Literature Review aboutsociocultural and economic impacts of the Essay

Literature Review aboutsociocultural and economic impacts of the development of tourism in China - Essay Example How China manages this new influx of tourism will determine what effects it will have on the country and its people. According to People's Daily (25 November 2002), Humen is a town located in south China in Guangdong Province with a population of over 700,000. In recent years, Humen has become the center of "a booming garment industry" (People's Daily 2002). Since 1996, The China Humen International Garment Trade Fair "has attracted the attention of garment enterprises from countries including the United States and France" (People's Daily 2002). Through the garment trade, Humen is growing economically, which means that, like other areas of China, they are improving their economies and receiving tourists. Humen will have to deal with many of the same questions and issues with which all of China must deal as tourism, industry, and trade continue to grow. The socio-cultural and economic impact of growth and tourism in Humen and other areas of China are not separate issues. The two are, in fact, intertwined, and one affects the other. According to Andrew Watson (1999) in his paper presented to The Leadership Conference of Conservancy and Development, the issue of growth and development in all provinces in China must be viewed from both the economic and cultural contexts. Watson (1999) feels that some of the policies of the government in China have been favorable to economic development. As economic life improves in China, so will cultural life, as some of the regional disparities between provinces begin to disappear. On the other hand, Oakes (2000) warns that rather than alleviate some regional rivalries, economic development and tourism could lead to regionalism in some of the provinces. His belief is that places like Humen may "scale up" more local, place-based identities creating even more "provincial culture" (Oakes 2000, p. 669). The danger here is that the efforts of one area to increase its economy and attractiveness as a tourist destination will undermine cooperation between provinces. In addition, he says, " 'local' and the 'regional' are now regarded as more salient scales for asserting cultural identity than the nation-state" (Oakes 2000, p. 670). In many ways, it would no longer be the government of China identifying what is "Chinese," but it would be the individual provinces creating their own separate cultural identity. Places like Humen, which has developed its economy through the garment industry, have also become attractive to tourists and business visitors. One of the things that people find when they visit Humen, as well as other provinces in China, is that its "cultural heritage is a resource, an asset" (Zheng 2000). When visitors discover the cultural richness of Humen and the other towns and provinces in China, these areas become tourist destinations. While this is good for the economy, it creates other difficulties for the local and national governments. Trevor and Li (1998) have examined both the positive and negative effects of the increase in tourism in China from international, national, and provincial perspectives. According to the study they have done, Trevor and Li (1998) note that in order for these areas to remain desirable to tourists, it will be the responsibility of the Chinese government to make certain that the

You choose Essay Example | Topics and Well Written Essays - 500 words - 5

You choose - Essay Example There were a small group of us that decided that we were going to work together to help time go faster and sometimes it is far easier to pick up trash when someone else in the group accidentally missed it. In order to do this activity, we thought about contacting a highway department to let them know that we were going to do it but instead, we just decided to go ahead and do it. We gathered numerous trash bags, rubber gloves and manpower to get together to pick up the trash beside the roadways and in the park. Also when working on the roadside, we decided we better wear reflectors for safety. We worked hard for a few hours to pick up all trash alongside the road and then when we got done picking it up, we then separated it out the best we could so that we could recycle some of the bottles, cans and other recyclables. When at the parks, we also worked to clean out any trash barrels which had not been emptied in a while and then walked the grounds to make sure there definitely was not any glass in the playground area or any other garbage. We then gathered up all of our trash bags that we had filled and went back to pick up some alongside the road that we had to leave that were full and we could not carry with us, put them in the back of a truck and tried to separate out what could be recycled and then dropped those off at the recycling center and then put the rest in a dumpster. This activity basically helped me to understand that everyone has a responsibility to keep the environment clean. It only takes a few seconds for someone to throw out a can or a bottle but it can take hours for someone to come along and pick up after someone else. It is not fun but it is rewarding to know that parks and roads are not cluttered and junky. It makes the space look nice and it is also safer for children or even elderly who might be walking and trip and fall on bottles or cans. Ethically, no

