The Abolition Of Slavery And The Civil War - 1349 Words

Throughout American history there have been numerous civil rights movements and shifts of thoughts and beliefs. One of the largest and arguably the most impactful movement was the movement to end slavery. America has always been divided on the issue, and even to this day there are harsh sentiments between different ethnicities. America made an official decision on the matter following a brutal and violent civil war. The Thirteenth Amendment was passed on January 31st, 1865 and read: â€Å"Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction.† This amendment followed Abraham Lincoln’s†¦show more content†¦The Senate actually passed the amendment in 1864, yet the House of Representatives did not. Through Abraham Lincoln’s efforts with the Republican party, the House eventually decided to pass the amendmen t with a vote of 119 to 56 in January, 1865. This established the Thirteenth Amendment as part of the U.S. Constitution, only needing ratification by three-fourths of the states. It was officially adopted on December 6, 1865 and was a Constitutional amendment. Of the remaining states, all but three had ratified it by 1870. Delaware ratified it in 1901, while Kentucky and Mississippi did not ratify it until the second half of the 20th century. Kentucky ratified the Thirteenth Amendment in 1976 and Mississippi did not ratify it until 1995 (History Net, n.d.). The inclusion of the Thirteenth Amendment in the U.S. Constitution meant that this particular issue was widespread and was also very controversial. It put an end to one of the bloodiest American conflicts and also established boundaries that America was to be a free country where everyone is meant to be equal. The abolition of slavery was necessary to patch a divided country and to free those who had been forced to spend their li ves working for the gain of others, simply because of their skin color. Its inclusion in the

The War On Drugs A Cause And Effect Story. Imagine For

The War on Drugs: A Cause and Effect Story Imagine for a moment what it’s like to be scared, cold, and all the while fighting an urge that is so uncontrollable it can make you do things you never thought possible. Imagine being stuck in an unsafe situation surrounded by the fresh aroma of cigarettes and something else that feeds this uncontrollable urge inside of you. Thinking is out of the question at this point because chaos is all you hear therefore suffocating your logical thought process; the worst part of this, though is not knowing how to stop the madness. The above scenario is the reality of a significant challenge the world faces today. A challenge that poses irreversible repercussions to the victims it takes on its path of†¦show more content†¦For example, the euphoric feeling an addict experiences when they get â€Å"high† damages their ability to experience this feeling in the future. As the fundamental cause for drug addiction, there is not yet a cure for this disease, but there are ways one can manage it. A popular resource is the Narcotics Anonymous program which was developed to help manage addiction by introducing a repetitive plan of action for the addict to follow. One of the first steps in this plan is for the addict to admit their wrong doings, and accept that they are powerless over their addiction. By acknowledging the reality of this disease it does not give an addict an excuse for their behavior, but a way to stop their drug abuse; in return becoming a productive member of society. Before this can happen, however, the addict will feel the effects of their actions. Perhaps the most apparent effect is the heartbreak substance abuse brings to its victims. Victims of drug abuse include the addict themselves, their families, and anyone else that is affected negatively from it. To start with the addict, one must understand what their addiction does to the person they are aside from their disease. When an addict is feeding their addiction, they are suffocating their morals, respect for others and themselves, compassion, responsibilities, and anything else that opposes them getting high. To watch a person get taken by this disease, is to watch a person become someone they aren’t norShow MoreRelatedDrugs: Drug Addiction and Domino Effect1419 Words   |  6 PagesOne Nation Under Drugs This problem has been going on for decades and still going on till this day. Should the U.S legalize every drug, would that be the answer? Do we continue with this twenty-five year plus war with drugs. The use of illicit drugs is illegal because of their intoxicating effects on the brain, damaging impact on the body, adverse impact on behavior, and potential for abuse.  Their use threatens the health, welfare, and safety of all people, of users and non-users alike. I am againstRead MoreTheme Of Red Convertible1581 Words   |  7 PagesConvertible In the â€Å"Red Convertible† by Louise Erdrich the theme is evident. Throughout the story he shows that situations in can have life altering effects. Erdrich takes the reader on a journey of two brothers whose names were Lyman and Henry. He covers us from the time they buy their first car, to the time of the death of Henry, the older brother. He uses a myriad of literary devices to bring the story across. Erdrich used the reservation as the setting because it foreshadows the loneliness thatRead MorePost Traumatic Stress Disorder: Will Help Finally Come? Essay example1206 Words   |  5 Pagessexual assault, a traumatic accident or injury, being a prisoner of war, or participated in combat. Sadly, ever since the Iraq war, PTSD has been becoming even more widespread. Soldiers have been diagnosed with chronic PTSD and the medication has not been helping. PTSD causes a variety types of symptoms including: flashbacks, nightmares, recurring visual images of the traumatic experien ce, negative mood, avoiding situations that can cause a flashback, feeling disconnected from other people, being easilyRead MoreMarijuana: Legalization Essay1446 Words   |  6 PagesB.C. until after the American Civil War, the marijuana plant was the worlds largest cash crop. Fabric, rope, lighting oil, paper, medicine, food oil, and a source of protein, were just a few of its uses (Overbeck, Billion). Its hard to imagine a plant this great had been outlawed. There have been many misnomers and lies that have been spread about the usage of marijuana. In Bruce Goldsteins book, Psychology, three major studies were conducted on the effects of long-time marijuana usage. TheseRead MoreTexas Anti Marijuana Laws Should Be Banned966 Words   |  4 Pagesmarijuana? Why does Texas keep throwing money on fighting a war on marijuana? 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Since then, twenty-one years old has been the legal age to drink in the United States. There are several ways alcohol has been a reason for death such as, alcoh ol poisoningRead MoreThe Things They Carried By Tim O Brien1669 Words   |  7 Pageslogical and relatable story can stand out to someone. In The Things They Carried, by Tim O’Brien, is a novel that unfolds the truths about the Vietnam war through short stories. The Vietnam war is one of the longest war the U.S. ever participates in which lasted from 1955-1975. Furthermore, through the narration of these stories Tim O’Brien discusses about his feelings and perspective of the war. Also O’Brien writes stories that connects with ventures that has many experiences with war and people who faceRead MoreEssay On Why Do People Jihadists?876 Words   |  4 PagesSyria at upwards of 27,000 from over 86 countries. By way of comparison, this corresponds to the number of reservists of some armies, such as Australian, Danish, and Hungarian. Ending up in Syria or Iraq, every jihadist has his own and particular story, as of Daniela Greene, a former FBI agent. Thanks to her G erman language skills, she worked as a translator for the FBI. In January 2014, while married to an American soldier, she was assigned to the FBIs Detroit office. There, her task was tracking

Book Review on Chinese Cinderella the Secret Story of an Unwanted Daughter Free Essays

1 Book review on Chinese Cinderella: The Secret Story of an Unwanted Daughter By Caren Shin In wealthy families, babies are born with a silver spoon in their mouths. Not quite for Adeline. In fact, the recount of Adeline Yen Mah’s childhood is a relatively sad one even though her father was a millionaire. We will write a custom essay sample on Book Review on Chinese Cinderella: the Secret Story of an Unwanted Daughter or any similar topic only for you Order Now She was seen as bad luck to the family as her mother died after giving birth to her. She is always frowned upon by her older and younger siblings, neglected by her father and scolded by her stepmother. She has to learn to depend on herself as there was often no one to help her. The story reveals the two sides of her family: on the surface it is friendly and caring, while inside one can realize how the children are really treated by their stepmother Niang. As the youngest of five children from her father’s first marriage, Adeline has to suffer many blows because every one looks down on her especially when she receives her father’s praise. Adeline’s main reason for her love of school was to be away from her stepmother so that she could become a different person that was admired by her peers as she topped her class regularly. Her whole personality changed when she was away from her Niang and with someone that knew her from the heart; her friend Wu Chung-Mei, her Ye Ye and Aunt Baba. At age eight, Adeline was given a duckling, the only one left after all her siblings had picked their choice. Although it was not the best duckling, she still loved it dearly and treasured every opportunity that she could get with it. She named it Precious Little Duckling (PLT). I think this illustrates her love for her pet and that she was pleased that her siblings had left her one. It also gives a comparison of how each sibling is treated by their parents. Since she was the youngest and the least likely to make a fuss, her big brother took her duckling when her father ordered him to test the obedience training of his dog Jackie. Adeline immediately sensed her duckling’s fate; she knew that PLT was going to die. When Jackie’s demonstration of obedience was over, PLT was bleeding and passed away next morning. Adeline and her third brother buried PLT under a magnolia tree. Adeline was saddened by the above incidence and recalled every time when she sensed the presence of a magnolia, she would remember PLT. I feel this demonstrates the love she felt for PLT and how heartbreaking the experience as. Throughout this passage of the story, I envision there are many emotions often shown as colours that were being pressed into Adeline’s mind: white, yellow, black and brown. I have chosen these colours because white represents the magnolias, yellow symbolizes the feathers of PLT, black for the grim horror that happened, and br own for the eyes of PLT and the earth on top of PLT’s grave. When Adeline became a sixth former at Sheng Xin (Sacred Heart) Primary School, a democratic election was held in their class to see who would be their class president and head girl of the whole school. She teamed up with her friend Wu Chun-Mei who won the election for her. On her triumphant day, many of her supporters went to her house to give her presents. Her father and Niang were very upset and annoyed at the fact that Adeline’s friends were at their house, disturbing them. When she was called to her father’s room for the cause for all her friends to be there, Adeline did not know. Niang did not believe her and slapped her making her nose bleed. In front of all her friends (with blood still dripping down her face) she told them to go away because her father was sleeping. Then she was told to open all her presents in front of her parents and throw them all in the rubbish bin. I experience the sadness she has felt when she was 2 humiliated by her stepmother. Adeline must have had a determination not to show her weakness by crying. After this incident, Niang ordered her to pack all her things as Adeline, Niang and her father were going to Tianjin on an airplane. As she was on the plane, they had to fill out landing cards. Adeline’s father forgot Adeline’s Chinese name and her date of birth. Since her father had forgotten her Chinese name, Adeline felt deeply hurt as her father confused her name with her little sister’s. This meant that her father had forgotten all about her and had only remembered her little sister, even though she was his real daughter. I feel dreadful at the thought that her father could forget her name. Her date of birth became her father’s; November 30 because her date of birth was unknown. In this story of Adeline Yen Mah’s childhood life, I felt many ups and downs and how she might have felt. It was surprising to see a girl like Adeline being humiliated in front of her friends who wanted to support her. If I were in her shoes, I would feel scared and frightened because the supporters might not support me anymore because they had known of the family ugliness. I think that this family ugliness was hidden from other people seeing it by Niang and Adeline’s father. To prove this point, when Niang met other people, she wanted them to know that the family only had her two children. She kept the five children from her husband’s first marriage in the dark, thus swerving Adeline’s father into forgetting his former wife’s younger children including Adeline. Her father and Niang went with Adeline to Tianjin and left her as a border in St Joseph’s School. At first, there were many people attending the school but soon Adeline was the only student left in the whole school. All of them fled from the communist army. I feel how she must have felt in these circumstances as no one was bothered to look after her while she was the only student. She would feel bewildered and frightened at the same time as she was being punished from negligence by her father and stepmother. During this story I feel Adeline’s sadness, despair and happy moments. I feel very grateful that I am in a different family and that I did not have to go through what Adeline had to undergo. The story of her childhood is a very sad one, but I hope that other children do not have to suffer the same case as she did. Her life had many hopeful and downhearted moments she had and only determination helped her live through this dark period. Encouragement from her Aunt Baba and her Ye Ye was the only source to give her the strength to be a good scholar and prove her Niang wrong. In this story, Adeline has a message to neglected and unloved children of the world – within every one there is something precious and unique. Her childhood experience brings out the importance of perseverance in life. One must persist to do one’s best when one is hopeless, to have the faith when one’s spirit is down, and to change fears into courage and strength. Everyone of us can be Cinderella and successful as Adeline if we hold her belief that â€Å"one single positive dream is more important than a thousand negative realities. † END How to cite Book Review on Chinese Cinderella: the Secret Story of an Unwanted Daughter, Papers

