Grandparents and Grandchildren Relationships Essay

There are many benefits that can be enjoyed as a result of the relationships between grandparents and their grandchildren. The benefits that can result from such relationships are loving companionship, the grandchildren gain mentors, and the grand parents can educate the grandchildren on the family history as well as their culture. It is therefore clear that the grandchildren can gain more knowledge from their relationship with their grandparents. According to Weston &Qu (2009, p. 59), there are many roles that the grandparents can play on their grandchildren growth. However, their ability to perform these roles is dependent on the relationship that exists between the grandparents and the grandchildren. One important role that the grandparents can play in the growth of the grandchildren is teaching them their history and their culture. Therefore, from this relationships the grandchildren gains historians and educators. Another important role that the grandparents can play on the growth of their grandchildren is mentoring them. Children require mentorship in order to avoid making some mistakes such as engaging in immoral behaviors. As a result of these relationships, children develop life skills on activities which can be performed during their leisure times. Grandparents also can gain some benefits from their relationships with their grandchildren. For instance, some grandparents use their parenting skills in grand parenting in order to prove to their children that they are good parents as a result of their years of experience (Mader, 2007, p. 1). Further, this relationship offers the grandparents with an opportunity to be involved in their grandchildren’s lives. As a result of the various benefits identified on the relationship between grandparents and their grandchildren, such relationships are very import ant to the grandparents as well as to their grandchildren. Whereas the grandchildren gain historians, mentors and educators, the grandparents get an opportunity to be involved in their grandchildren’s lives. References Mader, S.L. (2007). Benefits of Grandparenting.Family and Consumer Sciences. The Ohio State University. Retrieved from: http://ohioline.osu.edu/hyg-fact/5000/pdf/Benefits_Grandparenting.pdf Weston, R &Qu, L. (2009).Relationships between grandparents and grandchildren. Family Matters 2009 No. 81. Retrieved from: http://www.mentalhealthacademy.net/journal_archive/aifs094.pdf

Gatsby’s Attraction to Daisy Essay

In the novel ‘The Great Gatsby’, by F. Scott Fitzgerald, the main character – Gatsby – is in love with Daisy Buchannan. Moreover, the protagonist’s love for the young woman is the result of the objectifying and romanticizing of the latter. Throughout the novel, Nick shows Gatsby as the epitome of grandeur and the American Dream. Gatsby’s greatness, however, lies in his ability to pursue his dreams and, from them, create realities. This is the very case with Daisy. The main character feels attracted to her because she represents everything he ever wanted: wealth, glory and a high-class status. Without question, Gatsby is driven to desire Daisy because she is â€Å"dressed in white† (pg. 65) and other officers â€Å"demanded the privilege of monopolizing her† (pg. 65). It is important to note how Fitzgerald uses the word monopolizing instead of others that would set a more romantic tone. This is, however, because, in Gatsby’s eyes, Daisy is a trophy or a prize. And, thus, Daisy being such a big reward or achievement for Gatsby, he tries to attract her with exuberant parties. Furthermore, the fact that Daisy is so used to the upper class and ridiculous amounts of money also makes Gatsby find her â€Å"excitingly desirable† (pg. 28). It is not Daisy’s beauty or smile that wakens Gatsby’s heart; it’s the fact that her mansion was a thing â€Å"as casual to her as his tent out at camp to him† (pg. 128). We can see that Fitzgerald is trying to show to the reader why is that all the extravagant qualities Daisy possesses are so attractive to Gatsby; she, like money, represents the American Dream- the illusion of greatness and superiority. It is also important to see the words Fitzgerald uses when Gatsby describes Daisy. The fact that many others also desired the young lady, the main character says, â€Å"increased her value in his eyes† (pg. 128). The word value is, in a way, the summary of how the protagonist sees Mrs. Buchannan. It is not her beauty, her kindness or her personality – which behind Gatsby’s illusion is completely amoral and unethical –that makes Gatsby so interested in her. It’s her value; as if she were an expensive piece of jewelry to buy as a collection or a business to invest in. Nonetheless, it is what attracts Daisy that also attracts Gatsby. Because she’s attracted to â€Å"pomp and circumstance† (pg. 66), it adds to her value. Since he was very young, Gatsby fell in love with wealth and high-class standards, and though he never belonged there, he also desired the supposed ‘greatness’ that came with them. Daisy, in the main character’s eyes, is the representation of these very things. In conclusion, we can see that Gatsby, after creating an unreal version of Daisy, wants her more as an object than as an actual woman. Thus, the protagonist is attracted to her social hierarchy, her wealthy lifestyle and her popularity.

“Nothing Gold Can Stay” by Robert Frost Essay

â€Å"Nothing Gold Can Stay† by Robert Frost focuses on the idea that nothing lasts forever. The poet uses a central metaphor and personification to express his idea. The poet uses figurative language such as controlling metaphors, personification,and allusions and is specific in his choice of words. â€Å"Nature’s first green is gold† (Line 1) is the first line the is the main example of the controlling metaphor. The color green is compared to gold, which is precious. What he means by this is that things may start out good, but they will not always last. Nothing gold can stay (Line 1) means that things will soon come to an end. â€Å"Dawn goes down to day† ( Line 7 ) by this he means that all the good that happened throughout the day will soon come to an end. There is personification in the poem, which is how Frost is referring to nature as ‘her’ ( Line 2 and 3). Her early leaf’s a flower,but only so an hour, by this he means that good things can last a while, but then will come to a drastic end. He used words like subsides, grief and Eden to represent â€Å"Nothing Gold Can Stay.†( Line 1)Here, he means that everything has to come to an end sooner or later. Eden is a state of happiness, that soon came to an end due to the choices made by Adam and Eve. Frost uses many examples of allusions in this poem such as, the brightness like that of gold’s reflective dazzle, that becomes dulled with time, and the Biblical paradise of Eden that was lost when Adam and Eve fell from the Creator’s good graces. The allusions are to help create a picture in the readers’ mind of what the poem is about, for example with the line â€Å"Nothing Gold Can Stay† (line 1) it is saying that nothing good (gold) will last forever. Frost is specific with his word choice. He uses words like â€Å"Eden sank to grief†( Line 7) Eden sank to grief because Adam and Eve ate some kind of fruit off of the tree they were told not to eat from. When they ate from the tree the Creator forbid them from the garden of Eden. Frost uses many different ways to help put a picture in the readers mind. He uses allusions, personification and metaphors.â€Å"Nothing Gold Can Stay† by Robert Frost focused on the idea that nothing lasts forever. The poet used central metaphors and personification to express his ideas.

Employment-At-Will Doctrine Essay Example | Topics and Well Written Essays - 1250 words

Employment-At-Will Doctrine - Essay Example For instance, under the doctrine the employer can terminate additional work benefits, reduce employee’s vocational time or even, revise the salary agreements (National Conference of State Legislatures, 2013). Scenario 1: John’s actions damage the company’s image and thus, they are not admissible to ignorance. John did not consider the effects of his actions and thus, it is legally right for the company fire him. According to the employment-at-will doctrine, the employer can just fire the employee without notice and thus, firing John without notifying him will not bring any legal liability on the company. The ethical theory that best supports my decision is consequentialism. Scenario 2: In this scenario, I would not fire Jim. This is because; the employment-at-will doctrine has an exception referred to as retaliation, which states that if employees engage in activities such as claiming minimum wage or overtime compensation, then the doctrine shall not hold (Nation al Conference of State Legislatures, 2013).Therefore, to limit the liability in this case, I would listen to the claims of the salespersons and changing the commission consider changing the schedules. Scenario 3: Ellen should be fired. This will not impose any legal liability on the company since; she cannot claim the retaliation exception (National Conference of State Legislatures, 2013). The company could even decide to sue her based on libel and slander. However, to reduce the costs incurred, I would just fire her. My decision in this case is supported by the virtue ethics (Graham, 2004). Ellen has no virtues if she can act so maliciously to get her things done. Scenario 4: I would not fire Bill since there are no legal grounds to fire him. This is because; he has not committed any conflict of interest by using the phone. As long as using the phone in his business does not jeopardize its use in the company, and then the company cannot terminate his employment. Scenario 5: Install ing key logger software in the company computers is a way of protecting the company’s business and it is beneficial to both the employees and the company. Therefore, protesting such an important issue would only imply that the secretaries have hidden motives, which would be jeopardized by the installed software. I would fire these secretaries since; considering their protest would put company’s data at risk. In addition, the secretaries are not following ethics of principle, which states that principles are just a matter of reasoning and logic. To reduce the liability suffered in this case, I would ensure that I employ other secretaries with immediate effect. Scenario 6: I would fire Joe since it is legally permissible to do so. The employee has committed acts that harm the company’s operations. The company has the right to sue him without notifying him since; it has legal reasons and thus, no liability would arise from dismissal of the employer. In addition, Jo e has no grounds to sue the company since; although his privacy was invaded, it was concerning the company. My decision in this case is supported by ethics of cognitive moral development, which assert that as an individual grows he or she should be able to use critical thinking tactics to solve problems (Graham, 2004). Critically in this case, Joe definitely would not have used a company’

Costume and Fashion Essay Example | Topics and Well Written Essays - 2500 words

Costume and Fashion - Essay Example The essay "Costume and Fashion" talks about the connection between costume and fashion and analyzes what impact has a costume from the past to the modern fashion. In today’s fashion industry, there is no faux – pas what – so – ever, any and everyone can be fashionable if they chose to. This is very unlike fashion in the historical times where fashion was only for the rich and famous. If you wanted to be fashionable, you had to be rich! Contemporary fashion has it, that a person could be fashionable even on a shoe- string budget. Today, Fashion in the broader sense of the word is a person’s identity – a ticket to be known. It is a sort of stamp on society so to say where everyone tries to make a mark. In trying to differentiate between â€Å"costume† and â€Å"fashion†, we come to understand that there is a great disparity between the two. Research carried out in the field of fashion shows that fashion takes place all over the wo rld and is closely related to sociology, the Urban Geography, the Class and Labor system and the Material culture of a place. All these components combine to portray the fashion of a particular country. That is why each country has its own unique and traditional flavor when it comes to fashion. â€Å"Costume† on the other hand, is clothing that is made for a particular purpose and is worn by a whole group of people who are together and doing the same job. For example in the ancient world, people like the German tribes used costumes, in order to differentiate between the different social classes.

