My Life With A Family - 869 Words

Everyone can receive a family that loves and cares for them. I remember dreaming about what a forever family would be like. My parents were never around and most of the time I was left to take care of myself. The state took me from my parents when I was five years old. I have since lived with over ten different families. I never believed that I would be adopted and loved by a family. All in one day I received a new mom and dad, a new family, and a new home. The day I was adopted I had to go to school, while my parents went to court to get all the paper work approved. I was scared because I was unsure of what would happen if the adoption did not work out. It was so hard to focus on my school work because I was worried about getting picked up by a family member. I had no way of knowing what was going on because my cell phone was taken from me. I tried to forget about it and just get through the day, but it was too overwhelming. I was also not focused during basketball practice. My teac hers tried to comfort me by telling me everything was going to be okay. They knew what was going on at home, and they wanted to help me know that it was all going to work out. Before I got adopted, I lived with my grandparents. The day before I was adopted my grandmother told me she didn t want me anymore and I had to move out. She was angry with me, and I knew I had to do something. I had been spending time with a couple from my church and I saw them as my parents. I called them and askedShow MoreRelatedMy Family And Family Life2777 Words   |  12 Pagespower of hindsight I have come to understand the effect that my family and family life has had on the person I was, on the person I am, and on the person I hope to eventually become. On the day of my birth, I was welcomed into that proverbial, â€Å"†¦it takes a village to raise a child†. I had two parents that loved me. Maternal grandparents that ensured that I knew the love of the Holy Trinity. Neighbors who looked after me. Close family friends that I would end up calling â€Å"Aunt† and Uncle†, while callingRead MoreMy Family And My Life980 Words   |  4 Pagesbeen fifteen years since my parents and my brother Jack adopted me. I was only two then, but now i’m seventeen. I love my life, I have a happy, loving family, I live in a nice house on a farm in Maine, my brother Jack is my bestfriend but I also have other friends, and I have a boyfriend named Justin. I guess you could say my life is perfect. Expect there’s more to me than you think. I’m adopted and even though I love my life there is still a part of me that wants to find my birth parents and knowRead MoreMy Life With My Family852 Words   |  4 PagesVirginia and raised in Suffolk, Virginia; my life has been spent in both country and city. Even though I was schooled in Suffolk, majority of my family had settled in Wakefield, Virginia; which the place I always recognized as home. I was brought up by my parents and with two siblings, an older sister and a younger brother. Together, in combination with my ridiculous amount of cousins, aunts, uncles, and grandparents, we had grown up to be one big, happy family that still loves each other dearly. AlthoughRead MoreMy Family And My Life1318 Words   |  6 Pages When I was 8, my family and I lived in small house in the city town. Our life was a little bit hard, everyone in the family is always busy, my mom went to work most of the time and my dad, too. My sister and me we both have school during the day and tutoring class after school. Sometimes, I only see my mom twice a week even though she is home everyday at midnight because of her busy work. My dad is in charged of taking me to school and picking me up after tutoring class, but he also have his jobRead MoreMy Life Of My Family988 Words   |  4 PagesI would be the first out of my family to graduate college and I was the first to graduate high school out of 3 generations. My father was a Marine for 10 years, he choose a different path instead of going to college or finishing high school. He joined the war overseas to serve his country and I am proud of him. He always told me to never join any branch because he saw a future for me that he wanted me to invest in an education and better m yself in everything I do. My brothers and sister choose horribleRead MoreMy Family : My Life1303 Words   |  6 Pageswill never get a boyfriend dressing like that.† I rolled my eyes, Emma could be so annoying at times, when will she realize basketball is my passion, my life. Emma was almost always wearing a dress Emma was short and she had long, flowing blond hair and brown eyes, she also had skin as white as the moon. I on the other hand had long black dreads, and blue eyes. My Mom was white and my Dad is black making me bi-racial. I was also extremely tall. My Dad was the one who introduced me to basketball, he worksRead MoreMy Family And My Life950 Words   |  4 PagesI was born in Mexico, and raised in a Christian environment, where some of my uncles and aunts are pastors, and most of my family members serve at church. I am the youngest of two brothers and a sister. My mom used to take us to church since I remember. She also used to read us Bible stories to teach us values such as service, perseverance, discipline, faith, hope, love, kindness, honesty and humility. Mom always taught us that with hard work accompanied by perseverance, we could do all things weRead MoreMy Life Of My Family1055 Words   |  5 PagesI had something great in my life occur, surprisingly. One day when I was sitting at our home in the kitchen, I started to think about marriage. I felt that I was about the right age to become married. My grandparents were siblings and married, while my parents were siblings and married. I felt then that it might be a good idea to get married then to one of my sisters. The reason this happened was because it made the land stay in our family’s ownership. Both of my sisters were definitely beautifulRead MoreMy Life With My Family999 Words   |  4 PagesMy life with my family has been a never ending rollercoaster that I want to get off of. For as long as I could remember, my mother and father have had the same ongoing problem. When I was younger I never understood what was going on. I was only a little girl who loved her parents with everything she had. It would always confuse me how I had other brothers and sisters that weren t my mom’s children. I would always ask questions about the kids that would come over and call my dad, dad. I would constantlyRead MoreMy Family And My Life1118 Words   |  5 Pages On January 17, 2016, my family and myself travelled about two hours to a small town called Yantis in east Texas. The elders of our family would always get together multiple times a year to catch up and see each other since they were getting to an age where they can’t depend on themselves being here on this Earth. Out of the seven or eight senior members of the family, two or three had already passed by this time. Our Uncle Charles was not looking good either, over the past few months he went from

Business Protocol Versus Personal Values Free Essays

Saint Leo University Business Protocol versus Personal Values MBA 525 Dr. Angelita Howard Wonda Falcher September 9, 2012 Protocol versus Personal Values Gan, PhD (N. D. We will write a custom essay sample on Business Protocol Versus Personal Values or any similar topic only for you Order Now ), â€Å"All people have his or her set of personal values that come from society, families, religions, and experiences†. Companies know-a day’s try to onboard people whose personal values lattice with the company’s. However, one’s personal values will eventually conflict with organizational business protocols because any business looking to make money is not always going to make decisions based on people’s feelings. A business at some time must decide to do what is best for the company and sometimes the decision is not necessarily what’s best for the employees but more so for the board of trustees. That, in my opinion is when one’s personal values are in conflict with organizational/interpersonal business protocols. Most people govern his or her life based on personal upbringings, social norms, and values instilled by one’s family. However, business practices are governed by what drives the company and oftentimes its money. Nevertheless, unless the conflict is illegal, unethical, or immoral I would do what the organization desired for me to do in order for the company and myself to be successful. To expound, if the conflict between one’s personal values and the companies business protocol is illegal it’s an easy conflict to resolve due to edict that governs the impasse of the situation or conflict. One should never choose illegal means over one’s personal values that ensure one’s integrity is â€Å"above board† and beyond reproach. However if the conflict is ethical one must weigh personal values versus the company values and then decide if one’s values outweigh the circumstance and leave the company. There is another way one should look at an ethical situation or conflict. As long as the ethical dilemma is not so personal that the conflict diminishes one’s view and confidence in and of the company and one’s personal outlook one’s livelihood would not be affected. Beyond the legal precepts, ethical dilemmas hinge upon the one’s personal views versus company prosperity. A gray area in which an individual must consider whether his or her personal views are consistent with or even more so in-line with his or her corporate culture. Some personal values weigh heavier than others, Integrity is one of my personal highs, therefore, I will not lie just to ensure the betterment of the company; nor will I engage in activities’ that are illegal. But, all dilemmas are not black and white, the gray areas pose the most ambiguous and challenging situations for most individuals. For example, a co-worker may take a shortcut to accomplish certain goals, via omitting or circumventing certain protocols. Although not illegal, I’m placed with the dilemma of whether to report such activities/shortcomings or turn a blind eye as no one is hurt by the impasse; however, the company is productive by the individual action. A gray area, although wrong from my perspective, infringing upon my personal morals, it poses no illegal activity; therefore, can be construed as acceptable behavior. Choices between personal and corporate values are not always straight forward. From a legal perspective right is right and wrong is wrong; however, whenever there’s a lack of legal jurisprudence or behavior/corporate philosophy choices between person and corporate values can collide. References Gan, PhD, J. (N. D. ). Ethical Dilemma Reason 3. Retrieved from http://www. succezz. com/Articles/business-ethics-dilemma-reason3. html Buzzle. (2000-2009). Management Concepts – The Four Functions of Management. Retrieved September  9, 2012, from http://www. buzzle. com/articles/management-concepts-the-four-functions-of-management. html How to cite Business Protocol Versus Personal Values, Papers

