Dark Side of Social Media - Free Essay Example

Sample details Pages: 8 Words: 2403 Downloads: 7 Date added: 2019/04/10 Category Society Essay Level High school Tags: Social Media Essay Did you like this example? What is digital harassing and why is it most basic among youths. Harassing has showed in various routes in the course of recent years. Digital tormenting has turned into a greater risk to the victims, and the group on the loose. Don’t waste time! Our writers will create an original "Dark Side of Social Media" essay for you Create order Digital harassing is accounted for to influence the victims passionate prosperity the most. The majority of the digital tormenting included people answered to encountering enthusiastic interruptions, for example, stress, anxious, and tragic. These feeling might be conveyed forward as the victim becomes more established and may influence their future lives. Numerous scientists have investigated the impact of digital harassing on its victims. The utilization of online networking through the hands of youths has prompted the difficult issue of digital harassing, which should be tended to before it raises further. Over these pasts couple of years, the most mainstream methods for correspondence for youths has experienced the utilization of online networking (Hinduja and Patchin, 2010).Online networking has made correspondence less demanding, faster, and more helpful. The use of online networking among youths has come about adversely. The significant issue of digital harassing has developed and in specific cases has turned out the be dangerous. As indicated by Belsey, digital tormenting includes the utilization of email, instant messages, and sites to help rehash antagonistic conduct planned to hurt others. Digital tormenting has turned into a significant issue that should be tended to so as to stop it before it escalates. Would you be able to envision a child being harassed always at school just to get back home and understand that the tormenting doesnt stop there? Because of our quick paced world, tormenting has gone up against another shape, recognized as digital harassing. Digital tormenting is persistent and rehashed hurt, exacted using PCs, mobile phones, and other electronic gadgets (Hinduja and Patchin, 2010). Teenagers are currently utilizing electronic methods for correspondence all the more as often as possible, which is the reason tormenting has stretched out past school grounds. Research by the Cyber Bullying Research Center demonstrates that the utilization of innovation has turned out to be normal and prominent among youths consistently (Hinduja and Patchin, 2010). Nearby the wide use of hardware techniques for correspondence among youngsters, a thought known as the online disinhibition affect, gives a possible prevail upon regard with reference to why adolescents participate in advanced bugging. The online disinhibition impact clarifies that when on the web, one feels less limited and tends to carry on often (Suler, 2004). This idea would clarify why bullies and others feel more engaged to bug, affront, and undermine the victims (Hoff and Shariff, 2007). Another factor that separates conventional harassing from digital tormenting is that the frightful data that they present online is noticeable by everyone. Along these lines, anybody can without much of a stretch participate on the assault (Hinduja and Patchin, 2010). The components that make up digital tormenting have made it an essentially troublesome issue to battle, which leaves digital harassing victims with no desire for an answer. The sentiments of no escape, no arrangement, and weakness, are only a portion of the manners by which victims are affected by digital harassing. Digital tormenting has turned out to be an issue of developing concern and this is because of the genuine effect it has made among young people. Digital harassing happens on the web, along these lines, physical contact between bully and the victim does not happen. In spite of the fact that there is no physical contact included, a digital harassing casualty is as yet influenced in numerous structures; now and again, these structures turn out to be excessively to deal with for a few casualties. As per an investigation by Sourander et. al., victims of digital tormenting have been connected to mental and psychosomatic issues, for example, cerebral pains, resting issues, repeating stomachaches, and have a tendency to have primarily enthusiastic and peer issues (Sourander et. al., 2010). A demonstrated mental outcome influencing numerous victims of digital tormenting is that of low confidence. Results from an examination led by Justin W. Patchin and Sameer Hinduja demonstrate that youths who occupied with digital tormenting demonstrated to have bring down confidence than teenagers who didnt encounter digital harassing (Hinduja and Patchin, 2010). From the aftereffects of their examination, Hinduja and Patchin bring into point of view another critical issue that isnt raised time and again. What many people dont understand is that bullies themselves are additionally mentally influenced as an outcome of digital harassing. Nonetheless, they manage these issues uniquely in contrast to their victims. Cyber bullies and victims share a large portion of similar issues, for example, psychosomatic issues, feeling uncared for and perilous, and as expressed beforehand, low confidence. They additionally have appeared to have abnormal state of direct issues, hyperactivity, visit smoking drinking, and low prosocial conduct (Sourander et. al., 2010). Bullies should be given careful consideration to as they are additionally influenced. The main distinction is that they manage their issues in an unexpected way. The energy of digital harassing has demonstrated to put casualties in danger of creating mental issues that can truly slaughter them. T he outcomes of these issues are that most young people dont know how to manage them, and wind up taking exceptional activities. At the point when a victim feels that they have no other method for getting away web based harassing, the disparagement and detachment that influences them could bring about suicide (Hoff and Shariff, 2007). Tragically, this was the situation of 13-year-old Ryan Halligan. In 2003, Ryan Halligan was discovered hanging in his home; he had conferred suicide. Gossip that he was gay was spread online and Ryan started getting profane messages by schoolmates. Ryan had additionally started conversing with a young lady wanting to begin an association with her, only to discover face to face that it was a joke and this young lady was just playing with him. He at that point discovered that the young lady had exposed their private online discussions to her other companions (Halligan, n.d.). Tragically, the online criticism and also the embarrassment was excessively for Ryan and driven him to his limit. In the case of being influenced as a victim or as a bully, digital harassing has appeared to affect all youths. Pre-adulthood is an especially imperative time for personality improvement. Amid this period, a youths social condition and social cooperation with peers to a great extent impact the personality arrangement process. Along these lines, young people look for practices, circumstances, and social situations that assistance esteem themselves emphatically and maintain a strategic distance from those that influence them contrarily. Generally speaking, this influences a youngsters observations and acknowledgment of his or her evolving self, and it plays a basic part in coordinating his or her own and even proficient development direction. As indicated by Eriksons Developmental Theory, pre-adulthood is a period in which one is building up his/her personality and construct their characters (Mcleod, 2008). Now and again, their results can lead them to settling on some wrong choices, for example, tormenting others on the web. Hence, with regards to tending to digital harassing, it is up to guard ians and school directors, essentially, to meet up to stop this issue. Because of how digital tormenting is a fairly significant issue, there is an absence of attention to this issue. As indicated by the National Childrens Home and Tesco Mobile, 56% of guardians arent worried about their child being tormented on the web or are willfully ignorant of the effect that digital harassing can make (Hoff and Shariff, 2007). Dr. Jackson additionally encourages guardians to standardize, not criticize, help looking for conduct from therapists and psychological well-being professionals. Its critical for young people to realize that its alright to get some assistance; that there is enable accessible to even in the most extreme cases. Another approach to avoid and additionally decrease digital tormenting is to show teenagers how to utilize the accessibility of online networking. By showing young people how to utilize innovation capably, the effect of digital harassing can reduce (Keith and Martin , 2005). Guardians need to educate their kids how to utilize innovation mindfully, however they additionally need to watch their online conduct and activities. Guardians need to assemble trust with their kids with the end goal for them to feel more secure and have the capacity to tell their folks when they are being harassed. Young people need to feel safe and genuinely encouraged (Hinduja and Patchin, 2010). Guardians alongside school executives, instructors and guides cooperating can lessen the recurrence of this issue. With the goal for students to achieve and hold great wellbeing and achieve their potential for scholarly achievement, it is basic that school regions address the issue of tormenting at all review levels if every student is to receive a solid way of life in connection to practices that add to unplanned wounds, purposeful wounds, and social issues. While dissecting the review level and harassing hazard factors, the aftereffects of this examination boost past discoveries showing grade level assumes a critical part. Ninth graders were tormented more than seventh and eighth graders. Noteworthy connections demonstrated that as the review level expanded so did being tormented in the hall, being undermined by different students in the hall, being disregarded, having a jerk take or harm something that had a place with another person, and seeing others being pushed. Students are not prepared to deal with cyberbullying. They for the most part dont look for help due to dread of response, shame, or in light of the fact that they expect grown-ups wont act. Some attempt to stay away from the circumstance which may stop a specific occurrence yet does little to ensure them long haul or dishearten the cyberbully. Some turn out to be extremely pulled back which can influence their school work, their kinships, and eventually lead them to unsafe, reckless conduct. For those students who do make a move, they regularly hold up until the point when the tormenting achieves insufferable levels and after that strike back, which is unseemly and conceivably exceptionally risky. In reality, the information demonstrates an example that tormenting conceives harassing, mirroring the sort of cycles we see in other social frameworks, which are twofaced in their support of the issue and to a great degree hard to obstruct. Because of the negative effect of cyberbullying on learners, schools must make a move to decrease occurrences both inside and outside of school. This turns into an especially touchy issue while cyberbullying happens outside of school, yet it impacts learners over all settings. School overseers must continue with alert, in any case, while teaching learners for discourse that happens outside of the classroom, looking at whether first correction rights are ensured. What occurs at home on PCs and phones would not benefit from outside assistance at school; nonetheless, protection measures ought to be set up to outline the youngsters that tormenting is awful and can cause long haul mischief to their associates. Stauffer, Heath, Coyne, and Ferring start to look into questioning researched educators general states of mind with respect to effect of cyberbullying on understudies. All in all, members showed cyberbullying does not toughen kids up has durable negative consequences for learners, a nd does not prepares them for life. Although the dominant part of educators behaviors and observations reflect what we would like to see among instructors, up to one fourth of educators did not support socially alluring reactions. These instructors were either unbiased or they firmly concurred with observations that countered wanted mentalities. For instance, 18% of members demonstrated they were impartial to or concurred with the announcement, cyberbullying toughens kids up. About 25% of members detailed they were neutral to or couldnt help contradicting the announcement cyberbullying has dependable negative impacts. Stewart and Fritsch discovered cyberbullying can possibly altogether disturb the instructive condition, and it likewise can bring about serious mental and physical outcomes for victims. Welker finished up cyberbullying disturbance amid the school day adds to the unpredictability of keeping up school tasks, wellbeing, and scholastic accomplishment. With the progression of innovation, there is a hole in the writing on the interruption in schools, especially on the schools way of life, from cyberbullying. Expressed educators and executives overestimated the detailed predominance of understudy culprits and casualties of cyberbullying. In the event that you trust that you are a victim of cyberbullying the one thing you should do isnt remove the material from the context. Print a duplicate of the material and quickly report the occurrence to a school official. All reports of hassle in the internet will be explored completely. Authorizations may incorporate, yet are not constrained to, the loss of PC benefits, detainment, suspension, division, or ejection from school. Kowalski et al. characterized nine intercession tips for reacting to cyberbullying. Spare the proof: Print duplicates of messages and sites. For a first offense, if minor in nature, disregard, erase, or on the other hand obstruct the sender. Revealing: If a face or hostile profile focusing on your kid is set up on a person to person communication site, report it to the site. Examine: Monitor your kids online. Convey: If the offender is another student, share with the school faculty. Parental inclusion: If the offender is known and cyberbullying is proceeding with, contact the childs guardians and offer your confirmation. Lawful guidance: If the parent of the culprit is lethargic and the conduct proceeds with, contact a lawyer or look for lawful advice. Law requirement: Report the cyberbullying to the police. Psychological well-being support: If your child communicates passionate pain or considerations of self-hurt look for assistance from a school advocate or other emotional wellness proficient instantly. Digital harassing has demonstrated to have made such a solid effect among young people. We have discovered that digital harassing influences both the victim and the jerk. Because of the accessibility of and simple access to the web and online networking, young people raise their odds of encountering digital tormenting. One approach to battle digital tormenting is to spread attention to the depth of the issue. The passing of a few victims of digital tormenting, for example, Ryan Halligan indicate how genuine this issue has progressed toward becoming. Young people likewise should be instructed how to utilize the web dependably and appropriately with a specific end goal to keep away from digital tormenting experiences. Innovation just keeps on progressing and monitoring the way young people are utilizing on the web online networking is critical.

