Proposal & annotated Bib Article Example | Topics and Well Written Essays - 1250 words

Proposal & annotated Bib - Article Example Because 50 Cents is such a popular figure, I have chosen him to examine if he is an appropriate role model for the youth. I want to explore what types of controversies he has been involved in, his background and experiences. Steps involved in this work are reviewing available articles and published information that tells something about 50 Cents. Research will cover his boyhood, his experiences as a drug trafficker up to the time from where he is now, a well known rapper. Articles to be reviewed will also touch on the views about the rap and hip-hop culture, and how it has been affected by controversial rap songs. The overall goal of this work is to provide information that the man is not a good influence to the youth. Annotated bibliography: Birchmeir, Jason. 50 Cent Biography. Yahoo Music. 2011. http://new.music.yahoo.com/50-cent/biography/ Author wrote a descriptive narration of how 50 Cents became a successful rapper. Birchmeir detailed in this article that the drug trafficking e xperiences and jail sentences the rapper served became his inspiration in writing his rap songs. Birchmeir told the rapper’s story from the standpoint of somebody who knew the rapper from childhood up to the time that he got famous and rich thru rap songs. Author did not forget to mention the successful rap songs drafted after actual accounts of drugs, crimes and dim experiences that easily captured the imagination of the youth. The author’s revelation of the rapper’s countenance with drug lords that nearly caused rapper’s life is descriptive of the mystery that surrounds it. Author comes from the music industry, all Music Guide, and should be well versed on all accounts of singers. His article about 50 Cents is well-researched, updated and comprehensive. Catlin, Johnson A. Rap criticism grows within own community. 2011. http://www.cbsnews.com/stories/2007/03/05/entertainment/main2537326.shtml Johnson describes in this news story, the raging debate over t he effect of rap to the society, as she observes an alarming decline of its sales. She made an opinion based on the declining sales of rap music, that after 30 years of popularity, it is now suffering from bad sales due to criticisms of negative effect of the rap music to society. A recent study of the Black Youth Project, mentioned in the article, showed that youths think there are too many violent projected in rap songs and that 50% of respondents think hip-hop has negative effect to the American society. It is no longer an art form and negativity is all included in its form, says the writer. Author best described the effect of negative raps to society, and elicited the criticism not of her own, but coming from the community that once hip-hop has served well. This article could support the answer to the hypothesis of the research proposal. Encyclopedia of World Biography. 50 Cent. http://www.notablebiographies.com/news/A-Ca/50-Cent.html The Encyclopedia article about 50 Cent chron icled his entire life. This article that did not provide an author, said that 50 Cent used his life experiences, such as growing up in the streets of New York, becoming a gangster, drug trafficker, and a survivor from assassination, as the meat of his rap songs. Article said that critics noted his songs had gritty edge such that he was predicted to become a hot copy in the music industry. 50 Cents, who is Curtis Jackson, in real life, was featured in the article, as someone who eked out a living

Social Identity Theory Essay Example for Free

Social Identity Theory Essay Although there are some members of the IMML group that are as foreign to us as the BBAs, we feel more comfortable working with IMMLs because they have the same behavioural characteristics as us, as well as sharing common goals. Tajfel suggests that a reason for this is the need to treat the teams values as our own. Examples of this include: the aim of finding a placement or business school in our respective countries, with a well respected degree in a relatively unique course from a renowned university. Concerns about placements cross language boundaries, and unites all IMMLs. A group thinks and behaves in characteristically design team ways3. This supports the social identity theory of when IMML first attended the Organizational Behaviour lecture of semester 2 with Kate McArdle. Throughout the past 2 years it has become acceptable to enter the management classes late, strolling slowly to the seat and even talking or waving to friends while the class has already started. However, when Kate McArdle started teaching the course this norm was not acceptable to her. By trying to change the group norm (apologising if late), IMML had temporarily modified their behaviour: the number of students being late was reduced, and if they were late they apologised out of courtesy to the entire class. However, when Foster Fei started teaching the class in Week 5, IMML reverted back to their initial behaviour. We can thus say that in this case it is difficult, almost impossible, for the minority to impose a change on a majority, especially if that norm has had time to evolve for 2 years. If a group majority were to accept the new group norm, they must all conform to the new norm. In summary we can say that because the majority of the IMML course was not convinced of the necessity of being on time, Kate McArdle only changed the group norm temporarily. * FIMML. GIMML. SPIMML. According to Tajfel in order to evaluate their own opinion and abilities, individuals not only compare themselves to other individuals with whom they interact, but also compare their own group with similar and distinct, out groups. 4 After the exam results were released, one characteristic of the members in FIMML was that they then tried to compare their results with others in their small seminar group, and secondly in a more general way against the other language groups. This comparison produced concrete (if biased i. e. ask the people you know will have the results to back up your stereotypes and our assertions of other groups) evidence to reinforce the stereotypes of the other groups and emphasizes our opinion of our group being superior. This minimises the perceived difference in the in-group (seminar B) and maximises the difference from the out-group (IMML as a whole) Cross theory example One student, Harry*, who joined group B at its formation was fluent in French. At the start of the year he spoke often in class, offered answers almost constantly and talked very quickly. This was not very well received by the group at first. The student realised this and decided to answer only when no one else did. According to Tajfel: this was so that others could have a chance. Harry sacrificed his own interests for the good of the group as a whole. This shows how Harry moved from thinking individually (personal identity), doing what benefited him, to feeling and thinking as a representative of a group. This also complies with Aschs theory about how groups influence individual attitudes and behaviour. Observing norms is of such benefit to us that we are prepared to suppress any personal desires and are thus willing to limit our individual freedom and abide by them5. Harry therefore supports both the theory of Tajfel as well as Aschs. As a second example of this we refer to an IMML Spanish student, Steve*, who came into the IMML French group in the second year. The French group felt that the new student was violating pivotal norms of our group. Such norms were: speaking a lot during the classes; criticising teachers; and overtly expressing his opinions without taking others opinions into consideration. His norms could either derive from the norms he had learned in his first year in the Spanish group, or due to his individual differences that he has gained through his culture, since his French nationality is exceptional to that of the group. After being in the French IMML group for a few weeks, there was tension between the new student and his language group, whereas the seminar group B didnt seem affected by the new presence because the new student was not in the same group. This example disproves Aschs theory. The new student didnt conform to the group pressure put upon him. In our opinion, his judgement and actions were not affected, even when the group vocalised their general disagreement to him being there. Neither did the group break up as a result of this. * Small (formal informal) Groups In this section of the essay we will use the example of Steve again because he is relevant for this part as well. However, we will do this in the context of small informal or formal groups looking at it from a whole different angle. As long as individuals see themselves as more important than the group, then the latter cannot function effectively. 6 Steve joining the French group lowered our self-awareness and heightened our group awareness. The group has had no influence over his behaviour and showed animosity to him by for example sighing or laughing when he talks. This is the case even now, 6 months after his coming into FIMML. He did not adapt to the norm of the group. Perhaps this insinuates that Steve does not see IMML as one of the groups that form his social identity. In this way he would not be influenced by the group, conform to it or attempt to convert the group to his way of thinking as it bears little or no importance on his self concept, and furthermore his social identity. In not recognising IMML as a key part of this social identity he does not feel that it is necessary to conform to the behaviour. Steves action supports Tajfels theory as mentioned above. This could be due in part to our perception of his elitist attitude, where he feels superior to the rest, stopping the group from functioning. Group members even left his class. For us to conform to him, we feel that he would have to conform to us first. We could perhaps propose therefore that established groups do not conform to newcomers, but rather newcomers conform to previously established groups. When he joined seminar group A, he changed the group norms. He had an outspoken personality and his loud confident attitude contradicted the previously quiet oral class. At first this resulted in others leaving the group, but the remaining students still did not conform to him and so eventually he was forced to leave. As soon as he left, the other group members returned.

The Tiger and The Lamb Essay -- William Blake Poems Poetry Writers Ess

The Tiger and The Lamb The Tiger and The Lamb were both poems by William Blake. In this essay I am going to compare the two poems. Blake, as a child, was an outcast and didnt have many friends. He was educated at home by his parents and found sociability difficult. His family believed very strongly in God but did not agree with the teachings of the church. During his lonely hours, Blake often read the Bible. He had a lot of free time to think about ideas, reflect on life and to strengthen his imagination. You could find a lot of biblical discourse in his poems. By the time he was an adult his imagination allowed him to create vivid poetry and paintings; finally sending him mad. Blake published two very famous books of poems called Songs of Experience and Songs of Innocence. Poems from the Songs of Experience are about God, who brought evil and suffering into the world. The poems from the Songs of Innocence are about the redemptive God of the New Testament, namely Jesus. The Lamb is from the Songs of Innocence and The Tiger from the Songs of Innocence. The Lamb is the contrasting poem to The Tiger. The main question that I feel Blake is asking in the two poems is, how can the same God make such a vicious creature but also make such an innocent animal? In The Tiger, God is strong, dark and sinister. He is described as a dark blacksmith, as the following quotation indicates, What hammer? What chaindare its deadly terrors clasp? This quote comes from the end of verse four. The mention of tools and the dark description at the end gives the reader an image of God working in a hot and fiery hell. This image would have reminded readers of the factories associated with the Industrial Revolution. Blake, in verse four uses question... ... Blake describes, Burnt the fire in thine eyes. The word fire, like hell, suggests hot and sweaty. India, the origin of the tiger, is hot and sweaty. The lamb brings a mood of calm, reassuring and happiness as Blake shows By the stream and over the mead. Sheep filled fields and streams appear dreamlike and convey a sign of hope. A sign of hope because while the Industrial Revolution was taking place, open fields were disappearing, smoggy factories multiplied. This particular imagery by Blake, I find to be very effective. Many People believe that The Tiger is mysterious and feel that too much analysis of will spoil the impact of the message. I personally feel that it was asking one question; Did he who made the Lamb make Thee? The Lamb, I feel can be a simple childrens poem or an English professors work. Either way, I still enjoyed reading and analyzing these poems.

