Moral Development And Gender Related Reasoning Styles Essay

Moral Development Gender-Related Reasoning Styles Lawrence Kohlberg (who was Director of Harvard s Center of Moral Development), was a child development expert of his time, and considered himself a philosopher of morality. His work on stages of moral development proved indispensable (though not without its critiques), and continues to serve as a fundamental study on our motivation and reasoning, in relation to ethics and morality. Kohlberg s studies are an adaption of earlier principles from a theory conceived by a Swiss developmental psychologist and philosopher (Jean Piaget). There are three main stages of moral developmental as described by Kohlberg, which I will discuss, and also critiques on Kohlberg s work, which include the lack of evidence as it pertains to gender-related differences in moral development and moral reasoning styles. To begin the dissection of Kohlberg s studies, one must begin with defining and understanding Kohlberg s stages. They are classified as pre-conv ention, conventional, and post-conventional. The pre-conventional classification contains stages one and two, the conventional classification contains stages three and four, and the post-conventional classification, as you would expect, contains stages five and six. Stage one pertains to obedience and punishment, and stage two pertains to individualism, instrumentalism, and exchange. Stage three contains subject matter in relation to interpersonalShow MoreRelatedThe Link betwen Morality and Human Nature1385 Words   |  6 Pagessince ancient times (Prinz, 2008). Moral development is a characteristic of a person’s general development that transpires over the course of a lifetime. Moral development is derived by a wide variety of cultural and demographic factors that appear to influence morally relevant actions. 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The world has and entirely new definitions Free Essays

The world of today is converted into a small sphere were distances have been abridged; connectivity around the globe is possible at the blink of an eye. The world has and entirely new definitions in respect to interdependence of social, technological, cultural, political and economics. A man of today is equipped with the power of that evolved slowly through the passage of time and eventually termed as â€Å"globalization†. We will write a custom essay sample on The world has and entirely new definitions or any similar topic only for you Order Now Before examining its effect and the impacts it has on the world we need to identify what actually is termed as globalization. The Encyclopedia Britannica says that globalization is the â€Å"process by which the experience of everyday life †¦ is becoming standardized around the world.† While some scholars and observers of globalization stress convergence of patterns of production and consumption and a resulting homogenization of culture, others stress that globalization has the potential to take many diverse forms. In economics, globalization is the convergence of prices, products, wages, rates of interest and profits towards developed country norms. Globalization of the economy depends on the role of human migration, international trade, movement of capital, and integration of financial markets. The International Monetary Fund notes the growing economic interdependence of countries worldwide through increasing volume and variety of cross-border transactions, free international capital flows, and more rapid and widespread diffusion of technology. Theodore Levitt is usually credited with globalization’s first use in an economic context. In wider aspects the world in now getting closer and closer into a small village, where there is an increased economic independence. Information technology has been the stepping stone for the this rapid change, telecommunication has set up unconceivable lines of communication which eventually has set up the fast moving trend of progress. Factors of globalization that is unrelated or without technological change in general or information technology in particular does not seem to have a progressive trend, that is the major block of upward movement in the world economy is primarily because of the advancement in information technology. Perhaps the most important of these factors is the more liberal approach to international trade and foreign investment that has been adopted in many countries, developed as well as developing. As noted above from the science and technology point of view policy in developing countries, it is useful to abstract from all these other influences on globalization and focus instead on the respects in which globalization can be described as technological phenomenon. Until just a few years ago, very few people could have imagined that IT would have such an enormous influence on the societies and economies of countries all over the world. Among other things, IT, and particularly the emergence of the Internet with its openness and global reach, is having a drastic influence on methods of business and communication. The IT revolution is taking place all over the world and Japan is no exception. According to provisional calculations by the Economic Planning Agency, the advancing IT revolution will boost Japan’s real GDP by 6% over the next five years, an average of more than 1% a year. Although Japan’s aging population with lower birthrate is inevitable, IT is expected to offset the negative impact of the expected decrease in population, according to the same provisional calculations. Globalization has stepped up the economy of the world; developing countries have had a rising uphill trend in its economies. How to cite The world has and entirely new definitions, Papers

