The eNotes Blog Ten Writers.ErrrrToast the Future Thoughts for New Years2013

Ten Writers.ErrrrToast the Future Thoughts for New Years2013 Searching for certain words to control revelers into what's to come? Here are a few assessments from scholars who have contemplated the obscure. 1.  Looking for Alaskaâ by John Greenâ Envisioning what's to come is a sort of nostalgia†¦You go through your entire time on earth stuck in the maze, considering how you’ll get away from it one day, and how amazing it will be, and envisioning that future props you up, however you never do it. You simply utilize the future to get away from the present. 2.  Thomas Jefferson: The Art of Powerâ by Jon Meacham I foresee future satisfaction for Americans on the off chance that they can keep the administration from squandering the works of the individuals under the misrepresentation of dealing with them. 3.  The Second Sexâ by Simone De Beauvoirâ Change your life today. Dont bet on the future, demonstration now, immediately. 4.  Steve Jobsâ by Walter Isaacsonâ Once more, you cannot come to an obvious conclusion looking forward; you can just associate them looking in reverse. So you need to believe that the dabs will some way or another associate in your future. You need to trust in something your gut, fate, life, karma, whatever. This methodology has never allowed me to down, and it has had a significant effect in my life. 5.  The Last Lectureâ by Randy Pausch â€Å"The key inquiry to continue posing is, Are you investing your energy in the correct things? Since time is all you have. † (Reward, since I love this book to such an extent) â€Å"Look, Im going to figure out how to be cheerful, and Id truly love to be content with you, however in the event that I cannot be content with you, at that point Ill figure out how to be glad without you.† 6.  Of Mice and Menâ by John Steinbeck Folks like us, that chip away at farms, are the loneliest folks on the planet. They got no family. They dont have a place no spot. . . . With us it aint like that. We got a future. We got someone to converse with that cares at all about us. We dont need to sit in no saloon blowin in our jack jus on the grounds that we got no spot else to go. In the event that them different folks gets in prison they can spoil for all anyone cares the slightest bit. Be that as it may, not us. 7.  Tik-Tokâ by John Sladek The future, as indicated by certain researchers, will be actually similar to the past, just unquestionably progressively costly. 8.  The Theban Playsâ by Sophocles Whoever ignores expressions of the human experience when he is youthful has lost the past and is dead to what's to come. 9.  Stephen Wright, Comedian I was a fringe visionary. I could see the future, however just way off to the side. 10.  Bird by Bird: Some Instructions on Writing and Lifeâ by Anne Lamottâ Expectation starts in obscurity, the obstinate expectation that in the event that you simply appear and attempt to make the best decision, the day break will come. You pause and watch and work: you dont surrender.

Free College Admissions Essays: Interest in Languages :: College Admissions Essays

My Interest in Languages   I can follow my enthusiasm for dialects back to a vacation to the Lleyn Peninsula when I was 6, during which I chose to accumulate a word reference of the Welsh words I saw on signs. My advantage made progress at optional school, and as of late I have gotten especially eager about the language and culture of Spain - an energy uplifted by a visit to Galicia the previous summer. While I am getting a charge out of A level French I am quick to accept this open door to discover some new information, henceforth my longing to consider Italian. Italy is a nation which intrigues me and which I couldn't want anything more than to become more acquainted with, and I as of now have some information on the language including the articulation framework.   Last term I participated in a French article composing rivalry sorted out by the Alliance Française, and for my exposition on Globalization I was granted a Certificat d'Or. A year ago likewise observed my cooperation in the French Exchange with a school in Condé- en-Brie, close to Reims, which I found an important knowledge into French culture just as an opportunity to improve my language. Aside from my French and Spanish investigations, I have sought after different dialects at different occasions. A year ago I took the one-year GCSE course in Latin that my school offers, which I have discovered exceptionally fascinating and profoundly advantageous just as an assistance with and knowledge into Romance dialects. Out of excitement for the West of Scotland and enthusiasm for Scottish spot names I have taken in some Gaelic, and I as of late began to show myself German.   I have been chosen agent head kid with duty regarding foundation during the current year, and in this position I would like to proceed with the amazing raising money endeavors of earlier years for nearby and national causes. I have effectively finished my Bronze Duke of Edinburgh's honor, for which I took up rock-climbing and helped inhabitants in a nearby nursing home. I am on the council of the Debating Society and have spoken in various discussions in the Society's first year; through school I have likewise participated in an open talking rivalry composed by the Rotary Club, for which I talked as a major aspect of a group of three on how we will see life in the following thousand years. I am a sharp on-screen character, and have had driving jobs in creations both all through school.