The Awakening By Kate Chopin - 1849 Words

In Kate Chopin’s novel, The Awakening, the main character, Edna Pontellier, has three distinct personality traits that define her throughout the book. One of her most perceptible traits is her irresponsibility, especially in how she cares for her children and husband. Related to this peculiarity, is her capacity to behave childish, particularly in terms of how she allows her emotions to sweep her away as well as her inability to think about the potential consequences. Her most prominent personality trait—the one that forms the backbone of the conflict, is Edna’s eagerness to defy society and the roles given to women. These traits are consistent throughout the novel and while the character does change by the end, these aspects never disappear. The main conflict in The Awakening is a woman’s need to have the right to act herself and live independently instead of how society s set up what a woman should and should not do. This disagreement is amplified thr oughout the book as the narrator shows Edna’s â€Å"awakening† or her process of realization that she does not fit into the societies expectations. This occurs in a series of events in which Edna moves farther away from societal norms. The conflict is started occurring after Edna realized that she is unhappy and wants to be free. Edna’s action of spending time with her friend, Robert, whom she falls in love, although he leaves, she has decided to become more independent with neither her husband or her children and getsShow MoreRelatedThe Awakening By Kate Chopin1479 Words   |  6 PagesKate Chopin’s controversial novel, The Awakening, ignited turmoil because of her blatant disregard of the established 19th century perspective of women upholding strictly maternal and matrimonial responsibilities. Edna’s candid exploration of the restrictions on women through her liberal behavior in a conservative Victorian society makes her a literary symbol fo r feminist ideals. Despite denunciation from other people, Edna chooses individuality over conformity through her veering from traditionalRead MoreThe Awakening by Kate Chopin1102 Words   |  5 Pagesveracity of this quote as both find their independence by boldly exceeding the norm. Their stories were fashioned during a period of great change and both characters are hallmarks of the hope and power women were unearthing at the time. The Awakening by Kate Chopin and Tess of the D’Urbervilles by Thomas Hardy are novels concerned with the transformation of women’s roles in society. Their protagonists, Tess and Edna, are not outright feminists, but they are acutely aware of the limitations imposed uponRead MoreThe Awakening By Kate Chopin1919 Words   |  8 PagesIn the novel, The Awakening, by Kate Chopin, we see how much of an importance the men in Edna’s life serve as a purpose to her awakening. Chopin is known to write stories about women who are unsatisfied with their lives while living in a life that is dominated by men. Other than Edna, the main men characters are typical men of the late 19th century era. Chopin shows how these three men are diverse from one another. The Creole men are Là ©once Pontellier, Edna’s husband, Robert, Edna’s mystery man numberRead MoreThe Awakening By Kate Chopin901 Words   |  4 Pagescandidly. Kate Chopin is honorably amongst this group of authors. Her works divinely portrayed the culture of New Orleans and the lives of Louisiana s Creole and Cajun residents. Chopin openly express her views on sex, marriage, and the injustices of women during the time. Kate Chopin’s novel, The Awakening, best exemplifies the contextual achievement of realism through the rejection of conformity, the exploration of love, and the weight of social opinion on individual choices. The Awakening is publishedRead MoreThe Awakening By Kate Chopin1222 Words   |  5 Pages The Awakening By: Kate Chopin Emely Maldonado AP LIT Period 3 Topic 3 Maldonado 1 Displacement The late 1800s and the 1900s was a prison for woman’s individuality. During this time period, stereotypical views of women were commenced by society and men. In the era that the novel, The Awakening by Kate Chopin was published, the gender roles were graved in stone, men would work to maintain their family and women would adhere to the house-hold duties. Dissatisfaction with theRead MoreThe Awakening By Kate Chopin1193 Words   |  5 PagesDavian Hart The Awakening By: Kate Chopin AP Literature Topic 3 Hart 1 Over the course of time the male species has always been the gender to attain the more favorable conditions. Numerous cultures heed to the belief that the man is the provider and head of his family. This machismo nature can condition the mind to believe that a man should feel superior to a woman. The continuous cycle of male superiority flows down from father to son subconsciously. Do to this unceasingRead MoreThe Awakening, By Kate Chopin887 Words   |  4 Pages Feminism has been a term used by many authors and writers for centuries, symbolizing women being able to use freedom the way they want to, not the way others want them to use it. Edna Pontellier, the main character in Kate Chopin’s novel The Awakening, experiences an â€Å"awakening† in her life, where she discovers her position in the universe and goes in this direction instead of what others like her husband Leonce tell her to take, similar to the style of feminism. â€Å"In short, Mrs. Pontellier was beg inningRead MoreThe Awakening By Kate Chopin1427 Words   |  6 Pagessuffering an imposition (Moderata). Throughout history, the inherent inferiority of women to men has often been cited as a way to deter women from becoming an individual and pursuing more in life. This notion is a prevalent issue in The Awakening by Kate Chopin; in which Edna fights to live her own way and is ultimately unable to survive in the cage of society. Not only has this supposed inferiority effected women for generations, but it has created inequality in our society today; especially inRead MoreThe Awakening By Kate Chopin1633 Words   |  7 Pages1. Title of text (underline novels/plays) author’s name The Awakening by Kate Chopin 2. Characterization Character Development (a) 1.Edna Pontellier- Edna is the main character of the novel who is married to a businessman. Edna is a dynamic character because at the beginning of the novel, she conforms to society by being the â€Å"perfect† mother and wife; however, Edna suddenly realizes that she is no longer happy with the way she was living her life and began to become independent only for herRead MoreThe Awakening By Kate Chopin915 Words   |  4 PagesMany of Kate Chopin’s writings are trademarked by her unique, deliberate word choices. Chopin uses phrases that do not make sense and seem to contradict themselves to get across a point. In two of her stories, â€Å"The Story of an Hour† and â€Å"The Awakening,† Chopin’s word usage highlights the idea of self-discovery. â€Å"The Awakening† and â€Å"The Story of an Hour† share similar themes. â€Å"The Awakening† is the story of a woman in the late 1800s discovering her apathy for her traditional female role as a wife

