Kant’s Ethics of Dignity and Freedom Essay

Immanuel Kant’s moral philosophy contends that morality is grounded from deductive reasoning.   In his Groundwork for   Metaphysics of Morals, Kant introduced the main premise of his moral Philosophy, the Categorical Imperative (Singer, 1993).   The Rationale of Kantian ethics is to construct ethical principles in accordance with rational procedures which includes duty (Singer, 1993).  Ã‚  Ã‚   Kant grounds his moral philosophy on the question â€Å"what I ought to do?†, he then attempts to determine the fundamental principles that humans should adopt.   Kant fully furnishes his ethical claims in a subjective approach regarding what is good for man. Criticism of Previous Ethical Thories In his Critique of Pure Reason, Immanuel Kant primarily makes a connection between rationalism and empiricism.   Conversely, Kant counters David Hume’s empiricism, stating that although all knowledge begin with experience, it does not necessarily mean that it all comes from experience.   In his realization of Hume’s dubious conclusions, Kant dwelled on the postulation that all ideas are representations of sensory experience (Guyer and Wood, 1998).   To counter Hume, Kant attempted to find another means to derive cause and effect without dependence from empirical knowledge (Guyer and Wood, 1998). Kant grounds his perspective of freedom as autonomy, and morality from the beliefs of renowned French enlightenment philosopher, Jean Jacque Rousseau.   Rousseau believes that freedom is not simply being unbound from any law, but by the laws that are, in a sense,   made by the individual.   Hence, Kant primarily conforms to the idea that freedom bypasses the negative notion of being free from influences that are governed by elements outside the self (Johnson, 2004). Kant, although influenced by rationalist Rene Descartes, counters the latter’s perspective on the existence of God based on reason, that due to restrictions brought about by reason, no one can really know if there really is a God.   Kant solidifies his claims by stating that justifiable knowledge must be grounded from a reality encountered solely by human experience (Singer, 1993).   In his explanation, Kant asserts that all the preparations for reason in what may be deemed as pure philosophy, are directly adressed to three problems; God, soul and freedom (Guyer and Wood, 1998).   Kant neither denies nor accepts the existence of God, he, however, argues against the rationalist perspective of God and sees the Christian scriptures as a worldly narrative which can be agreed upon as a representation of morality (Singer, 1993). Autonomy and Heteronomy Autonomy and its principles are important in Kant’s moral philosophy, this is due to the fact that the basis of the actions are based on internal motives.   In this context, the one who acts (the Agent) does it in an autonomous manner since the agent is the only key holder to the basis of the action.   Heteronomy, for Kant is an element in the basis of a moral act that are driven by external factors (Singer, 1993).   A person then who acts under the influence of outside forces is not acting freely, therefore, that person is acting heteronomously. Categorical Imperative Kant grounds the foundations of the princple of his moral philosophy from the denial of principles that are non-universalizable.   Kant formulates this concept as a demand which he calls the categorical imperative (Singer, 1993).   Kant’s formulation of the categorical imperative claims that Act only according to that maxim whereby you can at the same time will that it should become a universal law   (Singer, 1993).   This sentiment is the core of Kant’s ethics and is the basis for the maxims or fundamental principles an individual may advocate.    Kant’s categorical imperative may also be viewed as an end in itself, described as a means that only serves the fulfillment of the interest itself and not to any other purpose.   Immanuel Kant holds that the principles of reason governs the moral law and that irrelevant factors such as what would make people happy, is the basis of morality and the moral law (Guyer and Wood, 1998).   Kant defining Rational beings as people who are capable of moral deliberation who can choose to act by fundamental principles that have universality.   It is in this framework that Kant formulated the Kingdom of Ends and furthered his Categorical Imperative, implying the term kingdom as a group of rational beings bound by common laws. Kant argues that inclination to the categorical imperative bequeaths an individual with autonomous ethical choice.   The basis for such argument is on Kant’s assertion of the bond between moral law and autonomy.   In his presupposition, Kant suggests that practical will is bound by the categorical imperative through the simple fact of reason, and uses such thought to postulate that our wills are autonomous (Johnson, 2004). The essence of Kant’s moral philosophy is quite ironic due to the primary intentions that are never achieved. The first point of criticism is that Kant, like many other scholars are in pursuit of a universal truth, given the textual fact that Kant’s ideas are based on his own assumptions, it is unimaginable that Kant is unable to provide concrete defense of autonomy of the will in accordance to the categorical imperative. Reflection In reference to his categorical imperative, Kant provokes individuals to act according to such principles that ends to the universal law (Singer, 1993).   This categorical imperative, and his moral beliefs for that matter, are based on subjective thinking, another irony on the true aims of his moral philosophy.   In this regard, I think it is safe to connote that Kant’s undertaking of how an individual should think only provides signs of the conventional human flaw, the fear of elements and concepts that the human brain cannot fully comprehend. Personally, I think Kant’s suggestion regarding compliance to the categorical imperative provides freedom in ethical decision making is incomprehensible, since one of his underlying concepts is rationality and morality (Singer, 1993).   I feel that Kant’s moral philosophy may result to individuals to be narrow-minded since they only consider the reasons in doing actions and overlook the possible outcomes that may have destructive tendencies.   I myself cannot see how to live in a world of subjectivity and apathy.   If Kant wrote his ethical theories to burst out personal opinion, he should have been a journalist, rather than a scholar who cannot live up to the principles of his own philosophy. References Johnson, R. (2004). Kant’s Moral Philosophy. Stanford Encyclopedia of Philosophy.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Retrieved 12 February 2008 from http://plato.stanford.edu/entries/kant-moral/#Aut Singer, P. (Ed.) (1993). Blackwell companions to philosophy: A companion to ethics. Malden,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   MA: Blackwell Publishing. Kant, I., Guyer, P. & Wood, A. (Eds.). (1998). Critique of Pure Reason. Cambridgeshire:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Cambridge UP.

Art and Culture Essay

Art and culture are two terms which can never be separated and are deeply interlinked. Art refers to the quality, creation, appearance, or realm, based on aesthetics of what is beautiful, appealing, or is completely out of the ordinary. Art has many facets like theatre, paintings, music and other kinds of visual and abstract art. It has been seen that different cultures have different kinds of art because art of a country always reflects its culture, traditions and norms. The thoughts, ideas, rules & routines and famous signs and symbols common among the people of an area are displayed through art. A particular culture develops gradually and if its components are embedded in a family, generation or several generation this culture becomes permanent and its language and traditions become an imperative part of the society. By language, one does not only mean verbal enunciation of people to communicate but it also means communication through music, poetry, architecture etc. These cultural representatives show both meaning and value of art creation and more deeply the reason and value for the civilization taking place at that time. Each kind of art is an expression; it is the expression of human beings who exist as a part of culture. Therefore, culture and art go side by side and cannot be deemed as completely different phenomena. American culture and art have an old bondage. Pop Art became popular extending from America to all over the world in 1950’s and 60’and instantly became a very popular and widely accepted image of a modern America. Pop Art incorporates hard edges and displays the real life style. Warhol who is considered to be the father of Pop Art created and popularized its concept; pop art is a representative of the cultural aspects of society and is also deemed as abstract expressionism (Mamiya, 1992). The signs, symbols and artifacts represented by Pop Art are based on true American culture rooting from history. Another example is the local cultural activities that take place in the form of theatre, musical shows and dance. The visitors from all over the world come to enjoy the cultural activities at different venues in New York and Chicago such as Dallas Museum of Art, M Morton H. Meyerson Symphony Center and the Nasher Sculpture Center (Sherman, 2009). These activities are a true depiction of the American society and portray its traditions, values, norms and preferences in the form of art. References Mamiya, C. J. (1992). Pop art and consumer culture: American super market. CA: University of Texas Press Sherman, L. (2009). America’s Cultural Tourism Capitals. Retrived 21st March 2013 from: http://www.forbes.com/2009/08/20/america-culture-capitals-lifestyle-travel-arts.html

Full IPAD vehicle intergation (as dispaly for monitoring the speed , Essay

Full IPAD vehicle intergation (as dispaly for monitoring the speed , pertrol consumption , and controlling the AC ..etc) - Essay Example However, I have written the assignment exactly according to your specifications. You are however free to contact me through the message board if you have any concerns about the assignment and I shall respond to you accordingly. Thank you – Isaac. ANSWER According to the Management.About.Com, â€Å"barriers to entry are those things that make it difficult for a new company to compete against companies already established in the field.† This is to say that even though the possibility to enter the market and achieve success even over existing companies is not a fallacy, there are some challenges and hurdles that new companies would have to overcome in order to achieve these successes. The first and most outstanding barrier to entry will be the stiff competition that our company would have to engage in with market pioneers. BMW, an automobile brand giant has already introduced iSO Integration and iPad dock; an iPad vehicle integration system that â€Å"give drivers the cap ability to access text messages, memos, emails from their iOS and Blackberry devices† (Thacker, 2010).