How Job Interviews at Startups and Big Companies Differ

How Job Interviews at Startups and Big Companies Differ Job interviews can be daunting, but they can also be characterized by being usually unique. No matter how much you know about them, you can’t ever encounter an exact copy of an interview â€" different industries and different companies have their own unique ways of conducting interviews.These differences are especially clear in the examples of interviews at startups and big companies. In this post, I’m going to outline the differences in four key areas: preparation, tone, structure, and the post-interview process.HOW TO PREPARE?You should know by now that the interviews are more than just a meeting with the prospective employers where you’re supposed to answer questions. You can’t just show up on the day and hope you can convince the company of your value and skills.The interview process starts from the moment you consider applying; not only do you need to research whether the role is worth applying to, but you also need to prepare for the upcoming interview.Just as you wouldn’t show up to a 100m final without warm-up, you shouldn’t show up to a job interview without preparing yourself for the questions and arming yourself with the right knowledge.After all, running a race without warm-up can cause you to pull a muscle and showing up for an interview without preparation can end up with you falling at the last hurdle. When it comes to differences between job interviews at startups and big companies, the distinct nature of the process becomes evident during this preparation process.How? Let’s look at how you need to research and prepare in both instances.Big companiesIf you get an invitation to attend a job interview, you have to spend quite a bit of time preparing for the interview. Preparation is crucial to help you feel more relaxed and to ensure you highlight your expertise and skills appropriately.Big companies require a lot of preparation â€" they don’t differ much from any basic job interview, in the sense that you need to have a good grasp of the role in question and the organization you are hoping to join.If you’re preparing for an interview with a big corporation, you should be aware of the essentials:Who are you and what have you done in your professional life? This includes being able to highlight your education, your previous work experience and any other professional achievement you might have received over the ye ars. It’s about memorizing and understanding your professional timeline â€" showing year by year how you’ve taken steps to boost your career, whether through studies or jobs.What is the company you are applying for like? You need to understand what the company does, what is its place within the industry it operates, and the kind of business culture it represents. Big companies often ask questions aimed at understanding and evaluating your knowledge about them and to realize whether you are the right fit to their corporate culture and mission. If you can’t understand what the company is doing and how it is doing it, you can’t necessarily create an image of yourself that says you are passionate and exited at working there. So, you need to learn things about the company, understand its business culture, and its business focus and objectives.What the role is about? You also need to research the role in question. In big corporations, the role’s specific requirements and respons ibilities are often carefully outlined in the job description. You are most likely applying for a specific title, such as ‘Senior Accounts Manager’. Since you are given a title, you can research it, get a better understanding of the responsibilities, and therefore, be better equipped at answering questions about the role. You can also talk to people working in similar roles, but in different companies, to get a broad understanding of what to expect â€" not only from the interview, but the role itself.Why you are applying for the role and what can you provide for the company and the role? Finally, your preparation will focus on your specific reasons for applying for the role and especially how you and your skills fit the role. You need to be able to provide information about your skills and experiences, and relate it to the job and the company in question.The essence of preparation for an interview at a big company is on understanding the role you are asked to perform and to be a ble to showcase how you are the right fit for the company with your skills and your expertise.StartupsNow, while the preparation doesn’t necessarily differ that much from the above â€" you still need to be able to know your own professional qualifications, the basic information about the company and the role, and be able to showcase your fit â€" there are subtle differences in what you can find out and what you should focus on in your research.Since you are interviewing for a startup, you are essentially trying to research a company that doesn’t have a huge online presence or history. You won’t find a list of previous or current employees to talk to, as the company might not have been in operation for more than a few months, for example.Furthermore, the job description might not be quite as rigid with a startup as it is with a big company. While the application might be looking for an ‘IT manager’, the role can include different duties to those in established companies.In the most obvious cases, you might be in charge of creating and developing the IT department rather than joining an existing and well-oiled department and simply overseeing it.So searching the role beforehand is not quite as easy or useful. Instead, the key is to prepare yourself for the mission and the culture of the startup â€" what is the objective of the organization?With your preparation, you want to be able to highlight that you understand the mission and to showcase how you can add value to achieving the objectives the company has.Furthermore, you need to focus on the bigger picture. What is the marketplace for the company and its product? If you can show a solid understanding of the industry the company is trying to break in, you can present yourself as someone who knows how to grow the organization to the business it wants to become.One interesting and important part of preparing for an interview with a startup is understanding what startups are. What I mean is that an estab lished business has different challenges to a company that is looking to break into the industry.Therefore, if you are able to understand the unique nature of a startup, you can highlight your expertise and value much better. So, prepare also by getting deeper into the essence of a startup as a business model. WHAT WILL THE TONE BE LIKE?So, what about the actual interview? What are the differences in approaching the job interview and what can you expect when you are interviewing with a big corporation or a startup?While the preparation is essentially rather similar, with only subtle differences in the focus, the approach to the interview and the interview environment are starting to showcase major differences between the two organizations.Big companiesA big company and its approach to job interviews can be described with a single word: formal. The big companies tend to take a serious and extremely professional approach to interviews, which is highlighted in the atmosphere and the mo od of the interview.How does formality showcase in a big company interview? First, the dress code is business attire nearly always. You need to follow the guidelines outlined in the image to ensure you look the part in your interview: Source:  PURDUE CCOThe formal and professional attire sets the tone for the whole interview. The process will be highly structured, with the interview consisting of pre-set questions that you are expected to answer.The meeting is most likely going to last a specific amount of time after which you are notified of the next steps in the process. The attitude and atmosphere during the interview will maintain a cordial, yet professional attitude. The focus is essentially just to evaluate your fit for the role and the business.Like I’ve said above, big companies are looking for a specialist or an expert. They want someone who is highly qualified for the role and can perform the tasks required to the best possible ability.The whole focus of the interview is therefore to establish whether the candidate has these qualifications. There is no time for fun and games â€" the tone is formal and it’s likely extremely efficient. You are expected to use professional language and highlight efficie ncy in getting to your point. Delays in the process are not appreciated or welcomed.Furthermore, the conversation is structured in a much more hierarchical way. You have the interviewer asking the questions in a formal manner, while you answer them to the best of your ability.StartupsOn the other hand, the atmosphere in an interview for a startup is much more informal and relaxed. For start, the dress code is often rather different to big companies.We all know the stereotypical image of a startup company executive, running around in sneakers, jeans and a t-shirt. While you might not want to follow this dress code at your interview, you should check out the startup dress code and perhaps relax your business attire a little.So, instead of heading out in a jeans and a t-shirt combination, you add a shirt and a blazer to the look. The key is to do a bit more research and perhaps opt on the side of casual more than business.Furthermore, the relaxed nature is often reinforced with the lac k of formal office space. Startups might work in a public space, such as an incubator office, or have a limited open space where it conducts interviews â€" in fact, you might even have the interview in a public space such as a coffeehouse.This means the occasion is less formal and doesn’t follow a rigid structure. While there are questions they will ask you and so on, the process doesn’t necessarily follow a strict schedule or a format.The conversation might flow depending on how much you know about the sector and the kind of input you are able to add to the company’s project. The conversation is likely to follow a more informal structure and be less stifled with formal language.This doesn’t mean there isn’t a lot of industry jargon or professionalism at play; it’s just that the conversation is more about having two professionals discussing things over a glass of wine rather than an authority figure asking questions while you answer.Indeed, Corey Chambas, the president a nd CEO of First Business Financial Services, refers to this process of finding the right fit as the “beer test”. It’ essentially about hiring a person you wouldn’t mind having a beer with after work â€" i.e. ensuring you get along.Indeed, startups are looking for an individual â€" someone to add something to the company’s vision, not necessarily the expert in a specific role. The focus of the interview and the atmosphere is not to find the person most suited to help with accounting, for instance, but someone who has a vision to help the startup with its finances and to add something to the whole team.It’s more about the fit you have in terms of your personality and your passion, rather than the technical ability and skills you bring. You want to emphasize the passion you have towards the project and your ability to build on the company’s initial successes.WHAT HAPPENS DURING THE INTERVIEW?Now you’ve set the right tone. You look the part and you use the right type of language during your interview.But what happens in the job interview? I’ve given a few insights already, but let’s take a closer look at the differences in the structure and the contents of the interview at startups and big companies.Big companiesLet’s recap the most important point about big company job interviews: they are formal in nature. The process is structured and every single interview the company does for the role in question is highly likely to follow the exact same formula.Why? Because the interviewer is usually a seasoned human resource professional. Now there are two possibilities when being interviewed by a big company:First, the interviewer is from the company’s HR department and has specialized in the hiring and interviewing process.Second option is for the interviewer to be an HR specialist from a recruitment company, i.e. not part of the actual company, but hired to do the interviews for them.In both instances, the interviewer knows what they are doing and they are going to be good at it. The interview will include a list of common interview questions, and perhaps some tasks for testing your aptitude.As well as answering questions, you are most likely going to have an opportunity to ask questions about the role or the organization as well. But, the focus is on finding out if your skills match those of the company’s requirements.Since the interview follows a structured, generalized approach and flow, you will definitely benefit from watching online interview tutorials and reading answers to most common job interview questions. For example, check out the informative video of what a good job interview looks like and what happens at the interview: Your big company interview experience could be described as a passive experience. Not in the sense that you are just going to sit there, but your role is to answer questions the interviewer asks and to follow their instructions.This can include situations where they want you to show initiativ e by asking questions or presenting ideas for taking the company forward, but these are pre-planned moments and aimed at finding out specific things about you.StartupsNow, the person you’ll find on the other side of the table at a startup is unlikely to be an HR specialist. The owner or the CEO of the business more often than not conducts the interview at startups.In a sense, you are facing the boss right from the onset. This could add quite a bit to the pressure of getting through the interview! The good news is that if you impress the interviewer, then you probably have the boss in your corner right from the get-go.Since the interviewer isn’t specialized in hiring or evaluating candidates, the format will be more relaxed and it won’t follow such a rigid structure. You can’t prepare with the traditional guides in mind, as you won’t know what type of interviewer this specific startup executive or team member is.There will surely be certain common questions and things you c an prepare for, as mentioned above, but the actual structure and flow of conversation is much harder to predict or prepare for.Indeed, the interview can seem more like a conversation rather than a question and answer session. In this sense, the startup interview will be a more active experience for you. You are expected to take control â€" to direct the conversation and talk about your passion towards the industry.As I mentioned above, the focus is on ensuring you fit the team and the mission, and so you want to impress the interviewer with your understanding of the industry and your ideas for the company going forward.So, don’t relax too much and just provide answers when the interviewer asks questions â€" be bold and don’t be afraid of taking control.WHAT SHOULD YOU DO AFTERWARDS?A job interview isn’t just an hour spent in a room answering questions, as I said at the start. The process starts long before you enter the interview and it doesn’t end as you say your goodbyes.W henever you attend an interview, you should always follow it up. Nonetheless, there are slight differences in tone between big companies and startups.Big companiesBig company job interviews can actually include more than one stage. The process from application to hiring can last much longer and therefore you need to be aware of this process.Your first interview might just be about finding a selection of candidates, especially if a recruitment company interviews you, with another interview being conducted by the actual company or its representative department.So, be aware of the process and ask at the end of the interview what is going to happen next. You want to know when you should be expecting to hear from the company and have an idea whether further assessment or interviews are expected.After you’ve been interviewed, you want to follow-up with the interviewer no matter what the process afterwards is going to be like. So ensure you have the contact details of the person who cond ucted the interview.On the day, but necessarily immediately after, send the person an e-mail where you go through the following points:Thank them for the interview and express your gratitude for the opportunity.Follow-up on any questions they might have asked or correct any points you made during the interview. If you have questions about the role or the interview, you can also ask them.Return a compliment or mention a topic you discussed during the interview.Thank again for the interview and tell them to contact you if there’s anything.The tone of the e-mail should be professional and formal. You also want to keep it relatively short and you shouldn’t necessarily expect the person to reply, at least not until they have news regarding the role.If you haven’t heard from the recruiter after a few weeks, you can always give them a call to show enthusiasm and to check whether you are still being considered.StartupsThe startup follow-up is not essentially that different. Again, you want to focus on the same pointers I mentioned above. You should:Thank the interviewer for the time and the opportunity.Follow-up on any points discussed during the interview and present any ideas you have come up with after the interview. If you discussed industry news or new ideas that you think the startup might find useful, provide them information regarding these and perhaps give out links or reading suggestions on topics you touched on.Thank for the opportunity and ask them to contact you if they want to talk more.The follow-up is another opportunity to showcase your passion for the project and therefore, the idea of sending resources or adding to an idea you talked about is crucial with startups. The tone of your e-mail should also follow the kind of interview you had â€" which is likely to have been less formal anyway.So, if you were on personal terms and you discussed personal topics, such as family, you can mention this in the follow-up and keep the message tone informal and friendly.Furthermore, in terms of the process, your interview with the startup might well be the only interview you need to attend.In some instances, they might ask you back to meet the rest of the team and guarantee you are the right fit, but you’ll most likely be dealing with the top executive and major members of the team right from the first interview.THE BOTTOM LINEAs I said at the start, interviews are never alike. The roles, the industries, and the companies add their own flavour to the process and the emphasis will differ.While you’ve seen plenty of similarities with big companies and startups, the above should also have highlighted the key differences: the different things the interview is going to focus on in terms of skill and cultural fit, the tone of the interview from the formal nature of big companies to a more relaxed approach with startups, and the machine-like structure of big companies in asking questions compared with the more bespoke-style of startups.Kn owing these differences can help you prepare for the interview and the preparation can be a crucial factor in helping you feel more relaxed and confident during the process.When you know what to expect, you can have more confidence in answering the questions, directing the flow of the conversation, and focus on the exact points on why the company in question â€" whether it’s a big company or a startup â€" should hire you for their team.