Cbt Case Study free essay sample

Case Study Identifying Information For the purposes of the case study the client will be called Jane. Jane is a 22 year old single white British female who lives with her parents in a house outside the city. She is heterosexual and has had a boyfriend for seven years. She feels unable to discuss her issues with her boyfriend. Her parents both have mental health issues and Jane does not feel able to talk to her mother about her problems. She has an older brother she has a good relationship who lives with his girlfriend, a four hour drive away. Jane is educated to degree level, having studied Criminology and is currently working part-time for her father managing his client accounts for a business he runs from home. A typical day involves organising all receipts and creating spreadsheets for each client’s accounts. Jane states she would like to get a full time job and be normal like her friends. Jane has a small circle of friends from university who she states have all gone onto full time employment. Jane also has a puppy she spends time looking after and taking for regular walks. Assessment Jane was referred following a health check at her GP surgery. She had been prescribed Citalopram 20mg by her GP for anxiety symptoms and panic attacks she had been having for two years. Jane has no previous contact with mental health services. Jane’s father had a diagnosis of Bi-Polar Disorder, her brother has Depression and her boyfriend has a diagnosis of Obsessive Compulsive Disorder which he is continuing treatment for. Jane’s anxiety/panic has increased over the past two years. She had read about Cognitive Behavioural Therapy on the Internet and was willing to see if it was help ease her anxiety symptoms. Jane stated that the problem started due to family issues in 2007. Her brother and father were estranged due to a financial disagreement and this resulted in Jane’s brother leaving the country with his girlfriend, causing Jane to become very distressed. Also during this time she was taking her final exams at University, Jane states this was when she experienced her first panic attack. She had spent the evening before her brother left the country, drinking alcohol with friends, she remembers feeling ‘hung-over’ the next day. While travelling in the car to the airport, with her brother and his girlfriend, Jane states she started to feel unwell, she found it difficult to breathe, felt hot, trapped and felt like she was going to faint. Jane stated she felt â€Å"embarrassed† and â€Å"stupid† and had since experienced other panic attacks and increased anxiety, anticipating panic attacks in social situations. Jane had reduced where she went to, finding herself unable to go anywhere she may have to meet new people. Her last panic attack happened when Jane visited her GP for a health check and fainted during the appointment, Jane has blood phobia and she stated she had not eaten since the day before and was extremely anxious about the any medical interventions. Jane believes it was a panic attack that caused her to faint. The GP prescribed her 20mg of Citalopram, a few weeks prior to her initial assessment with the therapist. When Jane and the therapist met for the initial session Jane described herself as feeling inadequate and as if she was trapped in a cycle of panic. Although Jane felt unhappy she had no suicidal ideation and she presented no risk to others. Jane stated she had become more anxious and that she had panic attacks at least twice a week. Prior to and during therapy, Jane was assessed using various measures. These enabled the therapist to formulate a hypothesis regarding the severity of the problem, also acting as a baseline, enabling the therapist and Jane to monitor progress throughout treatment. (Wells, 1997). The measures utilised in the initial assessment were a daily panic diary, Wells (1997) and a diary of obsessive- compulsive rituals, Wells (1997) a self rating scale completed by the client Jane. Other measures used were, The Panic Rating Scale (PRS) Wells (1997), the Social Phobia Scale, Wells (1997), used by the therapist to clarify which specific disorder was the main problem for Jane. Having collated information from the initial measures, a problem list was created so the therapist and Jane could decide what to focus on first. This list was based on Jane’s account of the worst problems which were given priority over those problems which were less distressing. Problem List 1. Anxiety/Panic attacks 2. Obsessive hand washing. 3. My relationship with my family. 4. Not having a full time job. 5. My relationship with my boyfriend Having collaboratively decided on the problem list, the therapist helped Jane reframe the problems into goals. As the problem list highlighted what was wrong, changing them into goals enabled Jane to approach her problems in a more focused way (Wells, 1997), the therapist discussed goals with Jane and she decided what she wanted to get from therapy. It was important for the therapist to ensure that any goals were realistic and achievable in the timeframe and this was conveyed to Jane (Padesky amp; Greenberger, 1995). Jane wanted to reduce her anxiety and expressed these goals:- 1. To understand why I have panic attacks. 2. To have an anxiety free day. 3. To reduce the amount of time worrying . To reduce obsessive hand washing at home. Case Formulation Jane stated that for about a year she had been repeating certain behaviours, which she believed prevented her from having panic attacks. This involved Jane washing her hands and any surrounding objects at least twice. Jane had a fear of consuming alcohol/drugs/caffeine/artificial sweeteners, she stated she had had her first panic attack the day after drinking alcohol and had read that all these substances could increase her anxiety. Jane had not drunk alcohol for 18 months as she felt this caused her anxiety and made her nable to control the panic attacks. Jane stated she feared that if any of these substances got on her hands and then into her mouth she would have a panic attack and faint. These beliefs increased Jane’s anxiety when Jane was exposed to any environment where these substances were present. This unfortunately was most of the time, Jane stated that every time she saw any of these substances consumed or even placed near her, she became anxious and had to wash her hands and any surrounding items which she may come into contact with again. These safety behaviours maintained the cycle of panic, Jane would always continue the routines that she believed prevented a panic attack. The worst case scenario for Jane was â€Å"the panic would never stop and I will go mad, causing my boyfriend to leave me†. Jane felt this would make everyone realise what she already knew, that she was worthless. Her last panic attack happened when Jane had visited her GP; this caused Jane feelings of shame. â€Å"There’s all these people achieving, doing great things and I can’t do the most basic things† The therapist used the Cognitive Model of Panic (Clark, 1986), initially developing the three key elements of the model to help socialise Jane to the thoughts, feelings and behaviour cycle (see diagram below) Cognitive Model of Panic Bodily sensations Emotional response Thought about sensation Clark (1986) Using a panic diary and a diary of obsessive-compulsive rituals, Jane was asked to keep a record of situations during the week where she felt anxious, and this was discussed in the next session. Jane stated she had not had any panic during the week, when discussing previous panic attacks during the session, Jane became anxious and the therapist used this incident to develop the following formulation. Heart beating fast/increase in body temperature Fear/dread I feel hot, I can’t control it Clark (1986) Jane stated she felt like she was sweating, she had difficulty breathing; felt faint, had feelings of not being here and felt like she was going crazy. All these symptoms suggested that Jane was experiencing a panic attack and Jane met the criteria for Panic Disorder, defined in the DSM IV and states that â€Å"panic attacks be recurrent and unexpected, at least one of the attacks be followed by at least one month of persistent concern about having additional attacks, worry about the implications or consequence of the attack, or a significant change in behaviour related to the attacks† (APA, 1994). During the sessions the therapist continued to socialise Jane to the model of panic (Clark, 1986); together Jane and the therapist looked at what kept the cycle going. The therapist continued to use the model formulation, with the addition of Jane’s catastrophic interpretation of bodily symptoms, to illustrate the connection between negative thoughts, emotion, physical symptoms. Social situation I will be unable to stay here Everyone will notice I am not coping I’m going to faint Sweating/breathing fast/dizzy Clark’s (1986) Cognitive Model of Panic. Progress of Treatment The therapist hypothesised that Jane’s symptoms continued due to Jane not understanding the physiological effects of anxiety. The results were a misinterpretation of what would happen to her while being anxious, and this maintained the panic cycle. Although Jane tried to avoid any anxiety by using safety behaviours, she eventually increased the anxiety she experienced. Session 1 After the initial assessment sessions, the therapist and Jane agreed to 8 sessions, with a review after 6 sessions. Jane and the therapist discussed that there may only be a small amount of progress or change during the sessions due to the complexity of Jane’s diagnosis and agreed to focus on understanding the cycle of panic (Clark, 1986) From the information gained from the formulation process, the therapist tried psycho education. The therapist was attempting to illicit a shift in Jane’s belief about what, how and why these symptoms were happening. The therapist discussed with Jane what she knew about anxiety and from this the therapist discovered that Jane was unsure of what anxiety was and the effects on the body. For the first few appointments the therapist knew it could be beneficial to concentrate on relaying information about anxiety, (Clark et al, 1989) focusing on Jane’s specific beliefs anxiety, the therapist wanted to try to reduce the problem by helping Jane recognise the connection between her symptoms. As Jane believed, â€Å"she was going mad†, the therapist was trying to help Jane understand the CBT model of anxiety and to alter Jane’s misunderstanding of the symptoms. The therapist and Jane discussed Jane’s belief that she would faint if she panicked, Jane had fixed beliefs about why she fainted. The therapist attempted to enable Jane to describe how her anxiety affected her during a ‘usual panic’. Instead Jane began to describe symptoms of social anxiety, this suggested to the therapist that the main problems could be a combination of /social phobia and obsessive behaviours; the following dialogue may help to illustrate this. T. When you begin to become anxious, what goes through your head? J. I need a backup plan; I need to know how to get out of there. Especially if it’s in an office, or a small room. T. What would happen if you did not get out? J. I would panic, and then pass out T. What would the reasons be for you to pass out? J. Because I was panicking. T. Have you passed out before when you have panicked? J. I have felt like it. T. So what sensations do you have when you’re panicking? J. The feeling rises up, I feel hot and I can’t see straight. I get red flashes in front of my eyes, like a warning. My vision goes hazy. I think everyone is looking at me. T. Do you think other people can see this? J. Yes. T. What do you think they see? J. That I’m struggling and I cannot cope or, I try to get out of the situation by pretending I feel ill before they notice. T. What would they notice, what would be different about you? J. I stick out like a beacon, I’m sweating, loads of sweat and my face is bright red. T. How red would your face be, as red as that â€Å"No Smoking† sign on the wall? J. Yes! I’m dripping with sweat and my eyes are really staring, feels like they stick out like in a cartoon, it’s ridiculous. T. How long before you would leave the situation? J. Sometimes the feeling goes, like I can control it. But I could not leave. There would be a stigma and then I could not go back, the anxiety would increase in that environment or somewhere similar. The therapist persisted with this example and tried to use guided discovery to help Jane get a more balanced view of the situation. (Padesky and Greenberger, 1995) T. So you would not go back? J. I would if I felt safe, like with my boyfriend or I could leave whenever I wanted to. It’s the last straw if I have to go. It makes it even harder. T. You say that sometimes it goes away. What’s different about then and times when you have to leave? J. It’s like I just know I have to leave. T. What do you think may happen if you stay with the feelings? J. That I will pass out. T. hat would that mean if you passed out? J. It would be the ultimate. It would mean that I could not cope with the situation. T. If you could not cope what would that mean? J. I can’t function, I can’t do anything. I‘m just no use. T. How much do you believe that? Can you rate it out of 100%? J. Now. About 60% if I did faint it would be about 100% T. Have you ever fainted due t o the sensations you have described to me? J. No. I have fainted because I’m squeamish. I don’t like blood. Or having any kind of tests at the GP. T. So do I understand you? You have never fainted due to the panic sensations? J. No. I’ve felt like it. T. So you’ve never passed out due to the symptoms? What do you make that? J. I don’t know, that would mean that what I believe is stupid. It’s hard to get my head around it. Session 2-3 The therapist used a social phobia/panic rating scale measures to ascertain the main problem; this was increasingly difficult as throughout each session the patient expanded on her symptoms. The therapist managed to understand that the patient avoided most social situations due to her beliefs about certain substances; this caused the obsessive hand-washing. This then had an impact on Jane’s ability to go anywhere in case she could not wash herself or objects around her. Jane also believed fainting from blood phobia had the same physical effects as panic, and she would faint if she panicked. It was complicated and the therapist attempted to draw out a formulation. I SEE A PERSON DRINKING ALCOHOL IT’S GOING TO GET ON MY HANDS AND INTO MY MOUTH I FEEL SICK, I’M GOING TO FAINT I FEEL DREAD, I FEEL ANXIOUS, SWEATING I MUST WASH MY HANDS TO STOP THE PANIC GETTING WORSE. Session 4 The formulation shows the extent of Jane’s panic and how her safety behaviours were impacting on all aspects of her life. The therapist attempted again to use information about the causes of anxiety and its effects on the body. The therapist explained what happens when you faint due to blood phobia, this was an attempt to supply Jane with counter evidence for her catastrophic interpretations of her panic. The therapist also used evidence to contrast the effects on the body when fainting and when panicking. After two sessions, the therapist continued to provide and attempted to relay the facts about the nature of anxiety/panic/fainting with the inclusion of behavioural experiments. Educational procedures are a valid part of overall cognitive restructuring strategies, incorporated with questioning evidence for misinterpretations and behavioural experiments (Wells, 1997) The therapist asked Jane to explain to the therapist the function/effects of adrenalin, to see if Jane was beginning to understand and if there had been any shift in her beliefs about panic. The following dialogue may help to illustrate the difficulties the therapist encountered; T. Over the last few sessions, we have been discussing anxiety and the function of adrenalin. Do you understand the physical changes we have looked at? Does it make sense to you? J. Yes. Something has clicked inside my head. I feel less insane now, I understand more about what’s going on. It makes things a little bit easier, but it takes time for it to sink in. T. Do you think you could explain to me what you understand about anxiety/adrenalin? J. As I interpret it is, I like to think of it as, â€Å"I’m not anxious it’s just my adrenalin, It’s just the effects of adrenalin effecting my body† but it’s hard to get from there, to accepting the adrenalin is not going to harm me. I know logically it’s not. But it’s still hard. T. That’s great you’re beginning to question what you have believed and are thinking there may be other explanations for your symptoms. J. Yes. But I still think it’s to do with luck. I have good or bad luck each day and that predicts whether I have a panic or not. I think I’ll be unlucky soon. Session 5-6 The therapist continued to try use behavioural experiments during the sessions to provide further evidence to try to alter Jane’s beliefs about anxiety. The therapist agreed with Jane that they would imitate all the symptoms of panic. Making the room hot, exercising to increase heart rate and body temperature, hyperventilation (ten minutes) Focusing on breathing/swallowing. This continued for most of session 5. As neither the therapist nor Jane fainted, they discussed this and Jane stated it was different in the session than when she with other people. Jane also stated she felt safe and trusted the therapist, she did not believe she could be strong enough to try the experiments alone, as it was â€Å"too scary† The therapist asked Jane to draw a picture of how she felt and put them on the diagram of a person, this then was used to compare with anxiety symptoms, while talking through them with the therapist. The therapist and Jane created a survey about fainting and Jane took this away as homework to gain further evidence. The survey included 6 different questions about fainting e. g. What people knew about fainting/how they would feel about seeing someone faint, etc. Treatment Outcome The treatment with Jane continues. The next session will be the 6th and there will be a review of progress and any improvements. There has been no improvement in measures as noted yet. The therapist intends to use a panic rating scale (PRS) Wells, (1997) during the next session. The therapist will continue to see Jane for two more sessions, lo oking at what Jane has found helpful/unhelpful. Discussion Overall the therapist found the therapy unsuccessful. Although Jane stated she found it helpful, it was difficult for the therapist to see the progress due to the many layers of complexity of Jane’s diagnosis. The therapist has grown more confident in the CBT process and understands that as a trainee, the therapist tried to incorporate all the new skills within each session. The therapist was disappointed that they were unable to guide Jane through the therapy process with a better result. The therapist would have like to have been able to fully establish an understanding of Jane’s complex symptoms earlier on in the therapy. The therapist believes that Jane’s symptoms were very complex and the therapist may have been more successful with a client with a less complicated diagnosis. The therapist would then be able to gain more information via the appropriate measures to enable the formulations in a concise manner. This has been a huge learning curve for the therapist and has encouraged them to seek out continuing CBT supervision within the therapist’s workplace. This is essential to continue the development of the therapist’s skills. The therapist feels that although this has not had the outcome that the therapist would have wanted, it has been a positive experience for Jane. There appeared to be a successful therapeutic relationship, Jane appeared comfortable and able to communicate what her problems were to the therapist from the beginning of therapy. The therapist hopes this will encourage Jane to engage with further CBT therapy in the future and the therapist over the final session hopes to be able to support Jane in creating a therapy blueprint, reviewing what Jane has found helpful. Certificate in CBT September – December 2009 CBT Case Study Panic/Social Phobia/OCD WORD COUNT 3,400 References APA (1994). Diagnostic Statistical Manual of Mental Disorders, Revised, 4th edn. Washington, DC: American Psychiatric Association Padesky, C. A amp; Greenberger, D. (1995). Clinicians Guide to Mind Over Mood. New York: Guilford Padesky, C. A amp; Greenberger, D. (1995). Mind Over Mood. New York: Guilford Wells, A (1997). Cognitive Therapy of Anxiety Disorders. Chichester, UK: Wiley