Fasting Times Research Paper Example | Topics and Well Written Essays - 250 words

Fasting Times - Research Paper Example First is the sample selection biased that can influence the research study if a non-random sampleof a population in which all individuals, or instances, were not equally likely to have been selected. Thus, results can be erroneously attributed to the phenomenon under study rather than to the method of sampling. Self-selection will be according to the willingness to participate in the study of individuals and there is a tendency that more educated person will agree to join the study. Another is limited response rate where some of the representative cannot fully respond to the activity that is being asked to them (Macnee &McCabe, 2008, 138). Generally, sampling errors and biases are induced by the sample design. Therefore, a researcher must utilize certain sampling methods in choosing representative randomly in the population to have a chance of being included in the study. The difficulty can also be mitigated by weighting the data when population standards are available or by imputing data based on answers to other

Homeland Security - Predaredness & Prevention Assignment - 3

Homeland Security - Predaredness & Prevention - Assignment Example The model includes some of the most important steps which could be taken during emergency. The need of management for emergency circumstances is now evolving in almost every state of the world as terrorist activities have been noted to increase with extreme socio-political movements around the world. The need of the preparedness and prevention is thus important because threats can considerably cause devastation of infrastructures. One example of devastation could be taken from the attacks of 9/11 in 2001. The need of the preparedness and prevention model is due to the fact that people needs to have awareness and training regarding how to counter terrorist threats. Moreover, there are some of the preparedness plans and models for prevention of terrorist attacks which are already in action. One of the most widely used and effective preparedness and prevention plan is by National Incident Management System (NIMS) (Federal Emergency Management Agency, 2004). Devastating incidents which could not be controlled by agencies separately might be solved by interrelated patterns joi ned together by different agencies. National Incident Management System is basically allowing the agencies to interface and work together to mitigate the threat, survey vulnerability and prevent the dangers of threat (Federal Emergency Management Agency, 2004). The first and foremost step in the plan of preparedness and prevention is that assets of the organization are identified. Assets could include any material or structure which could be regarded as beneficial and valued to the company. Identification of assets could be done on the basis of prioritizing the organizational structures and belongings. In case of varied and large amount of assets, it is suggested that assess are characterized in terms of its value. Categorization is the most helpful way to identify assets as noted in other preparedness and

Applied Linguistics and Communication Essay Example | Topics and Well Written Essays - 500 words

Applied Linguistics and Communication - Essay Example A different language is a different vision of life. Learning languages helps one to grow spiritually, allows him to understand other’s thoughts and helps him to promote peace. Thus, he develops an antagonistic felling against social and moral evils like racism, terrorism and discrimination. With the emergence of globalisation, importance of learning and understanding other languages has increased significantly. It provides a comparative analysis, through which one can compare the variations in different cultures, broadens vision and helps to understand the true motive of life. It also prevents misunderstandings which are evident because of linguistic barriers. Newer languages are a treat for the human mind because it increases the tendency to communicate and socialise. People who learn foreign languages demonstrate greater cognitive development in particular areas such as mental flexibility, creativity, and higher order thinking. Each region has a multiple, self- defined set o f languages which not only reflects the prevalent culture but also represents the traditions and in some places, the norms. By not understanding the language of a particular region, one is deprived of the knowledge and culture of that region which makes him intolerant and bias towards that region. In order to comprehend the mental approach of different people, it is essential to learn their language.

Information Technology Analysis Term Paper Example | Topics and Well Written Essays - 1000 words

Information Technology Analysis - Term Paper Example According to Information Systems Audit and Control Association (ISACA) the five major components of IM / IT governance are:strategic alignment, value delivery, resource management, risk management and performance measurement (ISACA, 2009). Strategic alignment: In a health care organization,suppose a hospital, strategic alignment is when the corporate business goals of the hospital and its departmental or functional goals are aligned with each other. More specifically to achieve strategic alignment, what the top management has to work upon is making a set of attainable goals and objectives and communicate them to all the subordinate department heads so that the narrowed down departmental operational goals are aligned with the more broader corporate ones. As a result when IT operations help to achieve the hospital’s overall desired strategic goals, whether they are providing best quality healthcare services to patients, maintaining healthy hospital environment, providing fast an d efficient healthcare services, etc., the health care quality to the end customer (patients) will be improved. Value delivery: Values are the organization’s fundamental underlying aims and goals based on which the IT strategies, policies and plans are structured so that best possible decisions can be made to guide operations. IT governance delivers maximum value and improves healthcare quality when while making an IT based decision, the alternative with higher value is chosen. For example, one decision might increase customer satisfaction; the second alternative decision might increase hospital’s revenue while the third might increase both. Logically, the third alternative should be opted for, so quality is improved with best value delivery. Value delivery is contingent to management’s decision making. Resource management: It is quite obvious that IT departments or projects require a reasonable amount of resource investment including human resources, capital, t ime, space, etc. IT governance involves managing resources and making intelligent decisions so that the quality of health care is improved with optimum resource allocation i.e. getting maximum value from resources allocated at lowest cost so that healthcare is improved (Weill & Olson, 1989). Risk management: Risk in IT governance has three levels: innovation, agile execution and cost efficiency (Mueller et al, 2008). For an IT decision to be at its least risk so that healthcare is improved the most effective level is cost efficiency because on the scale of risk versus time elapsed, cost efficiency is when the IT decision bears least risk as compared to the other two levels. Although, it is to be noted that for every new IT project in any healthcare organization the risk level is highest if the idea is supposed to bring a strikingly abrupt change initiative. For example: shiftinga hospital’s completely manual patient-file-system to an enterprise databasewill drastically improv e healthcare quality but will have high risk involved. Again, it is the management’s decision that evaluates value versus feasibility. The best decision is then, the one that maximizes value and improves healthcare quality minimizing risk to the least. Performance measurement: IT governance improves quality of healthcare when appropriate performance measures are used to evaluate whether the

Business security and globalization issues in Canada and Mexico Research Paper

Business security and globalization issues in Canada and Mexico - Research Paper Example CTA represents the trucking industry’s perspective on national and global policy, general and legal regulations that affect trucking. In Canada, 90% of items like food and consumer goods are carried by the trucking industry across the country. This industry reaches out to provide its services to almost every town, city and community of Canada. 70% of trading relation between Canada and US and 50% of trading relation between Canada and Mexico comprises of the trucking industry. In spite of the fact that few very large and public limited companies form the Canada Trucking industry, yet it is ruled by thousands of businesses of medium and small sizes and independent businesses which are operated by the owners. Most of such businesses are owned and run by Canadians. In 2000, trucking industry in Canada garnered freight revenue of $48 billion. Out of the 400,000 people employed by this industry, the number of drivers is over 260,000. (â€Å"Submission on the Canada-United States o f America Trade Relationship and the Canada-Mexico Trade Relationship†) Effects of US Security Initiatives The initiatives taken under the Smart Border Accord could challenge the ability of the Canadian carriers to participate in the trading relationship with US unless an appropriate balance in trade/security is maintained with the US. To influence the border policy decisions of US, Canada has to maintain a strong partnership with the Americans in the field of border and security efficiency. Substantial steps must be taken by both countries to tackle national security concerns as well as to ensure smooth flow of low risk commercial freight across the border. As long as border security is not addressed properly economies of both country and especially economy of Canada is bound to suffer. Investments should be made on infrastructure like tunnels and bridges to expand the crossing capacity in the Canada-US border. Both United States and Canadian governments should support the us e of FAST cards as substitute of the Transportation Workers Identity Card developed in the US. (â€Å"Submission on the Canada-United States of America Trade Relationship and the Canada-Mexico Trade Relationship†) Trucking industry in Mexico Commercial transport in Mexico is dominated by its trucking industry. Mexico’s truck fleet increased by 85% between the years 1989 and 1992 due to government’s deregulation of the industry. Till 1989, Canada’s truck fleet could run only on certain routes and could carry only certain types of cargo. This led to inefficiency within the industry. Since 1992, trucks can run over any road within the country and can carry all kinds of cargo except the dangerous and explosive ones. This has resulted in doubling the number of trucks in Mexico and due to intensified competition costs have also fallen drastically. (Nolan, 308) Canada and Mexico’s Trade with the United States Canada and the United States are the largest t rading partners of each other. Canada exports 87% of its total exports to the United States every year and the United States sells 22% of its total exports to Canada. Every day over 37,000 trucks cross the border of Canada and the United States and Canada receives 50% of all automotive exports of US. Of total trade in Canada, trucks carry 70% with US and 50% with Mexico. Mexico is the sixth largest trading p

Cellular Respiration Essay Example for Free

Cellular Respiration Essay Answer the following questions: Cellular respiration: †¢ What is cellular respiration and what are its three stages? Cellular respiration is a way cells store food and energy, a catabolic pathway for the production of adenosine triphosphate (ATP). The cellular respiration happens in both eukaryotic and prokaryotic cells. The three stages are Glycolysis, Citric cycle, and electron transport. †¢ What is the role of glycolysis? Include the reactants and the products. Where does it occur? Glycolysis splits the sugar that goes in to the cell. Then in converts in to energy the cell need. It does not need oxygen to occur. †¢ What is the role of the citric acid cycle? Include the reactants and the products. Where does it occur? Citric acid occurs after glycolysis process, high energy electrons are produced. It occurs only when oxygen is present but does not always use it. †¢ What is the role of the electron transport system? Include the reactants and the products. Where does it occur? Electron transportation system requires oxygen. It’s a series of electrons carriers in the membrane of the mitochondria. Photosynthesis: †¢ What is the overall goal of photosynthesis? Photosynthesis is a process whereby plants, algae and bacteria convert light energy in to chemical energy, using carbon dioxide and water. †¢ Because photosynthesis only occurs in plants, why is it essential to animal life? Photosynthesis is important for animals because the plants produce the sugar they need as a vital nutrient for the animals. †¢ What is the role of the light reactions? Include the reactants and the products. Where does it occur? The reactants of light-dependent reactions in photosynthesis are H20 (water), ADP, and NADP+. The products of light-dependent pathways of photosynthesis are Oxygen, ATP, and NADPH. The reactants of light-independent reactions are ATP, NADPH, and Carbon Dioxide. The main purpose of the light independent reaction is to produce glucose. Rate This Answer What is the role of the Calvin cycle? Include the reactants and the products. Where does it occur? Summary: †¢ Explain how photosynthesis and cellular respiration are linked within ecosystems. The link between photosynthesis and cellular respiration is an inverse relationship; both are opposites of each other. Photosynthesis is the process by which carbon dioxide is converted into organic compounds from sunlight. The most frequent compound is sugar. †¢ Visit the NASA website (http://data.giss.nasa.gov/gistemp/graphs/) and research global temperature changes. How has global warming affected overall temperatures? What effects do cellular respiration and photosynthesis have on global warming? References. 1. http://www.biolib.cz/en/main 2. UnversityofPhoenix(2011)Photosentisys.p109

