Literary Analysis Of The Stranger By Charles Camus

While studying many works of literature, several themes present themselves in in-depth readings, such as the theme of otherness in Albert Camus’ â€Å"The Guest†. This story centers on a character, an outsider, who is trying to fit into the society in the story. It may not be the fact that the stranger is different in looks, culture, or language like it is in this short story, but it is just the fact that they are not the same, which causes them to be the outsider and fulfill the role of the otherness. As we look through the short story ‘The Guest’, and through the short novel ‘The Stranger’, we can see that Albert Camus is working towards the idea of Otherness and how it can affect societies where the ‘otherness’ is seen as undesirable. Otherness, as defined by Merriam Webster, is the quality or fact of being different. In â€Å"The Guest† and in ‘The Stranger’ we are able to see the use of ‘Otherness’. The pattern of ‘otherness’ and trying to find common ground between the characters is prevalent in Camus’ works set in Algerian French control. Daru and the prisoner are the complete opposites of each other culturally, linguistically, and ethnically; they are set up to be each other’s ‘other’ from the beginning, and yet, they seem to be able to find some kind of common ground. I am interested in why Camus made it so that these two men, who are strangers in the beginning, can be seen as comrades near the ending. I will compare these two works by Camus and find out the purpose of hisShow MoreRelatedThe Existential Movement Of The Stranger Essay1966 Words   |  8 Pagesof literary and philosophical greatness, with many writers expressing their ph ilosophical beliefs through their literature. These writers believed that there was no greater purpose in a person’s life and that there was almost no point in existence. Moreover, these authors both valued authenticity and created a sort of absurdity to the society they lived in. Therefore, this struggle to grasp the meaning of life can be seen through an existential light in many novels with authors such as Camus. InRead MoreExistentialism vs Essentialism23287 Words   |  94 Pagesamp; Phenomenology * Existentialist Philosophers * ------------------------------------------------- Absurdism * The idea of the  absurd  is a common theme in many existentialist works, particularly in  Camus. Absurdity is the notion of contrast between two things. As Camus explains it in  The Myth of Sisyphus: * The absurd is born out of this confrontation between the human need and the unreasonable silence of the world. * This view, which is shared by  Sartre, is that humanity

The Dance Free Essays

My twenty-year-old daughter Brandy called me the other night. While we were talking, she asked me if I remembered the day we watched a spider spin its web. I told her that I did, and she went on to tell me that the experience was one of her fondest childhood memories. We will write a custom essay sample on The Dance or any similar topic only for you Order Now She was a little surprised when I told her it was also one of my favorite parenting memories! Our family consisted of myself, my wife Sharon, Scott, my twelve-year-old stepson, eight-year-old Hugh, seven-year-old Brandy, five-year-old Justin, two cats and a Labrador mix named Mitch. Since our apartment had only a small yard, the kids and I would take Mitch on short daily walks during the week. On the weekends, whenever possible, we would take him on long walks through our small coastal community. During one of these weekend walks, we saw the spider. It was Sunday afternoon on a beautiful California spring day. The sun was shining while the birds added their sweet melodies. The air was filled with that special atmosphere of newness that is unique to springtime. My four children, Mitch and I were headed east, down Ninth Street. Ninth Street, in this part of town, is mostly small shops and offices, and most of these are closed on Sundays. Mitch, like all dogs, felt bound to investigate every tree or shrub along the path. As he was inspecting an oleander shrub in front of a small flower shop with an alcove, I noticed the spider scurrying about in the left corner of the alcove. Since most of the spiders I encounter usually just sit around waiting for lunch, I stepped over to investigate this little flurry of activity. It appeared the little fellow was building a new home. The spider had already built the main structure of its spiral web. The supporting rays of silk were attached to various points on the stucco wall and window casing, and the first few spirals, at the center of the rays, had been completed. I gathered the kids into the alcove and showed them the web. Mitch, having lost interest in the oleander, settled into the shade of the alcove for a nap. As we watched, the spider began a fascinating dance! Its eight legs moved swiftly in a repeating sequence, while its abdomen pivoted from one ray to the next spinning silk, all the while moving in an ever expanding spiral. We continued to watch the little spider until it reached what it, and Mother Nature, determined to be the outer ring of its new home. Every one of us, except Mitch (who was still napping), were enchanted and impressed with the performance. The spider, however, appeared oblivious to our adulation. As we continued our walk, we talked about the spider over and over. When we got back home, all four children kept interrupting each other in their eagerness to describe to their mother what they had seen. Hugh did an enthusiastic imitation of the spider’s dance, wiggling his fanny to and fro while gesticulating wildly with his arms and legs. His efforts had us all laughing until we had tears in our eyes. I have always been charmed by the natural world: the acrobatics of squirrels, the cooing of pigeons, the soaring flight of hawks and falcons. Just the sight of a dragonfly sitting still on the end of my fishing pole grips my soul and fascinates my eyes. I had always hoped that I would pass my love of nature on to my children, so that they too would know the particular wonder that only nature can inspire. At the time as I watched and listened to my children’s excitement over the simple dance of a small spider, I felt my hope might be becoming a reality. Knowing that the memory is still cherished by Brandy thirteen years later I feel sure she, at least, got the lesson right. How to cite The Dance, Papers

