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.

Animals with Rich Histories

Reflecting on the history of animals in India, Rangaran remarks that nature was not static but dynamic. Change did not and does not always require human actors. However, today human actors play a great role in destroying the animal’s habitat, especially lions’.Advertising We will write a custom essay sample on Animals with Rich Histories specifically for you for only $16.05 $11/page Learn More The author asserts that humans arrived in India long after the lions had inhabited the region (Rangarajan 2013: 112). Based on this, lions’ inhabiting Gir cannot be blamed on human activities. Before humans arrived in Asia, 70,000 years ago, India’s grasslands and savannas were inhabited by herbivores, which were lions’ prey (Rangarajan 2013: 112). When people arrived, lions began attacking their cattle, which resulted in human attacking lions to protect their cattle (Nature Beyond Borders presentation, April 3, 2014). It is appar ent that through the expansion of farming activities, humans have been threatening the lions’ habitat (Rangarajan 2013: 112). Similarly, humans are threatening the lions’ existence by encroaching on their territory. In the 16th century, human population density in India was 35 people per square kilometer. However, its current population density is 378 people per square km kilometer (Rangarajan 2013: 113). The statistics indicate that humans’ initiatives to increase land under cultivation have had adverse effects on the carnivores by reducing their hunting grounds (Rangarajan 2013: 113). Similarly, same statistics indicate that the herbivores that were the main food for lions in their habitats have been killed to give more land for cattle farming (Rangarajan 2013: 113).Advertising Looking for essay on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Another means through which human beings have threat ened the lions’ habitat is by limiting their movements. In the book, the author suggests that in India the cats used to roam freely before the arrival of human beings (Rangarajan 2013: 112). However, now animals are only restricted in the game reserves near Gir. Here, the lions are protected by the government’s security agencies. Given that game security personnel of reserves are subject to manipulation from the reigning governments, the future of these cats depends on India’s administration. The administration should put in place measure to prevent humans from further encroaching into the cats’ habitat. The above illustrations indicate that human interventions are necessary to prevent lions from the looming extinction. Through human intervention, strict laws should be enacted to ensure that poachers and those encroaching on the lions’ habitat receive severe punishments. Given that the lion’s wilderness has significantly reduced, human inter vention will be needed to check on their populations. Lions’ population should be controlled because an increase in their numbers would lead to a reduced prey population. A reduction in the prey population would compromise on the ecosystem and on the lions’ existence. Equally, through human interventions the communities living around the lions’ reserves should be informed about the importance of the carnivores. Through this, they will acknowledge that wild animals have every right to exist in their natural habitat just as human beings do.Advertising We will write a custom essay sample on Animals with Rich Histories specifically for you for only $16.05 $11/page Learn More Human interventions are good because they benefit the lions’ population. Failure to intervene would see the wild animals succumb to human pressure. In the future, human population is expected to increase. Therefore, more land will be required to sustain such an enormous population. Thus, in the absence of intervention measures humans are going to encroach deeper into the lions’ habitat leading to their extinction. If lions get extinct, wildlife ecosystem will be destabilized. Through this, our wildlife will be affected leading to reduced tourist revenues. Works Cited Rangarajan, Mahesh. â€Å"Animals with Rich Histories: The Case of The Lions Of Gir Forest, Gujarat, India.† History and Theory 52.4 (2013): 109-127. Print. —.2014 â€Å"Nature Beyond Borders: Sustaining Spaces for Nature in 21st Century India.† Retrieved from The Asian Studies This essay on Animals with Rich Histories was written and submitted by user Al1a to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Skeletal System essays