Environmental History Essay Example | Topics and Well Written Essays - 1250 words

Environmental History - Essay Example The major cause of air pollutant in urban areas is transportation. The continuous increase in the number of vehicles leads to an increase in the quantity of petroleum usage resulting to production of high quantity of fumes. Among the gases produced, carbon dioxide stands out as major environmental pollutant. The high concentration of CO2 has been mainly attributed to deforestation and burning of fossil fuels in the industries. Smog has been another notable form of air pollution in the history of environmental pollution. It may be defined as the fog which is generated when nitrogen oxides and hydrocarbons undergo a photochemical reaction with the sunlight. This kind of pollution usually intensifies when abundant smoke particles are released into the atmosphere. During industrial revolution, a lot of smoke was produced leading to immense air pollution. So far, the worst kind of air pollution in the entire environmental history is the global warming. It may be described as the rise in the average temperature of the air on the oceans and on the surface near the earth. The rise in temperature has been observed from about 1950BC and is believed to be caused by human activity like deforestation and combustion of the fossil fuel. Its effects are devastating including changes in precipitation patterns, rise in sea level, glaciers retreat, and extinctions of species among others. To manage this menace, measures have stepped up to ensure that the concentration of the greenhouse gas is stabilized.

Umpqua Bank Essay Example | Topics and Well Written Essays - 500 words

Umpqua Bank - Essay Example From this paper it is clear that  the sort of culture, which Ray Davis has figured out how to make, is adapted towards serving the clients enough. At the point when the clients are fulfilled then this at last deciphers into included benefits. Through reliably conveying positive thinking in regards to future objectives, Ray Davis has figured out how to give inundate vitality to drive the bank forward.This discussion highlights that Umpqua's culture is the thing that makes it so joined with the groups in which the stores are found. They have held various occasions like setting up lemonade stands and dessert trucks all through neighborhoods, which group individuals adored. Clients are more than just clients. Umpqua partners are required to know clients by name and are relied upon to be dynamic individuals from the group. One staff part found that a client was being kicked out of their home, so she and her spouse bailed the client move out throughout the weekend. This is only one sampl e of Umpqua partners' commitment to helping clients with banking administrations, as well as of enhancing their experience of those administrations and the group's personal satisfaction.  Ray Davis welcomes any individual commitment made by the youngsters, therefore, empowering an intrinsic motivation of one's assignments to create. There are times when the officials needed to alter course in the usage methodology on the organization's vital arrangements.

Globalization Essay Example | Topics and Well Written Essays - 250 words

Globalization - Essay Example While such benefits either maintain or heighten the status of globalization, globalized progress occurs at the cost of the distribution of gains. Where considerable gains are obtained by rich nations or individuals, greater inequalities result, further causing potential conflicts within local settings and abroad. Another probable cost is perceived in the control of national economies which could shift from sovereign governments to other entities, typically leading to extreme nationalism or the rise to fundamentalist political movements (Intriligator). By examining an article about Fiat, written by Jorn Madslien, one may view and better understand a concrete scenario of how costs and benefits work under globalization. According to the article, Fiat’s intention to adapt to flexibility by splitting group to develop a division on non-car assets and merge economies upon integration with Chrysler and other huge manufacturing firms altogether reflect the author’s agreement to the position that places globalization on the necessity of interdependence.

Evaluate the impact of three-strikes laws on jails and prisons Essay

Evaluate the impact of three-strikes laws on jails and prisons - Essay Example The provisions enshrined in the three-strike laws have resulted in a considerable increase in the prison populations in the states that have adhered to these laws (Jacobson 217). Not only the prisoners penalized under the three-strike provisions constitute a major chunk of the prison populations, these laws have also assured that even those accused who are guilty of repeatedly engaging in serious crimes of non-violent nature do tend to serve prolonged prison sentences. For instance, in the year 2004 alone, the prisoners serving sentences affiliated to the three-strike laws constituted almost twenty six percent of California’s prison population (Jacobson 217). The three-strike laws also had an impact on the length of time that the prisoners tended to spend in the prisons and jails. Going by the fact that the three-strike laws tend to enhance the prison terms of the repeat offenders, this has resulted in an increase in the average time that the prisoners happened to stay in the prisons (Jacobson 2118). The actual ramifications of the three-strike laws have also led to an increase in the average age of the prison populations. As the prisoners serving sentences as per the three-strike laws happen to stay longer in prisons, this has expanded the average age of the inmates (Redburn & McNamara 217). Thereby, going by the three-strike laws, one could certainly expect older and aging prison populations in the times to come. The other thing is that the racial minorities, especially the African-Americans and the Hispanics tend to constitute the largest groups of prisoners serving sentences under the three-strike laws (Russell-Brown 16). There is no denying the fact that the three-strike laws had serious financial implications for the prisons and jails. With the prisoners serving longer sentences and the consequent increase in the prison populations, the prisons and jails are becoming financially more

Choose a crisis and discuss how the Chinese government handled it Essay

Choose a crisis and discuss how the Chinese government handled it - Essay Example Food became a problem to feed the growing population. This was followed by intervention of the government through acceptance of importation of world food crops such as maize and potatoes to eradicate the problem. The government decided to come up with certain strategies to counter the high growth rate situation in the country. This was evident through family planning strategy. This policy was established in 1980 and stated that each family should give rise to one child. This was applicable in reducing the large growth rate. In return, there was a balance in the population compared to the previous years. Though some people were against the policy, it has reduced the cost of living of the people of China. The latest statistics shows that this policy has cut down the growth rate which was standing at 1.34 billion by 0.57 percent, which was below the replacement rate (Greenhalgh & Winckler, p, 287). In conclusion, it is evident that the Chinese government has adopted the right policy and strategy of controlling the high population. That is why there is perfect regulation of birth and population in

Social Service Essay Example for Free

Social Service Essay Man is primarily a member of a social community. He should not only be concerned about himself but also for the welfare and development of society as a whole. It is truly said that â€Å"Jana-Seva† is â€Å"Janardhana-Seva†. The feeling of self-satisfaction that comes when one sees the unshed tears of joy in the eyes of one whose hunger has been appeased, whose thirst has been allayed and whose needs are fulfilled is indeed heavenly. The service rendered by an individual or an institution to improve the social conditions of society is called ‘social service’. This service is rendered on humanitarian considerations and without any motive of profit. Only those people to whom the interests of society are more important than their personal interests come forward to render social service. Social service is based on the ideal of brotherhood of man. It is a natural impulse to help men in distress. It is a noble impulse. It cannot be rendered without an element of self-sacrifice. One has to spend time and energy for it. Nowadays man is concerned only about his own welfare. Obligations, noble thoughts, duties towards society have been pushed to the background as the centre-stage is occupied by a rat-race for materialistic trifles. In a country like India, social service occupies an important place. It is specifically stated in Article 38 of our Constitution that â€Å"the State shall strive to promote the welfare of the people by securing and protecting as effectively as it may, a social order in which justice-social, economic and political-shall include all the institutions of the national life†. In five decades of planning, the social welfare services were aimed at the welfare and the development of children, women and the physically and socially handicapped of the society. Social service is not confined to isolated deeds and words of charity towards the disabled, helpless or the poverty stricken. Doctors can serve by attending to the ailing without being influenced by thoughts of pecuniary gains. Engineers and contractors can serve humanity by doing their jobs efficiently and diligently, without being clouded by greed. Businessmen can do social service if they pursue their work honestly as a vocation. Public servants will be of great service to humanity if the evils of corruption and aimless drift are rooted out and replaced with the seeds of the true spirit of service nurtured by good ethics and strong human values. Politicians can serve by substituting integrity and patriotism for acts of self- preservation. So, for doing social service the only thing which is important is the strong will to do something for the betterment of the society. The social services cover for children includes integrated development of children, care and protection to abandoned, neglected, unwanted, destitute children, setting up creches for working and ailing mothers’ children, nutrition programmes etc. A National Children’s Fund was constituted by the Government during the International Year of the Child in 1979. India has also been associated with United Nations International Children’s Emergency Fund (UNICEF) since 1949. Programmes are being implemented for the early detection and treatment, education, training and rehabilitation of disabled persons, namely, the blind, the deaf, the orthopedically handicapped, the mentally retarded, spastics and the leprosy cured persons. Social welfare measures at the Government level touch only a fringe of the problem. It is not possible for the Government to reach out to every person who needs help. Therefore, voluntary organisations can and should supplement the Government’s efforts in a big way in this noble task. In view of the illiteracy, ignorance, superstitions and social evils prevalent in our country, the need for social service has assumed a certain urgency. Of course, social service cannot be a whole time activity. It is indeed enough if people with missionary zeal devote 2 or 3 hours a day for social service. Students can take to social service during their summer vacations. Similarly, retired persons can be of great help. Housewives are normally free from their day’s work by 12 P. M. They too can volunteer for social service. There are a number of areas in which social service is called for on a mass scale. First of all, groups of educated people can go out to villages and educate the illiterate. In India about 35% of the people are illiterate. Even our modest efforts can contribute to the removal of illiteracy from our country. Our villages lack sanitation. Social workers can meet the villagers and educate them about the need for sanitation and cleanliness. Nearly 72. 2 per cent of India’s population lives in villages. If our villages look neat and clean, our country will acquire a new look. The death rate is much higher in villages because of the lack of medical facilities. Villagers need to be enlightened and encouraged to protect their children from deadly diseases by having them inoculated. Inoculations give unmunity from diseases like typhoid, whooping cough, diphtheria, leprosy, T. B. , polio etc. When Government officials approach villagers, the villagers distrust their claims. Social workers can create a better psychological effect on villagers and explain to them the advantages of inoculations. India’s population is growing at an alarming rate. It has already crossed the 1,027 million mark and India has become the second- most populous country in the world. Social workers can do great service by putting across to villagers the message of family planning. In cities and towns, slums are coming up due to large scale migration of people from villages to cities. These slums lack sanitation. There are no civic amenities at all. Life in slums is miserable. People living in the slums indulge in distillation of illicit liquor, sale of narcotic drugs and other criminal or antisocial activities. There is a dire need to launch cleanliness drives in these slums. Special programmes should also be undertaken in these areas so that people who have gone astray can be brought back to the right track. In our country, Mother Teresa rendered great social service by serving thousands of poor, needy and destitute people. She set an example of what social service can do for the suffering humanity. Voluntary organisations like the Bharat Sewak Samaj, Sadhu Sewak Samaj, Servants of the People Society, Ramakrishna Mission, Arya Samaj and many other social welfare and voluntary organisations are doing a lot of good work for people in different spheres of life. Let each man uphold the ideal of â€Å"Help ever, hurt never† as his motto and contribute his bit to make the world order politically powerful, socially stable, economically efficient and spiritually strong.

