Team building Essay Example | Topics and Well Written Essays - 500 words

Group building - Essay Example need is to create aptitudes of group working inside the associations through preparing and improvement included a few exercises and contextual investigations that will embody criticalness of group working in different circumstances. Group building assists with creating authority inside the associations and determines synergic impacts into the associations also. It spares time just as endeavors on account of viable social change that happens because of group building. The proposed cost of the program incorporates authoritative expense and preparing and instruction material expense. Managerial cost covers all costs that incorporate setting planning, budgetary detailing, secretarial work and cost of mentors. Other expense incorporates preparing apparatuses, units and important freebees. The essential goal of group building program is to improve profitability of non-benefit associations through building up specific aptitudes of coordination to work with different individuals from the association. The objective is to render the non-benefit associations increasingly successful in conveying their charitable administrations. The way of life of working in groups must be supported in such associations to let them work better. Certain contextual analyses will be featured that will depict significance of working in groups and that will likewise imply group building esteems and basic circumstances that can be dealt with viably with the assistance of group

Eric Clapton †Complete Clapton free essay sample

Eric Clapton is one the most powerful craftsmen ever, and this collection was proposed to summarize his profession. Be that as it may, the 2007 best-of  ­album â€Å"Complete Clapton† leaves you feeling vacant and needing more. The collection can be broken  ­into three segments: the brilliant years, pop, and back to the blues. The brilliant years are the primary and preeminent piece of the collection. â€Å"Complete Clapton† highlights five famous tunes by Cream (Clapton’s first band), including â€Å"White Room,† â€Å"Crossroads,† and â€Å"Badge,† yet just three tracks from later gatherings Blind Faith and Derek the Dominos. It additionally includes a few tracks from right on time in Clapton’s solo vocation. At that point the collection begins down an elusive incline  ­toward Eric’s pop time. The start of the pop secâ ­tion isn’t excessively abhorrent. Melodies like â€Å"Forever Man† and â€Å"Pretending† fairly take after stone tunes. The rest of this segment can be sumâ ­med up with an exasperated â€Å"Ugh!† Several singles like â€Å"Bad Love† and â€Å"Running on Faith (Unplugged)† make the audience need to break the second circle down the middle. We will compose a custom exposition test on Eric Clapton †Complete Clapton or then again any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page At that point â€Å"Complete Clapton† hauls you out of this downturn by returning to the blues. Clapton’s come back to the blues is spoken to with four tracks, which isn't about enough. This part includes two tunes Clapton recorded with different specialists: â€Å"Riding With the King† with B.B. Lord, and â€Å"Ride the River† including J.J. Cale. To put it plainly, this short blues bit is excessively little to fill the  ­appetite of an enthusiastic audience. All said and done, two plates are excessively not many to cover Eric Clapton’s profession, and â€Å"Complete Clapton† gave an OK attempt however was destined from the beginning. Cream’s three-collection lifetime can’t conceivably be summarized in five tracks. The makers ought to have quite recently removed all the pop, however then it wouldn’t be a past filled with Clapton. Furthermore, that’s what a best-of collection is: a story, a memory of the craftsman and his musi

Transcripts and Test Scores COLUMBIA UNIVERSITY - SIPA Admissions Blog

Transcripts and Test Scores COLUMBIA UNIVERSITY - SIPA Admissions Blog We have started to get some emails about receipt of official transcripts and test scores so let me provide a bit of guidance.   We receive some test reports electronically and others via mail.   The vast majority are sent to us as electronic files and they are downloaded into a centralized Columbia University computer system.   We then have to sync that system with our admission software.   As you know, applicants self report test scores on the admission application and these are the scores we use for the review not the official reports. The process of getting official test scores into our system can take some time and we are still busy wrapping up the admission review process, managing the message board, preparing for Admitted Student Day, and responding to a flurry of emails on a variety of topics.   If you choose to enroll at SIPA we will need to confirm receipt of official test scores by June 15 so we have plenty of time.   We really do not actively start to undertake this process until after the date to pay a deposit passes (May 3rd). I will provide some updates on the process in the near future and for now, if you feel you have submitted your official test scores and/or transcripts, we would just ask for your patience while we work on integrating this information into our system. The process of submitting official transcripts is straightforward.   If you submitted official transcripts with your admission application rest assured we will be tracking them as official.   If you uploaded unofficial copies of your transcripts to our application Web site, then you will need to send official transcripts to our office by June 15th.   The address to send them to is: Columbia SIPA Office of Admissions and Financial Aid 420 West 118th Street Room 408 International Affairs Building New York, NY 10027 Thanks again for your patience and if you asked that your test scores be reported to SIPA they are likely loaded into our campus mainframe, waiting patiently for us to sync them with our system.

Sample Grad School Recommendation Letter by a Professor

Successful graduate school applications are accompanied by several, usually three, recommendation letters. Most of your graduate admissions letters will be written by your professors. The best letters are written by professors who know you well and can relay your strengths and promise for graduate study. Below is an example of a helpful recommendation letter for admission to graduate school. What Effective Recommendation Letters Should Include An explanation of the context in which the student is known (classroom, advisee, research, etc.)The evaluationData to support the evaluation. Why is the student a good bet? What indicates that he or she will be a competent graduate student and, eventually, professional? A letter that does not provide details to support statements about the candidate is not helpful. What to Write Below is a template to help you organize your ideas as you compose a students letter of recommendation. Section headers/explanations are in bold (dont include these in your letter). Attention: Admissions Committee [if a specific contact is provided, address as indicated] Introduction: I am writing to you in support of [Student Full Name] and [his/her] desire to attend [University Name] for the [Program Title] program. Though many students ask me to make this request on their behalf, I only recommend students whom I feel are well-suited for the program of their choice. [Student Full Name] is one of those students. I highly [recommend, recommend without hesitation; as appropriate]  [he/she] be given the opportunity to attend your university. The Context in Which You Know the Student: As Professor of Biology at University Name, for X years,  I have encountered many students in my classroom and lab [edit as appropriate]. Only a small handful of outstanding students offer a unique perspective and really embrace their learning of the subject matter. [Student Name] has consistently shown promise and commitment, as indicated below. I first met StudentName in my [Course Title] course during the [Season and Year] semester. Compared to the class average of [Class Average], [Mr./Ms. Last Name] earned a [Grade] in the class. [Mr./Ms. Last Name] was evaluated on [explain basis for grades, e.g., exams, papers, etc.], in which [he/she] performed exceptionally well. Illustrate the Students Competencies: Though StudentName has consistently exceeded in all areas of [his/her] coursework, the best example of [his/her] promise is indicated in a [paper/presentation/project/etc.] on [works title]. The work clearly showed [his/her] ability to deliver a clear, concise and well-thought presentation with a new perspective by demonstrating.... [embellish here]. [Provide additional examples, as appropriate. Examples that illustrate research skills and ​interests, as well as ways in which you have worked closely with the student are particularly useful. This section is the most important part of your letter. What can your student contribute to the graduate program and professors with whom she may work? Why is she exceptional - with support?] Closing: StudentName continues to impress me with [his/her] knowledge, skill and dedication to [his/her] work. I’m sure you will find [him/her] to be a highly motivated, competent, and committed student who will grow into a successful professional [edit as appropriate- indicate why]. In closing, I highly recommend [recommend without reservation; highest recommendation; add as appropriate] Student Full Name for admission to the [Graduate Program] at [University]. Please feel free to contact me if you require further information. Sincerely, [Professors Name][Professors Title][University][Contact information] Recommendation letters are written with a specific student in mind. There is no generic grad school recommendation letter. Consider the above as a guide as to the sort of information to include as you write recommendation letters but tailor the content, organization, and tone for the particular student at hand.