The Skeletal System essays This report is supplying knowledge of the skeletal system by describing the main factors involved in the subject. The report contains the structure and function of the skeletal system, which describes how the skeleton is organised, bone classification and the skeletons functions relating to the body systems as a whole; the gross and microstructure of bone, which describes the composition of bone; the process of ossification, which involves bone growth and formation; and factors which influence bone health such as bone infection, diseases and fractures. Microstructure of Bone Tissue 6 Factors which Influence Bone Health 9 The skeletal system is made up of mostly bone but also tendons, ligaments and cartilage, which are arranged into a solid, rigid, structure that supports and protects our body (see diagram 1). Bones develop during a lifetime, causing growth and change in appearance. The skeleton is necessary for survival as we would not be able to function or live without it. This report is intended to extend the basic knowledge of the skeletal system and inspire continued learning in the subject and its relating body systems. The skeleton is made up of two parts, the axial skeleton and the appendicular skeleton (see diagram 2). The axial skeleton includes the skull, the vertebral column and the thoracic cage. The appendicular skeleton includes the bones of the upper extremities, the lower extremities, the shoulder girdle and the pelvic girdle. There are five main types of bone long, short, flat, irregular and sesamoid. Long bones are bones that are longer than they are wide. Long bones include the humerus, femur etc. Short bones are usually small and roughly cube shaped with vertical and horizontal dimensions approximately equal(Applegate, 1995). Short bones include the phalanges, metacarpals etc. Flat bones are flattened, thin and usually curved. They make up most of the skull, the ribs e...

American Dream Essay Example | Topics and Well Written Essays - 1000 words

American Dream - Essay Example Although there had been growing aspirations, which are considered the basis of American dream, the term American dream was first used in 1931 by James Truslow. Although many American still contemplate of the American dream, the dream is different for everyone. The dreams of the Americans are very divergent and some are not even associated with the initial American dream. The American dream was meant to provide success, happiness, and freedom for all. The above would result from availability of equal opportunities for all Americans to achieve their goals based on their ability but not diversity. However, some have not achieved any of this. Initially, most Americans interpreted the American dream as the ability to possess excessive wealth in terms of motorcar and extraordinary wages. In 1963, Martin Luther King Jnr, gave his opinion regarding the American dream. In his dream, Luther envisioned an America that was free from any form of discrimination. In Luther’s opinion, achievement of American dream would come about when the descendants of slaves would be able to live together with the posterities of the slave masters. In Luther’s opinion, American dream was a concept in which justice will reign over racism and oppression. Equal opportunity meant a justice system where people will be judged by their character and not their skin color or nationality. In this concept, the American dream is far from being achieved. Years after the launching of the American groups, several individuals are still struggling as they attempt to convince the American authorities that they are Americans. Although some aspects of the American dream have been achieved, much of the dream is long dead. In other worlds, some aspects of the dream are still a dream that has not been achieved. The American dream is only alive in the minds of people. For people like Sami Al-Arian, who suffer because of their ethnic identity, the American dream is dead. The American dream was supposed to bring justice to all. However, people Like Sami Al-Arian, face charges for crimes they did not commit because of their religious beliefs and country of origin. The American dream envisioned an America where all people were free to enjoy their freedom irrespective of their nationalities. However, people from certain regions of the world or certain religious beliefs are treated with impartiality. They have to keep attesting that they are not terrorists (Al-Arian, 2012) The dream of an America with racial equality is no longer living. Impartiality towards minority groups remains high. The opportunities to share i n the American

Digital camera Research Paper Example | Topics and Well Written Essays - 1000 words

Digital camera - Research Paper Example They all come in difference sizes, features and of course with price variations from two figures to four figures. It therefore becomes all the more necessary that we must go for a camera most suitable for our requirements. Some of the key features in modern day digital camera are; i. Resolution: i.e. a key determinant of picture quality. This indicates the number of pixels or picture elements that can be packed inside the picture. More the pixels clearer will be the picture, because that implies the picture can have more details in it. Now a days, we talk of megapixels i.e. million pixels. The number of megapixels also limits the size of the print that we can take from the picture. And if we try to enlarge the picture further, it becomes blurred or broken into squares. Some of the standard sizes for print are; ii. Types of Lens: The lens is another very important feature of the camera. In fact the lens happens to be the first thing that will create the picture. The lens could be made up of plastic or glass. The clarity of glass lens is much more than their plastic counterparts. Normally Carl Zeiss offers good quality glass lenses. But the cost of glass lenses becomes more. Another distinguishing feature for the lens is the zooming facility. A zoom lens we can take clearer pictures of distant objects. The zoom lens allows us to magnify or shrink the subject to include more area in the picture. The zoom comes in the form of 2X, 3X, 4X etc. As the zoom range goes up so does the price of the camera. In addition the digital camera comes with digital zoom as well, which is helpful for cropping up the picture. iii. Shutter Speed: We need to be more careful about this future while purchasing manual cameras, because the shutter speed determines the duration of the exposure time. The slower the shutter speed, the more will be the exposure. In this case the picture will be able to record more depth of the picture. But, if during the exposure time there’s some shake