Movie Analysis Groundhog Day Essay Example For Students

Movie Analysis Groundhog Day Essay Phil: â€Å"Do you think I’m acting like this because I’m egocentric? † Rita: â€Å"I know you’re egocentric. It’s your defining characteristic. † This dialog, taken from a scene in the 1993 release of Groundhog Day, effectively shows the general sentiment that is shared by just about everyone who knows Phil. Bill Murray plays the not-so-lovable Phil Connors, a local weatherman for Pittsburgh’s channel 9 action news, in this film which was directed and co-written by Harold Ramis. The weatherman seems nice enough in the beginning, but almost instantly transforms into an egomaniac who gives the sense that his job, his on-location assignment, and his coworkers are beneath him. Things get interesting once Phil and his news crew make their way to the quiet little town of Punxsutawney to report live from the Groundhog Day festivities. The already grumpy Phil is made even grumpier after realizing he will be stuck in the town for an extra night due to a blizzard. By some strange twist of fate, Phil wakes to find he is reliving Groundhog Day over again. This pattern repeats for what might actually be weeks, months, or maybe even years. Through his journey of reliving Groundhog Day repeatedly, Phil slowly and reluctantly transforms into a much more likable person. The arrogant, self-centered, unfriendly, rude, and sarcastic weatherman, who is introduced at the beginning of the film, discovers that he can become a better person, be a hero in other people’s lives, and still achieve his own happiness. In the opening scene, Phil seems to be a likable, funny, and entertaining guy as he goes through his daily weather report for viewers. This impression quickly disappears when Phil’s true personality turns on after the news studio cameras turn off. It soon becomes apparent that Phil’s off-air personality makes him an unpleasant individual to deal with. He hands out his first insult to his co-anchor, Nan, when he says to her, â€Å"For your information ‘hairdo,’ there is a major network interested in me. † This statement shows his attempt to insult and put her down by calling her a name while building himself up to look more important. He is also trying to point out that he is somehow better than she is, because a big network supposedly wants to lure him away from his local news job. Phil’s arrogance and rudeness are then directed toward his assistant, Kenny, regarding the 10:00 newscast. He asks Kenny, â€Å"Look, can you handle the 10 or not? † This gives the impression that Phil thinks the job will not be done correctly or as well as if he were there doing it himself. Phil’s ugly personality shows itself again when they arrive in Punxsutawney. He flies into a rant about how he cannot stay at the same hotel where the rest of the crew will be staying: â€Å"Rita I can’t stay here. † â€Å"I hate this place. † â€Å"I stayed here two years ago. † â€Å"I was miserable. † â€Å"It’s a fleabag. † â€Å"I’m not staying here. † He is a little more satisfied when Rita informs him that she actually booked him at a bed-and-breakfast somewhere else in town. To this news, he responds by telling her that keeping â€Å"the talent† happy is a good trait in a producer. He, of course, is referring to himself as â€Å"the talent,† and once again shows the extent of his arrogance. Phil does not limit his bad attitude to only the people he knows personally. He refers to the people in Punxsutawney as â€Å"hicks,† because they are enthusiastic about the festivities of Groundhog Day. He even calls Punxsutawney Phil, the groundhog, a rat. It seems that Phil’s overblown ego has no end, but fate has plans for him. His slow and sometimes painful journey to becoming a better person will soon begin. Phil’s selfish nature takes over after he comes to the realization that he is the only one who can affect change in the day, and there are never any long-term consequences for his actions. .u50e693e9743008efc04d4c53d331c2f1 , .u50e693e9743008efc04d4c53d331c2f1 .postImageUrl , .u50e693e9743008efc04d4c53d331c2f1 .centered-text-area { min-height: 80px; position: relative; } .u50e693e9743008efc04d4c53d331c2f1 , .u50e693e9743008efc04d4c53d331c2f1:hover , .u50e693e9743008efc04d4c53d331c2f1:visited , .u50e693e9743008efc04d4c53d331c2f1:active { border:0!important; } .u50e693e9743008efc04d4c53d331c2f1 .clearfix:after { content: ""; display: table; clear: both; } .u50e693e9743008efc04d4c53d331c2f1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u50e693e9743008efc04d4c53d331c2f1:active , .u50e693e9743008efc04d4c53d331c2f1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u50e693e9743008efc04d4c53d331c2f1 .centered-text-area { width: 100%; position: relative ; } .u50e693e9743008efc04d4c53d331c2f1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u50e693e9743008efc04d4c53d331c2f1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u50e693e9743008efc04d4c53d331c2f1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u50e693e9743008efc04d4c53d331c2f1:hover .ctaButton { background-color: #34495E!important; } .u50e693e9743008efc04d4c53d331c2f1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u50e693e9743008efc04d4c53d331c2f1 .u50e693e9743008efc04d4c53d331c2f1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u50e693e9743008efc04d4c53d331c2f1:after { content: ""; display: block; clear: both; } READ: Steven Spielberg and Quentin Tarantino EssayInstead of using this knowledge to do some good or try to make positive change, he decides it would be fun to lead the cops on a wild car chase. Without regard for anyone’s safety or personal property, he goes on a reckless drive through town, leaving a path of destruction in his wake. He easily manipulates the day to achieve his own selfish desires by using the knowledge he gains of the people and events in the town. He is able to convince a young woman, Nancy, that they are long lost acquaintances from high school. This allows him to manipulate and take advantage of her back in his room later that night. He decides he would like to have a nice, expensive night out on the town, so he uses his knowledge of the day’s events to rob an armored truck. After conquering so much, Phil then turns his attention to Rita and attempts to take advantage of her in the same way he had with Nancy earlier in the film. Being stuck in the same day, with no consequences for anything, anyone would likely take time out to have a little selfish fun. Phil soon realizes that the ride is becoming monotonous and he wants to get off this merry-go-round. A major turning point in Phil’s journey comes only after becoming conscious of the fact that he is falling in love with Rita, and he wants to finally be able to move on from this day. After many days of repeating Groundhog Day, Phil hits a low point. He confesses to Rita what has been happening to him and is actually able to convince her that he is telling the truth. She feels badly for him and offers to spend the rest of the day with him â€Å"as an objective witness just to see what happens. He lets his defenses come down and wins her over through the course of the day. In a private moment with Rita, Phil completely breaks away from the superior, ill-mannered character he is at the beginning of the film. While she is drifting off to sleep, he admits to her, and himself, how he feels about her. He confesses all the things he has come to love about her and how he does not thin k he deserves someone like her. Another major selfless act comes when Phil decides to befriend the elderly homeless man on the street. He makes it a personal mission to show kindness to the stranger and even tries to save the man’s life. No matter what he does though, the old man always ends up dying. The previously uncaring weatherman is so strongly affected by this event that it ultimately becomes the final turning point in bringing Phil to the end of his journey. By the end of the film, and the final Groundhog Day, Phil is friendly, kind, humble, unselfish, heroic, and polite. He uses the knowledge gathered from reliving the same day so many times to make a difference in others’ lives. By showing up in the right places at the right times, he saves a boy from being injured when he falls from a tree, helps three elderly ladies with their flat tire, and saves the life of a man who is choking on a piece of steak. Instead of complaining, he makes the most of being stuck in Punxsutawney and even takes part in the festivities. At the party that night, he plays the piano while the crowd dances. Being the life of the party, and receiving so much attention from the townspeople he helped throughout the day, makes Rita take notice of him as well. He has at last achieved his perfect self, a perfect day, and the rest of his life can finally begin. Phil is an excellent example of a character on a hero’s transformation. He is shown first as a horrible person who is only concerned for himself. Through the trials and tribulations of repeating the same day in a seemingly endless loop, he is forced to look within himself as the only person able to make any sort of change. He hits a few bumps along the way and goes through highs and lows, but eventually gets things right. .u3978559c40b6ec072332181a8481c599 , .u3978559c40b6ec072332181a8481c599 .postImageUrl , .u3978559c40b6ec072332181a8481c599 .centered-text-area { min-height: 80px; position: relative; } .u3978559c40b6ec072332181a8481c599 , .u3978559c40b6ec072332181a8481c599:hover , .u3978559c40b6ec072332181a8481c599:visited , .u3978559c40b6ec072332181a8481c599:active { border:0!important; } .u3978559c40b6ec072332181a8481c599 .clearfix:after { content: ""; display: table; clear: both; } .u3978559c40b6ec072332181a8481c599 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3978559c40b6ec072332181a8481c599:active , .u3978559c40b6ec072332181a8481c599:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3978559c40b6ec072332181a8481c599 .centered-text-area { width: 100%; position: relative ; } .u3978559c40b6ec072332181a8481c599 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3978559c40b6ec072332181a8481c599 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3978559c40b6ec072332181a8481c599 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3978559c40b6ec072332181a8481c599:hover .ctaButton { background-color: #34495E!important; } .u3978559c40b6ec072332181a8481c599 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3978559c40b6ec072332181a8481c599 .u3978559c40b6ec072332181a8481c599-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3978559c40b6ec072332181a8481c599:after { content: ""; display: block; clear: both; } READ: Society the Film Portrays EssayHe finds there is more to living than just what is good for him. It becomes clear to him that maybe he is not such a great person and there is perhaps room to change and grow. He becomes increasingly aware that his actions can have a direct, significant, and positive impact on the lives of other people. While all this is going on, he manages to find the happiness he did not even know he was looking for. In the end, Phil is a better person who gets the girl and is well liked by everyone in town. Bibliography: Groundhog Day. Dir. Harold Ramis. Perf. Bill Murray. Columbia Pictures. Columbia TriStar Home Video, 1993. DVD.