Measures of Gender Pay Gaps Reflect The Full Extent of Workplace Discr

Question: To what extent do measures of gender pay gaps reflect the full extent of workplace gender discrimination? Answer: Measures Of Gender Pay Gaps Reflect The Full Extent Of Workplace Discrimnation The changes in the economic, social, political and demographical environment had made this complex world a difficult place to survive. What is necessary in this era is to modernize the mind set of people towards an arena where they can accept new ideologies. In India, the population is ever increasing women constituting around 48% of the Indian society. Studies revealed that the potential work force of women is half the women population. But in reality, the labor force participation for women is much lower, around 29% of the women population. This can be viewed as the fact that the glass ceiling in most of the workplaces havent shed their wings. Even now this is prevalent that women find it difficult in terms of gender-biased hiring practices to enter the workplace. Discrimination at every level of professionalism is prevalent for women. Gender inequality is something which enables to assess the labor force participation based on gender. Gender pay gap arises out of this gender inequ ality. Gender pay gap may be defined as the differences in income in the labor market between women and men in paid employment. The performance in a labor market is based on the capabilities of the labors. But it is quite common to experience a disparity in terms of wage in the labor industry. The difference in these wages is due to differences in labor productivity. But it is difficult to establish the reason why do certain workers face a disadvantage in terms of lower wage and increased risk of losing job. And it still remains groundless to explain why certain factors like gender, religion or race matter in terms of discrimination. Discrimination is defined as the differences in wages when workers have equitable productivity. The measure of disadvantage in labor market is widely categorized as pay gaps and segregation. A publication of the International Labour Organization (ILO) in 2009 about Global Employment Trends for Women gives us the evidence that the pace of reduction in gender pay gaps in Europe and Central Asia is slow and according to the ILO, there has been evidences that in most of the countries the wage difference in men and women has increased. The gender pay gap is an ubiquitous issue existing in all forms of labor market. Several theories have been formulated to explain the disparity in payments in the labor market in terms of gender. One such approach is the Human Capital Approach. When individuals spend money and time in purchasing goods and commodities, they extract satisfaction it which is the return on investing resources on a particular good. Likewise, individuals also spend money and time on learning and developing skill to earn a future return by increasing their productivity. This process of enhancing productivity by investment helps to gain power in the work force, of course in the future. The stock of skills and knowledge that individuals manifest which later on improves their productivity in market activities is the human capital. The human capital theory formulates that the differences in the wages for male and female are different because of the difference in the human capital accumulation. It is seen that women tend to acquire less of human capital because of traditional belief of division of labor. In earlier years women used to be confined to household chores. Their choice of going to school and gaining knowledge was of limited option. It can be seen that the women accumulated less skill and knowledge and thus they be paid less. But another analysis suggests that as the educational qualification increases the wage difference between men and women increases. There is clear evidence that for qualification upto plus 2 or equivalent, the percentage of wage pay gap is 11.54% and for post doctoral level, the percentage of gender pay gap is the highest at 180%.(Paycheck.in, 2015) The cause of a gender pay gap is not solely based on the differences in human capital. The next approach that has equally led to the gender pay gaps is the labor market discrimination. This is more like occupational segregation where the employers tastes and preferences are considered. In India, employers are prone to hire male workers rather than female workers. Employers mainly discriminates women based on their capability to work. Some employers have the perception that certain set of jobs are not for women because it requires a lot of manual and physical work which is the job of men as they are physically stronger than women. But sometimes, an employer hires a woman because she charges less than the men who charges high for the same work. Paying low wage is an objective of an employer of cost minimization irrespective of the gender. A woman, who is deprived of work everywhere, will be ready to work at low wage. Thus from here arises the gender pay gaps. According to the Bergmann, if employers start discriminating women at a large scale then women would be completely excluded from the jobs of male and a situation of overcrowding occurs in the female jobs. (Aldred et al., 2011) Empirical analysis reveals that about two-third of the gender pay gap consists of discrimination. In India, the work structure for women are basically secretaries, teachers and nurses but even these fields they are deprived of high wages. This undervaluation is because the physical requirement of the work is assessed. If the work is laborious and demands a lot of physical effort then the work is automatically allotted to a man rather than a woman. It is to be kept in mind that even if we try to establish that men and women must be treated equal, there is still this inhibition regarding the type of work. So the gender discrimination gives rise to gender pay gaps. The unpaid caring sector of women is concerned with looking after children and family. Here the woman does not choose certain occupations but the employers prefer men over women in certain work. Also the women take up the responsibility of the household chore rather than human capital accumulation which result in a low pay in the workplace. Every woman at some point or the other engages themselves in parenthood. It is the time that they choose to stay home and look after their children. This makes easier for the employer to discriminate and not offer jobs to women who are not married and have the potential to get married. As they tend to quit jobs more often. Thus discrimination comes up. Based on the analysis carried out on 16,500 online responses where 13,729 are male and 2,771 females over a period of 6 years, we see that the wage differential is highest in the year 2008 and thereafter there was reduction in this differential for the next three years. To understand the scenario of India better, the country is divided into six zones and a research was carried on. It depicted that the highest gender pay gap is for the states of Assam, Rajasthan, Bihar and Madhya Pradesh where females are earning 64%, 59%, 50% and 47% respectively. On the basis of zonal analysis, the west zone ranks highest in terms of gender pay gap of 47% whereas the north zone has the lowest gender pay gaps of 30.50%.(Varkkey, 2012) In most countries of the world including India, the status of women in the labour market is menial with respect to the men. It is believed that women and men have different tasks to perform and are placed in different industries. The government of India had taken several measures and initiatives to diminish this wage gap between male and female. Several acts were passed by the government to prevent the discrimination of the gender disparity in the workplace. But because of inefficient implementation, these laws could not prove to be beneficial. Women are the main problem related to the improper implementation of these laws because most of them are not aware of such legislation that are made for their protection and rights. Thus, the gender pay gap in India must be thought of appropriately. References Aldred, J., Anand, P., Dawson, G., Groom, B., Himmelweit, S., Santos, C., Simonetti, R. and Slater, G. (2011).Doing economics. Milton Keynes: Open University. Paycheck.in, (2015).Why Women Earn Less than Men, Gender Pay Gap, Pay Disparity in India - PayCheck.in. [online] Available at: https://www.paycheck.in/main/world-map-gender-pay-gap/gender-pay-gap-in-india-1 [Accessed 17 Feb. 2015]. Varkkey, B. (2012).Gender Pay Gap in the Formal Sector. 1st ed. [ebook] WageIndicator. Available at: https://www.paycheck.in/files/gender-pay-gap-in-india-2006-2013 [Accessed 17 Feb. 2015].

