The Concept of Healthy Lunch Provision Essay Example | Topics and Well Written Essays - 2750 words

The Concept of Healthy Lunch Provision - Essay Example Roundabout sixty-five years ago, a lunch program for the school children American federal was introduced to make them healthy. During the great depression of the 1930s, the concept of the school lunch program was introduced by the provision of a small number of funds through government on the ad hoc basis. But these funds were not enough for each student of every school, and poor students were in need of food due to the stark of world war two. In 1946, a political party Congress take an initial step to pass an Act â€Å"as a measure of national security† by naming it National School Act. It was a guaranteed law for the food provided to the millions of needy school children. The provision of school lunch program by the government of America not only benefited the children but also expanded the range of business communities of agriculture and cafeteria fields on the basis of the subsidized food program. In the start, the program was not as successful due to lack of proper manage ment, but in these days the lunch is totally free of cost for those children whose families have low incomes or belong to poor class (HINMAN). A British TV chef Jamie Oliver stated about the school lunch menus during ABC News interview that, â€Å"Children are getting diabetes, heart disease, and all sorts of diseases that only used to show up in adults, because of the food they are eating. We can influence this in a massive way by improving at least one daily meal, school lunch.† When there was no restriction of lunch commodities by the Government officials, then the school administrations did not care for calorie control strategies and the students were free to whatever they like.

Representation of families in animated sitcoms Essay Example for Free

Representation of families in animated sitcoms Essay Introduction: For my research investigative, I will be comparing the representation between two popular American sitcoms Family Guy and the Simpsons. Both are animated situation comedies, using a conventional nuclear family to portray the typical American family and their lifestyle. Using media textbooks extracted from theorists such as Roland Barthes and Vladamir Propp, I will investigate how they both use the same narrative structure to create their sitcom. I will also use the internet to develop the ideas of the sitcoms and use this to define the narrative patterns between the two sitcoms. The Simpsons: The Simpsons was first created by Matt Groening and was broadcasted on the 19th December 1987. This became the first animated comedy sitcom, catering to the whole family. The characters confirm the idea of a nuclear family living a typical American lifestyle; however the family coherently faces a dilemma which is always solved at the end of the episode. The episodes are normally self-contained narratives involving equilibrium, disequilibrium and a resolution. For example, the protagonist Homer Simpson will begin the day getting ready for work and faces a dilemma at work, in most cases the whole family will attempt to solve together, rather than Homer attempting to figure out on his own. The idea of the families involvement to solve the problem reflects the opening sequence where the family sits down together to watch television. The idea of togetherness with the family effects how the audience will perceive stereotypical families on T. V. The setting also reflects how the audience sees the ideological family. Springfield is a fictional state based in America consisting of a close knit community and many other characters appear on the episodes. The family appear to look like a conventional family; however they have their individual personalities. Homer: A Safety inspector at a power plant, he expresses a careless personality and dominates a crude, ill-mannered, and lazy characteristic, always providing for his family and heavily devotes his life to them. Marge: a typical American housewife and mother, her strong moral values and patient manner are put down by her troubled children and her gawk husband. Bart: A troubled 10 year old often bullying Lisa his sister and lack of respect for the authorities and the community, Bart is one of the most prominent characters. Lisa: an 8 year old strong-headed activist who due to her intelligence sees herself as a misfit with the Simpsons family. Her personality does reflect Marge, however her liberal belief differ from Marges democratic beliefs. To sum up their family, the baby Maggie only communicates through her pacifier and the pets Santas little helper and Snowball IV reinstates their family friendly ideology and safe atmosphere. Most of the episodes are based in Springfield, the home of the family, and the opening sequence shows the camera zooming into the state of Springfield, depicting a birds eye view of the local school, the donut shop (which is significant on Homers characteristics), the town hall and the supermarket all are significant towards their regularity and familiar location. The bold yellow headline and blue sky signify the opening sequence of the sitcom. The soft yellow, blue and white colours reinforce the idea that the sitcom is family friendly also considering the baby-type font used. This can be known as a memorable hallmark. Their gag names and catchphrases have developed neologism; creating their own catchphrases which often audiences can acknowledge them from have made them common. Even though they are animated characters which can develop, the producers have chosen not to and have stayed the same, although the new technology which has developed over the past decade can transform them. They have recently updated the opening sequence, revealing more characters that appear more often in the episodes. This idea keeps the audience interested in character development and the change of characters over time. One idea that hasnt changed since the beginning of the Simpsons is the theme song which is recognised as the Simpsons theme tune all over the world. The orchestral soundtrack is lively and upbeat, which proves the entertainment aspect of the sitcom. The Simpsons had been provided to humour families during prime time, capturing audiences with its exciting linear narrative and realism in each episode. However The Simpsons had been criticized frequently for their lack of quality in the episodes and Bart Simpsons rebellious nature having an effect on boys and acting as a role model towards the younger male audience. Family Guy Family guy consists of the Griffins, a dysfunctional family set in a fictional town of Quahog, Rhode Island America. This is also a situational comedy; however the content contains satirical adult humour, amusing American culture. Its mostly recognised for its cutthroat gags on disability, sexual behaviour and cutaway scenes. The Griffin family is constantly compared to the Simpsons, consisting of similar family values and characteristics. Peter Griffin: male protagonist; an overweight safety inspector at a toy factory, recognised in America as a stereotypical blue collar worker. He is often known for his inappropriate nature, reminding the audience of an immature child. Lois Griffin: Mother and wife of the Griffin family, a typical housewife, grew up in a wealthy family, and married Peter Griffin. She teaches piano for an extra income. However she spends most of her time caring for her family. Chris Griffin: The teenage son of Peter and Lois, he appears to have taken Peters genes and deals with typical adolescent inconveniences; girls, acne and school. Meg Griffin: A self-conscious teenage girl who struggles to be accepted in not only school but also at home. She is regularly at the hind end of Peters jokes. Stewie Griffin: A one year old toddler who frequently is misguided about his sexuality. His evil nature is often taken out on his mother, who he repeatedly masters a plan to kill. His sophisticated speech and maturity juxtaposes typical toddlers description. Brian Griffin is the speaking pet dog, following an anamorphic behaviour. He has a refined speech and often corrects Peters immature behaviour. Despite the fact that Brian is a dog, he enjoys human activities and dates women regularly. Brian appears regularly in episodes, and on occasion appears in special episodes with Stewie, travelling in an epic adventure as Dog and toddler. During the episodes the storyline is always cut off on a tangent, and a new storyline is created. This may be seen as difficult for audiences to follow the plot; however it is always based on two centered narratives. The storyline also follows equilibrium, disequilibrium and a resolution, however on one episode where Stewie kills Lois the plot continued onto another episode, finally resolving the problem. Most of the episodes are set within Quahog, and some specials reside in Stewie and Brian going to a different country such as England and Germany. The opening sequence depicts the conventional family setting; Lois and Peter are placed on the piano, happily playing in unison. The other family members appear after, joining together symbolises the family values enforced in the typical idea of a conventional family. Family guy appears to share the same family values as the Simpsons, however the content and the audience is clearly different. The simpsons share family values and humour the typical American culture, however their humour is directed towards adults and children, using satirical wittiness and frequently punning on American products such as Mad TV or the actual TV production company that shows the Simpsons, Fox. Whereas family guy is shown during the late night schedule and the content uses extreme vulgar adult content, profanity, violence and nudity. In a sense, family guys title does mislead the audience into thinking that the program will be based on the same values the Simpsons produces. This is where they differ in style and content. Following my research, I have decided to challenge the conventional representation of families in sitcoms. I will create a DVD poster of a brand new situational comedy based on a family which appear to be a dysfunctional family which struggle to follow the conventional structure of a beginning scene, a dilemma then a resolution. They share the conventional ideology that families are appeared to be shown. I will use Adobe Photoshop to create my poster and Macromedia Flash to create the characters. Stereotypically, the male protagonist is portrayed as reliant on the other family members to bail him out. However in my production, I will portray the male protagonist as independent and smart and place the male characteristics on another character, for e. g. the son.

Representations of Nature in King Lear Essay -- Representations of Nat

We are lucky, today, that the majority of the world’s nations are democracies. This has only been the case in very recent times. For the greater part of human history, society has subscribed to the belief that birth is the most important determinant of one’s future. In Elizabethan England, this was especially true. Those born into the nobility enjoyed a lifetime of privilege, while those born outside of their ranks mainly existed to serve them. A century later, the British encountered an even stricter form of this belief when they conquered India. The Hindu caste system, which dictated one’s future based on birth just as British society did, was deemed even by the English to be excessively restrictive. After gaining control of the Subcontinent, the conquerors attempted to supplant the caste system with the semblance of a meritocracy. The new subjects of the Empire, instead of embracing this imposition of a foreign culture’s values, responded with general u nrest and discontent, showing that no society, no matter how unfair or prejudiced, tolerates interference well. Shakespeare’s King Lear demonstrates the same concept: that any violation of society’s conception of the natural order brings chaos, and that the only way to restore harmony is to conform to the expectations of that society. It is important to distinguish the concept of nature present in King Lear from the imagery it invokes in modern culture of picturesque forests teeming with every sort of adorable squirrel and chipmunk imaginable. As Sarah Doncaster puts it in her essay â€Å"Representations of Nature in Shakespeare’s King Lear,† nature in Shakespeare’s hands, â€Å"is a social construct, which is utilized in order to legitimise the existing social order.† The notion that a... ...e mock trial for his unfaithful daughters. He only regains a modicum of sanity when he is rescued by Cordelia, who treats him as he deserves, giving him fresh garments and restorative medicine. When Lear wakes in her presence, he is not entirely lucid, not knowing his whereabouts and surroundings, but the doctor declares that â€Å"The great rage you see is killed in him† (IV. vii. 90-91). Once Lear is restored to his former majesty, his madness is quelled. The imbalance of nature is rectified, and consequently, the mind of nature’s king is healed. Works Cited Doncaster, Sarah. Representations of Nature in King Lear. Shakespeare Online. 20 Aug. 2000. 6 Jan. 2014. . Shakespeare, William. The Tragedy of King Lear. Ed. Louis B. Wright and Virginia L. Freund. New York: Washington Square, 1957. Print.

