Negative Impact Of Globalization - 1593 Words

Running Header: Impact of Globalization Student’s Name: Instructor’s Name: Course Code Name: Date of Submission: There is an upsurge in international business. Communication is better and information is easier to access than before. Therefore, universal boundaries have been broken considerably, a scenario that is commonly referred to as globalization. Presently, geographical and social barriers are no longer the primary barriers for doing business, they are the secondary hindrances, all because of globalization. However, globalization brings with it opportunities as well as challenges to the global economy. In this paper, we compare and contrast five different writings on the impact of globalization. Firstly, globalization†¦show more content†¦par 1). These findings differ very much from those of the other two dissertations discussed above. Nonetheless, Goryakin et al. agree with Birdhan that the economic impact of globalization directly depends on the social and political situations within an economy. Many individuals are driven by global markets and its prospects thus giving them a chance to meet and embrace different cultures. Subsequently, they are forced to understand each other’s diversity and find new mechanisms to assimilate into a common way of life (Goryakin et al. par 4). Globalization helps in the spread of culture. For instance, musicians from developing countries are able to access a global audience due to globalization (Letts 4). Thus, they eventually sell more both locally and globally. This has been aided by essential technologies such as the televisions, radios, cable networks, and internet. Additionally, it has become easier to familiarize oneself with global trends through the internet. For instance, it has become easier to access more more movies, music, sports, and entertainment making it easy to learn about different cultures. However, most of the developing countries have concerns about the negative impact of globalization on their cultural setups. The countries complain that their cultural backgrounds including, identities, traditions, norms, and language are destroyed . For example, a lot of Arab states have their customsShow MoreRelatedThe Negative Impacts Of Globalization916 Words   |  4 PagesThe Negative Impacts of Globalizatio n Across the world, globalization is one of the most significant aspects that has occurred over the last fifty years. It allows a country to integrate economically with other countries through a global network comprised of people, trade, and transportation. With the global landscape only becoming more intertwined, globalization and its inherent pros and cons seem to be here to stay. In many areas, global powers tend to lack in rectifying the negative aspects andRead MoreNegative Impact Of Globalization971 Words   |  4 PagesGlobalization is the interaction of people due to the growth of international flow of different types of global markets such as business, finances, international and domestic trades, information technology, investments, and different ideas and cultures. Many people fear the impact of the economy and society because it is harmful to every citizen around the world. Globalization influences cultural exchange since it has been increasing annually. But this is not necessarily a good thing, people fearRead MoreNegative Impact Of Globalization1275 Words   |  6 PagesGlobalization influences each part of a persons life including, religion, nourishment, transport, dialect, music and apparel. It influences every individual contrastingly be that as it may, contingent upon an assorted number of components, for example, area, instruction and salary. While globalization is said to join the world, it has regularly been condemned for augmenting the hole between the rich and poor. It likewise has been said to support the affluent and instructed, especially those nationalsRead MorePositive and Negative Impacts of Globalization1256 Words   |  5 PagesGlobalization Globalization Arguments Favoring Globalization This essay discusses the positive and negative impacts of globalization. Because people are more connected globally than ever before, the process of globalization continues, creating sweeping economic changes. Inevitably, some people and some countries will benefit from globalization, and others will suffer from its effects. This essay discusses those effects. Globalization describes the increasing economic integration that occursRead MoreNegative Impact Of Globalization And Capitalism1278 Words   |  6 PagesGlobalization and capitalism are two systems that greatly influence our world on a political and economical scale. Globalization processes businesses and corporations internationally while capitalism handles the money, ownership, and trades that globalization operates. However, capitalism is often seen as a negative political system and thus I will argue that capitalism negatively affects globalization. But to understand why capitalism has a negative effect on capitalism, it is important to understandRead MoreGlobalization : Positive And Negative Impact On The World909 Words   |  4 Pagesbelieve globalization is somewhere in between of having a positive or negative impact on the world. Just like the old saying â€Å"too much of a good thing can be bad for you† the key to everything in life is balance and excess might harm you. Furthermore, both sides of globalization have compelling arguments on the positive and negative effects of globalization, furthermore different countries and cultures would have different opinions in regards to how they have been affected by globalization. In thisRead More Globalization Has A Negative Impact on Global Health1799 Words   |  8 PagesGlobalization is the development of an increasingly integrated global economy marked especially by free trade, free flow of capital, and the tapping of cheaper foreign labor markets (www.merriam-webster.com, 2012). Globalisation has had both, positive and negative effects on health. This essay will examine how globalisation has helped alcohol and tobacco trade around the world and in doing so affected health, how globalization has enabled the global community to combat these issues and an estimationRead MoreWe Must Reduce the Negative Impacts Associated with Globalization2392 Words   |  10 Pages Advancements in th e past thirty years have had a profound impact on globalization. Advances in technology, including the internet, have helped facilitate decreased transaction costs, increased access to international financial markets, and lower transportation costs. International deregulation of financial markets has increased the ease cross-border flow of capital, which has increased foreign direct investment and facilitated currency exchange. Multilateral trade agreements, includingRead MoreGlobalization: Maquiladoras and Their Negative Impact Upon the Environment and Women in Mexico1511 Words   |  7 PagesGlobalization: Maquiladoras and Their Negative Impact upon the Environment and Women in Mexico As firms increased commerce by expanding their business into markets located in different countries, numerous trade barriers and international restrictions have been progressively disabled. This cross-border trading has changed the once historically distinct and separate national markets into a global marketplace. Now the economies of countries throughout the world have become interpedently linked. ThisRead MoreGlobalization Has Had A Negative Impact On Health, Diseases and The Environment2568 Words   |  11 Pages Globalization is a term that has been interpreted in various ways; overall it entails the advancing combination of economics, politics, and societies. From the main definition branches numerous dimensions in which the idea of Globalization can be looked through. The health and environmental dimension of globalization is the most relevant to everyday life. This mostly affects citizens of developing or under developed countries. Acquired Immune Deficiency Syndrome (AIDS) is rapidly influencing most

The Effects Of Illicit Drugs On The Nation s Rate Of...

Since the mid 1990s there has been a significant and continued reduction in the nation s rate of violent crime. Not long ago, the picture was not so positive. The use of illicit drugs began to be more widespread, and governments at all levels responded by strengthening enforcement forces against drug law violators, attempting to block illegal drugs at the borders, working with other countries to take down the criminal organizations that produce and distribute drugs, and increasing efforts to reduce demand for drugs (Dept. of Justice, 2005). In addition, serious crimes, including violent ones, committed by juveniles began to increase at a fast pace. By the late 1980s, violent crime committed by juveniles had reached epidemic proportions. This was tied in part to an increasing market for cocaine and especially its offshoot, crack, in the 1980s and by the easy access to weapons. As crime worsened, the police made more arrests; lawmakers began passing harsher laws; the number of cases pr osecuted by the courts increased; and the number of people in prisons or jails, or under probation and parole supervision, reached new highs. Over time, there were changes in policies concerning crime and criminals, the resources invested in fighting crime, and the bodies that we rely upon to prevent crime and carry out the law. Among the changes was the Safe Streets Act that Congress passed in 1968. This event marked an important step toward defining the Federal Government s responsibilityShow MoreRelatedThe War On Drugs And Its Effects On Society1276 Words   |  6 PagesJust a little over a year and a half after being in office President Reagan declared a â€Å"war on drugs†, creating a zero tolerance policy. The â€Å"war on drugs† claimed that it would reduce drug use if they were made illegal. The common misconception of the idea of this solution if that by restricting the supply of illicit drugs for the demand the price would increase making it harder for users to afford the habit and further discourage users from using. When in reality this shifted individuals into diggingRead MoreThe Drug War Of The United States1626 Words   |  7 PagesThe drug war in the U.S. has been waged on civil fronts for over four decades and has not only proven to be not only futile but at times even more d amaging to society than the drugs themselves. The once virtuous intent of this ‘war’ has been corrupted by police unions and dirty politicians who have turned it into a carefully crafted system of capitalistic enterprise, designed push their political agenda by perpetuating the myth that drugs are the primary threat to our nation. Zero tolerance lawsRead MoreBody. Alcohol Is Surprisingly The Largest Consumed Drug1608 Words   |  7 PagesBody Alcohol is surprisingly the largest consumed drug when it comes to the United States, and with that comes a higher addiction rate than those drugs deemed illegal such as heroin or even marijuana still (Thio, Taylor, Schwartz, 2013). Due to this epidemic that is rarely discussed in the same categorization of illegal substances, there is a bit of a justification seen that alcohol use is not as severe. Yet data shows that is not the case, because alcohol abuse leads in terms of arrestsRead MorePrescription Medications And Illicit Drugs Essay1706 Words   |  7 PagesDrugs in the United States are a complex issue that ranges from legal, over-the-counter and prescription medications to illicit substances that are highly addictive. While many people have a legitimate need for medication to function on a daily basis, there are also many incidences where these potentially helpful drugs are abused. When legal medications are abused, they cause the same personal, social and eco nomic problems as illicit substances. This paper will look at the use of both prescriptionRead MoreProhibition Of Drugs And Alcohol1492 Words   |  6 Pagesconsumption of drugs and alcohol encourages violence and that the appropriate response is prohibition of these goods. However, a different viewpoint is that prohibition creates illegal underground markets, which require violence and crime to remedy in-house disputes. This paper examines the relationship between prohibition and violence using the historical data and behavior following previous U.S. drug and alcohol laws, regulations, and enforcement on indicators of violence, e.g. homicide rates, and governmentRead MoreThe War On Drugs And The United States Essay2046 Words   |  9 PagesFor many years, drugs have been the center of crime and the criminal justice system in the United States. Due to this widespread epidemic, President Richard Nixon declared the â€Å"War on Drugs† in 1971 with a campaign that promoted th e prohibition of illicit substances and implemented policies to discourage the overall production, distribution, and consumption. The War on Drugs and the U.S. drug policy has experienced the most significant and complex challenges between criminal law and the values ofRead MoreLegalization Of Marijuana On A Federal Level1719 Words   |  7 PagesLegalization of marijuana on a federal level may benefit society more than cause it harm. When people hear the word marijuana, cannabis, hemp, etc. they tend to compare it to dangerous hardcore drugs. In all reality, unlike these other hardcore drugs, marijuana has many advantages that could possibly outweigh its negatives. For example, federally legalizing marijuana could stimulate growth within an economy by allowing the government the opportunity to reduce expenses on prohibition, create jobsRead MoreWhat are the benefits and drawbacks of legalising marijuana964 Words   |  4 Pagesï » ¿Marijuana is the most extensively used illicit drug in the world, which is a controlled substance, and it is illegal to produce, use, and distribute in most countries. Despite this, marijuana has been legalised in some areas of Australia (Joffe Yancy, 2004). Consequently, the debate about legalising marijuana has been discussed over decades. Legalising marijuana not only has benefits but also drawbacks. Some believe that the drawbacks of marijuana outweigh the benefits, while others oppose thisRead MoreHow Congress Has Influenced Our Current Ineffective Drug Policy1521 Words   |  7 Pagesoutline our nation s general drug history and look critically at how Congress has influenced our current ineffective drug policy. Through this analysis I hope to show that drug prohibition policies in the United States, for the most part, have failed. Additionally, I will highlight and evaluate the influences acting on individual legislators decisions to continue support for these ineffective policies as a more general demonstration of Cong ress role in the formation of our nation s drug policy strategyRead MoreDrugs And Politics : The War On Drugs Essay2157 Words   |  9 PagesDrugs and Politics The war on drugs has been a great tool to keep the force of U.S drug policies’ in Latin America because the prohibition makes the most successful and profitable failure to transnational corporations. Over the course 100 years of repression history of narcotics, it has become apparent that zero tolerance policies have brought nothing than harm to the working class on a Global scale, especially Mexico. The attempt to eradicate trafficking in narcotics in many of the Latin American

Colleg free essay sample

The ideal college lifestyle dissipates quickly once the reality Is reached. Many young adults imagine vivid pictures of what college might be likefor them. However, once these young adults mature into independentmen and women, and enter into the school of their choice, they soonrealize the reality of the college lifestyle. They must learn to adapt totheir new surroundings as quickly as possible to accomplish the soughtatter degrees. students come to the realization that lite Is not as easy sthey might hope for. Many young adults seem to believe that college lifes filled with parties and typically a laid-back lifestyle. These studentsbelieve that, much like high school, classes will be taken during the dayand filled with all their friends. They imagine a lifestyle with no otherworries besides an occasional essay or lab. It is often said that college isthe greatest time of ongs life; many high school students believe thisand look forward to it. We will write a custom essay sample on Colleg or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Some enjoy the idea Bibliographynone. Tutorlngand group help sessions are usually a necessity when trying to malntalnan A average. Not only Is the Idea of picking which class one wishes to goto false, It can lead to a student being dropped from a class without arefund. There are many middle-aged adults going back to college to gettheir degree at the same time the 18- year-old college student is going tostart his or her degree. Cutting class and taking ake-up tests is nolonger an option as it might have been in past high school experiences. Adaptlng to the reality ot college Is not an easy task. The Inexperiencedrnlnd of a young adult can often play tricks on that person. Although theaverage college age might be near 20 years old, t can range from 18 t040 years old or older. of being able to come to class late, leave whenthey want, and pretty much have say-so of their own lives now that theirparents are out of the picture.