Tragic hero Essay Example For Students

Tragic hero Essay A tragic hero a character who commits actions or mistakes which eventually leads to his or her defeat, is usually one of the cornerstones incorporated by the playwright of a tragedy as the main character. Throughout the ages, the idea of the tragic hero which is created in ancient Greek tragedy, have been depicted in literature famous plays such as Antigone. With the application of his stagecraft, playwright Sophocles has skilfully placed Antigone and Creon to prevail them as the tragic heroes, complementing the dramatic plot of this play. Key to his success is the way he subtly positions his characters in distinct settings, exploited the use of dialogue and plans their actions -to shape and mould both Antigone and Creon, his leading characters as tragic heroes. We will write a custom essay on Tragic hero specifically for you for only $16.38 $13.9/page Order now Sophocles stagecraft vividly solidifies both Antigone and Creon as tragic heroes by placing them in various settings in this play. In the prologue, he purposely situates Antigone in an open place at dawn where she meets Ismene to discourse about burying Polyneices their brother, meanwhile creating a mood and impression to the audience that this meeting is perhaps utterly private. To look at this aspect with profundity, Sophocles closely connects this scene to any other stereotypical heroes, even up to date, where they are initiated to be secretive of their actions and plans. The fact that Sophocles also places Ismene and Antigone outside of the palace gates further accentuates the confidentiality of the situation something a hero would normally do, to be secretive. Consequently, it gives the impression that perhaps Antigone is planning something prominent which will stir up the people of Thebes, including her family. Furthermore, in the end, Antigones downfall, as she is punished by Creon and dies for what she has plotted at the very beginning, the audience is convinced that she is seen to be a true tragic hero in this play. At the same time, Creon is also portrayed as the tragic hero by Sophocles the moment he enters the house with Haemons corpse in the exodus. The fact that Sophocles has set and placed him in his own home a place where often a family dwells in, after Haemons death, creates an ironic impression to the audience and at the same time, tragic semblance as all of his family members are either dead or no longer associate with him. This explicitly indicates to the audience that Creon is indeed a tragic hero as he suffers more than he actually deserves. Sophocles has also taken advantage of formulating powerful dialogue for both Antigone and Creon to further emphasize their roles as tragic heroes. In the prologue, he has incorporated heroic lines meanwhile referring to her fearless opinions and brave nature as she expresses the view that those of noble birth (a tragic hero is often of noble birth) should show superior moral qualities and that it is noble for her to die doing this (burying Polyneices) as she is not only paying the honour due to her brother, but also respecting the laws honoured by the gods. As the Athenians of the 5th century BC society highly valued their beliefs of Greek gods and their laws, such revelation is probably a controversy at the time as the Athenians are obligated to also esteem their kings at the same time. One of the many traits of a tragic hero is to experience a reversal of fortune brought about due to his or her hamartia. For instance, Creon is also depicted as a tragic hero by Sophocles through the means of his heroic speeches about loving his country more than a loved one and of never staying silent if there are threats to his citys safety, which arouse fear and empathy of the people in Thebes in the first episode in Antigone. This perhaps implies to the audience that he is a powerful, an intelligent and a devoted ruler another quality of a hero. However, despite all that heroic utterance that suggests his greatness and authority, in the end, he suffers when his son, Haemon and his wife, Eurydice kills themselves which further underlines Creon as a tragic hero in the play. .u339f7af8b3852e7cb571e4059cb53636 , .u339f7af8b3852e7cb571e4059cb53636 .postImageUrl , .u339f7af8b3852e7cb571e4059cb53636 .centered-text-area { min-height: 80px; position: relative; } .u339f7af8b3852e7cb571e4059cb53636 , .u339f7af8b3852e7cb571e4059cb53636:hover , .u339f7af8b3852e7cb571e4059cb53636:visited , .u339f7af8b3852e7cb571e4059cb53636:active { border:0!important; } .u339f7af8b3852e7cb571e4059cb53636 .clearfix:after { content: ""; display: table; clear: both; } .u339f7af8b3852e7cb571e4059cb53636 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u339f7af8b3852e7cb571e4059cb53636:active , .u339f7af8b3852e7cb571e4059cb53636:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u339f7af8b3852e7cb571e4059cb53636 .centered-text-area { width: 100%; position: relative ; } .u339f7af8b3852e7cb571e4059cb53636 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u339f7af8b3852e7cb571e4059cb53636 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u339f7af8b3852e7cb571e4059cb53636 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u339f7af8b3852e7cb571e4059cb53636:hover .ctaButton { background-color: #34495E!important; } .u339f7af8b3852e7cb571e4059cb53636 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u339f7af8b3852e7cb571e4059cb53636 .u339f7af8b3852e7cb571e4059cb53636-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u339f7af8b3852e7cb571e4059cb53636:after { content: ""; display: block; clear: both; } READ: Social exclusion / social inclusion EssayHow Sophocles creates and plans the actions of both Antigone and Creon throughout the play also contributes to their roles as tragic heroes. In the second episode, Antigones operation of reburying Polyneices heightens her as a tragic heroine when she is caught by the sentries for disobeying the Creons commands she does this twice, indicates her to be fearless and that she also appears to be a young girl who rises up alone against state power. Moreover, as we learn in her confrontation with Creon, she admits what she has done without any denial at all and the insistence on her beliefs strongly disagrees with Creon which displeases him, locates her in a line of tragic heroes, specifically Oedipus. When she claims that she has won greater glory and believes that she is dying a noble death for an honourable and religious cause implies valour and courage. On the other hand, Creon is shaped to be imperfect resembling an average human, though he is pre-eminently great in a superficial glance. Sophocles moulds this character in such ways with the intention to make the audience relate themselves to this character albeit he is elevated to a higher position in society. Creons hubris (arrogant pride/over-confidence) brings him to his downfall when he submits to his pride and ego which leads to his refusal to listen to his councillors, Haemon and the messenger to consider Antigones case wisely and to release her suggests his character to be stubborn and also flawed. He is a man whose prominence brings him glory and splendour, but whose weakness leads to tragedy. Therefore, vividly highlights his role as a tragic hero. Furthermore, Sophocles also made this character realise his mistakes and that the fall is not pure loss as to some extent, this increases his awareness and has gained in self-knowledge. In the fifth episode, where Creon submits to the messenger and tells him that he will obey, appears to be slightly redundant as he could not save Antigone from death -instead, both of his son and wife died as well, leaving him with no close family members. By establishing this, Sophocles has depicted Creon as a true tragic hero of the play who suffers a punishment that exceeds his crime -an amenable misjudgement this misfortune is not wholly deserved. Sophocles explicitly portrays both Antigone and Creon as tragic heroes in their own very different ways. However, when these two characters are compared meticulously, Antigone in some respects -does not fulfil the Athenians idea of a tragic hero of experiencing the realisation of the error (anagnorisis), which results in catharsis or epiphany unlike Creon who changes his heart even when his paranoic suspicion of corruption leads him to unreasonable accusations and anger. Moreover, she does not seem to be an intelligent or a bright person as she is portrayed to be wild and reckless in the eyes of the audience -for acting foolishly and carelessly in handling situations and compromising her point of views not a common trait of a tragic hero at all. Sophocles goal of creating a tragic hero in his play is to show his audience a character which they could relate to as an imperfect persona meanwhile arousing solemn emotions for that character. On top of that, it also allows him to incorporate moral lessons and also realistic life issues in his play : each individual will face consequences when bad decisions are made, when advices from the wise ones are not disregarded and committing an act before apprehensive considerations.

IEP Module for SED 104 Essays - Special Education, Free Essays

IEP Module for SED 104 Essays - Special Education, Free Essays IEP Module for SED 104 objectives: 1. familiarize yourself with the basic information of an IEP (who it is for, what it is for, when it is written, how it is written, how long it is viable) 2. identify the parts on an IEP and their purpose (PLAAFP, goals, SDI/SAS) 3. develop a plan for creating IEPs in the future (knowing what documents are needed, expectations and requirements) What you need to do to complete this module: Access the required resources KDE IEP documents access this link and download the following documents: Guidance Document for IEP Development IEP and Lesson Plan Development Handbook IEP PPT by Dr. Clarke Watch the videos on our expectations for developing IEPs: PLAAFP video Goals and Objectives video SDI and SAS video Using the information you reviewed above, answer the following questions in the column on the right. Upload your response into the Assignment section in Blackboard. IEP QuestionsAnswer the prompts in this column What does IEP stand for?Individualized Education Program How does a student qualify for an IEP?A student must undergo evaluation and go through assessments. Who writes an IEP? (Is it written by the Special Education teacher, General Education teacher, committee, etc.?) List the author/authors.a What types of information should you use to create an IEP? Define PLAAFP - what information should be included here?Present Level of Academic Achievement and Functional Performance. To establish a baseline of measurable information that serves as the starting point for developing goals. Fix these sentences and identify why it is not acceptable in a PLAAFP: John wont listen to the teachers. Kalil never does his work. Sada doesnt read at grade level. John will listen to the teachers Kalil always does his work Sada does read at grade level. In the PLAAFP, what kind of data should be included?Statement of how disability affects the students involvement and progress in the general curriculum, a description of how the disability affects the students academic achievement and functional performance in the relevant skill areas, logical cues for writing the accompanying goals. What is included in the considerations of special factors section?Positive behavioral interventions, language needs, If the student is blind or visually impaired they must be provided Braille or appropriate reading and writing media, Consider communication needs, Consider whether the child needs assistive technology devices and services. Why should we have measurable goals?It tells what a student can accomplish in 1 year. How often are IEPs written and reviewed?IEPs are reviewed at least once a year but they may be revised more often than just once a year. What is the difference between annual goals and benchmarks?Annual goals are goals that should be met over a years time. Benchmarks are a breakdown of goals by intervals. How often are we required to report progress?Depends on district, usually weekly data collection is required. Why dont we use the term regular education? What term do we use instead?The term we use now Is General Education because the term Regular places a label on being regular or irregular. What is specially designed instruction? What does it pertain to?SDI describes the types of unique instructional services needed by a child or youth with a disability to accomplish their IEP goals and objectives. What are supplementary aids and services? Who does it pertain to?Focus on student needs in the classroom/school, Emphasis on leveling the playing field for LRE, Helps provide adjustments to general curriculum in order to meet IEP goals. What are assessment accommodations, and when should they be used?Accommodations provide access to the same curriculum. What are program modifications and supports for school personnel?Modifications change the general curriculum by decreasing expectations and/or the complexity. What is least restrictive environment and how should it be recorded in an IEP? A Least Restrictive Environment is when a student with a disability has the opportunity to be educated with non-disabled peers. When including time for special education services, who is the service provider?The special educators, Educational Professionals, Counselors. When including time for related services, who could the providers be?Therapist, Social work services, Speech Pathology services, Physical Therapy. How do students qualify for extended school year services?The decision will be made by the childs IEP team. A meeting would be set up by the team. Who is required to have transition services? Include the age according to IDEA (federal requirements) and the age/grade listed in KY requirements (note: KY has chosen a different age than is required in federal regulations,