An Analysis of the Australian Curriculum free essay sample

With the introduction of the Australian National Curriculum into all education systems across the country, many questions and debates have occurred in reference to its effectiveness. From the often perceived conflicting curriculum definitions to the unfortunate failures of past attempts of curriculum implementation, every member of the community has an opinion on this significant shift in the way Australia thinks of its children’s education (Rudd, 2007). The Australian Curriculum however, has attempted to provide answers to these misgivings and societal concern, from an easy to use website interface, transparent developmental process and state/ territory inclusion of common educational individualities. The Australian Curriculums development has been that of promise and hopeful success (Brady Kennedy, 2010). The Australian Curriculum should make it easier for teachers to incorporate community and student centred learning opportunities within the classroom, whilst allowing for additional time and streamlining of assessment procedures, due to a short and precise teacher focused curriculum document. Therefore the current Australian Curriculum process is the best opportunity for the development and implementation of a world class curriculum that enables Australia’s future leaders to compete in a globalised world (MCEETYA, 2008; Shelly Gunther Gunther, 2012). Definition of curriculum Definitions of curriculum are numerous and often believed to be conflicting. This can be especially so when delineated by the intended purpose of the curriculum as well as individual bias from specific stakeholders. Wiles (2005) lists varying definitions for four common curriculum purposes; curriculum as a plan, as subject matter, as an experience and as an outcome (appendix 1). Upon analysing these purpose related definitions it could be argued that each different definition ultimately alters the detail of what can be generally deciphered as a common intent, with individual stakeholder inclusions of specific content. Hutchins (as cited in Wiles, 2005) (appendix 1), when defining curriculum as a subject matter explains that curriculum should consist of grammar, logic, mathematics and the greatest books of the western world. In contrast Bestor (as cited in Wiles, 2005) includes the study of grammar, literature and writing, mathematics and the ‘mother tongue’ as the basis for his definition. As a result both academics can be seen to desire the same thing, extensive discipline based study; however have both included individualities perceived important to themselves. In order to define its intent, the Australian Curriculum has attempted to simplify the term curriculum through an explanation of purpose and intent. The Australian Curriculum Assessment and Reporting Authority (ACARA) (2012a) simply define the Australian Curriculum as â€Å" what all students should learn as they progress through school † [as a] â€Å" foundation for their future learning, growth and active participation in the Australian Community† (para. 2). Through the defining of the curriculums purpose, the Australian Curriculum encompasses such academic inclusions of definition as noted by Wiles (2005) within its structure. As subject matter, the Australian Curriculum has included a discipline-based method of curriculum encompassing twelve learning areas with nationally significant individualities, through the incorporation of ‘Cross Curricular Priorities’. As a plan the Australian Curriculum has included ‘General Capabilities’ that ensure student future success with identified essential skills such as information and computer technology capability, ethics and intercultural understanding; amongst others (ACARA, 2012b) (appendix 2). Thus, the Australian Curriculum has defined itself as an individual curriculum idea through the incorporation of multiple intents within its structure. Development of the Australian Curriculum and curriculum models related to this development Since as early as 1980, numerous attempts at the development of a National Curriculum with varying levels of support and enacted implementation have been made (Brady Kennedy, 2010). The Australian political structure and the level of authority the federal government has over state/territory and independent organisations over educational policy, may have been a contributing factor for this lack of committed development and intended eventual nationwide implementation (Marsh, 2010). Learning from previous governments’ attempts implementing a national curriculum, the federal government from 2009, enacted a series of shaping reforms, with the aim of successfully gaining support and legal authority over the implementation of a national curriculum (Marsh, 2010). The request for state/territory appointed representatives, statements of open consultation in development, through to what Brady and Kennedy (2010) refer to as ‘hard policy’, including the establishment of ACARA as a statutory body over all manner of educational policy and the linking of funding repercussions to the implementation of the Australian Curriculum (Schools Assistance Bill, National Education Agreement) has led to all educational organisations agreeing to the use of the impending curriculum documents. Brady and Kennedy (2010) state that no single form of curriculum model is commonly used by developers, therefore using specific components of different models and designing a process that works for the organisation or individuals intent. As such the Australian Curriculum developers have appeared to take such an approach. With the foundation of a Naturalistic model of development, including the use of discussion, interaction and negotiation of developers and stakeholders, the Australian Curriculum developers have additionally used a fundamental aspect of an Objectives model of development (Brady Kennedy, 2010). The use of defined standards or content descriptions (Objectives model) as depicted by the national curriculum has been incorporated both after initial targeted discussion between stakeholders and before final consultation prior to publication (ACARA, 2008). As a consequence the important developmental principles of curriculum development as described by Marsh (2010) that all decision making in the development of an Australian Curriculum is transparent whilst alleviating societies concern over a discipline-based curriculum was met by the initial and ongoing consultation being undertaken. Structure of the Australian Curriculum The Australian Curriculum has been published on the Internet in order to allow maximum flexibility in viewing and the organisation of content. As such the interface is user friendly and easy to understand. The Australian Curriculum is currently broken down to cover four subject areas with an additional eight areas to follow from 2013 (ACARA, 2012a; MCEETYA, 2008). Each subject area is broken down into year levels encompassing Foundation to year ten (with eventual inclusion of years eleven and twelve). In order to differentiate different subject sub topics; strands and sub strands have been developed to allow focus of content descriptions (statements of required student learning). English for example covers three interrelated strands; language, literacy and literature, with content descriptions grouped into sub strands, which enable the visual identification of development of knowledge, understanding and skills (ACARA, 2012f). Content descriptions are then listed, which describe the required learning that students must be exposed to within each subject, strand and sub strand. The content descriptions provide detailed information of learning opportunities, cross curriculum opportunities and a glossary of terms. Additionally digital resource information is also available that relates to each relevant content description. A wealth of information for educators, parents and the general community is available on the internet for the Australian Curriculum, including student work samples of content description attainment, which may negate any uncertainty surrounding student expected learning and eventual assessment practices the curriculum requires. Complimenting the subject areas and included content descriptions are cross curriculum priorities. ACARA (2012e) states that these priorities of, Aboriginal and Torres Strait Islander history and culture, Asia and Australia’s engagement with Asia and sustainability, will enable student relevance and address the issues that the students will face throughout their lives. The opportunities for inclusion of cross curricular priorities are embedded within the subjects curriculum documents where appropriate, however with differing levels of relevance for individual subjects (ACARA, 2012e). The Melbourne Declaration (MCEETYA, 2008), incorporated a set of seven general capabilities that were deemed important for student future success by acting as a foundation for current and future learning. Student capabilities include literacy, numeracy, information and communication technology competence, critical and creative thinking, ethical behaviour, personal and social competence and intercultural understanding (ACARA, 2012b). Again it is seen that these basic capabilities will enable student success in a globalised workforce by enabling competiveness through the inclusion of 21st century needs of today’s students. Australian Curriculum in relation to the needs of 21st Century learners In the Federal governments’ educational reform document, The Melbourne Declaration (MCEETYA, 2008), the diverse needs of 21st Century students were acknowledged and a series of objectives established. The world is becoming ever more globalised with international mobility and competitiveness at the forefront (MCEETYA, 2008; Shelly et al, 2012). Therefore the Australian Curriculum set to include a series of â€Å"general capabilities† (ACARA, 2012b) that would enable student future success by acting as a foundation of current and future learning. In addition, the inclusion of Information and computer technology (ICT) as a cross-subject enhancement tool, in order to address the needs of students of a digital age has also been included. The Melbourne Declaration (MCEETYA, 2008) defines ICT as â€Å"essential in all 21st Century occupations† (p. 5). Within the realm of ICT as a learning tool, educators are able to create authentic and meaningful learning opportunities across all subjects, as well as allowing the successful inclusion of differing learning styles of students through the use of digital resources such as podcasts, speech to text applications and web resources, amongst many others (Shelly et al, 2012). The Australian Curriculum provides these opportunities throughout and are indicated were appropriate throughout the content descriptions. The Australian Curriculum has set to include all students regardless of gender, race, socio-economic status and language ability the opportunity to succeed with the Australian Curriculum and provide them the best chance to be successful contributors to society (ACARA, 2012d). Teachers are able to make professional judgements on how to teach and assess the knowledge required to be learnt (ACARA, 2012d). Teachers are provided the flexibility to adjust the delivery of content to the needs of individual students to allow for maximum learning successes. Comparison of Australian Curriculum to local (state) and international models Prior to the publication of the Australian Curriculum in English, Mathematics, history and science, the Northern Territory was using a curriculum document titled Northern Territory Curriculum Framework (NTCF). The NTCF is vastly different in design to that produced by ACARA due to the NTCF being an outcome based curriculum model compared to the Australian Curriculums assessment of student achievement against explicit learning area achievement standards (NTCF, 2012). Similarities do exist between both the NTCF and Australian Curriculum incorporating a set of desired student personal attributes called EsseNTial Learnings in the NTCF document and General Capabilities within the Australian Curriculum documents. Both the NTCF and Australian Curriculums goals in the development of these personal development outcomes were to prepare students to be valuable members of the community and successfully contribute in a competitive globalised world (ACARA, 2012b; NTCF, 2012). The similarities in curriculum content continue through to the structure of subject content and related standards and outcomes of achievement. The Australian Curriculum content description for Mathematics – Foundation – Statistics and Probability, states that â€Å"[students] answer yes or no to questions to collect information† (ACARA, 2012c). In contrast, the NTCF outcome for Mathematics Chance and Data, Key Growth Point two for foundation, states â€Å"learners use everyday language to state opinions on the possibility of a given event occurring† (NTCF, 2012). Although the similarities in content within both the Australian Curriculum and Northern Territory Curriculum Framework are many, the difference in detail and length of the documents is significant. As noted by Kevin Rudd in the document titled New Directions for our schools (Rudd, 2007), state and territory curriculum organisations tend to develop curriculum documents that are far to detailed than necessary. This is especially evident when comparing the NTCF’s Australian Curriculum document implemented in semester two 2012. A quick glance clearly indicates the substantial difference as the original NTCF mathematics document consists of 130 pages compared to that of the NTCFs Australian Curriculum implemented document totalling six pages for transition to year ten levels (Appendix 3 – further comparison of current NTCF and NTCF Australian Curriculum documents). Thus the simplification of the documents may lead to teacher instructional enhancement and clearer levels of required attainment, enhancing student success working with the curriculum. Conclusion The Australian Curriculum is an extensive yet precise document detailing what is essential for student learning to enable success in the future. The Australian Curriculum has invented itself as a transparent holistic educational document with a clear purpose and intent. Additionally, the Australian Curriculum has learnt from the errors of past attempts at a national curriculum and incorporated soft and hard policy (Brady Kennedy, 2010) that enforces the use and implementation of the document nationally. By incorporating an online presence with a thoughtful inclusion of student needs for success in the 21st century through the development of cross curricular priorities and general capabilities, the Australian Curriculum is enabling student success in a soon to be Asian dominated globalised world (MCEETYA, 2008). The Australian Curriculum has incorporated what is deemed significant throughout Australia’s diverse individual curriculums and indeed created a document that shares a common intent for education specifically with the Northern Territory Curriculum Framework.