Amphicyon - Facts and Figures

Name: Amphicyon (Greek for ambiguous dog); pronounced AM-fih-SIGH-on Habitat: Plains of the northern hemisphere Historical Epoch: Middle Oligocene-Early Miocene (30-20 million years ago) Size and Weight: Varies by species; up to six feet long and 400 pounds Diet: Omnivorous Distinguishing Characteristics: Large size; bear-like body About Amphicyon Despite its nickname, the Bear Dog, Amphicyon was directly ancestral to neither bears nor dogs. This was the most prominent genus of the family of mammalian, vaguely canine-like carnivores that succeeded the larger creodonts (typified by Hyaenodon and Sarkastodon) but preceded the first true dogs. True to its nickname, Amphicyon looked like a small bear with the head of a dog, and it probably pursued a bear-like lifestyle as well, feeding opportunistically on meat, carrion, fish, fruit, and plants. The front legs of this prehistoric mammal were especially well-muscled, meaning it could probably stun prey senseless with a single well-aimed swipe of its paw. Befitting a mammal with such a lengthy provenance in the fossil record--about 10 million years, from the middle Oligocene to the early Miocene epochs--the genus Amphicyon embraced nine separate species. The two largest, the appropriately named A. major and A. giganteus, weighed up 400 pounds fully grown and roamed the expanse of Europe and the near east. In North America, Amphicyon was represented by A. galushai, A. frendens, and A. ingens, which were slightly smaller than their Eurasian cousins; various other species hailed from modern-day India and Pakistan, Africa, and the far east. (The European species of Amphicyon were identified in the early 19th century, but the first American species was only announced to the world in 2003.) Did Amphicyon hunt in packs, like modern wolves? Probably not; more likely this megafauna mammal stayed well out of the way of its pack-hunting competitors, contenting itself with (say) piles of rotting fruit or the carcass of a recently deceased Chalicotherium. (On the other hand, oversized grazing animals like Chalicotherium were themselves so slow that elderly, sick or juvenile herd members could easily be picked off by a solitary Amphicyon.) In fact, its likely that the Bear Dog faded from the world scene 20 million years ago, at the end of its long reign, because it was displaced by better-adapted (i.e., faster, sleeker, and more lightly built) hunting animals.

Top Guide of Ielts 9 Essay Samples

Top Guide of Ielts 9 Essay Samples The Key to Successful Ielts 9 Essay Samples Don't forget that any argumentative essay sample you'll discover on the internet will require a full rewriting in order to prevent plagiarism. An interesting mixture of complex grammar structures will also need to be produced. When you're selecting an essay topic, it's important to select one which has lots of information and statistics to strengthen your standpoint, nor exaggerate any info which you have chosen to write about. The issue, nevertheless, is that not all businesses can be relied on to deliver quality essays on time so you need to be mindful in selecting one. Facts, Fiction and Ielts 9 Essay Samples To compose an impressive short essay, especially during an examination, you should be in a position to hit the question and supply a straightforward answer while at the very same time observing the correct structure of an essay. No matter the subject, the structure is identical for any pers uasive essay. It will be simpler that you compose a fantastic persuasive essay if it's a subject in which you have knowledge. The more information you'll be able to gather about the subject, the better prepared you'll be for writing your essay. Qualities of a great persuasive essay topic The topic ought to be specific. There are several good persuasive essay topics to pick from. Things You Won't Like About Ielts 9 Essay Samples and Things You Will A well-structured essay has a superior introduction, body paragraphs that are simple to follow and connect with each other, and a great conclusion. Only because the introduction is the very first paragraph in your essay doesn't indicate you must write this paragraph before any other. It involves logical reasoning and items which are necessary to be focused, especially concerning the problem on why a persuasive essay was written. Most academic essay topics usually ask you to choose a side in an argument or maybe to defend a specific side against c riticism. Looking at IELTS essay topics with answers is a huge means to assist you to get ready for the test. This IELTS Writing task simply asks you to provide your opinion, which seems to be an extremely open question. You're able to take my online IELTS Writing Practice Test anywhere on the planet and find a score, corrections, and feedback in only two days. Practice tests are the best method to receive ready. Ielts 9 Essay Samples Help! A persuasive essay has to be able to grab the interest of the folks reading it easily. You ought not use the eBook continually for many hours without breaks. It is going to be useful to have an excellent eBook reader to be in a position to truly have a good reading experience and premium quality eBook display. An amazing eBook reader ought to be set up. Why Almost Everything You've Learned About Ielts 9 Essay Samples Is Wrong If you don't have an idea what an IELTS essay appears like or will need to boost your writing skills you're i n the proper location. In nearly all high schools, your capability of writing this kind of essay is going to be evaluated in class. You will need to understand how to compose an effective essay as it is a typical foundation for a student's grade. There are many persuasive essay examples college students are able to make use of online. Want to Know More About Ielts 9 Essay Samples? Essay writing is usually practiced is schools. In this manner, you will be in a position to know for sure what your essay is all about before devising your thesis. Therefore don't get intimidated if you believe you cannot write such essays. Writing an essay is an essential role in academe life. If you wish to figure out how to compose a decent persuasive essay, you're looking in the correct spot! If you're already on the lookout for persuasive essay examples online, you most likely have a somewhat vague idea about how to begin writing. Selecting an excellent topic for your essay is among the most significant and frequently tricky parts for many students. Simply take a look at the next persuasive essay. Your writing also needs to be quite easy to read and all facets of it are managed properly so as to guarantee Coherence and Cohesion. In addition, the writer has a propensity to be repetitive. Some consider essay writing a burden even though others see it like a chance to share their ideas and opinions. Persuasive essay topics don't always need to be of a severe nature, you can write about things that are connected in your life. This experience can help you make strategic decisions about which subject lessons you must learn. A little one needs certain conditions as a way to live. Students have to have a high amount of discipline to get on a uniform because this process of dressing does not permit you to dress in any other fashion or particular style that you want. They should decide which position they should take based upon the quantity and quality of the points they are able to come up with to support their position.

How strong was Nationalism in the Second Reich Free Essays

In 1871, Bismarck unified Germany; however this great achievement did not mean that his job was done. Now, the ultimate threat for him was a revolution, so he needed to make sure that everyone was reasonably happy in the new unified Germany. The constitution of the German Reich was created on 19 April 1871. We will write a custom essay sample on How strong was Nationalism in the Second Reich? or any similar topic only for you Order Now This aimed to please the upper class, middle class, working class and the German states. The upper class were pleased by the fact that they would be ruled by a German Emperor (William I) who was also the King of Prussia and Supreme Commander. This way, they could maintain an element of autocracy and social hierarchy. The Federal Council could over-rule the Reichstag if it wanted to so this helped to avoid democracy, again, pleasing the upper class. Having a constitution would please the middle class as it enables democracy to a certain extent. They would have been pleased by the fact that the constitution allows the middle class suffrage and in turn, gains them more power. Gaining the vote and power within the constitution also pleased the working class. Twenty-five confederal states made up the Federal Council, meaning that Prussia did not overrule everyone; this pleased the other German states. Prussia was only allowed seventeen representatives; however, the council had the power of veto, if they were supported by 14 votes. This meant that it would take only 14 of the 17 representatives of Prussia to overrule the other states. The careful planning of the constitution helped to encourage nationalism, as everyone in it was kept quite happy. The middle and working class got elements of democracy whilst the upper class had elements of autocracy. However, it was more absolutist than it appeared to be. Bismarck and Prussia still had subtle control over Germany. How did the government encourage the people to be good Germans? Nationalism throughout Germany was encouraged in areas such as education, industry and the monarchy. The writings of Heinrich Von Treitschke were very influential to the German people. He believed that Germans were driven by ideas such as nationalism rather than being practical. The acquisition of power was the key to a successful Germany, â€Å"only the truly great and powerful states ought to exist.† As he was such an influential writer, it was causing nationalism to grow amongst the German people. Treitschke also believed in conformity and wrote that â€Å"the individual has no right to regard the state as a means for attaining his own ambitions in life†, meaning that people should do as they are told by their government, and not revolt (like the French did.) Both the acquisition of power and conformity had created a replacement to absolutism known as authoritarianism. His writing showed that nationalism was becoming more and more conservative. To be a good German, you had to pure blooded and a militarist. Treitschke taught that war was a good thing and it makes you a better person. â€Å"The sacred power of love which a righteous war awakes† is an example of what he wrote about war. Germany was founded through three wars, so to Germans it must seem a very good thing. However, this all changed after WWI. Nationalism was also being encouraged through education. Textbooks would contain phrases such as â€Å"the ideal bearers of civilisation with an innate superiority and pureness of blood.† Introducing to children the ideas of the Aryan race. How serious was opposition to nationalism? The main opposition to nationalism consisted of the Catholic church, workers and women. Problems with the Catholic church arose because Bismarck tried to control the country through education. However, for Catholics, their education lies in the hands of their religion so what they were taught by their religion was very different to what Bismarck wanted to teach them. In 1870, the Vatican Council adopted the doctrine of papal infallibility, meaning that whatever the pope said or did was right, and no one was allowed to question it. This was a problem for Bismarck as he continued to try to gain control over German education. He passed many laws such as the May Laws (1873) which forbade catholic inspections of schools, but by 1887, a bill was passed to give the Church its old independence. The Catholics won the Kulturkampf so they proved to be a threatening opposition to nationalism. Socialism of the working class was the most serious form of opposition to nationalism. The social democrats were similar to communists in the sense that they wanted the abolition of classes and class rule. Bismarck tried to prevent them from growing, by introducing anti-socialist laws, but they continued to grow even faster. By 1912, the SPD were the largest party in the Reichstag with nearly 4million votes!! Bismarck even attempted to encourage working class nationalism by introducing state insurance and pension, however, this was simply mocked by socialists. They called it ‘state socialism.’ The social democrats continued to be the largest party in the Reichstag up to the outbreak of WWI in 1914. Another form of opposition to nationalism was women. This was not as serious as the Suffragettes in Britain, although it still posed a threat to nationalism. Women were seen as second class citizens who were oppressed by the ruling classes, generally men. The women’s movement achieved very little under Bismarck, however, they managed to get the right to get involved in politics. It was the most low key of the three main threats to nationalism, as it was not as significant as the Socialists or the Catholics. Out of the three, the biggest threat to nationalism seems to be the Social Democratic party, as they managed to become the largest party in the Reichstag, meaning that they would have quite an influence over parliament. However, the Federal Council could just simply dissolve the Reichstag if they felt it was necessary. How to cite How strong was Nationalism in the Second Reich?, Papers