French and Russian Revolutions :: European Europe History

French and Russian Revolutions Both the French and Russian revolutions occurred because of two main reasons. Both of these revolutions were the direct results of bad leadership and a bad economy. These two reasons along with other factors caused both of these revolutions. Although they were both similar, they also had differences. A difference between the two is that the Russians had an unsuccessful "pre-revolution" in 1905. Another difference between these two revolutions is the fact that the French turned towards a democracy while the Russian government became communist. In 1905 , Russia had a prerevolution that was put down of the Czar. Instead of learning from this prerevolution, Czar Nicholas II, made a very big mistake by in not introducing some reforms to correct the problems. So because of his actions, the situation grew worse. In 1917, the Russians were fighting in World War I. A good majority of the Russian people were weary and uncontent with the way the war was going and with the Czar's rule. This uncontent along with economic hardships caused riots and demonstrations to break out. The Czar called for the army to put down the revolution as they did in 1905. But the army joined the revolt and the Czar was kicked out of power soon afterwards. A temporary government was set up to decide on what kind of government Russia was gonna set up. Two political parties were set up. The Bolsheviks were one of the two. The leader of the Bolshevik party was a man named Lenin. Lenin was a firm believer of the theories and ideas of Karl Marx. So with his slo gan of "Bread, Peace and Land", Lenin gained the support of the peasants and gained control of Russia and setup a communist state. The French revolution was also caused by a bad ruler and a bad economy. During the early 1780's a big percent of annual budget went towards king Louis XVI's lavish estate at Versailles. France also had no central bank, no paper currency, no ways of getting more money, and an out-dated tax system which only taxed the poor who had no money to begin with. Signs of revolution first appeared when the peasants stormed the fortress known as the Bastille looking for gun powder. The Bastille incident set off revolts all over France and Louis was soon deposed afterwards.A democratic goverment was setup in place of the old monarcy.

Pakistani Girl Got Shot

Pakistani girl got shot In the last century,women empowerment movements swept across Europe clamoring for gender equality. The successful struggle granted girls and women the right to education in many countries. Nevertheless,until today,the blessing hasnt reached Pakistan. Falling into the shadow of Taliban,universal education is nothing more than a pipe dream to many girls there. Malala,a 15-year-old activist who promoted women's right to education in Pakistan was shot in the head by Taliban militants on her way home on October 19th.Despite being swiftly sent to a hospital in Britain,the life of the young heroine was at stake. The heinous attack sent shock waves through the nation and fanned up the indignation of the international community. ‘ believe while international community should fght against the Taliban militants ,the Pakistan government and people are responsible for the tragedy Mingled with rage and appal,' found the case of Malala was Just the tip of the iceberg i n Pakistan. ‘ condemn the unforgivable acts of the Taliban militants and believe theInternational community shall counteract these subversive beasts at all costs. Education is a universal right and nobody should be denied access to it. lt is never confine to a gender or race. Therefore,for the sake of Justice and peace,The international community should follow the Taliban millitants to the end of the Earth while giving profuse support to the victims. The Pakistani government,though menaced by the Taliban militants,should not watch the battle with folded arms. Apart from lives and properties,a responsible overnment should safeguard the rights and freedom of its people.Education,without doubts,is among the basic rights. Sadly to say,the education system in Pakistan is still a crawling toddler. People languish at the bottom of the world literacy list due to the fact that the government drains away immense resources on military defense. Without the government's sincere support of education for its people,no wonder terrorist suppression on girls' education remains unchecked for ages. In addition,the deprivation of education of many girls has much to do with the vicious ocial practice in Pakistan.Girls drop out of school early to Join parents at work while some are married off as teenagers. consequently,girls could not climb up the social ladder when they grow up and poverty haunts them for good. The lack of support from parents is also a decisive factor favoring the Taliban's crackdown on education. To save countries like Pakistan from miseries,' hope the international peacekeeping values. Last but not least,may Malala and other victims speedy recovery,may education become universal and may the world a long-lasting peace.

What Every Author Should Know about Copyright Law

What Every Author Should Know about Copyright Law You dont have to be an attorney to understand copyright law and how it protects you as a writer. In this post, Ive compiled some of the most common questions authors have concerning copyright law and how their writing is protected by it. While this is not an exhaustive discussion of the topic, it should at least give you a general understanding of how copyright law works on your behalf. Let me stress that I am not licensed to practice law and if you need legal advice on copyright law or copyright infringement, you should hire an attorney well-versed in intellectual property law.What is copyright?Copyright is a right granted in the United States Constitution. To clarify the scope and framework of copyright law, Congress passed The Copyright Act of 1976 on October 19, 1976, as Pub. L. No. 94-553, 90 Stat. 2541.According to the legislation, original works of authorship, including literature, music, art, software programs, and even choreography (to name a few) are protected from reproduc tion, adaptation, distribution, performance and/or display by unauthorized individuals.The current law states that a copyright exists for 70 years after the author has died. This means that the work you create- as long as you hold the copyright- is yours now (as well as 70 years after youve died) and no one can copy it, adapt it, distribute it, perform it or display it publicly without your permission.There are some limitations to this, such as fair use, but those only exist when someone is commenting on your writing or teaching it. Fair use is its own complicated topic, with multiple lawsuits setting its precedent, and is detailed in more depth in this article.If you own the copyright, no one can copy it, adapt it, or distribute it for profit without your permission. Photo by Mari Helin on Unsplash.Do I have to register with the U.S. Copyright Office to protect my work?The short answer is no. From the moment you create a fixed copy of your work (whether a hand-written hardcopy, a p rintout, or saved to your hard drive on your computer), you hold the copyright to that work, by law.The caveat to this short answer is that the burden of proof rests on you if someone should ever try to plagiarize your work as their own or reproduce it. The easiest way to ensure that you are fully prepared to face them in a court of law would be to show that you have registered the work with the U.S. Copyright Office. If you have done this, there is no question that you will win and be able to sue for damages.As such, if you do not register, you will be unable to recover any extraordinary damages from any litigation as a result of copyright infringement. You will only be able to prevent the infringer from further use of your copyright.However, even if you dont register the copyright with the government, you still hold it, as long as you can prove that you are the original creator. Files that are saved on a hard drive show the date they were saved. A written page can be trickier to p rove. You also have to prove that the person who infringed had access to your original file, which can be especially tricky in an Internet age, when so much is available online.Which draft of my writing is protected by copyright?As previously stated, you immediately own the copyright to any fixed copy of your work. This means that you own the copyright to the rough draft, as well as the final draft.Do I need to put the copyright symbol on my work before its protected?It doesnt hurt. Again, you own the copyright to your work, and reminding others of that fact is always a smart move. Think of this as you would those statements that trend on social media promising that if youll copy and paste the words, the social media platform cant use your information in their data mining. Whether you copy and paste the text or not, theyll still use your information. In the same sense, whether you place the copyright symbol on your work or not, youll still own the copyright.Do I own the copyright to writing that someone hired me to do?The answer to this question surprises many writers- no. According to Copyright.gov:Ordinarily, the author is the person or persons who actually created the work you intend to register. Works made for hire are an exception to this rule. For legal purposes, when a work is a work made for hire, the author is not the individual who actually created the work. Instead, the party that hired the individual is considered both the author and the copyright owner of the work.Copyright.govWho owns the copyright if I created something in collaboration with another person and was paid for it?Circular 30 from the Copyright.gov website makes it clear that in a situation like this, you are not the owner of the copyright. When Section 101 of the Copyright Act defines a work made for hire, it includes a work prepared by an employee within the scope of his or her employment or a work specially ordered or commissioned for use for any of the following reasons:As a cont ribution to a collective workAs a part of a motion picture or other audiovisual workAs a translationAs a supplementary workAs a compilationAs an instructional textAs a testAs answer material for a testAs an atlasDo I own the copyright to my writing thats been published?Whether you are publishing your work in book format, an eZine or peer reviewed journal, youre likely to be asked to sign over the copyright when the publisher accepts your work. If you sign over the exclusive rights to a publisher, they then own the copyright to your work. This is why it is extremely important to read over any contract you sign with a publisher. Considering all of the work youve put into writing, its in your favor to know and understand what rights you are giving up when you sign a publishing contract.Can I put my writing on my website if Ive transferred my copyright?According to Authors Alliance, a group of attorneys and academics focused on helping authors manage key legal, technological, and instit utional aspects of authorship in the digital age, when an author transfers copyright in its entirety to a publisher, the author may no longer be able to display it without express permission of the publisher.Although the practice of authors transferring their copyrights to publishers is longstanding, the vagaries of copyright law and the difficulty of assessing the value of copyrighted works make it difficult for authors to anticipate the implications of signing away their copyrights- implications that can be quite dramatic. Recall that the constitutional language refers to an exclusive right. This means that the rights that the law bestows allow copyright owners to object when anyone else does the things that the law reserves exclusively to them. Under current law, those exclusive rights include reproducing the copyrighted work, displaying it publicly, performing it publicly, distributing copies of it to the public, and preparing new works based upon it (which the Copyright Act cal ls derivative works). So if an author transfers her copyright in its entirety to a publisher (or grants the publisher an exclusive license) only the publisher may do or authorize others to do these things. Even the author herself may no longer do them without the publishers permission (unless her actions fall within one of the exceptions built into copyright law).AuthorsAlliance.orgOnce you no longer own exclusive rights to your work, you will be unable to publish it online without permission. Photo by Cytonn Photography on Unsplash.Is there a way around granting publishers exclusive copyright to my work?Yes, and its a good idea to negotiate these terms whenever youre signing a publishing contract. For example, there are publishing agreements that grant exclusive rights to the publisher for a limited period of time. There are others that grant exclusive rights to the publisher, but only for some media, such as hard copy, allowing an author to retain the right to reproduce it digital ly.If you anticipate the need to negotiate with a publisher over your rights and limitations to your work once its published, you should hire an attorney who will represent you throughout the process. This will ensure that you wont be left in the dark about your rights in the future.What if I want to make changes to my work thats already been published?Again, according to Authors Alliance, once you hand over exclusive rights to a publisher, youve lost the right to adapt the work. Heres their description of the legal perimeters of this situation:Copyright owners may even object to an author who wants to revise her own previous work. Depending upon the degree of similarity, the revision may count as preparation of a derivative work, which is within the copyright owners exclusive rights. Again, this legal layer of publisher control may not have mattered so much when authors relied on publishers to disseminate their new editions (and when copyright terms were short enough that it was po ssible for a publishers copyright to expire during the authors lifetime). But today many authors might want to revise and distribute their own works but find themselves without the rights they need to do so (and no hope that they will outlive the copyright, which now lasts for the life of the author plus 70 years).AuthorsAlliance.orgAll of this is still confusing for me, what should I do?If youre still confused about copyright law and how it pertains to you as a writer, you should seek legal counsel from an intellectual property attorney who can represent you throughout contract negotiations. Even if you do understand the basics of copyright law, laws have a tendency to change, so its never a bad idea to know where the current law stands and how it protects you and your work.

