Homosexuality as a norm of a society Essays

Homosexuality as a norm of a society Essays Homosexuality as a norm of a society Paper Homosexuality as a norm of a society Paper Both homosexuality and heterosexuality behaviors are common throughout human societies (and in many other species), with all cultures regulating the conditions under which they are allowed. In many of Papua New Guinea’s indigenous societies, for example, males are expected to engage exclusively in homosexual behavior for several years during adolescence (data are generally lacking for female sexual behavior in these cultures). Later, they are expected to marry a female and engage in heterosexual behaviors with her. In some of these societies, adult males regularly return to homosexual behavior to initiate new generations of adolescent boys. Thus, appropriate male sexual behavior is defined according to the individual’s age and societal events (e. g. the occurrence of rituals in which older males are called upon to initiate adolescents). In several tribal societies there have existed masculinization rituals in which the semen of adult men was imparted to or ingested by young boys so that the latter would develop into warriors. In Greek pederasty, the older men played the role of mentor in the sexual and civic development of the adolescent boy into full manhood (John P. De Cecco, 1995). People arrive at a homosexual identity through various routes. Some individuals, for example, identify as gay only after multiple homosexual experiences, while others form a gay identity entirely on the basis of their romantic attractions without having engaged in homosexual behaviors. Not all people with homosexual attractions develop a gay or lesbian identity, and not all people who identify themselves as gay engage in homosexual acts. Many men, for example, regularly have sex with other men but never label themselves as gay or bisexual. An increasing number of employers, organizations and local governments now offer same-sex â€Å"domestic partners† some of the same benefits that they give heterosexual married couples. And same-sex couples now enjoy legal recognition in the Scandinavian countries and in other countries. Since the early 1990s, growing numbers of lesbians and gay men have chosen to become parents, often in the situation of a committed same-sex relationship. Although there is no scientific basis or claims that lesbians will not make good mothers or gay men will not make good fathers, gay parents have often met with resentment from the conservative segments of society and have ever been denied custody of their own children. Nevertheless, lesbian and gay families are increasingly common. Yet another phenomenon encompassed in â€Å"homosexuality† in the United States (and many other societies) is minority group membership. In the twentieth century, society increasingly came to regard gay people as a minority group, and individuals sharing a gay or lesbian identity developed visible communities similar to ethnic, religious, and cultural minorities. Empirical research indicates that gay men and lesbians in the Unites States manifest greater psychological and social adjustment to the extent that they identify with and feel part of a community (Raymond J Corsini, 2001). Prison sexuality The structure of the prison environment makes prison sexuality a unique focus for research. When inmates enter prison society, they lose many of their basic human rights. One of this is privacy. Privacy is compromised within the prison system because the prison is a â€Å"total institution. † Prison is an unnatural environment because it deprives the individual of fundamental rights, possessions, experiences, and relationships. Sex is prohibited because of this condition; prisons inherently create conflict because they are dominating institutions. The most recent research on the prison sexual hierarchy came from a study of three male prisons in Oklahoma conducted by Hensley in 1998-1999. Inmates discussed that there were three â€Å"traditional† sexual roles found in male prisons (wolves, fags, punks). There are also subcategories within both the wolf and fag roles. Inmates labeled the two subcategories of wolves as the â€Å"aggressive wolf† and the nonaggressive wolf. † The aggressive wolf was depicted as someone of African American descent who was both physically and verbally â€Å"tough. † These inmates entered prison with a heterosexual orientation and maintained their masculinity by sexually assaulting younger, weaker inmates (punks). Raping a punk had more to do with power than sex. Non-aggressive wolves (or â€Å"teddy bears†), on the other hand, typically did not sexually assault their sex partners. But somehow they sought sexual relationships with other inmates (â€Å"fish† or â€Å"closet gays†) who were willing to engage in consensual homosexual activity while in prison. They tended to be Caucasian men who entered prison with a heterosexual identity and maintained their masculine role by participating in active role during sex. However, when asked about their current sexual orientation, over half of the nonaggressive wolves answered that they were now bisexual. Therefore, many of these inmates – because of the lack of heterosexual sex in prison – had changed their self – impression regarding their sexual orientation. The two subcategories of fags, on the other hand, included fish and the closet gays. Fish were typically African American males who took on a feminine role and appearance. They wore make-up, displayed female mannerisms, and took on female nicknames. Fish entered into prison life homosexual and maintained their homosexual identity, by assuming the passive role during sexual activity. Closet gays were typically Caucasian males who entered prison with a â€Å"hidden† homosexual identity. They have the ability to take on both the active and passive role during sexual activity. They did, however, try to maintain masculine appearances and mannerisms (Hensley, 2002).