The Difference Between Feminine and Masculine Essay Example for Free

The Difference Between Feminine and Masculine Essay Farrah Fawcett once said â€Å"God made man stronger but not necessarily more intelligent. He gave women intuition and femininity. And, used properly, that combination easily jumbles the brain of any man I’ve ever met.† Why then, do women still feel that men are superior to them? Does being feminine lower us, or make us inferior? What defines femininity, and masculinity as the opposite? In an excerpt from source B, De Beauvoir says this â€Å"The terms masculine and feminine are used symmetrically only as a matter of form, as on legal papers. † She makes the point that masculine and feminine are unimportant in everyday life, however if used, they are used as a term of judgment and usually negativity. She continues â€Å"†¦for man represents both the positive and the neutral, as is indicated by the common use of man to designate human beings in general; whereas women represents only the negative, defined by limiting criteria, without reciprocity.† Women are defined by limiting criteria. What a degrading phrase. Why is it that women always get put on the back burner of respect? We are told that being a man means you are masculine, and if you are not masculine, you are not a man. But what defines masculinity? Is it being a â€Å"brave soldier† as in source C, or is it being able to be in tune with your emotions? I will draw from source B again â€Å"A man is in the right of being a man†¦ so there is an absolute human type, the masculine.† Men are entitled to no feelings except those that exude strength, because of what we have been told since 1599. In source C, Shakespeare writes â€Å"But I had not so much a man in me, And all my mother came into mine eyes, And gave me up to tears.† He says crying is something from his mother, and it makes him become a man no longer. But what if they had it wrong? What if the real strength of men is being able to be feminine? In source F, a poem written by Maya Angelou, she says this â€Å"Men themselves have wondered What they see in me. They try so much But they can’t touch My inner mystery.† How fitting of a woman, the inner mystery she describes. It truly cannot be touched, or bought, or sold. It needs to be earned, and they only way to earn that is be being feminine. To close, I want to finish off with reference to source D, which I think sums up everything that is masculine or feminine. â€Å" Women are told from their infancy, and taught be example of their mothers, that a little knowledge of human weakness, justly termed cunning, softness of temper, OUTWARD obedience, and a scrupulous attention to a puerile kind of propriety, will obtain them the protection of men†¦ How grossly do they insult us who thus advise us only to render ourselves gentle†¦Ã¢â‚¬ 

How Effective is the Child Protection System in the UK?

