Greek Mythology :: essays research papers

The Greeks believed that the dry land was formed before anyof the gods appeared. The gods, as the Greeks knew them,all originated with Father Heaven, and Mother Earth. FatherHeaven was known as Uranus, and Mother Earth, as Gaea.Uranus and Gaea raise many children. Amoung them werethe Cyclopes, the Titans, and the Hecatoncheires, or theHundred- Handed Ones. Uranus let the Titans roam free,but he imprisoned the Cyclopes and the Hundred- handedOnes infra the earth. Finally, Gaea could not bearUranuss malignity to the Cyclopes and theHundred-Handed Ones any longer. Gaea joined Cronos,one of the Titans and together, they overcame Uranus,killed him, and threw his personate into the sea. Aphrodite,goddess of love and beauty, later rose from the sea whereUranuss body had been thrown. Now Cronus became kingof the universe. Cronos married his sister, Rhea, and theyhad sextet children. At the time of Cronoss marriage to Rhea,Gaea prophesied that one of his children would overthrowCronos, as he had overthrown Uranus. To protect himself,Cronos swallowed each of his scratch line pentad children -- Hestia,Demeter, Hera, Hades, and Poseidon -- immediatly after cede. After the birth of her sixth and last child, Rhea trickedCronos into swallowing a rock and then hid the child -- Zeus-- on earth. Zeus grew up on earth and was brought back to jump on Olympus as a cupbearer to his unsuspecting father.Rhea and Zeus connived against Cronos by mixing a noxiousdrink for him. thought process it was wine, Cronos drank themixture and promptly regulated his five other children, fullygrown. Then Zeus and his brothers waged a mighty battleGreek Mythology essays research papers The Greeks believed that the earth was formed before anyof the gods appeared. The gods, as the Greeks knew them,all originated with Father Heaven, and Mother Earth. FatherHeaven was known as Uranus, and Mother Earth, as Gaea.Uranus and Gaea raised many children. Amoung them werethe Cyclopes, the Titans, an d the Hecatoncheires, or theHundred- Handed Ones. Uranus let the Titans roam free,but he imprisoned the Cyclopes and the Hundred- handedOnes beneath the earth. Finally, Gaea could not bearUranuss unkindness to the Cyclopes and theHundred-Handed Ones any longer. Gaea joined Cronos,one of the Titans and together, they overcame Uranus,killed him, and threw his body into the sea. Aphrodite,goddess of love and beauty, later rose from the sea whereUranuss body had been thrown. Now Cronus became kingof the universe. Cronos married his sister, Rhea, and theyhad six children. At the time of Cronoss marriage to Rhea,Gaea prophesied that one of his children would overthrowCronos, as he had overthrown Uranus. To protect himself,Cronos swallowed each of his first five children -- Hestia,Demeter, Hera, Hades, and Poseidon -- immediatly afterbirth. After the birth of her sixth and last child, Rhea trickedCronos into swallowing a rock and then hid the child -- Zeus-- on earth. Zeus grew up on earth and was brought back toMount Olympus as a cupbearer to his unsuspecting father.Rhea and Zeus connived against Cronos by mixing a noxiousdrink for him. Thinking it was wine, Cronos drank themixture and promptly regulated his five other children, fullygrown. Then Zeus and his brothers waged a mighty battle

The Mexican War Essay -- History Historical Mexico American Essays

The Mexican WarThe factors that started the Mexican War lay heavily on American shoulders. Whether if the factors were created by social, political or economical needs, they have all become the center of attention for the question of being a national interest or disgrace. However, the Americans tangle that they existed for spreading the blessings of peace. according to Andrew Jackson. There will always be controversy between the two sides of this matter, the Americans who feel that it had to be make, to the Mexicans who felt that it was an injustice done to their nation.First of all, socially, the Americans felt that it was their duty to spread their blessings of democracy and peace. Through manifest destiny, they insisted that their motives were pure and unselfish, and were done to help their neighboring nations. However, it actually served as the main crusade force for Americas desire for the conquest of Mexicos land that stretched to California. Another factor that added to the ir decision of Americas territorial conquest was better said by Walt Whitman, What has miserable, inefficient Mexico-with her superstition, her burlesque upon freedom, her actual tyranny by the few over the many-what has she to do with the great mission of peopling the new world with a noble race? Be it ours, to achieve that mission Be it ours to roll down all of the upstart leaven of old despotism, that comes our way America felt that inferior races like Mexico were there ...

J. Edgar Hoover Essay -- essays research papers fc

J. Edgar hooverFormer Senator Joseph McCarthy put it perfectly when he said, for the FBI is J. Edgar Hoover and I think we can rest assured that it go forth always be. (qtd. in Denenberg 7). J. Edgar Hoover is credited for reconstructing the Bureau of Investigations (later renamed Federal Bureau of Investigations). Regardless of how people saw him, Hoover was powerful and committed, and did e actuallything within his power to cleanse the agency that would make this country a safer place for all.John Edgar Hoover was born New Years Day in 1895. After days of teaching and law school he started as a third generation regimen worker in July 1917 as a clerk for the Justice segment (Denenberg 23,25-26). In 1919 he was promoted to acting director and later to director in 1924. He ran the FBI until his death on May 2, 1972 at the age of 77 (DeLoach 226). With all of the changes to the system that occurred because of his hard work, J. Edgar Hoover is referred to as the father of mode rn-day law enforcement (DeLoach 226). Hoover can take credit for separating the Bureau from politics, raising standards for agents, and implementing many former(a) necessary crime programs (DeLoach 226-227). Most people were frightened of Hoover and this caused an attempt to portray him, through the media, in a manner that was far from complimentary (DeLoach 228). It is very difficult to find positive information about him but no one can deny the hard work and accomplishments he made for the candid of this country. To this day, he is the longest-serving leader of an executive branch agency, having served through the terms of eight presidents. He had good standing relationships with all the presidents regardless of their political position. Herbert Hoover (no relation) recommended J. Edgar Hoover to the attorney general for his director position with the Bureau based on his previous performances. No president came close to firing him (Hoover 34-35). For almost three generations, and make up now, it is almost impossible to think of the FBI without thinking of Hoover.Democrats accused him of being Republican fitting as Republicans accused him of being Democrat. Hoover himself was not political. He was just as skeptical, scornful and vindictive in the treatment of right-wingers and left-wingers he didnt like (Hoover 40). Hoover swept through the department and fired agents with questionable ... ...velt to convey communications and tactics of suspected spies and war enemies. Though controversial it terminated the largest spy ring in operation in this country (Denenberg 79-81 Directors). Through the years Hoovers dedication in raising the importance if the FBI helped to expand the Bureaus jurisdiction and responsibilities (Directors).J. Edgar Hoovers record of notable government service has never been matched. He transformed the bureau from a badly managed, corrupt organization to a quality law enforcement agency. As its size and cipher have increased over the years, its reputation for competence and integrity has declined. It has lost most of the respect that it enjoyed in Hoovers day.Works CitedDenenberg, Barry. The True bosh of J. Edgar Hoover and the FBI. New York Scholastic Inc., 1993.DeLoach, Cartha. J. Edgar Hoover. Booknotes Life Stories. Ed. Brian Lamb. New York Random House, 1999.Directors Then and Now. Home page. Federal Bureau of Investigation. 1 July 2004 .Hoover, J. Edgar. J. Edgar Hoover Speaks Out. By Jack Wooldridge and Wilbur Martin. terra firmas Business January 1972 32-45.

Prairie Dogs: A Modern Day Plague :: Free Argumentative Essays

Prairie Dogs ? A Modern Day PlagueAlmost Every Morning on the plains of easternColorado, rancher Ken Holmes squints through ariflescope and sights in on a fat, little prairie traverse.At the blink of an eye, he pulls the trigger and ahollow-tipped slug erupts from the barrel. Twohundred yards later, the slug explodes in the prairiedog dissemination its ravaged flesh across the plains. Some people say that this is a horrible act, but forranchers like Ken Holmes, its away to save hisgrazing fields. The prairie dog is a controversial animal because manypeople perceive them to be a prolific nuisance.Shooting and poisoning has reduced an extremely largepopulation, which in one case covered most of the westernU.S. and northern Mexico. In Texas, the historicpopulation at the turn of the century in 1900 wasestimated to be approximately 5.5 billion animals.Today, metrical composition of prairie dogs in Texas are estimatedat only 300,000 (cdri). Maybe if these numbers keepdecreasing at such an alarming rate, the prairie dogproblem may in truth come to an end. So no local,state, or federal government should try to bring thesenumbers up. This animal digs gigantic burrows, and makes extensivetunnels underneath the Earths come up (bitterroot). This natural act the prairie dog makes kills grass anddestroys fields taking away feed for cattle and cropsfor food. Many scientists believe that this act is anatural fertilizer, bounteous nutrients back to the soil(National Geographic p.116). If this natural act is afertilizer, thusly why are many ranchers and farmersfaced with a loss of money. Usually cod to the factthat these burrows take up a wide range of theyrefields making it difficult to grow and raise anythingfor a profit. Also, if this fertilizing act actuallyfertilizes the land, then why is it that they seem todestroy a field rather than help it? Rather than try to shoot them or poison them, somehave essay to set aside protected areas, and relocatethe prairie dogs. I n Boulder, Colorado, approximately20,000 feet of visual barrier was installed alongboundaries of these protected areas. The cost of thatwas $23,000, but that figure represents only equal tocover about 7.5% of the perimeter surrounding thearea. It would require an additional $242,350 tofinish that barrier. Instead of this expensivebarrier, relocating them was the second option. Inorder to do this, it would cost upward of $100,000just to move them somewhere else (ci boulder). Thatis a lot of money to be throwing around on an animalthat not many people like. If people were dismissal to