The Failed State of Franklin

The Failed State of Franklin Founded in 1784 with the intent of becoming the fourteenth state of the new United States, the State of Franklin was located in what is now Eastern Tennessee. The story of Franklin - and how it failed - highlights how the victorious end of the American Revolution in 1783 actually left the new Union of states in a fragile condition. How Franklin Came to Be The costs of fighting the Revolutionary War left the Continental Congress facing a staggering debt. In April 1784, the legislature of North Carolina voted to give Congress some 29 million acres of land - about twice the size of Rhode Island - located between the Appalachian Mountains and the Mississippi River to help pay its share of the war debt.   However, North Carolina’s â€Å"gift† of the land came with a major catch. The cession document gave the federal government two years to accept complete responsibility for the area. This meant that during the two-year delay, the western frontier settlements of North Carolina would be virtually alone in protecting themselves from the Cherokee Indians, many of whom remained at war with the new nation. Needless to say, this did not sit well with the residents of the ceded region who feared that the cash-starved and war-weary Congress might even sell the territory to France or Spain. Rather than risk this outcome, North Carolina took the land back and began to organize it as four counties within the state. After the war, the frontier settlements west of the Appalachian Mountains and east of the Mississippi had not automatically become part of the United States. As historian Jason Farr wrote in the Tennessee Historical Quarterly, â€Å"It was never assumed.† Instead, Congress gave the communities three options: become parts of existing states, form new states of the union, or become their own sovereign nations. Rather than choosing to become a part of North Carolina, the residents of the four ceded counties voted to form a new, fourteenth state, which would be  called Franklin. Historians suggest that to some extent, they may have agreed with George Washington, who suggested that they had become â€Å"a distinct people† with cultural and political differences from those in the Atlantic states who had fought for American independence. In December 1784, Franklin officially declared itself to be an independent state, with Revolutionary War veteran John Sevier reluctantly serving as its first governor. However, as historian George W. Troxler notes in the Encyclopedia of North Carolina, Franklin’s organizers did not know at the time that North Carolina had decided to take it back. â€Å"The December 1784 constitution of Franklin did not formally define its boundaries,† Troxler wrote. â€Å"By implication, jurisdiction was assumed over all of the ceded territory, and area approximating the future state of Tennessee.† The relationship between the new Union, its 13 Atlantic Seaboard states, and the western frontier territories had gotten off to a rocky start, to say the least. â€Å"There was little concern for western political and economic interests during the Confederation era, especially among the northeastern elite,† Farr writes. â€Å"Some even assumed that frontier communities would remain outside the union.† Indeed, Franklin’s declaration of statehood in 1784 stirred fears among the Founding Fathers that they might not be able to keep the new nation together.   The Rise of Franklin A delegation from Franklin officially submitted its petition for statehood to Congress on May 16, 1785. Unlike the statehood approval process established by the U.S. Constitution, the Articles of Confederation in effect at the time required that new petitions for statehood be approved by the legislatures of two-thirds of the existing states. While seven states eventually voted to admit the territory as what would have been the 14th federal state, the vote fell short short of the required two-thirds majority. Going It Alone With its petition for statehood defeated and still unable to agree with North Carolina over several issues including taxation and protection, Franklin began operating as unrecognized, independent republic. In December 1785, Franklin’s de-facto legislature adopted its own constitution, known as the Holston Constitution, which closely tracked that of North Carolina.    Still unchecked - or perhaps unnoticed due to its isolated location - by the federal government, Franklin created courts, annexed new counties, assessed taxes, and negotiated several treaties with area Indian tribes. While its economy was based mainly on bartering, Franklin accepted all federal and foreign currencies. Due to the lack of its own currency or economic infrastructure and the fact that its legislature had granted all of its citizens a two-year reprieve on paying taxes, Franklin’s ability to develop and provide government services was limited. The Beginning of the End The ties that  held Franklin’s unofficial statehood together  began to unravel in  1787. In late 1786, North Carolina offered to waive all back taxes owed to it by Franklin’s citizens if the â€Å"state† agreed to reunite with its government. While Franklin’s voters rejected the offer in early 1787, several influential citizens who felt disenchanted by the lack of government services or military protection in Franklin supported it the offer. Ultimately, the offer was rejected. North Carolina subsequently sent troops led by Col. John Tipton into the disputed territory and began to re-establish its own government. For several very contentious and confusing months, the governments of Franklin and North Carolina competed side-by-side.   The Battle of Franklin Despite the objections of North Carolina, the â€Å"Franklinites† continued to expand to the west by forcibly seizing land from the Native American populations. Led by the Chickamauga and Chickasaw tribes, the Native Americans fought back, conducting their own raids on Franklin’s settlements. As part of the larger Chickamauga Cherokee Wars, the bloody back-and-forth raids continued into 1788. In September 1787, the Franklin legislature met - for what would be the last time. By December 1787, the loyalties of Franklin’s war-weary and debt-laden citizens to its unrecognized government was eroding, with many openly supporting alignment with North Carolina. In early February 1788, North Carolina ordered Washington County Sheriff Jonathan Pugh to seize and sell at auction any property owned by Franklin’s Governor John Sevier in order to repay taxes he owed to North Carolina. Among the â€Å"property† seized by Sheriff Pugh were several slaves, who he took to Col. Tipton’s home and secured in his underground kitchen. On the morning of February 27, 1788, Governor Sevier along with about 100 of his militiamen showed up at Tipton’s house, demanding his slaves. Then, on the snowy morning of February 29, North Carolina Colonel George Maxwell arrived with 100 of his own better-trained and armed regular troops to repel Sevier’s militia. After less than 10 minutes of skirmishing, the so-called â€Å"Battle of Franklin† ended with Sevier and his force withdrawing. According to accounts of the incident, several men on both sides were wounded or captured, and three were killed. The Final Fall of Franklin The final nail in Franklin’s coffin was driven in March 1788 when the Chickamauga, Chickasaw, and several other tribes joined in coordinated attacks on frontier settlements in Franklin. Desperate to raise a viable army, Governor Sevier arranged for a loan from the government of Spain. However, the agreement required Franklin to be placed under Spanish rule. To North Carolina, that was the final deal-breaker. Strongly opposed to allowing a foreign government to control what it considered to be part of its state, North Carolina officials arrested Governor Sevier in August 1788. While his supporters quickly freed him from the poorly protected local jail, Sevier soon turned himself in. Franklin met its final end in February 1789, when Sevier and his few remaining loyalists signed oaths of allegiance to North Carolina. By the end of 1789, all of the lands that had been part of the â€Å"Lost State† rejoined North Carolina. The Legacy of Franklin While Franklin’s existence as an independent state lasted less than five years, its failed rebellion contributed to the framers decision to include a clause in the U.S. Constitution regarding the formation of new states. The â€Å"New States† clause in Article IV, Section 3, stipulates that while new states â€Å"may be admitted by the Congress into this Union,† it further stipulates that no new states â€Å"may be formed â€Å"within the jurisdiction of any other State† or parts of states unless approved by votes of the state legislatures and the U.S. Congress. Historical Events Fast Facts April 1784: North Carolina cedes parts of its western frontier to the federal government as repayment of its Revolutionary War debt.August 1784: Franklin proclaims itself as the 14th independent state and secedes from North Carolina.May 16, 1785: Petition for Franklin statehood sent to U.S. Congress.December 1785: Franklin adopts its own constitution, similar to that of North Carolina.Spring 1787: Franklin rejects an offer by North Carolina to rejoin its control in return for forgiving the debts of its residents.Summer 1787: North Carolina sends troops to Franklin to re-establish its government.February 1788: North Carolina seizes slaves owned by Franklin Governor Sevier.February 27, 1788: Governor Sevier and his militia attempt to recover his slaves using force but are repelled by North Carolina troops.August 1788: North Carolina officials arrest Governor Sevier.February 1789: Governor Sevier and his followers sign oaths of allegiance to North Carolina.By December 1789: All areas of the â€Å"Lost State† of Franklin had re-joined North Carolina.

Children with autism Essay Example | Topics and Well Written Essays - 1250 words

Children with autism - Essay Example Peer influence plays a dominant role in the development of social relations with others in the community. Children with autism can benefit from friendship and good social relationships. Some of the functions of social relations include natural support function. In that participants can have a non-contingent source of support to enable them accomplish tasks. The other function is that social relations serve as informational and social learning. In this case, participants acquire information concerning the acceptable social convections through interactions and feedback from acquaintances. The third function is advocacy function where social relations cite statements to promote their self-worth. Lastly, social relations serve an affirming action where the participants gain a sense of competence. An analysis of social interaction of kindergarten children reveals that social exchanges prompt positive statements for children. The available developmental data indicates that interactions sta rt from social overtures to an equitable reciprocal basis. The initial intervention efforts aimed to evaluate the functional effects of an increased level of social overtures rarely expose to the positive approach behavior from peers. Chiesa & Serretti (2011) say that Mindfulness Based Stress Reduction (MBSR) and other interventions such as Mindfulness-Based Interventions (MBIs) are psychological treatments that can cure chronic pain. Other therapeutic interventions such as surgical techniques provide limited pain reduction in only a subset of patients. The author asserts that MBSR is a meditation initiative conceived in the late 70s in an effort to integrate Buddhist mindfulness meditation with modern clinical and psychological practice. The application of the program to treat different diseases shows good efficacy for mental and physical disorders. MBSR consists of three different techniques that include a body scan, sitting meditation, and

Verification of MBTI Type Essay Example | Topics and Well Written Essays - 500 words

Verification of MBTI Type - Essay Example The ESFP personality profile was also chosen as the hypothesized one based on the description of the ESFP given by Myers and Briggs – â€Å"Outgoing, friendly, and accepting. Exuberant lovers of life, people, and material comforts. Enjoy working with others to make things happen. Bring common sense and a realistic approach to their work, and make work fun. Flexible and spontaneous, adapt readily to new people and environments. Learn best by trying a new skill with other people.† The test results that came back were ISFP – which matched the hypothesized profile on all but the first variable. The MBTI measures an individual's preferred modes of experiencing stimuli, and responding to them along four dichotomous variables. Each alphabet of the personality profile code stands for the dominant aspect of one variable. The first variable is Extraversion – Introversion; which attempts to understand the direction of focus of the individuals’ attentions. The report shows a preference towards introversion; signifying a tendency to look within and share significant events with a few close people rather than many acquaintances. The results also suggest that the individual would prefer to work alone, and prefer their own space. The hypothesised result on this variable was Extraversion – an assumption not supported by the test results.

