Policing Of Gangs In Rural And Urban Areas Criminology Essay

Policing Of Gangs In Rural And Urban Areas Criminology Essay Pack related wrongdoings and exercises are being sent out to country networks and groups are moving to progressively provincial zones. Social reasons and medication dealing are the essential explanations behind the spread of medication use and why groups are creating in rustic zones. While concerning the trading or spreading of urban violations to rustic regions, the relocation of packs and their crimes assumes an enormous job. Police systems make it difficult for packs to remain within the metropolitan zones, so posses are moving their activities to places less known to the police. Posse individuals locate a base for their tasks and search out disturbed or lost youth to join their pack. While concerning the techniques for policing, policing systems, and wrongdoing, there is a major distinction between country situations and urban conditions. Posse Identification There are huge signs which personality pack individuals in a specific gathering or posse. These signs are explicit tattoos, spray painting labels, posse hues, and self recognizable proof by adolescents (Weisheit Wells, 2001). Law authorization authorities depend on visual impressions while deciding if a young, or any individual is in a posse. At the point when posse individuals attempt to stay under the radar, this can make it particularly hard for law requirement to recognize them exclusively or as a gathering. Group individuals keep low profiles by not getting tattoos that imply their posse, by not wearing a particular shading in their dress, and by retaining the utilization of pack signs. Numerous rural and provincial networks are encountering ascends in group related violations and viciousness. In any case, the effect of groups is more terrible the mores thickly populated zones, particularly territories with populaces of 50,000 individuals or more (Howell, 2006). Be that as it may, groups are pulled in to rustic networks since along these lines they can develop their medication dispersion zones, they can avoid or escape from police, and select new individuals into their packs. Migration of Gangs Packs use instruments to enlist new group individuals and one of these apparatuses is the Internet. The Internet makes correspondence among them and other pack individuals in different pieces of the nation or even in other outside nations conceivable. These posses carry out about 80% of the wrongdoing in numerous networks (National Gang Intelligence Center, 2009). Reports of pack related manslaughters are for the most part amassed in the biggest urban communities in the United States, since groups are increasingly industrious in these huge urban communities. Youth groups are likewise answerable for an unbalanced number of manslaughters (Howell, 2006). A portion of the more typical sorts of pack related violations are carrying outsiders, outfitted burglary, attack, auto robbery, dealing drugs, extortion, wholesale fraud, home intrusions, and murder (National Gang Intelligence Center, 2009). Posses manage the dealing of unlawful medications, for example, pot and cocaine in most rural n etworks. The effect of posse movement on neighborhood packs isn't as extensive as once suspected, however it is as yet an issue. As indicated by a 2004 National Gang Youth Survey study, which included data they got from law authorization of group part relocation, the outcomes demonstrated that few organizations had detailed that the greater part of the archived pack individuals had moved from different zones (Howell, 2006). Of the organizations that experience a bigger level of posse movement, 45% detailed the purpose for the relocation was because of social reasons, for example, family. They additionally detailed that 23% was because of the medication advertise, 21% was expected to dodging law implementation, and 18% was a direct result of other unlawful endeavors (Howell, 2006). Social reasons or issues are the main impetus behind posse relocation. Groups spread out into littler locales or towns on the grounds that the entrance to transportation is anything but difficult to get. The simple access to transportation makes it simpler to traffic drugs. Groups are pulled in to dealing drugs out from little rustic regions as a result of the enormous benefits they can make off of medications in littler towns. The road estimation of medications in littler towns is a few times higher than the incentive in metropolitan zones (Donnermeyer, 1995). These posse individuals build up or set up sedate managing organizations or establishments in these country networks since they can move medicates all the more safely and securely and in light of the fact that the most recent and most well known medications are accessible all the more quickly (Donnermeyer, 2005). Despite the fact that there is an emphasis on urban road groups in rustic regions, biker packs have a past filled with crime in country settings (Muhammad, 2002). It is additionally simp ler in rustic zones for pack individuals to get the neighborhood tranquilize dealer(s) to help out them in sedate exchanges. Packs not just move from urban settings or districts to provincial regions, they additionally move from country locales to urban regions. These kinds of packs are commonly known as detest gatherings. These abhor bunches incorporate racial oppressor gatherings. There are numerous individuals from these racial oppressor gatherings, for example, Members of the Aryan Nation and Skinheads that are brought up in provincial regions (Donnermeyer, 2005). Since these racial oppressor pack individuals are brought up in rustic regions, they are bound to initially set up posse activities in these country territories. When they have their medication establishments set up in rustic territories, they at that point connect and get associated with pack individuals in the bigger urban communities and afterward can move and set up their activities in the bigger metropolitan regions (Donnermeyer, 2005). When they are subsided into the urban zone, they have simpler access to and can target minority gather ings. Urban Gangs and Rural Gangs There are numerous likenesses among metropolitan and rustic posses. Metropolitan and rustic packs both are emphatically associated with social strength and the two of them are formed by attributes of the populace (Weisheit Wells, 2001). As per an examination or overview dependent on police provides details regarding posses between the long stretches of 1996 and 1998, among the offices in nonmetropolitan regions; 22.6 percent revealed diligent pack issues, 57 percent announced a tireless nonattendance of groups, and 20.4 percent detailed fleeting posse issues (Weisheit Wells, 2001). The greatest distinction in urban and country posses is the job financial issues have on these gatherings. Monetary variables are more critical to posses in urban territories than packs in rustic zones. Group action in metropolitan territories has an alternate relationship to destitution when contrasted with posse action in provincial zones (Weisheit Wells, 2001). Groups are bound to be accounted for in no nmetropolitan territories that are developing monetarily. Police Response to Gangs The acts of policing are unique in relation to one locale to another and having the option to pick up data on the various styles of police conduct can realize an itemized investigate the job of the police in urban and rustic networks. There are different kinds of policing styles with regards to various provincial areas. These distinctions change from district to area and starting with one purview then onto the next. In one district police might be progressively included managing illicit migration and in another locale police might be increasingly engaged with medicate dealing or potentially unlawful yields. There are explicit issues that impact law requirement tasks in provincial networks. These perspectives are the casual social control among people in the provincial network, rustic residents not confiding in the legislature, and remaining quiet about their inside issues (Falcone, Weisheit, Wells, 1994). Residents in provincial networks are more averse to report violations and along these lines, there is less data accumulated on the exact number of wrongdoings that occur in these rustic networks. One way police manage or react to packs in their locale is through posse preparing. Police have preparing on specialized help that㠢㠢‚⠬㠢„â ¢s required when managing posses and when concerning framing teams. The most successive reaction to pack action is concealment through severe authorization, for example, the zero resistance strategy, which is more connected with urban police (Weisheit Wells, 2001). It has been proposed that zero resistance systems are simpler to actualize in littler networks where group individuals were simpler to recognize. Police utilize the network and stress the significance of avoidance with regards to groups and posse action (Weisheit Wells, 2001). At the point when it concerns youth in packs and that have more grounded securities with the network, police will in general spotlight more on family pressure than on anticipation. End There are contrasts in violations and policing concerning posses in provincial areas and packs in urban locales. It appears that the distinctions of pack related violations and policing endeavors in different wards and districts might be diminishing however the spread of group related wrongdoings is discovering its way into country locales. There should be more exploration on provincial posses so rustic law implementation can more readily comprehend, be better prepared, and be better outfitted to manage these pack individuals and to have the option to forestall and decrease group related exercises. Despite the fact that law requirement organizations in provincial territories might be inadequate with regards to with regards to apparatuses and assets, country police offices appear to be progressively effective and increasingly regarded by general society. .