Women In Music Essays - Medieval Music, Conductus, Las Huelgas Codex

Women In Music History shows that women were not as big of participants in music as men until later in the medieval era. This is due to many obstacles that faced women disabling them from singing, playing any instruments, or even composing music. Although barriers were present, many women and nuns were able to surpass them, and make use of their abilities and skills. In this paper, I will present the role of women as they interacted with polyphony, and as they became scribes, performers, composers, and patrons. Women's involvement with medieval music took a variety of forms; they served at times as audience, as participant, as sponsor, and as creator. The evidence for their roles, like that for their male contemporaries, is sporadic at best. Many musical sources have been lost, and those sources that do survive only occasionally provide composer attributions. Information on specific performances is virtually non-existent, and the references to musical performances gleaned from literary allusions must be read critically. Similarly, a work of art portraying a woman musician may be representational or symbolic, or both. Yet despite these handicaps, modern scholarship reveals many ways in which medieval women were engaged with, and enriched by, the music that flourished around them. Women and Polyphony In at least some convents, women performed polyphony (an extensive discussion of this can be found in Yardley, pp. 24-27). Some of this repertory is preserved in the Las Huelgas codex which stems from the Carthusian monastery for women near Burgos in Northern Spain which housed approximately one hundred nuns and forty choir girls at its prime in the thirteenth century. The manuscript itself contains an extensive collection of polyphony, including three styles of organum: note-against-note, melismatic, and Notre Dame; as well as motets, conductus, tropes, and sequences. Although the manuscript was copied in the fourteenth century, the repertory comes from earlier, especially 1241-1288. The contents of the Las Huelgas Codes is as follows: # 24 polyphonic ordinary movements: 6 2 Kyries and 3 troped Kyries 6 1 troped Gloria 6 1 Credo 6 1 Sanctus and 7 troped Sanctus movements 6 9 troped Agnus Dei movements # 7 polyphonic propers # 31 Benedicamus Domino settings: 6 7 polyphonic settings 6 14 troped polyphonic settings 6 10 troped monophonic settings # 31 Prosae (also known as sequences): 6 11 polyphonic prosae 6 20 monophonic prosae # Modern thirteenth-century genres: 6 59 motets: I 2 four-voice motets I 25 three-voice double motets (with two separate texts in the top voices) I 11 three-voice conductus-motets (with homorhythmic upper voices) I 21 two-part motets 6 17 polyphonic conductus 6 14 monophonic conductus (also known as versus) 6 1 solfeggio The prevalence of polyphony and the heavy use of tropes suggests that this convent, at least, placed a premium on up-to-date musical styles. Other convents may not have had the resources to keep up with the latest musical fashions, but small clusters of polyphonic pieces survive from sixteen different women's convents, suggesting that religious women had at least some interest, and perhaps some training, in composed polyphony. Women as Scribes Women not only read musical books, they also copied them, at least in some instances. While no investigation of women as scribes has been published, evidence for women's roles in scriptoria has been accumulating. It is not known that women's monasteries as well as men's often had active scriptoria. Moreover, an index of colophons from France reveals a significant number of women who signed their scribal works. Though text sources naturally predominate, a few musical sources were signed by women (Colophons, passim). Similarly, though no musical sources survive in her name, Sister Lukardis of Utrecht from the fifteenth century is known to have copied musical manuscripts, because a Dominican friar writes of her activities: She busied herself withwriting, which she had truly mastered as we may see in the large, beautiful, useful choir books which she wrote and annotated for the convent (Edwards, p. 10) Judging by handwriting, notational styles and repertory, a number of unsigned chant manuscripts also stem from the convents in which they were used. Indeed, though relatively few women music scribes are known, many of their sisters may have legacies that hide amongst the unsigned manuscripts of the era. Women as Composers Perhaps the most famous of the medieval women composers is Hildegard of Bingen. Her repertory of sequences and antiphons (sacred songs) stand somewhat outside of the musical