Housing Excess In Northern Nevada Example

Housing Excess In Northern Nevada Example Housing Excess In Northern Nevada – Case Study Example HOUSING EXCESS IN NORTHERN NEVADA (Comprehensive Housing Market Analysis-2008) ID Number: of Name:Name of School (University)Estimated Word Count: 321Date of Submission: December 28, 2011SUMMARYThe state of Nevada has an economy anchored primarily on tourism-related industries such as gaming, leisure and hospitality enterprises. It is therefore dependent on the discretionary type of spending when people have excess disposable incomes. Back in 2007, its non-farm jobs increased slightly (by 0.4 percent equivalent to about 900 jobs). The gaming, hospitality and the leisure industries provided the main source of employment (18% of total non-farm jobs) which enticed five million out-of-state visitors with an economic impact of approximately US$ billion. Demand for housing is dependent on two main factors: retirees who moved into the state, lured by absence of state taxes, nice climate and recreational attractions at Lake Tahoe and secondly, from inward migration. The state has population growth at 70% coming from migrants while only 30% was from net natural increase (resident births minus resident deaths); this ratio showed how Nevada is dependent on migration due to job prospects and the retirees or seniors. A quite interesting fact is only two counties account for majority of population, which are Washoe County (includes cities of Reno and Sparks- at 99%) and Storey County (Virginia City- at 1%). This population concentration is due to the rest of the Nevada state as inhabitable desert. House prices doubled since beginning 2000 but started to suffer declines starting in the first quarter of 2008 due to bursting of the housing â€Å"bubble† which resulted in excess vacancies of finished housing inventories. This forced developers to convert their condominium projects from for-sale only to rental units with no new large-scale construction projects on the way. A soft housing-sales market (63%) adversely affected the rental market (37%) with a recession denting the demand for new houses. There were 27% less houses sold in 2007 compared to 2006, prices declined by some 10% and unsold units went from 22 weeks to 32 weeks (Leong, 2008, p. 7). Reference ListLeong, P. J. (2008, January 1). Comprehensive housing market analysis: Reno, Nevada. U.S. Department of Housing and Urban Development. Retrieved December 27, 2011 from huduser.org/portal/publications/PDF/CMAR_RenoNV_08.pdf

What Is the Rainbow Color Order Understanding ROYGBIV

What Is the Rainbow Color Order Understanding ROYGBIV SAT / ACT Prep Online Guides and Tips You’ve more than likely seen a rainbow aftersome rain on a sunny day. But what are the colors of the rainbow in order? And what causes a rainbow to form? We’ll explain everything you need to know about the rainbow color order, including what ROYGBIV means, why rainbows exist, and whether or not the rainbow order will ever change. What Are the Colors of the Rainbow in Order? Officially, therainbow color order is as follows: Red Orange Yellow Green Blue Indigo Violet This means that every rainbow you see will have these seven colors in this order (from the top of the arc of the rainbow to the bottom of the arc). The easiest way to remember therainbow color order is to use the mnemonic device ROYGBIV, in whicheach letter stands for the first letter of the color names (in other words, R is for red, O is for orange, Y is for yellow, etc.). Most people pronounce ROYGBIV in three syllables, making it sound and look more like the name of someone: Roy G. Biv. Occasionally, you might see ROYGBIV written in reverse as VIBGYOR. I'm willing to bet you can readily envision most, if not all, of these seven colors of the rainbow. But many people get confused about the color indigo and how it differs from blue and violet. Typically, indigo is described as being abouthalfway between blue and violet. Most people seem to agree that indigo is closer to a deep or dark blue than it is a more purple or violet color, but there's still debate even about this! What Is a Rainbow? What Causes One to Form? You now know the rainbow color order, but what exactly causes a rainbow to form? And why does a rainbow contain these seven colors in this order specifically? To answer these questions, we'll go all the way back to English scientist and mathematician Isaac Newton. Newton conducted many experiments with light, which are summarized in his 1704 book Opticks, and discovered that when clear white light passes through a prism, it refracts into different colors in a particular order, or what we know as a rainbow. This means that white light is not actually white but is composed of a humongous spectrum of colors! These colors make up the visible (light) spectrum; it's the part of the electromagnetic spectrum that human eyes can see. All colors in the visible light spectrum travel at different wavelengths, with red having the longest wavelength at around 700 nanometers and violet having the shortest at around 380 nanometers. These wavelengths bend at different angles when passing through a prism, and this is what causes the rainbow color order to look the way it does. Newton is the one who decided to interpret the rainbow order in terms of seven unique colors- ROYGBIV- but the truth is that rainbows consist of more than a million colors, many of which are invisible to the human eye! In addition, some colors, such as pink and brown, are indeed visible to the human eye but do not have their own wavelengths and can only be made when combining certain wavelengths. For example, pink is created by combining red, green, and blue wavelengths. So how is a natural rainbow made- you know, those rainbows we see in the sky? Rainbows form naturally when sunlight passes through water droplets in the sky, causing the light to refract and reflect, typically in the form of an arc. Therefore, your chance of seeing a rainbow will be highest on sunny, rainy days. Rainbows always appear opposite the part of the sky the sun is in, so if you’re trying to look for a rainbow, you'll want to make sure that your back is to the sun. Will the Rainbow Color Order Ever Change? When we talk about the rainbow color order,most peoplethink of ROYGBIV. But as I mentioned above, there are actually a lot more than just seven colors in the rainbow. Newton chose to define the rainbow as consisting of seven colorsbecause he believed the number of colors in a rainbowshould be the same as the number of notes in a musical scale. Clearly, this is a pretty arbitrary (and non-scientific way) to look atthe different colors in a rainbow. Indeed, many people still struggle to distinguish indigo from violet and blue! So while the actual rainbow color order (the visible spectrum) will always be the same, the way we talk about the rainbow color order could change over timedepending on how people view and choose to define colors. Many modern portrayals of the rainbow have just six colors- red, orange, yellow, green, blue, and violet- opting to leave out indigo entirely. For example, the LGBT rainbow flag goes directly from blue to violet, without indigo. The LGBT rainbow flag at a gay pride parade. So why do we still include indigo in the rainbow color order, especially if so many people think of it as nothing more than a transitional color between blue and violet? Many believe it is merelydue to the desire towant to stick to tradition. Nevertheless,it's certainly possible that future kindergartners will learn about ROYGBV- minusthe I for indigo! What’s Next? Got other questions about science?Check out our guides on the scientific method (coming soon) and how to convert between nanometers and meters (coming soon). Thinking of taking an AP science exam?Then you'll definitely want to sneak a peek at our expert study guides for AP Biology, AP Environmental Science, and AP Chemistry. Want to know how to say things in other languages? Learn 10 essential Japanese greetings and the different ways you can say, "Hello!" in Italian (coming soon).

Start your own small business Assignment Example | Topics and Well Written Essays - 250 words

Start your own small business - Assignment Example reasons due to which individuals start their own business is that they want to operate independently and want to become the boss instead of being bossed around. These individuals do not prefer taking instructions from others. They believe that they are quite creative and can perform better by starting their own business. A research was conducted by Lange in order to identify the factors due to which individuals choose to be self-employed instead of working for another organization (Lange, 2012). Lange identified that autonomy and independence were the main factors that were motivating these individuals to be self-employed. Another reason due to which individuals choose to start their own business is that the concept of job security is fading away. Brenner reports that fresh graduates have started perceiving that being an entrepreneur provides them with the feeling of job security (Brenner, 1991). This means that the previously held belief that an individual’s job is much secur e when they are employed is fading away and now individuals believe that self-employment results in job security. Brenner, O., Pringle, C., & Greenhaus, J. (1991). Perceived fulfillment of organizational employment versus entrepreneurship: Work values and career intentions of business college graduates. Journal Of Small Business Management, 29(3),

Law for business Essay Example | Topics and Well Written Essays - 2000 words

Law for business - Essay Example A person who makes an offer is called as an offeror; and a person who receives that offer is called as an offeree. It is utterly important that offeror must make an offer to offeree. This would start a process of contract. Before going to reach a point of a valid contract, the valid contract may come across points like invitation to treat, counter-offer, query, time to consider, they may not make the contract valid; rather they may create other types of contracts. And some of them may revoke the valid contract. But, some scholars do not agree on one theory of contract; rather, there are two theories of contract-Will Theory and Declaration Theory (Beever, 2009). The main purpose of this report is to advice Acorn Antiques Ltd whether it should be ready to pay for legal liabilities for the injuries sustained by one of its customer, Erica, in the shop and whilst travelling to the hospital. To give a piece of advice, it is important to understand some basic information about the company a nd its employees. Acorn Antiques Ltd is run by two directors: Mr Clifford and Miss Babs; they have employed two people, Miss Berta, a sales person, and Mrs Overall, who provides the cleaning and catering services in the company. In order to give a piece of advice to Acorn Antiques, it is utterly significant to understand whether any contract exist between the injured party and the company. If a contract is established between Erica and Acorn Antiques Ltd, this would clearly require Acorn Antiques to pay for legal liabilities. If the contract is not established between Erica and the Acorn Antiques, no legal liabilities could be established or advised to the company. In the subsequent parts of this report, all the elements of contract are discussed for the purpose of determining whether they exist between the customer and the company. On the basis of this discussion, a piece of advice is given to the company. Contract: Definition and elements A contract encompasses offer and acceptanc e. According to Sir Frederick Pollock contract is defined as â€Å"a promise or set of promises which law will enforce,† (Keenan et al., 2009, p.204). This means, if a contract is established between the contracting parties, and it is legally bonding as well, in this case, it becomes a responsibility of law to enforce the elements of contract. Additionally, to enter into a contact, offeror must make an offer to an offeree. And in return, the offeree must accept the offer. These are the fundamental elements of the contract. The establishment of offer and acceptance creates a contract. If offer is made but acceptance is not made by the offeree, in this case, legally contract cannot be established. To establish the contract, both, offer and acceptance, must exist. Offer Offer contains fundamental ingredients of the contract (Emerson, 2009). An offer is an expression of willingness to the specific terms of contract, these terms are established with the intention that they would b ecome binding as soon as these terms are accepted by the offeree (Treitel, 2003). An offer determines the terms on which an individual shows his willingness to enter into a legally enforceable contractual relationship with another person. An offer must be capable of acceptance; it must be understandable and it must not be vague or unclear (McKendrick 2010, p136). Offer, once accepted, may become legally enforceable but many times all statements would not be amount to an offer. It is significantly important to make a