The Achievement Gap free essay sample

This term paper is broken down into three parts. In Part I, I will address the causes of the achievement gap and why it is so difficult to overcome for certain underperforming subgroups. I believe that the underlying factor causing the achievement gap is money. In a direct sense, it is clear that having money is a big advantage for students and not having money creates a host of challenges. The economically disadvantaged achievement gap is created when economic factors cause poor students to begin school behind the curve and then pose obstacles to closing the gap as they get older. There is an achievement gap for ethic groups, as well. Part of this gap can be explained by the fact that historical factors have led to African American and Hispanics being overly represented in the economically disadvantaged category. There are also social and cultural factors that lead to discrepancies in achievement, but tracing these back far enough will show that economic factors played a role in shaping the social and cultural climate. We will write a custom essay sample on The Achievement Gap or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The gap is extremely difficult to close because the current systems do not close the gap, but, instead, perpetuate a cycle of underperformance. In Part II, I will look at some raw testing data from Rancho Milpitas Middle School. This data supports the idea of the achievement gap numerically and provides some specific areas of concern. In Part III, I will describe some methods I would use to try and address the achievement gap in an individual classroom. I will use the data from Part II to focus my specific methods and decisions on Hispanic, specifically ELL, students. ? Part I. Causes of the Achievement Gap One of the major issues in American public education right now is the significant and persistent gap in achievement between certain subgroups and the rest of the population. Two of the major gaps occur for the subgroup of economically disadvantaged students and ethnic students, specifically African American and Hispanic students. The achievement gap is an extremely nuanced and complicated issue that would be impossible to break down completely, but the underlying and overwhelming factor causing the achievement gap is money. Economic disadvantage produces a number of factors that create an achievement gap. Certain ethnic groups have achievement gaps because historical context has led to those groups being economically disadvantaged. Economic disadvantage also influences the social and cultural factors that create achievement gaps for ethnic groups. Money also causes the achievement gap to be extremely difficult to close. The socioeconomic factors that cause the achievement gap all stem from the wide gap in wealth that exists across our country. Being poor does not directly cause students to struggle or make them less capable. A higher income, and the resources it can buy, creates an atmosphere much more conducive to student development and learning. Before school even begins, students who grow up in economically disadvantaged homes are less likely to have access to books and educational materials, and technology. They are less likely to have educated parents to read with them and less likely to have a full-time parent at home. This means most economically disadvantaged children are growing up in a less enriching and stimulating environment during early childhood. Economically disadvantaged students also have less access to health care and proper nutrition which are both important to healthy brain development. These early contributors lead to an observable gap in student test scores before they have even entered kindergarten. Before one day of school has taken place, economically disadvantaged students are starting off behind their peers. As they get older and progress through school, economically disadvantaged students continue to be subject to an unstable environment. There are a number of distractions associated with this environment. Students may be worried about their basic needs, like food, water, shelter, clothing or personal safety. School and education are always going to be sacrificed at the expense of basic human needs and desires. Economically disadvantaged students may also have less time to devote to school. It is possible that poor students have to work or look after younger siblings after school to help out their families. This does not leave a lot of time for school work and studying. Being in the economically challenged subgroup creates a gap in achievement before the start of school and forms an environment that serves to maintain that gap or even widen it. There are also noticeable achievement gaps between different ethnic subgroups, specifically African American and Hispanic students. These ethnic groups are much more likely to be economically disadvantaged, and, as previously discussed, being at an economic disadvantage is directly linked to lower achievement in school. There are obvious historical hurdles that have created economic disadvantages for these groups. Slavery, persecution, and unfavorable laws for both African Americans and Hispanics goes back many years and put these subgroups on the lower tiers of American society. Since their introduction to this country, these subgroups have been disproportionately economically disadvantaged. Today, many of the laws that perpetuated this persecution are now gone. Racism is declining and cultural acceptance is on the rise. There are new laws that legally protect people from being persecuted on the basis of race. Even with all of this progress, the wealth gap still exists for these ethnic groups. Just because the major agents that caused the gap have been eliminated, it does not instantly level the playing field. Because of the high correlation between economic advantage and superior achievement, the richer and higher achieving groups tend to stay richer and high achieving. The historical disadvantage is extremely difficult to overcome. Aside from economics, there must be other factors at play. Even at the same economic level, there are achievement gaps between different ethnic subgroups. There are certain social and cultural factors that lead to the achievement gap for African Americans and Hispanics. Many of the social causes of the achievement gap stem from the way people view and treat African Americans and Hispanics. It would be naive to believe that racism no longer plays a factor in our society today. On the overt side, there still exist people who believe certain races are inferior and will deliberately try to keep these races from succeeding. This mindset is not as common today and does not make the same major impact that it did fifty years ago. It still, however, can lead to decisions that put African Americans and Hispanics at a disadvantage. It could involve something as small as a business owner deciding who to hire or as large as policy makers continuing prejudiced practices. More prevalent is the covert type of racism that leads to stereotypes and low expectations. People’s stereotypes and assumptions about race make a huge impact on the way they treat members of those subgroups. Teachers could have lower expectations for African American and Hispanic students, letting these students off the hook. These assumptions are often self-fulfilling. Making excuses and lower expectations for certain students gives them an excuse to work less and, ultimately, causes them to fall behind. By setting lower expectations, teachers are not helping students feel better, but actually causing students to underperform. When people ignore historical and economic factors, they often blame the achievement gap solely on race. This stereotype that certain races are underperformers seeps into the cultural consciousness. This stereotype can lead to these subgroups being passed up for desirable jobs. Lower paying jobs cause more economic disparity which continues the cycle of the achievement gap. Many of the cultural factors that cause the achievement gap come from within the culture of the underperforming subgroup. Different cultures can place different levels of importance on education and getting a degree. If much of the older generation did not graduate from high school, a culture may focus on graduating high school as the ultimate goal. Meanwhile, mainstream culture is completely focused on kids getting a college degree. There is also an argument that standardized tests can be culturally biased. Students from certain ethnic backgrounds miss out on the cultural references that are required to answer some questions. If the test is biased culturally, the achievement gap can’t close until the culture changes. There is also a common cultural idea that succeeding in school is â€Å"acting white† and looked down upon. This is an extremely difficult cultural hurdle to overcome. The goal of succeeding in school is not embedded in the cultural framework and, instead, is discouraged by it. Even though these are all factors that come from within the culture itself, it is important to remember that these are cultures forged in times of racism, persecution and poverty. It is not surprising that something seemingly unattainable years ago, equal success with white students, is not valued by those cultures. The cycle of poverty has affected the cultural ideals and values. Trying to close the achievement gap is not a new phenomenon. There are countless theories on what policies and practices are best close the gap. There have been numerous large-scale and small-scale attempts to bring up the underperforming subgroups. Even if attempts have had some success, there does not appear to be a plausible and identifiable solution available right now. The only conclusion that can definitively be drawn is that the achievement gap is extremely difficult to close. This difficulty stems in part from the way public schools are organized, the current economic situation in the country, and the fact that even good teaching or policies may raise overall achievement, but not necessarily narrow the gap. A major problem with closing the achievement gap is the way public schools are funded. Much of the funding is based on property taxes in the area. This ensures that economically advantaged areas will have the best schools and that economically disadvantaged areas will have the worst schools. With less money, schools in poor areas have higher student to teacher ratios, older materials, fewer extracurricular activities, worse facilities and less access to services. It also means teachers will be paid less. This discourages the best teachers from going where they are most needed. With this set up, children with rich parents go to best schools, succeed, and make more money in the future. They can now buy houses in affluent areas and continue the cycle. This is an oversimplification, but illustrates the cyclical nature of the system currently in place. Another problem is the overall economic status of the country. We currently have a shrinking middle class. As the rich get richer and the poor get poorer, it is becoming increasingly difficult for families to improve their economic situation. Education is supposed to be an equalizer that gives everyone opportunities, but students are starting on the most uneven playing field in recent history. It’s nice to believe that students can be whatever they want in the future, but socioeconomic mobility is getting harder and harder. Until students can start on a relatively level playing field, the odds will always be stacked against some students. A final challenge to closing the achievement gap is that good teaching practices and good educational policies may be very successful at improving student performance, and, yet, still do nothing to narrow the gap. How is this possible? Good teaching practices to help those on the bottom of the gap will ultimately benefit the students on top, as well. As all students improve, the gap remains, just at a higher level. ? Part II. Middle School Data I collected data for Rancho Milpitas Middle School in the Milpitas School District on the California Department of Education website. Table A: Proficiency for Select Subgroups % Proficient or Above% of Enrollment EnglishMath All Students74%69%93% Not Disadvantaged83%78%54% Disadvantaged61%58%40% Fluent English84%73%77% ELL23%51%17% White86%84%10% Asian84%88%35% African American82%63%3% Filipino72%71%20% Hispanic50%39%21% Not a High School Grad50%50%10% High School Grad63%63%19% Some College76%68%25% College Grad84%78%25% Post Grad91%90%9% Table B. Breakdown of Ethnic Groups and Economics Not DisadvantagedDisadvantaged % Proficient or Above% Proficient or Above EnglishMathEnglishMath White86%92%**** Asian94%89%64%86% African American******** Filipino75%73%67%67% Hispanic56%41%52%38% ** Not big enough to be statistically significant The data in Table A tells a couple stories in relationship to the causes of the achievement gap. For this school, the gap between economically advantaged students and economically disadvantaged students is 22% is English and 20% in Math. This is a significant gap and reinforces the persistent problem of poverty on school performance. There is an incredibly large gap in between fluent students and English language learners (ELL). The gap is 61% in English and 22% in Math. A larger gap would be expected in English versus Math because the subgroup is specifically students who struggle with English. This gap is incredibly large, however, needs to be addressed. For different ethnic subgroups, the data supports the idea of an achievement gap for Hispanic students. There is a 36% gap in English and a 45% gap in Math for Hispanic students versus white students. The gap between African American students and white students is 4% for English and 21% for Math. The 4% in English is not a significant gap and, even though there is a 21% gap in Math, the Math achievement is only 6% less than the school average. In addition, African Americans only make up 3% of the school population. This is not really a significant subgroup for this particular school. This fact could also imply that some of the cultural factors may not be in play without a large African American community. For Filipinos and Asians there even less of an achievement gap. Clearly the most significant ethnic gap at this school is for Hispanic students. The final set of data in Table A serves to demonstrate the cyclical nature of the achievement gap. It is apparent that parents’ education directly correlates with the students’ achievement level. It is easy to imagine the cycle repeating and the next set of children having similar achievement to their parents. The data in table B shows a breakdown between economically advantaged and disadvantaged students by ethnic group. White and African American groups do not have big enough populations to be statistically significant. The relevant data demonstrates a clear drop in achievement between the rich and poor, even within the same ethnicities. It also shows that within the same economic group, there is discrepancy between ethnicities. Table B illustrated the dual causes of the achievement gap, economic factors and sociocultural factors. ? Part III. Strategies to Close the Gap in My Classroom In my opinion, the best approach to the achievement gap is good teaching practices and strategies to close the gap in my own classroom. I believe that individual teachers, starting small scale, will ultimately be the force that drives the vehicle of change. Because of the data collected in Part II, I will aim my strategies at helping Hispanic, specifically ELL, students. Most of these strategies could easily be applied to other subgroups or to any classroom as good teaching practices. An initial hurdle to closing the gap in my own classroom is getting to know my students, both personally and as learners. Getting to know students personally is an important part of teaching any student to create an environment of trust and approachability. I especially want this for ELL students. It is important that they feel comfortable enough to ask me to slow down, repeat things, or say things another way. To help accommodate for language difficulties I will incorporate a glyph project as an introduction. In this activity, students make a name tag with a lot of identifying information, but it is all nonverbal. Students draw pictures, shapes, and use color coding to convey personal information. I like the idea of learning about my students, but taking the writing and language skills out of it. It also serves as a mathematical exercise as students try to logically break down and interpret other people’s name tags. Along with personal information, I want to get to know my students as learners. This will help inform my instruction and give me insight into how to best help certain students. I will employ daily checks for prerequisite skills, prior knowledge and misconceptions into each lesson. This is a good teaching practice regardless, but is vital when dealing with ELL students. I don’t want to assume that I know where they are at and I want to find specific points of understanding that I can build off. When language is limited, it is really important to have a comfortable starting point from which to work. After I get to know my students, I want to make the curriculum accessible to them. I believe the most important part of making curriculum accessible to ELL students is taking the time to list, define, and connect with the academic vocabulary. A simple mistake could be assuming that all students will know or have experience with the necessary academic vocabulary for a lesson. It is quite likely that students, especially ELL students, don’t have this vocabulary or have heard it used in a different way. My strategy to avoid making this assumption is to make a list of all necessary vocabulary for the chapter. As a class, we will define the terms in student-friendly wording. I will also make an effort to connect vocabulary terms to concepts and words that I know my ELL students are already comfortable with. I believe that starting the chapter with a set of important words that they understand, is a great jumping in point for ELL students and reduces the barriers for those students to engage. I also want to make the curriculum relevant and engaging. I will attempt to do this by adding visual or multimedia components to each lesson. I think adding images, photographs, movies, or any other non-written information is a great way to make lessons more relevant and exciting for students. The non-written aspect of these additions will obviously be to the benefit of ELL students. If they are unsure of the context or specifics in the description of a lesson, the visuals can bring them back in. Even loosely associated graphics can get students interested and talking about the lesson. Not everyone gets excited about a physics word problem, but an introduction with video of a rollercoaster can help relate the material to real life and engage all students in the lesson. Part of making a curriculum successful is choosing the proper materials and strategies for students. One skill that ELL students may not have, or be very weak at, is note taking. Note taking is something teachers can take for granted. Students with weak English skills will take a lot longer to take down notes and may lose the ability to follow along with the lesson as a result. To combat this, I will give the students’ full teacher notes that they can just annotate, partial notes where they fill in pieces, or just blank sheets. The level will depend on the students’ individual needs. I will also incorporate a lot of graphic organizers. These are great tools for describing relationships, hierarchies, processes, etc. without using words. ELL students can find these tools invaluable for making sense of the lesson. I think assessing student learning poses the biggest challenge and can be the top cause for student frustration. Some students won’t really feel behind or struggling until the first assignments are graded and returned. If students fail because the assessment is flawed, it will cause them to check out and give up. I think the most important part of assessment is to keep the main goal in mind. My goal is for students to learn the material. How they demonstrate that learning should be secondary. Often, it is the method of assessment that ELL students struggle with, not necessarily the actual content being assessed. My strategy would be to give multiple options for how students can complete assessments. Instead of an essay or written explanation, I can give students the opportunity to make a movie, create a piece of art work, perform a song, make a flow chart, or any other way of demonstrating knowledge. When students can be free to use the assessment means of their choice, I think it gives the teacher a chance to genuinely assess what students know. It also can be a way of making assessments more accessible, engaging, and relevant to students’ lives. I find classroom management to be a difficult part of teaching any class. I think ELL students can be especially challenging for two possible reasons. First, it is possible that ELL students have already checked out of the lesson because they don’t understand what’s going on, or have gotten lost. If the methods above are successful, this should not be an issue. Secondly, language barriers could prevent the ELL students from knowing what is expected. To combat this, I will print out classroom rules with simple language and post them alongside some descriptive images. I want my expectations and rules to be clear to all students, regardless of level of English fluency. Another way to help with classroom management is using partner and group work. Placing an ELL student with students that I know understand the procedures will help make it clear what is expected. This will also help bolster language skills as ELL students interact with their classmates in a casual setting. A final method of improving classroom management is to simply speak slower and use gestures to describe what I mean. I think giving plenty of time to ELL students will allow them to process what I’m saying. Body language cues can clarify in the place of words that are confusing.