Student Voice - Pandora's Box or Philosopher's Stone Essay

Understudy Voice - Pandora's Box or Philosopher's Stone - Essay Example From this exploration obviously the cutting edge idea of permitting understudy inclusion inside the field of encouraging learning is generally new to UK, however the idea isn't new in different pieces of the world. In spite of the different late changes made inside UK instructive framework, it is seen that understudies are once in a while requested to participate, in this manner remaining generally unheard, during change forms. To make training increasingly delegate, perspectives on the understudies must be tuned in to and given its due significance. Be that as it may, joining student’s voice doesn't just include adjusting the aftereffects of the current instructive frameworks or finding goals to different existing issues. Rather, it manages altering forms, strategies through which the understudies can influence the course of instruction. Here the creators accepted that that UK instructive framework ought to be improved to the point that it would work according to the studentà ¢â‚¬â„¢s prerequisites, rather than the understudies altering themselves to the framework. Such extreme adjustments involve changes at practically all levels, including changes inside the fundamental UK instructive culture, and the connections between understudies, educationists, and the schools, where there must a demeanor with respect to the educationists and approach creators to tune in to the understudies. Understudies should essentially be empowered with the goal that they are gotten all the more legitimately engaged with dynamic procedures identified with their instruction. The thoughts of understudy voice incorporates different exercises that advance conversation, discourse, reflection and exercises on issues that are identified with students alongside its consequences for instructors, school staff and the encompassing society. Frequently this technique involves strategies like friend support, buddying, and different estimates that advance and permit the students to air their feelings and realize different appropriate changes alterations. Such measures incorporate the development of the formation of school understudy gatherings, educational committees having understudies as individuals, understudies as individuals from staff arrangement board, specialist understudy and the ventures for ‘child-to-child’ exercises that advance authority among the students, while supporting ‘active citizenship’ through the collaboration of these students in different network based exercises and undertakings (Futurelab, 2006). In its endeavor to acquire students’ voice, the UK Government has referenced completely its longing to make a more altered type of an instructive framework, where the method of educating would oblige the necessities of the understudies, and not the other path round. This would be particularly useful for

Admitted Students Parties Followup

Admitted Students Parties Followup Thanks, everyone, for your feedback on the admitted students parties. We had some reports from the New York City party. Michael wrote, The NYC admitted students meeting was nothing short of amazing. A lot of it was unscheduled, but that made it all the more better. For example, Les Cline made the alumni of Stuyvesant currently attending MIT (Stuyvesant being the majority of the room) speak, as well as Alums from other high schools like Bx Science and Madison. Since none of them prepared speeches, it came off a lot better and a lot more truthful. Although a lot of it was nothing we hadnt heard before, it was still interesting to hear it from current students. The Resonance shindig at the end was nothing short of amazing as well. First thing in the Fall, Im trying out for both Resonance and the Logs, heh. I 3 acappella, especially at MIT. Score one for MIT. [Michael] Asli took pictures of the Resonance performance. Thanks Asli! Alex reported on the Austin meeting: It was a lot of fun. There were 8 admitted students in the central Texas area, plus an admitted student from Houston who was visiting his brother in Austin who I happened to know from Mathcamp. There was also parents, alums, etc. People talked about random stuff in small open groups. MIT stuff like Are you pretty sure that youre going to MIT?, What are you going to major in?, Will you be at CPW? but also other things; for instance, the organizer wanted to talk to me as a homeschooler. At some point, the organizer got everyones attention and had us briefly introduce ourselves, and then talked, along with the other alums, about several topics. The organizer, who had a degree in astro/aero, lastly told a story about opening a highly successful pretzel franchise in Alaska, despite everyone thinking he was crazy. His friends later forced him to go to law school. And there were a couple of MIT stories too. It was great. [Alex] And Victoria and Lupe on the Bay Area meeting: UBER AWESOME!!! I was able to meet some really cool people that I hope to start businesses with, develop cures with, or just chill and go to groovy concerts with! When you were a prospective frosh, were there MIT parties Matt? oohhh I also had the chance to meet Mitra and a cool dude named Sam. [Victoria] I spent time talking with the other SF Bay Area parents asking about our kids heading to the opposite coast. Generally, we were a little anxious, but cleary cognizant that the opportunity presented to our children is truly special and not easily overlooked. The home was beautiful and the hosts were very gracious. The admitted students mixed very well and all seemed excited to meet each other. They were asking a lot of questions of the alums and the current MIT students who attended. It was very exciting for both my daughter Victoria and I. I felt like I knew some of them because of the MyMIT guestbook, Matts blogs, and the other college discussion board. It was great to them in real life. I look forward to meeting more people at CPW!! [Lupe] However, we also heard about two negative experiences: The Tucson admitted students party was far from what I expected. Out of the admitted students attending, five were girls and one was a guy, yet none of the MIT alumni present were women. Also, all of the almuni graduated before 1970, except for one memeber of the class of 2003. However, the 2003 grad, seemed to have done nothing with his MIT education and had moved back in with his parents. Overall, it was dissapointing and actually has detered me from wanting to accept my spot at MIT. [Sarah] I attended the admit party with my child and instead of being relieved or our concerns, we only had more. I was completely shocked to see the complete range of people admitted, from a child who made perfect scores on both his SATs and ACTs to another child who had a serious learning disability. How is MIT able to provide an education that is right for these students? The reputation of the academic quality of your institution has been completely shattered. My child was so extremely distressed leaving the admit party that my child didnt even want to attend CPW anymore! And just like Sarah, my child is ready to give the spot to another child to find a better fit school! [ A Concerned Parent] There were a few thoughtful responses to these concerns. Ill reprint the comments from Some crazy sophomore and the bulk of the longer post from alum parent: Concerned Parent, MIT provides a diverse range of educations. Its a big school with students in many different fields. It also has students who are learning-disabled as the sibling of an autistic teen, I know that a learning disability, whether by itself or as a consequence of another disorder, doesnt mean that a child cant do brillant work. This doesnt preclude any student from receiving a quality education. There are several classes that all MIT students must take, but it is not a one size fits all school. As a current student, I would encourage your child to attend CPW, to see if MIT is actually a good fit for him/her, because its the best possible opportunity to do so. Good luck! To Sarah: Come to CPW before you make a judgment. Its a lot more relevant to life at MIT in 2005 than talking to pre-1970 alums. And if youre worried about gender