Theory of Justice

One works best while performing the duties he/she likes and naturally suited. Every person has skills to execute roles in society. There is a correlation between justice in the society and an individual.Advertising We will write a custom essay sample on Theory of Justice specifically for you for only $16.05 $11/page Learn More If only justice can be found in a society, then justice in an individual will be an easy task. Finding justice in the society is easier than finding the justice in an individual. â€Å"Begin by looking for the virtues of character in a constitution before look for them in an individual† (Plato 215, par 3, L 1-3). Justice, which is suitable for the constitution of the country, is also beneficial to the people. An individual is jus a minute portion of a society. What pleases the community pleases the people? If a person does the task, he or she is well suited to then the person will be happy. This will eventually see the whole society happy and happiness is a concept in justice. Justice has different meanings to different people and societies. The Plato’s theory of justice tries to balance what people and societies practice. â€Å"Justice is the good of another† (Plato 42, par 2, L 12). The society upholds the virtues such as justice, piety, courage, friendship and fairness. The nation stipulates harsh consequences for people who are unjust. The society has legal institutions with skilled personnel to deal with the moral decadence in the community. Some people do wrong to others and go scot-free. It is better if they are not identified than if identified and fail to face the law. In such cases, injustice becomes profitable. â€Å"I say that injustice is profitable, and justice is not† (Plato 24, par 2, L 5). Today there are agencies e.g. Transparency International, which monitor the conducts of various institutions, then makes it public to the mass. Injustice is rampant among the ric h than among the poor. The rich are happy ad respected while the poor are unhappy. Plato thwarts this argument by saying that justice is good, and injustice is evil irregardless of the status. â€Å"Call justice a virtue and injustice a vice† (Plato 24, Par 2, L 5). The society is also full of the unjust, but they are considered just due to the roles they play. The judicial system is regarded as the highest authority where justice should prevail. Plato argues that one is just if his duties require him to lie. This is why the judicial lawyers defend the criminals in the courts.Advertising Looking for essay on common law? Let's see if we can help you! Get your first paper with 15% OFF Learn More People expect to get the best from their fellows. This equilibrium can be attained if each does the best to a colleague. There are those who hinder the justice levels in the society. These include the thugs, rappers, terrorists, prostitutes and other related actions. The s ociety tries to be just, but the people in it can not allow it to achieve that standard. Different individuals have different meanings of justice. What one considers just may be considered unjust by the other. The American culture manifests the theory of Plato to some extent. This culture tries to eradicate the discrimination against race and gender. America is a liberal state where one does the role he or she is naturally suited. The increased health insurance cover for the children is a critical step towards attaining justice in the United States of America. Giving women opportunities to exercise their potentials acquired naturally is a road to achieving Plato’s theory of justice. Some people still use tyranny to rule in the society. Tyranny is unacceptable because it is unjust. â€Å"Look at all the wealthy private citizens in the cities who have many slaves, for, like a tyrant, they rule over some† (Plato 249, par, 2, L, 2-3). Some individuals do various things jus t to please them. They do not care about the suffering of the otters. The Americans believes in the outcome of the judicial process irregardless of whom is on the wrong. The lawyers may be forced to make false statements during trials to win cases for their clients. The American culture is particularly strict on terrorism and wages war with the offenders. This will see people living happily. â€Å"If just and injustice is clear to us, then acting justly, acting unjustly and doing injustice are also clear† (Plato 120, par 3, L 1-2). Work Cited Plato. Grube, George. Reeve, C. Republic. Indiana: Hackett Publishing, 1992 (2) 20-250. This essay on Theory of Justice was written and submitted by user Brynn H. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Quotation Marks, Apostrophes, and Other Raised Symbols

Quotation Marks, Apostrophes, and Other Raised Symbols Quotation Marks, Apostrophes, and Other Raised Symbols Quotation Marks, Apostrophes, and Other Raised Symbols By Mark Nichol This post details the function of various symbols that appear the top of a line of type to communicate additional information about the text. Apostrophe The apostrophe signals that, depending on usage, one or more letters are missing or are being added to perform a grammatical function. An apostrophe marks omission of one or more letters (as in the contraction of cannot to can’t or, in an extreme case, of the substitution of fo’c’stle for forecastle) marks possessive case (as in â€Å"John’s hat† or â€Å"the girls’ smiles†) marks plurals of individual characters, as in â€Å"dot the i’s and cross the t’s.† Quotation Marks The primary use of double quotation marks (called, in British English, inverted commas) is to indicate direct quotation of spoken or written content. (Single quotation marks are used only to frame quotations within quotations, as in this section of this post, or in technical usage such as in linguistics texts.) A self-contained quotation is capitalized (â€Å"She asked, ‘Where are you going?’†) A partial quotation is not capitalized when it is syntactically integrated into the framing sentence (â€Å"He explained that they ‘had some issues to work out.’†) They also frame meanings and definitions (â€Å"That sign means ‘Stop’†; â€Å"The definition of insanity is ‘Doing the same thing over and over again and expecting different results’†). Quotation marks are sometimes employed as scare quotes and sneer quotes, which emphasize ironic usage (â€Å"After the bombing, no one remained alive in the village to celebrate its ‘pacification’†) or signal that a writer is using but not endorsing a term (â€Å"Beware executives who want to ‘leverage’ everything†). They are unnecessary when naming something, even when the term is slang used for a meaning other than its original sense (â€Å"The process of extracting digital content is called ripping†). Use of so-called preceding a term in scare quotes is redundant. Avoid use of quotation marks to set off clichà ©s (â€Å"This behavior creates lethal ‘blind spots’ in an organization†). Quotations also set off titles of components of compositions when referred to elsewhere than in the composition itself, such as references to the following: newspaper or magazine articles titles of chapters in a book titles of short stories or short poems names of episodes of television series titles of songs titles of speeches In addition, quotations frame a term consisting of more than one word when the term refers to itself rather than to the concept the term represents (â€Å"What does â€Å"net neutrality† mean?); italicize single words used as words (â€Å"The word strike can be used as a noun, a verb, or an adjective†). Avoid using straight quotation marks (), which have a plain, primitive appearance. (But see below.) Prime A prime is a symbol similar to an apostrophe or a close quotation mark that in technical usage follows a number to denote a unit; in lay content, a single prime (†²) most frequently represents feet or minutes, and a double prime (†³) indicates inches or seconds (â€Å"The deck is 10†² 6†³ by 12†²Ã¢â‚¬ ) or minutes (â€Å"The duration was 3†² 36†³Ã¢â‚¬ ). (There are also triple and quadruple primes.) Primes are sometimes indicated by simple straight quotation marks ( and ). These symbols (which originated as miniature Roman numerals I, II, and III) are best reserved for informal use or in practical content such as text about woodworking, or in charts or tables. Otherwise, spelling out the terms the primes represent is recommended. Ordinal Indicator An ordinal indicator is a superscripted, or raised, number, letter, or other character used in text as a cross-reference to a footnote or endnote or a list of referenced sources. These are employed, especially in academic texts, to direct readers to additional information that would be distracting if embedded in the running, or regular, text. When encountering an ordinal indicator, readers can ignore it or can direct their attention to the cross-referenced material and then return to the position of the indicator and resume reading the running text. Superscript characters are located directly after the pertinent word, phrase, or sentence in the text, though they follow, rather than precede, punctuation (with the exception of a dash, which the indicator should precede). Degree Symbol The degree symbol ( °), following a number, most often represents degrees of arc or of temperature, though it has other specialized functions. Usually, the symbol is appropriate only for technical usage or for charts and tables and should be replaced by degrees in lay content. Asterisk An asterisk (*)- the word is from the Greek word for â€Å"little star†- has various functions in scientific disciplines, but in general writing, it is used as an ordinal indicator when, because of the small number of notes in a text, a sequential system of numbers or letters are not required. (However, sometimes, when there are a handful of references requiring such indicators but numbers or letters are not used, other symbols such as the dagger and double dagger are employed in a traditional hierarchy.) Asterisks also take the place of bullets, frame a word or phrase to represent italic or boldface type when it is not available, and appear in a group of three centered on a page to denote a major narrative transition. Bullet A bullet is a typographic mark, usually a solid dot but often represented by other characters, used in a vertical list when numbers are not appropriate because the list is not hierarchical or sequential. (See this post and others at DailyWritingTips.com for more information about vertical lists.) Ditto Mark A ditto mark is a close quotation mark used to represent a repeated number, word, or phrase, as in an inventory list in which the quantity of one item is identical to that of another item. It is generally not used in formal writing; in informal usage, the word ditto is shorthand for â€Å"the same,† as in the declaration â€Å"I’m hungry,† and the response â€Å"Ditto,† indicating that the respondent is also hungry. Dagger A dagger is a typographical mark resembling a knife pointing downward, or a Christian cross. The dagger, and the double dagger, often appearing more as a plus sign stacked atop another, are sometimes used to signal a footnote when an asterisk has already been employed. The daggers also have distinct uses in notation for various disciplines and pastimes. Intellectual-Property Symbols The symbols  ©,  ®, â„  , and â„ ¢ denote specific rights to intellectually property, including compositions, brand names, and the like. They are employed in commercial communications to represent that the users are honoring the right of the copyright holder or trademark holder, for example, to claim the intellectual property, but they are not required when mentioning, for example a brand name. Publishers are required, however, to obtain permission to reproduce, for example, an excerpt from a song’s lyrics. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:25 Subordinating ConjunctionsThe Many Forms of the Verb TO BEMankind vs. Humankind

In a detailed essay that explain a term as people typically we r

In a detailed that explain a term as people typically we r understand it - Essay Example Notably, honesty helps people to conquer most of their problems. Honesty as people understand it is the foundation upon which people build their relationships in. the relationship may be with their friends, their family, or their society at large. When a person is honest with his or her friends, family or loved ones, there is the creation of a feeling of trustworthy (Thoennes 17). However, a man is basically born with the qualities of honesty, but these qualities will present themselves based on how h or she was brought up. Basically, if the parents are honest, even though it cannot be said that their children will be honest, a higher percentage of people turn out to be like their parents. Conversely, there are problems hidden behind the term honesty. There are some situations in which by being honest, one may inflict lots of stress and pain to other people. A good example is the situation where a doctor may decide not to his or her patient directly that he or she is suffering from a fatal disease such as cancer. Even though it is the obligation of the doctor to tell the patient the truth, the doctor has to keep quite so as to avoid causing lots of pain to the patient. This shows that it is not all-inclusive that a person be honest all the time. This however, contradicts what the term and how people perceive the meaning of the term honesty. This builds an assumption that there are sometimes people need to justify what is the best resolution since not telling the truth in some cases is the best way a person can protect other people from getting hurt. The term honesty overlooks many issues. As said in the above paragraph, there are some situations whereby people have to be dishonest in order to protect other people. However, according to the definition of honesty, this is wrong. According to how people understand the term, everyone should tell the truth no matter the consequences of the

Thunderstorm Article Example | Topics and Well Written Essays - 2000 words

Thunderstorm - Article Example The theatrical attraction and general characterization of the plot, in line with the thematic relevance of the play is magnificent. Despite the play exhibiting more of the ancient settings of the time, the relevance and the brilliance of the actors is exceptionally fascinating. The paper is an analysis of general plot, characterization, the cultural influence and reception by the audience, and the general commentary on the contemporary society of the Chinese through interactions and actions. The thunderstorm is in this case used to describe the complex blood relationships as well as the various tragic incidences that are perceived inevitable. Therefore, it is a dramatic occurrence with significant connotation together with heart-stirring artistic expertise. Zhou Puyuan, the head of the coal-mining modern company is portrayed in the light of a selfish and arrogant person, who has little interest in the whereabouts of both his family and the workers within the company. He is equally hypocritical, cold-blooded, and selfish, as evident through the brutality and dictatorship evident in the scenes. The Chinese culture is characteristically inclined towards male superiority over the female gender, and Zhou Puyuan plays a perfect role of chauvinism in the society. The role is well brought out in the scene through the actor, especially the command tone that inevitably restores dominance in the settings. It is a massive privilege on the part of the modern generation to witness such characterization of their forgotten roots in the modern generation. However, I find the experience complicated for other non-Chinese audience interested in the play, particularly due to the strong translated message of the play, but it is easy to appreciate the colorful and moving acting, which only prompts an urge to see more. I must confess that watching the play was one of my favorite moments, with

