Essay on The Fear of Fat Criterion Within the DSM IV

As our society is bombarded with the images of manufactured beauty and â€Å"thinness†, conversations increasingly center on dieting and body dissatisfaction. The media advertises weight loss products in the form of pills, drinks, surgery, fitness equipment and support groups to mold individuals into the proposed ideal form. This evidence alone suggests a strong case for the possibility of a pathological fear of fat. Is this fear, however, the driving force behind all cases of anorexia nervosa and bulimia? According to the DSM IV, the fear of gaining weight is essential for these diagnoses to be made. Strong arguments have been made both in favor and against modifying the existing criteria to allow for the diagnosis and†¦show more content†¦To observe the impact of culture on attitudes towards eating and perception of body shape, Lake, Staiger and Glowinski (1999) conducted a study using 140 female students from 2 Australian universities. The students were divid ed into 2 groups – those who were born in Australia (98) and those who were born in Hong Kong (42). The Students born in Hong Kong were further divided into 2 groups – a weak Chinese ethnic identity group (Western acculturized) and a strong Chinese ethnic identity group (Traditional) using the Ethnic Identity Scale (EIS). All subjects were given the Eating Attitudes Test (EAT), a commonly used and well-validated measure (Garner et. al 1979; Garner et. al 1982), to assess attitudes towards eating. The Figure Rating Scale (FRS), used in similar research due to its high test-retest reliability (Thompson et. al, 1991), was used to determine perception of body shape. The scores from these tests were then compared with the subjects’ cultural orientation. The results showed significantly higher scores on the EAT (indicating more negative attitudes toward eating) in the traditional Hong Kong born subjects than that of their acculturized counterparts, while the acculturized Hong Kong born subjects’ scores were significantly lower than those of the Australian born subjects. In other words, between groups (Hong Kong born v. Australian born) there was no significant difference, butShow MoreRelatedEating Disorder : Anorexia Nervosa1622 Words   |  7 Pagesmust meet certain criteria. The criterion for diagnosis slightly varies depending on if you are referring to people who (A) fear gaining weight, and have significant weight loss,(B) eating a huge amount of food , then use laxative to remove the binged food, (C) the use of excessive exercise and fasting in order to remove or to reduce the amount of calories consumed, and (D) distorted body image, no matter how thin they become, they still see themselves as fat, or not thin enough. The onset ofRead MoreBackground History of Anorexia Nervosa1452 Words   |  6 PagesMental Disorders DSM-I, characterized by restricting on food intake even they are starving, always have a false appearance of their body shape although extremely thin (Kazdin, 2000). The latest Eating Disorder Diagnostic Criteria from DSM 5 has revised from DSM IV-TR in 2013. The important changes in the Criterion A part to be at a refusal to maintain at a â€Å"significantly low body weight† instead of the broad term â€Å"body weight less than 85% of that expected. Moreover, the Criterion in B had expandedRead MoreEating Disorders: Anorexia Nervosa1653 Words   |  7 Pagesand physical health. According to American Psychiatric Publishing of diagnostic and statistical manual of mental disorders (DSM-5) â€Å"Anorexia Nervosa, often times have an early-onset which primarily affects adolescent girls and young women, is characterized by distorted body image and excessive dieting that leads to severe weight loss with a pathological fear of becoming fat† (APA). Anorexia is a condition more common amongst younger patients that causes a disruption in the normal growth process,Read MoreAnorexia And Anorexia Are Often Confused Amongst Humans1956 Words   |  8 Pageswho are anorexic may just have a fear to eat based on their body figures. However, many confuse the two due to the similar meanings of body weight. This paper will analyze observations from different research studies that show’s various treatment outcomes, symptoms, behavioral interventions and causations for adolescent patients who have experienced bulimia and anorexia throughout the course of their life. Being bulimic and anorexic has many complications within adolescents and adults. As far asRead MorePsy 410 Week 2 and 3 Matrix of Disorders7746 Words   |  31 PagesAnxiety, Mood, and Dissociative Disorder Matrix Abnormal Psychology Disorders | DSM-IV-TR Criteria | Examination of Classifications and Symptoms | A. Anxiety Disorders: | | | 1. Generalized Anxiety Disorder (GAD) | A. Excessive anxiety and worry (apprehensive expectation) about two (or more) domains of activities or events (for example, domains like family, health, finances, and school/work difficulties)B. The excessive anxiety and worry occur on more days than not for three months or more

