The Effects Of The Society In The Black Community Case Study

The Effects Of The Society In The Black Community - Case Study Example The movie leaves the audience to ponder whether the young characters were truly morally responsible for their ultimate fate. Looking through the lens of Galen Strawson’s â€Å"Hard Determinism† the movie seems to prove the philosophy that no individual is truly responsible since it requires the ideal determination of the self. The film is based on the black community and the director uses several characters to portray the characteristics and the problems faced by society. Before the beginning of the film, the director supplies statistics, which states that their counterparts in the community kill most of the black males. The story is told through Tre Styles- the main protagonist in the film. Due to some problems in the school, he is moved to the black neighborhood of Los Angeles. His father Furious mentors him there and he is acquainted with two boys- Doughboy and Ricky. Furious is seen to have a conversation with Tre about sex and is seen to teach the importance of having precaution while having sex. The major plot in the film is the presence of the violent neighborhood of the black community and the violence within it. Most of the film revolves around the violence. There are minor plots in the film like the bias of culture in the testing procedures and the gentrification of the society. The Whites did no t take care of the problems faced by Blacks in society. Drug abuse is a minor subplot that underlines the narrative of the film. The film highlights how racial discrimination, lack of communal unity and lack of a neutral approach in all sectors were responsible for the ill fate of the Afro Americans. There are certain cases where the film shows some important incidents that underline the social structure in the country.

Branding Essay Example for Free

Branding Essay Case Study 1: Transaction pricing in a recessionary economy Our client is an FMCG major that sells its products across many large and small retailers. The client is facing pressure from one such large retailer to cut prices across brands and categories. The client is therefore losing money on several products. Our client would like to use analytics to bring in some science into the pricing decision. Our analysis should help the client decide what pricing strategies should be applied to each product. How would you approach this analysis? The data available is weekly price and volume data for all client brands at the retailer for a period of 2 years. Case Study 2: Managing extreme seasonality Our brand is a high end lifestyle brand, famous globally. They however, face an issue of seasonal sales, with over 60% of their sales coming in the holiday period. They would like to understand how best to ensure sales in non seasonal periods as well and make the sales curve more even. Data available includes volume and values sales and usage and attitude studies. Case Study 3: NPD (own label) at a supermarket chain A leading supermarket chain wants to expand its limited portfolio of RTE food products. Transaction data for the past 1 year is available. How would you go about understanding the type of products to be introduced? What is the launch strategy for the products chosen? Case Study 4: Acquisition vs New product development A food major in the market with no chips brand in its portfolio. A decision has been made at the board level to either acquire an existing brand or launch a new one in this space. You are in charge of implementing this. 1. How will you take the decision on acquisition vs. new product development? Which metrics would you evaluate, what analysis would you perform what data would you require? 2. If you decide to acquire a brand, how would you choose among the existing brands? What info do you require on each brand to make this call? a. Any intangible factors that would influence your valuation of existing brands? In case you decide to launch a new brand, how would you go about it? How would you decide the desired new brand characteristics and the associated marketing mix? Case Study 5: Analyzing brand performance A chips brand has recently been launched, but its performance has not been too good. The large promotional investments put in have not yielded lasting returns. You are told to investigate what’s wrong with the brand. 1. What data would you request to complete your investigation in this case? 2. Can you talk about your analysis roadmap in this scenario? What possible corrective actions would you suggest (you are free to make relevant assumptions on the diagnosis)? Case Study 6: Heritage brand with stagnating growth A very old chips brand (kind of like a heritage brand) is faced with stagnating growth. It continues to perform reasonably well on key equity parameters, and there is no decline compared to previous years. 1. How do you read the situation? What data would you require to make an accurate diagnosis of the issue? What are the potential corrective actions you would suggest? How would you decide between the various options?

Analysis of Eleanor Rigby :: Douglas Coupland

Eleanor Rigby is a story about a 30-something female who lives her life with a very conscious and accepting feeling towards to her complete loneliness. She never goes out beyond her daily work experience, which she begins by counting down to her predicted date of death. This seemingly perfect mirage of a life is broken when Liz receives a phone call from the hospital saying that she best come to the E.R. As she arrives she meets a charming young man who turns out to be her son Jeremy, who she gave up after a drunken one-night-stand in the 10th grade on a school sponsored trip to rome. Soon after being reunited with her son the doctors tell her that he has m.s. and that he doesn't have much time to life. Liz takes him home and begins to care for him, marking an incredible change in her life. As Jeremy's condition declines, Liz's attitude towards life progresses, and soon she finds herself in a journey to find Jeremy's father, and to find real meaning in life. Eleanor Rigby starts out slowly and in many instances you may be tempted to put down the book, so one may be able to shut distance themselves with Liz Dunn?s seemingly incessant whining. Yet as the novel progresses it is impossible not to feel compelled by the read. Coupland incorporates dark humor that drips off of every page leaving the reader satisfied. At times its hard not to read with a smirk on ones face. Yet the reality of the story is so real and just that the reader will find their minds wandering towards thoughts of the Liz in their life, or the liz in themselves. The theme is that the prescient knowledge of death exists not to discourage but to motivate one to acknowledge the shortness of life and to exist with the greatness any individual possesses. This is supported throughout the novel by many moments coated with loneliness and sorrow. and these moments seem to permeate all of what occurs. Liz seems to live off of this feeling of intense solitude and use it as an excuse to be mediocre in life. Only when Jeremy is introduced into her life does she begin to take on roles she should have been motivated to do so earlier, and only when his imminent death becomes a pressing factor does she realize why he is not a miserable person.

Philosophy Trinity Essay

Many philosophers have addressed and questioned the subject regarding the unity and trinity of God. Yahya Ibn Adi was a philosopher and a Monophysite scholar of the Arab Classical Period who has firmly given treatises of his own interpretation on this subject. This has caused manygfjkfgmngcccccccccccccccccccccccccccccccccccb scholars and other philosophers to critique his understandings and express their own viewpoints of Yahyah Ibn Adi’s philosophy on the unity and trinity of God. Emilio Platti in his article Yahya B. Adi And His Refutation Of Al-Warraq’s Treatise On The Trinity In Relation To His Other Works and Sidney H. Griffith in her article Commending Virtue And A Humane Polity In 10th Century Baghdad The Vision of Yahya Ibn Adi are two scholars who explored Yahya’s refutations. In their articles they discuss b a good indication to what Yahya’s belief was on the subject of unity of God. Many philosophers challenged his standpoints on the unity as well as the trinity resulting in Yahya to refute the situation. Two philosophers in particular who attributed Yahya’s treatises were Al-Kindi and and Al-Warraq. One of Al-Kindi’s reasoning for attributing Yahya’s treatise on the unity and trinity of vb the unity of God. Griffith explains how Yahya firmly asserts that â€Å" God is said to be ‘one’ in number in reference to his ‘substance, while in reference to his ‘quiddity’ or whatness’, which, according to Yahya, is essentially described as being ‘generous/good, ‘wise’, and ‘powereful’, he is ‘three’†4 In comparison with Griffith’s article, Emilio Pratti critiques how Yahya refutes to Al-Kindi’s attribution on treatise on the unity. Pratti believed that â€Å"To al Kindi, he underlies that the Christians say on the one hand, that the Creator is one, and that his quiddity is one, but they also say, on the other hand, that He is three, as far as He is good, wise and powerful.. †5 Pratti stresses that this is not a contradiction because we can use â€Å"one† in the sense of one in subject and many in definition. In Pratti’s conclusion, he raises the questions â€Å"b in different ways, based on what the Scriptures are saying to them? Why should God not be present in a human being, as we understand it from the Gospels? † Pratti closes his argument insisting that there is no indication that this would be impossible, he believes there are many indications that God can certainly expose himself as such Emilio Platti’s argued that when it came to Yahya’s refutations, he found his ideas to be offered in an unorganized and sometimes contradictory way. Platti also scolds how certain arguments by Yahya Ibn Adi’s may be given in a particular reply. In regards to how Yahya Ibn Adi responds to those who challenge his treatise, Pratti states that â€Å"†¦most of his apologetical works are written in the form of a rebuttal; he quotes, most probably in extensor, an already existing refutation of the Christians by a Muslim-or a refutation of the Jacobites by a Nesotrian – and replies paragraph by paragraph† (173) Pratti argues that this way of responding has several consequences. vcghaks about how Yahya replies to the philosopher Al-Kindi’s treatise on the unity. To al Kindi, he underlies that the Christians say on the one hand, that the Creator is one, and that his quiddity is one, but they also say, on the other hand, that He is three, as far as He is good, wise and powerful†¦.. Pratti asserts that this is not a contradiction for we Pratti raises the questions â€Å"Why should God not reveal Himself under the three aspects of his hypostases, designated by the Christians in different ways, based on what the Scriptures are saying to them? Why should God not be present in a human being, as we understand it from the Gospels? † Pratti concludes that there is no indication that this would be impossible, he believes there are many indications that God can certainly expose himself as such. Sidney H. Griffith discusses how Yahya refutes back to Al-Kindi†¦Griffith says â€Å"yahya ibn adi’s habit of quoting large portions of the texts of those with whose ideas he disagrees in his refutations of them that a significant portion of the lost work of an important comparative religionist in the early Islamic period, Abu Isa al-Warraq has survived, allowing a modern editor to bring out an edition of what he considers to be the major part of Abu Isa’s anti-Christian work. Griffith describes Yahya Ibn Adi’s unity of God to be.. Griffith describes how Yahyah Ibn Adi wrote a handful of apologetic texts of his own in the Kalam style defending the doctrine of Trinity. Griffith describes . yahya argues Al-Kindi challenged Yahyah Ibn Adi’s treatise as well. Yahya’s rebuttle was that â€Å"given the Muslim philosopher’s own description of God as simultaneously God as ‘one’ and as ‘substance, al-Kindi too faced a logical conundrum involving the notions of ‘one and ‘three’. †(89) Yahya further claims that Al-Kindi misused technical terms When it came to Yahya’s discussion of the Christian doctrinal formulae, he found that Al-Kindi misinterpreted and misused technical terms that were comprised in it. Yahya also clarifies that God is said to be ‘one’ in number in reference to his ‘substance’. Griffith goes forth to say that Yahya goes to considerable lengths to dispose of what he considers to be logically faulty definitions of the ‘one’. Yahya describes God of having three attributes which are goodness/generosity, wisdom, and power. When Yahya responds to other philosophers challenging his treatise, he speaks of the three divine attributes One philosopher in particular who challenged Yahya’s philosophy on the unity and trinity of God was al-Kindi. Al-Kindi’s reasoning for this was that he wanted to â€Å"challenge Christians for the unreasonableness of their al-talit on the foundation of â€Å"logic and philosophy, and more specifically on the grounds that their Trinitarian confession necessarlily involved the repulsive idea of introducing â€Å"composition (al-tarkib) into the God head† To sum up Al-Kindi’s response, he believed that the God, Jesus, and the Holy Spirit were not eternal. Griffith then describes Yahya’s reaction to this by stating that â€Å"Yahya argues that given the Muslim philosopher’s own description of God as simultaneously God as ‘one’ and as ‘substance’, al –Kindi too faced a logical conundrum involving the notions of ‘one and three. ;† Griffith also affirms that Yahya further found that al-Kindi misinterpreted and misused technical terms that were comprised in his argument about the unity of God. Griffith explains that Yahya asserts that â€Å" God is said to be ‘one’ in number in reference to his ‘substance, while in reference to his ‘quiddity’ or whatness’, which, according to Yahya, is essentially described as being ‘generous/good, ‘wise’, and ‘powereful’, he is ‘three’† This paper will demonstrate how two critics have formed and expressed their own understandings of Yahya’s treatise on unity and trinity of God. How yahya responds to other scholars attributes on his treatise. Many philosophers challenged Yahya Ibn Adi on his treatise on the unity and trinity of God. In Emilio Platti’s article, he critques how Yahya refutes to others about their attributions to his own works. This paper will demonstrate how two critics have formed and expressed their own understandings of Yahya’s treatise on unity and trinity of God. How yahya responds to other scholars attributes on his treatise. Many philosophers challenged Yahya Ibn Adi on his treatise on the unity and trinity of God. In Emilio Platti’s article, he critques how Yahya refutes to others about their attributions to his own works. In conclusion, it is evident that there are many ways to interpret Yahya Ibn Adi’s treatises on the unity and trinity of God. There are also numerous ways one can interpret how Yahya refuted back to his own critiques. Griffith and Pratti are two critics who certainly had similar interpretations of Yahya’s refutations.