Reckless Driving Essay Sample free essay sample

What is foolhardy driving what are some illustrations of foolhardy drive and what are the effects of foolhardy drive? Foolhardy drive is a traveling misdemeanor. A traveling misdemeanor is any misdemeanor committed by the driver of a vehicle while it is in gesture. Traveling misdemeanors are more likely to straight do physical injury to individuals and or belongings. Peoples who are convicted of this offense can confront a all right. exile. annulment of word. and the suspension or cancellation of driver’s licence. In some countries. the punishments vary. depending on the particulars of the discourtesy. and the jurisprudence may hold several classs established. In order to be considered foolhardy driving. activity on the route must include a demonstrated neglect for the safety of belongings. animate beings. and people. Person who is driving recklessly may hold a wilful neglect of safety. or may merely hold a motiveless attitude about the regulations of the route. We will write a custom essay sample on Reckless Driving Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In either instance. in order for people to be successfully convicted. presentation of the neglect must be provided in the signifier of testimony from informants about the person’s drive. Police officers. for illustration. can attest about seeing person engage in a series of foolhardy Acts of the Apostless. Some illustrations of foolhardiness can include disregarding basic safety Torahs. such as Torahs prohibiting people to go through in forepart of oncoming traffic. Torahs forbiding traversing train paths in forepart of an oncoming train. and Torahs modulating velocity. Peoples who exceed the velocity bound by an remarkably high sum may be considered foolhardy drivers because they are seting other drivers in danger. Likewise. activities like sheering. repeatedly driving through ruddy visible radiations. and so forth can besides be evidences for charges. as can driving with the purpose to evade a constabulary officer.

Inca Road System - 25,000 Miles Connecting an Empire

Inca Road System - 25,000 Miles Connecting an Empire The Inca Road (called Capaq Ñan or Qhapaq Ñan in the Inca language Quechua and Gran Ruta Inca in Spanish) was an essential part of the success of the Inca Empire. The road system included an astounding 25,000 miles of roads, bridges, tunnels, and causeways. Key Takeaways: The Inca Road The Inca Road includes 25,000 miles of roads, bridges, tunnels, and causeways, a straight line distance of 2,000 miles from Ecuador to ChileConstruction followed existing ancient roadways; Incas began improving it as part of its imperial movements by the mid-15th centuryWay stations were established at every 10–12 miles  Use was restricted to elites and their messengers, but commoners maintained, cleaned and repaired and set up businesses to cater to the travelersLikely nonelite access by miners and others Road construction began in the mid-fifteenth century when the Inca gained control over its neighbors and started expanding their empire. The construction exploited and expanded on existing ancient roadways, and it ended abruptly 125 years later when the Spanish arrived in Peru. In contrast, the Roman Empires road system, also built on existing roadways, included twice as many miles of road, but it took them 600 years to build. Four Roads from Cuzco The Inca road system runs the entire length of Peru and beyond, from Ecuador to Chile and northern Argentina, a straight-line distance of some 2,000 mi (3,200 km). The heart of the road system is at Cuzco, the political heart and capital of the Inca Empire. All the main roads radiated out from Cuzco, each named for and pointed in the cardinal directions away from Cuzco. Chinchaysuyu, headed to the north and ending in Quito, EcuadorCuntisuyu, to the west and to the Pacific coastCollasuyu, led southward, ending in Chile and northern ArgentinaAntisuyu, eastward to the western edge of the Amazon jungle According to historical records, the Chinchaysuyu road from Cuzco to Quito was the most important of these four, keeping the rulers of the empire in close touch with their lands and subject people in the north. Inca Road Construction Original Inca built canal and street in city of Ollantaytambo, Peru. Jeremy Horner / Corbis NX / Getty Images Plus Since wheeled vehicles were unknown to the Inca, the surfaces of the Inca Road were intended for foot traffic, accompanied by llamas or alpacas as pack animals. Some of the roadways were paved with stone cobbles, but many others were natural dirt pathways between 3.5–15 ft (1–4 meters) in width. The roads were primarily built along straight lines, with only a rare deflection by no more than 20 degrees within a 3 mi (5 km) stretch. In the highlands, the roads were constructed to avoid major curves. To traverse the mountainous regions, the Inca built long stairways and switchbacks; for lowland roads through marshes and wetlands they built causeways; crossing rivers and streams required bridges and culverts, and desert stretches included the making of oases and wells by low walls or cairns. Practical Concerns The roads were primarily built for practicality, and they were intended to move people, goods, and armies quickly and safely across the length and breadth of the empire. The Inca almost always kept the road below an altitude of 16,400 feet (5,000 meters), and where at all possible they followed flat inter-mountain valleys and across plateaus. The roads skirted much of the inhospitable South American desert coast, running instead  inland along the Andean foothills where sources of water could be found. Marshy areas were avoided where possible. Architectural innovations along the trail where difficulties could not be avoided included drainage systems of gutters and culverts, switchbacks, bridge spans, and in many places low walls built to bracket the road and protect it from erosion. In some places,  tunnels and retaining walls were built to allow safe navigation. The Atacama Desert Inca Road through the Atacama Desert. San Pedro de Atacama, Antofagasta Region, Chile (Lagunas Miscanti and Mià ±iques). Jimfeng / iStock / Getty Images Plus Precolumbian travel across Chiles Atacama desert could not be avoided, however. In the 16th century, the Contact-period Spanish historian Gonzalo Fernandez de Oviedo crossed the desert using the Inca Road. He describes having to break his people into small groups to share and carry food and water supplies. He also sent horsemen ahead to identify the location of the next available water source. Chilean archaeologist Luis Briones has argued that the famed Atacama geoglyphs carved into the desert pavement and on the Andean foothills were markers indicating where water sources, salt flats, and animal fodder could be found. Lodging Along the Inca Road According to 16th-century historical writers such as Inca Garcilaso de la Vega, people walked the Inca Road at the rate of about ~12-14 mi (20–22 km) a day. Accordingly, placed along the road at every 12–14 miles are tambos or tampu, small building clusters or villages which acted as rest stops. These way stations provided lodging, food, and supplies for travelers, as well as opportunities for trading with local businesses. Several small facilities were kept as storage spaces to support tampu, of many different sizes. Royal officials called tocricoc were in charge of the cleanliness and maintenance of the roads; but a constant presence that could not be stamped out were pomaranra, road thieves or bandits. Carrying the Mail Steps cut into the native mountainside for the Inca Road leading to Machu Picchu. Geraint Rowland Photography / Moment / Getty Images A postal system was an essential part of the Inca Road, with relay runners called chasqui stationed along the road at .8 mi (1.4 km) intervals. Information was taken along the road either verbally or stored in the Inca writing systems of knotted strings called quipu. In special circumstances, exotic goods could be carried by the chasqui: it was reported that the ruler Topa Inca (ruled 1471–1493) could dine in Cuzco on two-day-old fish brought in from the coast, a travel rate of about 150 mi (240 km) each day. American packaging researcher Zachary Frenzel (2017) studied methods used by Incan travelers as illustrated by Spanish chroniclers. People on the trails used rope bundles, cloth sacks, or large clay pots known as aribalos to carry goods. The aribalos were likely used for the movement of chicha beer, a maize-based mildly alcoholic beverage that was an important element of elite Inca rituals. Frenzel found that traffic continued on the road after the Spanish arrived in the same manner, except for the addition of wooden trunks and leather bota bags for carrying liquids. Non-State Uses Chilean archaeologist Francisco Garrido (2016, 2017) has argued that the Inca Road also served as a traffic route for bottom-up entrepreneurs. The Inca-Spanish historian Garcilaso de la Vega stated unequivocally that commoners were not permitted to use the roads unless they had been sent to run errands by the Inca rulers or their local chiefs. However, was that ever a practical reality of policing 40,000 km? Garrido surveyed a portion of the Inca Road itself and other nearby archaeological sites in the Atacama desert in Chile and found that the roads were used by the miners to circulate mining and other craft products on the road and to funnel off-road traffic to and from the local mining camps. Interestingly, a group of economists led by Christian Volpe (2017) studied the effects of modern expansions on the Inca road system, and suggest that in modern times, improvements in transport infrastructure have had a significant positive impact on various companies exports and job growth. Selected Sources Hiking the section of the Inca Road leading to Machu Picchu is a popular tourist experience. Contreras, Daniel A. How Far to Conchucos? A Gis Approach to Assessing the Implications of Exotic Materials at Chavà ­n De Huntar. World Archaeology 43.3 (2011): 380–97. Print.Garrido Escobar, Franciso Javier. Mining and the Inca Road in the Prehistoric Atacama Desert, Chile. University of Pittsburgh, 2015. Print.Garrido, Francisco. Rethinking Imperial Infrastructure: A Bottom-up Perspective on the Inca Road. Journal of Anthropological Archaeology 43 (2016): 94–109. Print.Garrido, Francisco, and Diego Salazar. Imperial Expansion and Local Agency: A Case Study of Labor Organization under Inca Rule. American Anthropologist 119.4 (2017): 631–44. Print.Marsh, Erik J., et al. Dating the Expansion of the Inca Empire: Bayesian Models from Ecuador and Argentina. Radiocarbon 59.1 (2017): 117–40. Print.Wilkinson, Darryl. Infrastructure and Inequality: An Archaeology of the Inka Road through the Amaybamba Cloud Forests. Journal of Social Archaeology 19.1 (2019): 27à ¢â‚¬â€œ46. Print.