imbalance, the current undergrad popuation is over 40% women. [Some crazy sophomore] Based on your description, it appears that your own child is on the gifted side since you clearly expected MIT to be a tough school and admit only the brightest, and were surprised to see a broad range of kids instead from a child who made perfect scores on both his SATs and ACTs to another child who had a serious learning disability. Firstly: As an alum parent whose child was not admitted despite having a steller (perfect) academic record and two alum parents, I would suggest that the admission committee saw something in your child because of which they offered him/her a slot that is nothing to scoff at. It is a great honor to be admitted to worlds top school. Secondly, your concern does not seem to be will my child make it at MIT or how hard will it be or how will he/she adjust socially or grow as a better politically astute and socially engaged human being etc. that most parents tend to have when evaluating schools. However if these are indeed also your concerns, my own experience is that MIT is not only an incredibly challenging school that can make anyone reach to their fullest potential provided they take that opportunity (one could graduate from MIT with a bare minimum of 32 classes in some easy discipline, no UROP and still come out ahead, let alone someone who pushes themselves and MIT tries to select such people in the first place), it is also an incredibly people friendly place administratively speaking. The institute recognizes that kids are under pressure and go out of their way to help in everyway possible. So on this account, with a brilliant kid, you may rest assured that your child will receive an outstanding education if they put themselves into it, and a good education even if they showed no initiative and did minimum work. However your expressed concern is not about this or your own child, but about others The reputation of the academic quality of your institution has been completely shattered. due to diversity in academic talent admitted. This comment is in the same vein as Sarahs earlier: However, the 2003 grad, seemed to have done nothing with his MIT education and had moved back in with his parents. Overall, it was dissapointing and actually has detered me from wanting to accept my spot at MIT. I think it is important to express reservations of all kinds, including these, openly and I am glad you have, and I am glad MIT admissions has offered this forum to help address such concerns. Indeed, I would also try to evaluate a school by what type of kids go there, of what academic abilities and interests, how much if at all the teacher would have to dumb down the class, etc. etc. In fact, this is the problem my own child faced in high school in some subjects he found them too boring and unchallenging and had to force himself to keep interested in topics that he got in 5 minutes that some others seem to be taking few lectures and still not getting it. So he went through high school in 3 years the only one in his school to do so. But funny thing some of the same kids struggling in math for instance in his high school were incredibly brilliant in literature (although some clearly were not good in studies at all one of them is a ranked hockey player in the US). And my son discovered that while he was sometimes struggling to get some medieval poem in arcane english, some of the other kids who struggled in math got it effortlessly. Therein lies the point MIT has seen a completed application on each person they admitted and are privy to their strengths and weaknesses much more than you might be in meeting someone in a two hour party. And MIT clearly only admits those they see something remarkable in whether or not this remarkable thing is captured by test scores or not (often not). And they can only see this remarkable thing in them if the child has done a good job in writing their essays and presenting themselves in a way that demonstrates something remarkable about them. Your child, as much as the kids who may have turned you off at the party, have done that rather well or else my son would have been admitted too! Clearly he is not short of any objective metric but somehow fell short on the subjective metric that MIT uses (whatever that might be I never could get a handle on that since they admitted both me and my wife over our much more talented son!). Whereas your kid, as well as Sarah, as well as those whom both of you did not like at the respective parties, were found to be very attractive by MIT on this subjective yardstick. To me that says something about them perhaps unfairly so, but perhaps not. MIT can always make a mistake and admit a total dud a designer kid of the college counselling industry but I think on the whole they tend to admit solid gold from amongst a pretty impressive collection of gold! Only you may not be privy to that as easily in cases where the talent is not also manifested in test scores and grades and other objective things. As to the accomplishments of MIT graduates [] Real life poses many challenges and hardships you never know what stresses and strains this person is going through and not all accomplishements in life may be measured by the size of ones stock market portfolio. Indeed, some of my closest and dearest friends are rather poor financially, yet they take care of their ageing parents, and do a whole bunch of things that they will never talk about in a party to a stranger, but those who know them intimately would know what terrific and accomplished human beings they are. And finally the concern stemming from diversity and the implied but unstated question being: would MIT waterdown its education to cater to the needs of such a diverse group when some clearly appear to be math/science geniuses and others duds and mind you this data is from at least the late 70s early 80s is no. MIT will not waterdown any class or any requirement, be it an institute requirement such as 8.01 or 18.01, or be it in an engineering class, or be it language or literature or economics class. So naturally the question arises, then how do people of such diverse abilities and strengths do well in all of them? The answer is that the kids do not all do well in all the classes at MIT some struggle, some struggle even more, and some positively flunk. Others certainly fly untethered by any limitations of intellect. This is a reality and if someone says it aint so is clearly hiding the truth. However and this is the key that I found, MIT takes special care in admitting very special and passionate people and while some may struggle in 18.01, they may also shine in some other class. Not every one graduates from MIT with perfect GPA indeed I only know of one person my wife who maintained 5.0 both in undergrad/grad school. Most people struggle in some class indeed if one did not reach their limit in some form at MIT they failed to learn a lot about themselves. Please also see another post of mine under the admitted students for more elaboration in this context. As a parent whose child aspires to be at MIT more than any place else (he got accepted at Caltech and is going to their open house to see how it will measure up to MIT in many different contexts), I feel your concern in this regards is a bit off nay, way off. I am glad you expressed them though, so that people like myself with first hand experince of MIT can help allay your fears. If you have serious doubts that your brilliant ward would not be challenged enough, all the more reason to go to CPW and look at it more closely your concerns will soon melt to other more mundane concerns that most parents have how will my kid survive there rather than will he get enough education. I hope you dont give up your seat at MIT on the grounds you expressed (although my son would certainly benefit as he is actually waitlisted) but rather if you did decide to not send your child there or not attend there yourself, that it be on more suitable grounds like: is this school a good match for my childs talents and interests and will this school develop my child as a well balanced human being. [alum parent] Thank you all for your feedback and discussion which you may continue in the comments thread here as they have been helpful to us.