Managing Change by Managing Risk Essay Example | Topics and Well Written Essays - 3000 words

Managing Change by Managing Risk - Essay Example Technological development means keeping the technology up to date for the company in order to remain competitive in the market. Competitive environment forces the companies to retain good quality of the products and services in order to improve customer satisfaction. 3.2 Internal Forces of Change Internal forces of organizational change include such forces, which force the change to occur inside the company. These changes are very significant in order to increase employee satisfaction and employee commitment towards their job responsibilities. The changes include change in the working atmosphere, change in employment rules and regulations, and change regarding employee retention strategies. 4. Risk Management Harrison (n.d.) states, â€Å"Change is inherently ambiguous, and those who deal creatively with change will have a high tolerance for uncertainty†. In case of organizational change, we can say that organizational change needs proper management of risks in order to be suc cessful. Francois (n.d.) states, â€Å"A change management process is a series of business practices used to control and manage change within a large system or organization†. Risk management is one of those business practices that are needed to implement organizational change. â€Å"Much of risk management work is focused on the management of risk in a 'business as usual' and relatively stable environment† (Anderson 2004). Risk management is a process, which is used to identify and measure the risks being faced by a company or a firm. Risk management refers to the concept of keeping the risks under control so that they do not create any kind of dangerous situation for the company. This process of... According to the research there are two types of organizational change, which include external and internal forces of change. External and internal forces of change not only result in altering organizational policies concerning various business activities but also influence major functions of management. The external forces of change include competitive business environment, technological development, and political and social environment of an organization. Technological development means keeping the technology up to date for the company in order to remain competitive in the market. Competitive environment forces the companies to retain good quality of the products and services in order to improve customer satisfaction. Internal forces of organizational change include such forces, which force the change to occur inside the company. These changes are very significant in order to increase employee satisfaction and employee commitment towards their job responsibilities. The changes incl ude change in the working atmosphere, change in employment rules and regulations, and change regarding employee retention strategies. Changes are inevitable in every company or organization whether it belongs top construction industry or some other industry. Managers need to consider several issues related to different business activities before planning to bring some change to the organizational policies. Risk management also plays a key role in change management. Some of the risks related to construction companies include design assumption risk, structural development procedures, fire risk, and environment uncertainty risks.

IT In Financial Organizations Essay Example | Topics and Well Written Essays - 2500 words

IT In Financial Organizations - Essay Example Various technologies have been invented to automate certain business functions of an organization. The type of technology depends totally on the type of operation and the organization's infrastructure support. The financial institutions have adapted to various advanced technologies so as to enhance the services they provide to the customers dependent on the upgraded business processes. Many financial institutions collect the information related to individual customers such as their personal details and their financial details associated with the institutions and various businesses carried out over a period of time. This is information is then processed and then certain data can be obtained automatically by implementing certain technologies. Asset Management serves the investment needs of institutions, governments and government agencies around the world. An asset can be defined as anything owned by an individual that has a cash value, including property, goods, savings, and investments. Asset management, therefore, refers to the management of the assets by money managing teams. Though the major emphasis is on managing the investment portfolios of a company, asset management also includes management of physical assets such as money, equipment and property, as also the non-tangible assets such as information and the workflow processes (ittoolkit, 2007). Assets, in any commercial set up, include the monetary investments, plants, infrastructure and its human resources. Asset management is, therefore, a process that aims at the optimum utilization of resources for maximum returns at the minimum investment or costs. The first priority of any asset management team is to identify the company's 'assets' or resources. Once these are identified, the team can then focus on the business process or, in other words, understand the functioning of the tangible or non-tangible assets (netsimplicity, 2005). Preparing the monetary investment portfolios is an important aspect of asset management. The investment portfolios give a clear picture of the income- expenditure ratio, as well as the financial status of a company. Based on the study, the asset management team can remove deficiencies, or modify the investment structure to maximize returns. Property, plant, and equipment are the tangible assets of the company. Asset management involves the study and analysis of the actual property on which the plant is built and all the equipment that is required to run the business. Plant and equipment need effective management. Their depreciation values needs to be studied. Their analysis helps the team to arrive at a decision whether to repair or replace machinery in order to reduce running costs. Human Resources include the non-tangible resources of the company. Managing human resources involves studying individuals, departments; divisions, planning for improvement of skills, improving comfort level and security, and, thereby evolving a policy for maximum output by the employees (Cole, 2006). Ensuring accurate tax and paying for these on time is also one of the ways which companies consider an attractive option rendered by asset management. Depreciation, amortization,

Strategic Leadership Essay Example | Topics and Well Written Essays - 5000 words

Strategic Leadership - Essay Example They have to influence the behavior of other people in order to get things done. The diverse patterns of behavior and actions that leaders exhibit over a period of time and perceived by followers have been identified as the dominant style of leadership. This style is developed utilizing an interplay of factors which shape leadership development. In this regard, this essay is written to meet the following objectives, to wit: (1) to proffer issues pertinent to strategic leadership specifically focusing on the case study entitled Downfall at Xerox; (2) to summarize two scholarly articles from academic journals on the subject of strategic leadership; and (3) to link theoretical frameworks discussed from the articles to practical applications from the Xerox case. Leadership is the process of influencing people to work or act towards the attainment of specifically defined goals (Martires & Fule, 2000, 569). Dess, Lumpkin, & Eisner (2008, 379) state leadership as â€Å"the process of transforming organizations from what they are to what the leader would have them become†. Another meaningful definition is that â€Å"leadership is a process whereby an individual influences a group of individuals to achieve a common goal† (Northouse, 2004). Authors Lussier & Achua (2004) define leadership as â€Å"the influencing process of leaders and followers to achieve organizational objectives through changes†. Likewise, Schermerhorn, Hunt, & Osborn (2008, 243) state leadership as â€Å"the process of influencing others to understand and agree about what needs to be done and how to do it, and the process of facilitating individual and collective efforts to accomplish shared objectives†. All authors share the same conviction who perceived leadership as a process of influencing others. Further, all authors conform to the following factors as relevant components of the leadership process: (1) influencing people; (2) towards the achievement

IT In Financial Organizations Essay Example | Topics and Well Written Essays - 2500 words

IT In Financial Organizations - Essay Example Various technologies have been invented to automate certain business functions of an organization. The type of technology depends totally on the type of operation and the organization's infrastructure support. The financial institutions have adapted to various advanced technologies so as to enhance the services they provide to the customers dependent on the upgraded business processes. Many financial institutions collect the information related to individual customers such as their personal details and their financial details associated with the institutions and various businesses carried out over a period of time. This is information is then processed and then certain data can be obtained automatically by implementing certain technologies. Asset Management serves the investment needs of institutions, governments and government agencies around the world. An asset can be defined as anything owned by an individual that has a cash value, including property, goods, savings, and investments. Asset management, therefore, refers to the management of the assets by money managing teams. Though the major emphasis is on managing the investment portfolios of a company, asset management also includes management of physical assets such as money, equipment and property, as also the non-tangible assets such as information and the workflow processes (ittoolkit, 2007). Assets, in any commercial set up, include the monetary investments, plants, infrastructure and its human resources. Asset management is, therefore, a process that aims at the optimum utilization of resources for maximum returns at the minimum investment or costs. The first priority of any asset management team is to identify the company's 'assets' or resources. Once these are identified, the team can then focus on the business process or, in other words, understand the functioning of the tangible or non-tangible assets (netsimplicity, 2005). Preparing the monetary investment portfolios is an important aspect of asset management. The investment portfolios give a clear picture of the income- expenditure ratio, as well as the financial status of a company. Based on the study, the asset management team can remove deficiencies, or modify the investment structure to maximize returns. Property, plant, and equipment are the tangible assets of the company. Asset management involves the study and analysis of the actual property on which the plant is built and all the equipment that is required to run the business. Plant and equipment need effective management. Their depreciation values needs to be studied. Their analysis helps the team to arrive at a decision whether to repair or replace machinery in order to reduce running costs. Human Resources include the non-tangible resources of the company. Managing human resources involves studying individuals, departments; divisions, planning for improvement of skills, improving comfort level and security, and, thereby evolving a policy for maximum output by the employees (Cole, 2006). Ensuring accurate tax and paying for these on time is also one of the ways which companies consider an attractive option rendered by asset management. Depreciation, amortization,

Issues That the Jerusalem Council Debated Essay Example | Topics and Well Written Essays - 250 words - 7

Issues That the Jerusalem Council Debated - Essay Example The resolution was communicated to all Christians. The Jerusalem council is a model to the church today. There have emerged many religious denominations in Christianity today. These denominations have differed in their teachings on baptism. Some groups believe in baptism by immersion while others maintain that the amount of water does not matter for as long as one professes faith in Jesus. Debates on sexual orientation and expression have taken their toll on the church. This difference sometimes degenerates into open enmity and conflicts. Today’s church should learn from the way the Jerusalem council would handle issues peacefully and with dialogue (Elmer 89). While in Rome, Paul got into trouble with the Jewish elders and chief priests. The elders and priests bound Paul when he would not stop preaching about the resurrection of Jesus, but he was saved by the officials of the emperor before they hurt him. When he was taken to Emperor Felix and charged with inciting people and causing chaos, he defended himself by explaining that the people were only angry with him for preaching about the resurrection of Jesus. Felix did not want to delve into Paul’s case. He put him in detention until he left Caesarea. Festus his successor came to power (Harrison 57). He revisited Paul’s case, and he conspired with Paul’s opponents to hand him over to them so that they hurt him in the pretence of moving him to Jerusalem to try him there. However, Paul declined, and when he appeared before Festus and King Agrippa, he pleaded with Caesarea as a Roman citizen. He charged that he had not contravened any roman or Jewish law, but he was only teaching about the resurrection of Jesus.