Psychology Brain Disorders

Introduction Memory is a physiological attribute probably in all living things. In this paper, human memory is the primary concern and focus. The famous psychologist of the 19th century described human memory as a number of single phenomena connected into a whole.Advertising We will write a custom research paper sample on Psychology: Brain Disorders specifically for you for only $16.05 $11/page Learn More Arguably, human beings bind strongly on the connective power to reach their past remembrance, which in turn creates the individual personality (Rasmussen Bernstern, 2010). Without the connecting power, every single phenomena of a memory will fall apart into many fragments causing memory impairment (Vanderkerckhove Panksepp, 2009). Psychogenic amnesia is the medical term used to describe impaired memory i.e. reduced ability to process stored information (Staniloiu et al., 2010). Autobiographical memory is defined as an integrated part of a number of me mory systems possessing different functions in human information processing. Autonoetic consciousness refers to the recollection of the mental re-enactment of past events and self-awareness (Nadine Markowitsch, 2007). This term was introduced in 1995 by Endel Tulving. Therefore, assigning the term autonoetic consciousness to the phenomena of psychogenic amnesia implies that an individual’s autobiographical memory is impaired and thereby such a patient displays damaged autonoetic (self) awareness. Such a patient fails to recollect any entity over time and therefore he or she is unable to connect to the old and new autonoetic memories (Irish et al., 2008). Therefore, this paper aims to discuss the role of autonoetic consciousness in autobiographical memory with particular reference to psychogenic amnesia. The discussion commences with a brief explanation of how the human memory functions. This will facilitate the understanding how autonoetic consciousness aids the autobiograph ical memory in psychogenic amnesia disorder.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Human Memory As mentioned earlier, memory is not unitary but rather it is dividend along content and time. Memory can be categorized into neuropsychological memory and biographical memory (Vanderkerckhove Panksepp, 2009). Neuropsychological memory is divided into short term and long-term memories. Short-term memory is responsible for holding information such as telephone numbers and other related few bits of information of time ranging between seconds and minutes. Anything else beyond this is stored in the long-term memory. Recently, working memory was introduced by Alan Baddeley (Ros et al., 2010). This memory stores information related with the information which is new or old whenever required. When an event takes place leading to biochemical alterations of or damages brain tissue, it may cha nge the brain’s network of information processing such that the victim is unable to encode new information or retrieve the stored information (Markoswitsch, 2008). Endel Tulving classified memory as habit (routines and procedures) and memory (acquiring new facts and objects). Later on, he distinguished memory as semantic and episodic memory. Semantic memory is the one responsible for storing general knowledge whilst episodic memory is responsible of storing information required within time and place episodes. Later, Tulving and colleagues added further memory systems including automatic, implicit, subconscious, procedural, and priming system memory. Later, they added a new memory system referred to perceptual memory, which described the acts of reaching judgment due to familiarity. For example, an individual is able is to distinguish between peach and pear (Vanderkerckhove Panksepp, 2009; Marie, 2009). Autobiographical memory is defined as the integrated part of a number of memory systems possessing different functions in the human information processing (Noulhiane et al., 2008). This topic has been debated since the onset of brain research. However, there is a current compromise reached by researchers to reflect brain memory organization in a more realistic manner (Dalan et al., 2008; Dubios, 2010). It is assumed that information enters the brain through the sensory organs, and then it is processed according to the kind of information and process triggered. Therefore, subconsciously processed information either is directed to unimodal neocortical structures (priming) or engages the basal ganglia premotor (procedural learning).Advertising We will write a custom research paper sample on Psychology: Brain Disorders specifically for you for only $16.05 $11/page Learn More On the other hand, consciously processed information recruits broad networks responsible for perceptual learning including limbic regions for autobiographic al episodic- memory (AEM) and the knowledge system. The incoming information is first received by limbic structures where its relevance is extracted, compared with the existing stored information and later bound or integrated with them through a process known as synchronization. Further consolidation occurs during sleeping and this may extend to years. Storage of the information is done by the cerebral cortex (Owen Coleman, 2010; Van Djik et al., 2008). Storing of information is not done in one single step rather the new information is compared with the existing, leading to reconsolidation and new storage in the context of the previous consolidation. Retrieval of stored information (facts and events) requires engagement of almost three closely related networks including activation of the brain stem structures that comprises of portions of the reticular activating system, the main information of the respective activity containing neocortical network and the limbic networks which enh ance information by adding emotional flavor. Encoding of information is based on hierarchal arrangements of memory systems (Nadine Markowitsch, 2007). Autobiographical episodic memory, autonoetic consciousness, and psychogenic amnesia Psychogenic amnesia has been studied since the 19th century to provide evidence for the significant influence of AEM. The word Amnesia is a Greek word used to describe the most severe form of memory impairment. Psychogenic amnesia refers to a disorder/syndrome showing the inability to learn new information or retrieve previously learnt information in an alert and responsive person in absence of other cognitive impairments (Kumar et al., 2007; Locke et al., 2006).Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Traditionally, the term psychogenic disorder was used to describe episodes of retrograde or ant-retrograde memory loss (AEM) resulting from psychological stress or in absence of brain damage. This impairment is reversible. Most studies reveal a high percentage of recovery within the first month of Amnesia (Powell et al., 2007). Recent studies however, have shown a prolonged course of memory recovery in a number of patients suffering from psychogenic memory loss. Examples of psychogenic disorders include dissociative identity disorder (DID), Ganser syndrome, dissociative fatigue, anxiety disorders, post traumatic stress disorders (PTSD), personality disorders, such as borderline disorders and dissociative trans disorders. Dissociative memory disorder symptoms include hyper-amnesia (flashbacks) or amnesia (Neumann et al., 2007; Serra et al., 2007). The first scientists to describe this condition used the term â€Å"hysteria† which was later coined to â€Å"dissociation† arguing that memories were processed based on the association of a past event concept, hence, the patients fail to retrieve them due to dissociation. Additionally, they argued that subconscious memories are associated with emotions and thoughts, which are blocked from conscious awareness but influence behaviors such as prolonged disability to deal with a reality. The dissociations are caused by traumatizing events such as sexual assaults, domestic violence that may, or may not cause head injury (Saito et al., 2007). Apart from this, the patients display an inappropriate lack of concern about their symptoms, which was referred to as belle indifference (Barsics Serge, 2010; Cragar et al., 2006). The patients are often unable to regulate emotions or to demonstrate emotional engagement towards the environment. This leads to a conclusion that the patients can be treated through emotional processing abilities and autonoetic awareness to the retrieval of memories and it is a useful hint i n the diagnosis of psychogenic disorders (Magno Allan, 2007). Autobiographical Episodic Memory (AEM) is closely connected to autonoetic consciousness (Striacciari et al., 2008). The term autonoetic refers to self conscious/self aware; noetic refers to aware and anoetic refers to unaware (Lemogne et al., 2009). These terms were introduced by Endel Tulving in 1995. He defined autonoetic consciousness as the capacity that enables an individual to mentally reflect and become aware of his protracted existence across subjective time. Research has outlined AEM to occur in the context of the attaining new stages of self-understanding and self-awareness. AEM is identified to be significantly important in the current individualized societies because it facilitates in maintaining a consistent feeling of identity to the individuals and thereby, creating a coherent self-awareness and continuity over time. According to Tulving findings, AEM is viewed as a threefold cord, which results from †Å"the uniting of subjective time, autonoetic consciousness and the experiencing self† (Staniloiu et al., 2010, p.778). Therefore, this makes AEM important issue in psychiatry and psychoanalysis field. There has been various investigations on the role of AEM’s in one’s sense self coherence and ability to reconstruct oneself such as patients suffering from psychogenic amnesia (Vattakatuchery Chesterman, 2006). The conceptualization of AEM has been revised heavily over the years. Episodic memory system is viewed to be equivalent to the AEM system. One characteristic of AEM is the mental time travelling on the subjective time in order to connect the past with the current memory status. It is the last feature of AEM that is fully functional (Nadine Markowitsch, 2007). However, it is the first feature to be affected by amnesic disorders. This system requires a high level of self awareness- autonoetic consciousness. The designations autobiographical and episodic are o ften used interchangeably, however, it is important to note that not all autobiographical memories are episodic. There are two autobiographical memories namely episodic and semantic (Staniloiu et al., 2010). Autobiographical semantic memories deal mainly with automatic personal knowledge such as names, date of birth etc. Such personal knowledge is sometimes preserved, relearned, or updated even in presence of semantic autobiographical memory impairment. Therefore, the reason why some patients suffer AEM impairments but still recollect their personal identity is that their autobiographic semantic memory remains intact (Gardiner, 2001). Literature indicates that AEM develops ontogenetically and is unique to every human being. Of all other memory systems, AEM is the most vulnerable to neural impairments. Additionally, it is susceptible to distortions, misinformation, and dynamic transformation and reshaping. Therefore, stressful events can lead to disturbances of integrated arrangement s of memory, perception, consciousness, and identity creating dissociative disorders (Staniloiu et al., 2010). Additionally, Theory of Mind (ToM), AEM, and autonoetic consciousness are correlated during the ontogenetic developments. ToM is defines as the ability to make inferences and personal attributes (beliefs, desires, feelings etc) regarding the mental states during the development /growth stages. Children pass the mirror recognition test between 16-24 months (Nadine Markowitsch, 2007). This marks the transition of a core self-identity to a cognitive self. In this domain, children understand certain aspects of their mind at an early age but attain the standard false belief at the ages of four. It is also the age at which the child gets his/her meta-representational abilities through experimental awareness and meta-representational self consciousness though relational between what the child knows and what other sources say. According to ToM, it is a critical step to understand and develop abilities. Therefore, it can be affirmed that between the age of three and five years, children develop the ability to recall explicit events experienced. However, it is not well known when children begin to retrieve information on autobiographical semantic memory or become autonoetical conscious that they are actually able to recollect the past events through AEM system. However, at this age kids have abundant and explicit personal information (Piolino et al., 2003a). Experiencing past episodic events implies that one has the ability to encode specific information related to specific feelings which occurred within particular contexts. This autobiographical journey is filled with pervasive emotional atmospheres of the time, place, and event. Episodic memory depends mainly on the encoding and re-consolidation of the abundant differentiated elements remembered during the context. The reactivations of such memories in the future involves time travelling (i.e. re-experiencin g) the flow of past events within the individuals’ subjective time. Episodic memories refer to the ability to recollect information regarding past events. The information includes emotions experienced during those events and a realistic time line of when the events occurred (Staniloiu et al., 2010). The process also involves the ability to recall a particular event or interaction as the main point of reference in order to determine whether the recollections were experienced before. The recollections of the memory is guided apparently by other factors such as great self relevance, unique feelings experienced, thoughts, goals or behaviors. AEM are the foundations of autonoetic consciousness because they are a recollections and mental re-enactment of past events experienced by an individual (Nadine Markowitsch, 2007). However, as described above, the past information is capable of undergoing reconsolidation and reshaping due to remembering of new situational context, making wis hful fulfillments’ or other emotional forces triggered to add flavor to the event. Additionally, re-organization of information can occur when an individual is traumatized or undergoing very stressful condition. This causes mental activities dissociations disorders where the patient memory is impaired. Such disorders are categorized in DSM-IV-TR to all disorders with symptoms of central inability to recall important personal knowledge after a traumatizing event resulting to psychogenic amnesia. The condition is augmented by the degree of stress resulting from the traumatizing event (Piolino et al., 2003b). Conclusion The conceptualization of AEM has been intensively revised over years. One characteristic of AEM is the mental time travelling on the subjective time in order to connect the past with the current memory status. The role of autonoetic consciousness to the phenomena of psychogenic amnesia is the impairment of autobiographical memory causing damaged autonoetic (self) awareness. This makes a patient fail to retrieve an entity over time. Psychogenic amnesia patients are unable to connect to the old and new autonoetic memories. The dissociation is caused by traumatizing effects such as sexual assaults, domestic violence that may or may not cause head injury. Apart from this, the patients display an inappropriate lack of concern about their symptoms; this is referred to as belle indifference. The patients are often unable to regulate their emotions or to engage them towards the environment. References Barsics, C. Serge, B. (2010). Familiar person recognition: is autonoetic consciousness more likely to accompany face recognition than voice recognition? CASYS, 9(1), 283-288. Cragar et al. (2006). Performance of patients with epilepsy or psychogenic non-epileptic seizures on four measures of effort. The Clinical Neuropsychologist, 20(1), 552-566. Dalan et al. (2008). Neuroglycopenia and adrenergic responses to hypoglycaemia: insights from a local epi demic of serendipitous massive overdose of glibenclamide. Journal Compilation Diabetes UK Diabetic Medicine, 26(1), 105-109. Dubios, D.M. (2010). Natural and artificial intelligence, language, consciousness, emotion, and anticipation. CASYS, 9(1), 236-245. Gardiner, J.M. (2001). Episodic memory and autonoetic consciousness: a first person approach. The Royal Society, 356(1), 1351-1361. Irish et al. (2008). Assessment of behavioral markers of autonoetic consciousness during episodic autobiographical memory retrieval: A preliminary analysis. Behavioral Neurology, 19(1), 3-6. Kumar et al. (2007). Widespread cognitive impairment in psychogenic antreterograde amnesia. Psychiatry and Clinical Neurosciences, 61(1), 583-586. Lemogne et al. (2009). Cognitive avoidance of intrusive memories and autobiographical memory: specificity, autonoetic, consciousness, and self-perspective. Memory, 17(1), 1-7. Locke et al. (2006). Relationship of indicators of neuropathology, psychopathology, and effort to neuropsychological results in patients with epilepsy or psychogenic non-epileptic seizures. Journal of Clinical and Experimental Neuropsychology, 28(1), 325-340. Magno, E. Allan, K. (2007). Self-reference during explicit memory retrieval. Association of Psychological Science, 18(8), 672-677. Marie, M.P. (2009). Memory, Autonoetic consciousness and the self: consciousness as a continuum of stages. Self and Identity, 8(1), 4-23. Markoswitsch, H.J. (2008). Autobiographical memory: a bicultural relation between subject and environment. Eur Arch Psychiatyr clin, Neurosci sup, 15(1), 98-103. Nadine, R. Markowitsch, H.J. (2007). Emotion and consciousness in adolescent psychogenic. Journal of Neuropsychology Amnesia, 1(1), 53-64. Neumann et al. (2007). Impairment of Autonoetic awareness for emotional events in schizophrenia. The Canadian Journal of Psychiatry, 52(7), 450-456. Noulhiane et al. (2008). Autonoetic consciousness in autobiographical memories after medial temporal lobe rese ction. Behavioral Neurology, 19(1), 19-22. Owen, A. Coleman, M. (2008). Functional neuroimaging of the vegetative state. Science and Society Nature Review, 1(9), 235-242. Piolino et al. (2003a). Autobiographical memory and autonoetic consciousness in a case of semantic dementia. Cognitive Neuropsychology, 20(7), 619-639. Piolino et al. (2003b). Autobiographical memory and autonoetic consciousness: triple dissociation in neurodegenerative diseases. Brain, 126(1), 2203-2219. Powell et al. (2007). Mass psychogenic illness presenting as acute Stridor in an adolescent female cohort. Annals of Otology, Rhinology, and Larynology, 116(7), 525-531. Rasmussen, A. S. Bernstern, D. (2010). Personality traits and autobiographical memory: openness is positively related to the experience and usage of recollections. Memory, 18(7), 774-786. Ros et al. (2010). Working memory capacity and over general Autobiography memory in young and older adults. Aging, Neuropsychology, and Cognition, 17(1), 89-10 7. Saito et al. (2007). Basic autonomic nervous function in patients with neurocardiogenic syncope. Clinical and Experimental Hypertension, 29(1), 165-173. Serra et al. (2007). Psychogenic and organic amnesia. A multidimensional assessment of clinical neuroradical, neuropsychological and psychopathological features. Behavioral Neurology, 18(1), 53-64. Staniloiu et al. (2010). Psychogenic amnesia- A malady of the constricted self. Consciousness and Cognition, 19(1), 778-801. Striacciari et al. (2008). When the past is lost: focal retrograde amnesia. Focus on the functional form. Behavioral Neurology, 20(1), 113-125. Van Djik et al. (2008). High diagnostic yield and accuracy of history, physical examination, and ECG in patients with transient loss of consciousness in FAST: The fainting assessment study. Journal of Cardiovascular Electrophysiology, 19(1), 48-55. Vanderkerckhove, M. Panksepp, J. (2009). The flow of anoetic to noetic and autonoetic consciousness: A vision of unknowing ( anoetic) and knowing (noetic) consciousness in the remembrance of things past and imagined future. Consciousness and Cognition, 18(1), 1018-1028. Vattakatuchery, J.J. Chesterman, P. (2006). The use of abreaction to recover memories in psychogenic amnesia: a case report. The Journal of Forensic Psychiatry and Psychology, 17(4), 647-653. This research paper on Psychology: Brain Disorders was written and submitted by user Donald Riddle to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Israels Dependence on the US essays