A critical analysis of the Haringey Serious Case Review in the case of Baby Peter Conolly 2009. The WritePass Journal

A critical analysis of the Haringey Serious Case Review in the case of Baby Peter Conolly 2009. Introduction A critical analysis of the Haringey Serious Case Review in the case of Baby Peter Conolly 2009. ) has shown statistics relating to the profession that should be regarded as rather alarming given the responsibility that is placed on these professionals for the welfare of the nations vulnerable children. These statistics show that many professionals are highly concerned about the security and financial circumstances relating to their jobs, excessive overburden in workload and dissatisfaction in the roles as a result of the former two factors. There is little doubt that the professional error that formed the basis of dismissal of the social workers in the case of Peter Conolly was a knock-on effect of these resource constraints. Although, as noted in this case, it led to a fatal result it is debatable whether these failures to protect children by the state should be attributed to the professionals or rather whether they should be seen as a larger failure of the institutions and organizations tasked with the protection of children. Every Child Matters is a government driven initiative which, amongst other things, promotes the integration of various stakeholders in the field of social welfare in order to present a united front line of support staff. This encourages cross organization communication and early intervention. The emphasis on a network of social welfare professionals working together to prevent cases such as Peter Conolly reinforces the debate of whether it is just and fair to attribute the death of a child to one professional individually, as arguably there are many different workers involved in one case. The SCR report on the death of Peter Conolly mentions a wide variety of persons involved in the welfare of the child. There is some suggestion that other factors should be considered when attempting to attribute accountability to any professional or organization that perhaps was not given enough weight in the case of Peter Conolly. It was noted in the SCR that the mother of baby P. was a well-versed in the social welfare system having grown up in an abusive home and therefore knowing the protocols and factors that were considered in nominating baby P. as a high risk case. The SCR further shows that this mother was often elusive and difficult to get hold of for whatever reason and it can be argued that taking extreme measures in the case of Peter Conolly would have jeopardized other cases that the social worker may have been working on at the time. Although it was classified as a high risk case, the reports from the various parties were that the child was comfortable and happy during home visits and evaluations. It is arguable therefore that the social worker was reasonable in not spending more time and resources on trying to force more home visits on the mother of baby P. Without the value of hindsight, it is arguable that all social workers would like to give parents the benefit of the doubt, as is an occupational hazard. The tragedy of the events should not be judged with this hindsight as it risks being an armchair critic, wise after the events. Methodology The methodology used will be to examine various secondary sources of information relating to the outcomes of SCR for the professionals involved. This will determine whether measures taken against the professionals were extreme in the circumstances, but also whether there is an impact of these SCR on the organizations themselves. The current plans for restructuring of this public sector will also be considered in light of the criticisms raised by the various reports published on the protection of children and the progress made towards those goals. The suggestions forwarded by the Munro report (2011) and the BASW report (2012) will be considered in order to determine whether these suggestions will have a positive impact on the flailing morale and current problems with the social welfare profession. Conclusion and Recommendations The purpose of this research is not to suggest that these failures by any part or member of the organization are in any way acceptable. The death of a child due to abuse and neglect is never acceptable in any situation and in all cases there is a need for SCR to determine if there has been professional negligence in failing to intervene timeously leading to the fatal outcome. In the case of Peter Conolly, where an error in professional judgment was held to be the cause, appropriate action must be taken against unqualified and negligent professionals in the industry. However, if these errors and mistakes are as a result of a resource constraint that could be described as unrelated to the competency of the social worker themselves, the organization should shoulder the responsibility for this failure to take appropriate preventative measures rather than chastising the social worker involved for the purposes of public accountability. The morale in this profession is at an all time low as it is and one cannot risk the further demotivation of staff in these organizations as it will lead for further slipping of standards. Expecting social workers to perform competently and adequately in an environment where their workload is far higher than normal, as well as burdening them with extra responsibilities and duties, not to mention the demotivating effect of fiscal change, is unreasonable in the circumstances and will have a negative effect in the long term on the profession of social welfare. The recommendation therefore will be to revise the disciplinary procedures in SCR in order to firstly determine if there has been a failure of the organization or organizations involved in the case to determine the cause of failure of duty. Such an inquiry should lead to a discovery of professional negligence if such negligence existed in the case. Invariably an examination of the entire procedure and events should yield a fairly conclusive result as to the cause of the failure. Thereafter, any professional failures on the part of a specific social worker or other involved professional should be dealt with in the appropriate manner. A further recommendation is to reallocate certain resources to these organizations so that certain pressures may be relieved. This may include the assignment of additional administrative staff, inclusion of training in work schedules, the immediate filling of departmental vacancies so as not to overburden the social workers and certain tenure for these professionals as there is a clear concern for job security in these circumstances. References Christou Ward v London Borough of Haringey [2012] UKEAT 0298_11_2505 Haringey Local Safeguarding Childrens Board, 2009 (Serious Case Review ‘Child A’) (ref: March 2009) London: Department for Education The British Association of Social Workers, 2012 (The State of Social Work 2012) (Ref: 15/05/2012) London: sn The Department for Education, 2004 (Every Child Matters: Change for Children) (DfES/1081/2004) London: Department for Education The Department for Children, Schools and Families, 2010 (Working Together to Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children) (DCSF-00305-2010) London: Department for Education The Department for Education, 2011 (The Munro Review of Child Protection: Final Report, A child centred system) (ref: May 2011) London: Department of Education The House of Commons: The Lord Laming, 2009 (The Protection of Children in England: A Progress Report) (ref: 15 March 2009) London: The Stationary Office