A Few Thoughts on Being Cynical

A Few Thoughts on Being Cynical Is it acceptable, or just, or good for a human to be cynical? Its an interesting question to be entertained. Ancient Greek Cynics   Being cynical is an attitude that shall not be confused with subscribing to the philosophies of the Ancient Greek cynics. These comprised a school of thinking rooted in the disregard for any social convention in the name of self-sufficiency and freedom of opinion and of agency. While the term cynical derived from the cynics of Ancient Greek philosophy, this is by and large to mock those who displayed a cynical attitude. Yet there were also some analogies between the two, arguably. Cynicism is mix of disillusion and pessimism towards any affair involving humans; this often entails regarding human conventions as either doomed to fail or as existing not for the betterment of the human condition but to sustaining the interests of specific individuals. On the other hand, while Ancient Greek cynics may have been said to aim at attaining a good life, the cynical person may have no such goal; most often than not, she lives by the day and adopts a practical perspective on human affairs. Cynicism and Machiavellism One of the foremost cynical philosophers of modern times is Niccolà ² Machiavelli. In the chapters of the Prince examining the virtues that are proper to a prince, Machiavelli reminds us that many – i.e. Plato, Aristotle, and their followers – have imagined states and kingdoms that never existed, prescribing rulers to maintain behaviors that would be more proper to those living in heaven than to those who live on earth. To Machiavelli, moral norms are most often than not filled with hypocrisy and the prince is not advised to follow them if he wants to preserve power. Machiavelli’s morality is definitely filled with disillusion regarding human affairs; he had witnessed first-hand how rulers had been killed or overthrown for lack of a realistic approach to their endeavors. Is Cynicism Bad? Machiavelli’s example can help us to a great extent, I believe, to sort out the controversial aspects of cynicism. Declaring oneself a cynic is often regarded as a bold statement, almost a challenge to the most basic tenets that hold societies together. Is this really the goal of cynical people, to challenge the status quo and to possibly challenge any attempt to form and sustain a society? Granted, sometimes cynicism may be directed towards a specific constitution; thus, if you believe that the present government – but not any government – shall be interpreted as acting for some interests that differ from the ones that are officially stated and that it is doomed to ruin, then those in government may regard you as their antagonist, if not an enemy. A cynical attitude, nonetheless, may also be non-subversive in its intents. For instance, a person may adopt a cynical attitude as a mechanism of self-defense, that is, as a means to go by daily affairs without being hurt or negatively affected (from an economic or socio-political point of view, for instance). Under this version of the attitude, a cynical person need not have a grand scheme of how a government, or any government, works; nor does she need to have a grand scheme of how people operate; it seems simply more prudent to assume that people act out of self-interest, often overestimating their conditions or ending up being affected by bad luck. It is in this sense, I maintain, that being cynical may be justified, or even at times recommended.

Importance of multicultural education in early childhood education Essay

Importance of multicultural education in early childhood education - Essay Example Conventional patterns of travel has been replaced by new avenues, and destinations (Silverstone, 2005, p.9). Mass media has allowed better cultural interactions and in turn has people and communities to understand each other quickly (Silverstone, 2005, p.39). The overall result is that people are now settling in areas which were perceived to be hostile and unfavorable to human life decades ago. Each and every society has now its own special group of migrant populations resulting in social diversity, and new patterns of social living but this has posed each society, a great many challenges as well (Reitz, Breton, Dion and Dion, 2009, p.11-17). The original communities have developed a fear of losing their cultural identity while the migrant groups fear a hostile environment (Reitz, Breton, Dion and Dion, 2009, p.168-175). The original dwellers tend to have a dominating trait that result in newcomers suffering suppression and cultural hegemony (Reitz, Breton, Dion and Dion, 2009, p.168 -175). When this is not restrained, minority cultures will be forced to assimilate majority culture and the result is that they loose their own culture (Reitz, Breton, Dion and Dion, 2009, p.168-175). As Robinson and Jones-Diaz (2006) have pointed out, such a change will eventually lead to racism and homophobia. This study is of the view that one way of making a deliberate effort in building respect for and safeguarding different cultures is including multiculturalism in early childhood education. This way, children can grow up under equitable environments which treat all cultures equally. Neither majority or minority culture is put in a more than or less than equal position in such a scenario. Thus this study dwells on the merits as well as reasons why multicultural education should be adopted or incorporated in early childhood education. The choice of this topic was inspired by the current social context in Singapore. The country is home to many cultural groupings,

Revealing Cases of Plagiarism among Students Case Study

Revealing Cases of Plagiarism among Students - Case Study Example The Student Council would like to make its stand on the idea of using Turnitin.com to detect cases of plagiarism among students. It appreciates the efforts and views this as a great step towards maintaining the high standards of education in the university. However, in its current state, the idea is ineffective since it is prone to several shortcomings that arise from the use of software-based methods of plagiarism detection such as detecting texts in quotation marks as plagiarized texts and losing the format of papers. After analyzing the idea and carrying out a research on the same, the Council feels that Turnitin.com cannot be effective on its own and should only be used alongside other methods of plagiarism detection to offer a comprehensive solution (Herrington, 2010). Consequently, the Council suggests that in a case where an instructor suspects a plagiarized paper, he or she uploads all papers related to that assignment to Turnitin.com for checking. The instructor should furth er check the papers by use of fingerprint method, which involves digesting a paper into a set of fingerprints and checking those fingerprints against a precompiled set of fingerprints and drawing similarities from this comparison. The last step, string matching, should involve comparing the papers for verbatim text overlaps. Analysis of the results from the three approaches should be done and conclusions made based on those analysis (Herrington, 2010). The Council feels that this will be a more effective approach since it will reduce cases of false positive results. Additionally, this approach minimizes the chances of students beating the system.  The Council would also like to know how the university administration plans to deal with ethical issues that rise from the use of this service. The Council understands that the use of this service can lead to stern repercussions that could involve legal battles. Additionally, this service can create a culture of resentment among students and as such, the university should consider ethical issues before implementing it.