Israel's Dependence on the US essays Israels Dependence on the U.S. Harry Truman wrote as he wrestled over the decision to recognize a Jewish state in Palestine What I am trying to do is make the whole world safe for Jews (qtd. in Ratnesar 1). Truman desire was to give the Jews land to call theirs because of the Jew persecution in WWII (Ratnesar 1). God put you in your mothers womb, the Chief Rabbi of Israel later told Truman, so you would be the instruments to bring the rebirth of Israel (qtd. in Ratnesar 1). The Jews dream of a country for them was finally at arms length with Trumans choice but worries of Marshall was also recognized (Ratnesar 1). A 979-word affirmation of freedom was delivered by David Ben-Gurion at the Tel Avir Art Museum (Ratnesar 1). He finished The State of Israel is established? The meeting is ended (qtd. in Ratnesar 1). The Arabs were not pleased with the decision of Truman. The Arabs quickly declared war against the newly form state of Israel for many years to come (Ratnesar 1). On the founding of Israel in 1947, the Arabs declared war on the Jews and Arabs lost the war. The Arabs then declared another war in 1967 called the Six-Day War. Israel fought swiftly using their defensive capabilities taking control of some land in the major enemy countries which were in Egypt, Syria, and Jordan (The Good War 1). The foreign policies by the United States intensified after the Six-Day War. The United States began selling arms to Israel to increase their military might in the Middle East (Bard 2). The United States support Israel with military arms and economically (McArthur 1). The current conservative estimate of total U.S. direct aid is $104.601 billion. The United States spends billions of dollars only on the state of Israel (McArthur 2). Israel receives all their money in cash; hence, the money is used on whatever needed without any resp...