Duffys poetry Essay

A critic has writ7ten that â€Å"Duffy’s poetry is primarily concerned with human failings†. To what extent do you feel this is true of ‘The Worlds Wife’? Refer to two or three poems in detail or range more widely through the whole collection. Carol Ann Duffy’s collection of ‘The Worlds Wife’ revolves a lot around the subject of human failings. Duffy’s use of everyday language allows her poems to be interpreted by everyone. In the collection of ‘The Worlds Wife’ she tackles serious issues such as gender, contemporary culture, alienation and social inequality. These themes allow her to writing to appeal to a contemporary audience and delivers key messages. The theme of arrogance is seen in several poems, in Mrs Icarus we see that she finds his arrogance unappealing and that she feels as if men feel they can defy the acts of God â€Å"he’s a total, utter absolute, Grade A pillock. † This is similar to Faust, who sold his sole to the devil in return for twenty-four years of unlimited pleasure, knowledge and power; he boasts â€Å"I spent the night being pleasured by a virtual Helen of Troy. † Dr Faustus’ lack of self control, ignorance and plain arrogance could be assumed to be a failing, although he lived a happy life his inhibitions to be successful he needed the aid of the devil therefore he was doomed from the beginning. Here we can see the obvious links between the two poems and how the two characters egotistical ways led to their failure. One interesting failure Duffy uses is seen in the poem ‘The Devils Wife’, Duffy interestingly splits this poem into six sections which all relate back to different themes, we see the value of a relationships, motherhood and repentance. The poem is written based on the background history of the Moors Murders, with the protagonist Myra Hindley and how she became besotted with sociopath Ian Brady. In the first part of the poem we as the readers see how Duffy, displays Hindley as being the ordinary office worker with a crush â€Å"I scowled and poured and sneered. I gave as good as good as I got till he asked me out† we can see that she was the one who initiated the whole relationship. The story changes â€Å"He entered me. † From this moment she was now his, this could be another failing that men have more control than women and she was just his puppet â€Å"he made me bury a doll. † Duffy uses an interesting metaphor here, she say â€Å"doll† instead of a child as a doll is thought to be a child’s toy and just a possession which they eventually no longer require. It ends with â€Å"I felt like this: Tongue of stone. Two black slates for eyes. Thumped wound of a mouth. Nobody’s Mam. † We can see that she has become so obsessed with him, her life has changed forever. Also we are able to identify another theme of motherhood, people were unable to understand how Hindley was able to commit the most abhorrent, sadistic and unforgivable crimes against children as women are associated with protective mother love. We then see that in the third part of the poem, Duffy uses a sonnet in an untraditional form; instead of it being the ordinary love poem, the lack of punctuation shows Hindley’s state of mind and she’s finally repenting and blaming Brady for all of the murders. The final part of the poem gives different forms of execution and she finally admits she was in fact the Devil’ wife. Although this poem is lengthy, the key themes all relate to the main subject of â€Å"human failings†, love is a key importance in this poem â€Å"He held my heart in his fist and squeezed it dry. † Here we can see that men are dominant in relationships and Brady was in control of Hindley, which could be deemed a failing. Also motherhood is a joyous gift in life and could be one of the most important things in life but Hindley displays apathy towards children and lets Brady control her life â€Å"I flew in my chains†¦where we’d buried the doll. † Finally we see another theme of repentance â€Å"Get me a Bible honestly promise you swear† but by the time she finally realised her mistakes it was too late. Another them used is Power, this could also be assumed as a failing. In Mrs Midas, in which she finds that everything her husband touches turns to gold; soon after she realises the marriage will not work because of her husband’s selfishness. â€Å"I thought of the Field of the Cloth of Gold and of Miss Macready. † Here we can see that her husband valued wealth above everything else, but it wasn’t until he accidently touched his daughter he realised the mistake of his greed that was his failing. In The Kray Sisters, Duffy subverts the original story by using female portrayals instead of men; the poem uses cockney slang which allows us as readers to interact more with the poem and makes it more believable. The Kray Twins ran a protective racket, and were well known ‘West End gangsters’. The poem actually displays the success of the twins and how they were feared among the streets. However interestingly this so-called respect may have given the Kray’s the authority they wanted â€Å"We wanted respect for the way we entered a bar, or handled a car, or shrivelled a hard-on with simply a menacing look† However ultimately this respect led to the demise of the twins and they may have ruled the west end during their time but landed themselves a life-sentence in prison. Was it really worth it? Respect and honour are meant to be earned with dignity not by threatening and violating people; therefore I think that although this poem contains positive connotations it ultimately displays a failing. Duffy’s collection of the Worlds Wife is an interesting selection of poems and it is clear that one of the major themes associated with the collection is Human Failings, although these are not seen clearly and not every persona fails the actions they carry out could be assumed as a failing. The ironical and satirical way Duffy writes displays the dark humour of The Worlds Wife we can see that Duffy tries to impersonate the wives of famous characters both factious and fictions.