Hunting speech Essay Example for Free

Hunting speech Essay It’s 5-something in the morning when the alarm goes off. I force myself out of bed despite the fact that it’s Saturday morning. â€Å"You only get so many days like this,† I mumble. Thirty minutes later, my boots are crunching across the frost as I make my way towards my usual spot. I settle in and my heart rate slows as I sit in the pitch-black darkness, waiting for the world to wake up. I doze off for a few minutes and awake to the chorus of the woods as the sky turns gray, then pink. There is no Iphones, no TV, no conference calls, no  routine, no voices—just birds and squirrels going about their business. It’s close to 7 a. m. when I see gray shapes slip out of the tree line. The thrill that shoots up my spine wipes the November cold from my limbs. There’s something primal about the first sight of game. Alert and careful, the column of whitetail deer emerges for breakfast. A peek through the binoculars reveals they’re all does exactly what I’m looking for. I wait for them to calm down and start browsing on the edge between the forest and the field. Even from 100 yards away, the deer sense that something isn’t quite right. Every few seconds the lead doe’s head bolts upward with her eyes and ears locked on my location; her nostrils test the air but the wind is in my favor. I dare not blink. When her head eases down in search of another acorn I make my move, raising my gun slowly until I’m in a solid, seated position. I pull the stock tight to my shoulder and cheek, rest my triceps on my knees and dig my heels into the earth to anchor the whole package into a steady platform. I take a breath and exhale most of it as the crosshairs settle into a small orbit on her shoulder—it’s never as steady as  it is in the movies. I lose sight of her from the recoil of my gun after I take my shot. The sound of the bullet’s impact echoes across the thick morning air and lets me know that bullet found its mark. There’s a sense of elation as I approach her, but there’s no high-fiving or celebration. There’s just a quiet moment between hunter and the deer. This is hunting. In your lifetime I want you to experience hunting, and here are my reasons why. 1. It’s safe According to data collected by the National Shooting Sports Foundation (NSSF), hunting with a gun is the  third-safest sport when compared to 28 other popular sports, and has a lower injury rate than golf, volleyball and tackle football. 2. It’s healthy Not only is venison free of man-made chemicals, but obtaining it through hunting can be good exercise for the body and the mind. Hunting isn’t just about the kill—being afield helps us get reacquainted with the sights and sounds of the outdoors. It also allows us to step off the grid and escape the hustle and bustle of everyday life, which can be a refreshing change of pace for many. 3. It helps the planet of habitat preservation and improvement. And according to the national wildlife federation Each year, sportsmen contribute $7. 5 million per day toward wild life conservation. 4. It’s good for the species Habitat loss has eroded the natural range of animals while agriculture has increased food supplies—the result is game populations that must be managed. If they’re not hunted, they’ll die of starvation or disease. Like it or not, as we increase our land use, proper game management becomes more important than ever. 5. It saves money and helps the economy Though you can spend thousands on gadgets and gear, putting food on the table can be done on a shoestring budget, Fifty or so pounds of meat will make a lot family dinners. Hunters are a generous group of people— if you never have been hunting before, get an experience hunter to take you along and borrow what you can. Resident licenses and public land provide access at reasonable costs. And according to the Association of Fish and Wildlife Agencies, hunting is responsible for 600,000 U. S jobs, $66 billion in economic activity and $10 billion in state and federal tax revenue. 6. Its a good way for your family to bond There are few better ways to spend quality time with your family than to sit in front of a TV. You will learn many things together by Revealing how important it is to be resourceful and self-sufficient is also one of the greatest life lessons. After today I hope you will consider going hunting in the near future, As you can see hunting is more than just killing animals. It’s safe It’s healthy It helps the planet- It’s good for the animal species It saves money and helps the economy Its good way for your family to bond.

Code of Business Conduct and Ethics Essay -- essays research papers

Code of Business Conduct and Ethics Introduction The TSYS Code of Business Conduct and Ethics (the "Code") covers a wide range of business practices and procedures. While it does not cover every issue that may arise, this Code outlines basic principles to guide all employees and officers of the Company and its majority-owned subsidiaries ("team members"). In addition, all members of the Company's Board of Directors and members of the boards of directors of the Company's majority-owned subsidiaries, in regard to their Company duties, are responsible for conducting themselves in connection with the applicable provisions of this Code. Team members and directors must conduct themselves accordingly and seek to avoid even the appearance of improper conduct. The Code will be provided to all team members and directors and should also be provided to the Company's agents and representatives, including business partners, vendors and consultants. If a local, state or national law conflicts with any policy in this Code, team members and directors must comply with the law; however, if a local custom or policy conflicts with this Code, team members and directors must comply with the Code. A team member who has questions about these conflicts should ask his or her supervisor how to handle the situation or call the Helpline. Team members who violate the standards in this Code will be subject to disciplinary action. If you are in a situation that you believe may violate or lead to a violation of this Code, follow the guidelines described in Section 12. 1. Compliance with Laws, Rules and Regulations Obeying the law, both in letter and in spirit, is the foundation on which this Company's ethical standards are built. All team members and directors must respect and obey the laws and all applicable rules and regulations of the cities, states and countries in which the Company operates. Although team members are not expected to know the details of each law, it is important to know enough to determine when to seek advice from supervisors, managers or other appropriate personnel. This Code of Business Conduct and Ethics and additional information is available to every team member online through the enterprise portal ( insite ) as well as made available to new team members during their orientation. 2. Conflicts of Interest All team members and directors should avo... ...ocedures. The section deals with how to comply with the procedures in the code of Ethics. They have included steps that should be taken if there has been any violation of the code of ethics witnessed by an employee. I feel, after reviewing the sections of the ethics statement, that the purpose of the ethics statement is to have a written procedure for employee behavior and compliance of the policies and procedures of the company. After reading the ethics statement, I honestly feel that the company succeeds in the purpose of their mission statement. They have laid out all of the procedures that need to be followed and have included steps to take if you observe a violation in the code. If I were an employee at TSYS, I believe that the Code of Ethics, as it has been written, would contribute favorably to my work environment. If no one observed the ethical guidelines, there probably would be a lot of people going to serve prison sentences in federal penitentiaries due to Insider trading laws, and national and foreign policies that are already in place. I do not think that there is anything that I would change or anything that needs to be improved on.