A Bilingual Journey From Two Different Cultures - 988 Words

A bilingual journey from two different cultures, Amy Tan and Richard Rodriguez recounts their joys and pains of growing up in an english speaking country. An American born Chinese, Tan was born to immigrant parents from China, while Rodriguez hails from a spanish American-Mexican background, and just like Tan, was also born and raised in the United States. Although both writers grew up in native speaking homes, each varied in terms of parental influence on their second language. On similarities, not only are both writers English majors, they are also considered to be successful in their respective writing careers. Tan is an English major graduate with a masters in Linguistics. Along with the rest of Tan’s bestselling writings is her first novel the â€Å"Joy Luck Club† which was made into a movie. A writer, lecturer and editor for major newspapers and other world known press, the same literacy success story applies to Rodriguez who had earned his BA in English in prestigious Stanford University. Tan’s essay on Mother Tongue depicts a story of a daughter who grew up learning different type of â€Å"Englishes† (510). The latter described as the kind of English wherein one may regard as â€Å"simple†, yet she fondly refers to as her â€Å"Mother’s English.† In addition to those Englishes is the â€Å"broken English† or Tan’s mother’s communication style with her. Lastly is Tan’s own translation of her mother’s English which she described as â€Å"watered down† An impression that is distinctlyShow MoreRelatedThe Benefits of Bilingualism1605 Words   |  7 PagesLanguage and culture diversity have always been an intercontinental barrier in the past. Now, many people have learned to acquire other languages for them to destroy that barrier and also maybe to appreciate and learn other cultures that may one day help them towards becoming universal citizens. Some people have argued that these people, known as bilinguals, are tainting their respective cultures by learning a different language and learning other cultures. As a result, these bilinguals end up beingRead MoreThe Benefits of Bilingualism1596 Words   |  7 PagesLanguage and culture diversity have always been an intercontinental barrier in the past. Now, many people have learned to acquire other languages for them to destroy that barrier and also maybe to appreciate and learn other cultures that may one day help them towards becoming universal citizens. Some people have argued that these people, known as bilinguals, are tainting their respective cultures by learning a different language and learning other cultures. As a result, these bilinguals end up beingRead MoreIn A Country, Full Of Many Different Languages, Nationalities,1374 Words   |  6 Pagesof many different languages, nationalities, and cultures, it is known that many of them are in the process of learning the English language. Which isn’t an easy task. They not only learn to speak the language, but strive to learn to read the language. They deal with man struggles. However, there are many benefits. Those benefits include, but are not limited to, having a knowledge of diversity, a polycot brain, motivation and drive, and job opportunities. One benefit of becoming bilingual as a childRead MoreMy Experience With Becoming Bilingual937 Words   |  4 Pagesfell in love with the language and culture that we were learning about and wanted to experience it for myself. Every day we learned about the history of Spain and the lives of people living there now. For me, it is not enough to just read about it. This dream of going to study in Spain is something that I will never quit working towards. I know that if I want to be bilingual, going to Spain would be the perfect place to work on that challenge. Becoming bilingual is one of the greatest challenges IRead MoreLanguage Is The Best Choice For My Family Essay1317 Words   |  6 PagesWith each passing day of our lives we are faced with the realization that this world is ever shrinking. We encounter new neighbors from other countries, colleagues who speak more than one language, and friends of our children come from various walks of life and far away countries. It is evident that our own children need to be prepared for this global society in which they will travel as young adults sooner than we care to imagine. As a parent of three children and an educator of thousands I liveRead MoreEssay about Bilingual Education: Building Bridges2170 Words   |  9 PagesBilingual education, as an educational program, was initially promoted by educators in the seventies (Hunger of Memory 26) and since then has been a topic of many debates in America. Some argue that bilingual education only serves as a detriment to American culture. Others argue that bilingual education is beneficial to those who come to live in America and want to become a part of the culture, but lack proficiency in the English language. Two authors, who have each taken opposite sides of the debateRead MoreElements Of My Identity1396 Words   |  6 Pages A person’s identity is formed based on a variety of different factors. Every day, each individual on this planet is currently developing the elements of establishing an actual identity. An identity can be built through culture, family, friends, personal experiences, aspirat ions, interests, and even genetics! Some aspects tend to have a greater impact on creating a persons’ identity, and other aspects tend to have greater importance in a persons’ life than others. These factors are what make eachRead MoreBorderland Gloria Anzaldï ¿ ½a Feminist Analysis935 Words   |  4 Pagesextensive journey with the quest to inspire women and to advocate women right in a male governed the world. Gloria Anzaldà ºa and Maxine Kingston both scrutinize feminism in the framework of â€Å"Borderland: La Frontera: The New Mestiza† and â€Å"The Women Warrior† encouraging women to occupy a strong position in the post-colonial male led civilization. The author both traces the journey of women struggle to achieve rewarding role within the structure shaped by men. The alliance of different voice from disregardedRead MoreA Foreign Language Course : Beneficial For Ucsc Students1657 Words   |  7 PagesA Foreign Language Course: Beneficial for UCS C Students Most college-bound students in the United States require a foreign language study for a minimum of two years during high school in order to satisfy the A-G requirements which colleges glances over in college application so they can verify that the student’s subjects are academically challenging [6]. I ask, why does college require students a foreign language class to begin with, if once students arrive to college, university drop the foreignRead More`` Se Habla Espanol ``844 Words   |  4 Pagesisolated herself from the stereotype she constructed in her head. She was insulted to be called Mexican and to her speaking the Spanish language translated into being poor. She had felt superior to Latino waitresses and their maid when she told them that she didn’t speak Spanish. After the shift in society Barrientos wondered where she fit it since the Spanish language was the glue that held the new Latino American community together. Barrientos then set out on a difficult awkw ard journey to learn the

Post Concussion Syndrome Essay Example For Students

Post Concussion Syndrome Essay Post Concussion Syndrome Post-concussion syndrome is a complex disorder with symptoms can consist of headaches, dizziness, fatigue, and irritability that can last as little as a week and up to months after a head injury. The causes can be a traumatic blow to the head or neck injuries in which the patient does not have to lose consciousness. The effect of being injured can do permanent damaged to the brain and nervous system. Dealing with Post-concussion syndrome not only can have a physical effect, but a psychological one as well (Mayo clinic page 2). The cause of Post-concussion is still a mystery. Doctors sometimes have given the diagnosis of P.T.S. or Post traumatic stress syndrome and vice versa. According to the text, Mild Head Injury, â€Å"Many Investigators believed that 55% of male hospitalized patients and 61% of female hospitalized patients all had cases of mild head trauma.† Doctors also thought that the patient injuries had to be severe enough for them to lose conscious that can consist of posttraumatic amnesia or temporary loss of motor skills (Mild Head page 9). Sudden impacts to the head and neck areas and sport related injuries all can cause temporary or permanent effects to the brain. In most cases of post-concussion syndrome, the effects to the brain are temporary, but more severe cases can cause serious brain damaged. To diagnose the severity of the head injury falls under three categories, this is called the Glasgow Coma Scale or G.C.S. The range goes from 15 to 1 scale that has a minimal to permanent damaged levels (Mild Injury page 25). The more severe the concussion, the more damage to the brain and disruptions of the neurotransmitters that send messages to cerebellum which controls muscle tone and memory . .actors of life. This is what happens when you know something is wrong but you can’t describe the feeling. When you have to deal with reality there is no cure for day to day issues. Works cited Page Coon, Dennis. , and Mitterer, O. John, â€Å"Psychology a Journey Fourth Edition.† California: Wadsworth, 2008, 2011. Print. Levin, S. Harvey. Ed. Eisenberg, M. Howard. Ed. Benton, L. Author. â€Å"Mild Head Injury† New York: Oxford University Press, 1989. Print. McCrea, A. Michael. â€Å"Mild Brain Injury and Post concussion Syndrome: The New Evidence Base for Diagnosis and Treatment† New York: Oxford University Press, 2008. Print. â€Å"Post-concussion syndrome† mayoclinic.com 22 May. 2010 http://www.mayclinic.com/health/post-concussion-syndrome/DS01020/METHOD=print â€Å"Post-concussion syndrome†Wikipedia.com 22 May. 2010http://en.wikipedia.org/wiki/Post-concussion_syndrome