History of Affirmative Action

History of Affirmative Action Free Online Research Papers In the 1960’s, President John F. Kennedy first introduced the term Affirmative Action, which he described it as, â€Å"the first step at taking extra measures to ensure integration in federally funded jobs.† Affirmative action policies are used to increase opportunities for minorities by favoring them in hiring and promotions, college admissions, and government contract awards. Minorities include any underrepresented group, especially one depending on race, gender or ethnicity. Those deprecating affirmative action believe that it is unfair to discriminate against members of one group today to compensate for discrimination against other groups in the past. Today, affirmative action has become a very controversial issue among Americans, especially when it comes to college admissions. Universities are now making it harder for the majority (white males) to attend because of their emphasis on diversity. In Jim Huber’s cartoon Politically Correct, he appeals to patho s by using satire to tackle this highly controversial issue. It can most easily be inferred that Jim Huber believes that it is unfair that minorities receive favoritism in college admissions over whites. Huber’s primary intention of the cartoon is located on the surface. By casually reading the cartoon, it appears to be funny, but after analyzing and dissecting it, a deeper meaning can be found Policymakers fervently believe that more than three centuries of enslavement, oppression, and discrimination had so economically deprived African Americans that some mechanism had to be put in place that would at least allow them a fighting chance. Blacks were locked out of the highest paid positions and made considerably fewer dollars than their white counterparts in the same job. Moreover, the number of African Americans enrolling in the nation’s undergraduate and graduate school schools was extremely low. Affirmative Action is a vehicle to correct injustice. The original intent of Affirmative Action was not to provide jobs and other advantages to blacks solely because of the color of their skin, but to provide economic opportunities for those who are competent and qualified. D ue to a history of discrimination, even those with outstanding credentials were often locked out. As the years wore on, it was deemed necessary to add other minorities-such as Native Americans, Hispanics, and Asian Americans-as well as women to the list of those requiring affirmative action in order to achieve a measure of economic justice. Not knowing that his statement on equality would once apply to white males as well, Dr. Martin Luther King Jr. once preached, â€Å"one should not be judged by the color of their skin, but the content of their character.† Because those in the minority are showing steps towards advancement, many believe that affirmative action is no longer necessary. â€Å"The cry for affirmative action makes no sense if the goal is simply equal treatment before the law.† This reverse discrimination is not needed because of the increase of minority enrollment in top colleges and universities and also the advancement of them in the workplace. Those opposing affirmative action feel that it is unnecessary to screen students based on race, ethnicity or gender; and many college admissions boards are selecting students in the underrepresented groups over those who are more qualified. Many feel that selection criteria should be race neutral and colleges and universities should try to attrac t minority students by holding recruitment fairs in locations that are under-served. In addition, some believe that affirmative action deteriorates the self-esteem of minorities in our society because everyone believes that they only got where they are because of the law. Statistics indicate, 57% of African Americans oppose affirmative action, and 65% approve affirmative action based on income. Those in this category feel that preferences should go to the impecunious many with low income. In the world of competition: â€Å"fairness is in the eye of the beholder.† Many believe that affirmative action is a form of reverse discrimination; however, because of the small percentage of minorities attending four-year colleges compared with that of white males, those individuals in the majority still have a great chance of attending the school they wish to enroll in. In addition, contrary to what some may believe, â€Å"emphasizing diversity has not meant admitting unqualified students.† Colleges look for students who will create rich academic and social communities and have the best odds of success in college and their future careers. Colleges also look at different â€Å"academic, geographic, international, socioeconomic, athletic, public, and racial and ethnic,† backgrounds when selecting their students. Affirmative action helps qualified candidates overcome racism and sexism and it is estimated that â€Å"by the time todays college students are at the height of their careers, one-third of the population will be comprised of African Americans and Latinos/Latinas.† By leveling the playing field- affirmative action gives people of color and women the chance to compete in education and business. . . â€Å"White men hold 95% to 97% of the high-level corporate jobs† and without the institution of affirmative action, those in the minority would still face discrimination. The fact remains that, â€Å"if half of the people of color who are admitted to schools under affirmative action programs were cut, the acceptance rate of white males would only increase by 2%.† Almost all business leaders understand that affirmative action is necessary to develop a strong workforce. Not only do women and people of color have a lot to offer their communities, but they also ensure diversity, something highly important to the backbone of society. By viewing the two arguments of affirmative action from a logical standpoint, it is easy to concur that affirmative action is highly beneficial to our society. Affirmative action is in no way reverse discrimination or preference, it is merely a program to ensure equal opportunities and diversity in our communities. It is necessary to ensure â€Å"women and people of color of every economic class have the opportunity to enter all fields.† Until women and people of color get equal pay and education, affirmative action is critical policy in our nation. Because our society is not yet completely colorblind, and because fairness is in the eye of the beholder, affirmative action will be necessary until complete reformation is accumulated. Affirmative Action only opens doors; it is the job and responsibility of women and people of color to walk through those doors by themselves. Research Papers on History of Affirmative ActionMoral and Ethical Issues in Hiring New Employees19 Century Society: A Deeply Divided EraWhere Wild and West MeetComparison: Letter from Birmingham and CritoEffects of Television Violence on ChildrenBook Review on The Autobiography of Malcolm XRelationship between Media Coverage and Social andHip-Hop is ArtCapital PunishmentStandardized Testing History of Affirmative Action Free Online Research Papers A man of African decent wakes up one early morning and walks into his kitchen. He greets his wife with a cheerful, optimistic, â€Å"Good morning!† and sits to eat his breakfast. His wife sits beside him and together they discuss the financial burden they are in. Luckily, the man has an exceptional shot at an impressive job position and is going for the interview today. He kisses his wife goodbye and heads off to the interview. Once he arrives he sits down and has a wonderful meeting. He is well suited and qualified for the position. Once he gets up to leave, a Caucasian man walks in for an interview for the same position. He sits down and within five minutes, he is given the job. Now, obviously the best choice for an employee was not chosen. In this situation, the employer would rather have one race working for him over another. There are many other situations like this one that may even be caused by the religious values, national origin, or sex of a person. Whichever the case, Affirmative Action should be used to stop these acts of discrimination and help create more equal and friendlier opportunities for people. By using Affirmative Action, more opportunities will be opened up, stereotypes can be eliminated, and the world will become a more equal place. Let’s first understand where Affirmative Action originated. It all started when the Thirteenth Amendment was established to abolish slavery. The Fourteenth Amendment was then added to guarantee equal rights to all citizens under law, and the Fifteenth soon followed, which forbids all racial discrimination during voting. These Amendments were made to make all races more equal in life. However, though there were laws, many people still didn’t follow the rules completely. Since those Amendments were enforced, situations have arisen that still do not follow the nondiscrimination laws. There were many court cases presented because of the failure to except others as equals. In 1896, the Plessy v. Ferguson case caused for the ruling of a doctrine that was supposed to keep races separate but equal. However, the African Americans in this situation were still not treated fairly. It was during this time that the Jim Crow laws started spreading throughout the south. In 19 41, Executive Order 8802 was signed by President Franklin D. Roosevelt. This order was meant to help efforts of the Black trade union. Then, in 1954 the Brown v. Board of Education case overturned the Plessy v. Ferguson case which helped eliminate Jim Crow laws. Even though all these major events were taking place, not a lot of progress was being made. Basically, most people were angry about decisions made by the courts, which caused people to want even less to do with other races. Then Affirmative Action was established. President Lyndon Johnson was the first to use this term in 1965. He established Executive Order 11246, which required workers to take in Affirmative Action to make sure employment was given to the right person without the factors of religion, sex, race, or national origin. Since then, Affirmative Action has been a working factor in the neutralization of the United States (Sykes). So why do we need Affirmative Action? To begin with, opportunities are greatly taken away from minorities everyday. For example, in 1931 the Davis-Bacon Act was passed that preserved white male construction jobs from being taken by less expensive black-labor. Little do some people know that this act is still in effect today which limits the number of minority men and women allowed in the construction trade: Davis-Bacon limits competition and work opportunities for public projects, which is a $60 billion market funded by taxpayers through preferential treatment based on 1931 union standards. Eliminating Davis-Bacon would improve opportunities for minority workers and minority firms to gain work and build a lucrative future in construction (Davis-Bacon Impact on Minorities). What Affirmative Action does in this situation is set percentages of minorities that the employer must have working for him or her. Therefore, if a person goes strictly by the Davis-Bacon Act, he or she could be in trouble for not having the correct percentages of all races and sex working for him or her. There are other opportunities cut off to minorities outside of business. When the thirteenth Amendment was established, which abolished slavery, many African Americans found their jobs in factories belonging to down town cities. It is known that the living conditions in inner cities are much cheaper than moving out to suburbs. It is also known that the educational values in inner cities are not as impressive as outer suburb education. These inner city students tend to get looked past. For example, scholarships are a big deciding factor on where a student will attend college. Therefore, students coming out of these poorer families need the extra scholarship funding to help wit h their financial college needs. Affirmative Action gives scholarships to people of just minority race to help give the jump-start they need. Without Affirmative Action, these students could not be chosen for scholarships and could fall behind. Falling behind would only cause the students to stay in the inner city slumps. The longer a person stays in the inner city, the harder it is to get out. Secondly, the world is full of stereotypes against different races, religions, and even sex. Dictionary.com defines stereotype as an oversimplified image, conception, or opinion of a type or group of people. Most stereotypes originate from the human abilities each race holds such as intelligence, athletic ability, or lack there of (Harpalani). For example, some people think of Mexicans as lazy or apathetic. Therefore, when a person of Mexican decent walks in for a job interview given by a man who believes this stereotype, the chances of him or her receiving the job drops dramatically. This is simply because no one wants a lazy person working for them. The job would never get done. However, what if that person is in fact a good worker? What if that person was perfectly suited for that job? It is not right that people have to go through these situations because of what people might think. What about African Americans? When people think of African Americans they may get intimidated or scared at what they might do. Most African Americans not associated with professional sports are immediately thought of as violent or dangerous. According to, A Journal of American History, every Black male in their twenties was in jail, probation, or been convicted of drug handling (Katz, Stern, and Fader as qtd. in Gerstle 94). By reading article after article like this, people start to form views and stereotypes about these different types of people. These actions are not how all people of this race are, however. Some of these people could be turned away from opportunities that they deserve because of these false stereotypes. It is true that there are some crazy people out there, however these crazy people come from all races and religions. With Affirmative Action, stereotypes could be eliminated. When the employers are forced to give minorities jobs to meet the percentages, they may be able to see the person’s real side. With that, stereotypes will eventually fade away. With opportunities opening up and stereotypes disappearing, the world could become a more equal and fair place to live. As of right now, the world and even the United States is divided between races and religions. Although, some people are starting to view others equally, â€Å"we’re not yet at that point where things are race-neutral† (Powell as qtd. in Powell Defends Affirmative Action in College Admissions). There are still problems with how people treat one another and work with each other. If people get the chance to experience other races and religions and learn the true person, the world overall may learn that true person as well. Imagine a place where people all can compromise with each other and everyone is judged based on personality. Appearance is never made fun of and everyone gives everyone a fair chance in society. This would surely be considered country, if not world, peace. This place as of right now is imaginary. However, with Affirmative Acti on, the world could lose the stereotyping and negativity given to minorities. With this name calling eliminated, where people live could be a more peaceful and equal place to live. With that, everyone could live a longer, happier life. Without the help of Affirmative Action, minorities would rarely be given jobs and the prejudice employers would never learn that the stereotyping is wrong. Without people learning the truth about other people, the world can never reach full equality and peace. This peace and equality is all possible with Affirmative Action. Some people fear how it will affect themselves. For example, some Caucasians may be afraid that Affirmative Action could take job opportunities away from them. What these people do not understand is that there are plenty of employers willing to give them job positions. If these people can simply learn to agree and understand the need for it, they will soon realize the fear they have is unnecessary. All that needs to be done is to convince people to treat others as they would want to be treated. This is something that most people are taught at a very young age. It should not be difficult to act upon it as mature, intelligent adults. Good behavior to other races may include not using racial slurs or thinking down on a person because of what he or she looks like. What good do racial comments serve anyway? If they serve no good purpose, then why do people feel it is necessary to say them? To answer this question, let’s think about relationships in a grade school or high school setting. When it comes to girls during these years, a lot of harmful things can be said about one another. Nasty comments are only a result of self-consciousness. People like this think that in order for a person to feel better about his or herself, he or she must make someone else look worse. Therefore, racial comments are only an act of the lack of confidence in oneself. People these comments simply because they want to feel superior to the people around them. People in order to sound â€Å"cool† or to stand out in a crowd also use racial comments. It is easy to laugh at someone, and laughter is a fun thing to have with a group of people. So why not throw some funny racial slurs in the conversations to spice things up? The reason is because the people in the surrounding area will feel it is okay to joke around about other people, which takes away from the pleasant world most people want. Not to mention, no one wants to be made fun of for things that are beyond their control. Not using racial comments keeps a lighter, happier environment that can still be fun and pleasant to be in. Another way Affirmative Action can be used without it affecting others is to make others look for a person’s qualities during interviews rather than the appearance. If everyone learned to do this, Affirmative Action wouldn’t be needed. However, not everyone gives people the fair chance that they deserve as mentioned above. So, help these people that are getting cheated by doing the civil thing. When someone comes into an interview, give him or her the fair chance that they deserve. Everyone deserves a fair chance. Eventually, those set against it will come around to find that it isn’t as hard as they think. Another way that is easy to cope with the Affirmative Action rules is to think positive about them. Life will be hard to work through if the thought of being cheated is used constantly. When is comes to applying for scholarships, students often get irritated at the fact that many scholarships are marked for only minorities. These students need to understand however, that there are many other scholarships that they can still apply for. Also, they could still apply for those minority scholarships. The applications do not say Caucasians cannot apply, they state that they prefer minority to majority race. There are instances where Caucasians apply for minority scholarships and receive the scholarship. This is because not all minorities take advantage of the situations given. For example, a full-blooded Italian student from Christopher High School states, â€Å"Honestly, I really don’t need to receive anything. But, because I am 100% Italian, I can receive various scholar ships to help through college. This can be helpful for other full blooded Italians who are struggling to go to school.† This student understands that there are options out there, but since she does not need them. Instead, she lets other students in need take advantage of them. This is the kind of attitude that all people need to have. She doesn’t think about being cheated opportunities, she gives them to others. With the violence and wars of everyday life, it time for people to put aside race and start thinking as one country. Think of how problems could be eliminated if everyone came together as a country instead of separate groups. Affirmative Action can help lead to this compromise and unity. It is time for people to stand up for Affirmative Action and to help others understand its need in today’s society. Over time, let’s hope that people will not have to use guidelines in treating others fairly. As of right now however, in order to reach a more equal understanding of each other, people must be forced to abide by the rules of Affirmative Action. Davis-Bacon Impact of Minorities. ABC. 22 Apr. 2006 . Dictionary.Com/Stereotype. 2006. 16 Apr. 2006 . Gerstle, Gary. When Affirmative Action Was White. Affirmative Action: The Last Stand (2006): 94. EBSCOHost Apr. 2006. . Harpalani, Vanay. Racial Stereotypes and Achievement-Linked Identity Formation During Adolescence. Scholarly Commons @ Penn. 2005. University of Pennsylvania. Apr. 2006 . Manzella, Giovanna M. Personal interview. 15 Apr. 2006. Powell Defends Affirmative Action in College Admissions. CNN. 20 Jan. 2003. Apr. 2006 . Sykes, Marquita. The Origins of Affirmative Action. Apr. 2006 . Research Papers on History of Affirmative Action19 Century Society: A Deeply Divided EraMoral and Ethical Issues in Hiring New EmployeesBook Review on The Autobiography of Malcolm XCapital PunishmentThe Hockey GameAnalysis of Ebay Expanding into AsiaPETSTEL analysis of IndiaHip-Hop is ArtTwilight of the UAWComparison: Letter from Birmingham and Crito