How Effective is the Child Protection System in the UK? How Effective is the Child Protection System in the United Kingdom with Specific Reference to Black African Children in Tackling Child Abuse? Introduction Literature highlights some of the challenges for social workers assessing and making decisions about African children and families whose cultures differ from the majority of the white population in United Kingdom. The critical evaluation of knowledge and research in child protection and prevention of child abuse in black African children is important to the forming of social work policy, services and appropriate intervention. This is because there is need to provide appropriate intervention services which are culturally sensitive but at the same time preventing child abuse. It is important that black African children perspectives form part of policies and legislation. Several authors have critically analysed the evidence on service provision for black families in general. A pathologising approach to black families may lead to unnecessary coercive intervention and on the other hand a cultural relativist approach may lead to a non-intervention when services are required (Dominelli 1997 , Chand 2000). The purpose of the review is to explore if the child protection system is effective in preventing child abuse in black African children and their families. By child protection, the review will be referring to all the agencies and services involved in protecting and preventing child abuse. By relating to theory and research, there is hope to uncover gaps, themes and debates and also, raise questions which can be useful for future research. The literature review starts by setting the parameters that is, defining the terms that will be used, such as, child protection and child abuse. The literature review goes to set the historical and theoretical context because it is important to know how long literature and research has existed on the topic and what has been happening including research on culture differences, poverty, power issues and child protection. The review goes on to address the theoretical perspectives on the topic to analyse the theories that form the knowledge base in rese arch. The review goes on to look at the major findings in research and literature by exploring the key themes such as factors that impact African children that can result them in being involved in the child protection system for example, child rearing practices, poverty and limited knowledge in cultural practices by social work professionals. Finally the review will look at the anti-discriminatory practice and user-involvement to show how professionals can work sensitively and provide culture appropriate services. The literature search Child protection system aims to prevent situations that can result in a child or young person aged sixteen and under experience abuse that puts them in danger of not developing appropriately or losing their life (Save the Children UK, 2008). The abuse can fall under the category of child abuse which could be in form of neglect, emotional, physicals and sexual, (Woolfson et al 2009). The search involved these terms. After establishing the specific area to be reviewed; the focus was on black African children and the child protection system. The area of child protection and black African children is a controversial area that has been neglected in literature and research and there is need to analyse themes and identify gaps in literature. The sources selected were journals, books, government records and articles. Electronic search engines were used because they provided a readily available wide range of literature and research articles which have been accepted for publishing. These sourc es were used as evidence and source of information because they had been accepted for publishing hence they would not provide with false information. Review of the literature Historical Context In setting the historical context, the most important development in child protection is the formulation of the Children Act 1989 which was influenced by the public inquiries of the 1970s and 1980s child deaths, for example, the Maria Cowell. The Act stressed that the Local Authoritys duty is to safeguard and promote the welfare of children. However, research into how the Children Act was being put into action found that the child protection system was still focusing on single incidents of child abuse rather than planning to meet the wider requirements of children in need (DoH, 1995a). The studies also noted that many children and families received little or no support, the assessment of risk was low (Stevenson, 1998) and ignored the influences of poverty, unemployment and poor housing. This meant that a new way in thinking was needed about working with families. The result was publication of the Framework for Assessment of Children in Need and their Families (DoH et al, 2000) and Wo rking Together to Safeguard Children (DoH et al, 1999). A Common Assessment framework was also developed to promote more effective earlier identification of childrens additional needs and improve inter-agency working. A review into previous deaths of children indicates failures to listen to children, sharing of information, follow procedures and recognising indicators of abuse. The main response to the deaths of children due to local authorities failures has been to seek bureaucratic solutions such as introducing new guidelines, laws and procedures (Ferguson, 2005). However, the Laming 2003 enquiry into the tragic death of Victoria Climbie in 2000 is particularly significant because it pointed out the inter-agency approach established after Maria Cowells death in 1973 was not followed and it considered implications for the whole of the child protection system (Batty, 2003). Laming (2003) highlights the misjudgements made on the Climbies case based on cultural assumptions that led to a tragedy. However, Garret (2006) argues that the Laming report (2003) appears to detach a childs race from core assessments and this was echoed in the Every Child Matters which appears to mention very little about the needs of children from other races. After the Victoria Climbie enquiry there has been recent death of children known to social services such as, baby P (2007) and Khyra Ishaq (2008). This begs the question, where is the child protection system going wrong? There are debates on how to provide social work interventions and family support that are culturally sensitive and competent to African children and their families who are at risk of significant harm (Stobart, 2006; Holland 2004, Robinson 2007; Mama 2004). This was highlighted in the Laming Progress Report (2009) which set out challenges faced in safeguarding children such as: â€Å" there is still need to improve knowledge and skills to understand children and their family circumstances. Also the laming report noted that despite the progress in inter-agency working the re are still problems of day to day reality of working across organisational boundaries and culture †, Laming Progress Report (2009). When reviewing literature it is important to note that there is a sparse of research on black African children and the child protection system in the Britain hence it is difficult to set out the historical and theoretical context. Where research and literature exists, the data is still not plausible because it is mixed with other research data from minority ethnic populations and their experience differs widely. Theoretical and research perspectives that shape knowledge Different theories and perspectives inform knowledge base in literatures surrounding African children and the child protection system. When researching this area there is need to look at experiences of African people and their involvement with child protection hence researchers can use the black perspective which is based on the notion of common experiences that black people share. The black perspective criticises repressive research and theories that are likely to oppress black people, (Robinson 2007). African families will always refer to their culture as frame of reference to their parenting capacities (Bernard and Gupta, 2008) and understanding and acknowledgement of the black frame of reference will enable social workers to come up with accurate and comprehensive assessments of African black children involved with the child protection system, (Robinson 2007). Other literature is based on the ecological perspective and highlights the importance to analyse the impacts of social ex clusion, poverty and immigration on black African children and their families, (Gibbs and Huang 2003). However, Robinson 1998 argues that there is a danger of over-generalising and stereotyping because individual members from the same culture can behave differently from the pattern that is typical of that culture. However, other researchers argue that postmodern theories have gained popularity in social work, (Pease and Fook 1999; Leonard 1997). Researchers have argued against postmodern theories who want a better understanding of identity, combining personal with structural elements of living (Dominelli 2002; Graham 2002), drawing on the idea of what holds people together, (Badiou 2001). The lack of appropriate preventative support services which are culture sensitive often result in social work operating against the interests of black children involved in child protection, (Barn 1993, Graham 2002). Social work has operated within a problem oriented framework which is characterised by deficit and dysfunctional theories of black families (Robinson 2008). Major finding in literature and research Research agrees that black African children and their families are disproportionately represented in child protection (Graham, 2006; Barn et al 1997; Bernard and Gupta 2008). When looking at experiences of black African children and their families and how best to offer them appropriate intervention it is important to acknowledge background in terms of religion, culture, language and beliefs (Bernard and Gupta 2008; Gibbs and Huang 2003; Robinson 2007). Research shows that black African families may experience oppression and discrimination within the child protection system (Chand, 2008). A lot of literature appears to draw attention to the parenting in African families and how their culture is neglected in a lot researches and there is little empirical evidence especially about African parenting in Britain (Bernard, 2002; Graham 2006). Parenting by African families is entwined into an already debate of what constitutes child abuse (Francis, 1993; Chand 2000). Barn, 2002 argues that c hild abuse is a socially constructed phenomenon and most of literature surrounding child abuse is based on western societys views and middle-class. This can lead to discrimination and stereotypes towards African families rearing practices and lead to unwanted intervention and social care involvement. There is well documented literature focused on how culture influence parenting of African families involved with child protection system, (Brophy et al 2003, Bernard, 2002; Graham 2006). However, the empirical research is limited but the little data that exists poses the notion that cultural practices appear to play some part in African children being involved in the child protection system, (Mama, 2004). Literature suggests that African families practice harsh punishment for children, however, Barn et al 2006; Thoburn et al 2005; Nobes and Smith 1997, challenge such stereotypes and in their study, they found no significant differences between ethnic groups with regard to physical punis hment. However, these studies cannot be generalised to African families easily because the majority of the participants where white parents. There is gap in research on the parenting by black African families and a recurrent theme in literature is the need to acknowledge cultural and social contexts of parenting and experience of African black families to make sense of child abuse and provide appropriate intervention for children and families involved in the child protection system, (Holland 2004, Robinson 2007, Stobart 2006). A focus on ethnicity or identity, preclude issues of power and oppression operating in the everyday experiences of childrens lives to be appreciated, (Graham, 2007). Research found that most black African families live in poverty and social exclusion and how this impacts on parenting, (Bernard and Gupta 2008; Gibbs and Huang 2003; Robinson 2007; Platt, 2007). A study of more than 7,000 children looked after by 13 Local Authorities found that children who were not of the white origin where more likely to be put into care due to poverty (Sinclair et al, 2007). Sinclair et als study is very important b ecause it is a comprehensive qualitative study which focuses on the needs of children in care systems involving their perspectives and investigates the outcomes for children. The study also suggests how the care system should function and managed which is important to social work professionals and policy makers. However, data produced cannot be easily generalised to the entire population of African children because their experiences varies. There has been research critically examining the treatment of asylum seeking children and the child protection system and there is argument between the Children Act 1989 and immigration legislation and policy and Jones (2001) argues that ‘social work profession singularly failed to provide critical scrutiny on the status and relationship of immigration and child care law and the erosion of childrens rights. Other researchers agree with Jones, that vulnerability of asylum seeking children has emotional and legal aspects, (Woodcock, 2003; Chase, 2009). Kohli 2006, argues that legislation obstruct the provision of preventative services to vulnerable children and their families. Research has highlighted the fragility of African children who claim asylum such as having suffering trauma due to their circumstances that led them to claim asylum such as war and torture, (Hodes, 2000, 2002; Ehntholt and Yule, 2006; Dyregrov and Yule, 2006). Research shows that there is a gap in research on asylum seeking children and social work to inform practice, (Kohli and Mather 2003; Okitikpi andAymer 2003). Rustin 2005, states that there is a complicated interaction between social workers knowledge in asylum seeking children and the existing stereotypes regarding these groups of service-users, (Bernard and Gupta 2008; Robinson 2007; Barn 1993; Owen and Statham 2009). Bernard and Gupta (2008) go on to cite other factors that affect African children such as asylum seeking, AIDS, loss and separation and this is important because when providing intervention to African children there is need to comprehend their background to offer appropriate services which do not discriminate them any further. Young (1990) states that black children often experience multiple-oppression for example, they suffer from stereotypes from society and also they are invisible to the child protection system. Graham (1999) goes on to argue that intervention with African families is at the centre of wider debates and conflict; and evidence from research continues to show over-representation of African children and their families in child protection. The debates seem to focus on power imbalances and how to involve African families to gain control over their lives, (Graham, 1999; Young, 1990). Other researchers highlight the issues of language in child protection and the provision of appropriate intervention services, (Chand 2000, Ahmed et al, 1982). The use of children as translators in sensitive child protection issues is unethical and inappropriate, and also the use of an interpreter can distort the assessment process, (Chand, 2000). Bernard and Gupta (2008) go further to look at other factors that affect black African children that other literature seems to neglect such as how gender norms place women in an inferior position within African cultures and this can limit mothers to protect their children in the environment of domestic violence, however Owen and Statham (2009) argues that the is limited evidence to maintain or challenge this notion. Nevertheless, in Masson et al (2008) study, domestic violence was evidenced as a cause of concern in the court files of half the children of Black African mothers implicated in their study of care proceedings. Research and evidence from Climbie enquiry propose that social work professionals involved with black and minority ethnic families might not act in child abuse cases because of fear of being regarded as a racist (Scorer, 2005; Bernard and Gupta, 2006). Nevertheless, literature and research fail to provide a large amount of evidence to support this notion for example, Gordon and Gibbons (1998) in their study found no differences between ethnicity in terms of children being placed on the child protection register and factors such as parents mental health problems, criminal activities or the child not fitting in a reconstituted family were the reasons for involvement than ethnicity (Williams and Soydan, 2005). However, Selwyn et al 2008 found that social work professionals were more uncertain and occasionally puzzled regarding how best to promote the needs of ethnic children and they felt further self-doubting in their assessment. Recurring themes in literature is the significance of so cial work professionals to build up on culturally sensitive work with black and ethnic families (Gray et al., 2008; Sue, 2006; Laird, 2008; Stirling et al., 2009; Hodge, 2001). Anti-discriminatory perspectives and the incorporation of knowledge from service users Thompson, (2008) states that anti-discriminatory practice has been used in Britain to account for good practice in social work to counter structural disadvantages however, Graham 1999, argues that anti-discriminatory practice fails to provide a knowledge base for social work that is engaged in the collective development of the black community. Professionals can indirectly oppress African children and their families through practice for example, by imposing their personal values or power, (Dominelli 2007). Research and literature talks about the child protection providing cultural sensitive services and training social work professionals have the knowledge and skills in working with different cultures. However this can actually create further oppression and social divisions. The majority of the workers will have dominant Eurocentric views which encourage further social divisions for example, excepting the view that African families live in poverty and not fight and challenge this view by providing services that help families to counter these structural inequalities in society. Dominelli (2007) argues that there is need to address the systems that reaffirm racist dynamics rather than challenging them. Dominelli (1992) argues that black children and families are over-represented in the controlling aspects of social work and under-represented in the welfare aspects of social work. Problems with communication and working in partnership have been highlighted in literature. Chases (2009) study found that young people described complex relationships with social workers and other social care professionals and were also more mistrustful of the interplay between social care and immigration services. There is limited research that incorporates service user involvement (Buchanan 2007; Bernard 2002) taking in their lived experiences however, an important study by Chase 2009 found that young people often described complex relationships with social workers and other social care professionals and were also more mistrustful of the interplay between social care and immigration services. Recent policy has tried to enforce advocacy as a way of promoting social justice and incorporate disadvantaged groups views on the services that are appropriate for them. In Bowes and Sims (2006) empirical study, they found that black and minority ethnic communities gave support to advocacy s ervices, however, they were still marginalised by the services they were already using. There appears to be a need of qualitative research and literature that includes an extensive study of black African childrens perspectives and experiences, (Graham 2007) which forms a value base to inform practice in social work. Relevance to policy and practice Using the ecological approach the Framework For Assessment of Children in Need and their Families (DoH, 2000), places a requirement on social work professionals to take account of cultural background and socio-economic positions of families paying attention to power imbalances in relationships, (Dalrymple and Burke, 1995). Dalrymple and Burke (1995) argue that an understanding is needed of the association between personal experience and structural realism of inequality. Therefore service users perspectives should form part of policies and legislation respecting and literature highlights that childrens rights may still lack from policy and legislation, therefore, these notions challenge professionals to take childrens views seriously and appreciate their contribution to research, (Aubrey and Dahl 2006). Lots of research appears to focus on empowerment through cultural knowledge inviting new thinking about the challenges faced by black communities, (Aubrey and Dahl 2006). The complex s ocial circumstances experienced by many African families pose challenges for social work professionals working to safeguard and promote childrens welfare. In order to safeguard and promote welfare of African children acknowledgement of sources of discrimination and oppression, a commitment to human rights and social justice must be met. Several authors have critically analysed the evidence on service provision for black families in general. A pathologising approach to black families may lead to unnecessary coercive intervention and on the other hand a cultural relativist approach may lead to a non-intervention when services are required (Dominelli 1997, Chand 2000). Either way appropriate intervention is not provided for black and ethnic minority children. The quality of services in black communities is a focus for debate and raises important issues about the lack of policy initiatives based upon needs and aspirations of local communities (Graham, 2002). By drawing on strengths perspective professionals can illuminate how parents draw on cultures as a resource to parents in circumstance of adversity whilst not excusing behaviour that is harmful to children. Conclusions There is gaps in research on child protection and black African families and a recurrent theme in literature is the need to acknowledge cultural and social contexts of parenting and experience of African black families to make sense of child abuse and provide appropriate intervention for children and families involved in the child protection system, (Holland 2004, Robinson 2007, Stobart 2006). Research shows that there is a gap in research on asylum seeking children and social work to inform practice, (Kohli and Mather 2003; Okitikpi andAymer 2003). There is need for research centred on black African children and there is also need to involve them in forming of policies, challenging the notion that only ethnicity causes the experiences faced by African children. This is because by having cultural sensitive intervention, there can be reinforcement of stereotypical services and discrimination ignoring other things such as gender, age and class.