Immoral Materialism :: essays research papers

Immoral Materialism The desire to be rich is part of every American&8217s dream, scarcely does one change when one becomes rich? Can one be happy and wealthy? Just as the characters in the novel The Great Gatsby, indite by Scott Fitzgerald, hatful believe that money will buy them a happy life. In the almanacks of Poor Richard, quite a different approach at happiness is presented. Poor Richard writes about money as just a supplement to a wise man, that being knowledgeable and having a trade ar far more respectable that inheriting money from a relative. Contrary to Poor Richard&8217s works, the prevalent aspirations of modern Americans are better represented in Fiztgerald&8217s work The Great Gastby, which shows the ignorance of the rich, the adulterous morality of people, and the correct way to pursue happiness.Today&8217s society believes that money can buy happiness. Jordan, a character of The Great Gastby, explains this theme when she says, &8220Gastby bought that house so tha t Daisy would be just across the bay (79). Gatsby Himself later states &8220She only married you because I was poor&8230It was a irritating mistake. (131). These quotes explain Gastby&8217s belief, that if he becomes rich, he will be able to obtain love from Daisy. This is quite contrary to the ideas of Ben Franklin represented in this quote &8220 fill makes poor men rich Discontent makes rich men poor, this quote explains that life itself is the reward, not the things that money can bring to it. Many wealthy people assume that it is their right to encounter others listen to and follow their own wishes, or thoughts. The character, Tom Buchanan is the model superficial rich person. Who attempts to force his poorly thought-out, stolen theories to all those rough him. This is shown in the indication of his tone when he states &8220 &8216Civilization&8217s is going to pieces,&8217 broke out Tom violently (13). Tom&8217s use of non-formal English, such as &8220I&8217ve gotten to be a t errible pessimist about things (13) cause him to stand out from his wife and the other Characters. This view of superiority by white males that have inherited wealth is not uncommon today. Contradicting the stated opinion, Franklin feels that a man that gains his wealth deserves more respect that one who inherited it though family ties when he writes &8220A Ploughman on his Legs is higher than a Gentleman on his Knees.

Immoral Materialism :: essays research papers

Immoral Materialism The desire to be rich is part of every American&8217s dream, scarce does one change when one becomes rich? Can one be happy and wealthy? Just as the characters in the novel The Great Gatsby, written by Scott Fitzgerald, large number believe that money will buy them a happy life. In the almanacks of Poor Richard, quite a different approach at happiness is presented. Poor Richard writes about money as just a supplement to a wise man, that being knowledgeable and having a trade be far more respectable that inheriting money from a relative. Contrary to Poor Richard&8217s works, the prevalent aspirations of modern Americans are better represented in Fiztgerald&8217s work The Great Gastby, which shows the ignorance of the rich, the adulterous morality of people, and the correct way to pursue happiness.Today&8217s society believes that money can buy happiness. Jordan, a character of The Great Gastby, explains this theme when she says, &8220Gastby bought that house s o that Daisy would be just across the bay (79). Gatsby Himself later states &8220She only married you because I was poor&8230It was a detestable mistake. (131). These quotes explain Gastby&8217s belief, that if he becomes rich, he will be able to obtain love from Daisy. This is quite contrary to the ideas of Ben Franklin represented in this quote &8220 discipline makes poor men rich Discontent makes rich men poor, this quote explains that life itself is the reward, not the things that money can bring to it. Many wealthy people assume that it is their right to befool others listen to and follow their own wishes, or thoughts. The character, Tom Buchanan is the model superficial rich person. Who attempts to force his poorly thought-out, stolen theories to all those nearly him. This is shown in the indication of his tone when he states &8220 &8216Civilization&8217s is going to pieces,&8217 broke out Tom violently (13). Tom&8217s use of non-formal English, such as &8220I&8217ve gotten to be a terrible pessimist about things (13) cause him to stand out from his wife and the other Characters. This view of superiority by white males that have inherited wealth is not uncommon today. Contradicting the stated opinion, Franklin feels that a man that gains his wealth deserves more respect that one who inherited it though family ties when he writes &8220A Ploughman on his Legs is higher than a Gentleman on his Knees.

You Don’t Know Jack: An Analysis

Euthanasia has been a debatable issue since ones perception of this idea could count on different factors such as religion, culture, and even personal life experiences. DRP. Jack Savoring witnessed how his mother suffered in agony with her disease, describing the pain as a toothache In all your bones. Just Imagine how painful that is. At that time, he cannot do anything to alleviate the pain his mother is going through. He snarl lost. Thats how he felt responsible in aiding those people who are terminally ill.For him, its not about killing someone. Its watching that Hess endurings have gone through a lot, and listening to their wish to end the pain rather than continue living but youre actually destruction. Another point Is that hes doing it free of charge. He used his avouch resources to help his patients. There is no personal gain to him, but it is rather an act of service. It may not be acceptable to many but he was doing It from the standpoint of a medical person, of a son who understood what Its Like for someone to live fighting off a disease.II. Oh, the lingering of finale. What a business. accompaniment death alive. Hospitals dont make money otherwise. Drug companies either. If youre rich and you have the money, you can pay to die. But the poor, they can only afford to suck It out and suffer. This iterate from the movie truthfully states that the medical industry is also a business. Most people are in it to save lives or improve health. But there are others who see it as a moneymaking opportunity. To be honest, hospitals and drug companies dont make money when no one Is sick.These businesses keep death alive. A patient may still be alive but only because he/she Is still In the process of fighting off death. But the creation is that this person is actually dying compared to cost of us (since all of us are in one way or another living and dying at the same time). Rich people can afford the operation, treatment, hospitalizing bills, and drugs s o their way of dying bearable compared to those who cant. Ill. To each person, their own way of death with dignity. At this age, I now look at felo-de-se as something sad and depressing.We now know for a fact that some people commit suicide because of psychological depression thinking that this Is the only way out. We feel sad for them, and think on how could the people around them possibly changed their decision. I remember long time back when we hear of someone omitting suicide, one of the many things that pop out of our heads is the question Why? Followed by a questioning thought If this person allow still go to heaven because he/she lived a good life, or if he/she will go to hell because to be straight forward, its murder of ones self.Euthanasia gives the patient liberty to ascertain for his/her own life. We can try, but the truth is, none of us can fully comprehend someone elses thoughts. We will never understand how a person feels, or how much pain theyre going through s o who are we to Judge? 1 OFF to use abundantly unneurotic with the freedom to decide on what to do it. It is human to choose pleasure, enjoyment, and happiness. But sometimes, life will not offer these choices. There will be pain, wo(e) and sadness.The movie mentioned a religious dogma that makes euthanasia unethical God almighty who wills us to suffer This teaching goes against the objective of euthanasia to relive the patient pain and suffering making it morally wrong. On the contrary, God gave us the freedom to decide. It is in dying that we can union with him. The belief is that we should always permit nature take its own course V. Crime vs.. civic Rights When a law is deemed immoral by you, you must disobey it. Medicine and Law are two of the most influential and powerful disciplines in the world.It is studied to help serve humanity but sometimes they clash for their arguments come from diverse objectives. Civil rights is about personal liberty-? patients have the discretion to seek suicide assistance making euthanasia a result of ones personal decision and freedom to decide for his life. But the law does not make it legal to kill someone even with the patients consent. Dying is always easier to comprehend and acceptable if its a natural death when no other human is held responsible.

Bba Application Essay

Community is where one finds a place to belong and a purpose to pursue. It notify mean the difference between soaring with greatness or simply floating along. It is where leaders find their passion to shine and their reasons to thrive. The Emory design Choir residential area is no different, and it is where I have found my own passion and purpose to grow and thrive. The Emory Concert Choir is a family of diverse individuals who join together to match each others lives up with song and laughter. It is where each of us has found our identity and expresses our passion for music.Each precious breath that escapes between our lips echoes through the concert hall and is filled with our pride and joy. However, music is not a treasure to be guarded from others, but is instead a food for the soul that should overflow. Therefore, I have thusly devoted myself to let our music be known to the Emory community as our Publicity Chair. In order to increase our campus awareness and give up a larg er number of students to enjoy our concerts, I have started a number of initiatives since being appointed.During my freshman year, I noticed a lot of listeners came up after(prenominal) our concerts to express their gratitude. Many claimed to have been overwhelmed with joy and loved the beautiful sounds. Yet, many of these faces were not seen during the following concert. I realized that the problem lies within the overlook communication of information many simply did not know the date of our next concert. In order to increase communication, I began collecting email lists after each concert for those who wished to be informed of our future concerts.Furthermore, our new YouTube pages and Facebook pages pull up stakes now allow us to utilize social media to engage with the Emory community. These new tools will help us keep the Emory community informed of all our future ventures. However, awareness does not end with simply communicating information. It is equally important to expat iate and maintain an image and identity of our Choir as a whole. Just as a company advertises its brand image, we too plan on promoting our consorts image.During the academic year of 2012-2013, one of my largest initiatives is to identify the key characteristics of our sing, and create a campaign to promote that image. We have already begun designing apparel for the choir and revamping our website. The efforts made here will help shape Concert Choirs place in the Emory community for the years to come. Over the past year, Emory Concert Choir has transformed from a group of singing strangers, to a family of friends supporting a common goal. I now know my role in improving our Concert Choir family and I know I have the capacity to achieve such greatness.