Soviet Crimes During The Second World War - 1970 Words

Soviet Crimes During the Second World War Nazi Germany and Stalinist Russia both were totalitarian killers and criminals of genocide. There is much more evidence regarding the Nazi crimes than Soviet ones and about those who conceived and ordered the crimes, those who carried them out, and those who suffered and died as a consequence. But a conclusion of both systems Stalinist and Nazi were genocidal by their ideology that led them to use the mass killing of groups of their own citizens (and others) as a way to accomplish the impossible future that they dreamed of. Stalin, Beria (Chief of NKVD) and their lieutenants were never persecuted or convicted in any trial, but they were found guilty of war crimes and crimes against humanity in†¦show more content†¦Count 1, Conspiracy, was defined as a common plan or conspiracy to commit the crimes indicated in categories two, three, and four. Count 2, Crimes Against Peace, was defined as participation in the planning and waging of a war of aggression in violation of numerous international treaties, war crimes. Count 3, which defined as violations of the internationally agreed upon rules for waging war and crimes against humanity. Count 4, which was defined as murder, extermination, enslavement, deportation, and other inhumane acts committed against any civilian population, before or during the war. Despite of the non-aggression pact that was signed between the Soviet Union and Poland in Moscow on July 25th 1932 and was extended 10 years on May 5th 1934, it didn’t stop The Soviet Union from waging aggressive war on the sovereign Poland State on September 17th 1939, after a secret agreement of the Molotov-Ribbentrop Pact that proposed the conspiracy of partition Poland between the Germans and the Soviets to be annexed. The aggression on Poland was a squeezed attack with Nazis attacking from the west on September 1, and seventeen days later the Red Army attacked those retreated troops from the back through the east of Poland border. The Katyn massacre that was initiated in March of 1940 byShow MoreRelatedRemembering The Road Of World War Two : Analyzing The Collective Memory Of A Historical Event1738 Words   |  7 Pagescollective memory of a certain historical event in a particular place. Patrick Finney’s Remembering the Road to World War Two: International History, National Identity, Collective Memory examines seven countries, the Soviet Union, Germany, Italy, France, Great Britain, the United States of America and Japan and how their civilians and historians collectively remember the beginning of the Second World War. This paper will examine how objective history is a myth by using and examining Finney’s various argumentsRead MoreNikita Khrushchev is a Significant Historic Leader Since the Cold War898 Words   |  4 PagesNikita Khrushchev also referred to as Nikita Sergeyevich Khrushchev was a significant historical leader in history, especially in the cold war. He had a great impact during the cold war because he did many so much improvements and progress for the Soviet Union nation. Nikita Khrushchev job during the cold war, was he led the Soviet Union, he aided the Soviets also known as the U.S.S.R. Also, he served as a premier. Khrushchev was born in a small Russian village named kalinovka on the day April 15Read MoreStalin Was The Root Cause Of Wwii1525 Words   |  7 Pagesinstigating the Second World War. He began aiding the Nazi’s soon after their political party gained power. Stalin dismantled his defenses, and replaced them with offensive weapons. He prepared for an invasion of Europe. 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World War II was the deadliest conflict in human history. At its conclusion, over seventy million people had lost their lives. Humans around the world still experience the political, geographic, and economic effects of the war. Needless to sayRead More Evaluating the Success of Americas Policy of Containment of Communism1031 Words   |  5 Pagesstrategy of the US in the early years of the Cold war. The policy was to defeat the Soviet Union by preventing it from expanding the territories under its Communist control or otherwise extending its influence. This, naturally, resulted in strained relations and rivalry between the two superpowers. Despite the many difficulties, American policy of containment during the Korean War, the Cuban Missile Crisis, and the Vietnam War did manage to contain the expansion of CommunismRead MoreThe Fall of the Soviet Union1179 Words   |  5 Pagesof the Soviet Union Before one can understand the fall of the Soviet Union, he has to know how the nation came into being and the leaders, and the location of the country and the time period of its reign. How did the Soviet Union come into existence? Through the 1900’s the Soviet Union was entangled in a vast number of conflicts all because they wanted to spread communism. Subsequently, the rampant spread of communism and Soviet ideals had an impact in the First World War, Second World and ColdRead MoreThe Cold War And The Soviet Union980 Words   |  4 PagesHarbor, Hawaii, combined with Adolf Hitler’s declaring war on the United States, propelled America into World War II from 1939-1945. After War World II, the United States and the Soviet Union emerged as world powers, and the competition for the restructuring of Europe and the world was on. In the race for economic expansion, Americans loyalty and patriotism was tested influencing an urge to conform. However, the following events suc h as The Cold War, Containment, Domino Theory, Containments failure,Read MoreThe Secret Intelligence Service Bureau1074 Words   |  5 Pagesin the UK until 1964) and the War Office (department of the British Government responsible of the Army between the 1700 s - 1964). MI6 was initially founded to oversee activities being conducted by the Imperial German Government at the time. MI6 didn t play a very big role throughout World War 1 because it could not establish a solid network over German soil and due to this, most of the information was being supplied by the military. After the Great War many of the country s resources