Animal Crueltys Effect to Society Essay Example for Free

Animal Crueltys Effect to Society Essay People often think that animals are just unconscious creatures that don’t care about their daily lives. But they are actually just like us, they are living breathing creatures with simple lives and priorities. They prioritize more important things like, food, shelter and caring for their young and not like unimportant things like what they’re going to wear, who’ll look better and the like. But since we are the dominant species, then we are the ones who are supposed to help them when they are in need and care for them if they need medical care. But sometimes people just underestimate them and abuse them for fun, money , scientific experiments, etc. But they don’t see that they’re actually causing harm to them and to the society, they just think that they’re only here for food and entertainment. But that’s where they’re wrong, they’re actually the ones that should be the dominant species since they’re here first and we’re the ones that are supposed to help them know more about the world. So we should also help while they’re alive so we’ll have more use to them and we should spend our lives, sharing the world with them and not trying to wipe them out of the face of the earth. Some people say, â€Å"We help them, they help us. † That is true because if you’re kind enough to them then they’ll help you when you’re in trouble but some people misunderstood that, they think that we should help them by feeding them and they should help us by letting us kill them for profit. But that’s not how it should be, we should treat them as our own, help them as if they’re humans. Because without them, then we wouldn’t exist right now because all life begins from animals from the sea and they evolved to be available to be on land until they evolved to turn into us. Also if some animals disappeared from existence, it may have some chaotic results If the bees, butterflies, bats and other animals that can pollinate disappear then plants will not bear flowers, other plants might get extinct and lower the oxygen from our planet. If frogs, lizards, chameleons and the like disappeared then flies, locusts and possibly mosquitoes would be everywhere causing food contamination, damaged crops, dengue fever and more catastrophic things. But in some cases when animals attack people, they still shouldn’t kill them because it’s just in their instinct to attack if hey feel threatened or if their territory has been crossed. But people could still defend theirselves by tranquilizing them and sending them for check up after because in some instances they are sick and confused which causes them to attack. Sometimes they might not understand us but we should also learn understand them. Animals help humans, humans must also help animals. You can tell a lot about a person by the way they treat animals. If you treat them nicely then people would know that you can do the same to other people. But if you treat them violently then that means you have the ability to harm or kill people. Anyone who has accustomed himself to regard the life of any living creature as worthless is in danger of arriving also at the idea of worthless human lives, wrote humanitarian Dr. Albert Schweitzer. And according to Robert K. Ressler, who developed profiles of serial killers for the FBI, Murderers †¦ very often start out by killing and torturing animals as kids. This proves some murderers start out as an animal abuser which then would make them curious on if killing animals is just as â€Å"fun† as killing people. Animal cruelty is not just caused by the abusers’ curiosity, it’s also a symptom of a mental disturbance. Some researches in psychology and criminology shows that people who commit animal cruelty rarely stop there, many of them later moves on to abusing or killing their fellow humans. Most of the records of the FBI shows a history of animal cruelty to many murderers and other criminals. There was a study in Northeastern University and the SPCA of the Massachusetts(USA) which shows that people who commit animal cruelty are five times more likely commit violent crimes against humans. The majority of the inmates at San Quentin penitinary who are sentenced to be executed for committing murder, â€Å"practiced† their crimes on animals before committing their crimes according to the warden. Some people who are cruel to animals are also cruel to children and their family. People who often neglect the needs of their pets often also neglect their children’s needs. Animal abuse is also an important indicator of child abuse, sometimes when children witness their parents abusing animals they can get influenced by their parents to do so too because of reacting to anger and frustration. Their violence might be directed at the only individuals in the family who are more vulnerable than they are: animal companions. One expert says, Children in violent homes are characterized by †¦ frequently participating in pecking-order battering, in which they might maim or kill an animal. Childhood cruelty to animals is indeed in the history of domestic violence. But in some cases animal cruelty is often discovered before the child abuse because it is more obvious to the neighbours that often hear the cries and howls of the animals because children are often threatened not to scream by their parents or else they’ll get hurt even more. Because of that, animal control agents which are possibly called by the neighbours are allowed to go into the house to investigate and then later possibly see the children with their scars and bruises which leads to being reported to social workers. This means that both the most vulnerable creatures in the house (the children and the pets) are abused by the adults. This proves that discrimination is present in the house. Some organizations such as the Baltimore police, The New Jersey Coalition of Battered Women and The Guelph Humane Society(Canada) work with animal control. Working with other agencies is called Cross Reporting which helps solve multiple cases. A study shows that 40% of battered women delayed seeking refuge from their abuser if their animal companion is included. This could possibly mean that the animals are also being abused along with the women since they find comfort from each other. These studies have led to a collaboration among social services and government agencies to develop a program for foster care of those animals. There are currently 100 programs in the US. Violence begins early specially for boys, some adults consider their children’s abusive behaviour to animal to the saying that â€Å"Boys will be boys. † Children who abuse animals should be treated with special care or else it might lead to a horrible way of life. Animal cruelty also proves the fact that most people don’t think before they do stuff because they don’t think of the consequences of their actions. Everyone should treat animals, children and women fairly because we are all here to help each other on going through our daily lives. People should stop discrimination and learn how to live peacefully together.

