Macbeth By William Shakespeare Essays (437 words) -

Macbeth By William Shakespeare Come, you spirits; That tend on mortal thoughts, unsex me here In Macbeth, William Shakespeare writes this passage in order to tell us about the character of Lady Macbeth. Using only this line, we can almost determine Lady Macbeths personality and her motives. Up to the point where this quote leaves off, we have not heard much of Lady Macbeth. In the first line Lady Macbeth says, Come, you spirits. Already we have a dark image of her conjuring up evil spirits. She does not seem a bit intimidated by the spirits she is calling. Her tone of voice suggests she is almost commanding the spirits to help her carry out her plan. Shakespeare meant to put this phrase in the beginning of the sentence. So that the reader sees Lady Macbeth as more of an evil character, which in her own way conjures evil spirits. In the first part of the second line Lady Macbeth says, That tend on mortal thought. It means that she wants the evil spirits that wait on thoughts of murder or death to come to her. This phrase foreshadows the many deaths that happen by the end of the play. By now, we can see Lady Macbeths nature. Her thoughts are all dark images, and her mind is set on the murder of the King. Finally, in the most significant part of the sentence Lady Macbeth says, unsex me here. She wants the spirits to come and take away her soft, feminine characteristics. She feels that her husband is too nice to get the greatness he is promised, and the only way he can succeed is if she helps him. In the first half of the play, Lady Macbeth is the brain behind the operation. She not only provides the actual plan, but encourages her husband as well. During the period the play was written, women were considered to be submissive. However, in her case, she is so influential that Macbeth is persuaded by her. To help convince Macbeth not to call the murder off, Lady Macbeth questions his manhood. She says, When you durst do it, then you were a man; And to be more than what you were, you would ; Be so much more the man. Lady Macbeth knows the weak point of her husband, and plays with his mind to get what she wants. In conclusion, I think this was one of the most important soliloquies in the story because it gave us so much insight into Macbeth and Lady Macbeth. Shakespeare Essays

sexual pressures essays

sexual pressures essays The media is just one of the factors responsible for the increase in teen sexuality. Throughout a humans adolescents years they are subject to a number of sexual pressures. Through research I have found that peers are among the most influential. An adolescent is not limited to peer pressure though. They face pressures from the media as well. I believe that media pressure is just a influential as peer pressure. There is also other pressure, from people such as older friends, parents, and just adults in general. Peers is a term that can be defined as friends. I have found that many teens have friends that are athletes. In high schools, boy athletes outscore all of the other boys with the girls(Elias 1). On the other hand , girls on sports teams are much less sexually active than other females who do not play sports(Elias 1). This shows that male athletes are far more pressuring each other on the issue of sexuality. So for males who are into sports they are subjected to a host of pressures and can as a result do things they would not normally do. On the contrary, I found that females who do sports are far less pressured and influenced about sex. In fact they are far less likely to be sexually active than teen females who do not I believe that all teens in general should know the results of being a sexually active teen. There are many consequences of being sexually active, one of the major one being sexually transmitted diseases. A sexually transmitted disease might not sound so bad but, some can cause sterility and even worse , death. Even when condoms are used, a STD can still be transmitted. Depending on the type of std they can or can not be cured. A few diseases that can not be cured include herpes, HPV, And HIV, which later turns into the virus AIDS. "The disease HPV can cause cervical cancer and ...

Krima Co-operative Essay Example | Topics and Well Written Essays - 2000 words

Krima Co-operative - Essay Example Customers’ tastes keep changing and doing quality management is advised continuously in every business. Another reason for having to do a quality control management is mainly due to the competition cropping from small co-operatives. In addition to this, Krima co-operatives plan on starting to export their products and they have to ensure that their products meet all the quality requirements set by the bureau of standards in all different countries. It is difficult to understand precisely what customers need and want and this is where quality management comes in. All customers have different tastes and they want the product they will consume to have a particular peculiar character. Quality management focuses on both service and product. It has four components; quality control, quality management, quality improvement and quality assurance. There is no one definition of quality management but (Rawlins, pg34. 2009) says that it is a set of rules or procedures that ensure a product or service is designed in such a way that it satisfies a customer’s needs. Kezner (14, 2009) calls it business management because it is a way of ensuring that sales are made every day and, thus a business does not end up failing. It can therefore be looked at in terms of satisfaction for both the business and customer’s needs. ... Mostly, quality assurance procedures are done by an independent third party like a government quality control group using a planned system of review procedures. The above procedures do take time and resources and therefore it is important I prepare you. However, you should note that this is not a waste of time or resources; there are many reasons why I believe this business needs quality management. This is not just for the purpose of improving quality, but also to ensure that a product meets all the needs of the customer. The question we should ask ourselves is; with all the competition we are facing from other companies right now, what is it that we aim to improve before our competitors reach where we are? Is this going to be a long term or short term solution when dealing with our competitors? What is it that our competitors are offering that our customers might be attracted to? Quality management may be able to help us answer the above questions and in turn improve our business. I had mentioned earlier that I am aware that you plan to import your products, it is therefore important to know if our product will meet the needs of our clients in the other countries. At the end of this project, we will have ensured that our product not only creates competition but it is consistent with the requirements of the customer. Tamime (44, 2009) says that in any milk processing industry, quality management ensures that a customer keeps coming back for more and referrals are made. On the same page, he says that this has been the secret of many businesses. 2. Characteristics and dimensions of milk products quality. A once successful business owner of a milk manufacturing company said that there are three processes a product passes through before going to the market. The first