Cialis Case Study Marking Scheme Essay Example for Free

Cialis Case Study Marking Scheme Essay Question 1 (25 Marks Total): According to information provided in the case, identify 3 main ED market segments. Describe each segment’s characteristics, including opportunities and barriers for adoption. Focus on key ED segments essential for future marketing campaign, as opposed to all possible segments. If sufficient information is provided in the case, identify potential size of the segment. -Correctly identifying demographics/age as a segment (2 marks) -Discuss main each age sub-group 20-39, 40-49, 50-59, 60+ segments (2 marks) and main barriers/opportunities to Cialis adoption: ED as a normal part of aging vs. waiting for condition to go away (2 marks); reasonably justified additional factors (up to 2 marks) -Correctly identifying Viagra usage status as a segment (2 marks) -Estimating size of Current Viagra Users/Viagra Drop-outs/Never tried Viagra segments – (1 mark) -Describing main barriers/opportunities to Cialis adoption by each sub-group: focus on willingness to try Cialis dimensions (2 marks); possible reasons for dropping Viagra use (2 marks); reasonably justified additional factors (up to 2 marks) -Correctly identifying Benefit of Duration as a segment (2 marks) -Describing main barriers/opportunities to Cialis adoption by each sub-group of prior Viagra users drop-outs vs. current users and those who have not tried Viagra (4 marks); reasonably justified additional factors (up to 2 marks) -Partial marks awarded for ED market segments not mentioned above and a convincing argument/description for such segment’s importance (up to 6 marks) Question 2 (10 Marks Total) – Discuss evolution of the Viagra brand, how it is positioned on the market vs. public’s perception of the brand and resulting opportunities for Cialis -Discuss early endorsement by Bob Dole and positioning (ie ED is a serious disease, targeting older age segment) (3 marks), followed by Mark Martin and change in targeting/brand messaging (associating Viagra with success and excitement, targeting younger age group) (3 marks) -Discuss the image of Viagra in popular culture and opportunities for Cialis (ridiculing public images creating barriers for men to overcome; partner perceives that her husband’s desire is a result of taking the pill, not genuine desire) (4 marks). Question (3) (20 Marks Total): Describe Pro’s and Con’s of positioning Cialis (1) vertically based on duration of benefit and (2) horizontally based on attitudes toward sex. For this question, consider potential success with each market segment described in Question 1 and discuss differences in profiles of Cialis vs. Viagra. Consider whether each positioning increases demand in general or converts Viagra users. -Pro’s and con’s of Vertical positioning based on ’36 hours vs. 4’ hours. Should include the following: oConvenience/Spontaneity/Week-ends (1 Mark) oEconomics/Frequency (1 Mark) oPotential safety concerns (1 Mark) oNo interaction with high-fat meals (1 Mark) oOr other factors, justified (up to 2 Marks) oEffective use of information provided in the case, particularly in-depth interviews to justify position (2 Marks) oEffective analysis of appeal to each segment (3 Marks) oEffect on demand (1 Mark) -Pro’s and con’s of Horizontal Positioning based on attitude towards sex for Cialis vs. Viagra. Should include the following: oRomantic lifestyle (1 Mark) oExcitement/success (1 Mark) oMore natural sex dynamics for couples (1 Mark) oHero-enabler/Man is the hero vs. the pill being hero (1 Mark) oOr other factors, justified (up to 2 Marks) oEffective use of information provided in the case, particularly in-depth interviews to justify position (2 Marks) oEffective analysis of appeal to each segment (3 Marks) oEffect on demand (1 Mark) QUESTION 4 (35 Marks Total) – By answering each of the sub-questions 1 through 5, discuss how you would launch Cialis into the market, paying careful attention to the fact that incumbent may create certain barriers to overcome; consider benefits for Cialis market share vs. the entire category and fit with each market segment. 1)Briefly state your marketing strategy (horizontal vs. vertical); summarize your product positioning and launch strategy (5 Marks Total) 2)Describe your chosen product attributes in the context of your positioning (hint: describe only attributes you can control: color, packaging, name, etc) (5 Marks Total) 3)Describe your pricing strategy and provide annual per customer revenue estimate (13 Marks total) -Analysis pricing target and market segments (5 Marks) -Analysis for pricing above/below Viagra (5 Marks) oFactors that should be covered: ï‚ §Price image effects ï‚ §Economic benefit to patient ï‚ §Consumer willingness to pay ï‚ §Impact of coverage by Health Plans -Per Customer Revenue Estimate (3 Marks Total): oEstimate revenue based on patient pills per year and proposed price (2 Marks) taking into account dropouts (1 Mark) or other relevant factors (up to 1 Mark) 4)Describe primary aspects of your launch strategy with respect to Pull vs. Push marketing (7 Marks Total). -Analysis should include the following factors: oAnalysis of relevant physician behavior – urologists vs. generalists; doctors may refuse prescriptions and do not initiate treatment oAnalysis of relevant consumer behavior oRole of partners oProduct promotions, other means to encourage trying Cialis oSales force requirements oConsistency with each target market and positioning 5)Describe your Communication Strategy (5 Marks Total) oAnalysis should include the following factors: ï‚ §Communication to each market segment ï‚ §Communicating to patients, partners, Viagra users, and physicians ï‚ §Which mediums should be deployed ï‚ §Who should be featured in adds, what age group(s), gender ï‚ §Event sponsorships and/or endorsements QUESTION 5 (10 Marks Total): Given your responses in Question 4 and by responding to sub-questions 1 and 2, discuss how Pfizer may respond to your Cialis positioning and how this may be addressed post product launch (7 marks); Discuss how Cialis could anticipate and respond to introduction of Levitra by GSK (3 marks). 1)Discuss how Pfizer may respond to Cialis positioning (7 marks) oAnalysis should include the following factors: ï‚ §Most likely response(s) from Pfizer ï‚ §Viagra’s long presence in the market ï‚ §Promotions/discounts on Viagra ï‚ §Thoughtful argument how Cialis camp might respond oDiscuss how Cialis could anticipate and prepare introduction of Levitra by GSK (3 marks). oAnalysis should include the following factors: ï‚ §Levitra profile ï‚ §Most likely positioning by GSK ï‚ §Response, if any, by Cialis camp

Business: Mega-Mergers :: Business, Foreign Firms, Corporations, Capitalism

Mega-mergers is a combination of two are more major companies joining together according to Eitzen (365) in 2006 Mergers and acquisitions in the united states alone were worth 1.45 trillion. There are thousands of mergers each year that makes giant corporation become more bigger. For example Time, Inc., and AOL joining with Warner Communications, Texaco buying out Getty Oil, and other mergers that combined with foreign firms like British Petroleum with Amoco and Daimler with Chrysler. There are nsix negative consequences of mega mergers are: (1) It increases the centralization of capital, which causes a reduction competition also raises prices for consumers; (2) It increases the power of huge corporations over its workers, unions, and its governments; (3) The benefits of local communities are diminished; (4) It reduces the number of jobs; (5) It increases corporate debt; and (6) It is non-productive. Corporation rather create profits for their lawyers, accountants, brokers, bankers and big investors than to create and help communities bloom by building new plants or facilities, products or most importantly new jobs. Interlocking directorates is the linkage between corporation that results when an individual serves on the board of directors of two companies (a direct interlock) or when two companies each have a director on the board of a third company (an indirect interlock) (Eitzen 365) Interlocking directorates lowers competition by the sharing of information and the coordination of their policies. The Clayton Act was passed in 1914 which made it illegal for one individual to be part of the corporate board of two companies that were in direct competition to one each other. Transnational Corporation is any corporation that operates in more than one country, which provides the larger companies with enormous economic and political power according to Eitzen (366) 1 Most business and corporation are shifting overseas is for profit, profits higher overseas and manufactures and production are cheaper as well. Work is a universal activity (Eitzen, 368) The system organize work in order to produce good and other types of services for the people like foods, clothing, shelters, education and ETC, the work force gives individuals a social identity, economic resource and a social location. Although the system organize unsafe working environment for its workers in some cases where some worker feel alienated, exploit and often dehumanized. Workers start to feel bored with the job because of the everyday task, doing the same thing over and over again.