The Myth Of The Clash Of Civilizations

The Myth Of The Clash Of Civilizations It is a lecture by Edward saids, held in the University of Massachusetts, it is about clash of civilization and how people think about it. He is mainly responding back to what Samuel Huntingtons and Bernard Lewis said about the clash of civilization. Edward had his MA in 1960 and a doctorate from Harvard University in 1964. The most important work of him was the Orientalism, which was a part of postcolonial studies. In this video, Said argues that Lewis and Huntingtons had the wrong idea and thoughts about the clash of civilization. In this lecture, Edward is responding back to what Huntington and Lewis said about clash of civilization and he critic their ideas. Huntington believes that in the future, there will be clash between countries; this clash will be mainly a clash of religions. Huntington said that the West should be strong and keep others weak. It is clear here that he wants the West to attack other countries and occupy them by using force against them, which consider colonization. In his argument, he focused on the Islamic religion and he says that it is the main reason of the clash. He said that Islam is anti-Western, and Muslims are using violence against non-Muslim and the government and other Muslim organizations are encouraging violence against them. Moreover, Huntingtons ideas and thoughts were mainly based on what Lewis Bernard said in his book Islam and the West. He compares religion not to a religion but to geographical political countries suggesting that Muslims and Arabs are backward uncivilized people and they are savage without any manner; according to the Western culture. According to what he said, the West will find an excuse to attack and invade other countries, just what the UK did to India and they called it, we want to bring advancement and teach them how to be modernized just like the West, but instant they take over their country and stayed there for two centuries. Taking whatever they want from there and do whatever they want. Edward criticism is more on the fact that Huntington book is for the policy makers in the US, thus is a main danger when the policy maker takes what Huntington said seriously; these people will misunderstand the views of the Muslim world. Lewis and his book Islam and the West shows that the all the problem around the world is because of the Muslims and to solve this problem they have to deal with them. Lewis mentioned that there are billions of Muslims in the West and they want to take over the country and he called it rage on the West (Lewis, 1993). What he meant is that before they take over our country lets invade them first. As we say in Arabic, lunch on him before he dine on you. This excuse is really baseless. He just wants to start a religious war. He also saied that Islam is not modernize and never speared between church and state. Bernard must know one thing that in Islam the State rules are made by the religion rules, which can not be separated from each other. One example of that is when the US had the economic crisis, all the banks got affected and most of them did not have any money, but because Muslim banks used the Islamic rules in the banks they have not been affected like the Western banks. And about modernize, Islam is modernize but they can not see it, because to the West it is not matching the Western standers. As the West see it, you have to be like them to be modernize which is wrong. In his book Islam and the West, He wrote: It should be clear that we are facing a mood and a movement in Islam for transcending, the level of issues and polices and the government that pursue them. This is no less than a clash of civilization. The perhaps irrational, but surely historic receptions, of an ancient rival against our Judeo-Christian heritage, our secular present, and the world-wide expression of both, it is crucially important that we, on our side, should not be provoked into equally historic, but also equally irrational reaction against our arrival. (p.78). It is clear from Lewis statement that he is saying that clash is religion and it is between Islam and Christianity. And Islam is spreading all over the world and they the West must do something to stop it. He thinks the Western religion is more superior than the others and it should not be equalized with other religions. What he is trying to say that in the past Islam used violence to spread all over the world and now after more than 1200 years they are trying to do the same thing with the West. Lewis also said in his book that Islam can not understand other civilization, which is wrong. Muslim people travelled around the world before Marco Polo did. They went to Spain and China. They lived over there and took from their knowledge and become a part of them. Islam can understand any civilization but their always be a limit what to take and what not to take from other civilizations. Saieds belief that there is no part of Islam, which is fundamentally against the West. Over the last decade, we have seen numerous cowardly attacks on Western countries, for example, the Swedish-Iraqi attack in Stockholm and the 9/11 attacks. The US governments do not have any clear evidence that the attacks were done my Muslims. Do not believe the idea that Muslim extremists are driven by a justifiable rage, they are driven by the political issues that they are having from the West. It is never related to the religion. Islam and Western cultures are inherently different, and this is why we have conflict. Moreover, that does not mean Edward is anti-Western. He was very critical about some of the ways Western hegemonic thought has used to describe Arab societies and to design political relations with this part of the world. He is not bias because he was educated by British, on British-Egyptian Christian schools. Furthermore, Said mentioned that, some civilization that has power and technology advancement gave to them self the right to colonize other in the name of Nobel idea, which is to civilize them but in fact, they want something else. Competing imperial power invent their own theory of cultural destiny in order to justify their action aboard. I just want to know who gave them the right to judge on people and the way they live. You can not change something that is related to culture. Examples of these countries, USA, Germany, and UK. Which the real purpose is to have more power, conquest, and unrestraint self pride. The West believes that each raise has a special destiny or job to do. For Example, the Chinese raise is to serve, the black raise must be the labor, because they are strong and they can work hard. Here we can see that the West had the wrong idea about people, they thing that they are the superior raise because they are white and other people are below them so they must serve them. Edward said that for a country to have it truly independent. They must speak their own Language, Which he meant nationalism. You have to be proud of your language and used it to have truly independence. For instance, in India conquers party, only by supporting Indian language the political independence can accrue. Only by supporting their word against the West, they will be able to stand on their feet. Edward said that the Culture and civilization is spread then each other. The core of Islam is to be separated from everything else, and the core of the West is to be separated from all the other. Also that, it is not a clash of civilization, but clash of definition. Defining the culture is hard; each culture defines its enemy. People are fighting over us vs. them, ideas of good and evil, belonging or not belonging. Islam like the West is not a single or uniform thing(Edward,1998). Islam is different in Indonesia, different in Egypt. For example, in Egypt, there is a conflict in the Isl amic movements. In the lecture, Saied has quoted from Aime Cesasre, which he wrote: But the work of man is only just beginning, and it remains to conquer all the violence entrenched in the recesses of our passion and no race possesses the monopoly of beauty, of intelligence, of force. And there is a place for all at rendezvous of victory. (p.48). Cesasre meant that there are no boundaries or block between cultures. Anyone can take whatever he wants form other culture. And there is no standers for civilization or beauty or intelligence. Every people or culture has their own stander, which differs from one culture to another and all of them are right. At the end of the lecture Edward discussed the Palestinian Israelian conflict and how it is a good example of colonization. The Israelian uses the excuse that plastain is the promise land for them, so they keep killing people and force them to leave their houses. It seems this clash between them is related to religion but in fact, they just want a place to live and a country. Edward said that you can not victimize others because you were victim yourself, there has to be limit. It is not a reason to invade other people and take over their country. Additionally, Edward said it was a clash of ignorance. That Huntington had a monolithic view of Islam and he over generalized the situation and did not understand the complexity of the conflicts and the people involved in them. He is touching on the growing influence of those who advocate tensions and clashes, and subsequently benefit from this sort of contaminated atmosphere to prepare the people, particularly of the USA, to engage in war, such as the case now. The media à ¯Ã‚ »Ã‚ ¿has become nothing more than a blowing horn for such a paradigm of tension and hate. The West mainly sees Islam through distorted,à ¯Ã‚ »Ã‚ ¿ Orientalist, lenses. Also, correlation alone is not sufficient to prove that what you said must mean there is a cultural clash. There could be a clash in some areas, but this is created by powerful people to make Islam seem threatening so regions, like Iran, can be dominated for oil. More people should be aware, that it is never about religion. He covers the topic s of how Muslim/Arab people have more to do than to think about the West with hatred, how Huntington is not a student of Arab/Muslim cultures but wants to prolong and depend the conflict. Saidà ¯Ã‚ »Ã‚ ¿ observes how the French used the notion of a civilizing mission to justify brute force against the nations whose land and resources they wanted. This imperialist mission gives rise to wars of national liberation among the colonized. What Huntington and Lewis predicted that in the future there would be a clash between religions and that what happened, but it is not true. People think that nowadays there is a clash between religions. When US invaded Iraq, people thought that it is a Holy War and because they think Muslims are behind the 9/11 attacks. What happened is that US invaded Iraq for a political issues, which was that Saddam had a mass distraction weapons but they did not find anything over there. It was mainly about oil and recourses. US media are showing to people that US are in a religious war in Iraq and they are trying to bring freedom and democracy to Iraqi people. I cannot understand how the 9/11 attacks is related to Iraq. They just wanted an excuse to invade Iraq in the name of freedom. West media showed the stereo type of Muslim and how they are angry all the time, they just misrepresent the Islam. What Edward said is completely true there is no clash between religions, but the US government want s the people to think that what is happening. As I see it, the history is repeating itself. When the British went to Africa, they said we are here for a Nobel cause, but in reality they are here to take over the country. The same scenario is happening in Iraq, but in this case, their excuse is religion, which is completely wrong. To solve this dilemma, the West should solve their political issues with the East and not to connected with the religion. Another Example is the current crises that US facing with North Korea. North Korea has a clash with the West and they are not Muslims. This support my point that the clash is not about religion, it is about politics. I found another articles which discusses the clash of civilizations, In Rami G. Khouri article rescuing Europes failed middle east policy he is saying that the Europes policy is failing in Middle East. So they dont add anything to solve this problem and their policy dont have the power to change anything and solve this issue. Morover, Khouri thinks that they cant change anything because the Europes are following what US and Israel policy. Without saying their own opinion. So they become with Israel in this conflict between East representing by Palestine and West which is representing by Israel in this conflict. His advice for Europe is to stop following US and Israel policy. Because it will lead to a clash between the East and Europe, like the West and the East. Furthermore, he wrote an article Rewinding the reel to root causes and he said that the root for the conflict between East and West is the Israel- Palestinian conflict. If the root of the conflict between East and West is the Israel- Palestinian conflict, what do you think if you see some countries like America or Europe countries, which support Israel? They will feel same as Samuel Huntington idea that the clash between East and West is about religion. All the people who study the history and read about the crusades will know that the conflict between the Israel and Palestine will take him back in time of the crusades period because the two situations are same in a lot of sides. The Israelian are doing the same thing that Crusades had done, which is invading the country and killing people and turn it to a religious war. But in the other hand, Amartya Sen in her article What clash of civilization? Why religious identity isnt destiny? strongly disagree with Samuel Huntington argument, because she think that Huntington make civilization too simple and equalite with religion. Amartya think that human has so many aspects that make him what he is. You should not judge on a book based on its cover. What she meant that there is another reasons of clash which is not related to religion. Kofi Annan mentioned in his article Annan says politics, not religion, at heart of Muslim-West divide. He thinks that there is no relation between politics and religion and he believes that the religion is not the root for any conflict in this world. I agree with him the root of conflict is related to the political issues that the country have against each other. It was never about religion. I agree with him that the Israel- Palestine conflict is the root of the conflict between East and West and this conflict is the main cause of the clash between the two sides. Moreover, Mohsin Hamid and his article why do they hate us he says that Muslims hates West because of the America policy. In this point I might agree with Mohsin Hamid, because Muslims sees that America foreign policy is always unfair with Muslims in different issues and different places all over the world. Muslims dont have any problem with America, if their policies change not with what Muslims want, but with the justice even if it was against the interests of Muslims. Therefore, this is another point that supports my argument that the clash is about politics not religion. Another Article wrote by John L. Esposito, which is Its the policy stupid. Its an interesting article, because John L. Esposito think that the root of the problem started from America policy. Because they did a lot of mistakes in their foreign policy toward the East and when they try to solve their first mistakes, they made new mistakes, which made the situation even worse than before. Another political issue, which is not related to religion. In Fawaz Gerges article which is titled America and political Islam. He believes that there is no clash between civilization and the clash is between benefits. Any Western countries who are against the west will be Terror. I agree with him that it is really a clash of benefits and interests. We see that some countries policy change from day to day. They change their policy because their interest change and they change their allies depending on their interests. For example, Saddam was a friend of the US government, but when the interests changed they just removed him. An article wrote by Edward said which is Imperial Perspectives. He is saying that after World War 2 the US goal is to control the oil supply in the Middle East and make sure that Israel is the dominate power in the Middle East. He said that US claim to educate people and liberate them but in reality they just want to control and rule. The US want to see Arabs and Muslim in the way they like, not with the way Arabs and Muslims are which an imperialist perspective is. He also said that US think Arabs and Muslims are anit-democratic and anti-Semitic. These are enough reasons for US to invade another country in the name of democracy and freedom. All in all, The west uses the clash of civilizations myth as a means of western intervention and expansion, and that western culture is dominant, which presents a Eurocentric dichotomy. What Huntington and Lewis predicted came true but in reality, the US government uses the religion as an excuse to invade other countries. What Edward said it is true that the clash is not about religion. US media want people to think that it is about religion, which will make their job easier. In the past when a powerful country invade another country their excuse was to modernize and educate them, now they are using the democracy and freedom excuse to invade other countries. Different excuses but they have the same goal, which is to colonize.