General Anthropology A Study of Humanity Free Essays

General Anthropology Anthropology – study of humanity; humans and cultures 4 Sub-Fields 1. Socio-Cultural – focuses on living human cultures, global patterns of belief and behavior found in modern and historical cultures, participant observation a. Influenced behaviors, customs, traditions, beliefs b. We will write a custom essay sample on General Anthropology: A Study of Humanity or any similar topic only for you Order Now Non-biological of adaptation to the human environment, social and natural 2. Anthropological Linguistics – description and study of structure and history of language and relationship to culture, study of human speech and language 3. Archaeology – study of material culture of past human life and activities c. Cultural history/ chronology d. Life ways e. Processes 4. Study of humans as animals – evolutionary theory and genetics, physical and biological Anthropology is holistic * Culture Integrated system * Biological, Ecological, Social * Bio-Cultural Approach feedback loop between culture and environment * NON-ETHNOCENTRIC (more than one way to view the world) Humans are distinct: Animals, Mammals, Primates, Problem solvers, Bipedal locomotion (walk on 2 feet), Opposable thumbs, stereoscopic vision, large brain, reproduction (no estrus cycle), and culture Chapter 1 Vocabulary Hominins – term for members of the evolutionary group including humans and extinct bipedal relatives Bipedal – walks on two feet / legs Primates – members of the order of mammals Bio-cultural evolution – evolution of human biology and culture, both further influences one another, leads to understanding human evolution Ethnographies – detailed descriptive studies of human societies Paleoanthropology – study of disease and injury in human skeletal Anthropometry – measurement of human body parts DNA – double-stranded molecule that contains genetic code Osteology – study of skeletal material Primatology – study of biology and behavior of nonhuman primates Continuum – set of relationships in which all components fall along a single integrated spectrum (humans are a product of the same force that produced all life on earth) Empirical – relying on experiment or observation Cultural Relativism – cultures have merits or worth within their own historical and environmental contexts Important Names Alfred Wallace f. On the Tendency of Varieties to Depart Indefinitely from the Original Type (1858) g. The best adapted survived; the less well adapted perished Charles Darwin a. On the Origin of Species. (1859) b. Concept of Natural Selection c. Evolution d. isHisTheory * All species offspring ? food supply * Variation, some more favorable * Struggle for existence * Variations next generation * Successful variations diff. results in next species Charles Lyell a. Uniformitarianism Cuvier a. Catastrophism Gregor Mendel a. Worked in the monastery’s garden * Experimented with fertilization of flowers (new color variations) * Fascinated by â€Å"the regularity with which the same hybrid forms always reappeared when fertilization took place between the same species. b. Mendel’s experiments * Determine the number of different forms of hybrids * Arrange them according to generations * Attempt to evaluate the statistical relationships c. Common Garden Pea * Seed shape, seed color, flower color, pod shape, pod color, flower position, stem height d. Law of Segregation * Discrete units of genetic information are passed from one generation to the next e . Different physical expressions because some traits were dominant over others * Dominant Trait i. Visible or Measurable ii. Prevents the appearance of the recessive trait iii. Round is dominant * Recessive Trait iv. Not visible or measurable when paired with the dominant allele v. Only visible or measurable when dominant allele is absent Gould and Eldredge a. Punctuated equilibrium: the tempo and mode of evolution reconsidered Lamarck a. Theory of Acquired Characteristics Linnaeus a. Adherent to great chain of being b. Developed system of classification * Binomial nomenclature Thomas Malthus a. Population growths unrestrained by natural causes will double every 25 years. . BUT, capacity for food production increase only in a straight arithmetic progression. c. The impulse to multiply is counteracted by THE STRUGGLE FOR EXISTENCE d. THE INFINITE FERTILITY OF MANKIND VERSUS THE LIMITED SIZE RESOURCES OF THE EARTH. e. The Dilemma of Population Growth i. Preventative checks (foresight) vs. positive check (infant mortality, famine) Chapter 2 Vocabulary Fixity of Species – the notion that species, once created, can never change, opposes biological evolution Reproductively isolated – groups or organisms, ainly because of genetic differences, are prevented from mating and reproducing offspring with members of other groups Reproductive success – the number of offspring an individual produces and rears to reproductive age; and individuals genetic contribution to the next generation Selective pressures – forces in the environment that influence reproductive success in individuals Genome – the entire genetic makeup of an individual or species Fertility – the ability to conceive and produce healthy offspring Chapter 3 Vocabulary Gametes – reproductive cells (eggs and sperm in animals) Somatic cell – all cells in body except those involved in reproduction Zygote – cell formed by the union of an egg and sperm cell, contains chromosomes Nucleotides – basic units of DNA molecule Enzymes – specialized proteins that initiate and direct chemical reactions in the body Hemoglobin – protein molecule that occurs in red blood cells and binds to oxygen molecules Mitosis – simple cell division; produces two identical daughter cells Meiosis – cell division in specialized cells in ovaries and testes Recombination – the exchange of genetic material between homologous chromosomes; cross-over Genome – entire genetic makeup of an individual or species Evolutionary Theory Catastrophism * Cuvier * New species could not evolve from old Time-to-time catastrophes occur, destroys all living things in certain areas * New forms populate area by migration * Incoming migrants had more modern appearance due to the result of more recent creation events Uniformitarianism * Lyell * Processes at work today = active throughout history of earth = those occurred in past * James Hutton = ancient, on-going, continuous, without end * Geological change ( earthquakes, volcanoes, etc) were consistent, uniformed, constant through time Forces of Evolution Evolution – (Darwin) the gradual unfolding of new varieties of life from previous forms * Modern Synthesis ( 2 stage process) 1. The production and redistribution of variation (inherited differences among organisms) * Mutation (in sex cells): change in DNA, one allele changes to another, also point mutations * Mutagens are agents of mutations: chemicals, radiation, extreme temperatures * Passes to offspring in gametes not somatic cells Migration (gene flow): exchange of genes between population, migration * Genetic drift (random force): function of population size * Rare allele may not be passed to offspring due to small population, allele may disappear * Founder Effect: allele frequencies alter in small pop. that are taken from larger pop. or parents pop. , they colonize a new location 2. Natural selection (individual and population) affects their ability to successfully reproduce * 4 net reproductive success * Ex: peppered moth Great Chain of Being * Infinite series of forms : simple – complex The universe was â€Å"full† * Progressive grading: inferior – superior * Every creature’s position was â€Å"fixed† * No new species * No extinctions Species * Proposed in the 17th century * Groups of plants and animals could be differentiated by other groups by their ability to mate with one another and produce fertile offspring (John Ray) * Frequently share similarities with other species second level of classification genus * Linnaeus binomial nomenclature genus and species names are used to refer to species * Ex: homo sapiens = human beings * Taxonomy: system of classification Genus and species * Class and order Theory of Acquired Characteristics * Jean Baptiste Lamarck (1744-1829) * There is a dynamic interaction between organic forms and the environment. * Characteristics that an individual might acquire in a lifetime would be passed on to succeeding generations. Principles of Inheritance Principle of Independent Assor tment * The distribution of one pair of alleles into gametes does not influence the distribution of another pair * The genes controlling different traits are inherited independently of one another Principle of Segregation Genes (alleles) occur in pairs because chromosomes occur in pairs * During gamete formation, the members of each pair of alleles separate, so that each gamete contains one member of each pair Genes and Chromosomes Allele and Gene * Alternate forms of a gene * Sequence of DNA Chromosome * Discrete structures composed of DNA and protein found only in nuclei of cells Co-dominance * The expression of two alleles in heterozygote, the products of both are present * Ex: blood type AB Cross-over the exchange of genetic material between homologous chromosomes; recombination * when paired chromosomes exchange DNA, genes sometimes find themselves in different genetic environments Dihybrid crosses * These are ALWAYS the ratios of a cross between two HETEROZYGOUS individuals, w hen two variables are involved. * RrYy X RrYy DNA, base pair * DNA molecule has 4 chemical bases 1. Adenine = A 2. Thymine = T 3. Cytosine = C 4. Guanine = G * Except for protein synthesis * Adenine and Thymine are base pairs = AT * Cytosine and Guanine are base pairs = CG In protein synthesis RNA subs Uracil = U for Thymine * AT AU Dominant = shows, Recessive = does not show Down’s syndrome * Trisomy 21, abnormal number of autosomes compatible with life beyond the first few years after birth * Caused by the presence of 3 copies of chromosome 21 * Mental impairment, heart defects, respiratory infections, leukemia Hemophilia * bleeding disorder in which the blood doesn’t clot normally * Primarily only males * Recessive allele for hemophilia on the female â€Å"X† chromosome. * Male hemophiliacs receive the deleterious gene from their mothers. There is an equal chance that a female will have the recessive allele on one of her two â€Å"X† chromosomes. * H = Normal clotting h = Hemophilia * HH Female = Normal * Hh Female = Normal â€Å"Carrier† * HY Male = Normal * hY Male = Hemophilia Genotype = genetic make-up of a trait Phenotype = physical expression of the genotype Homologous Chromosomes = paired chromosomes, paired during meiosis and participate in cross-over, same loci Homozygous = same alleles Heterozygous = different alleles Pleiotropic Traits * multiple effects at different times in the life span The phenomenon of one gene being responsible for or affecting more than one phenotypic characteristic * A synergetic affect on more than one part of the body * Ex: sickle cell, albinism Polygenic Traits * Traits that are influenced by genes at 2 or more loci * Ex: skin color, eye color, hair color * Many are influenced by environmental factors * Ex: nutrition, sunlight exposure Polymorphism * Loci with more than one allele * Above 1% in the population * Traits that differ in expression between individuals and populations * Ex : ABO blood, unbalanced Protein and Amino Acids 3-D molecules that serve a wide variety of functions through their ability to bind to other molecules * Small molecules that are the components of proteins Sex Linkage * 23rd Chromosomal Pair * Females: XX * Males: XY * Homogametic versus Heterogametic * Sex linked traits * Ex: colorblindness, hemophilia * Male hemophiliacs receive gene from their mothers Sickle Cell Trait/Anemia ; Malaria * Hemoglobin (146 Amino Acids) * Sickle cell caused by switching one base pair (point mutation) * Heterozygous carriers are much more resistant to malarial infection * Malaria * People of all ages susceptible Four types of human malaria caused by four species of parasites (Plasmodium) * Transmitted by mosquitoes Blood and Blood Types * At least 29 human blood group systems * Antigen = large molecules found on the surface of cells , several different loci govern various antigens on red and white blood cells * Antibody – each type is unique and defends the body against one specific type of antigen * Three important blood groups: * ABO System * Four blood types: * A (dominant) antigen * B (dominant) antigen * AB(co-dominance)antigen, universal recipient * O(recessive ii)none, universal donor Alleles are designated as follows: * A = IA B = IB O= i * 4 phenotypes 6 genotypes * Rh Factor * Another group of antigens found on red blood cells. * Rh Positive = Rh+ (Dominant allele) * Rh Negative = Rh- (Recessive allele) * Rh- blood does not agglutinate with the antiserum * Greatest problem is not with transfusions, but between mother and fetus. * A problem ONLY if the mother is Rh- and the father is Rh+ * A serum containing Anti-Rh+ may be administered to Rh- mothers after their first birth. (RhoGam) * MN Group * Three genotypes (Chromosome 4) * MM MN * NN * Appear to be no incompatibilities that cause complications during transfusions or between mother and fetus. * Co-dominant group * 3 genotypes produce 3 phenotypes Population G enetics Allopatric speciation * Speciation by geographic isolation * Gradual changes can lead to sufficient genetic differences Ecological Niche * The position of a species within its physical and biological environments * Components: diet, terrain, type of predators, vegetation, relationships with other species, and activity patterns * Niches are unique to each species * Together makes up an ecosystem Fitness = measure of the relative reproductive success of individuals, genetic contribution to the next generation Gene Flow = exchange of genes between populations Gene Pool = all of the genes shared by the reproductive members of a population Hardy-Weinberg (Equilibrium Principle) * No genetic drift, mutation, migration, selection * Random mating * Math relationship of allele and genotype * A = p a = q; p + q = 1 or 100% [ alleles in gene pool] * In the absence of evolutionary processes, gene frequencies (allele frequencies) will remain constant from generation to generation * P2 + 2pq + q2 = 1 [ proportion of genotypes] AA + Aa + aa = 1 Macroevolution = changes produced only after many generations, such as the new appearance of a new species Microevolution = small changes occurring within species, such as changes in allele frequencies Phyletic Gradualism * Slow changes result in new species * The complete fossil record of an evolving group would display a series of forms with fine ly graded transitional differences between each ancestor and its descendant * Many â€Å"missing links† would be present Punctuated Equilibrium Uneven, nongradual process of long stasis and quick spurts * The concept that evolutionary change proceeds through long periods of stasis punctuated by rapid periods of change * There are no â€Å"missing links†, gaps are real Random Mating = no bias in who mates; any male is assumed to have an equal chance of mating with any female Selective Pressure = forces in the environment that influence reproductive success in individuals Selective Agent = the agent or cause of the selective pressure event? Sympatric = process through which new species evolve from a single ancestral species while inhabiting the same geographic region Unit of Evolution * Population * Evolves Unit of Selection * Individual * Does not evolve Human Variation Race * breeds of domestic animals, their group measurement, or their descent from a common ancestor * Has no useful biological meaning because variations in human appearance occur on a continuum. Acclimatization * Physiological responses to changes in the environment that occur during an individual’s lifetime * Maybe be temporary or permanent Its capacity may typify an entire species or population * Under genetic influence, it’s subject to evolutionary factors such as natural selection and genetic drift Allen’s Rule * Concerns shape of the body * Colder climates = shorter appendages, adaptive for preventing heat loss * Vice versa Bergmann’s Rule * Concerns the relationship of body mass or volume to surface area * In mammals, body size is greater in population that lives in colder climates * Vice versa Kuru * Neurodegenerative disorder * Tremor and loss of balance First appeared in New Guinea * Primarily affected adult women and children * Three main stages of progression: * Ambulant – unsteady, tremor, speech slur * Sedentary – muscle jerks, laughter outbursts, depression and mental slowing * Terminal – Urinary and fecal incontinence, difficulty swallowing, deep ulcerations appear * Caused by cerebellar dysfunction * It is a prion disease = infectious particles composed of a protein that causes neurodegenerative disorders Kwashiorkor * Severe protein deficiency * Tissue swelling * Anemia * Loss of hair Apathy Lactase Persistence * The continued production of lactase, the enzyme that breaks down lactose ( sugar milk) * Allows some adults to digest fresh milk products Marasmus * Caused by the combine effects of protein and calorie deficiency * PEM (protein-energy malnutrition) Osteolo gy Bone Markers * Heterogeneous * Dynamic Organ * Constantly remodeled and replaced * Extremely responsive to stress * Bone Mass IS NOT constant Characteristics of Bone * Compact bone: * Most dense; * Least vascularized; * Often covers cancellous bone * Cancellous bone: Heavily vascularized with large sacs (marrow spaces that produce red blood cells) and pores * Subchondrial bone: * A type of compact bone located at the joints and covered with cartilage in life * Generally less dense and more vascularized than regular compact bone Bone Growth * The primary centers of growth are the DIAPHYSES; Responsible for most of the growth of long bones * Secondary centers are the EPIPHYSES and are separated from the diaphyses by the†¦ * METAPHYSES, which are thin layers of cartilage being overtaken by bone formation. This is the actual site of bone growth. Harris Line = growth interruption, nutritional deficits Human Bone Growth * Human Dental Formula = 2. 1. 2. 3 * Determine sex * Determine age * Physical characteristics of populations; * Population structure and demography; * State of health, longevity, disease during life. * Cause of death. How is this different than â€Å"Manner of Death†? * Evidence of trauma. * Nutritional history (bone chemistry; dental wear). * Relatedness of populations (DNA and genetic bone characteristics) * Social Complexity (cultural modifications, differential nutritional status, health, grave goods). Belief systems (treatment of dead). Chapter 4 Vocabulary Hybrids – offspring of parents who differ from each other, heterozygotes Locus – the position on a chromosome where a given gene occurs Mendelian traits – characteristics that are influenced by alleles at only one genetic locus Chapter 5 Vocabulary Chordata – phylum of the animal kingdom that includes vertebrates Vert ebrates – animals with segmented, bony spinal columns Homologies – similarities between organisms based on descent from a common ancestor Analogies – â€Å" †¦.. based strictly on common function Homoplasy – same evolutionary development in different groups of organisms Clade – group of organisms sharing a common ancestor Speciation – process by which a new species evolves from an earlier species; most basic process in macroevolution Genus – group of closely related species Chapter 12 Vocabulary Homeostasis- condition of balance or stability Population genetics – the study of the frequency of alleles, genotypes, and phenotypes in populations from a micro evolutionary perspective How to cite General Anthropology: A Study of Humanity, Essay examples