Major General George Pickett in the Civil War

Major General George Pickett in the Civil War Major General George E. Pickett was a noted Confederate division commander during the Civil War. A West Point graduate, he took part in the Mexican-American War and distinguished himself at the Battle of Chapultepec. With the beginning of the Civil War, Pickett joined the Confederate Army and was later wounded at the Battle of Gainess Mill in June 1862. Returning to action that fall, he took command of a division in Lieutenant General James Longstreets corps. An effective and charismatic leader, his men earned fame during the final phases of the Battle of Gettysburg when they were part on an assault on the Union lines. Picketts career was effectively ended by his defeat at the Battle of Five Forks on April 1, 1865. Early Life George Edward Pickett was born January 16/25/28, 1825 (the precise date is disputed) at Richmond, VA. The eldest child of Robert and Mary Pickett, he was raised at the familys Turkey Island plantation in Henrico County. Educated locally, Pickett later traveled to Springfield, IL to study law. While there, he befriended Representative John T. Stuart and may have had some contact with a young Abraham Lincoln. In 1842, Stuart secured an appointment to West Point for Pickett and the young man left his legal studies to pursue a military career. Arriving at the academy, Picketts classmates included future comrades and adversaries such George B. McClellan, George Stoneman, Thomas J. Jackson, and Ambrose P. Hill. West Point Mexico Though well-liked by his classmates, Pickett proved a poor student and was better known for his antics. A renowned prankster, he was viewed as someone of ability but who only sought to study enough to graduate. As a result of this mentality, Pickett graduated last in his class of 59 in 1846. While being the class goat often led to short or inglorious career, Pickett quickly benefited from the outbreak of the Mexican-American War. Posted to the 8th US Infantry, he took part in Major General Winfield Scotts campaign against Mexico City. Landing with Scotts army, he first saw fighting at the Siege of Vera Cruz. As the army moved inland, he took part in the actions at Cerro Gordo and Churubusco. On September 13, 1847, Pickett came to prominence during the Battle of Chapultepec which saw American forces capture a key fortification and break through Mexico Citys defenses. Advancing, Pickett was the first American soldier to reach the top of Chapultepec Castles walls. Battle of Chapultepec. Photograph Source: Public Domain In the course of the action, he retrieved his units colors when his future commander, James Longstreet, was wounded in the thigh. For his service in Mexico, Pickett received a brevet promotion to captain. With the end of the war, he was assigned to the 9th US Infantry for service on the frontier. Promoted to first lieutenant in 1849, he married Sally Harrison Minge, the  great-great-grandniece of William Henry Harrison, in January 1851. Frontier Duty Their union proved short-lived as she died in childbirth while Pickett was posted at Fort Gates in Texas. Promoted to captain in March 1855, he spent a brief period at Fort Monroe, VA before being sent west for service in the Washington Territory. The following year, Pickett oversaw the construction of Fort Bellingham overlooking Bellingham Bay. While there, he married a local Haida woman, Morning Mist, who gave birth to a son, James Tilton Pickett, in 1857. As with his past marriage, his wife died a short time later. In 1859, he received orders to occupy San Juan Island with Company D, 9th US Infantry in response to a growing border dispute with the British known as the Pig War. This had commenced when an American farmer, Lyman Cutler, had shot a pig belonging to the Hudsons Bay Company which had broken into his garden. As the situation with the British escalated, Pickett was able to hold his position and deterred a British landing. After he was reinforced, Scott arrived to negotiate a settlement. Joining the Confederacy In the wake of Lincolns election in 1860 and the firing on Fort Sumter the following April, Virginia seceded from the Union. Learning of this, Pickett left the West Coast with the goal of serving his home state and resigned his US Army commission on June 25, 1861. Arriving after the First Battle of Bull Run, he accepted a commission as a major in the Confederate service. Given his West Point training and Mexican service, he was quickly promoted to colonel and assigned to the Rappahannock Line of the Department of Fredericksburg. Commanding from a black charger he dubbed Old Black, Pickett was also known for his immaculate appearance and his flashy, finely tailored uniforms. Fast Facts: Major General George Pickett Rank: Major GeneralService: US Army, Confederate ArmyBorn: January 16/25/28, 1825 in Richmond, VADied: July 30, 1875 in Norfolk, VAParents: Robert and Mary PickettSpouse: Sally Harrison Minge, Morning Mist, LaSalle Sallie Corbell  Conflicts: Mexican-American War, Civil WarKnown For: Peninsula Campaign, Battle of Chancellorsville, Battle of Gettysburg, Battle of the Wilderness, Spotsylvania Court House, Siege of Petersburg, Battle of Five Forks The Civil War Serving under Major General Theophilus H. Holmes, Pickett was able to use his superiors influence to receive a promotion to brigadier general on January 12, 1862. Assigned to lead a brigade in Longstreets command, he performed competently during the Peninsula Campaign and took part in the fighting at Williamsburg and Seven Pines. With the ascension of  General Robert E. Lee to command of the army, Pickett returned to battle during the opening engagements of the Seven Days Battles in late June. In the fighting at Gaines Mill on June 27, 1862, he was hit in the shoulder. This injury necessitated a three-month leave to recover and he missed the Second Manassas and Antietam campaigns. Rejoining the Army of Northern Virginia, he was given command of a division in Longstreets Corps that September and was promoted to major general the following month. General James Longstreet, CSA. Photograph Source: Public Domain In December, Picketts men saw little action during the victory at the Battle of Fredericksburg. In the spring of 1863, the division was detached for service in the Suffolk Campaign and missed the Battle of Chancellorsville. While in Suffolk, Pickett met and fell in love with LaSalle Sallie Corbell. The two would be wed on November 13 and later had two children. Picketts Charge During the Battle of Gettysburg, Pickett was initially tasked with guarding the armys lines of communication through Chambersburg, PA. As a result, it did not reach the battlefield until the evening of July 2. During the previous days fighting, Lee had unsuccessfully assaulted the Union flanks south of Gettysburg. For July 3, he planned an attack on the Union center. For this he requested that Longstreet assemble a force consisting of Picketts fresh troops, as well as battered divisions from Lieutenant General A.P. Hills corps. Moving forward after a protracted artillery bombardment, Pickett rallied his men with the cry of, Up, Men, and to your posts! Dont forget today that you are from Old Virginia! Pushing across a wide field, his men neared the Union lines before being bloodily repulsed. In the fighting, all three of Picketts brigade commanders were killed or wounded, with only Brigadier General Lewis Armisteads men actually piercing the Union line. With his division shattered, Pickett was inconsolable over the loss of his men. Falling back, Lee instructed Pickett to rally his division in case of a Union counterattack. To this order, Pickett is often quoted as replying General Lee, I have no division. The Battle of Gettysburg. Photograph Courtesy of the Library of Congress Though the failed attack is more accurately known as Longstreets Assault or the Pickett-Pettigrew-Trimble Assault, it quickly earned the name Picketts Charge in the Virginia newspapers as he was the only Virginian of high rank to take part. In the wake of Gettysburg, his career began a steady decline despite receiving no criticism from Lee regarding the attack. Following the Confederate withdrawal to Virginia, Pickett was re-assigned to lead the Department of Southern Virginia and North Carolina. Later Career In the spring, he was given command of a division in the Richmond defenses where he served under General P.G.T. Beauregard. After seeing action during the Bermuda Hundred Campaign, his men were assigned to support Lee during the Battle of Cold Harbor. Remaining with Lees army, Pickett took part in the Siege of Petersburg that summer, fall, and winter. In late March, Pickett was tasked with holding the critical crossroads of Five Forks. On April 1, his men were defeated at the Battle of Five Forks, while he was two miles away enjoying a shad bake. The loss at Five Forks effectively undermined the Confederate position at Petersburg, forcing Lee to retreat west. During the retreat to Appomattox, Lee may have issued orders relieving Pickett. Sources conflict on this point, but regardless Pickett remained with the army until its final surrender on April 9, 1865. Paroled with the rest of the army, he briefly fled to Canada only to return in 1866. Settling in Norfolk with his wife Sallie (married November 13, 1863), he worked as an insurance agent. As with many former US Army officers who had resigned and gone south, he had difficulty obtaining a pardon for his Confederate service during the war. This was finally issued on June 23, 1874. Pickett died on July 30, 1875, and was buried in Richmonds Hollywood Cemetery.

Case study Example | Topics and Well Written Essays - 500 words - 16

Case Study Example Also there is a huge risk when company is putting its brand image in the hands of a few. The negative actions of the athletes can have a negative impact on the company. 1.2 If I were Adidas, I would compete with Nike by differentiating Adidas Brand from that of Nike. My marketing strategy would be to stress on producing great shoes on an international scale not just for sportsmen but for everyone and everyday use. I would create a point of difference between Nike and Adidas, and cater to a larger audience. 2.1 Building a brand in a business-to-business context is very different from doing so in the consumer market. The markets of the two are very different. B2C is product driven and a brand is built / created through imagery and repetition. The buying decision in B2C is emotional influenced and depends on factors such as price, desire and status. On the other hand, B2B market is relationship driven and the target market is focused and small. Brand is built through personal relationship. The business decision is a rational one and based on the value that the product creates for the company. Hence, building brands in the two are very different. 2.2 Yes, Cisco’s plan to reach out to consumers is a viable one as it is using integrated techniques to reach its customers. It is using a number of marketing activities to communicate and create value. Also, Cisco efforts are focused on connecting and associating with its consumer base. Cisco is attempting not only to promote itself but also the whole sector and in doing so is creating a niche for itself. 4.1 Customer service is an attitude. It’s not just doing things but building an attitude that keeps the customer happy. Nordstorm has developed attitude to a great extent and has been very successful. It can continue to provide exceptional customer service by making the customer feel important. Until now Nordstorm’s strategy has been a

Lung Cancer Essay Example | Topics and Well Written Essays - 1000 words

Lung Cancer - Essay Example Lung cancer originates in the lungs. Cancer is a disease that is usually associated with the wild growth of abnormal cells. In lung cancer, abnormal cells grow in an uncontrolled way in both or one of the lungs. Due to the fact that the cells are abnormal, they do not develop into healthy tissues and do not play any roles similar to those of normal lung cells. As abnormal cells continue to grow, they develop into a large mass known as a tumor. In a case where the tumor is located in the lungs, it can interfere with the lungs normal functions. DNA, which is a genetic component found in cells is contained in all body cells. Duplication of DNA occurs every time a mature cell divides to form new cells. For this reason, the new cells also contain DNA. Cells that are formed from the division of a mature cell are identical to the original cell in all ways. In the case where the cells are abnormal, this is usually related to a DNA error or mutation. This is usually the case in cancer. A lung cancer cell is a result of a series of mutations. Cells undergoing mutation can still function as normal cells; during this stage, the cells are said to be precancerous. With time, the cells become cancerous and it is during this time that they stop functioning as normal cells of the lungs. Lung cancer may be primary or secondary. This is usually determined by the point of origin of the growth of abnormal cells. This is because in some cases, cells travel from the original tumor to other parts of the body and continue growing there.

Gullivers Travels Essay Example for Free

Gullivers Travels Essay When Blackadder and Prince George are faced with dilemma of bribing an MP to vote in the princes favour they provide us with a description of a member of parliament called Sir Talbot Buxomly who is corrupt, cruel, ineffectual and open to bribes. According to Blackadder he is a perfect candidate to become a High Court Judge and even Prince George thinks he is a little over qualified. Blackadder: Sir Talbot has the worst attendance record of any Member of Parliament but if we can get him to support us, were safe hes a violent, bigoted, mindless old fool The use of satire here suggests that the high court judge isnt necessarily as honest as you would expect a person with that much power to be. A comparison with this is Swifts description of the Emperor in chapter two. He describes how he is expensively dressed. He had on his head a light helmet of gold, adorned with jewels, and a plume on the crest. Swift compares him to the pompons King George the first. He was king of England but was brought over from Germany and did not speak the language. When the Emperor speaks at Gulliver he cannot understand a word and this is his bribe at the king. Like Sir Talbot Buxomly, the Emperor is useless and incompetent. When it comes to the actual election, Blackadder confesses that they will cheat in order to win votes. He is not alone in this outlook as one of his opponents, Pitt the Even Younger confesses what he did in order to be a decent politician bad mouthed the opposition. Bribed the newspapers. Threatened to torture the public if his party lost. Once again driving home the point that the politicians will do anything within their power to get a seat in parliament. You can tell that cheating is certainly not beneath them when Pitt the Even Younger told what was a decent politician is in his opinion. I fail to see what more a decent politician could have done Similar examples of satire, which criticise politics and the government are also found in Gullivers Travels. In Lilliput anybody who jumps over the highest rope gets a position in court and how candidates jump over and creep under a stick held at various heights win the silken threads which show the kings favourite. Just like in Blackadder getting a job in the court in lilliput is not to down how good you would be at the job but is down to how much you can creep, crawl and pander to the king. Whoever performs his part with the most agility and hold out the largest in creeping and crawling, is rewarded

Neurosurgeon and Patient :: Neurology Medical Health Essays

Neurosurgeon and Patient Brain injury is an unexpected and complex disability. The brain can be damaged in many ways: as a result of an accident, a stroke, alcohol or drug abuse, tumors, poisoning, infection and disease, hemorrhage, near drowning, AIDS, and a number of other things such as Parkinson’s disease, Multiple Sclerosis, and Alzheimer’s disease. The human brain is one of the most vital and complex organs in the human body. It is where we store our thoughts, feelings and all of our learned behavior. The parietal lobe is the lobe of the cerebral cortex that is at the top of the brain, which processes information in reference to touch, taste, pressure, pain, and heat and cold. The parietal lobes can be divided into two functional regions. One involves sensation and perception and the other is concerned with integrating sensory input, primarily with the visual system. The first function integrates sensory information to form a single precept (cognition). The second function constructs a spatial coordinate system to represent the world around us. Individuals with damage to the parietal lobes often show striking deficits, such as abnormalities in body image and spatial relations (Kandel, Schwartz & Jessel, 1991).Damage to the left parietal lobe can result in what is known as "Gerstmann's Syndrome." This syndrome’s effects include right- left confusion, difficulty with writing (agraphia) and difficulty with mathematics (acalculia). It can also yield disorders of language (aphasia) and the inability to perceive objects normally (agnosia). Damage to the right parietal lobe can result in neglecting part of the body or space (contralateral neglect), which can impair many self-care skills such as dressing and washing. Right side damage can also cause difficulty in making things (constructional apraxia), denial of deficits (anosagnosia) and drawing ability. (Kimura,D.1977) Bi- lateral damage (large lesions to both sides) can cause "Balint's Syndrome," a visual attention and motor syndrome. This is characterized by the inability to voluntarily control the gaze (ocular apraxia), inability to integrate components of a visual scene (simultanagnosia), and the inability to accurately reach for an object with visual guidance (optic ataxia). Special deficits (primarily to memory and personality) can occur if there is damage to the area between the parietal and temporal lobes. Left parietal-temporal lesions can effect verbal memory and the ability to recall strings of digits (Warrington & Weiskrantz, 1977reland et al.