Pathophysiology Essay Example | Topics and Well Written Essays - 250 words - 6

Pathophysiology - Essay Example The two tests will be crucial in the diagnosis of the retinal detachment in Mr. Ally’s eyes. The presence of the floaters and dark areas is a possible indication that the vitreous has pulled away from the retina. The shrinkage of the vitreous results in tugging on the retina, and can lead to retinal detachment (Kreissig, 2005). In addition, the floaters might show that the retina has dislodged from the inner part of the eye, which contains oxygen, blood, and nutrition for healthy functioning of the eyes. The symptoms that Mr. Ally manifest point to the presence of the retinal detachment. The doctor should treat Mr. Ally with a laser surgery or vitrectomy. Laser surgery is important in reattaching the retina to its right place in the eye (2005). The doctor should also perform vitrectomy by making an incision in the white part of the eye. Then, the physician should use an instrument to remove the vitreous and inject gas into the eye to facilitate the reattachment of Mr. Ally’s

Scholarly Paper on Adult Learning Theory Research

Scholarly on Adult Learning Theory - Research Paper Example It contrasts to this, it is being further noted that with the growing age people are likely to face problems associated with neuroscientific perspective. In addition, this particular perspective also affects the behavior of the adults and is further associated with functioning of the brain. This in turn also signifies a similar kind of fact that reveals the existence of difference in learning at different stage of adulthood respectively. From this study, the major problem identified is that the difference in culture is another vital factor that is likely to influence the learning environment as well as behaviour of the adults (Knowles, 2012; Vygotsky, n.d.). In this regard, the primary purpose of the paper is to evaluate the theories associated with adult learning and further analyze the impact of the cultural factor on the learning environment of the adults.DiscussionThe key points highlighted in the introduction section respectively are associated with the adult learning theory and environment. The theory proposed by Malcolm Knowles states different assumption related to adult learning. From the concerned theory, it has been evaluated that learning environment within the classroom is the most vital factor that is likely to influence the behavior of the adults in a particular stage respectively. In addition, it is worth mentioning that the interest, as well as needs of the adult learners, is another crucial factor that is likely to influence the overall learning process respectively. Â  