Are AP Classes Worth It Should You Take Them

Are AP Classes Worth It Should You Take Them SAT / ACT Prep Online Guides and Tips If you're in high school, you've probably heard about AP classes. You might have even taken some already. But is all the hard work that goes into an AP class actually worth it? We think AP classes can be a great choice for students, as long as you’re well prepared, get a lot out of the class, and align your schedule to work with your college goals. However, AP classes might not always be the best choice. Keep reading to learn when AP classes are a good idea and when they're wasting your time- as well as what steps you must take to build an optimal schedule. How AP Classes Can Be Worthwhile: 4 Benefits There are several compelling reasons to take AP classes in high school. We'll discuss the different ways taking AP classes can help you discover new interests and make you a competitive applicant for college. #1: You Can Get a Challenging, Rigorous Academic Experience AP classes exist to expose high school students to college-level courses. Even though you’re taking the class at your high school, AP classes tend to have harder, more detailed curriculums than your typical high school classes do. So if you’re looking to take more difficult classes or want to impress college admissions offices with a rigorous schedule, AP classes can be a great way to up the rigor of your schedule. (As we’ve discussed in the past, AP classes are just one way to signal to colleges that you're taking the most challenging schedule available to you as a high school student.) AP classes are also useful for showing off a particular academic strength. For example, if you’re strong in math, taking AP Calculus BC and getting a 5 on the test is a concrete way to demonstrate your skills to admissions committees. #2: You Can Earn College Credit If you pass the AP test at the end of the school year (meaningyou get a score of 3 or higher), you will be eligible to receive college credit for that test. This processcan vary at different colleges. While some will grant you actual course credit, allowing you to graduate faster and therefore save time and money, others will use the AP credit to put you in harder classes as a freshman. Either way, AP credit can be very helpful! We recommend looking up the AP credit policies of schools you’re interested in to get a better idea of how the AP classes you want to take could save you time and/or money in college. #3: You Can Learn Time Management and Self-Study Skills Maybe this isn’t the most exciting reason, but taking AP classes can really improve your studying skills. Since AP classes culminate in a cumulative test at the end of the school year, you can’t just go from unit to unit as you can in other high school classes.Rather, you need to ensure you're retaining information the whole year and have a foolproof study plan for the AP test! While any good AP teacher will include review sessions in their curriculum, since there is limited classroom time, students will inevitably have to do some studying on their own. Speaking from experience, I learned a lot of my time-management and study skills by taking AP classes in high school. Every year, I made my own study schedules in the spring to make sure I was prepared for each AP test. Making study schedules and sticking to them ultimately helped me develop more effective time-management skills, which were invaluable in college! #4: You Can Explore New Interests Although some AP classes build off a typical high school schedule (particularly the math, English, history, and science classes), many others are more specialized. Taking these AP classes can allow you to explore specific fields of study as a high school student. Here are some examples of specialized AP classes: AP Micro and Macroeconomics Computer Science Psychology Art History Human Geography Statistics While you can definitely take these courses in college, taking the AP version in high school gives you early exposure and can help you discover a unique academic interest. A specialized AP class can also add a fun, interesting twist to your typical routine of math, English, science, and social studies. How AP Classes Can Waste Your Time: 5 Scenarios Taking AP classes can be helpful for a variety of reasons. But if you slack off, don't get much out of the material, or (worst of all) fail the exam, the AP program loses a lot of its benefits. In this section, we give you some reasons why the AP program might not be the best choice, and offer tips for making the most of your schedule. Scenario 1: You Fail the AP Test While an AP class isn’t a total waste if you fail the test- you still get the academic experience of a harder class, after all- it’ll be much less beneficial. As we discussed, you need a passing score in order to get college credit for an AP class.Without a passing test score, your AP class will be a lot less useful. What's more, colleges will look to see whether you passed the AP test. If you didn't pass, the AP class loses a lot of its admissions benefit. Even (or especially!) if you get an A in the class, that would just mean your class was too easy compared with those in the rest of the country. In short, how good an AP class will be for you hinges on whether you pass the exam or not. Scenario 2: AP Classes Ruin Your GPA Even if you pass your AP tests, if AP classes dramatically drag down your GPA, they won't be worth taking. Colleges want to see that you’re taking the hardest classes available to you, but they also want to see that you’re mostly succeeding and that you know your limits! This doesn’t mean that getting an A- in Calculus BC is a bad thing, though. (In fact, an A- in Calculus BC is more impressive than an A in regular Calculus.) What this does mean isthat taking four AP classes and getting Cs in all of them will not look good. As a general rule, don’t worry about an AP class knocking your usual grades down one half step- that is, an A to an A-, or an A- to a B+. But if you see a full grade drop, even in one class (A to B, B to C, etc.) that’s cause for concern. You should either make serious changes to your study schedule or, if you continue to struggle, consider dropping down to the regular course. This is why not overloading and knowing your strengths is important when signing up for classes! Scenario 3: You Don't Get Much Out Of the Class Even if you pass an AP class and the test, if you personally feel like you didn’t learn much or if the class didn’t improve your study skills, it might not have been worth it. Even if you get college credit for a particular class, it won't be worth it if you decide to take the same version of that class in college. It’s also not worth it if the class doesn’t significantly improve your studying or academic skills. Since all AP classes have a pretty big cost in terms of time, if they’re not serving to develop your academic interests or improve your skills, they’re likely not worth taking. This effect is more dramatic if you’re overloading on AP classes: the fourth AP class you take in a year might not add as much to your skills as it’s taking away from your time. For example, if you’re heading toward a humanities major in college (English, Economics, Political Science, etc.), trying to cram in AP Statistics and AP Calculus your senior year might not be helpful. You’re not likely to do a lot of deep learning in either math class if you’re also busy with college applications and other commitments. And if you don’t do well in these math classes, you might have to retake one in college anyway. Or, let's say you’re a future computer science major going out of your way to fit in an AP Human Geography class, just so you can have another AP class. This, however, likely won’t add much to your schedule, and if it’s not a personal interest, you probably won’t get much out of it. To sum up, if you're taking an AP class just because it's AP, you should reconsider taking it. You don't want to be this guy. Scenario 4: AP Classes Become Your Main Extracurricular While AP classes can be great- academically rigorous, cost effective, interesting- if they’re taking away from the rest of your schedule, those benefits begin to shrink. For example, if you neglect studying for the SAT/ACT because you’re so busy with AP classes, this can really hurt your college admission chances. We strongly recommend taking adequate time to study for the SAT/ACT, since having a high score can greatly boost your college admission and scholarship chances. Furthermore, if you stop getting involved in extracurriculars because you’re too busy studying, that doesn’t help your college applications, either. We’re not saying you need to be a perfectly well-rounded student who's in 10 clubs. But we do think it’s important to a have a few strongly developed interests- and overloading on AP classes can take away from that. In short, AP classes should enhance your schedule and indicate your academic interests- they shouldn't be your chief extracurricular. Scenario 5: You Burn Out in High School Even if you do really well in all your AP classes, you need to have the big picture in mind. If you graduate senior year completely exhausted and struggle your freshman year of college, you’re setting yourself up for a substandard college experience. Remember that the goal of AP classes- and high school in general!- is to be prepared to do well in college. Taking one less AP class but staying more sane and balanced might actually help you more in college than overloading your schedule with APs. If you’re feeling overwhelmed by your AP schedule, don’t feel bad about dropping an AP class. If dropping that class allows you to do better in your other classes and stick to your commitments, it will be better for you in the long run. You don't want to be running on empty during your freshman year of college! Next Steps: Should You Take AP Classes? As you know, AP classes can give a huge boost to your college applications, but they can also hurt your college chances if you're not careful. So how do you make sure you're getting the most out of your AP classes? Follow the steps below to make sure your AP schedule is challenging but not overwhelming. Step 1: Learn the Reputation of AP Classes at Your School Learning the reputation of AP classes at your high school can help you decide if taking certain AP classes is worth your time. There is a huge amount of variation in how AP classes are taught at different high schools. You'll struggle if an AP class is poorly taught or overly difficult. On the flipside, a well-taught class might not only help you pass the AP test, but also help you discover a new academic interest. Talk to your guidance counselor, older students, and other teachers at your school to get a sense of which AP classes have positive buzz- and which ones have a reputation of being overly hard or poorly taught. Don’t necessarily avoid a hard class, especially if it’s in an area of interest for you. Also, don’t sign up for multiple AP classes with especially tough reputations the same school year. But if an AP class has rave reviews at your school, strongly consider adding it to your schedule! Step 2: Consider Your College Goals Knowing your college goals can help you decide between AP classes or how many AP classes to take. For example, if you’re aiming for your local state school and want to complete as many general education requirements as possible during high school, you should focus on core subject AP classes, such as Calculus, Literature, Biology/Chemistry/Physics, and US History. However, if you’re trying to get into top colleges, you'll want to use AP classes to demonstrate your academic strengths. In this case, your AP classes might be more concentrated in either math/science or the social sciences/humanities, depending on your interests. Check out our in-depth guideto learn moreabout choosing the right number of AP classes based on your college goals. Step 3: Talk to Your Guidance Counselor Your counselor will be able to help you come up with a challenging but manageable schedule. She'll also have a sense of your school’s context, including how many AP classes students take on average, which teachers get the best AP test results, and how to build a challenging schedule that doesn’t overload on AP. Even if you don’t have a close relationship with your counselor, it’s her job to know about school context, and she has lots of important information.So don’t be afraid to make an appointment and talk through your AP plans with your counselor! Step 4: Remember the Big Picture Your goal in high school is to learn as much as possible and be prepared for college. Taking one extra AP class is not going to dramatically affect your future, but cultivating a strong academic or extracurricular interest will. Try to create a course load that is both challenging but reasonable, and definitely don’t hesitate to drop something from your schedule- e.g., an AP class, a sport, volunteering- if you’re feeling like you’re reaching your breaking point! What’s Next? Need more help picking AP classes? Learn about the hardest and easiest AP classes you can take. AP classes are great, but they’re not going to guarantee admission to college. Learn why a high SAT/ACT score is the best single way to improve your chance of admission to a competitive school. Studying for the SAT or ACT?Check out our in-depth study guides to the SAT and ACTfor expert tips and the best study materials available online! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Sponsorship Proposal Essay Example | Topics and Well Written Essays - 2500 words