MENTAL HEALTH Essay Example | Topics and Well Written Essays - 1500 words

MENTAL HEALTH - Essay Example This paper will explore the use of the antipsychotic drug clozapine with a deep insight into the guideline that should be followed in its use in mental health centres. First, the paper will look into what clozapine is and how it works, its dosage and then look into its initiation procedure, observations and side effects. The paper will also look into haematological tests and why they are so important in the monitoring and lastly look into how smoking effect clozapine in the body. What is Clozapine? Clozapine is a drug that belongs to the group of medicines known as antipsychotics, which are mainly used in the treatment of schizophrenia (Castle & Buckley, 2011). Clozapine is a highly regulated drug under the specialised drugs program and is only intended as third line treatment for chronic schizophrenia refractory to treatment with other drugs or drug resistant schizophrenia (Labbate, Fava, Rosenbaum, & Arana, 2010). It is a second generation neuroleptic drug whose availability is tig htly controlled and can only be used when mandatory blood testing and other monitoring can be achieved at the required intervals. Clozapine was first developed in 1958 but was then removed from the market because of its potentially lethal side effects of agranulocytosis also known as neutropenia and was only approved for use in mental health centres 30 years later after a pivotal study demonstrated its efficiency and efficacy in treating resistant schizophrenia (Usher, Foster, & Bullock, 2009). In Australia and elsewhere around the globe, the risk of neutropenia and other side effects necessitated that a standard monitoring system known as the Clozapine Patient Monitoring System be used for all patients under medication with clozapine. Clopineconnect database Clopineconnect is an online database where all consumer blood test results and other essential and relevant information is stored and can be accessed by registered personnel thus making it easier to check compliance with the mo nitoring requirements. If a patient consuming clozapine does not adhere to the treatment requirements or the organisation in charge does not follow the required monitoring protocol, the database will show absence of critical information and the prescription of the medication must cease in accordance with the set protocol until the required monitoring is completed (Usher, Foster, & Bullock, 2009). How Clozapine waorks Clozapine is a very strong drug and should only be used where other medications have failed but it also requires patience as positive effects of the drug may not be realised until 4-6 weeks and the full positive effects may not be realised until 6-12 months where consistency is very important (Lauriello & Pallanti, 2011). Clozapine is very effective in alleviating the normal symptoms of schizophrenia such as social withdrawal, lack of motivation, lack of interest in doing things and lack of energy. It is also very efficient in treatment of hallucinations, delusions, agi tation, unusual thinking, speech and behaviour (Stahl, 2006). Clozapine works through interaction with neurotransmitters, which are used by the cells in the brain for communication. Too much or too little amounts of neurotransmitters in the brain cause abnormalities in behaviour and clozapine works by blocking

Website Design Report

Website Design Report Ace Fancy Dress Website Design Report My website is called Ace fancy Dress. The specific purpose of ace fancy dress website is about selling products all over the UK and also to provide rental costumes. Also, the purpose of the website is to be eye-catching, colourful, recognisable, and simple and to display the high quality products. It will show the customers the new exclusive products. The business itself runs completely online. By not having a physical store where customers can come in and view the products we make huge savings and we pass these savings straight onto the customer ensuring very low prices. Also to provide high quality products for the both gender and delivered the products they have bought on time. The website should also advertise the business branches and their occasional special offers. The target audience for the website The ace fancy dress can be aimed at all ages and genders with a variety of costumes available in all sizes. The target audience for the website will largely be aimed at the teenagers 13-19 of all genders as they are the target audience that I think would be more attracted to than the adult or a young person would. Nature of interactivity I will need online transaction on my website as the website will be selling products as this is the purpose of the website. To make the transactions as efficient as possible I will make sure the online transactions will be safe and trustworthy for them to enter their card details into and also it will look very professional so the website can sell the products successfully. However PayPal will be another option for the customers to make their payments so this will increase the level of trust and confidences to the customers to the website, the quicker and smoother transaction, the higher the chance of customers returning to the business. Also, the online transactions page will be nicely structured layout on the website which will look more amazing and it will be very easy for the customers to make transactions on the website. However, there is also a decision of static versus dynamic website. A static website contains web pages with fixed content. Each page is coded in HTML and displays the same information to every visitor. Static websites are the cheapest to develop and host. A dynamic website contains web pages that are generated in the real time. A dynamic website can be more expensive to develop initially however it is much easier to update and much more functional and also new content which could bring people back to the site and helps in the search engine. There is a high chance that the ace fancy dress will be a static website as the cost is generally lower up front then a dynamic website. In order to for the website to meet the client and user needs, I will have to include all the criteria to meet the client needs and user needs. So I will make it easier for the client to access certain parts on the website to meet their needs by adding hyperlinks, pictures titles. Images: To meet the user needs the website will be basic and will be very simple to use. Also, I will be adding elements of interactivity in the form of images slide in images etc. This will make the website easier for the users to use as they will be able to find information easier. I will also include images next to the written content that relates to the content. For example, when I will talk about each section and each product I will include a picture next to the content. However, if I was allowed to enable users to customise my website to their needs then I would allow them to change the layout/change the background etc. of the website in order to suit the client needs. Level of security: I will set a strong password on the website so no one can access the website in editor mode and delete or copy the customers details. For the security reason, I will choose a long password with capital letters and number to make it more secure and hard for the hackers or anyone to crack. Support: Clients often have questions or concerns about the websites. The website will have a support page. In the support page, the customers can talk to us through the chat or can call us right away. If customers give us a call we will be more than happy to pick up the phone and deal with any enquiries they have whether it be sale enquiries, pricing problems or simple to ask for an advice on a costume. However, the website will also have an email so customers can email us with any questions. By doing this the website will increase customers satisfaction by providing better service. Costs: Every website needs to be hosted on a web server. I dont have to pay anything for it as there are free options available via Google. However, every website needs a domain name. So the website is likely to have a domain name as this is that needs to be typed into the address bar to gain access to the site. For the website, I will go for the cheapest option .co.uk which is  £3 a year or I can go for the more popular .com domain costs as much as  £10 a year. http://webdesign.expertmarket.co.uk/how-much-does-website-costc Visibility on search engines: There are actually dozens of search engines but the most frequently used one is Google, Yahoo and Bing. I will make sure the website easily comes on the search engines. It is important for the customers that they can find us on google quickly when they type ace fancy dress. The website will be registering on Google my business which can help to appear the website in relevant search results. Also, the website will have content that matches the keywords on the website and have bolded keywords that match the products descriptions/theme on the page. By doing this customer wont have any problem to find us on. Website Development Delivery Timescale Initial Concept/Client Report 16/01/2017 Research Report on Website review, ease of use, navigation, disability discrimination, delivery of content 30/01/2017 Website First release 30/01/2017 Review/Report on tools used to create website 30/01/2017 Website Testing 27/02/2017 User Acceptance- Demonstrate website meets defined requirements 06/03/2017 Appropriateness of graphics: I will be using appropriate graphics like picture related to the costumes. I would not use any graphics that is not serving any purpose at all because some users may become annoyed at the unneeded use of graphics. I will not be using any inappropriate graphics as it wont attract the customers. Complexity of site: The website would be very easy and simple to use with the tabs that link to each section and products and hyperlinks test that will take the customers to the sections and products making it easy to move around on my website and findings the information searched. Delivery of content: All the content I will produce will be to achieve the criteria to meet the needs of the ace fancy dress website.The information will be stored on the website to allow the client to access the data and all the information on the website will be clear and simple to read. Accessibility: The websites will be designed to meet the accessibility guidelines which will be devised by the Royal national Institute of blind people (RNIB). The website content will be clear and easily understood. The website will have different kind of features like skip navigation links to help the reader and they keyboard users the website will create skip navigation links which will allow them to jump directly to the main contain, the website will also provide correctly structures and well title headings. Also, there will be text transcripts which will make the audio information more accessible for the people who are deaf or hard of hearing. I will make sure the website is very clean, professional, and simple and convey the companys image. The navigation will be straight forwards and make it easy for the visitors to find the information they are seeking with one or two clicks. The content will speak directly to the target audience. I will make sure that there is enough information about each section and costumes. Also, each page of the website will be optimised and set up in a way that makes it easy for the search engines to capture the information. The website will be easily accessible for target audience as the costumes are available for both adults and teenagers. This means the website will be a lot easy for the customers to find what they want. The website will be secure, appropriate and safe for the customers so that they can easily pay for the products. (Maximum of 8 pages and a maximum of 3 sub levels) Here is my design storyboard to illustrate the preferred design for the website; I have provided a sample of 8 pages. This design shows a roughly idea about each pages. Homepage This is a sample of the homepage. Along the top five are the buttons to the different sections of the website. On top left hand side of the website there will be a company logo and search engine and also slide shows made to shows quick update of the website and what is happening along with the recent offers, sales etc. to attract and engage the audience. On the bottom there will be 3 boxes and will show the security of the website, the type of payments the website accepts and where can the audience find us. Adult Page This is a sample of the adult page. All the pages will follow the same layout as the other page with the navigation bat on the top of the page and also the bar below the negation bar. In this page there will be a brief description explaining the page. As you can see in the screenshot there will be 3 small options bar where the audience can click on Men to show the costumes of the mens or click on Women to show the costumes of the womens. Also the customers can pick what themes, size they want. Teens Page This is a sample of the teens page. As I said before the layout of the all pages will be the same. So for the layout for this page will be the same. In this page there will be a brief description explaining the page. As you can see in the screenshot there will be 3 small options bar where the customers can click on Boys to show the costumes of the boys or click on Girls to show the costumes of the girls. Also the customers can pick what themes, size they want. When they have picked what they want to see the costumes will appear according to the chosen options. Sales Offers This is a sample page of the sales and offer page. In this page there will be a brief description explaining the sales and offers. As you can see in the screenshot. When the users will click on the costumes it will take them to this page. This page will allow the users to see the costumes images more visibly and accurately and also they can see different angles of the customers. Next to the costumes there will be a name , price , size , colour and also a description of the costumes. If the users want to buy the customer all they need to do is pick the right size and what colour they want and they just need to click on Add to basket or they can save the item for later by just clicking on Save for later This screenshot shows how the buying process will be . As you can see in the screenshot when the users will click on Add to basket it will automatically go to the basket. They can just click on the basket and it will appear the costumes they have added. By just clicking on the checkout they can go to the paying proccsess. The Basket summary page will also show the image , name , price of the costumes. There is also delivery options so customers can pick how fast they want it to be dleiveried and also how do they want to pay. This is a sample of about us page . The about us page will be about the ace fancy dress and why choose the ace fancy dress? There will be information about other stores and also there will be a map showing how far the stores are. This is a sample of contact us page. As you can see in the screenshot in this page there will be lot of information about the website. There will be different options to contacting to us so the customers can easily contact to us by choosing any of the options.