Comparison Paper of Child of the Americas by Aurora Levin Morales and What’s It Like to Be a Black Girl by Patricia Smith free essay sample

Running Heading: Comparison Paper of Child of the Americas and what it’s like to be a black girl. Comparison Paper of Child of the Americas and what it’s like to be a black girl. Patrice Moody ENG 125 Introductions to Literature Instructor: Duvan Arsola 08/09/2011 Comparison Paper of Child of the Americas by Aurora Levin Morales and what’s it like to be a Black Girl by Patricia Smith The literary works I will compare are â€Å"Child of the Americas† by Aurora Levin Morales and â€Å"What’s It like to be a Black Girl† by Patricia Smith. The works focus on the psyche of two women of African descent, plagued by the historical American public perceptions of their culture. These negative perceptions play an important part of the individual’s psyche due to prejudice. It has misconstrued and distorted the minds of these young African American girls. These poems show how two young girls from different American minority sub-cultures, view themselves in totally different perspectives. One of the young women wishes to identify with the culture and image of her African American ancestor’s slave owners; however the other wishes to embrace and celebrate her African Latino heritage. The poem, â€Å"What’s it like to be a Black Girl†, is a look into the mind of a black girl in a society that is fueled with racism and discrimination, both of race and gender. This person is transitioning from a young black girl into young black women and trying to accept her changing body. She has been taught to be ashamed of who she is, what she looks like, and where she comes from. She wants her features to look like those who are accepted in society. â€Å"It’s being 9 years old and feeling like you’re not finished,† writes Smith, â€Å"like your edges are wild, like there’s something, everything, wrong. (Smith, 4) What the poem is saying in this passage is this girl sees her body changing right in front of her eyes but she also sees herself as society sees her. She has been taught that what she looks like is wrong. When she says her edges are wild, she is talking about the changes her body is experiencing. The growth of her breasts and the area below that is starting to arouse her. She feels uncomfortable in her own skin. The society in which she lives is not willing to accept and embrace the person’s color. Poetry Explication An explanation in its purest form of â€Å"What it’s like to be a Black Girl (for those of you who aren’t)† by Patricia Smith, is just that, an explanation. From the first three syllables â€Å"First of all,† the author gives a sense of a story being told. She uses jagged sentence structure and strong forceful language to also show the reader the seriousness of her topic. Smiths poem gives the audience an insider’s view into a young black girl’s transition into black woman-hood at a time where both being a black girl and a black woman was not as Welch. Puberty is usually defined by the biological changes a young boy or girl’s body undertakes around the age of 9 up until about 14. â€Å"It’s being 9 years old and feeling like You’re not finished,† writes Smith, â€Å"like your edges are wild, like there’s something, everything, wrong. † (Smith, 4) These thoughts have run around the minds of almost every puberty stricken youngster. However, Smiths subject seems to also have the added pressures of a racially jagged society. This â€Å"black girl† she refers to in her poem is feeling the awkwardness of her newly changing body and the hope of something different and maybe better to come. The poem tells the story of a young black girl exploring and experiencing what it is to become a black woman in her changing social circle. â€Å"It’s dropping food coloring in your eyes to make them blue and suffering their burn in silence. It’s popping a bleached white mop head over the kinks of your hair and primping in front of the mirrors that deny your reflection. † (Smith, 9) The food coloring in her eyes, and the bleaching of her hair can only symbolize her need to grow into the more â€Å"accepted† form of society, the white skinned, blue eyed, blonde haired men and women of the 1950’s. Where for her, â€Å"it’s flame and fists and life according to Motown† (Smith, 17) meaning the sights and sounds of racial slurs and fighting, along with the rhythmic blues of Motown music. Just the transition of going from a girl to a woman is hard enough, without the added pressures of being accepted due to your hair, color of skin, and taste in music. Between â€Å"jumping double Dutch until your legs pop† and â€Å"growing tall and wearing a lot of white† (Smith, 14) the author also tells us how a young black girl tries to balance her newly formed body, with her still child-like mentality. Part of every young girl’s passage into woman hood includes a great white gown, which she wears on her wedding day. On that day, when she’s joined with a man, a chapter ends and a new one begins. Smith writes about â€Å"having a man reach out for you and caving in around his fingers† which gives the reader and inside look at the submissive mentality women were faced with during that era. Finally, this young black girl is now a woman. Throughout the poem the author has helped us to understand the transition from black girl to black woman. With Smiths’ attention to detail, â€Å"feeling like you’re not finished† (Smith, 2) and â€Å"growing tall and wearing a lot of white† (Smith, 14) the reader is able to follow the incredible changes, both biological and psychological. How did young black women feel toward the mid-1960? What sort of things did young girls think about during that period of change and progression? These, among others, are just some of the answered Smith explained in her poem. The explication or story is simply this: A young black girl’s exploration and experiences while becoming a grown black woman in an era of racial uncertainty