Ethical Dilemmas Essay

Thither are three situations presented in the simulation which poses different good predicaments on the part of the decision- coercer. The symptoms of the respective dilemmas and their root causes shall be discussed individually because analysis would be proper if they are able to locate the root cause of the departure (Lee). The Indiscreet Relationship The first situation presented was an indiscreet relationship between a boss and his secretary. The boss took the secretary along with him during business trips at the set down of the company.He correct promoted the secretary to junior account executive. This problem created a stir within the company and corridor talks went around saying that the way to make it through the ladder of success in the company was through less than ethical means. This has caused an unrest among the employees of the organization that an ethical stand should be taken. However, the decision-maker had an ethical dilemma in making his decision. The boss, Patrick, is his former friend and colleague who was the one instrumental in landing him his job.Patrick also helped him during his early days with the company in getting hold of the ropes of the business of the company. On the other hand, company morale is going down because the employees think he is an unethical leader for allowing Patrick have his way in maintaining an indiscreet relations with his subordinate and in spending company resources in the process. This is what defines the ethical dilemma here. Sniffdog The second situation presented by the simulation which involved an ethical dilemma is the decision to represent SilverPill and their Sniffdog account.Sniffdog is a computer program which could sneak into the users hardware and retrieve many confidential data without the users knowledge. The ethical dilemma comes in when taking the account means allowance of the intrusion of privacy while not taking the account leave make the company lose a lot of money by losing the a ccount. The fact that compounds these all is that SilverPill informed the company that they exit give all their accounts to McKinley should they submit to corroborate Sniffdog.The ethics rulebook of McKinley states that the employees will maintain impeachable integrity in all its business dealings. Allowing Sniffdog to push through will not reflect well of this ethical rule. On its face, the business being dealt with here is plainly business and nothing will be objectionable about it. McKinley will just seek to endorse the Sniffdog program. However, when the program has capabilities of sneaking into private cultivation, an ethical issue arises for McKinley will be signing itself to be part of such intrusion.Although SilverPill promised not to use any information that may be gathered for any illegal or extralegal use nor to sell it to a third gear party, the fact alone that there will be intrusion into the private lives of the users of the program will already present a grave et hical issue. Thus, the root cause of the problem here is whether or not to be a part of a project which can intrude into the private lives of clients by collecting confidential information from them without their knowledge.Think EddieAnd the third situation with an ethical dilemma presented by the simulation is whether or not to discover certain information about the program Sniffdog to Think Eddie which is a contender of SilverPill. At this point, SilverPill is no longer associated with McKinley and has moved on to another PR company. Think Eddie has entered the picture and wants McKinley to represent them for a computer program which has the same features as that of SilverPills Sniffdog. Think Eddie is a big client.And now it wants information about the Sniffdog program without, however, threats of any sanctions given to McKinley in case of non-compliance. The ethical dilemma here is whether to reveal the requested information to Think Eddie or not. Though Think Eddie did not gi ve any threats for non-disclosure, surely there was an unwritten statement nonessential the request that non-disclosure might strain the relationship between the two companies. On the other hand, the ethics rule book of McKinley prescribes them not to hold conflicting interests.SilverPill, though a former client, still has the right that every information given by it to McKinley be kept confidential by the latter. Because of the mentioned rule, McKinley is duty-bound not to bump confidential client information, especially in this case where the revelation will be made to a competitor. The root cause of the problem, therefore, is whether or not to reveal information obtained from a former engagement in order to establish a better business relationship with a new engagement even though the two have conflicting interests and the former engagement has already been severed.In all, the ethical dilemmas arise not because of the ethics rule books established by company but mostly because of moral grounds. If doing what is right produces something bad, or if doing what is wrong produces something good, the force of moral obligation may seem balanced by the humans of the good end. We can have the satisfaction of being right, regardless of the damage done or we can aim for what seems to be the best outcome, regardless of what wrongs moldiness be committed (Ross, 2007). Thus, the root of these dilemmas is simply because there are moral standards to which, companies as well as persons, must adhere.

The Effects of Warm up in Learning Second Language

The Effects of Warm up in Learning Second LanguageAbstractionOne of the ways to larn the lingual communication better is holding a good warm up activity. This paper aims to look into the make of warm up as a year room activity in larning second lingual communication. It is travel to hold a critical passel, and over position of some books and essays about this activity. This paper attends to impart the definition of warm up as an activity before the lesson. Then, it is traveling to detect that how could warm up impact the acquisition procedure? It is desirely traveling to happen that holding a good warm up activity helps pupils to put for the new lesson.Cardinal words Warm up activity, 2nd linguistic communication, larning procedureIntroductionWarm up is one of the good methods for ESL pupils to larn the 2nd linguistic communication better. This paper introduces the construct of warm up as an activity which attracts pupil s attending and helps them to concentrate on the subjec t.Literary reappraisalAn interesting manner of get downing a lesson could be utilizing activities called foreword activities or ice-breakers ( Robertson & A Acklam, 2000 ) . Teacher could get down warm up activity by utilizing some games, inquiring inquiries and holding treatments which all should be associate to the subject or lesson.A warm up activity could supporter a teacher to acknowledge the assorted types of pupil s go outing manner. Harmonizing to Cardenas ( 2001 ) , Students learn best when they bath turn to cognition in ways that they trust. They will larn best through making instead than reflecting . Therefore, instructor could utilize different manners like drama, presentation, treatment, and wholly we could state by action.A warm up activity helps pupils to set aside any distractions which are in their issue and focal focalize on subject, and it helps ESL pupils to deal in mark linguistic communication. Harmonizing to Peterson ( 2010 ) , Get downing your le sson programs with a five minute warm up can function to concentrate your pupils on the subject, open up originative thought and aid to use the acquisition in new ways .Purpose of the surveyThis paper assesses the impact of warm up on ESL pupils and purposes to analyze the effects of this activity on the acquisition procedure. It is traveling to analyze these inquiries 1 ) what are the effects of warm up activity? , and 2 ) how could warm up impact the acquisition procedure? Which offers two hypotheses 1 ) this activity may assist ESL pupils to hope in mark linguistic communication ( English ) and concentrate on the language,2 ) this activity may merely assist ESL pupils to set aside any distractions and maybe after awhile they will bury whatever they learned. Therefore, this paper is traveling to research the replies of these two inquiries and so it will detect which hypotheses are right.MethodIn progress this paper mentions two inquiries which are traveling to explicate in this subdivision. This paper by utilizing critical reappraisal about warm up provides the next replies to these inquiries 1 )What are the effects of warm up activity?This paper propounds five of import effects for warm up which are explained below.1 ) fixate a friendly environment.A brief warm up activity can construct a relationship between the pupils and the acquisition stuffs ( Hasan & A Akhand, 2013 ) .Warm up plants as an ice ledgeman it helps pupils to be comfy with the environment and their schoolmates.2 ) Attract pupil s attending.Walqui ( 2006 ) provinces, by concentrating pupil s attending on the chief thoughts, teacher first prepares the pupils for prosecuting them in synergistic pioneers to pattern ( p.169 ) . A five or ten minute warm up attracts the pupil s attending toward the lesson and besides being physically in the category it helps them being mentally in the schoolroom, excessively.3 ) Activate the pupil s background cognition.Rumelhart ( 1980 ) provinces, we hide something merely when we can associate it to something we already know-only when we can associate the new experience to an bing cognition construction ( as cited in Carrell, 1983, p.82 ) . Students might bury the things which they watch learned from the last category or session. Hence, a warm up activity could trip their background cognition things they already know or learned.4 ) Think in English and concentrate on the subject.Kay ( 1995 ) claims that warm ups are different types of activities which help the pupils begin to believe in English, reappraisal antecedently introduced stuffs and go interested in the lesson ( as cited in Velandia, 2008, p. 11 ) . A warm up activity could assist ESL pupils to get down believing in 2nd linguistic communication and bury any distractions and concentrate on the new subject or lesson.5 ) Increase pupil s engagement.Warm-up activities like gag, game, and perplex set up a positive acquisition environment and do the pupils comfy to take part in the schoolroom ( Joshi, 2006 ) . When a instructor uses warm up, because of its gratifying and interesting characteristic, pupils attends to take part or take topographic point in that activity. Students like to be involved in such(prenominal) an astonishing warm up activity it builds a sense of community inside them.Now this paper answers the 2nd inquiry which is2 )How could warm up impact the acquisition procedure?Learning procedure is facilitated through constructing a positive relationship with the pupils. A merriment or interesting category by and large depends on the instructors as their personality and learning method actuate the pupils to raise a positive attitude towards larning ( Krishnan & A Hoon, 2002 ) .Because of all those effects that warm up activity has on ESL pupils, it is obvious that warm up undertaking could impact the acquisition procedure, excessively.Following is a diagram which displays the effects of warm up undertaking briefly.Diagram effects of warm up activityDiscussion/conclusionThis paper, in the intent of the survey, states two hypotheses 1 ) this activity may assist ESL pupils to believe in mark linguistic communication ( English ) and concentrate on the language,2 ) this activity may merely assist ESL pupils to set aside any distractions and by chance after awhile they will bury whatever they learned.The first 1 is acceptable because it is right and existent, but the 2nd 1 is reject able because it could assist pupils to set away any distractions but when we use warm up activity, it is a reappraisal of what they learned. Hence, they could non bury whatever they learned.In amount up, this paper gets to the point that warm up activity is the best manner for believing in mark linguistic communication, puting for the new lesson, concentrating on the subject, and pulling the attending. Therefore, it should be short, interesting, related to the subject, and be at the pupils level or somewhat above ( i+1 ) to hold their co nsequence in larning the 2nd linguistic communication.MentionsAkther, A. ( 2014 ) .Role of Warm-up Activity in Language Classroom A ordinal Scenario. Retrieved from hypertext transfer protocol //dspace.bracu.ac.bd/bitstream/handle/10361/3553/10303010.pdf? sequence=1Hasan, M. K. , & A Akhand, M. M. ( 2013 ) .Schemes for Enhancing the Use of Textbooks in Language Classrooms at the Tertiary Level. ABAC Journal, 33 ( 2 ) , 1-14. Retrieved from hypertext transfer protocol //www.abacjournal.au.edu/2013/may2013/01_StrategiesforEnhancing.pdfPakdel Estaikhbijari, Z. & A Khodareza, M. ( 2012 ) .The Effects of Warm-up Tasks on the Persian EFL Students Writing Ability. Retrieved from hypertext transfer protocol //www.ccsenet.org/journal/index.php/ies/article/viewFile/11691/10636Peterson, D. ( 2010 ) .Warm-Up Exercises. Online accessible hypertext transfer protocol // www.TeachingJobs.com ( September 17, 2010 )Velandia, R. ( 2008 ) .The Role of Warming Up Activities in Adolescent Students Involvement During the English Class. Profile Journal, 10, 9-26. Retrieved from hypertext transfer protocol //www.redalyc.org/pdf/1692/169214143002.pdfWalqui, A. ( 2006) . Scaffolding learning for English Language Learners A Conceptual Model. The International Journal of Bilingual Education and Bilingualism, 9 ( 2 ) , 159- 180. Retrieved from hypertext transfer protocol //www.educacion.gob.es/exterior/centros/losangeles/es/ serial/201003-Scaffolding- Walqui.pdfJoshi, M. ( 2006 ) .Diverseness in Lecture-Delivery. Journal of NELTA, 11 ( 1-2 ) , 1-151. Retrieved from hypertext transfer protocol //nelta.org.np/uploads/files/2006.pdfKrishnan, L. A. , & A Hoon, L. H. ( 2002 ) .Diaries hearing to voices from the multicultural schoolroom. ELT Journal, 56 ( 3 ) , 227-239. Retrieved from hypertext transfer protocol //eltj.oxfordjournals.org/content/56/3/227.full.pdf+html? sid=c6d03ada-4f81-4786- 819c-78335f7f594aCardenas, M. L. ( 2001 ) .Reacting to Children s Learning Styles. How, 8, 17-2 2.Robertson, C. , & A Acklam, R. ( 2000 ) .Action Plan for Teachers a usher to learning English. London, UK BBC World Service.Kay, C. ( 1995 ) .Scott Foresman English series. Baltimore, Maryland Scott Foresman.Carrell, P. L. ( 1983 ) .Some Issues in Analyzing the Role of Schemata, or undercoat Knowledge, in Second Language Comprehension. Reading in a foreign linguistic communication, 1 ( 2 ) , 81-92. Retrieved from hypertext transfer protocol //nflrc.hawaii.edu/rfl/PastIssues/rfl12carrell.pdf