Effect of Culture on Differences in Conceptions of Education

Effect of Culture on Differences in Conceptions of Education I chose the following articles which examined the effects of culture on the differences in conceptions of education. Human thought and behavior are heavily influenced by the practices and assumptions of a certain culture and education cannot escape this influence (Brislin, Bochner, Lonner, 1975; Cole, 1996). As the course (AH103) sought to examine educational outcomes in cross cultural settings, I personally believe that a deeper and more critical understanding of how education is perceived, valued and conceptualized across cultures is important. The only opportunity we had to discuss such a topic in class was the short article, â€Å"Mind or Virtue† by Jin Li (2005) and I felt that it was quite limited. In addition, I believe that understanding the ideas of influential thinkers from different cultures such as Confucius, Socrates and Dewey can shed light on how different cultures have perceived education historically and how they continue to be influenced by them. Finally, these articles demonstrate that we can borrow best practices from different cultures to better prepare our students for the globalized world and I feel that it would be helpful for us being future teachers to understand that. Article 1: Cultural Perspectives on Teaching and Learning: A collaborative self-study of two professors first year teaching experiences. (Hu Smith, 2011) The first article (Hu and Smith, 2011) documents the reflective experiences of Hu and Smith, assistant professors of Chinese and American nationality respectively. Throughout their first year at the same university, they utilized the self-study approach to explore their views of teaching and learning and how their different cultural backgrounds could have influenced their perspectives. The approach which included conversations and writing and sharing reflections about their teaching practices helped them clarify their education philosophies. Hu and Smith (2011) shared that their educational philosophies were mainly influenced by Chinese Confucianism and Deweyan pragmatism respectively. The article went on to provide more information about both philosophies but this will not be discussed in this paper owing to the length constraint. Upon reflection, they realized that their educational philosophies heavily influenced their teaching practices. For example, Hu believed that it was more important to be a strict teacher: â€Å"I have been influenced since I was young in China that a strict teacher prepares better students. I thought that I should be a strict teacher, and be responsible for my students; however, it seems that my students really did not appreciate that. (Hu, 10 February 2009)† On the other hand, Smith believed that being an understanding teacher was more important: â€Å"Teaching is making connections with students, inspiring them, showing them many strategies to use in teaching, allowing them time to practice the strategies, make mistakes, revise, and plan again. My duty as an instructor is to do all in my power to assist in the students’ learning. Yet I found that some of my students lacked the desired dispositions to become excellent teachers. (Smith, 23 June 2009)†. There were also other differences in their teaching beliefs (e.g. Smith believed that students should learn to be assertive while Hu believed in the importance of modesty). These differences were mutually exclusive and reflected the different conceptualizations of education in the two countries. However, Hu and Smith (2011) believed that the collaborative self-study experience helped them to understand the teaching values of their own and another culture more profoundly. After scrutinizing the philosophies of education in both eastern and western cultures and comparing and contrasting their own views of teaching and learning, they managed to gain insights that went beyond recognizing the differences between the two. In fact, they recognized the strengths of each philosophy and sought to integrate both philosophies to provide more effective instruction (Hu Smith, 2011). For example, Smith helped Hu to obtain a deeper understanding of American classroom culture. As the use of role models in education is prevalent in Chinese culture (Reed, 1995), Hu praised students who had performed well in class with the intention to encourage them and hoped that other students would be encouraged to emulate them. To Hu’s surprise, some students felt that their efforts were not affirmed in the process of being compared to others. Smith helped Hu understand that US students value individualism and working at their own academic level and pace. Consequently, teachers believe in differentiated instruction and praise. In addition, Hu helped Smith to embrace the eastern views of learning: that students should be diligent, respectful, and virtuous. Smith made a conscious effort to share these values with her students and help them appreciate and foster those values. For example, she modeled a strong work ethic and enforced strict grading policies and deadlines. She also requested students to assess themselves on punctuality, participation, completion of assignments and staying focused at the end of each class. Many of her students provided feedback that they were inspired by Smith sharing about and fostering Eastern views of education and felt that it has given them new perspectives towards education. Therefore, Hu and Smith (2011) believed that integrating their cultural views of teaching and learning helped them to achieve the best of both worlds. However, they believed that it is only possible if the teacher is interested to achieve such a balance. However, despite having great interest in achieving the balance, Hu and Smith (2011) realized that their own views of teaching and learning were greatly influenced by their cultural backgrounds and were not easily altered. As such, they worked hard to integrate both cultural beliefs of teaching and learning within their teaching practices. Lastly, Hu and Smith (2011) argued that understanding different educational philosophies can help teachers better serve their students in the increasingly globalized world. I chose this article because I appreciated the authors deeply reflecting about their own educational philosophies and seeking to uncover how their cultural backgrounds have affected them. In addition, I loved the simple message that there are strengths in both the Deweyan and Confucian approaches and that integrating them in our teaching practices can better serve all our students. Article 2: Rethinking Teacher Education: Synchronizing Eastern and Western Views of Teaching and Learning to Promote 21st Century Skills and Global Perspectives. (Smith Hu, 2013) The second article was written by the same authors of the first article. After four years of experience with the integrated philosophy of eastern and western perspectives and receiving positive feedback, Smith and Hu (2013) decided to follow up on their first self-study (Hu Smith, 2011) by investigating how their integrated philosophy have influenced teaching and learning of 21st century skills in their college students (Smith Hu, 2013). The authors firmly believed that 21st century skills such as critical thinking, creativity and problem solving must be embedded into the curriculum because research had shown that students require these skills to succeed in work and life (Association of American Colleges Universities, 2007, Partnership for 21st Century Skills, 