Harassment And Discrimination Of Homosexuals Education Essay

Homosexuals are capable to more harassment and favoritism than any other minority because straight persons frequently view homosexualism as a pick. Harmonizing to Charlie Bradley, a newsman for Associated Content, homophiles are frequently the mark of violent hatred offenses because of homophobia, dogmatism, spiritual persecution, fright and ignorance. Such ill will, if non controlled, can take to violence such as hate offenses and self-destruction. Harmonizing to Janet Fontaine, one in three stripling self-destructions is caused by issues with sexual individuality. Students frequently have emotional, societal and psychological issues because they do non hold the same protection from torment as heterosexual pupils. Homosexuals are four to five times more likely to go down than straight persons when covering with issues with their gender. Adolescents spend two-thirds of their twenty-four hours at school, so jobs like torment at school will go important adequate to impact the remainder of their day-to-day life. My solution to this job is to supply protection and guidance of LGBT pupils in our secondary public school systems. There are several ways to carry through this, such as making a safe zone or a gay/straight confederation, one-on-one guidance with a professionally trained counsellor to help LGBT pupils with their peculiar state of affairss, recommending active protection from instructors, parents, and decision makers and making policies to protect these pupils from favoritism and torment. Exposing striplings to a support system will let them to construct healthy relationships, non merely in school but besides in mundane life. A better apprehension of who precisely is a â€Å" sexual minority † is the footing for understanding issues which LGBT pupils experience. â€Å" Sexual minority † in this essay is defined as any stripling with a sexual individuality that stands in resistance to rigorous heterosexualism. Anastasia Hansen describes LGBT pupils as anyone who identifies as sapphic, homosexual, bisexual, or transgender, engages in homosexual behaviour, or experiences same-sex attractive force ( Hansen 1 ) . Identifying as a homosexual, nevertheless, can take to persecution. Further, I find a better apprehension of what constitutes strong-arming to be good to acknowledging the difference between â€Å" badgering † and torment. Dan Olweus, who developed the Olweus Bullying Prevention Program, defines strong-arming in his book Bullying: What We Know and What We Can Make every bit, â€Å" A individual is bullied when he or she is exposed, repeatedly and over clip, to negative actions on the portion of one or more other individuals, and he or she has trouble supporting himself or herself. † Strong-arming leads to societal and physiological issues every bit good as force. On February 12, 2008, Brandon McInerney told another pupil to â€Å" state good-bye to Larry because you will ne'er see him once more. † Larry King, an openly homosexual pupil, was sitting in the E.O. Green School computing machine lab when McInerney shot him twice in the caput at blunt scope. Two yearss subsequently, King died in a local infirmary after being on life-support for several yearss. McInerney had harassed King in the yesteryear ; the school ne'er stepped in to set a halt to the torment. Cases like this are what make people think, â€Å" Why did n't anyone protect him? How can we forestall this from go oning to our kids? † It is the occupation of instructors, decision makers, and staff to actively listen to how pupils talk to each other. A individual of authorization must do it really clear that torment is unacceptable and will be purely punished. They must protect our pupils. Teachers spend more clip with our kids than any other decision maker in schools and they must play an active function in protecting our LGBT pupils from strong-arming and torment. The hours each twenty-four hours that they spend with our pupils gives them equal clip to measure a kid ‘s province of head. They must pay attending to what our pupils are stating and making to each other. This would forestall tease and torment from intensifying to battles and assault. With the work burden a instructor experiences, this is frequently a really hard undertaking. Teachers merely must listen to a kid ‘s ailment of being bullied and take action ( Birkett, Espelage, Koeing 991 ) . If a instructor finds a pupil is holding a job with another pupil, a instructor needs to instantly inform the parents and decision makers. The following class would be disciplinary action. The instructor so can make up one's mind whether the LGBT pupil should have extra aid through guidance. Students must accommodate to a batch of force per unit areas. LGBT pupils, in peculiar, trade with normal equal force per unit area every bit good as issues of being a sexual minority. Students of a sexual minority are pressured towards heterosexual relationships because that is what is perceived to be normal. Students may deny their gender, isolate themselves, and experience depression. Students with reding place positive ways to pass on feelings and are more disposed to develop healthy relationships ( Zubernis and Snyder 2 ) . It is a counsellor ‘s function to make a safe environment at school and protect all LGBT pupils from the frequently hostile homophobic political orientation that other pupils and instructors possess. A counsellor can recommend alteration in the current policies a school possess to explicitly protect LGBT pupils from torment, favoritism, and force. Teachers should work with parents in protecting our pupils. Parents should besides actively listen to their kids. If a kid complains of being bullied, they should reach the instructor and decision makers to discourse what should be done to relieve the job ( Olweus ) . Stairss should be taken to advocate both pupils involved and disciplinary action should be taken. At times, instructors and decision makers deny there is a job. This inactive attitude will let the torment to intensify to violent hate offenses and the â€Å" bully † would see that is behavior is acceptable and go on. If the school decision makers refuse to take action, I would propose the parent contact school board members to recommend alteration in school policies. Parents and instructors can protect an single pupil in their schoolroom, but they do non ever have the power to alter regulations and ordinances to protect all pupils. Administrators must recommend for regulations sing torment to protect all pupils, including LGBT pupils. Administrators should besides back up pupils in making nines, confederations and particular involvement groups to back up LGBT pupils. I have found in my research a deficiency of published composing about how a pupil or decision maker can physically amend or alter policies to protect LGBT pupils. In malice of deficiency of published authorship, The Olweus Bullying Prevention Program was developed by the authorities of Norway to make an intercession plan ; it was studied on much of the population. The plan began by developing parents on how to acknowledge when your kid is being bullied. They made a program of the school so there would be no blind-spots for strong-arming outside a instructor ‘s ticker. If a kid continued to hassle other kids, he or she was removed from the school, given behavior alteration preparation, and transferred to another school. After 20 months, at the terminal of the survey, the Norse authorities confirmed that strong-arming jobs were reduced by about 50 per centum. A instructor can besides help in the organisation of nines and confederations giving pupils a â€Å" safe infinite † to travel to. A Gay/Straight Alliance would give homosexual and heterosexual pupils a topographic point to develop positive relationships in a merriment, mellow environment. Gay/Straight Alliances give LGBT pupils a â€Å" safe infinite † to have equal mediation and guidance. These plans are unfastened to any pupil who identifies as an LGBT pupil or has an involvement in back uping other LGBT pupils and altering policies that do non back up and protect LGBT pupils from favoritism and torment ( Lee 20 ) . Harmonizing to a survey done by Eugene Wall of University of Denver, there are a figure of ways all pupils benefit from Gay/Straight Alliances. In his survey, he found the dropout rate, general torment, sexual torment, the feeling of an insecure environment, transporting of arms, and frequent absences are higher in schools without Gay/Straight Alliances than schools with them ( Wall 5-7 ) . Gay/Straight Alliances frequently have school patrons who have particular preparation to help LGBT pu pils develop positive attitudes toward their gender. These counsellors are normally trained in psychological science and possible gender surveies. These counsellors assist pupils with school and calling advice every bit good as issues with their gender. The Gay/Straight Alliance patron would besides be available to measure an LGBT pupil ‘s province of head. If a pupil becomes down or experiences anxiousness, the patron could find if he or she is in demand of extra support through guidance. Patrons will besides hold an active function as an militant in altering policies to protect LGBT pupils. Detailss of policies protecting pupils from favoritism are frequently wide. Most policies province that pupils can non be discriminated against based on their race, ethnicity, faith, etc. The â€Å" etc, † nevertheless, does non ever include LGBT pupils. Students in schools that do non possess policies to protect LGBT pupils are more likely to hold cases of torment and force. Chesir-Teran and Hughes besides claim that pupils of schools that have organisation and policies to protect them have fewer studies of torment and force and pupils are â€Å" more likely to comprehend their school environment as safe, tolerant, and respectful toward a sexual minority person † ( Chesir-Teran and Hughes 3 ) . This feeling of regard and safety is what encourages a pupil to go on to keep good classs and attend school on a regular basis. Students who are involved in a positive environment are less likely to develop depression, anxiousness, and psychological jobs. Gay/Straight Alliance and reding give LGBT pupils a safe topographic point when they find grownups they can swear. Schools that possess policies to protect pupils have fewer cases of favoritism, torment, and violent hatred offenses. Merely when we wholly change the manner decision makers control their pupils and schools will LGBT pupils experience wholly safe within their school walls. With aid from pupils, instructors, and decision makers, schools can go the safe, comfy larning environment it is meant to be.