Tha Screets 4-life :: essays research papers

'Tha day before today I was gang banging around tha 'hood in tha Screet. Chillin' at tha crib making snaps wit them old heads.'; Unless you where affiliated with a gang in some way you would not have a clue of what that meant. Gangs have been around for hundreds of years. The pirates in the early ages where some of the first real gangs. There are many types of gangs. A gang can also be a team, group, crew or a posse. They're just social groups of people in a local area, which are mostly the same, age and are in acts of violence. At lease, that's what everybody in our society seams to think. Thought the years there has become a difference between the original gangs and the gangs of the younger generation, that changed society's perception of gangs, which resulted in many stereotypes. The early gangs helped each other, while the gangs today are looking to be loved or notice by others, and then everybody in society have options about every thing that they do.   Ã‚  Ã‚  Ã‚  Ã‚  Back in the day, before all the guns and drugs, gangs where simple. All their was, were knifes, leather, and your 'hood and peeps. Back then, gangs were spontaneous and unplanned (Roth 698). There was no set leader, no set ways about doing things. If there was a fight going on and one of their members was in it the others would jump in too. Most original gangsters (OG) had an attachment to their 'hood or territory (Roth 698). They stood up for their set. If other people that they don't know come around started something. The gang would most likely get involved. In the 70's is when the real gangs started, like the Bloods and the Crips (Sounder 33). The Bloods where a gang that started in LA and all they wore was red to represent the gang. Of course the Crips wore the color blue to represent that gang. This was the first sign to 5-0 that something was going on in the different neighborhoods. The use of graffiti was used to communicate with others, that show warnings , deeds, challenges and remorse of dead ones (Nawojczyk 3). With the lack of communication between all the gangs and the misunderstanding of society, they showed what they where felling with a can of spray paint. Respect is needed in the act of the members of a gang and the gang itself (1). Tha Screets 4-life :: essays research papers 'Tha day before today I was gang banging around tha 'hood in tha Screet. Chillin' at tha crib making snaps wit them old heads.'; Unless you where affiliated with a gang in some way you would not have a clue of what that meant. Gangs have been around for hundreds of years. The pirates in the early ages where some of the first real gangs. There are many types of gangs. A gang can also be a team, group, crew or a posse. They're just social groups of people in a local area, which are mostly the same, age and are in acts of violence. At lease, that's what everybody in our society seams to think. Thought the years there has become a difference between the original gangs and the gangs of the younger generation, that changed society's perception of gangs, which resulted in many stereotypes. The early gangs helped each other, while the gangs today are looking to be loved or notice by others, and then everybody in society have options about every thing that they do.   Ã‚  Ã‚  Ã‚  Ã‚  Back in the day, before all the guns and drugs, gangs where simple. All their was, were knifes, leather, and your 'hood and peeps. Back then, gangs were spontaneous and unplanned (Roth 698). There was no set leader, no set ways about doing things. If there was a fight going on and one of their members was in it the others would jump in too. Most original gangsters (OG) had an attachment to their 'hood or territory (Roth 698). They stood up for their set. If other people that they don't know come around started something. The gang would most likely get involved. In the 70's is when the real gangs started, like the Bloods and the Crips (Sounder 33). The Bloods where a gang that started in LA and all they wore was red to represent the gang. Of course the Crips wore the color blue to represent that gang. This was the first sign to 5-0 that something was going on in the different neighborhoods. The use of graffiti was used to communicate with others, that show warnings , deeds, challenges and remorse of dead ones (Nawojczyk 3). With the lack of communication between all the gangs and the misunderstanding of society, they showed what they where felling with a can of spray paint. Respect is needed in the act of the members of a gang and the gang itself (1).

Cover Girl Advertisement

When thinking of advertisements, for some odd reason, I immediately will think of Cover Girl makeup ads that are often found in almost every woman’s magazine. However, this particular advertisement features country music superstar Taylor Swift and very similar to all of their distinctive ads focuses mostly on her face. This ad is for their new â€Å"natureluxe silk foundation- luxury touched by nature. † From this relatively simple ad, as it only contains a close up of Taylor Swift as well as text, it allows for the discussion of it’s unique aesthetics. The first thing that I would like to discuss is the colors that are used within this advertisement. The advertisement finds balance by using a soft and light yet trendy green for their top lettering of Cover Girl, some pop out lettering under the image all to match the color of the actual foundation bottle. The advertisement becomes more appealing to the eye as Cover Girl is attempting to create an earthy yet â€Å"simple is beautiful† feel for their audience. Also, the actual colors of Taylor Swift herself are very fair and soft as it looks as if she is not wearing any foundations. In addition, she is wearing a pale pink ruffled dress adding to the light, fluffy and earthy feel of the advertisement as a whole. However, the majority of the wording is a dark black with some of the font in bold and different sizes. It is evident that the advertisers are attempting to bring their audience’s attention down from Taylor Swift to what they actually have to say about the product by using opposing colors and bold text. In addition to the colors that were used, the actual wording that was used is particularly interesting. The advertisement uses many different sizes and colors within the whole image. The top Cover Girl is in the light green color reflecting back to the idea of softness and it is the vantage point for a person’s eyes. It is very bold and automatically draws attention to the top half of the advertisement. Also, the different very black and dark bold text at the bottom of the page seems intriguing for a few reasons. First, the different font types and sizes attempt to make you really see the first three lines very clearly and get an understanding of what the product is. However, the work â€Å"new† happens to be in green followed by â€Å"natureluxe silk foundation† with â€Å"luxe† being bolded, suggesting that this product is truly â€Å"luxury touched by nature;† which is in very small print right below that as well. In addition, I find it interesting that the two black bolded lines both have the word â€Å"air† in them and also soft, air-like words, such as â€Å"fresh† and â€Å"breath. To me this is suggesting that even though the text may be dark and bold, this product is still going to make the user feel fresh and lightweight. Therefore, this brings me to the last topic of the lighting that is used within the image as well as the text. With the text having a dark and bold at the top, it slowly becomes lighter and smaller and even throws in come light green text in there as well, suggesting that it almost has a elegant, luxurious feel to the text just as much as the makeup is going to have on a person’s face. Also, the lighting within the image is very bright and the backdrop of a complete white again is keeping the theme of lightweight and airy flowing throughout the entire advertisement. In addition, the bright, artificial white lighting is also used on Taylor Swift’s face as well as arm to suggest that she is feeling fresh and clean when wearing this foundation.

Exploring Deborah Tannen’s “Sex, Lies, and Conversation

Miscommunications Deborah Tannen’s â€Å"Sex, Lies, and Conversation† is a brief look at how men and women communicate with one another and the cross-culture differences between their individual styles and needs for conversation. Women often say that men do not listen or do not want to talk. Tannen gives reasons why women tend to believe that men are not listening, and shows that just because men have a different approach to communicating does not mean they are not listening to what women are saying.She uses several different examples to back up her statements including early childhood differences in communication between girls and boys, the body language men use and how women tend to interpret it, and how women tend to receive information while communicating. Men and women have very different expectations when it comes to communicating with one another. The way women converse varies greatly from the way men tend to converse. Even young girls and boys have very differen t ways of communicating with one another.Young children tend to play with other children of the same gender, and the boys and girls tend to have completely different social interactions with one another. Tannen states that â€Å"these systematic differences in childhood socialization make talk between women and men like cross-cultural communication, heir to all the attraction and pitfalls of that enticing but difficult enterprise (51). † We see in women and in young girls, talk creates intimacy and intimacy creates friendships, but men and boys tend to bond more on doing things with one another rather than talking to each other.Even the stance men take when talking varies from a woman’s. Women tend to think men are not listening to them based on the position men take when carrying on a conversation. Most women, when talking, tend to look one another in the eye. Men on the other hand tend to look around the room, occasionally catching a glance at the person they are con versing with. Women also tend to stay on one topic for longer periods of time than men. Women are also active listeners and tend to â€Å"make more listener-noise, such as ‘mhm,’ uhuh,’ and ‘yeah,’ to show ‘I’m with you’ (53). Men tend to be more silent listeners. All these misinterpretations of communication tend to drive a wedge between men and women. A big reason communication fails between men and women is a lack of understanding the different ways in which men and women communicate. When women expect the person they are communicating with to face them directly, make listener-noises, and stay on topic, it is easy to see how they view men’s unfocused attention, silent listening, and scattered topics as men not listening to what they are saying. These differences begin to clarify why women and men have such different expectations about communication in marriage (54). † Women use talk as a form a gossip, where men a re usually more antagonistic in conversation. Women tend to be offended by the oppositional form of communication, and men find the random babblings of a woman to be useless and unimportant. Understanding these differences as cross-cultural rather than individual can help forge solutions to these problems without placing blame on the individual. Communication between men and women is certainly cross-cultural.Some examples of this theory are early childhood differences in communication between girls and boys, the body language men use and how women tend to interpret it, and how women tend to receive information while communicating. The differences between men and women should not be judged but rather accepted and respected. If they can do that, improvement in our communication will surely follow. Men and women will always communicate differently, but at least if they understand the differences they can move forward. ? Work Cited Tannen, Deborah. â€Å"Sex, Lies, and Conversation. â €  The Norton Mix. Ed. Sieg, Judy. New York: W. W. Norton, 2012. Print.

Affirmative Action Essays - Social Inequality, Discrimination

Affirmative Action Essays - Social Inequality, Discrimination Affirmative Action "Treating people differently because of the color of their skin used to be called discrimination, but today it?s called affirmative action" (Amselle 177). Affirmative action today, is considered to be one of the most controversial dilemma facing our equal status of individual rights. As we all know, affirmative action was implemented with the idea and hope that America would finally become truly equal. So far, it has lasted for thirty years and had not solved any of our current problems concerning equal rights ? it made things worse. It was created with the intention of using reverse discrimination to solve the problem of discrimination. In that, minority groups are being chosen over the qualifications of other workers. This intention creates a mainstream of problems. Some find it very unfair in using its practices, some find it very helpful. The portion of the group that stands with affirmative action, are usually in a situation in which they actually benefited from it. They have their reasons as to why they support the action. Based on the general public as to why they acknowledge affirmative action is usually based of the fact that it establishes a situation where equal opportunity is distributed among minorities for jobs. Prior to affirmative action ? city, state, and government jobs were almost completely closed off to minorities and women. In our present day, minorities and women have gained a tremendous increase in the application of jobs in those workplaces. Unlike the days before affirmative action, where job opportunity was mostly given to the Americans, now jobs are being given to minorities and women due to the quota system. Suppose that a American male and a minority (Hispanic, Afro-American, woman, etc.) are applying for the same job, the American male is much more qualified than the minority, there! fore, logically, the American should be hired. Due to the quota system, the company, in order to meet that quota, must hire the minority. Which is for the better, because, in that sense, were are slowly but surely making some advancements in solving the problem of racial inequality in America?s workplace. Affirmative action is also very influential in the educational system. Minority students who before never had a chance in being accepted into a decent college, are now being accepted. They are given the chance to prove that, with the help of affirmative action, they could, in turn, get more education and end up with a decent job after graduating. All hopes are to end racism in school campuses, to have diversity between students. The constitution says that we the people of the United States of America are all created equal. Therefore, since that we are all equal, shouldn?t we all have the same opportunity as everyone else. Equal opportunity is achieved when people of lower standards in life are given chances to succeed in life. To start to achieve a better life, one must have proper education, because education is the key to our future. Therefore, though education, minorities must be given the chance to get a good start at securing their future. Critics of affirmative action argue that this quota is unfair. White males are being forced to pay a price that their ancestors have done wrong in the past. Knowingly that it was a long time ago, and that now, it is a dawn of a new era. White males should not be given this burden of something that their ancestors have done. While the minorities enjoy the benefits such as jobs and education. Especially, to give favor to males or to females, to whites, to blacks or to persons of any color because of their sex or color is morally wrong because doing so is intrinsically unfair. Color, nationality, sex are not attributes that entitle anyone to more (or less) of the good thing of life, or to any special favor (or disfavor). When in the past whites or males did receive such preference that was deeply wrong; it is no less wrong when the colors or sexes are reversed. (Cohen 183) In the workplace, critics argue that because of affirmative action, now they are being treated unequally. Jobs in which they are more likely to succeed in are,

The significance of disillusionment in the two main characters Essay

The significance of disillusionment in the two main characters - Essay Example So, disillusionment prevailing inside an individual’s mind apart making their life a problematic or miserable one, will also create problems to theirs related and associated lives. His/her life will become a big complicated problem, which can be solved only by the person’s themselves, with some aid from others. This aspect of disillusionment has been visible in many fictional characters as well. That is, many fictional characters from different genres of work have faced disillusionment in course of the story. So, this paper will analyze the significance of disillusionment in the two fictional characters, Emma and the governess, who were featured in Jane Austen’s Emma and Henry James’s The Turn on the Screw, respectively. Emma, the female protagonist of the Jane Austin’s play, is the daughter of a wealthy gentleman, who is raised with a lot of comfort. Even though the character of Emma shows care toward others and is well intentioned, it borders on self-centrism with a dose of over-confidence and stubbornness. â€Å"†¦the power of having rather too much her own way, and a disposition to think a little too well of herself† (Austin). Also, being from a wealthy household, Emma hasn’t faced many problematic and stressing issues in her life. But, these favorable times begins to change, when she faces certain problems in her personal life, with her self-centered attitude and stubbornness accentuating the situation. This is when, the disillusionment enters her mind, complicates her life and importantly ‘corrects’ her mindset in the final analysis. That is, the disillusionments, which were result of certain mistakes committed on her part, actually turned her into an emo tionally stronger person, and thus showed its significance. Emma commits the first mistake and gets little disillusioned, when she attempts to â€Å"match make† her teenage friend Harriet to the local vicar, Mr. Elton. And, when Mr. Elton rejects Emma attempts on the account of

