Reflective journal Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Reflective journal - Research Paper Example Nonetheless, I was pleased at being able to widen my area of experience and I had a positive outlook at joining the hospital. The use of the fieldwork learning framework helped me a lot in the previous placements that I had undergone so I used it to set my goals and the targets I would achieve while undergoing this hospital placement. I find this framework is especially useful in setting ones goals as it helps one apply both personal and professional resources that are available in order to continually develop a persons skills in the work place (Larkin & Hamilton, 2010). The continuous cycle allows one to go back reevaluate the progress that they have made as well as examine the different aspects that have room for improvement. The main goals I set for myself were to improve my manual hand skills as well as my documentation and interviewing skills. I spent the first day familiarizing myself with my surroundings and getting to know the other members of the staff and I got the opportunity to meet with my supervisor and formally introduce myself. I was formed on what my role as an Occupational therapist in the hospital would be and that we would mainly be focusing on the Oncology and General Surgery areas although there were many other areas that Occupational therapists could be involved in. I was a bit nervous as my knowledge on Oncology was not as thorough as I would have liked it to be and I hoped that things would go well but as the fieldwork learning framework suggests, learning is a continuous process that happens over time (Larkin & Hamilton, 2010). Once we began working, I was amazed at how busy the hospital was and the number of patients that we met on just the first day. I now believe that this plac ement will be harder than my previous ones but all in all I truly enjoyed my first day at the hospital. I have now finished my first week in the hospital and I have found it to be continually challenging. I have had to deal

Clyfford still Essay Example | Topics and Well Written Essays - 250 words - 1

Clyfford still - Essay Example The artist’s feelings are also on the surface as it is clear that Still sympathized with those people and he is also very sad that some people had to live in such conditions. It is also possible to assume that the artist feels that the American society cannot be called a just one, as there are so many poor people who do not enjoy equal rights and do not have equal opportunities with the rest of Americans. As far as I am concerned, the painting made quite a strong impression on me. The first thing that caught my eye was the hands (as well as feet) of the man and the woman. It is clear that very poor people are depicted. The hands can be regarded as a symbol of hard work and large feet can symbolize distances that these people have to cover. I felt sorrow for the couple who had to work very hard day after day. My sad feelings were enhanced by the posture of the couple. The man and the woman are absolutely devastated. I almost felt their weariness. I assume that these two people are not only tired of the work, they are also tired of their lives. The man and the woman are dreaming and I feel they do not have any dreams as they have no enough powers to create any images in their heads, since they are too tired. Finally, one element attracted my special attention. The horseshoe, which is the symbol of good luck, can be regarded as a symbol of hope in the painting. The couple could hope that they might someday overcome their difficulties and live a happy and prosperous life. However, I do not feel that there is any hope for the two people. Unfortunately, when I am looking at the painting, I can only see despair and endless suffering of the couple as well as millions of other people all over the