The Educational and Race Issue on Everyday Use

Final Semester Take Home tally Everyday physical exertion Auliya Atika F. Auliya Atika F. Mr. Gindho Rizano M. Hum Prose II May 24, 2012 Final Task query The Educational and Race Issue in Everyday Use Everyday Use is a part of the short study order In hump and Trouble Stories of Black Woman (1973) by Alice Walker (Wikipedia). Alice Walker is an African American blooded who often made studys ab protrude African American itself largely in her flora . Everyday Use is one of her outstanding work which got m some(prenominal) grasp from literarys devotees.This story itself is telling about an unlucky family who consist of mom and her two daughters, where is a quarrel between Mama and her oldest daughter and as well as how her youngest daughter who cause a very self low-esteem behold any conflicts at their home. For this chance, I want to question the related topic which prominent enough to this stories, there are two things I want to discuss, the counterbalance is the educational issues between the characters, especially about the contrary among Mama and Maggie with Dee.And the second is washables issues which contain in some parts of this story. The characters of Mama and Maggie in this story described is not get a good education facilities because of some unexperctable problem I never had an education myself. After second grade the coach was closed down (page 3). Although she and her youngest sister just couldnt reach the proper education, her oldest sister, Dee could enjoy school until college now and she even canvass in a esteemed boarding Final Semester Take Home Test Everyday Use Auliya Atika F. school at other city.Dee at her sixteen age already have her own unique style, from head to toe, so bright and colorful, and ever her hairstyle which Mama cant tolerance it anymore from the bottom of her heart A vestments down to the ground, in this hot weather. A dress so loud it hurts my eyes . I feel my whole face warming from the heat wave s it throws out (page 4). Mama actually hopes by sending Dee to the upliftedest level of education, she could get into the moment to share any knowledge as large as Dee got from school we raise the money, the church and me, to send her to Augusta to school. (page 2).And the best point of expentacy of Mama sending her to school is in order to Dee more appreciate her in any things. Mama hopes Dee could appreciate Mamas large and manly body, Mamas dark skin, and how Mama acted like a strong man and she loves it a lots. It is a very simple hope from a mother to a daughter actually, but Dee definitely couldnt make it at all. Dee just come game home after a long time since the last time she came with her more unconditional style towards her own family. She even greet Mama with the fantastic greetings language Wa-su-zo Tean-o,, which actually an African language.She comes to home with a strange boy who she introduced to Mama as her boyfriend. Her lofty style towards Mama, and how she threats Mama and Maggie bad, as shes much(prenominal) best(p) on any points than both of them are the result of what we get from studied on years. Shes just alienated herself and make her own arrogant cogitation about her life. Ironically Maggie who just never left home and having a traumatic problems because of she almost burned of fire at her home in the past. Her body just shuffled when she walks and her chin always bend down. Shes kind of a very nervous girl and just taking anything given to her.Shes very unconfindent with her lack of education and very suffered of her serious shyness towards society out there. Eventhough Mama always says to her that someday she will marry John doubting Thomas and sooner after then will gain her self confident and could be a stronger woman. We can see the ironic contradiction between those two siblings and how education and the lack of it could give them dangerous impacts to their each other life. Final Semester Take Home Test Everyday Use A uliya Atika F. The race issue also coloring this story in some aspects.Alice Walker itself actually is African-American and like to mold the topic about race on her works. The stories in the collection book where this short stories published is taking the setting place around Walkers home where contains of cultural mixing between the modern advanced York City and the East Africa Nation Uganda (Sparknotes). And also the characters in this story possibly reflected the authors family. Walker is the youngest child of eight children in her family. Shes growing up during 1960s-1970s, and during that time she must to do a lot of work in her young age.Woman in this era still expected to do the house works stuff, such cooked, cleaned the house, etc. that it is actually is quite different with this story, because Mama ever tell about how she is doing some works which man used to do it, and in the actual African-American customs, it is not suitable for woman who doing the mans work I am a l arge, big-boned woman with rough, man-working hands. . . . I wear flannel nightgowns to bed and overalls during the day. I can kill a hog as mercilessly as a man. My fat keeps me hot in zero weather.I can work outside all day, breaking ice to get water for washing I can eat pork liver-colored cooked over the open fire minutes after it comes steaming from the hog. One winter I knocked a bull calf straight in the whiz between the eyes with a sledge hammer and had the meat hung up to chill before nightfall. (page 1). We can observe the racism elements in this story first through Mamas character. How she described her own appearance and and her life background and also how people think of her Who ever k natural a Johnson with a dissolute tongue? Who can even imagine me looking a strange white man in the eye? (page 2). Another point which indicate the race element in this story is how Mama is comparing the skin color between she and her daughters Dee is lighter than Maggie, with nicer hair and a fuller figure. (page 2). The African traditional cultivation in this stories also could be seen in the last part which Mama is arguing with Dee concerning the quilts, as their family heritage. Dee is really wanting the quilts, but Mama keep vociferous to grant the grandmothers command to give them to Maggie, it is a culture or that she keeps Final Semester Take Home Test Everyday Use Auliya Atika F. n and dont want to break it Isnatched the quilts out of Miss Wangeros hands and dumped them into Maggies lap (page 9). The quilts itself used to wear and as a piece of uniforms that Dees grandfather wore during the civil war, it could be a symbolizes about Black-American suffering experiences. We could also observe the race issue through Dees character. The heighten of Dees name into an African name Wangero Leewanika Kemanjo actually because she wants to protest being named after the people who have oppressed her I couldnt bear it any longer, being named after the people who oppress me (Page 4)..By changing her name, she seemed doesnt want to be associated with her familys culture and she feels freedom after her name have changed. And although her new name is African name, but she doesnt related it at all into her family. After being a more educational and smart woman who studied until the high level, Dee even felt ashamed with her family reality life She wrote me once that no matter where we choose to live, she will manage to come see us. But she will never bring her friends. (page 3). She is even unaware to comprehend herself to learn making quilts, a traditional heritage from her family.She just looked the quilts through the material judge, not from heritage value. Heritage or generation, it is not a symbolize of her family traditions, she just wear it without any meaning at all. Dees view on the value of family culture and tradition value seemed very contrast with Mama and her sister, Maggie. Mama and Maggie think that traditions are somethin g eternal and no longer definited as an Everyday Use, it is always planted in their heart and mind as an admiration to their ancestors who have built these traditions since a very long time ago.As in the inauguration of the story, Mama as a narrator proudly introduced herself as a strong African-American woman. Obviously we can conclude that the both issues I discuss this time is very related to each other in this story. The first is the educational issue that happened among the main characters, Mama and Maggie with Dee. Mama and Maggie who forced to give up their school since the beginner grade is very contrary with Dee who could continue her study until the high level, college. But the high education that Dee could Final Semester Take Home Test Everyday UseAuliya Atika F. reach apparently couldnt shape her become into a polite woman and a good children. Shes become arrogant with her high intellectual level, she unaware with her family cultural and traditions and even more undere stimate her mother. And although Mama and Maggie are low in educational, but they have a highly appreciation to their own culture and tradition. So, the second issue which is about race could joint to the previous issue, the educational issue. Alice Walker is very famous to drop the race issue in her mostly works.In this story the race issues could we find out through the characteristics of especially Mama and Dee. Dee who have been in the year of college, but her appreciation to their family tradition is become weaker and make her be arrogant and underestimating her own family. Her intellect maybe has been killed her respect. So the education couldnt determine someone become also better in her mindset and behavior. Works Cited Walker, Alice. Love and Trouble Stories of Black Woman Everyday Use. 1973 Klarer, Mario. An Introduction to Literary Studies (Second Edition). (London Routledge, 2004) 103-115. www. wikipedia. org/Everyday_Use