Comparing The Red Room and The Landlady Essay -- GCSE English Literat

Which is the better suspense story, "The Red Room" or "The Landlady"? The Red Room is a short story which is written by H.G Wells. It is a story about a young man who decides to go into a room which is believed to be haunted. The old people who live in the house which has the haunted room believe that is haunted but the man himself does not believe that it is haunted. As the story continues, we find that the man does go into the haunted room. He takes some candles and matches into the room with him to feel more safe and also because then he can see the room in the darkness. When he reaches inside the room, he lights up many candles which he palces around the room, and he also lights up the fireplace. Soon he starts to find that the candles that he has lit are beginning to blow out in all directions of the room and feels as if soeone is blowinig then out. He can not see anyone and he starts to relight the candles. He also begins to feel as if there are shadows behind him. Soon the candles start to blow out very quickly and then the fireplace also is blown out. He is left in the room with no light and he can not see anything. He bangs into the furniture in the darkness and collapses. The next day, the man wakes up to find that he is downstaires and out of the haunted room. He realises that the old people were right and that there are ghots in the room. He admits that he was vary scared and also realises that he was wrong and that the old people were right. The Landlady is a story written by Roald Dahl. It is about a seventeen year old boy called Billy Weaver who needs a place to stay in for one night in Bath. He looks around at many places to stay such as a pub but he chooses to stay at a simple ... ...w beginning builds up the tension of the story. The reader is more aware of what is happeninig and also able to predict what is going to happen next in the story. However, the story "The Landlady" begins with narrator of the story describing the weather and the main character. The narrator describes the setting of the story as being a very cold, dark winter night. "The air was deadly cold and the wind was like a flat blade of ice on his cheeks" The narrator also describes the main character, Billy Weaver as being a teenager all alone in Bath. Also, as Billy walks around the town, the narrator describes as being deserted. "There were no shops on this wide street". This also builds up the tension of the story. The Landlady, has a smaller, less completecated and confusing opening which keeps the reader following the story and does not confuse or bore it.

Praise

Professional practice-rewards and sanctions essay The use of praise within the primary classroom will use this essay to analyses the effective and destructive often harmful use of praise as a reward system within the primary classroom. Firstly it is important to explain what a reward system actually is In terms of a primary classroom, According to the universal Dictionary, (19981†² a reward is â€Å"something given or received in recompense for worthy behavior†.A reward system therefore, is a system adopted by either a class teacher, adult or as a whole school ethos for the delivery of rewards or positive academic or social behavior during the school day. From experience, the reward scheme does not have to finish at the end of the school day and can extend into what children achieve during their own time, whether this is through commendations or simply through public use of praise, perhaps in an assembly, as a form of verbal reward.All reward systems are based around the principal of two forms of praise; these are either extrinsic motivators; these tend to be based around variations of the token economy, or intrinsic motivators. Praise as a system in its own eight falls into the intrinsic motivators category as there is no extrinsic or token reward' physically given to the children. â€Å"Intrinsic motivation occurs when we act without any obvious external rewards. We simply enjoy an activity or see It as an opportunity to explore, learn and actualities our potentials. † Con et al (2010).Praise is a crucial part of all reward systems whether intrinsic or extrinsic, but praise can be a reward system on its own. When praise is used as a reward system within a primary school classroom, according to Sutherland, et al (2002) â€Å"praise is positively related to Intrinsic motivation among students† which Is linked directly to the SHE strands of the National Primary Curriculum and the idea of fostering a culture of intrinsic motivation to ac hieve both academically and within normal social parameters is a cornerstone of primary education.Sutherland argument can be applied to the theory of praise as an Intrinsic reward system, suggesting praise may be a practical method by which to nurture a self-perpetuating cycle of growth, reinforcement and self-worth amongst primary school aged children. Sutherland argument is given rather vigor by Trustees, (2008) who suggested â€Å"a ratio of 4:1 positive to negative feedback has an optimal effect on students learning and behavior†, however according to Episcopate, J, et al (201 1), â€Å"little research has examined the effects of training teachers to provide specific ratio of praise to behavior correction within the classroom setting. Trellis's reasoning does seem to make logical sense and other research does reach similar generic conclusions. Usual (2008) recommended a ratio of six or eight positive to one negative within adult-student interactions, which is an embellis hment of Trellis's theory. Before the government draw up new plans to train all adults within the classroom to work towards these ratios, it should be considered that more research Into the effectiveness and also practicality of these ratios needs to take place.Within the primary classroom setting the practical application of ratios for positive to negative comments is potentially unfeasible and targets which would in effect render the praise worthless as a becomes more of a token gesture rather than an intrinsic reward for a Job well done. Sutherland argument for praise being used to develop intrinsic motivation within children of the remarry age bracket, relies upon positive reinforcement which has to be implemented by the class teacher using a best practice model, with a high ratio of praise-to-behavior correction technique.Clinics-Ross et al, (2008) states that â€Å"classrooms in which teachers use higher rates of reprimand and other reactive strategies tend to have higher rat es of student miss-behavior. † This demonstrates how praise is far more effective a tool that reprimand within behavior management of a primary classroom. Furthermore, as the earlier ratios imply, reprimands can be far more damaging to a child's self-esteem and academic confidence then even over SE of praise.If reprimands are used too often this could possibly lead to children becoming disengaged with learning and also foster lack of self-belief within children. Teachers need to be consistent with their approach to praise. According to Cooley, S (2001) there are basic rules to behavior management which includes consistency as well as others†¦ â€Å"Be definite ‘l know what I want. ‘ Be aware ‘l know what will happen if I don't get what I want. ‘ Be calm and consistent ‘l am always fair and consistent with you. ‘ Give them structure ‘I know where we're going. ‘ Be positive you're doing great!These rules, when applied to the classroom environment along with goal setting to increase the chance for praise and performance, will give teachers the opportunity to use praise effectively to manage behavioral expectations and academic achievement within their classroom. In order to use praise effectively however, there are other considerations that the teacher must apply to each individual class, and undeniably each individual child. Conceivably the most important consideration is that children need to Want' to receive praise. Without this ‘need', praise is an ineffective reward.Potentially there are various reasons why children might not want to receive praise from a class teacher or indeed any other adult in the classroom. According to Docking, J (2002) â€Å"the age of the child, whether the recipient is a boy or a girl, whether the praise is for work or conduct, and with the teacher is in charge of a whole class or Just a small group or an individual† are all variables that could hypothetically lead to praise not working as a reward for an individual child's behavior, or actually being totally or partially ineffective as a behavioral management technique.According to Brakeman, E et al (2013)†¦ Many adults use praise as 'emotional nourishment' for children, in an attempt to help children feel better about themselves. Adults might therefore be especially likely to praise those children who seem to need it the most – children with low self-esteem. † This strategy could have unexpected side-effects for any child with low self-esteem, whether that be directly or indirectly related to his or her academic achievement.Brakeman goes on to discuss in his study how children with low self-esteem are, when exposed to a specific type of praise, potentially predisposed to feeling ashamed following allure. Evidently any child feeling any feelings of inferiority, shame or vulnerability as a direct result of praise being used, would be highly counter-productive within the mind adults need to exercise caution when selecting the correct type of praise for the individual child.A teacher will have the choice to differentiate between two distinct types of praise that could impact each child in very differing ways, both positively and negatively. Of the two types of praise the first is person praise, (praise for personal qualities or directed towards children's abilities) and the second type of praise is recess praise, (praise directed towards a child's effort). Brakeman states that â€Å"person praise contributes to a self-perpetuating downward spiral of self- derogation. This demonstrates that, in children with low self-esteem, the link between praise and conditional regard could be a self-replicating issue in that the more praise the receive the more they will avoid it. This is linked with Gamins & Deck, (1999) â€Å"Person praise may trigger these children's feelings of conditional regard and consequently makes them feel unworthy following failure. à ¢â‚¬  With this in mind, praise when used as a general reward system could potentially lead to a detrimental undermining of some children self-esteem, thus undermining the very nature of a reward system.This point is not to say that teachers should not praise children. In actual fact the research of Hindering & Leper (2002) suggests that process praise is actually beneficial for children's academic motivation. This point is also made by Mueller & Deck (1998) â€Å"praise for effort may help children persist in the face of academic failure. † The general agreement between the different research papers is that any adults issuing praise needs to carefully consider the individual before making any public or indeed private praise.This theory seems to be related directly to the idea of process praise as discussed by Brakeman et al. There is a large proportion of academic research and Journal articles that points towards using process praise in a responsible manner to great effect within the primary classroom. Process praise is described within the literature as to being highly beneficial not only in promoting good academic results, but also in promoting academic resilience amongst children. Academic resilience is of vital importance so that children learn from their mistakes as opposed to being deterred by them.This appears to be in contrast to the general consensus centered around person praise, as it is widely regarded as damaging for children, especially those with low self-esteem to be the recipients of too much person praise, as it can lead to a self-perpetuating downward spiral in both their attitude towards learning and their academic progress. This general statement can only be described as true within children who already are predisposed to low self-esteem. The research of Burlingame implies that children with high self-esteem will benefit from both kinds of praise.From experience forever children with high self-esteem are often praised perhaps too frequently, this can lead to an almost extrinsic motivation effect whereby the children see the praise being given as an extrinsic reward thus fostering a completely unintentional ethos within the classroom or indeed the whole school, whereby children expect to be praised and could potentially end up conditioned to only continue working or behaving to a consistently high standard when praise is being handed out periodically by the class teacher.This adverse effect needs to be avoided; teachers should note â€Å"praise, like penicillin, must not be administered haphazardly. Ignition (1965) Another consideration the teachers when attempting to decide how to give indeed an even more desirable effect could be achieved through non-verbal praise. Non-verbal praise could take on the form of a simple smile, a thumbs-up from across the classroom or even a note quietly written on a student piece of work. Non-verbal forms of praise can be highly useful when dealing with children of low self-e steem countering the issues created from person praise.Non-verbal cues also play a crucial role in communication; according to Spark (2013) furthermore they are especially important when interpreting ambiguous verbal messages. As such non-verbal forms of praise and communication are an important tool when differentiating praise as a reward system for individual members of a whole class. Having reviewed the current academic theories surrounding praise as a reward system, looking at both the positives and negatives associated with praise as a system I can draw several conclusions.The first of which is that praise as an intrinsic reward system is key in fostering a culture of motivation to achieve both academically and socially within primary school children. This is drawn from Sutherland research stating that praise is positively related to intrinsic motivation among students†. The counterarguments raised predominantly by Brakeman are also highly compelling, as they appear to co ndemn the use of some aspects of praise.The issues that can arise when praise is used inappropriately within the primary classroom, as well as the unexpected side-effects for children with low self-esteem mean that praise can sometimes have a seemingly paradoxical effect. This is summarized by Spark, et al (2013) who states†¦ â€Å"Blame after failure sometimes leads to the impression that the recipient has a high ability. In contrast praise after success can lead to an inference of lower ability. † Kappa's research links in with the theories of Brakeman because person praise is the style of praise that would be linked to the inference of lower ability.Process praise however, which can be generically given across the different ability groups, has no such inferences. Pomeranian, M et al (2013) also raise an interesting point that seems to condemn praise when used inappropriately†¦ â€Å"The more personal praise mothers used, the more children subsequently held an en tity theory of intelligence and avoided challenge over and above their earlier functioning n these dimensions† far from praise encouraging children in their attempts to challenge and better themselves, person praise appears to detrimentally affect children's academic drive.If Pomeranian, M is to be believed then all teaching and support staff should adopt a system whereby praise is used sparingly and also in a manner that avoids person praise. Furthermore, process praise should be used throughout the class without highlighting different ability groups. In this manner the paradoxical effect discussed by Spark could be avoided. In practice the literature seems to suggest that simply using praise on its own as a reward system is not efficient to develop children's own intrinsic reward systems and develop and ethos of intrinsic motivation both academically and socially.