Title IX Legislation Analysis

Title IX Legislation Analysis Title IX for South Suburban Bulldogs Athletic Department Introduction I. Brief History of Title IX A. Title IX Defined B. The Test C. Equal Pay Act II. Understanding Title IX Athletics Compliance Introduction A. Title IX Coordinator III. The Participation A. Athletics Team for Purposes of Title IX B. Athletics Participant for Title IX Purposes C. The Test IV. Athletic Benefits Opportunities A. The Laundry List Resources to Educate Athletic Staff to Advance Compliance with Title IX A. List of Resources Introduction Our goal is to commit to institutional control by establishing an organization that is operating in full compliance. Title IX law was passed on June 23, 1972 it was intended to end gender discrimination in education. Title IX offers women an equal athletic opportunity to participate in the sports and this law also applies to all educational programs that receive federal funding, and to all aspects of a schools educational system (Weight Zullo 2015, pg.84). An athletic director must make sure that the athletic department as a whole maintains compliance integrity with Title IX or the school may lose its federal funding as well as be brought up on legal allegations. I. Brief History of Title IX A. Title IX Defined No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance (Weight Zullo 2015, pg.84). B. The Test An athletic program can be considered gender equitable when the participants in both the men and women sports programs would accept as fair and equitable the overall program of the other gender. No individual should be discriminated against on the basis of gender, institutionally or nationally, in intercollegiate athletics(Weight Zullo 2015, pg.84). C. Equal Pay Act No covered employer shall discriminate between employees on the basis of sex by paying wages to employees in such establishment at a rate less than the rate at which he pays wages to employees of the opposite sex in such establishment for equal work on jobs the performance of which requires equal skill, effort and responsibility, and which are performed under similar working conditions (www.ncaa.org). II. Understanding Title IX Athletics Compliance Introduction The conduct by a university that violates Title IX is sexual harassment, the failure to provide equal opportunity in athletics, and discrimination based on pregnancy. Title IX is enforced by the U.S. Department of Educations Office for Civil Rights along with several compliance enforcement offices throughout the United States. An Athletic Director must have full understanding of Title IX and the educational institutions role in implementing the law which will make the assessment phase meaningful. According to NCAA Title IX policy any educational intuition that receives federal funding must designate at least one employee to coordinate its efforts to comply and carry out the responsibilities under Title IX law and if an educational intuition does not appoint a Title IX coordinator they are failing to comply with Title IX and may face consequences of noncompliance which can include the possibility of losing federal funding for educational programs. (www.ncaa.org). The athletic director can maintain full control of the department when working with Title IX coordinator to stay updated on guidelines or new rule changes to the policy (www.ncaa.org). A. Title IX Coordinator Title IX Coordinator has a responsibility to fully understand Title IX, oversee compliance, development, and implementation of grievance procedures, and the intake, investigation, and resolutions of complaints of noncompliance. The information of Title IX Coordinator must be available to students and employees and this contact information is required on all recruiting materials published by the covered university (www.ncaa.org). III. Participation A. Athletics Team for Purposes of Title IX When assessing compliance in the area of athletics participation, it is first necessary to determine what teams count. The sport test is designed to determine whether programs or activities outside those sponsored by the NCAA such as mens rowing also qualify for inclusion when determining equity. B. Athletics Participant for Title IX Purposes A school must determine what the number of male and female athletics participants. The Policy Interpretation and 1996 Clarification defines a participant as one who receives the institutionally sponsored support normally provided to athletes competing at the institution involved. C. The Test 3Prong Test (1) provide participation proportionate to enrollment(2) show history and continuing practice of program expansion for underrepresented sex; or 3) fully accommodate underrepresented sex. Two-Part Test: 1) provide equivalent levels of competition (2) show upgrade of competitive levels (Mabry 2013, pg.503). IV. Athletic Benefits Opportunities A. The Laundry List Title IX regulations require that institutions provide equal athletics opportunities for members of both sexes. In order to determine whether or not a school provides equivalent athletics benefits and opportunities the Office for Civil Rights (OCR) will review the following laundry list of treatment issues (Weight Zullo 2015, pg.89). Provision and maintenance of equipment and supplies Scheduling of games and practice times Travel and per diem expenses Opportunity to receive tutoring and assignment and compensation of tutors Opportunity to receive coaching, and assignment and compensation of coaches Provision of locker rooms, practice and competitive facilities Provision of medical and training services and facilities Provision of housing and dining services and facilities Publicity Support services Recruiting Resources to Educate Athletic Staff to Advance Compliance with Title IX As an athletic director the first responsibility is to create a fully complied Title IX sports department. Our athletes as well as staff will be advised on all Title IX policies, procedures rules and regulations. Staff heads will keep updated checklist on all things that pertain to Title IX procedures, attend trainings workshops and weekly newsletters to stay current with all changes of Title IX. Each department head will get a copy of the resources listed below so that there is ongoing awareness about all subjects as it pertains to Title IX. The Title IX Coordinator in conjunction with Athletic Director will continue to measure each department on the merits of the 3 prong test. A. List of Resources 1979 Title IX Intercollegiate Athletics A policy interpretation by the Department of Educations Office of Civil Rights (OCR) on Title IX and intercollegiate athletics (feminist.org). 2010 Intercollegiate Athletics Policy Clarification The Three Part Test part three (PDF) A clarification letter from the OCR withdrawing the 2005 additional clarification on the three part test part three, and all related documents accompanying it (feminist.org). Equity Assistance Centers Funded by the U.S. Dept. of Education 2011-2014 http://www2.ed.gov/programs/equitycenters/contacts.htmlContact the Civil Rights Act Title IV Equity Assistance Center serving your state. These centers provide technical assistance, training and resources on education equity issues related to gender, race, and national origin to state departments of education, local educational agencies, and schools upon request (feminist.org). National Collegiate Athletic Association (NCAA) Gender Equity http://www.ncaa.org/gender_equity and http://www.ncaa.org/lgbt NCAA is a voluntary membership organization through which the nations colleges and universities govern their athletics programs (feminist.org). The Legislative Services Database (LSDBi) is a useful tool for looking up bylaws and bylaw interpretations, which are published responses to specific questions about NCAA guidelines. The LSDBi has the advantage of being updated continuously throughout the year (Weight Zullo 2015, pg.78). Conclusion The Department of Educations Office of Civil Rights created three paths to demonstrate compliance with Title IX. A university will not have to worry about any violations of Title IX when they continue to operate within the margins that the percentages of male and female athletes are about the same as the percentages of male and female students enrolled at the school , that the school has a history and a continuing practice of expanding athletic opportunities for female students, and finally even though it is not offering its female students substantially proportionate opportunities to play sports, the school is nonetheless fully meeting female athletes interests and abilities (Weight Zullo 2015, pg.89). The goal is not to create an atmosphere of tension but of compliance and awareness to all student athletes and staff members. References Ladda, S. (2012). Examining Title IX at 40: Historical Development, Legal Implications, and Governance Structures. Presidents Council on Physical Fitness Sports Research Digest, 13(2), 10-20. Mabry, A. M. (2013). Title IX: Proportionality and walk-ons. The University of Memphis Law Review, 44(2), 497-522. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/1510497892?accountid=28180 Spengler, J., Anderson, P., Connaughton, D., Baker, T. (2010). Introduction to Sport Law. Champaign, IL: Human Kinetics Publishers. Retrieved on March 6, 2107, From http://www.gallup.com/poll/7663/what-americans-see-title-ixs-future.aspx Weight, E. A., Zullo, R. (2015). Administration of intercollegiate athletics. Champaign, IL Human Kinetics. Retrieved on 3/09/17 From http://www.feminist.org/sports/ATHLETICS%20AND%20TITLE%20IX%20RESOURCES_09202013.pdf Retrieved on 3/09/17 From https://www.ncaa.org/sites/default/files/Title_IX%2BCoordinators%2B%2BNCAA%2Bresource%2B2011.pdf Title IX Legislation Analysis Title IX Legislation Analysis ARGUMENT I. Deference should not extend to an opined unpublished agency letter because it does not carry the force of law. [WS1] The United States Department of Educations Office for Civil Rights (OCR) letter presented here should not be awarded deference because the regulation letter argues that the interpretation the language of Title IX is ambiguous. Title IX provides that, no person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program that receives Federal financial assistance. 20 U.S.C. ÂÂ § 1681(a); accord 34 C.F.R. ÂÂ §106.1 (emphasis added). OCR issued their letter challenging the interpretation of language on the basis of sex under Title IX, challenging it on the basis that it is not clear as it relates to gender identity. In support of OCRs letter, respondent proffers the legal standard accorded under Auer v. Robbins. There, the Court afforded controlling deference to an agency letter in form of a legal brief by the Secretary of Labor interpreting the language of regulations with regard to overtime pay under Federal legislation. Auer v. Robbins, 519 U.S. 452, 463 (1997). While Auer accords agencies the highest level of deference when interpreting their own regulations, such deference is only warranted in situations where regulatory language is ambiguous, unless the language is plainly erroneous or inconsistent with regulation. Id; see Chevron, U.S.A., Inc. v. Nat. Resources Def. Council, Inc., 467 U.S. 837, 843 (1984);Mission Group Kansas, Inc. v. Riley, 146 F.3d 775 (10th Cir. 1998; Stinson v. United States, 508 U.S. 36, 45, 113 S.Ct. 1913, 123 L.Ed.2d 598 (1993) (quoting Bowles v. Seminole Rock Sand Co., 325 U.S. 410, 414, 65 S.Ct. 1215, 89 L.Ed. 1700 (1945)). Here, the same level of deference to OCR would be inappropriate because OCR interprets language found under Title IX. Title IX is not an agency regulation, but rather federal law, and deference to an agencys interpretation of its regulation is warranted under Auer v. Robbins only when the regulations language is ambiguous, and that is not the case here. Christensen v. Harris County, 529 U.S. 576, 588 (2000) (emphasis added). As such, giving deference to an agencys interpretation of federal law is unwarranted. II. Language under Title IX is unambiguous and clear in its definition of sex. Title IX is clear as to its language, prohibiting discrimination of the basis of sex. When turning to past precedent, many courts have defined the term sex as the biological sex assigned to the person at birth. Johnston v. Univ. of Pittsburgh of Com. System, 97 F.Supp.3d 657, 670 (W.D.Pa. 2015); Frontiero v. Richardson, 411 U.S. 677, 686, 93 S.Ct. 1764, 36 L.Ed.2d 583 (1973). Here, Title IX is clear in its plain language that sex means to be construed as a persons biological sex rather than the gender they identify with. In fact, Title IX makes no mention at all of gender identity anywhere within its language as to be construed as anything but biological sex. We hold a narrow view of the statutory term sex due to its construction under legislative history. Johnston, 97 F.Supp.3d at 677. Because of prior precedent that holds a narrow meaning to the language under Title IX as it relates to sex, and the lack of reference to a persons perceived gender identity, we have to continue to construe on the basis of sex as meaning a persons biological sex and not gender identity. III. Respondent is not likely not to succeed on the merits because Petitioners restroom policy does not violate Title IX. The District Court did not abuse its discretion denying Petitioners preliminary injunction, because Petitioner had a discretionary right under Title IX to implement its bathroom policy. Schools are allowed to provide separate toilet, locker room, and shower facilities on the basis of sex. 34 C.F.R. ÂÂ §106.33 (emphasis added). They may do this so long as such facilities provided for students of one sex shall be comparable to such facilities provided for students of the other sex. Id. After adopting the restroom policy in dispute, Petitioner installed three single-stall restrooms throughout Gloucester High School. R.21. They also raised doors and walls around the bathroom stalls, and installed partitions between urinals, in an effort to minimize the exposure individuals may experience in restroom facilities. Id. While these new policy measures were put in place, it by no means restricted the very nature of using the restroom facilities, but rather imposed an adherence to using separate facilities that correspond with a persons sex at birth. As such, Respondent was by no means denied the right to use the bathroom, nor was he encouraged or mandated to hold it in, but rather designated a separate restroom facility for convenience. Id. Respondent chose to avoid using the restroom in its entirety while present at school and as a result developed painful urinary infections and discomfort because of that choice. Id. Petitioner had every right under the scope of Title IX to enact its restroom policy, and in doing so, provided all students with an alternative facility that may be used by anyone and everyone, at any time. Its purpose was designed to accommodate everyone, including those, such as Respondent, who suffer from gender identity issues, and therefore Petitioner did not act in violation of Title IX. IV. Petitioners policy does not discriminate because it is within its authority under Title IX. Petitioners policy does not discriminate against Respondent because the plain language of Title IX does not prohibit discrimination on the basis of gender identity. Johnston v. Univ. of Pittsburgh of Com. System, 97 F.Supp.3d 657, 673 (W.D.Pa. 2015). To establish a prima facie case of discrimination under Title IX, Respondent must allege (1) that he was subjected to discrimination in an educational program; (2) that the program receives federal assistance; and (3) that the discrimination was on the basis of sex. Id. at 674; accord Bougher v. Univ. of Pittsburgh, 713 F.Supp. 139, 143-44 (W.D.Pa.1989). Here, Respondent cannot demonstrate that he was discriminated against based on sex. In dissecting the language under Title IX, the phrase on the basis of sex is construed to refer to a persons biological and anatomical sex assigned at birth. Title IX does not prohibit discrimination based on gender identity, nor does it even refer to such language within the legislature. Here, however, there was no discrimination under either light. With regard to Respondents gender identity, Petitioner expressed immediate support when Respondent informed officials that he was transgender from the very beginning. R.11; R.16. Subsequently, school officials immediately changed Respondents name in the official school records and began referring to him using only male pronouns. R.16. Furthermore, Respondent was permitted to use the boys restroom for almost two months before community concerns became vocal. R.17. Here, not only was Petitioner sensitive to Respondents requests and needs, but they were more than accommodating to ensure that Respondent felt comfortable within his educational environment. Petitioners restroom policy took into consideration both community and Respondents concerns. Ultimately, the policys intent is to increase both safety and privacy of all students so everyone feels as comfortable as possible using the restroom facilities. By providing all students with the option of an alternative, private single-stall restroom, the school sought to address everyones concerns of privacy. As such, the policy is, in and of itself, inclusive, not discriminatory, and Respondent cannot state such a claim. V. The restroom policy is motivated by a substantial interest. Petitioners restroom policy is motivated by a substantial interest to increase privacy and safety of all students. Petitioner implemented said restroom policy with the scope of addressing the entire communitys concerns, including Respondents, and provide an alternative solution to the dispute set forth. In Johnston, a transgender university student brought suit against the University of Pittsburgh-Johnstown for his expulsion on the basis of discrimination, following failure to comply with the universitys bathroom policy. Johnston, 97 F.Supp.3d at 664. There, the university argued that the reasoning behind their policy of segregating its bathroom and locker room facilities on the basis of birth sex is substantially related to a sufficiently important government interest.' Johnston, 97 F.Supp.3d 657 at 669; accord Glenn v. Brumby, 663 F.3d 1312, 1316 (11th Cir.2011) (quoting Cleburne v. Cleburne Living Ctr., Inc., 473 U.S. 432, 446-47, 105 S.Ct. 3249, 87 L.Ed.2d 313 (1985)). Further, they reasoned that their policy was needed to ensure the privacy of its students to disrobe and shower outside of the presence of members of the opposite sex, which was widely upheld by courts for this reason. Johnston, 97 F.Supp.3d 657 at 669; see Etsitty v. Utah Transit Auth., 502 F.3d 1215, 1224 (10th Cir.2007). Similarly, here, Petitioner inherently undertakes the administrative duty to protect the safety and privacy interests of all their students as an educational body, particularly here because, the students are minors, rather than adults, as in Johnston. Linnon v. Commonwealth, 287 Va. 92, 752 S.E.2d 822, 826 (2014). For this reason, Petitioner has a substantial interest in protecting the safety and privacy of the minor children in its care. Moreover, all students have the right to privacy proscribed under the Constitution, and collectively, those rights outweigh the interests claimed by Respondent. Lee v. Downs, 641 F.2d 1117, 1119 (4th Cir. 1981). [WS1]Insert roadmap here under the first sub-issue and then continue with your argument