2007). For the study, Smith and Hu (2013) analyzed different sources from the past four years: 1) monthly self-study meeting notes, (2) self-reflective journals, (3) student and departmental peer evaluations of teaching, and (4) faculty and student feedback on the authors’ invited presentations. Smith and Hu (2013) found that their integrated philosophy was very effective in developing 21st century skills. For example, in the area of career and life skills, the western view helps to develop self-confidence, individuality and democratic education while the eastern view help foster the virtues of hard work, responsibility, commitment, and persistence in students. The integrated philosophy thus developed both sets of skills as both authors upheld rigorous teaching standards and high expectations. Moreover, the integrated philosophy worked well in terms of learning and innovation skills. Smith’s western perspective influenced by Dewey promote creativity, critical thinking, communication, and collaboration through inquiry teaching and active learning. While personalized instruction is valued by the eastern perspective, the integrated philosophy valued collaboration with peers as an important part of teaching and learning. Over the years in their classes, presentations and conferences, Smith and Hu (2013) learned that educators from a diverse range of cultures were interested in cultivating global teaching perspectives. In addition, they all value 21st century skills and believe them to be important student outcomes. Having witnessed firsthand the importance and necessity of incorporating best practices from other cultures, the authors believe that educators across all disciplines should develop a global perspective of teaching and learning and provided some recommendations. Firstly, educators must examine themselves to unearth their personal cultural philosophy of teaching and learning (possibly using self-study like the authors). In addition, professional development sessions with other colleagues can be a good way to develop cultural understanding. Next, educators should consider collaborating to integrate cultural perspectives to promote 21st century skills. Finally, teaching and learning must alwa ys respect and take into account the diverse cultures of all students and families. I chose this article because it was a rich qualitative study which clearly articulated the benefits of utilizing an integrated philosophy in fostering 21st century skills. I think it would really encourage future and current educators to rethink their own educational philosophies and utilized the integrated one proposed by the authors. Article 3: Learning Considered Within a Cultural Context: Confucian and Socratic Approaches (Tweed Lehman, 2002) The last article (Tweed Lehman, 2002) used a Confucian–Socratic framework to analyze how academic learning is influenced by culture. At the start of the article, the authors clearly examined how different education processes are valued differently by Socrates and Confucius from the Western and Eastern cultures respectively. While Socrates encouraged students to question widely accepted knowledge privately and publicly and to create and articulate their own hypotheses, Confucius valued respectful, effortful, and pragmatic acquisition of essential knowledge so as to result in behavioral reform. While recognizing that examples of both Confucian and Socratic approaches can be found in both cultural contexts, Tweed and Lehman (2002) helped readers understand the impact of each approach in a different culture. Firstly, in some Western educational contexts, the Confucian approach may be advantageous- for example, in the case when students are expected to gain and utilize foundational knowledge to familiar and novel situations. However, the Confucian approach may be a disadvantage in other contexts- for example, students heavily influenced by the Confucian approach may speak up less in class and be perceived by their teachers to be less capable. In addition, it is also important to note the impact of the Socratic approach in Eastern educational contexts. The Socratic approach can potentially result in the disruption of the learning environment due to the lack of sensitivity to the social consequences of public criticism. In addition, Yang (1986) argued that the Socratic Method co uld lead to disorientation in Chinese classrooms because students may not be well prepared to engage in arguments, leading to poor student outcomes. However, there are also instances when a Socratic orientation has merits in Eastern educational contexts, such as when instructors yearn to be questioned (there are times when even Confucius wished that his students doubted his teachings). After examining the impact of each approach in a different culture, Tweed and Lehman (2002) argued that students who are academically bicultural and can adapt their learning approach according to cues in the academic environment may be more successful. Therefore, Tweed and Lehman (2002) agreed with the authors of the previous two articles (Smith Hu, 2011) that educators should encourage both inquiry (Socratic) and thoughtful acquisition (Confucian). This will help students gain knowledge and thinking skills that become useful in many domains beyond the current academic context. Although Tweed and Lehman (2002) did not refer to the above skills explicitly as 21st century skills, it is safe to assume that they would agree with Smith Hu (2013) about their importance too. Furthermore, Tweed and Lehman (2002) argued that students and educators alike may not entirely acknowledge the influence of culture on students’ academic role and behaviors. Wollenburg (1995) had identified the poor treatment of students of Asian descent in Western educational institutions and argued that it is partly due to a lack of understanding of different conceptions of learning. Therefore, Tweed and Lehman (2002) posited that an increased understanding of these conceptions can potentially inform changes at the institutional level that can improve education for all. Before concluding, Tweed and Lehman (2002) suggested several additional avenues for future research. Firstly, they believed that we should explore the nature and feasibility of academic biculturalism. For example, it would be beneficial if we can answer the following question: what distinguishes students who possesses both Confucian Socratic approaches to learning? Secondly, they believed that future research could examine the utility of the Socratic-Confucian framework as an educational tool in both unicultural and cross-cultural environments. Tweed and Lehman (2002) found out through informal discussions with their students that learning about the framework has helped them understand their own approaches to learning and become more flexible learners. I chose this article because it provided more evidence on the benefits of utilizing the integrated approach. In addition, it helped readers understand the ideas of another influential thinker in education, Socrates. Conclusion To conclude, I hope that these three articles can help students in the course develop a more nuanced appreciation of the influence of culture on the different educational philosophies, namely Confucian, Deweyan and Socratic. Rather than simply recognizing that certain educational processes are valued differently across cultures, I hope that students can go on and appreciate the strengths of each of the three educational philosophies and seek to utilize the integrated approach to better serve their students.