Lufthansa listening to customers †Free samples for Students

Questions: 1.For a traveler flying with Lufthansa, what exactly constitutes the service offering? 2.Identify the tangible and intangible aspects of the service? 3.What are the main aspects of the service that distinguish it from physical products? 4.What criteria might customers consider when selecting an airline for business travel? 5.For physical products, the buyer can touch, see or feel and compare alternative offers before deciding which brand to purchase. Taking into account the relative intangibility of airline services, how might an airline customer determine the choice of carrier? 6.How would the marketing of a service offering differ from that of physical products? Identify the main ways in which the service provider would adapt its marketing strategies to create a competitive advantage. Answers: 1.Answer- Lufthansa has with time merged as one of the fastest growing airline brand and because of its services and good brand name it has turned out to the best and most in demand by the people travelling to international places(Hauser, 2015). Most of the people prefer this airline because of the best services and all the things provided to the maximum and full satisfaction of the people. So for a traveler who is flying with Lufthansa, the airline offers to him a great number of services. To grow the demand and make a maintainable image the company offers services which satisfy the demand and needs of the passengers to the fullest. The company provides to the passengers the best cabin crew, the better infrastructure, attentive and well experienced cabin people and the well trained pilots, the new and well-shaped fleet of planes and the best technicians for the people. So the company offers the key service to the passengers is taking care of them and concentrating on them. Hence, they term you as the key service offering. The company, Lufthansa, claims that taking care if the likings and dislikes of the people who are travelling is the most important part ad it is because of this only the people are drawn towards you and to join and travel in your airlines. So, Lufthansa stresses on taking care of the people who are travelling with them and for them the person travelli ng has the supreme power and all the care should be done for him. 2.Answer- any service is such which satisfies the needs and demands of the consumer or the person who has desired for such a service. Earlier only goods were considered as something which would satisfy the needs of the people,(Hauser, 2015) but it is not such. The services are like intangible goods, which cannot be touched, just felt. The services are provided by a lot of people and many people take on services in order to be satisfied. The services which are rendered are for a cost, just like the goods. The customers who take on a service, to get their demands and needs satisfied, pay for the services. The service sector has hence, emerged to bet the fastest growing sector in the 21st century as almost every day we depend on someone or somebody for a service. The service which one takes can give a tangible, which can be seen and touched aspect. Whereas the other aspect is the intangible aspect. The tangible aspect of the services can be taken as the infrastructure which is offered to the customers, the quality of food and products used, and anything which gives a sense of touch. The intangible aspect can be the satisfaction, the sense of dependency, the happiness which one received after getting the services and the anything which is felt by the customer and is psychological, something which cannot be seen or touched. 3. Answer- Physical products are anything which can be seen or touched. They are also something which can be consumed and have a tangible effect(Toporek, 2016). These goods can be anything ranging from food products, to books, to groceries to make up kits, from clothes to anything which can be touched and have a physical form and presence. These goods tend to give satisfaction to the people who want to consume such products and they give sense of joy and comfort that they have got the item. With advent in the technology and growing market and with growing needs and diverse tastes, one new form of products have come prevalent like services which give equal satisfaction to the needs of the consumer, known as services. Services are things such as saloon services, from the helper, of doctor, or teacher, or anyone which tends to provide you with something which satisfies your need and demand. So service and physical products can be distinguished on various grounds. The physical products as the name says can be seen and touched and have a physical appearance. The services are of intangible nature and it can only be felt. One can choose from the goods from its outward appearance whereas no outer appearance of the services. Physical products may have a shelf life and can also be retained for the future use. But the services cannot be kept; they have to be consumed as soon as they are rendered. Hence both the physical products and services can be distinguished from each other but one tends to pay a price for both of them. Both are done to satisfy the needs and demands of the consumers and with growing passage of time services business has started to emerge a lot. 4. Answer- When a customer is choosing things, or when he has to choose something from a number of options, there are various things which the person might consider. From the cost, till the comfort, value for money, etc., there are many factors which are considered before deciding upon a product or services. Hence, a number of things are evaluated before a decision is arrived at for choosing something from a wide range of options. When people are deciding upon an airline for the business travel, they tend to consider a lot of things before deciding upon the airline as they would be spending a lot to get the facilities and they would want a nice experience for the journey which they are going to embark on. Hence, while choosing an airline for business travel, the following factors are kept in mind during selection. The customer would choose the best infrastructure, the airline which would provide comfortable seats. The crew should be vigilant as well as should be ready to help and should be trained. The atmosphere should be perfect and the airplane should be well cleaned and cozy. The comfort during a business class travel is mist, which should be carefully taken care of. The travel fare should be not too extravagant. The airline chosen should match the status of the person travelling. There should be a good gap between the economy and the business class and the people should be taken well care off. The trip should be totally value for money Hence, following are the factors which should be taken care off while selecting an airline during business travel. 5. Answer- while purchasing physical products, people have an advantage that they tend to see and even feel what they want to buy. They can judge the product, they can see its worth, and they can even take a trial of it and then decide whether it is worth the purchase or no. this is the biggest advantage of buying the goods which have a physical form or existence as the physical presence allows the consumer to evaluate the worth of the good and the satisfaction which one would receive from it. It helps in letting the consumer know that the good which he would be purchasing would be worth the buy and will it satisfy his or her expectation and demand or no. But while taking the services there is no chance of getting a trial. It is like a do or die situation. Either you take up the service and pay or just do not avail the service. So while deciding upon an intangible product people tend to go on the face value of the things and even what the previous customers have to say regarding the product. Similarly, while choosing an airline carrier, people firstly tend to see the face value, the picture of the aircraft and the services it provides. The feedback is taken from the people who have already travelled and even the sources such as magazine and newspapers can be taken to know about the airline company. Such sources, help in deciding upon the airline agency. 6. Answer- as the physical product differs from the services; the marketing of both these things too would differ. While the physical products may be given out for trial and to be touched and experienced, the services are mostly offered at discounted prices. The marketing of the services would also include surveys and the feedbacks of the people who have already experienced such services. The physical products may be displayed and the people may be attracted to them, as the physical products can be made eye appealing for the people so that they stand out and are chosen by the people, but such things cannot be done with the services. The services cannot be displayed; hence the people are just attracted to use the services by offering discounts. The service provider can put his marketing skills as an advantage in the following ways- Showing through images and videos what level of infrastructure they provide Showing the feedback of the customers who have taken their services before. Showing their rating and articles in the newspapers and other form of media. Attracting people by offering them discounts of the services for a certain period of time. Showing how they stand out from their competitors. References Hauser, M., 2015. Listening: Processes, Functions and Competency - Page 203. London. Seiden, J., 2017. Sense and Respond: How Successful Organizations Listen to Customers. London: Springer. Toporek, A., 2016. customersthatstick.com. [Online] Available at: https://customersthatstick.com/blog/the-importance-of-listening-in-customer-service/ [Accessed 14 May 2017].

What is the Role of ther Journalist Essay Example

What is the Role of ther Journalist? Essay This essay will discuss the question what is the role of a journalist? Firstly, it will show that Britain has a free press and attempt to explain what free press means. It will then try to identify the different types of journalist common in the media today, with focus on print journalism. Additionally, it will argue that it is fundamental that all journalists abide by a professional and ethical code of conduct.  Britain has a free press. There is no censor and no licensing, and anyone can publish a newspaper provided he or she does not break the law in doing so. (Hogson, 1994, p.153). British press is private; the Government has no control over publication, nor is it allowed to own any shares in press companies and no aide is granted. However, British press does receive exemption from the payment of VAT. The press is allowed full access to Parliament, and Governmental operations are commented on daily in news reports. Britain however, has no written constitution and freedom of the press exists here by consensus only (Belsley Chadwick, 2006). Journalism in 2007, covers a much broader spectrum than ever before, the advancements of the Internet, satellite and cable television and mobile telephone technology has made news ever more accessible and its contributors more diverse.(Allan, 2005). Many newspapers have their own online editions, television stations broadcast news twenty-four hours a day and news updates can be obtained via text message through mobile phones (Harcup, 2004). All the information is constantly updated and it is not only journalists who supply it, indeed members of the public contact the media directly with breaking news and eyewitness accounts (bbc.co.uk). We will write a custom essay sample on What is the Role of ther Journalist? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on What is the Role of ther Journalist? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on What is the Role of ther Journalist? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Newspaper journalists come in many guises; it employs staff reporters whom are relied upon to provide the paper with its main news content. They are usually general reporters, who the editor of the paper assigns stories to cover and are generally required to investigate and or check facts (Harris Spark, 1996). Once briefed, it is their duty to ensure that all their facts are accurate, which is done using reference books, archives and newspaper cuttings files or by telephoning relevant sources. They are also accountable for ensuring that spellings of names, places and the titles of well known people are correct, which includes checking geographical and business information and backgrounds of people; additionally any information that they have found from references in previous news stories they have used. (Fleming et al, 2006) A newspaper is not comprised only of reports; it also includes opinion pages and gossip columns. On the opinion pages, writers are allowed (by the editor) to develop their own style and are an expression of the views and opinions of that writer. Fact checking and accountability is not as important here, although the reader must be made aware that this is opinion and not fact. Opinion pages often air controversial viewpoints of current news stories, hopefully encouraging reaction from readers, indeed a columnists success can be measured by the number of letters they receive (Hogson, 1994). Gossip columnists operate in a similar way, but focus on the famous and infamous current in the news and are generally found in tabloid newspapers, rather than broadsheets. Additionally there are often lifestyle columns, offering help, advice and up to date information on a variety of issues, including diet, health and fitness, decorating and home improvement ideas. Most newspapers include financial and business news in a separate section of the paper, not always on a daily basis. Sport is reported on daily and usually fills the back pages, although national games often appear on their front pages and many a tabloid features sporting scandals on its cover. In a recent article in The Observer, columnist Peter Preston comments on reports that newspaper circulation is in decline and the public is now using other sources to receive news. He argues however, using quotes from Carolyn McCall, the chief executive of The Guardian group that it is the tabloids, such as The Mirror, The People and The News of the World who are losing their readership. He claims that quality newspapers including the observer, The Telegraph and The Times have barely had a shift in circulation figures in the last thirty years. I would suggest that these figures could perhaps reflect the sometimes-huge mistakes that these papers have made in their reporting. As mentioned by Stuart Allen (2005), who begins his book with the story of The Mirrors mistake in printing pictures of Iraqi prisoners of war, which were later proven to be fakes. He claims that if proper sourcing were undertaken, the paper would have uncovered the hoax before publishing. Stories like this one undermine societys faith in the journalist. Therefore, Tony Harcups (2007) suggestion that the most important role of a journalist is to report the truth, could be fundamental to the future of newsprint. Harcup starts his explanation with a reference to a story from a 1963 American newspaper, which was the inspiration for a song by Bob Dylan. Harcup tells the story of Hattie Carroll, a black waitress, who was murdered by wealthy white farmer, William Zantzinger. He explains that the story started locally, but became national news when Zantzinger received only a six month prison sentence; which was also deferred to allow him time to farm his crops. Harcup explains that Dylan wrote the song The Lonesome Death of Hattie Carroll, with the claim that it was a true story. Dylan, like a lot of journalists, found he accused of manipulating the truth. However, unlike a journalist, Harcup writes that as a singer, Dylan was granted artistic licence:

The main features of the New Deal Essays

The main features of the New Deal Essays The main features of the New Deal Essay The main features of the New Deal Essay A method was needed to repair the damage of the Wall Street Crash. This was called the New Deal. The problem was that Hoover believed in rugged individualism which was that the government stayed out of business, but people needed help. Millions of people went bankrupt and jobless, in fact even if you had a job your salary would been cut severely to about a half of what it should have been. This was simply because of Hoovers way of believing into rugged individualism. So Roosevelt starts to realise this so he introduced the New Deal. The New Deal is to help the people in need in either family problems or problems in helping people get a job. On 4th March 1933 for the next three months, the first hundred days of Roosevelt presidency. People saw no actions taken and nothing was different since Hoover. On the 9th March Roosevelt called congress together for a special meeting called emergency banking act. This meeting was to say that banks with enough organisation, good management and had a large amount of money should reopen, while the other small banks with little to no money should stay closed, in about half an hour this meeting had been voted unanimously for it. The New Deal consisted of three main aims, the first of which was relief. Relief was introduced to help the unemployed. The second aim was recovery. Recovery was aimed to help steady and rebuild the economy again. The last aim was reform. Reform was introduced to create a fair and just society. In order to achieve his goals and aims, Roosevelt created the Alphabet Agencies. Roosevelt was the key man behind the new deal and he set about trying to accomplish these aims and to boost America and its economy. An example of relief was the CCC (Civilians Conservation Corps), who aimed to provide work for the unemployed men under the age of 25 they got paid to work on projects in the countryside. An example of recovery was when Roosevelt introduced the Emergency Banking Act, which aimed at making people trust the banks again, so that they prospered. An example of reform was when Roosevelt introduced the Collective Bargaining, which aimed to bring about trade unions, whose task was to bring about fair wages and fair labour conditions. To help deal with the relief part of his New Deal, Roosevelt set up the Alphabet Agencies. This provided much needed assistance to the unemployed. The first of these agencies was the CCC (civilians conservation corps). They undertook the aim to provide work for unemployed men under the age of 25, who got paid to work on projects in the countryside such as fishing, farming, planting trees, etc. Due to this project, 3million people went back into work. The Federal Relief Act (FERA) made it their objective to stop starvation by providing grants to local governments to give much needed relief to the unemployed. This was only an emergency measure, however, and it was designed to stop starvation, not to pay dole money. The Public Works Administration was established (PWA) and their aims were to use unskilled workers to work on large-scale projects, such as building bridges. The main parts of this act set up large scale building work such as building schools, hospitals and city halls. The Homeowners Loan Corporation (HOLC) soon was established, which aimed to lower interest rates and to allow homeowners to continue paying off their mortgages even if they were unemployed. Also, a similar form of assistance was made payable to farmers, which also helped them. The Works Progress Administration (WPA) was introduced which aimed to find emergency short-term work for unskilled workers in construction projects. This provided relief to the unemployed and unskilled people. It can be stated that Roosevelt set out to provide relief to the people of his country in the most appropriate way. The Alphabet Agencies that he set up aimed to solve the grim unemployment situation. These agencies managed to find success because they allowed people to earn money even though they were unemployed, and many, unskilled. These alphabet agencies provided relief, as they assisted unemployed people to gain work, for example, in the WPA. There were alphabet agencies that were established to revive the American economy. These were linked to the recovery aim of the New Deal. The first of these was the Emergency Banking Act, which aimed to help banks to prosper. Roosevelt went onto American radio to get people to send their money back into the banks. The aims of this was to restore the confidence of investments into people and to do this, they made all the weak banks remain closed for at least four days and that allowed the stronger banks to regroup and begin to prosper again. Banks that did could be saved received government grants so that the people would regain confidence in them. The Securities Act was soon introduced and this aimed to bring Wall Street under control and to restore peoples confidence in investing in shares by making the businesses issue full information about themselves to the public when they buy their shares. This was also closely linked a little bit to the reform act because they wanted a just society and by making businesses show what they really are when the members of the public buy their shares is the first step towards it. This act was followed up in 1934 by another Securities act, which established Securities and Exchange Commission, which gave further powers to control the stock market. Its aim was to regain further confidence in USA business. The Agriculture Adjustment Administration Act (AAA) aimed to stop farmers overproducing food. This would force prices up and make farmers earn more money. Farmers were given money for not producing food because at the time the farmers were producing too much food (therefore driving the prices down) and nobody bought it and it all went to waste. The government instructed the farmers what a sensible level of food production would be. The government told cotton farmers to plough their crops into the ground, and also, the government bought surplus piglets for a fair price off the farmers and slaughtered them. This act aimed to help the farmers recover from the crisis that they were suffering. The National Insurance Recovery Act (NRA) aimed to create a partnership between government and industry. This partnership, or code, aimed to abolish child labour and also, to guarantee workers fair pay and decent working conditions. This aimed to help workers. Companies that followed these orders by the government were given favours by the government to gain contacts in industry. The Tennessee Valley Authority (TVA) was set up to encourage industry to flourish and to help it and also, to try to regenerate agriculture, as this was one of the hardest hit areas of the US. It was also established to build a dam in Tennessee so that they could use that for hydroelectric power. All these aims were used in order to improve Americas very grim economic state. These all intended for the USA to revive themselves and their economy from the turmoil that it was in. Along with Roosevelts other New Deal aims, he also set out to bring reform into society. He wanted a just and fair society. He decided to accomplish his task by first introducing the collective bargaining of wages and the aim of this was to create trade unions, and boost their power in order to create fair labour conditions and wages. This provided reform for workers in industry. This also aimed to set up Trade Unions in previously unorganised industries The Wagner act allowed workers to enter a trade union to get rights for workers, and it was set up to replace the PWA (Public Works Administration). Finally the Social Security aimed to create a National Insurance system and it aimed to help the unemployed, the handicapped and the old. The National Insurance Scheme set up benefit systems, such as pensions and unemployment benefit, which helped subsidise people who had no jobs throughout their lives. On the whole, Roosevelt helped create a just society in the following ways: he helped stop child labour, he made sure there were fair wages and working hours, and also, made sure that people were treated equally and received money if they were handicapped. In this way, he restored peoples confidence in the society. In conclusion, Roosevelt aimed to restore peoples confidence in the country by helping them through the rough times they faced in the period after the Wall Street crash. His aims were to get America successful again. He passed all the acts mentioned above in order to achieve the aims and the goals he set out to achieve in the first place. All the acts that he passed were in order to achieve the objectives. Roosevelts New Deal was constructed to offer relief to the unemployed, for example through the PWA, who helped unemployed unskilled workers get jobs. Roosevelt also aimed to offer recovery towards the economy after the Wall Street Crash, by creating such agencies as the Securities Act and the Agriculture Adjustment Administration, the latter of which aimed to make farmers produce less so that they earned more. His last aim was to create an alliance between government and industry, which would help the worker, and the Wagner Act helped Roosevelt do this. The New Deal came in two parts and concentrated on the areas of finance, business and agriculture.