Free Essays on Diversity On Campus

Diversity on Campus Richard J. Light’s book â€Å"Making the Most of College,† can be very beneficial to the freshman student body coming fresh out of high school. This book discusses many issues that first year college students might go through, such as good study skills, interaction with faculty, and diversity on campus. Since all of which Light discusses in his book I’ve already heard before, reading about diversity really caught my attention. After reading this, a question popped into my mind; â€Å"What is the impact, educationally and personally, on students from all ethnic backgrounds of attending college with fellow students from diverse backgrounds?† Since this question applied to me in every way possible, I will use myself, and some of Light’s quotes, to explain how it has impacted on my life thus far. Since I grew up in a town were the majority of the population was Hispanic and/or white, I was never really exposed to the black community. I did have a few co-workers who were black, but I never really developed a friendship with them. Little did I know that this was a major lack of cultural understanding on my part and it eventually caught up to me. As I quote from Light, â€Å"These differences may be substantial. For some students they may be jarring.† (Light, 132) Light states that â€Å"Students point out that how well ethnic and racial diversity actually enhances learning depends largely on how well a college builds on, capitalizes on, and proactively strengthens this basic assumption.† (Light, 133) What he means is depending on how your college addresses diversity issues; it can either affect you in a positive in negative way. If your school does nothing to get different cultures to mingle with each other, then they are not reacting in a very positive way. William Paterson University deals with their diversity in a very positive way. An example of this is how colleges set up their dormitories. Most col... Free Essays on Diversity On Campus Free Essays on Diversity On Campus Diversity on Campus Richard J. Light’s book â€Å"Making the Most of College,† can be very beneficial to the freshman student body coming fresh out of high school. This book discusses many issues that first year college students might go through, such as good study skills, interaction with faculty, and diversity on campus. Since all of which Light discusses in his book I’ve already heard before, reading about diversity really caught my attention. After reading this, a question popped into my mind; â€Å"What is the impact, educationally and personally, on students from all ethnic backgrounds of attending college with fellow students from diverse backgrounds?† Since this question applied to me in every way possible, I will use myself, and some of Light’s quotes, to explain how it has impacted on my life thus far. Since I grew up in a town were the majority of the population was Hispanic and/or white, I was never really exposed to the black community. I did have a few co-workers who were black, but I never really developed a friendship with them. Little did I know that this was a major lack of cultural understanding on my part and it eventually caught up to me. As I quote from Light, â€Å"These differences may be substantial. For some students they may be jarring.† (Light, 132) Light states that â€Å"Students point out that how well ethnic and racial diversity actually enhances learning depends largely on how well a college builds on, capitalizes on, and proactively strengthens this basic assumption.† (Light, 133) What he means is depending on how your college addresses diversity issues; it can either affect you in a positive in negative way. If your school does nothing to get different cultures to mingle with each other, then they are not reacting in a very positive way. William Paterson University deals with their diversity in a very positive way. An example of this is how colleges set up their dormitories. Most col...

About the Legislative Branch of U.S. Government

About the Legislative Branch of U.S. Government Every society needs laws. In the United States, the power to make laws is given to Congress, which represents the legislative branch of government. The Source of Laws The legislative branch is one of three branches of the U.S. government- the executive and judicial are the other two- and it is the one charged with creating the laws that hold our society together. Article I of the Constitution established Congress, the collective legislative body made up of the Senate and the House. The primary function of these two bodies is to write, debate and pass bills and to send them on to the president for his approval or veto. If the president gives his approval to a bill, it immediately becomes law. However, if the president vetoes the bill, Congress is not without recourse. With a two-thirds majority in both houses, Congress may override the presidential veto. Congress may also rewrite a bill in order to win presidential approval; vetoed legislation is sent back to the chamber where it originated for reworking. Conversely, if a president receives a bill and does nothing within 10 days while Congress is in session, the bill automatically becomes law. Investigative Duties Congress can also investigate pressing national issues and it is charged with supervising and providing a balance to  the presidential and judicial branches as well. It has the authority to declare war; in addition, it has the power to coin money and is charged with regulating interstate and foreign commerce and trade. Congress also is responsible for maintaining the military, though the president serves as its commander in chief. Why Two Houses of Congress? In order to balance the concerns of smaller but more populated states against those of larger but more sparsely populated ones, the framers of the Constitution formed two disparate chambers.   The House of Representatives The House of Representatives is made up of 435 elected members, divided among the 50 states in proportion to their total population according to the system of apportionment based on the latest U.S. Census. The House also has 6 non-voting members, or â€Å"delegates,† representing the District of Columbia, the Commonwealth of Puerto Rico, and four other territories of the United States. The Speaker of the House, elected by the members, presides over meetings of the House and is third in the line of presidential succession. Members of the House, referred to a U.S. Representatives, are elected for 2-year terms, must be at least 25 years old, U.S. citizens for at least 7 years, and residents of the state from which they are elected to represent. The Senate The Senate is made up of 100 Senators, two  from each state. Before the ratification of the 17th Amendment in 1913, the Senators were chosen by the state legislatures, rather than the people. Today, Senators are elected to by the people of each state to 6-year terms. The terms of the Senators are staggered so that about one-third of the Senators must run for reelection every two years. Senators must be 30 years old, U.S. citizens for at least nine years, and residents of the state they represent. The Vice President of the United States presides over the Senate and has the right to vote on bills in the event of a tie.    Unique Duties and Powers Each house has some specific duties as well. The House can initiate laws that require people to pay taxes and can decide whether public officials should be tried if accused of a crime. Representatives are elected to two-year terms. The Senate can confirm or reject any treaties the president establishes with other nations and is also responsible for confirming presidential appointments of Cabinet members, federal judges, and foreign ambassadors. The Senate also tries any federal official accused of a crime after the House votes to impeach that official.  The House also has the power  elect the president in the case of an electoral college tie. Phaedra Trethan is a freelance writer who also works as a copy editor for the Camden Courier-Post. She formerly worked for the Philadelphia Inquirer, where she wrote about books, religion, sports, music, films, and restaurants. Edited by Robert Longley

CRJ311 Week 4 journal Essay Example | Topics and Well Written Essays - 250 words

CRJ311 Week 4 journal - Essay Example Out of the many qualities of scientists, forensic scientist must poses, four outstanding traits of being, analytical, accurate, good communicator and curious. For an analysis as a trait of a forensic scientist, a person must integrate both critical and creative thinking in the analysis of pieces of evidence. In this essence, the expert must work in a manner that simulates the mindset of a criminal to be able to determine the potential actions of the criminal. Accuracy in measurements and paying close attention to details is another of the key trait of a forensic scientist. As a mean of boosting the accuracy, the scientist would be willing to stay in a crime scene for longer hours for accurate determination of evidence (Guzzetti, 2009). Communication of findings in an organized manner that is able to provide a link of between the crime and evidence both verbally and in a written manner is an integral attribute of a forensic scientist. All these traits combined with curiosity enables the experts to elicit information from factors that are overlooked thus becoming core evidences. On a personal perspective, development of an appropriate communication skills is the major area to be overcome in a bid to become an expert in forensic science (Gaensslen, 2003). Howes, L. M., Kirkbride, K. P., Kelty, S. F., Julian, R., & Kemp, N. (2013). Forensic scientists’ conclusions: How readable are they for non-scientist report-users? Forensic Science International, 231,

Altered Mental Status Assignment Example | Topics and Well Written Essays - 500 words