Free Essays - The Role Model in The Adventures of Huckleberry Finn :: Adventures Huckleberry Huck Finn Essays

The Role Model in The Adventures of Huckleberry Finn "The Adventures of Huckleberry Finn" gives a visual look at the time in which the author Samuel Clemens lived. He explains how he felt about his life through the eyes of a young boy named Huckleberry Finn. Huckleberry Finn has many adventures that teach him life lessons we can learn from today. Although there are differing opinions on whether Huck Finn is a good role model for today's young people, I will explain why I think he is. Huck is a good role model for several reasons. First, he believes that slavery is wrong. He believes in treating people equally regardless of color. When Huck sees the widow's runaway slave Jim on Jackson's Island, he has mixed emotions about what he should say and do. He feels badly that the widow is going to sell Jim and separate him from his family. Huck decides against better reasoning to help Jim escape down the Mississippi River to Cairo. Another example of good role modeling is Huck's faithfulness to those he loves and cares for. Huck lies to protect Jim on several occasions. Lying is not the best thing, but to Huckleberry, the truth is not always a black and white issue. He is faithful to his friends and chooses friendship instead. He knows that Jim's family needs him. In today's language, Huckleberry's reaction to Jim's situation would reflect what Spock of Star Trek says, "The needs of the many outweigh the needs of the few." An illustration of another positive side of Huck shows us that he has a good and true heart, and the best intentions even though they may not turn out right. For example, the widow tells Huck to pray for the dinner they are having. Huck's interpretation is, "God thank you for the meal and if you get the chance, please let me catch a big catfish." The widow tells Huck that he shouldn't pray for material things. Huck disagrees because his Sunday School teacher teaches him to pray to God for what you want, and it will be granted. The widow tells him that the teacher is talking about spiritual things. He still disagrees, and Free Essays - The Role Model in The Adventures of Huckleberry Finn :: Adventures Huckleberry Huck Finn Essays The Role Model in The Adventures of Huckleberry Finn "The Adventures of Huckleberry Finn" gives a visual look at the time in which the author Samuel Clemens lived. He explains how he felt about his life through the eyes of a young boy named Huckleberry Finn. Huckleberry Finn has many adventures that teach him life lessons we can learn from today. Although there are differing opinions on whether Huck Finn is a good role model for today's young people, I will explain why I think he is. Huck is a good role model for several reasons. First, he believes that slavery is wrong. He believes in treating people equally regardless of color. When Huck sees the widow's runaway slave Jim on Jackson's Island, he has mixed emotions about what he should say and do. He feels badly that the widow is going to sell Jim and separate him from his family. Huck decides against better reasoning to help Jim escape down the Mississippi River to Cairo. Another example of good role modeling is Huck's faithfulness to those he loves and cares for. Huck lies to protect Jim on several occasions. Lying is not the best thing, but to Huckleberry, the truth is not always a black and white issue. He is faithful to his friends and chooses friendship instead. He knows that Jim's family needs him. In today's language, Huckleberry's reaction to Jim's situation would reflect what Spock of Star Trek says, "The needs of the many outweigh the needs of the few." An illustration of another positive side of Huck shows us that he has a good and true heart, and the best intentions even though they may not turn out right. For example, the widow tells Huck to pray for the dinner they are having. Huck's interpretation is, "God thank you for the meal and if you get the chance, please let me catch a big catfish." The widow tells Huck that he shouldn't pray for material things. Huck disagrees because his Sunday School teacher teaches him to pray to God for what you want, and it will be granted. The widow tells him that the teacher is talking about spiritual things. He still disagrees, and

Death Essay -- Psychology, Anxiety

Death is an inescapable event in human life. Human beings, to a certain extent, are afraid of the unpredictable and inevitable death issues and deadly threats. Reason behind the anxiety is due to the difficulty to find a definitive answer of a question on life and death (Becker, 1973). We aware their ultimate fate of nonexistence and deaths often occurs uncontrollably. In order to explain the death anxiety, terror management theory (TMT) was developed to help to answer the human’s psychological reaction on the existential terror of mortality issue (Greenberg, Pyszczynski, & Solomon, 1986; Pyszczynski, Greenberg & Solomon, 1999). According to TMT, self-esteem is a defensive motivation in tackling the everyday life threats. It is a subjective concept that individual is being a valuable part in the world. Human animals obtain self-esteem mainly from their individual belief on cultural worldview – symbolic perception on the society shared by groups of people (Greenberg & Solomon, 1999). Individuals believed that their own set of cultural worldview is the only true value in the society. They feel that they are the valuable units engaging in the culture worldview and hence the perceptual construction maintains self-esteem of one self as well as providing defensive function to the death anxiety. Since self-esteem is derived from a strong perception on conceptual belief, it is able to serve as a psychological buffer that protects people against the awareness and negative feelings towards death (Greenberg, Pyszczynski, & Solomon, 1995). It is strong enough to shield people’s anxiety from death reminder s (i.e. mortality salience). When there is mortality salience, people enhance their self-esteem as a defensive reaction against the death... ...l to restore the emotion stability (Taubman et al., 2002). Secure attachment behaviour of relationship partners served as distress-regulation function to deal with anxieties encounter in the environment. It is asserted that the role of self-esteem in TMT and the role of secure attachment on proximity maintenance share the function of minimizing anxiety. The mechanism of distress regulation on securely attached behavior is able to generalize the fear of death (Mikulincer, Florian, & Tolmacz, 1990). Similar to the notion suggested by TMT, individuals required higher self-esteem to defend against death anxiety. Also, people with higher self-esteem elicit less death anxiety than the one with lower self-esteem since the positive self-evaluation provides an emotional buffer to minimize the anxiety. Secure attachment behaviour is also the buffer to negative emotions.

Psmp Unit 1 – Reading Report – Federalism

Purpose: To inform the reader by outliningthe dialogue that took place at the ASSA/IPAA Federalism Rountable in May, 2007. Wanna summarises discussions on the: -historical trajectory and present characteristics of Australian federalism; -perceived shortcomings and challenges surrounding ourcurrent system of government; -relevance of federalism both from an increasingly globalised national perspective and within a nation of small population and relative cultural homogeny; and -various suggestions from those present to bring aboutreform. 77) Argument/Findings The Paper articulates the collective findings of those present at the Roundtable. Wanna makes comment on some main themes that emanated e. g. whilst considerable faith was placed in a clearer demarcation of governmental roles and responsibilities to address federalism’s perceived current ‘malaise’, Wanna notes there was nothing put forward to firmly support this assumption and consequentlyquestions the true wor th of articulating and clarifying roles and responsibilities.The Paper highlightsthe Roundtable’s observationthat numerous federal nationshave tended towards centralisation in recent times, coupled with declines in regional and localised identity; it predicted a gravitation of national issues to the Commonwealth level and a shift of regional and service delivery issues towards State governments over the next 20 years.There was consensus that greater trust, ‘strategic pragmatism’ and improved intergovernmental relations were needed to reform federalism and provide enhanced policy outcomes for the Australian community. (149) Evidence The Paper provides a firsthand summary of discussion, findings and suggestions from a Roundtable of politicians, senior state and federal public servants, and academics, supported by background information papers from credible sources. (32) Observations The Paper is a record of a collective discussion, notan argumentative essay. The do es not, nor does it purport to be, a balanced view of federalism in a broader or historical sense. -Roundtables by their very nature are high level and do not allow for drilling down to the finer details of an issue; this is worth bearing in mind when considering the article as some of the context may have been overlooked in relation to the finer points made by participants. The Paperhighlights that federalism has by necessity proven to be a much more flexible and dynamic governance structure than waslikely envisaged at its inception;it could be argued that federalism’s seeming robustness and changeability is entirely appropriate to what is now a highly changeable local, national and globalised community, despite looking markedly different to what it may have first looked like at federation. -It is submitted that the need for greater levels of trust between levels of government to make federalism work is potentially made more challenging by the dynamic of our two-party system of government. 185) Other relevant or related readings 1. Keddie, J. N and R. F. I. Smith. 2009, ‘Leading from Below: How Sub-National Governments Influence Policy Agendas. ’Australian Journal of Public Administration, No. 68 Vol. 1, pp. 67-82. Rather than outlining a perceived malaise and decrease in the relevance of the States in our federal system, Keddie& Smith argue that States have a responsibility to ensure they remain integral tobroader policy and decision-making agendas. (45) 2. Hollander, R. And H. Patapan. 2007, ‘Pragmatic Federalism: Australian Federalism from Hawke to Howard. ’ Australian Journal of Public Administration, Vol. 6 No. 3 pp. 280-297 The Hollander & Patapan article provides broader historical analysis that seeks to explain fundamental aspects of our system of federalism and conclusions on why the trend of centralisation has occurred. (30) 3. Parkin, A. 2003, ‘The States, Federalism and Political Science: A Fifty-Year Apprais al. ’ Australian Journal of Public Administration, Vol. 62 No. 2, June, pp. 101-112 The Parkin Paper provides broader analysis of the state of federalism than both the Wanna and Hollander & Patapan articles, providing a fifty year appraisal of Australian governance from the States’ perspective. (32)