Amy Tan Essay Example For Students

Amy Tan Essay Amy Tan was born in 1952, in Oakland, California to Chinese immigrants John and Daisy Tan. Her family eventually settled in Santa Clara. When Tan was in her early teens, her father and one of her brothers died of brain tumors within months of each other. During this period Tan learned that her mother had been married before, to an abusive husband in China. After divorcing him, her mother fled China during the Communist takeover, leaving three daughters behind who she would not see again for nearly forty years. After losing her husband and son, Daisy moved her family to Switzerland where Tan finished high school. During these years, mother and daughter argued over what Tan should do in college and afterwards. Tan eventually followed a boyfriend to attend college in San Jose, where she earned Bachelors and Masters degrees in English and linguistics, despite her mothers wish that she study medicine. After Tan married her boyfriend, Lou DeMattei, she began to pursue a Ph.D. in linguistics, but she abandoned this endeavor to work with developmentally disabled children. Later, Tan struck out as a freelance business writer. Although she was successful, writing for corporate executives did not fulfill Tan. She began to write fiction as a creative release. Meanwhile, her mother suffered a serious illness. Tan resolved to take a trip to China with her mother if she recovered. In 1987, after Daisy Tan returned to health, they traveled to China to visit the three daughters that Daisy had not seen for several decades and the three sisters Tan had never met. The trip provided Tan with a new perspective on her mother, and it proved to be the key inspiration for her first book, The Joy Luck, a collection of sixteen interlocking stories about the conflicts between Chinese immigrant mothers and their American-raised daughters. Soon after its publication in 1989, The Joy Luck Club garnered enthusiastic reviews, and it remained on the New York Times bestseller list for more than six months. It won both the National Book Award and the L.A. Times Book Award in 1989. Tan continues to publish popular works. She often emphasizes that she writes primarily to create a work of art, not to portray the Chinese-American experience, that her bicultural upbringing is the source of inspiration for her work, not the end product. The Joy Luck Club contain stories about conflicts between Chinese immigrant mothers and their American-raised daughters. The book mainly talked About Jing-meis trip to China to meet her half-sisters, Chwun Yu and Chwun Hwa. Jing-meis mother, Suyuan, was forced to leave her twin babies on the roadside during her flee from the Japanese invasion of Kweilin. Suyuan intended to recover her children, but she failed to find them before her death. Finally, a after her mothers life long search her mother received a letter from the two lost daughters. After Suyuans death, her mothers three friends in the Joy Luck Club, a weekly mahjong party that Suyuan started in China and later revived in San Francisco, urge Jing-mei to travel to China and tell her sisters about their mothers life. But Jing-mei wonders whether she is capable of telling her mothers story. Lindo, Ying-ying, and An-mei, members of The Joy Luck Club, do fear that Jing-mei might be right and that their own daughters may not reall y know them either. The book tells different stories of each characters life, and in each story teaches a lesson or tells of the Chinese culture. For example, Chapter Two talks about An-meis grandmother raising her because she disproved of An-meis mother becoming a concubine. When Popo, An-meis mother is on her death bead, An-meis mother makes a soup and cuts a chunk of her skin off her arm and mixes it in with the soup out of respect for her mother although they didnt get along. In Chapter Three it speaks of how Lindo was promised in marriage to Huang Tyan-yu when she was only two years old. They married when Lindo was sixteen years old, but the candle that is supposed to stay lit all night in order to symbolize lifelong loyalty even if her husband were to die was distinguished during the night so they were able to annul the marriage. .u78b2118c3ca186c27dc9153b5b29482c , .u78b2118c3ca186c27dc9153b5b29482c .postImageUrl , .u78b2118c3ca186c27dc9153b5b29482c .centered-text-area { min-height: 80px; position: relative; } .u78b2118c3ca186c27dc9153b5b29482c , .u78b2118c3ca186c27dc9153b5b29482c:hover , .u78b2118c3ca186c27dc9153b5b29482c:visited , .u78b2118c3ca186c27dc9153b5b29482c:active { border:0!important; } .u78b2118c3ca186c27dc9153b5b29482c .clearfix:after { content: ""; display: table; clear: both; } .u78b2118c3ca186c27dc9153b5b29482c { 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; } .u78b2118c3ca186c27dc9153b5b29482c:active , .u78b2118c3ca186c27dc9153b5b29482c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u78b2118c3ca186c27dc9153b5b29482c .centered-text-area { width: 100%; position: relative ; } .u78b2118c3ca186c27dc9153b5b29482c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u78b2118c3ca186c27dc9153b5b29482c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u78b2118c3ca186c27dc9153b5b29482c .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; } .u78b2118c3ca186c27dc9153b5b29482c:hover .ctaButton { background-color: #34495E!important; } .u78b2118c3ca186c27dc9153b5b29482c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u78b2118c3ca186c27dc9153b5b29482c .u78b2118c3ca186c27dc9153b5b29482c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u78b2118c3ca186c27dc9153b5b29482c:after { content: ""; display: block; clear: both; } READ: Multicultural Education2 EssayThe book also shows how things that happen in childhood effect adult life. For example Rose, An-meis daughter was always responsible to care for her little brothers growing up. At the beach one day three of her brothers were fighting so she was told to break it up, but at that same time her youngest brother, Bing fell into the water without a trace. They looked everywhere for him but they gave up. They ended up finding Bings body the next morning. Later in her life Rose came to her mother telling her that she and her husband Ted were getting a divorce. They dated for many years before resulting in the both of them clinging to each other. Ted m ade all the decisions, but after he lost in a lawsuit he started to push Rose to make some of the decisions and said that she resisted in taking on any responsibility and blame. Her marriage was a result of her brothers death and thinking although it was not her fault that it was her fault. Also another example of this is that Suyuan pushed her daughter, Jing-mei to become things that she was not. She wanted Jing-mei to become a pianist so she made her take lessons but Jing-mei never practiced. Suyuan and the piano teacher entered Jing-mei in a talent contest, but Jing-mei did very bad. As a child Jing-mei felt that she could never live up to her mothers high expectations. Suyuan did not realize how much her disappointment affected Jing-mei as a child. The book also speaks about how children take after their parental figures and internalize, even without meaning to, what their parent has taught them. An example of this is that Lena, Ying-Yings daughter has been married to her husban d Harold for eight years and they split the cost of everything equally, although Lena consumes far less than Harold. Lena got Harold to open his own business and worked there as a project coordinator. She also gave him the idea of opening up a restaurant. When Ying-ying goes to visit them she notices the list of shared items on the refrigerator has ice cream on it. She also knows that Lena does not like ice cream and tells Lena that they must not share ice cream, so Lena tells Harold that and he agrees, but Lena picks a fight anyway. During the fight Ying-ying breaks a vase on the table and asks Lena why she didnt stop it. Lena is silent in her marriage because she saw her mother silent in hers. Ying-ying tires to teach her daughter that expressing her wishes is not selfish on her visit because she does not want her daughter to make the same mistake she did. Another example of this is that a few months before her death, Suyuan cooked a crab dinner for the Chinese New Year. There was eleven people coming, but Suyuan hadnt counted one. The guests chose the best crabs, and when Jing-mei went to choose a crab she was going to pick the one with a missing leg, but her mother insisted that she choose the better of the remaining two. This shows that Jing-mei is different than the others, but the others had to have the best just like their mothers. Another part of the book touches on how the mother shows her daughter how to grow beyond her innocence without losing hope. It also shows how when a mother learns from her mistakes how she tries to teach her daughter without having to make the same mistake. Also this book demonstrates that the older generation can and does learn from the younger generation. An example of this is that due to Lenas marriage trouble it forces Ying-ying to confront her painful first marriage. .u6a502bef69fbbc2595d654a014d203ce , .u6a502bef69fbbc2595d654a014d203ce .postImageUrl , .u6a502bef69fbbc2595d654a014d203ce .centered-text-area { min-height: 80px; position: relative; } .u6a502bef69fbbc2595d654a014d203ce , .u6a502bef69fbbc2595d654a014d203ce:hover , .u6a502bef69fbbc2595d654a014d203ce:visited , .u6a502bef69fbbc2595d654a014d203ce:active { border:0!important; } .u6a502bef69fbbc2595d654a014d203ce .clearfix:after { content: ""; display: table; clear: both; } .u6a502bef69fbbc2595d654a014d203ce { 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; } .u6a502bef69fbbc2595d654a014d203ce:active , .u6a502bef69fbbc2595d654a014d203ce:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6a502bef69fbbc2595d654a014d203ce .centered-text-area { width: 100%; position: relative ; } .u6a502bef69fbbc2595d654a014d203ce .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6a502bef69fbbc2595d654a014d203ce .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6a502bef69fbbc2595d654a014d203ce .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; } .u6a502bef69fbbc2595d654a014d203ce:hover .ctaButton { background-color: #34495E!important; } .u6a502bef69fbbc2595d654a014d203ce .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6a502bef69fbbc2595d654a014d203ce .u6a502bef69fbbc2595d654a014d203ce-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6a502bef69fbbc2595d654a014d203ce:after { content: ""; display: block; clear: both; } READ: The Potato Famine EssayAnother major point this book touches upon is the fact that the American-raised daughters are Chinese not just through genes, but in personality, culture, loyalty, and respect. As a teen, Jing-mei refused her Chinese heritage and didnt even want to believe she was Chinese at all until she went to China after her mothers death to meet her half sisters. While in China Jing-mei finds out that she did appreciate her mother although she was worried that she didnt and knew nothing about her. She also realizes that she did not have to prove her Chinese identity to her two half sisters, that she belongs to their family automatically because of Suyuan. After her trip to China she found her mother and stops feeling doubt of her and Suyuans relationship with each other. In The Joy Luck Club each mother and daughter learned different things from each other. Also, it talks about the transition from China to America and how the Chinese raised mothers must raise their daughters in America but keep their Chinese values. Jing-meis story represents her mother to her two half sisters as well as the struggle of relationships between mother and daughter. Bibliography:

6 Steps to Acing Your Second Interview

6 Steps to Acing Your Second Interview Congrats! You must have done something right in your first interview if they’ve called you back for a second round. This means you’re seriously in the running. Good news! But you’re not there yet. Their motives for calling you back could be as varied as wanting you to speak with other members of the team, wanting to get a better sense of one aspect of your experience, wanting to assuage concerns one part of the hiring team might have about your candidacy, or just to get a better sense of who you are as an employee.Here are 6  simple things to keep in mind if you want to ace your second interview.If it ain’t broke†¦Whatever prep you did last time, repeat it. Even if you think you remember the particulars. Give yourself a refresher course in the company, the committee, the position. Revisit the questions you prepped last time. Do you have answers that can expand on your first ones? Ask yourself what else you might be asked. Prepare, prepare, prepare. Don’t get caught out the second time for things you nailed the first!Come with  questionsYou already scoured your brain for good questions to ask and now you’ve got nothing. Keep digging! Now is a good time to show off your knowledge of the field and the position by asking more nuanced questions about the team, the work, the office culture.New interviewer, new homeworkIf you can get the names of any new people you’ll be meeting with, that’s your chance to bone up a bit on who they are and what they do. Not to mention what they might most be looking for, and how you can convince them you are it.Dress to impress (again)Hopefully you have more than one power outfit for interviews. If you don’t- you might need to invest in one. Or at least a different shirt and some accessories to shake up your go-to garb. Assume you struck a good note last time and aim for that sweet spot yet again.Stay freshChances are, you’ll be asked a lot of the same ques tions you’ve already answered. The worst thing you can do is complain. Instead of saying, â€Å"I already answered that!† Answer it again. With more passion, more panache. More polish. Be pleasant and answer thoroughly, as though for the first time.Be easygoingYou can’t control this conversation any more than you could control the first one. Go with the flow, relax, and your interviewers will appreciate your good attitude.Remember, a second interview is no guarantee that you’ll be hired. But you are one step closer and therefore should be one-step better prepared!

Brigids trickery no match essays

Brigid's trickery no match essays Brigids trickery no match for Sam Spades wits One of the great attributes of great noirs is the constant battle between the anti-hero and the seductive female. In The Maltese Falcon, Sam Spade is always a few steps ahead of Brigid OShaughnessy, but in Double Indemnity Walter Neff is held onto the same track as Phyllis Dietrichson by her misleading charm. Even though it is fun to watch Sam toy with Brigids plans, The Maltese Falcon falls short of the noir element of the conniving, incanting broad with wits to match the engaging male, whereas Double Indemnity is a better demonstration of this feature of film noir. To begin with each characters personality and history help support this stand. Sam Spade rolls his own cigarettes, had an affair with his partners wife, and is a pirate eye. In most of the shots he shown taller and has a dark face or half lighted face, showing that he is not showing all of his cards. On the other hand Walter Neff smokes cigarettes that are already rolled, works for a company (not himself), and has a deathly weakness for the ladies. In most of the shots of Walter, except for the ones at the end, his face is lit up. Brigid we found out has been on the run for this falcon and has had no success and is in need of help to find the falcon. She is not that strong and goes from one man to another. When she realizes that she might be ripped of by her male friend, she goes to another man (Sam Spade) to help get the falcon and get rid of her friend. As for Phyllis, she is a broad to be match up to any man. We find out that she has killed before and will do so again. She is married and is having an affair with another man. She is dependent on men but in a different way. Phyllis doesnt need a man to do things for her; she can do it herself, unless there is more to be made. On the other side Brigid needs a man for help, she is not as self-supporting. ...