An Achievement Gap Created by the Summer Slide Before Grade 9

An Achievement Gap Created by the Summer Slide Before Grade 9 By the time students in the United States enter grade 12, they will have spent 96 weeks, or the rough equivalent of 2 out 13 required academic years, in time designated as summer vacation. Researchers have been bemoaning the loss of this collective time as they point to the negative consequences of summer vacation up to and including high school..   Negative Impact of Summer Vacation Research A meta-analysis of 138 influences or â€Å"what works in education† was published (2009)  in  Influences And Effect Sizes Related To Student Achievement  by John Hattie and Greg Yates. Their results are posted on their  Visible Learning  website.   They ranked the effects of completed studies (national and international), and using the data combined from these studies, they developed a rating where any influence greater than .04 was a contribution to student achievement. For their finding on summer vacation,  Ã‚  39 studies  were used  to rank the effect of summer vacation on student achievement. The findings using this data revealed summer vacation as having  a negative effect (  -.09 effect) on education. In other words, summer vacation ranked at the bottom of what works in education, a dismal 134 out of 138 influences.. Many researchers refer to the achievement damage done during these months off as summer learning loss or the â€Å"summer slide†Ã‚  as described on the US Department of Educations blog Homeroom. A similar finding came from  Ã‚  Ã¢â‚¬Å"The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review†Ã‚  by  H. Cooper, et al. Their work updated the findings of a 1990 study that originally found: Summer learning loss is very real and has important repercussions in the lives of students, especially those with fewer financial resources. There were several key findings outlined in their updated 2004 report: At best, students showed little or no academic growth over the summer. At worst, students lost one to three months of learning.Summer learning loss was somewhat greater in math than reading.Summer learning loss was greatest in math computation and spelling.For disadvantaged students, reading scores were disproportionately affected and the achievement gap between rich and poor widened. This achievement gap between haves and have nots widens with summer learning loss. Socio-Economic Status and Summer Learning Loss Multiple studies have confirmed that  students in low-income households develop an average two month reading gap during the summer. This gap is cumulative, and each summers two month gap contributes to a sizable learning loss, especially in reading, by the time a student reaches grade 9. Research published in the article Lasting Consequences of the Summer Learning Gap   by  Karl L. Alexander, et al, charted how a students socio-economic status (SES) plays a role is summer learning loss: We find that cumulative achievement gains over the first nine years of childrens schooling mainly reflect school-year learning, whereas the high SES-low SES achievement gap at 9th grade mainly traces to differential summer learning over the elementary years. In addition, a  white paper commissioned by the Summer Reading Collective determined that  two-thirds of the 9th grade achievement gap in reading could be between students from low-income households and their higher-income peers. Other important findings findings pointed out that access to books was critical to slowing summer learning loss. Neighborhoods in low income areas with public libraries for student access to reading materials had  significantly more gains in reading scores from spring to fall than students from high-income households with access to books as well as those from low-income households without access to books at all. Finally, the Summer Reading Collective noted that socio-economic factors played a critical role in learning experiences (access to reading materials, travel, learning activities) stating: Differences in children’s summer learning experiences during their elementary school years can ultimately impact whether they earn a high school diploma and continue to college. With the considerable amount of research documenting the negative impact of summers off, one may wonder why the American public education system embraced summer vacation. History of Summer Vacation: The Agrarian Myth Dispelled Despite the widely held myth that the educational calendar followed farm calendars, the 178 day school year (national average) became standardized for an entirely different reason.  The adoption of summer vacation was the result of an industrial society that opted to let urban students out of the sweltering cities  during the summer months. Kenneth Gold, a professor of education at the College of Staten Island, debunked the myth of an agrarian school year in his 2002 book  School’s In: The History of Summer Education in American Public Schools.  Ã‚   In the opening chapter,Gold notes that if schools were following a true agrarian school year, students would be more available during the summer months while crops  were growing but unavailable during planting (late spring) and harvesting (early fall).   His research demonstrated  that before the standardized school year,  there were concerns that too much school was bad for the health of students and teachers: â€Å"There was a whole medical theory that [people would get sick] from too much schooling and teaching† (25). Summer vacation was the solution to these medical concerns during the  mid-19th Century.   As  cities expanded rapidly, concerns were raised about the moral and physical dangers that unsupervised summer posed to urban youth. Gold goes into great detail about the  Vacation Schools, urban opportunities that offered a wholesome alternative. The 1/2 day  sessions in these vacation schools were attractive to participants and teachers were allowed to be  creative and more lax, addressing the  fears of [mental] overtaxation (125). By the end of World War I,   these vacation schools had become more in line with a growing academic bureaucracy. Gold notes, ...summer schools adopted a regular academic focus and a credit-bearing function, and they soon bore little resemblance to the vacation programs that preceded them (142). These academic summer schools were geared to allow students to gain extra credits, either to catch up or to accelerate, however, the creativity and innovations of these vacation schools diminished as the funding and staffing were in the hands of the administrative progressives that were overseeing the urban districts   Gold traces the standardization of education noting the growing body of  research on the adverse impact of summer vacation, especially on economically disadvantaged students as a growing concern. His work on how American education served the needs of a  continuously growing â€Å"summer leisure economy† clearly demonstrates  the stark contrast of mid-19th Century’s academic standards with the growing demands of 21st Century academic standards with their emphasis on college and career readiness. Stepping Away from Traditional Summer Vacation Schools K-12, and post-secondary experiences, from community college to graduate universities, are now experimenting  with a burgeoning market of opportunities for online learning. The opportunities bear names such as   Synchronous Distributed Course,  Web-Enhanced Course,  Blended Program, and others; they are all  forms of e-learning.   E-learning is rapidly changing the design of the traditional school year as it can be made available beyond the walls of a classroom at varying times. These new opportunities may make learning available through multiple platforms throughout the year. In addition, experiments with year-round learning are already well into their third decade. Over 2 million students participated (by 2007), and the research (Worthen 1994,   Cooper 2003)  on the effects of year round schools explained in   What Research Says About Year-Round Schooling (compiled by  Tracy A. Huebner) shows a positive impact: Students in year-round schools do as well or slightly better in terms of academic achievement than students in traditional schools;Year-round education may be particularly beneficial for students from low-income families;Students, parents, and teachers who participate in a year-round school tend to have positive attitudes about the experience. On more than one follow-up to these studies, the explanation for the positive impact is simple: The loss of retention of information that occurs during the three-month summer vacation is lessened by the shorter, more frequent vacations that characterize year-round calendars. Unfortunately, for those students without intellectual stimulation, enrichment, or reinforcement-whether they are economically disadvantaged or not- the long span of summer will culminate in an achievement gap.    Conclusion The  artist Michelangelo is reputed to have said, I am still learning (Ancora Imparo)  at the age of 87, and while he never enjoyed the American public school summer vacation, it is unlikely he went for long periods without the intellectual stimulation that made him the man of the Renaissance. Perhaps his quote could inverted as a question if there are chances to change the design of school academic calendars. Educators could ask, Are they still learning during the summer?

HMS Nelson in World War II

HMS Nelson in World War II HMS Nelson (pennant number 28) was a Nelson-class battleship that entered service with the Royal Navy in 1927. One of two ships of its class, Nelsons design was a result of the limitations imposed by the Washington Naval Treaty. This resulted in the entirety of its main armament of 16-inch guns mounted forward of the battleships superstructure. During World War II, Nelson saw extensive service in the Atlantic and Mediterranean as well as aided in supporting troops ashore after D-Day. The battleships final wartime service occurred in the Indian Ocean where it aided the Allied advance across Southeast Asia. Origins HMS Nelson  can trace its origins to the days after World War I. Following the conflict  the Royal Navy began designing its future classes of warships with the lessons learned during the war in mind. Having taken losses among its battlecruiser forces at  Jutland, efforts were made to emphasize firepower and improved armor over speed. Pushing forward, planners created the new G3 battlecruiser design which would mount 16 guns and have top speed of 32 knots. These would be joined by the N3 battleships carrying 18 guns and capable of 23 knots. Both designs were intended to compete with warships being planned by the United States and Japan. With the specter of a new naval arms race looming, leaders gathered in late 1921 and produced the  Washington Naval Treaty. The worlds first modern disarmament agreement, the treaty limited fleet size by establishing a tonnage ratio between Great Britain, the United States, Japan, France, and Italy. Additionally, it restricted future battleships to 35,000 tons and 16 guns. Given the need to defend a far flung empire, the Royal Navy successfully negotiated the tonnage limit to exclude weight from fuel and boiler feed water. Despite this, the four planned G3 battlecruisers and four N3 battleships still exceeded the treaty limitations and the the designs were cancelled. A similar fate befell the U.S. Navys  Lexington-class battlecruisers and  South Dakota-class battleships. Design In an effort to create a new battleship that met the required criteria, British planners settled on a radical design which placed all of the ships main guns forward of the superstructure. Mounting three triple turrets, the new design saw A and X turrets mounted on the main deck, while B turret was in a raised (superfiring) position between them. This approach aided in reducing displacement as it limited the area of the ship requiring heavy armor. While a novel approach, A and B turrets often caused damage to equipment on the weather deck when firing forward and X turret routinely shattered the windows on the bridge when firing too far abaft. HMS Nelson in the years before World War II. Public Domain Drawing from the G3 design, the new types secondary guns were clustered aft. Unlike every British battleship since HMS Dreadnought (1906), the new class did not possess four propellers and instead employed only two. These were powered by eight Yarrow boilers generating around 45,000 shaft horsepower. The use of two propellers and a smaller power plant was done in an effort to save weight. As a result, there were worries that the new class would sacrifice speed. To compensate, the Admiralty utilized an extremely hydrodynamically efficient hull form to maximize the vessels speed.  In a further attempt to reduce displacement, an all or nothing approach to armor was used with areas either being heavily protected or not protected at all.  This method had been utilized earlier on the five classes that comprised the US Navys Standard-type battleships (Nevada-,  Pennsylvania-,  New Mexico-,  Tennessee-, and Colorado-classes). Those protected sections of the ship utilized an internal, inclined armor belt to increase the relative width of the belt to a striking projectile. Mounted aft, the ships tall superstructure was triangular in plan and largely built of lightweight materials. Construction and Early Career The lead ship of this new class, HMS Nelson, was laid down at Armstrong-Whitworth in Newcastle on December 28, 1922. Named for the hero of Trafalgar, Vice Admiral Lord Horatio Nelson, the ship was launched September 3, 1925. The ship was completed over the next two years and joined the fleet on August 15, 1927. It was joined by its sister ship, HMS Rodney in November. Made flagship of the Home Fleet, Nelson largely served in British waters. In 1931, the ships crew took part in the Invergordon Mutiny. The following year saw Nelsons anti-aircraft armament upgraded. In January 1934, the ship struck Hamiltons Reef, outside Portsmouth while en route to maneuvers in the West Indies. As the 1930s passed, Nelson was further modified as its fire control systems were improved, additional armor installed, and more anti-aircraft guns mounted aboard. HMS Nelson (28) Overview:Nation: Great BritainType: BattleshipShipyard: Armstrong-Whitworth, NewcastleLaid Down: December 28, 1922Launched: September 3, 1925Commissioned: August 15, 1927Fate: Scrapped, March 1949Specifications:Displacement: 34,490 tonsLength: 710 ft.Beam: 106 ft.Draft: 33 ft.Speed: 23.5 knotsComplement: 1,361 menArmament:Guns (1945)9 Ãâ€" BL 16-in. Mk I guns (3 Ãâ€" 3)12 Ãâ€" BL 6 in. Mk XXII guns (6 Ãâ€" 2)6 Ãâ€" QF 4.7 in. anti-aircraft guns (6 Ãâ€" 1)48 Ãâ€" QF 2-pdr AA (6 octuple mounts)16 Ãâ€" 40 mm anti-aircraft guns (4 Ãâ€" 4)61 Ãâ€" 20 mm anti-aircraft guns World War II Arrives When World War II began in September 1939, Nelson was at Scapa Flow with the Home Fleet. Later that month, Nelson was attacked by German bombers while escorting the damaged submarine HMS Spearfish back to port. The following month, Nelson and Rodney put to sea to intercept the German battlecruiser Gneisenau but were unsuccessful. Following the loss of HMS Royal Oak to a German U-boat at Scapa Flow, both Nelson-class battleships were re-based to Loch Ewe in Scotland. On December 4, while entering Loch Ewe, Nelson struck a magnetic mine that had been laid by U-31. Causing extensive damage and flooding, the explosion forced the ship to be taken to the yard for repairs. Nelson was not available for service until August 1940. While in the yard, Nelson received several upgrades including the addition of a Type 284 radar. After supporting Operation Claymore in Norway on March 2, 1941, the ship began protecting convoys during the Battle of the Atlantic. In June, Nelson was assigned to Force H and began operating from Gibraltar. Serving in the Mediterranean, it aided in protecting Allied convoys. On September 27, 1941, Nelson was hit by an Italian torpedo during an air attack forcing it to return to Britain for repairs. Completed in May 1942, it rejoined Force H as flagship three months later. In this role it supported efforts to resupply Malta. Amphibious Support As American forces began to gather in the region, Nelson provided support for the Operation Torch landings in November 1942. Remaining in the Mediterranean as part of Force H, it aided in blocking supplies from reaching Axis troops in North Africa. With the successful conclusion of fighting in Tunisia, Nelson joined other Allied naval vessels in aiding the invasion of Sicily in July 1943. This was followed by providing naval gunfire support for the Allied landings at Salerno, Italy in early September. HMS Nelson at Mers-el-Kebir during Operation Torch, 1942. Public Domain On September 28, General Dwight D. Eisenhower met with Italian Field Marshal Pietro Badoglio aboard Nelson while the ship was anchored at Malta. During this time, the leaders signed a detailed version of Italys armistice with the Allies. With the end of major naval operations in the Mediterranean, Nelson received orders to return home for an overhaul. This saw a further enhancement of its anti-aircraft defenses. Rejoining the fleet, Nelson was initially held in reserve during the D-Day landings. Ordered forward, it arrived off Gold Beach on June 11, 1944, and began providing naval gunfire support to British troops ashore. Remaining on station for a week, Nelson fired around 1,000 16 shells at German targets. Departing for Portsmouth on June 18, the battleship detonated two mines while en route. While one exploded approximately fifty yards to starboard, the other detonated beneath the forward hull causing considerable damage. Though the forward part of the ship experienced flooding, Nelson was able to limp into port. Final Service After assessing the damage, the Royal Navy elected to send Nelson to the Philadelphia Naval Yard for repairs. Joining westbound convoy UC 27 on June 23, it arrived in the Delaware Bay on July 4. Entering dry dock, work began to repair the damage caused by the mines. While there, the Royal Navy determined that Nelsons next assignment would be to the Indian Ocean. As a result, an extensive refit was conducted which saw the ventilation system improved, new radar systems installed, and additional anti-aircraft guns mounted. Leaving Philadelphia in January 1945, Nelson returned to Britain in preparation for deployment to the Far East. HMS Nelson (left) with HMS Rodney, undated. Public Domain Joining the British Eastern Fleet at Trincomalee, Ceylon, Nelson became the flagship of Vice Admiral W.T.C. Walkers Force 63. Over the next three months, the battleship operated off the Malayan Peninsula. During this time, Force 63 conducted air attacks and shore bombardments against Japanese positions in the region. With the Japanese surrender, Nelson sailed for George Town, Penang (Malaysia). Arriving, Rear Admiral Uozomi came aboard to surrender his forces. Moving south, Nelson entered Singapore Harbor on September 10 becoming the first British battleship to arrive there since the islands fall in 1942. Returning to Britain in November, Nelson served as flagship of the Home Fleet until being moved into a training role the following July. Placed in reserve status in September 1947, the battleship later served as a bombing target in the Firth of Forth. In March 1948, Nelson was sold for scrapping. Arriving at Inverkeithing the following year, the scrapping process began