Educating Prisoners - An Unnecessary Effort Essay -- Education Prison

Educating Prisoners – An Unnecessary Effort   Ã‚  Ã‚  Ã‚  Ã‚  Crime knows no bound, no race, no social status, no gender. In prisons, all criminals are criminals, whether they have committed felony, rape or assault. White-collar crimes are the same as any other crime. Still, most inmates are from the middle class and lower class of our society. However, committing crime, and what kind of crime, is still the choice of the person, whether he has attained a formal education, a higher degree of learning or not. Still the fact remains that the scope of understanding and the extent of knowledge of white-collar crimes, being more complicated by systems and networks, require some kind of formal education, if not an extensive one. This does not mean that educated people only commit white-collar crimes. It only proves education does not mean absence of criminal behavior. This is used to point out the argument that educating prisoners makes them smarter criminals. As they learn new ideas, concepts and theories, and how to apply their learning, educated prisoners can become intelligent criminals. Many victim rights groups view educating criminals as ignoring the victims. Security should be the top priority in correctional institutions. Education is a key to productivity, a key to a more prosperous life. Applying education in crime results in the disruption of the society. And educating prisoners does not mean productivity and a more prosperous life for them because they remain behind bars. Germanotta (110-112) presented phases that a prisoner student passes through. The first phase is the acceptance of prison education as any other jail program like the maintenance of the institution and the recreation program. Inmates may consider prison education as an addition to their recreation program or just a break from the stressful confines of the prison cell. Anyhow, the reasons don’t coincide with the purpose of education, everything is entirely for their own practical and personal reasons not in connection with the function of education. The next phase is the realization of the purpose of education, of learning. This disengages themselves from thoughts of their alienation and they discover social formations and social reality. The prisoner student, thus, begins to have a transformation of point of views and opinions, of himself. He learns and he inspires himself to learn more. ... ...rtainty and reluctance, the professors teaching in the jail institution keep up prison education. They see correctional education as â€Å"vital in reducing the human suffering that breeds crime† (LoPinto). Advocates of prison education also defends this by saying education improves the self-concept of the inmate, thus, producing a productive person whether he is inside bars or not. Mogan justifies that prison education provides the prisoner relevant skills that would help him get back on his feet when he is released from the prison. He argues that educated inmates, when released, are â€Å"more apt to earn incomes above the poverty level† (Mogan) and they become more industrious and free of laziness and hatred. Works Cited Germanotta, Dante. â€Å"Prison Education: A Contextual Analysis.† Davidson 103-121. Thomas, Jim. â€Å"The Ironies of Prison Education.† Davidson 25-48. Davidson, Howard ed. Schooling in a â€Å"Total Institution:† Critical Perspectives on Prison Education. Ed. Howard Davidson. USA: Bergin & Garvey, 1995. Mogan, Rick. â€Å"In Defense of Prison Education.† The Touchstone. Vol.X, No.4 (2000). LoPinto, Bernard. â€Å"Prison Education.† About. 2005. Primedia Co. March 17, 2005