Regional Differences in Spanish

In general, the biggest divisions in Spanish are those between Spain and Latin America. But even within Spain or within the Americas youll find differences, especially if you go to more remote areas such as the Canary Islands or the Andean highlands. With a few exceptions—some local accents can be difficult for outsiders—people in Spain watch movies and TV shows from Latin America without subtitles, and vice versa. Here are the most significant grammar, pronunciation, and vocabulary differences you should be aware of. Key Takeaways The most significant regional differences in Spanish usage are those between Spain and Latin America.In most of Latin America,  vosotros  (the plural you) is replaced by  ustedes, even when talking to close friends and family.Within  Latin America, the most significant differences can be found in Argentina and some areas nearby, which use  vos  instead of  tà º.In most of Latin America, the  c  before  e  or  i  and the  z  are pronounced like the  s, but the sounds are different in most of Spain. Pronunciation Differences While regions have countless small differences in pronunciation, the following differences are some of the most significant and noticeable. Pronunciation of  Z  and  C The most noticeable difference in pronunciation of European Spanish and that of the Americas involves that of the  z  and that of the  c  when it comes before an  e  or  i. In most of Spain it has the sound of the th in thin, while elsewhere it has the sound of the English s. Spains sound is sometimes incorrectly called a  lisp. Thus casar (to marry) and cazar (to hunt or to catch) sound alike in most of Latin America but are pronounced differently in most of Spain. Pronunciation of  Y  and  LL Traditionally, the  y  and  ll  represented different sounds, the  y  being much like the y of yellow and the  ll  being the zh sound, something the s of measure. However, today, most Spanish speakers, in a phenomenon known as  yeà ­smo, make no distinction between  y  and  ll. This occurs in Mexico, Central America, parts of Spain, and most of South America outside the northern Andes. (The opposite phenomenon, where the distinction remains, is known as  lleà ­smo.) Where  yeà ­smo  occurs, the sound varies from the English y sound to the j of jack to the zh sound. In parts of Argentina it can also take on the sh sound. Pronunciation of  S In standard Spanish, the  s  is pronounced much like that of English. However, in some areas, especially the Caribbean, through a process known as  debucalizacià ³n, it often becomes so soft that is disappears or becomes similar to the English h sound. This is especially common at the end of syllables, so that  Ã‚ ¿Cà ³mo està ¡s? sounds something like  ¿Cà ³mo età ¡? The J Sound The intensity of the j sound varies considerably, ranging from the ch heard in the Scottish loch (difficult for many native English speakers to master) to the English h. Accents Accents found in Mexico City or Bogotà ¡, Colombia, are often considered to be neutral Latin American Spanish accents, just as in the United States the Midwestern accent is considered neutral. As a result, it is common for actors and television personalities to learn to speak using those accents. Grammar Differences The most common grammar differences are ustedes vs. vosotros, tà º vs. vos, the use of leà ­smo, and preterite vs. present perfect tenses when referring to the recent past. Ustedes  vs.  Vosotros The  pronoun  vosotros  as the plural form of you is standard in Spain but is nearly nonexistent in Latin America. In other words, while you might use  ustedes  to speak with strangers in Spain and  vosotros  with close friends, in Latin America you would use  ustedes  in either situation. Latin Americans also do not use the corresponding conjugated verb forms such as the  hacà ©is  and  hicistes  forms of  hacer. For Spaniards, its unusual but entirely understanable to hear  ustedes  used where they are expecting  vosotros; the same goes in reverse for Latin American Spanish speakers. Tà ºÃ‚  vs.  Vos The singular formal pronoun for you is  usted  everywhere, but the informal you can be  tà ºÃ‚  or  vos.  Tà ºÃ‚  can be considered standard and is universally used in Spain and understood throughout Latin America.  Vos  replaces  tà ºÃ‚  in Argentina (also Paraguay and Uruguay) and can also be heard elsewhere in South America and in Central America. Outside of Argentina, its use is sometimes restricted to certain types of relationships (such as especially close friends) or to certain social classes. Preterite vs. Present Perfect Tenses The  preterite, such as  comià ³Ã‚  for she ate, is universally used for actions that took place in the distant past. However, in Spain and a few parts of Latin America, it is fairly common for the present perfect to substitute for the preterite when the action happened recently. For example, in Latin American Spanish, you would say: Esta tarde fuimos al hospital. (This afternoon we went to the hospital.) But in Spain, you would use the present perfeect: Esta tarde hemos ido al hospital. Leà ­smo The standard pronoun for him as a  direct object  is  lo. Thus the usual way to say I know him is Lo conozco. But in Spain it is very common, even sometimes preferred, to use  le  instead:  Le conozco.  Such use of  le  is known as  leà ­smo. Spelling and Vocabulary Differences These are the most common spelling and vocabulary differences in Spanish-speaking regions. Names of Fruits and Vegetables Names of fruits and  vegetables  can vary considerably with region, in some cases because of the use of indigenous words. Among those with multiple names are strawberries (fresas, frutillas), blueberries (arà ¡ndanos, moras azules), cucumbers (pepinos, cohombros), potatoes (papas, patatas), and peas (guisantes, chà ­charos, arvejas). Juice can be  jugo  or  zumo. Slang and Colloquialisms Every region has its own collection of slang words that are seldom heard elsewhere. For example, in some areas you might greet someone with  ¿Quà © onda? (similar in meaning to Whats happening?), while in other areas that might sound foreign or old-fashioned. There are also words that can have unexpected meanings in some areas; a notorious example is  coger, a verb that is used routinely to refer to grabbing or taking in some areas but that in other areas has a vulgar meaning. Spelling Differences The spelling of Spanish is remarkably standardized compared with that of English. One of very few words with acceptable regional variations is the word for Mexico, for which  Mà ©xico  is usually preferred. But in Spain, it is often spelled  Mà ©jico. It also isnt unusual for Spaniards to spell the U.S. state of Texas as  Tejas  rather than the standard  Texas. Other Vocabulary Differences Among the everyday