Educational Approaches in the ECCE Sector Ireland

Educational Approaches in the ECCE Sector Ireland Marie Grey Aistear the Early Childhood Curriculum Framework. Aistear is the national curriculum framework set in place all around Ireland. It is for early education from birth-6yrs. There is not one specific programme or curriculum to follow. It was put in place to help in schools, pre-schools, crà ¨ches, and within the home. By working closely with parents, teachers and practitioners Aistear provides a safe and enjoyable learning experience. Aistear is all about learning through play. Its four themes are as follows: Well-Being- This is about the overall well-being of the child. Such as physically, mentally, spiritually, and emotionally. I have used this aim as an example of what Well-being is. Aim 3: â€Å"Children will be creative and spiritual.†(National Council for Curriculum and Assessment (NCCA), 2009). Identity and Belonging- Is to know themselves as a unique individual, to belong as part of a group and part of the world. Not to feel left out, to feel accepted and equal. I found this aim explains Identity and Belonging very well. Aim1: â€Å"Children will have strong self-identities and will feel respected and affirmed as unique individuals with their own life stories.†(NCCA, 2009) Exploring and Thinking- Feeling confident to explore, try new things, be curious, use imagination, have a mind of their own, own opinions, views and thoughts. Learn to solve problems using their own initiative. This aim shows how this particular theme can be used. Aim 4: â€Å"Children will have positive attitudes towards learning and develop dispositions like curiosity, playfulness, perseverance, confidence, resourcefulness, and risk taking.† (NCCA, 2009) Communication- Being able to communicate openly/freely. Language development, listening skills. To socialise as part of a group. By taking a look at the aims you can see how they are used. Aim 2: â€Å"Children will use language† (NCCA, 2009) HighScope The HighScope curriculum was developed for day-cares, play groups, nurseries and crà ¨ches. It involves a lot of free play. Learning through play. It’s not as structured as others. Children have their own choices about the activities they wish to do, adults have to make sure they follow through on their decisions. By using recyclable materials and labelling shelves and areas where everything goes, they learn to tidy up when they’re finished and gain confidence by making their own decisions. Children learn about science, maths, technology, reasoning, language and the world around them. HighScope offers support for parents and lots of involvement from them. Using methods like plan-do-review, HighScope offers the children opportunities to plan their activity, proceed with it and come back to review and reflect with the adult. The child can express what they did, how and why, if they enjoyed it, or if doing art they show the adult what they made and can feel proud of their hard work. â€Å"HighScope teachers arrange and label classroom interest areas and stock diverse materials to give children a broad range of experience and help them begin to understand how the world can be organised.† (Epstein, pg13, 2007) Aistear and HighScope Aims and Goals. Aistear vs. HighScope Similarities. Aistear has four themes- HighScope has fifty eight Key Developmental Indicators. (KDIs). They both have learning goals. For example a learning goal from Aistear’s Well-being- Aim 1: Be confident and self-reliant. Example of HighScope’s five ingredients of active participatory learning or learning goals- Choice: Children are free to use the materials however they choose when doing plan-do-review. They both plan for the same overall outcome to support the child’s holistic development and also the best interest of each child. They both centre their curriculums on learning through play and the environment. Differences. Aistear’s four themes are: Well-being, Communication, Identity and Belonging, Exploring and Thinking. Here are a few of HighScope’s (KDIs): Initiative, Social Relations, Creative Representation, Movement Music, Language Literacy, and Mathematics Science. HighScope is a more structured curriculum than Aistear. There is a lot more Aims and goals in HighScope than Aistear. Aistear is an Irish founded curriculum HighScope is an American founded curriculum. Aistear’s themes can be very easily incorporated into the HighScope curriculum. By using the main four themes and knowing the aims and learning goals the HighScope method can then be reviewed alongside Aistear. That way a new or updated curriculum can be conducted. For instance when using plan-do-review in HighScope, Aistear’s theme of Thinking and Exploring can be used. How I would do this in an Early Childhood Care and Education (ECCE).By letting the children go and plan their own activities and use their intuitive to explore the world around them. They would be then using both curriculums together. Any or all aspects of Aistear’s four themes can be used or incorporated into HighScope’s method of plan-do-review. Another example would be if the child planned to do art. This would cover Aistear’s identity and belonging, Thinking and exploring and communication. Why I say communication, the child would be communicating their feelings through their cr eativity and individuality. Here are some of the learning goals that Aistear and HighScope use: â€Å"Well-being Children will show good judgement when taking risks. Identity and Belonging Children will appreciate the features that make a person special and unique (name, size, hair, hand and footprint, gender, birthday)†. (ncca.ie 2014). In my opinion these two curriculums work very well together, and support the teachers and practitioners in their understanding of why they need to provide these opportunities for children. â€Å"Basic Principles and Goals of the High/Scope Approach Communicating Children will develop counting skills, and a growing understanding of the meaning and use of numbers and mathematical language in an enjoyable and meaningful way. Exploring and Thinking Children will gather and use information from different sources using their increasing cognitive, physical and social skills. In partnership with the adult, children will demonstrate growing confidence in being able to do things for themselves make decisions and take increasing responsibility for their own learning Act on their curiosity, take risks and be open to new ideas and uncertainty†. (ncca.ie 2014). It is in my opinion very important to support each individuals learning opportunities and experiences at this early stage in their lives. â€Å"The High/Scope program strives to develop in children a broad range of skills, including the problem solving, interpersonal, and communication skills that are essential for successful living in a rapidly changing society. The curriculum encourages student initiative by providing children with materials, equipment, and time to pursue activities they choose. At the same time, it provides teachers with a framework for guiding children’s independent activities toward sequenced learning goals†. (Education.com High Scope: A Constructivist Approach 2009). 3. Theorists views linking with HighScope and Aistear. Margaret McMillan Known for her theories on free-play and outdoors, she links to most of the day to day outdoor activities children experience in an ECCE setting such as exploring the garden, seeing different types of bugs and exploring the outdoor environment. Also playing freely in nature. Which cover Aistear’s themes communication, identity and belonging, well-being, thinking and exploring. It also covers most of HighScope learning goals of exploring the environment and world around them and also risk taking and problem solving. â€Å"McMillan believed that children learn by exploring, first-hand experience and active learning. Also they learn through free-play, especially with craft and water activities.† Early learning (2014) she cared for children from 18 months to 7yrs old. â€Å"The best classroom and the richest cupboard is roofed only by the sky†. â€Å"Inspirational Posters† Early learning (2014) Jean Piaget’s Cognitive Theory of Play: Play is in a relaxed environment where learning can occur easily. Play is not the same as learning, cognitive development requires both assimilation and adaption, and play is assimilation without accommodation. Piaget is mostly known for this four stage theory: Sensory-Motor Stage birth – 2yrs. Pre-operational Stage 2yrs-7yrs. Stage of Concrete Operations 7yrs -11yrs. Stage of Formal Operations 11yrs -16yrs. Both curriculums support the development of this theory in HighScope children have the choice to choose their own learning. Thus giving them independence and free thinking at a young age. By using Jean Piaget’s theory of Cognitive play each child will have great benefits in their learning combined with the support and independence HighScope is providing and the freedom and support of their identity and well-being Aistear is providing. Overall the three used together would give great support and work well to help the child holistically within their development. While also giving them a better understanding of themselves and the world. Although Piaget suggests in his theory play is not the same as learning I disagree, children learn through play. Piaget suggests Children have real understanding only of that which they invent themselves, and each time that we try to teach them something too quickly, we keep them from reinventing it themselves. (The Century’s Greatest Minds, Time, 1999) Jean Piaget Quotes Piaget’s other theories are: Play and Imagination, Play and Reason, Piaget suggests there are four types of play: For example symbolic play and doing puzzles which promotes thinking and exploring and communication which are two of Aistear’s themes. As for HighScope problem solving is one of their learning goals so as you will see in the quote below children use their imaginations to replay something they may have witnessed or experienced, maybe even seen on a T.V show through their play or role play. At this time they may be resolving the conflict or situation in a way that they would have liked it to be resolved. Which again is using both curriculums and the theories of Piaget. Sensory- Motor or physical, play When the child repeats an action like swinging their legs/arms just for the fun of it. Symbolic Play Imagination â€Å"It is primarily affective conflicts that appear in symbolic play. If there is a scene at lunch, for example, one can be sure that an hour or two afterward it will be recreated with dolls and will be brought to a happier solution. If the child has been frightened by a dog, in a symbolic game things will be arranged so that dogs will no longer be mean or children will become brave†. Jean Piaget quotes (2014) 4. Learning Opportunities and Holistic Development. In my opinion Aistear offers each child the opportunity to fulfil their potential as an individual learning about themselves, where they belong within their family, community and the world. What I mean by this, by exploring their environment and having fun, safe and fulfilling learning experiences in a fun, child orientated with support from adults but not over powering or controlled by adults and a friendly, stimulating environment. They will learn how to socialise, make decisions, solve problems, and build strong bonds or relationships. They will also benefit holistically in their development by doing fun and age appropriate, challenging and inspiring activities which will support them in their physical, intellectual, language, emotional and social development. (P.I.L.E.S).Aistear’s approach is one that allows the child to lead their own activities with support of adults only when the child needs or requests it. The adults are mostly there to ensure the materials provided are appropriate to support each child’s needs. Also to provide a warm, safe, hygienic, stimulating and challenging environment for each child to reach their potential and their own natural learning pace. Nothing is forced or a child does not have to be able to do a certain thing, they learn at their own pace. Saying that the adult is there to observe and ensure the child is meeting or reaching their developmental milestones. If a delay is identified the adult will observe further and suggest but not the child to do different activities to suit their learning needs. HighScope on the other hand give children the opportunity to learn symbols or letters as everything is labelled, children begin to recognise letters or markings and understand these symbols are the names of the materials or items. As the HighScope method gives more opportunities for children to learn with natural or realistic materials such as within the home area real kettles or pots and utensils are provided for learning. This offers the children the learning opportunity of life skills. Which I feel is beneficial for children especially this day and age as many parents are always working children need to learn skills such as pouring themselves a drink. This can be used at home as well children can use mathematic skills in the shopping centre with parents or at home packing the shopping away or the washing counting stockings or pegs. HighScope also recommends parental involvement and although Aistear does require observations HighScope is stricter on observations and record keeping as daily observations are required in some cases. I do however feel both curriculums offer lots of different learning aspects, goals and opportunities. Both together can work extremely well and cover the child’s holistic environment and also support them in other factors of their environment such as culture and social also family and community. In my opinion either Aistear or HighScope would benefit a child’s holistic development if used properly, correctly and to its full potential. Using them combined would in my opinion offer more learning opportunities for each child and offer a lot more freedom and exploration learning opportunities for the children. As Aistear will support HighScope in the areas of the children’s overall well-being. HighScope will support Aistear offering the children with more choice and independence which will also support the child’s thinking and exploring and their identity and belonging, alongside their holistic development by doing activities and exploration. As both curriculums link to each other and are similar in many ways most of the learning goals are the same Aistear does however encourage lots more involvement from parents. HighScope offers lots of opportunities for independence, growth for confidence, self-esteem and decision making. Using the KDI’s as guidelines for learning opportunities as Aistear uses its four themes, aims and learning goals or outcomes. â€Å"Both sets of KDIs are arranged to correspond to the National Goals for Education in the USA. They equally relate to Aistear, the early childhood curriculum framework in Ireland†. ‘The High Scope Approach to Early Learning’. Geraldine French. (2012) (arrow.DIT.ie) References and Bibliography National Council for Curriculum and Assessment (NCCA). (2009). ‘Principles and Themes’. NCCA: Epstein, Ann S. (2007). ‘Essentials of Active Learning in Preschool Getting to know the HighScope Curriculum’. HighScope Press: Michigan, USA. National Council for Curriculum and Assessment (NCCA). (2009). ‘Principles and Themes’. NCCA: Epstein, Ann S. (2007). ‘Essentials of Active Learning in Preschool Getting to know the HighScope Curriculum’. HighScope Press: Michigan, USA. ‘Aistear: the Early Childhood Curriculum Framework’ cited on: http://www.ncca.ie/en/Curriculum_and_Assessment/Early_Childhood_and_Primary_Education/Early_Childhood_Education/Aistear_Toolkit/Activity_Exploring_Aistears_learning_goals_.pdf Accessed online [7th of June 2014] ‘High Scope: A Constructivist Approach’ Excerpt from Early Childhood Education Today, by G.S. Morrison, 2009 edition, p. 149-155. Cited on: http://www.education.com/reference/article/high-scope-constructivist-approach/ Accessed online [7th of June 2014] Melanie Klein project (2014) â€Å"Play Therapy† [Online], available at: https://sites.google.com/site/melaniekleinproject/work/play-therapy accessed online [17th January 2014] Early learning HQ (2014) â€Å"Inspirational Quotation Poster† [Online], available at: http://www.earlylearninghq.org.uk/latest-resources/inspirational-quotation-poster-margaret-mcmillan/ accessed [17th January 2014] About psychology (2014) â€Å"Jean Piaget Quotes† [Online], available at: http://psychology.about.com/od/early-child-development/a/jean-piaget-quotes.htm accessed [20th January 2014] ‘The High Scope Approach to Early Learning’ Geraldine French (2012) http://arrow.dit.ie/cgi/viewcontent.cgi?article=1010context=aaschsslbk Accessed online [7th of June 2014] Marie GreyPage 1

Secularism Essay -- essays research papers

Secularism The world today is filled with a variety of religions. Different religions cause conflict because of the dissimilar beliefs as with secularism. Secularism is the indifference to or rejection or exclusion of religion and religious considerations according to the dictionary. The religious civilization acknowledges secularism as any movement in society directed away from the otherworldliness to life on earth. No matter which way it is defined the main point is that God is excluded from all human affairs. There is no God in secularism. It is just the world and nothing else. If there is some form of a God, then it is perceived to be too far for our understanding. Modern cultures have changed a lot in the world in which we stand, but secularism can be found everywhere in the past, the present, and it will be there in the future.   Ã‚  Ã‚  Ã‚  Ã‚  Secularism has been around for over five hundred years and the process of science and psychology is slowly picking up speed along with development. Science and psychology play a big role in how we view things including our religious beliefs and our views of God. God created this beautiful world around us, and he watches over us and speaks to us. Unfortunately, science has become very popular and scientists are constantly searching for the â€Å"truth†. God created the world and put Adam on it with Eve, yet science will state that the Big Bang created the world and constantly search for inconsistency in everything from Jesus to the Bible. Science is distorting our view of the modern world. This has become a big problem because it seems as though secularism has become a political movement, instead of a philosophy or religious belief. It is more serious because our view of the world has changed as well as our view of God and what he did and didn’t do. T he scientific move towards the world develops into a problem because it is now a philosophy or ideology that contradicts the truth of morality and faith. The beliefs and claims of secularism is â€Å"a form of opinion which concerns itself only with questions, the issues of which can be tested by the experience of this life. More explicitly, secularism is that which seeks the development of the physical, moral, and intellectual nature of man to the highest possible point, as the immediate duty of life – which selects as its methods of procedure the promotion o... ...ses down and down and became more secularized then ever. It is hard to try to separate or compare a religion to secularism. Islam can be interpreted harshly or liberally. If Islam was very open-minded then there would be no problem with it being secular. The Qur’an can actually be quoted as having strong supports for secularism. However, one must remember that it only supports liberal secularism not atheistic secularism. Liberal secularism does not believe in atheism; furthermore, it only promotes pluralism. There is no doubt that today in modern society there is a big emphasis on human rights and the freedom of the conscience. Secularism can be viewed as good or bad. One thing is certain, and that is that many people fear secularism will take over. Instead of everyone being conservative they will have a secular view. It is much easier for society to understand secularism. Civilization wants to be free and they want the right to have their own beliefs. No one is going to agree with everyone and no one is going to have or follow the same God or beliefs. Unfortunately, religion will be what separates and divides us as individuals and as a nation.   Ã‚  Ã‚  Ã‚  Ã‚  