Melting Pot Essay Example | Topics and Well Written Essays - 1000 words

Melting Pot - Essay Example Ideally, these immigrants would bring the best of themselves, blend those talents, gifts and skills, and become Americans, sharing the unified hopes and greater goals of this country. The idea of the United States as an immense cultural â€Å"melting pot,† at one time, seemed realistic, however today many opinions of whether that metaphor is appropriate have changed. Is America a cultural melting pot or is it now a modern myth that is no longer applicable? Discussion It was a Jewish immigrant from England that originally coined the term the â€Å"melting pot.† It was the title of play he had written that focused on the belief,†Ã¢â‚¬ ¦that all immigrants can be transformed into Americans, a new alloy forged in a crucible of democracy, freedom and civic responsibility.†(Booth 1) There is no doubt that in the early 1900s that this was the general mentality of many of the immigrants that came to this country. Many wanted nothing more than to be Americans, and we re willing to do whatever was necessary to legitimately earn that title. At this point in history, being an American was a title that mattered and was desired and respected. However, the mindset of, many immigrants and multi-ethnic Americans, today is not quite as endearing or geared to American ideals as a whole, as they once were. Many scholars have pointed out that there is lessening of common â€Å"dreams.† What Americans want is no longer a unified ideal. Some researchers have said that the attitude of native-born Americans has, also, changed. Once very tolerate and encouraging of immigration are now much more, territorial and, often, suspicious of immigrants that come to this country. The world has changed and it is, often, said that the United States is no longer a â€Å"melting pot,† but is more like a â€Å"salad bowl.†(Millet) Meaning that instead of becoming the culmination of many things into one thing, they are all independent parts that remain so, but contribute to the greater whole. However, there is a danger that this consistent insistence on segregating, embracing differences over similarities, could lead to a salad with unpleasantly divergent ingredients. Today people who find their ancestry in multiple cultures are not eager to let go of those roots. This is not necessarily a negative thing. We all have a right to acknowledge our ancestry. On many levels the modern society cannot deny any individuals that right to honor or celebrate relevant and important aspects of their culture. However, there are some immigrants who come to this country, in this modern age, who have no interest in being part of America at all, or of becoming American; they simply seek the benefits and freedoms that are available by being here. They have no intention of positively contributing to this country. It these people that can negatively taint the perspective of Americans born and raised in this country. Studies done in the late 90’s ver ified that most young people when asked to identify their ethnicity would choose a hyphenated answer; African-American, Asian-American, and the like. Very few of those surveyed were comfortable with answering simply answering, just, â€Å"American.†(Booth 1) It is this need to separate on some cultural level that negates completely the ideology that the United States can be considered a melting pot of cultures. When in truth much of the attitudes of current American citizens are not a unified one. Political ideologies are heavily differing. Social differences, and a number of cultural and

Healthcare Insight Repositioning Research Paper

Healthcare Insight Repositioning - Research Paper Example Human beings often get sick and when they do so, they need medical attention. Landmark Health is a non-profit making organization that looks towards offering their patients suitable services that will leave them satisfied, and ensure that their outpatients have words full of praise for their services rather than criticizing them (Nanus & Dobbs, 1999). Landmark Healthcare Organization extends its medical services from Virginia all the way to Georgia. The mission of the organization is to improve the health of communities, with services to each and every person in the community. The major purpose of this study is to identify the major successes and pitfalls faced by the organization as a result of its changing environment in terms of site, management and patient outcome and suggesting solutions and suitable recommendations to the problems that the organization faces. The essence of a local health center is to provide suitable medical care to its adjacent community and extend its services further to other communities in the region. Landmark Healthcare provides value to the community by embodying the belief that they have practiced at the various sites in the country. According to their senior leader, they strive to provide same medical facilities all over their thirteen locations so as to satisfy patients from both areas who visit their institution. In addition, their market leader pointed out that they offer value by providing exceptional medical facilities, enhancing appropriate physician practices and being devoted to the outreach of the community and other communal services (Nanus & Dobbs, 1999). These values, when provided adequately and sufficiently to the community, come with benefits, and as he continued to say, it has had some enormous contributions to the success of the  organization, including the organizations registering a massive benefit of $ 567 million in the year 2011. The benefits recorded were not only because of the large numbers of in-patients that they record, but it was accrued to the community services that they offer to the people.

Sexualization of Girls in Advertisements Essay Example for Free

Sexualization of Girls in Advertisements Essay In April 21, 2005, a movie that mirrors what was going on in our society today in regards to racism and stereotyping was released. That interesting movie, to say the least, have moved, shocked and stricken the soul of its viewers by the amazing twists and turns of the story. The acclaimed movie has also received rave reviews from average viewers. Roger Ebert even called it the best movie of 2005 (Ebert, In Defense). That movie was Paul Haggis Oscar-winning Crash, which screenplay was written by Bobby Moresco and Haggis himself. Needless to say, Crash is about the collision of cars, it actually begins and ends with a car crash. But the notion of Crash in the film has a much broader meaning. It is more than just the collision of cars; it is also the interpersonal collisions between people from different ethnic groups, classes, ideologies, and even gender and age groups. The movie presumes that assumptions and prejudice are what caused these collisions. It also depicts that everyone has racism in them, but everyone can still be a good person (Goyette). Crash is a crime drama film about the racial and social tensions and its effects on various people in Los Angeles, California. It depicts the racial and stereotypical prejudices that every ethnicity and race experience in everyday life. A self-described â€Å"passion-piece† for Haggis, Crash is inspired by a real-life incident in which his Porsche was carjacked outside a video store while walking with his wife (Crash (2)). He also claimed that the movie was initially supposed to be a movie about fearing stranger, but turned into a movie about race (Goyette). The movie has proven even more that it is worth-watching after winning three Academy Awards, including the Best Picture, which made the movie controversial after beating the critically favored Brokeback Mountain (Crash (2)). In the introduction of Crash, Detective Graham voice-over and says, â€Å"It’s the sense of touch. In any real city, you walk, you know? You brush past  people, people bump into you. In L.A., nobody touches you. We’re always behind this metal and glass. I think we miss that touch so much that we crash into each other just so we can feel something† (Crash (1)). These lines are full of weight, just like the movie itself which tackles some weighty issues that made it stand out. The word crash refers to the collision of worlds of people while the touch pertains to people’s connection. The introduction tells us that people are gradually losing the connection to one another because of the barriers built around them, built by assumptions, prejudgment and stereotyping, which made them doubtful about trusting others. Collision of worlds seems to be the only way to reach out and empathize with each other. It seems to be the only way to understand where the other p erson is coming from and to have the connection back again. The movie Crash gives an impression that everyone is a racist. It shows that people make assumptions on people they don’t know. It illustrates how people jump to conclusion based on race, class, appearance, name, etc. Pointing finger at everyone in regards to racism, Joshua Tyler states that there is no one without spot her (Tyler). Everyone is infected. Jean (character played by Sandra Bullock) showed that she is a racist when she held her husband’s arm and squeezed it tight as they walk by two black guys. In that scene, she is not overtly racist, but she is, subconsciously. Another example from the movie is Officer Tom Hansen who hated was his racist partner was doing. He even asked to be reassigned because he can’t stand him anymore. But at the end of the movie, we discovered that he is a racist as well. He killed a black guy because he assumed that he carries a gun. But before he killed the black guy, he looked at him starting from his shoes up to his ripped jacket as if calculating him, figuring out what kind of person he is. That is when he started to distrust him. Then the gunshot happened. These scenarios demonstrate that we are all racist at some point in our lives. No one is exempted. People are racist in one level or another, even those who think that they are tolerant, enlightened and fair-minded. Officer Ryan told his former partner, â€Å"You think you know who you are? You have no idea.† This line is actually intended for the audience, for everybody. In the movie, an Iranian-American visited a gun store for a purchase with  his daughter. But he was sent out by the Caucasian clerk who was prejudiced against Arabs. The clerk thought that he is an Arab based on his appearance and his language, Farsi, which sounds a lot like Arabic. The clerk even called him â€Å"Osama†, who was known to be the founder of Al Qaeda terrorist group that is responsible for the September 11 attacks in the United States that have killed thousands of Americans. This scene has clearly shown that people are paranoid of other groups. They treat strangers as potential enemies or combatants (Brusette). Addressing the assumptions that has been one of the issues presented in the movie, Ebert states, â€Å"One thing that happens again and again [in the film], is that people’s assumptions prevent them from seeing the actual person standing before them† (Ebert, Crash Movie Review). An example scenario from the film is when Jean made an assumption that Daniel, the Latino locksmith, was a gang member and would be back with his â€Å"homies† to attack them based on his appearance—shaved head, pants around his ass, and those what she called the â€Å"prison tattoos†Ã¢â‚¬â€which we found out later on was not true; he is just a simple struggling family man. This illustrates that people make an assumption and prejudgment on other people without trying to know who they really are. The reason is because people believe that they already know other people based only on their preconceived conclusions on them. But in actuality, people don’t really know other people, neither themselves, and their preconceived conclusions are often wrong which result to a divided society. The characters of Crash were presented as guilty of racism, prejudice and making assumptions on other people. But before the movie ended, we have witnessed how the characters flipped sides and changed ways and became a better person after their lives intertwined and crashed to one another. We saw how Ludacris’ character, who has been complaining about the preconceptions on blacks, but did nothing but keep proving those preconceptions right, looked very proud of himself after setting the Asian slaves free from the white van he carjacked. Jean, who was angry of all the people that don’t meet her demands, came to a realization that it is not the people around her who have an issue, but it is her, saying â€Å"I wake up like this every morning.† She came to a complete realization after she fell on the stairs and nobody helped her but her Latina housekeeper, Maria, who in  the end she called her best friend. Another character is Officer Ryan, the vile and hateful cop who uses a lot of excuses for his misconducts, who victimizes others by exercising his power, became the savior of the same lady she molested. Haggis is telling parables, in which the characters learn the lessons they have earned by their behavior (Ebert, Crash Movie Review). The movie shows that everyone has racism in them, but everyone can still be a good person. Furthermore, the movie contains powerful symbols to bring out its main ideas. â€Å"How far can bullets go?† asked Lara to her father. The bullets represent the assumptions that cause the conflicts between people. Assumptions are just like bullets that whoever was stricken, will get hurt, and they can be fatal too. Another symbol presented in the film is the cloak. The cloak symbolizes faith because it does not exist, it is just imaginary but the little girl still believed in it. Having faith, she becomes the protector of both her father and her father’s assailant. It suggests that if people have faith, they can be protected too. There is also the St. Christopher statuette that is possessed both by Officer Hansen and Peter. The statuettes symbolize people’s values and beliefs, that even two people are of different color, class or group, it is not impossible for them to share common values and beliefs. And lastly, the snow that came down at the end of the movie. The snow symbolizes purification. We saw how the characters learned and were redeemed after what has happened to them. They were awakened and became open-hearted, making them pure again, removing the wrong actions they have done in the past, in the same way snow covers multitude of dirty things whenever it comes down. In conclusion, Paul Haggis had been able to send the message he wants to get across to people through Crash. He expresses that people are one and they are all the same, regardless of different races or groups they came from. They are just blinded by the assumptions and prejudice they create that cause them to distrust one another. Crash demonstrates that people are interconnected to one another, but because of the assumptions and prejudice that are continually perpetuating in our society, people lose this connection. To be able to have the connection back again, people have to  collide to one another, the kind of collision that will hit their heads hard. Violent contact has never been good, but if it is the only way to awaken people and make them realize the reality that we are living in a divided society, which is not good, then I can say that there is still goodness in it. Crash is a movie with moral and it promotes racial awareness. It enables people to experience racism from every angle and make them reflect on themselves. It also allows them to walk in the shoes of other people to be able to understand deeper where they are coming from. Overall, Crash is a fantastic eye-opening movie that will truly change people’s views on society. Works Cited Brusette, Frederick and Mary Ann. â€Å"Film Review: Crash.† Dir. Paul Haggis. Spiritualityandpractice.com. n.d. 18 Oct 2013. â€Å"Crash (1).† The Internet Movie Database. IMDb.com, Inc. n.d. Web. 17 Oct 2013. â€Å"Crash (2).† Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. 14 Oct 2013. 16 Oct. 2013. Ebert, Roger. â€Å"In Defense of the Year’s ‘Worst Movie’.† Rev. of Crash. Dir. Paul Haggis. Rogerebert.com. 08 Jan 2006. 16 Oct 2013. . â€Å"Crash Movie Review Film Summary.† Rev. of Crash. Dir. Paul Haggis. Rogerebert.com. 05 May 2005. 16 Oct 2013. Goyette, Tori. â€Å"White Power: An Analysis of Racial Tensions in Crash.† Fresh Ink 13.3 (2011) Tyler, Joshua. â€Å"Crash.† Rev. of Crash. Dir. Paul Haggis. Cinemablend.com. n.d. 17 Oct 2013.