Teen Romanance is Not Smart Essay -- Argumentative Persuasive Essays Y

Teen Romanance is Not Smart      Ã‚  Ã‚   Do teenagers today have their priorities in the correct order when it comes to dating?   More and more often, it does not seem they do.   Some teenagers these days spend too much time focusing on their "romantic" relationships instead of the things that should be more important.   Teenagers who are in serious relationships do not care as much about school, their families, or their jobs.   These teenagers seem to forget everything that should be important to them.     Ã‚  Ã‚   School should be a very important priority for teenagers.   In high school, teachers try to prepare young people for what lies ahead in life.   That includes going off to college and entering the working world.  Ã‚   But many teenagers in serious relationships begin putting off doing their homework and studying for tests.   Their grades begin to drop, and sooner than they know it, they are failing their classes.   Most times when these lovesick teenagers begin failing, they do not care.   In some cases the teenagers even drop out.   In today's world it is nearly impossible to find a decent job without at least a high school diploma.   Without a job, a person can't get very far or have an interesting life.   Is one boy or girl really worth it?   Ã‚  Ã‚   Just graduating from high school this past June, I saw a lot of my friends go down this road.   Many of my friends were honor students through most of their years of school.   Then some of these friends met significant others their junior and senior years, and that was the end of them being honor students.   Whenever I asked my friends about their relationships, they would each give me the same story, that this was the person they wanted to spend the rest of their lives ... ... keep a 4.2 grade point average and graduated fifth in my class.   This was because I kept my priorities in order.   My boyfriend came last in most situations.   He understood and accepted this.   At that point in my life I had more important things to deal with.   I managed to work, go to school, and hold down a serious relationship without getting my priorities mixed up.   So for the people who say it is impossible to do all of these things, I know from personal experience that it is not.   Ã‚  Ã‚   I am not saying that it is wrong to date as a teenager.   Just remember what is important.   The teenage years are to be used as a time to grow and experience new things, but not at the expense of what is important in life.   Just keep a level head and do not get too involved with that significant other right now.   It is important to remember what it important in life.

Optional Helmet Law Is a Disaster for Pennsylvania Essay -- Argumentat

Optional Helmet Law Is a Disaster for Pennsylvania 1. September 4, 2003 was a sad day for Pennsylvanians. Governor Rendell signed the new motorcycle helmet law into effect, sentencing riders to death and increasing the tax burden caused by this new law. Pennsylvania is the 31st state to repeal its all-rider helmet law (Berenson 2). The new law states â€Å"no helmet is required for a person 21 years of age or older who has been licensed to operate a motorcycle for not less than 2 full calender [sic] years or has completed a motorcycle rider safety course approved by the Department of Transportation or the Motorcycle Safety Foundation† (Lobel 3). This new helmet law has increased accident fatalities and the burden on taxpayers. 2. Motorcycle fatality rates due to riding without a helmet are quickly rising. Nationally, motorcycle fatalities have increased 59 percent since 1997 (Motorcycle 1). Between September and December of 2003 in Pennsylvania, helmetless rider fatalities more than doubled, but fatalities decreased in riders wearing helmets (Wlazelek 1). Similarly, research done by the American Journal of Public Health found that motorcycle helmets severely reduce the presence and severity of head injuries resulting from motorcycle accidents (Rowland 4). Obviously, there is strong correlation between helmet use and the number of fatal crashes. The research done across Pennsylvania in the years following the repeal of the all-rider helmet law suggests that helmets do in fact decrease the risk of serious head injuries and death among motorcyclists. According to Judith Stone, increased deaths were enough for Louisiana to reject helmetless riding and revert back to an all-rider helmet law. Louisiana saw a 100 per... ...aw Repeal Concerns Region’s Hospitals. 17 June 2003. 4 October 2004. . Rowland, Jefferson, Frederick Rivara, Phillip Salzberg, and Robert Soderberg. â€Å"Motorcycle helmet use and injury outcome and hospitalization costs from crashes in Washington State.† American Journal of Public Health 86.1 (1996): 41-42. Proquest (general). Penn Coll. Lib., Williamsport. 4 October 2004. . Stone, Judith Lee. Special Commendation to Louisiana Legislature and Governor Blanco For Reinstatement of Lifesaving All-rider Helmet Law. 18 June 2004. 4 October 2004. . Wlazelek, Ann, and John L. Micek. Optional helmet law effect unknown. 30 August 2004. 29 September 2004. .

Napster :: essays research papers

(1) English 11 Words: 1302 12/ 20/ 00 Napster : Right or Wrong ? "As an artist, there are so many ways that we can be taken advantage of. To have yet one more way to stip an artist of making an honest living is just to much. That's why I sued." ( Levy, 51 ) - Andre Young ( Dr. Dre) Rapper/Producer There are many ways that an artist can be stripped of making an honest living, Napster, one of the many 'Mp3' services online, is the latest. An Mp3 ( short for ISO-MPEG Audio Layer 3 ) is a digital compression of a music or video file so it's easier to send to one another over the internet ( Levy, 51 ). Napster is an online music source where you can search for a song and download it absolutely free, with just one click from your fingertips. The Napster program, created by 19 year-old college drop out Shawn Fanning, is the fastest growing site in history. It recently passed the 25 million mark in less than a year since it was released (Greenfeld, 62 ). His program allows you to download copyright music, and that's why he is being sued by a number of corporations. Napster is being sued by RIAA ( the Recording Industry Association of America ), record companies ( BMG, the holder of lables like: Arista, Bad Boy, RCA, LaFace ), and artists ( Rock band Metallica and Rapper/Producer Dr.Dre). "I'm down for a parallel business even if it's parasitic. Napster is the new radio. It's the most exciting thing since rap, disco and the Beatles." said rapper Chuck D, and it did it is ( Levy, 51 ). Napster is like a radio. You can listen to music and preview it for free. Some artists are actually for Napster like Chuck D. , Neil Young, and rock group Limp Bizkit, who headlined a free tour sponsored by Napster along with Cypress Hill. Napster is like a new radio. It's been said that people use Napster because they feel so (2) ripped off that compact disc prices are so high. They would rather just download the whole album online, then burn it on to a cd spending only three dollars for a burned cd instead of the seventeen dollars spent for buying the actual album. The generalized public that use Napster are young ( teenagers and college

Cultural Hybrids Essay

There are many people from different countries with different cultures who want to live the American Dream. They want the idea of freedom and they feel that United States is the only country in the world who can give the people the liberty it offers. The life of a person whom no one speaks with because of one’s difference can be quite miserable. The story â€Å"This is what it means to say Phoenix, Arizona† by Sherman Alexie shows the audience how different the life of Native Americans are compared to modern day Americans. Throughout the story, details about events that happened in Victor and Thomas’s life which combines the Indian and American side of their heritage were given. Alexie was trying to tell the readers how the Indians in the reservations want to hybridize their Native American and modern American culture. Since Thomas and Victor both grew up in the reservation, they see a big difference their lives are compared to the modern day Americans. The first detail that illustrates my thesis was the Fourth of July celebration when Victor and Thomas were kids. Thomas states, â€Å"It’s strange how us Indians celebrate the Fourth of July. It ain’t like it was our independence everybody was fighting for† (16). Alexie displays how Indians try to act more Americanized in order to fit in better with the modern American crowd. Back then, no one besides their own might have spoken to them because they were different so they want to be accepted. For example, the event when they were in the airport and had talked to the gymnast, Victor says, â€Å"Everybody talks to everybody on airplanes. It’s too bad we can’t always be that way† (19). Alexie sends the readers a message of how in their minds, the only way that they were going to be liked was by forgetting their Native American culture and acting more like the modern Americans. Another factor the author provides the audience of this hybridization was through the remains of Victor’s father. Alexie writes, â€Å"They set him down carefully behind the seats, put a cowboy hat on the wooden box and a Dodgers cap on the cardboard box. That’s the way it was supposed to be† (20). The cowboy hat displays the Indian side of their heritage and the Dodgers cap conveys the American side. In this situation, Alexie provides a clear view of how the characters combine their two different cultures. It is not the fact that they are forgetting the beliefs they grew up with; they blend the two cultures together to better their lives in both nation. Next was the Spokane falls incident with Thomas and Victor’s father. Thomas utters, â€Å"He drove me over to Denny’s, bought me dinner, and then drove me home to the reservation† (20). Denny’s is an American fast food restaurant. The way Alexie combines the fact that they eat at a modern American restaurant and then goes home to the reservation once again shows the mixture of the two customs. In addition to the modern American cultures, Alexie also shows how Victor and Thomas hold on to their Native American heritage. When Thomas and Victor were kids, they had stolen a car and parked it in front of the police station. Now in the modern days, if a kid was to do this, it would be a crime and the kid would be punished. Yet the turn out for this was the exact opposite. Instead of being scolded, everyone cheers â€Å"You were very brave. Very brave† (17). They even thought of themselves as warriors. Moreover, the fact that they still call each other junior also shows a way they keep their tradition alive as Native Americans. Nowadays, people do not often call each other with respect. They just call a person by their name no matter the age. The Native Americans, on the other hand, gives the people who are older a term that shows respect. Thomas states, â€Å"Everybody on this reservation is named Junior† (17). Victor and Thomas were two of the youngest people that live in the reservations therefore everyone to them are called Junior. It is a symbol for elderly. Alexie uses Victor and Thomas Builds-the-fire as the representation of these two cultures. Thomas is the person who sticks to the old fashioned, Native American values while Victor illustrates the modern day Americans and wanting to fit in. Thomas is more traditional. He demonstrates the old Native American beliefs. Victor, on the other hand, lives in the present. Both holds on to their Native American beliefs while also trying to grasp the modern American traditions. Alexie clearly represented the hardships the Native Americans have had living in the poor reservations by using details about Thomas and Victor’s life growing up. Being judged at by the way a person is or what culture they came from is a big reason why Victor and Thomas, but mostly Victor, try to act more like the modern day Americans. Although some traditions were forgotten as they grew up, in many ways, they still held on to the fact that they are still Native Americans. Some events in their life displays Victor and Thomas turning away from their culture but still is able to remember it. No matter where a person is or who they communicate with, a culture one grew up with can never be easily forgotten.