International Court of Justice Essays

International Court of Justice Essays International Court of Justice Essay International Court of Justice Essay Unit 5 Int’l Business Issues and Ethics Marilyn Benjamin 1P5 American InterContinental University April 21, 2011 International Court of Justice The International Court of Justice (ICJ) is the main judicial organ of the United Nations. It replaced by the Permanent Court of International Justice after World War II, when it was made part of the UN Charter drafted in San Francisco in 1945, International Court of Justice . According to international law there are two form of law, in which they both have a legal dispute when it is brought by individual countries; the two may give an advisory opinion on any legal question that is referred to it by authorized international agencies. The two are pretty much alike because they both have judicial authority over their respective established communities and they both speak English (World of Criminal Justice, Gale (2002). They make rules that are concerning the law and both interpret the laws, they are responsible for the laws and must settle any dispute between any states that is a part of their jurisdiction. The International Court of Justice (ICJ) is between states and they stands firmly on their grounds. The international laws are more tradition and a non binding. They carry no precedential and their value are non-binding without conform of the States National laws. The members of the United Nations are eligible to bring cases before the International Court of Justice (ICJ). The jurisdiction court may voluntary with the (ICJ) which presents several countries. An Advisory opinion is basically an opinion by the court or a judge; member can submit their legal opinions to the ICJ in writing. I think the World Court is like any other court; everyone must abide by the rules of the court regardless of what the situation is. In today society people do what they want, we are guilty or we are not guilty, it’s up to the lawyers and the court to prove otherwise. Why some time they make a mistake ? Reference: . (2002). In World of Criminal Justice, Gale. Retrieved from credoreference. com/entry/worldcrims/international_court_of_justice

About the Federal Aviation Administration (FAA)

About the Federal Aviation Administration (FAA) Created under the Federal Aviation Act of 1958, the Federal Aviation Administration (FAA) functions as a regulatory agency under the U.S. Department of Transportation with a primary mission of ensuring the safety of civil aviation. Civil aviation includes all non-military, private and commercial aviation activities, including aerospace activities. The FAA also works closely with the U.S. military to ensure the safe operation of military aircraft in public airspace across the nation. Primary Responsibilities of the FAA Include: Regulating civil aviation to promote safety within the U.S. and abroad. The FAA exchanges information with foreign aviation authorities; certifies foreign aviation repair shops, air crews, and mechanics; provides technical aid and training; negotiates bilateral airworthiness agreements with other countries; and takes part in international conferences.Encouraging and developing civil aeronautics, including new aviation technology.Developing and operating a system of air traffic control and navigation for both civil and military aircraft.Researching and developing the National Airspace System and civil aeronautics.Developing and carrying out programs to control aircraft noise and other environmental effects of civil aviation,Regulating U.S. commercial space transportation. The FAA licenses commercial space launch facilities and private launches of space payloads on expendable launch vehicles. Investigation of aviation incidents, accidents and disasters is conducted by the National Transportation Safety Board, an independent government agency. Organization of the FAAAn administrator manages FAA, assisted by a Deputy Administrator. Five Associate Administrators report to the Administrator and direct the line-of-business organizations that carry out the agencys principle functions. The Chief Counsel and nine Assistant Administrators also report to the Administrator. The Assistant Administrators oversee other key programs such as Human Resources, Budget, and System Safety. We also have nine geographical regions and two major centers, the Mike Monroney Aeronautical Center and the William J. Hughes Technical Center. FAA History What would become the FAA was born in 1926 with passage of the Air Commerce Act. The law established the framework of the modern FAA by directing the Cabinet-level Department of Commerce with promoting commercial aviation, issuing and enforcing air traffic rules, licensing pilots, certifying aircraft, establishing airways, and operating and maintaining systems to help pilots navigate the skies. The Commerce Department’s new Aeronautics Branch took off, overseeing U.S. aviation for the next eight years. In 1934, the former Aeronautics Branch was renamed the Bureau of Air Commerce. In one of its first acts the Bureau worked with a group of airlines to set up the nation’s first air traffic control centers in Newark, New Jersey, Cleveland, Ohio, and Chicago, Illinois. In 1936, the Bureau assumed control of the three centers, thus establishing the concept of federal control over air traffic control operations at major airports. Focus Shifts to Safety In 1938, after a series of high-profile fatal accidents, the federal emphasis shifted to aviation safety with passage of the Civil Aeronautics Act. The law created the politically-independent Civil Aeronautics Authority (CAA), with a three-member Air Safety Board. As a forerunner of today’s National Transportation Safety Board, the Air Safety Board began investigating accidents and recommending how they could be prevented. As a pre-World War II defense measure, the CAA assumed control over air traffic control systems at all airports, including towers at small airports. In the post-war years, the federal government assumed responsibility for air traffic control systems at most airports. On June 30, 1956, a Trans World Airlines Super Constellation and a United Air Lines DC-7 collided over the Grand Canyon killing all 128 people on the two planes. The crash happened on a sunny day with no other air traffic in the area. The disaster, along with the growing use of jet airliners capable of speeds nearing 500 miles per hour, drove a demand for a more unified federal effort to ensure the safety of the flying public. Birth of the FAA On August 23, 1958, President Dwight D. Eisenhower signed the Federal Aviation Act, which transferred the old Civil Aeronautics Authoritys functions to a new independent, regulatory Federal Aviation Agency responsible for ensuring the safety of all aspects of non-military aviation. On December 31, 1958, the Federal Aviation Agency began operations with retired Air Force General Elwood Pete Quesada serving as its first administrator. In 1966, President Lyndon B. Johnson, believing a single coordinated system for federal regulation of all modes of land, sea and air transportation was needed, directed Congress to create the cabinet-level Department of Transportation (DOT). On April 1, 1967, the DOT began full operation and immediately changed the name of the old Federal Aviation Agency to the Federal Aviation Administration (FAA). On the same day, the accident investigation function of the old Air Safety Board was transferred to the new National Transportation Safety Board (NTSB).

Using the Spanish Verb Tocar

Using the Spanish Verb Tocar The core meaning of the Spanish verb tocar is to touch. In fact, both words come from the Latin verb toccare. Common Meaning of Tocar Probably the most common meaning of both tocar and touch is to refer to physical contact between things or persons. Some examples of the word used this way in Spanish: Tocà ³ los dedos de su esposa, flojos y calientes. (He touched his wifes weak and warm fingers.)Cuando el avià ³n tocà ³ tierra los pasajeros aplaudieron. (When the plane touched ground, the passengers applauded.)No tocaron el està ©reo. (They didnt touch the stereo.) This meaning is sometimes figurative: Los ciudadanos son ms pobres y aà ºn no han tocado fondo. (The citizens are poorer, and they still havent hit bottom.)Espera con paciencia su momento para tocar el cielo. (She is waiting patiently for her time to touch to the sky.) As with the English touch, tocar can be used as a euphemism to refer to sexual contact: Él me decà ­a que lo nuestro era platà ³nico, y no me tocaba. (He would tell me that our relationship was platonic, and he didnt touch me.)Desde nià ±a me tocaba, y el repulsivo me ofrecà ­a dinero para que me acostara con à ©l. (Since I was a girl he touched me, and the creep would offer me money to sleep with him.) Using Tocar With Indirect Objects When tocar is used with an indirect object, it can refer to the turn or responsibility of the person who is the indirect object. The exact translation depends on the context:  ¿A quià ©n le toca? (Whose turn is it? Whose job is it?)El mià ©rcoles de esa semana me toca trabajar. (On Wednesday of that week its my responsibility to work.)Nos toca pagar. (Its our turn to pay. Its up to us to pay.) The same can be done when tocar means to affect a person emotionally. In this way, tocar can behave much like the verb gustar. El blues es la mà ºsica que ms me toca el corazà ³n. (Blues is the music that most touches my heart. In this sentence, the direct object is el corazà ³n, while me is functioning as an indirect object.)La actriz digo que la realizacià ³n de este film le tocà ³ emocionalmente. (The actress said that the making of this film touched her emotionally.)Le tocaba el alma la cancià ³n de Navidad. (The Christmas song touched his soul.) Other Meanings of Tocar The other meaning of tocar that is extremely common in Spanish is to play a musical instrument or similar item. For example: La guitarra es uno de los instrumentos ms fciles de aprender a tocar. (The guitar is one of the easiest instruments to learn to play.)Voy a darme un baà ±o y luego tocarà © el piano. (Im going to take a bath and later Ill play the piano.)A la muerte de Susana, se tocaron las campanas de todas las iglesias. (When Susana died, they rang the bells of all the churches.) When referring to someones speaking or writing, tocar can mean to touch on. El presidente no tocà ³ el tema de Irak. (The president didnt touch on the subject of Iraq.)Los Monty Python tocaron todos los gà ©neros del humor. (Monty Python touches on all types of humor.) Tocar can be used so that its subject represents something that is given to someone: Le tocà ³ la loterà ­a. (He won the lottery.)Le ha tocado un tiempo muy difà ­cil. (He had been given a very rough time.) Tocar also is used in some set phrases or idioms: Por lo que a mà ­ me toca (as far as Im concerned) ¡Toca madera! (Touch wood!)Tocar de cerca (to have a close relationship with someone, or to be very familiar with a subject)Tocarle a alguien bailar con la ms fea (to be expected to do something very difficult or disagreeable) Conjugation of Tocar Tocar is conjugated irregularly in spelling but not pronunciation. The c is changed to qu when followed by the e. For example, the first-person preterite form is toquà © (meaning I touched), and the present subjunctive forms follow the pattern of toque, toques, toquemos, etc. Key Takeaways The Spanish verb tocar comes from the same source as the English verb touch and often has that meaning. Among many other meanings, it is also used for to play a musical instrument.When it means to be emotionally touching or to refer to taking turns, tocar is used with an indirect-object pronoun.Tocar is conjugated regularly in terms of pronunciation, but the c of the stem changes to qu when it comes before an e in conjugated forms.