The Case Against Physicalism By Jacky Chang Assignment

The Case Against Physicalism By Jacky Chang - Assignment Example While there are many arguments against physicalism, the largest and most consistent one seems to be that of consciousness, intellect, freedom of choice, and all the qualities that make a human being fully human. The physicalist reasoning relies too heavily on reduction thinking. They define physical as either being expressed in physical terms or else in the broad sense as being anything that is part of a physical system or process. In this way, they reduce all beingness to a matter of physical nature. In fact, there are non-physical things. Alter(2005) uses Descartes’ argument, that phenomenal consciousness is not physical due to the fact that one can conceive of the body as well as the mind independently of each other, therefore, phenomenal consciousness is neither functional nor physical, to prove that we have a fully conscious mind and a fully present body. According to physicalists, all knowledge is a mental function of learning by processes involving the five senses. How, then, can we account for human intuition, experiential knowledge and the sense of general knowingness that comes with the journey of life? According to Alter(2005), human intuition and knowingness are justifiable by reason alone, with no empirical evidence needed; we don’t intentionally learn everything, How does the physicalist account for freedom of choice? Melynk (2007) uses the argument that choice cannot be free as it refers to a causal agent or, in the case of theism, a supposed intentional agent that predesigned or had prior knowledge of that choice. Yet, Goetz and Taliaferro(2007) argue that choice is not causal or determined, but rather a function of our conceptual and intentional qualities, which in reality are abstract forms and therefore non-physical objects. How can the qualities that make us fully human be explained in physicalist terms? Melnyk(2007).

Adeptia Case Study Write-up Essay Example | Topics and Well Written Essays - 750 words

Adeptia Case Study Write-up - Essay Example Identifying an appropriate market segment for a start up product is crucial to any business organization. Thus of the various target market strategies such as single segment strategy, selective specialization, product specialization, market specialization, and full market coverage; the select specialization strategy would be the most appropriate strategy for Adeptia for positioning and marketing its product since it aspires to promote its product as a ‘niche’ product and also has the required specialization to cater to different market segments by tailoring its product accordingly. Product pricing is one of the most significant strategic issues since it helps in accurately positioning the product. In my opinion, Adeptia’s product was aptly priced but could have been more flexible, considering the product is in the growth stage. The product pricing also depends largely on various factors such as the company’s pricing objective which may include maximizing current profits, maximizing current revenue, maximizing product quantity, increasing profit margin, attaining quality leadership, aiming for partial cost recovery, or survival. Adeptia, already had a good quality product which met the customer requirements and hence the factors that were considered in developing its pricing model, in my opinion, would be aiming for partial cost recovery and survival, since it was an entry level product. Adeptia’s sales process has certain flaws and hence isn’t too effective. Initially the product was proposed to be sold through cold calling with a view to build a pipeline and a few junior sales representatives were hired for the purpose. Although the newly hired personnel had initial sales experience, the product that was proposed to be marketed required high technical expertise rather than just selling experience, which was completely lacking. The sales

Power Issues And Case Analysis Imbalances Social Work Essay

Power Issues And Case Analysis Imbalances Social Work Essay This assignment will discuss the case study given whilst firstly looking at the issues of power as well as the risk discourse and how this can be dominant within social work practice. Further to this a task centred approach will be explained and how it could be used when approaching this case study. Finally the strengths perspective will be explored and how this could effect change, and bring about social justice principles. Thompson (2000) discusses that power can be a complex issue that operates on different levels. He further discusses that many service users who come into contact with social services are generally in a relatively low position of power, and that this could be due to, for example; social divisions such as, class, race, ethnicity, gender, or religion. When looking at issues of power, it could be said that Ms. Evans who defines herself as Asian is being oppressed by many power differentials that would need to be considered. For example; Ms. Evans is currently living in naval married quarters and feels she has not been accepted into the community. It could be argued that she is living in a predominantly male domineered, white environment. Thompson (2000:56) highlights patriarchal ideology and how male dominance serves to maintain existing power relations between men and women, he also highlights how we should resist the pressure to make people conform to white malestream norms (Thompson 2000:141). Healey (2005) discusses anti-oppressive practice and how this looks at the personal, cultural and structural objects that can shape the problems that service users experience. Healey (2005) further discusses that through anti-oppressive practice social workers aim to promote service user empowerment by encouraging them to talk about and share their feelings of powerlessness, to help them understand how cultural and structural injustices can shape their experiences of oppression. Therefore when working with Ms. Evans and her family I would need to incorporate anti-oppressive practice in order to empower, and enable her to share with me her feelings and experiences of powerlessness in order to gain a better understanding of the families situation. However Thompson (2000) highlights, social work intervention involves the exercise of power, which if used negatively can reinforce the disadvantages that service users experience. Used positively however power can help to enhance the working relationship, the outcomes, and empower the service user, as Healey (2000:202) writes postructuralists see power as an ever-present and productive feature of social relations, and Foucault cited by Healey (2000) highlights the need for us to recognise the productivity of power, and argues that by focussing on power as only being oppressive ignores the positive dimensions of power. Ms. Evans has been referred to social services via the Health Visitor; this could be making her feel disempowered and nervous about the forth coming intervention of social services. Therefore when working with Ms. Evans and her family I would have to recognise the power imbalances between us, (Thompson 2000). I would need to be sensitive to the issues of power and imbalances by being clear with Ms. Evans on my role and purpose, explaining professional boundaries and responsibilities (Trevithick 2005). I would also need to consider my use of language and how as Dalrymple (1995) cited by Healey (2000:184) explains the way in which language can reflect power differentials and have an impact on the people with whom we are working. As well as recognising power issues and imbalances, as the social worker l would also need to undertake a risk assessment. As Thompson (2000) highlights, to assess the degree and nature of any risk to which Ms. Evans and her family could be exposed to. Assessing exposure to risks or a person, who is vulnerable to it is central to assessment within social work practice (Davies 2005). Stated in the Codes of Practice, as a social care worker, you must respect the rights of service users while seeking to ensure that their behaviour does not harm themselves or other people (GSCC 2007:4). This includes following risk assessment policies and procedures to assess whether the behaviour of service users presents a risk of harm to themselves or others (GSCC 2007: 4.2). Therefore when working with Ms. Evans and her family I would need to be aware of my organisational and statutory duties as there are substantial policies, guidance, and frameworks to inform my practice on risk assessment. When working with children and families as Brayne (2005) highlights, I would need to be aware of the law, which under the Children Act 1989 states; my primary responsibility would be when working with Ms. Evans and her family to that of the child, or children. Ms. Evans has stated that on occasions she and her family have experienced verbal abuse, which would need to be investigated further to decide on any risks this may pose to the family. However she has been described by the Health Visitor as suffering from post natal depression, and finds it difficult to care for her children, aged seven, five, and a ten week old baby who has spinal bifida. Therefore it could be said that my primary statutory concern would be, to what extent is her post natal depression effecting the care and welfare of her children, and does this pose any risks that need to be identified. Risk assessment and the management of risk have become dominant in all areas of social work. Kemshall (1997:123) cited by Davies (1997:123) highlights that within social work risk assessment and risk management have become key issues and are often central in the decisions, to allocate resources, to intervene in the lives and choices of others or to limit the liberties of activities of clients. Risk assessment has become a dominant discourse within social work because social workers are employed within a risk society, which searches for ways to identify and manage risk effectively. (Higham 2005:182) However as stated in the codes of practice, social workers should also recognise that service users have the right to take risks, and help them to identify and manage potential and actual risks to themselves and others (GSCC 2007: 4.1). Higham (2006:182) discusses how service users strengths that are likely to diminish the predicted risks should be assessed in keeping with the social work value of empowerment. Pritchard (1996) cited by Davies (1997:124) discusses how service users should not be denied the opportunities to take risks or exercise choice, and states that, risk-taking is an important feature of all our lives (Davies 1997:124). However, as Thompson (2000) explains, the balance between care and control within social work can be difficult to maintain. By approaching this case with a task centred approach would as Healey (2005) explains, mean focussing on enabling Ms. Evans to make small and meaningful changes in her life, that she has recognised, acknowledged and wanted to work on. Coulshed (1998) highlights that within this approach the service user is the main change agent, helping the worker to assess what the priorities for change ought to be. She further explains that because the worker is as accountable as the service user in carrying out agreed tasks this lessens the sense of powerlessness that the service user maybe feeling. A task centred approach works on a specific set of procedures whereby the service user is helped to carry out problem-alleviating tasks (Coulshed 1998). Healey (2005) explains that it consists of the pre-intervention stage, followed by four sequential but overlapping steps. Therefore firstly I would need to understand and establish the source of referral (the Health Visitor) and negotiate with them any expectations and views. However as Healey (2005) states, by understanding the views of the referring agency does not mean that this has to be the focus of work, as I would need to work with Ms. Evans on defining the target problems. Mutual clarity between Ms. Evans and me would need to be addressed, discussing any limits or boundaries, explaining confidentiality, my role, as well as any legal or other obligations. Working in collaboration with Ms. Evans I would seek to explore and prioritise Ms. Evans views of her problems, as the service user involvement in identifying the target problems are critical to concentrating their efforts on change (Healey 2005:119). Epstein and Brown (2002) cited by Healey (2005) suggest a maximum of three target problems, as it is not necessary to address all problems identified. Success in a few can have a knock-on effect for other problems in a service users life that may enable them to live with these problems or to deal with them (Healey 2005:113). However as Healey (2005) writes, although within a task centred approach the service users definitions of their problems should prevail, in circumstances where the worker is duty bound to insist on considering certain problems, or a judgement has been made of a potential risk that the service user may pose to themselves or others, than these issues should be clearly raised. An explicit agreement (contract) would need to be mutually clarified. This would include times, location of meetings, and detailed information on the goals of intervention, whereby the service user should be responsible for deciding the order in which problems should be addressed (Healey 2005). It should also include any goals the social worker has on behalf of their agency or statutory duties. For example when working with Ms. Evans, goals for intervention might include her health status to be investigated in relation to her post natal depression. As well as this a statement of tasks would be listed to address target problems and to develop the service users problem-solving skills (Healey 2005). This is the key intention of task centred practice, hence we must resist any temptation to do for, rather than do with the service user (Healey 2005:122). An example of one task could be; Ms. Evans to gain more information on spinal bifida and then forward this to her partner, as she feels that he has not accepted their daughters condition, and this could be a fear of the unknown. In supporting Ms. Evans in her task performance I would encourage, and help build on her strengths maybe through rehearsing set tasks with her in the form of role play (Healey 2005). This would enable for any strategies necessary to be put into place to help Ms. Evans overcome any obstacles that she may feel could hinder the completion of a certain task. Task centred practice is a systematic process, therefore throughout my work with Ms. Evans I would need to regularly review performed tasks in order to acknowledge any gain made, as well as address any tasks that have not been performed. This would give me the opportunity to address any issues with Ms. Evans and to explore ways if deemed necessary to revise our contract. Finally integral to the task centred structure is the need for a well planned termination. Healey (2005:124) writes that a clear and looming deadline is vital for concentrating worker and service user efforts on change. Within the termination meeting I would review with Ms, Evans the overall progress of our work, and how in the future she might maintain any progress that has been made (Healey 2005). Healey (2005) explains that a task centred framework provides a shell in which other theoretical perspectives can be incorporated. Incorporating a strengths perspective would, like task centred practice focus on, building a service users capacity to help themselves and to promote a mutual learning partnership between workers and service users, (Healey 2005:158) keeping within the social work values of empowerment, respect and service user self-determination. According to Healey (2005) the strengths perspective concentrates on enabling service users and communities to work towards their future hopes and dreams, rather than looking at past or present problems. Saleeby (1997:4) cited by Healey (2005:152) states that the strengths perspective formula is straightforward, where workers are required to mobilise service users strengths in order to enable them to achieve their goals and objectives, which would lead to the service user having a better quality of life on their terms (Healey 2005:152). Some of the key assumptions of the strengths perspective are, all people have strengths, capacities and resources, and people generally demonstrate resilience, rather than pathology when facing adverse life events. (Healey 2005:157). Healey (2005) discusses the practice principles and how the social worker should adopt a positive and optimistic attitude towards service users, working in partnership with them so solutions to problems are developed collaboratively. Healey (2005:162) further states that the formation of a good working partnership can increase the resources available to solve the problem at hand. Therefore when working with Ms. Evans I would focus on listening to her story, identifying her capacities, strengths, and resourcefulness which could contribute to positive changes. I would clarify any strengths with her as Healey (2005:162) explains, service users can grow when others particularly helpers actively affirm and support their capacity to do so. My role as the social worker would be to facilitate Ms. Evans capacity to acknowledge, and use existing strengths and resources which would enable her to develop new ones. These strengths could be for example; the skills she has developed from parenting, most of which due to her partner being in the Navy she may have done independently. Ms. Evans defines herself as Asian and that Islam is important to her, therefore, another strength could be that of adaptability, and having the inner strength to explore new experiences, as she may have moved from an Asian community to be with her partner in the naval married quarters. According to Saleeby (1996) cited by Healey (2005:164) belonging to a community is the first step towards empowerment. Therefore by working towards social justice principles I would explore with Ms. Evans what formal and informal help was available to her within the community. For example, a mother and toddler group, which would enable her to become part of the community that she feels she has not been accepted into. Healey (2005:164) explains community support can build and draw on the capacities of service users to help themselves and to help others. I would also discuss with her the help she is already receiving in relation to her baby and her diagnosis of spinal bifida, which could mean the family are entitled to both financial and practical help. This could include a family support carer to give some respite, which would allow Ms. Evans some time to pursue her own interests, such as her religion. Further to this I would need to recognise any strengths and assets within Ms. Evans social networks, such as people she may feel can be supportive, maybe discussing with her possible personal support from family and friends (Healey 2005). In conclusion this assignment has discussed the issues of power and how social workers need to be sensitive to and recognise power imbalances. .Following this, risk discourse has been explained, as well as a task centred approach to the case study. Finally the strengths perspective was incorporated which focuses on the capacities and potentialities of the service user.