How to Ride the Euphemistic Treadmill

How to Ride the Euphemistic Treadmill How to Ride the Euphemistic Treadmill How to Ride the Euphemistic Treadmill By Mark Nichol How do you refer to a person or people with characteristics outside the perceived norm? Why should you do so at all? Describing a person as belonging to a certain race or ethnic group or having a physical or mental disability, or commenting on a provocative or embarrassing topic, is a challenge on more than one level. Linguist and cognitive science Steven Pinker has called the first level of challenge â€Å"the euphemistic treadmill,† a form of pejoration (a shift of meaning to a negative connotation or a less sophisticated sense) or semantic change (an alteration of meaning). A word caught on the euphemistic treadmill is one that replaced an offensive or pejorative term but has itself become unfavorable. For example, the primary mode of reference to people in the United States of relatively recent African extraction (I employ modifiers here because all humans ultimately derive from Africa) has transformed repeatedly through recent history. Even now, no one term is universally preferred: â€Å"African American† and black (or Black) seem to be equally popular, and many publications use the terms interchangeably, but the otherwise obsolete (and offensive) term colored persists as well in the name of the National Association for the Advancement of Colored People, and some black people use the otherwise inexcusable word nigger in a neutral manner but are insulted if someone of another race utters it. In terms of condition rather than color, handicapped supplanted crippled as a description supposedly more respectful of those described, but many people, both members of that class and others, consider handicapped itself insulting because it, like crippled, emphasizes that people so described do not have the capabilities other people possess. (Similarly, writers are urged to avoid connotations of victimization: Write â€Å"Jones uses a wheelchair,† for example, rather than â€Å"Jones is bound to a wheelchair.†) A more recent trend has been to employ a people-first perspective, in which someone is described as â€Å"a person with disabilities,† rather than â€Å"a disabled person,† though some groups and movements reject this approach as a misguided politically correct complication. Why do these subjects have to be so complicated? We’re all genetic mongrels anyway, so why even refer to one’s race or ethnic origin? And why is it considered appropriate to comment on a person’s physical or mental condition at all? Of course, such descriptions are not always necessary, and they should be omitted when they’re irrelevant. But, for better or worse, ethnic identity and physical or mental ability is often pertinent to a discussion. So, we’re back to where we started how should a writer describe an individual or a community or group when such a detail is warranted? If you’re writing for a specific publication or for an organization, investigate whether it has a pertinent style or policy. If the subject matter is dealt with in a style guide or a handbook (for example, the Publication Manual of the American Psychological Association), use that resource as a guide. Otherwise, if your subject is an individual, or the content describes an individual, ask that person. If that approach is not feasible, search the individual’s own documentation (such as a personal website or a blog on which the person describes himself or herself). In the case of a community or a group, seek guidance from a representative or, again, research original documentation for example, a print or online publication. Whatever you do, if it’s appropriate, integrate into your content as seamlessly as possible your rationale for using potentially controversial or less-than-universal terminology. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Program vs. Programme50 Idioms About Arms, Hands, and FingersOne Scissor?

Your choice Research Paper Example | Topics and Well Written Essays - 1500 words

Your choice - Research Paper Example hlairet (2009) pointed out the fact that there are quite a lot of practicing nurses who either failed to receive proper education or continuing education on end-of-life care; which clearly explains why most of them have insufficient knowledge and skills on end-of-life care. Often times, these practicing nurses are not prepared to meet the healthcare needs of terminally ill patients with dementia (Regan, Tapley, & Jolley, 2014). As a result, the quality of life of terminally ill patients and their family members is adversely affected. In relation to the nurses’ role in palliative care, this report seeks to determine the best ways to improve the nurses’ competency when managing terminally ill patients. As such, this report will seek to determine barriers that could hinder an effective end-of-life care. This report will also highlight ways on how nurses could practice effective communication such as active listening. All these are necessary to ensure that the nurses will be able to earn the patients’ trust and eventually build a stronger nurse-patient relationship. Informing the readers about the current research findings and trends in end-of-life care could help increase the ability of practicing nurse to improve the quality of life of terminally ill patients and their family members. Several studies managed to identify that lack of education (Todaro-Franceschi & Lobelo, 2014; Schlairet, 2009) or limitations in the core curriculum on issues related to end-of-life care (Hebert, Moore, & Rooney, 2011; Malloy et al., 2006) serve as a barrier behind the ability of practicing nurses to uplift the quality of life of terminally ill patients. Other than limitations in education or training, Reynolds, Drew and Dunwoody (2013) mentioned that the high cost of end-of-life care and patient or family denial can serve as a barrier to end-of-life care. Lastly, Hebert, Moore and Rooney (2011) explained that the inability of the nurses to communicate well with the patients

Supporting Students with Mental Health Issues Essay

Supporting Students with Mental Health Issues - Essay Example Dennis should be referred to counseling due to his strange behavior. Also, since he is acting in a manner that is prejudicial to other people in the student body, the university should consider removing Dennis from student housing. Since Dennis is making threatening statements, not only to students but school officials, Dennis should be identified as a student with a mental health problem that needs to be addressed. Additionally, since he is disturbing students, he should probably be removed from campus housing, unless his behavior changes significantly. Perhaps a trial period could be instated from the time that Dennis starts attending counseling, which would remain for as long as Dennis stays in the dorms. If any more unusual behavior is exhibited or otherwise noted from resident life assistants, Dennis should be summarily removed from the dorms. Mainly due to the fact that Dennis is exhibiting threatening behavior, until he shows that he is continuing with therapy and working on issues-then and only then should he be allowed to stay on campus. Additionally, Dennis should be checked upon periodically by counselors and other mental health professionals to monitor his behavior. "A student may be out of touch with reality and not functioning normally but not necessarily threatening any physical harm to themselves or others. One of the difficulties of managing such a situation is the fear that it could develop into an emergency at any moment" ("Supporting Students With Mental Health Problems," 2009). However, in Dennis's case, he was threatening people, and this could have escalated into a more widespread problem if something was not done in order to counteract his strange behaviors. Case II: Gerry. Gerry's problems are more pervasive than Dennis's. First of all, Gerry physically harmed a student. In anyone's mind, even if that was subsequentially excused by way of the fact that Gerry had ingested LSD which caused the behavior, obviously it should be much harder to trust Gerry's behavior again on campus. The fact that one student was harmed was bad enough. Although Gerry's lawyer makes a point that Gerry would be in double jeopardy for having already been tried and acquitted for a crime, the university should seriously consider whether or not allowing Gerry on campus again would be a wise move. The university's policy states, "A student will be subject to involuntary administrative withdrawal from the University, or from University housing, if the Provost determines that the student suffers from a mental disorder that is adversely affecting his or her academic performance or behavior on campus in

Conclusion and Recommendation Essay Example for Free

Conclusion and Recommendation Essay Moral implies conformity to established sanctioned codes or accepted notions of right and wrong or the basic moral values of a community. Ethical may suggest the involvement of more difficult or subtle questions of rightness, fairness or equity. While legal is sanctioned by law or in conformity with the law especially as it is written or administered by the courts. (Merriam-Webster) Relating the results of the gathered data of the study about the dog eating practice in Baguio City and La Trinidad to morality and the legal aspect of which, the researchers were able to come up with conclusions and recommendations. Regarding the moral aspect of the practice of dog eating, the study revealed that it is accepted to consume dog meat. The prevalent reasons are that dogs are basically meat for food and dogs are used in the cultural and ritual practice. Dogs are made as offerings and were eaten for health reasons. Law enforcers admitted that dog meat consumption is a right as guaranteed by our constitution. They too believed that consumption of dog meat will continue. However, trading dog meat is prohibited with the advent of the Anti Rabies Act and the Animal Welfare Act. In legal parlance, as stated above that dog eating is presumed to be legal for the the act of trading dog meat is prohibited. Even the constitution entitles everyone to our basic needs which include food, shelter and clothing. Eating dog meat is then legal for the fact that it is considered as food. But with special laws being passed which condemned the trading of dogs for consumption purposes made the eating practice seemingly illegal as well. Knowing now that the trading and not the eating practice is illegal, the researchers recommend a deeper investigation on the source of dog meat supplied in the city and the capital town. Our law enforcers like the National Bureau of Investigation and the Philippine National Police should coordinate to be able to put to an end the trade of dogs. Cases filed against trading of dog meat in courts were dismissed due to the open interpretation of the law. The researchers would therefore recommend for our lawmakers to revisit the Anti Rabies Act and the Animal Welfare Act. For our lawmakers to clearly define animal cruelty and other silent parts of the law which are open for individual interpretations.

Joan of Arc :: Essays Papers

Joan of Arc2 Joan of Arc is a French national heroine and France’s patron saint. She was born on June 6, 1412. Her nickname was The Maid of Orleans in honor of her victory against the British. She was the daughter of prosperous peasants Jacques Darc and Isabelle de Vouthon, who were farmers, from the village of Doremy in Lorraine, close to the border of the kingdom of France. During her childhood she tended her father’s herds in the fields and was taught religion and housekeeping skills from her mother. Joan was a simple, illiterate peasant girl. She started having visions and hearing voices around the age of 13. The voices were later identified as those of St. Gabriel, St. Michael, St. Marguerite, and St. Catherine. This made her believe that God wanted France to be free from the British. The voices first told her to cut her hair, dress in a man’s uniform, and join the military. Then they told her to go to the land of France, and to raise siege in the city of Orleans, then to come to the aid of the Dauphin forces, heir to the French throne, and the kingdom of France. She told the captain of the dauphin’s forces about the voices. Joan was given her own troops and the rank of captain. Her first triumph was to lead a French army against the English, who had invaded the city of Orleans. In May 1429 she led her troops in a victory in the Battle of Orleans. Joan rescued France from what could have been a defeat in the Hundred Years War. Joan continued fighting the enemy along the Loine River. King Charles VII (seventh) was crowned king on July 17, 1429. At his coronation Joan was given a place of honor next to the king. She was later ennobled for her services to the country. Her supporters believed she was divinely inspired and supported her. But others saw her as an agent of the devil and wanted her to be tried as a witch. Despite the people who didn’t believe her she still believed that her visions were sent from God. She was captured about May 23,1430 at Crecy by the Burgundians fighting on the English’s side. She was then sold to the English when her king did not ransom her. She was tried by an ecclesiastical court from January to May of the next year on charges of witchcraft and heresy.