MAMA MAMA!!!! Essays - DraftMaxima De Holanda, Corazn En Condominio

MAMA MAMA!!!! 1.- Mama, mama, ya no me gusta mi hermanito. Calla y sigue comiendo. 2.- Mama, ya no quiero conocer a mi abuelito. Calla y sigue escarbando. 3.- Mama, ya no quiero ir a europa. Callate y sigue nadando. 4.- Mama, ya no quiero piscina. Calla y sigue escupiendo. 5.- Mama, mama por que papa corre tanto?. Callate y recarga la ametralladora. 6.- Papa, papa que es un degenerado. Calla y sigueme lamiendo... 7.- Mama, en la escuela me dicen mentiroso. Callate que ni vas a la escuela... 8.- Mama, en la escuela me dicen mafioso. Ma?ana mismo voy a arreglar eso... Bueno mami pero que parezca un accidente... 9.Mama, mama, en la escuela me dicen peludo. Callate y peinate la cara!! 10.Mama, huele a muerto... Mama, huele a muerto... Mama. Mamaaaaaaaaaaaaaaaaaaaaaaaaaa!!! 11.- Mama, mama, en la escuela me dicen antipatico. Como? NO REPITO!!!! (M. Harris). Padre e Hijo San Pedro estaba con ganas de echarse una miada y le pide a Jesus que le cuide la puerta del cielo por un rato. En eso llega un viejito y Jesus le pregunta: -Abuelo, que hacia usted en la tierra? -Bueno, yo era carpintero, tenia unas longas barbas, muchas canas, y un hijo que todo el mundo adoraba, en especial los ni?os! Super emocionado, Jesus abre los brazos y dice: -PAPA!!!!!! Y el viejito todo emocionado: -PINOCHO!!!!!! y Eva dijo Jaimito se estaba quedando dormido en clase un dia, as? que la profesora le dijo a su compa?ero de detras que le pinchase con un bol?grafo cada vez que se quedase sobado. Al cabo de un rato, la profe pregunta: - A ver, Jaimito, quien cre? el cielo y la Tierra ? El de atras le pincha a Jaimito, que se despierta y dice : - ?Dios ! - Muy bien, Jaimito. La clase sigue, y al cabo de diez minutos Jaimito esta otra vez quedandose dormido, asi que la profesora pregunta de nuevo : - ?Jaimito, qui?n es el hijo de Dios ? El de atras le pincha mas fuerte, y Jaimito casi salta de la silla gritando: - Jesus !! - Muy bien, Jaimito. La clase continua, y Jaimito vuelve a dar unas cabezadas, asi que la profesora vuelve a preguntarle: - Jaimito, dime, ?qu? le dijo Eva a Adan despues de que Dios les expulsase del paraiso ? El compa?ero de detras de Jaimito le pega un puyazo con todas sus ganas, asi que Jaimito se levanta y le dice: - ?Si vuelves a clavarme esa mierda, te la arranco y te la meto por el culo, so cabr?n ! Por la "p" La maestra le pide a Jaimito que pronuncie una oraci?n donde todas las palabras empiezen por "P": Jaimito dice: Pido permiso para pasar por puente partido. Dice la maestra: muy bien jaimito. A ver tu Luisito Responde Luisito: "Pido prestado pinceles para pintar paisajes pintorescos" Muy bien Luisito. A ver pepito: Pepito responde "profesora Petra Perez Prieto pide Pepito pronuencie palabras principien por P...... Interrumpe la maestra y dice: Muy bien pepito tienes 20 Pepito continua su oraci?n: Paciencias pendejos, Profesora Petra Perez Prieto pide Pepito pipi para polvito, Pepito poco pendejo pone preservativo pipi para prevenir pre?ar profesora Petra Perez Prieto por puta. La monja que pasea con sus internas. Una monja iba caminando con un grupo de alumnas internas por el parque y de pronto ve un hombre desnudo tirado por el zacate boca arriba. La monja preocupada piensa que sus alumnas no deb?n ver esta vulgaridad y por lo tanto decide sentarse sobre el hombre y taparlo con su h?bito. Al poco tiempo despues comienza a dec?r. Hay San Marcelino, algo siento que no adivino. Hay San Pantale?n, me esta rompiendo el calz?n. Hay San Fern?ndo, siento que me estoy mariando. Hay San Bernardino, siento que me orino. Hay Santa Teresa, que hermosa cabeza. Hay Santa Irene, que grande la tiene. Hay Santa Br?gida, que cosa m?s r?gida. Hay Santa Marta, le calculo m?s de una cuarta. Hay Santo Tom?s, ya no aguanto m?s. Hay San Alejo, me esta rompiendo el pellejo. Hay San Ciriaco me la meto me la saco. Hay San Timoteo, que sabroso guineo. Hay Santa Magdalena, que rica melena. Hay San Clemente, me turba la mente. Hay San Benito, que es esto tan bonito. Hay San Antonio, que esto no sea el demonio. Hay San Juan, siento calambres que vienen y van. Hay San Orlando, siento que me estoy regando. Hay San Marcos, ya estoy sintiendo los charcos. Hay San Vicente, siento algo muy caliente. Hay Santa Canuta, me estoy volviendo una puta. Hay San Agust?n, esto es el f?n. Hay San Jerem?as, me siento aqu?