objects that go by regional names are cars (coches, autos), computers (ordenadores, computadores, computadoras), buses (buses, camionetas, pullmans, colectivos, autobuses, and others), and jeans (jeans, vaqueros, bluyines, mahones). Common verbs that vary with region include those for driving (manejar, conducir) and parking (parquear, estacionar). The biggest class of vocabulary differences youll come across is in the use of suffixes. A là ¡piz is a pencil or crayon everywhere, but a lapicero is a pencil holder in some areas, a mechanical pencil in others, and a ball-point pen in still others. There are also a fair number of blatant differences, such as a computer being un ordenador in Spain but una computadora in Latin America, but they are probably no more common than the British-American differences. Names of foods can also vary, and it isnt unusual in Latin America for the indigenous names of vegetables and fruits to have been adopted. Travelers should be aware that there are at least a dozen words, some of them of local usage only, for a bus. But the formal word autobà ºs is understood everywhere. Of course, every area also has its quirky words. For example, a Chinese restaurant in Chile or Peru is a chifa, but you wont run across that word in many other places. Regional Differences in Spanish In general, the biggest divisions in Spanish are those between Spain and Latin America. But even within Spain or within the Americas youll find differences, especially if you go to more remote areas such as the Canary Islands or the Andean highlands. With a few exceptions—some local accents can be difficult for outsiders—people in Spain watch movies and TV shows from Latin America without subtitles, and vice versa. Here are the most significant grammar, pronunciation, and vocabulary differences you should be aware of. Key Takeaways The most significant regional differences in Spanish usage are those between Spain and Latin America.In most of Latin America,  vosotros  (the plural you) is replaced by  ustedes, even when talking to close friends and family.Within  Latin America, the most significant differences can be found in Argentina and some areas nearby, which use  vos  instead of  tà º.In most of Latin America, the  c  before  e  or  i  and the  z  are pronounced like the  s, but the sounds are different in most of Spain. Pronunciation Differences While regions have countless small differences in pronunciation, the following differences are some of the most significant and noticeable. Pronunciation of  Z  and  C The most noticeable difference in pronunciation of European Spanish and that of the Americas involves that of the  z  and that of the  c  when it comes before an  e  or  i. In most of Spain it has the sound of the th in thin, while elsewhere it has the sound of the English s. Spains sound is sometimes incorrectly called a  lisp. Thus casar (to marry) and cazar (to hunt or to catch) sound alike in most of Latin America but are pronounced differently in most of Spain. Pronunciation of  Y  and  LL Traditionally, the  y  and  ll  represented different sounds, the  y  being much like the y of yellow and the  ll  being the zh sound, something the s of measure. However, today, most Spanish speakers, in a phenomenon known as  yeà ­smo, make no distinction between  y  and  ll. This occurs in Mexico, Central America, parts of Spain, and most of South America outside the northern Andes. (The opposite phenomenon, where the distinction remains, is known as  lleà ­smo.) Where  yeà ­smo  occurs, the sound varies from the English y sound to the j of jack to the zh sound. In parts of Argentina it can also take on the sh sound. Pronunciation of  S In standard Spanish, the  s  is pronounced much like that of English. However, in some areas, especially the Caribbean, through a process known as  debucalizacià ³n, it often becomes so soft that is disappears or becomes similar to the English h sound. This is especially common at the end of syllables, so that  Ã‚ ¿Cà ³mo està ¡s? sounds something like  ¿Cà ³mo età ¡? The J Sound The intensity of the j sound varies considerably, ranging from the ch heard in the Scottish loch (difficult for many native English speakers to master) to the English h. Accents Accents found in Mexico City or Bogotà ¡, Colombia, are often considered to be neutral Latin American Spanish accents, just as in the United States the Midwestern accent is considered neutral. As a result, it is common for actors and television personalities to learn to speak using those accents. Grammar Differences The most common grammar differences are ustedes vs. vosotros, tà º vs. vos, the use of leà ­smo, and preterite vs. present perfect tenses when referring to the recent past. Ustedes  vs.  Vosotros The  pronoun  vosotros  as the plural form of you is standard in Spain but is nearly nonexistent in Latin America. In other words, while you might use  ustedes  to speak with strangers in Spain and  vosotros  with close friends, in Latin America you would use  ustedes  in either situation. Latin Americans also do not use the corresponding conjugated verb forms such as the  hacà ©is  and  hicistes  forms of  hacer. For Spaniards, its unusual but entirely understanable to hear  ustedes  used where they are expecting  vosotros; the same goes in reverse for Latin American Spanish speakers. Tà ºÃ‚  vs.  Vos The singular formal pronoun for you is  usted  everywhere, but the informal you can be  tà ºÃ‚  or  vos.  Tà ºÃ‚  can be considered standard and is universally used in Spain and understood throughout Latin America.  Vos  replaces  tà ºÃ‚  in Argentina (also Paraguay and Uruguay) and can also be heard elsewhere in South America and in Central America. Outside of Argentina, its use is sometimes restricted to certain types of relationships (such as especially close friends) or to certain social classes. Preterite vs. Present Perfect Tenses The  preterite, such as  comià ³Ã‚  for she ate, is universally used for actions that took place in the distant past. However, in Spain and a few parts of Latin America, it is fairly common for the present perfect to substitute for the preterite when the action happened recently. For example, in Latin American Spanish, you would say: Esta tarde fuimos al hospital. (This afternoon we went to the hospital.) But in Spain, you would use the present perfeect: Esta tarde hemos ido al hospital. Leà ­smo The standard pronoun for him as a  direct object  is  lo. Thus the usual way to say I know him is Lo conozco. But in Spain it is very common, even sometimes preferred, to use  le  instead:  Le conozco.  