My Job Evaluation Matrix Obstetrics And Gynecology,...

I chose three careers for my job evaluation matrix, which were Obstetrics and gynecology, Database administration and a Computer system analyst. The first career is obstetrics and gynecology. OB/GYNs are physicians specialized in treating female patients and can act as a woman s primary doctor, but they also specialize in care related to pregnancies and the reproductive system. An obstetrician is a physician who delivers babies and a gynecologist is a physician who specializes in disease treatment of the female reproductive organs. They also identify, treat and monitor ailments related to the female anatomy, including breast cancer, cervical cancer, pelvic disorders, urinary tract infections and hormonal disorders. This career was rated based on the consideration of; salary (20%), education (15%), benefits (10%), Work conditions (hours, flex, conditions, travel, demands (15%), passion and interest (20%), and Current opportunities (20%) It had the highest weighted rating of all with an 8.75 on a scale from 1 to 10, because it is well paid with a mean salary of $222,400. It requires a high level of education I am to complete an Undergraduate Degree Program, Pass the Medical College Admissions Test (MCAT), Complete Medical School, Complete a Medical Residency, and Obtain Licensure. It demands a lot of educational finance. This career has great benefits (4 weeks paid vacation per year, paid sick/maternity leave and paternity leave, a comprehensive health coverage includingShow MoreRelated_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 PagesRESERVED. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution, information storage and retrieval systems, or in any other manner—without the written permission of the publisher. Thomson Higher Education 10 Davis Drive Belmont, CA 94002-3098 USA For more information about our products, contact us at: Thomson Learning Academic Resource Center 1-800-423-0563

Neocolonialism Free Essays

Introduction Neocolonialism is the practice of using capitalism, globalization, and cultural forces to control a country (usually former European colonies in Africa or Asia) in lieu of direct military or political control. Such control can be economic, cultural, or linguistic; by promoting one’s own culture, language or media in the colony, corporations embedded in that culture can then make greater headway in opening the markets in those countries. Thus, neocolonialism would be the end result of relatively benign business interests leading to deleterious cultural effects. We will write a custom essay sample on Neocolonialism or any similar topic only for you Order Now Neocolonialism describes certain economic operations at the international level which have alleged similarities to the traditional colonialism of the 16th to the 20th centuries. The contention is that governments have aimed to control other nations through indirect means; that in lieu of direct military-political control, neocolonialist powers employ economic, financial, and trade policies to dominate less powerful countries. What is the social phenomena neocolonialism? It is a set of political, economic, social and colonial arrangements or systems which continue to exist in a society, managed and controlled by little local property-ruling class on behalf of their corresponding foreign property-ruling class. The arrangement is a phenomenon which is heavily imposed on the majority of the people who remain poor, unemployed, low income-earned, unskilled, and uneducated. These arrangements designate a continuation of colonialism wherein the majority of the people are denied control and management of the bulk of their wealth. Describe the origins of neocolonialism. The political-science term neocolonialism became popular usage in reference to the continued European control the economic, cultural, of African countries that had been decolonized in the aftermath of the Second World War (1939–45). As a political scientist, Nkrumah theoretically developed and extended, to the post–War 20th century, the socio-economic and political arguments presented by Lenin in the pamphlet Imperialism, the Highest Stage of Capitalism (1917), about 19th-century imperialism as the logical extension of power to meet the financial investment needs of the political economy of capitalism. What are the effects of neocolonialism? In effect, third world rulers give concessions and monopolies to foreign corporations in return for consolidation of power and monetary bribes. In most cases, much of the money loaned to these LDCs is returned to the favored foreign corporations. Thus, these foreign loans are, in effect, subsidies to crony corporations of the loaning state’s rulers. This collusion is sometimes referred to as â€Å"the corporatocracy. Organizations accused of participating in neo-imperialism include the World Bank, World Trade Organization and Group of Eight, and the World Economic Forum. Various â€Å"first world† states, notably the United States, are said to be involved. An insider’s first-hand description of the corporatocracy is described in the book Confessions of an Economic Hitman by John Perkins. Name at least one way in which neocolonialism can be rectified? How to cite Neocolonialism, Essay examples

Performance Enhancing Drug Essay Example For Students

Performance Enhancing Drug Essay There are many powerful forces in the world, but few are as powerful in sports as this. It is so powerful that 50% of athletes would keep using this knowing it would kill them. This force isso powerful that 40% of professional athletes use them (Bohan 21). This force is performanceenhancing drugs. There are many reasons for taking performance enhancing drugs. The first is and mostobvious facto is the improved performance. Another is pressure for results. That factor is theleading reason for taking drugs. Another factor is money. Since the main users of the drugs areprofessional athletes, who need results for money, they are usually the select few that can affordthem. The reasons for not using the drugs are more numerous and considerably more dangerous than the reasons for taking them. The most sever, of course, is death. One example ofthis tragic end is Florence Griffith Joyner’s death. Though she was tested and found with no drugsin her system, she was rumored to have taken small doses of anabolic steroids during herillustrious track and field career. Another reason is many health risks, many not resulting in deaththough. These include stoppage of growth, loss of bodily functions, dehydration, and many more. Plus, these drugs are illegal in sports. Many are available only through a doctor’s prescription forcertain diseases. The sport that sees the highest rate of competitors using performance enhancing drugs isbodybuilding. Many of these athletes were skinny and not very popular during their high schoolyears. They use the steroids to bulk up and create a shield against the criticism. Due to this factof psychological instability and the effect of the steroids, a violent person is created from a oncecalm person. This has been illustrated in the many murders involving bodybuilders recently. An example of one of these murders was the murder of Kristy Ramsey. She was engagedto Gordon Kimbrough, with whom she won the 1991 USA pairs bodybuilding title. After sheadmitted to have an affair, Kimbrough strangled and stabbed her twice, and afterwards tried to dillhimself. â€Å"According to a family member, Kimbrough was meek and shy when not on steroids andbecame short-tempered and violent when using them† (Harris 99). There are many types of performance enhancing drugs. Stimulants, which includeamphetamines, cause you to â€Å"speed up† too much. In large doses stimulants override a person’snormal felling of exhaustion, which causes people to push themselves too hard. Strong painkillers are another type of performance enhancing drug. The increase a person’s pain barrierand are extremely addictive, resulting in permanent injury. Anabolic steroids cause heart attacks,growth stoppage and violent outbursts. Women develop deep voices and facial hair if taken toolong. Many snooker (pool) players use beta-blockers, which slows the beating of the heart. Thishelps them stay calm in pressure situations. A side effect of this drug is bonchospasm, whichcauses the lungs to tighten, making it difficult to breath. Diuretics are used to remove water fromthe body, which improves muscle tone and subtracts weight from water in the body. Taking thisdrug can cause serious dehydration, sometimes re sulting in death. I believe all performance enhancing drugs should be banned from sports. There are justtoo many risks to athletes taking them. But that is a very unlikely scenario, mainly because testingcan’t keep up with the new drugs being produced. New drugs are created everyday. This isillustrated by Mark McGwire’s historic home run binge. Before this year, nobody knew aboutandrostenedione. McGwire admitted to taking the drug, which helps build muscle. His recordwill forever have an asterisk beside it because of that fact. But if these drugs are banned, you willsoon see all of the asterisk disappear from the record books. .u4b1c29d3c8455b02d254da974f7593de , .u4b1c29d3c8455b02d254da974f7593de .postImageUrl , .u4b1c29d3c8455b02d254da974f7593de .centered-text-area { min-height: 80px; position: relative; } .u4b1c29d3c8455b02d254da974f7593de , .u4b1c29d3c8455b02d254da974f7593de:hover , .u4b1c29d3c8455b02d254da974f7593de:visited , .u4b1c29d3c8455b02d254da974f7593de:active { border:0!important; } .u4b1c29d3c8455b02d254da974f7593de .clearfix:after { content: ""; display: table; clear: both; } .u4b1c29d3c8455b02d254da974f7593de { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4b1c29d3c8455b02d254da974f7593de:active , .u4b1c29d3c8455b02d254da974f7593de:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4b1c29d3c8455b02d254da974f7593de .centered-text-area { width: 100%; position: relative ; } .u4b1c29d3c8455b02d254da974f7593de .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4b1c29d3c8455b02d254da974f7593de .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4b1c29d3c8455b02d254da974f7593de .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4b1c29d3c8455b02d254da974f7593de:hover .ctaButton { background-color: #34495E!important; } .u4b1c29d3c8455b02d254da974f7593de .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4b1c29d3c8455b02d254da974f7593de .u4b1c29d3c8455b02d254da974f7593de-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4b1c29d3c8455b02d254da974f7593de:after { content: ""; display: block; clear: both; } READ: Adversity and resilience of ho EssayBibliography Bohan, Janet. Drugs in Sports. New York: Broderbund Publishing Company, 1988. Harris, Gary. â€Å"Brady Hits Em in Bunches.† Sports Illustrated. April 28, 1997, pp. 96-106. Reilly, Rick. â€Å"Muscle Murders.† Sports Illustrated. May 18, 1998, pp. 99-107. Encarta Encyclopedia. Microsoft, 1998.