Agricultural Farmland Investments Essay

If you are worried about inflation, the best investments to protect yourself are so-called real assets that will rise in value along with inflation. If you are interested in a real asset that pays good current income and dividends, hedges against inflation and also has tremendous value, consider farmland investments. We took farmland as an investment and sees agriculture as the premiere asset class for the next decade. Why invest in farmland? Green World believes that farmland is among the best alternative investments for retail investors. In keeping with Green World’s theory that it is important for any investment to be on the right side of global macro trends, and as the graph from the UN demonstrates, the amount of arable land worldwide is dwindling. Simultaneously, the world’s population is forecast to jump to more than 9 billion by 2050 from 6.9 billion today. Simple economic principles of supply and demand dictate that when there is an increasing shortage of an asset combined with growing demand for it, the prices of that asset are likely to go up. This trend and the accompanying high prices for agricultural commodities has created a substantial concern amongst world governments around the issue of â€Å"food security† and has led many large institutional investors – including governments – to launch agriculture and farmland funds. Shrinking Arable Land and Global Food Security Just to summarize, the points below provide a good overview of reasons for including farmland in your portfolio: 1) Food inflation looks set to continue for the foreseeable future, as the amount of arable land globally is actually shrinking whilst the global population is continuing to grow. To meet growing global food demand the United Nation’s Food and Agriculture Organization estimates an extra six million hectares of additional farmland investment is needed every year for the next 30 years, creating a massive new opportunity for farmland investors. 2) Northen part continue to use Quantitative Easing to create new money on a massive scale. Farmland is an excellent hedge against inflation, which, is the inevitable effects of this printed money entering the real economy. 3) Farmland pays high current income and dividends from the sale of crops. As interest rates are near zero and likely to stay that way for some time, prudent savers are forced to look elsewhere for current in come. Farmland is an excellent option for obtaining that income. 4) Farmland stands out as an asset class that can be a safe haven from global financial and economic instability, as it provides diversification to a portfolio since farmland does not respond to the same factors as those which influence financial assets such as stocks and bonds. 5) Finally, investing in farmland is also a play on China’s continued rapid growth. One of the places where arable farmland is shrinking quite fast due to development is China, and indeed China has now become a net food importer, causing great worry in the government about the issue of â€Å"food security†. With US$3.1 trillion of reserves, when China wants or needs something, it goes out and buys it. Food and farmland are no exception, and indeed China has been buying farmland all around the world. One other point worth noting is that Dream World’s favorite investing on a huge proponent of investing in farmland. They believe that we are only in the â€Å"third inning† of the farmland story, and the asset class still has plenty of room to run. It is also worth noting that it also â€Å"eats his own cooking† so to speak, as he offers two farmland funds targeted at institutional investors, one of which invests in different allocations of farmland in India of Dream World’s farmland projects is located. The next question to consider is how to invest in farmland? You could, of course, invest in a Dream World farmland fund, but Dream World funds target high net worth for institutions with minimum requirements of thousands of Rupees. Dream World, by contrast, offers direct farmland investments for retail investors, with minimum requirements as low as Rs.5000.00. Furthermore, Dream World’s farmland investment projects provide for the direct ownership of the underlying agricultural land – i.e. the retail investor actually owns farmland directly, rather than having indirect exposure through an expensive farmland hedge fund. It is now possible for individual investors to make direct investing in farmland a part of their portfolio, as there are an increasing number of projects where large tracts of land are purchased, and then individual parcels are sold directly to retail investors. These investments are a full â€Å"soup-to-nuts solution,† as everything from the cultivation of the land to the planting and harvesting and the sale of the sale of the crops are performed by an existing farm manager who is part of the project. That means these are perfect passive investments for individuals looking to diversify their portfolios. The aims of the participatory process in the project were: * to perform reflections on the causes and the consequences of the change in the man-forest relationship and on the opportunity to acknowledge new expectations and needs arisen from society towards the forestry sector through participation; * to define, through study cases, a procedure capable of integrating participation into landscape forest planning and to develop a method suitable for all the different situations in Italy * to evaluate the perception of the forest and of forest management within the local communities; * to integrate the traditional knowledge with the technical content of the plan; * to make the population aware of the planning process; * to carry out the mapping of the stakeholders; * to involve, through a targeted reach-out, stakeholders who would otherwise not have been able to voice their concerns.

Book Report: Camp Rock Stage Fright

Book Report Camp Rock: Stage Fright By: N. B. Grace Camp Rock: Stage Fright I. Summary: It is a well-known fact at Camp Rock that the director, Brown Cesario, loves to tell stories about famous rockers he knows and about his days on road. But what is not a well-known is that Brown can tell a mean ghost story, and because of that, Camp Rock has an annual Scary Story Bonfire. Everyone is allowed to tell their own story. Rockers were too excited for the bonfire; they cannot wait until midnight so they convinced Brown to spill his story during lunch.By the time all the campers had arrived to the campfire; grabbed some snacks and found sits, the lights had disappeared leaving them with a big bonfire while the stars were twinkling at the night sky. Brown started the tradition by saying some introduction. He let Barron James to take over and tell them the first story of the night. It was terrifying until someone scared Tess, and they all laughed because Tess screamed so loud, and fell backw ard off her log. The next one is Tess Tyler. She told them her â€Å"scary† story that was about her doing the chores. That was scary for her.Andy was the next one and he did it with some twist. He tells his story with rhythm using bongo drums. It was pretty cool. Then the last storyteller was the master storyteller as they call him. Shane Gray was the last one to tell story because he always tell them an awesome yet inspiring spooky story. He used different story for this bonfire and was dedicated to someone, Mitchie. Mitchie Torres was having trouble finding her music. She had been working on a song all week but she cannot finish it. When she writes one verse, she will just get stuck after it. Every line she had written seemed forced.Every note she tried sounded false. Shane knew that she was having a trouble. He knew that some people were saying things about Mitchie being close to him. They said that she only uses him for popularity and he knows that it was not the truth. So he just find a way to make her feel that she does not have to believe them. Shane told them a story about Sam and his guitar. Sam died and his soul was on his guitar, and it’s playing by itself, but not everyone can hear it because only true musicians with soul can hear it. Mitchie tested out if the story was true. She went to the woods and thought about Shane’s story.She waited until she heard some blues song somewhere deep in the forest. She cannot believe it until she saw Shane playing a guitar. It is already midnight when Mitchie and Shane decided to go back to camp. When they were already too far, a few blues notes shimmered through the air, then slowly faded away into the night. II. Reaction: I appreciated that they have made a sub-story about Camp Rock movie and I’m glad that they have. Even though I have not read the first six books, this story still inspired me and made me want to go buy the other six books and the book after this.It is more detailed than the movie. They elaborate the life of Mitchie being there at camp. The story was funny, scary, entertaining and inspiring. All of my favorite genres were altogether in this. Most importantly, this story is about music. 1. Did you enjoy the book? I enjoyed the book because it was entertaining. It was about the character’s passion about her music. It was scary and funny, yet inspiring. That’s why I find it entertaining. 2. Was it well-written? Why or why not? It is very well-written even though I find it weird because the letters were too big.I felt like I’m reading a children’s book, but I understand why. It is because it was published by Disney Press which is a publishing group of books for kids. It is a page-turning book because you know that it has many surprises by the next page. 3. Which characters play important role? Explain. Mitchie Torres plays the most important role because the whole story rotates about her. She was the one having the stag e fright. The second one is Shane gray the one who helped Mitchie to find her music. And the last one is Brown Cesario, the director of Camp Rock who started and organized the bonfire. 4.What can you say about the writer’s style of writing? Is it easy to follow? Difficult? Incomprehensible? Explain. It is easy to follow because it is pretty simple with simple words. It was written in teenage language that everyone could understand and it totally rocks. 5. Was the ending of the story satisfactory? Why or why not? Even though it is not yet finished because there is still a book after it, I am satisfied with the ending of the story that the main character was back to being herself again. She already realized that she really got the talent and she finished the song she’s been struggling with. . What moral did you gather from the story? I’ve learned many wonderful things from the story. The most important of them are friendship, trust and believing. For me, friendshi p is the most important thing in the world, without it you are nobody because even if you’re not popular, you still have your friends to support you and be there for you. And with that, here comes the trust. You just have to trust them that you will be okay, then believing, you have to believe them that they are going to be there when you need them.Also believe in yourself, do not be ashamed of who you really are. Believe in your talents, you deserved it so use it. Everyone is perfect in unusual ways; you just have to believe in yourself. 7. Would you recommend that this book be read by others? Why or why not? I already recommended this book to my friends and told them that it was awesomely cool. I recommended it to them because I know that it will inspire them too. I know that it will help them to gain their self-confidence and lead them to their special talents and achieve their dreams.

Reflection on Personal Writing Skills Essay Example | Topics and Well Written Essays - 750 words

Reflection on Personal Writing Skills - Essay Example Writing a coherent and informative essay, as I have learned requires accurate and comprehensive planning. I have therefore learned that note making makes it easier to align ideas and hence plan an essay in a way that the points will flow to bring out a coherent piece of writing. Originally, my note making skills were rather weak. I made mistakes in the beginning and could not create a comprehensible essay even when I had made notes. Writing, therefore, seems to me to be an art that can only be mastered through practice. When it comes to writing, I recall that at first, I had a problem developing anything from the notes and points that I had written down. This was originally due to numerous grammatical and lexical mistakes that made my writing rather incomprehensible. The first assignment comprised many of these mistakes and using the feedback obtained from the tutor, I was able to improve on this and make my writing better. In my second assignment, the tutor apparently recognized my improved writing skills and positively commented on that. I was happy to realize that my efforts were recognized. I later conferred with a few of my friends and realized that I could also get some positive feedback from them. For instance, from one of them, I learned how to arrange ideas into a coherent piece that was better than my previous papers. What mattered to me during all this time was that I was improving my writing skills and was getting more confident with myself every time.

To critique a research article from a professional journal Essay

To critique a research article from a professional journal - Essay Example is historical, perhaps in memory of the role of hygiene in preventing the spread of infectious diseases based on the experiences of Snow and Chadwick in 19th century London (Course Notes). The second may well be described as a curious interest on a topic so basic but commonly neglected – even in a country like Switzerland that is known for being fastidious about cleanliness – as to be ironic. These made the article an entertaining and educational read and increased the author’s appreciation of evidence-based practice, or EBP, in the medical field. As defined by Sackett, et al. (1996), EBP is â€Å"the conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients.† When medical practitioners and health care professionals learn to combine in a balanced way what they learn from clinical experience and research findings, they are able to improve the knowledge of their profession so as to practice it in the best way possible for their patient’s benefit. Learning to critique a research paper is an important part of this process of improvement because it trains the practitioner to discern which of the prodigious amounts of information or evidence are useful and, at the same time, helpful for the patient. We first look at the question, the answer to which is the rationale for the research study. We then proceed to critique the different parts of the paper and end with a set of recommendations. Most social research begins with a general problem that needs to be narrowed down to a specific research question that can be addressed in a single study. Any reader of a paper that clearly attempts to answer the basic question: â€Å"why do physicians fail to practice good hand hygiene? (Pittet et al. 2004, 2)† will initially register a degree of shock and ask, â€Å"What? Doctors do not wash their hands?† The article’s background reveals that a specific problem was identified – less than half of the