Logic Model

Logic model Brief history of evaluation and the logic Model Scriven (1991) would argue that evaluation has been around for many years, and is only now recognised as a discipline. He would go further and say it is like a knowledge which has been around for a decade before we were discussing its use, nature and logic. It is essentially different from science in its methods and thought. He would argue it is only recently we have appreciated its value as a discipline we still have a long way to go. Despite the current popularity of logic Models they date back to the 1970s. The first publication that used the term â€Å"logic model† was quoted as Evaluation: Promise and Performance by Joseph S. Wholey (1979). Suchman (1967) is similar to Bennett's hierarchy, The Seven Levels of Evidence (1975, 1976), well-known in Cooperative Extension circles, was an early predecessor of today's logic model. The backgrounds and footprints of logic model thinking can be seen in the private sector, public sector and non-profit sector. Private sector- The private sector has experienced total quality management (TQM) and performance measurement movements. TQM is an on-going process that involves management and staff to meet the requirements of clients and other stakeholders while keeping costs to a minimum. Moullin (2002) Public sector- The Government Performance targets with health and social care which asked for outcomes which were linked to funding. E. g. Accident and Emergency waiting times, more recently the push for released prisoners who are managed within the community by agencies will receive funding if they do not reoffend within a set time frame. This is similar to the payment by results concept within the health service. This saw the influx of program managers being employed within the public sector. We also have performance indicators within the Local Authority which measure assessment time frames and timely reviews of LAC. Non-profit sector- The non-profit sector is concerned with improving programs to produce outcomes. This has resulted from the new commissioning guide lines where contracts dictate agreed outcomes linked to funding. I have chosen the logic model for evaluation and am going to discuss its strengths and weaknesses. A logic model is an evaluation tool that provides a way of illustrating a program visually so it can be understood by all stake holders. It can be presented in table format which can be presented in easy read language thus can involve clients with disabilities. It shows planned activities and results expected from it and there is no right or wrong way of developing the model. It provides a picture or diagram of what is going to be done and what the program evaluation is going to be. The Logic model has three approaches to evaluation: It is a client centred (bottom up approach) approach it starts with the desired effects or results and works up to outlining how we will get the results. It is best used when evaluating an existing activity. Within this research it will look at the existing processes of weather the voice of the child is heard within the Looked after Children Review (LAC)? Top down approach starting with the pre-planned program activities and strategies that can evaluate a program in its developmental phase, within the process of LAC review where the voice of the child is a concept that the government is wanting in place. The Independent Reviewing Manager is responsible for ensuring the voice of the child is heard. The most important strength of the Logic Model is that both approaches can be used at the same time. Benefits and limitations of the Logic Model It is a usefully program planning and evaluation tool. It is simple yet complex it can be time consuming as you seek to involve all stake holders. It may not always address weather we are doing the right thing and get caught up in creating the model then weather the program is the right thing to do. It mat stifle creativity and spontaneity as it has clear phases to follow. It is easier for the stake holders to understand the overall purpose of the program and it ensures the inputs and outputs correspond. It identifies key questions to be evaluated. This may not always cover all the outcomes that may happen as a result of the evaluation, e. g. he question asked may result in other unexpected outcomes which may be overlooked. Taylor et al (2008) This model clearly outlines the intended key elements to all stake holders, staff, clients, policy makers and the agencies. The model often focuses on positive change sadly this may not be the result as change is not always positive. The model can reveal the break in steps in any part of the progra m activities, revealing the limitation where a great deal of patience is required. It may simplify the complicated process of cause and attribution where they may be many issues that influence process and outcomes. Scriven puts in very simple terms â€Å"The relation between mosquitos and mosquito bites† (Scriven, 1991: 77) it is important to realise the logic model only makes a statement of intent not reality. Taylor et al (2008) Theory under pinning the logic model Empowerment Empowerment is a contested concept which can be defined in many ways depending on peoples understanding and ideas. Adams (2003) According to Wallerstein (1992), states empowerment is a social-action process. It encourages participation of people, organizations, and communities towards the goals of Individual and community control. Towards political efficacy, improved quality of Life and social justice, While Whitmore (1988) feels the concept of Empowerment needs to be more clearly defined; she states that there are some common Underlying assumptions: Individuals are assumed to understand their own needs better than anyone else and therefore should have the power both to define and act upon them. All people possess strengths upon which they can build. Empowerment is a lifelong endeavour. Personal knowledge and experience are effective and useful in managing. McDougall (1997) suggests â€Å"empowerment is not an intervention or a strategy. Rather it is a fundamental way of thinking†. â€Å"Empowerment is not giving people power; people already have plenty of power, in the wealth of their knowledge and motivation, to do their jobs magnificently. We define empowerment as letting this power out† (Blanchard, K 1960). As we can see from some of the definitions of empowerment that the individuals carrying out the evaluation themselves need to be committed to the values of equality and social inclusion otherwise the outcomes may be affected highlighting one of the weakness of the theory and logic model where we can have unexpected outcomes, and influences we may not have anticipated. Participation Participation of children and young people in social work policy and practice has been a fairly new concept. For many years professionals interpretation of children’s feelings, needs and wishes have determined services and influenced research and policy. Franklin et al (2004). It has slowly dawned on professionals over the last 30 years that children and young people need to be involved in decision making and processes. This desire to involve children and young people has only increased since 2000 Oldfield et al (2004). Participation now is central to current government legislation, policy and guidance framework underpinning delivery of public services to children and young people. This thinking has been influenced by social and political changes at national and international levels. Literature Search on Participation It is important to suggest that you cannot have empowerment without participation and participation without empowerment. Alderson (1993) has made us aware through his research the competencies children have in getting involved in decision making, and children and young people have been identified as a group in their own right. Alderson particular focused on children and young people’s ability to discuss and give consent to surgery. Fanklin et al (2004) The emergence of the children’s rights agenda. Children and young people began to gain legal participatory rights in decision- making under the UN convention on the Rights of the Child (UNCRC), it was ratified in the UK in 1991. This focused adults to think about how to involve children and young people in decision â€Å"appropriate to abilities and understanding† Franklin et al (2004:6). Marchant et al (2004:136) would suggest that too often we are focusing on children and young people’s competence to participate rather than on adult’s competence to support children and young people to make decisions and take action. There has been an increasing influence of the consumer; the concept that as consumer’s children and young people are given more power threw legislation and policy to exercise choice and influence over the services they receive. Franklin et al (2004). Sadly majority of LAC have had no choice in coming into care but within the system they should be given choice. The reality of choice is often restricted by resources. My question would be do they really have choice are the consumers? The impact of high profile child protection cases in the late 1980s and early 1990s, which uncovered systematic physical and sexual abuse by staff in children’s homes led to an acknowledgement that â€Å"adults know best† and will act in the interest of children and young people had failed many children. There was a â€Å"culture of collusion, neglect, indifference and silence on the part of staff† Landsdown (2001:3). Children were denied a