LSAT Tricks from an Insider

LSAT Tricks from an Insider The makers of the LSAT are famously mysterious, but that doesn’t mean you can’t get inside their heads. Teaching LSAT prep classes has given me some unique insights into the how and  why of the test; the following tips- one for each section of the LSAT- should help you crack LSAC’s code on test day. LSAT Trick #1:  Memorize Argument Types Section: Logical Reasoning The vast majority of questions on the two Logical Reasoning portions of the LSAT contain a full argument: one or more premises and a conclusion. The conclusion is the thing the author is trying to prove, and the premise is some evidence that supports that conclusion. A tried and true way of scoring big on the Logical Reasoning portion is to memorize a  list of those argument types  then look for them on test day. Here’s an example of a common argument type, often referred to as excluding alternatives: There are two restaurants in this town- Roach Hut and Beef in a Cup. Beef in a Cup is closed for health code violations. Therefore, we must eat at Roach Hut. We’ve eliminated every possible alternative, so we can conclude that we must go with the only one left. Arguments like this show up on every LSAT. There are also mistakes that show up regularly in arguments, and the LSAT tests your understanding of them. Here’s an example of a flaw that some refer to as an exclusivity flaw: Imagine that, in the town referenced in the argument above, there was a third restaurant, Road Kill Bar Grill. If you made the exact same argument- excluding one restaurant- without showing that this third option was impossible, you would’ve committed an exclusivity flaw. On the test, two questions can look different on the surface- one might be about moon rocks and another about ancient history- but they may very well just be different contexts for the same type of argument. If you memorize the argument types and argument flaws before test day, you’ll be light-years ahead of the competition. LSAT Trick #2:  Use Your Game Setup More Than Once Section: Analytical Reasoning (Games)   Let’s say question #9 asks you, â€Å"If C is in slot 7, which one of the following must be true?† You dutifully create your Logic Games setup with C in 7, get the answer and move on. Guess what? You can use the work you did on question #9 on later questions. For example, another question might ask something like, â€Å"Which of the following could be true?† If there’s an answer choice that matches the setup you already made for question #9, you’ve already proven that it could be true, and so you’ve got the right answer without doing any work. If you can use your earlier work to knock out a few answer choices, you have a better chance of getting the later question right. If you can knock out all four wrong answers, then you’ve got the right answer by process of elimination. The takeaway here is don’t do more work than you have to. LSAT TRICK #3: Find the Argument Structure Section: Reading Comprehension It’s useful to think of a passage in the Reading Comprehension section as a really long (and boring) Logical Reasoning argument. Since there are generally between one and three arguments being made in any Reading Comprehension passage, and we know that an argument is made of premises and a conclusion, look for those premises and conclusions as you read. Find the structure of the argument to help you understand whats being asked.   These things are very often conclusions: A cause and effect relationship; a hypothesis; a recommendation that a course of action be taken; a prediction; an answer to a question. These things are very often premises: An experiment; a scientific study; scientific research; an example; an expert’s statement; a laundry list of items in a category. Here’s an example of something you might see on test day: The author says that smoking causes cancer. Then he talks about a study that shows that people who smoke are far more likely to get cancer than those who don’t. The cause and effect relationship is the conclusion, and the study is a premise that supports it. You’ll get tested on your understanding of how those two things relate to one another. About the Author Branden Frankel is an LSAT instructor for  Blueprint LSAT Preparation. Prior to teaching, he scored a 175 on the LSAT, got his JD from UCLA, and practiced patent law. You can find more of his insights at  Most Strongly Supported | LSAT Blog, through BluePrint LSAT Prep.   About BluePrint LSAT Preparation Blueprint students increase their LSAT score by an average of 11 points on in-class practice tests, and can enroll in live  LSAT prep classes throughout the country or  take an online LSAT course from home.