Rhetorical Analysis Paper: Budlight Advertisement Essay

Budweiser is one of the best-known brands of beer in America. Their ads and commercials have always been known for being humorous and entertaining. Millions of people look forward to seeing the Super Bowl half-time commercials mostly because of Budweiser’s notorious commercials. Budweiser takes advantage of its reputation and makes commercials that are witty and fun for people to watch. They incorporate humor and a certain kind of sex appeal into their ads to sell their beer to men and send the message that there is nothing more pleasing in life than drinking Budweiser. The rhetorical appeals are included in the BudLight ad to persuade the audience to drink BudLight. This BudLight advertisement uses pathos to appeal to men’s emotions and make them want to buy their product. It uses sex appeal to make the advertisement more engaging to men. There are very few beer advertisements that do not include women in them. Budweiser uses a more mainstream and traditional sex appeal to sell their product to a certain type of client. The women in the picture are both Caucasian and the couple in the ad is a straight couple. In this ad, Budweiser is appealing to a certain type of American, a more traditional one. They make their product seem lavish and they appeal to a more high-class audience than other beer companies. Budweiser assumes that having these types of women in their advertisements helps their company sell more products. They are correct with their assumption because they have been very successful with their products thanks to all of their advertisements with beautiful women in them. They try to encourage beer enthusiasts to buy their beer instead of any other beer. See more: analytical writing Budweiser is infamous for its clever marketing skills and entertaining ads. This ad displays several aspects that portray a luxurious lifestyle. There are two young women and a young man on a yacht near a private island. All of them have huge smiles on their faces to show the audience how happy they are with their lives. This ad shows how these young people are enjoying their time on this luxurious trip mostly because they are drinking BudLight. The BudLight bottles are in the front, center of the ad to make sure that the audience can see the brand clearly so that they can remember the logo. Behind the beer bottles, there is a young man enjoying his time on a beautiful island with two attractive women and of course, BudLight. This ad makes the audience believe that this lavish lifestyle is possible as long as they have a BudLight with them. This picture gets imprinted into people’s minds and they are reminded of this ad every time they see a bottle of BudLight. The advertisement’s name is Port Paradise III. This title shows that this is just one of many places where one can go and enjoy a BudLight in the company of beautiful women. If this is Port Paradise Three, then this means that there has to be a One and Two as well. With this title, the audience realizes that the fun never ends as long as they drink BudLight. It is incredible how advertisements can lure an audience into trying out their products. Certain advertisements and commercials may seem simple, but at the same time, those are the ones that people remember and talk about. When people think about beer advertisements, they usually remember the ones like this one because it demonstrates things that people want. This advertisement shows how BudLight is interconnected with Paradise and makes people remember the picture. The luxurious aspect of this ad and the sex appeal used catches the viewers’ attention and makes them remember the product. The next time one of these men goes to the market to buy beer, they will glance through all of the different brands and they will see a familiar brand, BudLight. They will remember the logo that they saw in the ad and associate it with luxury because of the private island and yachts that were in the advertisement. This masterful marketing is what makes Budweiser so successful.

Promote communication in health and social care Essay

1.1 Identify the different reasons people communicate: To share thoughts; To share information; To express feelings; To share ideas; To build relationships; To create effective communication; To gain reassurance and acknowledgment; see more:explain how individuals from different backgrounds may use communication methods in different ways. People communicate in order to establish and maintain relationships with others, to give and receive information and instructions, to understand and be understood, to share opinions, knowledge, feelings, and emotions, to give encouragement and show others they are valued. 1.2 Explain how communication affects relationship in the work setting: Communication is very important because without communication lots Of misunderstanding would happen. Communication is a fundamental relationship-building skill in the workplace. If people don’t communicate well they limit their ability to connect, can create conflict. Good communication skills are essential, because they help them to develop relationships and demonstrate that they care. Helps to build trust and relationships. Also it encourages participation, create equality, promote empathy and share understanding. 2.1 Observation 2.2 Describe the factors to consider when promoting effective communication. There are many factors to consider when trying promoting effective communication. There are some of them. Disabilities such as: Hearing loss, impaired vision, mobility problems or speech impairment. Environment: Environment is very important factor to consider as well. Ensure the lights, air, temperature, noise and crowd. 2.3 Observation 2.4 Observation 3.1 Explain how people from different backgrounds may use and/or interpret communication methods in different ways: Communication can be different when related with people from different backgrounds. Communication can be interpreted different ways depending of the person you are talking with. It can be because they don’t speak English, are from a different country or they may not understand you. Communication can be used in many ways by using different methods. Verbal language or non-verbal language such as: Touch Gestures Proximity Tone of voice Language used. People from different backgrounds can use communication by being confident. This shows their personality and will help the communication between them and others around. Different backgrounds of different people can cause misunderstandings when using communication. Therefore cause conflicts. It is important to understand that people who do come from different backgrounds may have different ways of communicating and they may even interpret the way others communicate unexpectedly different. 3.2 Identify barriers to effective communication There are many barriers for effective communication stereotyping is one. When an individual has a preconception about another individual, it makes it difficult for the individual not to see the other’s communication as a prejudice. Not understanding or being aware of an individual’s needs, wishes, beliefs, values and culture. Not making communication aids available or checking they are working A noisy environment A lack of privacy Not allowing sufficient time to listen. 3.3 Observation 3.4 Observation 3.5 Explain how to access extra support or services to enable individuals to communicate effectively: Looking for specialties organisations such as: GP Individual’s family/friends Social worker Specialist nurse Advocate Support groups 4.1 Explain the meaning of the term confidentiality: It means keep information private and safe. It can include that you would have to passing on private information with the permission individual’s permission or only passing on information without the individual’s permission to others, who have a right to it or need to know it. 4.2 Observation: 4.3 Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns: Breaching a confidence Not respecting the individual’s rights to privacy Putting the rights of others before those of the individual Safeguarding issues. http://www.ocr.org.uk/Images/80799-level-3-unit-pwcs-31-principles-of-communication-in-adult-social-care-settings.pdf http://www.studymode.com/essays/Barriers-To-Effective-Communication-77841.html

Greenfield vs Brownfield Sites for Housing Development

Greenfield vs Brownfield Sites for Housing Development A Brownfield site is land which has been developed previously and is or has been occupied by a permanent structure. It may be in an urban or rural setting. It does not include agricultural land, forest or parks. Whereas a Greenfield site is Land which has not been occupied by a permanent structure. It usually applies to land in the countryside but can be undeveloped land within an urban setting. Both of these sites can be ideal for the development of new housing but both also have benefits and drawbacks to doing so. Firstly redeveloping Brownfield sites eases pressure on Greenfield sites and is more sustainable. Although Greenfield sites are often on the edge of towns and cities and may have better access, have less congestion, be in a more pleasant environment and have more space and room to expand. Redeveloping a Brownfield site would cause House prices to increase in inner city areas as people are encouraged back to the area. This is a benefit for people already living there but, this might mean that other people cannot afford the houses, and the council will have to provide for them which may cause problems. Basic Infrastructure already exists in Brownfield sites but in Greenfield sites new drainage, electricity, roads etc. would all have to be produced deeming them more expensive. Although Light industry and Science Parks favour out of town locations on Greenfield sites opposed to Brownfield sites and crucially so do their workers who are happier to live away from urban areas. New sites are easier to build on as remains of previous land use do not need to be cleared making them more attractive to retail parks, housing developers etc. But using Greenfield sites is not sustainable as there is too much pressure on the rural-urban fringe therefore making the development of Brownfield sites a better option. There is an issue of contamination and making sites safe for development, given what the land may have been used for before but towns and cities do not want their areas to decay and redeveloping these areas results in more people coming to the area. This helps local businesses as more people means more customers. Building on Greenfield sites on the other hand pulls people out of the towns and cities causing shops etc. aving to re locate on the edge of and towns and cities. In conclusion I feel looking at the benefits and drawbacks of using Brownfield and Greenfield sites for housing redevelopment it would be most beneficial to use Brownfield sites firstly because it is the more sustainable option also the basic infrastructure already exists as well as there being public transport links already in place in many area s. Also it is would help develop areas which may be suffering and increase house prices within that area, making them more wealthy and hopefully lowering crime rates etc.

Academic dishonesty Essay Example for Free (#6)