Such use of  le  is known as  leà ­smo. Spelling and Vocabulary Differences These are the most common spelling and vocabulary differences in Spanish-speaking regions. Names of Fruits and Vegetables Names of fruits and  vegetables  can vary considerably with region, in some cases because of the use of indigenous words. Among those with multiple names are strawberries (fresas, frutillas), blueberries (arà ¡ndanos, moras azules), cucumbers (pepinos, cohombros), potatoes (papas, patatas), and peas (guisantes, chà ­charos, arvejas). Juice can be  jugo  or  zumo. Slang and Colloquialisms Every region has its own collection of slang words that are seldom heard elsewhere. For example, in some areas you might greet someone with  ¿Quà © onda? (similar in meaning to Whats happening?), while in other areas that might sound foreign or old-fashioned. There are also words that can have unexpected meanings in some areas; a notorious example is  coger, a verb that is used routinely to refer to grabbing or taking in some areas but that in other areas has a vulgar meaning. Spelling Differences The spelling of Spanish is remarkably standardized compared with that of English. One of very few words with acceptable regional variations is the word for Mexico, for which  Mà ©xico  is usually preferred. But in Spain, it is often spelled  Mà ©jico. It also isnt unusual for Spaniards to spell the U.S. state of Texas as  Tejas  rather than the standard  Texas. Other Vocabulary Differences Among the everyday objects that go by regional names are cars (coches, autos), computers (ordenadores, computadores, computadoras), buses (buses, camionetas, pullmans, colectivos, autobuses, and others), and jeans (jeans, vaqueros, bluyines, mahones). Common verbs that vary with region include those for driving (manejar, conducir) and parking (parquear, estacionar). The biggest class of vocabulary differences youll come across is in the use of suffixes. A là ¡piz is a pencil or crayon everywhere, but a lapicero is a pencil holder in some areas, a mechanical pencil in others, and a ball-point pen in still others. There are also a fair number of blatant differences, such as a computer being un ordenador in Spain but una computadora in Latin America, but they are probably no more common than the British-American differences. Names of foods can also vary, and it isnt unusual in Latin America for the indigenous names of vegetables and fruits to have been adopted. Travelers should be aware that there are at least a dozen words, some of them of local usage only, for a bus. But the formal word autobà ºs is understood everywhere. Of course, every area also has its quirky words. For example, a Chinese restaurant in Chile or Peru is a chifa, but you wont run across that word in many other places.

Understanding the Big Five Personality Traits

Todays psychologists agree that personality can be described by five broad traits: openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. Together, these traits make up the five-factor model of personality known as the Big Five. Key Takeaways: Big Five Personality Traits The Big Five personality traits are openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism.Each trait represents a continuum. Individuals can fall anywhere on the continuum for each trait.Evidence suggests that personality is highly stable during adulthood, although small changes may be possible. Origin of the Big Five Model The Big Five, as well as other models that specify human personality traits, arises from the lexical hypothesis, which was first proposed by Francis Galton in the 1800s. The lexical hypothesis states that every natural language contains all the personality descriptions that are relevant and important to the speakers of that language. In 1936, pioneering psychologist Gordon Allport and his colleague Henry Odbert explored this hypothesis by going through an unabridged English dictionary and creating a list of 18,000 words related to individual differences. Approximately 4,500 of those terms reflected personality traits. This sprawling set of terms gave psychologists interested in the lexical hypothesis a place to start, but it wasnt useful for research, so other scholars attempted to narrow the set of words down. Eventually, in the 1940s, Raymond Cattell and his colleagues used statistical methods to reduce the list to a set of only 16 traits. Several additional scholars analyzed Cattell’s work, including Donald Fiske in 1949, and they all came to a similar conclusion: the data contained a strong, stable set of five traits. However, it wasnt until the 1980s that the Big Five began to receive wider scholarly attention. Today, the Big Five is a ubiquitous part of psychology research, and psychologists largely agree that personality can be grouped into the five basic traits specified by the Big Five. The Big Five Traits Each Big Five trait represents a continuum. For example, the trait of extraversion’s opposite is introversion. Together, extraversion and introversion make up opposing ends of a spectrum for that Big Five trait. People can be very extraverted or very introverted, but most people will fall somewhere in between the extremes of the spectrum.   Its also important to remember that each trait of the Big Five is very broad, representing a cluster of many personality characteristics. These characteristics are more specific and granular than each of the five traits as a whole. Thus, each trait can be defined in general and also broken down into several facets. Openness to Experience If you possess high openness to experience, you are open to all the original and complex things life has to offer, both experientially and mentally. The opposite of openness to experience is close-mindedness. Individuals with this trait are usually: CuriousImaginativeArtisticInterested in many thingsExcitableUnconventional Conscientiousness Conscientiousness means having good impulse control, which enables individuals to fulfill tasks and meet goals. Conscientious behavior includes planning and organization, delaying gratification, avoiding compulsive action, and following cultural norms. The opposite of conscientiousness is lack of direction. Key facets of conscientiousness include: CompetenceOrder, or organizational skillsDutifulness, or a lack of carelessnessAchievement through hard workSelf-disciplineBeing deliberate and controlled Extraversion Extraverted individuals who draws their energy from their interactions with the social world. Extraverts are sociable, talkative, and outgoing. The opposite of extraversion is introversion. Extraverts are typically: GregariousAssertiveActiveExcitement-seekingEmotionally positive and enthusiasticWarm and outgoing Agreeableness The trait of agreeableness refers to a positive and altruistic orientation. This trait enables individuals to see the best in others, trust others, and behave prosocially. The opposite of agreeableness is antagonism. Agreeable people are often: Trusting and forgivingStraightforward and undemandingAltruisticAffable