Making Decisions Based on Demand and Forecasting Assignment

Making Decisions Based on Demand and Forecasting - Assignment Example For this assignment, Dominos is having thoughts of venturing the market place in my community, which is the Jackson, Mississippi community. Therefore with this said, the objective of this paper is to conduct a demand analysis and forecast for pizza. This will enable me decide as to whether Domino’s pizza store should be founded in Jackson, Mississippi. My community Jackson is Mississippi’s capital state and has a very high population compared to others in Mississippi. Jackson County got its name from Andrew Jackson, as at the time he was the general until after quite a number of years he became the United States president. According to latest demographics research conducted in the year 2012, while Mississippi has 2,967,297 people, with Jackson County having 173,514 (United States Census, 2012). Jackson community has quite a number of industries where people make their living; these comprise of food processing, electric and machinery, agriculture and livestock farming (C ity of Jackson, 2010). Pizza is a food that is enjoyed by not only children, but also the entire family at large. This is why Dominos should open a store at Jackson community especially judging from the demographics and independent variables. Demographics are different kinds of attributes used when determining consumers buying behaviors as well as product preferences. The first is income whereby according to statistics done in Jackson community 80 percent of people living in this community have a salary, another 55 percent are self employed, 20 percent have investments that earn the money. Most of the population in Jackson community earn between $10K and $25K (United States Census, 2012). This means that if Dominos opened a store the people in Jackson community will be able to afford buying pizzas and sodas severally which means good business for Dominos. The Dominos price for a 2-liter soda is approximately $2.50. This is what makes people love Domino’s pizza the world over and that is because of their affordable prices. There are numerous deals and offers whereby customers get discounts. The other demographic and independent variable entails age: especially since organizations’ goods and services appeal to different age groups. Luckily, for Dominos children, teenagers as well as young families love pizza, which means if Dominos were to open a store in Jackson community where there is a huge population, they would get booming business. According to age demographics in Jackson community, the highest population is between 5 and 44 years with females taking the highest numbers. This age group is what will make Domino’s pizza a success in Jackson community. Regression equation is calculated by finding Y=50+0.03X Independent variable X=number of pizzas Dependent variable Y= cost of pizzas X=100 pizzas Y= 53$ From the calculations I have made I will interpret the coefficient of determination indicating how I will influence my decision to open t he pizza business. The number of pizzas people will buy is dependent on the price of pizzas they can afford especially based on the income they are making. Since the number of pizzas that people can afford to buy is high even if they do not have quite a lot of money, this shows that Dominos would make good business, as the people in Jackson community will be able to buy. Based on the demographics and independent v

English class Essay Example | Topics and Well Written Essays - 500 words - 6

English class - Essay Example Thus, the article finds that a general apprehension exists that video games cause violent behavior in children. However, the article challenges this contention as it does not seem tenable, though it concedes to the notion that to a certain extent, video games may impact children’s behavior. The article focuses on the premise that video games contain a lot of violence, bloodshed, objectification of females and sexual content. However, it emphasizes a more significant concern that viewing experience in the media, in terms of audio visual components, are â€Å"extraordinarily life like, and these effects can be particularly striking in violent games† (1). It also concedes to the fact that despite the existence of rating systems by the ESRB, children disregard the classification and even those below 13 years watch the content that is permissible to those in the age group of 17. The article also refers to research studies that â€Å"lend credence to concerns about the impact of violent video games† (3). However, this does not prove that games such as GTA cause violent behavior in children. The article, further, challenges this concept by arguing that there is â€Å"little or no evidence to support any of these theories† which purport that violence in th e video games such as GTA can provoke violent behavior in children (2). I believe that exposure to violent media or video games alone cannot make children to indulge in violent behavior. My research premise is based on the concept that many factors such as genetic framework, social circumstances, psychological reasons etc cause violent behaviors in humans. Therefore, children who possess any such specific traits or who remain exposed to any of the causative elements, stand the chance of displaying violent behavior. I do not agree with the evidence based on a study among 1254 students, which indicates that violent games cause aggression in children. It claims that those who play games are â€Å"more likely than their

Jasper Jones Essay Example for Free

Jasper Jones Essay Bullying is a huge problem in schools, communities, and homes. Bullying doesnt just happen at a certain age, but it happens at any age. Bullying happens all over the world and is a huge problem thats happening around the world. After The Vietnam War the Australians hated the Vietnamese. It took 521 Australian lives and left many soldiers with permanent disabilities (the Vietnam war). The Australians lost the most people ever in this war. After that war any Vietnamese person would have gotten bullied. bullying causes suicide. Because it makes you feel bad about yourself.It makes you feel like you are incapable and/or undeserving of being loved and standing up for yourself.When a bully does something to embarrass you everyone sees it and that makes you feel like a failure.It makes you feel inadequate.It doesnt cause just depression.It makes you hate yourself and others and maybe even the world for tolerating such behavior. If you thought that the effects of bullying disappear as soon as your child gets out of school, you are horribly mistaken. Social bullying like circulation of rumors and gossiping could prove to be more harmful than bruises or black eyes suffered in a school fight. The psychological effects of this social type of bullying extend long beyond the school days and linger into early adulthood. This leads to depression and anxiety even when the victim has attained adulthood. Recent studies reveal that there is a connection between â€Å"relational victimization in adolescence and depression and anxiety in early adulthood. Instead of going physical, like threatening a child with physical violence, social bullying tries to undermine a childs social standing and relationships by making them pariahs, keeping them out of social activities or spreading rumors that can hurt.