Assess the claim that video games have had a negative effect on Essay

Assess the claim that video games have had a negative effect on society - Essay Example Conversely, the negative effects of playing video games include the violent behaviour that they might teach the gamers as well as increasing the player’s perception of danger and risk in the real world. Furthermore, playing video games increases the player’s level of control, by influencing the adoption of violent behaviour. Watching video games is likely to affect the conception of teenagers, making them view the society as a gaming environment. The negative influences of Video games in society The first negative influence of video games is that they augment tendencies towards crime development and violent behaviour among young viewers. Different studies have been done in this area, and many of them have established a correlation between the two aspects. One of the studies done in the area showed that some negative patterns associated with video games were likely to trigger adverse behaviours such as shooting at school or within the community (Kutner and Olson 2008). A mong the widely accepted controversy about the effect of video games was that of Exidy’s game of 1976, under the title Death Race (Bensely and Van Eenwyk 2001). In the game, players would direct cars that would run over gremlins with the game becoming a major concern that consequently led to its withdrawal from stores after its sale was disallowed (Bensely and Van Eenwyk 2001). ... Video games are likely to affect the society negatively since they are a channel through which sexual themes are communicated to its viewers, and many times among the young generation. These themes, communicated through the video games, cultivate the development of sexual behaviours depicted through the games, which is much influential among teenagers. One major example of a video game that communicated sexual themes is the hot coffee mod and grand theft auto where the player stimulates sexual inclined actions among the girlfriends of the main character. Later in 2005, due to the extreme effects of the video game on its players particularly teenagers, the ESRB (Entertainment Software Rating Board) changed the game’s rating to the ‘adults’ only category.’ Furthermore, the game’s sale was restricted from sale at many stores. Many adults felt that the game promoted the adoption of sexual behaviour among its players, and the effect would be worse among t eenagers since they were less knowledgeable than adult players (Meli 2011). The negative effect of video games in communicating sexual themes was also demonstrated through the effect of Rapelay, which revolved around the theme of rape. Many viewers and public views agreed unanimously that the game could promote the development of raping behaviours among young and adult players. The sentiments triggered worldwide campaigns in opposition of the game, which led to its banishment (Meli 2011). Games are used as a platform for the negative portrayal of gender stereotypes and roles. Through many video games, the roles of males are portrayed as those of muscled, hard bodied people, while the females are

The Implementation of Flight Operational Quality Assurance (FOQA) and Research Paper - 1

The Implementation of Flight Operational Quality Assurance (FOQA) and Flight Data Monitoring (FDM) plans and the Challenge of Effective Integration - Research Paper Example It is for this reason that such bodies as the International Civil Aviation Authority (ICAO) continue to enforce international policies that seek to minimise the number of air travel incidences and accidents. In its 2014 safety report, the ICAO recorded decrease in the number of accidents per one million departure from 3.2 in 2012 to 2.8 in 2013 (ICAO, 2014). This was against 2011 and 2010 rates of 4.2 each. This statistics shows that a lot of progress is being achieved in aviation safety. This research paper therefore seeks to investigate ways in which the implementation of two major flight safety systems namely the flight operational quality assurance (FOQA) and flight data monitoring (FDM) can aid in improving the safety status in air travel. This is done along the need to understanding the challenges that come with the effective integration of these and other flight safety systems. The FOQA and FDM systems are often thought of as being the same type of system and representing the same outcome. Klein and Militello (2011) however explained that even though these two may be very similar and used interchangeably, they are not the same and do not represent the same outcome. FDM can be said to be the parent safety system introduced by the Flight Safety Foundation and approved by the ICAO for practice for processing recorded data from routine flights. The overall aim of such processing of recorded data is to ensure that there is effective operational risk assessment for all aircrafts that are over 27 tonnes (Diehl, 2013). Out of the FDM, the FOQA was born very specifically by the US Federal Aviation Authority (FAA) which exempted itself from the ICAO’s mandatory requirement on January 1, 2005 for National Aviation Authorities (NAA) through the FDM (UK Health and Safety Executive, 2011). As a flight safety system, the FOQA acts as a voluntary program or guideli ne for capturing, analysing and visualising all forms

Armenian Genocide Research Paper Example | Topics and Well Written Essays - 2500 words

Armenian Genocide - Research Paper Example In addition, rights movements in the Empire’s former colonies had caused the secession of several countries from the empire. This further intensified the unrest in the Empire.The Armenians formed political organizations which demanded for better representation in the governing of the Empire. They also demanded for the fortification of their security3. They wanted to be part of the police force and to enjoy a more stringent police protection. These were termed the Armenian Question. With the fear of affecting the traditional way of governing the Empire, the government was steadfast not to heed to the Armenian pressure. The earlier regime of Sultan Abdul Hamid II had quelled the Armenian grumbles with a series of killings. More than three hundred thousand people were killed from the Armenian population. A lot of their property was also destroyed. They got scared and their spirit was dampened. Following the Empire’s crisis, a political group by the name the Young Turks for cefully took power. This was in 1908. A coup staged in 1913 by a faction ofthe Young Turks called the Committee of Union and Progress overthrew the government. Enver, Talaat and Jemal; the ministers of War, Interior and the marine respectively were its leaders. The CUP came up with the idea of forming an entirely Turkish state. This included expanding eastward towards other Turkic people, most of who were under the Russian Empire rule. In addition to that, the CUP worked towards creating a strong diplomatic relation with the Imperial Germany. With the break out of the First World War in 1914, the Ottoman Empire joined hands with Austria-Hungary and Germany to declare war on Russia, France and the Great Britain4. In the... The Armenian Genocide took place in the period before and after the First World War. It began around April 1915. It was planned and executed by the Ottoman government of theOttoman Empire. It was a systematic massacre of the Armenian population of the Empire. Before the start of the genocide, the Armenian population was around two million in the Ottoman state. However, in around 1918, there were only about one million Armenians left. Of these, hundreds of thousands had been rendered homeless. The Ottoman Empire was one of the most powerful states in the sixteenth century. With the growing of its economy, its populations also prospered.This included its minority population. Come the nineteenth century, the state was experiencing an economic regress. All its conquered land in Europe and Africa had been lost. The Empire’s geographical size was reduced quite significantly. Following the Empire’s crisis, a political group by the name the Young Turks forcefully took power. Th is was in 1908. A coup staged in 1913 by a faction ofthe Young Turks called the Committee of Union and Progress overthrew the government. Enver, Talaat and Jemal; the ministers of War, Interior and the marine respectively were its leaders. In the initial stages, the Ottoman Empire’s armies faced a couple of defeats. They redeemed their glory in 1918 by easily emerging victorious in the Caucasus. This war served as a scapegoat for the Ottoman military to wage war over the innocent Armenian population.

Small Wins Steps Essay Example | Topics and Well Written Essays - 500 words

Small Wins Steps - Essay Example Achievement of gender equality in the workplace is largely dependent on the corporate strategies. However, adopting approaches that base on gender equality is a major problem for organizations. In the work place, gender inequality mainly affects women. Long ago, women were victimized in the job market, and their entry was highly restrictive. Although this situation has been alleviated by policy changes in companies and at the national level, there still exist cases of gender inequality, which to a higher extent are embedded in the organizational cultures and are hard to detect (Meyerson and Fletcher 127). In the small wins strategy, the identification of gender inequality problem is crucial in the rectification process. Failure to identify a problem will lead to its persistence. As a leader, I realize there is a gender inequality situation that needs to be addressed. The second step is to diagnose the gender inequality problem. Here, a company establishes the specific gender inequality problem, whether it lies in salary remuneration differences, or bias in managerial positions. As a new leader, I realize that the face of gender inequality in my company is manifest salary remuneration. Women are paid less as compared to men. Third is patterns and consequences identification of gender inequality aspect. Here, we establish the organizational culture, and how it promotes gender discrimination. The final step is experimentation. Managers take the initiative of replacing company practices, which promote gender inequality, with better ones. This is through talks with the company employees to brainstorm possible solutions (Meyerson and Fletcher 133-134). Additionally, I would consider the impacts of external environment on company policymaking. These include institutional framework, external labor market, and relations with other companies. This closely fits in Meyerson and

Role and Functions of Law Paper Essay Example | Topics and Well Written Essays - 750 words - 2