How Mary Shelley creates a sense of horror in Frankenstein :: English Literature

How Mary Shelley creates a sense of horror in Frankenstein. Frankenstein Introduction In this essay, I will be writing about how Mary Shelley creates sense of horror in Frankenstein. Horror stories are usually dark and sinister. They are also very mysterious. They mostly use catching background music and horrible settings to create a sense of horror. Mary Shelley creates a sense of horror through the characters, settings and the language. From the beginning of the story, the audience's speculate that there was a reason behind Victor Frankenstein's interest to the anatomy of science. " A mind of moderate capacity, which closely pursues one study, Must infallibly arrive at great proficiency in that study." This creates a sense of horror because it suggests that Frankenstein is obsessed with the subject. It isn't just a plain interest. After his mother died, he was very upset and angry. He wanted to create a living human being- bringing a dead body alive. He wanted to do something that no one else has done. This can be looked at, as a metaphor saying that, he wanted to make something that even nature hasn't even created. This creates a sense of horror because, people in the 19th century were very superstitious and believed that going against the nature means going against God, and that's the worst sin that can be committed. " Darkness had no effect upon my fancy." This creates a sense of horror because he was different from the other people as well as the human characteristics. He had no fear of death or any superstitious belief. He appears as a person who would do anything because he is contending to himself as well as God. He wanted to create something that wouldn't have to follow the procedure of life. "I should attempt the creation of a being like myself" This creates a sense of horror because it suggests that he wants to break the natural chain. He is willing to create a human like himself but it should live for eternity. He wants to prevent death. He wanted to "succeed and arrive at great proficiency in that study". He finally decides to learn everything about human bodies and create a human creature from dead body parts so he started to make framework with bones and organs as an experiment. Frankenstein collects most of the materials that he needs from the charnel house where dead bodies are kept, and also goes to other places that are associated death such as churchyards, the dissecting room and the slaughterhouse. "Churchyard was the receptacle of bodies deprived of life" and "The dissecting room and the slaughter house furnished many of his materials". All these settings creates a sense of horror because, it's set in a