Benefits of School Uniforms

There are many sides to the debate about school uniforms, but the debate against mandatory school uniforms comes more from the libertarians and groups from the old school guard. The problem with the old school group and civil libertarians reflect an age when school violence and bullying were not as prevalent in the school system as they are today. School age children are consistently being accosted and bullied for designer clothing and gang violence is at an all-time high in many school districts, but, the addition of a mandatory school policy can decrease national and state figures relative to school violence.It is time for children and young adults to be able to attend school and learn without fear of intimidation. By implementing a policy of mandatory school uniforms, less time is spent on social awkwardness where many students who simply cannot afford to wear the latest fashion design and can stop worrying about the gangs around the school who look at what colors of what a studen t wears to initiate bullying practices.First, there is a need to actually define why school administrators and educators are looking to enforcing mandatory school uniforms and the reason why President Clinton, in 1996, during his State of the Union address endorsed uniforms in American schools. In order to do accomplish this, it is important to look at what issues school administrators and educators feel are the impeders of learning and scholarly advancement. Oftentimes students who are continually focused on fashion and attaining the latest â€Å"look† tend to spend far less time in a positive learning situation.â€Å"Distraction leads to poor learning environments† (PSParents) Many advocates of a mandatory school uniform policy point to the increasing instances of violence within the school system and much of that is tied into the student’s appearance itself. There are instances where children are â€Å"inflicting bodily harm on one another because of the nam e brand on a jacket or a pair of jeans; and, in larger cities where gang involvement is prevalent, children are killed because they chose the wrong color to wear to school.The issue is not about civil liberties or freedom of expression but about improving the deteriorating state of the educational environment within our public school system nationwide† (PSParents). Many experts are of the opinion that students that attend schools wearing uniforms actually have higher academic scores. It is also believed that school uniforms can look to improving student attendance and focus intently on studies without worrying about whether they can or their parents can purchase for them the same â€Å"new† style of clothing.The old phrase of â€Å"keeping up with the Jones’† can attest to what many young students where they simply want what their friends are wearing. Many school administrators are of the opinion that students who wear school uniforms behave in a far more appropriate manner within the school atmosphere as uniforms lend to engaging students in appropriate behavior by reducing violence within the system.The most plausible reason for this is that with standardized dress there is less places to hide weapons in where in the fashion standard of students, especially in high school, weapons can be hidden in pockets in waist bands of pants that have shirts laid overtop and in baseball caps. It is this author’s opinion that with less opportunity to hide weapons in clothing and headgear of what student’s are currently wearing can hide weapons that are carried into the school and, if there are no metal detectors present, leaves an undeniable avenue for violent propensities.What has been considered one of the more conscionable reasons for the policy to implemented within the school system is the social preying that occur with many indigent students. Many students come from impoverished family units and if they are unable to afford t he latest trends and this is one of the ways that students look to in an attempt at self-expression and definition. This is a huge factor in a child’s psychological development and if there is a removal of this one barrier that students continually come up against, there is a marked improvement in both academic and social situations.This is really tied into the social outcome factor as when there is only one type of dress needed for school, i. e. uniform, there is a higher instance of affordability amongst families that are simply unable to afford expensive, trendy clothing. The government has also taken an independent and unbiased approach to addressing this issue and it is compelling their overall interpretation of the current school system and it’s tie-in to student safety.The government believes that the â€Å"adoption of school uniform policies can promote school safety, improve discipline, and enhance the learning environment. The potential benefits of school un iforms include: †¢ decreasing violence and theft — even life-threatening situations — among students over designer clothing or expensive sneakers; †¢ helping prevent gang members from wearing gang colors and insignia at school; †¢ instilling students with discipline; †¢ helping parents and students resist peer pressure;†¢ helping students concentrate on their school work; and †¢ helping school officials recognize intruders who come to the school (Government) There are currently many communities that have decided to adopt school uniform policies, which include: California, Florida, Georgia, Indiana, Louisiana, Maryland, New York, Tennessee, Utah and Virginia; and, many large school systems include: Baltimore, Cincinnati, Dayton, Detroit, Los Angeles, Long Beach, Miami, Milwaukee, Nashville, New Orleans, Phoenix, Seattle and St.Louis have school in either a voluntary or mandatory uniform policy in effect. There are many school boards in larg e and small cities that have adopted school uniform policies which include: Long Beach, California Uniforms are mandatory in all elementary and middle schools. Each school in the district determines the uniform its students will wear. There is an opt-out of the program with parental consent. Currently the size of the program, implemented in 1994, includes 58,500 elementary and middle school students.Support for disadvantaged students: Each school must develop an assistance plan for families that cannot afford to buy uniforms. In most cases, graduating students either donate or sell used uniforms to needy families. Results: District officials found that in the year following implementation of the school uniform policy, overall school crime decreased 36 percent, fights decreased 51 percent, sex offenses decreased 74 percent, weapons offenses decreased 50 percent, assault and battery offenses decreased 34 percent, and vandalism decreased 18 percent.Less than one percent of the students have elected to opt out of the uniform policy. Dick Van Der Laan of the Long Beach Unified School District explained, â€Å"We can't attribute the improvement exclusively to school uniforms, but we think it's more than coincidental. † According to Long Beach Police Chief William Ellis, â€Å"Schools have fewer reasons to call the police. There's less conflict among students. Students concentrate more on education, not on whose wearing $100 shoes or gang attire. † Richmond, VirginiaThis voluntary uniform policy at Maymont Elementary School for the Arts and Humanities was implemented in 1994 with approximately 262 elementary school students enrolled. Support for disadvantaged students: Responding to parent concerns about the cost of uniforms, the school sought community financial support for the uniform program. Largely as a result of financial donations from businesses and other community leaders, the percentage of students wearing uniforms rose from 30 percent in 1994 -95, the first year of the program, to 85 percent during the current year.Results: Maymont principal Sylvia Richardson identifies many benefits of the uniform program, including improved behavior, an increase in attendance rates and higher student achievement. In the examples shown above, both mandatory and voluntary uniform policies have proven there is a correlation between violent behavior and school uniform policies and there are many variations of the mandatory school uniform policy which can be initiated between the school, the parent and the student. Carl A.Cohn writes that within the Long Beach school system, upon instituting a mandatory school uniform policy over two years prior, â€Å"much of the public school educational establishment reacted skeptically. The school board was told by permissive parents, civil liberties interest groups, timid legislators, and a biased news media that they would not let it happen. The school board initiated this program over 1 ? years ago with a 99 percent compliance rate in the program and a substantial decrease in school crime† (Cohn). ConclusionEither being in favor or not in favor of mandatory school uniforms is a moot point as it is generally those who simply don’t like to have their children conform to a mandatory policy or not, and, not for concrete and convincing reasons that wearing a school uniform decreases their children’s aptitude for learning, decreases their social status, or, even decreases their child’s freedom of expression. Albeit some students, especially those in the higher grade levels often rebel by girls pulling their skirts up above the regulated skirt length, this, is in no way a reflection on safety in school.One piece of evidence that is hard to refute is that studies have found â€Å"that due to increased prevalence of school violence, one in five public school students feels less eager to go to school every day, one in seven feels less inclined to pay attentio n to learning in school, and one in 10 stays home from school or cuts class. In unsafe school environments, teachers cannot teach to their maximum potential, and students cannot learn to their full capability† (Everett and Price).Paliokas and Rist note that â€Å"for many individuals, the appeal of mandatory school uniforms is based on conventional wisdom and an intuitive belief that increased structure results in improved child behavior. Nevertheless, there is not much empirical data to support a cause-and-effect relationship between school uniforms and violence†. Simply put, there are other variables which may, in fact, be a direct or indirect contributor to declines in levels of violence with or without school uniform policies.Paliokas and Rist â€Å"posed several questions that must first be answered before declines in school violence can be specifically attributed to the implementation of school uniform programs: a) was the implementation of the uniform policy onl y one aspect of a comprehensive safety plan that included heightened security and stricter rules? b) were local community-policing programs implemented at the same time? c) was the trend of violence in the school at its peak and ready to decline? d) was there an analysis of the trends of violence within that specific school or school district?e) were the decreases in school violence attributed to the Hawthorne Effect in which short-term attention to and visibility of a problem caused the decline? and, finally f) was parental involvement a crucial factor in the reduction of violence? † (Paliokis and Rist). A large problem with the debate over school uniform policies and putting the emphasis on if implementing said policy was, in fact, in direct relation to curbing school violence is that although many school districts were privy to reduction in violence related to students, could there in fact be mitigating factors relative to the reduction.There is a need to look to finding em pirical evidence in support of a mandatory uniform policy through the gathering of a variety of independent studies including: 1) Investigate parent, teacher, and student perceptions regarding school uniforms and violence prevention. 2) Trend analyses to determine whether any decline in violence represents true change or predictable change in trend within the school and/or school district. 3) Must be statistically control for possible intervening variables associated with violence reduction to determine cause-and-effect relationships between school uniforms and violence reduction.4) Compare the prevalence of violence in schools mandating uniforms with schools mandating dress codes. 5) Obtain data from both experimental groups (those required to wear uniforms) and control groups (those not required to wear uniforms). 6) Examination of how schools mandating uniforms address the issue of providing school uniforms to low-income families. 7) Focus on identifying the means to adequately e valuate the effect of mandatory uniform programs on the prevalence of school violence (Paliokas and Rist)Works Cited Paliokas KL, Rist RC. Do They Reduce Violence — Or Just Make Us Feel Better? Online. http://www. edweek. org/we/vol-15/28rist. h15. April 3, 1996. Cohn CA. Mandatory school uniforms: Long Beach's pioneering experience finds safety and economic benefits. School Admin. 1996; 53(2):22-25. King, K. A. Should school uniforms be mandated in elementary school? 1998. Online http://danenet. wicip. org/ncs/forumuniformseval. htm PSParents. net. Pros of Mandatory School Uniforms.Online at http://psparents. net/ in_support. htm United States Government. School Uniforms: Where They Are and Why They Work? Online http://www. ed. gov/updates/uniforms. html American Psychological Association. Violence and Youth: Psychology's Response, Volume 1: Summary Report of the American Psychological Association Commission on Violence and Youth. Washington, DC: American Psychological Assoc iation; 1993:42. Callahan CM, Rivara FP. Urban high school youth and handguns. JAMA. 1992;267:3038-3032.