Juvenile Delinquency Essays (3043 words) - Criminology, Childhood

Juvenile Delinquency Juvenile Delinquency 4 The current statistics of juvenile delinquency are astounding. I will look at the most recent statistics and a few of the programs implemented to reduce or prevent delinquency. Before delving to deep into juvenile delinquency it is important to consider the definitions of juvenile and delinquent. The Merriam-Webster Dictionary gives two definitions of juvenile: 1. Showing incomplete development, and 2. A young person; one below the legally established age of adulthood (1997). Merriam-Webster defines delinquent as: offending by neglect or violation of duty or law (1997). As a complete definition of juvenile delinquent it is safe to repeat a person below the established age of adulthood that offends by neglect or violation of duty or law (1997). The history of juvenile delinquency had harsh beginnings. Children were viewed as non-persons until the 1700s(Rice 1995). They did not receive special treatment or recognition. Discipline then is what we now call abuse. It was believed that life was hard, and you had to be hard to survive. The people of that time in history did not have the conveniences that we take for granted. For example, the medical practices of that day were primitive in comparison to present-day medicine. Marriages were more for convenience, rather than for childbearing or romance. The infant and child mortality rate was also very high. It did not make sense to the parents in those days to create an emotional bond with children when there was a strong chance that the children would not survive until adulthood (1995). At the end of the 18th century, The Enlightenment appeared as a new cultural transition. People began to see children as flowers, who needed nurturing in order to Juvenile Delinquency 5 bloom. It was the invention of childhood, love and nurturing instead of beatings to stay in line (1995). Children had finally begun to emerge as a distinct group. It started with the upper class, who were allowed to attend colleges and universities. Throughout all time there has been delinquency. It may not have had the delinquency label, but it still existed. In ancient Britain, children at the age of seven were tried, convicted, and punished as adults. There was no special treatment for them; a hanging was a hanging. Juvenile crime is mentioned as far back as ancient Sumeria and Hammurabi, where laws concerning juvenile offenders first appear in written form (1995). Industrialization set into motion the processes needed for modern juvenile delinquency. The country had gone from agriculture to machine based labor intensive production. Subsistence farming quickly turned into profit making (1995). People who were displaced from their farm work because of machinery were migrating to the city to find work. This led to urbanization in such places as Chicago, which in turn caused the cities to burst at the seams (1995). There was also a huge increase in the amount of movable goods that were produced and these moveable goods were easy to steal. The stealing of these goods made property crime rise tremendously in these urban centers. The wealth of the upper class increased, and stealing became a way of living (1995). These large urban centers also created another problem. The work place was now separated from the home and during the hard times both parents took jobs. There was also very little for the youths to do, especially when school was not in session. It was then that youths were becoming Juvenile Delinquency 6 increasingly unsupervised. These youths were largely unemployed and without supervision, and with movable goods easily available, stealing became a way of life. The huge influx of people to these urban areas overwhelmed society (1995). The factories could not keep up, and unemployment became a factor, which led to widespread poverty. Poorhouses were created to keep youthful offenders away from trouble. The idea behind them was to take the children of the dangerous (1995) classes out of their dangerous environment (1995). Kids who were thought to be salvageable needed to be saved. The majority of these children were rounded up for the crime of being poor, not because they committed a crime. These houses, sometimes referred to as reform schools, were very harsh. This was contradictory to the ideas that they needed nurturing and

Imannuel Kant Life and teachings essays

Imannuel Kant Life and teachings essays Immanuel Kant was born in the East Prussian city of Knigsberg, which is today the Russian city of Kaliningrad. Immanuel studied at the University of Knigsberg where he tutored some of the wealthy upper class students of the university, eventually becoming a professor where he taught his ideals for more then forty years. Kant lived his entire life in the city of his birth, never venturing more then fifty miles from his home. Kants main philosophic thesis is: The possibility of human knowledge presupposes the active participation of the human mind (philosophypages.com, Kemerling). Immanuel Kant was born the forth child of the family, which eventually included five sisters and one brother, on April 22, 1724. Kant was born in East Prussia, during a time of recovery from war and plague which had cut the population of the city by almost half. Kants Scottish father and grandfather were leatherworkers who eked out a living making saddles and harnesses, so that he and his eight siblings knew continual poverty during their early years (Philosophy, Christian, P. 260). One of Kants early influences in his philosophical life was his mother Anna, who never herself attended higher education. Kants mothers insistence on facts and moral obligations was to remain with Kant through his life and played a leading role in his philosophy (Kant in 90 Minutes, Strathem, P. 11). His appearance was as much an oddity as his character. He was less than five feet tall, and his head was disproportionately large for his body. His frame suffered from a slight corkscrew twist, which made his left shoulder droop, his right shoulder curl back, and his head tend to lean to one side (Kant in 90 Minutes, Strathem, P. 15). At the age of eighteen Kant was admitted to the University of Knigsberg as a theological student. He received financial assistance from the local pietist...

How to Conjugate the Irregular French Verb Offir

How to Conjugate the Irregular French Verb Offir Offrir  (to offer, to provide, to give) is an irregular French -ir verb. Below are simple  conjugations  of the verb  offrir; the conjugation table does not include compound tenses, which consist of  a form of the auxiliary verb avoir with the past participle offert. Within irregular  -ir  verb conjugations, there are some  patterns. Two groups exhibit similar characteristics and conjugation patterns. Then there is a final, large category of extremely irregular  -ir  verbs that follow no pattern. Offrir is an Irregular -ir- Verb Offrir lies in the second group of irregular  -ir  verbs that display a pattern. The second group of verbs includes  couvrir,  cueillir,  dà ©couvrir,  offrir,  ouvrir,  souffrir, and all their derivatives. These verbs, surprisingly,  are all  conjugated like  regular -er verbs. Offir Is Conjugated Like  French Verbs Ending in -frir and -vrir All French verbs that end in  -frir  or  -vrir  are conjugated this way. This includes: couvrir to coverdà ©couvrir to discoverouvrir to opensouffrir to sufferrecouvrir to recover   Expressions and Usage Je peux toffrir  bien davantage. I can  offer  you much more than that.Nous devons leur  offrir  pareille possibilità ©. We need to  provide  them with the same opportunity.Jallais vous  offrir  cette maison. I was going to  give  you this house.Je vais lui  offrir  du thà ©. Im going to give him some  tea.Mais vous devez  offrir  limmunità ©. But youd have to  offer  us immunity.Jaimerais  offrir  une perspective diffà ©rente. Id like to  offer  a different perspective.Jaimerais que nous puissions  offrir  plus. I wish we were in a better position to  offer  more.Jaimerais lui  offrir  ma collection de coquillages. Id like to give  her my shell collection.offrir quelque chose en cadeau quelquun  Ã‚  to give somebody something as a presentsoffrir [pronominal reflexive]  Ã‚  to offer  / to give oneself [sexually] OR to offer ones servicessoffrir payer les dà ©gà ¢ts  Ã‚  to offer to pay for the damagesof frir [pronominal reciprocal] to give or buy each otherun seul moyen soffrait moi  [pronominal  intransitive] only one course of action was open / presented itself to me un panorama exceptionnel soffre au regard   an amazing view meets the eyessoffrir de quelque chose [pronominal transitive] to treat oneself to something Simple Conjugations of the Irregular French -ir Verb Offrir Present Future Imperfect Present participle j offre offrirai offrais offrant tu offres offriras offrais il offre offrira offrait nous offrons offrirons offrions vous offrez offrirez offriez ils offrent offriront offraient Pass compos Auxiliary verb avoir Past participle offert Subjunctive Conditional Pass simple Imperfect subjunctive j offre offrirais offris offrisse tu offres offrirais offris offrisses il offre offrirait offrit offrt nous offrions offririons offrmes offrissions vous offriez offririez offrtes offrissiez ils offrent offriraient offrirent offrissent Imperative tu offre nous offrons vous offrez

'radical change Essay Example | Topics and Well Written Essays - 2500 words

'radical change - Essay Example On the other hand, in the development process, a large organisation may come face-to-face with momentous need for radical and fundamental change. In most instances, changes in a large organisation may be triggered by several circumstances that include: emerging threat from a competitor, decision to expand the company’s market, unexpected reduction in the company’s production and profitability, change in customers’ needs and demands as well as sharp slide in the company’s production (Pardo Del Val and Fuentes 2003, p.149). Therefore, to ensure the success of any radical change in an organisation, leader and managers ought to come up with a promising and an effective mechanism to facilitate effective implementation of the required change. Additionally, the adoption of a strategy that would incorporate ideas and views from all stakeholders is also essential and critical for the company’s development (Thornhill, Lewis, Millmore, and Saunders 2000, p.11) . The essay below will as a result identify and expound on the most effective means of addressing the financial crises in Associated Dairies & Farm Stores Limited