An Overview Of The Prison Systems

This critique on the criminal justice system is going to focus on prisons. Prisons are institutions for the confinement of persons convicted of criminal offenses. This paper is going to discuss the early history of prisons, early American prisons, goals of prisons, North Carolina prisons, and an overall overview of the prison system. Throughout history, most societies have built places in which to hold persons accused of criminal acts pending some form of trial. But the confinement of persons/criminals after a trial for punishment is relatively new. In ancient times (around the 15th century), the penalties for crime were often some type of corporal punishment. Whipping, drawn and quartered, broken on the wheel, burned at the stake, beheaded, hanged, or stretched on the rack. In the 16th century England, vagrants and petty offenders were committed to correctional institutions known as workhouses, a correctional facility for persons guilty of minor criminal violations. During the reign of Queen Elizabeth I, the government began to transport convicted felons to the English colonies. The punishment was initially thought of as the hard labor to which the prisoners were consigned. However, the idea that persons convicted of crime could be punished and then released after a relatively long period of time, was a new concept. Jails were first used as collection points for criminals awaiting transportation. Early jails were mostly dark, overcrowded, and filthy. The prisoners were held together indiscriminately, no separation of men and women, the young and old, the convicted and the unconvicted, or the sane and the insane. In America, the concept of imprisonment became a realization. The English Quaker, William Penn, abolished the death penalty for most crimes in the late 1600s, substituting imprisonment as a punishment. After battling between the reinstatement of the death penalty in 1718 and the replacement with incarceration in 1789, the Walnut Street Goal (Philadelphia) became the first prison in the United States. By the mid 19th century, most of the other states had followed. Two prison models soon emerged in the U.S. The first system, known as the Auburn Model, began in New York in 1817. The prisoners worked together in total silence during the day, but were housed separately at night. Very strict discipline was enforced, and violators were subjected to severe reprisals. The second model, Pennsylvania, began in 1829 at Cherry Hill (Eastern State Penitentiary). The Pennsylvania model was based on solitary confinement for convicts both day and night. The two models were both criticized very vigorously. Proponents of the Pennsylvania model focused on its hope of rehabilitation. The theory of being a felon and locked up alone all day in a cell with nothing but a Bible to read, would help out drastically. The Auburn model was criticized as being virtual slavery. This was thought because of the fact that the prisoners were often put to work for private entrepreneurs who had contracted with the state for their labor. Prisoners were never paid, leaving profits for the business owners and the state. Advocates of the Auburn model alleged that the idleness of the prisoners in the Cherry Hill penitentiary sometimes caused madness. Proponents stressed the activity of the prisoners and the profits from their labor, which meant that the states did not have to finance the prison. Rehabilitation was the systems main goal. In 1870, the National Congress on Penitentiary and Reformatory Discipline (known as the American Correctional Association) met for the first time in Cincinnati, Ohio. The congress adopted a set of principles for corrections, chief of which was the primary goal of rehabilitation. This led to the juvenile reformatories. Although the attempts to rehabilitate were relatively unsuccessful, the goal of rehabilitation changed the criminal justice system in the following decades. Probation and parole, work release, community corrections, and even a separate system of procedures and courts for dealing with juveniles, can all be traced to what was discussed at the first meeting in 1870. The Rehabilitation programs such as vocational training, guidance counseling, and psychotherapy began as part of the whole rehabilitation goal. In 1975, a study of more than 240 such programs essentially concluded that none was truly successful in reducing the recidivism rate (relapse into criminal behavior). Although there have been much criticism to this study, many believe the basic conclusion that participation in these programs was often not really voluntary, because prisoners hoped parole boards would look favorably on those who enrolled. Most penologist (a branch of criminology dealing with prison management and the treatment of offenders) now agree that rehabilitation is not a proper reason for imprisoning someone. Thus, rehabilitation is no longer the only, or even the main objective of correction agencies. In North Carolina, it wasn†t until 1868 that the state adopted a new constitution that provided for a state penitentiary. Inmates began building North Carolinas first prison, Central Prison, in 1870. It was a completed castle-like structure near the state capitol. It was finished in December 1884, when the prisoners started moving in.  · In 1875, these same inmates were leased to private employers as laborers and farmers. Under the lease, businesses had complete responsibility for the inmates. Many worked in rock quarries and built railways, while others farmed two tracts of land that the state leased.  · In 1901, inmates began working on state roads. They were moved from work sight to work sight in horse-drawn prison cages. In 1910, the incentive wage system began and inmates could then earn up to 15 cents a day, paid upon release, for the work that was being done.  · In 1925, the General Assembly enacted a law changing the state†s prison from a corporation to a department of state government. At the time, the state prison system included Central Prison, Caledonia Prison Farm, Camp Polk Prison Farm and eight road camps. Then, due to lack of regular maintenance and repair, the conditions were diminishing. The state took over the control of the prisons and the inmates, and provided new construction money from the Highway Fund for prison renovation.  · In 1935, women inmates form Central Prison moved to a south Raleigh prison camp, the site of today†s Correctional Institution for Women. Women from the Caledonia Prison Farm moved to the Raleigh facility permanently in 1956.  · In 1957, North Carolina became the first state to initiate a work release program that allowed inmates to work in private employment during the day and return to confinement at night.  · In 1958, striped prison clothing was replaced with gray uniforms for close custody, brown for medium, and green for minimum.  · In 1965, all prisons were desegregated and mental health services were established in prisons. Prisoners in North Carolina have numerous things they can do. Prisoners can work, volunteer, go to the correctional chaplain, work out, or just about anything. These inmates work in many different places. Food Services, Unit Services, Work Release, Prison Industry, Road Squads, Construction, State Agencies, Local Agencies, Community Work Crews, Vocational Education, and Academic Education. Other inmates take part in substance abuse treatment, have health problems, or are being admitted into prison. Ministry to the incarcerated is as old as incarceration itself. Chaplincy in North Carolina dates back to 1876. In the spring of 2000, over 100 chaplains were serving the inmate population. Annually, countless numbers of worship services, scripture studies, seminars, counseling sessions, segregation visits, and chaplains conduct special events. Prison chaplaincy is a special ministry of opportunity. It can be a rewarding spiritual endeavor for those persons who have felt a divine call to this challenging ministry. At the beginning of 2001, North Carolina†s prison system consisted of 78 prison units of various sizes with eight of the units having a standard operating capacity of less than 90 inmates. However, the largest facility, Central Prison, has a capacity of 937. The cost of North Carolina†s prison system varies from different forms of custody. For the Fiscal Year 1999-2000, the daily operating cost of the 64 bed medium security prison unit at Cleveland County was $54.06 per inmate per day, compared to the $36.44 per inmate daily cost of the 832 bed medium security unit at Brown Creek. The cost goes by prison security level. The system wide average operational cost for housing inmates in North Carolina prisons in Fiscal Year 1999-2000 was $65.65 per day. It is broken down into:  · Minimum Custody at $52.52 per day In theory, the U.S. prison system today consists of a variety of institutions (minimum, medium, maximum, jails, and federal institutions) each adapted to the characteristics and risks posed by its population. Minimum-security prisons are often built on a campus like arrangement, which allows the prisoners autonomy and freedom within broad bounds. It is a prison facility with the lowest level of security for nondangerous, stable offenders. Prisoners may have rooms with opaque doors rather than cells that are under constant surveillance. Visits are normally private, where close contact with visitors is encouraged in order to enhance their prisoner†s ties with the family and community. Medium-security prisons are a middle-level prison facility with a more relaxed security measures and fewer inmates. Maximum-security prisons (the most secure prison facility) are often massive buildings, with high masonry walls or electrified fences, where the primary concern is security. Prisoners are under constant surveillance where their movements are severely restricted, and many are required to remain in their cells almost the entire day. Outdoor recreation is minimal, and visits, when allowed, are often conducted by telephone, with a glass partition between the prisoner and the visitor. There are about 130 of these maximum-security prisons that collectively house more than 100,000 prisoners. Jails, a place of confinement for persons held in lawful custody: such a place under the jurisdiction of a local government (as a county) for the confinement of persons awaiting trial or those convicted of minor crimes , are typically not part of the state prison system. They are often managed individually by the districts or counties in which they are located. Many criticize the jail, saying that is the worst part of the U.S. penal organization. In recent decades, most prison systems in the U.S. have come under legal scrutiny, and the courts have found them severely wanting. Many have been declared unconstitutional in the sense that the conditions- including idleness, overcrowding, poor medical care, substantial violence, and lack of rights accorded prisoners- render confinement in these institutions â€Å"cruel and unusual† punishment and hence in violation of the 8th Amendment to the U.S. Constitution, (Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted ). Such judicial decisions have increased the pressure on state prison authorities to replace their antiquated prison facilities with more modern and humane institutions, in keeping with the ideals set forth by penologists a century ago.

Madame Bovary Comparison - 1166 Words

In Flauberts Madame Bovary, there are many symbols and details about windows and the wedding. Throughout the novel Emma Bovary, Charles wife, is trapped inside a life that she does not long to have. Emma had fantasies of how she wanted her life to be so she rushes into marriage hoping to fulfill that desire but she becomes trapped in marriage as her dreams are not coming out to what she hoped for. Life is not just about being married to satisfy those wishes, you also have to be able to find those desires within the man you are marrying which Emma did not do. Charles was not the man she could have to fulfill her romantic desires. The windows are a symbol to demonstrate Emmas entrapment. She is always staring out of the†¦show more content†¦The way he seduces her is the same as you would see in a film or read in a book which shows her fantasies were magical based. Then again, Emma is in a dress at her funeral. The dress is supposed to symbolize purity but should not be described in that manner because of Emmas affairs. When Charles is staring at her in her dress as she lay in bed, he says that she is lost beneath her dress. This symbolizes that the dress could be holding her back or weighing her down such as suffocating her just as she was in her marriage. She was worn down by her marriage and wanted a way out of the suffocating entrapment. The dried wedding bouquet is also a symbol related to the wedding. Emma finds Charles first and deceased wife, Heloises, bouquet on the desk near the window. Charles then just picks them up and throws them away. This shows how women were portrayed as flowers being easily replaced. A promise is obtained within the flowers about the dreams marriage should have given her according to her dreams. Emma begins to think about her flowers and what would happen to them if she were to die. Emma bringing up death in the beginning of the novel foreshadows the events later on in the novel when she dies. Emma even throws her own bouquet in the fire after pricking her finger on the wire of that bouquet. Emma burning her bouquet could be seen as a way toShow MoreRelated A Comparison between Madame Bovary and The Awakening Essay1169 Words   |  5 PagesSimilarities Between Madame Bovary and The Awakening      Ã‚   Centuries ago, in France, Gustave Flaubert wrote Madame Bovary. In 1899, Kate Chopin wrote The Awakening. The years cannot separate the books, and the definite similarities that the two show. Madame Bovary is the story of a woman who is not content with her life, and searches for ways to get away from the torture she lives everyday. 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