My sociological imagination

My sociological imagination Before going through this weeks reading and into todays lecture, I hadnt yet come across the concept of the sociological imagination. Although the concept is seemingly new to me, it is likely that I have been using my sociological imagination for several years now especially whilst studying Society and Culture for my Higher School Certificate in years 11 and 12 at high school. In the subject, I can recall doing numerous case studies such as looking at the red light district in Calcutta, India as well as research assignments on topics like the stolen generation and my major work, the personal interest project on the stems of homophobic attitudes. To complete this work to the best of my potential, I was definitely thinking with my sociological imagination. I would define the sociological imagination as the art of objectifying a situation so that you are able form a view that captures it as a whole. It is thus a holistic way of thinking and ability of incorporating all elements as well as backgrounds and contexts into what you may be researching. The sociological imagination is an important frame of mind for a sociologist or anthropologist to be able to effectively assess a situation. C.W. Mills expresses this holistic idea of shaping the complete picture throughout this weeks reading, The Promise. While the text was written in 1959, his views and ideas of sociological imaginative practice are still very much relevant in 21st Century context of analysing social and cultural situations. The social sciences now commonly use this idea to explore such issues as social structures (e.g. Indias social class system), welfare problems (e.g. domestic violence) or health concerns (e.g. drug and alcohol addiction and abuse). An interesting statement Mills makes about the sociological imagination featured on page 15 is The sociological imagination enables us to grasp history and biography and the relations between the two within society. Here he is stating that we are not able to understand or formulate solutions for the biography of certain situations without take into consideration history, be that of a place, a person, a theory or even anything you wish to analyse. We must look at what has been in order to comprehend what is. Take for example a 45 year old female suffering from heart disease, it seems their life is quite active and their diet is balanced but why are they in need of a bypass operation to clear a blockage in an artery? Well one of the first question doctors would ask is if there is a history of heart disease in the family. Doctors here use their sociological imagination to understand the patients condition and it seems genetics and the historical background of her family is what is contr ibuting to her life now. Also on page 15 of The Promise, Mills puts forward a further thought about the sociological imagination: For that imagination is the capacity to shift from one perspective to another from political to the psychological. Mills here is examining framing perspectives and the sociological imagination giving you the ability of seeing things from differing perspectives. Putting yourself in another persons frame of mind or in their circumstances makes a situation much easier to comprehend. We can see something from a feminist perspective, a Marxist perspective, a scientific perspective, a postmodernist perspective or even seeing things from a childs perspective, the list is endless. A jury takes a number of people from many different social, cultural and historical backgrounds in order for them to find a defendant guilty or not guilty. The idea is that all of these perspectives collaborate to form the correct verdict to determine the fate of a defendant. Mills consolidates why we must make use of our sociological imagination on page 17 by stating Accordingly, to understand the changes of many personal milieux we are required to look beyond them. He raises the idea here that you must look beyond ones milieux, environment and surroundings to be able to comprehend and analyse their identity thoroughly. In the Up Series video excerpt shown in todays lecture consolidated that Mills theory about looking past a persons environment is extremely valid. Based in Britain during the 1960s we saw fourteen children from varied socioeconomic backgrounds come together to determine whether or their social class will play a role in preordaining their future. It became particularly clear of their economic circumstances when the children were asked what theyd like to be when they grow up. One boy from an upper class background replies with I want to go to Oxford University whilst a boy from the lower class asks what is a university? Looking beyond these childrens backgrounds and paths that may or may not be planned by the childrens parents, it became clear that these children do hold many of the same characteristics regardless of social status. For instance, they all were able to successfully interact at a party together as well as being capable of playing with each other at an adventure playground. Children were essentially being children. By thinking with the sociological imagination I am able to discover the full scope of a situation and formulate a thorough holistic opinion. As I am studying a Bachelor of Social Work at UNSW, it will be important if not fundamental technique for me to make use of whilst completing my degree looking at case studies, writing assignments as well as when on work placement and most importantly in my future career as a social worker.