Sponsorship Proposal - Essay Example The forthcoming three years extends an opportunity to the R+D division of our regional business, as the national company ramps up to accelerate market share. Our innovative staff knows Oz, and nowhere on this planet might photographers find a better aquatic venue for employing our new NIKONOS series cameras than our Great Barrier Reef. To this end, we request consideration of our request for AUS $ 3 million to support our efforts toward introduction of our new NIKONOS SoPA (South Pacific) model, and to enhance our potential to exceed expectations in terms of consumer impact in the sports camera market. The initiation of the NIKONOS SoPa is Nikon Australia's latest regional product. Unique to our national expansion in underwater photography, the new South Pacific model debuts here in Australia, with global extension of the complete underwater camera equipment line by 2014. Roll out of the SoPa is scheduled to proceed in the South Pacific region by 2012. Marketed through new and traditional media, events, press and tourism, the camera is slated to hit the Australian market in September of 2010, the commencement of our Summer season. Research and development is looking for new ways to enhance the quality of the lens in the product, as new instruments are tested, and risk assessment applied to development and manufacturing of forthcoming models. The NIKONOS SoPa series camera is prefaced forty years of underwater photographic use. The popularity of the camera's versatility is shown to us year after year, as customers communicate the durability and performance of Nikon's technology in bad weather conditions, and exposure to water spray. Our customers are sports people. One only has to look to the creativity of Japanese sports fans utilizing the NIKONOS at beer-pouring parties in celebration of the professional baseball championships to understand the effectiveness of our product. The NIKONOS goes where single-lens reflex cameras cannot. As we move toward the latter half of 2010, we are proud to maintain that our efforts to provide globe with technology that has not rival have succeeded. Unparalleled in market segment, our NIKONOS series cameras are not to be beat by competitors. The reality is that our underwater cameras are a synergy of distinctive technological factors. At Nikon, all of our products are crafted with the highest degree of engineering expertise. From research, design and development to careful manufacturing, the Nikon brand bears the mark of distinction and quality. The waterproof capability of the NIKONOS series cameras is the result of a composition of integrated lenses, Speedlight, and a seamless systemic compatibility with the product's line of underwater sports technology accessories. Discontinuation of the NIKONOS in the 1990s has allowed us much time to consider this vintage product's potential and its legacy. In the field of underwater photography, the method for taking pictures involves 'a land-use single-lens reflex camera enclosed in water pressure-resistant casing, or housing' (Nikon 2010). Steady evolution of this process drove professionals to newer options in aquatic imaging. However, in response to much demand by fans of the former, discontinued NIKONOS camera series, Nikon has decided to reintroduce the product,

Report Essay Example | Topics and Well Written Essays - 2000 words - 23

Report - Essay Example From the concerted effort, I made during financial planning and subsequently presenting this report to you, presents Yorkshire Building Society with an opportunity to grow its revenues at a more accelerated pace. Through this financial plan, you have been presented with the numerical logic for decision making. In addition, it serves to show the Yorkshire Building Society’s Board where the need to employ its resources for maximum returns and costs management. Through efficient financial management, Yorkshire Building Society, through its Board, will be able to set aside enough funds for marketing this new venture, expanding its operations to bring about more growth. Through this plan, I specifically addressed the required start-up costs, breakeven analysis, forecasted profit and loss, forecasted cash flow, and projected balance sheet. Additionally, financial ratios were conducted to show the expected performance. Having a good financial plan is a good starting point for answering the critical and fundamental questions on how much it will cost Yorkshire Building Society to get the venture started. The plan by Yorkshire Building Society to start a new business requires that it determines its budgetary needs in a critical manner. Since every business is unique from each other, it has its particular monetary needs at various stages of it development. In estimating the initial capital outlay, I considered the size of our company since there does not exist any universal approach for estimating the start-up costs. Some investment would require considerable investment in equipment and inventory. Additionally, there will be costs involved in the acquisition of the new store in Leeds. Some of the costs that Yorkshire Building Society will incur will be one-off costs as is the case with the new store and the fee for the new venture. Other costs will

Chilli Peppers and the Southeast Asian Identity

Chilli Peppers and the Southeast Asian Identity Introduction Chilli peppers are an integral part of Southeast Asian cuisine today. Many people associate chilli so closely with Southeast Asian cuisines that some shops in Western countries selling Southeast Asian food have had to add excessive amounts of chilli to their food in order to cater to what foreigners think is Southeast Asian food. However, chilli peppers were actually introduced into Southeast Asia a little less than 500 years. Therefore, they are not an indigenous aspect of Southeast Asian cuisine but rather a product of globalisation. Yet today, Southeast Asian cuisines display a penchant for chillieswith almost every cuisine claiming a variation of a chilli condiment (Williams, 2010, p. 41). In this essay, the key issues will be to explore why chillies became so popular in Southeast Asian in the first place and how their importance has evolved over the years to make them an integral part of Southeast Asian identity through the means of cuisine. Firstly, we will look at the history of chilli peppers and how they were brought into the Southeast Asian region. Secondly, we will see what Southeast Asian cuisine was like before chilli peppers became such an integral part of it. Thirdly, we will explore why chilli peppers caught on so quickly as part of the indigenous cuisine. Lastly, I will argue that the role of chilli has evolved in Southeast Asian cuisine and today, its popularity transcends culinary trends to form an integral part of Southeast Asian identity. The History of Chilli The colonial powers and the prevalence of trade in the Southeast Asian region were the key factors in introducing chilli peppers to the cuisines of Southeast Asian. Chilli peppers were the indigenous plants of the Americas from 6000 BC. SEA Cuisine before Chilli Southeast Asian cuisine before the introduction of chilli already indicated a local preference for spicy food. In Thailand, people were seasoning their food with ginger and peppercorns. This preference for spicy food might be an indication of local conditions that made the region more susceptible or accommodating of spicy food. Unsurprisingly, when the Portuguese introduced chilli peppers to the regions in the 1500s, the Thai were the quickest to adapt them into their food. The Prevalence of Chilli in SEA Cuisine The prevalence of chilli in SEA cuisine after its introduction to the region less than 500 years ago is the result of a combination of factors that include sociological reasons, culinary reasons, scientific reasons and geographical reasons. It is hard to explain the popularity of chilli in the region due to biology. Recent studies have indicated that Asians 25% more likely than people of other races to be supertasters. Supertasters are more sensitive to certain tastes and Asians would therefore be more prone to experiencing the burn of capsaicin through chilli consumption. Yet despite this ethnic trait, the prevalence of chilli in SEA cuisine exceeds that of European or American cuisine. I argue that the popularity of chilli in the region can be explained by a confluence of factors exclusive to SEA countries. Firstly, rice is a staple food in all the SEA countries. SEA countries today are responsible for a larger than proportionate share of the global rice export market, with countries like Thailand and Vietnam being famous for rice planting. In the past, many people in SEA countries survived through subsistence farming and rice was a staple food because it was cheap and filling. Even when rice was not eaten, people substituted it with rice-based products like rice noodles. By making rice a staple part of the SEA diet, people could reduce their consumption of expensive meats and vegetables and therefore, lower the cost of their meals. With the introduction of chilli in the region, people began adding it into their meats and vegetables to give it extra spiciness. The extra spiciness of the meats and vegetables meant that the amount of meat and vegetables for meals could be further reduced since people ended up eating more rice to reduce the burn of the capsaicin from the chillies. By addin g a relatively cheap ingredient like chilli to their dishes, SEA people could therefore reduce their consumption of more expensive foodstuffs, thus explaining the prevalence of chilli in the cost-conscious SEA region. Secondly, chillies were adapted into a region which was already trying different methods to deal with food spoilage. In countries with landlocked areas and muddy rivers, it was not always easy to obtain the freshest of ingredients for the preparation of food. Vegetables grown in certain areas took on a weird taste and often contributed to what many people would consider unpalatable dishes in a meal. In a time with no refrigeration, it was not always possible to consume food before it started going bad in the hot and humid weather, which meant that rotting food was always a possibility during meals. To reduce food spoilage, fermentation of food (like shrimp paste) and sun drying ingredients (ie fish) had become a popular aspect of SEA cooking during this time. However, the resulting dried ingredients were more pungent and had a stronger taste than before and when added back into cooked food, could make it taste less palatable. With the introduction of chilli peppers into food cooked w ith dried ingredients, Southeast Asian cooks were able to Thirdly, recent studies have shown that chilli-based cuisine is popular because it promotes the release of endorphins. The capsaicin in chilli peppers have been found to promote endorphin release in the human brain in order to deal with the burn of spicy food, thus making a torturously spicy meal paradoxically pleasurable. In Britain, researchers were looking into the popularity of curry in the United Kingdom and they concluded that the reason curry had grown so popular was because the spice in the curry caused peoples hearts to beat faster after consumption, mimicking the after-effects of sex. Assuming that these findings of Western researchers can be applied to Southeast Asians, we can thus see that there is a scientific reason to explain the popularity of chilli-based cuisine in the region. Finally and most importantly, the popularity of chilli can be attributed to a self-perpetuating cycle of cultural transmission through immigration in a geographically connected area. Southeast Asian is a region of diverse cultures and religions and this regional trait expresses itself most clearly in the varied dietary restrictions among the different SEA countries. The Muslims abstain from pork, while the Hindus do not consume beef and the more religious Buddhists avoid meat altogether. However, chilli peppers are a plant-based cooking ingredient and do not violate any culinary restrictions of various SEA ethnic and religious populations. Being a geographically connected area that has long been involved in trade, SEA was exposed to the cultural transmission of chilli-based cuisines through local and foreign traders who eventually settled down in these lands as immigrants. As chillies became more widely used in local cuisines due to its culinary adaptability, more chillies were grown within the region itself and this resulted in a self-perpetuating cycle that cemented its place in Southeast Asian kitchens. A combination of these factors explains the prevalence of chilli in the Southeast Asian region and it also accounts for why Filipino and Northern Vietnamese cuisines incorporate less chilli in their food compared to their neighbours. For the Philippines, The Role of Chilli in Shaping SEA Identity Due to their popularity in Southeast Asian cuisines, chilli peppers have transcended culinary traditions and come to occupy an exalted role in shaping Southeast Asian identity today. Spicy food is now part of the identity of the region while the ability to tolerate and even relish chillies is now seen as an informal rite of passage among SEA communities today. Spicy food is now closely associated with the identity of the region in a globalised world. Southeast Asian cuisine seen in the eyes of non- Southeast Asian people is determined by the spiciness of the food and the excessive use of chillies in cooking. With the increasing influx of SE immigrants to Western countries, Westerners are exposed to Southeast Asian cuisine and because Southeast Asians use more spices and chillies as opposed to salt and pepper, Westerners have come to view chillies as a defining aspect of Southeast Asian cuisine. If you visit any hawker centre in Singapore today, an order of almost any dish will invariably be accompanied with chilli condiments ranging from chicken rice chilli to sambal goreng to the freshly cut chilli peppers soaked in soya sauce. Due to cultural perceptions of Southeast Asian food, more hawkers are inclined to include a chilli condiment with the kind of food they serve and this in turn exposes more people to chilli-based food that they come to see as normal or even synonymous with Southeast Asian cuisine. In many Southeast Asian communities, the ability to tolerate chilli-based food or even relish the taste of chilli peppers is the ultimate, albeit informal, rite of passage to adulthood. The irony of associating chillies with regional and personal SEA identity is that not all Southeast Asians embrace chilli as part of their diet. As mentioned earlier, Southeast Asians are supertasters and theoretically more sensitive to capsaicin. The absence of chilli in certain SEA based cuisines (Northern Vietnam Philippines)