Inez Beverly Prosser Twentieth Century African American Essay

Abstract Inez Beverly Prosser (1895-1934), was an African American psychologist of the early twentieth century. Her main focus was on the significance of racism and its effects upon children relative to the obtainment of fair and adequate education. This writing will address the endeavors, perspectives, and accomplishments of this significant yet vastly under recognized African American female psychologist. A psychologist who led us on a journey through her perspectives as seen through the mind and eyes as an African American. It would be a journey of the many obstacles endured to enhance her knowledge as a way to make a difference for other African American children through higher education. Prosser contributed much, not only for African Americans, but also to the field of psychology through research. This journey takes you through her childhood, her desires, and her struggles while striving to achieve her goals and recognition. What is at the end of this journey is a legacy which has given hope and aspirations for many past, present and future generations. Inez Beverly Prosser Twentieth Century African American Psychologist 20th Century Education in Psychology – The Matter of Gender In the early twentieth century, the composition of psychologists was predominantly Caucasian males. Caucasian females at that time were more and more given the opportunity to attend college and teach within those colleges. However, those same women continued to encounter resistance to the opportunity for obtaining a degree in psychology. One such renowned female of that period was Mary Whiton Calkins (1863 – 1930). Calkins applied to study at Harvard University, but at the time, Harvard did not permit women admittance. Through letters, petitions, protest, and insistence by prominent   within the educational system, Calkins was finally allowed to study at Harvard under the conditions that she attends as an unregistered student. By 1894, Calkins had completed all of the requirements for earning a doctorate in Psychology. Although Calkins was never officially conferred the doctoral degree, she is regarded, by many, as being the first woman to have rightfully earned this honor. 20th Century Education for Psychology – The Matter of Racism Though Calkins had paved the way for the female gender to have the same rights and recognition as her male peers in psychology, the road remained an uphill battle and was riddled with exponential barriers for the African Americans. It was especially true even after an additional 30 plus years had passed between the time Calkins completed her studies at Harvard in 1894, and the time that an African American female strived to fulfill her goals through post graduate studies. For African Americans, there were roadblocks at the entrance of the many prestigious colleges and universities. As it stands, back in the early nineteenth century and beyond, African Americans have demonstrated their exemplary skills, perspectives, and intelligence in the world of nonacceptance due to the differences of their outward appearance, (color of their skin), or culture. Many African Americans have contributed to today’s society in ways that cannot be repeated but are worthy to have been credited for those very contributions. One such person worthy of mention as a great contributor to the world of psychology is Inez Prosser. Prosser is the central focus of this paper. Inez Beverly Prosser Inez Beverly Prosser (1895-1934), an African American who faced many obstacles in her quest to achieve the same recognition as Calkins, her female predecessor. Throughout history, racism and sexism were obstacles that have confronted African Americans, both male and female. Historian Cynthia Neverdon-Morton wrote, â€Å"†¦that African Americans saw education as a means of escaping poverty, enhancing their ability to secure employment, and redressing social inequalities and injustices.† (Benjamin, 2005) Prosser was one such person who went on to achieve greatness in her educational aspirations. In 1912, Prosser graduated from college holding a certificate for teaching. She began teaching at various elementary and high schools, while at the same time, worked on obtaining a master’s degree. During   time, the state of Texas did not allow African Americans to obtain graduate degrees. This fact did not deter Prosser; instead, she became an administrator at Tugaloo Col lege. She later applied and was admitted to the University of Colorado to continue her education where she later earned her master’s degree in education. At the same time Prosser was attending the University of Colorado, she took additional courses in psychology. She eventually returned to Tugaloo College as a member of the faculty and finished her doctoral dissertation titled, â€Å"Non-academic development of negro children in mixed and segregated schools,† which was approved in 1933. She was not only to become the first African American to earn a Ph.D. in psychology, but also the first female African American in this country to be recognized as having done so. Although this point appears in many publications, it remains a matter of which you will not find Prosser listed along with the many accomplished psychologist of the past and present—not even within the â€Å"Psychology Timeline†, a source material provided by our very own Universities for reference. The Driving Force and Perspectives of Inez Beverly Prosser The foundation Prosser utilized for her thought process was the Humanistic theory. This theory focuses on the potential of an individual and the importance of self-actualization. As an educator, Prosser felt that Caucasian teachers within the institutions of the south were not equipped, from a psychological perspective of the black culture to adequately teach African American students. Prosser felt that the Caucasian educators could not relate to those students in the same manner as an educator of the same race. Prosser set out to bring attention to the significance of her view by creating, â€Å"The Comparative Reliability of Objective Tests in English Grammar.† The design of this study was meant to demonstrate that the English grammar tests that were being administered at that time were unreliable because they did not take into consideration the background or culture of the African American students. During her tenure, Prosser conducted an extensive study to prove this point . In her reason given for choosing Cincinnati for her research, this was made clear by her following statement, â€Å" (1) to measure vocational interests, leisure interests, play interests, social participation, emotional or neurotic tendencies, social   ascendancy-submission, overstatement, introversion-extraversion, and general personality adjustment. . . , (2) to ascertain the difference, if any, that exists in these traits, and (3) to determine whether one or the other of these schools is better fostering growth in personality in so far as it can be determined by the available techniques.† (Benjamin L. T., 2005) Her Contributions Prosser contributed much to society through her commitments for equality in education. â€Å"Her dissertation research, although unpublished and largely unrecognized by later researchers, addressed issues that would become central to the debates on school desegregation that led ultimately to the 1954 Brown v. Board of Education decision of the U.S. Supreme Court.† (Benjamin L. T., 2005) Much more was never realized due to her untimely death just one year after being awarded her Ph.D. in psychology. She, along with her husband of 18 years, Allen Rufus Prosser, and one of her sisters, was involved in a head-on car collision as they drove back from visiting family in Texas. Her life may have been short, but her achievements during her life were considerable. She was an encouragement to all who knew her as well as those of us who can only read her story. Prosser left a legacy which is represented best by the following memorial tribute to her honor, â€Å"In Southern Memorial Park , an African American cemetery on Roland Road in San Antonio, the inscription on Inez Prosser’s headstone reads,† â€Å"How many hopes lie buried here.† (Bazar, 2010) In conclusion In the early nineteenth century, racism and sexism were prominent within the community of psychologist. It was not until 1933 that this fact, due to the conference of a Ph.D. bestowed upon Inez Beverly Prosser, was changed forever. Prosser became the first African American female to receive a doctorate in psychology. Prosser persevered through the many obstacles African Americans faced in their quest to obtain an education at the higher levels from the southern state universities that would not accept African Americans. Inez Beverly Prosser was not, she went on to accomplish much during her short-lived life. She excelled in her educational endeavors by graduating with distinction. She later went on to receive her master’s in education. Her ultimate achievement was obtaining the status as the   African American as well as the first African American female to be awarded a Ph.D. in psychology. Prosser’s life was cut short in a car accident just one short year after receiving her Ph.D.. Prosser, through her studies, was instrumental in helping all of her siblings to reach academic success—five of which earned college degrees. Her contributions helped pave the road that led to the 1954 Brown v. Board of Education decision. Prosser was a prominent psychologist who deserved recognition for all that she brought to the forefront by bringing understanding and equality to the educational system. She was committed, and brought about changes for the diverse people of our society who were confronted with the unjust obstacles on their road to higher education. Works Cited Bazar. (2010). Psychology’s feminist Voices. Retrieved May 2, 2014, from Feminist Voices: http://www.feministvoices.com/inez-beverly-prosser/ Benjamin, L. T. (2005). Inez Beverly Prosser and the Education of African Americans. Journal of the History of the Behavioral Sciences, 41, 43-62. Wiley Interscience. (2005). Journal of the History of the Behavioral Sciences. pp. 41(1), 43-62.