Altered Mental Status - Assignment Example Two primary components constitute the condition of altered mental status such as: consciousness level of the patient or arousal and the â€Å"content of consciousness† (Wilber, 2006, p.300). Impairment of cognition is one of the most common diagnoses for AMS, especially in the elderly population, and â€Å"10% to 20%† of community dwellers as well as â€Å"48%† of residents in nursing homes are found to be ailing from this condition (p.301). AMS manifests in different forms in patients across various age groups, and this paper will focus on three major diagnoses of the disease as under: Delirium, a delicate condition found in the elderly people, is characterized by acute and â€Å"fluctuating change† in the process of cognition, which entails impairment to consciousness and attention (p.301). One of the most significant risk factors associated with delirium include both disability as well as mortality, and evidence suggests that â€Å"22% 76%† of the patients during hospitalization confronts these risks (p.302). Delirium in patients can be assessed by observing the disturbances in the level of consciousness, changes occurring in the degree of cognition as well as from evaluating whether these changes are occurring within a â€Å"short period of time† (p.302). Disturbances in the level of consciousness in the patient may manifest in terms of him or her becoming lethargic but will not wind up in spells of stupor. On the other hand, changes in the level of cognition demonstrate in terms of deficits in â€Å"short-term memory† and some patie nts may also develop disorientation. The disturbances in consciousness and changes in cognition will occur rapidly and, therefore, are easy to recognize. Tools such as â€Å"Confusion Assessment Method (CAM)† and â€Å"Differential Diagnosis† can be effective in the diagnosis of the condition of delirium in patients with AMS

Peter browning and continental white cap case study Research Proposal

Peter browning and continental white cap case study - Research Proposal Example Continental Whitecap is in the verge of making a life changing decision that would determine the possibility of its survival in the market and sustain its operation costs without serious financial constraints. This can only be achieved by the new management head if wide consultative based researched is carried out and all facts are laid bare on the table for discussion (Paton & Mccalman, 2007, 76-80). However, it is important to underscore the sensitivity of cost and revenue factors in discussing the success of a firm. This will be judged by critical consideration of various change management models and approaches to change. For the new management to achieve desirable goals for this multinational, strategic planning must be backed up with a critically assessed implementation procedure under strict observance of the principles of competitive tools. In the case of Continental Can’s division, the factor input combination need to be readjusted to capture the changes in the type of the containers that need to be manufactured. The management team needs to put up a strategic plan with a tight link to identification and management of a competitive and success oriented design to the organization. The idea is that most of these processes need to be internally centered and assist this division of Continental Whitecap acquiring commitment to effective change and improve on productivity with the least degree of difficulty. There are various models and frameworks that can be used to establish the most appropriate performance strategy for this company amidst the tight competition in the industry (Abrahamson, 2004, 42-55). The preferable model is Kurt Lewin’s classical model which is basically reliant on three concepts. Communication is one of the most important factors that the management needs to use for co-ordination of various activities and sense any impending risk. Internal

What are the strengths and limitations of viewing learning as Essay

What are the strengths and limitations of viewing learning as apprenticeship What implication does this have for educators - Essay Example How to teach children and adults has long been one of the most problematic issues for scholars. Dozens of theories and models were developed, to explain human cognitive development and apply this knowledge to improve various systems of learning and knowledge delivery in educational settings. The current state of educational science is associated with relative flexibility of the learning approaches and openness to the improvement and implementation of the new theories and ideas. In the meantime, older systems of education and cognitive development are being constantly analyzed and improved. Cognitive apprenticeship models are rightly considered as some of the most complicated, controversial, and simultaneously, most productive models of cognitive development and learning. The model exemplifies an essential element of the social constructivist paradigm in learning, emphasizes teamwork, and treats scaffolding as an essential element of the process of training. The apprenticeship model o f learning is associated with numerous problems and limitations, including the lack of connectivity with the real-life conditions and the problems, implementation difficulties, and even the risks of distress and dissent in learners. Despite its limitations, cognitive apprenticeship model provides unique learning opportunities and can be readily applied in a variety of learning settings.Cognitive apprenticeship is a widely-known form of social learning, which helps novices to become experts in their field of study/ professional development (Dennen 2002). Rooted in the principles of social constructivism, cognitive apprenticeship is a model of social learning, which relies on scaffolding and provides structure and examples to be followed by learners (Dennen 2002). Apprenticeship has long been applied for teaching nurses, constructors and legal professionals (Dennen 2002). Today, cognitive apprenticeship is one of the most popular models of cognitive development and learning in young a nd adult learners. Social constructivism suggests that the cultural and social context play the dominant role in how knowledge is constructed and understood (Dennen 2002). Developed by Collins, Brown, and Newman in 1989, the model has become one of the basic elements of cognitive development and knowledge delivery in various educational and learning settings. According to Collins, Brown and Newman (1989), â€Å"cognitive apprenticeship embeds the learning of skills and knowledge in their social and functional context† (p. 454). From the standpoint of social constructivism, cognitive apprenticeship represents the model of learning and knowledge transmission, which treats guided experience, cognitive, and metacognitive elements as the principal factors of the learning process (Collins, Brown & Newmans 1989). Legitimate peripheral participation and situatedness are at the core of the cognitive apprenticeship model (Lave & Wagner 1991). In simple terms, cognitive apprenticeship i mplies that learning occurs through the learners’ participation in authentic situations/ settings (Lave & Wenger 1991). Such participation and engagement in practical environments foster the development of transferable, relevant knowledge more than other models of knowledge dissemination (Collins, Brown & Newman 1989). However, cognitive apprenticeship is more than merely the process of learning in authentic settings: rather, the success of cognitive apprenticeship models depends on how deeply learners are embedded into these authentic contexts (Wertsch 1998). It is imperative that the influence of various situational/ contextual factors be considered, whenever the quality and efficiency of such authentic settings are evaluated and

Identify and Critically Evaluate Ecotourism Essay

Identify and Critically Evaluate Ecotourism - Essay Example Moreover, less developed countries want to join tourism fever and appeal for investors to get money to their countries. This is where the roots of ecotourism come from. Though ecotourism is rather new field of human activity and it has not still been discovered if it is an aspect of mass tourism or an independent phenomenon of human activity. The interest of the world’s community to indigenous cultures and remote lands predict a great success to ecotourism. Further research is focused on considering ecotourism as aspect of nature based tourism. People are anxious about overall industrialization and technocratic society. They want to overcome their alienation from nature. Ecotourism is a perfect alternative to mass tourism that â€Å"frequently led to resource depletion and negative impacts on the values of local people and their cultural heritage. Pollution and over use, which degraded the beauty of many of the sites, became common occurrences† (Parks and Allen, 2009). Moreover, an important role of ecotourism can be explained by its main advantage – to preserve indigenous nature and remote land. Therefore, a public attention to nature preservation is determined in the framework of recycling programs, emissions reduction laws and regulations and development of nature preservation programs on the global level. ... The root of the problem lies deep inside the appearance of ecotourism as a separate field (Donohoe & Needham, 2006). The term ecotourism appeared in the academic literature in the middle of 80s. Currently, it is a specific field of studies in tourism and a separate sphere of activity that is differentiated from tourism as such. Sometimes ecotourism is perceived in the framework of an alternative tourism (Blamey, 1997; 2001). Therefore, conventional mass tourism may be interpreted as an external environment for ecotourism development. The main part of ecotourism niche is set by different private sector businesses (ecotour operators) and corresponding alternative attractions (e.g. cableways and submarines that make an access to different inaccessible easier). Thus, there is a need for alternative operators and firms mediating ecotourism (Donohoe & Needham, 2006). A level of businesses involved in ecotourism ranges from private small businesses to large transnational corporations. Anoth er important and wide-spread model of ecotourism is community-based model of service provision in this sphere (Donohoe & Needham, 2006). A specific nature of ecotourism raises specific issues for ecotourism operators’ considerations. These are accessibility and low costs of natural resources. From different perspectives, scientists and researchers have found different peculiarities of ecotourism development. In accordance with Donohoe & Needham (2006), the example of South African ecotourism supports the fact that cooperation of ecotourism operators with small communities is a perfect way to reach an enormous success in this sphere of activity. Further on, it is underlined that the more competitive clusters within ecotourism exist, the more successful this sphere is (Blamey,

What are the strengths and limitations of viewing learning as Essay

What are the strengths and limitations of viewing learning as apprenticeship What implication does this have for educators - Essay Example How to teach children and adults has long been one of the most problematic issues for scholars. Dozens of theories and models were developed, to explain human cognitive development and apply this knowledge to improve various systems of learning and knowledge delivery in educational settings. The current state of educational science is associated with relative flexibility of the learning approaches and openness to the improvement and implementation of the new theories and ideas. In the meantime, older systems of education and cognitive development are being constantly analyzed and improved. Cognitive apprenticeship models are rightly considered as some of the most complicated, controversial, and simultaneously, most productive models of cognitive development and learning. The model exemplifies an essential element of the social constructivist paradigm in learning, emphasizes teamwork, and treats scaffolding as an essential element of the process of training. The apprenticeship model o f learning is associated with numerous problems and limitations, including the lack of connectivity with the real-life conditions and the problems, implementation difficulties, and even the risks of distress and dissent in learners. Despite its limitations, cognitive apprenticeship model provides unique learning opportunities and can be readily applied in a variety of learning settings.Cognitive apprenticeship is a widely-known form of social learning, which helps novices to become experts in their field of study/ professional development (Dennen 2002). Rooted in the principles of social constructivism, cognitive apprenticeship is a model of social learning, which relies on scaffolding and provides structure and examples to be followed by learners (Dennen 2002). Apprenticeship has long been applied for teaching nurses, constructors and legal professionals (Dennen 2002). Today, cognitive apprenticeship is one of the most popular models of cognitive development and learning in young a nd adult learners. Social constructivism suggests that the cultural and social context play the dominant role in how knowledge is constructed and understood (Dennen 2002). Developed by Collins, Brown, and Newman in 1989, the model has become one of the basic elements of cognitive development and knowledge delivery in various educational and learning settings. According to Collins, Brown and Newman (1989), â€Å"cognitive apprenticeship embeds the learning of skills and knowledge in their social and functional context† (p. 454). From the standpoint of social constructivism, cognitive apprenticeship represents the model of learning and knowledge transmission, which treats guided experience, cognitive, and metacognitive elements as the principal factors of the learning process (Collins, Brown & Newmans 1989). Legitimate peripheral participation and situatedness are at the core of the cognitive apprenticeship model (Lave & Wagner 1991). In simple terms, cognitive apprenticeship i mplies that learning occurs through the learners’ participation in authentic situations/ settings (Lave & Wenger 1991). Such participation and engagement in practical environments foster the development of transferable, relevant knowledge more than other models of knowledge dissemination (Collins, Brown & Newman 1989). However, cognitive apprenticeship is more than merely the process of learning in authentic settings: rather, the success of cognitive apprenticeship models depends on how deeply learners are embedded into these authentic contexts (Wertsch 1998). It is imperative that the influence of various situational/ contextual factors be considered, whenever the quality and efficiency of such authentic settings are evaluated and