Feminism in Education: Gender Equality

Prior to 1870 education was not formally recognised and only available to the elite few who could afford to educate their children privately or at private schools. The poorer people of society would have to rely on the education of the church and its moral teachings rather than academic teachings. Although the 1870 Forster Act was to bring education to all children between 5-10 years old, it was not welcomed by everyone. Some thought it would lead to the masses ‘thinking’ for themselves and see their roles in society as unfair, causing them to revolt.Others such as the church were funded by the state with public money to provide education for the poor and these churches did not want to lose that influence on youth. Although this gave children a few years of formal education , still only the richer children had the opportunity to further their education until they were 18/19 years old, thus education still being based on social class until the 1944. The 1944 Butler Educat ion Act saw the introduction of a three stage structure that is still in place today and gave all pupils an equal chance to develop through education.It introduced primary education, up to the age of 11, Secondary education, from 11 to 15, and further education which was non- compulsory after the school leaving age. One of the ground-breaking results of the Act was to educate and mobilise women and the working class. It opened secondary school to girls, and the working class, and as a result, a far higher percentage attended higher education after secondary school. This newly found education increased working class awareness of their disadvantaged social position and created a bitter class division between the working and middle class.The most present act of education is the New Labour. The Labour government famous with its motto, â€Å"Education, Education, Education† focused their campaign on a better education system but kept many old policies such as consumer choice leagu e tables and competition. They mainly focus on market choice and value for money in today’s education. Education, since is formal existence, has always seen a gender divide in the achievement of young people and there is many studies that link gender to education and achievement.Feminists analyse the school curriculum from a gendered perspective. Feminist argue that education plays a major role in promoting gender inequalities in society through classroom interactions, labeling and school curriculum. They highlight the existence of a gendered curriculum within schools. Since the 1944 Butler Act they have been concerned with the discrimination of girls and the difference in exam results between boys and girls The different branches within feminism offer different degrees on how this is.Liberal Feminists see that sex discrimination should be tackled through education legislation and policies and has had some success in highlighting these inequalities through the work of the Equ al Opportunities Commission. They see this as being enough to combat the problems within education due to gender but Radical and Marxist feminists feel this is only the surface of the problem and it is much deeper. Radical feminists emphasise a conflict between men and women.They see men as in the dominant position within the education system to further their own interests and this patriarchy is their main problem. Their main goal is to eradicate patriarchal control and free women. They believe that inequality will be brought to an end when women are free from physical and emotional suppression. Marxist feminists believe that social class has its part to play in inequalities and that education is their to support the needs of the ruling class.As the ruling class do this the womens role is therefore to support men so are the lowest rung of society within a Capitalist society. They argree with Marxist about the hidden ciricullum but they feel that both the formal and the hidden are wa ys of enforcing these unequal roles within education A study that supports the feminists point of view would be Sharpe (1976) ‘Just like a girl: how girls learn to be women. This study involved interviewing 249 working class girls who lived in London.It found that many of the girls held traditional views of their role within society- motherhood , marriage and family life. Through the education system they were being set up for these roles or for jobs that were classed as womens work, ie shop assistant, office work, work with little or no promotion opportunities or job satisfaction. To support this study, Kelly (1982) also found differences with reagards to gender in the t oys that were being given to children.Although these studies did prove there were some equality between the sexes with regards to the way they children were being educated, they really investigate more the issue of stereotyping. As it is from a feminists point of view if fails to recognise that males were als o underachieving at the time of Douglas’s study. It also may be a bit dated as it was conducted again in the 1990’s with vast differences. Females were now placing much more emphasis on their career and independence.This emphasises the way society has moved on and there is less of a role perception today. Also the data may have been subjective and open to interpretation as they used the method of interviews. As the studies do show some equality between the sexes, I think these theories may be a bit dated. When these studies were conducted boys were achieving more than girls, roles have changed in today’s society and feminists fail to recognise this or offer an explanation.

Racial Inequality And Gender Inequality - 889 Words

In today s world discrimination is a racial inequality when it come to different races in the United states. Discrimination has been around for years and have created a social inequality , economic crises and have lowered individuals into a group known as the â€Å" racial minorities â€Å".Racial minorities can be classified as older people , women , immigrants and young men and women. Women from the early 1600’s to today s women have been discriminated against for years. Women have never had the same respect as men so, they had to earn respect by stepping up for their rights. Women have made it clear in modern society, that we have the ability to perform equal skills and become success in virtually every endeavor engaged in by men including, employment, athletes, academics and politics.Yet we have discrimination on the basis of racial inequality which has a long history in United States .Inequalities in the Unites States have singled out elderly people by not helping the older people be apart of today s society meaning, we do not hire older people after a certain age because we think they are not capable of working. We look at elderly as people to be retired,stay home, and very sickly. Roscigno studies show â€Å"some older workers are terminated just before their pensions are set to kick in or increase. This type of firing profoundly affects older workers’ job security, long-term financial well-being and access to health care.†Social inequalities have created this particularShow MoreRelatedGender Inequality And Racial Inequality Essay924 Words   |  4 PagesFor centuries and even today, gender inequality and racial prejudice continue to exist. Throughout time these concepts have overlapped and intertwined, each other creating complex interactions and a negative influence upon society. In the 1980s, Kimberle Williams Crenshaw through her article, named Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color, introduced the term â€Å"Intersectionality.† Intersectionality, is the theory of how different types of discriminationsRead MoreRacial Inequality And Gender Inequality2184 Words   |  9 Pagesracism and gender inequality have played a prominent role in America. 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In 2012, whites were making an average of $51,017, blacks and Hispanic respectively making $39,005 and $33,321.1 Currently, the rankings of average wage earned by race is as follows, Asian AmericansRead MoreGender Inequality And Racial Prejudice1130 Words   |  5 PagesGender inequality and racial prejudice are alive and well in the United States and around the world despite the strides that have been made here over the past fifty years. Over time fixed notions about gender differences have been interwoven into the fabric of society, each leading to complex interactions among people. Traditionally, most of these rigid views have supported the dominance of men and the subservience of women in most social structures. In her article entitled: Mapping the Margins:Read MoreRacial And Gender Inequali ty : Scout Finch, A Young Girl1540 Words   |  7 Pagestrue since people have begun interacting with one another. Indeed, people feel the need to categorize everything and everyone leading to stereotyping and bias based upon appearances. In today’s society, there are many incidents involving racial and gender inequality demonstrating that little has changed since the 1960s. In this novel, Scout Finch, a young girl, recounts her life as she observes social concerns including racism and prejudice. When her father Atticus, a criminal attorney, agrees to defendRead MoreRacial Inequality797 Words   |  4 PagesRacial inequality is regrettably imbedded in the history of the United States. Americans like to think of the American colonies as the start or founding of the quest for freedom, initially, the ending of religious oppression and later political and economic liberty. Yet, from the start, the fabric of American society was equally founded on brutal forms of supremacy, ineq uality and oppression which involved the absolute denial of freedom for slaves. 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In my opinion, the human capital theory presents a more persuasive reason. Although race and gender inequalities in the United States have diminished in the past few centuries, many aspects of these inequalities still persist today. Race and gender inequalities are covert, andRead MoreAnalysis Of The Article The American Ideal 964 Words   |  4 Pagesequality. Economic inequality has surged into a greater issue over the past several years. Gender inequality is something that has began to reduce in the US ever since the 1900s. Even though big changes have been made, gender inequality stills exists in the workplace due to many reasons. Furthermore, ever since colonial times, racism has been a prodigious problem in the United States . Examples of racial inequality includes poverty and education, as a result, racial inequality has become an obstacleRead MoreRacial Gap And Social Mobility1139 Words   |  5 Pagesinvolves movement of various categories of people in a societal set up and majorly highlights issues to do with these people’s status charac teristics. The most pernicious racial divide in the current world is in social mobility. This is in reference to the gap that coexists between a child born white, and a child born black. Racial gaps today are rampant in various sectors and thus pose a reflection of disproportionate representation of black families at the lower scale of income appendage (de Souza