Comparing Jean Piaget and Lev Vygotsky :: Educational Psychology, cognitive development

Methods and approaches to teaching have been greatly influenced by the research of Jean Piaget and Lev Vygotsky. Both have contributed to the field of education by offering explanations for children's cognitive learning styles and abilities. While Piaget and Vygotsky may differ on how they view cognitive development in children, both offer educators good suggestions on how to teach certain material in a developmentally appropriate manner. Piaget proposed that cognitive development from infant to young adult occurs in four universal and consecutive stages: sensorimotor, preoperational, concrete operations, and formal operations (Woolfolk, A., 2004). Between the ages of zero and two years of age, the child is in the sensorimotor stage. It is during this stage the child experiences his or her own world through the senses and through movement. During the latter part of the sensorimotor stage, the child develops object permanence, which is an understanding that an object exists even if it is not within the field of vision (Woolfolk, A., 2004). The child also begins to understand that his or her actions could cause another action, for example, kicking a mobile to make the mobile move. This is an example of goal-directed behavior. Children in the sensorimotor stage can reverse actions, but cannot yet reverse thinking (Woolfolk, A., 2004). During a child's second and seventh year, he or she is considered to be in the preoperational stage. Piaget stated that during this stage, the child has not yet mastered the ability of mental operations. The child in the preoperational stage still does not have the ability to think through actions (Woolfolk, A., 2004). Children in this stage are considered to be egocentric, meaning they assume others share their points of view (Woolfolk, A. 2004). Because of egocentricism, children in this stage engage in collective monologues, in which each child is talking, but not interacting with the other children (Woolfolk, A. 2004). Another important aspect of the preoperational stage is the acquisition of the skill of conservation. Children understand that the amount of something remains the same even if its appearance changes (Woolfolk, A., 2004). A child in the preoperational stage would not be able to perform the famous Piagetian conservation problem of liquid and volume, because he or sh e has not yet developed reversible thinking – "thinking backward, from the end to the beginning" (Woolfolk, A., 33). Concrete operations occurs between the ages of seven to eleven years. Students in the later elementary years, according to Piaget, learn best through hands-on discovery learning, while working with tangible objects.

Australian Identity Essay

The Australian identity is a diverse concept that has developed overtime through significant events in our history. As a result of these events, it is has established Australia into a multicultural society that now includes numerous new lifestyles. However, it is an evolving concept that is still becoming, as further cultures are migrating to Australia and introducing unique traditions to the Australian life. This idea is further explored in the poem ’No more boomerang’ by Kath Walker, which exhibits how the Australian Aboriginals were forced into a westernized lifestyle by the British migrants. In ‘But I was born here, Miss’ by an unnamed migrant child, we venture into the life of an Australian migrant child who underwent difficulties at his school because of his ethnic background. In Tim Winton’s ‘Neighbours’, we witness how the juxtaposing lifestyles of the migrants and the Australians come together and live as one, peaceful community . Comprehending a new way of life is frequently a difficult task to undertake, especially if it is forced upon. The poem ‘No more boomerang’ is a prime example of how a significant event in Australia’s history, the Arrival of the First Fleet, impacted on Australia’s identity. The Australian Aboriginals were the first migrants of Australia, and they lived and created the first Australian lifestyle.. The author, Kath Walker uses parallelism in the form of ‘No more’, which represents how much of the Aboriginal culture has been lost and has come to stop because of the new customs and traditions implemented by the Anglo-Saxons which entitles a new civilized culture. This notion is reinforced in the third stanza of the poem through repetition of ‘No more’ in the line, â€Å"No more sharing of food†. This stanza refers to how the Aboriginals are now no longer following their old customary lifestyles and instead are slowly familiarizing themselves to the new British way of life. It is unmistakable that the Aboriginal’s had a problematic period adapting to the new way of life installed by the British. However because of the British colonization we are now a country equal to Britain and one that provides all its citizens with a good life. Nevertheless a new wave of migrants arrived from southern Europe and thus cultural diversity started in schools around Australia. But this wasn’t always a good thing as a migrant child wrote in ‘But I was born here, Miss’. Australian migrant children went through troublesome obstacles at school because of their ethnicities. In this poem the author has used the repetition of the motif, ‘’But I was born  here, Miss’’ to emphasize how the child is still seen as a migrant even though he claims as being born in Australia. It further highlights how unaccepted a child was because of his or her cultural background which is supported by the rhetorical question â€Å"Where do I live?†. In addition, the rhetorical question gives further insights into how the migrant child did not feel like he belonged because of his differences between the other children. This intolerance led to a clash between the cultures which caused fights and misunderstandings at schools across Australia. It is therefore evident that Australian migrant children endured harsh circumstances at school because of their ethnicities and the intolerance of the Australian born children. Maybe due to the fact of th is intolerance many migrant children didn’t regard themselves as an Australian. Maybe they simply did not want to be associated with a group of people that could not accept someone for whom he or she truly is. In time however the two cultures would learn to live with each other and create a tolerant society as apparent in Tim Winton’s ‘Neighbours’. Countless of Australians and migrants were not accustomed to the lifestyles of each other and often wrongly misinterpreted each other’s actions. In the text, the author Tim Winton uses a hyperbole within the line, â€Å"Their neighbours were not murdering each other, merely talking†. He uses it to demonstrate how the new couple were not use to people casually talking to each other in that loud manner which had been influenced by the European culture of the neighbours. Australians and migrants wrongly misinterpreted each other’s actions which lead to one believing the other was crazy and vice versa. This exemplifies the different cultures each one lived by and the traditions that went along with them. The Australians were quiet and friendly people who are always respectful and knew their boundaries. Whereas the migrants were loud and critical people who always had an opinion and did not know what boundaries were. This is conveyed in the story when the new couple p lanted vegetables in their backyard which caught the attention of their neighbours, who were quick to give them advice on how to plant and maintain the vegetables. The couple would then share their vegetables with their neighbours who in turn provided vegetables for them to plant. The gap between the Australian couple and their European neighbours was finally reduced as they learned to live together in harmony. Therefore it is seen that the Australians and migrants  could learn to live with each other and create a society that accepts other cultures. In conclusion, it is clear that the Australian identity is a diverse concept that has changed over the course of Australia’s history. This is effectively highlighted in the texts, ‘No more boomerang’, ‘But I was born here, Miss’ and in, ‘Neighbours’, as they convey different aspects of the Australian identity which have been affected by events in our history. Simultaneously these events have created a multicultural society that positively interacts with each other and shares cultural traditions.