The Role of Reading Fluency Tables in Comprehension

The Role of Reading Fluency Tables in Comprehension Listening to a student read, even for a minute, can be one of the ways a teacher determines a students ability to comprehend text through fluency. Improving reading fluency has been identified by the National Reading Panel as one of the five critical components of reading. A student’s oral reading fluency score is measured by the number of words in a  text that a student reads correctly in a minute. Measuring a students fluency is easy. The teacher listens to a student read independently for one minute in order to hear how well a  student reads accurately, quickly, and with expression (prosody). When a student can read aloud with these three qualities, the student is demonstrating to the listener a level of fluency, that there is a bridge or connection between his or her ability to recognize words and the ability  to comprehend  the text: â€Å"Fluency is defined as reasonably accurate reading with suitable expression that leads to accurate and deep comprehension and motivation to read† (Hasbrouck and Glaser, 2012). In other words, a student who is a fluent reader  can focus on what the text means because he or she does not have to concentrate on decoding the words. A fluent reader can monitor and adjust his or her reading and notice when comprehension breaks down.   Fluency Testing A fluency test is simple to administer. All you need is a selection of text and a stopwatch.   An initial test for fluency is a screening where passages are selected from a text at the students grade level that the student has not pre-read, called a cold read.  If the student is not reading at grade level, then the instructor should select passages at a lower level in order to diagnose weaknesses.   The student is asked to read aloud for one minute. As the student reads, the teacher notes errors in reading. A student’s fluency level can be calculated following these three steps: The instructor determines how many words the reader actually attempted during the 1-minute reading sample. Total # of words read ____.Next, the instructor counts up the number of errors made by the reader. Total # of errors ___.The instructor deducts the number of errors from the total words attempted, the examiner arrives at the number of correctly read words per minute (WCPM). Fluency formula: Total # of words read __- (subtract) errors______words (WCPM) read correctly For example, if the student read 52 words and had 8 errors in one minute, the student had 44 WCPM. By deducting the errors (8) from total words attempted (52), the score for the student would be 44 correct words in one minute. This 44 WCPM number serves as an estimate of reading fluency, combining the students speed and accuracy in reading. All educators should be aware that an oral reading fluency score is not the same measure as a student’s reading level. To determine what that fluency score means in relation to grade level, teachers should use a grade level fluency score chart. Fluency data charts   There are a number of reading fluency charts such as the one developed from the research of Albert Josiah Harris and Edward R. Sipay  (1990) which set fluency rates that were organized by grade level bands with words per minute scores. For example, the table shows the recommendations for fluency bands for three different grade levels: grade 1, grade 5, and grade 8.   Harris and Sipay Fluency Chart Grade Words per minute Band Grade 1 60-90 WPM Grade 5 170-195 WPM Grade 8 235-270 WPM Harris and  Sipays  research guided them to make recommendations in their book  How to Increase Reading Ability: A Guide to Developmental Remedial Methods  as to the general speed for reading a text  such as a book from the  Magic Tree House Series  (Osborne). For example, a book from this series is leveled at M (grade 3) with 6000 words.   A student who could read 100 WCPM fluently could finish  A Magic Tree House  book in one hour while a student who could read at 200 WCPM fluently could complete reading the book in 30 minutes. The fluency chart most referenced today was developed by researchers Jan Hasbrouck and Gerald Tindal in 2006. They wrote about their findings in the International Reading Association Journal in the article â€Å"Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers.† The major point in their article was on the connection between fluency and comprehension: â€Å"Fluency measures such as words correct per minute has been shown, in both theoretical and empirical research, to serve as an accurate and powerful indicator of overall reading competence, especially in its strong correlation with comprehension. In coming to this conclusion, Hasbrouck and Tindal completed an extensive study of oral reading fluency using data obtained from over 3,500 students in 15 schools in seven cities located in Wisconsin, Minnesota, and New York.† According to Hasbrouck and Tindal, the review of student data  allowed them to organize the results in average performance and percentile bands for fall, winter, and spring for grades 1 through grade 8. The scores on the chart are considered  normative  data scores because of the large sampling.   The results of their study were published in a technical report entitled, â€Å"Oral Reading Fluency: 90 Years of Measurement,† which is available on the  website for Behavioral Research and Teaching, University of Oregon. Contained in this study are their grade level fluency score tables  designed  to help instructors to assess the oral reading fluency of their students relative to their peers. How to read a fluency table Only three-grade level data selections from their research are in a table below. The table below shows fluency scores for grade 1 when students are first tested on fluency, for grade 5 as a midpoint fluency measure, and for grade 8 after students have been practicing fluency for years. Grade Percentile Fall WCPM* Winter WCPM* Spring WCPM* Avg Weekly Improvement* First 90 - 81 111 1.9 First 50 - 23 53 1.9 First 10 - 6 15 .6 Fifth 90 110 127 139 0.9 Fifth 50 110 127 139 0.9 Fifth 10 61 74 83 0.7 Eighth 90 185 199 199 0.4 Eighth 50 133 151 151 0.6 Eighth 10 77 97 97 0.6 *WCPMwords correct per minute The first column of the table shows the grade level. The second column of the table shows the percentile.  Teachers should remember that in fluency testing, percentile is different from  percentage. The percentile on this table is a measurement is based on a grade level peer group of 100 students. Therefore, a 90th percentile does not mean the student answered 90% of the questions correctly; a fluency score is not like a grade. Instead, a 90th percentile  score for a student means that there are nine (9) grade level peers who have performed better.   Another way to look at the rating is to understand that a student who is in the 90th percentile performs better than 89th percentile of his grade level peers or that the student is in the top 10% of his peer group. Similarly, a student in the 50th percentile means the student performs better than 50 of his or her peers with 49% of his or her peers performing higher, while a student performing at the low 10th percentile for fluency has still performed better than 9 of his or her grade level peers. An average fluency score is between 25th percentile to 75th percentile Therefore, a student with a   fluency score of 50th percentile is perfectly average, squarely in the middle of the average band. The third, fourth, and fifth columns on the chart indicate into which percentile a students score is rated at different times of the school year. These scores are based on normative data. The last column, average weekly improvement, shows the average words per week growth that student should  develop to stay on grade level. The average weekly improvement can be calculated by subtracting the fall score from the spring score and dividing the difference by 32 or the number of weeks between the fall and spring assessments. In grade 1, there is no fall assessment, and so the average weekly improvement is calculated by subtracting the winter score from the spring score and then dividing the difference by 16 which is the number of weeks between the winter and spring assessments. Using the fluency data   Hasbrouck and Tindal   recommended that: â€Å"Students scoring 10 or more words below the 50th percentile using the average score of two unpracticed readings from grade-level materials need a fluency-building program. Teachers can also use the table to set long-term fluency goals for struggling readers.† For example, a beginning fifth grade student with a reading rate of 145 WCPM should be assessed using fifth grade level texts. However, a beginning grade 5 student with a reading rate of 55 WCPM will need to be assessed with materials from grade 3 in order to determine what additional instructional support would be needed to increase his or her reading rate. Instructors should use progress monitoring with any student who may be reading six to 12 months below grade level every two to three weeks to determine if additional instruction is needed. For students who are reading more than one year below grade level, this kind of progress monitoring should be done frequently. If the student is receiving intervention services through special education or English Learner support, continued monitoring will provide the teacher the information on whether the intervention is working or not.   Practicing fluency For progress monitoring on fluency, passages are selected at a students individually determined goal level. For example, if the instructional level of a 7th grade student is at the 3rd grade level, the teacher may conduct the progress monitoring assessments by using passages at the 4th grade level. To provide students the opportunity to practice, fluency instruction should be with a text that a student can read at an independent level.   Independent reading level is one of three reading levels described below: Independent level is relatively easy for the student to read with 95% word accuracy.Instructional level is challenging but manageable for the reader with 90% word accuracy.Frustration level means the text is too difficult for the student to read which results in less than 90% word accuracy. Students will better practice on speed and expression by reading at an independent level text. Instructional or frustration level texts will require students to decode. Reading comprehension is the combination of numerous skills that are performed instantaneously, and fluency is one of these skills. While practicing fluency requires time, a test for a students fluency takes only one minute and perhaps two minutes to read a fluency table and to record the results. These few minutes with a fluency table can be one of the best tools a teacher can use to monitor how well a student understands what he or she is reading.