Changing Views on Homosexuality

If you live in a metropolitan city like Atlanta, as I do, you may notice that the gay culture is mixed in with the rest of the multi-cultural happenings of the city. Having a large gay community is just another unique feature to Atlanta, GA. Although other cities may not have as large a grouping, the gay community is growing across the states. Men and women are feeling more open to express their homosexual lifestyle and this is in part due to the changing views of sexual behavior and homosexuality. Homosexual behavior is defined as sexual behavior with a member of one’s own sex (Sarason & Sarason, 2005). Prior to the 1970s, homosexuality was considered to be a diagnosable psychiatric disorder and was listed in the DSM (Diagnostic and Statistical Manual of Mental Disorders). Homosexuality was viewed almost as a disease that people needed to be cured of. Research revealed that homosexual men and women did not differ in psychological adjustment from heterosexual men and women (Sarason & Sarason, 2005). There has been the debate of whether a person is born gay or if homosexuality is a learned behavior. In my opinion, I believe that a person is born gay and does not chose or learn this sexual behavior from others. I’ve witnessed a relative grow up and noticed behavior as child that suggested he may be gay. As an adult, he informed the family that he is in fact gay. This came as a shock to no one and when asked when he knew he was gay, he stated that he knew all along. It is thought that if people no longer viewed homosexuality as a behavior that people chose to partake in, that less emphasis would be placed on trying to â€Å"cure† homosexuality. Dr. Glenn Wilson and Dr. Qazi Rahman, authors of the book Born Gay, state that there is no single gay gene, but genes do contribute and consider the effect of sex hormones to which fetuses are exposed in the womb (Ahuja, 2005). Wilson and Rahman feel that sexual orientation is fixed at birth and that any evidence-based scientist would agree (Ahuja, 2005). With more people understanding that sexual orientation is innate rather than learned, viewpoints on homosexuality are shifting. Our society is slowly becoming more accepting and placing less of a stigma on homosexual behavior. In the past there were no rights for gays wanting to marry, but now gays in Massachusetts can legally marry. In Vermont and other parts of the world, gay men and women now have the right to enter into legal partnerships that give them some of the same protections and responsibilities of marriage (Sarason & Sarason, 2005). Past opinion polls have resulted in some Americans saying that gays cannot be considered good role models for children (Sarason & Sarason, 2005). Some people have thought that a child’s sexual orientation could be affected if the child had gay or lesbian parents. Research on child adjustment in homosexual households provided results that did not differ from children raised by heterosexual parents (Sarason & Sarason, 2005). Dr. Ellen C. Perrin feels that children raised by gay or lesbian couples do just as well as children raised as by heterosexual couples. â€Å"In some ways children of same-sex parents actually may have advantages over other family structures†, says Perrin (Chang, 2005). Studies conducted on homosexual couples show that lesbian couples share household responsibilities equally and that children adjust better when there is an equal division of labor (Chang, 2005). Raising healthy, well-adjusted children and understanding that homosexuality is an innate behavior are just two examples of why attitudes towards homosexuality are changing. Although there is still room for improvement in terms of accepting gay culture, strides are being made compared to earlier attitudes. To me the most significant change is understanding that homosexuality is not a disorder, it represents a person’s sexual orientation. References http://www.webmd.com/mental-health/news/20051012/study-same-sex-parents-raise-well-adjusted-kids

10 Companies With Amazing Benefits for Part Time Employees

10 Companies With Amazing Benefits for Part Time Employees Trying to finish school or take care of a family, or start a business on the side, but jealous of everyone with full-time benefits? Here are 10 companies you could work for that offer great benefits for part time employees. 1. Avis/BudgetThe Avis Budget Group also includes Apex, Payless, and Zipcar. When you work for this company, you are eligible for the employee stock purchase plan after 90 days. And after 1,000 hours of service, even part-time sales associates and vehicle techs are eligible for a 401k.An extra perk? You can get a discounted price on former rental vehicles when you need to buy a car.2. Barnes NobleBarnes Noble offers basic life insurance to everyone who works there. Plus after six months of employment, you get one paid week off per year. After one year, that doubles to two weeks! If you love books- or even just tolerate them- this could be the place for you.3. The Container StorePart-timers here get access to 401k, medical, dental, and vision plans. There’ s also good counseling, a corporate wellness plan, gym membership discounts- and even pet insurance discounts. Plus you might be able to get coverage for your common law spouse or domestic partner.4. CostcoAfter you’ve worked part-time for 180 days (or 600 hours), you’re eligible to receive benefits- healthcare, prescription drugs, etc. And if you work at least 10 hours per week, you’ll be enrolled in short-term disability insurance as well.5. Lowe’sLowe’s will give you a preventative health care plan right off the bat- which doesn’t cover hospitalization or illness, but will hopefully keep you in primo shape with tons of preventative care. They also have 401k, dental, vision, disability, life insurance, auto and home insurance plans or discounts.6. REIThis co-op gives employees health care, life, and disability on a sliding scale (based on annual pay) when they work at least 20 hours a week. If you work less than that, they’ll help y ou navigate the marketplace and get coverage elsewhere. There’s a great employee assistance plan available to all. Plus, the company gives 5% of eligible employees’ base pay to a retirement plan, plus profit sharing opportunities and pre-tax transportation subsidies.7. StaplesWork there for 90 days, and you can sign up for dental, vision, short-term disability, and life insurance. If you average 30 hours a week for a year, you’ll then be able to enroll in full-time medical. After 1,000 hours and a year, you’re also eligible for 401k and stock options.8. StarbucksWork 240 hours over three consecutive months and average 20 hours a week, and Starbucks gives you great benefits- including a health plan that includes acupuncture and chiropractic care. After a year, you’re eligible for PTO. And there are life insurance, 401k, online tuition reimbursement, and adoption expense reimbursement benefits programs available. Plus free coffee every week!9. U-Haul There are limited medical and dental plans available to all part-time employees. Plus 401k and stock options, travel insurance, and a credit union for banking.10. UPSUPS offers education assistance to part-time employees. Get an extra $5250 a year ($25k max, lifetime) to go back to school!

Free Essays on ChillingworthPower Of Sin

The Scarlet Letter by Nathaniel Hawthorne expresses the origin of sin in Roger Chillingworth’s character and his desire for revenge. â€Å"Spending long hours in his poorly lit study† he was a â€Å"man of science†, devoted to the pursuit of learning. Before he left Hester at their settlement, he was so wrapped up in his own studies that he close-mindedly became a man of reason, without conscience or compassion for her or anyone else. His will power on the other hand, was enticed by revenge and like a scientist, he found a way of going about getting this revenge. Chillingworth is the â€Å"man of science†, characterized by pure intellect and reason with no concerns or feelings about others. In chapter 9, Hawthorne describes the scarcity of Chillingworth’s scientific peers in the New World: â€Å"Skillful men, of the medical†¦profession were of rare occurrence in the colony. â€Å" These men of science have lost their spiritual view of human beings because they are so wrapped up with the scientific intricacies of the human body. Chillingworth lived in a world of scholarly pursuits and learning and is a prime example of one of these scientific men. He cut Hester out of his life long before the Indians imprisoned him to pursue his studies. Like a lab rat that is subject to horrible experiments, an innocent soul was subject to experimental torture in the name of revenge and not scientific pursuit. So horrible were the minister’s feelings about himself that he died out of shame. He was no longer capable of bearing the grief that infected him. It surprises me that Chillingworth never considered forgiving Arthur Dimmesdale for pursuing love- a perfectly reasonable part of humanity. Dimmesdale’s demise at the end of the book was a direct cause from Chillingworth, who used the power of sin and secrecy against him. Like a scientific investigation of his subject- the minister, he calculated his every move in understanding him, like ... Free Essays on ChillingworthPower Of Sin Free Essays on ChillingworthPower Of Sin The Scarlet Letter by Nathaniel Hawthorne expresses the origin of sin in Roger Chillingworth’s character and his desire for revenge. â€Å"Spending long hours in his poorly lit study† he was a â€Å"man of science†, devoted to the pursuit of learning. Before he left Hester at their settlement, he was so wrapped up in his own studies that he close-mindedly became a man of reason, without conscience or compassion for her or anyone else. His will power on the other hand, was enticed by revenge and like a scientist, he found a way of going about getting this revenge. Chillingworth is the â€Å"man of science†, characterized by pure intellect and reason with no concerns or feelings about others. In chapter 9, Hawthorne describes the scarcity of Chillingworth’s scientific peers in the New World: â€Å"Skillful men, of the medical†¦profession were of rare occurrence in the colony. â€Å" These men of science have lost their spiritual view of human beings because they are so wrapped up with the scientific intricacies of the human body. Chillingworth lived in a world of scholarly pursuits and learning and is a prime example of one of these scientific men. He cut Hester out of his life long before the Indians imprisoned him to pursue his studies. Like a lab rat that is subject to horrible experiments, an innocent soul was subject to experimental torture in the name of revenge and not scientific pursuit. So horrible were the minister’s feelings about himself that he died out of shame. He was no longer capable of bearing the grief that infected him. It surprises me that Chillingworth never considered forgiving Arthur Dimmesdale for pursuing love- a perfectly reasonable part of humanity. Dimmesdale’s demise at the end of the book was a direct cause from Chillingworth, who used the power of sin and secrecy against him. Like a scientific investigation of his subject- the minister, he calculated his every move in understanding him, like ...