Data Assignment Example | Topics and Well Written Essays - 250 words

Data - Assignment Example Other career specialties the school is developing include environmental education, disciplinary literacy, fine arts, and personal financial literacy education. The School Progress Index (SPI) is developed to evaluate the school’s achievements, growth, and gap reduction between elementary and middle schools as well as determine the college and career readiness for high school. The index (SPI) for the grades 3 – 12 is 0.9772 in 2012. The school improvement is measured using the accountability system whereby the school’s compliance to the set goals and objectives are continuously monitored over time. In order to ensure improvements, the school encourages teamwork, sets, clear and measurable goals, and regularly collects and analyzes the performance data in order to monitor progress over time. Annual measurable objectives are those objectives that can be quantified over time. They include objectives set to improve examinations results, school entry, and the number of students excelling from the school annually (Chin, 2007). There are disparities in the performance between subgroups as noted in the analysis with the FARMS indicating advanced performance, the Hispanics/ Latinos showing proficient performance and the rest falling under the basic performance category. According to the observations, the school should focus much on the groups that perform below the proficient level. I would, however, spend my money on the groups that performed below the proficiency level in order to alleviate their performance. This will be in demand to improve the performance of the entire school without living the majority behind. In conclusion, Maryland High School has established a firm and focused strategies to be used in monitoring and improving the performance of her students. A great variety of students has been motivated and harnessed to develop career opportunities in the

Relevance of Earlier Warfare to Modern Warfare Essay Example for Free

Relevance of Earlier Warfare to Modern Warfare Essay The art of War has been the subject of great scholarly activity as the attributes that make a person a skilled Commander in times of War have arose great curiosity amongst statesmen, generals and philosophers alike. More surprisingly, the advent of modern warfare has cast a shadow of fallacy on the minds of many individuals and has made them to believe that the current military professional has nothing to learn from the great commanders of the past as he is too â€Å"well equipped† to dwell on such detail. The truth is that history is the best teacher and as this paper progresses, I will be utilizing historic references to explain my point of contention that there is still a lot to learn from the likes of Fredrick the Great, Napoleon and Ulysses Grant. Argument The first and foremost evidence to support my thesis is that there is similarity between the goals of the current military professional and his counterpart from centuries ago. This similarity is more profound if you find yourself fighting for the same ideals, the same land and the same enemy. It is this similarity between the two that allows the current military professional to reassess himself in light of what is happening today. For example, according to Adam Hart – Davis (2007), the prime reason for the fall of Napoleon was that he invaded Russia, in the year 1812 (P. 179). The Russian Generals tactfully withdrew from territory destroying their own towns, farms, cultivation and infrastructure along the way. A month after defeating the Russians outside Moscow, Napoleon decided to retreat back to Paris out of concern of loss of control. However, his decision to do so in the winter proved fatal as the lack of shelter and infrastructure killed his troops physically and mentally. The Russians kept pursuit of the retreating forces and managed to kill scores of them. By the time Napoleon managed to get back home, all that was left of his army was a demoralized handful of men against an efficiently trained numerous force that had left Paris with him on the way to Russia earlier that year, contributing to his eventual fall in 1815. According to Gilbert (2004), a 130 years on, Hitler made the same mistake when he invaded Russia in 1941 just when the harsh winter started (P. 249). The Russians employed the same strategy and after defeating the Germans at the siege of Moscow and Stalingrad, they chased the retreating German forces back into Germany proper and were instrumental in the fall of Berlin and the end of the Nazi regime itself. Thus, had Hitler paid attention to the fault at which his predecessor had been, there was a great probability that he would not have met the end that he did in 1945. The second point of argument is that although how we conduct warfare these days has changed, the strategy or tactfulness has not. No matter what resources in weaponry and personnel that a general may have at his disposal, there is no denying that as far as tact is concerned, there is always a lot to learn. Consider Fredrick the Great who, in 1756, fearing a joint attack by major European powers including Russia, Sweden, and Hapsburg Austria etc launched a pre-emptive strike on its neighbors. According to The strategy was of immense benefit as he was able to destroy part of the hostile forces that allowed moral and tangible support when confronted by a full scale invasion. According to Adam Hart Davis (2007), the same strategy was followed by Israel in 1967 when on rumors of a joint Arab attack on her lands compelled her to make a pre emptive strike on Egypt, Syria and Jordan (P. 353). The result was that Israel doubled its land area in just six days by capturing the Sinai Peninsula, the West Bank and the Golan heights. Again, what mattered was not the advanced weaponry that Israel had but the line of thought that was mutual between Fredrick the Great in 1756 and the Israeli leadership of 1967. Another example is the use of landscape and climate by the Russian Tsar Alexander in 1812 against Napoleon and by the Russian leader Joseph Stalin in 1941 against Nazi Germany. This use of the climate is yet to be seen again but, according to Adam Hart – Davis (2007), the use of the terrain and the landscape by the Viet-Cong against American forces in Vietnam and the Afghan Guerrillas against Soviet troops in Afghanistan enforces my point that tact is something which can be learned from the great Generals of the past (P. 355, 373-4). The last reason to support my thesis is that the rules of engagement have not changed as weaponry or tools have improved and not changed completely. This calls for a more proactive approach as to how we address the issue at hand, namely, whether the current military professional stand to benefit from the study of the Great generals of the past. Consider an example. The Trojan War, as depicted by Homer in the Iliad and the Odyssey, could be the first example in warfare history of deception. Whereby the Trojan horse was meant to be a gift, it turned out to be a mechanism as to how the Athenian forces enter the city. Contrast this with reports that in the run up to the 2003 Second Gulf War. According to Sifry and Cerf (2007), American intelligence agencies planted false evidence to make Saddam Hussein believe that the coalition attack would come from Turkey and not from the Southern neighboring countries of Kuwait and Saudi Arabia (P. 114). This forced Saddam to place more battalions to defend the Northern front than would have been necessary. Thus, it can be argued that weaponry or tools, to a large extent have remained the same in nature but have changed in form. Guns have replaced swords but their use remains the same. Cannon guns have been replaced but their use remains the same. The Trojan horse has been replaced by false intelligence and thus the use remains the same. In the end, the point of contention is that if the tools at hand for the general have only changed in form and not in substance, there is every reason to believe that the current military professional stands to benefit a lot by studying his counterparts from centuries ago. Conclusion Thus, as can be seen, there is still a lot for the current military professional to learn from his predecessors. The reasons are that situations repeat themselves, tactfulness is an attribute that can be readily applied and does not wither with age and the use of the tools at the military disposal remains the same. It can be argued, thus, that the greatest armies of our time will not be those that have the most advanced weaponry but those with the best Generals who happen to know the history of those before them yet alike them. Adam Hart Davis (2007). History: The Definitive Visual Guide from the Dawn of Civilization to the Present Day. London: Dorling Kindersley. Gilbert, M. (2004). The Second World War: A complete History. London: Henry Holt and Co. Sifry, M. Cerf. C. (2007). Iraq War Reader: History, Documents, Opinions. . New york: Simon Schuster