Emergence and Impact of Regional Parties Essay

It is raining acronyms in politics and the vibrant Indian political landscape is flooded. Well, almost so as Regional parties gain ground with amazing alacrity in a diverse India where a fast-transforming political map now promises a never before variety. SAD in Punjab on one side, SP, BSP in Uttar Pradesh on the other, RJD, JD(U) in Bihar as also DMK, AIADMK, PMK, MDMK and DMDK in the deep South and TMC, AGP and others in North-East —they seem to be flowing in from all nooks and corners to lend a different hue, their own hue, to the political waters as they flow in our country today. Though the experiment with regional politics first succeeded in the late 1960s when many parties won against the Congress, it was only post-1989 that regional politics really became a phenomenon, here to stay, courtesy the National Parties themselves. The alphabet-soup illustrating the striking transformation of India’s politics over the past two decades, brewed on the fire provided by the space vacated by National Parties to be wedded to the cause of regional issues, local aspirations and territorial priorities. Also, shrinking space of the National Parties led to creation of a vacuum which the Regional parties were happy to fill. They sprung up and marched ahead as a consequence of the leanings of the public to advance its aspirations. Essentially individualistic, personality-driven parties bound by a lose chain of thought rather than a cohesive coordinated ideology, these pandered to regional populism with a much narrower vision of things sans any broad-based National conse nsus on ideology and issues. But, then, what did the mushrooming of these regional parties, finally, find reflection in? While it strengthened the federal structure with assertion by the States of the Union for its share in power, privileges, taxes, revenues and benefits of micro-macro schemes, it also led to a certain amount of healthy competition inter se states, making us the republic that we really are. It also gave rise to the concept of â€Å"shared sovereignty†, marked by an increase in the capacity of the state to influence its own development performance while enhancing the representative character of India’s democracy. The relentless rise of these regional â€Å"home-grown† parties, sharing the one common attribute of having a mass base in only the state of their birth, led to a spate of constitutional and legislative reforms in terms of judicial, administrative and centre-state relations. Not only this, it weaved together an interplay of forces, prompting National parties to not only rope them in for support but also brought about a dependence which lent a Regional flavor to National Policies. Then, it is in this that emerged the beauty of the dove-tailing of the National and these Regional entities. But, then, since beauty is never blemish-free, there is a flip side too. Given their â€Å"strategic† positioning, the Regional parties have not only exploited this dependence of the National Parties for their own advantage but, at times, even arm-twisted the latter to get their way. There’s a way out of this of labyrinth in which National Parties find themselves lost in and it does not lie in a top-down approach which, in the present times, seems not only inadequate but also outdated. We have an India defined by mobilization of a plethora of identity and interest groups which have taken the shape and form of Regional parties to diffuse real power from the Centre to the states. The National Parties need to wake up and smell the coffee. The crutches of dependence on Regional parties have to go and they have to not only learn to stand on their own feet but even walk that extra mile to fulfill regional aspirations to show that each one of the 28 states matters as much. For this, they must permit regional units to function at the local level as semi-independent units with adequate flexibility for leadership-building at the regional level. This will help balance the regional interest with the National interest which many a times end upconflicting with each other. Besides, a cohesive National party with semiindependent regional strait-jacketed unit to cater to regional interests is the only guarantee for ensuring continuous unification within India’s multi-ethnic diversity which weaves the many strands of region, religion, culture and politics into one social fabric we call India.

Hip-Hop Hold

John H. McWhorter's essay How Hip-Hop Hold Blacks Back discusses the popular subculture phenomenon of hip-hop and its effect on society. Recounting from experiences, McWhorther describes hip-hop as a counter-phenomenon which hinders the cultural and intellectual progress of the black community. Basing the development of hip-hop from the early 1960's to the 1970's, it emerged from the realism brought about by the oppression of the African-American community and how several ideologies, especially on activism, influenced the development of this genre.McWhorter argues on the effect of rap music as a means of creating a backward ideology; it does not provide any room for any intellectual development as far as culture is concerned. As such, he mentions in the end that rap music creates nothing. Rap revolution McWhorter states examples of historical implications of rap music. During the 1970's the idealism brought about by racial oppression, the black community raised different ideals towar ds apartheid and oppression, most notable of which were the ideals of African-American icons such as Malcolm X and Leroi Jones.The most famous of movements was the Black Panthers, a social group that inspired ideological activism as well as employing harsh measures in solidifying their claims. This gave rise to the ‘sticking it to the man' attitude, a kind of social behavior where authority does not apply and individuals tend to view themselves above such authority and law. From these ideologies, it also implies an individualistic notion towards the essence of rap music, which concentrates more on the life of a ‘gangsta' in the street, experiences on drugs, sex, and violence.According to McWhorter, rap music may be viewed as a cultural revolution of the society. That is, the message conveyed by these lyrics express a certain degree of the experiences of the past and conveying it as a detached attitude toward the status quo and authority. McWhorter used several words to d escribe rap music, and from such usage, his writing style clearly presents his bias against it, labeling the music as nonsense and profane. He also states rap music and ideology revolves mainly on the person's apathetic stance toward authority.As described by McWhorter, rap music retards black success since the music itself, according to him, only contains nonsense lyrics which celebrate street warfare, drugs, and promiscuity. McWhorter further mentions that ‘violence, misogyny, and lawlessness are nothing to sing about. He also explains the idea of ‘blaxploitation' which celebrates the idea of a black criminal as a revolutionary figure. This blaxploitation led to the development of the ‘gangsta' style, deviating from the early forms of rap as a ‘pop' or bubble gum music.Rap music is then associated with a constant mindset in disobedience and being above the system. From this point on, rap music has become another form of self-expression, concentrating more o n the aforementioned themes. The lyrics found in these rap songs have become edgy and tantamount to literal translation. As McWhorter mentions specific rap songs depicting these themes, he focuses more on the rapper's individual experiences, as described by the life in the ghetto marred with hardships and suffering.The songs then further downplays into more explicit themes such as detailed depictions of violence and problems against authority such as the inclusion of policemen and its association with violence. As such, these songs then represent explicit choice of word use in the lyrics which directly imply the use of guns and violence and their encounters with authority. McWhorter also adds that the ‘gangsta' type of rap are interspersed with mysoginistic views, viewing women as mere objects and prone to obsscene defamation as expressed in the lyrics.In this case, McWhorter states the use of these words adhere to sexual promiscuity and an apparent attack on the image of wome n. This presents another world-view, according to McWhorter, as he sums up the ‘gangsta' hip-hop genre with ‘Life ain't nothin' but bitches and money' (McWhorter, 4). He then points out that his kind of rap music can go old quickly and the rap music that can truly sell are those that are edgy, political, and representing another view with authority and society. Cultural influences From the aforementioned themes, rap music has then developed into an alternative culture, as it reinforces another kind of social behavior.The meaning implied by the lyrics used in rap songs produces another method of thinking, and from these implications, the behavior that the hip-hop world presents can be accepted as societal norms. The article presents a semi-critique of the notion on rap music and society. McWhorter associates the evolution of the music during the oppressive state of the black community during the sixties and seventies. He implies that rap music is a regressed state of musi c. He argues that although the can remain revolutionary in essence, the themes rap music tries to espouse is somehow degrading to the advancement of the black culture.He mentions the gesticulations, speech mannerisms as influenced by rap music can hinder young black men in searching for careers because of this unruly behavior they find in rap music. He also states that even as the media depict the successful African-American people in the industry, rap music, he argues, still depicts black people are uncivilized. The article is a semi-critique, that in a sense, it only presents the cultural implications of rap music and its adverse effect on society. However, it merely acts as a pure critique rather than a practical critique of rap ideologies.In a way, the article only acts as a reminder of this existing subculture and it does not give any practical situations in which the culture of rap can be addressed. However, the problem also lies on rap's history. Because of its uniqueness and the ‘stick it to the man' attitude, it has permeated through the societal mindset and has transformed into another phenomenological event of human concept. The ‘gangsta' mindset is now deeply ingrained through the consciousness of its audience and therefore can be hard for any critique to change. McWhorter's tone and word used clearly portrays his bias against the ‘nonsense' of hip-hop.This ‘nonsense' is viewed both in the linguistic and ideal sense. Rap music's choice of words is often explicit and profane, and it uses such words with constant repetition as though it is a part of the ‘gangsta' vocabulary. There is even an implication from the examples given by McWhorter that profane words in rap is in itself a standard and to be without such words, it cannot be considered hip-hop or rap. The lingual problem is also associated with gesticulations and speech mannerisms, according to McWhorter, that is considered ‘arrogant' and ‘irritating'.A ccording to the author, the theme that rap music revolves around is nonsense, since it only concentrates on the experience of the individual in his/her conditions supported by a formative mindset from the past. Sex, alcohol, violence and drugs are common themes in rap music, and these degrade the possibility of cultural advancement of a real society not hindered by any racial bias or oppression. Works Cited McWhorter, John H. â€Å"How Hip-Hop Holds Black Back. † The City Journal (Summer 2003).

Comparative Words Lesson Plan

Comparative Words Lesson Plan Use these guidelines to prepare a lesson plan to teach students of any age how to use comparative words and comparative clauses to express the concepts of more or less and greater or lesser. Objectives and Goals Instruct/review adjectives as a part of speechIntroduce students to words that end in -er and/or -estOffer students the chance to practice finding similar items and comparing them through the proper use of language Anticipatory Set​ Ask students what they know about -er and -est words, as well as the word than. Explain that -er adjectives are for comparing two things, while -est words are used to compare three or more things. For older students, introduce and use the terms comparative and superlative repeatedly and hold students accountable for knowing these terms. Direct Instruction Model turning common root adjectives into comparative and superlative adjectives (examples: funny, hot, happy, big, good, etc.)Brainstorm additional adjectives and practice (as a group) putting them into sentences (example: The sun is hotter than the moon. A baby is smaller than a teenager.) Guided Practice Depending on the age and abilities of your students, you can ask the students to write their own comparative and superlative sentences from scratch. Or, for younger students, you can design and copy a worksheet with cloze sentences and they can fill in the blanks or circle the correct suffix. For example: Fill in the Blanks: The ___________ is bigger than the ___________.Circle one: The big (er or est) animal in the zoo is an elephant. Another option is to have students look through the pages of their independent reading books and search for comparative and superlative adjectives. ​ Closure Offer sharing time for the students to read aloud the sentences they completed or composed. Reinforce the core concepts with discussion and question/answer time. ​ Independent Practice For homework, have students write a given number of comparative and/or superlative sentences based on things they find in their homes, books, neighborhood, or imaginations. ​ Required Materials and Equipment Worksheets if needed, paper, pencils, student reading books if needed. ​ Assessment and Follow-Up Check completed homework assignments for correct sentence structure and grammar. Re-teach as needed. Point our comparative and superlative words as they come up in class discussion and whole group reading.