How do the qualities of reading practices outlined in McKenzie and Essay

How do the qualities of reading practices outlined in McKenzie and Grafton and Jardine's texts enable imperialism How did rea - Essay Example A discussion on the various qualities of reading practices helps in a historical understanding of the ways in which humanistic-ally trained readers assimilated and responded to imperialism and political change. For example, the introduction of printed text to the Maori people in New Zealand had a crucial influence on their understanding of the Treaty of Waitangi. In other words, the reading practices of the Maori had a critical influence on the meaning of imperialism and political change in the region. This paper makes a reflective exploration of how the qualities of reading practices outlined in McKenzie and Grafton and Jardine’s texts enable imperialism. One of the major studies of the principles of bibliography, Bibliography and the Sociology of Texts by D.F. McKenzie establishes that the material form of texts remarkably determines their meanings. According to McKenzie, texts take on different forms and meanings as they are reproduced and re-read. He maintains that a reade r in the pursuit of historical meanings moves from â€Å"the most minute feature of the material form of the book to questions of authorial, literary, and social context. These all bear in turn on the ways in which texts are then re-read, re-edited, re-designed, re-printed, and re-published. If a history of readings is made possible only by a comparative history of books, it is equally true that a history of books will have no point if it fails to account for the meanings they later come to make.† (McKenzie, 1999, p. 23). The meaning gained in the beginning is completely changed in the reading of the new forms of the text which is re-read, re-edited, re-designed, re-printed, and re-published. Therefore, one’s reading practice is influenced by the material form of the book which, in turn, affects the meaning of the text. Lisa Jardine and Anthony Grafton’s seminal article â€Å"‘Studied for Action’: How Gabriel Harvey Read His Livy† is a classi c example of how reading practice can influence one’s understanding and meaning of the text. Based on an exploration of how Gabriel Harvey practiced the reading of Livy, Jardine and Grafton establish that Harvey’s interpretation of Livy is considerably changed each time he reads it with different purposes in his mind. The article maintains that the different reading practices carried out by Harvey led to different outcomes. In fact, the different reading practices can lead to different meanings of the same text and this fluctuation in the meaning can affect the overall outcome of the reading practice. â€Å"Thus critical reading, skillful annotation and active appropriation emerge as the central skills, not just of the student of history, but of the intellectual tout court. Reading always leads to action – but only proper reading in the manner of a Gabriel Harvey.† (Jardine and Grafton, 1990, p. 76). According to Jardine and Grafton, the early modern read ers used to actively reinterpret their texts rather than passively receive it. In this article, the authors provide a convincing illustration of how the ‘reading as intended to give rise to something else’ can influence the meaning of the text and, in turn, affect political changes. To them, scholarly reading has always been goal-oriented and conducted under conditions of strenuous attentiveness. Therefore, â€Å"

Personal creative coursework Essay Example for Free

Personal creative coursework Essay School has just finished and it is a dark and murky winter day, people were walking down the school hill having just had a chaotic day, as a result everyone was jus quiet. You could hear the sounds of the squirrels scuttling along the grass. Richard ran down the hill calling my name, he came up to me and called me an idiot in a joking way for not waiting for him. Richard is one of my good friends and when he is around he lets you know. He was well known in school by the teachers for his famous pranks. After we got down the hill we went to the sweet shop, Richard shared a joke or two with the shop owner then told me he was going to the chip shop and he would meet me at the train station later.(Richard is a chubby boy and gets wound up when people talk about his weight).  I was walking to the train station and checked the time, I saw that we were going to be late so I started to run .I saw Richard and told him to hurry up as usual he was eating. He started to run and as I looked around I saw people from my school with a look of shock on their face they have never seen him run before. We ran inside the train station then got on the train, the first thing I noticed was the smell of sweat, I saw Hugo and Thomas from my school and we all sat next to each other. We were talking and all of a sudden Hugo started shouting insults at Richard. Richard stood up and his faced looked like an oversized balloon .I could tell he was mad because his sentences were not coming out fully. I was thinking that the only reason that he stood up was because we were in front of people. (Richard is that kind of person he likes to make himself look big in front of an audience). Before I knew it we came to selhurst station and we exited the train. Thing first thing I saw was a boy stupidly sitting on the platform, I saw a train coming and I expected the boy to get up but he didnt. It was one of those fast trains that dont stop at any Station except for major stations like Gatwick. The train past the station and then the boy started to scream in agony. Richard looked at the boy and then started to laugh. (He never really took anything seriously).he looked again and then saw that the boy was not faking. Hugo stood there like a statue and I had noticed that Thomas had left the scenery. The boys right leg had been severed by the train and people just looked at him and decided to walk along like they had not seen anything. He was still lying there in pain as I looked at him I felt a cold shivers running down my spinal cord-I had never seen anything like it. Me Richard and Hugo then ran to the ticket office a told a man there that a boys leg had been severed by the train they called an ambulance then we left the station. The next day we went to school I had noticed that Richards attitude had change towards people I think the train experience has changed him.

Road Traffic Injuries in Cameroon Essay -- Transportation, Social Issu

It is estimated that almost 16 000 people die every day from all types of injuries throughout the world (1). Injuries account for 12% of the global burden of disease. They are the third most important cause of overall mortality and the leading cause of death among 1–40-year-olds (2). Road traffic accidents (RTA) are responsible for the highest number of injuries worldwide. According to data published by the World Health Organization (WHO) road traffic injuries account for around 25% of all injury related deaths (1). The report portrayed road transport crashes as a leading cause of injury related morbidity and mortality the world over. The World Bank and WHO estimates reveal that about 1.2 million people die each year and as many as 50 million sustain injuries as a result of road transport accidents. This represents about 25% of all injury related deaths worldwide. Developing countries account for up to 85% of all road traffic deaths world wide; 90% of global disability adjuste d life years lost (DALY); and 96% of global traffic related child mortality. Most of these victims are the poor masses that commute as passengers in public transport vehicles, cyclist or pedestrians and users of vans, coaches and minibuses (1, 3, and 4). The actually numbers of road deaths are unknown. This is as a result of variations and limitations in RTI data collection; analysis, differences in interpretation and underreporting. Road traffic related deaths account for over 50% of deaths are among young adults in the age range of 15–44 years (5); and are the second leading cause of death among children aged 5–14 years, and young people aged 15–29 years worldwide. It is projected that without a major improvement on prevention strategies and policies, ... ... healers. The bulk of non-profit facilities are operated by the Catholic and Protestant Health Services: the former operate 179 facilities (including 8 hospitals) with a staff of 1,315 and the latter122 health facilities (including 24 hospitals) with a staff of 2,633 (World Bank op cit); there were roughly 200 for-profit clinics (Deschamps, 1996; p. 2) and a few thousand traditional healers (Lantum, 1996; personal communication). The plethora of health care providers and institutions means a wide variety of sources making it difficult to identify all cases of road traffic related injury reported or treated. Some victims of RTI injuries may not show up in hospitals or report to the police as they may prefer to seek alternative treatment and as Dixey (1999) argues the health help seeking behavior of a people maybe informed by the believe of disease and causation.

Development Stages: Adolescence

Development refers to growth, adaptation and change that occur over the course of a lifetime (Papalia, et. al, 2007). The human being is never static, from conception to death, physical and psychological change is constantly taking place in all of us. The process of development has been thought of in terms of stages that each of us must go through. These stages are characterized by certain behavioral or developmental characteristics that each of us goes through at different rates and even at different ages.Among the stages of development, no other aspect of the life cycle has commanded as much attention as adolescence. Adolescence can easily be described as the best of times and the worst of times. This stage is affected by the structure of the society in which the individual is raised. Hence, different cultures may have different conceptions of adolescence. Many cultures have rites of passage when the child enters adolescence or adulthood.While in Western cultures, it is a gradual t ransition from childhood to adulthood. Adolescence is marked by changes in the physical, emotional, social and cognitive aspects of the individual. The rapid physical changes occur at the onset of puberty; during adolescence the bodily changes often occur at a slower rate. In this stage, due to increased activity of the gonads at puberty, sex glands develop rapidly and become functional, the sex organs mature and the major secondary sex characteristics are more defined.The skeleton stops growing, hence the adolescent reaches his/her mature height in this stage and the various parts of the body gradually come into proportion (Steinberg, 2002). The physical changes that adolescents experience causes their preoccupation with their physical appearance and of what may be considered as â€Å"normal† Developmental Stages Page #2 development. Few adolescents are content with their bodies, and this discontent can lead to lowered self-esteems and insecurity. Moreover, adolescence disco vers their sexuality in this stage and tends to act on it.Adolescents also experience heightened emotional tensions, which may result from the hormonal and physical changes they are going through, it can also be brought about by the social pressures they must face and of which they have not been prepared. Adolescents experience emotional instability from time to time, which results from their adjustments to changes in their lives. Like when they are angered by the thought that they are being treated like a child or treated unfairly. However, they express their anger by sulking, refusing to speak our loudly criticizing those who angered them.While adolescent emotions are often intense, uncontrolled and seemingly irrational, it improves with age (Geselle, et. al, 1956). Adolescent’s emotions also impact the way they relate with other people and how they view their social sphere. Adolescent’s thought patterns are generally egocentric. Elkind (1967) proposed that adolescen ts assume that everyone else in the world views the world as they do. Adolescent egocentrism has two facets, the personal fable and the imaginary audience. The personal fable is a romanticized self-generated story of one’s personal destiny.Like when the adolescent believes that shoplifting is bad and there is a possibility of being caught by the police, but feels that it will not happen to him/her. The imaginary audience refers to the adolescent’s belief that other people are scrutinizing him/her because he/she is the most important concern of other people. The concept of the imaginary audience may help explain why students are not comfortable in giving reports or presentations in class, as they believe that they are under scrutiny when they do so.This feeling is very real for the adolescent and may impair his/her Developmental Stages Page #3 learning in the classroom. Teachers can help by being sensitive to this issue and thus provide encouragement and positive feedba ck on improvements made by students, or to assign presentations in groups of two, where the team presents it to the class to diffuse the feeling of being scrutinized. According to Piaget (1972) by the time a person reaches adolescence, he/she begins the final phase of intellectual development, which is called formal operation.This stage is characterized by the ability to solve abstract problems. The formal operational thinker is not bound by content and available experience, rather he/she can hypothesize and deal with the â€Å"what ifs†. The adolescent therefore is able to think of concepts and ideas well beyond his/her knowledge and experience, to look for answers in a systematic way and to use logical reasoning. Considering the cognitive stage of adolescents, teachers can challenge students to think beyond the common and simple responses to questions put to them.The teacher can also encourage students to make use of their cognitive skills by analyzing, predicting, justifyi ng, and defending their ideas in class. The teacher however, has to recognize that student’s conception of their ideas and abstract thoughts are products of their social and cultural backgrounds, thus students may give different explanations to a particular question or hypothesis. Like when students are asked to analyze the reasons why societies celebrate events, the teacher must allow for other cultural celebrations and not limit it to American celebrations. References Elkind, D. (1967). Egocentrism and Adolescence Child Development, 38, 1025-1034 Gesell, A., Ilg, F., & Ames, L. (1956). Youth: The years from ten to sixteen. New York Harper  and Row Papalia, D., Olds, S., & Feldman, R. (2007). Human Development, 10th ed.   McGraw Hill Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development 15:  1-12. Steinberg, L. (2002). Adolescence 6th ed. McGraw Hill