Free High School Guides

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Developing Management Capability Speech or Presentation

Developing Management Capability - Speech or Presentation Example Your first lines, therefore, should be creative, exciting and interesting. b) 'These next lines are good, and they can be effective if said with passion that will show the listeners how significant a small percentage (like 2 per cent) can be when considered in context of the base amount which, in this case, is 1.2 billion in euro. Assuming that these figures are all well-researched and accurate, this part should serve to be when the you - the speaker - convince the listeners that what you are presenting is worth looking into. The presentation slides used to highlight these lines should show pictures of the market that the listeners would want to tap. Without such critical slides, the important point relayed by this part of the presentation - the market you want them to target - will just be missed by the listeners. c) These lines should never be said, "What sort of things do I mean by informational-educational This is not the best example, but it will help to illustrate the idea: Sotheby's has produced a video guide to eighteenth-century French furniture." They are ineffective points that will only ruin your presentation. These lines give your listeners the feeling that your presentation is not the best that you can give or do. Citing examples to make things clear would be effective only if the examples used for the purpose are the best and the most fitting. It is one big blunder to use second-best examples to illustrate a point; and it is another equally big blunder to actually tell the listeners that the example you are about to name is actually not the best. To be persuasive and convincing, your listeners should be made to feel that you took pains to put together for them a great presentation that contains accurate data and intelligent choices of words, examples, and lay-out of the slides. d) "Now I'd like to talk about where I see the opportunities in this market. I see them at the high end - the affluent - I think it's a defined target, it has a lot of discretionary income, and its interests lie in the areas I want to market into." These lines are ineffectively worded. There are better ways to put the points therein to words. Instead of those lines that rather sound dragging, you should instead use a slide or two to show the listeners a diagram of the entire DVD-renting population and then to specifically point out the specific part of it that represents the market niche that you want to capture. Attaining such goal should be doable if your listeners will be fired up and become enthusiastic and passionate believers of what you yourself believe in. e) "The project would investigate the viability of starting a production and distribution outfit in Europe; it would investigate the potential product portfolio in the market, and would essentially turn an idea into a business proposition that can be put to a bank to raise capital." These lines would dampen the excitement roused by your earlier lines. These are ineffective points, unless they are rephrased and discussed with more optimistic and energy. The financing concerns are to be dealt with by the finance people, and maybe the conservative and serious words are the ones to use when talking with them. But when talking to a group for the purpose of

Controversial issues in education Literature review

Controversial issues in education - Literature review Example This group thinks that spiritual and ethical teachings play a significant role in schooling as it is contributing to the behavior of students in a positive way. The prayers and belief can help them in different stages of lives and therefore there is a need of religious motivation in our students. The other group of people who are not supporting prayers in schools think that organizing prayers that are against the children’s religious belief and can create confusion in the children’s mind about their religious beliefs, and therefore to avoid such matters prayers should be kept away from the public schools. According to a law in US, organizing prayers in school is considered illegal. Another controversial issue is whether sexual education should be a part of educational curriculum or not. This is the most challenging issue faced by different educational institutions around the globe. I think that the children should be given proper sexual education by their schools so that they can make accountable and decent decisions. However some people think that this knowledge should be provided by their parents, but in most cases parents are not comfortable while sharing this information with their children. By providing the children with sexual information they can deal with the stresses related to different sexual activities and can make responsible decisions. Therefore sexual education is made a necessary part of our education system to avoid young pregnancies and sexually transmitted diseases (Curtis, 2008). Another important issue related to education is whether uniform should be mandatory in schools. According to a research, uniforms should be mandatory for all the students as it represents the school’s image and esteem. The school uniform eliminates the gap between financially advantaged and disadvantaged students and it has been reported that 65% students

A mobile application tool, which uses persuasive design to encourage Literature review

A mobile application tool, which uses persuasive design to encourage young adults to make healthier food alternatives - Literature review Example Furthermore, the chapter is also based on reviewing the works of different authors about the aspects of balanced diet, the development of eating behaviour risks owing to unhealthy eating along with parents’ role in shaping the behaviour towards food choices. Different persuasive technologies that are used for shaping the attitudes of people towards healthy food choices have also been described in this chapter. 2.2 Unhealthy Eating Behaviours and Obesity Poor eating behaviour is regarded as a key public concern within young adults particularly during educational and early career life (Hampshire County Council, 2007). During this time, they are exposed to a lot of pressure from study and work related circumstances in order to meet the daily requirements and at times they find themselves in a prevalent scenario wherein they hardly find time to eat healthy foods in a regular expected duration, thereby they often revert to unhealthy food options (Hampshire County Council, 2007). Th ese aspects generate a barrier against the adoption of healthy behaviour such as unhealthy eating habits and substance abuse among others (Hampshire County Council, 2007). Although these behaviours are regarded as temporary, at this age, the unhealthy eating habits can persist in the life of older adults (Hampshire County Council, 2007). Rapid changes in physical health and psychological developments have positioned young grownups as a nutritionally vulnerable group with weak eating behaviours who are unable to satisfy the dietary requirements (Hampshire County Council, 2007). Therefore, it can be recognised that in order to tackle the scenario of unhealthy eating behaviours and allied obesity, there is a requirement for young adults to focus on consuming a balanced diet which can enable them to nurture desired physical developments. 2.2.1 What Is a Balanced Diet In order to encourage healthy eating practices, balanced diet is important for young adults. According to School of Publi c Health (n.d.), balanced diet supports good health and helps to maintain a fit body for individuals. The development of a healthy eating habit facilitates an individual to become easily accustomed to balanced food intake behaviour. . For any balanced diet, it is particularly important to obtain the right amount and right type of foods. Unfortunately, most of the young individuals do not consume healthy diets which at times result in the creation of heart related illness and overweight (School of Public Health, n.d.). Along with ensuring a focus on balanced diet, there is a profound need to derive an understanding of how eating behaviours of young individuals are developed. 2.2.2 How Eating Behaviours Are Developed of Young Adults There are several aspects which determine the eating behaviour among individuals. For example, according to King & et. al. (2007), at times environmental factors bring about unhealthy behaviours among young adults. The growing number of shopping malls, con venience stores, restaurants and fast

Israeli Economy Essay Example | Topics and Well Written Essays - 2500 words

Israeli Economy - Essay Example This study will focus on the ethnic considerations in regards to the economy of the Israeli state as well as the Jewish state/Israeli nation discourse that accompanies it. The role of religion in economy will also be discussed. The approach of this study will be through first providing a brief background on the historical ethnic composition in regards to Ashkenazi and Sephardis and then detailing the historical and contemporary perspectives of the issues in question before concluding with a look at how Post-Zionism may respond to the issues addressed in the essay. Ethnic Background on Israel (Ashkenazi/Sephardi) Tsur (231) discusses the distribution of Jews in the pre-Zionist era, stating that Jews could be viewed geographically as European (residing in Europe) or Afro-Asian (residing in North Africa and Asia especially in the Middle East). With this categories established, it is then observed that the Zionist migration into Palestine at the time of establishment of the Israeli state (1948) was heavily inclined towards European Jewry with majority of the immigrants streaming in from Eastern Europe in comparison to those from North Africa and the Middle East. This pre-Zionist categorization spawned the major ethnic classification Ashkenazi and Sephardi that have later characterized the socio-economic and political landscape of Israel. Although it is difficult to define Jewry, the Ashkenazi Jews are the ones who originated from European nations. Originally, Ashkenazi referred to Jews from Germany who had settled in Eastern Europe and spoke Yiddish. Sephardi, on the other hand, referred to Jews from the Iberian Peninsula who had also settled in the Ottoman Empire. The two nuclei origins of Jews later incorporated other Jews, with those from Eastern Europe and later from America ascribing with Ashkenazi while those from Islamic North African and Middle East countries identified with the Sephardi (Tsur, 232; Dowty 1-3). Hence, the Zionist migration largely featured Ashkenazi Jews, with the changes all aspects of the Israeli society following showing elements of the two ethnic inclinations as is the subject of the rest of this discussion. Historical Perspectives on Ethnic Economic Considerations Kaplan notes that the immigrants from Asia and Africa (the Sephardi), generally began their lives in the new state at significant socio-economic disadvantage as compared to the dominant Ashkenazi population. While the most of the Ashkenazi seized the numerous opportunities in the working and middle class levels due to possession of marketable skills, advancement in education and considerable favour from the authorities, the Sephardi had to make do with low income jobs and settled in marginal neighbourhoods and settlements that were largely economically non-stimulating. Kaplan also indicates that economic inequality was further compounded in the entire first generation of Ashkenazi and Sephardi born in the state of Israel as the Sephardi traditionally ha d larger families which strained the already limited resources available. The manifestation of this ethnic disparity in historical economic terms can be seen in the statistics available on incomes, distribution of occupation and education before 1975. By 1956-1957, the Sephardi averagely earned 73% of what the Ashkenazi earned increasing to 82% by 1975. When the large Sephardi families are taken