Cyrus the Great - Persian Achaemenid Dynasty Founder

Cyrus the Great - Persian Achaemenid Dynasty Founder Cyrus the Great was the founder of the Achaemenid Dynasty (c. 550-330 BC), the first imperial dynasty of the Persian Empire  and the  worlds largest empire before that of Alexander the Great. Was the Achaemenid truly a family dynasty? It is possible that the third main Achaemenid ruler Darius  invented his relationship to Cyrus, in order to give legitimacy to his rule. But that doesnt diminish the significance of two centuries worth of empirerulers centered in southwestern Persia and Mesopotamia, whose territory spanned the known world from Greece to the Indus Valley, extending south to Lower Egypt. Cyrus started it all. Fast Facts: Cyrus the Great Known As: Cyrus (Old Persian: KuruÃ… ¡; Hebrew: Kores)Dates: c. 600 - c. 530 BCEParents: Cambyses I and MandaneKey Accomplishments: Founder of the Achaemenid Dynasty (c. 550-330 BC), the first imperial dynasty of the Persian Empire  and the  worlds largest empire before that of Alexander the Great. Cyrus II King of Anshan (Maybe) The Greek father of history Herodotus never says Cyrus II the Great came from a royal Persian family, but rather that he acquired his power through the Medes, to whom he was related by marriage. Although scholars wave caution flags when Herodotus discusses the Persians, and even Herodotus mentions conflicting Cyrus stories, he may be right that Cyrus was of the aristocracy, but not a royal. On the other hand, Cyrus may have been the fourth king of Anshan (modern Malyan), and the second king Cyrus there. His status clarified when he became the ruler of Persia in 559 B.C. Anshan, possibly a Mesopotamian name, was a Persian kingdom in Parsa (modern Fars, in southwestern Iran) in the Marv Dasht plain, between Persepolis and Pasargadae. It had been under the rule of the Assyrians and then may have been under the control of Media*. Young suggests that this kingdom wasnt known as Persia until the start of the empire. Cyrus II King of the Persians Defeats the Medes In about 550, Cyrus defeated the Median king Astyages (or Ishtumegu), took him prisoner, looted his capital at Ecbatana, and then became king of Media. At the same time, Cyrus acquired power over both the Iranian-related tribes of the Persians and Medes and the countries over which the Medes had held power. The extent of the Median lands went as far east as modern Tehran and westward to the Halys River at the border of Lydia; Cappadocia was now Cyruss. This event is the first firm, documented event in Achaemenid history, but the three main accounts of it are different. In the dream of the Babylonian king, the god Marduk leads Cyrus, king of Anshan, to march successfully against Astyages.The Babylonian chronicle 7.11.3-4 states [Astyages] mustered [his army] and marched against Cyrus [II], king of Anshan, for conquest... The army rebelled against Astyages and he was taken prisoner.  Herodotus version differs, but Astyages is still betrayed- this time, by a man to whom Astyages had served his son in a stew. Astyages may or may not have marched against Anshan and lost because he was betrayed by his own men who were sympathetic with the Persians.   Cyrus Acquires Lydia and Croesus Wealth Famous for his own wealth as well as these other famous names: Midas, Solon, Aesop, and Thales, Croesus (595 BC - c. 546 BC) ruled Lydia, which covered Asia Minor west of the Halys River, with its capital at Sardis. He controlled and received tribute from the Greek cities in Ionia. When, in 547, Croesus crossed the Halys and entered Cappadocia, he had encroached on Cyrus territory and war was about to begin. After months spent marching and getting into position, the two kings fought an initial, inconclusive battle, perhaps in November. Then Croesus, assuming the battle season was over, sent his troops into winter quarters. Cyrus didnt. Instead, he advanced to Sardis. Between Croesus depleted numbers and the tricks Cyrus used, the Lydians were to lose the fight. The Lydians retreated to the citadel where Croesus intended to wait out a siege until his allies could come to his assistance. Cyrus was resourceful and so he found an opportunity to breach the citadel. Cyrus then seized the Lydian king and his treasure. This also put Cyrus in power over the Lydian Greek vassal cities. Relations between the Persian king and the Ionian Greeks were strained. Other Conquests In the same year (547) Cyrus conquered Urartu. He also conquered Bactria, according to Herodotus. At some point, he conquered Parthia, Drangiana, Aria, Chorasmia, Bactria, Sogdiana, Gandara, Scythia, Sattagydia, Arachosia and Maka. The next important known year is ​539, when Cyrus conquered Babylon. He credited Marduk (to the Babylonians) and Yahweh (to the Jews whom he would free from exile), depending on the audience, for choosing him as the right leader. Propaganda Campaign and a Battle The claim of divine selection was part of Cyrus propaganda campaign to turn the Babylonians against their aristocracy and king, accused of using the people as corvee labor, and more. King Nabonidus had not been a native Babylonian, but a Chaldean, and worse than that, had failed to perform the religious rituals. He had slighted Babylon, by putting it under the control of the crown prince while he resided at Teima in north Arabia. The confrontation between the forces of Nabonidus and Cyrus took place in one battle, at Opis, in October. By the middle of October, Babylon and its king had been taken. Cyrus empire now included Mesopotamia, Syria, and Palestine. To make sure the rites were performed correctly, Cyrus installed his son Cambyses as king of Babylon. Probably it was Cyrus who divided the empire into 23 divisions to be known as satrapies. He may have accomplished further organization before he died in 530.   Cyrus died during a conflict with  the nomadic Massegatae (in modern Kazakhstan), famous for their warrior queen Tomyris. Records of Cyrus II and the Propaganda of Darius Important records of Cyrus the Great appear in the Babylonian (Nabonidus) Chronicle (useful for dating), the Cyrus Cylinder, and the Histories of Herodotus. Some scholars believe Darius the Great is responsible for the inscription on Cyrus tomb at Pasargadae. This inscription calls him an Achaemenid. Darius the Great was the second most important ruler of the Achmaenids, and it is his propaganda concerning Cyrus that we know of Cyrus at all.  Darius the Great ousted a certain King Gautama/Smerdis who may have been an impostor or the brother of the late king Cambyses II. It suited Darius purposes not only to state that Gautama was an impostor (because Cambyses had killed his brother, Smerdis, before setting out to Egypt) but also to claim a royal lineage to back up his bid for the throne. While the people had admired Cyrus the great as a fine king and felt put upon by the tyrannical Cambyses, Darius never overcame the question of his lineage and was called the shopkeeper.   See Dariuss Behistun Inscription  in which he claimed his noble parentage.   Sources Depuydt L. 1995. Murder in Memphis: The Story of Cambysess Mortal Wounding of the Apis Bull (Ca. 523 BCE). Journal of Near Eastern Studies 54(2):119-126.Dusinberre ERM. 2013. Empire, Authority, and Autonomy in Achaemenid Anatolia. Cambridge: Cambridge University Press.Lendering J. 1996 [last modified 2015]. Cyrus the Great. Livius.org. [Accessed 02 July 2016]Munson RV. 2009. Who Are Herodotus Persians? The Classical World 102(4):457-470.Young J, T. Cuyler 1988. The early history of the Medes and the Persians and the Achaemenid empire to the death of CambysesThe Cambridge Ancient History. In: Boardman J, Hammond NGL, Lewis DM, and Ostwald M, editors. The Cambridge Ancient History Volume 4: Persia, Greece and the Western Mediterranean, c525 to 479 BC. Cambridge: Cambridge University Press.Waters M. 2004. Cyrus and the Achaemenids. Iran 42:91-102.

Statutory Regulations on Consumer rights Essay Example | Topics and Well Written Essays - 1750 words

Statutory Regulations on Consumer rights - Essay Example The various legislations related to the consumer law protect the rights of a person as a consumer, whether it is of dispute regarding the sale and purchase of the goods/services, or it is of dispute regarding the quality of the goods. As a consumer, a person's rights are expressed as a series of "guarantees" that a seller automatically makes to you when you buy any good or service ordinarily purchased for personal use. These dictums manifest there always exist an agreement in between the seller and buyer/consumer while entering in a transaction. The parties to commercial contracts were considered to be themselves the best judges of what obligations should be imposed. For the most part the legislation was drafted from the buyer's perspective, and the legislation seems generally to prefer the interests of buyers. But some provision of the sale of goods legislations(1) does not impinge greatly on party autonomy like the Sale of Goods Act 1893 (UK). Even though the buyer enjoys such privileges, the law always ponders to lay down some provisions to regulate the consumer civil rights, amidst of numerous issues regarding the magnitude of the enhancement of such provisions. The provisions regarding the consumer's rights against the seller under sales law are to be found in the Sale of Goods A... The provisions regarding the consumer's rights against the seller under sales law are to be found in the Sale of Goods Act 1979, which is the derived version of Sale of goods Act 1863, as amended by the Sale and Supply of Goods Act 1994. Sections 12-15 of the Act lays down some implied terms into contracts for the sale of goods relating to title, conformity with description and sample, quality and fitness. The consumer's basic remedies are rejection of the goods and/or damages. The Supply of Goods (Implied Terms) Act 1973 and the Unfair Contract Terms Act 1977 implemented recommendations for the control of clauses purporting to restrict or exclude liability under the implied terms as to title, correspondence with description, fitness etc. The Sale and Supply of Goods Act 1994 implemented recommendations relating to the reformulation of the implied term as to merchantable quality , making it clear that it applies to minor defects and covers durability of goods.(2) ------------------------------------------------------------------------------------------------------------2. Carter, J. W. (1993) Party Autonomy and Statutory Regulation: Sale of Goods Commentary on rights of Termination, Journal of Contract Law and rejection: Impact of the CISG on Australian, English and Canadian law, 93-122 3. Select Committee on European Communities, (1997) Tenth Report, www.parliment.uk 3 The recent statutes extend the protection not only to individual consumers but to business entities also. Unfair Terms in Consumer Contracts Regulations 1994(4) provides that they apply to any term in a contract concluded between sellers or supplier and a consumer where the said term has not been individually

Housing segregation in the us Research Paper Example | Topics and Well Written Essays - 2250 words

Housing segregation in the us - Research Paper Example Gotham (2000, p. 13) found out that while housing subsidy housing programs created a situation for a great number of white families to buy â€Å"new† housing units in suburban areas, African American families were only able to buy â€Å"existing† homes in â€Å"racially transitional neighborhoods† in the inner city. Gotham (2000, p. 13) interpreted his data to mean that his research corroborated research that showed that the â€Å"market-centered† focus of federal housing policy has created obstacles to the â€Å"ability of African Americans to accumulate wealth through home ownership and reinforced racially segregate housing patterns.† For Gotham, the culprit is Section 235 of the 1968 Housing Act that â€Å"was designed to shift the focus of federal housing policy away from dispensing aid to local housing authorities for building public housing to providing direct supply-side subsidies to the private sector to stimulate home ownership for nonwhit es and the poor† (2000, p. 13). Taking off from the work of Oliver and Shapiro (1995), Gotham argued (2000, p. 14) that the operation and implementation of the United States 1968 housing program is an example of the â€Å"racialization of state policy.† Citing the study of Massey and Denton (1993), Gotham (2000, p. 15) specifically pointed out Kansas City as one of the United States’ prime examples of â€Å"hypersegregated metropolitan areas due to the high degree of segregation in housing patterns on a range of indices.† Gotham (2000, p. 16) blames the â€Å"segregative effects of federal housing policies and programs, and private real estate activity† for the hypersegregation. In addition, Gotham said (2000, p. 17) â€Å"the various economic and political dimension of housing-related activities have been conducted through an organized and interconnected system of racial discrimination.† At the same time, Gotham (2000, p. 17) also pointed out racial discrimination was

Health care marketing Essay Example | Topics and Well Written Essays - 250 words - 15

Health care marketing - Essay Example Usually, new businesses that are establishing are more seriously concerned about customers’ satisfaction and actually tend to modify their services to enhance the customers’ experiences, but old companies generally take these surveys just for research and development purposes. It is absolutely true that when an organization responds to the crisis immediately, it manages to set a positive impression on the stakeholders and the public before the bad publicity can have a chance. In every situation of crisis, people want to know what the organization has to say about why the crisis happened and what measures is it taking to reduce its negative implications on the environment and on the society at large. Crisis management and control is essentially an art. It takes right things to be said at the right times to convince the stakeholders that the organization is loyal to them. It is more useful for an organization to say the right things at any time than saying wrong things immediately after crisis, like placing blame on others rather than taking