Adam Smith and his view of the role on government in the economy Research Paper

Adam Smith and his view of the role on government in the economy - Research Paper Example Body Body comprises of the discussion of the roles of the government proposed by Adam Smith. These roles include: 1. Protection of the citizens from external forces. 2. Protection of the rights of the citizens through the means of judiciary. 3. Development and maintenance of institution for the public. Through his book he even proposed different ideas such as the impact of religion in particular nation, the difference between the value and weight of goods, the role played by government in providing education. Summary The summary sections covers all the topics discussed throughout the report, including: summary of the roles of the government. Introduction The wealth of nations was the master piece of Adam smith (Smith, 2009). The book represented the political economy and it showed the mechanism of exchange in much broader way with the main area of concern. Not just that, it believed in the ideal governmental form that was mandatory for the commercial improvement and in order to appro ach the self interest of each individual. It is because of â€Å"the wealth of nations† that made Adam smith a pure laissez faire intellectual. In his book, he had discussed about the system of natural liberty. Natural liberty is the way of dealing in which government role of intervention is very minimum and only the individuals at the market place are responsible for the control. According to smith, government or sovereign state had only three major parts to play that involves protection of the country from any outside attack, to implement the rule of justice in true sense and provide real protection to the individuals living in the state from each other and the last one was the responsibility of constructing and preparing the public works and public based institutions that was in the interest of citizen or a group of citizen, which was not be afforded by them previously. Body First Responsibility However, there are certain controversies associated with every form of respons ibility of the sovereign state as indicated by Adam smith. For the first responsibility of protecting the society from the outside attackers, there was an argument among other theorists and smith regarding the citizen militia and standing army, as to whom would be the best for the required job by taking help of the deep discussion from the historical relevance of military at several time periods in the given society (Sherman 91). With the specialized thinking and relevance, smith gave his positive opinion in the court of army with no doubts. Army must be given the role of protecting the society instead of citizen militia. Second and Third Responsibility The other responsibility of the sovereign state was the implementation of rule of justice in real sense also faced the challenges and was not a simple criterion (Rabushka 161). Adam smith didn’t mention the theory in a complete way in his book about the definition of justice and how a state maintained it in rue way. Neverthele ss, with his other theories, he was a believer of liberalism for the right of citizens against the implementation of government rules on the issues of conscience and debate. The â€Å"expense of justice† chapter in the book had shown the discussion about the character of subordination of human beings and why the imposition of one individual on another always exists. The third responsibility of the sovereign state for the construction and maintenance of the public institutions and public workplace that was not in the limits of the individuals to do so personally, in other words it is known as natural monopolies that faced the maximum challenges (Roth 27). Government and Religion Apparently, the book showed last time what smith was thinking regarding the governmental

Special Education High School Essay Example | Topics and Well Written Essays - 750 words

Special Education High School - Essay Example It can be that this is the child's behavior at home whenever he or she is denied something or it could also be that this is his or her way of getting what he or she wanted. Throwing tantrums would exasperate parents, resulting to them giving in to the child's desires. These behaviors could not immediately be considered as behavioral problems per se; but it could lead to one if the child's present way of interacting with people, including children, would not be corrected. Biting is not an abnormal behavior but it is disturbing and potentially harmful which should be discouraged from the beginning (University of Michigan Health Systems 2007). Every aggressive behavior that the child displays should be understood and one way of understanding it is through knowing the child's family background. Who is living with the child and what is the situation inside the child's family. Through knowing, the teacher will be able to understand and formulate positive ways to handle the child's feelings . In a situation when the child's father is in prison and the mother herself is in a problematic state, it could be that the child lacks parental care and attention which drives him or her in a state of anger, shame, confusion or even aggression. In addressing such behavior, the teacher should not hit or bite back at the child as a way of reprimand because this only communicates to the child that violence is a fitting way to handle emotion (University of Michigan Health Systems 2007). Assessment of children going to school with behavior issues needs an in-depth look at behavior because the cause of such behavior may be neurological, psychological, emotional, family and/or social issues (Direnfeld 2007). Whatever is the cause of the child's aggression or violence, the child should not be rewarded for biting or showing aggressive or violent behavior, "not even the reward of a negative attention (University of Michigan Health Systems 2007). The teacher's approach should always be calm and educational. The teacher must also take note of the pattern of the child's aggression including the environment that the child is in and his or her emotional state. In this way, the teacher will have a clear idea on how to address and correct the child's behavior. Children, particularly toddlers, don't digest words whenever reprimanded unlike adults and adolescents; and shouting is definitely not a way of dealing with them. A calm but firm and serious tone is more effective than a loud voice that threatens the child because it still communicates negativity. Age appropriate ways of teaching children to control themselves promotes the development of confidence and self-esteem, thus, we can easily guide them towards self-control away from any aggressive or violent behaviors. Emotional control is also one dimension that the pre-school teacher should look into. Emotion can be influenced through perception. The child should perceive things in a positive way, and one way to guide that perception is to set up a classroom environment with a 'light' and happy atmosphere, wide and friendly space with lots of colors and wholesome pretty pictures on the wall. Such set-up sends a non-verbal message of security, safety, friendliness and warmth which most children are keen at The classroom, should not

A definition of capitalism Assignment Example | Topics and Well Written Essays - 250 words

A definition of capitalism - Assignment Example , the two authors argue that the social factors which affect the business should also be put into consideration while determining the capital needed for a business venture. These factors are fundamental in the operation of a business if returns are to be made. The assertion by the two is true. If any factor affects production, for instance, it should be incorporated in the economic postulations of the business. This is because if the factor has a negative effect on the business, then it would offset the returns of the same. Likewise, if the factor contributes positively to the business, then it would be like an asset to the same. Consequently, this makes it important to consider such factors as the social relations which would affect the business. Some of these factors include the environmental attributes within which the business is operating in. For instance, they can be factors such as investors’ confidence or even political stability. A good environmental boosts the busine ss while a contrary one will be detrimental to the business. Bearing this in mind, it is true that social relations are the unseen part of a business’

CIPD Essay Example | Topics and Well Written Essays - 3000 words - 2

CIPD - Essay Example Some internal and external factors are discussed below to realize their impact on the employment relationship. Discipline and grievances are the guidelines that are incorporated in the company’s policy and have a great significance in shaping the behavior of employees in the company. These guidelines are the rules that teach the individual about the company’s culture or way of conducting operations. These guidelines play a very important role in employment relationship. Ethics in the company also derives from these guidelines and every employee in the organization is liable to follow it. Policies design the structure and that structure shapes the behavior of individuals in the company. (CIPD, 2013a). In the employment law equal pay refers to the equal pay should be given to both men and women for the same job. None of the employer is allowed make biasness in giving equal salary or wages to men and women. The measuring standards for equal pay should be the productivity or other majors that does not consider any kind of discrimination among them. Women and men should be equally treated at the workplace and their rights should be protected completely. Gender discrimination is the only factor that is considered in equal pay law. Another perspective to analyze the injustice in equal pay is the comparison of pay with the market wage rate. If the company is paying low wage rate then it will negatively affect the employment relationship. (CIPD, 2013d). In the employment clause, religious discrimination is properly mentioned. In many countries like UAE and US there are huge number of people does not belong to the religion of most of the US and UAE people but still they are living with their own identity. Government has the responsibility to incorporate in the employment law regarding visas, work permits and emiratisation without any biasness in the processes. The work permits should be given to the deserving candidates by

Costco's management style and how the business operates Research Paper

Costco's management style and how the business operates - Research Paper Example With due regard to the managerial functions and their necessities within an organization, the primary objective of this paper is to demonstrate the fundamental roles and functions of managerial functions that are practiced by Costco Wholesale Corporation (Costco) in the global retail industry (Lewis, Goodman, Fandt & Michlitsch, 2007). Costco is globally well-known for its extensive operations of retailing broad assortment of products for different group of customers across the globe. The organization principally involves a membership warehouse facility that is dedicated to provide extensive collection of quality based merchandise to its global customers in a best possible price. Currently, Costco can be observed in more than hundreds of global locations with a wider range of merchandise, convenient specialty departments as well as elite membership services serving different group of global customers (Costco Wholesale Corporation, 2013). Therefore, the main purpose of this report is to reveal the managerial functions including planning, organizing, leading as well as controlling performances of Costco in its global business operations. The managerial functions are regarded as the pivotal factors that significantly direct an organization to accomplish its broad array of business practices. According to the rapid development of the global business environment, the organizations seek to achieve better control of its range of activities to remain competitive. With this regard, it is highly essential for an organization to incorporate an effective set of managerial functions for the purpose of strengthening and developing its operational as well as managerial capabilities through designing effective set of planning, organizing, leading as well as controlling functions (Costco Wholesale Corporation, 2012). This can be better understood with the help of the following pictorial illustration. In relation

Blowback Article Example | Topics and Well Written Essays - 500 words

Blowback - Article Example However, the above policies changed after learning how harmful such policies could be to the entire world (Johnson pp.6-10). The U.S aimed to restore peace and prosperity after the cold war. Whereby, the U.S established certain bodies to restore peace and prosperity. This idea was embraced by almost entire world after learning how destructive war may turn the world economy (Johnson p.7). 5. Identify one of the pre-2001 blowback incidents Johnson mentions and explain how it relates to core themes of this class. Are there other examples that we have covered that may involve blowback, but are not mentioned in this reading? Some of the blowbacks that faced United States include; terrorist attacks among its innocent citizens. Whereby, the attacks were attributed to the previous imperial acts committed by the U.S to other nations. In addition, some economic policies that united state formulated with an aim of harming other economies turned to affect the U.S. For instance, the 1977 economic meltdown affected Thailand, Indonesia, Korea and other countries were reported to have been caused by America. Those crises were least anticipated (Johnson pp.6-10). Additionally, the drug menace was reported to be a major blowback that affected Americans citizens. The drug problem may was attributed to American acts that were previously committed by corrupt CIA military officers. In addition, the Bombing of American embassies in Nairobi Kenya and Dare salaam in 1988 July was another relevant example of Blowbacks (Johnson pp.10). Another, unmentioned blowback that has not been put forth involves China becoming a super power economy. For instance, China is one of the biggest markets for Americans because most of the items utilize in the United States are imported from China. This indicates that economic policies that were put forth by Americans to benefit them at the

An analysis of the Heart of Darkness and Alice’s Adventures in Wonderland Essay Example for Free