and amenableModestSympathetic to others Neuroticism Neuroticism refers to a tendency towards negative emotions and includes experiences like feeling anxious and depressed. The opposite of neuroticism is emotional stability. Key facets of neuroticism include: Anxiety and tensionAngry hostility and irritability,Depression,Self-consciousness and shyness,Being impulsive and moodyLack of self-confidence The acronym OCEAN is a handy device for the traits specified by the Big Five. Can Personality Be Changed? Personality traits tend to be highly stable during adulthood. While some gradual shifts in personality traits may be possible, these shifts are generally not drastic. In other words, if an individual is low on the trait of extraversion (meaning they are more introverted than extraverted), they are likely to stay that way, though they may become slightly more or less extraverted over time. This consistency is partially explained by genetics, which plays a significant role in the traits one develops. For example, one twin study showed that when the Big Five personality traits of identical and fraternal twins were assessed, the influence of genetics was 61% for openness to experience, 44% for conscientiousness, 53% for extraversion, and 41% for both agreeableness and neuroticism. Environment may indirectly reinforce inherited traits as well. For instance, in creating an environment that works with their own traits, parents also create an environment that works with their children’s traits. Similarly, as adults, people choose environments that reinforce and support their traits. The Big Five in Childhood Research on the Big Five has been criticized in the past for focusing primarily on adult personality development and ignoring the development of these traits in children. Yet, recent research has shown that children as young as five have the ability to describe their personality and that by six, children begin to show consistency and stability in the traits of conscientiousness, extraversion, and agreeableness. Two other studies showed that while the Big Five seems to manifest in children, childrens personalities may also include additional traits. One study of American adolescent boys found that in addition to the Big Five traits, participants also displayed two additional traits. The researchers labeled these as irritability  (negative affect that led to developmentally inappropriate behaviors like whining and tantrums) and activity (energy and physical activity). Another study of Dutch children of both sexes between the ages of 3 and 16 also found two additional personality traits. While one was similar to the activity trait found in the previously discussed study, the other, dependency (relying on others), was different. Age Differences in Personality Traits Research has suggested the Big Five traits evolve with age over the life span. In an analysis of 92 longitudinal studies that examined changes in personality traits from youth to old age, scholars found that people became more conscientious, less neurotic, and increase in social dominance, a facet of extraversion, as they get older. People also became more agreeable in old age. And while adolescents were more open to experience and demonstrated greater social vitality, another facet of extraversion, especially during the college years, people decreased in these traits during old age. Sources Allport, Gordon W. and Henry S. Odbert. â€Å"Trait-Names: A Psycho-Lexical Study.† Psychological Monographs, vol. 47, no. 1, 1936, pp. i-171. http://dx.doi.org/10.1037/h0093360Cattell, Raymond B. â€Å"The description of Personality: Basic Traits Resolved Into Clusters.† Journal of Abnormal and Social Psychology, vol. 38, vol. 4, 1943, pp. 476-506. http://dx.doi.org/10.1037/h0054116Costa, Paul T., and Robert R. McCrae. â€Å"The NEO-PI-R: Professional Manual.† Psychological Assessment Resources, 1992. http://www.sjdm.org/dmidi/NEO_PI-R.htmlDigman, John M. â€Å"Personality Structure: Emergence of the Five-Factor Model.† Annual Review of Psychology, vol. 41, 1990, pp. 417-440. http://dx.doi.org/10.1146/annurev.ps.41.020190.002221Fiske, Donald W. â€Å"Consistency of the Factorial Structures of Personality Ratings from Difference Sources.† Journal of Abnormal and Social Psychology, vol. 44, 1949, pp. 329-344. http://dx.doi.org/10.1037/h0057198Jang, K erry J., John Livesley, and Philip A. Vernon. â€Å"Heritability of the Big Five Personality Dimensions and Their Facets: A Twin Study.† Journal of Personality, vol. 64, no. 3, 1996, pp. 577-592. https://doi.org/10.1111/j.1467-6494.1996.tb00522.xJohn, Oliver P., Avshalom Caspi, Richard W. Robins, Terrie E. Moffitt, and Magda Stouthamer-Loeber. â€Å"The ‘Little Five’: Exploring The Nomological Network of the Five-Factor Model of Personality in Adolescent Boys. Child Development, vol. 65, 1994, pp. 160-178. https://doi.org/10.1111/j.1467-8624.1994.tb00742.xJohn, Oliver P., Laura P. Naumann, and Christopher J. Soto. â€Å"Paradigm Shift to the Integrative Big Five Trait Taxonomy: History, Measurement, and Conceptual Issues.† Handbook of Personality: Theory and Research, 3rd ed., edited by Oliver P. John, Richard W. Robins, and Lawrence A. Pervin, The Guilford Press, 2008, pp. 114-158.John, Oliver P. and Sanjay Srivastava. â€Å"The Big Five Trait Taxonomy: History, Measurement, and Theoretical Perspectives.† Handbook of Personality: Theory and Research, 2nd ed., edited by Lawrence A. Pervin, and Oliver P. John, The Guilford Press, 1999, pp. 102-138.McAdams, Dan P. â€Å"Can Personality Change? Levels of Stability and Growth In Personality Across the Life Span.† Can Personality Change? edited by Todd F. Heatherton and Joel L. Weinberger, American Psychological Association, 1994, pp. 299-313. http://dx.doi.org/10.1037/10143-027McAdams, Dan. The Person: An Introduction to the Science of Personality Psychology. 5th ed., Wiley, 2008.Measelle, Jeffrey R., Oliver P. John, Jennifer C. Ablow, Philip A. Cowan, and Carolyn P. Cowan. â€Å"Can Children Provide Coherent, Stable, and Valid Self-Reports on the Big Five Dimensions? A Longitudinal Study from Ages 5 to 7. Journal of Personality and Social Psychology, vol. 89, 2005, pp. 90-106. http://dx.doi.org/10.1037/0022-3514.89.1.90Roberts, Brent W., Kate E. Walton, and Wolfgang Viec htbauer. â€Å"Patterns of Mean-Level Change in Personality Traits Across the Life Course: A Meta-Analysis of Longitudinal Studies.† Psychological Bulletin, vol. 132. No. 1, 2006, pp. 1-35.  Van Lieshout, Cornelis F. M. and Gerbert J. T. Haselager. â€Å"The Big Five Personality Factors in Q-Sort Descriptions of Children and Adolescents.† The Developing Structure of Temperament and Personality From Infancy to Adulthood, edited by Charles F. Halverson, Gedolph A. Kohnstamm, and Roy P. Martin, Lawrence Erlbaum Associates, 1994, pp. 293-318.