Sir Isaac Newton Essays -- Biographies

Isaac Newton Isaac Newton was one of the greatest scientists of all time. He is best-known for his discovery of the law of universal gravitation and the laws of motion. Much of modern science is based on the understanding and use of his laws. Isaac Newton was born on Christmas Day, 1642, in the small English town of Woolsthorpe. His father, a farmer, died shortly before Isaac was born. When the boy was three years old, his mother remarried and moved to another town. Isaac stayed on at the farm in Woolsthorpe with his grandmother. After attending small country school, he was sent at the age of twelve to the Kings School in the near by town of Grantham. At first Isaac was a poor student. He cared little for school work, perferring to paint, make kites, write in notebooks, or invent toys. He made no friends. Silent and dreamy, he was at the bottom of his class. Oddly, it was a savage kick by a school bully that caused Newton's great mind to awaken. The mild, dreamy boy flew into a rage and beat the other boy thoroughly. Isaac determined to beat the bully in school work as well. Soon Isaac was at the head of his class. In 1656 Newton's stepfather died. His mother returned to Woolsthorpe to take care of the farm left by Newton's father. But she could not manage the farm by herself. Isaac was taken out of school and brought home to help her. As a farmer, Newton proved to be a dismal failure. He neglected the necessary chores and thought only of books to study and mechanical things to make. There are many stories about him at that time that show how absent minded he was becoming. One day while he was leading a horse, the animal slipped its bridle and ran away. ... ...ly called the Principia, after its Latin title. Many scientists think its the most important scientific book ever written. It contains Newton's famous three laws of motion. It also contained his law of universal gravitation. This law applies not only to heavenly bodies. It also explains why a baseball drops from your hand to the ground and why a particle of dust settles on a bookshelf. During later years Newton served his country in Parliament, as well as in other ways. In 1703 he was elected president of the Royal Society, and in 1705 he was knighted by Queen Anne. Isaac Newton died in 1727. He was burried in Westminster Abbey, among the great men of England. His statue stands today in the hall of Trinity College, Cambridge University. Bibliography: David C. knight. "isaac Newtons, Mastermind of modern Science" Groiler inc. Canada, 1969.

King Lear Paper Essay

Shakespeare’s play King Lear documents the life a man who experiences a dramatic shift in worldview. The main character, King Lear, begins the play as a self-centered, proud, and materialistic man who cares less about his family than his reputation. By the end of the story, Lear is a humbled man who cares for his family more than his previously precious power. Lear’s strife broke him down until he was finally able to let go of his old perceptions and adopt a better outlook on life. Shakespeare chronicles Lear’s change from selfish to caring throughout the course of the story, and shows how the hardest of times can actually bring out the best in a person. Lear’s old worldview places more importance on superficial, material things than on sincere and important values. At the beginning of the play, Lear was very concerned with maintaining his vast wealth, status, and power. When Lear was dividing up his kingdom among his three daughters, he gave the most land to the daughters who flattered him the most. Lear welcomed the flattery because it made him feel like a strong and powerful king. When Lear’s eldest daughters, Goneril and Regan, flattered him the most, Lear split the kingdom between them because they made him feel powerful. Lear completely disregarded and actually disowned his youngest daughter Cordelia because she refused to falsely over-flatter the king. Cordelia was just being honest in her modest praises of the king, but Lear wanted to hear more about how great of a ruler he was. So, when Cordelia didn’t make Lear feel big enough, he undermined even his so-called â€Å"strong† family values and disowned his favorite child. At this point in the play, Lear didn’t have a strong grasp on the important things in life, like genuine relationships or truthfulness and loyalty. King Lear tells Cordelia’s prospective husband to â€Å"†¦leave her, sir; for, by the power that made me, I tell you all her wealth† (1.1.207) Lear means that Cordelia is not worth anything anymore because she has inherited no land in the kingdom. This goes to show how much importance Lear places on material possessions, because he calls his daughter worthless when she owns no land. King Lear’s humbled worldview at the end of the play is miles different than from the materialistic worldview he abided by before. Throughout the course of play, Lear’s troubles taught him to value people more than physical things. Lear ended up losing all of his land, money and power- the three things that were most important to him at the start of the story. Lear was left with nothing that made him the man his old ideals told him to be, so he had to shift his values to fit his new predicament. This shocking change forced Lear to humble himself and focus on the lasting things in life, namely relationships. As the play unfolded, Lear felt more and more remorse for disowning Cordelia, because he realized how important family really was. Lear said of his regret, â€Å"I am a very foolish fond old man† (4.7.24). He came to realize his prior choice to place more importance on false flattery than strong family ties was a sad mistake. In an attempt to right his past wrongs, Lear changed his philosophy to one that cared more about maintaining strong relationships than an impressive reputation. This new philosophy was one that cared more about Cordelia than Goneril, Regan, and their ensemble, because Cordelia was a genuine and honest girl. The new philosophy explains why King Lear spent so much time at the end of his life apologizing to Cordelia and trying to spend time with her. Lear knew that Cordelia was the most virtuous woman in his life, so he sought to deepen his relationship with her. This new philosophy made Lear a loyal, honest, and humbled man- very different than the Lear in the beginning of the play. Lear’s new philosophy benefitted him by making him a more moral person, and it benefittied those around him because everyone got to interact with a much more pleasant Lear. Shakespeare intentionally wrote King Lear’s change from the old philosophy to the new philosophy to teach the reader a lesson about human nature. Lear was extremely proud at the beginning of the play, and the burning fire of his hubris was fueled by the gasoline of his wealth, power, and status in the kingdom. Not until Lear was robbed of all of his physical possessions and meaningless status did he start to care about more important things. Lear hit rock bottom as he wandered through the woods without love, land, money, power, or trust. Only when his material belongings failed him did Lear think to look for solace in wholesome ideals such as love, family closeness, and honesty. These things made up the new philosophy that Shakespeare revealed in King Lear by the end of the play. The adoption of this new worldview somewhat redeemed the King’s unforgivable actions taken at the beginning of the play, and made him a more lovable and virtuous man. Shakespeare obviously favored the new Lear over the old, selfish Lear; this is a comment on human nature in general. Proud and superficial people have to experience hard times in order to experience the cathartic cleansing that allows them to refocus their priorities in life. Lear went through just such an experience, and he became a better man because of it. King Lear is a character that many readers of Shakespeare can relate too. Lear had his priorities in life very confused. At first, he valued things that weren’t important, such as land, money, and power. When Lear was robbed of these things, he realized just how unreliable it is to place so much importance on physical items that can easily be taken away. What really matters in life are relationships, honesty, love, and morals. Lear learned this after he lost everything. He realized that he could be happy even without anything physical to comfort him, because many times the most important things in life can’t be seen. This new philosophy of Lear’s carried his through the hard times he experienced in the play and allowed him to die happier than he would’ve had he still followed the old philosophy. Lear’s shift in perspectives is an example that Shakespeare encourages everyone to follow in order to live the most genuine and satisfying life possible.

Essay about change Essay

Period 5 Change can be a journey for everyone because the world is constantly changing and we have to adapt to these changes. Sometimes change can be a good thing, like getting a promotion at work. Sometimes change is disappointing or sad, such as a close family member dying. Either way, change is something that happens to everybody all the time. I think that in this era more things are changing more rapidly. This generation has to adapt to many changes in culture and our society. Because things change so rapidly, sometimes you need a chance to slow down and live in the moment. In this essay, I will explore how change is a journey that everyone takes. The first word in the Change category is â€Å"forward.† I think the word can inspire people to change their lives for the better. When you think about the word â€Å"forward†, you picture aptitude and change for a better world. Moving forward in life is about being passionate in what you do. People who don’t have a passion for anything lead boring lives. To move forward you also have to have lots of positive experiences. Being positive is always good for you because if you are negative you can’t have the outlook on life that positive people have. I think the word â€Å"forward† can apply to me because I try to stay positive and passionate in life. The next word that I can apply to my life is â€Å"excitement.† Everyone loves to be excited, because it’s the opposite of being bored, and your brain does not like to be bored. I think that excitement can fuel the brain to do things it would not be capable of in boredom. A lot of life is about being excited. Excitement relates to change because to make any major changes in life you have to be excited, or positive, about what you do. I think the word relates to my life because I am not usually bored. I try to stay emotionally active at all times. The final word I will discuss is â€Å"possibility.† Possibilities in life only come to those who can adapt to changes in the world. People who can find  niches in life and make a profit from them know how to adapt and make possibilities for themselves. Change and possibilities are similar because when things change new possibilities always arise from them. People can apply the word possibility to their lives because possibility is vital to your success as a person. To conclude, nearly everything in life revolves around constant change. A modern example is the stock market, where nothing is really permanent. Another example is death, a natural process of change. Changes also happen within people. As a person grows up and matures, his or her personality changes greatly. â€Å"There is nothing permanent in life except change,† said the philosopher Heraclitus. Some call change or variety â€Å"the spice of life.† Change is the very nature of being. Every new day is different from the previous day. Tides come and go. Sometimes a whole river changes its course. Changes that take place in nature we have little or no control over. However, changes in our personal lives can be manipulated to some extent, and if you’re careful, it can turn out well for you. Change is just a fact of life, and in order to be successful, you must learn to adapt to changes.