voice ‘speaking with’, ‘listening to’ and actively involving children and young people would have ensured their protection. Scottish Executive (2004) There is a growing movement of children’s service user and carers, we have seen a development of groups such as the Children’s Rights Alliance for England (2005); the Children’s Society (2006), National Young Carers Initiative and A National Voice, who are working towards transforming the status of children and young people in the UK. Children’s participation in the United Kingdom (UK) has moved a long way. Children and young people can play a crucial role when organisations listen to them in delivering services. Wright et al (2006) Methods There are robust applied reasons to view qualitative evaluation methods as harmonious to quantitative methods. Reichardt et al (1994). There is a wide debateon the two methods. Datta (1994) suggested that the difference in the two models are less apparent in practice then in theory and that often evaluators will use more than one approach due to the complexity of the work they do. Reichardt (1994) The table below tries to show differences between qualitative and quantitative evaluation approaches. For this research we will be using both, questions and narrative approach to allow the stakeholders to express their views. It will be an indicative approach starting with the data and then making sense by looking at the themes that emerge through language, feelings and experience. It is a holistic approach which is empowering as it tries to represent all stake holder’s views as well as evaluators. It is considered a natural way where the research is not looking to lead the stakeholders in any one direction. Miles & Huberman, (1994) it is a holistic approach. Key Differences Between Qualitative and Quantitative Evaluation Approaches| Qualitative EvaluationIs Often Characterized by| Quantitative EvaluationIs Often Characterized by| †¢ Inductive approach to data gathering,interpretation, and reporting†¢ Holistic approach: finding gestalts for theevaluation results†¢ Verstehen: understanding the subjectivelived experiences of program stakeholders(discovering their truths)†¢ Using natural anguage throughout theevaluation process†¢ In-depth, detailed data collection†¢ Use of case studies†¢ The evaluator as the primary measuringinstrument†¢ A naturalistic approach: does not explicitlymanipulate the setting| †¢ Research hypotheses and questions that are tested in the evaluation†¢ Finding patterns that either corroborate ordisconfirm pa rticular hypotheses and answer the evaluation questions†¢ Understanding how social reality, asobserved by the evaluator, corroborates ordisconfirms hypotheses and evaluationquestions†¢ Emphasis on measurement procedures that lend themselves to numerical representations of variables†¢ Representative samples of stakeholder groups†¢ Use sample sizes with sufficient statisticalpower to detect expected outcomes†¢ Measuring instruments that are constructed with a view to making them reliable and valid†¢ Evaluator control and ability to manipulatethe setting, which improves the internalvalidity, the statistical conclusions validity,and the construct validity of the researchdesigns| (Miles & Huberman, 1994) We will be using a purposive sample of stakeholders to interview. The interviews will include 2 social workers, 2 families, 2 young people who have left care, 2 Independent reviewing managers and 2 foster carers. This is because for the research we want to interview people involved in the LAC review as our research is about children and young people going through the process and weather their voice is heard. The table below shows the advantages and disadvantages of sampling methods and why we have chosen purposive sampling. Sampling techniques: Advantages and disadvantage Technique| Descriptions| Advantages| Disadvantages| Simple random| Random sample from whole population| Highly representative if all subjects participate; the ideal| Not possible without complete list of population members; potentially uneconomical to achieve; can be disruptive to isolate members from a group; time-scale may be too long, data/sample could change| Stratified random| Random sample from identifiable groups (strata), subgroups, etc. Can ensure that specific groups are represented, even proportionally, in the sample(s) (e. g. , by gender), by selecting individuals from strata list| More complex, requires greater effort than simple random; strata must be carefully defined| Cluster| Random samples of successive clusters of subjects (e. g. , by institution) until small groups are chosen as units| Possible to select randomly when no single list of population members exists, but local lists do; data collected on groups may avoid introduction of confounding by isolating members| Clusters in a level must be equivalent and some natural ones are not for essential characteristics (e. g. geographic: numbers equal, but unemployment rates differ)| Stage| Combination of cluster (randomly selecting clusters) and random or stratified random sampling of individuals| Can make up probability sample by random at stages and within groups; possible to select random sample when population lists are very localized| Complex, combines limitations of cluster and stratified random sampling| Purposive| Hand-pick subjects on the basis of specific characteristics| Ensures balance of group sizes when multiple groups are t o be selected| Samples are not easily defensible as being representative of populations due to potential subjectivity of researcher| | Select individuals as they come to fill a quota by characteristics proportional to populations| Ensures selection of adequate numbers of subjects with appropriate characteristics| Not possible to prove that the sample is representative of designated population| Snowball| Subjects with desired traits or characteristics give names of further appropriate subjects| Possible to include members of groups where no lists or identifiable clusters even exist (e. g. , drug abusers, criminals)| No way of knowing whether the sample is representative of the population| Volunteer, accidental, convenience| Either asking for volunteers, or the consequence of not all those selected finally participating, or a set of subjects who just happen to be available| Inexpensive way of ensuring sufficient numbers of a study| Can be highly unrepresentative| Black, T. R. (1999:11 8) For this research the narrative approach for interviewing the sample has been chosen. What we mean by the word narrative is important to understand why we are using this approach. The  Oxford Mini Dictionary  defines narrative as ‘a spoken or written account of something’ (Hawker, 2002: 406). Chambers Twentieth Century Dictionary  is not specific about the written or spoken, with its ‘an account of any occurrence’ Macdonald, (1972: 876) thereby including the possibility of other types of communication visual, aural, tactile and so on. This wider, inclusive definition is important because it recognizes and allows the use of signing, Braille, and other communications systems/languages. It provides the following through the interviews, locates the person in context describing setting, character and mental summary of events, conflict and outcomes. Mishler (1986) The narrative process will enable collection of data from the sample selected and they will be able to tell their stories this is very important within the LAC population as we have more black children and young people represented in our system. They will be able to tell their story from their cultural perspective Marshall et al (1995). The main advantage of the process is that in the interviews we will be able to find the voice of the participant in the particular time, place and setting in this case the LAC review. Connelly et al (1990) this can also lead to gaining insight into the organisational change which can lead to cultural change. Faber (1998), Boje (1991), Beech (2000) It can also bring insight into decision making through stories and how knowledge is transferred in the organisation. OiConnor, (1997) Darwent,( 2000). We need to also acknowledge the limitations of the narrative approach. We can have researcher bias which can influence the data, the sample may not be credible, sample could have been influenced by other studies they were involved in, and background information may be missing, the analysis of the researcher could be biased, the very presence of the researcher may affect the research and data, the present information may not influence the future. Heisenburg (1927) and building trust with the sample takes time the snapshot view and small sample may impact the outcomes as they may not be representative of the population. Hammersley et al (1983) Hammersley (1990) We will be using semi-structured interview method as it is complementary to using the narrative approach to asking questions, and its strengths and limitations. â€Å"Interviewing is a complex and demanding technique† (Frey and Oishi 1995:02) This researcher sets the environment for the data to be collected. The interviewee has time to share their views but the process relies on the interviewee willing to give an honest answer. Breakwell et al (1950). It allows the interviewer to ask open questions and supplement ones to clarify views, Frey and Oishi (1995). They may not be completely honest and ask elaborate questions back to ascertain exactly what the research is about. (Wimmer and Dominick (1997). The data and validity of the research may well be impacted by these. Breakwell et al (1995)