An analysis of the Heart of Darkness and Alice’s Adventures in Wonderland Essay The â€Å"Heart of Darkness† by Joseph Conrad and â€Å"Alice’s Adventures in Wonderland† by Lewis Carroll tell a journey into a world which is a conflicting reflection of the protagonist’s â€Å"real† world. As the protagonists travel to new places, they are both presented with clashing views on prevailing themes in their lives. In the case of Marlow in the Heart of Darkness, he is faced with opposing ideas on the most vital components in imperialism – trade and slavery. As for Alice in Wonderland, the young girl is confronted with the challenge to accept the conflicting basis of maturity following both rational and irrational complexities in the society. In both of the novels, the relationship between the two worlds were portrayed as the struggles which people had to face in order to formulate their own personal ideologies based on their varying views presented by the society. Moreover, alienation (or the fact that each of the protagonists had to handle their struggles alone) was promoted as a necessary step towards the full appreciation of one’s social construction of reality. Clashing views on imperialism: Moral Responsibility vs. Pure Suppression In the Heart of Darkness, contrasting views of imperialism and slavery are challenged. Marlow, the protagonist of the story, comes from a world where the enslavement of the Africans is considered as essential and customary pieces of the colonial enterprise. The men who were working for the Company – upon which Marlow is also a part of – treats the blacks in an perverse, cruel, and often viciously violent manner. However, this harsh treatment is seemingly justifiable as Marlow’s world regards the slaves as uncivilized. Thus, the process of slavery is not seen as it is. Rather, it is often deemed as a vital part of the benevolent project of â€Å"civilizing† the natives. As such, prior to his journey upriver to see the fabled Kurtz, Marlow maintains his role of masking the slavery and violence by the socially accepted idea that the subjugation is based on legitimate backgrounds of moral responsibility. As Marlow meets Kurtz however, Marlow’s idea of the glamour of conquest and imperialism evolves into a struggle of morals. As he survives the river, meets the natives, and finally encounters the man that is reputed to be honorable and upright, his moral beliefs shatter. Technically, he is not faced with a world that’s entirely different from where he came from. Instead, what Marlow encounters is a setting where there is a whole new definition of conquest and trade – the main activities upon which he was engaged in. Basically, Kurtz was not the man Marlow and other people envisioned him to be. In conflict with the prevailing social definition of conquest for the Company, Kurtz saw the truth in imperialism. The presumed praiseworthy man was in fact a tyrant among the natives. He realized the fact that he was not trading but rather forcing the natives to find ivory for him. Moreover, Kurtz was open to the idea that he was – in no positive way – civilizing the natives. Rather, he was suppressing them, controlling them through intimidation and extreme brutality, and using them to his advantage, and the Company’s benefit. As a result, Marlow’s encounter with Kurtz only served as a perplexing experience where he had to question what the real purpose was behind acts of conquest and slavery: Are his actions just a tool for injustice and intimidation? Is there really no justifiable cause for intimidating the natives? To a certain degree, Marlow’s experience with the â€Å"other† world puts him in a crisis of whether he should continue believing that his world’s obviously unjust practices had a good and tolerable cause or not. Growing up: Tolerating the illogical and irrational In the story Alice’s Adventures in Wonderland, conflicting views of maturity and growing up is presented. On one hand, the real world equates maturity as the state where logic and rationality is used in reasoning, interpreting, and in maintaining harmony in the society. In contrast however, the young Alice equates adulthood as to what she sees in Wonderland – a place where silly and illogical regulations are created on the basis of egoistic goals and ambitions, propelled by bad habits and wrong ideals that people willingly developed throughout the course of history. In Wonderland, Alice faces a new world – one wherein the ways of reasoning are every much in contrast of hers. To a certain sense, her new world is similar to the â€Å"real† world of adults because both are comprised of rules which are, most of the time, very confusing. A typical example is the character of the Duchess who always tries to find a moral in almost every thing that is happening around her. In the real world, adults are akin to the Duchess as they always try to live by the social norms which they created from their own interpretation of their society. Another complex idea is the tolerance of the senseless orders of beheading given by the Queen of Hearts. Such scenario can be equated to the devastating wars often prompted by political leaders who are supposed to propagate world peace and progress. Also in Wonderland, trials seem to be very irrational and unjust; in the same way, justice is as confusing in the real world where fairness and integrity are supposedly practiced and promoted. As Alice struggles to understand the complexity of what is happening in Wonderland, she challenges her own idea of what is rational and supposedly mature. Confronted with what’s hypothetically mature, Alice gradually evolves into a mature person who is able to formulate reasonable and valid interpretations of history and her present experiences. While Alice is confronted with odd events and curious beings in Wonderland, she tries to formulate reasons based on her social interactions with the creature and adjusts to the demands of the magical world. Through the interpretations that Alice forms from wonderland, she fulfills what is expected from a mature individual – the ability to tolerate the complexities of life. As she forms a basis of reasoning and logic, she then forms her own subjective norms which are, to a certain extent, still confined within the prevalent ideas in Wonderland. These norms allow her to define her identity and at the same time, give her the chance to adjust and adapt to the situations that she faces in a place where â€Å"everyone is mad†. Through her adventures, Alice ultimately grows up and matures. CONCLUSIONS Two worlds as struggles towards the formulation personal ideals In both of the novels, two opposing worlds were used as bases that will allow the main character to formulate his/her own personal ideologies and interpretations of prevailing themes in their lives. In the case of Marlow, the clash between the two worlds – or rather their definitions – gave him a chance to weigh his morals not merely on the more popular and conforming idea that African enslavement was natural and acceptable. Through his confrontation with Kurtz, he became enlightened. The experience somehow liberated him from his blind adherence to the society and showed him the real circumstances of his actions and that of his society. As for Alice, the conflict between the real world and Wonderland also gave her the chance to construct an understanding of maturity. From a child’s point of view of adulthood as something incoherent, illogical, egoistic, and irrational, Alice was able to realize that such complexities were part of real life and that tolerance to what is seemingly unreasonable must be achieved in order to be capable of surviving and adjusting to the different scenarios of living. As such, it can be noted that the incompatible relationships between the two worlds in each of the novels were presented as personal struggles towards the achievement of personal ideals formulated from varying views and interpretations that were present in the society. Alienation, an essential process for the social construction of reality It can be noted that both protagonists in the stories had to face alienation in the new worlds that they had to take part of. The fact that each of the protagonists had to handle their struggles â€Å"alone† promoted the theme of personal conflict in the novels. Furthermore, this alienation heightened the level of conflict which existed in the clashing relationship between the two worlds that the characters had to take part of. In the case of Alice, she had to face different situations with different characters and different modes of reasoning all on her. Through this loneliness, she was able to fully grasp the idea that maturity is complex and that life itself was full of complexities and â€Å"madness†. This realization led her to construct her own set of interpretations, definitions, and realities which paved her way towards maturity. Marlow, on the other hand, became alienated as he became exposed to a world where slavery among Africans was regarded as what it really is – a mere act of cruelty for the benefit of the White people. He was alienated in the sense that he formerly had a different – more consoling view of the â€Å"trade† that he was participating in. However, through this alienation, Marlow then achieved a more careful analysis of his society’s actions. By being exposed to the new world all on his own, he was given the chance to liberate himself from the beliefs that he was encompassed within. In general, both of the characters endured alienation as an essential component which emphasized the conflicting relation of the worlds that they were exposed to. This alienation prompted them to think beyond what they were used to and such allowed them to construct their social reality based on conventional and unconventional truths. References: Caroll, Lewis (n. d. ) Alice in Wonderland. Retrieved from Bedtime Story Classics (Accessed 06 Apr 2009 from http://www. the-office. com/bedtime-story/classics-alice-1. htm) Conrad, Joseph (n. d. ) Heart of Darkness. Retrieved from Project Gutenberg Website (Accessed 06 Apr 2009 from http://www. gutenberg. org/etext/526) Maatta, Jerry (1997) An Analysis of Alice’s Adventures in Wonderland. (Accessed 06 Apr 2009 from http://www. alice-in-wonderland. net/explain/alice841. html) __________ (n. d. ) Themes and Motives in Alice in Wonderland. (Accessed 06 Apr 2009 from http://www. alice-in-wonderland. net/school/themes. html) __________ (n. d. ) eNotes on Heart of Darkness – Themes. (Accessed 06 Apr 2009 from http://www. enotes. com/darkness/themes)