Choose one from the instruction Research Paper Example | Topics and Well Written Essays - 2250 words

Choose one from the instruction - Research Paper Example The two cases constitute to intentional or negligence cases. There are other cases where the person causing damage remains liable to the victim regardless of whether they intended to cause harm. These constitute to strict liability cases. A country’s court has many cases to handle ranging from criminal cases to civil cases, among many others. Among the many cases the court handles are tort cases. The court seeks to administer justice to those involved through compensation as well as they look for ways of deterring further occurrence of torts (Best and David 8). Sometimes, compensation for losses incurred becomes the core function of tort law, and contributes to its development. Although the primary function of tort law can be described as the need to determine the required compensation. However, prevention and punishment measures too are important factors that help prevent further tort cases. This is because as the court looks for compensation of the injured, it also looks to send a warning to the offender. When a court makes its decisions on the case and defendants understand they may have liability in the case, it may act as a deterrent measure on further tort cases. However, research shows that goals of compensation and deterrence of future damage may differ in some cases as the court may favor one side than the other (Best and David 8). When courts in the U.S started undertaking tort cases, they considered compensation and deterrence as the main goals of concern. However, compensation became easier to perceive than deterrence and courts expanded tort law focusing on compensation. Later, economic hardships that hit the country largely affected the court's decision to follow compensation (Best and David 9). Impact of legal issues on economy Economic analysis of... The social cost incurred from the accident is the cumulative precaution and the cost of the expected accident, and becomes what the society is liable for. Economically, for the society to reduce the costs of an accident they should take a precaution that lies in between two extremes; the cost of the precaution itself and the cost of the expected accident (Mattiacci 5).The in-between precaution is the optimal care the society takes because it reduces the cost of the precaution and the expected accident cost thus minimizing the social cost. Therefore, decisions made by the tort law system should ensure that the incentives they give to the injurer to avoid the accident should enable them take an in-between precaution. The legal issues existing in tort law systems include giving parties incentives to acquire information on the accident occurrence. The court authority should ensure that incentives given for accessing information about the accident should not constrain the economy. This in one way relieves the country economic pressures. To minimize spending on risks, the tort law system should ensure a most favorable allocation of risks between the injurer and the victim, and it can only achieve this goal through insurance (Shavell 188). On the side of the transaction costs, the tort system’s goal is to minimize the administrative costs that result from the system’s attorney’s and magistrate’s payment. However there is conflict between the distinction on allocations of incentives towards the prevention or precautions taken or compensation for the accident. Acquiring equilibrium between the injurer and the victim will help achieve the social goal of compensation and deterrence and minimize cost on economy.

Gender Essay Example | Topics and Well Written Essays - 500 words - 1

Gender - Essay Example Three main prospects are portrayed in these two articles. The first one is that journalism is not about intellectual ability only but also about having great determination. Women who have to be journalists must be ready to persevere and show dedication in their work. They should be ready to go through thorough training and also have a deep conviction that they can do the work. As Arnold Bennett puts it, journalism ‘will surely prove both exhausting and disappointing to those whose hearts are not set fast upon it’. To those who do not have what she terms as ‘iron determination’, to go against all odds, will find a hard time being n journalism. However, for those who are determined and persevering, they will surely overcome the disappointments that come along with journalism and hence find their work interesting and fulfilling. One who aspires to be a journalist must also be a good writer and one who loves to read newspapers and periodicals in a regular basis. It involves a lot of reading and a need to know more time after time. Hence, someone who does not have a natural love for reading will have a hard time in the field of journalism. An aspiring female journalist should possess the talent of coming up with new ideas regularly and be willing and ready to share them with other people. She should be creative and know how to argue out points and facts so as to gain the confidence and acceptance of her ideas to people. A female journalist must also be ready to face the prejudices that the society has against women. Even in collection of information, men will always be biased on the type of information that they give females since they feel that the females cannot understand some issues. As much as many women can now be seen in the field of journalism, very few can be found in the most influential positions that involve decision making.

Choose one from the instruction Research Paper Example | Topics and Well Written Essays - 2250 words

Choose one from the instruction - Research Paper Example The two cases constitute to intentional or negligence cases. There are other cases where the person causing damage remains liable to the victim regardless of whether they intended to cause harm. These constitute to strict liability cases. A country’s court has many cases to handle ranging from criminal cases to civil cases, among many others. Among the many cases the court handles are tort cases. The court seeks to administer justice to those involved through compensation as well as they look for ways of deterring further occurrence of torts (Best and David 8). Sometimes, compensation for losses incurred becomes the core function of tort law, and contributes to its development. Although the primary function of tort law can be described as the need to determine the required compensation. However, prevention and punishment measures too are important factors that help prevent further tort cases. This is because as the court looks for compensation of the injured, it also looks to send a warning to the offender. When a court makes its decisions on the case and defendants understand they may have liability in the case, it may act as a deterrent measure on further tort cases. However, research shows that goals of compensation and deterrence of future damage may differ in some cases as the court may favor one side than the other (Best and David 8). When courts in the U.S started undertaking tort cases, they considered compensation and deterrence as the main goals of concern. However, compensation became easier to perceive than deterrence and courts expanded tort law focusing on compensation. Later, economic hardships that hit the country largely affected the court's decision to follow compensation (Best and David 9). Impact of legal issues on economy Economic analysis of... The social cost incurred from the accident is the cumulative precaution and the cost of the expected accident, and becomes what the society is liable for. Economically, for the society to reduce the costs of an accident they should take a precaution that lies in between two extremes; the cost of the precaution itself and the cost of the expected accident (Mattiacci 5).The in-between precaution is the optimal care the society takes because it reduces the cost of the precaution and the expected accident cost thus minimizing the social cost. Therefore, decisions made by the tort law system should ensure that the incentives they give to the injurer to avoid the accident should enable them take an in-between precaution. The legal issues existing in tort law systems include giving parties incentives to acquire information on the accident occurrence. The court authority should ensure that incentives given for accessing information about the accident should not constrain the economy. This in one way relieves the country economic pressures. To minimize spending on risks, the tort law system should ensure a most favorable allocation of risks between the injurer and the victim, and it can only achieve this goal through insurance (Shavell 188). On the side of the transaction costs, the tort system’s goal is to minimize the administrative costs that result from the system’s attorney’s and magistrate’s payment. However there is conflict between the distinction on allocations of incentives towards the prevention or precautions taken or compensation for the accident. Acquiring equilibrium between the injurer and the victim will help achieve the social goal of compensation and deterrence and minimize cost on economy.