Educational Implications Essay

The educational implications of Erikson, Piaget, and Vygotsky are very precise and distinctive. These three articles focus on the application of cognitive, social and psychosocial theories and their implications within an effective classroom. Each individual psychologist puts into practice learning practices that can be executed within a classroom to increase student’s success and achievement. Piaget’s article stresses the educational practices of peer learning, and depicts possible outcomes from this strategy. Vygotskys article highlights the importance of developing an efficient social climate within the classroom, whereas Erikson draws our attention to teaching children of diverse cultures. Piaget: Implications of Piaget’s Ideas about Peer Learning Peer-learning has great significance in the classroom settings and can be considered imperative in its usage in the classroom. The essential function of peer learning is to sharpen academic skills and manage interactions with classmates (De Lisi, 2002). DeVries stated that student learning is extended when teacher generate an environment of mutual respect in their classrooms. When mutual respect is established in the classroom peers demonstrate a higher probability to freely exchange ideas that later lead to deeper understandings and positive reception of individual personalities. The article also suggested that peer learning occur in the classroom rather than being extended outside of the classroom. This suggestion is made because of differences in social-moral contexts outside of the classroom; however teacher can require particular individual parts. Piaget suggested that developing knowledge as a relationship between a child’s current cognitive system and the object, task, or problem at hand. When this relationship is balanced the cognitive system is engaged in its entirety and essential components of the problems are addressed. Balanced problem elements and cognitive system foster deeper levels of understanding and comprehension of problems. When the components in the task and problem is outweighed by the child’s cognitive system the child will most likely become imbalanced in their thinking by develop various individualistic interpretations. In these instances details are often ignored and overlooked, resulting in no change of understanding. When problem elements dominate the cognitive systems minimal engagement is acquired (De Lisi 2002). An example of an unbalanced developing knowledge is in the instance of two students working on a reading assignment. If the assignment is above one of the student’s ability level there is high likely chance the student will copy off of the student and never comprehend author’s purpose. The article also addresses preconceptions about peer-learning among students personally. Students possess feeling and consciousness about these particular experiences. Feelings provide motivation for actions, while thoughts draw up the margins of their potential on an assignment. Intentional teachers must fashion clearly designed socially interactive components in peer learning activities to ensure positive experiences. Teachers can amplify the growth of innovative and critical thinkers through calculated peer learning activities. Weather peer-learning occurs in or outside that classroom it can produce many beneficial outcomes. Erikson: Teaching the Immigrant Child Immigrant children are immensely populating our classrooms requiring a change in earlier used strategies. These strategies are now proven to be obsolete and no longer effective. English languages Learners (ELL) are students who are learning English while speaking other languages including their native tongue (Onchwari, etl 2008). A great amount of this population of students derives from poor families and homes where there is limited education which produces greater obstacles for teachers and students. In the scenarios educators must be sensitive to the students needs and look for ways to foster high self esteem and incorporate their personal cultural beliefs. According to Erickson’s theory, children progress through eight universal psychosocial stages. Immigrant children battle through the first three stages of Erikson’s theory; trust vs. mistrust, autonomy vs. shame, and initiative vs. guilt. As educators create an atmosphere of cultural respect, children develop acceptance which leads to additional confidence in their abilities (Onchwari, etl 2008). Teachers can learn about a child’s culture and teach acceptance, in result immigrant and non immigrant students ill learn cultural differences. Vygotsky: Developing Tools for an effective classroom. This article focuses on cognitive and social constructivism to produce an effective classroom. Cognitive constructivism is constructed through a personal process, while social constructivism is where ideas are constructed through interaction with teachers and peers. After Piaget describe his theories on cognitive constructivism Lev Vygotstky later followed these theories with his belief in social interactions and its fundamental role in learning. Vygotsky’s main theory is the zone of proximal development or ZPD. This is the part that controls how a child learns. ZPD is the area where learning occurs when a child is assisted in a concept that is being expressed in the classroom. Research proves consistently that learning is smooth when it occurs within this zone and others are involved (Vygostky, 1962) ZPD focuses on the different psychological functions that emerge as a child grows and occurs when a child is helped in learning a concept in the classroom (Vygotsky, 1962). Once the skill has been mastered, the child’s ZPD increases. As a result of this, the child is able to do more activities independently and with less teacher guidance. Vygotsky’s theory also includes the concept of scaffolding. Scaffolding takes place during the ZPD stage to help the child understand skills taught by the teacher. The teacher works closely with the student to solve problems and complete tasks After reading these articles I was able to grasp a better understanding of the positive impacts these theories have on student learning and achievement. Each theorist are diverse in their approach but their research merits great positive outcomes. All three theories incorporate diversity, communication, engagement, language, and inquiry base learning. Jesus in the New Testament established a new command that stated we are to love our neighbors as ourselves. Teachers must keep in the forefront of their minds that located inside of each student is a heart; a heart that has different motivations, beliefs, values, goals and feelings. That same heart is to be love and cultivated because each one is an individual.

buy custom Effects of New Technologies essay

buy custom Effects of New Technologies essay The word technology derivates from Greek word technologia which refers to, the practical submission of knowledge, principally in a particular discipline of study. It is significant to note that technology is a conceptual term that falls short of a particular universally acceptable actual definition. Nevertheless, it can be referred to as, the utilization and application of knowledge pertaining to techniques, crafts, tools, systems or methods of organization, or a substantial end product of these things, such as computers. It is a remark that is utilized collectively to depict or illustrate the undertakings, creations, views, advancements, knowledge and abilities of a distinct faction of natives (Basalla 25). Impact of New Technology All through the past, technologies have considerably impacted on the lives of human beings and other animal species in their capacity to manage and adapt to their innate atmosphere. Traditionally, human beings commenced the exploitation of technology with the invention of the accessible innate resources into easy tools and equipment. For example, the comprehension of the ability to control fire improved the available sources of food, while the discovery of the wheel aided the human beings to organize their environment and boost transport. On the other hand, contemporary technological innovations such as the printing press, television, the telephone and the internet have decreased the physical impediments of communication. Furthermore, they have facilitated rapid and free associations among the humans globally by transforming the planet into a global village. As much as not all technologies have been utilized by human beings for serene intentions, the positive impact it has on the soc iety is immense (Basalla 26). This paper delves into how the employment of machines has affected the competence of employees and computer and cell phone effects to the society

10 Reasons Dinosaurs Make Bad Pets

10 Reasons Dinosaurs Make Bad Pets It seems that everyone these days is keeping dinosaurs as pets, what with supermodels tugging tiny Microraptors on leashes and pro football players adopting full-grown Utahraptors as team mascots. But before you fill out the paperwork at your local dinosaur shelter, here are some things you may want to consider. (Dont agree? See 10 Reasons Dinosaurs Make Good Pets.) 1. Pet dinosaurs are expensive to feed. If you dont happen to have a Cycad Hut or Ginkgo Emporium in your neighborhood, you might find it difficult to scrounge up sufficient vegetable grub for your pet Apatosaurus (and your neighbors probably wont appreciate him eating the tops of their shrubs). And do you know how many cute, fuzzy mice, rabbits and Labrador Retrievers the average Deinonychus goes through every day? 2. Its virtually impossible to teach a dinosaur tricks. Believe me, its easier to train your cat to clean your windows than to teach the average dinosaur to sit, fetch or heel. Your pet Ankylosaurus will probably just sit there on the floor and stare at you dolefully, while your teenaged Spinosaurus eats the drapes from the top down. (With a little persistence, though, you might be able to teach a purebred Troodon to roll over.) 3. Dinosaurs create a lot of poop. Unless you live smack in the middle of a turnip farm, you may have a hard time disposing of the hundreds of pounds of poop the average Triceratops generates every day. Flushing it down the toilet isnt an option, and neither is using it for insulation in your attic. Some pet owners have experimented with creating kiln-dried dinosaur-poop furniture, with mixed results. 4. No veterinarian will want to de-claw your dinosaur. For liability reasons, most municipalities require you to trim the claws of any raptors, tyrannosaurs or allosaurs residing in your household. Good luck getting a vet to do thisand, if you do miraculously find someone willing to take on this task, even better luck stuffing your Gigantoraptor into your Honda Odyseey  and shlepping it to the clinic. 5. Your pet dinosaur will want to sleep in your bed. In the wild, dinosaurs are accustomed to hunkering down in rotting foliage, urine-soaked sand dunes and ash pits strewn with rotting carcasses. Thats why the average Styracosaurus will insist not only on sharing your mattress, but layering on every freshly washed duvet cover in the house and using your pillows as antler cozies. 6. Dinosaurs arent very good with children... As much as kids love dinosaurs, its unfair to expect the average Ceratosaurus to reciprocate that affection, especially since a well-fed five-year-old can supply a weeks worth of calories. Teenagers will have a slightly easier time of it; in any case, theyll put up more of a fight before being swallowed head-first. 7. ...or with other dinosaurs, for that matter. So youre looking forward to hauling your pet Majungatholus over the local dinosaur park and meeting that cute chick with the Archaeopteryx  popping out of her handbag. Well, bad news: the only thing dinosaurs hate more than children is other dinosaurs. Take your pet to the dog run instead, then sit back and watch the fun. 8. Dinosaur pet-sitters are hard to come by. Isnt it cute when your neighbors eight-year-old daughter drops by to pet your kitty, feed it kibble and scoop out the litterbox? Well, she might think twice about doing the same for your pet Therizinosaurus, especially given the mysterious disappearance of the last six pet-sitters you hired to do the job. 9. Most cities have very strict dinosaur leash laws. Unless you live in Seattle (for some reason, Seattle is very liberal about these kinds of things) you cant just saddle up your pet Centrosaurus and take it out onto the sidewalk. Flout the rules, and your municipalitys animal-control squad will gladly tug your pal over to the nearest dinosaur shelter, assuming they arent eaten first. 10. Pet dinosaurs take up a lot of room. As a general rule of thumb, the American Purebred Dinosaur Association (APDA) recommends at least 10 square feet of living space per pound of dinosaur. Thats not much of a problem for a 25-pound Dilophosaurus puppy, but it could be a deal breaker if you plan to adopt a full-grown Argentinosaurus, which will require its own aircraft hangar.