Juror Organised Highly Conscientious Philosophy Essay

Juror Organised Highly Conscientious Philosophy Essay 12 Angry Men is a story of 12 juries making decision for a boy who have been accused for murdering his own father. A jury not only symbolizes democracy, but also embodies important cultural values which teamwork. The movie, 12 Angry Men clearly depicts how a random group of people can come together for a common goal, and in this case specifically to reach a final verdict. Each member possesses specific personality traits and diverse backgrounds that affect the decision making process. In the beginning, eleven juries out of twelve voted guilty. Only Juror No.8 voted the boy is not guilty. Juror 8 thought that they should re-examine the evidences again and not simply make decision on the boys life within five minutes. All of them agreed to speak out their opinions about the case. Most of them voted guilty based on the evidences and testimonials by the witnesses. 2.0 Personalities According to the Gordon Allport, personality is the dynamic organization within the individual of those psychological systems that determine his unique adjustment to his environment In other words, the ways in which a person reacts or interacts with others. Actually, it is the mixture of characteristics or traits that form a persons character and makes the person unique from another. In the movie 12 Angry Men the twelve juries got twelve different personalities. Hence, by using the personality traits models, like Big Five Model we have analyzed what kind of personalities they fall into. 2.1 Juror#1- Responsible, Conscientiousness Firstly, Juror #1 was the leader (foreman) of the twelve jury board. Throughout the discussion on whether the boy who was accused as a murderer of his father is guilty or not, he acted as a responsible leader. We discover that he handled situation in an organized way, for example- at start he suggested everyone to sit by their numbers and after that when everyone was settled on their seats he explained what they are supposed to do, and also when Juror#12 was distracted from his responsibility as a juror, Juror#1 reminded him his reason to be in the juror board. So, this proves that he has high conscientiousness. Furthermore, his agreeableness is also quite high as he considered others opinion about voting at first and keeping everyones view in front according to jury numbers and so on. In addition, his emotional stability is high, he was calm throughout the discussion even when 10th Juror questioned his leadership by asking him to stop treating them as kids, he did not raise his voic e too much but he just offered Juror#10 to take over his position. 2.2 Juror#2- Mild Openness to Idea It was the first time as a juror for Juror#2, so he was at first clueless about how thing works in a juror discussion. He was not very comfortable to voice out his ideas about why he thinks the boy is guilty, he just believes the evidences and the words he heard from the case. It gives the idea that his openness to new things is not high; he is not autonomous when taking decision. But he got more involved as the discussion goes on after a while and when the Juror#8 was showing out his doubt about the truth of the evidence, Juror#2 took notice of the logic behind the doubts and eventually supported Juror#8. 2.3 Juror#3- Stubborn Next, Juror#3 was the one who changed his vote to not guilty in the end. His stubbornness made him stick towards voting guilty throughout the discussion. He did not want to listen to any opinion other than his; he also denied the facts that make the evidences doubtful, this makes him low on agreeableness. Furthermore, he is low on conscientiousness as he did not feel responsible for the boys life, he thought that the courtroom was sleepy, people are talking too much when the case was obvious, and it is just a waste of time and money for him, even when the Juror#8 was giving out his view instead of listening carefully why Juror#8 thought the boy might not be guilty Juror#3 was playing with Juror#12. Next, he also lost his temper when Juror#8 was convincing others with his reasons of having doubt on the evidences and the number of vote for not guilty was increasing, he yelled at those who changed their mind, he was emotionally unstable. 2.4 Juror#4- Organised, Highly Conscientious Now, we move to Juror#4. He gives an impression of a very professional and organized person because he supported his view about the boy being guilty with facts and logic, without simply just saying guilty because the court said so. Despite that, he is highly conscientious as he took his duty as juror seriously. He was emotionally stable and opens to others opinion. He was not influenced by others, when making decisions he was independent, rational and calm. He changed his vote only after Juror#8 and Juror#9 gave him enough evidence (e.g. remembering the movie name, marks of spectacles on the womans nose) to doubt his decision over the kid as the murderer. However, at the beginning of the discussion he showed a little negative thinking about the slum and the people who live there by saying He was born in a slum. Slums are breeding grounds for criminals, I know as a view its no secret. 2.5 Juror#5- Introvert Next, Juror#5 shared the same background in terms of environment and culture in which, the boy who was accused to be murderer grew up. He was not comfortable to judge the boy and also did not want to give reason behind his vote at first. He showed the symptoms of an introvert person. Later on when he connected the evidence with his own experience and when he was offended by having a background that was born in a slum, he changed his vote to not guilty. 2.6 Juror#6- Simple When we come to Juror#6, we can know that he was a simple man. When it was his time to give his opinion on the cause of voting guilty he simply said there was a motive like every murder case and the picture presented in the court makes it obvious that the boy killed his father, he could not argue with the fact Juror#8 brought in front of him then. He just agrees with the court decision. He never became hyper throughout the meeting; he tried to stop whenever people got into fight just like Juror#4. In the movie we could also see his feeling of responsibility towards the old man. 2.7 Juror#7- Irresponsible, Irrational We realized that Juror#7 was the most irresponsible and irrational. He wanted the discussion to finish as fast as possible so that he could go to watch a baseball match. To him, the life of a person was like a child play to him. He did not fulfill his responsibility as a jury which makes him low on conscientiousness. He related the boys past offences to judge him as guilty. 2.8 Juror#8- High in conscientiousness, Emotionally Stable Next, Juror#8 is the most important character in the story, because of him everybody started to think the case from a what if situation. He felt responsible for the boys life, he presented his opinion with logic, he thought about the reliability of the evidence presented in the court, he put a lot of effort to show the leaks in the evidences (e.g. the knife, the old man testimony about seeing the boy running down the stairs, women who saw the murder from a moving train). This proves he is high on conscientiousness. He was emotionally stable even though he was frequently questioned about his decision. Just once he lost temper for a bit because Juror#3 was not paying attention to his talk. 2.9 Juror#9- Old, Timid, Low Confidence Level The negative personalities can be detected through Juror#9. He is very old and afraid to voice out his thought. His confidence level is low as he does not have the strength to argue with the other juries who were younger than him. He was threatened by Juror#10. At a point of time he wished he was younger to voice out his argument. However, he is a very good observer. He was the second not guilty voter. He changed his vote when he saw Juror#8s view connects with his observation. His observing quality supported Juror#8s doubt about the evidences throughout. His decision making was based on intuition where he himself also not sure whether the story told by the defendant was true or not. He just thinks that they need to discuss further before sending the defendant for the execution. 2.10 Juror#10- Hyper, Emotionally Unstable The most emotional character was Juror#10 as he was the most hyper, emotionally unstable person in the group. He did not want to hear any argument that contradicts with his opinion about the boy, he shouted, yelled at those who thought the boy was not guilty. His judgment was discriminative. He referred the boy as trash, animals, drugged up person who do not care about peoples life and kill them without having any proper reason; he is just like other people who grow up in the slum. 2.11 Juror#11- Introvert In contrast to Juror#10, Juror#11 has an introvert personality. He was not noticeable at the beginning of the movie. During the time of voting he raised up his hand with some hesitation after seeing the majority were raising hands to vote as guilty. At first he observed Juror#8, Juror#9 and Juror#5s logic in voting not guilty then he changed his vote and started to share his opinion. He was open towards the facts presented by Juror#8, 9 and 10. Although he was calm all the way but when Juror#7 changed his vote to not guilty without giving any proper reason he burst out in anger seeing that childishness over a serious matter. This also shows that Juror#11 is conscientious. 2.12 Juror#12- Extrovert Lastly, Juror#12 at the beginning tried to interact with other juries; it shows that he is an extrovert. But when the discussion started he did not expressed much, instead he was carried away with his own personal job. His agreeableness level was high. He did not have his own thinking or opinion on the case; he was easily distracted by the two parties (guilty and not guilty) in the discussion. When majority vote for guilty, then he raises his hand. He was unsure about his own decision. This decision making may be affected by his high agreeableness personalities that caused him to listen, or even follow others opinion without own judgment. 3.0Values Actually, values were developed from a belief that people hold in. Hence, value is defined as specific mode of conduct or end-state of existence is personally or socially preferable to an opposite or converse mode of conduct or end-state of existence. Normally, they contain a judgmental element in that they carry an individuals ideas as to what is right, good, or desirable. We realize values are important in this movie because they contain jurors interpretations of right and wrong. We will classify and interpret the values found in each characters of 12 Angry Mens using Rokeach Value Survey which is consists of terminal values and instrumental values. 3.1 Juror#1-Equal Opportunity As we know, foreman should be fairer and stress on equality. Juror#1 is the foreman of the jury. He has terminal value of equality which is equal opportunity for all juries to vote. He is serious about his authoritative role and wants to be as fair as possible to everyone. He offers everyone an equal opportunity to vote and speak out their opinion whether the boy guilty or not guilty. He also has instrumental values of broad-minded. He is open-minded in listening and accepting every jurors opinion. For instance, he accepted the proposal of Juror#8 to have a round of secret vote. His broad-minded values also affected his decision making. He vote for guilty at first, but with the reasonable doubt with all the evidence, he shift to not guilty at last. His decision making was quiet rational and did not shift too often as what Juror#12 did. 3.2 Juror#2-Polite Juror#2 is a quiet man who is easily persuaded by the opinions of others and cannot explain the roots of his opinions. He has instrumental values of polite. He is trying to voice out his own opinion with polite way. His politeness can be seen through the discussion process where he kept one asking question in a polite manner and gain respect from other Jurors. 3.3 Juror#3- Capable, Courageous Now we move to another instrumental value, which are capable and courageous. Juror#3 has instrumental values of capable and courageous. He stands up for his belief that the boy is guilty based on the facts such as the switchblade used as the murder weapon and evidence from the witness. However, his strong belief on the defendant must guilty was also influenced by his bad relationship with his son who hit and left him, which thus lead him to be irrational in analyzing the reasonable doubt for those evidences and decisions made. 3.4 Juror#4-Logical, Broad-Minded Juror#4 has instrumental values of logical and broad-minded. He logically related his decision with the evidences. On the other hand, he is also able to listen to other juries opinion. He was convinced by Juror#9 that the witness across the road may not really see what is happening at the murder place. He tries to support his own decision by further analysis of the facts with logical ways. 3.5 Juror#5-Forgiving, Logical Next, we can find instrumental value of forgiving on Juror#5. Although he got offended when Juror#3 and Juror#10 criticizing him on his background, however he is still willing to forgive them. Witnessing knife fights and normal slum behaviour, he feels obligated to explain an experience that would later help the jurors vote not guilty. The ability to link his experience of knife fights and normal slum behaviour to this case whereby the defendant is also from slum shows that Juror#5 has instrumental value of intelligence in his thinking. 3.6 Juror#6-Respect, Loving Now let us move to Juror#6 who has terminal values of respect and instrumental values of loving. He respects Juror#9 which is the eldest among them. He tries to let Juror#9 has the chance to voice out his opinion. Juror#6 bravely stands up to Juror #3 when he speaks rudely to Juror #9, threatening to hit Juror #3 if he ever speaks to the old man like that again. 3.7 Juror#7-Pleasure, Cheerful Meanwhile, terminal values of pleasure and instrumental values of cheerful are clearly shown on Juror#7. He is a baseball fan. He bought two tickets to watch live baseball game on that particular day. During the break time of the discussion, everyone was tensed with how things going to be as a jury, but he still could talk with others cheerfully. 3.8 Juror#8-Logical, Responsible Juror#8 has instrumental values of logical and responsible. He does not believe the evidence that presented by lawyer. He analyzed evidence by using logic. For instance, he questioned on the old man who claimed himself had taken fifteen seconds from his bedroom to rush to his front door and gotten a look on the murderer. He does not simply make a decision that may destroy the boys life. He feels that as one of the Juror, he has the responsibility to make a right decision. This is clearly shown when he first voted not guilty because he wants further discussion and not to decide the defendants life just within five minutes without any further discussion. Majority were trying to give some pressure to the Juror#8 for his odd decision. But the pressure could not shake off his decision; he stood strong with his own decision which was affected by his values. 