Labor Relations and Union Avoidance Essay Example | Topics and Well Written Essays - 1250 words

Labor Relations and Union Avoidance - Essay Example According to a survey of 'The Conference Board' in 1977 and 1983, the ability of unions is not enough to counter the union avoidance strategies of the companies. Moreover, the number of new establishments opened increases the capacity of a company to pursue union avoidance strategies. It is found that the increase in the percentage of the organized workforce in the company and plant-by-plant bargaining structure is in favor of unions. However, when the company is successfully opening new establishments, it will be capable of counter unions with union avoidance strategies. In this context, it is important to discuss the consequences of union avoidance. The union avoidance strategies affect union membership and encourage the growth of non-unionized firms. As a result, the survey states that the number of unionized firms dropped between 1977 and 1983. As it is easy to increase plant openings than a unionized firm, the companies followed that way to avoid union elections and in the case of unionization, the management tried to win the elections with their candidates in the fray. Moreover, differences in collective bargaining outcomes are also a reason for priority given for union avoidance strategies both by management and employees. ...In this context, it is important to discuss the tactics of Union Avoidance consultants and comparison or contrast with the views of Martin Jay Levitt in his book 'Confessions of a Union Buster' (John Chalykoff, Peter Cappelli, 1986). There are many consultant firms regarding union avoidance consultants and one such firm is IRI Management Services Incorporation, which offers its services on the website; http://www.lrims.com/union-organizing-consult.html. The first step in the services of the company is regarding winning the union election by the management.

Leadership & Innovation in public services Essay

Leadership & Innovation in public services - Essay Example In fact, becoming a leader of a state is not only confined with managing the affairs within the state territory, but requires cooperation and collaboration with the leaders of other nations in order to maintain peace and security. Very few leaders can be classified as selfless and made sacrifices for the people. Few individuals assume the role of the leader with no other motivation but to serve the people. True leaders recognize that the power of a leader comes from the people who can take it back. Leadership Theories The general classifications of leadership theories are the Great Man Theories, Trait Theories, Behaviorist Theories, Situational Leadership, Contingency Theory, Transactional Theory, Transformational Theory (Bolden, Gosling, & Marturano, 2003), and Servant Leadership (The Robert K. Greenleaf, 2005). Each group of theories has been developed by individuals that contribute to the enhancement of a particular theory. According to Bolden et al. (2003), the schools of thought developed under the earlier models focus more on the personal characters and behaviors of the leader. Later schools take into consideration the participation of the followers in the development of the leader (Bolden et al., 2003). The Great Man theories proposed that leaders possess some exceptional innate qualities that destined them to lead. While the Trait Theories provide a list of traits and qualities that a leader should have, the Behaviorist Theories focus on the set of behaviors of a leader. Situational Leadership provides that leadership is seen according to the situation where the leader exists and includes the tasks and goals to be accomplished, as well as the willingness of the person to attain them. Contingency Theory provides the predictive variables that would make the leadership style appropriate on certain circumstances. Transactional Theory expounds on the relationship of the leader and the governed, the benefits they derive from each other, and the reward and ben efits given by the leader in exchange for the loyalty of followers. Transformational Theory focuses on the role of the leader in envisioning the transformation of the organization (Bolden et al., 2003). Servant leadership espouses that a leader is a servant to the people, with no other motivation except to serve the people (The Robert K. Greenleaf, 2005). Participative leadership refers to the involvement of other persons in decision-making and implementation of the same (Culture and Leadership, 2006). Participative leadership, also referred to democratic leadership (Spillane, 2005; Ogbonna & Harris, 2000), is a more successful kind of leadership (Ogbonna & Harris, 2000). Distributed leadership, a recent model, is the antithesis of the â€Å"heroics of leadership† wherein the leader is seen as the sole actor in leading the organization (Spillane, 2005, p. 143). Issues in Public Leadership Many studies were conducted on private organizations but they are likewise applicable in the public sector. Leadership in the public sector is critical in the current generation amidst the complex problems and issues confronting the governments on all fronts. Leadership issues entail survival of the followers, poverty or death. Leading a group also requires the application of strategic approaches to facilitate

Discussion Dynamic Essay Example | Topics and Well Written Essays - 250 words

Discussion Dynamic - Essay Example The management ha s three elements thus, strategic analysis, strategic choice stage and the strategic implementation stage. Strategic management focuses on the efficiency of the organization with provisions of consistency, rationality, and flexibility (Spector, 2013). Motivation is influenced primarily by the disincentives and perceived incentives. This contributes to desirability to implement an intervention. Motivation may be both organizational or individual based and narrows down to the implemented intervention. It includes anticipated outcome, collective expectations, and the pressure for change (Pathak, 2010). Capacity of an organization is attributed to maintaining an organization’s functions such as effective leadership and sufficient staffing and connecting with the community. This includes current infrastructure, processes of the organization and culture of the organization. The capacity is linked to whether the organization is able to implement the interventions (Øystein, 2009). The capacities needed to facilitate intervention include technical, fiscal conditions and the human. These are necessary for successful implementation of an intervention that has quality and future. Every new policy and practice has its skills and the required knowledge needed for quality implementation. Similarly, the organization’s readiness for implementation of any program is expressed as R=MC2 (Lewis, 2011). The implication of this is that when one component nears zero, then it is a multiplicative relationship and it is assumed that the organization is not ready for the implementation of the