Immigrations in California Research Paper Example | Topics and Well Written Essays - 750 words

Immigrations in California - Research Paper Example Many of these problems the residents claim originate from traditional, cultural, and language differences. The culture and language of these new migrants behaves different from the main stream thus causing hardship for the mainstream. Immigrants are the backbone of California development (Olson 173). Since the nineteenth century, the American Indians crossed over to California State. They concentrated more on developmental activities thus becoming wealthy as opposed to Asians who were rioting. They then came up with well organized political unit, which they used as a platform to preach peace amongst all the diverse communities. Later on with the settlement of the Spanish settlers, the relative peace and stability of California State changed. There was excitement and uncertainty as the Mexican increased their attempt to impose their cultural values to Indians. This led to a thousand of Indians death from both diseases and the conflict between them and the Mexicans (Olson 173). Early twentieth century, Japanese immigrants began flowing in California. Their arrival as of more benefit to the mainstream community, as they offered cheap labor. They fully filled the main economic voids. Japanese welcome in California was short lived. This was due to the differences that existed between Japan and the united state of America during the Second World War. Sinking of the parlor harbor resulted to cold treatment of Chinese in California State. Of all the fifty states in America, none has been affected by immigration than California. The numbers of the immigrants have been tremendously increasing (Olson 276). This has brought problems caused by racial composition. The impact of immigration has been more powerful in California than elsewhere. The origins of California’s immigrant have differed with various historical eras. Majority of the immigrant coming to California has been from Mexico and Central America. In the year 2000, 46% of

IDS Policy Essay Example | Topics and Well Written Essays - 500 words

IDS Policy - Essay Example These systems could be any workstation, server or other network peripherals such as a router. The IDS system runs as a service or a process and has the ability to detect the network traffic on the host system. To save the system from past threats a "threat signature" database is present to make sure that the system is not vulnerable to those threats. Microsoft, Cisco and Tripwire etc. are some of the companies that deal in these IDS systems. (Spafford, Zamboni, 2000) 2. Network Based IDS: These are systems that confine and analyze packets on the wire. Network based IDS are used to protect the entire systems on the network unlike Host base IDS which are built for a single system. After confining the packets on the network they send it to the IDS console for inspection. Major vendors include Cisco and Symantec. As Gem infosys is a small software company having just 10 PC's and a broadband connection should not face much difficulty with the IDS system. But sometimes IDS solutions can bring out bogus alarms that may result in incorrect distribution of information. Inadequate potential and bad configuration choices are the major factors for this kind of problem. On the other hand many products need to be kept updated and well managed to avoid problems such as well updated sensors. Proc

Government office and its customer service Essay

Government office and its customer service - Essay Example However, the government has been criticized because of its inefficiency that arises from influences of the politicians that are interested in keeping power via investment. The DPS has been too aggressive because it is one of the significant partners in the government. This was criticized because it caused delay in the privatization of the national telecoms carrier. Further, it caused inefficiency in the tobacco company that forced serious restructuring of government. The DPS’s ethnic of the Turkish constituency has a significant interest in the tobacco sector, and during 2007, it was criticized of frustrating the sale of tobacco under the successor government. According to Cohen, Eimicke, and Heikkila (10), the government, especially DPS has been moving to modernize its capability to offer fast, high quality customer service, but it lags behind the private sector. The government is viewed as wasteful and corrupt when offering the resources required in a different office. This has affected the credibility and even the possibility of efforts to organize, legalize and plan the customer services. Meanwhile, the government has lost its image as an institution where people can do well and serve their fellow customers. The government employees have suffered an essential decline in status in the recent years due to increase of negative perception from public. It has been criticized because it lacks methods to convince customers to effect change and improve their lives via working in government offices. The government’s forceful effort to attack the pentagon has not significantly changed the common perceptions of government. According to Cohen, Eimicke, and Heikkila (5), the focus on tax cut and downsizing the customers have increased the criticism of government because it finds more difficult to respond to crisis of persistent public problems. This is caused by the inefficiencies in the government budgeting and