Global Financial Crisis Essay Example

Global Financial Crisis Essay Example Global Financial Crisis Essay Global Financial Crisis Essay Global Financial Crisis Name: Course: Date: : Global Financial Crisis The recent global financial crisis affected the growth of major economies around the world. The United States, for example, had to grapple with a growing deficit, negative growth rates and rising unemployment levels. Recently, some great economic minds together with the IMF gathered to address the effects of the global financial crisis. They identified several crucial lessons that we can derive from the crisis and brainstormed on how to avoid such crises in the future. According to some economists who attended the conference, there were many lessons to learn from during that period on the effectiveness of economic policy. Robert Solow cited one such lesson; he said that the use of monetary policy in the regulation of financial policy had reached it limits. Monetary policy had failed and was no longer a reliable measure for fixing major financial crises. He added that the education system was not producing enough skilled workers necessary for the maintenance of a buoyant economy. Another economist, Joseph Stiglitz mentioned the inability of economic models to predict or provide solutions for the economic crisis. There is a need to review the models used in analyzing economic situations since the existing ones had failed. He also referred to the use of deficit policies. The global crisis enlightened policy makers on the importance of deficit spending in addressing financial problems. Michael Spencer, another participant, also chided the government fo r enacting policies that focused solely on inflation. During the conference, they proposed several ways and policy issues through which we can get the global economy to accelerate growth and withstand such crises. Robert Solow proposed the adoption of fiscal policy in addressing financial crises. The credit mechanism should be enforced. The financial system should be induced to extend money to investors in order to boost economic growth. He also called for a review of the education system so that it focuses on providing skilled training and the incorporation of employers’ ideas while designing the education system. Stiglitz, on the other hand, called for a replacement of the dollar system with a global currency system. This, he said, will stimulate global growth. He also called for a regulation of the banking system to limit bank sizes and eliminate policy that guarantee the rescuing of banks in crisis. Spencer called on emerging markets to enact policy that will ensure equitable income distribution across vulnerable groups. Anot her participant, Otmar Issing called on banks to desist from providing excess liquidity as this causes an inflationary pressure on the economy. Participants in the conference were able to come up with practical economic ideas that can help revive the global economy after the financial crisis. They also provided intelligent ideas on how we can create economies that can withstand the adverse effects of a global financial crisis. References International monetary Fund. (2011). IMF Videos. New Ideas For a New World . ( Retrieved from http:// imf.org/external/mmedia/view.aspx?vid

Operation Sea Lion (Invasion of Britain) in WWII

Operation Sea Lion (Invasion of Britain) in WWII Operation Sea Lion was the German plan for the invasion of Britain in  World War II  (1939-1945) and was planned for sometime in late 1940, after the Fall of France. Background With the German victory over Poland in the opening campaigns of World War II, leaders in Berlin commenced planning for fighting in the west against France and Britain. These plans called for the capture of ports along the English Channel followed by efforts to force Britains surrender. How this was to be accomplished quickly became a matter of debate among the German militarys senior leadership.  This saw Grand Admiral Erich Raeder, commander of the Kriegsmarine, and Reichsmarschall Hermann Gà ¶ring of the Luftwaffe both argue against a seaborne invasion and lobby for various types of blockades aimed at crippling the British economy. Conversely, the army leadership advocated for landings in East Anglia, which would see 100,000 men put ashore. Raeder countered this by arguing that it would take a year to assemble the shipping required and that the British Home Fleet would need to be neutralized.  Gà ¶ring continued to argue that such a cross-channel effort could only be made as final act of an already victorious war against Britain. Despite these misgivings, in the summer of 1940, shortly after Germanys stunning conquest of France, Adolf Hitler turned his attention to the possibility of an invasion of Britain. Somewhat surprised that London had rebuffed peace overtures, he issued Directive No. 16 on July 16 which stated, As England, in spite of the hopelessness of her military position, has so far shown herself unwilling to come to any compromise, I have decided to begin to prepare for, and if necessary to carry out, an invasion of England...and if necessary the island will be occupied. For this to succeed, Hitler laid out four conditions that had to be met to ensure success. Similar to those identified by German military planners in late 1939, they included elimination of the Royal Air Force to ensure air superiority, clearing of the English Channel of mines and the laying of German mines, the emplacing of artillery along the English Channel, and preventing the Royal Navy from interfering with the landings. Though pushed by Hitler, neither Raeder or Gà ¶ring actively supported the invasion plan. Having taken serious losses to the surface fleet during the invasion of Norway, Raeder came to actively oppose the effort as the Kriegsmarine lacked the warships to either defeat the Home Fleet or support a crossing of the Channel. German Planning Dubbed Operation Sea Lion, planning moved forward under the guidance of Chief of the General Staff General Fritz Halder. Though Hitler had originally desired to invade on August 16, it was soon realized that this date was unrealistic. Meeting with planners on July 31, Hitler was informed that most desired to postpone the operation until May 1941. As this would remove the political threat of the operation, Hitler refused this request but agreed to push Sea Lion back until September 16. In the early stages, the invasion plan for Sea Lion called for landings on a 200-mile front from Lyme Regis east to Ramsgate. This would have seen Field Marshal Wilhelm Ritter von Leebs Army Group C cross from Cherbourg and land at Lyme Regis while Field Marshal Gerd von Rundstedts Army Group A sailed from Le Havre and the Calais area to land the southeast. Possessing a small and depleted surface fleet, Raeder opposed this broad front approach as he felt it could not be defended from the Royal Navy. As Gà ¶ring began intense attacks against the RAF in August, which developed into the Battle of Britain, Halder vehemently attacked his naval counterpart, feeling that a narrow invasion front would lead to heavy casualties. The Plan Changes Bowing to Raeders arguments, Hitler agreed to narrow the scope of the invasion on August 13 with the westernmost landings to be made at Worthing. As such, only Army Group A would take part in the initial landings. Composed of the 9th and 16th Armies, von Rundstedts command would cross the Channel and establish a front from the Thames Estuary to Portsmouth. Pausing, they would build up their forces before conducting a pincer attack against London. This taken, German forces would advance north to around the 52nd parallel. Hitler assumed that Britain would surrender by the time his troops reached this line. As the invasion plan continued to be in flux, Raeder was plagued by a lack of purpose-built landing craft. To remedy this situation, the Kriegsmarine gathered around 2,400 barges from around Europe. Though a large number, they were still insufficient for the invasion and could only be used in relatively calm seas. As these were gathered in the Channel ports, Raeder continued to be concerned that his naval forces would be insufficient to combat the Royal Navys Home Fleet. To further support the invasion, a myriad of heavy guns were emplaced along the Straits of Dover. British Preparations Aware of German invasion preparations, the British began defensive planning. Though a large number of men were available, much of the British Armys heavy equipment had been lost during the Dunkirk Evacuation. Appointed Commander-in-Chief, Home Forces in late May, General Sir Edmund Ironside was tasked with overseeing the islands defense. Lacking sufficient mobile forces, he elected to construct a system of static defensive lines around southern Britain, which were backed by the heavier General Headquarters Anti-tank Line. These lines were to be supported by a small mobile reserve. Delayed and Cancelled On September 3, with British Spitfires and Hurricanes still controlling the skies over southern Britain, Sea Lion was again postponed, first to September 21 and then, eleven days later, to September 27. On September 15, Gà ¶ring launched massive raids against Britain in an attempt to crush Air Chief Marshal Hugh Dowdings Fighter Command. Defeated, the Luftwaffe took heavy losses. Summoning Gà ¶ring and von Rundstedt on September 17, Hitler indefinitely postponed Operation Sea Lion citing the Luftwaffes failure to obtain air superiority and a general lack of coordination between the branches of the German military. Turning his attention eastward to the Soviet Union and planning for Operation Barbarossa, Hitler never returned to the invasion of Britain and the invasion barges were ultimately dispersed. In the years after the war, many officers and historians have debated whether Operation Sea Lion could have succeeded. Most have concluded that it likely would have failed due to the strength of the Royal Navy and the Kriegsmarines inability to prevent it from interfering with the landings and subsequent re-supply of those troops already ashore. Sources Cruickshank, Dan. â€Å"History - World Wars: The German Threat to Britain in World War Two.†Ã‚  BBC, BBC, 21 June 2011â€Å"Operation Sealion.†Ã‚  History Learning SiteDunkirk evacuation, Operation Sealion and the Battle of Britain.  The Other Side

Causes of Different Types of Crimes

Causes of Different Types of Crimes Deviant behaviors are those behaviors that society does not like because the society does not see the behavior as a normal behavior for that society. Like gay marriages or cross dressers. Deviant behavior that is criminal is when the behavior becomes harmful to those in the society. Like murdering a person. A behavior that is criminal but not deviant would be driving under the influence or being intoxicated in public. A behavior that is deviant but not criminal would be a teenager with piercings and tattoos all over their body. A behavior that is both deviant and criminal would be spousal abuse. Society determines which behaviors are deviant and which are criminal. Governments or even individuals can convince local authorities that a deviant act is criminal or vice versa. Criminal laws vary because the laws are imposed by the local authorities so the laws will be different from city to city, state to state, or even town to town. Criminologists utilize three primary sources of data t hat provide information on the nature and extent of crime. Identify and explain each of these three different sources of crime data. Also, assess the strengths and weaknesses of each source. Finally, provide an example of a research question that a criminologist may be interested in examining and then explain which source of crime data the researcher would need to utilize to answer his/her question. The three primary sources of data that can provide information on the nature and extent of crime are (1) crimes that get reported to the authorities, this includes the uniform crime reports and the national incident based reporting system (2) victimization surveys which includes the national crime victimization survey and (3) the self-report surveys that include the monitoring the future studies. The uniform crime reports are recorded by the FBI and include all the crimes that have been reported to the authorities and how many arrests are made. The report that the FBI makes is sectioned out by city and county by the most serious crimes that occurred. These are called â€Å"part I crimes and part II crimes† Part I crimes include things like rape, robbery and burglary whereas part II crimes include sex crimes and other types of crimes not defined in the part I crimes. A strength for the UCR is the way that the data is collected makes the UCR a good indicator of patterns in crime. A weakness for the UCR is that many crimes are not reported to authorities and therefore do not get counted. The national incident based reporting system goes a step further than the UCR does in that it requires local authorities to provide a report of the arrest that includes details of the incident and also information on the victim and the criminal. These reports are sent to the FBI for only certain offenses that include not only the offenses that the URC covers but also includes white collar crimes and drug offenses. A strength of the national incident based reporting system is th at it includes more details on the crimes than the UCR does which will hopefully improve how accurate the crime data is. A weakness of the NIBRS is that it only reports crime that have been reported to authorities it does not include crimes that have taken place but not reported by the victim.