Justice System Position Essay Example for Free

Justice System Position Essay Juvenile crime rates in the United States fell to a new 32-year low in 2013. In 2012 there were around 60,000 violent crime arrests involving youths under the age of 18. From 2011 to 2012 there was a 10% decline in the number of youth arrests for all four offenses, which contributed to an overall drop of 36 percent since 2003. In 1994, police reported 500 violent youth crime arrests for every 100,000 10-17-olds in the population. In 2008, the arrest rate fell and there were 300 arrests for every 100,000 juveniles in the population. Now, between 2009 and 2012, there are 190 arrests per 100,000 juveniles (Violent Youth Crime in U.S. falls to New 32-Year Low, 2013). What do all these numbers represent? A new hope in the future of the youth in the United States. Some of the main reasons contributing to this dramatic decrease in juvenile arrest rates include a shift in thinking about the best ways to handle young people who break the law, a continual period of decreasing juvenile crime, and fiscal pressures on state governments that have many people, including conservatives who supported tough-on-crime policies, looking for less-expensive alternatives to mass incarceration. The United States rates for incarceration for juveniles are18 times greater that of France, and more than seven times greater than that of Britain. Countries like Finland or Sweden do not usually lock up young offenders and offer the youth the best opportunities to mature into adulthood. Large-scale incarceration only leads to abuse and harsh treatment for the children and teenagers confined, and it is very expensive. In fact an average bed in a juvenile correction facility costs about $88,000 a year. Putting troubled youth into extremely disciplined, restrictive, and long-term environments goes against everything that we know about the juvenile brain and takes away opportunities from these adolescents to learn new skills and positive ways of behaving. Most states stress incarceration and punishment and it is interfering with effective diversionary, treatment, and rehabilitation practices (Building a More Effective Juvenile System, 2014). Rehabilitation practices seem to be the most logical route to treating  delinquent youth and preparing them for a better future. They are the future of America and they are treated now will affect the crime rates in the future. A number of evidence-based practices have made a positive impact on reduced incarceration and reoffending for youth. Research shows that threatening and disciplinary interactions, incarceration, and punishment only increase the aggressive behavior that we see in troubled youth. To help our youth and continue to decrease the rates of delinquency and re-offending we can reduce the weight on incarceration and punishment and increase offenders’ interactions with positive well-trained adults that will help them become better individuals. Juvenile delinquency has been a major problem for law enforcement officers. Law enforcement officers have a goal to prevent juvenile delinquency from happening. Without knowing what triggers delinquency, officers have no idea how to stop it before it happens. In the past law enforcements reaction to delinquent behavior was to arrest these individuals. With the dramatic decrease in youth arrests, it makes a difference in what police officers are dealing with every day. It also makes their jobs safer. If law enforcement did nothing, then juveniles would continue to do the wrong. Law enforcement should show interest in the youths in the communities that they serve. Talking to them, asking questions, and pointing them in the right direction could change their lives. Police officers are role models and even can be heroes. In 2001 San Diego police officer Jeremy Henwood was approached by a 13-year-old boy and asked for a dime to buy a cookie at McDonalds. Officer Henwood took some time and asked the boy what he wanted to be when he grew up. The boy replied that he wanted to become a basketball player in the NBA. Officer Henwood explained to him that he would need to work hard and focus to get there. He bought the boy some cookies and went back to his police cruiser. Only moments later Officer Henwood was gunned down in his car and killed. When this boy heard the news it broke his heart and he said that his conversation with Officer Henwood meant so much to him. He said he would never forget the conversation that they had. It made a difference to him. He said that he would work hard to reach his goals because of him (Slain San  Diego Officer Remembered for Good Deeds, 2011). Law enforcement can make a difference for our youth and through these efforts reduce delinquency and make their jobs easier. Juvenile courts and probation play a central role in the management of juvenile justice in the United States. Any policies and programs pushed by these units greatly define the Nation’s response to juvenile crime. In 1996 1.76 million delinquency cases were handled by U.S. courts and juvenile probation officers had contact with almost every one of those cases. While rates have decreased since 1996, it still puts a huge weight on both units (Overview, 1999). While it might cost more to rehabilitate and treat all juvenile offenders at first, the number of reoffenders would decrease drastically. They could be taught how to use the skills they were born with, learn new skills, and learn how to be successful in life. Eventually the weight would not only be off of the court and probation system, but also off of the rehabilitation programs. Another unit in the justice system that would be affected by rehabilitation is corrections. Currently correction facilities do offer some sort of rehabilitation for those inmates who choose it or have no choice. Because of high demands, not every delinquent can receive the specific treatment that they need. If rehabilitation took priority in the first place, the incarceration rates would certainly decrease and these facilities could provide individualized treatment. As I mentioned earlier, to provide a bed for one youth for a year costs on average $88,000. If these numbers decreased, these funds could be used to provide scholarships and other incentives to our youth. Currently community services are used as a punishment for juvenile delinquents instead of incarceration. It usually is a method used to show a delinquent that there are consequences to their actions. Meaningful community service along with proper treatment can show children and young teens that there is so much more to l ife than getting into trouble. It is a great way to give back to the community and help these kids feel important. Rehabilitation comes in many forms but its main goal is to restore the good in a person and prevent habitual offending. These centers can provide academic and vocational education, treatment programs  that address violent and criminal behavior, sex offender behavior, substance abuse, mental health programs, and medical care while maintaining a safe and secure environment beneficial to learning. Programs such as these could reduce institutional violence and future criminal behavior by teaching anti-criminal attitudes and providing personal skills for youths. With all that said, some people argue that punishment is necessary and should remain the main focus of the juvenile justice system. Punishment advocates state that our youth understand right from wrong and should be punished for their actions. I think that what these advocates do not realize is what these kids are facing when they are locked up. The conditions that will live in while they serve the time on their sentence may act ually change them for the worse. Maybe if these advocates spent a day or a week living the way an incarcerated juvenile does their opinions would change dramatically. An argument against rehabilitation is that juvenile rehabilitation is unique for each individual. What works to treat one kid might not work for another. It makes it harder to treat each juvenile and get positive results. With each new entry into the system, the chances of rehabilitation for each kid decreases. That shouldn’t mean that everyone gives up hope and locks up each delinquent until they feel they have been punished long enough. What this shows is that more resources and time should be put into rehabilitation efforts. Creating facilities that specialize in different areas and placing these youths where they feel they will thrive is needed. If it doesn’t work, the information that they have learned about that delinquent should be enough to send them to another facility where they will receive the proper services. Before a child turns three years old the state is responsible for all learning disabilities. It is the job of the state to evaluate that child and pro vide services to help that child meet their milestones. Once the child turns three years old the school system in the state becomes responsible for the learning development of that child. The school system will evaluate and place the child into a school that will work to improve the skills of this child. If there are no improvements, the child will receive another evaluation and changes in placement will be made. This process continues until the child is receiving the exact learning environment that they need. I know all of this from personal experience with my son. These same efforts should be used for youths heading in the wrong  direction. They are the future of America and with youth arrest rates already decreasing, there is a chance for a safer future for a lot of people. Punishment can make a person angry and resentful. A child is usually provided warnings that if they continue certain behavior they will find themselves in â€Å"time out† or have certain toys or electronics taken away. Once they use up all possible warnings that punishment is enforced. It makes the child angry and upset but usually they realize that they have to be good before they are able to get out of â€Å"time out† or get back what was taken from them. As a mother I can say that these methods work. The difference in punishment at home and punishment by law is that it is a family matter. These children are working with loved ones. When punished by the law and placed in institutions it is not up to family anymore on what kind of treatment they will receive. It can be damaging to these kids. I can only hope that more time and effort be placed in helping these kids become better people. The right kind of rehabilitation efforts can help almost anyone. Taking time to learn the problems a juvenile has and working to show them that it is only a problem and problems always have a solution, is a positive approach to decreasing juvenile delinquency. Given the decreasing rates of delinquency over the last 32 years shows, in my opinion, that our country is on the right track in helping our youth. Change has always been necessary and ways to improve are always on the agenda. Reference Page Violent Youth Crime in U.S. Falls to New 32-Year Low. (2013). Retrieved from http://johnjayresearch.org/rec/files/2013/10/databit201304.pdf Juvenile Delinquency Current Issues, Best Practices, and Promising Approaches. (2008). Retrieved from https://www.americanbar.org/newsletter/publications/gp_solo_magazine_home/gp_solo_magazine_index/juveniledelinquency.html (Juvenile Delinquency Current Issues, Best Practices, And Promising Approaches, 2008). Building a More Effective Juvenile System. (2014). Retrieved from https://www.earlyadolescence.org/juvenile_justice_system Slain San Diego officer remembered for good deeds. (2011). Retrieved from http://abclocal.go.com/kabc/story?id=8314141 Overview. (1999). Retrieved from http://www.ojjdp.gov/pubs/jaibgbulletin/over.html