Independent Executive Agencies of US Government

Independent Executive Agencies of US Government Independent executive agencies of the U.S. federal government are those that, while technically part of the executive branch, are self-governed and not directly controlled by the President. Among other duties, these independent agencies and commissions are responsible for the vitally important federal rulemaking process. In general, independent agencies are tasked with administering laws and federal regulations that apply to specific areas such as the environment, social security, homeland security, education, and veteran affairs. Responsibilities and the Chain of Command Expected to be experts in the areas they manage, most independent agencies are headed by a presidentially-appointed board or commission, while a few, such as the EPA, are headed by a single presidentially-appointed administrator or director. Falling within the executive branch of government, independent agencies are overseen by Congress, but operate with more autonomy than federal agencies headed by Cabinet members such as the Departments of State or Treasury which must report directly to the president. While independent agencies do not answer directly to the president, their department heads are appointed by the president, with the approval of the Senate. However, unlike the department heads of executive branch agencies, such as those making up the president’s Cabinet, who can be removed simply because of their political party affiliation, heads of independent executive agencies may be removed only in cases of poor performance or unethical activities. In addition, the organizational structure independent executive agencies allows them to create their own rules and performance standards, deal with conflicts, and discipline employees who violate agency regulations.  Ã‚   Creation of Independent Executive Agencies For the first 73 years of its history, the young American republic operated with only four government agencies: the Departments of War, State, Navy, and Treasury, and the Office of the Attorney General. As more territories gained statehood and the nation’s population grew, the people’s demand for more services and protections from the government grew as well. Facing these new government responsibilities, Congress created the Department of the Interior in 1849, the Department of Justice in 1870, and the Post Office Department (now the U.S. Postal Service) in 1872. The end of the Civil War in 1865 ushered in a tremendous growth of business and industry in America. Seeing a need to ensure fair and ethical competition and control fees, Congress began creating independent economic regulatory agencies or â€Å"commissions.† The first of these, the Interstate Commerce Commission (ICC), was created in 1887 to regulate the railroad (and later the trucking) industries to ensure fair rates and competition and to prevent rate discrimination. Farmers and merchants had complained to lawmakers that railroads were charging them exorbitant fees to carry their goods to market.   Congress eventually abolished the ICC in 1995, dividing its powers and duties among new, more tightly defined commissions. Modern independent regulatory commissions patterned after the ICC include the Federal Trade Commission, the Federal Communications Commission, and the U.S. Securities and Exchange Commission. Independent Executive Agencies Today Today, independent executive regulatory agencies and commissions are responsible for creating the many federal regulations intended to enforce the laws passed by Congress. For example, the Federal Trade Commission creates regulations to implement and enforce a wide variety of consumer protection laws such as the Telemarketing and Consumer Fraud and Abuse Prevention Act, the Truth in Lending Act, and the Childrens Online Privacy Protection Act. Most independent regulatory agencies have the authority to conduct investigations, impose fines or other civil penalties, and otherwise, limit the activities of parties proven to be in violation of federal regulations. For example, the Federal Trade Commission often halts deceptive advertising practices and forces business to issue refunds to consumers. Their general independence from politically motivated interference or influence gives the regulatory agencies the flexibility to respond rapidly to complex cases of abusive activities. What Sets Independent Executive Agencies Apart? Independent agencies differ from the other executive branch departments and agencies mainly in their makeup, function, and the degree to which they are controlled by the president. Unlike most executive branch agencies which are overseen by a single secretary, administrator, or director appointed by the president, independent agencies are usually controlled by a commission or board made up of from five to seven people who share power equally. While the commission or board members are appointed by the president with the approval of the Senate, they typically serve staggered terms, often lasting longer than a four-year presidential term. As a result, the same president will rarely get to appoint all of the commissioners of any given independent agency. In addition, federal statutes limit the president’s authority to remove commissioners to cases of incapacity, neglect of duty, malfeasance, or â€Å"other good cause.† Commissioners of independent agencies cannot be removed based simply on their political party affiliation. In fact, most independent agencies are required by law to have a  bipartisan membership of their commissions or boards, thus preventing the president from filling vacancies exclusively with members of their own political party. In contrast, the president has the power remove the individual secretaries, administrators, or directors of the regular executive agencies at will and without showing cause. Under Article 1, Section 6, Clause 2 of the Constitution, members of Congress cannot serve on the commissions or boards of independent agencies during their terms in office. Agency Examples A few examples of hundreds of independent executive federal agencies not already mentioned include: Central Intelligence Agency (CIA): The CIA provides intelligence regarding potential threats to national security to the president and senior U.S. policymakers.Consumer Product Safety Commission (CPSC): Protects the public from unreasonable risks of injury or death from a vast array of consumer products.Defense Nuclear Facilities Safety Board: Oversees the nuclear weapons complex operated by the U.S. Department of Energy.Federal Communications Commission (FCC): Regulates interstate and international communications by radio, television, wire, satellite and cable.Federal Election Commission (FEC): Administers and enforces the campaign finance laws in the United States.Federal Emergency Management Agency (FEMA): Administers the national flood insurance and disaster relief programs. Works with first responders to prepare for, protect against, respond to, recover from, and mitigate all forms of hazards.Federal Reserve Board of Governors: Functions as the central bank of the United States. The Federal Reserve System (the â€Å"FED†) oversees the nation’s monetary and credit policy and works ensure the safety and stability of the nation’s banking and financial system.