Streams of living water

Streams of living water Gods various gifts are handed out everywhere; but they all originate in Gods Spirit. Gods various ministries are carried out everywhere; but they all originate in Gods Spirit. Gods various expressions of power are in action everywhere; but God himself is behind it all. Each person is given something to do that shows who God is: Everyone gets in on it, everyone benefits. All kinds of things are handed out by the Spirit, and to all kinds of people! The variety is wonderful: . . . .All these gifts have a common origin, but are handed out one by one by the one Spirit of God. He decides who gets what, and when. 1Cor 12:1-11 The world is fractured, splintered, separated by race, gender, social class, wealth and lack of wealth. The body of Christ is likewise fractured, splintered and separated by denominationalism, polity, and tradition. God, however, is a God of unity through diversity and God desires that each persons unique gifting be brought to the table and used for His Glory and the common good of the body. Contemplating this concept the childrens story Stone Soup comes to mind. The legend says that during a time of great famine people hoarded their food and would not share. One day a stranger came to the village and was turned away because no one desired to share their food. He assured them that he had all that he needed and indicated that he was going to make stone soup. He pulled out a pot added water, brought it to a boil and dropped in a huge stone. The people of the village began to gather. The Stranger said some cabbage with stone soup would be hard to beat. Soon a man appeared with a cabbage. Then the stranger said, I remember once having stone soup with cabbage a little salt beef. Then another villager appeared with the beef. And so on the stranger went with potatoes, onion, carrots, until indeed he had made a wonderful delicious stone soup. In many ways the Body of Christ is like the village folk, having gifts or food, hoarding it and not sharing, isolated, alone, and hungry; desiring more. The body of Christ, just like the villagers is driven by selfishness and self preservation, but, it is so limiting, restraining, restrictive, and yes, even divisive. God desires so much more for the Body of Christ. He desires that the body share communally, our gifts, our food, our faith and even our traditions. As the body shares it becomes the better for it. God desires that the body partake of and participate in Streams of Living Water. Richard Fosters does a consummate job of examining what he determined is the six major traditions of spirituality in Christianity: contemplative (prayer-filled life), holiness (virtuous life), charismatic (Spirit-empowered life), social justice (the compassionate life), evangelical (Word-centered life), and incarnational (sacramental life). Each tradition like tributaries that flows to the great Mississippi River represents a stream that should flow into and feed the Body of Christ. The Contemplative Tradition The first stream is the contemplative tradition which highlights the prayer-filled life, yearning for a richer, fuller practice of the presence of God(25). This tradition focuses on ones prayer life drawing one away in solitude. This time of solitude is a time that should precedes public ministry. Before Jesus began his public ministry, before he called the twelve, before he did any miracles he spent time in solitude. Exemplars include; Antony of Egypt, John the apostle, and Frank Laubach. Perhaps, the best summary of the contemplative life is the steady gaze of the soul upon the God of love (49). As one gazes upon God, one becomes beautiful of soul (48). Beautiful of soul is one of the best descriptors of the contemplative tradition. The process to become beautiful of soul is through fire and love which produces these fundamental characteristics or movement; love for God, peace, delight, emptiness, flaming passion, wisdom and transformation. Becoming beautiful of soul produces four strengths in ones Christian walk. The first strength is drawing one back to their first love, it continually calls one back to the beginning. Secondly it demands more than a cerebral ascent, intellectualism will not suffice, and it demands surrender of ones soul. Next it stresses the centrality of prayer with silence it brings the understanding that pray is both essential and primary. Finally, it produces solitariness a consistent ceaseless turning to God and finally aloneness with God. The Holiness Tradition The contemplative life forms the foundation for one to walk in the holiness tradition. This tradition stresses the virtuous life and focuses upon the inward re-formation of the heart and the development of holy habits . . . . the erosion of moral fiber in contemporary society (61). At the core of the holiness tradition is being response-able, able to respond appropriately to the demands of life (82). Holiness is sustained attention to the heart (83). This attention to the heart forms and transforms the personality. It also affirms the sacredness in everything, goodness in the human body. Additionally, holiness is progress in purity. . . .loving unity with God (84). Phenomenons of the Holiness tradition are Phoebe Palmer, James the brother of Jesus, and Dietrich Bonhoeffer. Bonhoeffer as a modern-day example of this tradition gave the body of Christ Stations on the Road to Freedom (72). This poem provides four components of the spiritual life that will give one great freedom. Those components are discipline, action, suffering and death speak indicative of the Holiness Tradition. The Holiness Tradition is about a life that functions as it should. The major strength of this tradition is its emphases: personal transformation, purity of heart, character formation, and growth in grace. These emphases assist in the process of establishing holy habits. The Charismatic Tradition The Holiness Tradition and its holy habits helps the Charismatic Tradition to operate at its best when the two are in tandem. The charismatic tradition promotes the Spirit-empowered life, it focuses upon the empowering charisms or gifts of the Spirit and the nurturing fruit of the Spirit(99). The crux of the charismatic tradition is the fact that, a believer life is not lived under their own strength, but are empowered by the Holy Spirit. Its key representatives are Francis of Assisi, the apostle Paul, and William Seymour. Seymour as a contemporary representative is an insignia of this Tradition. Seymour embodied living his life under the empowerment of the Holy Spirit. Seymour. . . .harnessed the power released in glossolalic worship to break racial, gender, and nationalistic barriers and offer the world a historic opportunity for genuine healing and reconciliation (113). According to Richard Foster, there are no noncharismatic Christian (125). There are four major strengths of the tradition. The first deals with and corrects the believers propensity to domesticate God (129). Secondly, it cuts to the chase weak, ineffective, powerless practices. Third it challenges the body to grow spiritually. Finally, it gives one a gifted, empowered life to witness for the Lord. The charismatic tradition is about a life immersed in, empowered by, and under the direction of the Spirit of God. Its important because through it we are empowered by God to do his work and to evidence his life upon this earth. The Social Justice Tradition As The Charismatic Traditions empowers the believer to do Gods work, The social Justice Tradition stresses the compassionate life that focuses upon justice and shalom in all human relationship and social structures and addresses the gospel imperative for equality and magnanimity among all peoples (137). The Social Justice Traditions embodies Matthew 22:37-40, the love of God and neighbor. This tradition removes barriers, of ethnicity, culture, and class. The Social Justice Tradition is where The Holiness Tradition is brought to bear. Foster chooses John Woolman, the prophet Amos, and Dorothy Day as examples of the Social Justice Movement. John Woolman, a Quaker, was instrumental in the abolition of slavery. Woolmans quest for social justice began early risking, personal wealth, comfort, and friendship. The effect of his message was lived out in his life and mirrored by his denomination. One of the most notable acts of social justice is personified by the North Carolina Friends Yearly Meeting became slave holders so that their members could disentangle themselves from the practice by donating the slaves to the Yearly Meeting. They used a loophole in the law of North Carolina to virtually free slaves who could not actually be free because of the numerous laws to protect the institution of slavery in the state. As an institution the Quakers freed itself from the horrors of slavery and supersede others by instituting reparation to its former slaves. As seen in the life of Woolman the struggle for social justice encroaches upon three areas; personal, social and institutional. The essence of this tradition is embodied in mishpat, hesed, and shalom (167). Justice, compassion, and peace, embody a sense of totality of the human existence. Justice, compassion, and peace are the framework that provides six strengths of the Social Justice traditions. Those strengths are right ordering of society, enhances ecclesiology, bridges personal and social ethics, makes Christian love relevant, provides a basis for ecological concerns, and holds before us the relevance of the impossible ideal (178) The Evangelical Tradition The Social Justice Tradition that allows one to manifest the love of God to hurting humanity presents that one with a unique opportunity to proclaim the word of God. Which segues into the Evangelical Tradition, which focuses on the word-centered life the proclamation of the evangel, the good news of the gospel and addressing the crying need for people to see the good news lived and hear the good news proclaimed (188). The primary thrusts of this tradition are: faithful proclamation of the Gospel, centrality of scripture, and confessional witness (219). The four major strengths of this movement is the call to conversion, discipleship of nations, commitment to biblical authority, and sound doctrine. Foster illustrators are Augustine of Hippo, the apostle Peter, and Billy Graham. Billy Graham is the consummate icon of the Evangelical tradition. Graham was the international organizer of Youth for Christ before emerging as a world evangelist. He preached over three hundred crusades. Graham brought integrity to the ministry of the itinerant evangelist via The Modesto Manifesto (212). Graham advocated cooperating ecumenically which is termed cooperative evangelism (213). Notably, Graham labored for the reconciliation of the races. Equally notable was his use of every form of media for the proclamation of the Gospel. According to Foster, Grahams greatest contribution to The Evangelical Tradition was the training of itinerant evangelist. The Incarnational Tradition The last tradition, the incarnational, stresses the sacramental life and focuses on making present and visible the realm of the invisible spirit, addressing the crying need to experience God as truly manifest and notoriously active in daily life (238) The Incarnational Tradition is practiced by invoking the manifest presence of God into the circumstances, establishing a sacredness of work, and a focus on family life. Its examples are Susanna Wesley, Jesus, Bezalel, and Dag Hammarskjold. Foster selected Susanna Wesley as the historical example because of her immersion in the details of daily life: finding God in the details and serving God through these same details (237). Susanna Wesley exemplified the Incarnational Tradition as mother and educator to nineteen children, most notably John and Charles Wesley. She demonstrated the tradition in the midst of the calamities of life in relationship to her husband, embarrassment of her daughter pregnancy, lost of home via fire, and lack because of her husbands lack financial management. Susanna Wesley in every way exemplifies the Incarnational Tradition. The Incarnational Tradition wrestles with the tension between spiritual and material. The tradition shows the complementary position of the spiritual to the material. There are seven strengths of this tradition. The first, the tradition shows that God is concerned and with the believer in the mundane of earthly living. Secondly, the incarnational tradition delivers the reader from a spirituality that would allow or cause one to divorce from the conundrum of daily living. Third, being incarnational makes daily work meaningful. Fourth, the tradition corrects the Gnostic belief that spiritual thing are wholly good and material things are wholly bad (266). Fifth, the sacramental life draws us God ward. Sixth, the believers becomes a portable sanctuary (267). Finally, the practice of the tradition deepens our stewardship of the earth. THE CONCLUSION The body of Christ is and should be the antithesis of the world. The world is splintered, separated, and divisive. However the body of Christ is called to unity, wholeness. Presently each of the great traditions operates independently, separately, and individually, as though their traditions operate in the totality of Christ. Foster introduces Streams of Living Water by saying the mighty flow of the Spirit is how sovereignly God is bringing together streams of life that have been isolated from one another for a very long time(xv). Foster suggests that each of the streams is the response to or a correction of a teaching or experience that has been neglected. Thus we have the various streams. Paul tells the Church at Ephesus that each individual is not an island unto himself, but that in community they would grow to maturity. Ephesians 4: 26 expresses this concept superbly: For because of Him the whole body (the church, in all its various parts), closely joined and firmly knit together by the joints and ligaments with which it is supplied, when each part [with power adapted to its need] is working properly [in all its functions], grows to full maturity, building itself up in love.(Amp) Just as Paul told the Church at Ephesus they were not islands unto themselves. Foster tells the body of Christ that the Traditions are not islands unto themselves. Foster introduces Streams of Living Water by saying the mighty flow of the Spirit is how sovereignly God is bringing together streams of life that have been isolated from one another for a very long time(xv). Foster suggests that each of the streams is the response to or a correction of a teaching or experience that has been neglected. Thus we have the various streams. However, just as the lakes turn in to tributaries, that run into rivers, that eventually run into the sea. So does the Tradition trace it way back to the three major branches of Christianity; Protestantism, Roman Catholicism, and Eastern Orthodoxy. The three major branches of Christianity finds its way back through Papal Ascendency, Ecumenical Councils, and the Birth of the Church to its fountain head, Jesus Christ. Each of the traditions is a stream that finds its life and meaning in Jesus Christ. However like the villagers in the childrens story Stone Soup each traditions live isolated, insolated, and anemic lives, because it refuses to flow in the fellowship of the spirit and allow each joint to supply. Each stream represents an aspect of the nature of Christ and the call of his body to be in the world while not of it. Every stream is traceable to its source, Jesus Christ the Righteous. Each stream has a contribution that is needed to make the satisfying, edifying Stone Soup of the Body Christ.