Business Law exam 2 Essay Example | Topics and Well Written Essays - 750 words

Business Law exam 2 - Essay Example This indicates that the female employee was not being pressurized through organizational apparatus to socialize with the male employee. There is some indication to the creation of a hostile environment by the female employee herself by socializing with a male employee in this fashion. The female employee’s adverse reaction to the male employee’s advances changed the situation altogether. She was denied fair compensation and pay raise for her work. There is little explanation for the sudden fall in her quality of work from the company’s end making coercion through official apparatus a strong possibility. The lack of response from the human resources department especially its lack of providing a sexual harassment mechanism to deal with the situation is also clear. This also serves to indicate that employer and his other agents were fully aware and complacent over the situation. The female employee had to seek psychiatric assistance in order to resolve her issues, w hich in turn indicate grievous damage to herself. Such conduct had both a â€Å"deleterious† as well as â€Å"severe and pervasive† effect on the female employee without doubt. Furthermore, the harassment occurred during employment which makes the employer vicariously liable. The move by the male employee to settle down the situation by offering greater rewards also casts doubt on the male employee’s motives. Given the circumstances of the case, it is clear that sexual harassment laws apply to the case. The employer’s attitude of ignoring complaints made by the female employee means that the tort of Constructive Damage has been set in motion. On another note, it is clear that although sexual undertones and overtones may have existed in the organization but these were latent only. In this fashion, such sexual tones cannot be considered as hostile environment. Furthermore, the female employee’s outstanding performance in the first six

The U.K taxation system Essay Example | Topics and Well Written Essays - 2750 words

The U.K taxation system - Essay Example The paper tells that taxable income includes income from employment either from part-time, full-time, or temporary employment. However, if people receive benefits or perks from their employer, they may be taxable. Income from partnerships or self-employment, pension income such as state pension, retirement annuity and personal or company pension, are also taxable as stated in the UK tax laws. Additionally, pensioner bonds, trust income and investment income, includes dividends on company shares except dividend income from ISAs, are also taxable. Other taxable income includes Rental income, State benefits such as Carer’s Allowance, Jobseeker’s allowance, Employment and Support Allowance, Incapacity Benefit, and weekly Bereavement Allowance among others. The income tax rates in the UK depend on an individual’s personal income. According to Adam, Kaplan and Institute for Fiscal Studies, the 10% rate shows the tax rate for anybody who saves an income of up to GBP 2,4 00. The dividend income below GBP 37,400 is taxed at 10% while that above GBP 37,400 to GBP 150,000 is taxed at 32.5%. In addition, a tax of 42.5% is taxed on dividend income above GBP 150,000. Thus, this shows that income tax is lower in the UK than most countries including New Zealand and Australia. The relevant tax period in the UK starts from 6th April to 5th April in the next year. This includes both income tax and personal taxes. For instance, the 2010-2011 tax year started on 6th April in 2010 and ran through to 5th April 2011. (Adam, Kaplan and Institute for Fiscal Studies, 2002). In the UK, taxes and allowances are usually fixed for any given year, but they often change from one year to another. What is the relative importance of direct and indirect taxes in United Kingdom? What are the implications of this? Direct tax consists of income tax and wealth tax while indirect tax involves central excise duty, customs duty, service tax, purchase tax and value added tax (VAT). Inc ome tax is a direct tax on all incomes that are received by private individuals after some allowances are made. Direct taxes are usually paid directly to the Exchequer by the taxpayer through PAYE, which applies to corporate tax, as well. However, tax liability cannot be forwarded to someone else. Indirect taxes are such as VAT and several excise duties on tobacco, oil and alcohol. Indirect tax, unlike direct tax can be passed onto the final customer by the supplier depending on the price of elasticity of demand and supply of goods. However, over the last twenty years, economists have differed on the optimum mix of taxation between direct and indirect taxes, which has resulted in a shift towards indirect taxation. Economists argue that indirect taxes help in changing the overall pattern of demand for certain products and services, thus, affecting consumer demand such as an increase in the real duty on petrol. Indirect taxes are also useful in controlling and correcting externalities of both production and consumption. Also, they are less likely to interfere with people’s choice between work and leisure than the direct tax. Thus, they have a little negative effect on work incentives. Additionally, they allow a reduction in direct

Difference Between Monopoly Pricing and Competitive Pricing Essay Example for Free

Difference Between Monopoly Pricing and Competitive Pricing Essay Congress is discussing the possibility of removing patent protection for life saving drugs in order to reduce the cost of the Medicare and Medicaid systems. Discuss both the short-run and long-run implications for the economic situation of the drug industry. Include in your answer the impact on prices, new development, etc. of drugs. Include appropriate graphs showing the difference between monopoly pricing and competitive pricing. The drug industry currently takes on both monopolistic and competitive market structures. When a drug company develops a new drug, there are patent laws that allow the company to have a monopoly on selling the drug. In the short-run, the company is able to charge the monopoly price (above marginal cost) and maximize profit by producing the quantity where marginal revenue equals marginal cost. Once the patent runs out, other drug companies have an incentive to enter the market causing it to become more competitive. These new companies produce generic versions of the drug and charge a price below the monopolist’s price. As more and more competitors enter the price is driven down to marginal cost. If congress were to remove patent protection on life-savings drugs, drug company’s profits for life saving drugs would decrease. More companies would be able to begin producing the drugs without waiting for the patent period to end therefore, the original drug maker would not be able to charge the monopoly price for very long because competitors could quickly engineer generic versions. The original producer would no longer be a price maker and instead need to follow profit maximization rules of a competitive market by producing the quantity where marginal revenue equals marginal cost and charge a price equal to marginal marginal revenue. Since the original drug maker will not be able to benefit from monopoly pricing during the patent period, there will be less incentive for them to create lifesaving drugs. A part of the benefit of higher profits during the monopoly period is the ability to recoup some of the research, develop, and testing costs of producing these drugs that the generic makers do not incur. Consumers on the other hand would benefit from competition in the market which prevents a single drug maker from dictating the market price of these newly developed lifesaving drugs.