Addressing International Legal and Ethical Issues Simulation Summary

Addressing International Legal and Ethical Issues Simulation Summary What are the issues involved in resolving legal disputes in international transactions? When the United States (U. S. ) entering into an agreement with another country it is important that the U. S. Company confirms that the contract is legally enforceable. With international business transactions each country needs to be aware of any international laws and legislations. Both parties should also be aware of changes that are made to international laws and regulations. What are some practical considerations of taking legal action against a foreign business partner based in another country? The consideration a business needs to know are the laws of the country they are doing business in and the country could deny further business transactions if possible legal action is taken. A United States (U. S. ) business has to remember, a law in the U. S. is not the same law in another country. If a law is broken, it may not be implemented in another country as it is in the U. S. A contract is a binding agreement, but it is only binding if the law agrees with it. If there is a good relationship with the country, then the business should be able to trust that the country will make good on it. What factors could work against CadMex's decision to grant sublicensing agreements? A business runs into difficulties with sublicensing agreement when they choose to make several of them, growing a business chance of having lawsuits created against them. Presume a business unnoticed including the sub-paragraphs within the contract which would relieve them of any legal issue because of the agreement, the company could be completely responsible for any financial damages. When the local customs and laws conflict with the customs and laws of an organization operating abroad, which should prevail? Explain why There is no clarification is required when local laws and custom, conflict with laws of companies operating aboard. When a United Stated (U. S. ) business had decided to do business those laws and customs would win out. In most situations, the U. S. based business would have to sign a contract stating they would conduct business in accordance to the law and customs of that country (Melvin, 2011). How would you compare the issues in this simulation to the domestic legal issues discussed in your Week One readings? How should companies resolve domestic and international issues differently? Every time two businesses decide to enter into a contract, each wants their own country law to apply, so their law would protect them. When a business does business with in their own country they know the laws that apply and protect them. The opposite happens when a business decides to do business outside of their own country. They are not as accustomed with the laws of other countries. For companies to protect themselves, they should hire a lawyer who is familiar with the country they are going to do business in. The lawyer of that country can read the contracts and ensure both parties have proper protection (Melvin, 2011).

A Case for Active Euthanasia

Death is deeply personal, generally feared, and wholly inescapable, but medical technology now can prolong our biological existence virtually indefinitely, and, with these advances, comes the question of whether we should pursue the extension of life in all cases. Most people would agree that, under certain circumstances, it would be preferable to cease our hold on life. Nearly everyone can agree that there are situations when terminally ill patients have the right to call for a halt to life-extending treatments, and that their physicians will have the moral obligation to comply.What appears to be quite difficult for us as a society to come to terms with is the thought that someone would actively intervene in the â€Å"natural† process of the death of another human being. Why is it tolerable, even desirable, to intervene in the â€Å"natural† process of death when it results in extending life, but intolerable and morally abhorrent when we act to speed the patient to his or her unavoidable death? In this paper I am going to argue that active euthanasia should become legal in certain circumstances.To do this I will argue that, in the situation of terminal illness, active euthanasia allows for the patient to end the suffering and should therefore be permissible. Secondly, I will examine a case where someone has survived a life-changing accident and wishes they had given a choice to live or die. Perhaps the most important issue at hand is the patient's right, willingness, and desire to die. For the most part, any random, healthy individual would most likely be unable to imagine or comprehend the type of pain and anguish that a terminal illness will cause.Therefore, the decision to live or die under the presence of certain, and probably painful, death should be left in the hands of the individual that is suffering. Taking its name from a Greek term meaning â€Å"the good or easy death,† euthanasia should represent exactly that. The decision to l ive or die does not belong to anyone but to the person whose life it is. According to Kantian ethics, autonomy is based on the human capacity to direct one’s life according to rational principles. Autonomy is where people are considered as being ends in themselves in that they have the capacity to determine their own destiny and must be respected.Having one's entire life slowly drained from oneself is frequently considered the most excruciating of tortures. Yet somehow the right to bring peace to oneself through a slightly unconventional method is repeatedly denied. It has been assumed since the dawn of the medical profession that the doctor's place is a healer, as the ones to cure all illnesses. A physician is seen as the one who is supposed to maintain and prolong ones health, as best as they can until no more can be done. This means that, if all treatment fails, the physician should be allowed to assist in avoiding the unnecessary agony.James Rachels’ article, calle d â€Å"Active and Passive Euthanasia,† uses the equivalence thesis. He believes that killing and letting die are equally as bad, that there is no real moral difference in certain circumstances. He distinguishes killing as active euthanasia and letting die as passive. I am going to argue that, in most cases, passive and active euthanasia are equally as â€Å"bad,† and sometimes passive is more morally wrong than active euthanasia. Rachels argues that there may be times when active euthanasia is more merciful than passive.This is often in cases with incurable cancer or disease that, if you were to stop the treatment, the patient would die within a few days. I am going to argue that active euthanasia can be more merciful by giving an example of an incurable disease. Imagine that an elderly woman is diagnosed with Parkinson’s disease. The doctor tells her that although it is incurable, there is medicine that can help lessen the symptoms. Imagine that when it is fir st starts, things like relaxing, reading a book, and sitting still are no longer relaxing, as a tremor that has started in her hand, arm, or leg.Soon her muscles become rigid and what used to seem like an easy task is no longer so. As the disease progresses, the medicine required to keep the muscles from going rigid has a side effect of dyskinesia (involuntary movement of the body). This becomes a balancing act – she must be able to tolerate the dyskinesia in order to be able to still move her muscles. As the disease advances more, she has spouts of dementia that will soon take over completely; trouble swallowing (often choking on food) and talking, and she can no longer stand or walk on her own.She needs help going to the bathroom and is often humiliated by the need to depend on someone else entirely. As the dementia comes and goes, she able to tell her family how unhappy she is and that she no longer wants to live. The family understands and wishes for her to no longer suff er, however, for this to happen, she must suffer without medicine with no promise to immediate death, just complete rigidity of her muscles. All of these symptoms seem horrifying to those not experiencing it, and humiliating and frustrating for those that are.The life she used to live is completely gone and she rarely remembers what her family members do as a living and is stuck remembering the past. Would it not be torture to put her through staying alive, realizing that every time she becomes lucid she hates her life and realizes she has no control over it? However, stopping medicine in this case will not kill the patient, and will only result in rigidity of the muscles and inability to move. What choice is she left with? In this situation active euthanasia should be permissible. Often in times like these the family is also suffering due to the pain of their family member.When the person has an incurable disease, knows that they are not happy and that things will get worse, it wou ld be unfair to keep them alive due to selfishness and what we believe is â€Å"right. † It is ultimately the person’s choice and should be kept this way, as it is their life. One might argue that in this case the dementia prevents the patient from being fully reasonable and therefore autonomy cannot be used in this situation. I argue that when she lets her family know she is unhappy and does not want to live this way, she is coherent.Shouldn’t this person be given the right to make this choice when they are still capable, before people start speaking and making choices for their life? Furthermore, it is often argued that the side effects (such as how it will effect the family and friends, Glover) of death are what really influence a decision. In John Hardwig’s article â€Å"Duty to Die,† Hardwig argues that there are times when a person has a duty to die. His argument covers what many of us believe to be a reason for someone to stay alive- for our own well-being.A duty to die is permissible when the burden of caring for someone seriously compromises the lives of those that love us (Hardwig). In the Parkinson’s situation, the family will need to help the woman often and if not themselves, will need to hire someone to care for her all the time as the disease progresses. This can be a large financial burden on the family. There are many cases out there where autonomy was not respected. One great example is the Dax Cowart case. Dax was involved in a terrible accident in 1973 when he was twenty-five years old.He was critically injured in a propane gas explosion that killed his father and left Dax with burns to over sixty-five percent of his body including both eyes, ears and hands, which were damaged beyond repair. Large doses of narcotics were required for minimal pain relief. For more than a year, he underwent extraordinarily painful treatments. From the day of his accident, Dax expressed a desire to die, to leave the ho spital and to end his suffering. He pleaded with his caregivers to be allowed to die, and also stated several times that he wanted to kill himself.The physicians turned to his mother to obtain consent for all his treatments, even though she was not appointed his legal guardian and Dax was determined by psychiatric evaluation to have full decision-making capacity. Ultimately, he recovered from the burns, although severely mutilated. He successfully sued the oil company responsible for his burns, which left him financially secure. He eventually finished law school and married. He says he is now relatively happy, but still believes the doctors were wrong to follow his mother’s wishes over his. The case advanced respect for patient autonomy all around the country.The case of Dax Cowart illustrates the complexity of issues such as autonomy, paternalism, and quality of life. In an interview of Dax twenty-five years after his accident, Dax is absolute that he would still want the sa me choice if he were to be put in the same situation he was in. He stated, â€Å"Another individual may well make a different decision. That’s the beauty of freedom; that’s his or her choice to do so† (â€Å"Please Let Me Die†). Unfortunately, while the attitude remains the same about active and passive euthanasia, nothing will change for those who are fighting for the right to end their lives.One should have the right to autonomy without being violated and should be allowed to decide when it is their time to go in cases that include terminal illness. How is it morally just to make someone suffer a disease that is killing them just because we may not think it’s right to die? I hope that throughout this paper you have been able to see a different side to what active euthanasia can bring (peace to those suffering). Glover, Johnathan. â€Å"Sanctity of Life. † Bioethics: An Anthology. By Helga Kuhse and Peter Singer. Oxford, UK: Blackwell, 1999 . 66-75. Print. Hardwig, John. â€Å"Duty to Die? † Duty to Die? Hastings Center Report, n. d. Web. 07 Oct. 2012. ;http://web. utk. edu/~jhardwig/dutydie. htm;. â€Å"Please Let Me Die. † Interview by Robert White. Literature, Arts, and Medicine Database. NYU School of Medicine, n. d. Web. 3 Oct. 2012. ;http://litmed. med. nyu. edu/Annotation? action=view;annid=10105;. Rachels, James. â€Å"Active and Passive Euthanasia. † Bioethics: An Anthology. Ed. Helga Kuhse. By Peter Singer. 2nd ed. Oxford, UK: Blackwell, 1999. 288-91. Print.