Role and Functions of Law Paper - Essay Example Secondly, the authority of the arms of government is enhanced thus encouraging personal freedom. Thirdly, laws help to attain the set standards and accomplish the expectations of a society. Fourth, laws enhance economic growth by ensuring a free and fair business competition. Laws promote social justice by offering ways and means of resolving conflicts. In the absence of the legislation and courts to govern the behavior of people, the result would be a chaotic society and therefore lead to a decline in business services rendered in a society (Bushman, 2007). The Federal court structure and the Michigan state court have similarities in the fact that the due process is the same whereby the court informs the defendant of his rights and allows them to access to a lawyer. In addition, the court proceedings, the sentencing, and the appealing process are similar where the defendant will listen to the sentence and have a chance to address the court. However, there are some differences in the sense that the federal courts have a limited jurisdiction while the Michigan state court has a general jurisdiction. Limited jurisdiction means that the court van only hear certain cases while in general jurisdiction a judge can listen to all cases ranging from violation of law to family disputes. Judicial review is a type of court proceeding whereby a judge reviews the decision or actions made by the government or by a public body to ascertain whether they are in line with the rules and regulations prescribed by the constitution (Joshua, 2014). The constitution acts as the supreme law of the land since it defines government functions and fundamental human rights. Therefore, the Supreme Court bears the mandate of reviewing all laws that conflict the constitution. In the absence of the judicial reviews of the decisions and actions of the government and public bodies, the

Small Wins Steps Essay Example | Topics and Well Written Essays - 500 words

Small Wins Steps - Essay Example Achievement of gender equality in the workplace is largely dependent on the corporate strategies. However, adopting approaches that base on gender equality is a major problem for organizations. In the work place, gender inequality mainly affects women. Long ago, women were victimized in the job market, and their entry was highly restrictive. Although this situation has been alleviated by policy changes in companies and at the national level, there still exist cases of gender inequality, which to a higher extent are embedded in the organizational cultures and are hard to detect (Meyerson and Fletcher 127). In the small wins strategy, the identification of gender inequality problem is crucial in the rectification process. Failure to identify a problem will lead to its persistence. As a leader, I realize there is a gender inequality situation that needs to be addressed. The second step is to diagnose the gender inequality problem. Here, a company establishes the specific gender inequality problem, whether it lies in salary remuneration differences, or bias in managerial positions. As a new leader, I realize that the face of gender inequality in my company is manifest salary remuneration. Women are paid less as compared to men. Third is patterns and consequences identification of gender inequality aspect. Here, we establish the organizational culture, and how it promotes gender discrimination. The final step is experimentation. Managers take the initiative of replacing company practices, which promote gender inequality, with better ones. This is through talks with the company employees to brainstorm possible solutions (Meyerson and Fletcher 133-134). Additionally, I would consider the impacts of external environment on company policymaking. These include institutional framework, external labor market, and relations with other companies. This closely fits in Meyerson and

Extra Credit Assignment Essay Example | Topics and Well Written Essays - 500 words - 1

Extra Credit Assignment - Essay Example Instead of relying on these three surefire ways to get elected into office, Smith relied on a grassroots-based campaign, largely relying on a multitude of youths and many others who shared his political ideals and fervor for honest-to-goodness civil service. Due to his lack of resources, especially on the financial aspect, Smith relied heavily on campaign contributions in order to try and keep his campaign going. Unlike his opponent, he barely had deep-pocketed colleagues who could do him a favor in exchange for a future favor that he would be returning to them. Instead, Smith literally walked the extra mile as he conducted his door-to-door campaign on foot. Smith further battled his disadvantage of lack of name-recall by packaging himself as an extreme underdog. It was through this packaging that people started to notice him and took him seriously. This same tactic allowed him to gain more followers even if he barely had any initial political

The Modern Prometheus Essay Example for Free

The Modern Prometheus Essay Look at the significance of chapter five of Frankenstein to the novel as a whole. Focus on the relevance and effect of writers use of language to describe setting, character and what it shows about social and historical context.  This is the reason why mothers are more devoted to their children than fathers: it is that they suffer more in giving them birth and are more certain that they are their own. Aristotle, Greek Philosopher  The sooner you treat your son as a man, the sooner he will be one. John Dryden, British poet, dramatist and critic. Never judge a book by its cover. Doing so puts you in danger of jumping to huge conclusions about something before youve even gave it a chance.  Frankenstein is a prestigious gothic horror story written by British, 19th Century novelist Mary Shelley. It tells the enthralling tale of Dr. Victor Frankenstein, a scientist consumed by his need to find a way to preserve life, as he succeeds in creating an immortal, super strong creature using different attributes of corpses.  Shelley wrote the novel when she was around the age of 19, after envisioning the story when her and husband, Percy Shelley, spent the summer with Lord Byron and friends near Geneva, Switzerland. According to Shelley, it proved a wet, ungenial summer and so the insistent rain confined them to the house most days. Due to lack of entertainment, the company amused themselves by sitting around a log fire in Lord Byrons villa, reading German ghost stories, which prompted Byron to suggest they each try their hand at writing their own supernatural tale.  Shortly afterwards, in a waking nightmare in which she saw the pale student of unhallowed arts kneeling beside the thing he had put together, Mary conceived the idea for Frankenstein; she began writing what she assumed would be a short story. However, with encouragement from husband, Percy, she expanded this into her first and most celebrated novel of all her work. It was first published in 1818. Shelleys mother, philosopher and feminist Mary Wollstonecraft, died just 10 days after Mary was born due to puerperal fever, and this tragic event embedded itself in Shelleys mind, having a huge impact on the novel, circling childbirth as the main theme running throughout. However, there are other themes which appear during the novel, the more prominent ones being: responsibility, science, ambition and obsession.  In Frankenstein, the consequences of attempting to master life and death are made apparent when, Victor Frankenstein, a young scientist, idiotically creates a monster that counteracts mans new control over life and death. Shelley intended to accentuate the importance of God being the only one who should be able to create life as she shows Frankenstein playing God and also playing a Mother, as the chapter in which the creature is born is told almost like a woman is giving birth. It soon becomes evident however, that he should attempt neither.  Chapter five the Creatures birth is a big chapter in this novel, not so much in length but the impact it has on the rest of the novel. It is the pivotal point; if Frankenstein hadnt brought the monster to life then he would have led a happy, normal life with all of his family alive and well. Nevertheless, Frankenstein does bring life to the dead limbs that lay before him and the monster is born. Shelley skilfully builds up the atmosphere at the beginning of the chapter by using a range of different techniques.  In the first line of the chapter the word dreary paints the picture of a boring, dull, wet night which combined with rain pattered dismally against the panes immediately sets the alarm bells ringing as it is not expected from a typical Gothic Horror novel.  For such an explosive event as the birth of the creature, it would have been anticipated for the weather to be stormy and electrifying exciting even. Yet, Mary Shelley chooses to use pathetic fallacy to reflect the mood of Dr. Frankenstein and to also warn you to expect the unexpected. Also Shelley uses words like anxiety and agony when describing Frankenstein. These two words alone show that all is not well and that something terrible is going to happen as Victor no longer feels happy about his creation. He feels exhausted by his toils, fed up and is itching to finish his work and bring the creature to life.  Shelley also helps to build up tension and atmosphere by isolating Frankenstein.  It was already one in the morning  It is typical of a Gothic Horror novel to have a character isolated and completely alone with no means of help if necessary. Here Shelley warns us that something is about to happen because of Victors solitary status and the reality that most other people arent around or awake at one in the morning.