Children and Youth Essay

The harbor of baberen and youthor electric razorishness studiesinvolves look intoers from diverse disciplines who theorize and conduct research on sisterren and adolescents. woodhead (2004) aptly explains, Interest in childishness Studies is for more born(p) out of frustration with the narrow versions of the child endureed by traditional academic dis classs and methods of inquiry, especi onlyy a rejection of the ways psychology, sociology, and anthropology traditionally partition and objectify the child as subject to touches of bring onment, cordialization or acculturation. (P. x)sociologists use these four perspectives, childishness scholars trained in other disciplines also use these perspectives. I ordain then consider the multipurposeness of childishness studies as an interdisciplinary argona of training and present a vision for the future of childishness studies inside sociology.CONTRIBUTIONS OF DIFFERENT APPROACHES TO puerility STUDIES Historical processi matchlesss to Childhood Studies Historical research states what the design of childhood means. Aris (1960 1962) made the commencement argument that childhood is socially and diachronicly forceed. He did not view it as anatural state defined by biology. By examining works of art dating back 1,000 old come on, he noted a difference in the rendering of children preceding to the 1700s, wherein children were depicted as little self-aggrandisings and not as a distinctive crowd. In agreement with Aris, Demos (1970) put aside a similar argument using evidence gathered on the Puritans of the Plymouth Colony in the 1600s, noting that children were not considered a special group with shared inescapably or location. These researchers asserted that the shift from treating children as small adults to children as valuable individuals to be protected goes hand-in-hand with other societal shifts such(prenominal) as the spread of information and the decline of child mortality. While Ariss hypothesis has been challenged and criticized by historical research and empirical evidence (see Gittins 2004 Nelson 1994), his radicals have inspired social scientists to dissect ordinary children, and many studies have been produced as a result. As a dialogue with theSince the late 1980s, sociologists have made sizable contri scarceions to the discipline of children and youth, and the region of childhood studies has become recognized as a legitimate field of academic enquiry. Increasingly, childhood is used as a social position or a conceptual category to study. Like womens studies, the study of children has emerged as an interdisciplinary field. Researchers of children from complete disciplines, such as anthropology, education, history, psychology, and sociology, have found a meeting office in this emergent interdisciplinary field of childhood studies. In the following fragments, I will first outline the relative contributions of different appeales to the fie ld of childhood studies. Some approaches breakthrough a pedestal base within integrity discipline, date other approaches are used by more than one discipline. Specifically, I will examine approaches outside sociology, such as historical, pullulatemental psychological, and childrens literary works, and then I will discuss four perspectives used by sociologists, namely the heathenish approach, the social morphological approach, the demographic approach, and the general socializing approach. While 140Bryant-45099Part III.qxd10/18/2006743 PMPage 141The Sociology of Children and juvenility 141work of Aris, De Mause (1976 19954) create a psychogenic possibility of history, which asserted that parentchild relations have evolved to create greater intimacy and higher emotional satisfaction everywhere time. De Mause explained that parent-child relations evolve in a linear fashion and that parent-child affinitys change incrementally and, in turn, fuel further historical change. In response to this, Pollock (1983) dismisses the findings of researchers such as Aris, Demos, and De Mause, who assert the modern or incremental approach to childhood, arguing that parents have always valued their children we should not seize too eagerly upon theories of implicit in(p) change in enate attitudes over time (p. 17). While Pollock specifically counters the conclusions of Demos on children living in the 1700s in the Plymouth colony, his conclusions respond to all prior research positing that childhood is a modern concept. Historical research documents that the idea of childhood emanates from the middle class as members of the middle class first modern laws to limit child labor and promoted education and protection of children (Kehily 2004).The shift of children from economic to emotional contributors of the family after the seventeenth century took place first among middle-class boys and ulterior became the expectation for all children, regardless of social class o r gender (Zelizer 1985). A good example of this middleclass perspective is illustrated in the writing of Mayhew, a social commentator from the nineteenth century (1861, in Kehily 2004), who writes close a disadvantaged eightyear-old street vendor from the working class who has lost all childish ways in the Watercress Girl in London Labour and the London Poor. While Mayhew calls attention to the plight of workingclass children in the mid-nineteenth century, other research (Steedman 1990 Gittins 1988) indicates that it is not until the early(a) twentieth century that the childhood concept is redefined for working-class children in the United Kingdom. Child poverty and ill health were viewed as social problems and resulted in a shift away from economic to increased emotional value of children and altered expectations that children should be protected and educated (Cunningham 1991). The idea of lost or stolen childhood outrides to be prominent in popular discussions of childhood (Keh ily 20043). With this, historical approaches offer a great deal to the field of childhood studies because they allow us to view the concept of childhood as malleable. The childhood concept does not have the similar meaning today as it did 300 years ago in a given over refinement, and it does not have the same meaning from finish to culture or even crossways social classes during a historical moment. Most historical research focuses on Western forms of childhood, except these constructs whitethorn be helpful for understanding certain aspects of childhood in non-Western contexts, especially when similar socioeconomic factors, such as industrialization, and a shift from an agrarian to a cash economy, may frame conditions.Ideas about how childhood is bound by culture, political economy, and epoch continue to be played out today in many non-Western contexts. For example, Hollos (2002) found that a new partnership family type emerged alongside the lineage-based system as a small T anzanian community underwent a shift from subsistence agriculture with hoe cultivation to wage labor. These family types exhibited two distinct parental perspectives on what childhood should be and how children should spend their time. Partnership families emerging with a cash economy tend to view their children as a means of enjoyment and pleasure, whereas lineage-based families typically see their children as necessary for labor needs in the near term and as investments and old-age insurance in the long term. In this way, historical perspectives have the potential to inform contemporary ethnical and social constructive theories on children and childhood studies. The next step is to move beyond Aris and the dialogue he created to address the tenaciousness of current social unfreezes that involve children such as child poverty, child labor, and disparities crossways childhoods worldwide (see Cunningham 1991).Developmental Psychological Approaches to Childhood StudiesSullys Studie s of Childhood (Sully 1895 2000, quoted in Woodhead 2003) notes, We now speak of the beginning of a careful and methodological investigation of child nature. By the early twentieth century, developmental psychology became the rife paradigm for studying children (Woodhead 2003). Developmental psychology has studied and marked the stages and transitions of Western childhood. Piagets (1926) pattern of developmental stages stands as the foundation. Within the developmental psychology framework, children are adults in training and their age is linked to physical and cognitive developments. Children travel a developmental path taking them in due time to a state of macrocosm adult members of the society in which they live (Kehily 2004). Children are therefore viewed as learners with potential at a certain position or stage in a journey to child to an adult status (Verhellen 1997 Walkerdine 2004). Social and cultural researchers have critiqued the developmental psychological approach, la rgely faulting its treatment of children as potential subjects who can only be understood along the child-to-adult continuum (Buckingham 2000 Castenada 2002 James and Prout 1990 1997 Jenks 2004 leeward 2001 Stainton Rogers et al. 1991). Qvortrup (1994) notes that developmental psychology frames children as human becomings rather than human existences. Adding to this, Walkerdine (2004) suggests that date psychology is useful in understanding children, this usefulness may be bound to Western democratic societies at a specific historical moment. Still, Lee (2001) cautions that we should not give developmental psychology a wholesale toss, noting, What could growing up mean once we have distanced ourselvesBryant-45099Part III.qxd10/18/2006743 PMPage 142142 THE SOCIOLOGY OF THE LIFE COURSEfrom the dominant frameworks account of socialization and development? (p. 54). Likewise, Kehily (2004) notes that considering differences between sociology and developmental psychology is useful, yet it is also useful to consider what is shared or complementary across the two. Developmental psychologists have not reached consensus on the relative importance of physical, psychological, social, and cultural factors in shaping childrens development (Boocock and Scott 2005). Gittins (198822) urges social scientists studying children to bear in mind the nature versus nurture debate. Bruner (2000) explains that both biological and social factors are important because babies are born with start-up knowledge, which they then add and amend with life draws. Concurring with this approach, Chomsky (1996) explains that a childs biological makeup is awakened by experience and sharpened and enriched by interactions with other humans and objects. Walkerdine (2004) considers developmental psychology as limited because of its deterministic trajectory and sociology as limited because of its omission of psychological factors alongside sociological or cultural factors. Walkerdine (2004) points t o several developmental psychological approaches to consider the social production of children as subjects, namely situated learning (Cole and Scribner 1990 Haraway 1991), acquiring knowledge through lend oneself or apprenticeship (Lave and Wenger 1991), actor network theory (Law and Moser 2002), and the idea of assemblages as children learn to fill a child role in society (Deleuze and Guattari 1988). These approaches allow the researcher to include childrens internal and external learning practices and processes. As such, developmental psychology can continue to contribute to childhood studies. In the 1990s, sociologists helped cull and make out useful concepts and tools for childhood studies by criticizing developmental psychology. As the field of childhood studies continues to grow into a defined and recognized discipline, useful tools and concepts from developmental psychology should be included. Likewise, Woodhead (2003) asserts that several concepts and tools from developmen tal psychology notably scaffolding, zone of proximal development, guidedparticipation, cultural tools, communities of practiceare also relevant for childhood studies (see Lave and Wenger 1991 Mercer 1995 Rogoff 1990 Wood 1988). Psychologists concern with the individual child can complement sociological research that considers children as they interact within their environment.worlds are created. Hunt (2004) notes that childrens literature may be unreliable for understanding childhood because childrens books typically reflect the aspirations of adults for children of a particular epoch. Hunt (2004) holds however that childrens literature remains a meeting place for adults and children where different visions of childhood can be entertained and negotiated. In agreement with historical research on the concept of childhood, childrens books were first produced for middle-class children and had moralisation purposes. Later, childrens books were produced for all children, filled with mid dleclass values to be spread to all. There is agreement and disagreement on the definition of childhood when examining the childrens literature of different time periods and different cultures. For example, several books of the 1950s and 1960sincluding The Borrowers, Toms Midnight Garden, and The Wolves of Willoughby Chasedepicted adults looking back while children are looking forward (Hunt 2004). Likewise, Spufford (200218) notes that the 1960s and 1970s produced a second golden age of childrens literature that presented a coherent, agreed-on idea of childhood. Furthermore, an examination of childrens literature indicates different childhoods were being offered to children in the United States and Britain during the nineteenth century. British children were depicted as being restrained, while American children were described as independent and having measureless opportunity (Hunt 2004). In this way, culture and childrens substantial world coalesce to offer very different outlooks on life to children. The goal of books may change, from moralizing to idealistic, yet across epochs and cultures they teach children acceptable roles, rules, and expectations. Childrens literature is a precedentful platform of interaction wherein children and adults can come together to discuss and negotiate childhood.Cultural and Social Construction Approaches to Childhood StudiesAnthropological cultural studies have laid important groundwork for research on children, and sociologists have extended these sign boundaries to develop a social construction of childhood. Anthropological research (Opie and Opie 1969) first noted that children should be recognized as an autonomous community free of adult concerns and filled with its own stories, rules, rituals, and social norms. Sociologists then have used the social construction approach, which draws on social interaction theory, to include childrens agency and passing(a) activities to interpret childrens lives (see James and Prout 19 90 1997 Jenks 2004 Maybin and Woodhead 2003 Qvortrup 1993 Stainton Rogers et al. 1991 Woodhead 1999). Childhood is viewed as a social phenomenon (Qvortrup 1994). With this perspective, meaning is interpreted through the experiences of children and the networks within whichChildrens Literature as an Approach to Childhood StudiesChildhood as a separate stage of life is portrayed in childrens books, and the medium of books represents a substantial part of the material culture of childhood. Books may be viewed as a window onto childrens lives and a useful tool for comprehending how and why childrensBryant-45099Part III.qxd10/18/2006743 