Translation And Its Role In India English Language Essay

Translation And Its Role In India English Language Essay Questions such as, what is translationà ¢Ã¢â€š ¬Ã‚ ¦wherein lies its complexity? have been asked ever since literature stopped being restricted to one target readership and moved beyond the boundaries of language. The term translation technically connotes the art of recomposing a work in another language without losing its original flavour, or of finding an analogous substitute. Its complexity lies in it being like the transfer of perfume from one bottle to another. As careful as you are, some fragrance is lost but the challenge remains to capture the essence. All things in nature are subject to change and so is all cultural matter. Translation is always a shift, not between two languages but between the two types of cultural matter. India is a linguistic galaxy of unparalleled richness. Few contexts could be better suited than the Indian for a discussion of the processes of translation within a spectacular stellar setting. How does one common idea of India make itself available to a Bengali, Tamil or a Marathi in any way save that of translation? Translation provides a cognitive map of Indias linguistic world in all its interrelatedness as well as estrangement. All texts and all readers are both monolingual and multilingual. A text, obviously written literally in one language in a given manifestation faces a multi lingual reader and thus reaches out to a much larger base, unifying experiences and opinions as it expands. English has to be admitted as a vast reservoir of translation in contemporary India. It may no longer be a colonial language, but it is increasingly a conduit language. This filter language, as Khubchandani terms it, has today a certain inescapable presence. More English translating have been published in India in recent times than ever before, but our awareness of the need to ensure quality in translation has not heightened the same extent. Who should judge a translation somebody who can read the original or somebody who cannot? A person who was able to read the language, and enjoyed the original may find no translation satisfactory, whereas someone who cannot is likely to regard readability in English is the prime requisite. It seems unarguable that the only way in which the ideology of unity can be explored in a multilingual society like ours is by accepting both the need for, and the problems of, translation. The Sanskritised term we currently use for translation in many Indian languages is  anuvada   which literally means after speech so it seems wrong in the first place to discuss it in an Introduction. It also stands in contrast to  anukaran, which implies aping or slavish imitation, but there ought to be a more to the word than just the suggestion that it could involve creative license of a kind? Any discussion of translation leads automatically to the question: who is an ideal translator? The writer himself, or someone who has not been involved in the primary creative art? The task of the translator is to unfreeze the shapes that thought took in one language and refreeze them into another. A translator must take into account rules that are not strictly linguistic but cultural. Translators, even when trying to give us the flavor of the language, are in fact modernizing the source. As far as translators in India are concerned, most Indians who grow up in urban conditions and go to school and college tackle shifts from one language to another so often and so comfortably that translation seems second nature to them. TRANSLATION STUDIES The Pedagogy of Translation  by Vanamala Viswanatha Translation Studies is a young discipline still in the process of mapping its territory. Attempts have been made to define its boundaries and develop its terrain by scholars working in disciplines as varied as Anthropology, Comparative Literature, Culture Studies, Linguistics and Literary Theory. Viewing translation as a transaction between two languages, the dominant linguistic paradigm has treated it merely as a matter of transfer from the Source Language to the Target Language. There can be two ways of translating: Transliteration and Transcreation. Transliteration or literal translation is word-to-word, phrase-to-phrase or sentence-to-sentence carrying over from the Source Text into the Target Text. This means that the words and terminologies would either require exact equivalents in the Target Language or would have to be put as it is into the Target Text. It may be ideal for texts falling under technical registers. But they would prove extremely difficult when done on cultural texts. The aim of the translation is to reproduce meanings of the Source Text and the immediate effect it produces on the native audience for the readers and audience of another culture in whose language the text is to be translated. But, say, every Hindi word cannot have a counterpart in English because of its vast language and cultural differences in certain connotations and structures. Hence, the literal translation of cultural/literary works would be like forsaking the duty of a translator. On the other hand, transcreation or cultural translation means a partial or complete freedom to the translator in dealing with the Source Text. The translator has to render the Source Text in a recreated form in the Target Language. It involves reading every word and sentence carefully, but it is not only or simply a literal rendering. Another step in translation is termed as Transfer. It is the stage in which the analysed material is transferred in the mind of the translator from the Source Text to the Target Text. The final stage is restructuring the transferred material. The basic structural elements have to be transferred to the Target Language. It has to be ensured in the process of transformation that the same effect the Source Text had should be achieved for the Target Text for its readers. When the translation produces the same effect as on the original audience then the translation can be considered equivalent to the Source Text. PROBLEMS OF TRANSLATION The translator has to deal with the problem of finding equivalent words and expressions in the Target Language, which though cannot be substitutes for the expressions in the Source Language, but can come close to it, can raise similar feelings and attitudes in the readers and audiences of the Target Text. Literary and cultural texts suggest rather than describe meanings. Cultural meanings are very specific and their connotations vary with words in other languages. Therefore, it is really difficult to expect equivalence between the texts of two languages separated by two different cultures. The translator has to interpret and analyse the connotative and suggestive of the Source Text and on the basis of his knowledge of the culture of the Target Text; he has to recreate the meanings in the new language. Figures of speech, extended metaphors, idioms, proverbs and allegories pose a great challenge to the translator. Even translating dialogues, forms of dressing, different kinds of food can be difficult when it has strong cultural roots. For example, words like saree, churidar, pan, pallu  cannot have an English counterpart. In India, there is a specific word for every familial relationship. For instance,  chacha, mama, phupha, tauji  are all called uncle in English, similarly nana-nani  and  dada-dadi   are simply grandparents. Also, the suggested meanings of these relationships can never be translated into any other language. To show how the differences in cultural facts can cause difficulties in the translation of metaphors we may look at the symbolic meanings of certain words in different cultures. Owl in English is the symbol of wisdom whereas it symbolizes ill-fortune in Persian and is associated to superstitious beliefs in India. Also, pig, hog and swine are different words for the same animal but these small variations can create big differences in metaphorical meanings: Sam is a pig. Sam is a hog. Sam is a swine. The languages which do not have separate words for these different categories would fail to represent the difference between the discoursal value of the above metaphors. Thus, a literal translation may lead to Target Language metaphors with different and sometimes completely opposite discoursal values.   TRANSLATED WRITERS We are now going to talk about a few writers who have brought out very vividly the different cultures of India through their writing in vernacular languages. The languages we are going to focus upon are Hindi, Urdu, Marathi, Bengali, Assamese, Tamil and Kannada. It is the voice of this marginalized section writing in vernacular languages, especially of the women regional writers, which needs to be heard. This is possible only through translation, which gives them recognition all over the world. RABINDRANATH TAGORE Tagore was the first Indian Nobel Laureate. He won the Nobel Prize in 1930 for his translation of the  Gitanjali. His best known works are  Gora  and  Ghare Baire. His works verse, short stories and novels are acclaimed for their lyricism, colloquialism, naturalism and contemplation. Of Tagores prose, his short stories are perhaps most highly regarded indeed he is credited with originating the Bengali language version of the genre. His short stories mostly borrow from the deceptively simple subject matter: common people. The translation of his works into various languages has given people across cultures a glimpse of the world of the Bengali common man. Given below is Robi Duttas translation of his poem Urvashi: No mother thou, no daughter thou Thou art no bride, O maiden fair and free O inhabitant of Nandan Urvasi! GULZAR Sampooran Singh Kalra  better known as Gulzar is an  Indian  poet,  lyricist  and  director.  Gulzar  primarily works in  Hindi-Urdu  and also works in Punjabi, several dialects of Hindi like  braj bhasha,  khadi boli,  Haryanvi  and Marwari. Gulzar has received many awards including the Padma Bhushan and the  Academy Award  for his song Jai Ho. He has been widely translated into English and other languages. During the Jaipur Literary Festival, Pawan Varma, an eminent IFS officer who has translated Gulzars poetry, said that he faced a difficulty translating phrases like tip tip and tap tap and Gulzar replied abhi to humne kabutar ki gutar goon shuru bhi nahi ki hai. Sunjoy Shekhar, who has also translated Gulzar calls himself a smuggler trying to surreptitiously smuggle the feelings evoked by Gulzars lyrics across an impermissible, alien wordscape. To give a flavor of the translation of his poetry, given below is a song of his along with its translation: basa cand kraoD,aoM saalaaoM maoM saUrja kI Aaga bauJaogaI jaba AaOr rak, ]D,ogaI saUrja sao jaba kao[- caaMd na DUbaogaa AaOr kao[- ja,maIM na ]BarogaI tba zMDa bauJaa [k kaoyalaa saa TukD,a yao ja,maIM ka GaUmaogaa BaTka BaTka mawma Kiksa~I raoSanaI maoM maOM saaocata hUM ]sa [emailprotected] Aga,r kaga,ja, po ilaKI hu[- naj,ma khIM ]D,to ]D,to saUrja maoM igaro tao saUrja ifr saoo jalanao lagao In a billion years when The suns fire dwindles And ash blows across its surface Then the moon will no longer wane And the land not rise When like a cold, burnt out piece of coal This earth revolves Lost in its gyre Trailing a dying, sepia glow I think then If a poem written on a piece of paper was to waft along And perchance land on the sun The sun would ignite again. AMBAI C. S. Lakshmi was born in  Coimbatore,  Tamil Nadu  in 1944. Some of her works   A Purple Sea  and  In A Forest, A Deer  (2006) have been translated English by  Lakshmi Holmstrà ¶m. In 2006, she (along with Lakshmi Holmstrà ¶m) won the Vodafone-Crossword prize. For her contributions to Tamil literature, she received the 2008  Iyal Virudhu. Her work is characterized by her feminism, an eye for detail, and a sense of irony. Exploration of space, silence, coming to terms with ones body or sexuality, and the importance of communication are some of the recurring themes in her works. VIJAYDAN DETHA Vijaydan Detha  also known as  Bijji  is a noted writer from  Rajasthan  and a recipient of  Padma Shri  award(2007). He has also received several other awards such as  Sahitya Akademi Award  and  Sahitya Chudamani Award. He has more than 800 short stories to his credit, which are translated into English and other languages. He is co-founder of  Rupayan Sansthan  with late  Komal Kothari, an institute that documents Rajasthani folk-lore, arts and music. His literary works include Bataan ri Phulwari (garden of tales), a fourteen volume collection of stories that draws on folk-lore and spoken dialects of Rajasthan. His stories and novels have been adapted for many plays and movies including  Habib Tanvirs  Charandas Chor  and  Amol Palekars  Paheli. He once said If you do not want to be a mediocre writer, you should return to your village and write in Rajasthani. 5.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  SALMA Born in 1968 in Tamil Nadu,  Salmas first poetry collection shocked conservative society where women are supposed to remain silent. In 2003, Salma along with three other Tamil women poets faced obscenity charges and violent threats. Salma is now head of the panchayat (local level government body) of Thuvarankurichi, near Trichi in Tamil Nadu. The government of Tamil Nadu has appointed her Chairperson of the Tamil Nadu Social Welfare Board.   Her novel, translated as Midnight Tales  focuses on the inner world of Muslim women in the conservative society of Tamil Nadu in south India. It gives us an insight into what actually goes on in the households of this section of the society and brings it out very effectively. The novel was also long-listed for the Man Asian Prize of 2007. Translating these texts into more widely spoken languages like Hindi and English has taken their voice to a much wider range of readers.

Physics of Skiing :: physics ski skiing

The sport of skiing has been around for thousands of years, originally existing solely as a form of transportation. Today the sport is entirely dependent upon the laws of physics, and has even had advancements through reliance on physics. There are two types of Nordic Skiing. These are Classic (or diagonal) and Skate Skiing. Usually these two forms are raced separate. To be fair, there are actually two slightly different forms of skate skiing; V1 and V2. As these can get very very complicated and precise in the technique, I will focus mainly on classic skiing, which is also the type of skiing that most people are familiar with. Cross-Country Skiing is the most basic form of skiing, even preceding downhill skiing. Primitive skis may have even been used about 3000 B.C. in Norway. There have been cave drawing found that seem to depict men on skis. Skiing has its roots in Scandinavia; Vikings used skis as a form of transportation in the 10th century A.D. Early skis were made of wood, and even the word ski comes from the Norse word skith a stick of wood. Norse skies were very rudimentary, little more than snowshoes. Glide was little to none. It was not until the early 1800s when Sondre Norheim changed the face of skiing and gave skis glide that the sport was introduced to the world. Competitive skiing started in the late 1800s, again in Norway. In the 1932 Winter Olympics at Lake Placid, Nordic Skiing as we know it was added. Today the sport has evolved to be both extremely competitive and leisurely. In the past 30 years the sport has changed dramatically, adding skis made of synthetic materials, and utilizing waxes for improved speed. Physicists have been at the front line of all this; from determining the coefficent of friction for both the wax and the ski, to helping skiers change their technique based on the laws of physics. To maximize speed, Nordic skiing is more about form than probably any other sport. Brute strength and athletic prowess certainly have their advantages, but these pale in comparision to proper technique. While the shape of classic skis is slightly different than that of skate skis, the real difference is that classic skis have a "kick zone." This is a spot directly underneath the foot that has kick wax applied to it. Kick wax is a sticky poly-hydrocarbon that in theory is only supposed to provide a sticky surface from which to push back from.