Formation Processes of Silicon Carbide

Formation Processes of Silicon Carbide Effect of silicon carbide dispersion on the microwave absorbing properties of silicon carbide-epoxy composites in 2–40 GHz Yaw-Shun Hong, Tzu-Hao Ting, Chih-Chia Chiang, Ken-Fa Cheng Abstract Wide-band, strong absorption with low density and thin matching thickness are essential for electromagnetic wave absorbers. In this study, silicon carbide powders were successfully synthesized by the method of preheating combustion synthesis in nitrogen atmosphere and introduced into epoxy resin to be microwave absorber. The spectroscopic characterization of the formation processes of silicon carbide was studied by using X-ray diffraction (XRD) and scanning electron microscopy (SEM). Microwave absorbing properties of the silicon carbide and thermal plastic resin were investigated by measuring reflection loss in the 2-18 and 18-40 GHz microwave frequency range using the free space method. It was found that the composite specimens of the silicon carbide and thermal plastic resin had the best microwave absorption due to the reflection losses between from -10 to -19.5 dB and from -3 to -9.1 dB at frequencies between 2-18 and 18-40 GHz. Keywords: Microwave absorption; Silicon carbide; X-ray diffraction; Scanning electron microscopy 1. Introduction During the past a few decades, the development of new microwave absorbing composites is being encouraged because these materials achieve better efficient ways for reducing the level of electromagnetic wave pollution generated by electronic and telecommunication systems. Recently many applications have been carried out on the microwave technology in the frequency range of 2–40 GHz [1-3]. To reduce the radar signature, many types of electromagnetic (EM) wave-absorbing materials have been designed to meet the requirements of both commercial and military affairs. The materials used as electromagnetic wave-absorbing materials can be classified as magnetic, dielectric or a hybrid, respectively. Actually, these classifications are based on the mechanism of the wave-material interaction, which varies based on the types of absorber centres used. Ideal microwave absorber should exhibit low-reflecting properties, strong reflection loss in broad bandwidth, low density and small thickness to facilitate their applications in many fields [4, 5]. As we know, the composite materials generally represent the natural interface between two worlds of chemistry each with very significant contributions to components interact at a molecular level. Dielectric polymer-matrix materials can include two different compounds with complementary properties in a single material and can be combine to reinforce or modify each other in specific applications. Extensive studies have been carried out to develop new and highly efficient absorbents, and various absorbers (such as conductive metal powder, ferrites, carbon products, chiral materials, synthetic organic fibres, etc.) have been isolated or synthesised [6-9]. However, in these materials, most absorbers like traditional ferrite powders and carbon series are unable to be employed at higher temperatures due to lower Curie temperatures and oxidation problem, respectively [10-14]. It is becoming very urgent to look for new microwave absorbers making electromagnetic wave disappearance by interfere nce, or satisfying the requirements of higher structural strength and temperature resistances in higher temperature environments. Due to their physical and electronic properties, Silicon carbide (SiC) is an important carbide, studied as a structural ceramic for a long time and has attractive properties, such as excellent strength and chemical resistance at high temperatures, semi-conductivity, high thermal stability and thermal conductivity, make it an attractive material in high-temperature structural, electric and functional applications [15-20]. On the other hand, Silicon carbide (SiC) is one of the preferred and best characterised filler materials and is used in combination with polymers in military or civilian products [20-23]. Meanwhile, to the best of our knowledge, there are very few reported experimental results on the electromagnetic wave adsorption of silicon carbide between 2–18 and 18–40 GHz. Here, we present the microwave absorbing properties of the silicon carbide reinforced epoxy resin composites tested at 2–18 and 18–40 GHz using arch method, which was chosen to validate the absorbing efficiency of microwave absorbing material [24, 25]. The NRL (Naval Research Laboratory) arch free-space measurement method is a well-established measurement system for validating the absorbing efficiency of flat materials over broad frequency ranges. The NRL arch was widely used initially by the U.S. Navy for research testing purposes, and is a microwave measurement system that can measure the free space radar reflection coefficient. The reflection loss diagram showed that the powder silicon carbide-epoxy resin with 30-50 by weight ratio of silicon carbide to polymer is a good candidate material for use as a broad frequency microwave absorber. The NRL Arch is the industry standard for measuring the free space radar reflection coefficient of flat radar absorbing materials (RAM). It was first developed by the U.S. Naval Research Lab, the NRL. The NRL Arch is a wellestablished, freeà ¢Ã¢â€š ¬Ã‚ space measurement system for testing the absorbing efficiency of flat materials over broad frequency ranges. It was originally designed at the United States Naval Research Laboratory (NRL) in 1945 for measuring angularà ¢Ã¢â€š ¬Ã‚ dependent performance of broadband Radar Absorbing Materials (RAM). 2. Experimental 2.1 Preparation of silicon carbide The silicon carbide powders were synthesized by the method of preheating combustion synthesis in nitrogen atmosphere, using silicon powder (à ¯Ã‚ ¼Ã…“45 ÃŽ ¼m, 99.9% purity, mass fraction) and carbon black (20-40 nm, 99.9% purity) as the raw materials. The molar ratio of silicon powder and carbon black was blended in a molar ratio of Si-50% C. The mixed powders were poured into a graphite crucible and initiated by pre-heating at 1350 à ¯Ã¢â‚¬Å¡Ã‚ °C with the heating rate of 40 à ¯Ã¢â‚¬Å¡Ã‚ °C / min in a 0.1 MPa nitrogen atmosphere inside a resistance. After the synthesis process, the product was heated at temperature 850 à ¯Ã¢â‚¬Å¡Ã‚ °C for 4 h in atmosphere condition to burn the excess carbon. The final cleanup to remove Si was carried out by leaching in HF, rinsing in distilled water and drying. 2.2 Preparation of silicon carbide-epoxy composites The composite specimens were prepared by molding and curing the mixture of silicon carbide and a thermal-plastic epoxy resin to be silicon carbide-epoxy composites. The mixing ratio of specimen powders to epoxy resin was 30 %, 35 %, 40 %, 45 % and 50 % by weight and the corresponding samples are marked with S-1, S-2, S-3, S-4 and S-5, respectively. Molding was carried out in a hydraulic press at 5 Mpa pressure and 80 à ¯Ã¢â‚¬Å¡Ã‚ °C for 1.5 h, obtaining specimens of 180 mm Ãâ€" 180 mm with thickness of 2 mm for reflectivity measurements [26]. 2.3 Experimental techniques The characteristics of silicon carbide such as diameter and morphology were observed by scanning electron microscopy with EDX (SEM, HITACHI S-4800). The crystalline phases of the silicon carbide were analyzed by X-ray diffraction with Cu KÃŽ ± radiation. The performance test of radar absorbing was evaluated by reflectivity using Arch method. Reflectivity R is ratio of radar-absorbing material (RAM) reflective power to metallic plate reflective power, which can be expressed as: (1) Where Pa is the reflective power of the sample and Pm is the reflective power of metallic plate. In practice, we surveyed the ratio of the reflective power of the sample and the reflective power of metallic plate to the same reference signal that was in direct proportion to transmit, respectively. , (2) Where Pi is the reference signal. So (3) The Reflectivity was finally expressed with db as: (4) The schematic diagram of the experimental setup was shown in Fig. 1. The reflectivity of the samples were measured and compared with that from a plane metallic plate. Measurement was carried out using an HP8722ES network analyzer in the swept frequency range of 2–18 and 18–40 GHz. All samples were made 180 Ãâ€" 180 mm with thickness of 2 mm in order to cover the metallic plate for reflectivity measurements. 3. Results and discussion 3.1 Structure characterization Figure 2 shows the scanning electron micrograph of the fresh silicon carbide. From this figure it is evident that majority of the silicon carbide particles are angular in nature. The surface composition of silicon carbide particles was distinctly determined with SEM-EDX spectrum (Fig. 2c). EDX analysis reveals that the SiC composed of the Si and C elements. The XRD pattern for the silicon carbide samples is presented in Fig. 3. From the XRD patterns, it can be easily observed that ÃŽ ²-SiC was formed by present major peaks located at 35.6 (111), 41.2 (200), 60.1 (220), 71.8 (311) and 75.1 (222), all of which are attributed to ÃŽ ²-SiC (JCPDS no. 29-1129). So the prepared product is pure ÃŽ ²-SiC powder. This result agrees well with the results obtained for ÃŽ ²-SiC prepared by the literature methods [27-30]. 3.2 Microwave absorbing properties in 2–18 GHz The different content of produced silicon carbide powders may change the impedance matching condition of microwave-absorption. Thus, as shown in Fig. 4, the reflection loss (RL) varies with filler content of the silicon carbide-epoxy composite in the frequency range of 2–18 GHz. It can be seen that with increasing the addition of silicon carbide and a maximum reflection loss of -19.5 dB was obtained at 7 GHz with the thickness 2.0 mm. Meanwhile, the centers of the reflection loss peaks for silicon carbide-epoxy composites move gradually to the lower frequencies (from 7 GHz to 4 GHz for S-1, -2, -3, -4 and -5 composites, respectively), which may also be attributed to the enhanced silicon carbide content. These results are consistent considering that the mechanism of wave absorption is mainly due to heat dissipation effects (on the condition of same thickness) of silicon carbide satisfying the perfect absorption condition and, therefore, are strongly linked to the conductivity o f medium. Fig. 5(a) shows the three-dimensional of RL values for silicon carbide-epoxy composites in terms of volume fraction at frequencies between 2 GHz and 18 GHz. Silicon carbide-epoxy composites absorbers present the effective absorption (RL 3.3 Microwave absorbing properties in 18–40 GHz Fig. 6 shows the experimental absorption characteristics of silicon carbide-epoxy composites in terms of volume fraction at frequencies between 18.0 GHz and 40.0 GHz. The variation of matching frequency with silicon carbide volume fraction is shown in Fig. 6. As we can see, the silicon carbide-epoxy composites displayed poor microwave absorption performance. Among the silicon carbide-epoxy composites, the powder prepared using an silicon carbide content of 45 wt% (S-4) had a pronounced absorption band at 25.2 GHz with a reflection loss of -9.1 dB. The significant improvement was considered to be resulted from a better impedance matching due to the certain ratio of silicon carbide, which might be ascribed to the special structures in the silicon carbide-epoxy composites. Fig. 7 (a, b) displayed the visual three dimensional and color-filling patterns of microwave absorption values of the silicon carbide-epoxy composites with different weight ratio of the silicon carbide. Obviously, S-1, S-2, S-3 and S-5 silicon carbide-epoxy composites absorbers present weak absorption (RL 4. Conclusion In summary, we have successfully prepared the silicon carbide via combustion method in nitrogen atmosphere. XRD and SEM studies have established formation of the silicon carbide material. Experimental results indicate that the silicon carbide-epoxy composites in 2–18 GHz exhibit better absorption performances than in 18–40 GHz. The shifts of the attenuation peak in microwave absorbing properties of composites are due to increasing the content of silicon carbide in all frequency range of 2–40 GHz. It was found that the optimum reflection loss could be obtained over a broad frequency region on the silicon carbide-epoxy composites. Microwave absorbing properties can be modulated simply by controlling weight ratio of silicon carbide on the samples for the required frequency bands. Due to the reflectivity performance and easy and low cost preparation routes, the silicon carbide has a promising potential for microwave absorber. References V. M. Petrov, V. V. Gagulin, J. Inorg. Mater. 37 (2001) 93. X. L. Shi, M. S. Cao, J. Yuan, X. Y. Fang, Appl. Phys. Lett. 95 (2009) 163108. R. MouÄ ka, A. V. Lopatin, N. E. Kazantseva, J. VilÄ Ãƒ ¡kovà ¡, P. Sà ¡ha, J. Mater. Sci. 42 (2007) 9480. T. H. Ting, K. H. Wu, J. Magn. Magn. Mater. 322 (2010) 2160. L. D. C. Folgueras, M. C. Rezende, Mat. Res. 11 (2008) 245. J. Cao, W. Y. Fu, H. B. Yang, Q. J. Yu, Y. Y. Zhang, J. Phys. Chem. B 113 (2009) 4642. N. J. Tang, W. Zhong, C. Au, Y. Yang, M. G. Han, K. J. Lin, Y. W. Du, J. Phys. Chem. C 112 (2008) 19316. R. A. Stonier, SAMPE. J. 27 (1991) 9. M. A. Soto-Oviedo, O. A. Araà ºjo, R. Faez, M. C. Rezende, M. A. De Paoli, Synth. Met. 156 (2006) 1249. F. S. Wen, W. L. Zuo, H. B. Yi, N. Wang, L. Qiao, F. S. Li, Physica. B 404 (2009) 3567. L. Qiao, X. H. Han, B. Gao, J. B. Wang, F. S. Wen, F. S. Li, J. Appl. Phys. 105 (2009) 053911. L. Zhen, Y. X. Gong, J. T. Jiang, W. Z. Shao, J. Appl. Phys. 104 (2008) 0343121. Y. J. Chen, M. S. Cao, T. H. Wang, Q. Wan, Appl. Phys. Lett. 84 (2004) 3367. S. M. Abbas, A. K. Dixit, R. Chatterjee, T. C. Goel, Mat. Sci. Eng. B 123 (2005) 167. V. D. Krstic, J. Am. Ceram. Soc. 75 (1992) 170. A. Fissel, B. Schroter, W. Richter, Appl. Phys. Lett. 66 (1995) 3182. H. B. Jin, J. T. Li, M. S. Cao, S. Agathopoulos, Powder Technol. 196 (2009) 229. E. Mouchon, P. Colomban, J. Mater. Sci. 31 (1996) 323. K. S. Lim, O. Shevaleevskiy, Pure Appl. Chem. 80 (2008) 2140. B. Wang, Q. Zhao, S. C. Li, B. B. Wang, Appl. Surf. Sci. 217 (2003) 314. R. S. Meena, S. Bhattachrya, R. Chatterjee, J. Magn. Magn. Mater. 322 (2010) 2908. D. L. Zhao, Q. Lv, Z. M. Shen, J. Alloys Compd. 480 (2009) 634. Y. Q. Kang, M. S. Cao, J. Yuan, L. Zhang, B. Wen, X. Y. Fang, J. Alloys Compd. 495 (2010) 254. D. K. Ghodgaonkar, V. V. Varadan, V. K. Varadan, IEEE Trans. Instrum. Meas. 37 (1989) 789. E. F. Knott, J. F. Shaeffer, M. T. Tuley, Rader Cross Section, New York: Artech House, 1993, pp. 9. T. H. Ting, R. Pu. Yu, Y. N. Jau, Mater. Chem. Phys. 126 (2011) 364. C. V. Rao, S. K. Singh, B. Viswanathan, Indian J. Chem. 47 (2008) 1619. G. W. Meng, Z. Cui, L.D. Zhang, F. Phillipp, J. Cryst. Growth. 209 (2000) 801. X. L. Su, W. C. Zhou, J. Xu, Z. M, Li, F. Luo, D. M. Zhu, J. Alloys Compd. 492 (2010) L16. H. B. Jin, M. S. Cao, W. Zhou, S. Agathopoulos, Mater. Res. Bull. 45 (2010) 247.