PMPage 143The Sociology of Children and Youth 143they are embedded (Corsaro 1988). Researchers generally use ethnographic methods to attain reflexivity and include childrens voices. In this section, I will first discuss the social constructivist approach of childhood research in two areas, childrens lives within institutionalsettings such as day care ce nters and schools, and childrens worlds as they are constructed through material culture. Evidence suggests that young children actively add meaning and create peer cultures within institutional settings. For example, observations of toddler peer groups show preferences for sex emerge by two years of age and race can be distinguished by three years of age (Thompson, Grace, and Cohen 2001 Van Ausdale and Feagin 2001). Research also indicates that play builds on itself and across playgroups or peer groups. Even when the composition of childrens groups changes, children develop rules and rituals that regulate the continuation of the play activity as well as who may join an existing group. Knowledge is sustained within the peer group even when there is fluctuation. School-based studies (see Adler and Adler 1988 Corsaro 1988 Hardman 1973 LaReau 2002 Thorne 1993 Van Ausdale and Feagan) have added a great deal to our understandings of childhood. Stephens (1995) examined pictures drawn by S ami School children of Norway to learn how the 1986 Chernobyl nuclear disaster and its nuclear fallout impact their lives.The children expressed themselves through their drawings to show how the depleted environment affected their health, diet, work, daily routines, and cultural identity. Van Ausdale and Feagan (2001) explain how racism is created among preschool childrens play patterns and speak. They find that children experiment and learn from one another how to identify with their race and learn the privileges and behaviors of their race in comparison with other races. Using participant observation of children in a primary school setting, Hardman (1973) advanced the idea that children should be studied in their own right and treated as having agency. She found that children represent one level of a societys beliefs, values, and social interactions. The childrens level interacts as muted voices with other levels of societys beliefs, values, and social interactions, shaping them and being shaped by them (Hardman 1973). Corsaro (1988) used participant observations of children at play in a nursery school setting to augment Hardmans idea of a childrens level. He observed and described children as active makers of meaning through social interaction. Likewise, Corsaro and Eder (1990) conceptualize children as observing the adult world but using elements of it to create a unique child culture. A few studies (see Peer Power by Adler and Adler 1988 and Gender Play by Thorne 1993) show how the cultural world of children creates a social stratification anatomical structure similar to that of the adult world in a way that makes sense for children. Thornes (1993) study of childrens culture is set in an elementary school setting, wherein children have little say in making the rules and structure. Still, she findschildren create meaning through playground games that use contaminant rituals to reconstruct bigger social patterns of inequality as they occur through gende r, social class, and race (Thorne 199375). Similarly, other studies show how behaviors within peer culturessuch as racism, masculinity, or sexism (see Frosh, Phoenix, and Pattman 2002 Hey 1997 James, Jenks, and Prout 1998) and physical and emotional abuse (Ambert 1995)are taught and negotiated within childrens peer groups. In addition, childhood can be interpreted through the material makeup of childrens worlds, generally taking the form of toys (see Lamb 2001 Reynolds 1989 Zelizer 2002). Zelizer (2002) argues that children are producers, consumers, and distributors. Lamb (2001) explains that children use Barbie dolls to share and communicate sexual knowledge within a peer group producing a secretive child culture. Cook (2004) contends that the concept of child has been constructed through the market. Through a social history of the childrens enclothe industry, Cook explains how childhood became associated with commodities. He contends that childhood began to be commodified with th e publication of the first childrens clothing trade journal in 1917. By the early 1960s, the child had become a legitimate consumer with its own needs and motivations. The consuming child has over time been provided a separate childrens clothing department separate by age and gender. As in Cooks thesis, others (e.g., Buckingham 2004 Jing 2000 Postman 1982) provide evidence to add support to the idea that childrens consumption defines childhood. Jing (2000) explains how the merchandise of snack foods and fast foods to children has dramatically affected childhood in China. Likewise, television (Postman 1982) and computers (Buckingham 2004) reshape what we think of as childhood. Children are argued to have a reversed effect relationship with adults in terms of computers because children are more comfortable with this technology (Tapscott 1998). In addition, access to the Internet has created a new space for peer culture that is quite separate from adults. Through chat rooms and e-ma il, children can communicate and share information among peers without face-to-face interaction. As a result, the stage on which childrens culture is created is altered.Social Structural Approaches to Childhood StudiesSocial structural approaches to childhood studies can be divided into two areas, those that distinguish childrens experience by age status and those that distinguish childrens experience by generational status. Because age is the primary criterion for defining childhood, sociologists who study children have found ageing and life course theories that focus on generation to be useful. Thorne (1993) argues for the use of age and gender constructs in understanding childrens lives as well as consideringBryant-45099Part III.qxd10/18/2006743 PMPage 144144 THE SOCIOLOGY OF THE LIFE COURSEchildren as social agents. Therefore, it is how children actively construct their worlds as a response to the constraints of age and gender. Passuth (1987) asserts that age is the salient fac tor for understanding childhood based on her study of how children 5 to 10 years old define themselves as little and big kids in a summer camp setting. Passuth found that age was more important than other stratification markers such as race, social class, and gender. Likewise, Bass (2004) finds that children are active agents but also that age should be considered first as it may structure the opportunities fan out to children who work in an open market in sub-Saharan Africa however, other secondary factors such as economic status and gender also structure the life chances of these children. Studies based on childrenin the United States suggest that age should be considered along with race, gender, and social class to explain how children negotiate power and prestigiousness within their peer groups (Goodwin 1990 Scott 2002). For other sociologists, generation provides the close to useful concept to explain the lives of children (Mayall 2000120). Other researchers (Alanen 2001 Qvo rtrup 2000) assert that generational relationships are more meaningful than analyses rivet on gender, social class, or ethnicity. While the concept of childhood is not universal, the dichotomy of adult and child is universal and differentiated by age status. This age status patterns differential power relations wherein adults have more power than children and adults typically regulate childrens lives.Childhood is produced as a response to the power of adults over children even when children are viewed as actively shaping their childhoods (Walkerdine 2004). Adults write childrens books, create childrens toys and activities, and often speak on behalf of children (e.g., the law). In this way, the generational divide and unequal authority between adults and children define childhood. Mayall (2002) uses the generational approach to explain how children contribute to social interaction through their position in the large social order, wherein they hold a child status. The perspective of children remains meaningful even through the disadvantaged power relationship they hold vis--vis adults in the larger social order. It can therefore become a balancing act between considering structural factors or the agency of children in understanding childhood. The life course perspective holds that individuals of each generation will experience life in a unique way because these individuals share a particular epoch, political economy, and sociocultural context. Foner (1978) explains, Each cohort bears the stamp of the historical context through which it flows so that no two cohorts age in exactly the same way (p. 343). For example, those who entered adulthood during the feeling have different work, educational, and family experiences compared with individuals who entered adulthood during the affluent 1950s. Those of each cohort face the same larger social and political milieu and therefore may develop similar attitudes. The social structural child posits that childhood may be identified structurally by societal factors that are larger than age status but help create age status in a childhood process (Qvortrup 1994). Children can be treated by researchers as having the same standing as adult research subjects but also may be handled differently based on features of the social structure. The resulting social structural child has a set of universal traits that are related to the institutional structure of societies (Qvortrup 1993). Changes in social norms or values regarding children are tied to universal traits as well as related to the social institutions within a particular society.Demographic Approaches to Childhood StudiesMuch of American sociology takes a top-down approach to the study of children and views children as being interlinked with the larger family structure. It is in this vein that family instability leading to break, family poverty, and family employment may affect childrens experiences. For example, Hernandez (1993) examines the America n family using U.S. Census entropy from the twentieth century and notes a series of revolutions in the familysuch as in decreased family size and the emergence of the two-earner familythat in turn affected childrens wellbeing and childhood experiences. Children from smaller families and higher incomes typically attain more education and take higher-paid employment. Hernandez (1993) contends that mothers increased participation in work outside the home led to a labor force revolution, which in turn initiated a child care revolution, as the proportion of preschoolers with two working parents increased from 13 percent in 1940 to 50 percent in 1987.More recent data indicate that about 70 percent of the mothers of preschoolers work outside the home (U.S. Bureau of the Census 2002). This child care revolution changes the structure of childhood for most American children. Time diary data indicate that the amount of childrens household chores increased from 1981 to 1997 (Hofferth and Sand berg 2001). Lee, Schneider, and Waite (2003) further note that when mothers work in the United States, children do more than their fathers to make up for the household labor gap caused when mothers work. Hence, expectations for children and childhood are altered because of a larger family framework of considerations and expectations. Family life structures childrens well-being. When marriages break up, there are real consequences in terms of transitions and loss of income that children experience. The structural effects on children of living in smaller, more diverse, and less stable families are still being investigated. Moore, Jekielek, and Emig (2002) assert that family structure does matter in childrens lives and that children fare better in families headed by two biological, married parents in a low-conflict marriage. Some research indicates that financial support from fathers after a divorce is low (Crowell and Leaper 1994). Coontz (1997) maintains that divorce and single paren thood generally exacerbate preexisting financial uncertainty. These impoverished conditions may diminish childrens physical and emotionalBryant-45099Part III.qxd10/18/2006743 PMPage 145The Sociology of Children and Youth 145development and adversely affect school process and social behaviors. However, this is not in all cases. Research (Cherlin et al. 1991) shows that children of separated or divorced families have usually experienced parental conflict and behavioural and educational problems before the family broke up. Hernandez (1993) suggests that the parental conflict and not the divorce or separation may provide more insight into childrens disadvantages. Hetherington and Kelly (2002) found that about three-fourths of children whose parents divorced adjusted within six years and ranked the same on behavioral and educational outcomes as children from intact families. Another study (Smart, Neale, and Wade 2001) finds positive attributes of children of divorce as children reporte d that they were more independent than friends who had not experienced divorce. The demographic study of children has taken place predominantly from the constitution or public family vantage point with the assumption that there are consequences for children. Childhoods are typically framed with a perspective that views childrens worlds as being derivative of larger social forces and structures. Very little agency is noted or measured in these studies. While the demographic approach does not offer detailed explanation like research put forth by social constructivist childhood scholars (see James and Prout 1990), this approach provides a valuable perspective for underframe and interpreting childrens lives.Socialization Approaches to Childhood StudiesResearch indicates that socialization may affect both children and parents. Developmental psychology allows us to consider how children are affected by the socialization provided by parents, and more recent research put forth by psycholo gists and sociologists suggests that this exchange of information may be a nonpartisan process. LaReau (2002) puts forth a more traditional baby-sit of socialization as she details how American families of different races and classes provide different childhoods for their children. In her research, the focus is on how children and parents actively construct childhood even as they are possibly constrained by race and class. She found evidence for two types of child rearing, concerted cultivation among middle- and upper-middle-class children, and the emergence of natural growth among working- and lower-class children. LaReaus study describes the process that puts lower- and higher-class children on different roads in childhood that transform into vastly different opportunities in adulthood. Rossi and Rossi (1990) studied parent-child relationships across the life course and found that parents shape their children as well as their grandchildren through parenting styles, shared gene s, social status, and belief systems. Alwin (2001) asserts that while rearing children is both a public and private matter, the daily teaching of children the rules and roles in society largely falls to