Impact Of The Creative City Theory Cultural Studies Essay

Impact Of The Creative City Theory Cultural Studies Essay The creative city has become an amazingly popular concept in recent years. Along with the appearance of Richard Floridas book The Rise of the Creative Class (2002), and Charles Landrys The Creative City (2000), it seems that every city is developing a creative city policy. At the same time, the creative city concept is under serious debate in the academic world. Nevertheless, a gap exists between the academic literature that discusses the development of the creative city on a conceptual level, and the actual policy development in individual cities. On the one hand, many cities base their policies on limited sources. These include the works of Landry and Florida. On the other hand, cities take over the content of successful creative city policies such as Barcelona or Lille. They update their own policies then with the concept of the creative city (Chatterton, 2000, p. 392). In a similar vein, Russo and Van der Borg (2010, p.686) state that the relation between culture and urban economic remains largely a black box in which cities move like amateurs. Accordingly, creative city policy tends to be ad hoc rather than moving towards the professionalization of creative activities (cf. Jayne, in: Evans, 2009, p. 1011). In the next chapters, firstly, we will summarize quickly academic literature explaining the concept of the creative city in more detail. Secondly, we will review policies of four Dutch cities described by Kooijman and Romein (2007) to find out more about the presence of creative city elements. Finally, we try to find out what the impact of the creative city theory on practice policies really are. In the discussion there are a few critics that have some interesting points of view and we contemplate on the usefulness for my graduation project. Concept of the Creative City Knowledge-based activities are of crucial importance for the growth in modern urban economies. Some regional economists claim that local clusters of linked industries and institutions in specific sectors are essential elements for urban competitiveness. People-based perspectives emphasize the importance of highly skilled and well educated workers as the key to economic success. Although many members of the creative class are high-educated, Richard Florida stressed in his books (Florida, 2002, 2005) the importance of creative talent for economic growth. Following his train of thought, it is primarily the capacity to generate new ideas, new knowledge and technologies, and new forms and content, and the ability to solve complex problems, that determines whether technologically-advanced companies decide to locate and invest in a city. Floridas assumption is that jobs follow people, rather than that people follow jobs. Local economic policy should thus be primarily aimed at attracting cre ative people rather than business. It is a well-known fact that creative people prefer urban places with an attractive living environment, a good quality of place. If a city can provide this, creative people will settle, and investment in creative, productive activities will follow. According to Florida, this means that places have driven back companies as key organizing units in our economy. By means of the metaphor of the 3Ts, he sums up the qualities of places: technology, talent and tolerance. Technological capacity is seen as a prerequisite for economic success; flows of talented people are regarded essential, since these are the carriers of creativity; and tolerance is thought of as the crucial magnet, the supply-side foundation upon which creative clusters are built (Peck, 2005, p.746). Besides the 3Ts, there is a broad array of other factors that the creative class takes in mind when making decisions. On the basis of both theoretical and operational findings, Trip (2007, p. 31) concluded that diversity, specific amenities, liveliness and culture are key-concepts that generate a creative life packed full of intense, high-quality, multidimensional experiences. It can also be assumed that creative talent attaches great importance to the presence of third places which are neither home nor work, but forms of outdoor leisure and entertainment where information and ideas can be interchanged (Florida, 2002). This is not seen as an activity which is strictly separated from work and only engaged at certain times of the day, but rather as something which interacts with work in a process of personal and social creative growth. It is interesting to note that Floridas thesis builds on the notion that former established dichotomies such as culture versus economy, work versus leisure, production versus consumption (Mommaas, 1999, p. 177) are becoming less relevant in understanding how an increasing number of people live in cities, and how individual cities prosper. Policies in Practice To get a better inside in the implementation of the creative city theory in the policies in practice I will give an explanation of the policies in four largest Dutch cities investigated by Kooijman and Romein (2007). They made a methodological framework using the policy philosophy model developed by Vermeijden (2001). In this model there is made a distinction between three major components. The normative core contains the basic principles and guidelines of urban policy that consists of the motivation and legitimation of plans and proposals. The policy core is based on concepts, strategies, themes, programs and policy objectives. It elaborates the normative core into policies. The secondary aspects consist of the practical core of implementation includes the legal, administrative, financial and organisational framework. Amsterdam Economic policy in Amsterdam views as a key concept for economic performance. Currently the city is focusing on both banks of the IJ river and in the Eastern Port Area, by realizing large consumption venues, including a film museum. They are also strengthening the attractiveness of public spaces (Gemeente Amsterdam, 2004a), urban living (Gemeente Amsterdam, 2003a, 2005), and the city as a consumer environment. The city doesnt exclusively focus on the creative class, nor at highly skilled workers. This because of the fact that the city already more than 50 per cent highly skilled workers. Instead the city aims both to encourage creative talent to settle and tourists to visit. Interesting is that they dont distinguish different target groups. They claim that if the city is attractive to its inhabitants that it is also attractive to creative talent and tourists. Nevertheless, the last few years they paid more attention to their traditional characteristic tolerance and open atmosphere. R ecently the Spatial Planning Department replaced its top-down, supply side, design-focused planning approach. They are experimenting with a more demand-side and the role of the local government as mediator. They are actively searching for target groups, costumers and market players to sort into product-market combinations. Amsterdam sees city and region as belonging together. Amsterdam and Almere have thus recently developed the concept of twin city. Amsterdam has also focused on strengthening production with the Science Park Amsterdam. This cluster of high-tech industries is an early example of Dutch knowledge-based urban development policy. With regard to creative and cultural industries, since 1999, the city has invested in a broedplaatsenbeleid. This new policy was the outcome of the clearing large-scale old buildings and a boom in the private construction of commercial mainstream developments. Affordable locations for new creative initiatives became increasingly scarce. And sev eral of the initiatives moved to other cities. This made the local government realize that a valuable kind of economic capital was being destroyed. The policy aimed to take abandoned factories, warehouses, and similar buildings out of the property market, and place them at the disposal of small-scale, start-up enterprises in the creative and cultural industries. They did this, to provide affordable working and living spaces. (Van Ulzen, 2007, p. 181). The only other initiative to strengthen creative production has been the creation of an inventory of creative businesses, including characteristics of their production environments. To provide an empirical basis for possible future policies. (Gemeente Amsterdam, 2003b, 2006a, 2006b). Utrecht In Utrecht in the policy there is a focus on consumer environments notable as well. Two documents (Gemeente Utrecht, 203b, 2003c) aim at the strengthening of the inner city as a hospitable meeting place. Hereby there lies an emphasis on the hospitability sector and the leisure sector. The leisure note (2003b) seek to attract more visitors to Utrecht in order to create jobs and revenues. While the Economic Note (2003c) positions Utrecht as a meeting place for talent. This should draw people to live and work in the city. However, this talent could be described rather highly trained than creative. Those two documents reglect an entrepreneurial approach. This is also present in the Memorandum on Culture (Gemeente Utrecht, 2005), where the economic potential of consumer environments is the foremost priority of the policy-makers. The consumption-oriented policy in Utrecht tries to a achieve culture and leisure services in specific areas of the city. The emphasis lies here on the city cente r. The intention is to create a consumption environment with new shops, catering, cultural services and nightlife activities. The purpose here is to compete successfully with Amsterdam. In addition, area developments have been planned around the central railway station. In the Leidsche Rijn center there is developed a second heart that would generate 80,000 new residents and 40,000 new jobs. These projects include large scale consumption programs. A new music hall, multiplex cinema and a multi-purpose theatre. Finally, large-scale mono-functional retail, sports and recreation projects are planned at the edges of the city. All of these projects reflect the ambition of Utrecht to become a leisure center of national importance. Policy in Utrecht focuses explicitly on reinforcing the cultural and creative production than Amsterdam (Hogeschool voor de Kunsten, 2005). Just like Amsterdam did, Utrecht mapped out its creative sector, but the intention of Utrecht is to use this map actually as tool for strengthening the creative production. The municipal departments of Economy and Culture are attempting to support creative companies by equipping seedbeds and multi-tenant buildings. Utrecht is hereby more explicitly geared towards economic goals than Amsterdam. This is reflected in Utrechts explicit intention to improve the quality of cultural and creative entrepreneurship. Of all four cities, Utrecht is the only one that is engaged ina regional platform of municipalities, collaborating on production. The objective of this is strengthening networks of creative and artistic businesses with other institutions and companies like, educational institutes and banks. The city has a close alliance with the Province via the long term cultural program, Vrede van Utrecht (Treaty of Utrecht, 1713). In the years coming to the third centenary of the Treaty, there will be organized many events. Investments in cultural production will be made that explicitly aim to position Utrecht on the international map of cultural destinations. The focus is not limited to cultural and creative industries. The Economic Memorandum (Gemeente Utrecht, 2003c) focuses on other sectors as well. Business and medical services. The latter is an example of knowledge-based urban development. The aim is to strengthen links between educational and research institutes, healthcare services, and industry. The approach is more explicitly entrepreneurial than Amsterdam . There is a finer balance between the consumption and production based policies. Rotterdam The production and consumption-oriented policies in Rotterdam are to be concerned of the grown awareness that the city has about the fact that it lies behind the other three major cities. Due to relatively strong orientation on capital-intensive manufacturing and logistics, lowly skilled labour force, and a low intensity of knowledge (Gemeente Rotterdam, 2004b). The aim of its consumption oriented policy is to improve the citys attractiveness for residents, visitors, and tourists. This policy has clear economic roots, although the relative strength of the economic perspective differs between local government departments and agencies. The municipal Department of Art Cultures Cultural Plan 2005-2008 (Gemeente Rotterdam, 2003) puts major social and educational goals forward. The mission statements of the Ontwikkelingsbedrijf Rotterdam (OBR) and the Economic Developmetn Board of Rotterdam (EBDR) are spatial economic in nature. Their consumption oriented policy clearly reflects an entrepr eneurial approach. The OBR chaired the inter departmental Working Group that was responsible for developing the vision of the citys leisure and entertainment provision in 2001( Gemeente Rotterdam, 2001). This vision connected twenty-four locations (mostly in the center and on the waterfront) with ten different leisure themes (shopping, modern architecture, cultural heritage, sports and port, maritime and water related activities. Specific combination of themes was developed for each location. The vision acted as a framework for inviting entrepreneurs form the leisure industry to invest in the city (Gemeente Rotterdam, OBR, 2004c). Like Utrecht, Rotterdam, explicitly aspires to strechthen its leisure economy. And they also acknowledge the importance of large consumption projects in area development programs. Indeed, the building, extension, and renovation of sports facilities, multiplex cinemas, theatres and museums have been features of urban policy since the 1970s. Furthermore, Rot terdam places significant emphasis on large scale, outdoor summer festivals. In 2005, Rotterdam won the National Festival City of the Year award for the second time. Rotterdam has developed a policy that focuses directly on encouraging creative production. This is more explicitly than Amsterdam and in a more elaborate way than Utrecht. This is emphasized in the Economic Vision 2020 memorandum (Gemeente Rotterdam, EDB, 2004a). This is even further developed in two policy documents (Gemeente Rotterdam, 2005b; Gemeente Rotterdam, EDBR, 2006). The former reflects the priority assigned to the development of audio-visual expertise in competition rather than cooperation with other cities. Rotterdam makes work of creativity is a more general policy document that denominates four promising creative sectors for further development. The document distinguishes four types of creative zones. Those are areas where designated policies stimulate concentrations of creative businesses. Visibility thro ugh clustering is considered as a precondition for a successful creative-sector development. The intention is that the creative cluster, the medical cluster and the portbound industries should create the international profile of Rotterdam in the near future (Gemeente Rotterdam, EDBR, 2004a). For the creative cluster in particular, the local government aims to focus on improving the citys quality of place.. This in order to attract and retain students and other creative people. However the most policy initiatives concerned the Creative City aim on more on production instead. This includes the upgrading of entrepreneurship and improvement of adjustment of the knowledge infrastructure to creative production (Gemeente Rotterdam, OBR, 2005a; Gemeente Rotterdam EDBR, 2006). The role of the local government in the expansion of these three sectors of local economy is to facilitate the process of cooperation between businesses , knowledge institutes and municipal departments. In some locatio ns, there are policies aiming to improve urban consumption and strengthen creative production are being combined with large scale area redevelopment programs. In the Lloydkwartier and the Kop van Zuid, leisure, residential developments for the new middle class are being developed alongside cultural and creative sectores. The Kop van Zuid had already been designated as a strategic urban development program in the early 1980s (Ter Borg and Dijkink, 1992). Amsterdams IJ-oever and Utrechts Central Station area are also focusing on area redevelopment, but not so explicitly in support of creative production. The Hague The Hague is a city that attaches a great deal of importance to culture. It seeks to strengthen forms of small-scale cultural production by stimulating these to interlink with consumption. The keyword is integration and the intention is that producers of culture should be more open to the public. Moreover, the intention is that established actors should themselves open up to local producers, to create public for the latter. However, local memoranda (Gemeente Den Haag, 2005a, 2005b) state that no changes are needed with respect to retail policy. Leisure policy is less relevant tot the creative city. It is consumption-oriented, and aimed at larg-scale facilities in general and the business tourist in particular. Two areas in The Hague conspicuously represent this approach. The city center and the Scheveningen beach resort. A notable aspect of the local policy is the potential link between culture an economy. There is a suggestion that previously separate policy areas and social domains could be linked to great effect. Linkage is needed in order to allow different economic sectors to profit from one another. The city is actively using its real estate to implement local policy. The city region of The Hague has perhaps the highest amount of inter-municipal co-operation in the four largest Dutch cities. Comparable with Amsterdams proactive approach, The Hague is initiating meeting to answer the interests of cultural producers. A large number of networks are being organized in order to bring the relevant parties together. Producers, theatres and real estate owners (Gemeente Den Haag, 2005c, 2005d). However, discussions exist about the border of the city. Retail and leisure are issues of discussion with secondary cities in the environment (Stadsgewest Haaglanden, 2002, 2006) In addition The Hague is holding talks with Delft about developing the ICT sector. One clear advantage is the location of the University of Technology. The Hague is in discussion with the secondary city of Leiden on the possible relocation of part of the citys university to The Hague. Knowledge based urban development is and increasingly important field of urban policy making. The Hague is at disadvantage as it is the only one of the four largest cities without an university. The policy discourse is at least as explicitly entrepreneurial as that of the other three cities. Altough the two directions, the stimulation of large scale consumption projects and the stimulation of cultural industries, are present in all the four cities. The policy of The Hague is most openly entrepreneurial due to the formulation of specific product-market combinations. The municipality is looking for big spenders. Tourists or high income workers that not yet live in the city. The city aspires to be business-like and a reliable partner'(Gemeente Den Haag, 2005e) Impact of the Creative City theory The four cities have adopted strengthening competitiveness for post-industrial economic growth as a main objective. Just like Florida (2005) they try to attract the highly mobile flow of creative talent. Though the impact of Floridas work it has hardly impact on discussions on the policys normative core. However one interprets Floridas position on the social aspects of the creative economy, this has played no big role in this debate in the Netherlands. Lastly the plea for an open and tolerant social climate in cities does neither appear to have had a significant impact on Dutch policy. The multicultural harmonious Dutch climate, on the contrary, has changed towards the adjustment of diversity to fit the Dutch cultural values and norms. The debate about social inequality, is an issue in Dutch cities, but is separate from the debate on the value and utility of Floridas thesis. The policy core aims to achieve a strong competitive position and good economic performance. Regardless of Floridas aversion on standardized and tightly-scheduled forms of consumption the four cities have planned and developed these new commercial programs anyway. The four cities focus less on improving hard to grasp place quality. Instead they do on direct and explicit support of economic production. One of the tactics of the government is to put old buildings at the disposal of creative producers. The four cities do not have blind faith in the notion that jobs follow when a high quality consumption for the creative class is established. The policies involve small scale production of cultural activities and creative businesses in Rotterdam and the cultural sector in The Hague. However, they pay at least attention to the clusters based on knowledge and the medical clusters in Utrecht and Rotterdam. Moreover, Floridas most important argument, of the creative class, is not prominent in the current policies. Rather the cities aim at attracting graduates and highly trained professionals, to boost scientific knowledge-based sectors, as well attracting visitors and tourists. One obvious aspect is the cooperative network that links institutions with young talented creative producers. For instance in Utrecht the educational institutes took the initiative over the government. The perspective, however, is more local, and cooperation between different municipalities is limited. The impact of Florida on the organisational framework is very limited because he doesnt really gives specific details in his books. Conclusion Discussion The influence of the Creative City theory is considered very limited in the urban policies of the largest four Dutch cities. Floridas vision on urban economic development fits so good that it hardly adds something new. Neither regarding social development nor tolerance had a significant impact on the four cities. The emphasis of Florida lies on creative people, while the policies use the label creative for production. Floridas thesis appears to be little more than a source of inspiration that has been interpreted widely, in order to stimulate creative industries in the context of broader economic growth. There has been no development of governance arrangements that contribute to a more competitive city. Important criticisms these days on the potential of the Creative City theory on sustainable economic growth are. It is a long way from the improvement of qualities of place to economic growth. Second Atzema (2007) states that it is extremely difficult to define who belongs to the creative class and who doesnt. Another criticism is that the suggested interrelation between living, working and leisure is extremely difficult to put into practice (Van Dalm, 2007) Finally Floridas model is typical North American metropolitan area. Very different than the Dutch urban environment, this demands that issues related to qualities of place should be place in a different perspective. For my graduation project this review study has been quite useful. It made me see how different Dutch cities are dealing with creativity in their policies. My project is in Amsterdam which makes it very interesting to notice how other cities are dealing with the same issues. This brought me also more to the understanding that the success of the creative industries are really place specific, while those place qualities are difficult to plan. Therefore those strategies are probably most successful on temporary bases in non planned environment. Desolated industrial areas are really suitable since they have a strong sense of identity. Furthermore it is interesting to see how the implementation of theory in this example is overestimated. Creativity is used as label for production. This insight provides my graduation project with numerous long term possibilities while the creative industries can be used in the trajectory transformation.