Comparing Heart of Darkness and Wuthering Heights Essay -- Comparison

Similarities between Heart of Darkness and Wuthering Heights    Although Joseph Conrad's novel, Heart of Darkness, and Emily Bronte's, Wuthering Heights, were written in different era, they do in fact share a few similarities.    First of all, Heart of Darkness and Wuthering Heights compare in the manner that both novels draw on their respective author's personal experiences. Emily Bronte, who wrote in the latter Romantic Period but also had characteristics of Victorian writers, was left motherless at the age of two and spent most of her life with her father and siblings in Haworth, England. It was in this location that Emily first experienced the moors that play a critical role of her novel linking Wuthering Heights with Thushcross Grange. The moors was the area Heathcliff and Catherine would escape to when things were difficult. Haworth was a town that was isolated and surrounded by moors much like the setting of Wuthering Heights is described. Also, Emily Bronte parallels her own life in the manner in which she creates motherless characters. For example, Catherine and Hindley lose their mother at a young age as well as Catherine eventually dies leaving her young daughter, Catherine motherless. Joseph Conra d draws on his own person    al experiences in his novel, Heart of Darkness. Joseph Conrad had always been enthralled with the open oceans, maps, and uncharted territories of the African continent. He was hired by a British Company to operate a small steamship on the African Congo. He went on this trip and while there began keeping journals that would later become the basis for this novel.    Secondly, the authors of Wuthering Heights and Heart of Darkness both write their novels in the narrative fr... ...bright and upbeat feeling. It is true of both novels, for every good there is an evil. In Wuthering Heights, the characters are paired. For instance, two opposite households and the contrast of characters in Heathcliff vs. Linton. We see the coalition of good verses bad in Heart of Darkness, in the distinguishable manner in which Conrad writes o    f the black and the white. The underlying tone of Heart of Darkness is the oppression of the British over the African natives in the Congo.    In conclusion, many years separate Wuthering Heights and Heart of Darkness. The issues at hand facing these two authors were different, however they do possess similar ways of expressing to their readers the message they hope to convey.    Works Cited Bronte, Emily. Wuthering Heights Conrad, Joseph. Heart of Darkness Gersh, Marianna. "Heart of Darkness"

Poverty in America Essay

Poverty has always been with us from beggars outside the gates of Jerusalem to the mentally ill homeless woman in the park. America is known for our huge difference in culture and class. This is due partly to the dynamics behind the political decisions of this country. The president himself admits that America is more unequal than it’s been since the great depression and many of his own supporters say he has failed. America now has, by many standards, the lowest social mobility of all of the high-end countries, meaning that a child born into poverty is likely to grow up as a poor adult. This is surprising for a country that not only prides itself as being a middle class society, but as the society where anyone can make it and where social mobility is so high. In some places now, it is hard to believe that America is an economic giant. â€Å"One in four young children lives in poverty in the richest nation on earth.† (Kindle, 2012) This is a fact that goes unnoticed by m ost Americans. Poverty in America has become a circular phenomenon and it has been shown to affect certain communities while it breezes by others. The Poverty Line â€Å"Some 46 million Americans live in poverty. That is the third highest poverty rate among developed nations, ahead only of Turkey and Mexico.† (Kindle, 2012) We might then ask, what is poverty? Where is the poverty line? For 63% of Americans, ages 16 and over, working is a necessity. From working entry level jobs in retail and fast food, jobs in manufacturing and farming, to banking and health care. These similarities, however, end there. This becomes quite apparent especially when it comes to hours worked and their compensation. For example, the average entry level wage in New Mexico is $8.02 an hour or $16,673 a year, before taxes. As opposed to an experienced worker or a college educated one, $22.93 an hour or $47,692 a year. This is lower than the national level of $17,867 annual for an entry level job and $66,248 for the experienced and educated. Unfortunately there are some that work as many hours and are paid less. Since 1938, there has been a federal law requiring employers to pay their employees a minimum wage. It was 25 cents. (Williamson, 1980) In 1938, the gap between nominal wages and real wages was quite wide compared to now where they are fairly close to each  other and it is predicted they will mirror each other in the near future. Currently in California, the state minimum is $8.00, which is not a lot considering the rising cost of food, housing, and energy. According to 2008 Federal Poverty Guidelines, a family of 4 making $21,200 before taxes is considered to be poor. (Iceland, 2012) There are social programs that are set up to help people in this predicament; however, it does not help them get out of the circumstance. â€Å"The average food stamp benefit is $21 per week.† (Kindle, 2012) This is not nearly enough to support your average American. The aid programs are set up to get the poor by on a day to day basis and are not set up to improve their social mobility. There should be money spent on programs that allow those in poverty to improve their education and careers. What makes people poor? Is it lack of opportunities? Is it lack of education and skills training? Is racism and sexism? There are a wide variety of opinions on why people are poor. There is a sense of ignorance when bringing to attention the issue to those unaffected. Those that are unaffected could help but they do not know which way will help not only with th e poor today but to decrease the poverty in the future. What is surprising is that a lack of education opportunities is often mentioned as reasons for poverty. According to the US department of education, 9.3% of the 37 million students ages 16-24 are high school drop outs. This is ironic considering that public high school is available to all. It seems creating jobs is the consensus and it makes sense especially when you look at the unemployment rate. Nationally the unemployment rate is 6.1%. What is the reason for this number? The loss of non government jobs, mainly in the manufacturing sector. This had a domino effect to other businesses like retail and construction. In the past years, we’ve heard how the economy is on the verge of collapse and this is the worst since the great depression of the 1930s. (Ross, 1967) We have a long way before we are in a depression. In 1935 the unemployment rate was the highest at 24.9% in 1959 it was 5.5% the highest since that time was at 1982 at 10.8% We are not close to another depression but we do have extreme poverty amongst us. Poverty in America has been rapidly growing in the past decade because of poor political decisions. There is an extreme divide between the social classes in America. Most people belong to the 99%. The 1% is some of the richest people in the word and has cornered the market. They own 1/3 of US net worth. The  US has over 400 billionaires, which is the most in the world. (GAO, 2007) Lack of money is not the reason for the extreme poverty rates in America, greed is. There is definitely enough money to go around the US multiple times but no one wants to help those in need. There is this sense of survival of the fittest that is an ongoing theme when looking into poverty here. Race and Class Segregation America is deeply divided. We can agree that poverty is more pervasive among minorities, children, female-headed families and people with less education. It has been shown through true statistics that there is a definite inequality between race and class when dealing with poverty in America. But why is American poverty still colored in the twenty-fifth century? Neighborhoods that are organized around work where significant percentage of the adults is working are significantly different from neighborhoods that are jobless, which are neighborhoods that include a significant percentage of people that are not working. Jobless neighborhoods are a lot more dangerous because they create and breed other problems like crime, gang formation, and drug trafficking. (Iceland, 2012) This leads back to the continuing issue with America’s lack of social mobility. It seems that once one person is in poverty, it becomes a vicious cycle and no one is willing to do anything to help. That’s why poverty is passed down to the same races and the same classes because they get stuck in that predicament. There are 50 million Americans without health insurance. (Iceland, 2012) This does not help our problem with poverty. America is a country that deals with problems as they come and never with preventing them. Those that are born into a poor family almost always end up the head of a poor family. This fact has shaped America and has almost made it impossible for those that are born into less fortunate homes. Dealing with Poverty The facts are as stands; if a person was to walk down the streets in any which neighborhood in America, 1 out of every 6 people passed could be living in poverty. This issue is rarely talked about for these outstanding numbers. Each year the number of poverty in America goes up. The new poor  are the former middle class, and the middle class is disintegrating. There are becoming only two classes; a lower class and a higher class. Bottom line; America needs to reverse the cycle. Through education and assistance programs, America will be able to close the gap between the two classes. Recent unemployment rates have dropped slightly and the economy is showing some signs of growth but only some Americans are gaining from it. Almost a million American children sometimes go hungry and tent cities are springing up across the country. The world’s economic power house has a sickness. While both sides blame each other, America cannot fully admit their poverty, and are certainly not dea ling with it. Annotated Bibliography Iceland, JohnPoverty in America: A Handbook, with a 2012 Preface. Berkeley, Calif.: University of California Press, 2012. This book allowed me to understand better poverty in America. It focuses on early views of poverty in America and where the poverty in America originated. This book also describes the causes and characteristics of poverty as well as why poverty remains high in America. I chose this book so that I would have a timeline of poverty from the beginning as well as poverty now. I would be able to compare and contrast the social and economical times between then and now. I will compare the different ethnicities in America and compare the different ways that they have been affected by poverty over the years. Kindle, Peter A. â€Å"Book Review of So Rich, So Poor: Why It’s So Hard to End Poverty in America by Peter Edelman Edelman, Peter. 2012. So Rich, So Poor: Why It’s So Hard to End Poverty in America. New York: The New Press. $24.95, 208 Pp., Hardcover. ISBN: 978-1-59558-785-5.† Poverty & Public Policy 4.4 (2012): 241-43. Print. This is a journal that gave me facts about poverty in America. I was able to link the problems with true statistics and use them in my paper. I found this journal to be very helpful when deliberating what should be in my paper and not. It was easier to read than the books and really got me interested in the topic. Ross, Arthur M., and Herbert Hill. Employment, Race, and Poverty. New York: Harcourt, Brace & World, 1967. Print. This book talks about the employment,  race, and poverty in America and gives me statistics that are quotable for my paper. It is important to figure out how all these three aspect tie together and it allows me to relate race to poverty in America. This books also paints a picture of what it is like to be unemployed, a minority, and in poverty in America throughout many decades. I will use this source to also explain the unemployment issue and how the unemployed got to where they are and how it affects their families. I will talk about the vicious cycle of the unemployed and how it will almost always be passed down to their children and what other types of issues (jail time, drug dealing, etc) are caused because of the unemployment of certain classes. â€Å"The Other America, 2012: Confronting the Poverty Epidemic | The Nation.† The Other America, 2012: Confronting the Poverty Epidemic | The Nation. N.p., n.d. Web. 02 Mar. 2014. This site helped me to form my conclusion. It allowed me to formulate my thoughts and wrap up my ideas. I was able to see how other people looked at poverty and what their stance was on the issue. I also used this site to add some facts to my paper and get more of an emotional effect with my word play. United States. Government Accountability Office. Poverty in America: Economic Research Shows Adverse Impacts on Health Status and Other Social Conditions as Well as the Economic Growth Rate: Report to Congressional Requesters. [Washington, D.C.]: U.S. Government Accountability Office, 2007. Economic research suggests that people living in poverty face an increased risk of adverse outcomes, such as poor health and criminal activity, both of which may lead to reduced participation in the labor market. It also shows that limited access to health care as well as a greater exposure to environmental hazards affects the heath of those living in poverty. I will use this book to examine the effects that poverty has on issues like health, social conditions, and growth rate. The previous book allowed me to examine exactly what poverty is and this book will allow me to see the affects the poverty has had over time. I would like to go over the economic growth rate and see what ethnicities have su ffered the most and which have substantially improved, if any. Williamson, Jeffrey G., and Peter H. Lindert. American Inequality: A Macroeconomic History. New York: Academic, 1980. Print. This book solely focuses on the history of the inequality of class and race in America. The information found in this book will start my paper off with facts about how the poverty came to be what it is today. American inequality  is highlighted in this book and we are able to see where the inequality started and how it is currently affecting America. It is important to explain the macroeconomic history of America for the readers to get an idea of how the inequality in America originally started Revision Plan I. Thesis: I changed the focus of my thesis to relate more to the lack of social mobility in my paper. I felt that it was the basis of my paper and what I was most interested in. My thesis originally was not very powerful but after using Pearson’s writing guide I was able to change my words around and create more of a strong stance. II. Organization: My paper was completely unorganized. It is hard for me to organize my thoughts and to better blend my ideas. I had to make index cards and organize them that way in order to figure out the best order of my ideas. III. Support and Development of Ideas: Adding quotes helped better support my ideas. It added facts to what I already had and also helped with smoothing out my ideas. IV. Style: I changed the style of my paper from MLA to APA. I had never done a paper in APA but it made sense to use this format because we were told to include an abstract and an author’s note which followed the guidelines of an APA style paper. It was different but it turned out to look a lot cleaner than the MLA. V. Mechanics: Using the Pearson writing components really helped develop my paper. I knew what to focus on and what was unimportant in the process. I tried to make the issue clear by painting a picture with my words to help better understand the points I was trying to make.