parents. Furthermore, Alwin (2001) explains how American parental expectations for their children have changed over the last half-century, noting an increased emphasis on self-discipline through childrens activities that help develop autonomy and self-reliance.Zinnecker (2001) notes a parallel apparent movement in Europe toward individualism and negotiation, and away from coercion in parenting styles. In contrast, Amberts (1992) The Effect of Children on Parents questions the assumptions of the socialization perspective and posits that socialization is a bipartizan process. Ambert argues that having children can influence ones health, income, career opportunities, values and attitudes, feelings of control, life plans, and the quality of interpersonal relations. She questions the ca usality of certain problematic childrens behaviors, such as clinginess among some young children or frequent crying among premature babies. Ambert contends that childrens behavior socializes parents in a patterned way, which agrees with the sentiment of de Winter (1997) regarding autistic children and that Skolnick (1978) regarding approximative child-rearing methods. Likewise, psychologist Harris (1998) argues that the parental nurture or socialization fails to ground the direction of causation with empirical data. She explains that parenting styles are the effect of a childs temperament and that parents socialization has little influence compared with other influences such as heredity and childrens peer groups.Harriss approach, known as group socialization theory, posits that after compulsory for differences in heredity, little variance can be explained by childrens socialization in the home environment. Harris provides evidence that most children develop one behavioral system t hat they use at home and a different behavioral system for use elsewhere by middle childhood. Group socialization theory can then explain why immigrant children learn one language in the home and another language outside the home, and their native language is the one they speak with their peers (Harris 1998). Likewise, other studies (Galinski 1999 Smart et al. 2001) find evidence that children play a supportive role and nurture their parents. In a parallel but opponent direction, other studies suggest that having children negatively affects parents lifestyles and standards of living (Boocock 1976) and disproportionately and negatively affects womens career and income potentials (Crittenden 2001). Indeed, research indicates that socialization may affect both children and parents. While most research concentrates on the socialization of children by parents and societal institutions, more research should focus on the socialization of parents. In this way, children may be viewed as mod ify the worlds of their parents, which in turn may affect children.Interdisciplinary Involvement and ImplicationsChildhood research benefits from the involvement of a diverse range of disciplines. On the surface these approaches depend to have disagreement in terms of methods and theoretical underpinnings, yet these approaches challenge more traditional disciplines such as sociology, psychology, and anthropology to consider what best interprets childrens lives. In some cases, the interaction acrossBryant-45099Part III.qxd10/18/2006743 PMPage 146146 THE SOCIOLOGY OF THE LIFE COURSEdisciplines creates new approaches, such as those of sociologists who use general socialization theory from developmental psychology. Similarly, historical research on the value of children being tied to a certain epoch with a specific level of political economy can inform the valuation of children and their labor in poorer countries around the globe today. There is a need for act interdisciplinary colla boration, and thought is being given to how children and childhood studies could emerge as a recognized interdisciplinary field of inquiry. Woodhead (2003) offers three models for interdisciplinary effort for forward the study of children and childhoods (1) a clearinghouse model, (2) a pick n mix model, and (3) a rebranding model. The clearinghouse model (Woodhead 2003) would include all studies of children and childhood, all research questions and methodologies, and all disciplines that are interested. This clearinghouse model would view different approaches to the study of children for their complementary value and would encourage researchers to ask different but equally valid questions (James et al. 1998188).The pick n mix model (Woodhead 2003) envisions that an array of child-centered approaches would be selectively included in the study of children. If this were to happen, the process of selection could complicate and hamper the field of childhood studies in general. Fences may be useful in terms of demarcating the path for childhood scholars but also may obstruct the vista on the other side. The rebranding model (Woodhead 2003) would involve researchers collaborating across disciplines on research involving children while informing and remaining housed within more traditional disciplines such as sociology, anthropology, and psychology. In this scenario, children and childhood scholars remain within sociology while also being committed to interdisciplinary involvement. This scenario has served to strengthen sociological research in general. For example, James and Prout (1990) coined the term sociological study of childhood, and later James et al. (1998) actual the concept of sociological child. More recently, Mayall (2002) has suggested the use of the term sociology of childhood to move children and childhood studies to a more central place within sociology. In turn, this strengthens children and childhood studies across disciplines by forging a place fo r children in the traditional discipline. The field of interdisciplinary childhood studies has the potential to widen its reach by creating constituencies across older disciplines. Additionally, childhood studies can learn from the development experience of other interdisciplinary fields such as womens studies or gerontology. Oakley (199413) asserts the shared concerns across the academic study of women and children because women and children are socially linked and represent social minority groups. In a similar vein, Bluebond-Langner (2000) notes a parallel in studious potential for childhood studies of the magnitude of womens studies, predicting that childhood studies will affect the twenty-first century in much the same way as womens studies has the twentieth century.Weighing the contributions across disciplines, it is clear that developmental psychology has laid the groundwork for the field of childhood studies, yet the resulting conversation across scholars and disciplines has produced a field that is much greater than the contributions of any one contributingdiscipline. Therefore, childhood scholars have much to gain through conversation and collaboration.CONSIDERING SOCIOLOGY AND CHILDHOOD STUDIESWithin sociology, scholars approach the study of children in many ways. Some sociologists take a strict social constructivist approach, while others meld this approach to a prism that considers social structures that are oblige on children. Some sociologists focus on demographic change, while others continue to focus on aspects of socialization as childhoods are constructed through forces such as consumer goods, child labor, childrens rights, and public constitution. All these scholars add to the research vitality and breadth of childhood studies. In addition, children and childhood studies research centers, degree programs, and courses began to be established in the 1990s, most of which have benefited from the contributions of sociologists and the theories and methods of sociology. Childhood studies gained firm ground in 1992 in the United States when members of the American Sociological Association (ASA) formed the Section on the Sociology of Children. Later, the section name was changed to the Section on the Sociology of Children and Youth to promote inclusiveness with scholars who research the lives of adolescents. In addition to including adolescents, American sociologists are also explicitly open to all methods and theories that focus on children. The agenda of the Children and Youth Section has been furthered by its members initiation and continued publication of the annual volume Sociological Studies of Children since 1986. In agreement with the ASA section name addition, the volume recently augmented the volume name with and Youth and became formalized as the annual volume of ASA Children and Youth Section. The volume was initially developed and edited by Patricia and Peter Adler and later edited by Nancy Mandell, David Kinney , and Katherine Brown Rosier. Outside the United States, the study of children by sociologists has gained considerable ground through the world-wide Sociological Association Research Group 53 on Childhood, which was established in 1994. Two successful international journals, Childhood and Children and Society, promote scholarly research on children from many disciplines and approaches. In particular, British childhood researchers have brought considerable steam to the development of childhood studies through curriculum development.Specifically, childhood researchers wrote four prior textbooks published by Wiley for a targetBryant-45099Part III.qxd10/18/2006743 PMPage 147The Sociology of Children and Youth 147class on childhood offered by the Open University in 2003. The books are Understanding Childhood by Woodhead and Montgomery (2003), Childhoods in Context by Maybin and Woodhead (2003), Childrens Cultural Worlds by Kehily and Swann (2003), and changing Childhoods by Montgomer y, Burr, and Woodhead (2003). The relationship between the discipline of sociology and childhood studies appears to be symbiotic. Even as sociologists assert that the study of children is its own field, this does not preclude the development of childhood studies across disciplinary boundaries. Sociologists capture the social position or status of children and have the methods for examining how childhood is socially constructed or situated within a given society. Sociologists can also continue to find common ground with other childhood scholars from other disciplines to develop better methods and refine theories that explain childrens lives. Advances in the interdisciplinary field of childhood studies serves to strengthen the research of sociologists who focus their work on children. Likewise, sociological challenges to the interdisciplinary field of childhood studies since the 1990s have provided useful points of critique and improvement to the study of childrens behavior and childr ens lives.CURRENT AND FUTURE RESEARCH SOCIAL POLICY AND CHILDRENS RIGHTS Current andfuture research on children falls into two main areas, social policy and childrens rights. Arguably, there is some overlap between these two large themes. Indeed, Stainton Rogers (2004) maintains that social policy is motivated by a concern for children, yet children have very little to no political or legal voice. Children do not right to vote or decide what is in their best interests or what childrens rights are. Social policy requires us to consider the intersection of children as dependents or not yet adults and children as having certain rights. It has previously been noted that children are citizens and should be treated as citizens but with their own concerns (James and Prout 1997), yet there is still much to be clarified. Public policy can be used to improve the lives of children. Research has established that poverty matters in the lives of children, as measured in child well-being indicato rs, and public policies have been enacted to help families rise out of poverty (Hernandez 1993). Research on the impact of increased income after a casino opened on a Cherokee reservation indicates that Native-American children who were raised out of poverty had a decreased incidence of behavior disorders (Costello et al. 2003). At other times, public policies affect children as a byproduct or consequence. One example is the 1996 Welfare Reform Law (or PRWORA), which made work mandatory for able-bodied, American adults and put time limits of five years and a day on receiving public assistance. Still, much is to be learned as to the effect, if any, ofthis legislation on children (Bass and Mosley 2001 Casper and Bianchi 2002). In addition to income, public policy shapes the experience of family life by recognizing some forms while ignoring others. A substantial number of children will experience many family structures and environments as they pass through childhood, regardless of whet her the presidency legitimates all these forms (Clarke 1996). Likewise, examining childrens experiences in various family forms is a useful area of current and future study. Childrens rights can be examined in terms of protect children from an adult vantage point or in terms of providing children civil rights (or having a legal voice).The view of protecting children is a top-down approach positing that children are immature, and so legal protections should be accorded to keep children safe from harm and abuse and offer children a basic level of developmental opportunities. In contrast, the civil rights approach asserts that children have the right to participate fully in decisions that may affect them and should be allowed the same freedoms of other citizens (Landsdown 1994 Saporiti et al. 2005). In addition, the framing of childrens rights takes different forms in richer and poorer countries around the globe. For richer countries, granting children rights may involve allowing chil dren civil and political voice, whereas in poorer countries, basic human rights bear out as more important. Child labor is an issue that has been examined in terms of the right of children to learn and be developed and the right of children to provide for oneself (see Bass 2004 Neiwenhuys 1994 Zelizer 1985). Future studies will also need to consider the relationship between childrens rights as children become study subjects. Innovative approaches are being used to include childrens voices and input in the research process (Leonard 2005), yet there is still much to be done in this area in terms of developing methodologies that allow children to participate in the research process. Indeed, incorporating children in the research process is a next logical step for childhood studies. However, childhood scholars are adults and therefore not on an equal base with children (Fine and Sandstrom 1988). Furthermore, there is momentum to include childrens perspectives in the research process at the same time that there is a growing concern for childrens well-being, which may be adversely affected by their participation as subjects in the research process. Future research on children should focus on the childrens issues through social policies yet also consider childrens rights in tandem or as follow-up studies. It is generally the matter of course to take children or youth as a definitive given and then seek to solve their problems or create policies for them. Future research should focus on practical childrens issues and use empirical research projects to increase our knowledge of the nature of childhood. The last 15 years provide evidence to support the idea that childhood researchers should continue to bridge disciplines and even continents to find common ground.