3.9 Juror#9-Intellectual, Logical Follow with Juror#9 who has instrumental values of intellectual and logical. Although he is the eldest among them still he paid a lot of attention during the trial and looked into detailed on every witness. He convinced Juror#4 on the reasonable doubt on the woman has deep marks on her nose, which means she is wearing spectacles and might not be able to see clearly on the murder case that happened across the road with train passed by and just got up from bed which is not putting on her spectacles. This shows how he used his intelligence and observance in daily life in this case. 3.10 Juror#10-Courageous Next, Juror#10 has instrumental value of courageous. He is standing up for his belief that with the background of the boy comes from, which is born in a slum, the boy must be guilty. This has become his prejudice which caused him fail to think and decide rationally on whether the boy is guilty or not. Besides that, Juror#10 also has terminal value of self-respect. He holds very high esteem not to be someone from the slums. Juror#10s decision making was affected by his perceptions towards the background of the defendant which occurred from his self-esteem values that want to be differentiated from people of that background. 3.11 Juror#11-Responsible Instrumental value of responsible can be found on Juror#11. He felt the responsibility being juror to give the correct judgment on the defendant and believe in justice. Besides that, Juror#11 also has instrumental value of logical. He is observant with the facts and changed his vote to not guilty due to the doubt on whether the defendant would have reasonably fled the scene and come back three hours later to retrieve his knife. His decision is based on logical thinking about how a normal people might act after committing a murder. 3.12 Juror#12-An Exciting Life Lastly, Juror#12 has terminal value of having an exciting life. He involves actively in social activities and his work. However, this has caused him often distracted during the discussion of the jury. 4.0 Attitude Attitudes are evaluative statements or judgments concerning objects, people, or events. Attitudes give warnings of potential problems and influence behavior. Attitudes have three components which are cognitive (evaluation), affective (feeling), and behavioral (action). In this movie, most of the jurors have a positive attitude that the boy is guilty. They believe that the evidences are solid, which is the cognitive component for their attitude. Following with this, the affective component of their behaviour were set up whereby they feel the boy is guilty. Subsequently, it affected their behaviour component and they voted the boy is guilty. Conversely, Juror#8 has a different attitude compared to other Juries. He thinks there are a lot of reasonable doubts in the evidences yet no one questioned the validity of those evidences in the court. This has become the cognitive component for his negative attitude towards the boy is guilty. He feels that the boy might not be guilty, which is the affective component of his attitude. Because of this, he voted the boy as not guilty and wants to have a discussion with other jurors on the evidences. 5.0 Emotion and Mood After discussing the personality and values depicted by the 12 Angry Men, emotion and moods are two other important variables that affect decision making process. Actually, emotions are intense feelings directed at someone or something while moods are less intense feelings than emotions and often lack a contextual stimulus. In addition, emotions are reactions to a person or an event but moods usually are not directed at a person or an event (Robbins, S.P. Judge, T.A. (2013) Organizational Behavior). In 12 Angry Men movie, decisions making of 12 juries whether that young boy guilty or not guilty are always affected by their emotions and moods. Thus, having a stable emotion is necessary for them to make a rational decision. 5.1 Juror#1- Mood: Neutral to Bad; Emotion: Frustration Juror#1 is the foreman of the jury and he shows his leadership at first and neutral mood. However, he gets frustrated when other jurors questioned his leadership. He wants to be as fair as possible and try to maintain a relaxed and calm mood when discussion is going on. Luckily, he was able to regulate back his emotion to normal state and facilitate the discussion at the mid. 5.2 Juror#2- Mood: Anxious; Emotion: Nervous On the other hand, Juror#2 is a quiet and the most timid guy in the group. Having his first time to deliberate in such jury case made him anxious and fear to voice out his opinion. He was easily persuaded by other jurors due to his lack of self confidence. Besides, he also failed to explain the roots of his opinion that grounded his decision at the beginning. However, his courage to voice out his opinion has been mounting as the discussion goes further. 5.3 Juror#3- Mood: Bad; Emotion: Angry Let us move to the main antagonist of the movie, Juror#3. Juror#3 is a person who quick to lose his temper. His was having a bad mood since the beginning when he complains on the lawyers talked for so long even on such an obvious case. He gets angry when Juror#8 and other members disagree with his opinions, and his anger becomes stronger when other jurors change their vote from guilty to not guilty. He believes that the defendant is absolutely guilty until the very end of the play. His emotion gets affected in this case because he has poor relationship with his own son, which causes him to have biased views. Being in angry emotion and biased views has caused him irrational in making decision on guilty and not guilty for the defendant until the very end of the movie. His decision making was based on his own experience that does not related much to the trial. 5.4 Juror#4- Mood: Neutral; Emotion: Calm We realize that Juror#4 is a logical and well-spoken stockbroker. Being rational while maintaining his calm mood allowed him to have the most stable emotion throughout the discussion and able to discuss and make decisions rationally. For instance, he urges fellow jurors to avoid emotional arguments and engage in rational discussion. When one of the jurors says this is not an exact science, he does not take into account the feelings, the passions and the characters of the people involved in the case. Other than that, most of the jurors mood has been affected and they got frustrated easily as they were staying in a no air-conditioned room in a hot sunny day. Yet, under this hot environment, he is the only juror that does not take his jacket off and always adapt for logical thinking and able to make reasonable decision. 5.5 Juror#5- Mood: Anxious to Neutral; Emotion: Nervous Next, Juror#5 has an anxious mood when expressing his opinion especially in front of the elder members of the group. He is under emotional stress because of having the same background with the boy which is growing up in the slums. This appears one of the main reasons for him voting guilty at first because he does not want compassion to influence his decision. However as the trial goes on he is able to gain more confident to voice out his opinion and sharing his experience on knife fights and normal slum behaviour that convinced other jurors there is reasonable doubt on the evidences. This makes him emotionally more stable and his mood also back to neutral. Juror#5s decision was affected by his emotion whereby at first he passes his chance to give reason why he voted guilty for the trial which maybe feeling of ashamed for having the same background with the defendant that is living in slum, uneducated and bad environmental where knife fighting was just a common phenomena. 5.6 Juror#6- Mood: A little tensed; Emotion: Calm Juror#6 is a regular employee that has high agreeableness to others. He has little tense mood because of everyone in the room is better qualified than him in making decisions and offering explanations and opinions. However he has a stable emotion that enables him to see the good in others. 5.7 Juror#7- Mood: Good to Bad; Emotion: Frustration Juror#7 is the only one that really has no opinion on this case. This can be shown by when he follows others suggestion and changes his vote easily just because he wants to go back home early. One of the sources of emotions and mood which is social activities has influenced his mood throughout the discussion. He felt happy at the beginning as he could go to watch live baseball game. However, his mood turned down and get frustrated when the discussion takes longer. His emotion and decision making was distracted by the baseball game as he wanted to speed things up a bit so he can be out of the jury room as soon as possible to enjoy his baseball game. 5.8 Juror#8- Mood: Neutral to Good; Emotion: Determined and Calm In contrast to Juror#7, Juror#8 stands firm on his decision grounded with his reasonable doubt on the evidences. Juror#8 is a caring man and he feels the responsibility to care about the boys life. Maintaining a stable emotion enables Juror#8 have a logical mind and able to make a rational decision. He has put more thoughts into the case than any other jurors which make him able to prove and explain the situation in different ways to persuade other jurors change their vote. For example, he bought the same knife used as murder weapon that is not ordinary and tried to prove the reasonable doubts on those witnesses such as the old man who drags one foot when he walks because of stroke, able to rush to the front door from his bedroom which is quite distance away in fifteen seconds and managed to look on the murderer. Juror#8 also has high emotional intelligence in this movie that he always shows the right feeling and knows how to control his own emotion even every other juror has voted g uilty but he is the only one to vote not guilty at the first. Besides that, Juror#8 urges others to be patience with the discussion and contemplate the details of the case. 5.9 Juror#9- Mood: Neutral; Emotion: Calm Next, Juror#9 is a wise old man with his great life experience and he has quite a unique way of looking at this case. His calm and relaxed mood allows him to think logically and be a good observer. He is the first one who realizes the woman, who testified that she saw the murder, had deep marks on the side of her nose and it means she wears glasses. This has put on reasonable doubt that the woman who just got out from bed may not wearing glasses, and thus it is likely for her not able to see clearly the murder across the road. He has high positive mood which is alert. For instance, he is the first to openly recognize Juror#10s racist attitude, stating that What this man says is very dangerous. 5.10 Juror#10- Mood: Bad; Emotion: Angry Let us proceed to Juror#10. Juror#10 is the most horrifying character in this movie. He tries to force his opinion of guilty to other jurors and gets angry easily when other jurors opinion is not same with him. He votes guilty and does not even try to hide the fact that he does so because of the boys social background. He has a strong stereotyping attitude and this stopped him to think rationally and voted the boy guilty just because of the boys background. This has lead to other jurors turning their back on him near the end of the movie after his outburst that shows his prejudice on the defendant. 5.11 Juror#11- Mood: Neutral; Emotion: Calm When we come to Juror#11, we know that he is an immigrant watchmaker. He believes in justice and feels he is responsible to make the correct judgment for the case. He tries to keep himself calm and relaxed throughout the discussion. This stable emotion allows him able to look at both sides of the problem. However, Juror#11 lost his temper once when he was horrified by juror#7 who voted not guilty just because want to make the trial ends as soon as possible. 5.12 Juror#12- Mood: Anxious; Emotion: Nervous Eventually, Juror#12 is an arrogant and impatient advertising executive. He has an anxious mood for the discussion to be over so that he can get back to his career and his social life. His decision gets affected by his nervous mood. This can be shown by when he change his vote easily just to follow majority and do not have his own opinion. 6.0 Other Variables That Affects Decision Making Process 6.1 Hot Environment Besides the abovementioned variables like personality, values, attitudes, emotions and moods, external factor do affect the decision making process also. One of the most prominent external factors is the environment for the discussion room. When all the jurors entered the discussion room, they found that the room was hot due to the breakdown of the air-conditioner. As a result, all the jurors just kept on finding ways to make the rooms more ventilated instead of seeking for discussion. So, the morale of all jurors has been lowered down by the hot and non-conducive environment and affects the discussion process. Definitely, they would just hope that the discussion may be ended up quickly and this drives them to make illogical decision. 6.2 Stereotype Next, the shortcut of stereotyping people used by the eleven jurors except Juror #8 in judging the suspected murderer will affect the decision making process too. Juror #3 has related his son with the suspected murder attitude. In fact, the Juror#3 did not get along with the suspected murderer attitude. He said that How kids are nowadays. He mentioned that he had a bad relationship with his son after his son hit him. Following his bad experiences, Juror#3 perceived that all teenagers were rebellious and will attack his own father. So, his stereotyping attitude has affected his decision making process and made him stressing that The boy is guilty. Another prominent stereotyping judgment can be discovered through the accusation of Juror#10 that the boy was deemed to be guilty was due to his family background. He cited that the suspected murders slum background as the evidence for him to kill his father. Undoubtedly, this stereotyping attitude will affect their decision making especiall y Juror#3 and Juror#5 and vote the boy to be guilty. 6.3 Bounded Rationality and positive Intuition Apart from those discussed variables, Juror#8 has exhibited the positive elements in making rational decision. The positive elements are bounded rationality and positive intuition. Juror#8 has constructed simplified models model that extract the essential features from problems without capturing the complexities. For example, Juror#8 has questioned about the validity of the old mans testimonial. Hence, he extracted the essential features that Can the old man who had suffered a stroke and could only walk slowly, gotten to the door to see the suspected murderer ran to the downstairs in fifteen second? in a clear manner. Furthermore, the Juror#8 also has portrayed positive intuition that mentioned that he felt the boy will not kill his father and there is a doubt about the validity of the witnesss testimonial. He once told other Juror You dont believe the boy, then why you believe the women? 6.4 Overconfidence bias However, there are several decision biases and errors happened throughout the hot discussion among those 12 angry Jurors. The first common bias shown by majority of Jurors except 8th Juror is overconfidence bias. This can be evidence through the opening of the scene where majority of the Jurors were complaining and presuming the obvious guilt of the suspected murderer. Most of them were overconfidence that the defendant had definitely killed his father. Besides that, when there was a new doubt arose like switchable knife that was not as unique as the Juror mention, most of them just upset that they were still arguing the facts and cannot go home. Hence, their overconfidence about defendant was the murderer causes them could not have a rational discussion and develop reasonable doubt. Luckily, there was 8th Juror tried to lead the team to the rational path. 6.5 Anchoring Bias Furthermore, we can detect numerals biases rooted in the mind of the Juror#3. Fro