Vile and Villain

Vile and Villain Vile and Villain Vile and Villain By Mark Nichol A recent reference to a certain Republican presidential candidate in which he was described as vile sent me to online etymological resources to look up the origin of the term. Interestingly, vile is unrelated to the similar-looking villain. Vile derives from the Latin term vilis, which means â€Å"base,† â€Å"cheap,† â€Å"common,† or â€Å"worthless.† Villain, on the other hand, originally had a neutral connotation: Although it also comes from Latin, its origin is the term villa, meaning â€Å"country house† or â€Å"farm† and still in use for the former meaning in English (from Italian). Villain originally meant â€Å"farmhand,† but from a pejorative reference to the low-born status of rustic farm laborers came to be associated with base behavior and by the early 1800s was associated with an antagonist in a novel or a play. In historical contexts, the variant spelling villein retains the original meaning. (The suffix -ville in the name of a town, and village, are related.) The Old English term ceorl, which survives in churl, also degenerated from a neutral term for a peasant (in this case, centuries earlier), as did the later word boor, derived from the French term bovier (literally, â€Å"herdsman,† and cognate with the Dutch word boer) and also much older in its negative sense than villain. The adjectives churlish and boorish both describe rude behavior; in each case, -ness is added to the adjective to produce the noun form. The verbs revile and vilify stem from vile; they mean, respectively â€Å"to consider with scorn† and â€Å"to slander.† (The noun forms are revilement and vilification.) However, servile and its noun form servility are related to neither vile nor villain; they derive from the Latin term servilis, meaning â€Å"of a slave.† 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 Vocabulary category, check our popular posts, or choose a related post below:Program vs. ProgrammeDriver License vs. Driver’s License50 Musical Terms Used in Nonmusical Senses

Research Methodology and Methods Essay Example | Topics and Well Written Essays - 2750 words

Research Methodology and Methods - Essay Example Additionally, in the context of business units, innovation is regarded to be the process that allows employees to implement new idea, develop dynamic product or rather make significant changes in existing working for the growth and succession of business. According to Hana (2013) with the event of globalisation and advancement in technology the need for innovative activities, have increased for the sustainability of the organisation. Innovation is important to meet the changing demand of people and earn profitability. Additionally, it has been affirmed that in today’s competitive environment, an organisation can significantly gain the competitive advantage through stimulating its activities by implementing innovation strategies for future development. Moreover, with the increasing use of resources in the current scenario and its adverse impact over the environmental stability has significantly led organisations to contribute over the innovative activities. Furthermore, it is highlighted that innovation is not necessarily been regarded as the process of new scientific discovery rather it may also be arise from the application of existing technology based on new context . On the other hand, Betz (2011) highlighted that innovativ e technology and its management is organisational practice that allows the company to manage its overall business process. Furthermore, the innovation with the changing trend led the team members of organisation to have proper understanding of the ultimate goals and objectives of business units and avail the external and internal opportunities in deriving innovative new ideas, product or process (Betz, 2011). Additionally, in current business environment in order to maintain the sustainability and competitive advantage in long run, business organisation needs to be focused over the different activities that differentiate them from other business. Thus, the business organisation that focus over

EU Law Assignment Case Study Example | Topics and Well Written Essays - 1500 words

EU Law Assignment - Case Study Example The Fictitious Carrier Pigeons Directive 2004 provides that all carrier pigeons must be subject to quarterly veterinary inspections, their health problems must be promptly remedied, and that the animals must be kept separately from other animals, until they are certified as being in good health. If certification does not take place within three months of the inspection reporting problems, the animals must be slaughtered. More importantly the directive provides that a fund must be set up to compensate farmers whose animals are slaughtered pursuant to the directive. The directive was to be transposed into UK law on the 1st of January and the time has expired as at now .In such circumstances the Council would be entitled to commence a formal Article 226 action if subtle persuasion and warnings failed to convince the UK that it should implement the directive within reasonable time .According to Article 226 "if the commission considers that a member state has failed to fulfill an obligati on under this Treaty it shall deliver a reason opinion of this matter". Therefore once the commission has been alerted regarding this implementing omission of the UK.1 Following the reply from the member state or after a reasonable time where no reply is received the commission will then deliver a reasoned opinion which records the reasons for the failure UK to implement this directive which required the setting up of a fund and the treatment of such pigeon's.2.If the matter is taken to the ECJ in this regard, its judgment would be merely declaratory; the member states are required under Art 228 to take the necessary measures to comply with the judgment. It seems here that the UK does not have a defence that could be raised for non compliance because under Art 10EC the member states are required to fulfill all their community law obligations and Art 292 obliges Member States not to seek other solutions to disputes. S and A are advised that if the UK does not comply with this judgmen t a further action may lie against their government under Art 226 for a breach of Art 228.3 Remedies for S and A Secondly, coming to the remedies available to S and A because of the loss of profit they have suffered due to the death of their gaming pigeons ,they are advised to start an action for compensation for the dead pigeons with a UK court. They can rely on community law within their domestic courts but only on the condition that the directive must have either been already implemented by the UK (which it has not been done so here) or give rise to direct effects. As mentioned before the directive has already passed its deadline for implementation by the UK. Therefore subject to the application of the doctrine of direct effect in this regard S and A might have a possible remedy under EU law. The doctrine of direct effect is one of the most important aspects of the community law. Summarised, it states that community law creates legal rights which are directly enforceable by individuals in member states. This was held in the case of Van Gend En Loos v Nederlandse Belastingadministratie (case 26/62) as follows:4If a legal instrument of the EU confers direct effects then the individual has locus standi to enforce a right under community law in national courts and the European Court of Justice (ECJ) .Under Article 249 EC