How to Write a Compare-Contrast Essay

How to Write a Compare-Contrast EssayThe Elements of a Compare-Contrast Essay What is comparison? Explaining the similarities or points of connection between two ideas, people, or things to give the reader a deeper understanding of eachWhat is contrasting? Explaining the differences or points of disconnection between two ideas, people, or things to give the reader a deeper understanding of eachAdapted from Webster’s Third New International DictionaryOn what subjects can I write a successful compare-contrast essay?Your subjects will need to each be significant in their own right to merit discussion. They will also need to have some sort of relationship to each other so that showing them side by side allows the reader to learn more about each. In other words, there must be a reason to compare them. Here are some reasons to compare and contrast. To consider two subjects side by side and show their distinctions. To choose between two things.To explain one subject in terms of anoth er.What are the types of compare-contrast essays?Writing Strategies for a Persuasive Essay1. Read the question or essay prompt. Identify your topics and be sure that you understand what each really is. You may need to do a little research to be clear on this. 2. Decide what your purpose for writing is (to show distinctions, to choose, to explain). 3. Develop a thesis statement. Remember that a thesis statement must be more than â€Å"X and Y have many differences and similarities.†Your thesis should reflect which purpose you chose. Example: â€Å"Examining the similarities and differences between the  work of Hemingway and Fitzgerald allows us to see how the contexts of their lives affected their work.† 4. Decide what your points of similarity (connection) and difference (disconnection) will be. 5. Research! Find relevant, credible publications, web sites, and individuals that offer evidence that supports your thesis and chosen points of connection and disconnection. 6. Write!The style in which compare-contrast essays are writtenCompare-contrast essays are similar to persuasive essays in a couple key ways:Point of view Level of personal voicePoint of View and Personal Voice in Persuasive Essays A compare-contrast essay is almost always formal academic essay in which the writer presents a thesis, or. In most formal academic writing, the proper point of view for the essay is third person (using the pronouns he, she, it, they). It is OK to use first person (I, me, we) in the conclusionINCORRECT: First Person I think that Fitzgerald and Hemingway share many similarities despite their very different use of descriptive language.CORRECT: Third Person Fitzgerald and Hemingway share many similarities despite their very different use of descriptive language.Evidence & Citations Compare-contrast essays rely on a lot of direct evidence from several sources. You will need to quote extensively to be successful.Why use quotes? 1. They demonstrate you read the available information closely. 2. They serve as concrete evidence to support your position 3. They demonstrate a deeper level of understanding, which is persuasive to readers.Where can evidence come from? What can I quote from? Books, films, newspaper articles, credible websites, newscasts, etc.What can’t I use? Wikipedia, encyclopedias, other student essays, interviews with non-experts, etc.How should I weave in quotes and evidence?The S-C-C-C FormatThis is a very useful format for citations if you are not very familiar with citations and need to practice a tried and true method. As writers become experienced with citations, they can move away from this format and mix elements up as they see fit.1. Set it up. Set up the context that the quote is from, so that the reader knows when and where the quote is from and who is doing the speaking/writing.2. Citation. Write the quote out, in quotation marks.3. Commentary: Explain how the quote supports your argument. (Commenting on t he quote.)4. Commentary: further commenting on the quoteEXAMPLE:According to a recent article in the Seattle Times,† †¦[t]he seemingly sure bet that higher education will pay off can be upended by any number of factors: broken marriages, illnesses, lost jobs, substandard schools and unrealized dreams.† (With no way out of trouble, more students likely to default, October 6, 2008). Students used to feel that borrowing for college was always going to pay off, no matter what happened. Now, many are finding it harder to pay it back due to many factors.The Embedded CitationThis is useful when you would prefer to pick out very small phrases to prove your points. Write your own sentence beginning, include the quote, and write your own sentence ending. The quote flows into and out of the sentence.EXAMPLE: Borrowing to pay for higher education used to be seen as a â€Å"sure bet† but now some students are finding that their plans to repay student loans can be disrupte d by â€Å"†¦ broken marriages, illnesses, lost jobs, substandard schools and unrealized dreams.† (With no way out of trouble, more students likely to default, October 6, 2008). These unexpected obstacles may repayment difficult if not impossibleHow to Write CommentaryOf all the skills students must learn in writing, writing commentary is considered the most difficult. Writing commentary means giving your own opinion and interpretation about something, which requires a higher level of thinking than most students are used to using. Using commentary makes an essay interesting to read and shows that you can analyze and evaluate information.When you write commentary, you are commenting on a point you have made with evidence.Synonyms for commentary:analysis – breaking an idea into its parts interpretation – reading between the lines of an idea insight – adding personal experience to the explanation of an idea evaluation – judging the quality or val idity of an idea explication/explanation – explaining what an idea means discussion – – explaining what an idea means speculation – trying to predict what will happen if an action is taken or an idea is acceptedSource: Jane Schaeffer Publications, Style Analysis (1998)The Basic Outline for a Compare-Contrast EssayExample of a Subject by Subject Essay Introduction Thesis statement: Despite the fact that television and radio are distinctly different media, they use similar strategies to appeal to their audiences.Television Audiences Point One: Techniques for appealing to men Point Two: Techniques for appealing to women Point Three: Techniques for appealing to childrenRadio Audiences Point One: Techniques for appealing to men Point Two: Techniques for appealing to women Point Three: Techniques for appealing to childrenConclusion: Restatement of thesis or review of key points. Source: Kirszner and Mandell (1998).Example of a Point by Point Essay Introduction Thesis statement: While both Republicans, presidential candidate Mr. X is definitely more conservative than presidential candidate Mr. Y is.Fiscal Policy Mr. X Mr. YGun Control Mr. X Mr. YAbortion Mr. X Mr. YWelfare Mr. X Mr. YConclusion: Restatement of thesis or review of key points.TransitionsThink of a transition as a bridge from one thought or idea to another. It shows how one sentence or idea relates to another and also directs the thinking to a new focus. A transition may be one word, a short phrase, a sentence or entire paragraph. The following list cites several transition words and phrases and their meaning.Meaning Transitions Along the same direction of thought and, also, besides, furthermore, in addition, for the same reason, whereupon, moreover, whereby, indeed, similarly, likewise, butContrast but, yet, instead, nevertheless, notwithstanding, still, although, whereas, on the contrary, not only, but alsoComparison in fact, indeed, moreover, than, as†¦as, so†¦as .Affirmative alternative or, anyhow, moreover, still, else, whereas, whether, either†¦or.Negative alternative nor, neither, however, instead, otherwise, on the contrary, nevertheless, except that, only, whereas, neither†¦nor. Cause, result, reason for, so, accordingly, as a result, hence, as, consequently, thereby, therefore, thus, that, so that, inasmuch as, in order that, since, whereas, why.Condition although, as if, as though, though, provided, providing, unless, if, lest, once.Example for example, in fact, indeed, for instance, namelyException although, in so far as, though, unless, while, notwithstanding, in fact that.Time henceforth, meanwhile, than, next, once, as long as, as soon as, before, once, since, until, when, whenever, while, at length, first†¦second†¦third, till.

Aims and Objectives for Teaching and Learning Essay

The successful teacher is the armed teacher. Lessons’ plans and repertoire of activities are our arms. In order to achieve genuine communication in the classroom, every lesson should be wisely planned and perfectly provided having balanced variety of activities. The teacher of ESOL must manage the class involving all the students all the time to make them active learners. First of all, the teacher is to create a comfortable atmosphere in the classroom according to TESOL general principles. They are: 1. â€Å"Look after your students. 2. Be a caring person. 3. Raise students’ self-esteem. 4. Give deserved praise. 5. Be yourself.† Every lesson should start with friendly chatting with students in a natural way to give them the opportunity to act in real life and to show them the teacher interest. E.g. Ask them about last weekend at the week beginning. It is absolutely important to pronounce the students names correctly. When having difficulties, we may involve the students in learning their names asking them to explain the name meaning and to correct our pronunciation. Paying attention to every student is a clue to a genuine communication. So, we are to look at all the students in the class. The caring teacher moves around the class as a ‘prowling lion’ to make the students feel encouraged, and changes their focus at the moment the subject of learning is changing. E.g. When talking about nature, move to the window and ask some student to describe the sky, another student to talk about the trees behind the window, and so on. We must care about the seating model of the classroom. Facing with standard rows we need to rearrange the furniture to circle or semi-circle/horseshoe to create the most comfortable communication. If rearranging is impossible the teacher may ask the students to walk around the class to find partners for pair/group work. Also, we can make groups asking one pair to turn round to another pair when seating in rows. We may see the separate tables for groups in some schools. This model is also appropriate as allows the teacher to move around the class prompting and explaining something to the table groups. The furniture arrangement may be dynamic, changing every lesson according to the activities. As to a groupwork, it is one of the best techniques of involving the students into communication. The preferred number of students for the group is five to have the opportunity to of major view because of an odd number. The group of five students is big enough to participate in communicative activities (e.g. role-plays, information/opinion gaps and collaborative work), and small enough for effective interaction. However, we may divide the students into smaller or bigger groups, pairs, and teams according to the activities. When organizing a pairwork/groupwork we should take into account some aspects: †¢ friendship. People in the group are to be pleasant to each other. We can make it clear asking the students to write the confidential lists of their preferences and dislikes; †¢ nationality. Teaching multi-lingual classes we shouldn’t put into groups the students of the same nationality to avoid the using of the mother tongue. †¢ streaming. Weak and strong students are to be mixed in pairs and groups to make cooperative work to be effective and helpful. †¢ gender and status. According to some contexts, we can’t put men and women into one group. Also, teaching business English, we should know the status of our students to be sure in the appropriateness of putting people together. We must always remember about L.T.T.T. as we want to achieve genuine communication. The more students speak, the more they learn how to do it. So, we should decrease our talking to increase the talking of our students. E.g. Explaining the grammar involve the students asking them for their examples of the point. Using the white/black board we must write clearly. It’s possible to print something if keeping a board in order is difficult. The white/black board is quite appropriate instrument for various activities as table filling, games, errors’ correction, etc. Encouragement is the cornerstone of communication in class. ‘No!† may discourage everyone. That’s why we should use the more kind intonation as ‘No, but†¦Ã¢â‚¬â„¢ Frequent use of ‘good’ is also appropriate, as in ‘Good, but†¦Ã¢â‚¬â„¢ Giving a puzzled expression to encourage a student to reformulate the sentence is good practice to keep high level of motivation to communicate. Grammar terminology needs to be minimized as it possible. Bur the teacher must know the grammar to keep the credibility. Encouraging students to learn English outside the classroom develops their receptive and productive skills. As for extensive listening, we can find various authentic materials on the Internet. E.g. news reports, radio podcasts, TEFL listening materials, TV shows, songs, etc. To develop the extensive reading we can build up a library of suitable books in our SAC. We can create the website to involve students in writing their blogs for informal communication. And we can go outside the classroom for speaking in an informal environment. Agency gives students the opportunity to make some decisions about the learning process and keeps them encouraged. Learning journals brings much sense helping the students to communicate freely and creating the dialogue between teacher and student. Questions are very popular in a communicative approach. But we should remember some rules: †¢ don’t address the question to keep the attention; †¢ use ‘wait time’ to encourage; †¢ don’t ask students in fixed order, be unpredictable; †¢ ask everyone equally. Two types of questions, i.e. closed and open-ended, help to activate students’ mind in various ways. The open question is appropriate for the lesson starting to focus the students’ attention on the topic. To manage the students successfully we must differentiate their work according to the abilities by task, by support, or my homework. We must be armed at all points to manage interruptions. For example, to have extra copies of textbooks, pencils, and rubbers in the case they may be forgotten; don’t wait for coming-late people; give an extra explanation for lost-on-point students; deal with personal problems outside class time. To help students to process information we should use a VAK presentation that allows different types of learners to accept the point using their best way, i.e visual, auditory or kinesthetic. Creating the successful classroom let us avoid the problem behavior of the students. Engaged and successful students with raised self-esteem have no t ime and purpose to behave badly.