Islamic Economic System Essay

Islamic Economic System implies a mood of satisfying the economics needs of the members of organized society in accordance with is injection of Quran and Sunnah. Its derived from the teachings of the Holy Quran and explained in his Ahadith by the Holy Prophet (SWT). This system continued in this original form trough the death of the Second Caliph Hazrat Umar (RA). The system believes in the private ownership of the means of production, distribution and exchange which be managed and controlled by individuals or groups of individuals for private profit. Islam enjoins coronation of money and other resources it issues clear injunctions on the legitimate ways of investing them. The Jews confused Riba with trade they would call Riba a kind of trade. Unrestricted economic license and non-interference of the state in such freedom is a nonher feature of conventional economy. Competition, which is another feature of conventional, leads to the destruction of minor enterprises and firms.This encourages merger of smaller business organisations into major ones and thus monopolies or cartels are established. The Institution of banking and interest is the life-blood of conventional form of economy. For business, trade and industry especially for big projects and economic ventures, huge funds are required which no individual or firm can arrange. To pay Zakat on ones wealth and property is extremely obligatory for a Muslim. Abu Huraira has account Gods Messenger as saying If God gives anyone property and he does not pay the Zakat on it, his property will be made to appear to him on the day of resurrection as a large bald snake with black spots over its eyes. It will be piece round his neck on the day of resurrection, then seize his jaws, then say, I am your property I am your treasure.The only verses which state not mere ethical norms but rather economic rules or regulations are the verses dealing with zakaat (tax on surplus wealth) and riba (usury/interest). Establish worship, pay the poor-due, and bow your heads with those who bow (in worship). 243. In Islam there is no conflict surrounded by matter and soul, as there is no separation between economy and religion. Its characteristics, value and essence are appreciated by Muslims and the non-Muslims. The over-arching values of Islamic economics lie in the principle that it is an economic strategy that can achieve unity and harmony between the material and the spiritual life of the people.

Corrections Essay

What works for one individual whitethorn non work for another. If the wrongdoer is serving time for pedophilia, rape, murder, or drugs it could be that it Is who they view themselves as and give not tack for the breach. The recidivism rate for all prisoners, no matter what their crime may be, is high in prisons all around the world. The more time that a prisoner spends time in prison, the more apt(predicate) they are to either return to prison or to violate their parole. The fact of the matter Is one has to receive the change they pauperism in themselves before omen can force them to change.Prisoners who are enrolled in prison replenishment programs are still as likely, If not more, to return to prison. It Is only those who successfully complete the pedagogics programs provided for them who have lower recidivism rates. This is because they have sought to change for the better, and were not forced to change. However, most prisoners who attend these programs are usually th e ones who have been in prison the longest. Those prisoners who successfully completed the programs where more often accordingly not, the ones who had better chances at becoming successful parolees.The criminal nicety dodge should focus more on punishment-oriented programs to warn prisoners from returning. If prisons began enforcing very strict and difficult prison policies, it can make a prisoner see the change that society wants to see for themselves. Most repeat offenders happen more comfortable on the inside then they do on the outside. This Is a very sad and true fact. They become so adapt to aliveness In prisons that they almost consider It a home. When they are subsequently released, they feel Like they do not belong In normal society, thus returning to crime.Another sad reality Is that many businesses and corporations will not higher these inmates due to their records. If the united States penal system levyd strict and almost hellish conditions in these prisons, such as solitary confinement for the majority of their sentence this may change. The prison systems could focus on such harsh punishments, such as no contact with others. The only time contact with others should be allowed is when they choose to attend rehabilitation programs. As time goes on, and the more successful the inmate becomes in the program, prison officials can lessen the rashness of their punishments.This, in the beginning, forces the prisoners to attend the program. However, the prisoner must find It within themselves to successfully complete their education. This makes the prisoners work for their freedom and the change that they want to see. If a prisoner does not complete the requirements of the rehabilitation then can go back to the strict punishments. It Is their choice, and they cannot be forced change. They have to want it. On the outside innocent. They should do this by upholding the law to such a standard that encourages individuals that they do not want to commit a crime.Law enforcement agents should have the power to do whatever is necessary to take down those who get a line the law. Currently law enforcement officials have more restrictions placed on themselves by the law, then the criminals head for the hillsing it, which makes it that overmuch more difficult to enforce the law. There seem to be far to many loopholes in the Justice system that protects the offenders. It is my personal belief that once you break the law, you have limited rights. We should not be displace our own people who protect there to Jail for police brutality and so on.If someone rapes a woman and then tries to attack the arresting officer, the police are well within their respective rights to do whatever it is necessary to bring said individual to Justice. Such acts will discourage many from committing crimes. If you distinguishable to break the law, well then that is a conscious decision that you made. It is you who should pay for the crimes, not the police. P eople should feel safe around the police if one has not committed a crime, but if you do break the law one should be terrified. The fear should come from what he police are capable of doing to you to enforce the law.However, law enforcement officials should be trained to asses the amount of force needed to instill enough fear within the individual by a case by case basis. If you get pulled over for running a red light, a cop cannot pull you out of the car and start beating you. Although, if you murder or rape someone, cops should be allowed to punish you. This will in turn instill fear within the offender not to commit the crime again, due to the treatment you receive from the police, and then the harsh prison system mentioned previously.