Hamidian Era Essay Example for Free

Hamidian Era Essay â€Å"Analyse the Hamidian era from the perspective of either the Balkan or the Anatolian or the Arab provinces, discussing the different ways in which that region was treated by the Ottoman government, and the different ways that region responded†. The Balkan region of the Ottoman Empire had always been a crucial part of it vast domains. The Balkan states can be credited with shortening the lifespan of a troubled empire. More specifically, Albania it can be argued contributed a great deal in bringing about the eventual demise of the Empire. The late British MP Audrey Hebert succinctly stated that, â€Å"In the end, like Samson in the Temple of Gaza, they pulled down the columns of the Ottoman Empire upon their own head. It was the Albanians and not the Serbs or Bulgars or Greeks who defeated the Turks†. It is strange then that not enough research has been done to deeply analyze the Albanian nations’ contributions towards the Ottoman Empire. This essay will look at the Hamedian agenda in relation to the Balkan region, focusing specifically on the Albanian nation. This essay will analyze the Sultans policies vis-a-vis the Albanians to conclude that in the end the Empire lost a once great ally of the Empire due to its detrimental centralizing policies, which attempted to strip away national in a time when nationalism was a central them in the region. The loss of Albania within the Balkans culminated in the Young Turk revolution, which brought an end to the Hamedian era. Sultan Abdul Hamid II is generally remembered as a pious ruler. The Hamedian agenda was multi-faceted. The Sultan sought to unify the Muslims under the banner of Islam to repel outside intruders. He also wanted complete authority in order to centralize his Empire. The Ottoman context at this time was characterized by strong nationalist calls from within the Empire. This sweeping nationalism was inspired by Western Europe and various European states encouraged nationalist movements within the Empire thus further compounding the multitude of political, social and economic problems confronting the Sultan. Sultan Abdul Hamid II attempted to undermine the growing nationalist problem by employing his policies of pan-Islamism. Pan-Islamism gained real momentum only after the signing of a treaty in Berlin in 1878. The treaty was a consequence of the Ottoman defeat against the Russians a year earlier. As a result the Sultan auspiciously suspended the constitution and exiled Ottoman Bureaucrats whose where seen as a threat to the Sultans power. The major outcome of this European headed congress however was that the Empire had lost large parts of the majority Christian Balkan territories. The Sultan then distanced himself from the secular orientated ideas of the preceding Tanzimat era. His policies â€Å"went from being, ostensibly supra-religious during the hey-day of the Tanzimat, to more emphasis being placed on Islam in tone and nuance†. An example of this is his education policy, which put forward school curriculums very Islamic in nature. The Balkans had always been a key economic resource for the Ottoman Empire, owing to its large population, huge fertile lands and well located position inside Europe. The congress’s decision resulted in Serbia, Montenegro and Bulgaria gaining independence. This greatly hindered the Sultan’s desire for centralization. Without worrying about ruling a large Christian population, the Sultan could now focus exclusively on his Muslim subjects. He did this in two ways. Firstly, the Sultans’ subjects needed to form â€Å"a cohesive new core of identity,† especially since the Muslim population made up over 70% of the Empire. Secondly, Abdul Hamid was not afraid to use his title as Caliph of the Believers to rally support from his subjects to call for jihad against the infidel colonialists. Of course this was part of the pan-Islamic propaganda used so well by the Sultan. In 1877 the Islamic agenda of the Sultan became very apparent. The San Stefano, treaty was forced on the empire after the Russians had defeated the Ottomans in war. The treated stipulated that the majority Albanians lands be given to Serbia, Bulgaria and Montenegro. The Albanians were ethnically non-Slavic and most of them were Muslims. They were known to be very loyal to the Empire. Some of the best soldiers who served in the Janissary corps came from Albania. Not long after the treaty of San Stefano, prominent figures from Albania came together in response to a congress that they perceived as dangerous to the Albanian national interests. This phase in Albania’s’ history is known as the national awakening. The initial result of this congress was the formation of the â€Å"league of Prezren† on 20 June 1878, lasting until 1881. With a coalition of land-owners, religious scholars and intellectuals, the league had almost 300 members. They came from Kosovva, Yannya, Isscodra, and Monasstir. The league submitted a document consisting of sixteen plans to the Sultan in 1878. At least 47 Albanian representatives signed this document. Article 1 clearly outlined that the Albanians were not against the Empire. Article 2 had clearly stated the Leagues’ loyal stance towards Abdul Hamid. We find the following in article 6: â€Å"In view of the situation in the Balkans, we will not allow any foreign troops to enter our territory. We will not recognize Bulgaria and do not even wish to hear its name mentioned. If Serbia does not agree to give up the regions it has occupied illegally, we will deploy volunteer corps (akindjiler) against it and do our utmost to bring about the return of these regions. We will do the same with Montenegro. † â€Å"It is understood that the Government may not interfere in the affairs of the League. Accordingly, the League will not interfere in the administrative affairs of the Government, unless the latter can be shown to have issued orders involving the use of force. † (Article 14) The formation of the league coupled with the resistance against the decisions of the congress of Berlin contributed in heightening the nationalistic tendencies of the Albanians. The call amongst the Albanians to unify the four populated vilayets into one autonomous province grew louder. However this clearly ran counter to the Sultan’s policy to unite the Empire on an Islamic basis and not a nationalist one, therefore rendering their demands impossible to accept. The Albanians became increasingly disgruntled with the policies of the Empire. However the Sultans endeavour to redefine the Ottoman identity as purely Islamic was â€Å"mainly directed at curbing nascent proto-nationalist acuities of the Ottoman Muslims. † Such a context deemed the ideas of league as harmful to the agenda of Abdul Hamid. The notion of a separate national entity, in this case â€Å"Albanianism’’ was thus actively suppressed by Abdul Hamid. Indeed Albanian nationalism became very pronounced and posed a threat to the Sultan. The idea of a national identity became so popular in Albania, that a traveller from England became astonished to observe that Albanians viewed themselves as Albanians and not as â€Å"Turks or Christians like other minorities in the Empire†. However language became a key hindrance for the Sultans plans. The Albanian language united them. In the wider Balkan context language aided in further agitating the growing nationalistic tendencies within the region. However the use of language as a basis for Albanian unity was not welcome by all. The Orthodox Patriarch of Constantinople outlawed the use of the Albanian script in writing. Sticking to the social contours set by the Sultan the Patriarch intended to divide the Albanians on the basis of creed. † Local Orthodox Patriarchs threatened Albanian bishops teaching the language with excommunication. However such attempts were ultimately unsuccessful. The Albanian issue was also expressed in military terms further perplexing the Sultans problems. The Albanians fiercely resisted the points of the aforementioned treaty, which gave away territory to its neighbours, in particular the cessation of Ulcinnj, Plavve and Gusinnje to Montenegro. The Albanians represented by the league were even prepared for what they believed to be an imminent attack by Montenegro and Serbia. The military capabilities of the Albanians were well known to the Sultan. A close confidant to the Sultan and chief secretary of the Empire Tahsin Pasha (1894-1909) describes the Sultans views towards the Albanians. The Albanians occupied first place [in the empire]. Abdul Hamid believed in the bravery and devotion of Albanians. This certainly constituted the foundation of Abdul Hamid’s policies†¦in Rumeli; the Albanians were considered a bastion of Abdul Hamid’s policies† The Sultan was able to use the military might of the Albanian forces. 1879 was the year in which they defeated an army form Montenegro in Gussnye. The Empire would suppo rt or restrain Albanian military activity depending upon its political interests at the time. Albanians generally fitted into the wider Ottoman political plans, and although the league acted as an independent government inside Albania, collecting taxes and administering the region for example, the Sultan largely ignored this due to the Albanian opposition to a complete dissolution of the Ottoman Empire and its territories. However in 1881 when the pan-Islamic policy of the Sultan had reached a new level, the league was seen as a threat and officially dissolved. Many people were exiled to the western peninsula of Asia. Following on from the dismantling of the League of Prezren, Abdul Hamid had always attempted, until his removal in 1909, to use the loyal elements of the Albanians to maintain control of the Balkan region. The former vizier Mehmet assad Sefvett Pasha suggested that the Albanians should be heavily relied on for security in Europe. The general Derrvish Pasha also supported this view. The Sultan was fully aware of the strategic importance the Albanians held within the Empire. The Albanian population was of great size, and well placed in the Balkan region. They were key in defending the Empire from the Balkans. Due to the loyalty and importance the Albanians had to the Sultan, he expanded the role of the Albanians within the Empire. Many were hired as his palace guards, and given a greater chance of participation in the Ciragan Palace (the Ottoman Parliament). They were also appointed to keep the Sheikh-a-Islam safe. Nevertheless Abdul Hamid maintained a feeble hold over population of Albania. Tribal loyalty was a strong force amongst the Albanian people. This loyalty eventually evolved to become expressed through nationalism, a notion that had already swept the region. The Sultans use of pan-Islamism to centralize his Empire, and more specifically to create a loyal defensive Albanian front in Europe became interpreted as an infringement on the Albanian right to self-recognition. The Alabanian language was used to promote national solidarity amongst the Albanian population, something the Sultans at times abstract policies could not deal with. However it is also true that the Albanians shared a common cause with the Sultan. They rejected and resisted foreign encroachment of the Empire and did not wish for its dissolution. The formation of the league of Prezren is evidence for these sentiments. In the end the question of why the Albanians and the Sultan could not work together, even for the short term to solve these shared issues is difficult to answer. However what becomes pretty clear is that the Sultans policy of uniting his empire on the basis of religion was persistently competing with the powerful force of nationalism, and in this case Albanianism. To conclude, nationalist movements, which had engulfed the Balkans— the Serbs, Montenegrins and Greeks — had an impact on the Albanians. The Albanians wanted greater autonomy within the Empire. The Albanians did not necessarily despise the rule of Abdul Hamid or his Empire. They were after all â€Å"loyal subjects for 500 years† and always â€Å"felt secure,† within the Empire. They disagreed with the idea that they could not gain greater autonomy like the rest of the Balkan states around them. Abdul Hamid’s attempt at centralization infringed on the national aspirations of his subjects thus pan-Islamism was antithetical to granting self-government to the different segments of the Ottoman Empire. The Albanians wanted greater autonomy but this clearly ran counter to the Sultans plans of centralization via the medium of pan Islamism. The Sultan lost the support of the Albanians and this paved the way for the committee of union and progress to gain huge support in the Balkans (especially in Macedonia). This eventually led to the dethronement of the Sultan. The Sultans policy failed to confront a tough nationalism, and ultimately became his undoing.