Critical Review of Helping Students Meet the Challenges of Academic Wri

‘Helping students meet the challenges of academic writing’ by Fernsten and Reda is an interesting study how reflective writing practices can be useful for marginalized students, who are struggling with â€Å"negative writer self-identity. The possible causes according to Fernsten & Reda are, â€Å"issues such as race, class and gender that are marginalized factors for many basic writers†, in addition to the expectations of the dominant academic culture. However, even though Fernsten & Reda illuminated the ‘potential conflicts’ within the academic world, they have failed to provide conclusive evidence that supports their argument regarding their solution. Their reliance on dated research that provides a one sided historical perspective, may no longer accurately reflect current socio/economic issues. In addition, education has been evolving to an inclusive curriculum approach, as immigrated children enter the school system in record numbers. à ¢â‚¬Å"Persons obtaining legal permanent status in the U.S from the year 2000-2010 are roughly eleven million† (Homeland Security,pg.10/2010). Fernsten & Reda’s confidence of their own limited teaching practices without legitimate comparables from an empirical study leads to their underlying assumptions about the true effectiveness of reflective writing strategies and the causes they believe are associated to a student’s socio/economic background. Evidence given in Fernsten & Reda’s article, lists the numerous barriers students endure academically due to their socio/economic background. Factors include â€Å"negative self-identity of believing they are ineffectual and inept writers and internalize aspects of negative instructor discourses†. (Fernsten & Reda). Additional confirmation under the ... ... practices could be put into action, to build towards an anti-biased curriculum and inclusive environment. Works Cited 1) Carbone II, Steven A. (2010). Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom. Student Pulse, 2.01. Retrieved from: 2) Routio,Pentii. (2007). Planning an Empirical Study & Normative Point of View. http://www2.uiah.fi/projects/metodi 3) Kenneth Tyler | Ruby Stevens | Aesha Uqdah. (2003-2009). PREVALENCE OF CULTURAL BIAS EDUCATION. The Gale Group, Inc. All rights reserved http://www.education.com/reference/article/cultural-bias-in-teaching/ 4) Homeland Security. (2010) 2010 Yearbook of Immigration Statistics. Office of Immigration Statistics. http://www.dhs.gov/xlibrary/assets/statistics/yearbook/2010/ois_yb_2010.pdf Critical Review of Helping Students Meet the Challenges of Academic Wri ‘Helping students meet the challenges of academic writing’ by Fernsten and Reda is an interesting study how reflective writing practices can be useful for marginalized students, who are struggling with â€Å"negative writer self-identity. The possible causes according to Fernsten & Reda are, â€Å"issues such as race, class and gender that are marginalized factors for many basic writers†, in addition to the expectations of the dominant academic culture. However, even though Fernsten & Reda illuminated the ‘potential conflicts’ within the academic world, they have failed to provide conclusive evidence that supports their argument regarding their solution. Their reliance on dated research that provides a one sided historical perspective, may no longer accurately reflect current socio/economic issues. In addition, education has been evolving to an inclusive curriculum approach, as immigrated children enter the school system in record numbers. à ¢â‚¬Å"Persons obtaining legal permanent status in the U.S from the year 2000-2010 are roughly eleven million† (Homeland Security,pg.10/2010). Fernsten & Reda’s confidence of their own limited teaching practices without legitimate comparables from an empirical study leads to their underlying assumptions about the true effectiveness of reflective writing strategies and the causes they believe are associated to a student’s socio/economic background. Evidence given in Fernsten & Reda’s article, lists the numerous barriers students endure academically due to their socio/economic background. Factors include â€Å"negative self-identity of believing they are ineffectual and inept writers and internalize aspects of negative instructor discourses†. (Fernsten & Reda). Additional confirmation under the ... ... practices could be put into action, to build towards an anti-biased curriculum and inclusive environment. Works Cited 1) Carbone II, Steven A. (2010). Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom. Student Pulse, 2.01. Retrieved from: 2) Routio,Pentii. (2007). Planning an Empirical Study & Normative Point of View. http://www2.uiah.fi/projects/metodi 3) Kenneth Tyler | Ruby Stevens | Aesha Uqdah. (2003-2009). PREVALENCE OF CULTURAL BIAS EDUCATION. The Gale Group, Inc. All rights reserved http://www.education.com/reference/article/cultural-bias-in-teaching/ 4) Homeland Security. (2010) 2010 Yearbook of Immigration Statistics. Office of Immigration Statistics. http://www.dhs.gov/xlibrary/assets/statistics/yearbook/2010/ois_yb_2010.pdf

Essays on The Love Song of J. Alfred Prufrock: Another Analysis :: Love Song J. Alfred Prufrock

An Analysis of The Love Song of J. Alfred Prufrock "Prufrock" is a dramatic monologue, in which it is possible that the speaker is talking to another male, or just talking to himself; his alter ego. Throughout the poem Prufrock is too scared to make a move and seize the day because he keeps saying, "there will be time." His destiny is that he will be old and loveless, hence the irony of the title, because he cannot bring himself to articulate his emotions to another woman. This is actually a pathetic parody of a Lovesong because there is no one to listen to it. Prufrock fears that he will not be heard and this is manifested in the line that refers to the Sirens that sing to Odysseus to lure him to his death in the sea, but Prufrock fears that they will not listen to him.   Ã‚  Ã‚  Ã‚   The various allusions in the poem need to be understood to gain a better comprehension of what is going on. When he says that he "should have been a pair of ragged claws" this could be seen as a reference to Polonious' character in Hamlet, one who is getting old (a fear of Prufrock's) or it may be that he wants the brainless life of a little creature that scuttles along the sea and has no troubling finding a mate because it requires no effort He talks about the endless places to meet women, but it is no good because he and causes no anxiety in Prufrock because it is easy and primal.   Ã‚  Ã‚  Ã‚   The entire poem expresses his fear of women and the fact that he cannot successfully relate to them. He asks, "Do I dare? and, Do I dare? / Time to turn back and descend the stair" He still has time to go back to the party and take a chance, but he hesitates, and associates himself with Hamlet, who is also hesitant, but who finally decides to act in the end of the play.