The Realm of African-American Literature

In the realm of African-American literature, poet and writer Langston Hughes is considered one of the primary proponents that gave birth and development to the genre of Harlem Renaissance. This genre, which enjoyed popularity and support in the late 1920s until mid-1930s, was a cultural movement that depicted the life of â€Å"new Negros,† second-generation black Americans and direct descendants of African slaves in America. Harlem Renaissance was known for its incorporation of music, particularly jazz and the blues, in its everyday mirroring of African-American life through literature. Hughes as a major proponent of the Harlem Renaissance movement created literary pieces that sought to express his thoughts and feelings as an African-American artist while at the same time, providing social criticism against the oppressive nature of the predominantly white American society. His literary works, in effect, became channels through which he was able to artistically express his and his fellow African-Americans' sentiments about the realities they face in American society. Among Hughes major works of literature, the short story â€Å"The Blues I'm Playing† depict the dynamics that both white and black Americans experienced during the early 20th century. In this period, there was still evident division and discrimination between white and black Americans, with the black Americans gradually emerging as a major force in American society through their unique culture. â€Å"Blues† effectively illustrated the dynamics among Americans, white and black alike, as they struggled to assert the superiority of their respective race, culture, as well as gender. It is then this paper's main thrust to discuss and analyze â€Å"Blues† in the context of three prevalent themes illustrated in the story: friction between white and black Americans through conflicting views about each group/sector's race, culture, and viewpoints about gender roles. More specifically, the analysis involves a character analysis of Oceola Jones and Mrs Dora Ellsworth, a black American and white American, respectively. The character analysis centers on the presence or absence of change in the life of Oceola as she delved herself deeper into white American culture, and how, despite Mrs Ellsworth's efforts to â€Å"acuulturate† her in white American society, Oceola's roots and inherent ‘black Americanness' prevailed. In the end, Oceola ended up being more triumphant, cultivated, and artistic than her patron Mrs Ellsworth. In illustrating the changes that occurred to Oceola during her process of acculturation to the white American elitist society, it is vital to demonstrate these changes through the themes of conflict between her and Mrs Ellsworth in terms of their respective race, culture, and gender. Noticeable throughout the story was Oceola's seemingly passive attitude towards Mrs Ellsworth pretentious belief that she was, indeed, one of the few people who truly recognize art in its purest form. In contrast to Oceola, Mrs Ellsworth, because of her wealthy stature, took an active role in pursuing and creating what she called â€Å"pure art† through the proteges she had recruited through the years. The first theme of racial conflict emerged when Mrs Ellsworth expressed her traditional and prejudiced views about Oceola and black Americans in general. Though Mrs Ellsworth was congenial towards Oceola, her persistence to cling to society's prejudice against black Americans was immediately demonstrated through her desire to educate Oceola on the principles of pure art, avoiding, the best she can, to acknowledge the fact that she was a black American. Her attitude was reiterated once again in her insistence to acknowledge the genius of one of her Jew proteges, even though she held prejudiced views against Jews. Racial conflict emerges with Mrs Ellsworth apparent showing of her discrimination and prejudice against non-white peoples. Even the very act of recruiting talented young people and finance their education to music and the arts was her way of creating a distinction between her and her young, poor yet talented artists. By financing the education of these talented artists, she directly controls the kind of education they will receive, thereby controlling also the kind of art that they will produce. It is through art, then, that Mrs Ellsworth â€Å"oppress† her proteges like Oceola: by controlling the art that they produce, she holds the power to suppress the protege's desire to pursue his/her art simply because Mrs Ellsworth financed his/her education. Le Blanc's analysis of the racial conflict extant between Oceola and Mrs Ellsworth echoed the dynamics of racial conflict between them. While Mrs Ellsworth actively expressed discrimination and prejudice against people who belong to a particular race other than white American, Oceola's passive response towards her financer's behavior showed that racial conflict was a sublime one. Indeed, as Le Blanc explicated in his study of both women characters in â€Å"Blues† (16). Of course, in her paternalism, Mrs Ellsworth does not quite view Oceola as her equal. Despite the young woman's superior talent, Mrs Ellsworth persistently believes that Oceola lacks not