Sociology Alevel Aqa Essays

Sociology Alevel Aqa Essays Sociology Alevel Aqa Essay Sociology Alevel Aqa Essay Essay Topic: Amy Tan Short Stories Sociology AS at Knights Unit 1: Families and Households Unit 2: Education with Research Methods Revision pack Haberdashers’ Aske’s Federation Sixth Form Mrs Griffiths: [emailprotected] org. uk Mr Roaf: [emailprotected] org. uk 2012 Unit 1 exam: Thursday 17th May, am Unit 2 exam: Friday 25th May, pm Easter Revision: tbc AS Syllabus: AQA Sociology GCE (new specification) Unit 1: Families and Households (SCLY1) * Worth 40% of your AS and 20% of your final A Level * Written paper, 1 hour * 60 marks available Unit 2: Education with Research Methods (SCLY2) * Worth 60% of your AS and 30% of your final A Level * Written paper, 2 hours 90 marks available Timetable * Use your revision checklists to draw up a timetable for revision leading up to the exam. Make sure you cover everything, but make sure it is manageable – you can’t spend every minute working, so allow yourself some time off, both short breaks and occasional days or half days. * Try http://getrevising. co. uk/ Resources * Handouts and powerpoints from lessons are available on the shared drive and on the VLE. * Additional revision resources will be available to download from the VLE * Use the list of websites in this pack to help you identify other useful revision resourcesAQA SCLY1 Unit 1: Families and Households There are 3 sections – choose the CORRECT one, Families and Households (should be section B), and answer all the questions from that section. Time allowed: 1 hour Maximum marks: 60 Time per mark = max 1 min. Questions carrying 24 marks should be answered in continuous prose and you will be marked on your ability to use good English, to organise information clearly and to use specialist vocabulary where appropriate. Possible Question outlines| Marks| Timing| 06| definition of key term, e. g. primary socialisation’| 2 marks| lt;2 mins| To get full marks for this question, you need to explain the term and give a supporting example. Possible questions: * Explain what is meant by ‘primary socialisation’ (Item 2A, line 7). (2 marks) (specimen paper) * Explain what is meant by the ‘expressive role’ (Item 2A, line 5). (2 marks) (January 2009) * Explain what is meant by ‘serial monogamy’ (Item 2A). (2 marks) (June 2010) * Explain what is meant by ‘net migration’ (Item 2A). (2 marks) (January 2011) * Explain what is meant by the ‘social construction’ of childhood (Item 2A). 2 marks) (June 2011) | 07| 2 examples of a particular idea or reasons for a change, e. g. two ways in which childhood has become ‘protected and privileged’| 4 marks| lt;4 mins| To get full marks you need to explain two things, supported by examples that highlight change or increase, if this is specified in the question. Possible questions: * Suggest two ways in which childhood has become . a specially protected and privileged time of life. (Item 2A, lines 4 . 5). (4 marks) (specimen paper) * Suggest two ways in which ‘family life may have a harmful effect on women’ (Item 2A, lines 6 – 7). 4 marks) (January 2009) * Explain the difference between a family and a household (Item 2A). (4 marks) (June 2009) * Suggest two reasons why lone-parent families are more likely to be headed by a female. (4 marks) (June 2009) * Suggest two reasons why women might delay having children (Item 2A). (4 marks) (January 2010) * Suggest two ways in which the position of children could be said to have improved over the last one hundred years. (4 marks) (January 2010) * Suggest two reasons why there has been an increase in cohabitation (Item 2A). 4 marks) (June 2010) * Suggest two reasons why people may migrate to the United Kingdom, apart from that referred to in Item 2A. (4 marks) (January 2011) * Suggest two ways, apart from those mentioned in Item 2A, in which government policies and/or laws may shape the experiences of children today. (4 marks) (June 2011)| 08| 3 reasons for s omething e. g. change in divorce rate| 6 marks| lt;6 mins| To get full marks you need to explain three things, supported by examples that highlight change or increase, if this is specified in the question.Possible questions: * Suggest three reasons for the increase in the divorce rate since 1969. (6 marks) (specimen paper) * Suggest three reasons for the decrease in the death rate since 1900. (6 marks) (January 2009) * Identify three ways in which childhood may not be a positive experience for some children. (6 marks) (June 2010) * Identify three ways in which greater ethnic diversity has contributed to family diversity (6 marks) (January 2011) * Identify three reasons why the birth rate has fallen since 1900. 6 marks) (June 2011)| Questions 06, 07 and 08 may be any combination of marks, adding up to a total of 12. | | | | | 09 | essay question| 24 marks| 4min plan20 min| To reach the higher level marks, you need to demonstrate accurate sociological knowledge and understanding, and apply it directly to the topic in the question. Support your answer with evidence and demonstrate how this answers the question. Possible questions: * Examine the ways in which social policies and laws may influence families and households. (24 marks) (specimen paper) * Examine the ways in which childhood can be said to be socially constructed. 24 marks) (January 2009) * Examine the reasons for changes in birth rates and family size since 1900. (24 marks) (June 2009) * Examine the ways in which government policies and laws may affect the nature and extent of family diversity. (24 marks) (January 2010) * Examine the reasons for, and the consequences of, the fall in the death rate since 1900. (24 marks) (June 2010) * Examine the reasons for changes in the patterns of marriage and cohabitation in the last 40 years or so. (24 marks) (January 2011) * Examine the reasons for changes in the divorce rate since 1969. 24 marks) (June 2011)| 10| essay question with reference to item| 24 marks| 4min plan20 min| To reach the higher level marks for this question, you have to successfully interpret material and apply it to answering the question, and explicitly refer to the item, make it clear how your discussion is answering the question. It is acceptable to repeat key language from the question and item when doing this, however, don’t simply make statements such as and this shows that the it no longer makes sense to talk about the patriarchal family. This is not good enough, you must explain how your discussion of relevant evidence answers the question.Refers to Item X, but on this occasion you are asked to use Item X in your answer, you must do this, to get the full marks. Possible 11 questions * Using material from Item 2B and elsewhere, assess the view that it no longer makes sense to talk about the patriarchal family. (Item 2B). (24 marks) (Specimen paper) * Using material from Item 2B and elsewhere, assess the view that the nuclear family is no longer the norm. (24 marks) (January 2009) * Using material from Item 2B and elsewhere, assess the view that gender roles and relationships have become more equal in modern family life. 24 marks) (June 2009) * Using material from Item 2B and elsewhere, assess the Marxist view that the main role of the family is to serve the interests of capitalism. (24 marks) (January 2010) * Using material from Item 2B and elsewhere, assess the view that, in today’s society, the family is losing its functions. (24 marks) (June 2010) * Using material from Item 2B and elsewhere, assess the view that the modern family has become more child-centred. (24 marks) (January 2011) * Using material from Item 2B and elsewhere, assess the contribution of feminist sociologists to an understanding of family roles and relationships. 24 marks) (June 2011)| | Revision Checklist Unit 1: Families and Households 1 Changing patterns of marriage, cohabitation, separation, divorce, child-bearing and the life-course, and the divers ity of contemporary family and household structures * Marriage: fall in number of marriages, later age of first marriage. * Cohabitation: growth of cohabitation, greater acceptability of cohabitation, types (e. g. trial marriage, long term partnership). * Separation and divorce: legal position, increase in divorce after 1969, reasons for divorce; remarriages and reconstituted families. Child-bearing: number of children, age at which women have first child, changes in parenting practices; lone parent families; beanpole families. * Life course: consideration of range of possibilities, including living alone (singletons), grandparents. 2 The relationship of the family to the social structure and social change, with particular reference to the economy and to state policies * Functionalist views: the importance of the nuclear family, the universality of the family, changing functions, how the nuclear family ‘fits’ modern society. Marxist views: the family as part of the ideo logical state apparatus, as an agent of social control. * Feminist views: patriarchy; liberal, radical and Marxist feminism. * Foucault: surveillance of family life, internalisation of norms. * The New Right: decline of the family, demonisation of single parents, fatherless families, uncontrollable children; Murray’s view of the underclass; need for a return to ‘traditional’ family values. * Some key government policies affecting families, with more detail on the most recent (post-1997). Post-1997 government policies assessed in relation to the theories. * Current policy positions of the main parties assessed in relation to the theories. 3 The nature and extent of changes within the family, with reference to gender roles, domestic labour and power relationships * Gender roles within families: functionalist, feminist, New Right and other views. * The domestic division of labour – changing nature of housework and home-related activities related to changing r oles of men and women and to masculinity and femininity, both in and beyond the home. Decision-making and power relations within households. * Consequences of unequal power: the ‘dark side of the family’, domestic violence, child abuse, mental illness. 4 The nature of childhood, and changes in the status of children in the family and society * The social construction of childhood: how childhood differs over time and between cultures; ways in which childhood is marked as separate from other stages of life. * Children and (paid) work: legal situation in UK; comparison with other countries. * Children as actors within families; the rights and responsibilities of children today. Demographic trends in the UK since 1900; reasons for changes in birth rates, death rates and family size * For each of the three areas of change (birth rates, death rates and family size) students should be aware of the trend, of possible reasons for it and of some cross-cultural/global comparisons. * Birth rates (and fertility rates): falling availability of contraception/family planning; children more likely to survive; cost of raising children; later age of marriage; women giving priority to work, etc. * Death rates: falling higher life expectancy; better health care, protection and treatment for life threatening illness, etc. Family size: falling reasons similar to birth rate but focus on decisions on individual reasons. AQA SCLY2 Unit 2: Education with Research Methods There are 2 sections – choose the CORRECT one, Education (should be section A), and answer all the questions in that section. Time allowed: 2 hours Maximum marks: 90 Time per mark = max 1 1/3 min. Questions with more than 12 marks should be answered in continuous prose and you will be marked on your ability to use good English, to organise information clearly and to use specialist vocabulary where appropriate.The paper has five questions: You are advised to spend 50 minutes on Questions 01 to 04 Y ou are advised to spend 30 minutes on Questions 05 You are advised to spend 40 minutes on Questions 06-09 No| Possible Question outlines| Marks| Timing| 01| definition of key term, e. g. ‘hidden curriculum’| 2 marks| lt;2 mins| Possible questions: * Explain what is meant by the term ‘compensatory’ education. (2 marks) (specimen paper) * Explain what is meant by the term ‘cultural capital’. (2 marks) (January 2009) * Explain what is meant by the term ‘ethnocentric curriculum’. 2 marks) (January 2010) * Explain what is meant by the term ‘vocational’ education. (2 marks) (June 2010) * Explain what is meant by the term ‘cultural deprivation’. (2 marks) (January 2011) * Explain what is meant by the term ‘immediate gratification’. (2 marks) (June 2011)| 02| Explain 3 factorse. g. 3 reasons for boys’ underachievement| 6 marks| lt;6 mins| Possible questions: * Suggest three material factors tha t might cause working-class educational underachievement. (6 marks)(specimen paper) * Suggest three reasons for gender differences in subject choice. 6 marks) (January 2009) * Suggest three ways in which Marxists see school as being similar to the world of work. (6 marks) (January 2010) * Suggest three reasons for boys’ educational under-achievement. (6 marks) (June 2010) * Identify three educational policies that may have contributed to social class differences in achievement. (6 marks) (January 2011) * Identify three policies that may promote the marketisation of education. (6 marks) (June 2011)| 03| Outline some reasons for something e. g. ender differences in subject choice| 12 marks| lt;12 mins| Possible questions: * Outline some of the reasons why different pupil subcultures exist in schools. (12 marks) (specimen paper) * Outline some of the policies introduced by governments to create an education market in the United Kingdom. (12 marks) (January 2009) * Outline some o f the ways in which the labelling process may lead to educational under-achievement for some pupils. (12 marks) (January 2010) * Outline some of the ways in which cultural deprivation may lead to educational under-achievement for working-class pupils. 12 marks) (June 2010) * Outline some of the ways in which factors outside the education system have resulted in improved educational achievement for girls. (12 marks) (January 2011) * Outline some of the functions that the education system may perform. (12 marks) (June 2011)| 04| Essay question:Using material from Item A and elsewhere†¦e. g. assess the claim ‘the main function of education†¦Ã¢â‚¬â„¢| 20 marks| lt;30 mins| Possible questions: * Using material from Item A and elsewhere, assess the claim that ‘the main function of education is to maintain a value consensus in society’ (Item A, lines 7 – 8). 