Physical Exercise and GPA Essay

Physical education connotes many different things to people. To some it is a subject area which focuses on physical training. Conventionally, this has meant promoting activities which lead to anatomical and physiological development (Sansone, 2000). The notion of â€Å"PT† and calls to improve the physical condition of our nation’s youth in order to provide a strong base for the military have also been consistent with this idea (Ennis, 2001). Others have had a more expansive view of physical education and portrayed the area as â€Å"education through the physical,† rather than of the physical (Pringle, 2000). Such a notion suggests that involvement in a variety of sports and games provides participants not only with opportunities to develop physical prowess, but to learn important social values while developing desirable personal traits. A third major thrust that has affected the meaning attributed to the concept is associated with its recreational function (Ruth, 2006). The basis of this theme is that people perform optimally when they have periodic diversions from their normal â€Å"work† world, and that involvement in physical activity can provide necessary relief and renewal. Closely affiliated with this idea is that physical recreation provides a â€Å"wholesome† and constructive use of one’s free time (Lee2002). Despite such grandiose themes, Duda (2001) has argued that within the larger context of higher education classes focusing on the acquisition of skilled movements and play are viewed as â€Å"†¦ nonintellectual, nonacademic, nonessential, and nonartistic† (p. 433). As a result of such perceptions he believes that physical education is relegated to a peripheral role in the academy, and its practitioners pay a price for its marginal status in their daily lives. Furthermore, Duda suggests that a large part of physical education failing to gain acceptance in higher education is a consequence of the static criteria used to assess academic value in general. According to his analysis value of a curricular offering is typically based on such things as the intellectual challenge of material, the extent to which subject matter is categorized as academic rather than motoric, the usefulness of learning various skills, and the cultural significance of an area of study. His recommendation for redressing physical education’s plight is to convince those using such criteria to assess worth in broader, and less dualistic ways. Hence the types of challenges presented in physical skill acquisition situations might be understood as important stimuli for developing human capacities that complement those capacities acquired from more conventional intellectual pursuits. While the idea of rethinking criteria that should be used for judging academic value may be laudable, how this might come about is difficult to conceive. An alternative and, yet, much simpler approach for improving the viability of physical education classes in higher education is to improve the quality of student outcomes. In essence, it may be that the inclusion of physical education in higher education is not contested on philosophical grounds, but on operational ones. As Duda (2001) conveys â€Å"†¦ performance classes are elective, not required. Skill instructors are rarely hired as tenure track faculty. Credit toward graduation may not be given for such classes, and grading is often pass/fail. Passing marks are virtually assured with a good attendance record† (p. 437). If such a profile is accurate, it is difficult to understand how student achievement can be significant or the entire enterprise viewed as essential to the general curriculum. Indeed, such a profile connotes that the physical education curriculum is soft, and that whether or not students acquire certain information and/or master specific skills is ambiguous. Considering physical education’s past philosophical themes and its current trends of providing opportunities for students to: (a) recreate, (b) build and maintain health through exercise, (c) learn how to compete and cooperate, and (d) develop specific sport skills and levels of fitness, instructors often have difficulty in identifying and utilizing meaningful grading criteria. This has been attributed to both philosophical (Midgley, 2001) and managerial (Pringle, 2000) concerns. Indeed, as observed by Church (2001) many physical educators compute grades based on student behaviours which are unrelated to performance or knowledge objectives, such as dress, participation, and discipline. Interestingly, Ennis (2001) found that in colleges and universities virtually all grading in physical education is left to the discretion of the instructor, including selection of criteria and instruments to be used to assess student achievement. They also reported a trend toward less testing of all types. Consequently, it is not surprising that with so many ideas about what is to be accomplished, and so little control over how this should be done, it is difficult, if not impossible to determine the value of physical activity courses in the general curriculum. Indeed, it is one thing to provide sound philosophical arguments for why a particular discipline belongs in the curriculum, and quite another to operationalize the philosophy so that its essence is actualized. Recent studies suggest the importance of objective assessment not only as a device to promote the legitimacy of physical education in an academic setting, but as a tool to promote learning. For example, Pringle (2000) showed that student achievement in table tennis classes reflected the focus of evaluation. Students graded totally on physical skills performed most skilfully at the end of a class performed most skilfully, while those graded on attendance and participation had lower performance scores but the highest attendance rates. As well, Lee (2002), demonstrated how the proper use of evaluation and grading tools promotes on task behaviour and superior skill development in volleyball. Chen (2001), using a riflery task, also demonstrated that grading based on task competence was superior to grading based merely on participation when skill development was examined. Hidi (2000) further argues that the appropriate use of grading can promote positive attitudes towards a course, develop a student’s sense of confidence, and lead to substantial achievement. The reason why a rift exists between using grading as an integral part of the learning process, and using it only to fulfil administrative requirements seemingly is a complex problem that involves philosophical, technical, and practical issues (Duda, 2001). Yet, in a time when accountability is expected, and when cost cutting is widespread, empirical evidence for the integrity of a program is imperative. What and how we grade conveys a great deal about who we are, what we do, what we can accomplish, how we are viewed by others outside of our field, and whether physical education is considered as essential to the mission of education. Hence, the purpose of the present investigation was to acquire empirical descriptive data about grading of physical education in higher education. In light of our field’s history of divergent philosophical views, ambitious, and often ambiguous goals, and its defensive position in higher education (Duda, 2001), an examination of what and how we grade would seemingly shed light on where we are as a discipline. Furthermore, such an investigation might help identify important issues that need to be addressed and resolved if we are to gain the degree of acceptance the field has so desperately sought over the years. Method Instrument To acquire information about college physical education programs a questionnaire was developed which, in addition to requesting information about an institution’s profile (e. g. , public-private, size, approximate percentage of students enrolled in physical education, etc. , asked a series of questions about its physical education activity program. These included: (a) whether students received academic credit which counted in a student’s GPA, (b) the number and duration of class meetings, (c) how important various factors such as skill development, effort, and attendance were in computing a grade, (d) whether the department had a policy on grading, (e) the approximate percentage breakdown of grades awarded (e. g. , As, Bs, Cs, etc. ), and (f) whether the issue of grading had been considered by the department in the past five years. Prior to mailing the survey, questions were pilot tested on a group of five senior collegiate faculty members in a department of exercise and sport studies. These individuals each had taught undergraduate and graduate theory courses as well as a variety of undergraduate physical activity classes at a number of colleges and universities. They were quite knowledgeable about different types of service programs (e. g. , credit, required, no credit non-required) and how they typically operated. Furthermore, they were apprised of the questionnaire’s intent, and were asked to provide feedback on the clarity of questions as well as the instrument’s overall format. Based on feedback from this group, questions were reworded, added and deleted. In addition, the sequence of questions was revised for the purpose of providing a more coherent structure. The final version of the survey contained eight questions, some of which had subparts. As well, pilot testing demonstrated that a respondent could complete the questionnaire in approximately ten minutes. Coding of Data As surveys were returned data were coded into an Excel Spreadsheet by two trained assistants, and then analyzed using Exel’s statistical functions. It is noteworthy to report that during the data reduction process it became evident, as conveyed by a number of respondents, that quantitative data which were requested from a number of questions did not exist Consequently, many respondents either did not answer such items or acknowledged that they merely volunteered their own perceived best guess, or a numerical range within which they believed the actual value requested would occur. Hence, a decision was made to code and analyze all data acknowledging that, for the most part, they only reflect respondent’s best estimates, rather than â€Å"hard† numbers. Furthermore, where a range was given, the midpoint was used in further analyses. In passing, the observation that certain types of data were not acquired or readily available may in itself be an important finding since a department’s viability may depend on such information. Items falling into this category included such things as: (a) the number of students taking physical education classes in a semester, (b) the typical grade distribution (e. g. , % As, % Bs, etc. ), (c) the factors utilized to compute course grades, and (d) whether an institutional limit existed for the number of physical education courses that could be taken by a student for academic credit. Results Sample Within a thirty day period of mailing surveys 556 (44%) responses were received. Table 1 shows a break down of respondents by institution type and size. Because of financial limitations, further attempts to obtain data from nonrespondents were not attempted. Of the 556 respondents, 78 (14%) indicated that they did not have, or no longer had a physical education activity program. This was somewhat of a surprising finding, especially so because many conveyed that their institution’s program had been recently eliminated. Whether a trend toward program elimination actually existed is of significant import to our profession and deserves immediate attention. Schools which indicated that they did not offer physical education classes were removed from further analysis, leaving 478 institutions in the database. Is Academic Credit Given for Physical Education Activity Courses? An important question posed by this investigator was whether institutions grant academic credit which counts in a student’s GPA for taking physical education activity courses. Presumably, this would indicate whether classes were viewed as a meaningful part of the institution’s general curriculum. It was found that 335 (72. %) of respondents reported that academic credit which is computed in a student’s GPA was awarded for physical education activity courses. Table 2 reveals that Public State Universities and Colleges were somewhat more likely to award academic credit than Private Universities and Colleges. Furthermore, while a few institutions had a unique formula for computing the amount of credit earned in a class, nearly all institutions granted one credit per course. A follow-up question probed how much of such credit may be counted in a student’s total academic program. Although there seemed to be a great deal of uncertainty regarding the answer to this question, many respondents indicated that their institution had not set a limit or did not have a policy (only 65% of respondents who count physical education credit in the GPA responded). Those that were clear on this issue indicated that a limit did exist, and that the median value across institutions and within school categories was four credits. A subsequent question probed what the course time commitment was for earning credit. Across institutional types classes typically met for the length of a semester (14-15weeks), and for two contact hours a week. How are Grades Computed? A number of questions regarding how grades were computed ‘followed. An initial issue was whether or not the department had a policy on grading. The idea here was to get a sense of whether faculty members agreed on how such things as skill, knowledge, and class participation should be weighed in determining a student’s performance. In regard to this question, 80% of respondents indicated that their departments did not have a formal grading policy. Nonetheless, many individuals conveyed that students were administered tests of skill and knowledge, but that course instructors ultimately determined assessment tools, how various components were weighed, and the course grade computed. Because most departments did not have a formal grading policy, the next set of questions should be interpreted as only giving a general sense of how grades are computed from a respondent’s general perceptions. This question probed whether grades were competency based (i. e. students are assessed on the absolute level of performance attained), or norm based (i. e. , students are graded in relation to other students in the class). Results showed that most respondents (60. 6%) thought that grading at their institution was competency based, although a fair number reported that they thought their grading system was more norm based (23. 3%). The remaining 16. 1% either were unsure or did not respond to this item. Another question related to this issu e was whether the amount learned was considered to be as important as the level of performance attained. Interestingly, 72% of respondents believed that instructors at their institutions weighed the amount learned as being equivalent to the proficiency attained, while 21% did not see these of equal importance. The remaining 7% were missing or undecided. In light of the previous data indicating a bias toward competency based grading, the response to this question is surprising since the amount learned would only be of importance if it correlated highly with proficiency attained. This may or may not be the case, but needs further investigation. Another way of probing the importance of factors employed in computing a grade was to ask respondents about how important they believed a subset of factors were in arriving at a grade. They rated the factors of (a) effort, (b) attendance, (c) attitude, (d) amount learned and (e) level of performance on a five-point scale anchored by the terms very important(5). Overall, attendance (1. 3) and amount learned (1. 4) had the lowest median values (i. e. , highest perceived weighting). The level of performance attained (1. ), and effort expended (1. 8) followed closely, while attitude (2. 3) appeared lowest in importance. It should be noted that all of these criteria tended to fall between the very important and uncertain end of the continuum. With the exception of performance attainment, it is not clear why the other factors identified were viewed as important in grading, if grading is competency based. For that matter, these criteria would also be somewhat problematic for a norm referenc ed standard which focuses on relative competency attainments. Respondents were also asked to estimate the percentage distribution of grades in physical education at their institution. Overall, as were perceived to be the most prevalent grade and were awarded to 51% of students. Bs were the next most prevalent grade awarded to 31% of students with Cs following at 14%. Ds and Fs were infrequently given with a combined percentage of 7%. Has the Issue of Grading been Considered in the Past Five Years? A final question asked whether the issue of grading had been considered by a department in the past five years. Although 51% had not discussed this issue, 47% had done so. The questionnaire requested respondents who answered this question in the affirmative to comment on what issues were discussed by their departments. Clearly, the topic of whether to change from a letter grade system to a pass-fail system was the most widely discussed issue. Related to this was the subject of grade inflation and the idea that moving to a pass-fail system may reduce pressure from various constituencies (e. g. , administrators, faculty, regents) to reduce the number of high grades awarded. There were also numerous comments about criteria to be used in grading, consistency in grading across sections of a course, and among different courses. Several respondents also commented on the conflict between trying to encourage lifelong participation m activities and the negative connotations of having to grade based on an individual’s proficiency. From the nature and number of comments collated, it was evident that departments have grappled with this issue, but remain in a quandary about an ideal solution.