Merit system raises vs. Performance raises Essay

Merit system raises vs. Performance raises - Essay Example Key steps are the main reason to have resulted in the expansion and estimated increase of the annual monetary value contrary to the reduction of annual monetary in the field (Bernanke, 2006). Firstly, the expansion of services of the Agency to South Carolina, secondly, the acquisition of Family Resources, Inc. of Beaufort, SC, which also resulted in staff increase. Finally, it is the strategies that are followed to sensor the environment for needs and adapt to provide solutions following even a restructure in organization hierarchy or proper use of information (Choo, 2001). Growing Home Southeast complied with the former by monitoring client needs to increase productivity and acquiring new skills. Growing Home Southeast is recommended to adopt the merit raise program to further increase productivity. The merit pay program is based on salary increase according to employee productivity and effectiveness (Silva, 1998). As one increases so does the other. Salary increments are not removed if productivity reduces employees therefore, are constantly motivated to achieve high performance. Bearing in mind such a payment program, it is implied that the selling product is appealing to the customer; not even the best marketing approaches can guarantee effective purchases of an indifferent product. Merit pay system is a performance-based system falling under this wider category.

Critical Thinking Argument Paper Assignment Example | Topics and Well Written Essays - 500 words

Critical Thinking Argument Paper - Assignment Example Age has never been an indicator of a person’s ability to produce results. While at the workplace, employees should be assessed basing on their capability to produce results but not on their age. There is no logic in an argument suggesting that, if the elderly are employed, the younger generation would lack the opportunity to work in organizations. In fact such a view is an argument in fallacy. Workplace principles demand that each and every employee should be treated fairly at his/her place of work. The elderly employees at the workplace have the right to employment just like the young. The principles of nondiscrimination at the place of work, therefore, form basic components of the human rights. Such rights should only be ignored if there is proof that continued employment of a particular person results in no significant benefit for the organization he/she works for. In order to fulfill the provisions in the principles that govern workplace discipline, an aged person may be replaced by a younger person only when the aged lacks the manual strength or concentration to effectively perform his/her roles. Discriminatory practices at the workplace affect the economy negatively regardless of the specific gains that may be realized by an organization that engages in such discrimination. Discrimination may result in relevant skills being disposed off. Such disposal may result in losing skills that would have contributed uniquely to the success of the organization. Some aged workers may have a great experience in the running of matters at the workplace which may not be the case with the young employees. In such situations age discrimination may result in organizations incurring economic losses. This in turn results in jobs being matched to workers in an inefficient manner and thus wastage of talents. The participation of the elderly in activities at the workplace results in correct matching of jobs with workers

Global Warming Research Paper Example | Topics and Well Written Essays - 2250 words

Global Warming - Research Paper Example Also, carbon dioxide has the tendency to stay in the atmosphere for long periods of time. Contrastingly, water vapor usually condenses easily or evaporate based on the prevailing weather situations. As such, water vapor can change faster to the current weather conditions in such a way that energy emitted from the sun and the heat radiated back into the atmosphere from the surface of the earth achieve an equilibrium. Carbon dioxide behaves like a controlling factor because its volume in the atmosphere stays relatively constant. Through emission of more carbon dioxide into the atmosphere, the point at which equilibrium is attained is at much higher temperature and water vapor volume. Carbon dioxide emission is highly linked with human activities, thus the claim that human being contribute considerably to global warming (Maslin, 2002). It is believed that human beings have raised carbon dioxide concentration in the atmosphere by approximately thirty percent, which presents a very big in crease. The most common human activity that is related with this significant increase of carbon dioxide in the atmosphere is burning of fossil fuels. Changes in the proportions of various carbon isotopes in atmospheric carbon dioxide that are related with anthropogenic discharges also points at human beings as major contributors of the global climate change (Bennett, 2010; Valsson, 2006). The burning of fossil fuels for electricity production, transport as well as from heating and cement production, all contribute to increase in the amount of carbon dioxide in the atmosphere by approximately 22 billion tons per annum. Electricity generation and other sources contribute only a third of the... Global warming Global warming is a serious challenge for mankind as well as all creatures on earth. There have been changes in global climate in recent times posing huge concerns among many scientists. Global warming has mainly been attributed to human actions such as discharging excess CO2 into the atmosphere through combustion of fossil fuels, deforestation and population explosion among others. However, global warming skeptics have disowned the idea of global warming and cited natural causes of the situation that is now attributed mainly to mankind. There are numerous effects of global warming such as rise in sea level, extreme weather change, intensified storms and hurricanes, health impacts and reduced food supply. Human beings can do a lot to stop global warming. People can use clean energy sources, reduce garbage accumulation and conserve water in order to prevent continued spread global warming. One of the most significant impacts of global warming is the increase in sea level. As temperature increases, ice melts. Global warming causes considerable amounts of ice to melt at the ice caps at the North and South poles. This feeds oceans with extra water. Increasing temperatures can cause massive melting of ice, thus causing dramatic rise in the level of sea water (Haldar, 2011). Scientist postulate that the level of sea water could increase by approximately 1.4 m. Consequently, coastal plains will be flooded or simply submerged in the surging water volume. A considerable portion of the global population lives along the coastline.

Race and Your Community Research Paper Example | Topics and Well Written Essays - 1000 words

Race and Your Community - Research Paper Example The basic reason for this is that racial diversity in many parts of the world is becoming commonplace including my own neighborhood. Racial diversity and tolerance has become increasingly essential for ones growth in the society we live in. This paper looks into various influences of race in my community in Atlanta, GA. Discussion Living in America as an African American is not easy and the case is not any different in Atlanta. I am currently employed at South Fulton Medical Center where people of all races converge for their medical needs. I therefore have a deep understanding of all the aspects that surround people of different races. It is however important to appreciate that people of all races, African Americans, Caucasians, Hispanic etc seem to have similar values and beliefs (Sanjek & Gregory, 1994). My family values were that all people are equal in the eyes of God and we should see all as equal. Racism in my community is not a big problem but it is a cause for concern. When I was a small child I remember that all children played games together irrespective of ones race. We even played video games, went out together and even had sleepovers. I remember also with delight how we used to be punished by our friends’ parents who were of different race and my parents would take it as a normal act of instilling discipline in all of us. The basic discipline revolved around respecting elders, one another and oneself. The level of insecurity at our neighborhood was at par with some of the best of the affluent communities but there were still some racial differences. The media in Atlanta is one that tries to capture all issues as they are irrespective of characters involved. What matters to them is the story at the end of the day and to keep all people irrespective of race, glued to the various stations. College games are at the forefront in media coverage together with many other activities. The media has for a long time tried to identify with people of all races by capturing all that is in the offing without being biased (Hartmann & Cornell, 2007). The media in Atlanta therefore offers a good platform for Black Americans like me, Caucasians, Hispanic and others to be showcased in whatever they do. Leadership in Atlanta especially in my community represents the racial diversity in the city and its environs. People have come here from all parts of United States and abroad and it is surprising to see that even people who were immigrants are leading in various departments and areas in the city (Solomos & Goldberg, 2002). Examples are the department heads in my workplace; they are 20% Black Americans, 45% Caucasians and the rest take 35%. Many of these posts are not elected but appointed which indicates that the level of racial segregation is low in my neighborhood and workplace as compared to other states in the US. This was however not the case when my parents were young as almost all the posts of leadership, political or otherwise, wer e occupied by Caucasians. It is therefore the wishes of leaders to ensure that this outfit is abolished by treating all people as equals. Minority groups to a large extent are appreciated in my community. There has been a growing trend of Atlanta picking liberalism and becoming an all-rounded city. According to Bagby (May 2010), examples are the gay community in the city who are mostly found in Midtown, black Americans, Hispanic and Asians. For one to appreciate that these people’