20 marks) (specimen paper) * Using material from Item A and elsewhere, assess the claim that â₠¬Ëœethnic differences in educational achievement are primarily the result of school factors’ (Item A, lines 5 – 6) (20 marks) (January 2009) * Using material from Item A and elsewhere, assess the claim that gender differences in educational achievement are primarily the ‘result of changes in wider society’ (Item A, lines 6 – 7). (20 marks) (January 2010) * Using material from Item A and elsewhere, assess the claim that the main aim of education policies in the last 25 years has been to create an education market. 20 marks) (June 2010) * Using material from Item A and elsewhere, assess the view that the education system exists mainly to select and prepare young people for their future work roles. (20 marks) (January 2011) * Using material from Item A and elsewhere, assess the view that factors and processes within the school are the main cause of differences in the educational achievement of different social groups. (20 marks) (June 2011)| 05| Method s in contextUsing material from Item B and elsewhere†¦e. g. Assess he strengths and limitations of one of the following methods (observation / official statistics) for investigating teacher attitudes towards minority ethnic group pupils| 20 marks| lt;30 mins| Question 05 requires you to apply your knowledge and understanding of sociological research methods to the study of a particular issue in education. You will need to read Item B and answer the question / questions that follow. Question 05 is worth 20 marks and uses the functional word assess, you will need to carefully read Item B, and identify the ‘hooks’, clues written into the Item about material to include in your answer.To get full marks for this question, you have to successfully interpret material and apply it to answering the question, and explicitly refer back to the question, make it clear how your discussion is answering the question. It is acceptable to repeat key language from the question when do ing this, however, don’t simply make statements such as and this shows how useful observation is for investigating teacher attitudes. This is not good enough, you must explain how your discussion of relevant evidence answers the question.Possible questions: * Using material from Item B and elsewhere, assess the strengths and limitations of one of the following methods for investigating teachers’ attitudes towards minority ethnic group pupils: EITHER participant observation OR questionnaires. (20 marks) (specimen paper) * Using material from Item B and elsewhere, assess the strengths and limitations of one of the following methods for investigating boys’ underachievement: EITHER (i) official statistics OR (ii) unstructured interviews. 20 marks) (January 2009) * Using material from Item B and elsewhere, assess the strengths and limitations of one of the following methods for investigating the effect of material deprivation on educational achievement: EITHER (i) un structured interviews OR (ii) offi cial statistics. (20 marks) (January 2010) * Using material from Item B and elsewhere, assess the strengths and limitations of one of the following methods for investigating anti-school subcultures: EITHER (i) group interviews OR (ii) non-participant observation. 20 marks) (June 2010) * Using material from Item B and elsewhere, assess the strengths and limitations of one of the following methods for investigating the role of parents in pupils’ achievement: EITHER (i) questionnaires OR (ii) unstructured interviews. (20 marks) (January 2011) * Using material from Item B and elsewhere, assess the strengths and limitations of one of the following methods for investigating truancy from school: EITHER (i) official statistics OR (ii) participant observation. (20 marks) (June 2011)| 06| Definition of key term, e. . ‘triangulation’| 2 marks| lt;2 mins| For these questions, you can draw examples from any area of sociology with which you a re familiar. Possible questions: * Explain what is meant by the term ‘triangulation’. (2 marks) (specimen paper) * Explain what is meant by the term ‘longitudinal’ study. (2 marks) (January 2009) * Explain what is meant by the term ‘hypothesis’. (2 marks) (January 2010) * Explain what is meant by the term ‘secondary’ data. (2 marks) (June 2010) * Explain what is meant by ‘primary’ data. 2 marks) (January 2011) * Explain what is meant by ‘validity’ in sociological research. (2 marks) (June 2011) | 07 and 08| Evaluation of methodse. g. 1 advantage and 1 disadvantage of using official statistics| 4 marks| lt;4 marks| This question requires you to evaluate a method. Explaining the method or identifying the advantage / disadvantage is not sufficient; make sure you give an example and fully explain the advantage / disadvantage. Possible questions: * Suggest one advantage and one disadvantage of a longitudinal st udy. 4 marks) (specimen paper) * Suggest two disadvantages that sociologists may find when using unstructured interviews. (4 marks) (specimen paper) * Identify two sampling techniques used in sociological research. (4 marks) (January 2009) * Suggest two disadvantages of using media reports in sociological research. (4 marks) (January 2009) * Suggest two advantages of using official statistics in sociological research. (4 marks) (January 2010) * Suggest two problems that researchers may face when actively participating in the group they are studying. 4 marks) (January 2010) * Suggest two factors that may influence a sociologist’s choice of research topic. (4 marks) (June 2010) * Suggest two problems of using personal documents in sociological research. (4 marks) (June 2010) * Suggest two disadvantages that sociologists might find when using structured interviews. (4 marks) (January 2011) * Suggest one advantage and one disadvantage of using laboratory experiments in sociologic al research. (4 marks) (January 2011) * Explain the difference between a sampling frame and a sample. 4 marks) (June 2011) * Suggest two problems of using documents in sociological research. (4 marks) (June 2011)| 09| Essay question:e. g. Examine some of the problems sociologists may find in using experiments| 20 marks| lt;30 mins| Possible questions: * Examine the disadvantages some sociologists may find when using official statistics in their research. (20 marks) (specimen paper) * Examine the problems some sociologists may face when using experiments in their research. (20 marks) (January 2009) Examine the extent to which practical issues are the most important influence when selecting research methods and a research topic. (20 marks) (January 2010) * Examine the problems some sociologists find with using postal questionnaires in their research. (20 marks) (June 2010) * Examine the advantages of using personal documents and historical documents in sociological research. (20 marks ) (January 2011) * Examine the problems that some sociologists may face when using different kinds of experiments in their research. (20 marks) (June 2011)Revision Checklist Part One of Unit 2: Education 1 The role and purpose of education, including vocational education and training, in contemporary society * Functionalist and New Right views of the role and purpose of education: transmission of values, training workforce * Marxist and other conflict views of the role and purpose of education: social control, ideology, hegemony; ‘deschoolers’ (Illich, Friere): socialisation into conformity by coercion * Vocational education and training: the relationship between school and work:human capital, training schemes, correspondence theory. Differential educational achievement of social groups by social class, gender and ethnicity in contemporary society * Statistics on educational achievement by class, gender and ethnicity; trends over time * Social class and educational achi evement: home environment; cultural capital, material deprivation; language (Bernstein); school factors, relationship between achievement by class in education and social mobility * Gender and educational achievement: feminist accounts of gender-biased schooling; the concern over boys’ ‘underachievement’ and suggested reasons; subject choice; gender identities and schooling * Ethnicity and educational achievement: patterns; reasons for variations; multicultural and anti-racist education; experience of minorities in different types of schools * The relationship between class, gender and ethnicity The effects of changes on differential achievement by social class, gender and ethnicity. 3 Relationships and processes within schools, with particular reference to teacher/pupil relationships, pupil subcultures, the hidden curriculum, and the organisation of teaching and learning * School processes and the organisation of teaching and learning: school ethos; streaming an d setting; mixed ability teaching; the curriculum; overt and hidden * the ‘ideal pupil’; labelling; self-fulfilling prophecy * School subcultures (eg as described by Willis, Mac an Ghaill) related to class, gender and ethnicity * Teachers and the teaching hierarchy; teaching styles * The curriculum, including student choice. The significance of educational policies, including selection, comprehensivisation and marketisation, for an understanding of the structure, role, impact and experience of education * Independent schools * Selection; the tripartite system: reasons for its introduction, forms of selection, entrance exams * Comprehensivisation: reasons for its introduction, debates as to its success * Marketisation: the 1988 reforms – competition and choice; new types of schools (CTCs, academies, specialist schools, growth of faith schools) * Recent policies in relation to the curriculum, testing and exam reforms, league tables, selection, Special Educational N eeds (SEN), etc * Recent policies and trends in pre-school education and higher education. The application of sociological research methods to the study of education * Quantitative and qualitative data in education; the dominance of statistics (eg exam results, league tables) * Positivist and interpretivist approaches as applied to education * Issues, strengths and limitations and examples of the application to the study of education of the main sources of data studied (see Sociological Methods section): * questionnaires o interviews (formal/structured; informal/unstructured) o participant and non-participant observation o experiments o use of documents, official statistics and other secondary data * The theoretical, practical and ethical considerations influencing choice of topic, choice of method(s) and the conduct of research on education. Part Two of Unit 2: Research Methods Quantitative and qualitative methods of research; their strengths and limitations; research design * The difference between quantitative and qualitative methods, primary and secondary methods and source, strengths and limitations, using concepts such as validity, reliability, representativeness * The main factors influencing research design * The research process: main stages. 2 Sources of data, including questionnaires, interviews, participant and non-participant observation, experiments, documents and official statistics; the strengths and limitations of these sources * Through a range of examples students should explore the strengths and limitations in different areas of sociological research of each of the named methods * This should include the types of questions asked, different types of interview and of observation, and the range of documentary and other secondary sources; the value of pilot studies; triangulation; ways of selecting samples. The distinction between primary and secondary data and between quantitative and qualitative data * Primary and secondary data: difference, value of each to sociological research, ways of evaluating usefulness of secondary data * Quantitative and qualitative data: difference, value of each in sociological research, ways of presenting different types of data. 4 The relationship between positivism, interpretivism and sociological methods; the nature of ‘social facts’ * The differences between the positivist and interpretivist approaches, related to choice of method and to issues such as validity, reliability and representativeness, quantitative and qualitative data * The nature of social facts: awareness of the relationship between the research process and social life. The theoretical, practical and ethical considerations influencing choice of topic, choice of method(s) and the conduct of research * Theoretical considerations including the theoretical position of the researcher, issues of validity and reliability, the type of data required * Practical considerations including costs, time, access to respondent s, sample size * Ethical considerations including the interests of researcher and respondents, the researcher’s responsibilities to all involved in the research process, the rights of respondents; issues of anonymity, confidentiality and disclosure. Study of the British Sociological Association’s ethical guidelines is recommended. Websites http://atschool. eduweb. co. uk/barrycomp/bhs/ A very good school-based website with links to a range of content, revision materials, ‘duffers guides’ etc for AS and A2 Sociology. www. esociology. co. ukAnother good school-based website, includes information on education and methods at AS level and crime and deviance at A2. chrisgardner. cadcol. ac. uk/ Sociology Learning Support site with interactive tests and quizzes, good for revision. sociology. org. uk/drevise. htm Sociology Central website produced by Chris Livesey, a Sociology teacher, with specific links to AQA Sociology at AS level. www. s-cool. co. uk A good revision site with an A Level Sociology section. www. sociologyonline. co. uk Site covers good introductory materials (e. g. on gender, class, feminism) and information on some of the big thinkers (e. g.Durkheim, Marx and Weber) www. soc. surrey. ac. uk/sru/ Useful information on a range of sociological research methods, produced by the Sociology Department at the University of Surrey. http://media. pfeiffer. edu/lridener/DSS/ ‘Dead Sociologists Website’ providing summaries and links to information for key Sociological thinkers of the past. sociologyexchange. co. uk/index. php mainly provided for teachers, but lots of resources available to download tutor2u. net/blog/index. php/sociology/ blog site highlighting news stories and developments, with some resources. Good for keeping up to date with contemporary developments in sociology.