Media Portrayal of Gender Roles in the Household

Media Portrayal of Gender Roles in the Household The Right Man for the Job She suddenly snaps. Her infant accidentally bursts open her bottle and floods the car with milk, she jams on her brakes and parks her car in the middle of the bridge, blocking traffic. The police try to convince her to move her car, to no avail. The news reports An overworked and underappreciated housewife has parked on the bridge, refusing to budge. A crowd has gathered to observe the scene, some extend their sympathies: Sweetheart, whats the matter? and Not getting enough of the good stuff? Finally, her husband arrives and convinces her to get out of the car, and she is promptly arrested by the police. Theres a debate between the Mayor and the police chief on if the city should press charges or not. The Mayor, concerned about the optics of the situation, flatly states I can kiss the chick vote good-bye and if I go down, youre breaking my fall! This is the opening for Homer Alone, an episode of the Simpsons in which Marge, the quintessential housewife suffers a nervous breakdown and takes some time away from the chaos of family life, leaving Homer in the role of caretaker for the house and their infant daughter. In their investigation into the topic of masculinity in the media, Ronald Jackson and Jamie Moshin find that shows like The Simpsons can function as witty satires regarding American myths of normalcy and desirability in the public and private spheres. (184) The medias portrayal of the masculine role in the household has evolved over the decades, much of the time keeping pace with the general social trends. The post war show Father Knows Best, described by TV Guide as a normal, intelligent businessman controlling his family sensibly, even wisely and as a classic example of American Pop Culture at its best an idealized nuclear family with the patriarch providing for his stay at home wife, teaching their children to play catch, but if a situation required emotions, it was go talk to your mother. These tropes in the gave way to more multicultural families such as The Cosby show as the Reagan years approached. In the 90s, we had Roseanne a glance into the lower middle class, blue collar duel income familys struggles. These TV fathers roles became less of the father-knows-best stereotype and more involved roles as caregivers, taking active roles in their childrens lives and being equal partners in the decisions of the household. Despite this progress the media has made in showing men to be at least capable of sharing childcare burdens, men depicted in the media are showing to be essentially domestically-illiterate. The everyday activities, such as cooking, washing, cleaning, shopping for own household, caring for the elderly, the sick, and the disabled are still shown to be primarily womens work. The US Department of Labor, Womens Bureau reports that since 1940, the percent of women participating in the labor force the increased from just 24.3 percent 47 percent of the total U.S. labor force, and are projected to account for 51 percent of the increase in total labor force growth by 2018. Similarly, the US Department of Labor, Bureau of Labor Statistics tells us that In 1967, 49 percent of mothers were stay-at-home mothers. That proportion steadily dropped through the decades until 1999, when only 23 percent of moms stayed at home. The fight for Womens equality in political, economic, and social spheres has made great progress, however the division of household labor remains virtually unchanged. Domestic work and childcare are still seen as primary responsibilities of the women. After their shifts at work are completed, women are expected to complete chores and childcare. This double-burden was dubbed the second shift by American sociologist and academic Arlie Russell Hochschi ld in her book The Second Shift, written in 1989. Hochschild found that working women averaged three hours a day on housework while men averaged 15 minutes (259) Though nearly 20 years has passed since the publication, there has been little change in the balance of housework between male and female households. Theodore Greenstines 2005 study found that In general, regardless of income, education, ideology, or extent of paid employment, women tend to do far more domestic labor than their male partners (1039). Medias portrayal of the working mother has rarely been accurate, as Hotchschild describes an advertisement she presented to working mothers during interviews: She is not the same women in each magazine advertisement, but she is the same idea. She has that working mother look as she strides forward, briefcase in one hand, smiling child in the other. Literally and figuratively, she is moving ahead. Her hair, if long, tosses behind her; if it is short, it sweeps back at the sides, suggesting mobility and progress. There is nothing shy or passive about her. She is confident, active, liberated. She wears a dark tailored suit, but with a sick bow or colorful frill that says, Im really feminine underneath. She has made it in a mans world without sacrificing her femininity. And she has done this on her own. (258) Its not only advertisements that sell the idea of a Super-mom, but the stories of Celebrity Moms that dominate tabloid magazines, television, movies, and now social media that not only delegitimize the labor involved in housework, but also reinforce both the gendered stereotypes of who is responsible for the work, and the ease in which the work is completed. Women as consumers is not a new idea. PG productions, producers of the soap opera As the World Turns, spanned for 72 years and over 10,000 episodes, chiefly marketed towards women. PG productions is a subsidiary of Procter Gamble, an American multinational consumer goods company and makers of Swiffer, Tide and Bounce, who spend nearly $10 billion per year advertising budget. Product placement in womens media isnt just a happy coincidence, PQ Media, a media research company found that Product placements were worth $6.01 billion, up 12.8% from the previous year, the fifth straight year of growth. PQ Media projects that product placement revenue will reach $11.44 billion in 2019. Globally, women account for $20 trillion in annual consumer spending. Most of the income growth in the U.S. during the past 15 to 20 years is attributed to women, per the television consumer specialist firm Nielsen. The media doesnt only focus on the perceived stereotypical womens role as housekeeper, but often puts its female characters into traditionally feminine roles. In TV Guides list of best TV shows for the past year, the trend continues. The Walking Dead shows us that even in the zombie post apocalypse, women are the ones performing the childcare, nursing, preparation of food and forming community ties. Additionally, theres Penny in The Big Bang Theory. Penny, a waitress (typical female job) is shown to be living in a one bedroom apartment in LA, near a prestigious college. Most of her role in the series to function as a catalyst for the lead characters lack of social lives. As the show progressed, the other characters girlfriends are seen in having successful, professional careers, but are still expected to fill the emotive role in the relationship. An egregious example of this is Carrie Bradshaw of Sex the City. A struggling journalist is seen living an extravagant life, living in the upper east side of New York City. These women shown living above their means perpetuate what is considered an ideal life, contributing to the feminization of poverty. This phenomenon is described in United Nation reports revealing that there are 1.5 billion people living on 1 dollar a day or less, the majority of which are women. In addition, the gap between women and men caught in the cycle of poverty has continued to widen in the past decade. While women earn on average seventy-seven cents for every dollar earned by men, they are disproportionately concentrated in the lowest-paying fields. Furthermore, most the pay gap between men and women actually comes from differences within occupations, not between them and this gap widens in the highest-paying occupations such as business, law, and medicine (S. Pressman, The Shriver Report) One might think that such a significant economic impact would lead to more progressive representations in the media, however this does not seem to be the