Academic dishonesty Essay ? The primary objective of Phil 1010 (which fulfills an Area B requirement in the Core) is to help you improve your critical thinking skills. Critical thinking is the skill of recognizing, composing and evaluating arguments. All college courses rely on arguments. Examples include: arguments about business plans, arguments about the qualities of a novel, arguments about the significance of historical events, and arguments about the nature and function of genetic material. Doing well in this course should increase your chances of successfully completing the core curriculum, the courses required by your major, and other courses required to earn your degree. This course is not intended to be an introduction to philosophy and it does not focus on ideas discussed in most philosophy classes (e. g. , justice, knowledge, mind). For an introduction to philosophy, take Phil 2010, Introduction to Philosophy (which fulfills an Area C requirement in the core). Phil 1010 is not a prerequisite for Phil 2010. Prerequisites: There are no other courses required for taking this course; however a significant portion of the course grade involves writing in English, so completion of English composition courses is recommended. REQUIRED MATERIALS: Critical Thinking: The Art of Argument, 2nd custom edition. Rainbolt & Dwyer, ISBN 9781133269458 There are used copies of this book available online and in the bookstore. Aplia for Critical Thinking: The Art of Argument PURCHASE ONLINE ONLY at Aplia. com. Other handouts will be sent electronically. IMPORTANT NOTE ON THE VARIOUS EDITIONS OF THE TEXT: There are four different versions of the textbook, but of course you only need one of them. Two are GSU custom editions, and two are national editions. The GSU custom editions are exactly the same as the national editions except that they are printed in black and white and have chapter six removed, since we do not teach chapter six here at GSU. The GSU custom editions were made to save students money and are typically cheaper when purchased new, but the opposite may be the case with used copies, as there are many more used copies of the national edition available for purchase online. As indicated above, I will use the 2nd custom edition, and I recommend that you get this version as well. You may purchase the 1st national edition, however, if you find a copy. Here’s where it gets weird. The 2nd custom edition corresponds to the 1st national edition. If you get either of these texts, you’ll be okay. The 2nd national edition is brand new and has changes in almost every chapter that make it substantially different from the text you need. Do NOT get the 2nd national edition, and do NOT get the 1st custom edition. Specifically, here are the points you need to keep in mind: 1. Critical Thinking: The Art of Argument, 2nd custom edition. (RECOMMENDED, you should purchase this text) Cover picture: the roof of a Greek Temple http://www. amazon. com/Critical-Thinking-Argumet-Edition-University/dp/1133269451 2. Critical Thinking: The Art of Argument, 1st custom edition. (DO NOT PURCHASE) Cover picture: phrenology diagram (four cartoon heads appear on the cover) http://www. amazon. com/Philosophy-Critical-Thinking-Georgia-University/dp/0536864853 3. Critical Thinking: The Art of Argument, 2nd edition (National edition, DO NOT PURCHASE) Cover Picture: a bridge http://www. cengagebrain. com/shop/isbn/9781285197197 4. Critical Thinking: The Art of Argument, 1st edition. (National edition, you may purchase, but NOT recommended) Cover Picture: a bisected nautilus on the cover (a nautilus is a spiral sea shell) http://www. cengagebrain. com/shop/isbn/9780495501572 The links presented above are not purchasing recommendations. I have only provided them so that you can see a picture of books in question. The bookstore is often more expensive than many popular websites. Hunt around for good deals. The authors of this textbook do not receive any money from the sale of the textbook or other course materials to GSU students. GRADE COMPOSITION 1. Components By Weight: Supplemental Instruction Sessions (SIs)10%2 per month minimum, January excluded. Quizzes/Attendance10% Aplia Exercises10% Midterm10% S&E 1 10% S&E 2 10%Note that later assignments are weighted more to give S&E 320%students credit for improvement and to minimize any Final Exam20%penalty for not knowing the material earlier in the term. 2. Grading Scale Assignments in this class are scored on a scale from 1 to 100. Scores transfer to point scale and letter grades as follows: A+4. 398 – 100C+2. 3 77 – 79 A 4. 00 93 – 97C2. 00 73 – 76. A-3. 7 90 – 92C-1. 7 70 – 72 B+3. 3 87 – 89D1. 0060 – 69 B3. 00 83 – 86F0. 000 – 59 B-2. 7 80 – 82 3. To pass the course, students must earn an overall average of 60, get least a 60 on either the midterm or the final, and complete the final, and the S&Es. 4. I reserve the right to withdraw any student who, prior to March 4, 2014, misses more than 2 exercises or misses more than 2 quizzes/classes. However, missing more than 2 exercises or 2 quizzes/classes does not guarantee that I will withdraw you. If you want to withdraw, you need to do that yourself via GoSOLAR. 5. If you are not doing as well as you would like in this or any of your other courses, consider making an appointment with the Undergraduate Studies Office, Sparks 224. It offers one-on-one academic coaching, as well as workshops and tutorials on study skills. Important Tip: It is hard to get less than a C in this course if you take all the quizzes, come to all of the class sessions, do all the exercises, take both exams, and complete all three S&Es. It is easy to get an F if you miss more than 2 quizzes or class periods, miss more than 2 sets of exercises, miss an exam, or miss an S&E. In other words, effort counts. S&Es: â€Å"S&E† stands for â€Å"Standardize and Evaluate an Argument. † These will be discussed in detail in class. I reserve the right to use any student’s S&E for pedagogical purposes. Students’ names and any other identifying marks will be removed to ensure anonymity. Quizzes: Some class meetings will begin with a quiz. The quizzes will begin promptly and last precisely 5 minutes. They will be composed of two multiple-choice questions that cover the reading assigned for that day’s class. The questions will be easy if you have done the reading. For merely taking the quiz and remaining in class for the full 50 minutes, you will get 50 of a possible 100 points. You will get 75 of 100 if you get one question right, and 100 of 100 if you get both questions right. This is an ideal opportunity to get an A on 10% of your course grade. Exercises & Aplia: Exercises are completed electronically via Aplia. You must purchase the software at Aplia. They are due once a week by or before 11:45 pm on Sunday Eastern Time (be careful not to choose Pacific time! ). Note that the computer will close at precisely that time so you need to be sure your exercises are submitted before that time. See the handout on page 6 for accessing Exercises on Aplia. Your grade on each set of exercises is the percentage of the questions you get right. For example, if there are eight questions in an exercise set, and you get six of them right, your grade on that set is a 75. However, your actual Aplia grade will be based on your good faith effort. If you attempt to do all of the questions on the exercises every week, and you average between 60—93%, your total Aplia grade will be set at 93. Scores over 93% will be recorded as they are. This is an ideal opportunity to get an A on 10% of your course grade. Make-Ups: 1. Late assignments and absences are excused only when there is a sufficiently documented, last minute significant emergency. 2. There are no make-ups for daily quizzes. If you have an excused absence on that day, that day’s quiz will simply be dropped from the calculation of your quiz grade. Email: 1. Email is the best way to contact me. 2. You should check your official Georgia State email at least once every 24 hours. 3. By University policy, I must use your official Georgia State student email address. If you send an email from a non-GSU email account, I cannot respond. 4. If you email me from your GSU account and have not received a reply within 24 hours, you should assume that I did not receive the message. Contact me in person. 5. If you turn in any assignment by email, it is your responsibility to confirm that I received it on time. You will know that I got it because I reply to all student emails. If I do not receive it on time, you will not get credit for the assignment without time-stamped email proof that you sent it before it was due. Having trouble with your email, computer, or ISP is not an excuse for a late assignment. Attendance: Everyone’s presence is an intrinsic and vital feature of the class. Even if you do not speak, your presence has an effect on what is said by others. Attendance can be the deciding factor for course grades on the borderline. Class Format: The class will be a combination of lecture, discussion, and practice. This format demands that students be well prepared for class. You do not have to understand all the readings before class, but you need to read all the readings before class and be prepared to ask questions about what you do not understand. Electronic Devices: No computers, cell phones, smart phones, PDAs, pagers, or other electronic devices may be used in the classroom. Please turn off all devices before class begins. Students with Disabilities: If you have a disability that may impair your ability to successfully complete this course, contact your instructor as soon as possible to arrange accommodations. GSU has two programs that provide supports services to students with disabilities. Office of Disability Services – http://www2. gsu. edu/~wwwods/ – 404. 413-1560 Accessibility At GSU – http://www2. gsu. edu/~wwwada/ – 404. 464-9044 Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services (second floor in the Student Center; dismail@gsu. edu). Students may be accommodated only upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought. ACADEMIC DISHONESTY: Failure of the course is the default departmental penalty for plagiarism, cheating on a test, copying someone else’s work, letting someone else copy your work, or any other form of academic dishonesty. For example, copying someone else’s standardization of an argument is a case of plagiarism and will result in failure of the course. You are encouraged to study for tests with your classmates, but all work turned in for credit must be either your own work, or correctly cited. If you use even a small part of a classmate’s work or a line from an online source, you must use proper citation. If you don’t, you have violated GSU’s academic honesty policy. Finally, note that on assignments in this class, no outside sources are permitted for in-class tests or S&Es. Moreover, you are liable for further administrative action, which might include expulsion with notation on your permanent record. See the GSU Policy on Academic Dishonesty attached to this syllabus, available in the University Student Handbook, and found online at http://www2. gsu. edu/~wwwcam/overview/index. html In addition, be sure you give due consideration to what it means to be a good friend! Not infrequently, students draw the natural but erroneous conclusion that allowing or facilitating a friend’s cheating is somehow helping that friend. FAR FROM IT! Good friends, truly good friends, help us to avoid cheating and any other kind of dishonesty. HOW TO DO WELL IN THIS COURSE: Come to Class and Come on Time: Because of the way grades are computed, and the fact that so much of the course is discussion based, your grade will suffer if you are not present for discussions, and your grade will be favorably affected if you are present. Study Outside of Class: 1. A normal expectation is that undergraduate students will spend a minimum of two hours studying outside of class for every hour spent in class. 2. Since this course meets for 2 hours of class time each week, you should plan on spending at least 4 hours outside of class each week studying the material. It is also likely that it will take more than that amount of time to complete the readings in a manner sufficient to understand the material. Remember in Summer session, every day is equivalent to one week in a Fall or Spring term! Read the Assignments Multiple Times: Philosophy is demanding reading. I expect you to do all the readings before class and after class. We will not read a great many pages, but some of the readings might be dense or difficult to follow. First, read the work through quickly to get the general idea and to circle any words you don’t understand. Then look up all the words you don’t know and read the work again slowly. Third, after we cover the reading in class, read it again, slowly. Read. Rinse. Repeat. Final Notes: The course syllabus provides a general plan for the course; deviations may be necessary. Everything in this syllabus can change (and something always does). You are responsible for all changes announced in class, on PAWS, and via email. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation. How to access your Aplia course PHIL 1010- Critical Thinking – Spring 2014 Instructor: George Rainbolt Start Date: 01/13/2014End Date: 05/11/2014 Course Key: 5N6Q-MHZW-NQNX Registration Aplia is part of CengageBrain, which allows you to sign in to a single site to access your Cengage materials and courses. 1. Connect to http://login. cengagebrain. com/ 2. If you already have an account, sign in. From your Dashboard, enter your course key (5N6Q-MHZW-NQNX) in the box provided, and click the Register button. If you don’t have an account, click the Create a New Account button, and enter your course key when prompted: 5N6Q-MHZW-NQNX. Continue to follow the on-screen instructions. Payment Online Only: http://www. cengagebrain. com/micro/gsuphil1010 After registering, you can buy access to Aplia from myhome. cengagebrain. com. Aplia is NOT available from bookstore. Purchase it online only to get special discount price. If you choose to pay later, you can use Aplia without paying until 11:59 PM on 02/02/2014. After paying, you will have the option to purchase a physical book at a discounted price. For more information on registering for Aplia, please visit http://www. cengagebrain. com/aplia/. Phil 1010TENTATIVE Schedule of AssignmentsSpring 2014. January T 1/14Chap 1, What is Critical Thinking, What is an Argument, Why Think Critically, pp. 4-13 R 1/16Chap 1, Finding Arguments, pp. 13-26; Begin Putting in Standard Form Right Away. F 1/17No class, but last day to Add/Drop S 1/19APLIA DUE: How to Use Aplia Due before 11:45pm T 1/21Chap 1, Putting Arguments into Standard Form, pp. 31-36 R 1/23Chap 1, Standardization Practice S 1/26APLIA DUE Ch 1, Sets 1 and 2, before 11:45pm T 1/28S&E1 (standardize a passage in class) R 1/30Chap 2, Two Characteristics of a Good Argument, True Premises, and Proper Form, pp. 42-48 and 51-53 February. S 2/2APLIA DUE Ch 1, Set 3, and Ch 2, Set 1, before 11:45pm T 2/4Chap 2, Deductive and Inductive Arguments and Relevance, Fallacies pp. 55-64 and 70-79 R 2/6Chap 3, Three Kinds of Premises, pp. 86-102 S 2/9APLIA DUE Ch 2, Set 22, before 11:45pm T 2/11S&E 2 (standardizing and evaluating a passage in class) R 2/13Chap 5, Identifying Propositional Statements, pp. 146-156 S 2/16APLIA DUE Ch 2, Set 3, before 11:45pm T 2/18Chap 5, Evaluating Propositional Arguments, pp. 159-169 R 2/20Chap 5, How PF test differs for Deductive and Inductive Arguments S 2/23APLIA DUE Ch 3, Set 1, before 11:45pm T 2/25Review. R 2/27Midterm in class March S 3/2APLIA DUE Ch 5, Set 1, before 11:45pm T 3/4Chap 7, Identifying Analogical Arguments, pp. 228-234 Last day to withdraw with a W R 3/6Chap 7, Evaluating Analogical Arguments, pp. 244-256 S 3/9APLIA DUE Ch 5, Set 2, and Ch 7, Set 1, before 11:45pm T 3/11Chap 8, Descriptive Statistics, pp. 258-275 R 3/13Chap 8 Identifying Statistical Arguments, pp. 275-278 S 3/16APLIA DUE Ch 7, Set 2, and Ch 8, Set 1, before 11:45pm T3/18 & R 3/20NO CLASS SPRING BREAK T 3/25Chap 8, Evaluating Statistical Arguments, pp. 281-285 R 3/27Chap 8, Evaluating Statistical Arguments continued. S 3/30APLIA DUE Ch 8, Sets 2 and 3, before 11:45pm April T 4/1No Fooling! Chap 9, The Many Meanings of â€Å"Cause† and Identifying Causal Arguments, pp. 294-303 R 4/3Chap 9, Evaluating Causal Arguments, pp. 306-314 S 4/6APLIA DUE Ch 9, Set 1, before 11:45pm T 4/8Chap 9, Evaluating Causal Arguments Continued, pp. 316-321 R 4/10Chap 9, The Scientific Method, pp. 326-331 S 4/13APLIA DUE Ch 9, Sets 2 and 3, before 11:45pm T 4/15S&E 3 in class (standardizing and evaluating a passage in class) R 4/17Chap 10, Identifying Moral Arguments, pp. 342-345 S 4/20APLIA DUE Ch 9, Set 4, before 11:45pm. T 4/22Chap 10, Evaluating Moral Arguments, Consequentialist Arguments, pp. 351-358 R 4/24Chap 10, Deontic and Aretaic Moral Arguments, pp. 359-366 F 5/2Friday, May 2, 2014, Common Final Exam, 1:30-4:00pm. Room TBA Department of Philosophy General Syllabus Statement Spring 2014 This syllabus provides a general plan for the course. Deviations may be necessary. The last day to withdraw from a course with the possibility of receiving a W is Tuesday, March 4. Students are responsible for confirming that they are attending the course section for which they are registered. Failure to do so may result in an F for the course. By University policy and to respect the confidentiality of all students, final grades may not be posted or given out over the phone. To see your grades, use PAWS. The customary penalty for a violation of the academic honesty rules is an â€Å"F† in the course. See the University Policy on Academic Honesty on the reverse of this sheet. Copying or using material from the internet without citation is a violation of the academic honesty rules. A student may be awarded a grade of â€Å"W† no more than 6 times in their careers at Georgia State. After 6 Ws, a withdrawal is recorded as a WF on the student’s record. A WF counts as an F in a GPA. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State University. Upon completing the course, please take the time to fill out the online course evaluation. Students who wish to request accommodation for a disability must do so by registering with the Office of Disability Services in Suite 230 of the Student Center. Students may only be accommodated upon issuance by the Office of Disability Services of a singed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which an accommodation is sought. Subscribe to one of our department listservs for current information and events: 1. Undergraduate Students: www2. gsu. edu/~wwwphi/2131. html 2. Graduate Students: www2. gsu. edu/~wwwphi/2109. html For more information on the philosophy program visit: www. gsu. edu/philosophy Policy on Academic Honesty, from the GSU Catalog As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The university assumes as a basic and minimum standard of conduct in academic matters that students be honest and that they submit for credit only the products of their own efforts. Both the ideals of scholarship and the need for fairness require that all dishonest work be rejected as a basis for academic credit. They also require that students refrain from any and all forms of dishonor? able or unethical conduct related to their academic work. The university’s policy on academic honesty is published in the Faculty Handbook and On Campus: The Student Handbook and is available to all members of the university community. The policy represents a core value of the university, and all members of the university community are responsible for abiding by its tenets. Lack of knowledge of this policy is not an acceptable defense to any charge of academic dishonesty. All members of the academic community—students, faculty, and staff—are expected to report violations of these standards of academic conduct to the appropriate authorities. The procedures for such reporting are on file in the offices of the deans of each college, the office of the dean of students, and the office of the provost. In an effort to foster an environment of academic integrity and to prevent academic dishonesty, students are expected to discuss with faculty the expectations regarding course assignments and standards of conduct. Students are encouraged to discuss freely with faculty, academic advisers, and other members of the university community any questions pertaining to the provisions of this policy. In addition, students are encouraged to avail themselves of programs in establishing personal standards and ethics offered through the university’s Counseling Center. Definitions and Examples The examples and definitions given below are intended to clarify the standards by which academic honesty and academically honorable conduct are to be judged. The list is merely illustrative of the kinds of infractions that may occur, and it is not intended to be exhaustive. Moreover, the definitions and examples suggest conditions under which unacceptable behavior of the indicated types normally occurs; however, there may be unusual cases that fall outside these conditions that also will be judged unacceptable by the academic community. Plagiarism: Plagiarism is presenting another person’s work as one’s own. Plagiarism includes any para? phrasing or summarizing of the works of another person without acknowledgment, including the submitting of another student’s work as one’s own. Plagiarism frequently involves a failure to acknowledge  in the text, notes, or footnotes the quotation of the paragraphs, sentences, or even a few phrases written or spoken by someone else. The submission of research or completed papers or projects by someone else is plagiarism, as is the unacknowledged use of research sources gathered by someone else when that use is specifically forbidden by the faculty member. Failure to indicate the extent and nature of one’s reliance on other sources is also a form of plagiarism. Any work, in whole or in part, taken from the Internet or other computer-based resource without properly referencing the source (for example, the URL) is considered plagiarism. A complete reference is required in order that all parties may locate and view the original source. Finally, there may be forms of plagiarism that are unique to an individual discipline or course, examples of which should be provided in advance by the faculty member. The student is responsible for understanding the legitimate use of sources, the appropriate ways of acknowledging academic, scholarly or creative indebtedness, and the consequences of violating this responsibility. Cheating on Examinations: Cheating on examinations involves giving or receiving unauthorized help before, during, or after an examination. Examples of unauthorized help include the use of notes, computer-based resources, texts, or â€Å"crib sheets† during an examination (unless specifically approved by the faculty member), or sharing information with another student during an examination (unless specifically approved by the faculty member). Other examples include intentionally allowing another student to view one’s own examination and collaboration before or after an examination if such collaboration is specifically forbidden by the faculty member. Unauthorized Collaboration: Submission for academic credit of a work product, or a part thereof, represented as its being one’s own effort, which has been developed in substantial collaboration with another person or source or with a computer-based resource is a violation of academic honesty. It is also a violation of academic honesty knowingly to provide such assistance. Collaborative work specifically authorized by a faculty member is allowed. Falsification: It is a violation of academic honesty to misrepresent material or fabricate information in an academic exercise, assignment or proceeding (e. g. , false or misleading citation of sources, falsification of the results of experiments or computer data, false or misleading information in an academic context in order to gain an unfair advantage). Multiple Submissions: It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the faculty member(s) to whom the material is submitted for additional credit. In cases in which there is a natural development of research or knowledge in a sequence of courses, use of prior work may be desirable, even required; however the student is responsible for indicating in writing, as a part of such use, that the current work submitted for credit is cumulative in nature. ID SHEET Please print or write legibly PRINT NAME GSU EMAIL ADDRESS CELL PHONE EMERGENCY CONTACT Name EMERGENCY CONTACT Phone Freshman, Soph, Jr, Sr, PostBac? Number of credit hours completed MAJOR 2ND MAJOR. MINOR 2ND MINOR PREVIOUS PHIL COURSES Intro to Phil or Great Questions? Others at GSU? Phil Courses taken elsewhere? If so what and where? Check reason(s) for taking this course (a) Fulfills Area B Core Reqmt (b) Fulfills another reqmt (C) Good time of day (d) Phil major or minor (e) Other reason: specify Give a definition of Critical Thinking Why are you here? (at least one paragraph, continue on next page) ***********************************TEAR OFF HERE***************************************** Complete the following before or on the first day you attend class, and turn it to your instructor. NAME______________________________DATE__________________ I have received, read, or will read, and accept responsibility for following the policies noted in the syllabus. I have also received, read, or will read, and accept responsibility for fulfilling the requirements outlined in the schedule of assignments. I understand that not following the course policies or not completing all assignments can negatively affect my grade in the course. I also understand that FAILURE OF THE COURSE is the departmental default policy for cases of academic dishonesty, including, but not limited to plagiarism, cheating on a test, copying someone else’s exercises or other work, letting someone else copy my exercises or other work, or any other form of academic dishonesty. I also understand that I am responsible for using and checking my GSU email account daily, and that my instructor is required by university policy to use my GSU email account for all academic correspondence. Academic dishonesty. (2016, Sep 23).