Using Your Finger Like a Weathervane

Using Your Finger Like a Weathervane Your index finger has many uses, but I bet you didnt know a weathervane is one of them. If youve ever seen someone lick the tip of a finger and stick it into the air, or done this yourself, this is the very reason behind this peculiar gesture. But, while youll often see people stick their finger in the air as a weather joke, its actually a legitimate way to estimate wind direction. So the next time you find yourself on a deserted island, Survivor style, or simply without a weather app, heres what to do: Stand as still as possible. (If your body is moving, it will be harder for you to get an accurate wind reading.) If you happen to know which way is north, south, east, etc., face this way it will make determining the final wind direction easier.Lick the ball of your index finger and point it upwards.Observe which side of your finger feels the coolest. Whichever direction the cool side of your finger is facing (north, south, east, west), thats the direction the wind is coming from. Why it Works The reason why your finger feels cool has to do with the speedy evaporation of the moisture on your finger as the winds air blows across it. You see, our bodies heat (through convection) a thin layer of air just next to our skin. (This layer of warm air helps insulate us from the surrounding cold.) But whenever the wind blows across our exposed skin, it carries this warmth away from our bodies. The faster the wind blows, the faster the heat is carried away. And in the case of your finger, which happens to be wet with saliva, the wind will lower the temperature even more quickly because moving air evaporates the moisture at a quicker rate than still air would. Not only does this experiment teach you about evaporation, but its also a neat way to teach kids about the wind chill and why it cools our bodies down below the air temperature during wintertime. Dont Use Your Finger in Humid or Hot Weather Since using your finger as a weathervane depends on evaporation taking place, it doesnt work as well at helping you estimate wind direction on humid or muggy days. When the weather is humid, it means that the air is already filled with water vapor, and so, it will carry away the additional moisture from your finger more slowly; the slower the moisture from your finger evaporates, the less youll be able to feel the winds cooling sensation. This weathervane hack also wont work as well when the weather is hot, sine the warm air will dry your finger before youve had a chance to feel the evaporative cooling sensation.

Discussion Question Essay Example | Topics and Well Written Essays - 250 words - 14

Discussion Question - Essay Example This is in the light of capital constraints, where each of the affiliates to the company provides a suitable ground for shareholder value maximization. Shifting capital in this case would be informed by the performance of each affiliate prior to capital shifting and the extent of value maximization required. Capital should be shifted from relatively low performing affiliates to relatively high performing ones, allowing for diversification of shareholder value maximization. Managing working capital is critical to the daily operations undertaken by the company (Brigham & Ehrhardt, 2010). This is more so in line with the relationship between working capital and inventory portfolio. Increase in inventory costs restrains the production capacity of the firm. As a result, working capital becomes directly involved due to the fact that inventories are dealt with every single day. Production needs to flow, and the production capacity should improve as opposed to deteriorating. In this regard, the financial manager of the company should devote more time in managing working capital in such a way that mainstreams the inventory