Orbids of the Skull

Orbids of the Skull Sarah Ferreira 1.INTRODUCTION The orbits of a human skull is the space in which the eye and it’s appendages are located. The two orbits in the human skull are conical â€Å"holes† that opens into the midline of the face and point back into the head. Each orbit includes an apex, four walls and a base. The functions of these orbits is firstly to keep the eye â€Å"safe† from any mechanical injury and secondly to supply an entrance for the optic nerve(that transports visual information from the eye’s retina to the vision centers in the brain through electrical impulses) to the brain. A thorough understanding of the anatomy of the orbits of the human skull is very important to any doctor in order to comprehend any disorders that patients might experience that are related to the eye socket itself, as well as to understand the surgical management of this region in the human skull. 2.The orbit of the skull 2.1The general location of the orbits in the human skull: The orbit in the human skull lies anterior to the temporal fossa (laterally) and anterior to the middle cranial fossa (medially). It’s also situated superior to the maxillary air sinus, lateral to the nasal space as well as below the anterior cranial fossa. 2.2The shape of the orbit of the skull: The shape of the orbit in the human skull looks like a pyramid that has four distinctive sides (â€Å"walls†), but as one moves posterior, it becomes three sided( toward the apex). The most posterior portion of the pyramid shaped orbit is the apex (of the orbit) and it’s positioned at the craniofacial junction. ( The apex is also where the optic canal (that contains the central retina vein, ophthalmic artery, symphathetic nerve and optic nerve) opens into the posterior part of the orbit and it forms the tip of this pyramid shaped â€Å"cavity† or structure.) 2.3The bones of the orbit of the skull and their bone classification: There are seven bones that make up the orbit namely the: 1)The Maxillary bone(that is also classified an irregular bone) 2)The orbital plate of the Frontal bone(that is also classified as an irregular bone) 3)The Zygomatic bone(that is also classified as a flat bone) 4)The Ethmoidal bone(that is also classified as an irregular bone) 5)The Lacrimal bone(that is also classified as a flat bone) 6) The Palative bone (that is also classified as an irregular bone) 7) The Sphenoid bone (that is also classified as an irregular bone) All of the above mentioned bones also form part of the human skull. The orbit also contains fissures and fossae where various blood vessels and nerves pass through. 2.4The walls of the orbit The orbit as mentioned earlier consist of four sides or â€Å"walls†. The facial and cranial bones that forms the structure of the orbits also forms these four walls. The walls of the orbit of the skull are as follows: 1)The superior wall/ â€Å"roof† 2)The lateral wall 3)The inferior wall/ â€Å"floor† 4)The medial wall. 3Introduction to the bones of the orbit and the orbital walls that they form: The superior margin and most of the roof of the orbit are formed by the frontal bones of the orbital plate. The inferomedial margin and the floor of the orbit is also formed by the maxilla bone. The anterior part of the lateral wall and the inferolateral margin of the orbit is also formed by the zygomatic bone. Much of the medial wall of the orbit is also formed by the lateral mass of the ethmoid bone. There are also a number of ways in which the sphenoid bone contributes to the structure of the orbit: Firstly, the lateral wall posterior to the Zygomatic bone is constituted by the greater wing of the sphenoid bone and secondly the posterior margin of the roof (or superior wall) is formed by the lesser wing of the sphenoid bone.Thirdly the optic canal (that provide a passage for the optic canal and the optic nerve into the orbital space) which is in the apex of the orbit, is also framed by the roots of the lesser wing of the sphenoid bone.( This†roots† of the lesser wing a lso connects it to the body of the sphenoid bone.) The medial wall of the orbit( that is between the frontal process of the maxilla and the lateral mass of the ethmoid is completed by the small, curved , lacrimal bone. The posterior angle of the floor or inferior wall is completed by the orbital process of the palatine bone that is insinuated behind the maxilla and underneath the ethmoid bone. 3.1The superior wall or â€Å"roof† The lesser wing of the sphenoid bone constitutes/forms the posterior margin of the superior wall and also surrounds the optic canal( that â€Å"ac† as a channel for the optic nerve and ophthalmic artery). Thus the optic canal is situated posteriorly in the wing of the sphenoid bone that is smaller i.e. the lesser wing and this canal also communicates with the middle cranial fossa. (A fossa is a hollow or a shallow depression.) The superior margin of the bony cavity that contains the human eyeball are formed by the orbital plate of the frontal bone and this bone forms almost everything of the superior wall of the orbit except the posterior extremity of the superior wall. This specific part (the posterior extremity) is formed by the lesser wing of the sphenoid bone. The superior orbital fissure is also situated posteriorly between the greater wing of the sphenoid bone and the lesser wing of the sphenoid bone. (This fissure also communicates with the middle cranial fossa and also provides a passage for the frontal nerve, lacrimal nerve, oculomotor nerve, trochlear nerve, abducent nerve, nasociliary nerve and lastly the superior ophthalmic vein). A fossa for the lacrimal gland is made by the roof that rises laterally above the level of the rim of the orbit. The superior orbitals margin’s contour is laterally sharp and medially round. The supraorbital notch also leads from the orbit onto the face at the point of transition. On the frontal bones maxillary process, a small trochlear fossa that is in the anterior medial angle of the orbit gives an attachment to the trochlea. 3.2The Medial wall The medial wall consists of 4 bones namely: the sphenoid bone, ethmoid bone, lacrimal bone and maxillary bone. Thus the frontal process of the maxilla largely constitutes the medial margin of the orbit. The shorter maxillary process of the frontal bone are also met by the rising of the frontal process of the maxilla. The maxilla itself contributes little more than the rim to the medial orbital wall. The lacrimal bone, that has an irregular shape, articulates vertically with the frontal process of the maxilla within the orbit. The lacrimal sac’s fossa are framed or formed by both of these bones. The bony nasolacrimal canal is also continuous with the fossa which also proceed into the inferior nasal meatus below( that is the gap(space) covered by the inferior nasal concha. Posteriorly the fossa is bounded by a vertical ridge (that is named the lacrimal crest) and from this the orbital surface of the lacrimal bone increases posteriorly to meet the lateral mass of the ethmoid bone. The upper part of the nasal cavity are separated from the orbit by the lateral mass of the ethmoid bone. The lateral mass of the ethmoid is pneumatized extensively by the ethmoid air cells and in many skulls this gives the medial wall the appearance or likeness of an unviolated honeycomb. The thinnest part of the wall is the lamina papyracea which means a â€Å"layer as thin as paper† The frontoethmoidal suture is where the medial wall and the roof of the orbit mets. Across this boundary, the ethmoid air cells of the lateral mass extend upward into the overlying frontal bone.The anterior and posterior ethmoidal foramina open out of the orbit along the suture line into canals that pass horizontally between adjacent air cells. The first leads onto the upper surface of the cribriform plate, the second into the posterior ethmoidal and sphenoid air sinuses. 3.3The Lateral wall The Zygomatic bone forms the lateral margin and wall of the orbit and the greater wing of the sphenoid bone, completes this lateral wall The greater wing of the sphenoid also does not articulate with the lesser wing of the sphenoid or the maxilla bone and because of this there is two gaps posteriorly. The first â€Å"gap† is the superior orbital fissure that is located between the lateral wall and the superior wall and the second†gap† is the inferior orbital fissure that located between the floor( also called the inferior wall ) and the lateral wall. These 2 fissures converge in the apex of the orbit of the skull that is just lateral to he optic canal. The inferior orbital fissure is roughly in line with the zygomatico-orbital foramen that opens in the orbital surface of the zygomatic bone.h This Zygomatic orbital foramen can be doubled or multiple or it may be so hidden as to be virtually missed by the human eye. 3.4The floor or inferior wall The maxilla(medially) and the Zygomatic bone(laterally) forms the inferior margin of the orbit that is also named the floor. The floor is also the shortest of all the orbit’s walls) The whole of the orbit floor is also virtually formed by the maxilla bone and the Zygomatic bone. The maxilla bone constitutes almost all of the surface of the floor except the extreme lateral angle.The roof of the maxillary air sinus is also formed by the bone of the floor that is very thin. The floor is completed in front of the apex by the small orbital process of the palatine bone.The inferior orbital fissure is left by the prominent infraorbital groove and this prominent infraorbital groove runs directly forward on the surface of the maxilla.This groove (halfway across the floor of the orbit) becomes continuous with the infraorbital canal( thus the infraorbital groove (and canal) is located in the inferior wall of the orbit and in the maxilla’s orbital plate and it â€Å"transfer† the blood vessels and the infraorbital nerve) , which eventually ends in the infraorbital foramen ( on the anterior surface of the maxilla below the orbital margin. 4The neurovascular portals in the orbit’s walls and in the apex( some of them ( the nerves and arteries that go through passages in the orbit and apex) are discussed below.): 4.1The apex From the middle cranial fossa the optic canal opens directly into the apex of the orbit. The ophthalmic branch of the internal carotid artery as well as the optic nerve(that’s covered by all meningeal layers) goes through the optic canal. Between the orbit and the middle cranial fossa the main passageway is the superior orbital fissure. 4.2The Medial wall The anterior and posterior ethmoidal branches of the nasociliary nerve are transmitted by the anterior and posterior ethmoidel foramina. Corresponding branches of the ophthalmic artery and veins draining to the superior ophthalmic vein also accompanies them. 4.3The Roof The supraorbital nerve and vessels are transmitted by the supraorbital notch( or foramen) onto the forehead. The supraorbital nerve is the larger extension of the frontal nerve and the artery is from the ophthalmic artery. 4.4Floor The infraorbital and zygomatic nerves and vessels are â€Å"transferred† by the inferior orbital fissure. The infraorbital nerve and vessels are carried from the inferior orbital fissure to the infra orbital foramen(through this foramen they appear onto the face) , by the infraorbital canal and the infraorbital groove. 4.5Lateral wall The zygomatic orbital foramen transmits the zygomatic vessels and the zygomatic nerves into the zygomaric bone( this happens beyond the lateral end of the inferior orbital fissure) The Zygomatoc facial foramen is the passageway through which the zygomatico facial nerve and vessel appear on to the head. It may happen that there are two foramens rather than one and this is not unusual. The zygomaticotemporal foramen is also the passageway through which the zygomaticotemporal nerve and vessels emerge into the temporal fossa. Picture of the orbits 5Possible clinical application in Radiography In Radiography(orbital Radiogrpahy) injury to they eye or trauma to the eye are detected by orbital x rays. ( Orbital x-rays are x-ray images of the left and right eye sockets in the human skull. It also includes the frontal sinuses and maxillary sinuses). Orbital x-rays are also used to detect changes in the structure of the eye, which may lead to various diseases, as well as to detect foreign bodies in the eye that a opthalmoscope( that’s an instrument that detect foreign bodies in the eye) cannot â€Å"spot† In the Radiography department there is going to be patients who have fractures and diseases of the orbitals. Some of the fractures encountered could be a fracture of the zygomatic arch, displacement of the zygomatico-frontal suture, infraorbital fractures, etc. It will be expected of every qualified Radiographer to take orbital x-ray images of these patients orbitals. To be able to do this a Radiographer must be familiar with complex anatomy of the orbits in the skull and it associated soft tissue . For example if a patients that’s been in a car accident has fractured his orbitals and this resulted in a fracture of the zygomatic arch, then it would be expected of a radiographer to know where this zygomatic arch is located in order to take an orbital x-ray image of that area. A Radiographer must also have sufficient knowledge to be able take an orbital x ray image in the correct angle or to discern when to take several x-rays (from different angles) in order to show the fractur e to the zygomatic arch more clearly. It may happen in serious emergency cases that the Radiographer must firstly look for any damage on the patients face(before he/she can take an x-ray) , and if this radiographer doesn’t know where the facial bones or orbital bones is located then it wouldn’t help taking an image of the wrong facial bone, because that would be of no usage to the doctors seeing the orbital x-rays, because they want to see the fracture in order to make a diagnosis. A doctor may also ask a radiographer if she can see anything abnormal on the x-ray and then again this radiographer must be able to identify the bones and the location of the fractures. Thus it is very important for a radiographer to know where the orbitals lie and of what bones it consists. 6CONCLUSION From the above mentioned research I conclude that it is very necessary for a radiographer to know the orbits of the eye in order to take valuable x-ray orbital images of this area. The orbitals of the human skull is also of utmost importance , because of the fact that it contains the eye, ( a vital organ that is used in almost every activity of a human being ex. from reading the newspaper to crossing the street) and thus patients that has any damage to this area need to be helped swiftly before a minor orbital injury could proceed to a life threatening injury and results in the patient losing his eye. A Radiographer also pays an important role in â€Å"helping† these patients and must know the anatomy of the orbits in order to supply the doctors with the needed medical information that would help doctors to make a diagnosis. REFERENCES Thogarapalli, N. [s.a.] The human eye: what and importance . http://www.odec.ca/projects/2006/thog6n2/importance.html Retrieved on the 2nd of April 2014 Scott, O. 2010. Zygomatic Arch and Orbital Fractures. http://www.patient.co.uk/doctor/Zygomatic-Arch-and-Orbital-Fractures.htm Retrieved on the 2nd of April 2014 Siwek, D.F. 2009. The orbit http://skullanatomy.info/Individ%20Spaces/Orbit/Orbit.htm Retrieved on the 2nd of April 2014 Farlex. [s.a.] The Free dictionary: orbital cavity http://www.thefreedictionary.com/orbital+cavity Retrieved on the 2nd of April 2014 Thiagarajan, Balasubramanian Thiagarajan, B. 2013. http://entscholar.com/article/anatomy-of-orbit/ Retrieved on the 2nd of April 2014 Balasubramanian, T. [s.a.] http://www.drtbalu.com/orbit_ana.html Retrieved on the 2nd of April 2014 Quizlet, 2014. Anatomy test 3 http://quizlet.com/7795054/anatomy-test-3-flash-cards/ Retrieved on the 2nd of April 2014 O’Rahilly,R., Muller,F. , Carpenter, S. Swenson, R. 2008. Basic human anatomy : the orbit. https://www.dartmouth.edu/~humananatomy/part_8/chapter_45.html Retrieved on the 01st of April Petruzelli, G.J. 2013. Orbit Anatomy http://emedicine.medscape.com/article/835021-overview Retrieved on the 01st of April 2014 Orbits. [s.a.] https://www.boundless.com/physiology/the-skeletal-system/skull/orbits/ Retrieved on the 01st of April 2014 Snell, R.S. 2011. Clinically anatomy by regions http://books.google.co.za/books?id=vb4AcUL4CE0Cpg=PA553lpg=PA553dq=orbital+opening+lies+anteriorly.+About+one+sixth+of+the+eye+is+exposedsource=blots=fJHbn-cfItsig=HzlJmwJuIL1FfloCdW5BUw75e_8hl=ensa=Xei=uvE7U4boOZSqhQernYGgBwved=0CCkQ6AEwAQ#v=onepageq=orbital%20opening%20lies%20anteriorly.%20About%20one%20sixth%20of%20the%20eye%20is%20exposedf=false Retrieved on the 01st April 2014 1