How does the mobile phone affects the relationship between parents and Essay

How does the mobile phone affects the relationship between parents and children - Essay Example This study examined the relationship between duration of adolescents’ technology use and the relationship with their parents and in this regard three types of technology were considered namely, computers, cell phones and video games. These findings were attributed to the fact that adolescents more commonly use cell phones than the internet to maintain a good relationship with their parents. Therefore, it is possible that cell phones aid parent-teen closeness as it allows them to stay in touch when they are not together. Also, most adolescents reported spending relatively little time playing video games. That may be why video games did not impact their relationship with parents. As technology evolves, its everyday purpose is becoming increasingly common, especially among successive generations due to its indisputable benefits, especially of better communication. With upcoming methods of communication and sharing information emanating every day, come the shortcomings of a world hectic with technology. A recent article in the New York Times suggests that the infatuation with technology and cell phones in particular is taking away from face-to-face social interactions (Blackman, 2010). In -person communication seems to be deteriorating as people are increasingly connected wherever they are through their computers and cell phones or enthusiastic on video games instead of engaging in conversation with the people around them. For the purposes of this study technology was categorized into three namely, cell phones, computers and video games. Computer use includes the use of the internet, both online and offline activities including social networking, doing homework and playing games. Cell phone use in addition to talking and texting includes new capabilities of cell phones such as internet related activities and also playing games. Video games refer to all kinds of gaming platforms outside of computers and cell phones,

Occupational Health And Safety Management Essay

Occupational Health And Safety Management - Essay Example In the above context the present study observes the Hazards management of a building construction work site in a residential area. The study identifies the work process of the construction work site, types of hazards during the work process and controlling measures adopted for the identified hazards. Not only that the findings observed in the study are to be correlated and analyzed in the context of south Australian government statutes and existing implications on Occupational safety hazard management system for the effective utilization of the resources. As a relevant place to the purpose of the study, the building construction in the area XYZ was identified as a potential source for the information as it uses modern ways of construction techniques and has relevant working patterns for the observation. The study was carried by direct visit to the XYZ work site. The information on the types of hazards is being analyzed through the discussions with the workers and site inspectors. The information on techniques and safety measures adopted are taken from the site inspectors, Health and safety officer, Building contractors and higher authorities of local government. Findings of the direct visit to the work site: The direct visit to the XYZ has designed in such a way to extract the very key information in regard to the OSHMS practice, and the observed findings are as follows: Working process: The XYZ construction is a multi storied building site, with work in progress to observe the process and to discuss the essentials with the worksite workers. In the work area the workers are involved in the occupations like, masonry works with load carrying, working from heights, plumbing, carpentry works, electrical works, etc., Masonry work: The work process of masonry involves construction of walls, ceiling and floor including 3 or 4 workers working at a same time. Workers are observed to carry the loads of bricks and cement mixture in wheelbarrows to the worker who actually works on the wall construction. The person who is working on the construction of wall is found to be on ladder with all daagjga Types of Hazards observed in work site area: The main types of probable hazards are occurring at the site are observed under 2 categories: 1. Physical Hazards 2. Chemical Hazards. I. The physical hazards: These are the one, which are visible as well as have visible and instant effect on the victims. The following types of hazards are observed in this category. a. Slip/Trip/Fall: There is a high degree of risk observed to occur through these types of hazards, as the work associated with these is carried in a time constraints depending on the machinery and unpredictable weather Falling of workers from High places Accidents in Moving of loads Falling of tools & construction supplies Slipping on watery surface Tripping down of heavy machinery Slipping of ladders from supported wall to floor b. Stuck by: Usually the driver has to

How does the mobile phone affects the relationship between parents and Essay

How does the mobile phone affects the relationship between parents and children - Essay Example This study examined the relationship between duration of adolescents’ technology use and the relationship with their parents and in this regard three types of technology were considered namely, computers, cell phones and video games. These findings were attributed to the fact that adolescents more commonly use cell phones than the internet to maintain a good relationship with their parents. Therefore, it is possible that cell phones aid parent-teen closeness as it allows them to stay in touch when they are not together. Also, most adolescents reported spending relatively little time playing video games. That may be why video games did not impact their relationship with parents. As technology evolves, its everyday purpose is becoming increasingly common, especially among successive generations due to its indisputable benefits, especially of better communication. With upcoming methods of communication and sharing information emanating every day, come the shortcomings of a world hectic with technology. A recent article in the New York Times suggests that the infatuation with technology and cell phones in particular is taking away from face-to-face social interactions (Blackman, 2010). In -person communication seems to be deteriorating as people are increasingly connected wherever they are through their computers and cell phones or enthusiastic on video games instead of engaging in conversation with the people around them. For the purposes of this study technology was categorized into three namely, cell phones, computers and video games. Computer use includes the use of the internet, both online and offline activities including social networking, doing homework and playing games. Cell phone use in addition to talking and texting includes new capabilities of cell phones such as internet related activities and also playing games. Video games refer to all kinds of gaming platforms outside of computers and cell phones,

Essay on Eiffel Tower Essay Example for Free

Essay on Eiffel Tower Essay In 1889, Paris hosted an Exposition Universelle to mark the 100-year anniversary of the French Revolution. More than 100 artists submitted competing plans for a monument to be built on the Champ-de-Mars, located in central Paris, and serve as the exposition’s entrance. The commission was granted to Eiffel et Compagnie. Eiffel, an architect and metal expert, receives full credit for the monument that bears his name but it was one of his employees—a structural engineer named Maurice Koechlin—who came up with the concept. Several years earlier, the pair had collaborated on the Statue of Liberty’s metal armature. Originally intended as a temporary exhibit, the Eiffel Tower was almost torn down in 1909. City officials opted to save it after recognizing its value as a radiotelegraph station. Several years later, during World War I, the Eiffel Tower intercepted enemy radio communications. It escaped destruction a second time during World War II. Over the years, the Eiffel Tower has been the site of numerous high-profile stunts, ceremonial events and even scientific experiments. The Eiffel Tower has also inspired more than 30 replicas and similar structures in various cities around the world. Now one of the most recognizable structures on the planet, the Eiffel Tower underwent a major renovation in 1986 and is repainted every seven years. It welcomes more visitors than any other paid monument in the world—an estimated 7 million people per year. Fulgence Bienvenà ¼e, an engineer at Ponts et Chaussà ©es, created the project, which was adopted by the Municipal Council on 9 July 1897. Work started on 4 October 1898. Line 1, which opened on 19 July 1900, connected the Porte de Maillot to the Porte de Vincennes and provided a service to the summer Olympic Games organised in the Bois de Vincennes. Parisians immediately loved this new means of transport. In 1901, Fulgence Bienvenà ¼e planned an additional network of lines which would not leave any point in Paris more than 500 metres from a metro station. Work quickly began on lines 2 and 3 and then 4 and 5, etc. The first six lines were opened to the public in 1910. Immediately prior to the First World War, the 91km-long network included 10 lines and carried 467 million travellers. The following decade saw the network continue to grow, in particular through the extension of the lines to the suburbs (lines 1, 12, 9, 11, etc.). During the Second World War, several lines were exten ded despite the shortage of electricity.