Reflective Essay On Pressure Sore Nursing Essay

Reflective Essay On Pressure Sore Nursing Essay My aim of this essay is to reflect on my learning outcome pressure sore care and management. Pressure sores also known as decubitus ulcers. Benbow (2006) defines it as areas of localized tissue damage as a result of excess pressure, shearing or friction forces. To reflect on my learning process, I am going to apply Gibbs reflective model, which is a renowned model in reflective practice. This model requires passing through six stages to complete one reflective cycle. These six stages are description, feelings, analysis, evaluation, conclusion and action plan and I am going to explore in these six steps how I achieved my learning outcome. In the first stage of Gibbs reflective model (1988) I will describe the event which inspired me to get competent in pressure sore management. My placement area was a nursing home setting where almost all service users are old age people who are prone to get pressure sores so I had seen many pressure ulcers. However, one particular service user whose pressure wound I will never forget. I will address her as Mrs. N to maintain her confidentiality (NMC 2008). She is an 86 yr old, suffering from dementia and doubly incontinence. She had a big, black and hard wound on her right hip. The skin was intact but it was extremely discolored. According to EPUAP (European Pressure Ulcer Advisory Panel) guidelines, it was grade 4 pressure wound as there were full thickness skin loss and it was covered by necrotic tissues. It was getting foul smell and the wound started to debride from the sides in a few days. The second stage of Gibbs reflective cycle requires me to reflect on my feeling for the event. It was my first day in that unit and I went with a nurse in Mrs. Ns room where she was going to do her pressure wound dressing. I had no idea about her wounds grade. I started to assist the nurse and as she opened the dressing I was shocked. I did read the description and seen pictures for grade 4 pressure wound (EPUAP guide to pressure ulcer grading) but never seen it in my past practice so it was absolutely shocking for me. I felt very disgusted. I tried to put myself in her place and when the nurse was touching her wound I was feeling like its happening to me but the most tragic thing for Mrs. N was that she was not able to express her pain as a result of her dementia. The study conducted by Bale s., C. Dealey et al (2007) had found shocking revelations about the effect of pressure ulcers, amount of pain and its effect on a patients life. I was thinking what could be the reason behind it . Is it our negligence or something else for what patient was suffering? Third stage of Gibbs reflective model needs reflector evaluates the event. According to NICE guidelines, a patient who is at risk of developing a pressure ulcer should be assessed within 6 hours of admission (NICE 2003). While in Mrs. Ns case she has been in the nursing home for a long time so her assessment should have been ongoing as she was prone to develop it. The other thing I evaluate was that nurse remains very busy during her shifts so she relies on support staff regarding the patients condition so there are chances that nurses missed to assess Mrs. N for pressure sore on regular interval. According to Mockridge and Antony (1999), the nurse must have basic knowledge of pressure ulcer prevention, healing and treatment to avoid the occurrence and discomfort. There are many risk assessment tools to assess patient for pressure ulcer development which I have been familiar during my learning process. These scales known as Norton scale, Waterlow scale and Branden scale (Norton et al . 1985, Branden and Bergstrom 1987, Waterlow 1991 and 1998). It could have been possible to prevent Mrs. N from getting that worse ulcer by carrying out assessment based on one of these scales. Analysis is the fourth stage of Gibbs reflective model (1988). My knowledge about the pressure sore care and management was very limited. According to the code (NMC 2008) you must take part in appropriate learning and practice activities that maintain and develop your competence and performance. I decide to get competent in pressure sore care and management as I am going to be a qualified nurse I should have the knowledge and skill to practice safe (NMC2008). I analyzed from this event that first step to become competent in this skill is to learn a proper risk assessment skill using one of the risk assessment tools because prevention is always better than cure. To justify this, during my learning process I carried out some assessment on service users who were vulnerable. I used Waterlow scale (Waterlow, 1998). This assessment helped me to classify ulcer. The classification of wound helps to determine the most effective treatment (Daugherty and Lister, 2008). The next aim should be to minimize the pressure on pressure area. To apply this in my placement area I followed NICE guidelines which suggested that there must be a position changing schedule (NICE 2003). Thus, I participate with my team and we prepared position turning charts for the service users who were at risk of developing a pressure ulcer. The other factors involve in preventive managements are pressure relief devices i.e., cushions and mattresses, pressure area skin care specially in incontinence patients and ongoing assessments. The next step after the assessment is planning. It is very crucial aid which leads the patient towards fitness. I prepared and the update care plan by following NICE (2003) guidelines and my placement area policy and procedures. I discussed it with my mentor, my colleagues and other support staff to get suggestion and to improve quality of care (NMC 2008). Apart from all above factors, the important management step in grade 3-4 ulcers are dressing. I also analyzed that I need to perform ulcer dressing on Mrs. Ns ulcer to get confidence and to know my abilities. Before starting dressing I discussed with the nurse about dressing materials used for Mrs. N and prepared trolley using aseptic technique. My mentor observed me carry out dressing and I followed the steps as done by tissue viability nu rse. I also practice for dressing on grade-2 and grade- 3 pressure sores under supervision which gave me self-assurance. The nursing care is not complete without an evaluation. It helps nurses to critically evaluate the patients condition whether it is stable, has deteriorated or improved. During evaluation process I found that our care plans were making significant effects on patient care and helped us to promote their health. In the fifth stage of Gibbs reflective cycle I am going to draw a conclusion following my learning process. I have become competent in the care and management of pressure ulcer. It had provided me skill to practice confidently. If nurses caring of Mrs. N had used their skills and knowledge, then they could have prevented pressure ulcer. There must be busy working environment where for the nurse it is not possible to give detailed attention on every service user but according to the code (NMC 2008), the nurse should work with others to protect and promote the health and well-being of those in her care. I certainly learn the importance of close observation in health care practice. The final stage of the reflective cycle (Gibbs, 1988) is an action plan which facilitates the reflector to plan for the future. It needs you to prepare a plan of actions to take if the situation arises again and also plan for improvement in future practice. I planned that I will perform pressure ulcer dressing whenever there will be a patient requiring pressure sore dressing to get expertise, to increase my confidence and knowledge . I will read more research articles in this area to dig up more and to deliver the best care based on the best available evidence (NMC 2008). I am also planning to discuss this topic with fellow peers.

Improving Society Through Individuals Essay -- essays research papers

Improving Society Through Individuals Starting in the late seventeen hundreds and continuing into the nineteenth century, England underwent a period of industrialization and urbanization, referred to as the Industrial Revolution. During this time, life became more difficult for a large majority of the citizens and hardships began to pile one on top of another. In the book Hard Times, by Charles Dickens, the lives and relationships of a range of people from this time are illustrated in order to demonstrate the nature of this society. Dickens uses the fictitious characters in Hard Times as examples of the varying degrees of inequality and misfortune, as well as the personifications of different schools of thought during the nineteenth century in England. Dickens uses this novel as an opportunity to expose many injustices in British society with which he seems to disagree. He criticizes the social structure by manipulating the lives of the characters in a way that reveals their flaws as a class while also indirectly relating his opinions on certain aspects of society. First of all, he uses Mr. Gradgrind’s model school as a way of mocking some elements of enlightened thought. He starts the book by describing Mr. Gradgrind as an â€Å"eminently practical father† who uses his own exceptional system of nothing but â€Å"Fact, fact, fact† to raise and educate the children of his school (Dickens, 16,20). The teacher’s name itself—Mr. McChoakumchild—is a means to ridicule the strict focus on ...

Eighty-Eight Years’

Eighty-eight years' refer to the period between Vermont's annulment of subjection in 1777 and endorsement of the thirteenth Amendment in 1865. In reality, the book extends over the whole history of Atlantic subjection. Starting with a concise examination of the extension of European domains in the 1500s and the formation of the Atlantic ranch complex in the mid-1600s, the book centers around the century extending from the Imperial Crisis and the American Revolution in the 1770s to Reconstruction in the 1870s. It likewise as often as possible pushes forward to the late cancellation of subjection in Brazil, Puerto Rico, and Cuba in the 1880s. In like manner, while the subtitle references the ‘long passing of servitude in the United States', the work centers around the northern and southern United States, yet goes broadly amongst London and Paris, Cartage and Copenhagen, Puerto Rico and Brazil, Cuba and Columbia. Regarding its ordered and geographic degree, Eighty-Eight Years' adversaries are few and recognized Rael, sorts out his contention around a progression of ideas that are presented and characterized in a protracted presentation that reimburses numerous readings. Obtaining from world-frameworks hypothesis, Rael depends vigorously on ideas of metro pole, center, and fringe. Following Philip Curtin, Rael classifies European states in the Americas as obvious realms, abuse provinces, and pilgrim colonies.(3) Finally, Rael recognizes three sorts of cancellation that won in the Americas. Progressive cancelations occurred in the northern United States, Haiti, and the republics of the previous Spanish-American Empire, emerging from autonomy developments, wars for freedom, and transformations. Metropolitan cancellations characterized annulment in the Caribbean (with the essential special case of Haiti), and included the metro pole forcing nullification on the fringe. At last, in the southern United States, Puerto Rico, Cuba, and Brazil, late nullification took after from a mix of progressive developments and outer weight. The curiosity and estimation of Eighty-Eight Years lies less in these ideas but rather more in the recounting the story. As much as anything, Eighty-Eight Years gives a past filled with the since a long time ago, challenged battle for cancellation in the more extensive Americas. It centers around nullification's trap with pilgrim autonomy developments, Enlightenment and progressive belief systems, and the philosophies of property, subjection, and flexibility that rose out of the royal mercantilism and after that mechanical frameworks of private enterprise that overwhelmed the Atlantic World. It looks at demonstrate free blacks made Black Nationalist philosophies, and how unique monetary frameworks favored bondage or cancellation in various ways. It incorporates vital attacks into how cancellation happened in different spots – through autonomy, war, insurgency, philosophy, rough protection, and the relative significance of subjection in different realms. It additionally contains vital examinations of how a few slaveholders gave in rapidly and effortlessly to nullification developments, while othe rs hung on for any longer time frames. The book starts with a broad acquaintance that integrates and includes with an age of work on European extension, realm, and subjugation from its sources in the 1500s through its last cancelation in the late 1800s. It's a part that stands alone from whatever remains of the work, and it can be perused beneficially both when a peruser travels through the content's center sections. The presentation clarifies the connection between the rise of free enterprise, state bolster for vendor ventures, and estate bondage, while dissecting the different associations that fixing different settlements to rising European states. By 1775, European states had built up flourishing provinces in the Americas that utilized racialized slave work and a ranch framework to deliver money trims inside a particular arrangement of trans-Atlantic private enterprise. However inside 50 years, the British, Spanish, and French domains in the Americas had fundamentally changed, and slaveholders wherever ended up on edge. Inside an additional 60 years, property bondage would be annulled altogether from the Americas. It required a century to fabricate those realms, slave social orders, and a flourishing trans-Atlantic exchange slaves and slave-delivered wares. It would require one more century to destroy that framework. The rest of the book centers around that disassembling, and certain subjects and focuses are unmistakable in Rael's investigation. In 1775, bondage was universal, and acknowledged and expected by the vast majority in the Atlantic world, including slaves themselves. By 1825, servitude was generally observed as curious, ‘as an exception of humanized society, a maybe essential yet plainly merciless shrewdness, or an infringement of the regular request. What changed throughout that 50 years? The change from vendor, money edit private enterprise to modern free enterprise released a progression of autonomy developments and wars that started with the American Revolution. In Rael's telling, the American Revolution matters since it catalyzed once diffused illumination standards into intense and all inclusive progressive belief systems. The French Revolution and a progression of freedom developments spread these general and progressive philosophies broadly. Progressive belief systems and about constant arrangement of majestic wars and wars for freedom demonstrated instrumental in affecting liberations over the different social orders with slaves in the Americas. War, freedom, upset, and progressing financial changes additionally made a totally new ideological administration that put slaveholders wherever on edge. As Rael contends, transformation and cancelation, property and slaveholding, freedom and servitude, are altogether philosophies and ideas with chronicles. The primary segment of the book is dedicated to following how these ideas and philosophies rose out of the one of a kind arrangement of vendor private enterprise and subjugation that rose in the late 1600s, and the progressive emergency that struck this framework in starting in the 1770s. Expanding on Edmund Morgan's exemplary definition, Rael sets that thoughts of freedom developed out of the bedlam of commercial dominion, bondage, and private enterprise in the mid-1700s. To legitimize protection and afterward defiance to the King and Parliament, the pilgrims changed freedom from the ownership of freeborn Britons and the result of Britain's novel established government into an all inclusive right gave by common law. The royal emergency, freedom, war, and upheaval catalyzed once diffused Enlightenment standards into a strong progressive belief system. It additionally made a parallel development of bondage and flexibility, and prompted the universalization of freedom. As Rael noticed, ‘a similar Atlantic world that had made the merciless and profoundly free enterprise types of bondage that existed all through the vast majority of the New World additionally made the ideological preconditions for the entire cancelation of servitude. In any case, Rael is no determinist, and he rejects Whiggish and ‘disease of freedom' elucidations of servitude's downfall. As Rael additionally takes note of, ‘the powers that made New World subjection in the end made the likelihood of New World Slavery's end' (p. 47). Rael guides perusers through the possibilities that slaves, free blacks, and the backers of nullification went up against as they looked for cancelation in the numerous slave social orders and social orders with slaves in the Americas. Servitude's destruction in the United States would be quite a while in coming. Setting bondage and nullification in the United States in a more extensive Atlantic setting clarifies why. Rael's investigation of annulment in the more extensive Atlantic emphasizes a vital point that is oftentimes neglected in the academic writing on cancelation in the United States. Over the Americas, subjugation survived autonomy and transformation where it was most critical; where the grower class practiced a lot of political power; and where the grower class practiced political control over focuses of back and capital. Slaveholders capitulated to abolitionism where it was less essential; in domains where the grower class needed political power; and in places where the grower class needed favored connections to focuses of fund and private enterprise.