Role Suitability and Job Performance Research

Role Suitability and Job Performance Research Introduction Role suitability and job performance are two of the key elements studied and developed by occupational psychologists, and have frequently been discussed over an extended period of time. Job performance measures an individuals ability and results in their job, taking into account their ability to use initiative, their thoroughness in completing the tasks assigned to them and the effort they put into each. (Boshoff Arnolds, 1995) Role suitability is the governing attribute looked for in interviews and recruitment and measures the individual against criteria associated with successful application in a specific job role. When considering potential employees, it is vital for companies to ensure that they employ the most effective and efficient worker for the role, whilst also ensuring that the individual will be able to shoulder the responsibilities of the work the role entails. To achieve this, occupational psychologists are employed to advise in the recruitment process. They consider the individual differences that are vital in predicting ability and behaviour within a job role. Two main factors that are considered as the main indicators in job performance are personality type and general mental ability (GMA). General mental ability tests have been used for many years as a measure of potential job performance and validated research over an 80 year period has shown that the tests correlate with job performance measures across a large variety of job roles. (Outtz, 2002) GMA is most often referred to as intelligence, though differentiates from the intelligence normally spoken about by psychologists due to its lack of genetic potential. It is more accurately portrayed as an individuals ability to learn (Hunter Schmidt, 1996) Used as a general indicator of ability, it does not measure specific aptitudes that may be involved in a job, such as numerical aptitude or verbal aptitude. Personality is the other highly regarded indicator of performance in the workplace. Early reviews into the use of personality and job performance gave negative conclusions (eg. Guion Gottier, 1965, Reilly Warech, 1993). However, more recent research has evidenced suggestions that certain job-related criteria can be predicted through the testing of personality. One advantage that it has over cognitive ability testing is that it allows an element of fairness in selection choice, due to a lack of adverse impact on employees. Method Participants The experiment was carried out by joint honours psychology and counselling students from University of Wales Trinity St David Swansea. The participants were of mixed gender, all aged 18 and over. Each participant gave full written consent before taking part in the experiment. Design The experiment was of a correlational design, set to measure whether there were any correlational effects between personality type, in particular extroversion, and their abilities at scoring on a cognitive task. The statistical analysis was carried out using IBMs SPSS program (IBM, 2013). Descriptive statistics (means and standard deviations) will be used to analyse the results. Cronbach alpha coefficients was used to assess the internal consistency of the BFI-10 test. Finally Pearson product-moment correlation coefficients was used to examine the relationships between the variables. Procedure Each participant firstly completed a consent form, giving full written consent as to their participation within the study. The BFI-10 questionnaire was then issued to the participant, completed, then received and recorded by the experimenter. The Sales ability task was then issued to the participant, its two parts described, then completed by the participant. These papers were then collated by the experimenters and the data entered into SPSS, where the statistical analysis would be carried out. Materials The personality type was measured using the 10 question shortened version of the Big Five Personality inventory test, the BFI-10 (Rammstedt John, 2007) as this allows for an efficient and effective measurement of personality. This is measurable through a likert scale, with five steps ranging from 1= Strongly disagree to 5= Strongly agree. It measures levels of extroversion, agreeableness, openness to experience, conscientiousness and emotional stability with two items (questions) linked to each personality element. The cognitive ability task was measured through an adaptation of the National Sales Aptitude Test â„ ¢ as this is a validated and trusted indicator of ability in a sales environment. The test was adapted and designed to enable us to measure the following key elements of sales ability: Communication skills, persuasive ability, resilience, customer focus, relationship building, attention to detail, problem solving ability and listening skills. These are all important elements when considering somebodys potential sales ability. The test was made up of two sections, each graded differently. Section One was graded by a number value being given to each answer provided, whereas Section Two a point was given for each correct answer. IBMs SPSS software was used to carry out all statistical analysis. A consent and debrief form were also used to gain written acceptance of participation, and to debrief the participants following the experiment. Results All participants completed both scales. The mean score on the extroversion questionnaire was 6.47 with a range from 3-10 (SD = 2.11) and the mean score on the cognitive task was 58.8 with a range from 35-78 (SD = 10.75) In order to test the hypothesis that there is a positive association between increased levels of extroversion and cognitive ability in sales, the relationship between the two was explored using a correlational analysis. The results of a Pearson product-moment correlation indicated an insignificant weak negative correlation between the two variables (r = -.079, n = 40, p = >.05) with very little association being shown between the two variables (See Figure 1). The experimental hypothesis was therefore unsupported. Figure 1. Scatter-graph showing weak negative association between variables. Reference List Rammstedt, B., John, O. P. (2007). Measuring personality in one minute or less: A 10-item short version of the Big Five Inventory in English and German. Journal of Research in Personality,41(1), 203-212. IBM Corp. Released 2013. IBM SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corp. Boshoff, C. Arnolds, C. (1995) Some antecedents of employee commitment and their influence on job performance. South African journal of Business Management, 26(4), 125-135. Outtz, J.L., (2002) The role of cognitive ability tests in employment selection. Human Performance. 15(1/2), 161-171. Hunter, J.E., Schmidt, F.L., (1996). Intelligence and job performance: Economic and social implications. Psychology, Public Policy and Law, 2, 447-472. Guion, R.M., Gottier, R.F., (1965). Validity of personality measures in personnel selection. Personnel Psychology, 18, 135-164 Reilly, R.R., Warech, M.A., (1993). The validity and fairness of alternatives to cognitive tests. In C.C. Wing B.R. Gifford (Eds.), Policy issues in employment testing. (pp. 131-224) Norwell, MA: Kluwer Academic.

The Causes of Gallbladder Attacks Essay -- essays research papers fc

The Causes of Gallbladder Attacks Outline I. Introduction: It is estimated that approxiamately 10 to 20 percent of the population in the United States and Western Europe are currently being affected by Gallbladder attacks. Thesis statement: These attacks are mainly caused by the development of gallstones in the gallbladder. II. Definition. A.  Ã‚  Ã‚  Ã‚  Ã‚  Gallbladder B.  Ã‚  Ã‚  Ã‚  Ã‚  Gallstones III. Causes. A.  Ã‚  Ã‚  Ã‚  Ã‚  Obesity B.  Ã‚  Ã‚  Ã‚  Ã‚  Estrogen C.  Ã‚  Ã‚  Ã‚  Ã‚  Ethnicity D.  Ã‚  Ã‚  Ã‚  Ã‚  Age and gender IV. Symptoms. A.  Ã‚  Ã‚  Ã‚  Ã‚  Chronic indigestion B.  Ã‚  Ã‚  Ã‚  Ã‚  Sudden, steady and moderate-to- intense pain in your upper abdomen C.  Ã‚  Ã‚  Ã‚  Ã‚  Nausea and vomiting V. Diagnosis. A.  Ã‚  Ã‚  Ã‚  Ã‚  Ultrasound B.  Ã‚  Ã‚  Ã‚  Ã‚  Cholecystogram Conclusion It might sound interesting to explore the reason why so many people are currently being affected by these attacks. According to statistics, 1 out of 8 men and 1 out of 4 women will have gallstones or gallbladder problems before they reach the age of 60. What then is the Gallbladder? The gallbladder according to Dorland’s Medical Dictionary is ‘the pear shaped reservoir for the bile on the posteroinferior surface of the liver, between the right and the left quadrate lobe, from its neck the cystic duct projects to join the common bile duct’. The function of the gallbladder in the human body is to solve and concentrate bile, which is produced by the liver and is necessary for proper digestion of fats. What are Gallstones? Gallstones form when the liquid stored in the gallbladder hardens into pieces of stone-like material. The liquid, called bile is used to help the body digest fats. Bile is made in the liver, and then stored in the gallbladder until the body needs to digest fat. At that time, the gallbladder contracts and pushes the bile into a tube—called the common bile duct—that carries it to the small intestine, where it help with digestion. Bile contains water, cholesterol, fats, bile salts, proteins, and bilirubin. Bile salts breaks up fats, and bilirubin gives bile and stool a yellowish color. If the liquid bile contains too much cholesterol, bile salts, or bilirubin, under certain conditions it can harden into stones. They may occur as a simple, large stone or many small ones. Gallstones are mixtures of compound, but are mostly cholesterol. According to studies many people have gallstones and never know it. Matter of fact, gallstones often cause no symptoms ... ...h a type of surgery called Cholecystectomy. The Non-Surgical approaches are used only in specific situations such as when a patient’s condition prevents using an anesthetic. In such cases, Oral dissolution therapy is used. In conclusion, 1 out of 10 people are at risk for gallbladder attacks. Gallstones are the main reason for these attacks. If you’re older, a female or overweight and have a sedentary lifestyle, a diet high in fat and sugar, you pose to be a potential candidate for these painful attacks. Bibliography Dorland’s Medical Dictionary http://www.lap-associates.com/SurgicalServices/biliary.html http://www.marysherbs.com/heal-gal.html Mayo Clinic Health Information. â€Å"What are Gallstones?† 11 Nov 2000< http://aolsvc.illness.aol.com/DS000165/main.html> http://www.med.upenn.edu/~surgery/clin/gallblad.html http://wwwmedocs.ucdavis.edu/IMD/420B/esylabus/biliary.html http://www.moreton.com.au/ana/handbook/gall.html National Digestive Diseases Information Clearinghouse. â€Å"Gallstones.†< http://www.niddk.nih.gov/health/digest/pubs/galstn/gallstns.html> http://www.wellweb.com/nutri/dieting_and_gallstones.html http:// www.yourhealth.com/ahl/1608.html

An Analysis of Fairy Tales Essay -- Literary Analysis

Sagas about princes and princesses, beauty, magic, and love, fairy tales like Snow White and Cinderella among others have become children’s favorite bedtime stories. However, as parents tuck their sons and daughters in, they fail to realize that there is a much more daunting purpose to these stories. American writer and poet, Jane Yolen suggests that fairy tales indicate life values. Furthermore, Yolen insists that these tales are â€Å"thumbprints of history† (Yolen 27). Studying fairy tales in depth, she proves that the â€Å"functions of myths† consist of â€Å"creating a landscape of allusion [and] enabling us to understand our own and out culture from inside out† (Yolen 18). Yolen confirms that these stories comment on, â€Å"the abstract truths of our common human existence† (Yolen 18). To Yolen, fairy tales inform the audience about significant themes and historical events. Jack Zipes, a retired professor, has lectured on the subject of fairy tales and folklore for many years. Zipes maintains that fairy tales are far from harmless and play a much larger role in society. In fact, he concludes that â€Å"the creative purpose and major themes of the folk tales did not concern harmony but the depictions of changing social structures† (Zipes). Moreover, he insists that â€Å"might makes right† as the ideas in a particular fairy tale usually display the beliefs of the dominating class (Zipes). According to Zipes, â€Å"central to most tales is the concept of power† (Zipes). Furthermore, Zipes argues that fairy tales frequently present elitist and sexist views. Zipes argues that fairy tales reflect the views of the dominating class, often mocking the minorities of a given community. As stated by Jane Yolen and Jack Zipes, fairy tales play a much greater ro... ...h much more significant themes and truly enlighten people (Yolen 36). â€Æ' Work Cited Tatar, Maria. â€Å"Jack Zipes: Breaking the Disney Spell.† The Classic Fairy tales. New York: W.W. Norton and Company, 1999. 332-352. Yolen, Jane. â€Å"How Basic Is Shazam?†Touch Magic: Fantasy, Faerie and Folklore in Literature of Childhood. Little Rock: August House Publisher Inc., 2000. 13-19. Yolen, Jane. â€Å"Once Upon a Time.† Touch Magic: Fantasy, Faerie and Folklore in Literature of Childhood. Little Rock: August House Publisher Inc., 2000. 27-36. Zipes, Jack David. Breaking the Magic Spell: Radical Theories of Folk and Fairy Tales. Lexington: The University Press of Kentucky, 2002. Zipes, Jack. â€Å"On the Use and Abuse of Fold and fairy Tale with Children: Bruno Bettelheim’s Moralistic magic wand.† Literature Resource Center. Gale, 2007. Web. 18 Feb 2010.