Consequences of Postmodernism in the Movie

How the movie â€Å"American Psycho† relates to the post modern society of America in the 80†² IIS Postmodernism was first seen in the late nineteenth century, but after the second world war it was applied to people's everyday life. â€Å"American Psycho† portraits the reality and consequences of postmodernism through the mysterious life of Patrick Bateman as the â€Å"American Psycho†. Patrick Bateman is the main character of the movie, and the whole world is seen through his eyes. The moral in the movie is that there are no morals, it is one big twisted game fighting for status.Patriot's life comes focused on this goal through worshipping the surface through capitalistic, consumerist and narcissistic behavior. The â€Å"Business card† scene definitely displays that Patrick Bateman perceives the world as post modernistic. Nothing has meaning to it in Patriot's mind, as ideologies, goodness and love. What Bateman can relate to are the materialistic as pects for example the business cards where it meaner everything to him to have the best card which is only an illusion of himself.Bateman and the phenomenon, postmodernism are the idea that nothing is real Just an illusion and that everything is a copy of something that's already been duplicated. This movie has many different ways to look at it. Many have seen this movie and thought whether this is all real or if it's Just his crazy twisted mind, making it all up. One thing we can agree on is the fact that Patrick Bateman is a mentally disturbed person. Maybe all this violence and blood displayed in this movie, are the feelings of the author towards the post modernistic society that we have and do live in, this is him showing his hatred towards it.This is why it is irrelevant whether it is real or not, t is this feeling the author has towards this twisted society that you must understand and to feel it you must see it in action. When societies redefine, the people also redefine this is the process we see in Batsman's life. He is always thriving to redefine himself both through his physical body and through his materialistic belongings. This thriving for the idealistic image is the meaning of life for Patrick Bateman, all of his actions and thought are focused on redefining himself compared to the redefining society. Survival becomes a key point in this society.Bateman is trying to survive in his sick society. By surviving it meaner to keep up with all the materialistic ideologies of the perfect being. His survival for this we see when he does his regular morning exercise followed by a skin mask to the battle of business cards. One of postmodernists big aspects is the value given to the materialistic aspects of society, everything has lost its soul even people are described almost as if they were products. People are no longer Judged by their true selves but through what clothes they wear, what perfume they use and how much money they own.An example from he mov ie is the big importance of which restaurant to eat at. It is not whether the food is good, it is what image it represents to the surrounding people. Patrick Bateman is trying to sell himself all the time. He does this Just like you would advertise a bottle of coca-cola. He wants the surrounding people to associate him with the best restaurant, business card and even the look of his girlfriend. This is exactly how coca-cola tries to sell us this idea of happiness and fairytale world when you open a bottle of coca-cola, this they do through advertisements as we see it with Bateman, who becomes a product.Creating this image of yourself is pure postmodernism. The movie shows this to us in such a clear way though Patrick Bateman description of himself. â€Å"‘ have all the characteristics of a human being: blood, flesh, skin, hair; but not a single, clear, identifiable emotion, except for greed and disgust. † and â€Å"there is an idea of a Patrick Bateman; some kind of ab straction. But there is no real me: only an entity, something illusory. And though I can hide my cold gaze, and you can shake my hand and feel flesh gripping yours and maybe you can even sense our lifestyles are probably comparable†¦I simply am not there†. To understand this you must understand that the soul is your true being. Through postmodernism the soul dies due to always having to manipulate and create this illusory image of one self, but by doing this the soul is getting buried so deep beneath this image, that it is almost non-existing. The whole point of a post modernistic life is trying to create this perfect picture of yourself, instead of finding your true self by removing all mindsets and ideologies given to you by this manipulative society trying to give you ideologies, norms and rules that bury our soul.This movie is showing postmodernism at its finest. All values, ideologies and norms have vanished and now they are meaningless. In the end the only thing you can really reflect on is one self. Bateman is wandering around a materialistic â€Å"yuppie society†, where people are so concerned and busy with their outer, status and themselves, that they don't see how gruesome and crazy Bateman really is. All the violence in itself is not that important for the meaning of the movie. What really is trying to be shown in this movie is this outrage towards the post modernistic society and how it can affect you.