Animal Intelligence and Evolution of the Human Mind

Animal Intelligence and Evolution of the Human Mind The human brain lacks conspicuous characteristics-such as relative or absolute size-that might account for humans superior intellect. Researchers have found some clues to humanitys aptitude on a smaller scale, such as more neurons in our brains outermost layer. Human intelligence may be best likened to an upgrade of the cognitive capacities of nonhuman primates rather than an exceptionally advanced form of cognition. Subtle refinements in brain architecture, rather than large-scale alterations, make us smarter than other animals. As far as we know, no dog can compose music, no dolphin can speak in rhymes, and no parrot can solve equations with two unknowns. Only humans can perform such intellectual feats, presumably because we are smarter than all other animal species-at least by our own definition of intelligence. Of course, intelligence must emerge from the workings of the three-pound mass of wetware packed inside our skulls. Thus, researchers have tried to identify unique features of the human brain that could account for our superior intellectual abilities. But, anatomically, the human brain is very similar to that of other primates because humans and chimpanzees share an ancestor that walked the earth less than seven million years ago. Accordingly, the human brain contains no highly conspicuous characteristics that might account for the species cleverness. For instance, scientists have failed to find a correlation between absolute or relative brain size and acumen among humans and other animal species. Neither have they been able to discern a parallel between wits and the size or existence of specific regions of the brain, excepting perhaps Brocas area, which governs speech in people. The lack of an obvious structural correlate to human intellect jibes with the idea that our intelligence may not be wholly unique: studies are revealing that chimps, among various other species, possess a diversity of humanlike social and cognitive skills. Nevertheless, researchers have found some microscopic clues to humanitys aptitude. We have more neurons in our brains cerebral cortex (its outermost layer) than other mammals do. The insulation around nerves in the human brain is also thicker than that of other species, enabling the nerves to conduct signals more rapidly. Such biological subtleties, along with behavioral ones, suggest that human intelligence is best likened to an upgrade of the cognitive capacities of nonhuman primates rather than an exceptionally advanced form of cognition. Smart Species Because animals cannot read or speak, their aptitude is difficult to discern, much less measure. Thus, comparative psychologists have invented behavior-based tests to assess birds and mammals abilities to learn and remember, to comprehend numbers and to solve practical problems. Animals of various stripes-but especially nonhuman primates-often earn high marks on such action-oriented IQ tests. During World War I, German psychologist Wolfgang Kà ¶hler, for example, showed that chimpanzees, when confronted with fruit hanging from a high ceiling, devised an ingenious way to get it: they stacked boxes to stand on to reach the fruit. They also constructed long sticks to reach food outside their enclosure. Researchers now know that great apes have a sophisticated understanding of tool use and construction. Psychologists have used such behavioral tests to illuminate similar cognitive feats in other mammals as well as in birds. Pigeons can discriminate between male and female faces and among paintings by different artists; they can also group pictures into categories such as trees, selecting those belonging to a category by pecking with their beaks, an action that often brings a food reward. Crows have intellectual capacities that are overturning conventional wisdom about the brain. Behavioral ecologists, on the other hand, prefer to judge animals on their street smarts-that is, their ability to solve problems relevant to survival in their natural habitats-rather than on their test-taking talents. In this view, intelligence is a cluster of capabilities that evolved in response to particular environments. Some scientists have further proposed that mental or behavioral flexibility, the ability to come up with novel solutions to problems, is another good measure of animal intellect. Among birds, green herons occasionally throw an object in the water to lure curious fish-a trick that, ornithologists have observed, has been reinvented by groups of these animals living in distant locales. Even fish display remarkable practical intelligence, such as the use of tools, in the wild. Cichlid fish, for instance, use leaves as baby carriages for their egg masses. Animals also can display humanlike social intelligence. Monkeys engage in deception, for example; dolphins have been known to care for another injured pod member (displaying empathy), and a whale or porpoise may recognize itself in the mirror. Even some fish exhibit subtle kinds of social skills. Behavioral ecologist Redouan Bshary of the University of Neuchà ¢tel in Switzerland and his colleagues described one such case in a 2006 paper. Bony fish such as the so-called cleaner wrasse (Labroides dimidiatus) cooperate and remove parasites from the skin of other fish or feed on their mucus. Bsharys team found that bystander fish spent more time next to cleaners the bystanders had observed being cooperative than to other fish. Humans, the authors note, tend to notice altruistic behavior and are more willing to help do-gooders whom they have observed doing favors for others. Similarly, cleaner wrasses observe and evaluate the behavior of other finned ocean denizens and are more willing t o help fish that they have seen assisting third parties. From such studies, scientists have constructed evolutionary hierarchies of intelligence. Primates and cetaceans (whales, dolphins and porpoises) are considered the smartest mammals. Among primates, humans and apes are considered cleverer than monkeys, and monkeys more so than prosimians. Of the apes, chimpanzees and bonobos rank above gibbons, orangutans and gorillas. Dolphins and sperm whales are supposedly smarter than nonpredatory baleen whales such as blue whales. Among birds, scientists consider parrots, owls and corvids (crows and ravens) the brightest. Such a pecking order argues against the idea that intelligence evolved along a single path, culminating in human acumen. Instead intellect seems to have emerged independently in birds and mammals and also in cetaceans and primates. Heavy Thoughts? What about the brain might underlie these parallel paths to astuteness? One candidate is absolute brain size. Although many studies have linked brain mass with variations in human intelligence [see High- ­Aptitude Minds, by Christian Hoppe and Jelena Stojanovic], size does not always correlate with smarts in different species. For example, clever small animals such as parrots, ravens, rats and relatively diminutive apes have brains of modest proportions, whereas some large animals such as horses and cows with large brains are comparatively dim-witted. Brain bulk cannot account for human intelligence either: At eight to nine kilograms, sperm and killer whale brains far outweigh the 1.4 kilograms of neural tissue inside our heads. As heavy as five kilograms, elephant brains are also much chunkier than ours. Relative brain size-the ratio of brain to body mass-does not provide a satisfying explanation for interspecies differences in smarts either. Humans do compare favorably with many medium and large species: our brain makes up approximately 2 percent of our body weight, whereas the blue whales brain, for instance, is less than one 100th of a percent of its weight. But some tiny, not terribly bright animals such as shrews and squirrels win out in this measure. In general, small animals boast relatively large brains, and large animals harbor relatively small ones. Although absolute brain mass increases with body weight, brain mass as a proportion of body mass tends to decrease with rising body weight. Another cerebral yardstick that scientists have tried to tie to intelligence is the degree of encephalization, measured by the encephalization quotient (EQ). The EQ expresses the extent to which a species relative brain weight deviates from the average in its animal class, say, mammal, bird or amphibian. Here the human brain tops the list: it is seven to eight times larger than would be expected for a mammal of its weight. But EQ does not parallel intellect perfectly either: gibbons and some capuchin monkeys have higher EQs than the more intelligent chimpanzees do, and even a few pro ­sim ­ians-the earliest evolved primates alive today-have higher EQs than gorillas do. Or perhaps the size of the brains outermost layer, the cerebral cortex-the seat of many of our cognitive capacities-is the key. But it turns out that the dimensions of the cerebral cortex depend on those of the entire brain and that the size of the cortex constitutes no better arbiter of a superior mind. The same is true for the prefrontal cortex, the hub of reason and action planning. Although some brain researchers have claimed in the past that the human prefrontal cortex is exceptionally large, recent studies have shown that it is not. The size of this structure in hu ­mans is comparable to its size in other  ­primates and may even be relatively small as compared with its counterpart in elephants and cetaceans. The lack of a large-scale measure of the human brain that could explain our performance may reflect the idea that human intellect may not be totally inimitable. Apes, after all, understand cause and effect, make and use tools, produce and comprehend language, and lie to and imitate others. These primates may even possess a theory of mind-the ability to understand another animals mental state and use it to guide their own behavior. Whales, dolphins and even some birds boast some of these mental talents as well. Thus, adult humans may simply be more intuitive and facile with tools and language than other species are, as opposed to possessing unique cognitive skills. Networking Fittingly, researchers have found the best correlates for intelligence by looking at a much smaller scale. Brains consist of nerve cells, or neurons, and supporting cells called glia. The more neurons, the more extensive and more productive the neuronal networks can be-and those networks determine varied brain functions, including perception, memory, planning and thinking. Large brains do not automatically have more neurons; in fact, neuronal density generally decreases with increasing brain size because of the additional glial cells and blood vessels needed to support a big brain. Humans have 11.5 billion cortical neurons-more than any other mammal, because of the human brains high neuronal density. Humans have only about half a billion more cortical neurons than whales and elephants do, however-not enough to account for the significant cognitive differences between humans and these species. In addition, however, a brains information-processing capacity depends on how fast its nerves conduct electrical impulses. The most rapidly conducting nerves are swathed in sheaths of insulation called myelin. The thicker a nerves myelin sheath, the faster the neural impulses travel along that nerve. The myelinated nerves in the brains of whales and elephants are demonstrably thinner than they are in primates, suggesting that information travels faster in the human brain than it does in the brains of nonprimates. What is more, neuronal messages must travel longer distances in the relatively large brains of elephants and whales than they do in the more compact human brain. The resulting boost in information-processing speed may at least partly explain the disparity in aptitude between humans and other big-brained creatures. Among humans cerebral advantages, language may be the most obvious. Various animals can convey complex messages to other members of their species; they can communicate about objects that are not in sight and relay information about individuals and events. Chimpanzees, gorillas, dolphins and parrots can even understand and use human speech, gestures or symbols in constructions of up to about three words. But even after years of training, none of these creatures develops verbal skills more advanced than those of a three-year-old child. In humans, grammar and vocabulary all but explode at age three. This timing corresponds with the development of Brocas speech area in the left frontal lobe, which may be unique to humans. That is, scientists are unsure whether a direct precursor to this speech region exists in the nonhuman primate brain. The absence of an intricately wired language region in the brains of other species may explain why, of all animals, humans alone have a language that contains complex grammar. Researchers date the development of human grammar and syntax to between 80,000 and 100,000 years ago, which makes it a relatively recent evolutionary advance. It was also one that probably greatly enhanced human intellect.

Essay --

SOCI 201A: Professor Hyslop Francesca Surraco Social Theory Final Exam QUOTE #1: â€Å" †¦[the] worker is related to the product of his labor as to an alien object †¦ the more the worker exhausts himself, the more powerful the alien world of objects which he creates over and against himself becomes, the poorer he and his inner world become, the less there is that belongs to him as his own†. - Marx (Kamenka p. 134). In this quote, Karl Marx discusses his theory of alienation. This quote describes how capitalist the worker becomes alienated from the products they make, which further alienates them from aspects of their human nature mostly due to social stratification (bourgeoisie and proletarians). Their alienated work becomes a routine, mechanical activity directed by the bourgeoisie. The selected text in Kamenka this quote is from discusses the laws of political economy which examine how the â€Å"more wealth the worker produces the more his production increases in power and scope. The poorer he becomes the more commodities the worker produces the cheaper a commodity he becomes†. There was an example spoken in class, I believe of a blacksmith, which highlighted pre-capitalist working conditions. A blacksmith would own his own shop, set his own hours, determine his own working conditions, shape his own product, and have some say in how his product is bartered or sold. However, the prolet ariat under capitalism works in order to earn money to live. Despite the fact the worker puts their life into the product; they are alienated from their product that they no longer own. The capitalist has purchased the proletariat's labor-power in exchange for exclusive ownership over the proletariat's products and the profit made from the products. The pr... ...ident in this quote. In my personal opinion, I do believe Foucault’s argument, that knowledge and power are interconnected, is indeed valid mostly due to the fact that his argument is still relevant in terms of the power relations present in our society’s current institutions. This is exemplified by how the prison system is still run with heavy surveillance of prisoners even more so with the technological advances (Security cameras, computers for documentation and filing, etc†¦) that have occurred since the time period Foucault discusses. This quote ultimately reveals how members of society gain and maintain positions of power and further produce more knowledge by having knowledge, as exemplified by the penal system in our society discussed by Foucault. Work discussed: Foucault, Michel. Discipline and Punish: The Birth of the Prison. New York: Pantheon, 1977. Print.