Eriko

Kristin Mueller Contemp. Jap. Lit. and Film 2/20/13 Eriko's enterance In the book Kitchen by Banana Yoshimoto, there is a scene in which Mikage first meets Eriko. The scene, on page 11, is a small insight into the work of Banana Yoshimoto. â€Å"Just then, with the scratch of a key in the door, an incredibly beautiful woman came running in, all out of breath†¦ ‘How do you do,' she said in a slightly husky voice, still panting, with a smile. ‘I'm Yuichi's mother. My name is Eriko. ‘ This was his mother? Dumbfounded, I couldn't take my eyes off her.Hair that rustled like silk to her shoulders; the deep sparkle of her long, narrow eyes; well-formed lips, a nose with a high, straight bridge– the whole of her gave off a marvelous light that seemed to vibrate with life force. She didn't look human. † Here we see a small example of â€Å"magical realism†. This is the writing style where most of the writing is about a very realistic, but there is a small part of the supernatural that takes part. In Kitchen, the supernatural part of the world that Mikage lives in is the light. There are many references to light that radiates off of people or objects.Before Mikage is even close with Eriko she can still see the light that radiates off of Eriko. This light represents the miraculous forces that are in life. Though Mikage, and later Yuichi, can't see them due to the loss of their loved ones, the light shows them the things that are important. Another aspect of this scene is Eriko's extraordinary beauty. Unlike Mikage or Eriko's wife, Eriko is not plain. She is flashy and showy even to the point of appearing inhuman. Her beauty is what captivates people, including Mikage. Sadly her beauty also leads to her death.This inhuman appearance brings everybody closer to her, whether intentional or not. Although it helps when it comes to including Mikage into her family, it also isolates Eriko from the outside world. These things were all wh at drew Mikage to Eriko as well as the family she formed with her, Eriko and Yuichi. This first meeting with Eriko was the moment when Mikage could no longer protest living with them and met the next light she would live her life for. Because of Eriko, Mikage was able to live continue her life and move forward after her grandmother's death.

What Parents Should Teach Their Children Essay Example

What Parents Should Teach Their Children Essay Example What Parents Should Teach Their Children Essay What Parents Should Teach Their Children Essay Things Parents Should Teach Their Children There are many things parents should teach their children, but I think the most important things children should be taught are how to forgive, how to respect themselves and others, and how to be a good citizen to society. The most important thing parents should teach their children is how to forgive. Children today grow up hating people that hurt them because they don’t know how to forgive. Forgiving the people that hurt them will set their soul free and allow them to forget about everything and help them move on. They will not hold any grudges because they will know the right thing to do. The next important thing parents should teach their children is how to respect themselves and others. Children who have respect for themselves grow up and respect everyone else no matter who they are or what they do. For example, I had never respected anyone that did drugs because they didn’t respect me. I started respecting them once my mom talked to me and told me I couldn’t control what they do or how they do it. So I said to myself, â€Å"Who am I to judge them anyway? † God is the only person that can judge them. I have to most highly respect for everyone now. The least important thing parents should teach their children is how to be a good citizen to society. Every time I go outside I have to clean up behind other people children because they throw paper in our yard. Children will walk by everyday and throw it in our yard if I didn’t fuss at them. Sometimes they run by our house screaming, yelling, and disturbing our peace. At night time, they even knock on our door and run away when we go to the door. My mom say they just don’t know any better, but it makes me mad. All in all, parents who teach their children how to forgive, respect, and how to be a good citizen to society will help their children grow up to be good men and women to help change the world and make it a better place.

The Delayed Subject with There

The Delayed Subject with There The Delayed Subject with There The Delayed Subject with There By Maeve Maddox In conversation we’d probably find ourselves tongue-tied if we couldn’t begin sentences with the grammatical subject there: There are only three eggs left in the refrigerator. There’s a lot of traffic on the freeway this morning. In each example there begins the sentence, but the true subjects eggs and a lot of traffic are delayed until after the verb. There is nothing grammatically wrong with this construction. Did you notice that I just wrote a sentence beginning with â€Å"There is†? Simply placing the true subject first would create Yoda-speak: Nothing grammatically wrong with this construction is. Rewriting an expletive sentence (the kind that begins with a subject place-holder like â€Å"There†) requires a little more effort than simple reversal. That’s probably why we let so many of them creep into our first drafts. Compare the following: There is research that shows that phonics is the most important component of beginning reading. Research shows that phonics is the most important component of beginning reading. Not only is the delayed subject pattern wordy, but it can also lead to a lack of subject-verb agreement. Here are some examples from websites offering professional services: Theres good reasons EmCare is the industry leader Theres areas  of freezing drizzle/mist out there this afternoon. Theres schooling costs, theres health costs and theyll continue to be provided out of the centres for those who are being temporarily resettled(This was a government minister.) Informal conversation is one thing, but writing for a professional purpose is something else again. If the â€Å"There is† opener is the preferred stylistic choice, then the delayed subject should agree with the verb that precedes it: There are good reasons EmCare is the industry leader There are areas  of freezing drizzle There are schooling costs Linguistically speaking, there’s may be the equivalent of French il y a, which can mean either â€Å"there is† or â€Å"there are† and there’s no reason for this article. Practically speaking, a great many English speakers–potential customers and clients–cringe when they hear â€Å"there’s reasons,† let alone see it written in a business context. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:How to Format a US Business LetterConfused Words #3: Lose, Loose, Loss13 Theatrical Terms in Popular Usage

The Judeo-Christian Ethic is Ruining Our Environment Essay

The Judeo-Christian Ethic is Ruining Our Environment - Essay Example Another part of the damaging equation lies in the Christian belief that we are to go forth and multiply, therefore there is ban on contraceptives instituted by the Catholic church. This is another part of the Judeo-Christian belief that is damaging to our environment, and this belief is perhaps most damaging at all. This essay will examine the man-made causes of global warming, and the effects of global warming. This essay will also examine the way that we treat our animals, which is a part of the equation that would be inherent in White's essay. Finally, this essay will look at the effects of overpopulation, which, if it gets much more out of hand, will be the effective end of environment. All of these problems can be directly traced to Christian ethos of dominion over the environment, animals, and the command for the human race to go forth and multiply. The Bible and Animals White's argument centered around the fact that the Bible has been used by humans to justify treating nature and our environment in a way that shows that animals and natural resources were put on this earth simply to save man. He approved of the way that St. Francis of Assisi saw the animals – St. Francis of Assisi thought of the animals as being God's creatures, with souls, and that they were put on this earth not to serve man, but because God created them the same way that he created us. This meant that St. Francis respected the animals as sentient beings with souls. This is clearly not the way that man thinks of animals, if one considers factory farms. For instance, the ethicist Peter Singer, who believes the way that St. Francis did, that animals were not put on this earth to serve us, but they were created in their own right, details how humans treat animals. For instance, he states, in his book The Meat and Milk Factories: The Ethics of How We Eat (2006) that pigs are kept in a crate that is so small that they cannot turn around. Without even hay to sleep on, this is all these pigs know – this tiny crate. The breeding sows are kept in tiny crates that are only a foot longer than their bodies, while being forced to have litter after litter. Male pigs are castrated with an anesthetic. Cows are not treated much better. For instance, the veal cow is put into a dark crate for 16 weeks. During this time, it has a tied neck and is basically starved of iron, so that it becomes anemic. Therefore, it is certain that man believes that animals are simply on this earth to be exploited by humans. Otherwise, there would be a greater outcry about how our animals are treated. Instead, the issue is mostly swept under the rug. In the recent United States Presidential election, the issue of animal rights and factory farms did not come up. Once. That is because of the belief that man has dominion over the animals. Because animals do not have soul, and because man is supposed to have dominion over them, that means that we can treat them any way that we want to treat th em, and forget that they have feelings and can sense pain and fear. But the fact that factory farms are cruel is just one part of the equation. The other part is that they are bad for the environment. Thus, the factory farming lends credence to Smith's overall thesis, which is that the Judeo-Christian ethic is bad for the environment. Michael Pollan explains why this is so. According to Pollan (2008), factory farms harm the environment because the animal waste is in such abundance, because meat in general is in such abundance, that it is no longer fertilizer, but a pollutant. The reason for this is because the