Chick-fil-A Customer Service Essay

Chick-fil-A president Dan Cathy greeted employees at the newest Charleston area restaurant with a Bible verse, a prayer and a message about doing business the â€Å"Chick-fil-A Way. † Most people recognize the famous Chick-fil-A cows and their misspelled pleas to â€Å"Eat Mor Chikin. † But not everyone may be aware of Chick-fil-A’s unique way of doing business. With a focus on quality food, superior customer service and dedicated employees, Chick-fil-A has built a restaurant empire. Another freestanding restaurant opened Sept. 29 on Dorchester Road near the Ashley Phosphate Road intersection in North Charleston. Two days before the opening, new employees—called â€Å"team members† in the Chick-fil-A world—served dinner to their family members and listened as Cathy explained the importance of smiling and treating customers with honor, dignity and respect. Chick-fil-A’s mission, he said, is â€Å"to glorify God by being a faithful steward of what is entrusted to us. † Sandwich history Cathy is the son of Chick-fil-A founder S. Truett Cathy, who entered the restaurant business in 1946 when he opened Dwarf Grill in an Atlanta suburb. It would be another 20 years before the world was introduced to Chick-fil-A. In 1961, Truett Cathy accepted leftover pieces of chicken breast from Goode Brothers Poultry. The poultry company provided airlines with boneless, skinless chicken breasts that would fit in the plastic trays used to serve food on airplanes but had plenty of leftover pieces to sell. Truett Cathy had considered adding chicken to his menu and decided to take the poultry company up on its offer to take the leftover pieces too big for the airline trays. Truett Cathy spent months perfecting the recipe and figuring out the best way to cook the chicken quickly. After four years, he had a boneless chicken sandwich. According to Chick-fil-A history, Truett Cathy originally called it a chicken steak sandwich but began thinking of something that could carry a trademark. The best cut of a steak is the fillet, so why not call the sandwich a chicken fillet, he thought. The name morphed into chick fillet and eventually became Chick-fil-A (with a capital â€Å"A† to emphasize quality). The first Chick-fil-A opened in Atlanta’s Greenbrier Mall in 1967. The first freestanding restaurant opened in Atlanta about 20 years later. The restaurant has continued its incredible growth, expanding heavily into the western United States, introducing a breakfast menu and healthier menu options. The Chick-fil-A Way Certainly Chick-fil-A isn’t the only quick service restaurant to make billions, but what sets Chick-fil-A apart is the company’s corporate philosophy, its emphasis on values, customer service and treating employees like family members. Dan Cathy attributes the company’s success to his 84-year-old father, whom he describes as a tremendous influence, a â€Å"patriarch† and â€Å"Moses figure† in the family and in the company. Thanks to his father’s influence, Chick-fil-A has â€Å"stayed the course,† Dan Cathy said. Despite the many potential distractions, the company stays focused on its recipes, hot food, clean restrooms—the things that are important to customers. Interestingly, Dan Cathy refers to his company as being in the hospitality business—not usually the first description that comes to mind when thinking about fast food. But Cathy said the idea of being in the hospitality business began when his family opened its first diner. â€Å"That’s our heritage, our roots,† he said. When the focus is on the customers and employees, success will follow, according to Chick-fil-A’s philosophy. â€Å"It’s all about the people,† Dan Cathy said. â€Å"You can’t have great tasting food until you have a good relationship with your employees. † Chick-fil-A offers $1,000 college scholarships to its employees, having awarded about $20 million during the past 30 years. The company also has a unique agreement with its operators, providing franchisees with the chance to sublease a restaurant for $5,000. Each month operators pay the corporate office 15% of gross sales and 50% of net profits as a franchise fee. Operators are assured a minimum annual income of $30,000. The company continues its long-standing tradition of being closed on Sundays, so employees can spend time with their families and attend a worship service. Despite opportunities to go public, Chick-fil-A remains a private company so it can retain control over its key values. Chick-fil-A has proven a business with values and principles can do well. And not just survive but thrive, Dan Cathy pointed out. In 2004, Chick-fil-A achieved sales of $1. 74 billion—an increase of 13. 8% over 2003. The company is opening 61 new restaurants this year, and customer satisfaction scores are the highest they have ever been, Cathy said. The company will introduce milkshakes to its menu next summer. And a spicy chicken sandwich is being tested in the Tampa, Fla. , area. Family ties have local roots Operating the new Dorchester Road location is Daniel Dickerson, whose family has been operating Chick-fil-A for years. His father was one of the first Chick-fil-A operators, and his brother, Patrick Dickerson, is the operator of the Mount Pleasant Chick-fil-A. Raised in Charleston, Daniel Dickerson previously ran a store in Ocala, Fla. Dickerson said he looks up to the Cathy family and also tries to live up to the legacy his own father left behind. Dickerson oversees 72 part- and full-time employees at his North Charleston store. Many of the employees are teenagers, and Dickerson—following a company tradition—employs students who are involved in their schools and extracurricular activities. Chick-fil-A promotes involvement and works around students’ schedules. Dickerson said he would rather have 20 students with less availability than students who aren’t involved in their schools. At the family night celebration, Dan Cathy assured the parents of the many teenage employees their children would be working in a supportive environment. If grades aren’t maintained, students’ work schedules could be cut back. From providing scholarships to closing on Sundays, Chick-fil-A continues to do business its own way, based on principles Truett Cathy instilled in the company more than 50 years ago. In 2002, Truett Cathy published Eat Mor Chikin: Inspire More People, a book that explains â€Å"Doing Business the Chick-fil-A Way. † Truett Cathy opens a chapter on priorities and commitment by recalling when a reporter asked him how he would like to be remembered. Cathy responded, â€Å"I think I’d like to be remembered as one who kept my priorities in the right order. We live in a changing world, but we need to be reminded that the important things have not changed, and the important things will not change if we keep our priorities in proper order. † Holly Fisher is the supplements editor for the Business Journal.