just money, but certain cultural and emotional advantages. The older woman looks down upon her protege's attachment to the physical and sensual world. This sensual world is manifested in jazz, Harlem, and Pete, and all these represent her connection to her black community and culture. Apart from the presence of racial conflict in â€Å"Blues,† a more apparent theme demonstrated was Oceola and Mrs Ellsworth's conflicting views towards art per se. Oceola, exposed with Harlem culture, associated her music and art with the people she had been with, particularly her Harlem community and the church choir she used to teach prior to her being a protege under Mrs Ellsworth financial support. Mrs Ellsworth went through great lengths in order to assert the fact that the art she preferred, the art of elite people liker her, was truly American society's superior culture. But Oceola remained passive to Mrs Ellsworth's active advocacy to promote what she perceived as her â€Å"superior art.† Being the woman's mere protege, she expressed kept her own thoughts and feelings about the issue of â€Å"art for art's sake.† Interestingly, Oceola's honest view of art made more sense than Mrs Ellsworth learned viewpoints about it. At one point, Hughes voiced out through the character of Oceola the real nature and function of art to human society: â€Å"Why did they or anybody argue so much about life or art? Oceola merely lived-and loved it†¦If you wanted to play the piano or paint pictures or write books, go ahead! But why talk so much about it?† This honest view of art in Oceola's terms was the author's way of expressing his disagreement to the dichotomy of superior culture and inferior culture. African-Americans, who gave birth to Harlem culture, as well as contributed significantly to the world of art through the music genres of jazz and the blues, created art based on their experiences as an African-American and with their community. Art for art's sake was a credo not subsisted to in a collectivist culture like African-American's; art was created as a result of the people's interaction with each other, the product of harmonious unity and interconnectedness as peoples of a particular race, with specific traditions and heritage. In Mrs Ellsworth attempt to expose Oceola to Western (European) art in order to ‘forget' her Harlem roots and influence, she only reiterated her perceived superiority. She was a woman who held herself in high-esteem because she believed that she was promoting a noble cause, preserving pure, untainted art-art that merely exists for itself, an art that is autonomous to its creator and devoid of any other human element or influence in it. Mrs Ellsworth's perception of art was a â€Å"separation of art from life† (Bone, 23). In her failure to acknowledge art as the work of an individual and as devoid of any meaning nor influence, Mrs Ellsworth was indirectly destroying the concept of culture altogether, in the same way that she tried to change Oceola by ‘destroying' her strong Harlem roots, influence, and culture. Hughes' villainous portrayal of Mrs Ellsworth showed that an attempt to bridge â€Å"the gap between the two races by means of art† (1062). Unfortunately, Mrs Ellsworth's insistence to hold on to her prejudiced beliefs and perceived superiority became hindrances that led to the eventual deterioration of her relationship with Oceola. The issue of degradation was also reflected in the conflict that Mrs Ellsworth wanted to create as she took in Oceola as her protege (1060). It is inevitable that Mrs Ellsworth should compare herself against Oceola, who, despite the lack of opportunities and privileges in life, was able to create beautiful music without the proper training or education. Mrs Ellsworth tried to assert her superiority by indirectly assuming the persona of Oceola, whom she believed she owns and can control. That is, by supporting Oceola, she indirectly fills in the ‘gaps' in her life. Oceola remained unrestrained and free to express herself through her music; she was also able to produce beautiful art through music. These are the qualities that Mrs Ellsworth sought to have, and believed she had, by financially supporting Oceola. Thus, gender conflict emerged with the â€Å"contrasting meaning and significance and music to each woman† (Brent, 11). As Brent discussed in her analysis of Mrs Ellsworth and Oceola, the former's art was an â€Å"abstraction,† ‘rising above the banalities of everyday life.' Oceola's music, however, â€Å"music is a living, breathing practice which is fully integrated with her personal, everyday experiences.† These distinctions between the two women reflect the kind of society and reality they lived in: Mrs Ellsworth lived not for anyone nor herself, but on art alone. Oceola, meanwhile, preferred to liver her life not only with Pete, but with her Harlem community as well. Characterizing white and black American differences and conflict through the two women characters provided the in-depth look that Hughes wanted to show to his readers. It is through the characters of Oceola and Mrs Ellsworth that readers were able to witness the persistence and pervasiveness of prejudice and discrimination, regardless of one's gender or socio-economic status in life.

