsle  vin  - winevingt  - twentyvins  - first and second person  passà © simple  of  venir  (to come)vint  - third person singular passà © simple of  venirvend  - third person singular conjugation of  vendre  (to sell)  Ã‚  Ã‚  Il vend sa maison  - Hes selling his housevends  - first and second person singular conjugation of  vendrele  vent  - wind  Ã‚  Ã‚  Il y a du vent  - Its windyun  ver  - wormun  verre  - glassvers  (preposition) - towardun  vers  - versevert  - greenvoie  - first and third person singular  subjunctive  of  voir  (to see)  Ã‚  Ã‚  Il faut quelle voie son frà ¨re  - She has to see her brotherla  voie  - way, route  Ã‚  Ã‚  Cest une voie privà ©e  - Its a private roadvoient  - third person plural indicative and subjunctive of  voirvoies  - second person singular subjunctive of  voirvois  - first and second person singular indicative of  voir  Ã‚  Ã‚  Je ne le vois pas  - I dont see itvoit  - third person singular indicative of  voirla  voix  - voice  Ã‚  Ã‚  Ils parlent voix basse  - They are speaking in low voicesvoir  - to see  Ã‚  Ã‚  Je ne peux pas voir là ©cran  - I cant see the screenvoire  - indeed, or even, if not  Ã‚  Ã‚  Cest une bonne idà ©e, voire excellente  - Its a good, or even excellent, ideavu  - past participle of  voir  (to see)  Ã‚  Ã‚  Je lai vu hier  - I saw him yesterdayvu  (presentative) - given, considering  Ã‚  Ã‚  Vu notre situation†¦Ã‚  - Given our situation†¦la  vue  - sight  Ã‚  Ã‚  Il perd la vue  - Hes losing his sight French Homophones: Y y  - see  i

Job application letter( cover letter) Essay Example | Topics and Well Written Essays - 250 words

Job application letter( cover letter) - Essay Example This presented me with the chance to implement my educational acquired skills to action and operation. I am positive the skills and experience I acquired at Starbucks will be of great help to your organization. I will ensure that I perform at my best level and use my profession experience to enhance the operations of your company. Apart from marketing skills, I acquired leadership traits. I was head of the junior staff in the organization. While studying business I ventured my interest in learning marketing and advertising. I acquired the necessary skills to enable me to be a part of any marketing or advertisement strategy. Offered the opportunity I would offer my expertise to your organization. I would greatly and effectively apply my educational experience in marketing to promote the effectiveness of marketing in your organization. Working at Starbucks gave me a real picture of working in the corporate environment. I acted as a part time marketing officer. Additionally, I represented a junior department in the organization which gave me a chance to acquire leadership

The Moral and National Education Controversy in Hong Kong Essay

The Moral and National Education Controversy in Hong Kong - Essay Example Hong Kong is a like a second home for most of the people of China. Irrespective of the fact that China is growing and is open up to the rest of the world, it still faces a restrictive enough present and an uncertain future. This makes them chose to give birth outside of China. Apart from this, some people give birth to their children outside of China to avoid the one child policy. Others do it to reap the benefits of the country the child is born into. This might include, the right to education, freedom to travel, good social services, etc (Birth rights battle: China vs. Hong Kong 2012). This has lead to the plans to adopt Chinese civic education into the Hong Kong public school curriculum. This has created huge sparks of protests among the residents of Hong Kong. They believed that the young minds were being brainwashed’ by the pro-mainland (China) propaganda (National education raises furor in Hong Kong 2012). A ‘Moral and National Education’ subject was introdu ced against which 90,000 people protested on the streets. The controversy inflamed after the government’s National Education Services Centre distributed a booklet to the schools. This booklet was entitled ‘The China Model’. Provocative statements such as China are ruling party is progressive, selfless and united. Events which are integral in China’s history have not been mentioned. ... The idea behind national education is to supplement the original moral education curriculum with that of the national education. Some of the teaching course material that was made public depicted patriotic education being carried out inside China by the Communist Party for years. They argue that the framework of nationalism is being used to address history and culture. People in favor of this subject (Chinese liaisons mainly) supported their stance by arguing that the same is being carried out in the West. The ironic thing is that when it comes to politics, the people of China resolutely decline to follow any of the Western models. Moreover, they argue that in the West, national education is inseparable from their political systems, speech environments and concepts of human rights (China Media Project 2012). People of the National Education Services centre are optimistic about the subject being introduced. They argued that this one subject cannot brainwash the people of Hong Kong as they have access to a lot of information. Protestors argued that how there should be some flexibility regarding the implementation of National Education. Specific lessons to be taught in the classrooms can be chosen. Apart from this, national education can be incorporated as a broader theme. The government has adopted a very broad approach. They did not want to preclude any topic from the curriculum, whereas many critics wanted specific topics to be discussed and not all. Moreover, people believe that the government does not keep a track of what is being taught nor will they supervise anything. A pluralistic approach of teaching the same subject will be adopted. The government