Save the Arts :: essays research papers

Within the past few years, the government has been taking major strides to improve the education system by increasing the funding for our school systems and programs. They are increasing the school?s funding by taking away the funds from the art, dance, and theatre classes, among other programs. As a student raised in the atmosphere of the arts and a student now majoring in theatre, I feel very strongly that the government is making a major mistake by taking money away from the arts.   Ã‚  Ã‚  Ã‚  Ã‚  The arts should be supported because children earn a great deal of self-confidence by being involved in the arts. The children?s self-confidence level is increased through the arts because children are more free to express how they really feel in any and all situations. In the completion of a project, generally there will be some sort of reward, whether applause or recognition for a job well done. The rewards make children feel special, valuable, and important. All of the recognition and support that is received through the arts make it quite easy for a child to gain great self-confidence.   Ã‚  Ã‚  Ã‚  Ã‚  The arts also help children to improve their social skills. Being involved in the arts teaches one teamwork. Through these fine art groups and activities one will learn to do their best as an individual, yet come together with others in order to put on the best show possible. Teamwork is a great way to teach a child the social skills which indeed, are needed to carry them through life.   Ã‚  Ã‚  Ã‚  Ã‚  Children involved in the arts learn a great sense of responsibility. Children are already responsible for a lot in school, but when they are involved in the arts, not only do they have to make time for homework, but also make time for their lessons and rehearsals that go along with being involved in the arts. These children work hard, and are pushed to be all they can be, and they truly learn what it is like to be responsible.   Ã‚  Ã‚  Ã‚  Ã‚  Children in the arts learn three of lives most important skills: self-confidence, social skills, and a sense of responsibility. These skills cannot be taught in a class or out of a book, but one must learn it for themselves by taking part in something that teaches them these skills.

Does Socrates see himself as the most important teacher in the city? :: Essays Papers

Does Socrates see himself as the most important teacher in the city? In Plato’s Apology of Socrates, Socrates has to defend himself to the city of Athens. The city of Athens is at odds with Socrates’ philosophy; it contradicted several Athenian beliefs. The city believed that Socrates was an atheist, that he was responsible for corrupting the youth, and that he made the weaker argument the stronger. Socrates believed that he was the most important teacher in the city therefore he continued to defend his actions and beliefs even when his life was on the line. He saw himself as the most important teacher after his visit to the oracle. He believed it was his mission to change the Athenians viewpoints, and he was willing to die for what he believed in. Socrates forced the Athenians to think and to question how they lived their lives. He was a great philosophizer and he knew how important he was to the city. The city did not share Socrates own view of himself as the most important teacher. They believed his philosophies were evil and they were willing to put him to death for his ideas. In Socrates’ first defense, he uses the story of the Delphic oracle. According to Socrates, the oracle once declared that no one was wiser than Socrates. At first Socrates thought the oracle to be wrong so he began to obtain evidence by conversing with wise people in order to refute the oracle: He examined the politicians, poets, and artisans and found that they were almost completely ignorant (except for the artisans, who at least knew well their own areas of expertise), and that all thought they knew things, especially â€Å"the greatest things,† but in fact they did not know them. Since Socrates was at least aware of his own ignorance, he ranked himself above them in wisdom. (18) Thus Socrates began to believe that he was the wisest person in the city. The oracle was a turning point in his life. Instead of focusing on astronomical and physical studies, he began to concern himself with moral and political opinions: â€Å"this turn to the examination of opinions brought Socrates into conflict with the city as such, for his doubt of the worth of generally accepted opinions was also a challenge to the most authoritative opinions, those which concern the city’s gods and the city’s laws†¦Ã¢â‚¬ (18). The fact that Socrates knew he was the wisest and that he began to concern himself with philosophies of the city shows that he saw himself as the most important teacher in the city.

Reflections on the Course Counter Terrorism

During these troubled times, I do believe that it is important for students to be well aware of the things which can create fear within and pose a threat to the whole community. For the past few years, the threats in the international as well as local communities have created a great change in the perspective of the people regarding security. Many have been threatened and manipulated by the fear and paranoia that they could be victims of terrorist attacks. Because of this, counter terrorism policies and measures must be implemented to uphold national security and lessen the fear of the public.While serving the country as part of the U. S. Army, I have been a witness to and became directly involved in the actions taken by our government against the prevailing violence in the United States. Reflecting upon the things I learned and encountered, I came to realize the importance of counter terrorism in establishing security and upholding peace. Thus, upon taking this course, I do expect t hat I will considerably learn about counter terrorism in the perspective of the current and past governments, study the various counter terrorism policies and measures, and understand the reason why some of them work while others have been rendered ineffective.Learning about these things will certainly aid me in fulfilling my duty to fight terrorism not only as a member of the U. S. Army but as a citizen of this country. I also expect that a portion of this subject will be dedicated to peace studies which I hope will include the ideologies of Martin Luther King Jr. , Mahatma Gandhi, and other peace advocates. Exploring this topic would be beneficial for the students taking this course, especially for someone like me who is part of the Army, as learning about peace would help me to further grasp the depth and weight of my duty to my country.