Critical Incident Assignment Essay

In this assignment, I will analyse and reflect on a critical incident that I was confronted with during school experience A (here after will be referred to as SEA). I will reflect on the implications that my critical incident has had on my practice and I will relate it to theory. In addition, I will make reference to four approaches of analysis which have been outlined by Tripp (1993). Tripp’s four approaches focus on the why challenge, personal theory, thinking strategies and dilemma identification. I will examine these four approaches and discuss the ways in which I can develop my teaching practice. Moreover, I will outline further recommendations for my future practice which will be suggested throughout this assignment. Pollard (2008) points out that reflection can help to develop the quality of teaching and it provides children with valued learning experiences. In addition, being reflective allows one to analyse and consider ways to improve their professional development. Nonetheless, Cottrell (2005) argues that there can be barriers to critical thinking because some may assume that it is a negative activity. Therefore, one may feel that it is only necessary to make positive comments rather than seeking for areas of development. Consequently, this does not lead to or provide constructive criticism for areas to become a better practitioner (Cottrell, 2005). However, in my opinion, I think that it is important to reflect on and be critical of my teaching practice for the reason that I can learn from what I have done, and consider ways to progress in my future practice. Tripp (1993) advocates that reflective teaching is crucial because it enables one to evaluate the decisions that they have made, and consider ways to develop and progress in their professional development. During my first placement, I was confronted with a critical incident which led me to make a decision based on my professional development. During my maths lessons, child x (an English as an additional learner) continuously shouted out without putting his hands up whenever I asked the class questions. His disruptive behaviour unsettled my teaching as well as the children’s’ learning which I found quite difficult to deal with. Every time that he shouted out, I immediately informed him that I would not accept his answer because he did not have his hand up. Nonetheless, he would take that opportunity to continue to shout out without putting his hands up. This limited their ability to focus and listen to the lesson that I was teaching. Consequently, to minimise the possibilities of child x disturbing further lessons, I decided that he would sit with the teaching assistant (who spoke the same language as child x) so that he would become less disruptive. Upon reflection, I think that I should have firmly implemented the behaviour management strategy by being stricter. In addition, I could have immediately given child x a warning for shouting out. Nonetheless, I have realised that I did not have as much confidence during my first placement as I would have desired. During my dilemma, it was at that point that I had think about and question my teaching strategies to consider reasons behind child x’s disruptive behaviour during my lessons. Thinking strategies Tripp (1993) highlights that thinking strategies help reflective thinkers to gain a deeper understanding of a critical incident. When we think about critical incidents, we must consider non-events which reinforce the idea that when something has happened, this usually means that other things have not happened. In relation to my critical incident, I considered what had happened with child x rather than reflecting what had he did not do. Nonetheless, as I reflect on this critical incident, I have realised that if I thought about what did not happen with child x, it may have revealed why he was being disruptive during my lessons. In addition, the thinking strategy helps me to reflect upon the good and bad points of my critical incident. I was pleased to see that child x was optimistic to participate in my lesson as he showed great enthusiasm. Nonetheless, my incident also reveals the pessimistic point of my incident. Although child x was engaged in the lesson, his behaviour was disruptive and he interrupted my teaching which did not benefit the pupils learning. Due to the fact that I am a reflective thinker, I could have thought about possible alternatives and considered the incident from the child’s point of view. For instance, rather than moving child x next to the teaching assistant, I could have considered how he felt and the reasons why he did not put his hand up during class discussions. If I chose to make an alternative decision, what would the outcome be? I continue to ask myself a series of questions. After my maths lessons, I proposed a series of questions to myself: why does he call out during my lessons? Why do I have the expectation that he should put his hand up? Should I have imposed a different solution rather than have child x sit next to the teaching assistant? Could I have handled the situation more effectively? I continued to ask myself a series of questions which enabled me to reflect on what I did and why I did it. Although I may not be able to find a solution to my critical incident, I aim to explore and analyse it by reflecting on my teaching practice. Dewey (1933) in Pollard (1998) highlights that reflective practice enables teachers to constantly monitor, assess and review their own practice which allows teachers to learn from what they have done and develop in their professional skills. In addition, as previously outlined, my array of enquiries fits in with one of Tripp’s (1993) approaches which is called the ‘why challenge’. This form of analysis allows one to continuously ask questions: ‘why? ’ (Tripp, 1993, p 46). The ‘why challenge’ Tripp (1993) conveys that the answers to questions that practitioners have, does not necessarily reveal or lead to a conclusion that one is seeking for. Nonetheless, asking ‘why’ allows one to reflect and think about their practice and consider possible outcomes that could have arisen. Moreover, Tripp (1993) points out that when we ask questions, our ideas or actions can create either some form of reification or a normative statement which underpins a subjective point of view based on personal beliefs and opinions. ‘We are operating from a deeply held belief which may not be appropriate to our or consonant with our other beliefs’ (Tripp, 1993, p. 46) When we enquire about a particular situation, we tend to build our answers based on our former beliefs. With regards to the critical incident which took place between child x and I, I had to explore why I expected him to put his hands up to answer my questions? I expected that all children should put their hand up during class discussions because my former experiences in the classroom led me to the assumption that it was the norm for children to do so. Additionally, I think that the ‘hands up’ policy maintains order in the classroom rather than permitting all children to shout out all at once. My rules and beliefs, reinforces a normative statement because it is what I believe ‘is necessary’ (Tripp, 1993, p. 8). On the other hand, current research and ideas have opposed to children putting their hands up in class. Professor Dylan William (The Telegraph, 2010) advocates that asking children to put their hands up isolates other students during class discussion. However, School X highlights that no child is excluded and that they are all encouraged to move toward their full potential (School Policy 2011). Moreover, my beliefs and opinions led me to believe that all children should put their hands up and must not shout out in the class which led to a dilemma that I encountered during my teaching. Dilemma Identification Tripp (1993) conveys that incidents contain dilemmas that teachers are frequently confronted with. In his reading, Tripp recommends Berlak and Berlak as they propose that the great stress in teaching is having to make decisions throughout their teaching career. Pollard (2008) continues that teachers use their professional judgement to determine the most suitable form of action to take in any particular situation. During my critical incident (at SEA), I found myself in a predicament when child x constantly shouted out in class. When he disrupted the other children’s learning, I had to immediately decide on how I would deal with this situation. My immediate response was to have him sit next to the teaching assistant. My reason for placing child x with the teaching assistant, was because English is an additional language for him, therefore, I thought that it would be easier to place with an additional adult that spoke the same language as him. Nonetheless, reflecting back on this critical incident, there were many alternative routes that I could have taken rather than moving child x. I could have given him a warning to ensure that he was aware that I would not tolerate his disruptive behaviour. Moreover, I could have removed child x from the classroom in order for me to continue with my lesson. Nevertheless, being faced with a dilemma does not allow much time to contemplate, particularly within a class of 28 pupils. I did what I thought was the ‘right’ thing at that point which was to have him set next to another adult in the classroom. The series of dilemmas that I was confronted with was a emanding experience which I expressed within my reflective journal: ‘I found it difficult to deal with child x, he does not put his hands up during classroom discussions†¦ I need to decide how I am going to deal with his behaviour’ (U1100711 Reflective Journal, 24th November 2011). Upon reflection of my dilemma, I made a decision based on my values. This relates to Tripp’s (1993) ‘Personal Theory Analysis’. ‘Dilemma identification is useful†¦ because why we chose one resolution rather than another enables us to identify the values inherent in our professional judgement’ Tripp (1993, p. 9) Personal Theory Analysis Tripp (1993) proposes that teachers use their professional judgement to deal with dilemmas that they are constantly confronted with. My personal beliefs and values encouraged me to make the decision to move child x nearer to another adult. I thought that if child x sat next to an adult that he is more familiar with, he will be less disruptive in my lessons. Tripp (1993) conveys that teacher’s should also make decisions based on what is best for that child’s well-being. Therefore, I believed that rather than shouting at this child for being disruptive, my values and professional judgement assumed that it was beneficial for child x as well as the class if I remained calm and placed him with the teaching assistant. In addition, I had to consider the reasons as to why child x thought that it was necessary to distract his peers in the classroom: he was doing it to gain attention; he was trying to prove that he knew all of the answers; English is an additional language for him, and so on. All of these possible reasons must be taken into consideration rather than just assuming that he is a ‘naughty’ child. As confirmed by Tripp (1993), these examples convey that teachers are challenged with a series of dilemmas and decisions that they must make based on personal theories and professional judgement (1993, p. 53). Although I was faced with a number of challenges during my critical incident, it was crucial for me to make a decision based on my theoretical and moral judgement. To conclude, it is apparent that teachers are commonly confronted with critical incidents which consequently place them in a dilemma that is often dealt with based on professional and personal judgement. As formerly outlined, the critical incident and dilemmas that I was faced with, allowed me to reflect, analyse and critique on my teaching practice. Consequently, I have found that reflective teaching has enabled me to think about the decisions that I have made and contemplate ways in which I can become a better and effective teacher. After my first placement, I have learnt that I should enforce different teaching strategies to deal with a child’s behaviour rather than placing with another adult in the class straight away. For my future placements, I aim to enforce the behaviour management strategies more rigidly. Moreover, I intend to be more of an assertive and effective teacher in the future. Commentary – â€Å"Reflecting on what we do is essential to the development of professional judgement, but unless our reflection involves some form of challenge to and critique of ourselves and our professional values, we simply reinforce existing patterns and tendencies† (Tripp, D. , 1993, p. 12) The purpose of this assignment is to explore the implications of critical reflection within the context of my critical incident. I will analyse a range of relevant literature, national strategies and theories which will be used to critically evaluate the significant issues in relation to my teaching practice. Moreover, I intend to engage in a wider reading surrounding my critical incident in order to progress my professional development and to subsequently become a more effective teacher not only during my teaching practice, but throughout my teaching career. Tripp (1993) states that it is crucial to challenge and be critically reflective of one’s practice as it is enables us to improve and progress in our professional development. Moon (2004) contributes to Tripp’s theory as she claims that our thinking allows us to learn from our previous experiences. In addition, this theorist (2004) points out that we can improve our professional development as a result of thinking critically. Nonetheless, the aforementioned theories have been challenged as Zeichner and Liston (1996), suggest that reflective teaching can be considered as an idealised and unrealistic practice due to the high demands and heavy workload that teachers are confronted with on a daily basis. They continue that teachers do not often have the time to critically reflect on their practice for the reason that the classroom environment is fast-paced and busy which can make it difficult for teachers to reflect. On the other hand, I believe that critical reflection is essential for practitioners. This is because as I continue to engage with a wider reading of critical reflective activity, I have gained a greater understanding of how to deal with complex situations more efficiently within the classroom. My practice has enabled me to critically reflect on a variety of teaching styles that I adopted during my first placement. For example, I encouraged ‘talk partners’ during carpet time, reinforced children to work collaboratively, modelled examples on the interactive whiteboard and encouraged the pupils to display their work to the rest of the class. Adopting different teaching strategies has given me more confidence to develop my teaching practice and become more self-assured in some aspects of my teaching. Nonetheless, upon reflection of my first school placement, I found it quite difficult to deal with challenging behaviour whilst I was teaching. Pollard (2010) suggests that trainee teachers find it quite challenging to maintain discipline and order in the classroom, particularly if the children have established a relationship with their own teacher from the beginning of the year. Subsequently, it is essential for me to explore behaviour management theories in order to reflect and consider ways to progress in my professional development and be able to effectively deal with challenging behaviour in the future. Moreover, throughout my placement, I found that my reflective journal has been a useful tool as it has enabled me to reflect on ways to develop my classroom practice and improve my professional development: â€Å"Working in an inner-city and multi-cultural school has been a positive and challenging experience for me. I have been exposed to different teaching strategies and have witnessed various ways that the pupils respond to the staff which is useful for my professional development. † (U1100711, UEL Reflective Journal, 22 October 2011). Ghaye (2011) conveys that reflective practice is a purposeful and meaningful activity because it reinforces us to gain better knowledge and understanding of our practice. Moreover, although I was faced with many challenges throughout my first school placement, my reflective journal enabled me to consider reasons why I made the decisions that I chose to make during my critical incident. In addition, whilst on my placement, it was crucial for me to familiarise myself with the School X’s behaviour policy so that I was aware of what was expected of me during my placement. The School’s behaviour policy underlines the consequences of inappropriate behaviour and points out that there are five levels of intervention. School X uses a staged approach which is recorded on a stage chart in each classroom from Years 3 to 6. In their response to poor behaviour, this approach is variable, depending on the age of the pupil. Pollard (2010) points out that behaviour management is a continual concern for teachers due to the large numbers of children in the classroom. Furthermore, teachers constantly have to make quick decisions based on their professional judgement. Likewise, Roffey (2011) suggests that many teachers (particularly teachers with limited teaching experience) may not have much confidence when confronted with complexities within the classroom. She conveys that some teachers may not know what to do when they are placed in challenging situations which in turn, can have a negative effect on the children’s learning in the classroom. On the other hand, school and government policies emphasise the significance of the holistic approach to teaching and they have highlighted the importance of good behaviour in schools.