Elizabeth looked Essay

Discuss the significance of this statement within the play and the wider political and historical contexts. The play, ‘The Crucible’, portrays a community which is based on paranoid accusations of witchcraft ending in mass hysteria. The accusations led to dozens of alleged witches being prosecuted in the Massachusetts colony; resulting in the death of nineteen people being hung and one pressed to death, over the following two years. Set in the small town of Salem, Massachusetts during 1692, it depicts one man, John Proctor, in his struggle to keep his pride and name from being destroyed with lies, deceit and accusations of consorting with Satan. In 1915 Arthur Miller was born in New York City where he grew up. When he was older, in 1934, he paid for himself to enroll at the University of Michigan and graduated in 1938. Then during 1953 he published ‘The Crucible’ but was then later criticized for being an Anti-American. Arthur Miller was intrigued by the witch trials of the 17th Century Salem, but he was also concerned with United States political events; parts of which were opposing the spread of communism. The McCarthyism era, in 1938, was created and led by Senator Joseph McCarthy, it was on the basis that communism was spreading and would undermine and destroy capitalism. McCarthy gave across the point that communism was to be feared and that it was a threat to America. Slowly Americans seemed to grasp his paranoid ideas and began to eradicate communism from the country. John Proctor’s statement, â€Å"I have given you my soul; leave me my name! † is significant within the play and also outside of it. Proctor was a village person, who lived in a small, friendly community where everybody knows each another and so a name would mean a lot about that person living in that community. For that reason Proctor wishes to keep his name as it is because he believes that it is the only thing he has left to hold onto. Yet outside of the play labels are formed for specific groups such as communists and capitalists. A name has been a strong idea throughout history where Kings are recognised by their names and everyone is given a name at birth. One of the main characters in Arthur Millers play is John Proctor. He was known in Salem as having a high moral status and being a respectable, honest and hard working farmer. John Proctor and his wife Elizabeth Proctor had 3 children; John tended to the farm while Elizabeth looked after the house and children. He had a strong belief that he should stick to what he believes by holding his head high against accusations and immoral justifications. He stands up for himself when he is told to sign the confession papers to be nailed onto the church door and does not let people over come him. â€Å"You will not use me! I am no Sarah Good or Tituba, I am John Proctor! You will not use me! It is no part of salvation that you should use me! † John Proctor is a character who, since the start, denounced the whole proceedings of the Witch Trials unjust and that the afflicted girls were liars. This builds up a life changing dilemma where he is accused of witchcraft and eventually will be hung unless he confesses to working with the devil. One of the choices he could take was to lie; he was to sign his name to a document confirming he performed witchery while in association with Lucifer. This outcome would result in him letting down this wife, children, his friends and even the people who have already been hung for witchery. Although ultimately he would be letting himself down and losing his pride and honour. The other choice he could take was death. Proctor ultimately chooses death as he wanted to hold onto, what was left of, his pride, honour and reputation. During this execution he pleaded for a little respite of time while claiming he was not fit to die. His plea was, of course, unsuccessful. Another main character is Abigail Williams; she is revealed to show her true malicious self as the play progresses.

Political Discourse And Political Politics - 1359 Words

ater’s election. A fundamental truth in American politics, as already stated, is that there will always be some level of partisan resistance within our essentially two party system. In 1964, partisan politics were starting to replace debates over issues as the main political discourse and A Time for Choosing takes full advantage of those sentiments. At the beginning of his speech, Reagan mentions his past as a liberal democrat. According to his own auto-biography, An American Life, Reagan aligned with the left until his relationship with conservative actress, Nancy Davis. During the duration of their relationship, Reagan had abandoned support for the democratic candidates in 1952 and 1956 in favor of the republican alternatives. He eventually registered as a GOP with the famous quip, â€Å"I didn’t leave the democratic party, the party left me.† He asserts this stance again in his speech for Goldwater. Towards the beginning of the speech, Reagan asserts that he had spent, â€Å"most of his life a democrat,† and continues with the claim he â€Å"recently† had â€Å"changed his course†. This line is brilliant at the beginning of a speech because it establishes ethos for Reagan immediately with moderates and rank and file democrats. He gets around the automatic resistance to â€Å"across the aisle† ideas by claiming he used to have the same viewpoints as some democrats before he switched parties. This causes those democratic audience members to view his argument less from an oppositional standpointShow MoreRelatedHow Discourse Is Used For Power And Knowledge, And For Resistance And Critique1203 Words   |  5 PagesDiscourse is a broad term with various definitions which â€Å"integrates a whole palette of meanings† (Titscher et al., 2000, p.42), covering a large area from linguistics, through sociology, philosophy and other disciplines. 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