Knowing Your Audience Paper Essay

Most people would never want to imagine themselves or a family member being trapped under ground for even one day but the victims of those who were trapped under the Chilean copper mine had to consider not one day but even two months. According to The New York Times Company(2014), â€Å"On Aug. 5, 2010, a gold and copper mine near the northern city of Copiapà ³, Chile caved in, trapping 33 miners in a chamber about 2,300 feet below the surface†. At this time no one knew the well being or the nature of the situation that happened at the copper mine. During this time communication between employers, families’ members’ involved, trapped miners and those set in place to find a solution to this problem was very vital. Some things to keep in mind when considering roles and audiences is to determine what information to give and how it should be expressed or conveyed to the audience. For example, if you’re giving direct and urgent information, you wouldn’t send this type of information over an email, it would be more appropriate to say it face to face. It is important to consider how much does the audience know about the topic or subject you are sharing at that time. In the situation with the trapped miners the potential needs that should be considered and expressed to the families of the trapped miners would be first addressing what happened. This information should be given directly, face to face, to all family members involved. It is important to give the family as much detail about the incident as possible but not so much that it makes them alarmed and upset. Also another thing to add is the condition or well being of the trapped miners. If the information isn’t available its best to let them know although there isn’t much information at this time, but as soon as the information is available, they will be first to know. Also the last need that the family members affected by this incident would need is to understand and know what the employers and team of experts are doing to find a solution to the problem and how often can they know the extent and whereabouts of the situation. At this point after meeting the potential needs of the families involved, it’s also important to understand and know the potential needs of the company’s employees. Although they may not be the family members or those who are actually trapped at that moment, they also play a vital role. Some potential needs for the company’s employees would be to communicate effectively. Although the situation itself must have been very tragic if there was effective communication, there would be no way for  the employees at that time to help save those trapped. Also another need that needs to be met would be extra training and understanding of what took place, where it went wrong, and how to fix the problem. Without the employees having a plan or strategy of how they could effectively resolve or help the situation it could cause retaliation or resentment. After the message about the incident, and the actions or plan that is put in place has been verified and delivered to all important parties and involved it’s important that all those involved are able to convey what they heard and understood before and after the message is given. To make sure the message was received as properly and effectively you have to consider each audience which would be the trapped miners, employees and families. The message given to each party cannot be given the same. Also the channel has to be considered, again in this situation you wouldn’t send this information through an email or memo, this information that has to be conveyed face to face. It is also good to give information based on the listener’s level of understanding and to talk with the parties that involve a way opening up the way for cooperation and in this situation it would be much needed. An effective communication as the mining company to the family members of the trapped miners would be face to face. During this time the mining company would say with sincerity and clarity that â€Å" At this time we are deeply sorry to announce that we have understood and learned that on Aug. 5, 2010, a gold and copper mine near the northern city of Copiapà ³, caved in, trapping 33 miners in a chamber about 2,300 feet below the ground. At this time we aren’t certain what exactly caused the cave in and we aren’t certain the condition of the miners at this time. We will be working around the clock to get more information about the well being of the trapped miners. Also at this moment there will be specialist and experts going to the scene to analyze and inspect the situation at hand. After further observation of the experts then will we know what plan will be put in place to rescue our fellow employees. As soon as we are made aware of the plan we will let you know. We hope that we can all work together effectively which much understanding and cooperation from us and you so that we can bring your family members back to you.† Also an effective communication between the mining company and the employees would be a face to face channel. At that time the company would express, â€Å"I’m sad to announce to you that our fellow  employees have been caved in a chamber about 2,300 feet below the ground in the northern city of Copiapà ³. There are 33 at this time trapped and waiting to be rescued. We aren’t sure of the condition of the each employee but we all hope that we can all come together to help the best way we can to make sure that those who are trapped are in good condition. Although we never plan for anything like this to take place but unfortunately we have to use the way we were trained to assess the situation. At this time along with yourself the family members of the trapped miners are already being informed. Please let’s not alarm the families with information that has not been given or confirmed. Our main mission is to stay calm, offer up many prayers and work together in unity. During this time we will be working around the clock to help as much as we can and the company will provide meals, clean working clothes and a place to sleep. However you think you can help or what will better the situation please send your requests or opinions to us directly. Thank you so much for your cooperati on in help.†

How to Style Titles of Print and Online Publications

How to Style Titles of Print and Online Publications How to Style Titles of Print and Online Publications How to Style Titles of Print and Online Publications By Mark Nichol The rules for formatting titles of compositions and their constituent parts may seem complicated, but they follow a fairly straightforward set of guidelines, outlined below. Capitalization Titles of compositions are generally formatted in headline, or title style. In this system, the first letters of the following words are capitalized: The first and last word of the title, regardless of part of speech Nouns, pronouns, verbs, adjectives, adverbs, and subordinating conjunctions (such as although, because, and than) In titles, the following words are lowercased: Prepositions (except when they are used adjectivally or adverbially (in such phrases as â€Å"off day† and â€Å"come down†) To when it is part of an infinitive (for example, â€Å"to exercise†) All articles, prepositions, and coordinating conjunctions (such as and, but, and or) Emphasis Italics are used for titles of books, periodicals, films, television specials and series, and both series titles and episode titles for anthology programs like Masterpiece Theatre, though episodes of regular series, as well as titles of book chapters and magazine, newspaper, and online articles, are enclosed in quotation marks. Some publications, including most newspapers and some magazines, use quotation marks for titles of all compositions as well as parts of compositions, but italics are almost always employed for this purpose in books, and I highly recommend maintaining this distinction in periodicals and online. Titles of many nonfiction books include a subtitle following a colon, and except in informal usage, the full title should be used on first reference; the title alone the part preceding the colon can be used thereafter. Note that magazine and similar descriptive words should be capitalized and italicized only if they are part of a publication title: refer to â€Å"the New York Times Magazine,† for example, but â€Å"Time magazine†; in the former case, magazine is officially part of the publication’s name. (In a context in which it is obvious that Time, for example, refers to the publication with that title, the word magazine can be omitted.) Also, as shown in this example, do not capitalize or italicize the before a publication name, whether or not it is part of the title. Various publications differ in self-identification, even when their titles share a word for example, the New York Times bills itself as â€Å"The New York Times,† while the Los Angeles Times omits the article and this rule is designed to save writers the trouble of having to check individual publications for specific usage. Titles of plays and of poems long enough to be published in book form are italicized; titles of poems short enough to be included in a collection in a book are formatted, like chapter titles, in quotation marks. To determine how to treat titles of websites and their components, compare them to print equivalents: A website that sells products and/or services, even if it features content related to those offerings, is an online store, and the site name should not be formatted as a composition title. But titles of sites that emulate books and periodicals, and their articles and essays, should be treated like them; the same standard applies to blogs and blog posts. What about titles of videos posted online? Many such videos, especially those posted to video-sharing sites such as YouTube, don’t have titles or lack well-thought-out titles so they can just be referred to generically (â€Å"See Smith’s video about wombats†), with a link. For those with traditionally composed titles, however, use either italics or, especially for short videos, quotation marks. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Using "a" and "an" Before WordsTaser or Tazer? Tazing or Tasering?Comment, Suggestion, and Feedback