The Demographic and Psycho-graphic Market Segmentation

The criteria used to develop the market segment for R.J. Reynolds Tobacco Co.†s new brand of cigarette called â€Å"Dakota† is mainly that of demographics, and psyhcographics. The target market in this case appears to be poorly educated, virile white females age 18-20, who enjoy being around their boyfriends and doing whatever their boyfriends are doing, for example going to â€Å"Hot Rod shows, Tractor Pulls, cruising, and going to parties†. This target market was most likely selected for two main reasons. The first is because of the enormous profits to be gained from this particular group and the second is because of this group†s lack of education and low self-regard. The marketing strategies used in this article clearly define demographic and psychographic market segmentation. Demographic segmentation consists of gender, age, income, family size, family life cycle, occupation, and education. The target market in this article consists of females, age 18-20, single, with no more education than high school. This matches most of the criteria for demographic segmentation. Psychographic segmentation consists of identifying certain lifestyles based on the consumer†s values, activities, interests, opinions, and demographics. This article conveys that these women are Strivers, which means they are unsure of self and need approval from others. This group also seems to be search of some type of relief from their current lives (relief seekers). All of this data provides an idea of this groups values as well its activities and interests. Which makes this targeted group so vulnerable to tobacco companies marketing efforts. This market was selected because of its size and growth, and also probably because of this group†s lack of education. This group of females† aged 18-20 are the only group of Americans whose rate of smoking continues to increase. The reason why this group†s rate continues to grow is because they really don†t know better and if they do they really don†t care. This creats a wonderful opportunity for lucrative profits from the tobacco companies. This form of marketing is called concentrated marketing, which focuses on one segment of the market. Marketing companies perform market research by collecting and analyzing data and turning this data into usable information. This Information includes demographics as well as phycographics. These young women already have the desire to consume cigarettes and R.J. Reynolds is making sure they consume their particular brand of cigarettes instead of others.

leonardo essays

leonardo essays Geniuses come few and far between in history. Hippocrates came in the late BC period. Einstein came in the late 1800s-early 1900s. Leonardo came in between the two of them, but is not recognized as well as they are. He was a brilliant human being. He was a master in the fields of painting, designing, engineering, and science. Most people know him merely as an artist, and some know him as an inventor, but not too many people know him for what he really was. This is because his life and his accomplishments are not taught, as in depth as they should be. During the height of the renascence, a genius was born in 1452 in the small town of Vinci, near Florence. He would become a great artist, engineer, inventor, and a scientist. His name was Leonardo, a name that would soon be associated with the word brilliant. He was born to Piero, the lawyer of the town, and Catarina, who gave Leonardo to his father, and left them both for a man of her social class. She is not mentioned in Leonardo's notebooks, as he was probably too young to remember her. Leonardo grew up feeling different from the other children. He had a strange curiosity that was lacking in the other children. He would buy birds from the markets, and set them free, because he thought it was wrong to keep them locked up in cages. He also had a strange curiosity about the world around him. He kept collections of "snakeskins, odd stones polished by water, birds' eggs, the skeletons of small animals, insects stuck on pins, tadpoles, and strange plants," in his room because they fascinated him. Leonardo would draw the things in his collection in a notebook. When his father saw the notebook, he thought that there was a possibility that Leonardo had a chance to become an artist. Piero went into Florence once a month on business and one time he brought some of his sons work. He showed it to his friend Andrea del Verrocchio. He saw more than just mere t...

Free Essays on Power Perspectives

Perspectives on Power In today’s society there are often power struggles about almost everything. As Max Weber points out, we perceive power as the ability to get your way, even over the resistance of others. Social power, political power, or economic power is all supremacy that people want to achieve; but who actually conquers these powers? Who determines such authority? There are three theoretical perspectives in sociology make general statements about how some parts of the world fit together. Sociology uses symbolic interactions, functional analysis, and conflict theory to analyze power relations in society, politics, or economics. Each theory interprets reality in a distinct and unique manner. Symbolic interactions focus on the level of analysis. It examines small -scale patterns of social interaction. It observes what people do when they are in the presence of others. â€Å"Symbolic interaction studies how people use symbols to establish meaning, develop their views of the world, and communicate with one another (Henslin 2002, p.14).† Symbols define for us what relationships are and allow society to exist. Using symbolic interaction one can analyze power relation by examining the status of a person. One who is rich and wealthy may be viewed as powerful because they have luxurious cars, houses and accessories. It can demonstrate the person’s achievements and success which lead them to prosper; therefore, attaining an authoritative position. They use status symbols to identify their power. Parents are symbols of power. They exercise the authority over their children. They have the power to discipline their children, choose schools, religion and mo rality. This is a type pf traditional authority which is based on custom (Henslin 2002, p. 275). The goals of people constantly change over time. People’s standards and symbols of success increase leading them to want more money. As meanings and interpretatio... Free Essays on Power Perspectives Free Essays on Power Perspectives Perspectives on Power In today’s society there are often power struggles about almost everything. As Max Weber points out, we perceive power as the ability to get your way, even over the resistance of others. Social power, political power, or economic power is all supremacy that people want to achieve; but who actually conquers these powers? Who determines such authority? There are three theoretical perspectives in sociology make general statements about how some parts of the world fit together. Sociology uses symbolic interactions, functional analysis, and conflict theory to analyze power relations in society, politics, or economics. Each theory interprets reality in a distinct and unique manner. Symbolic interactions focus on the level of analysis. It examines small -scale patterns of social interaction. It observes what people do when they are in the presence of others. â€Å"Symbolic interaction studies how people use symbols to establish meaning, develop their views of the world, and communicate with one another (Henslin 2002, p.14).† Symbols define for us what relationships are and allow society to exist. Using symbolic interaction one can analyze power relation by examining the status of a person. One who is rich and wealthy may be viewed as powerful because they have luxurious cars, houses and accessories. It can demonstrate the person’s achievements and success which lead them to prosper; therefore, attaining an authoritative position. They use status symbols to identify their power. Parents are symbols of power. They exercise the authority over their children. They have the power to discipline their children, choose schools, religion and mo rality. This is a type pf traditional authority which is based on custom (Henslin 2002, p. 275). The goals of people constantly change over time. People’s standards and symbols of success increase leading them to want more money. As meanings and interpretatio...