Brothers And Sisters Of Disabled Children Social Work Essay Essay Example

Brothers And Sisters Of Disabled Children Social Work Essay Essay Example Brothers And Sisters Of Disabled Children Social Work Essay Essay Brothers And Sisters Of Disabled Children Social Work Essay Essay Burke s article is unable to originate alteration in policy and pattern since his literature is based around his ain experiences and values. The findings are chiefly experiences from the parents and the cognition of disablement by association is limited. Burke overlooks what professional intercessions are better suited to back up siblings. For case, a UK voluntary service A Topographic point to name our ain provides households of handicapped kids with enlightening advice and runs sibling support groups ( Harris, 2008 ) . Parents believe siblings demands can be met by openly discoursing their sibling s status with a professional ( Conners A ; Stalker, 2003 ) . Meryer and Vadasy ( 1994 ) believe its bureaus duty for professionals to supply up to day of the month information sing their sibling s disablement. Siblings engaging in support groups is a signifier of early intercession to discourse their feelings and to portion their experiences. Burke does non inform us of the important function support groups help to authorise and back up parents and siblings ( Strohm, 2008 ) .Siblings are helped through relaxation Sessionss, out-of-door activities and have aid with prep ( DArcy et al,2005 ) .Although sharing experiences through support groups may non be suited for all children.Invididual guidance such as familial guidance or household therapy possibly more curative ( Conners and Stalker, 2003 ) . Families experiencing stray and pull offing entirely was prevailing in Burke s decision. An advocator or a keyworker could keep close contact with the household and arrange services to back up their demands ( Harris,2008 ) . Burke research of disablement by association is limited to better patterns, nevertheless the of import function siblings contribute within their households needs to be adhere to in bureaus agendas ( Meyer and Vadasy, Sibshops ) .For case, Aiming High for Disabled Children: Better Support for Families is a authorities transmutation programme.to guarantee services accommodate siblings demands through early intercession and for handicapped kids and their households to be empowered and supported to led normal lives ( AHDC,2007 ) . Decision about the value of the article Burke s article raises consciousness of disablement by association but provides no sufficient value to implement alterations in societal policy today. His research is really much ego reflecting and does non propose any farther solutions for back uping siblings of handicapped kids.

If it was me, Mr. President, I’d Get a Grammar Lesson.

If it was me, Mr. President, I’d Get a Grammar Lesson. I have been thinking for some time that I would like to write a blog on the subjunctive.   One of my blog followers, an astute man named Gabe, was kind enough to give me fodder for bringing this topic to the top of my list. For the second time in The Essay Expert’s blogging history, I turn to President Obama’s grammar bloopers.   The first was his incorrect use of â€Å"tenant† when he meant â€Å"tenet† in his speech following the Tucson shootings (The President Makes Grammatical Errors Too!). This week I’m pointing to Obama’s statement about the texting transgressions of Congressman Weiner. Obamas Grammatical Error Said the President, according to many news sources, â€Å"If it was me, I’d resign.† I won’t spend a lot of time explaining that a more proper structure of this sentence would have been, â€Å"If it were me, I’d resign.†Ã‚   Put simply, this is a conditional statement, speaking about an event that is not sure to happen and that did not definitively happen.   Any time you see the word â€Å"if† in a sentence, watch out for the subjunctive.   The correct verb form is most likely â€Å"were.† A good explanation of the subjunctive can be found on EnglishClub.com. I also won’t spend a lot of time harping on the fact that the President used the incorrect form of the pronoun â€Å"me.† The truly correct phrasing would have been, â€Å"If it were I, I would resign.† Note that â€Å"I† is a subject pronoun.   But who really talks like that? Meet The Press:   To Quote or Not to Quote? What interests me most is the way the press handled the situation.   You might remember that when the President said â€Å"tenant† instead of â€Å"tenet† in his Tucson shooting speech, the transcription of his speech corrected his error.   In the Weiner situation the press went to bat for Obama again but not universally.   Ive created a snapshot of press coverage of the issue below. [Challenge to reader:   How many double entendres can you find in the body of this article? If you find one, report it in the comments!] The New York Times Michael Barbaro of The New York Times covered up (or worked around) the President’s grammatical errors as follows in his article, Obama Suggests Weiner Should Resign: President Obama told NBC News that if he were in Representative Anthony D. Weiner’s position, â€Å"I would resign,† according to a senior network executive. Fox In contrast, Fox quoted Obama word for word in their article, Obama Says He Would Resign in Weiners Position: I can tell you that if it was me, I would resign, Obama told Ann Curry in an interview scheduled to air Tuesday on NBCs Today. How many times do you think that one got tweeted? Youtube/Hollyscoop.com Hollyscoop.com, in the midst of making references to porn star names, fixed the subjunctive issue on its youtube video report, but did not touch the improper pronoun: Now the President is saying, â€Å"I can tell you that if it were me I’d resign†¦Ã¢â‚¬  Maybe these folks need a grammar lesson too. Pundit Press Pundit Press left the error waving in the wind, both in the title and body of its article: Title: PRESIDENT OBAMA: If it was me, I would resign. Body: Obama did not call for the resignation of Anthony Weiner, but did say,  I can tell you that if it was me, I would resign. CNN Finally, CNN’s article by Ashley Killough maintains picture perfect grammatical integrity in its headline, Obama On Weiner:   ‘I Would Resign’, but exposes Obama’s actual wording in the text: (CNN) President Barack Obama told NBCs Ann Curry in an interview to air on Tuesdays Today, that if he were in Rep. Anthony Weiners shoes, he would leave Congress. I can tell you that if it was me, I would resign, Obama said. Grammatically correct or not, Obama’s opinion surely had an impact.   Weiner has stepped down, probably due to the uncovering of his lies more than anything else. If you were a reporter, how would you have handled Obama’s grammatical error?   And why did Clinton survive his sex scandal, whereas Weiner was trampled?   The Christian Science Monitor has shed some light on this question in its article, Why Democrats turned on Anthony Weiner, but not Bill Clinton. I suppose we can all be comforted that no one (even The Essay Expert) will push for politicians to step down due to grammatical transgressions. Category:Grammar Writing TipsBy Brenda BernsteinJune 20, 2011 7 Comments Penelope J. says: June 22, 2011 at 3:05 pm Agree with the above comments. Also, Obamas use of the English language is generally correct except for the occasional slip such as this one unlike his predecessor, famous for his grammatical bloopers. For me, its a big relief to have a president who can speak and pronounce (think nucular) English correctly even though Obamas dependence on the er is annoying. Log in to Reply The Essay Expert says: June 22, 2011 at 6:25 pm Penelope, I couldnt agree more! Log in to Reply The Essay Expert says: June 22, 2011 at 6:23 pm Thanks for your insight Eric. I wonder if Were it me or Were I to would sound stilted. I approve of grammatical errors when necessary to sound conversational. Even If it were I would have sounded a bit high and mighty. Log in to Reply The Essay Expert says: June 22, 2011 at 6:24 pm Rita, I agree completely! And it scares me how many educated people do not know the rules of how to start a sentence with a pronoun or pronouns. I do my best to educate when I can! Log in to Reply The Essay Expert says: June 22, 2011 at 6:25 pm The Wizard of Oz the answer to all our grammatical troubles!! Love it. Log in to Reply Jarom says: June 23, 2011 at 11:05 am That was an enjoyable post Brenda. 🙂 Log in to Reply The Essay Expert says: June 23, 2011 at 11:32 am Thanks Jarom! Log in to Reply