Who Is the Real Monster in Mary Shelley’s Novel, Frankenstein?

Essay: â€Å"Who is the real monster in Mary Shelley’s novel, Frankenstein? † Mary Shelley’s objective was to write a novel about how important, or not appearances are. The saying â€Å"You can never judge a book by its cover†, is what Mary Shelley is trying to explain to the reader. The tree main characters have different ways of seeing life, but loneliness bonds them together. They’ve had unique and painful life experiences, but nothing can stop them from pursuing their goal. This book it starts of with Walton's journey, then Frankenstein’s story, then the monster's view and finally back to Walton's narrative.The purpose of this essay is to show who the real monster is. The first character is Robert Walton he is presented as a fearless captain of a crew. He is obsessed with the idea of finding another way to reach the North Pole. The following line can give you an idea about how determined and selfish he is, â€Å"I ordered us to wait one night longer, and took the chance to get some sleep†. He can also be bossy and companionate in the same time, for example in the next line â€Å"I told the man to wrap him in blankets and warm him by the ship’s stove†.Robert Walton wants to know more about Victor Frankenstein, he states: â€Å"When I asked if his studies had brought him to the frozen north, he looked at me with a deep sadness†. This shows that he can be compassionate too. Victor Frankenstein is the main character; he comes from Geneva, Switzerland. Since he was small he enjoyed discovering the unknown â€Å"I was more interested in nature than I was in people†. He was the biggest child in his family; he had 2 brothers and a half-sister.His passion of knowing was increasing every day â€Å"From that moment I was determined to find the answers to these questions, to discover the secrets of life†. Right before Frankenstein went to university his mother died â€Å"I was keen to go, but, just before I was to set out, my mother fell ill with a fever and died†. By going to university, after his mother’s death, show’s how selfish he is â€Å"In the end, of course, I had to leave†. Frankenstein had always been interested in science, but his interests developed more, once his mother died.Before going to university he promised Elizabeth, his half sister, that he will write to her â€Å"My dear Elizabeth clasped my hands and begged me to write, to write often, and I promised that I would†. But when he got to university he forgot his promise to Elizabeth. His arrogance leaded him to be such a good scientist â€Å"I smiled to hear this because I knew my understanding of science was not just the equal of theirs but far superior†. Now he wanted to learn more about dead bodies â€Å"I had to understand death and decay†. He regrets the fact that he continued with his research â€Å"Oh, Walton, if I had only stopped thereà ¢â‚¬ .His desire was to create life â€Å"I wanted to create a living being, a creature like myself but perfect and original†, he considered himself a God. Frankenstein also shows us how irresponsible he is, because he didn’t think about what will happen, or what will he do once he will create the monster. So he started working on the idea of creating life. The memory from his childhood â€Å"When the light was gone, the tree was left a blasted stump, smoking in the rain† affected him, now he was thinking about using electricity to create life â€Å"A flash of electricity like the one I’d seen destroy the tree†.When the creature gained life, Frankenstein gets scarred and ashamed of his creation â€Å"I felt a surge of triumph, but it lasted no more than an instant†. Frankenstein's description of the monster makes us think that he is horrific. ‘Black lips' and ‘watery eyes' are horrific Frankenstein's view. This description also portrays the monster in a bad way, although the monster has not done anything to be ‘evil' or ‘monstrous'. The only way he is monstrous is through Frankenstein's physical description. Frankenstein also uses rhetorical questions throughout the chapter.This gets the reader involved, but also reminds us that he is still telling his story to Walton. â€Å"But was I free? Could I ever be free while that dreadful thing was waiting for me in my work room? †. After his friend, Henry Clerval’s visit he realized that he was ill, when he went to check if the creature was still there he found out that â€Å"The monster had gone†. Frankenstein seems to have abandoned his creation, so this seems quite monstrous. On the other hand, the monster is certainly monstrous in appearance, though he has not done anything wrong at this point in the book.While Henry and Victor were having breakfast the terrible news of William’s death occurred and they left immediately . When he arrives at his home, and he realizes that the monster must have killed his brother, although he has no evidence â€Å"I had given life to the dreadful being that had killed my own brother†. However, Frankenstein says nothing in court, and lets his good family friend Justine hang. This adds to his monstrous behavior due to his cowardice. Frankenstein goes away to the Alps, and seeks comfort in nature, and to get away from the trouble at home, â€Å"From he first time in weeks I felt something like happiness in my heart†. Frankenstein is perhaps showing selfishness by leaving his family alone in these troubled times. This again, can make us question who the real monster is. But Frankenstein’s joy didn’t least. ‘Rage' and ‘horror' is how Frankenstein describes his emotions, and this shows how unexpected and scared he is. During this scene, Frankenstein also describes the monster in an ugly way, ‘vile demon’ and ‘devil '. Next, Frankenstein exaggerates by saying â€Å"You dare come to me after what you have done? †.The creature is just trying to talk to Frankenstein â€Å"Stay still and listen to me†. They blame each other for what happened and they both have strong arguments against each other. This starts to show who the real monster is, and how it could possibly be Frankenstein. At this point, Shelley has made us reconsider who is more monstrous and the person acting more monstrously is Frankenstein, due to his attitude towards the monster, and rejecting the monster's story, at first. At this point in the book, we are made to feel sorry for the monster, because he has been rejected.Also, the only description of the monster has come from Frankenstein. Since this is the case the creature may not look as bad as suggested. The monster then tells his story to Frankenstein. It begins with both Frankenstein and society rejecting the monster and he ends up running away, and living in a fo rest. Here he learns to read, because he continues listening to the poor family next door. The feeling of sadness gets worse after finding and reading Frankenstein’s diary. After analyzing ‘the happy family’‘s life he was hoping that he could ‘speak with them one day’.However, when he tries to talk the blind man, his family walk in, and ‘saves’ the old man from the ‘monster’. The monster was ‘born’ good, but the abandonment of his creator and of society has made him be who he is. This perhaps makes us feel sorrier for the monster, and also really makes us question who the real monster is. Because of his loneliness the creature begs Frankenstein to ‘make’ another creature, so he won’t be alone anymore. Firstly Frankenstein refused the creatures deal, but in the end he accepted. Frankenstein collected all the equipment he needed and retired on an island, where no one could find him.The mo nster watched every step of Frankenstein’s work, but in the end Frankenstein ‘began to destroy his new creation’ because ‘he refused to bring more misery into the world’. The monster was devastated and threatened Frankenstein, â€Å"I shall be with you on your wedding night! †. Frankenstein thought that the creature was going to ‘kill’ him, but sadly the ‘monster’ was referring to Elizabeth, the person Frankenstein cared the most. While he was going back to Geneva to ‘meet with Henry’, he found out that the creature killed someone again†¦ This time it was Henry, his best friend.On his wedding night Victor was shocked to find Elizabeth dead, â€Å"He was pointing at the lifeless form of Elizabeth, a grin twisted on his vile face†. But ‘the news of Elizabeth’s death was more than his poor father could bear. It broke his heart and he died’. Because of hatred towards his creato r, and society, he gets ‘corrupted' and kills many of Frankenstein's family. The creature regretted that â€Å"he had destroyed his greatest enemy, and his greatest friend, and all the hater I have left is for myself’.Frankenstein dies. Captain Walton learned a lesson. Within Mary Shelley’s novel, Frankenstein, all three characters show monstrous behavior. I believe that a monster is not recognized and defined only by its physical appearance. I believe that Frankenstein's creation is not the true monster in this novel. But neither are Frankenstein or Walton. In my opinion society is the real monster, because they â€Å"Judge a book by its cover†, in other words society cares just about someone’s looks and not about how they really are.