30 Problem Words and Phrases

30 Problem Words and Phrases 30 Problem Words and Phrases 30 Problem Words and Phrases By Mark Nichol Tried-and-true words and phrases are convenient, but they are also truly trying as with clichà ©s, when a writer relies too heavily on stock usage, the resulting prose is tired and uninspired. Watch out for the following deadly usages. 1. After having: â€Å"After looking around, I chose a seat† is fine, and so is â€Å"Having looked around, I chose a seat,† but â€Å"After having looked around, I chose a seat† is redundant. â€Å"Having† means that the action has already been performed, so the context is clear that the writer is writing after the fact. 2. Aged: Identifying the age or age range of a person or a group with this word puts the subject(s) in a category with cheese or wine. Write â€Å"50 years old,† for example, instead of â€Å"aged 50 years,† or â€Å"ages 21–34† rather than â€Å"aged 21–34.† 3. Aggravate: To aggravate is to make something worse, not to bother, annoy, or irritate. 4. And also: And and also are redundant; use one or the other. 5. Anticipate: To anticipate is to foresee (and perhaps act on that foresight), not to expect. 6. Anxious: To be anxious is to feel distressed or worried, not eager. 7. Approximately: How about using about instead? Save three syllables. For scientific or technical references, approximately is fine, but it’s a bit much in most other contexts. 8. As to whether: â€Å"As to† is extraneous; use whether only. 9. At this point in time: Omit this meaningless filler. 10. Basically, essentially, totally: Basically, these words are essentially nonessential, and you can totally dispense with them. 11. Being as/being that: Replace these phrases with because. 12. Considered to be: â€Å"To be† is extraneous; write considered only, or consider deleting it as well. 13. Could care less: No, you couldn’t. You want to convey that it’s not possible for you to care less, so you couldn’t care less. 14. Due to the fact that: Replace this phrase with because. 15. Each and every: Write â€Å"Each item is unique,† or â€Å"Every item is unique,† but not â€Å"Each and every item is unique.† 16. Equally as: As is superfluous; write equally only. 17. Was a factor, is a factor, will be a factor: If your writing includes one of these phrases, its presence is a sign that you’re not done revising yet; rewrite â€Å"The vehicle’s condition is a factor in performance,† for example, to â€Å"The vehicle’s condition affects its performance.† 18. Had ought: Had is redundant; use ought only. 19. Have got: Got is suitable for informal writing only; if you’re referring to necessity, consider must rather than â€Å"have got,† and if the reference is to simple possession, delete got from the phrase â€Å"have got.† 20. In many cases/it has often been the case: Reduce the word count in statements containing these verbose phrases by replacing â€Å"in many cases† with often, for example. 21. In the process of: This extraneous phrasing is acceptable in extemporaneous speaking but unnecessarily verbose in prepared oration and in writing. 22. Is a . . . which/who: If you find yourself writing a phrase like this, step back and determine how to write it more succinctly; â€Å"Smith is a man who knows how to haggle,† for example, can be abbreviated to â€Å"Smith knows how to haggle.† 23. Kind of/sort of: In formal writing, if you must qualify a statement, use a more stately qualifier such as rather, slightly, or somewhat. 24. Lots/lots of: In formal writing, employ many or much in place of one of these colloquialisms. 25. Of a . . . character: If you use character as a synonym for quality, make the reference concise. â€Å"The wine has a musty character† is better rendered â€Å"The wine tasted musty, and â€Å"He was a man with a refined character† can be revised to the more concise statement â€Å"The man was refined,† but better yet, describe how the man is refined. 26. Of a . . . nature: Just as with character, when you use nature as a synonym for quality, pare the phrasing down: Reduce â€Å"She had a philosophical nature,† for example, to â€Å"She was philosophical.† 27. Oftentimes: An outdated, unnecessary complication of often. 28. On account of: Replace this awkward phrase with because. 29. Renown: Renown is the noun (as well as a rarely used verb); renowned is the adjective. Avoid the like of â€Å"the renown statesman.† 30. Thankfully: In formal usage, this word is not considered a synonym for fortunately. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:100 Words for Facial Expressions75 Synonyms for â€Å"Talk†25 Idioms with Clean

English Titles of Nobility

English Titles of Nobility English Titles of Nobility English Titles of Nobility By Mark Nichol Terms for members of the aristocracy are often applied by extension to other, often colloquial, usage. Here are titles of English nobility and some of their other connotations. King, from the Old English word cyning, refers to a hereditary lifelong ruler; a king who rules over other kings might be called a high king. The word emperor, from the Latin term imperator, meaning â€Å"commander,† denoted someone who ruled over an empire, a collection of kingdoms or other states, though it was never used in England or Great Britain. Female equivalents are queen and empress; monarch is a non-gender-specific generic term not used as a title with a name (as king or emperor would be in, say, â€Å"King Arthur† or â€Å"Emperor Hirohito†). King is also used to describe the preeminent person in a field, as in Michael Jackson’s designation as â€Å"the King of Pop.† (Jazz musicians of the early twentieth century were precursors of this tradition, adopting monikers such as Duke Ellington and Count Basie that referred to their stature as leading practitioners of their craft. It is also the name of a playing card, a chess piece, and a crowned piece in checkers; emperor has no such connotations, though both king and emperor are sometimes applied to large animals of their type, as in â€Å"king penguin† and â€Å"emperor penguin,† and â€Å"monarch butterfly† refers to an especially regal-looking specimen of flying insect. Queen, meanwhile, has other meanings: It refers to a woman of regal bearing or of attainment of stature in an area of endeavor, such as in â€Å"beauty queen,† or to an animal, such as a type of bee, that exists for breeding. The word is also applied, often pejoratively, to an effeminate or flamboyant gay man, or, in the phrase â€Å"drama queen,† to a highly emotional person. Queen also refers to a specific playing card and a particular chess piece. The Latin term princeps (â€Å"first citizen†) was originally applied to the unofficial leader of the Roman Senate; later, the emperor Augustus referred to his grandsons by that title, and as prince in English it came to refer to the male descendants of a king. (An heir to a kingship is a crown prince.) It is also used generically, as in the title of Niccolà ² Machiavelli’s classic political tract The Prince, to refer to any political leader of noble birth. A prince might also be the ruler of a small country (called a principality), as was common in Europe during the early 1800s, or the husband of a ruling queen. The feminine form is princess, which is also sometimes used jocularly to be a spoiled woman or girl, while prince was at times used as an obsequious compliment for a man of high professional or social standing. The Latin word dux (â€Å"leader†), from which duke was derived, was used to refer to a military commander, especially a non-Roman one, in the Roman Republic and later the top military commander of a Roman province. From there the sense became that of a ruler of a province (and sometimes a separate country, styled a duchy). Eventually, the title was granted to a few senior nobles, including, in England, the king’s sons. In other countries, a preeminent duke might be styled an archduke or a grand duke; the female equivalent of a duke, or the wife of one, is a duchess. (John Wayne’s nickname, Duke, derived from the name of a favorite dog of his.) A marquis (the English equivalent is a marquess, pronounced as spelled) was a nobleman whose domain was on the march, or border, of a country, and therefore had higher status than the next-highest-ranking nobleman, a count. (The female equivalent is a marquise, or marchioness.) The title of count derives from the Latin term comitem (â€Å"companion†), which refers to an associate or representative of an emperor; from this word we get county, originally referring to the area held by a count. The equivalent to count in the British Isles is earl (from the Old English term eorl, meaning â€Å"nobleman† or â€Å"warrior†), but because no feminine equivalent of that term exists, countess is used for both the wife of a count and the wife of an earl. (Earl is also a given name.) Viscount (the first element of the word is from vice, as in â€Å"vice president†) is a term for a lower-ranking nobleman; viscountess is the feminine equivalent. The lowest-ranking title of nobility is baron, from a Latin word for â€Å"man,† â€Å"servant,† or â€Å"soldier†; a baron held a barony, and his wife was a baroness. Baronet is a title granted by kings of England, but baronets (and their wives, called baronetesses) are not considered of the nobility. By extension, baron has been used to denote to a person of influence in commerce, such as in â€Å"cattle baron,† referring to a wealthy rancher. The rank of knight formerly denoted the bottom tier of nobility, but it is no longer conferred except as an honorary title in England, although hereditary knighthoods persist in other European countries. â€Å"White knight† and â€Å"black knight† refer in business lingo to someone seeking to acquire a corporation in a friendly or unfriendly takeover respectively; â€Å"knight in shining armor† is a dated reference to an ideal man sought by a woman as good marriage material. The female equivalent of knight is dame, which also used to be applied to an elderly woman in general and for a time during the twentieth century was slang for an attractive woman. The wife of a king who does not herself rule is referred to as a queen consort or empress consort; a woman who rules is a queen regnant or empress regnant. The widow of any nobleman is called a dowager (the word is from the Middle French term douagiere, derived from douer, meaning â€Å"to endow†); this term, like the others used in association with a higher-ranking title in a phrase such as â€Å"queen dowager,† may also refer to any woman holding property from her deceased husband, or to a dignified elderly woman in general, though such usage is rare, and the latter is generally meant humorously. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:How Many Tenses in English?Peace of Mind and A Piece of One's MindHonorary vs. Honourary