Relection in Nursing Essay

The purpose of this paper is to outline the issues of gender inequality on society as a whole, these effects are prominent in different segments or fields of the society, such as in working places, homes, education sector and as much as we can think of. Could these inequalities be the reason why women are unlikely to get the same wages/salaries as men? Historically, the domination of men in policymaking, leaderships, and most sectors of the society have been steady. Thus, the resulting segregation of men and women is not exactly surprising. Gender inequality is what causes segregation between men and women; it’s also a highly contested segment in the area of sociology, even though there is a milder occurrence of situations having to do with gender inequality now compared to early days. Its occurrence cannot be over emphasized. Difference in culture, environment, and the social era at the present moment can affect how humans perceive gender inequality? And how it affects them n egatively or positively? When we talk about gender inequality, most times our minds are driven towards the fact that men are considered higher than women in all ramifications; this is part of what brings about the inequality. Hence, this brings about patriarchy construct; ‘’which refers to social conditions being thought of or structured in a way that favors men and boys over women and girls’’ Gender inequalities are not biological but socially constructed. Theoretical approach such as the feminist theory broadens our knowledge about gender inequality.somewhat, Gender inequality has some relationship with homosexuality because its all about the perception, not just the sexuality; in cases where a person with the male gender but happens to be gay, in some areas of the society he is somehow treated as that of a female even though he is originally of the male gender, just because he has a sexuality of the female and acts in such a manner as of a woman i.e. dress codes, gestures ,relationships wife other people, the gay person is therefore treated with almost the same rank of inequality as of a woman. Examples of such cases can be seen in schools for example; a teenage boy in high s chool and has a gay sexuality is not exactly considered to be someone with a ‘high reputation’ in the school settings, he could be often bullied or made to feel so less of himself, this could explain the reason why most men with gay sexuality have more conversant interactions with women than they do with men, thus, even if he is of a male gender just because he portrays acts of a woman in his sexuality he is often treated equally as a woman, but these are only in some sections of the society. Also, in religion there is a strong connection between religion and patriarchy or religion and gender as the case might be, the question ‘Does God favor males?’ arises Christianity has it that women should always be submissive to men because a woman was made out of the ribs of a man meaning that she is under him. ‘A man is the e image and glory of God; but women is the glory of man.for man was not made from woman neither was man created for woman, but woman for man’’ (1 Corinthians 14:33-35) also in the Qur’an it is said that ‘’Men are in charge of woman hence good women are obedient’’ (Qur’an). It is no debate that women are seldom leaders of priestess in churches or congregation, it has been a battle in the last 5o years and it is only in recent times that women are being ordained as pastors and some form of leader. An instance can be seen when dealing with content analysis; which refers to as the ‘â₠¬â„¢studying of sets of cultural rules, artifacts or events by systematically counting them (to show which ones dominate) and interpret the themes they reflect’’ feminist approaches to content analysis attempts to expose pervasive patriarchal (male -dominated) and misogynist (women-hating). Elaine Hall, in her article ‘one week for women? The structure of inclusion of gender issues in introductory textbooks (1988), she demonstrated how women’s issues are treated as an afterthought in introductory-level texts, while Judith Dilorio, in a paper presented in the 1980, used content analysis to examine scholarity articles on gender role research and found out that their methods naturalized (made natural or normal seeming) social facts that diminished women and promoted male-oriented conservatism (as analyzed in Reinharz 1992:147,361). Today, different categories of feminism and gender roles are being cultivated to promote women. According to the introduction to sociology textbook ‘’Feminism liberalism acknowledges contributions of women in public realm of work place and examines whether women receive fair pay for the work they do. Kachuk explains ‘identifies women as a class entitled to rights as women’ (kachuk 2003:81). Liberal feminism helps women to be able to receive benefits not available to other women, basically it concentrates on making women equal to men in terms of employment opportunities and salary. Feminist essentialism is another gender theory which focuses of the thinking strategy foe men and women and argues for equity or female superiority in that difference, this involves social norms that are more or less natural to them, therefore the idea to this is the that morality is negatively valued in a patriarchal society, feminist essentialism speaks constructively about the potential for women’s differences from men to be positively valued. Feminist socialist according to Kaxhuk, have revise their Marxism so as to account for gender, something Marx ignored, they want sexuality and gender relations included in the analyses of the society, and finally postmodernist feminism which takes the strongest social constructionist positions, it refers to women more as subjects than as objects of sociological study, allowimg perspective of the women studied to guide their research, this can be viewed from the stand point theory. Gerda Lerner talked about patriarchal values, she defines it as ’’simply the assumption that the fact of biological sex differences implies a God-given or at least a ‘’natural’’ separation of human activities by sex, and further assumption that this leads to a ‘’natural’’ dominance of male over female.’’ This definition can be seen in many social categories such as the wage gap, pay equity, occupational segregation and many more. Feminists have also laid the impression that in a patriarchal society, men are treated as normal, while women are treated in what is considered as inherently deviant, example of such term could be viewed in the case of the witch hunts waged in Europe and later on, in colonial America from about the fourteenth to the seventeenth centuries. Those who were identified as witches were tried and, if found guilty, executed. This for several reasons makes the witches an intriguing case for the sociological study of deviance Also, through structural functionalism effects of gender inequality can be viewed. Emile Durkheim (1858-1917) talked about how people are products of societies and environment, ones behavior is way beyond what they posses in characteristics or traits, and there are social facts that take control over an individual. In his book suicide (1897) one of the things that was mentioned were how suicide could be achieved due to ones weakness in connection to the society. This theory could be an explanation as to how women are most likely considered as the weak gender compared to men, due to the way are they are reduced by the society. In socialization, feminist organizations have come up with some Attaining gender balance among managers, editors, and reviewers: This journal focuses on the gender pay gap in certain occupation, it was found that women being placed in lower pay-grade positions is responsible for the pay gap. Also brown talks about ‘’the perception that an academic career in the scientific field will not result in a permanent job for up to seven years after a bachelor’s degree. Many women consider this an obstacle to their plans to start a family, and are concerned that they will only just be getting a foot on the career ladder when they are considering having children. The irony is, research and editorial work is actually far more flexible than many other professions, meaning that women could more easily balance the demands of a family with those of their career.’’ In the Article: THE EFFECT OF GENDER DISCRIMINATION WITHIN FAMILY OF ORIGIN ON THE PERCEPTION OF GENDER INEQUALITY, ATTITUDES TOWARDS GENDER ROLES AND THE TENDENCY TO DISCRIMINATE BASED ON GENDER. T he effect inequality in gender and gender discrimination was studied in this article, it was found that individuals who passed through some kind of ender discrimination in the society, family or origin would face some sort of injustice and would be emotionally sensitive as the grown up. According to this article ‘’ A national representative sample of 1363 participants reported on their experiences of gender discrimination within their family of origin, their perception of gender inequality in Croatian society, attitudes towards gender roles, hostile sexism, their tendency to discriminate based on gender, and their willingness to engage in affirmative actions aimed to reduce gender inequality in Croatian society. Results show that 50% of women and one third of men were exposed to some form of unequal treatment in their family, both by their mothers and fathers.’’ This shows that gender inequality goes a long way. Another article titled Culture and gender inequality: Psychological consequences of perceiving gender inequality. It was said that different cultures and societies have different beliefs and reactions to how gender inequality should be justified. According to this article ‘’research investigated these differences and their psychological consequences using cross-cultural comparisons. The results show that Hong Kong Chinese women saw gender inequality as less unjust (Study 1) and less unfair (Study 2) and valued gender equality less (Study 2) than European American women did. Gender inequality caused anger (Study 1) and predicted reduced life satisfaction (Study 2) more among European American women than among Hong Kong Chinese women’’ In conclusion, the precious rights of women have been denied and violated, which has causes more harm than good in their lives and society, as it goes from generations to generations there seems to be a trend in the causes and effects of gender inequality, these are such as discrimination, segregation. feminism and patriarchy they show up in some kind of way when dealing with gender inequality. Apparently there are psychological, emotional and physical effect built on victims of gender inequality. Such as torture, threats, bully and so much more. It is imperative to put both genders into consideration and understand the essentiality of both sexes roles power fame and money should be acquired and deserved, if the male gender proves to be deserving whatever role, they should acquire it, also, if the female gender proves to be deserving to a particular role or acquisition due to hard work or some kind of technical skill, they should be given the opportunity to role. Just as the situation seems to get milder as times past, it could be assumed that in another century to come gender inequality might not be of a great sociological problem. Perhaps, there could be an increase in the number of women who are in the political sector or in the decision-making segments BIBLIOGRAPHY: Mar. 2012. . â€Å"Evolution.† California State University, Northridge. Web. 02 Mar. 2012. . Steckley, guy Kirby letts.2010.Elements of sociology. oxford: oxford university press. Zoe Kinias, Heejung S. Kim, group processes & intergroup relations, â€Å"Gender Inequality.† – Term Papers. Web. 04 Apr. 2012. . â€Å"Shelley Correll.† Stanford Sociology Professor, Director Clayman Institute Gender Study. Web. 04 Apr. 2012. http://sociology.stanford.edu/people/shelleycorrell/shelleycorrell.html . Revija za socijalnu politiku [1330-2965] KAMENOV, Ã… ½ELJKA yr: 2011 vol: 18 iss: 2 PG: 195