The Heart Of Social Work

The Heart Of Social Work The origins of professionalization of social work date back to post Civil War era and the emergence of two opposing approaches to dealing with the needs and struggles of society: Charity Organization Societies (COS) and Social Reform. Charity Organization Societies (COS) later developed into casework offered a more individual approach, and Social Reform, represented by the Settlement House movement, which focused on addressing the societal causes of poverty. Initially working together for the so much needed social change, both movements eventually separated their actions due to the distinctiveness in their approaches (Axinn Stern, 2008). The end of the 19th century was about individual change and voluntary relief action. Herbert Spencers application of Social Darwinism with its two key attributes struggle for existence and survival of the fittest to social work has gained forceful influence (Axinn Stern, 2008). The widespread perception held that poverty was simply a factor of natural selection and aiding poor would make them indolent and unproductive (Hofstadter, 1955). Over time, however, the scientific charity approach faced an increased hostility because of its administrative methods that lumped together all the poor in order to save tax money (Axinn Stern, 2008). Still, the efforts of Mary Richmond and her Social Diagnosis were a crucial development for the social work profession. The book was an answer to Abraham Flexners report from 1915 declaring that social work was not yet a profession, and turned casework into a major form of social work practice (History of Social Work). The Settlement House movement was more focused on the malfunctioning of society. Guided by the three Rs Research, Reform, and Residence the movement provided a variety of services including recreational, educational, legal, and health services. Settlement workers also became involved in social research and social action. As social reformers, they joined forces with labor, womens organizations, socialists, and others. Many of them, such as Lillian Wald, Florence Kelly and Paul Kellogg, rose to national prominence. Jane Addams became one of the most well known figures in the nation (Axinn Stern, 2008). The Great Depression and New Deal steered the newly created profession toward public welfare. As social workers realized the seriousness of the depression and they re-embraced reform and social work organizations began lobbying the national government for action. New type of social work rural social work was also created (Axinn Stern, 2008). In the early 20th century, social work strove to advance its status, define its purpose, and establish educational standards. With Mary Richmonds efforts of developing training programs, the social work profession was on its way to becoming recognized as a profession. Settlement leaders continued their commitment to social reform, but after Flexners report the practice of social casework was identified as the core of the new profession (History of Social Work). Modern social work practice emanates from both traditions individual and social reform. Today, social work is a professional and academic interdisciplinary field that is dedicated to the pursuit of social change and improving the quality of life of individuals, groups and communities (Morris, 2008; Simon, 1994). The profession strives to help the individual to become the best he can be the community to become the finest and fullest expression of social life that it can be, with no one left behind (Morris, 2008). The History and Role of Field Education Field practice casework has always been a central aspect to the profession of social work. As education for social work became more formal in the 19th century, the field education where classroom knowledge is applied in a social environment with real clients has been regarded as an essential component of social work profession. It is in the field practicum that the student social workers begin to apply knowledge skills, and principles, and grasp the complexities and subtleties of assessment, intervention, and evaluation within diverse social and organizational settings. From the 19th century origins of social work as an outgrowth of charitable organizations working with the poor, field practice in casework has been central to the profession. As education for social work became more formal, a field practicum in which classroom knowledge is applied in a social environment with real clients has been regarded as an essential component. Through Field Education, social work comes alive and students begin to see the real faces and stories behind the important issues they have read so much about, and they also begin to take responsibility for their chance to affect change. SINCE 1968, the Council on Social Work Education (CSWE) has required schools of social work to achieve cultural diversity in enrollment of students, hiring of faculty, and development of curricula (McMahon AUen-Meares, 1992). The National Association of Social Workers (NASW) has recently published standards in cultural competence that oblige social workers to strive to deliver culturally competent services to increasingly diverse client populations (NASW, 2001). Through its curriculum policy statement, CSWE provides a broad mandate for the infusion of multicultural content into academic courses (Carrillo, Holzhalb, Thyer, 1993; Julia, 2000). It is, however, in the application of knowledge about cultural differences through a supervised internship or work environment that the training in multicultural competencies is integrated (Van Soest, in press). Although the role of field instructor is considered pivotal to student learning in social work (Bogo, 1993; Kadushin, 1991), little practical information exists to guide field instructors on approaches to infuse cultural diversity issues into the supervision process (Arkin, 1999; Cashwell, Looby, Housley, 1997; Leong Wagner, 1994). The purpose of field instruction is to help you integrate the theory and knowledge base of social work learned in the classroom with the practical experience gained through work in social welfare settings. The purpose of the field education department is to provide students within the MSW program with an opportunity to learn hands-on through an internship work experience. Students that complete the foundation field practicum which focuses on generalist social work practice and arrive in the advanced year with a solid knowledge of theoretical frameworks that guide generalist practice, an understanding and acceptance of social work values and ethics, and well developed skills related to beginning social work practice. Field education in the foundation years provides the student with an opportunity to gain firsthand knowledge of social service systems to access appropriate community resources. In addition, students learn to communicate in urban settings, apply theoretical knowledge to u rban problems such as poverty, and to determine how oral, written, and technological information reflecting professional social work skills. To become effective social work practitioners, students need to experience working directly with individuals, families, groups, organizations and communities and working collaboratively at every client system level to assess needs and to develop plans for addressing them. The field placement provides opportunities for experiential learning consistent with the more cognitive approaches provided in the classroom. This paper reviews the critical importance of field education in social work and will suggest incremental steps through which state, county and university partners may work together to shape a structural plan that will preserve and enhance the quality of the field component and the program as a whole. The goal and purpose of field education The purpose of the field education department is to provide students within the MSW program with an opportunity to learn hands-on through an internship work experience. Students that complete the foundation field practicum which focuses on generalist social work practice and arrive in the advanced year with a solid knowledge of theoretical frameworks that guide generalist practice, an understanding and acceptance of social work values and ethics, and well developed skills related to beginning social work practice. Field education in the foundation years provides the student with an opportunity to gain firsthand knowledge of social service systems to access appropriate community resources. In addition, students learn to communicate in urban settings, apply theoretical knowledge to urban problems such as poverty, and to determine how oral, written, and technological information reflecting professional social work skills. Purpose The purpose of the field practicum is to provide students the opportunity to work in a professional setting to develop and demonstrate skills in social work, to integrate the theories and practices learned in and out of the classroom, to develop a sense of commitment to the social work profession and Code of Ethics, to develop an understanding of the diversity of a community population and the role of diversity in social work practice, to develop an understanding of how administrative processes and policies impact delivery of services, to develop professional relationships within the community to better understand local resources to benefit future clients, and to confirm personal interests and abilities in the social service field. As students undertake learning within the reality of agency life, a vehicle is established whereby use of theory and conceptual frameworks acquired through course work is applied, skills are developed and refined, and attitudes and values are examined. Additionally students are afforded opportunities for analysis of the effects of social welfare policy on programs and services, opportunities for the development of research questions in relation to practice efforts, and opportunities for evaluation of practice interventions. Field practicum courses enable students to personally affirm the validity of content presented in the classroom. The progressive, reciprocal relationship between theory and conceptual frameworks and practice becomes a dynamic in the teaching-learning process of field instruction. Field Instruction enables students to integrate the knowing, feeling and doing aspects of their social work education. It is designed to produce a knowledgeable, skilled, self-evaluating and professionally reflective social worker. Objectives Knowledge: 1. Basic understanding of how generalist social work practice is applied in a specific agency setting. 2. Knowledge about the application of theories to client situations in the agency setting. 3. Knowledge regarding the use of culturally sensitive practice methods with diverse and at-risk populations. 4. Knowledge about the social work system and structure in an agency, and how the structure impacts the provision of social work services. 5. Awareness of practice issues, policy issues, and related research information relating to the students field setting as well as to the placement settings of other students. 6. Awareness of appropriate methods for social action related to the agency purpose and function and participation in these when appropriate. 7. Awareness of social service resources in the area to enable students to broker services to enhance client functioning and well-being. Skills: 1. Enhancement of interviewing skills to enable the student to develop working relationships with diverse types of clients and client groups, to formulate initial and on-going assessments at the micro, mezzo, and macro levels, and to modify relationship styles to fit the client situation. 2. Ability to prepare an appropriate intervention/service plan for actual clients based on person-in-environment and strengths assessment and the availability of agency services. 3. Increased self-awareness of the students own intrapersonal and interpersonal attributes that enhance or interfere with therapeutic relationships or the social work role. 4. Application of practice and program evaluation skills for purposes of accountability, outcome monitoring, improvement of practice, and program development. 5. Development of the ability to use supervision in an appropriate manner for continued growth and development. 6. Development of the ability to work collaboratively with a variety of helping professionals. 7. Development of appropriate documentation skills within the agency setting which are clear, organized, and meet professional standards for the profession and the particular agency setting. Values: 1. Respect for an individuals worth and dignity and their unique characteristics. 2. Importance of advocating for the client with organizations and systems to ensure protection of rights and procurement of needed resources. 3. Appreciation for professional ethics, especially confidentiality, regarding clients, peers, agencies, and recognition of the individuals right to self-determination and active participation in the helping process. Council on Social Work Educations 2008 Education and Policy Standards (promotes classroom and field learning as equally important for student learning) its effect/impact on SW field education The Council on Social Work Education (CSWE) is the entity that accredits all social work programs in U.S. universities at the BASW and MSW levels. All California university graduate social work programs have CSWE accreditation. In its recent educational policy statement, the CSWE concluded as follows: Signature pedagogy represents the central form of instruction and learning in which a profession socializes its students to perform the role of practitioner. Professionals have pedagogical norms with which they connect and integrate theory and practice (Shulman, 2005). In social work, the signature pedagogy is field education [italics added]. The intent of field education is to connect the theoretical and conceptual contribution of the classroom with the practical world of the practice setting. It is a basic precept of social work education that the two interrelated components of curriculum- classroom and field-are of equal importance within the curriculum, and each contributes to the development of the requisite competencies of professional practice.  [1]   Several fields have a signature pedagogy, a method by which knowledge is traditionally imparted to students: the case method and moot court in law, student teaching at the primary school and university levels, even minimum flight hours for student pilots. The importance CSWE attributes to the fieldwork component of any social work program is reflected in the hourly field requirement for each university degree. For a two- year accredited MSW program the requirement is 900 hours of MSW supervised field work. The BASW degree requires the student to complete 400 hours of supervised field. To become an accredited program of social work, a school must, among other stringent requirements, demonstrate how its field program connects the theoretical and conceptual contribution of the classroom with the practice setting, fostering the implementation of evidence supported practice. Further requirements include the candidate schools providing orientation, field instruction training, and continuing dialog with field education settings and field instructors. Structure for Field Practicum The Anatomy of an Internship (short review of a few MSW Internship Programs (or maybe just Rutgerss?) There are two semesters of field practicum for all social work majors. Students typically enter field their senior year. Students complete both semesters of field concurrently in the same agency unless there are extenuating circumstances which necessitate a change. SWK 488: Internship Practicum I and SWK 489: Internship Practicum II each require 225 documented hours, for a total of 450 hours of agency work over the course of two semesters. Even if a student completes 250 hours prior to the end of either semester, that student is required to complete 15 weeks of field placement during both the fall and spring semesters. Students may accumulate internship hours between the fall and spring semesters. This arrangement must be made with the field instructor and approved by the NCU Field Coordinator. If this situation should occur, students may count accumulated hours toward the spring semester, but will still be responsible for completing the 15 week internship at a reduced number of hours per week. Students are not required to work during fall or spring holiday breaks or final exam weeks; however, they may choose to schedule hours with the agency during these periods. SWK 488: Internship Practicum I and SWK 489: Internship Practicum II, meet weekly throughout the entire period of the field placement. In addition, there are other required social work courses students take each semester (Fall: Pysch 460 Research Methods and Spring: Psyc 495 Senior Project). The NCU Field Education Coordinator, in conjunction with the student, and the agency field instructor, will make decisions regarding students changing agency placements at any point. Field Practicum Seminar During a students field placement, he/she participates in a weekly Field Instruction Seminar. The seminar serves a very useful function by combining students from a variety of field of practice settings. This enables the student to have a broader perspective in terms of practice settings, client populations, and treatment methodologies than they might not otherwise experience. Each seminar class is organized around a theme, such as racism within society, the value of practice evaluation and evaluation techniques which can be easily implemented and enrich practice, sexism within the profession, and goal setting and contracting with clients. The student may be assigned readings related to each topic. Discussion is geared toward enhancing students experiences in their internship, assisting them in making linkages between the knowledge they have obtained in the classroom and their experiences in the field, and facilitating their ongoing professional development. A weekly component of each field seminar is a group discussion of the students experiences during the week. The discussions enable the student to share the high points and low points of their week, successes and frustrations. The students serve as a support system and provide constructive feedback to each other. This aspect is considered by the students to be an especially valuable component of the class. In addition to the discussions, there are written components to field instruction seminars. For instance, students are required to submit weekly logs in which they describe and analyze the activities of the week in their field placements. Confidentiality of clients is protected as identifying information is omitted. Each student is required to do a comprehensive analysis of the policies that operate in the agency. All assignments and the grading scale are identified in the course outline. Individualized Learning Plan In addition to the goals and learning objectives of the Internship Practicum, it is very important that each student be aware of and verbalize individual goals for field instruction which are pertinent to personal learning needs and the particular field agency. Near the beginning of each semester of placement, the student develops an individualized learning contract that includes learning goals, objectives, activities/tasks, and evaluation measures that address areas of professional knowledge and skills in need of development or improvement. Agency field instructors and the NCU Field Education Coordinator are available to assist students with this process. Students complete three copies of the Individual Learning Plan. One copy is submitted to the agency field instructor and one to the faculty liaison. The third copy is to be retained by the student. The learning goals can be modified or others added at any time during the placement, and progress toward goals is evaluated at regular intervals. Recommended Field Learning Experiences Each field agency offers a unique opportunity for students to experience social work in all its many facets. Populations served will vary as will the make-up of the staff and the types of services provided. Within this broad range of field learning experiences, it is highly recommended that certain types of experiences be made available to students in field instruction settings. The following is a list of recommended field learning experiences: Orientation to the agency includes staff, facility, office procedures, filing system, types of services provided, agencys place in the social service network, methods of intervention, etc. Experiences in developing and managing effective relationships includes opportunities for students to observe a number of staff with their own individual styles of intervention, participation in a variety of helping relationships, and the use of supervision to assist students to determine how they can develop an effective working relationship with a variety of client systems. Recording experience includes case summaries, letters to clients and other agencies, process recordings of interviews, and eventually direct entry of students recordings into the agencys records, etc. Administrative experiences includes observation/participation in staff meetings, funding hearings, public relations functions, budget planning, grant writing or reading grants already funded, lobbying efforts, board meetings, contracting requirements, etc. Experience in resource/referral management includes overall orientation to services available to client population being served by the field agency; telephone contacts with other agencies providing support services to clients; scheduled visits to key agencies with whom linkage for clients is most common; and learning procedures for effective referrals. Interviewing experiences includes observing, planning, and conducting interviews for a variety of purposes (intake, with staff, for volunteer programs, assessment, intervention, etc.), with diversified client systems in a variety of places (agency, home, school, hospital, etc.) The use of process recordings, observation, and tape-recorded sessions provides the field instructor with data to aid students in further developing interviewing skills. Experience with procedures for evaluation of individual practice and agency programs includes designing a plan for evaluating own practice, client progress, and effectiveness of interventions; data collection and analysis; becoming familiar with procedures for agency program evaluation; and conceptualizing/ developing a system for program evaluation if none exists, such as evaluation of service by clients. Experience with groups includes observation and participation in groups such as client groups, staff meetings, client staffing, and groups available in the broader community for the purpose of developing an understanding of group processes and skill in interacting in groups as a member or facilitator. Experience in community activities includes observation and/or participation in assignments that facilitate understanding of the community and its social service network, the field agencys role in the community, as well as assignments that draw attention to unmet community needs and provide opportunity for community planning. All learning experiences have, as a long range goal, the opportunity for students to develop increased skills, a greater level of independent functioning, and the development of a sense of professional identity with its accompanying values and guidelines under which the profession operates. Enabling the student to learn to utilize the supervisory relationship is central to the students growth in this area as well as all the other areas recommended for field learning experiences. These suggestions can provide the student with sufficient opportunities to experience all facets of the agency as well as to create a structured learning experience. Other experiences of particular interest to a student can be incorporated into the students individual learning goals and contract at any time during the placement. Current delivery of field education contextual factors affecting field education the nature of professional social work practice theories and evidence-based practice related to field education formats and methods of field instruction the nature of student learning and effective approaches to student learning and competence in field education the important relationship of the field instructor and student Evaluation of student competence and methods of measurement in field education It is recommended that the field site supervisor and the student review the evaluation tool used in the practicum as one of the first tasks of their supervisory sessions. This will help focus the teaching and learning of both parties. The field practicum is graded on an A F scale. This grade will be determined by the NCU Field Work Coordinator with input from the field site supervisor. The NCU Field Work Coordinator will meet with the student and the field site supervisor at least twice during the semester and more frequently, if needed. The regularly scheduled meetings will occur around mid-semester and again at the end of the semester. The student evaluation form should be completed prior to the evaluation meeting. Students final grades will be determined by the overall evaluation from the agency and progress made on their learning plans that are developed early in the semester. (Learning plans can and should be modified throughout the semester with mutual consent from the student, faculty, and NCU Field Work Coordinator.) If, at the midterm evaluation meeting, the field supervisor and Field Work Coordinator agree that the student is not displaying appropriate social work skill and therefore at risk of failing the Practicum, the student (with input from the field supervisor and Field Work Coordinator) must write a corrective action plan to address deficient areas. This plan must be signed by the student, field supervisor, and the NCU Field Work Coordinator. Challenges and Potential Solutions Field education is the primary interface between the school, the agency and the community within which both reside (Glassman, 2008). Field work provides the occasion for the students application of knowledge, values, theory, problem-solving skills, and affect to inform his or her practice ( Schon, l987). Stressing the essential character of field education for the future, authors Reisch and Jarman-Rohde observed, As economic safety nets are dismantled, remaining agencies will have more clients but fewer staff to address their needs . . . field instruction will become an even more significant component of social work education. (2000). To meet the needs for well-prepared staff members in economically challenged agencies, these authors argue that enhanced university-agency cooperation is needed to make certain students have the skills, values, experience and personal qualities to work effectively in an increasingly stressful work environment (Reisch Jarman-Rohde, 2000). In addition to providing students the opportunity to acquire practice skill, field instruction is also the primary domain for informing curriculum and faculty of practice issues and needs, particularly practice effectiveness (Glassman, 2008). The positive aspects of a high-functioning, agency-university field program reverberate to the benefit of all involved: students, agency staff, faculty, and community. Consequently, greater interface and field program development that involves all partners to the educational process is particularly appropriate and valuable to a program like CalSWEC, in which the future employer has the direct opportunity to participate in preparing the new recruit. Under current economic conditions, CalSWEC agency and university partners will need to rethink how best to structure field programs around the state and more clearly articulate the roles of the individual entities involved. A high quality field work experience is essential to give the entering child welfare social worker the tools to use both his/her education and the agency and community resources effectively. The NASW has noted that practitioners and researchers are continually challenged by the difficulties agencies face in recruiting and retaining a competent child welfare workforce. Part of that challenge is insuring that entering staff are equipped with adequate practice in working with actual clients under realistic agency conditions. Preparation in the form of high quality supervised field work has a beneficial effect on workforce retention, as demonstrated by the excellent CalSWEC retention rate of its MSW graduates, all of whom have experienced field practice as well as classroom preparation ( California Social Work Education Center, 2007). Conclusion the importance of integration of theory and practice in social work CalSWECs Title IV-E Program, noted as a national model for agency-university partnerships in social work education, is at a crossroads. National economic forces that threaten the operation and staffing of social services agencies throughout the country now threaten the Programs capacity to supply its students with the kind of high quality field experience they require to become effective child welfare social workers. In this climate, schools of social work may need to reconfigure the university-agency relationship, develop more field -centered education, and re-assert the community-based origins of the profession (Glassman, 2008). Schools of social work need to consider the possible benefits of creating rotating field sites, developing new agency forms for the purpose of education, and modifying existing agency structures to integrate service, education and research more effectively ( Reisch Jarman-Rohde, 2000). Recommendations: For the large and diverse state of California, a number of different models may need to be devised for conducting field education and building placement capacity to accommodate regional needs and resources. Rather than a reactive, crisis-based response to changing economic conditions the following set of recommendations are proposed to move forward: Initiate a multiyear CalSWEC initiative to develop a systematic, long-term structural plan for creating and sustaining high quality field placement opportunities statewide. The initiative would encompass the following: Engage agency directors and university faculty in dialogue to examine regional needs and resources then develop field placement models that meet the regional needs and resources. Models may include rotating field sites, field units and unified content and competency development that will be operated by agency and university partners, at pilot sites designed to address particular regional needs. Through careful pilot development, test the efficacy of the models. Leverage the university/county/CDSS partnership