Critical evaluation organization's Resources and Capabilities of Coursework

Critical evaluation organization's Resources and Capabilities of Starbucks in Thailand. (internal environment) - Coursework Example The company’s high return from its new investments, made in the booming market of Thailand, helps to capture the confidence and loyalty of its value chain partners and shareholders (Hitt, Ireland, and Hoskisson, 2010). Intangible Resources The company has gained a strong brand image in the global market, since the last forty years of its establishment, which has helped it to win active support of its business stakeholders in Thailand for its business projects. The quality product and valuable diversification have transformed the individuals of Thailand into loyal customers of the company. The efficient marketing strategy used by the company, for delivering new coffee deviations in the market, has helped it to gain popularity in the market of Thailand (Zhang and McCornac, 2013). Human Resources In Thailand, Starbucks Corporation uses wholly owned subsidiary model to expand its business. Roby (2011) found that human resource strategy of the company differs significantly with the change of entry mode or mode of business operation. As part of wholly owned subsidiary model in Thailand, 3 member core Store Development team works for the company to analyze the market potential of a particular store location and supervise the entire retail chain expansion strategy of the company (Getchee, 2013). Training and development of staff in different Starbucks stores in Thailand is being done in human resource departments of the team. Capability and skill level of staff in various retail stores of Starbucks is being enhanced through periodic training programs. Consideration of research works of Roby (2011) reveals the fact that Starbucks Corporation focuses on capturing local talents and individuals while expanding business in Asian countries like Malaysia, Thailand or China because culture of these countries diverges significantly from western countries. To mitigate the cultural gap, in Thailand, the coffee retailing giant recruits more of Thai people who can understand local culture and customs and fulfil customer requirements in efficient manner. Therefore it can be said that Starbucks Corporation uses well defined human resource strategy develop talented and responsive human capital who can help the company to achieve business success in Thailand. Starbucks Capabilities Strategies in terms of Value Chain The value chain is the chain that denotes the various activities and services conducted by a firm in order to serve a valuable service or product in the market. Figure 1: Value Chain Diagram (Source: Porter, 2008) Inbound Logistic The company’s branch in Thailand offers a close-association among its investors, suppliers and customers in the market. Cocoa seeds have few cultivation fields worldwide. Thus, the company considers its suppliers to be very important as they supply the required raw materials to them at right time and place (Sridharan, Caines and Patterson, 2008). Operations The company claims that its primary operation in the m arket is to serve the world’s best coffee to the individuals. The Quality Strategy of

Midterm-10 questions essay Assignment Example | Topics and Well Written Essays - 750 words

Midterm-10 questions essay - Assignment Example cant in developing marketing strategy because it aligns the organizational objectives with the marketing activities such as developing, distributing, promoting and pricing products to meet the demands of the customers. Marketing planning involves a thorough analysis of the marketing environment and industry taking into account economic, legal, political, social, regulatory and competitive forces that have an impact on the company. SWOT analysis is an important analysis tool in this regard to analyze the strengths, weaknesses, opportunities and threats of a firm. Strengths and weaknesses help in internal analysis of the company while threats and opportunities help in the external analysis. 3. Five types of forces play their role in the marketing environment. These are competitive; economic; political, legal & regulatory; technological and socio-cultural. Competition may occur in brands, products, budget or in all of them. Competition leads to various types of market structures such as monopoly, oligopoly, monopolistic competition and pure competition. The state of the economy leads to business cycles which influence the customers’ buying power. Similarly, government policies and regulations have a great impact on firms especially multi-national firms. Technology has an impact on demand, production, packaging and distribution. Socio-cultural factors include demographic, cultural and other social factors. 4. Ethics is an important consideration in marketing decisions because it leads to consumer goodwill and welfare. The companies actively participating in social responsibility can actually leverage such platforms to promote their products as well in order to fulfill the dual objectives of such initiatives. One of the examples of ethics in marketing is the use of Green marketing where companies adopt environment friendly ways to market and sell their products. This also helps in creating a positive image of the company in consumer mind space. 5. In the first step

Diatoms Essay Example | Topics and Well Written Essays - 750 words

Diatoms - Essay Example Diatom species fall under Bacillariophyta taxa. According to Stoermer and Eugene et al (38), although many species of diatom family may still be unknown, current studies reveal approximately more than ten thousand species. Research backs this up by coming up with statistics that they are the most prevalent in most marine set ups. The key feature with diatoms is that they are used forensically to identify and differentiate different distinct species. The diatomic carapace is a blend of silica component (made up of organic carbon). The carapace composition involves the overlying epitheca and the underlying hypotheca. The two posterior side to side surfaces appear like lock-and-key apparatus. One unique diatom cell can be shielded in the carapace to protect it from harmful environmental factors which may terminate their life cycle. Diatom are known to have distinct features. The carapace for instance have flamboyant over-elaborate designs which clearly depict unique pores. These pores a re crucial in that they allow efficient gaseous exchange within the diatom. They also allow effective sense of the surrounding environment and rapid response to the changing systems within the water body. The diatom research analysis majoring on carpenter Bayou water systems where samples of mud, mineral debris, and organic matter were collected dating to 2015, January. A plastic tube was vertically inserted into the mud to collect the samples. The main objective of this technique was to reduce the highest sand fraction and the lowest clay fraction so as to retain the diatom sample. To obtain the actual diatom cells, 1 gram of the sediment was poured via a sieve to clear any sediments. The purifying procedure was repeated thrice using 45, 90 and 125 micrometers blended with distilled water. The solute that remained in the sieve (mainly diatoms) were spread in a petri dish for four days. This was followed by sample transfer to slides fully

The Religious Life of Scientology Essay Example | Topics and Well Written Essays - 750 words

The Religious Life of Scientology - Essay Example Most societies in Earth have religion as a very important aspect of their life. Religion always figures in culture, as it is part of the culture as well. But religion always figures in literature, art, music, dance, etc. Because of this â€Å"specialty†, most religions choose a special person that serves as a link to the believers and the deities. This person is usually called the priest, and the priest acts a mediator between the people and the deities by performing sacrifices and other rituals that are deemed to be communication tools to the deities. In this paper, we should note that sects and cults are different than religion. Sects are small, less organized religious groups formed by members that are usually in protest with a larger denomination. They are convinced that they have the real meaning of religion or cosmos (they have â€Å"the truth†) and they actively protest the dominant religion. Typically, these sects grow and become a dominant religion as well, through the years. Unlike dominations, sects are not seen as a legitimate religious group. Cults, on the other hand, are different although they may resemble cults. Cults are transient and informal and they usually provide a haven for those who are rejected by society. Cults usually center on a leader who focuses on bringing the people (the believers) with the same frame of mind, and these are not necessarily deemed as something that invokes sanctity. Scientology is special because it’s considered as a religion for some places, and otherwise in some places.

The Necessity of Human Touch in the Early Childhood Education Essay

The Necessity of Human Touch in the Early Childhood Education Classroom - Essay Example By changing laws and educating parents and teachers about good and bad touch, it is possible to increase positive touch in the classroom, while still maintaining a strong stance on child molestation and abuse. One of the primary concerns of educators is the potential for lawsuits when they touch students. While less than 1% of cases of child abuse stem from child care facilities, these centers are increasingly putting up barriers between teachers and children, in an attempt to limit lawsuits (Heller 1). Sharon Heller, an expert on infant touch, shares that many of these rules include such ideas as "caregivers are told to let hugs come from children, to not put children on their lap, and to not help children in the bathroom" (1). Children who spend the vast majority of their days in child care will receive increasingly less touch, to protect the teachers from lawsuits. This issue arises from the lack of understanding of parents, educators or children of the difference between positive and negative touch. Positive touch is any touch that indicates to a child that they are important, and that their feelings matter. This touch is always friendly in nature, and needs to be approved by both chi ld and adult. Negative touch is any touch that is not desired by one of the two people involved, or involves touching of any genital areas, often called "the swimsuit region." Nan Stein, an expert and Ed.D, suggests "It's absurd to outlaw touch in the name of preventing sexual harassment" (Milo 5). The importance of touch in human development has been known since H.P Harlow did his research on monkeys in 1958. He showed that baby monkeys would choose a cuddly fake monkey over a plain wire monkey who provided food (Milo 3). Historically, a lack of human touch has been linked to hyperactivity, superficial relationships, disorganization, and an inability to adapt to social norms (Blackwell 4). In cross-cultural studies, it has been proven that children in other countries receive significantly more touch than American children in schools, and have significantly lower rates of school violence (Milo 4). Touch has also been shown to play a significant role in decreasing the level of cortisol in the human body. Cortisol, while a necessary chemical, destroys brain cells when it is present in high amounts in the body. In children who are not regularly touched, the level of cortisol is significantly higher than in children who are regularly held and hugged by others. The effects of long term levels of high cortisol include poor performance in school, lack of ability to retain information, and overall lowered achievement. However, when children move into a nurturing environment, rapid improvement is seen, and cortisol levels quickly diminish (Blackwell 6). In looking at the research, it is clear that touch plays a significant role in human development, at both the emotional and physical level. In addition to the research on the effects of touch and child development, there is strong concern that a lack of touch, especially with young children, may also be a form of neglect and abuse. According to Tony Del Prete, a school guidance counselor, By modeling an aloof interpersonal style and becoming less humanistic with our youth, we may be sending the message that violent and aggressive touching (as seen on TV, movies, and