Essays --

Paul Rà ©e, an English psychologist, wrote The Origin of the Moral Sensations in 1877. Through this text, he separated morality from God, in order to find a naturalistic source for things like altruism. He discusses an idea of altruistic emotional motivation, such as pleasure, usefulness (benefits), and the avoidance of pain. Nietzsche argues against Rà ©e’s notions, saying that morals do not come from usefulness, pleasure or the avoidance of pain, but through will to power. His notion of will to power is an instinct for independent freedom. This notion is manifested differently in different people, depending on individual traits and circumstances. In his first essay, Good and Evil, Good and Bad, he explains the manifestations of power and how they are viewed. He differentiates the manifestations of the will to power in two categories: Master Morality and Slave Morality. The master morality is the notion that, â€Å"†¦the noble, powerful, high-stationed and high-minded, who felt and established themselves and their actions as good†. The word â€Å"good† in this sense is not a good represe...

Humour in The Tempest :: essays research papers

Act II Scene I has been written as a humorous scene. It is meant to be funny and light-hearted. Although a modern day audience may not laugh out loud, the humour, itself, is very obvious. Alonzo thinks that his son, Ferdinand, is dead and one of his servants/Lords, Gonzalo, is trying to comfort him, but not succeeding. Sebastian and Antonio, basically mock Gonzalo and everything he says. Gon: When every grief is entertain’d that’s offer’d Comes to the entertainer – Seb: A dollar Gon: Dolour comes to him indeed†¦ Gonzalo is trying to tell the king not to grieve too much or something will come to the entertainer of grief, but before he can say what, Sebastian interrupts with â€Å"A dollar†. This is relevant because Sebastian pretended to take the term ‘entertainer’ literally. However, Gonzalo interprets what Sebastian said as dolour, which means sorrow. To make this even more humorous, Shakespeare has made Sebastian tell Gonzalo, outright, that he has taken what he said in the wrong way. The second attempt at humour in this scene is Antonio and Sebastian talking to each other about Gonzalo not shutting up. After a short silence, they bet on who will be the next person to speak. Ant: Which, of he or Adrian, for a good wager, first Begins to crow? Seb: The old cock Ant: The cockerel * * * * (Seb & Ant settle on the bet) Adr: Though this island seem to be desert, - Ant: Ha, ha, ha! Seb: So: you’re paid. I personally found this humorous because there is no ASIDE used, which means they are not even trying to be discreet about their mockery. The third attempt at humour is when Gonzalo is trying to be optimistic by talking about how fresh his clothes are. Of course, Sebastian and Antonio see this as another opportunity to mock Gonzalo. We, as the audience, know that Ariel made all of their clothes fresh after the ship was caught in the tempest. We therefore know that Gonzalo is actually telling the truth. Gon: That our garments being, as they were, drenched In the sea, hold, notwithstanding their freshness And glosses being rather new-dyed than stained

The Character of Pearl in Hawthornes The Scarlet Letter Essay

The Scarlet Letter:   Pearl  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      Children are incredibly sensitive and can sense almost any emotion of an adult by observing body language and facial expressions. Such is the case with the youthful Pearl from the novel The Scarlet Letter, by Nathaniel Hawthorne. As the daughter of the adulteress Hester Prynne, the townspeople view Pearl as a demon in an angel’s clothing; who not only knows exactly what the letter "A" signifies on the bosom of her mother, but as the demon who placed it there, as well. The townspeople believe that Pearl uses this information against Hester by constantly mentioning the letter in order to make Hester extremely uncomfortable. This belief of the townspeople is certainly not supported by the following dialogue. " ‘Nay, mother, I have told all I know,’ said Pearl more seriously than she was wont to speak†¦Ã¢â‚¬â„¢But is good earnest now, mother dear, what does this scarlet letter mean?- and why dost thou wear it in thy bosom?- and why does the minister keep his hand over his heart?’ She took her mother’s hand in both her own, and gazed into her eyes with an earnestness that was seldom seen in her wild and capricious character." (Hawthorne 164)    This dialogue does not seem to be the words of a demon, but of a child who is utterly curious about what the letter "A" on her mother’s bosom means. One should not underestimate Pearl’s intelligence. Pearl is not the demon many townspeople consider her to be; instead she is intelligent and sensitive towards her surroundings and can understand much about the scarlet letter Hester wears. "The neighboring townspeople†¦ had given out that poor little Pearl was a demon offspring; such as ever since old Catholic times had occasionally bee... ...tions lead a reader to realize that she does see a link between Hester’s letter and Dimmesdale’s habit of covering his heart with his hand, although she does not know what this connection is. Pearl is an amazing child and perhaps one of the few many-sided characters in the novel. Although some readers of this novel may not care to read between the lines and see beyond the labeling of demon, the true Pearl is completely different from this stereotype. The real Pearl, the inquisitive, intelligent, and beautiful creature that she is, becomes the symbol for salvation in this novel. Pearl may be the product of sin and "filthiness", yet she possesses traits that make her an amazing child. Indeed, Pearl is the rosebush which grows near the prison door: she is the one bright spot the prisoners of this novel see as they peer through the small windows of their confinement.