Field Trip Should Not Be Removed Free Essays

NO TO THE REMOVAL OF FIELD TRIPS By: Maries Imee M. Venturillo BSEd1-1 Palawan State University College of Teacher Education Title: No to the Removal of Field trip Thesis statement: I am writing about keeping field trip in the curriculum of the schools and I am going to argue, show and prove that field trip should remain the curriculum by stating: the integration of field trip to teaching program, field trip as the ground of oral communication, studies about scientific exploration in field trips and as classroom extension. ————————————————- Students remember most of their experiences rather than the lessons they have learned during their school days. We will write a custom essay sample on Field Trip Should Not Be Removed or any similar topic only for you Order Now So, it is not a surprise of having field trips in school curriculum. Field trip aims to aggravate and support the educational program. Therefore, it should be reasonably provided for all students. There are many issues regarding field trips. Many suggest about its removal; some are in favor but some are anti. However, if this issue is addressed and informed to the public, they will see how important field trip is. I am writing about keeping field trip in the curriculum of the schools and I am going to argue, show and prove that field trip should remain the curriculum by stating: the integration of field trip to teaching program, field trip as the ground of oral communication, studies about scientific exploration in field trips and as classroom extension. â€Å"Field trips should be integrated into teaching program (Griffin et. al. , 1994). † They suggested that teachers need to use plans that will reflect informal teaching methods rather than use of formal classroom methods which are the main focus of their training. Teachers behold that this kind of activity aggravates students’ understanding of the process included and also enhance students’ attitudes toward the subject matter and in the classroom as well. Furthermore, teachers have also seen that having field trips are potent pedagogy which they prefer to use both more often and effectual. In addition, most teachers assumed to be capable of adapting their teaching to participate students in small group but much of it is passing worksheets after field trip. Excursions or field trips are used as the ground of oral communication. Therefore, many find that it is a convincing way to make sure that the students having field trip are extracting the data or information. In addition, students can also have interactive learning through asking questions and discussing it to the other students to understand the matter fully. However, discussions of students should be regulated because this may cause noise that will distract other students. It may also involve in a class discussion wherein after the field trip they can print ideas or what is the implication of what they conducted to them. Therefore, students’ best learn while hearing and discussing things, and field trips can provide the students’ need in learning. Studies have shown that obligating students in scientific exploration may have a difficulty in class. However, if students are brought out of the classroom, scientific exploration often appears naturally. Therefore, these students are tactual learners that learn best through manipulating things. Bringing students at a science center or in historical museum accompanied by a hands-on staff, children will probably be excited to learn from someone or something new rather than in printed books. Therefore, if field trips are eliminated, students that do not learn well in scientific exploration in the classroom may decline interest in a particular subject. Making field trip as a classroom extension is also an effective way. Tests and classrooms may not be effective for some children; field trips give every student at the same level. Students often ask the importance of topic they study in class. However, if you will take them to places where your topic is related they will know what it’s like. Teachers assumed that tudents are highly benefited on field trips and most students wanted to go on field trip. For many teachers, the main focus why they want to take field trips are learning new experiences and giving students a real picture of what is available outside their school. Moreover, getting out of a classroom to learn is good for some students. They want to see the real world other than the classroom. Students often see a field trip a free day out of the classroom. H owever, students will likely have an educational experience that they never could have had in the classroom. Field trips are important way for students to perform skills they have learned into action. Field trips are only naive tasks, but they teach students a lot of beneficial things in life that they will be needed in their future workplace. However, the enthusiasm of the teachers for field trip varied from highly enthusiastic to disillusioned. Therefore, these issues should be addressed in schools. The most powerful memories are those we have experienced. In addition, learning in new environments can provide challenges for more individualize learning. The learning is experienced rather than taught. Therefore, field trips should not be removed in the school curriculum. References: 1. Equitable Participation Opportunities for Student on Field trips Louise Herrity(2005) 2. http://www. newfoundations. com/ETHICPROP/Herrity718F04. html 3. â€Å"In Pursuit of Equity: An Idea Whose Time Has Come. † IDRA Newsletter (San Antonio: Intercultural Development Research Association, September 1990). 4. http://www. griffinlearning. com/GriffinLearning/about-us. php 5. http://www. ehow. com/info_8065185_importance-field-trips. html How to cite Field Trip Should Not Be Removed, Papers

Mrs Dalloway Analysis Of The Film Essay Example For Students

Mrs Dalloway Analysis Of The Film Essay Upon viewing ?Mrs. Dalloway? I was not impressed. The movie seemed to jump from the present to the past. The character Septimus didnt appear to have any purpose in the storyline. Clarrisa also seemed to be tightly bound by the Victorian lifestyle of the day to make her interesting to me. The plot just seemed too hard to follow. This movie must have been for people that look for meaning deeper than I. I believe that Mrs. Dalloway was fixed on the past. For one thing, the audience never saw Clarissa Dalloway think about the future; she always went back to the past. Every time she stopped to think about something it was of the past, for example; the flashback of the night of boating, and Septimus delusional thoughts of World War I.I think her one true love was Peter. I think she married Mr. Dalloway because she was scared to admit that she loved Peter in more than a brotherly way. When she was older and seeing Peter at the party, I think she regretted not marrying Peter. Perhaps the movie would have been more interesting if Clarissa would have been more free spirited like Peter or Sally. Septimus did not have a well defined role in the film. He was constantly reliving his days in the war, and appearing to everyone that insanity has become him. His purpose was unclear, the story just jumped from Clarissa to Septimus. Whether he parallels or is an opposite of Clarissa, I dont know. If Septimus was a parallel of Clarissa, then his character was played well, being that he, like Clarissa, constantly thought of the past, and never the future. Making the two most similar, yet they seem different in that Clarissa recollects on happier thoughts, while Septimus dwells on depressing thoughts of the first world war. Clarissa was obligated to the Victorian lifestyle, seen in her flashbacks to the past. At Bourton she was too set in her ways to be free spirited. Unlike Sally or Peter, Clarissa was unable to speak her mind, or do as she pleases. She appeared as the model Victorian woman, yet that held her back from following her love of Peter. The concern that her party would be inferior to other parties prevented her from enjoying herself on a day that she should be rejoicful. Clarissa also seemed to be a dreamer. Her life apparently revolved around dreams that appear perfect. For example, the fact that everyone has fun at her party is not as important as the fact that she has fun. The film ?Mrs. Dalloway? was hard to follow, and generally not interesting. This is just my opinion and opinions vary from person to person. Yet if Clarissa had been a free spirit, and not a traditionalist she would have captured my attention as having a purpose. Septimus purpose is unclear, and the plot is made for those who dont take things for what they are and leave them at that.