Analyse and evaluate the validity of these two interpretations of the opposition to the Nazis in Germany during this period

The two extracts address the issue of youth opposition to the Nazis during the period 1933-1945. Source A an extract from an analysis â€Å"What was the extent of the opposition to Hitler's regime? † by S. J. Lee (1998) suggests that despite a centralised youth movement, the Nazis failed to maintain complete control and influence of all of Germany's youth. One consequence of this was the emergence of â€Å"alternative† and even opposition cultures and groups† among Germany's youth. Source B by Collier and Pedley writing in the text book â€Å"Germany 1919-1945† (2000) also identifies elements of dissatisfaction with the regime but implies that the affinity of young people with the Nazi dictatorship was â€Å"sustained†. Adolescents were not the only opposition provided by the youth, the students, especially those in Berlin and the major cities, where metropolitan lifestyles encouraged such behaviour were rife. The most notable was the White Rose movement, but there was numerous dissent from the ranks of the students, in the form of pamphlet distribution on the lines of anti-Nazism. The alternative groups that challenged the Hitler Youth did so out of resentment for the lack of liberty they had under the regime, and the emergence of the â€Å"jazz† and American trends such as swing and chewing gum made these people further affiliated with something other than Germany. Himmler, in a speech, gave the nazi view on these saw this as being unpatriotic, and said that all children listening to swing should be severely beaten, before being set arduous work. Frank McDonough states that although youths faced punishment and during the latter part of the war even death, the Anti-Nazi youth groups continued to operate and many of them teamed up with army deserters to attack the regime at the end of the war. The emergence of opposition to the Nazi regime amongst the youth created problems for the Nazis, Geoff Layton, in his book â€Å"Germany: The Third Reich 1933-45†, even saying that the youth contribution to crime soared by 300% from 1933 to 1939. This is true, increased regimentation, hours spent marching in army tradition bored many young Germans and it was clear that it was a form of army training and preparation. Old commanders of the Hitler Youth were out of touch with the youth. Many resented the fact that in 1939 it was made compulsory to join the Hitler Youth, which allowed the leaders of it to concentrate on indoctrination of the youth. The extract from source A, â€Å"the emergence of â€Å"alternative and even â€Å"oppositional cultures and groups† and lines two to three in source B refers to the â€Å"Edelweisspiraten† and the â€Å"Swing Jugend†. The former acted by going on camping trips in war time when travelling was strictly limited and singing insulting songs about Hitler and the Hitler Youth. Later as the war progressed however, we see this â€Å"alternative youth group† shielding army deserters and joining resistance groups that fought the Nazis, especially communists. This shows that overtime their adversity towards the regime increased. The latter, the â€Å"Swing Jugend†, set up illegal swing clubs and organised dances, showing a desire to ape the American/modern culture. Source A is an extract from an analysis into the opposition the Nazis faced, and was written by S. J. Lee; while Source B is from Collier and Pedley's book, â€Å"Germany 1919-1945†. The research that goes in to the work of academic historians is enough to ensure that to the best of the historian's ability, the source is correct; reading up on the subject in great detail, and reading from sources, judging their bias and reliability in the work they produce. The sources have both been written recently and so we can assume that the sources used are accurate and up-to-date. The following extract from source A, â€Å"deficiencies of the Hitler Youth†, is referring to the fact that not everybody was convinced with the Hitler Youth. It placed strong emphasis on military exercise and sport for boys, and home economics and motherhood for girls, which some resented. It also refers to the fact that the youth leaders were often old, going against the slogan â€Å"the youth should lead the youth†, and were out of touch with the youths in any case. Source A implies that the youth were the most socially deviant group in Germany, â€Å"Social deviance was most apparent among younger Germans† placing special emphasis on the working class youth. The Edelweiss pirates were scattered around the working class towns but shared an identity in the form of all wearing checked shirts, short dark trousers, white socks, a windbreaker and a metal edelweiss flower badge; effectively a uniform, and could be said to be a youth group themselves. They stood against the regimentation, rules and restrictions in the Hitler Youth and indeed disagreed with the regime itself, with the Raving Dudes based in Essen and the Navajos based in Cologne being closely linked to them. These facts help show the validity of source A, they actually proved to be opposition to the Nazis, and as is explained partook in a wide range of acts to belittle the regime. One of the main goals of the Edelweiss pirates was to challenge the Hitler Youth, they didn't merely dislike it, and they despised the members of it. Source B takes a different view; it is clear that M. Collier and P. Pedley think that the youth of Germany remained true to Nazism. It is has been established that these are academic historians, and that it is a recent production. The first line is fact, by 1939 there were indeed 7. 5 million Hitler Youth Members, claiming approximately 90% of the population of youths. It says that by 1939, The source mentions dissatisfaction with the Nazis with â€Å"young people became disaffected by growing regimentation, petty restriction and ineffective and ageing youth leaders. Also, the fact remains that these other groups remained a minority, as a whole representing only around ten percent of the population of the youth. Membership remained high in the Hitler Youth, through fear, both by parents and the children themselves, through them still being inspired due to the camaraderie in it, and by the fact that Hitler Youth members were far more employable in Germany by this time, especially in the civil service. So this shows that there was an â€Å"affinity of young people with the dictatorship† and it was upheld. My knowledge shows that the closing line of source B is correct, Hitler's staunchest supporters were indeed children, and it was they who fought for him tooth and nail in the final days of the war on the streets of Berlin. The sources do also have bad points. Criticisms applying to both extracts given are that they are both edited, this means the sources are not complete and therefore, lacking the context in which the source is set, one could be missing the full picture of what it is trying to portray. The sources underestimate the extent to which some youths acted against the regime. Geoff Layton, in his book â€Å"Germany, 1933- 1945†³, says that twelve youths were hanged publicly in 1944 for attacking military targets and the assassination of a Gestapo officer. The sources seem to avoid altogether opposition from students in universities, as we must not forget this proportion of the youths. The most famous of which was the White Rose Movement, Sophie Scholl, her brother Hans Scholl and a professor named Karl Huber at Munich University, distributing pamphlets containing anti-nazi propaganda and they also wrote graffiti on walls throughout major cities but mainly in Munich. The name of Germany will be tainted forever unless the youth arises †¦ by annihilating these torturers†, this is an extract from the white rose movement manifesto, February 1943, referring to crushing the nazis. Also in February 1943, Paul Giesler, the gauleiter of Munich, delivered a blunt speech to the students ridiculing the males saying they were to â€Å"physically unfit † for service in the army, and told the females to â€Å"stop wasting time reading books† and produce children for the Fuhrer. This resulted in a full scale riot against Nazism, but was quickly put down, though it is still a notable event as it was the first public demonstration against the Nazis since 1933. I feel it is important not to overlook the students when considering youth opposition, as students in the metropolitan cities had very liberal ideas, and partook in resistance to the regime. However, while Source A places emphasis on the working class as opposition groups among youth, the Swing youth movement consisted of mainly the upper-middle class affluent youth who desired and craved for the swing music that was big in America. It was these who could afford to get gramophones and import music recordings. The swing dances were attended by up to six thousand people at a time; showing their popularity and it can be seen that this feeling of resentment towards Nazi restrictions was widespread, regardless of social standing. Source A blames the lack of imagination of the Hitler Youth for the springing up of alternative youth groups; where as the Hitler Youth achieved 90% membership of all youth. This did not further decline much as the war went on, suggesting that those who joined tended to stay. With Source B, the following extract â€Å"young people remained Hitler's staunchest supporters†, in source B, suggests that M. Collier and P. Pedley do not agree with lots of historians including F. McDonough, with their view that the youth provided a strong base of severe opposition to the Nazis and the war effort. An instant drawback in source B is that the source is from a book that is very general, covering lots of topics in Germany from 1919-1945, so is not specialised in opposition. To conclude, I would like to point out that Hitler placed the utmost importance on controlling and converting the youth to the Nazi cause even going so far in one speech to say people hostile to the regime were unimportant as â€Å"your child belongs to us already†, he saw them as the future of Nazism. The presence of these â€Å"counter-cultural† groups, (for example, the Edelweisspiraten), therefore, were seen as a failure to Hitler, and as they were deemed so important their opposition was dealt with brutally. This fact means that the youths were bold and brave in taking place in even the most trivial resistance. The fact that these youths counted for a substantial minority of the population, especially in large German cities such as Dusseldorf and Munich shows that there was more than an element of opposition, and this got worse as the war went on and the youths started to assist the allied war effort. The idea that the Nazis were achieving a Volksgemeinschaft falls down here as well, as these groups showed a desire to have a separate and individual cultural identity. This shows that there were non-conformists, and as source B says, even though there were 7. 5 million Hitler Youth members in 1939, youth enthusiasm for the regime did fall, even before the collapse of the regime. So the sources are proven to be reliable to a certain extent and are to be trusted in an evaluation of the opposition that the Nazis faced; though more sources are needed to give a substantiated judgement on the opposition which will enable us to gain a fuller picture of the topic.