Fair Trading Assignment Example | Topics and Well Written Essays - 1000 words

Fair Trading - Assignment Example The Office of Fair Trading is the most important government body in this connection. It has the power to impose penalties on those found breaching the law. The amendments made to this Act in May 2004 assigned greater powers to OFT so it can now conduct investigations in case a business is suspected of violating the prohibitions. Apart from Chapter 1 and II prohibitions, business need to be mindful of the anti-competitive activities outlined in Articles 81 and 82 of the EC Treaty. These prohibitions are similar to those contained in Chapter I and II but contain some additional information. Company directors are under increased pressure from the government now with amendments to Company Directors Disqualification Act 1986 under the Enterprise Act 2002 whereby individuals found of breaching the law may face Competition Disqualification Orders. This can prevent them from managing a company for 15 years. Some key implications to remember include the power of OFT officials to demand documents that can establish the status of a firm and its trade practices. Any breach of fair trade practices can result in 10 percent fine for your business on an annual basis. Third parties can claim damages. The Enterprise Act 2002 has given additional force to compliance laws by making some anti-competitive activities criminal. The cartel offence clause can make some monopolistic activities liable to criminal prosecution. OFT gives priorities to cases of cartel offence and if found involved in a cartel, your business can face serious charges. The Fair Trading Act had initially granted power to Competition Commission for making monopoly references. However under Enterprise Act 2002 those powers have been assigned to Office of Fair Trading, which can now work as a statutory body in tandem with a Board. The Competition Commission is still an important body in this connection as it had the power to investigate monopolies on direction of Director of Fair Trade agency. However most of those powers have now been granted to Office of Fair Trading. It can still make investigations when appeal is registered on some decision taken by OFT. The Director General of Fair Trading has the power to investigate alleged breaches and if it finds that prohibitions have been violated, companies can be charged 10 percent of their annual revenue for 3 years. This is something that you will have to be very careful of since these charges can erode your profits for many years. That will consequently affect your share price and might result in a takeover. With the agencies and bodies that would try to control your monopolistic activities, there are some safeguards available which you should be aware of. If your company is concerned about possible monopolistic charges, you can instantly notify the Office of Fair Trading of agreements and any other activities that might constitute anti-competitive behavior. This can help you in seeking exemption by explaining how it might help and benefit other players. Secondly some agreements may actually not be in the jurisdiction of the agency and notification can help you understand where