Parenting in Diverse Cultures Essay

Culture may influence child activities and behaviors through the organization of the physical and social settings of every day life. Social as well as cultural norms, values, and conventions can direct and control the child’s behavior through the progression of social evaluation. Throughout childhood and preadolescence, due to children’s particular need for peer assimilation and closeness, peer evaluation and social recognition in the peer group can play a critical role in the mediation of cultural influences on individual functioning. Moreover, in the development of socialization, culturally shaped parental belief systems and parenting practices can mediate and restrained children’s acquisition of cultural messages. Finally, formal training in educational institutions such as the school constitutes another significant channel for the transmission of human knowledge and cultural values from adults to children in modern societies. Culturally diverse children can have an expectation concerning confidentiality as do American-born children. Also, this concept in fact runs counter to therapeutic attempts to enlist the parents as partners in their children’s treatment. Discretion with culturally diverse adolescents can be particularly challenging. Often, culturally diverse families experience conflict while children reach adolescence and instigate to identify mainly with the values of their American peer culture. On the contrary to the elongated American adolescence phase devoted to ongoing education and the development of peer relationships, culturally diverse parents can have experienced their own abbreviated adolescence cut short by the need to find employment, by early marriage, and/or by parenting. They do not recognize the push for independence among American adolescents. Culturally diverse adolescents can want to pursue the activities of American youth despite knowing their parents would condemn. Researchers are interested in parental ideologies concerning childrearing as they may provide useful information concerning the explanation of different parenting behaviors across cultures. Moreover, it is a practical assumption that parental cognitions, ideas, and beliefs serve a mediating function in development of cultural influences on parental attitudes and behaviors toward the child (Goodnow, 1995). Indeed, it has been found that parents in diverse cultures have different expectations and goals regarding parenting and that socialization goal are linked with parental judgment and valuation of normal and abnormal child behaviors (Hess, Kashiwagi, Azuma, Price, & Dixon, 1980). In traditional Chinese cultures, for instance, â€Å"filial piety† is a Confucian doctrine dictating that children vow obedience and reverence to parents. Chinese parents, in turn, are accountable for â€Å"governing† (i. e. , teaching, disciplining) their children, and are held responsible for their children’s failures. While individualistic values are underlined in Western cultures, with children being mingled to be independent and self-assertive (Hess et al. , 1980), Chinese children are socialized to be moderate, well-mannered, reciprocally dependent, and concerned with the collective. Cross-cultural differences in parenting ideology can be illustrated also in different values concerning child independence in collectivistic and individualistic cultures. A sense of autonomy is measured crucial to adaptive development in many Western cultures (Maccoby & Martin, 1983), but might not bear such implication to the adaptive development of children raised in other cultures. Indeed, there is little emphasis on socializing children to be independent in Japanese culture (Rothbaum, Pott, Azuma, Miyake, & Weisz, 2000). While American mothers are more likely than Japanese mothers to persuade their children personal autonomy and forcefulness such as defending one’s rights, Japanese mothers are more likely to socialize their children to be polite and deferential to authority figures (Hess et al. , 1980). Weisz, Rothbaum, and Blackburn (1984) argued that diverse emphases on self-sufficiency might account for such cross-cultural differences as Japanese children showing more self-control and sympathy to others and American children being more self-expressive. Parental belief systems consist of a wide range of thoughts, perceptions, values, and expectations regarding normative developmental processes, socialization goals, and parenting strategies (Goodnow, 1995). Cultural disparities in parental beliefs and values are a major source of involvement to cross-cultural differences in parental attitudes, actions, and behaviors in parenting. Nevertheless, it must be noted that the links between parental beliefs and behaviors characteristically range from weak to modest in the Western literature (Sigel, McGillicuddy-DeLisi, & Goodnow, 1992). It is largely indefinite how belief systems might be linked with parenting practices at the cross-cultural level, as these two constructs have not been obviously differentiated in several cross-cultural studies. Parents of diverse culture have the same hopes as well as dreams for their children and families that the general population does. Most desire their children to get a good education and become prolific members of society. In the more traditional families, these desires comprise learning about tribal values, beliefs, and customs. These families want successful children in a manner reliable with cooperative, noncompetitive tribal, community, and family values as well as aspirations (Burgess, 1980). Parents in diverse culture often take an dynamic role in socializing their children concerning the consequences of their ethnicity in the larger society (Harrison et al. , 1990). Oppression provides the framework of teaching about the assaults of typical culture. Parents teach their children to watch for subtle clues about whether they are welcome in a given situation (Cross, 1995). As children mature, they are more well-informed about differences in race, and they come to recognize themselves with a particular tribe; though, they appear to prefer toys, activities, and friendships from the prevailing culture. Parents (Dawson, 1988) emphasize the significance of self-esteem in their children: â€Å"If my children are proud, if my children have an individuality, if my children know who they are and if they are proud to be who they are, they’ll be able to meet anything in life† (p. 48). Positive self-esteem provides self-assurance, energy, and optimism to master life’s tasks. This positive sense of self and confidence is significant for parents as well as children. Parents who feel capable in their parenting are more able to involve themselves in their children’s lives outside the home. Parental involvement is significant to the future educational development of their children (Dawson, 1988). In diverse culture families believe that their children should have the opportunity to grow into adulthood with the considerate that they are worthwhile individuals who are equal to all other Americans. American children should believe that they are respected for their culture, as they value the worth of others. They should believe that they are valued in American society and that they can attain in any way they choose according to their individual talents (Noley, 1992). In diverse culture, children view themselves more pessimistically than do their dominant culture counterparts, let say self-concept of Native American children is negatively linked with chronological age and years of schooling. Soares and Soares (1969) found that in spite of living in poverty, disadvantaged children in elementary school did not essentially suffer from lower self-esteem and a lower sense of self-worth. These findings suggest that just being poor is not the leading factor in the low self-esteem of Native American students. Though, researchers have long been interested in family influences on child social and cognitive functioning. The general consent is that family, as a main socialization agent, plays a significant role in the development of individuals’ adaptive and maladaptive functioning. This belief has been sustained by the results of numerous empirical studies concerning the associations amongst parenting practices, family organization and family socio-ecological conditions, and child adaptive and maladaptive functioning in diverse settings, although different opinions still exist (Harris, 1995). Among family variables, parenting beliefs and practices compose a central theme in the cross-cultural study of upbringing. Several explanations for cross-cultural variations in parenting have been suggested. First, an anthropological viewpoint proposes that differential vulnerability to threats to the survival of children accounts for the changeability in parenting practices (LeVine, 1974). on the other hand, it has been suggested that parental needs to engender the values and attitudes essential for becoming a competent adult, able to achieve expected roles in his or her respective culture, may be related to diverse parenting practices across cultures (Hoffman, 1987). It has also been argued that cross-cultural differences in parenting attitudes and behaviors can reflect variability in beliefs pertaining to children’s distinctiveness and to the world in general (Super & Harkness, 1986). Reference: Burgess, B. J. (1980). Parenting in the Native-American community. In M. D. Fantini & R. Cardenas, Parenting in a multicultural society (pp. 63–73). New York: Longman. Cross, T. L. (1995). The worldview of American Indian families. In H. I. McCubbin, E. A Thompson, A. I. Thompson, & J. E. Fromer (Eds. ), Ethnic minority families: Native and immigrant American families (Vol. 1, pp. 143–58). Boston: Sage Dawson, J. (1988). â€Å"If my children are proud†: Native education and the problem of selfesteem. Canadian Journal of Native Education, 15 (1), 43–50. Goodnow, J. J. (1995). Parents’ knowledge and expectations. In M. H. Bornstein (Ed. ), Handbook of parenting, Vol. 3, Status and social conditions of parenting (pp. 305-332). Mahwah, NJ: Erlbaum. Harrison, A. O. , Wilson, M. N. , Pine, C. J. , Chan, S. Q. , & Buriel, R. (1990). Family ecologies of ethnic minority children. Child Development, 61, 347–62. Hess, R. D. , Azuma, H. , Kashiwagi, K. , Holloway, S. D. , & Wenegrat, A. (1987). Cultural variations in socialization for school achievement: Contrasts between Japan and the United States. Journal of Applied Developmental Psychology,8, 421-440. Hess, R. D. , Kashiwagi, K. , Azuma, H. , Price, G. G. , & Dixon, W. P. (1980). Maternal expectations for mastery of developmental tasks in Japan and the United States. International Journal of Psychology,15, 259-271. Hoffman, L. W. (1987). The value of children to parents and parenting patterns. Social Behavior,2, 123-141. LeVine, R. A. (1974). Parental goals: A cross-cultural view. Teachers College Record,76 (2), 226-239. Luftig, R. L. (1983). Effects of schooling on the self-concept of Native American students. The School Counselor, 30 (4), 251–60. Maccoby, E. E. , & Martin, C. N. (1983). Socialization in the context of family: Parentchild interaction. In E. M. Hetherington (Ed. ), Handbook of child psychology, Vol. 4, Socialization, personality, and social development (pp. 1-102). New York: Wiley. Noley, G. (1992). Educational reform and American Indian cultures. Tempe, AZ: Division of Educational Leadership and Policy Studies, Arizona State University. (ERIC Document Reproduction Service No. ED 362 341) Rothbaum, F. , Pott, M. , Azuma, H. , Miyake, K. , & Weisz, J. (2000). The development of close relationships in Japan and the United States: Paths of symbiotic harmony and generative tension. Child Development,71, 1121-1142. Sigel, I. E. , McGillicuddy-DeLisi, A. V. , & Goodnow, J. J. (1992). Parental belief systems: The psychological consequences for children. Hillsdale, NJ: Erlbaum. Soares, A. T. , & Soares, L. M. (1969). Self-perceptions of culturally disadvantaged children. American Educational Research Journal, 6 (1), 31–45. Super, C. M. , & Harkness, S. (1986). The developmental niche: A conceptualization at the interface of child and culture. International Journal of Behavioral Development,9, 545-569. Weisz, J. R. , Chaiyasit, W. , Weiss, B. , Eastman, K. L. , & Jackson, E. W. (1995). A multimethod study of problem behavior among Thai and American children in school: Teacher reports versus direct observations. Child Development,66, 402-415. Weisz, J. R. , Rothbaum, F. , & Blackburn, T. C. (1984). Standing out and standing in. American Psychologist,39, 955-969. Weisz, J. R. , Suwanlert, S. , Chaiyasit, W. , & Walter, B. R. (1987). Over- and undercontrolled referral problems among Thai and American children and adolescents: The wat and wai of cultural differences. Journal of Consulting and Clinical Psychology,55, 719-726. Weisz, J. R. , Suwanlert, S. , Chaiyasit, W. , Weiss, B. , Walter, B. R. , & Anderson, W. W. (1988). Thai and American perspectives on over- and undercontrolled child behavior problems: Exploring the threshold model among parents, teachers, and psychologists. Journal of Consulting and Clinical Psychology,56, 601-609.