Most historians recognise 1917 as the year in which the Harlem :: English Literature:

Most historians recognise 1917 as the year in which the Harlem renaissance began. The Harlem Renaissance. Today most historians recognise 1917 as the year in which the Harlem renaissance began. Three events lead to this. First was the publication of two poems by Claude McKay. Second was the opening on Broadway of three plays about black life by a white writer, Ridgely Thomas. These plays were remarkable not only because they were performed by black artists but because they contained none of the usual racial stereotypes. Finally, on the 28th of July Harlem experienced its first silent parade when ten to fifteen thousand blacks marched down 5th Avenue to protest against continued racial inequities. However the rich surge in African American arts and letters that took place around the 1920’s was not limited to just Harlem, nor even to New York City. Although, the intensity of the movement was in that city, and the sheer number of black writers, musicians, and scholars who lived and worked in Harlem has ensured that it is linked with the era. To understand the Harlem Renaissance it is necessary to appreciate both the changes that occurred within the African community and the cultural shifts that took place in American society as a whole during the 1920’s. For blacks the years during and after World War one were ones of increased militancy and racial pride. Phillip Randolph was struggling to organise black workers and a national campaign was actively promoting federal antilynching legislation. Although white society did not take these political movements particularly seriously, it did give considerable recognition to the large number of black writers, musicians and scholars who were emerging simultaneously. These figures being people like, Countee Cullen, James Weldon, Zora Neale Hurston, Wallace Thurman and Jean Toomer. All lived in Harlem and Langston Hughes described the area as a â€Å"great magnet for the negro intellectual, pulling him from everywhere.† Yet Harlem was a magnet not only for blacks, but also for whites eager to experience for themselves the glamour and escapism that its night-clubs seemed to promise. In many ways Harlem became a national symbol of the Jazz Age, a complete antithesis of Main Street and everything that the artists and cultural critics of the 1920’s rejected. Many Observers, black and white, hoped that this outburst of literary and artistic talent would help to ensure greater acceptance of blacks by American Society.

Importance of sports Essay

The importance of sports in the life of a young student is invaluable and goes much further than the basic answer that â€Å"it keeps kids off the streets.† It does in fact keep kids off the streets, but it also instills lessons that are essential in the life of a student athlete. Sports play a pivotal role in the makeup of a young athlete, especially in the middle school to high school years where student athletes are much more mature and mentally developed. Where else can a young, impressionable youth learn values like discipline, responsibility, self confidence, sacrifice, and accountability? Television, which may be the most influential tool in the lives of young adults, does not show enough of these qualities, nor is it on the Internet, or radio. Rather it is up to the parents, teachers, sports teams, clubs, and after school programs to help mold, develop, and instill these qualities into the lives of student athletes. I believe in order for this to happen, school sports programs must have a few components in place. The first thing they need is a good core of coaches that understand the great responsibility that is placed upon their shoulders to help shape and prepare these student athletes not only in sports, but in their everyday lives. Yes, I did say coaches, because it is a responsibility that lies on the shoulders of more than one person and it is going to take more than one person to help lead these student athletes to success. The second component also involves the coaches: It is the ability to capture the admiration and the trust of the athletes. This is crucial because if you can capture a person’s admiration and trust you can motivate them to perform at a higher level not only in sports, but also in their own lives. If you can get the athletes to believe in you and your philosophies you can begin to see significant changes in grades and behavior. It all starts with coaches that have a plan and methodology behind the principles they are teaching. As I said earlier, there is a great responsibility on the coaches to help young student athletes make a smooth transition into society. The third and I believe the most crucial of all is the support that comes from the community, and administration. This is very important because student athletes need to know they are appreciated and there is no greater way than for the community, booster club, and commissioners/treasurers to show that appreciation than to get involved in youth athletics. In order to accomplish this it’s going to take investment and the most valuable investments are  money and time. The more invested, the better the results. I can attest that there is no greater investment than the future of our young student athletes. When these things are in place, I believe student athletes will benefit and the results will be evident not only on the field, but long after they step off of it.

Identity and Belonging of Interracial Children

Author is going to discuss the topic of biracial/ interracial children in 21 century. It is very common topic at this stage as multiculturalism become more popular and spreading all around the globe. Multiculturalism is â€Å"global shifts of power, population and culture in the area of globalization and â€Å"post colonialism†, as nations around the world establish independence in the wake of the decline of Western empires.Globalization transforms previously homogeneous cities or regions into complex meeting grounds for different ethnic, racial, religious, and national groups, challenging the political and cultural system to accommodate this diversity†(Jay 2010, pp 1). It’s simply means the moving and mixing of the people of different race and religion all around the world. Multiculturalism has its ups and downs. In some way it is good that all people are mixing as in economic way countries are getting stronger when more educated people coming into politics.The recognition that society’s becoming multiethnic is not just about economics, people have understand that a lot of difficulties concerning ethnicity, identity and race has become an issue (Modood 2007). Raising biracial children arose from our observation that while the multiracial population is increasing we are missing a systematic understanding of the self and social identity development process among mixed race children (Rockquemore and Laszloffy 2005). Identity is about the understandings people maintain in relation to who they are, and what is important to them. There are two types of identity: self and social identity.Social Identity refers to the characteristic given to individual by others. Self identity refers to someone who is different from others or as a unique individual. Individual identities play an important role in forming a mature and healthy personality (Marcia 1980). Biracial children have particular difficult time during adolescence, due in part to lack o f a clearly defined social identity (McRoy and Freeman 1986). Children’s identity development is dependent on having a secure sense of who they are, where they come from, and how their families and communities accept them.The development for biracial children can be more complicated than those of single-race children. Biracial people develop a sense of identity on one of three ways. They can select one identity, a state called singular identity. They can develop a protean identity, where behavior and racial/ethnic identity varies by situation. Or they can decide not to be concerned with issues of racial / ethnic identity at all and take on a transcendent identity (Fisher and Lerner 2005). Biracial children are born from parents whose racial groups are different from each other.Children of dual heritage may have identity problems related to feelings of uncertainty surrounding their ethnicity. Biracial children in the midst of their identity formation, vulnerable as they contin ue to struggle in a culture that is still partially closed to them. Often interracial children can be negatively affected by feeling the pressure to take a single identity. Children are faced with problems that tend to produce reactions of guilt, insecurity, anxiety, and emotional instability.Biracial children would like to identify with both parents but find themselves torn between the loyalty they owe each parent. Since they cannot identity with both parents, the child feels resentment towards one or both parents while at the same time , they may feel guilty towards the parent with whom they do not identify (Clauss-Ehlers 2009). Children learn about race true their interaction with others. Major influence on development of identity has parents, teachers and social groups. Within the context of these interactions, they come to understand who they are in this world.Wardle (1989) says that today, parents assume one of three positions as to the identity of their interracial children. Some insist that their child is above all and that race or ethnicity is irrelevant, while others choose to raise their children with the identity of the parent of color. Another growing group of parents is insisting that the child have the ethnic, racial, cultural and genetic heritage of both parents. Biracial children pass through a series of stages in developing their sense of racial/ethnic identity.These stages are simply the development milestones that all children pass through, including color differentiation, racial awareness, self-and race awareness and personal evaluation (Johnson, 1992). Their sense of identity is also shaped by existing social categories that to some extent limit the perception of options that are available for racial definition. For example if child is half Afro-American and half Asian, if he or she has dark skin and have more look likes as African in the social world they will be accepted as African American , even thought child would consider different option.Tiger Woods is excellent example of it. When he was asked if it bothered him, the only child of a black America father and Thai mother, to be labeled African American. He answered ‘yes’. Woods created acronym â€Å"Cablunacian†, to reflect the fact that he is actually one eight Caucasian, one fourth black, one eight American Indian, and one half Asian (Rockquemore and Laszloffy 2005). All children form interracial marriages encounter problems identifying themselves and preserving their cultural heritage (Kerwin et al. 1993). Especially in adolescence time when children starts to identify who they are and where they belong to.It is very hard for them to identify them self’s because society tends to put people into convenient categories but biracial individuals do not belong to one. When growing up children might feel like second class individuals and be rejected. According to Wardle (1989), experts do not agree as to what the biracial child identity should be. Some believe an interracial child should have the identity of the parent of color because historically that has been the case, and also because society these children as having the identity of the parent of color.However, others have argued that the identity of any child is based on an accurate presentation of his or her true background. Life can be hard for biracial children as they are sometimes pegged as not â€Å"black† enough to hang with black kids, or not â€Å"white† enough to hang with the white children. So they are stuck between a rock & a hard place struggling to fit into a particular click. Fitting in is very important during this age & their self esteem can be severely crippled if they don’t find a group of friends they can relate with.Although now, society tends to more accept interracial individuals as they become more familiar with them and its becoming more and more common(Rockquemore and Laszloffy 2005). One more problem which famil y face is raising multi-racial child with religion. It is common that different religions are mixing, but this can lead to a lot of problems. Two marred individuals with different religion views might not experience any problems between them self’s but it is very important to raise child without any pressure. In bi-racial homes, it is prudent to celebrate festivals of both the partners.Both should try to understand the religion of the other and allow him or her to celebrate as per belief. The child should also be encouraged to learn both the religions and cultures and should be allowed to select between the two and to follow whatever he/she is comfortable with. Ethnicity and identity issues are not new to us, it is been around for many years and for as long as we live, we have to deal with these matters. There will forever be differences between us since we are born in different families, cultures, countries and different continents.Mixed race children face challenges. Resear ch indicates that biracial children embrace all the components of their heritage. Parents play a very important role in the child identity level because they spend most of their time with their children. Therefore, it is very important to provide biracial children positive role models. In a community where biculturalism is accepted, children do not experience any difficulties in growing up (Ladner 1984). Especially now day’s people have to understand and accept the fact that population of multicultural individuals is increasing.