Love and Morning: From the Perspective of John Donne and Sylvia Plath Essay

John Donne’s The Good-Morrow and Sylvia Plath’s Morning Song at first glance, seem to talk about two different things. However, if one were to analyze the depth of these two poems, it will eventually reveal its shared views about love and its distinct relation to morning. Both poems reveal an overwhelming feeling of love that is influenced by another individual. For Donne, it was his love interest while for Plath, it was one of her children. The two poems equally used colorful imagery of love in its early stages, although taken into different contexts. Donne’s first few lines in The Good-Morrow had described his romantic feelings toward his lover by throwing questions of his worthiness in love. In lines 2 to 4, he compares his past life to that of an infant being weaned from the bottle or breast, in order to satisfy his childish whims. This could also denote a lustful past in which he had looked for instant gratification as that of a child, only to find that the right love could only be understood with a mature outlook in life (3). With regard to Plath’s Morning Song, lines 13 to 15 paint a different picture of a child in the context of love as she sees the act of breastfeeding as a sign of her contentment in being a mother. Lines 1 t o3 expresses her joy in the birth of her child as she simply describes the invincible link of a mother to her child. In particular, line 3 indicates the wonderment of life through love when Plath states â€Å"Took its place among the elements† (48) when she describes the birth of her child. Line 4 conveys her happiness at the arrival of her child, associating the infant to a statue in a museum, and she, a mere astonished observer. This is in contrast with Donne’s view in his poem when he wrote in line 19 â€Å"Whatever dies was not mixed equally† (3). What Donne referred to in this line is an old belief that described the cause of death as an imbalance in the body. This line signifies Donne’s hope that the love that he and his lover shared would make them equally whole. Both lines described the powerful connection that they have with their loved ones, yet it was illustrated in opposing contexts as life and death. Another noteworthy similarity of the two poems lies in their views of being united with their loved one. Lines 7 to 9 of Plath’s poem basically illustrate the oneness that she feels toward her baby when she speaks of not seeing her own reflection in the presence of her child. In Donne’s poem, line 15 corresponds to a combined notion of oneself with his loved one, as he states â€Å"My face in thine eye, thine in mine appears† (3). In the context of morning, both poems take on a seemingly parallel course to describe the joy one feels in expressing love. Lines 8 to 14 of Donne’s poem vibrantly illustrates the connection he feels toward his loved one when he likens the meeting to a greeting of souls as they both start afresh, just as the dawn of a new day signals another day to live. Donne also describes this fortunate meeting as an acknowledgment of his loved one’s significance in his world as he points out that his existence merely coincides with the presence of his lover (3). As for Plath, the perspective of morning is wholly dedicated to her joy in being a mother as she creatively narrates her experiences in nursing her child. Lines 10 to 15 principally describe how she looks forward to waking up every morning as she awakens to the sound of her child’s cry due to hunger (48). Line 18 of Plath’s poem fully conceives the notion as to why she looks forward to anew day. Her morning song is the cry of her baby in the morning, describing it as â€Å"The clear vowels rise like balloons† (48). Based on the analysis of Donne’s poem, one could deduce that the references made to a child in describing infantile love is seen as a transitory phase from an unconstructive feeling to pure admiration and content. Donne shows the maturation of love as though it was a living and breathing creature. In Plath’s vision, love was embodied concretely in the bond between parent and child, specifically between a mother and her child. Plath depicts a sort of love that is basic and nurturing; one that does not expect reciprocity or uncertainty, but a depth of feeling that could only be felt through the birth of life. Both of these poems have described two types of love that we may experience in our lifetime and their poetic revelations indicate that life is riddled with moments that are full of love. Works Cited: Donne, John. â€Å"The Good-Morrow. † Poems of John Donne. Ed. E. K. Chambers. London: Lawrence & Bullen, 1896. 3. Plath, Sylvia. â€Å"Morning Song. † The Norton Introduction to Literature. Ed. Booth, Alison, J. Paul Hunter, and Kelly J. Mays. 9th ed. New York: W. W. Norton, 1961. 48.

Bilingualism in Children

Bilingualism stand be viewed in both antithetical ways. One way of reckon bilingualism is that it is a commendable trait for a somebody to strike, that is alongside the thinking that it is a shop of high intellect. Anformer(a) way of viewing bilingualism is that it is a negative upshot of Globalism, that it is a degradation of culture. It is undeniable that bilingualism is a popular topic in todays society. Some even consider it as an essential trait for survival in the context of the modern world.This notion of bilingualism is peculiarly prevalent in the US, where immigrants should adopt a gage wrangle to be war-ridden in terms of employment. That is why churlren from immigrant families be advised by their p atomic number 18nts to learn a second dustup early as early as possible. The problem bilingualism arises when p arents bump to consider that tykeren are still in the stage of mastering their first lecture. getting 2 quarrel simultaneously is would be difficul t for anyone regardless of age. It is a car park notion that the children would eventu totallyy learn the second lyric.That is alongside the thinking that, as the children are exposed more(prenominal) to the society utterance the second diction, the children would naturally the language. Although, it is observable that children from immigrant families little by little become more and more leisurely with second language finished time. that it is also observable that the process that the children fork over to go through is not an weak one. The difficulty of childrens learnedness of a second language is expressed by Eva Hoffman in her concord Lost in Translation. She had thrown in a truly(prenominal) helpful query for this discussion how does an somebody bend toward another culture with break stumbling oer? (Hoffman 209) Hoffmans semi-autobiographical book is rough her battle to baffle a second language when family had migrated from Poland to Vancouver. The bulk of the book is about her preoccupied of her sense of place and belonging in her new society. But the fact that the acquisition of the second language would come as natural would not necessarily call up that the children would not be subjected to the consequences of world bilingual.Another book that would be helpful to the discussion at hand is Natasha Lvovichs The Multilingual egotism An inquiry to language learning. In course to Hoffmans attain, Lvovichs book had taken a more attention-grabbing approach. Lvovichs work is about the struggles that her girl had to face when they had locomote to America. Although there are some boor differences between the two books, they are both(prenominal) talking the comparable topic of language acquisition. Both of the books had depicted how a child is subjected to consequences of beingness bilingual.A commonalty consequence of bilingualism as Lvovich had depicted through the story of her miss she is going through a very difficult per iod of adjustment as a teenager growing into maturity date (Lvovich 101) There was even a intend in the book that Lvovichs daughter became reluctant to speak their first language. Hoffman argued that a reluctance to speak the first language would result to the atrophy of the mother language of the child (Hoffman 98) ConclusionFor children of immigrant families to succeed in being multilingual, their parents should first do careful formulation and learning about the nature of language acquisition. The parents should always keep in brainiac that childhood is already full of challenges as is. They should be aware of the consequence of being bilingual and they should also have at least an idea of how to counter them. whole works Cited Hoffman, Eva. (1990). Lost in Translation A Life in a parvenu Language. NY Penguin Lvovich, N. (1997). The Multilingual Self An inquiry into language learning. Mahwah, NJ Lawrence Erlbaum AssociatesBilingualism in ChildrenBilingualism is the producti on and/or cellular inclusion of two languages by the same individual (Cummins, 1981). Many children of varying nationality, acquire this ability of learning two languages through cultural maintenance and educational enrichment. Furthermore, the media constantly bombards children of stimulation of the other language (Cummins, 1981). Cummins (1981) declared that there is a strong trend among children of replacing the first language with the other. A series of tests were made by Feldman and Shen (1969) about some language-related cognitive advantages of bilingual fiver year olds.Three tasks for children were made accordingly to roll up information. These tasks of increasing difficulty were (1) end constancy, (2) identification and (3) victimisation labels in sentences, respectively . In object constancy, children were primarily shown with objects such as cups, plates, sponge, rival and suction cup lather holder. These objects were later physically transformed in front of them . Crushing the cups, burning the match and painting the plates were some examples of transformation. Transformed objects are placed beside an identical pre-transformed objects.Afterwards, the children were asked to identify which among the two was primarily shown. Naming, on the other hand, advisedly tests the childs ability to use verbal labels to urinate familiar objects. The experimenter tried to confuse the children by switching the names of the familiar object and designating nonsensical names to objects. For example, calling an aeroplane as car and relabeling the cup as wug. The children were asked which among the objects was really an airplane. They were also asked which one was called a wug and then they were asked what it really was.In the third experiment, the child was requested to show his ability of exploitation three sorts of labels in simple comparative sentences such as The cup is on the plate. These labels, as discussed in naming, were common names, switched common names and nonsense names. The principle for using simple relational sentences was that referential expression meaning is the simplest sort of meaning. Words corresponding cup, plate and even the region of the predicate on can all be thought of as referring to things. Results showed that bilinguals effect significantly break-dance in the say three tasks than monolinguals do (Feldman & Shen, 1969).More everywhere, bilinguals advantage over monolinguals was more apparent in comprehension than production measures. These means they execute better where nonverbal pointing responses were required. In addition, functions related to labeling would be more advanced by having two languages. Research by Bialystok (2004), on the other hand, has shown that bilingual children develop control processes more readily than monolinguals do. They respond more promptly to conditions that placed greater demands on running(a) memory and carry out controlled processes more effectively (Bialys tok, 2004).On the other hand, Macnamara (1966) argued some studies have reported negative effects of bilingualism (as cited in Bialystok, 2004). In Feldman & Shens (1969) experiment, it was found out that monolinguals do better in the use of each common names alone or nonsense names alone. Furthermore, Fishman (1967) added that disadvantages commonly associated with bilingualism would not appear in bilinguals whose languages were situation particularised (as cited in Feldman & Shen, 1969). It was an accepted notion that bilinguals had deficits compared with monolingual peers.Nonetheless, studies show significant cognitive advantages of children with bilingual capacities. These advantages were dominant in comprehending rather than playing verbal actions. Other research pointed out bilingual advantages in the areas of creativity, problem firmness of purpose and perceptual disembedding (Bialystok, 2004). These advantages of bilinguals can be unambiguously attributed to an early de velopment in association and labeling skills (Feldman & Shen, 1969). Bibliography Bialystok, E. , Craik, F. I. M. , Klein, R. & Viswanathan, M. (2004) Bilingualism, Aging, and Cognitive Control Evidence From the Simon Task.Psychology and Aging, 19 (2), 290-303. Feldman, C. & Shen, M. Some Language-Related Cognitive Advantages of Bilingual 5 Year Olds. Retrieved from http//eric. ed. gov/ERICWebPortal/custom /portlets/recordDetails/detailmini. jsp_nfpb=true&_&ERICExt Search_SearchValue_0=ED031307&ERICExtSearch _SearchType_0=no&accno=ED031307 Cummins, J. Bilingualism and Minority-Language Children. Retrieved from http//eric. ed. gov/ERICWebPortal/custom/portlets/recordDetails/detailmini. jsp_ nfpb=true&_&ERICExtSearch_SearchValue_0=ED215 557&ERICExtSearch_SearchType_0=no&accno=ED215557