case. Advertisements, both televised and otherwise, very rarely show housewives or mothers outside of their stereotypical gender roles. The pick them back up add, produced by our friends at PG productions, was heavily broadcast during the 2014 Sochi Olympic Winter Games. Mya Frazier observes that Men are unmentioned, even if their breadwinner status is implicit: What working mother could devote herself solely to the making of an Olympian without substantial financial support? (Frazier). The question of where is dad? can be answered by considering other media. A meta-analysis shows that the odds of women being depicted at home (vs. at work) are approximately 3.5 times higher than for men (qtd. in JÃ ¶rg et. al). These gender stereotypes are nearly ubiquitous across not only American media, but society in general. Webster dictionary defines our idea of gender as the role or behavior learned by a person as appropriate to their gender are determined by the prevailing cultural norms. The perceived femininity or masculinity of a task is equally as culturally subjective. The hegemonic frame tends to constitute a good father as the responsible breadwinner/provider and protector gender identity for men has traditionally been associated with the competitive rationality of work rather than the intimate emotionality of family. (J. Gentry and R. Harrison, 77). This hegemony is reinforced by our real-life experiences, mass media exposure, and the ever-present social media feeds. Traditionally feminine tasks such as cooking, laundry, and cleaning are overwhelmingly performed by women; traditionally masculine tasks such as yard work and auto maintenance tend to be done by men (T. Greenstein, 1039). With the Simpsons family, the fault of the self-destructive pragmatic Family First idea that sends Marge over the edge. The husband and forever needy kids who will never appreciate her were hardly subtle ideas, even in a comedic or satirical format. In media, when the gender roles are reversed, how often is it successful? We often see the TV dad portrayed as inept, typically uninvolved or uncaring, unless the situation calls for a sardonic wit, then TV dad is your man. Among the worst offenders, we have Al Bundy of Married with Children, a blue-collar-everyman who either by laziness or ineptitude is completely absent from any domestic labor or parenting duties, unless they call for violence or a punchline. While satirical, the presentation of the masculine role in the family is to provide the paycheck, grumble, and be the butt of the joke. The inability or failure when gender roles are reversed is also a common trope. The Tim Taylors (Home Improvement) and to a lesser extent Phil Dunphy (Modern Family) all reflect the masculine breadwinner who may find themselves in an occasional feminized role, only to learn that they woefully under equipped to deal with the task at hand. While Marge Simpson was relaxing in a resort after her nervous breakdown, Homer struggled with even the most basic of household chores, inevitably getting drunk with his bar-fly best buddy Barnie and losing Maggie in the process. (Homer Alone) Even in the TV homes where there was a closer semblance to equality when it came to social, political or economic issues, we would rarely any flexibility or male housewifization (househusbandization?). Dan Conner (Roseanne) was shown in a more active role in the parenting of his children -but the shows namesake was the primary housekeeper, child raiser, and do-it-all blue-collar mom a much better representation of the second shift idea. Cliff Huxtable (The Cosby Show) and his wife Clair were equals, but the gender roles were never questioned. Despite the forward progression and increased airtime of a less oafish and more, helpful father, research has consistently indicated that husbands are not doing much more housework than they ever did (although they are on a relative basis, as wives are doing much less; (qtd. Robinson and Godbey, 1997) Typically, its only representations of single fathers like Danny Tanner (Full House) that are not only shown in the house husband role, but are not failing at it. Only by not having a wife or mother in the house to fall back on, would the male take on the traditionally feminine tasks. In James Gentry and Robert Harrisons study of gender portrayals in the media, they found that single fathers needed to redefine their masculinity as they become involved parents. Traditionally (or at least in the 20th century), only one form of masculinity was conceived; this masculinity is non-feminine (or anti-feminine), independent, heterosexual (or anti-homosexual), tough, and takes risks (qtd, 79). The persistence of gendered labor inequality within the home is caused in part by the reluctance of men to participate in the lesser-valued roles that women perform and to avoid being emasculated by performing womens work. For example, in The Second Shift, Hochschild describes the division of household labor between Nancy and Evan, married parents of one child who both worked full-time. Evan refused to share the housework equally with his wife, feeling that this was not his responsibility as a man and that he was entitled to refuse to participate in tasks that he saw as his wifes (261). This suggests that at their core, men are psychologically predisposed to reject housework due to its apparent femininity, an idea that mass media has all but reflected and marketed back to consumers. The difference being that in the media examples, there is rarely a cost to only one parent working the second shift. When it comes to duel income families, Rebecca J. Rosen of The Atlantic writes The statistics on this are a bit of a mess, as moms and dads report different household divisions of labor, both when it comes to chores and parenting. Dads are more likely to see the division as equal, and it can be tricky business to sort out whos right. While its unlikely that there is a shadowy cabal of men and fathers looking to shrug off their housework to their presumably exhausted wives by influencing mass media outlets, the perception of inequality at home is a tricky subject. Greenstein explores this idea: Just as differences in gender ideology (at the individual level) have been found to lead women to different choices of comparative referents and consequently to reach different conclusions about the fairness of the division of household labor, national context provides a comparative referent for married women from which they might form their perceptions of justice relevant to the division of household labor. I propose that women not only compare themselves to other individuals when making determinations of fairness or justice but that they also compare themselves to the more generalized conception of the level of support for gender equity in their nation. That is, women who perceive a high level of support for gender equity in their generalized comparative referent- for example, their perception of the beliefs of the people in their nation or society-are more likely to perceive microlevel inequalities as inequities (1040). If ideals of fairness or inequality are founded in the perception of what is happening in others lives, then what we see in the media must be included in that. If there were more Rosannes and less Peg Bundys, would women feel more shortchanged by the division of household labor. If the they (the media, or shadowy cabal of lazy men) could show men performing reproductive labor without appearing emasculated, would that change things? Its not as if the advertising and entertainment is completely bereft of positive household-male examples. After the Pick Them Back Up ad ran during the Sochi Olympic, they produced a similar ad directed towards males. Unfortunately, it was a social media non-starter. Consider the forgettable 2013 Power of Dads Oral-B spot. It offers a succession of heartwarming clips of dads joyfully engaged with their children, but didnt exactly burn up the viral charts. An ad about a stay-at-home dad doing laundry for Tide? A measly 60,000 views on YouTube. (M. Frazier) We can plainly see that it was ingratitude and an unequal share of work that led to Marge Simpson breaking down on a bridge, going ballistic was a cry for help that could resonate with anybody whos work has been chronically underappreciated, even the police woman taking Marges mug shot gives her the sisterly empathy, Off the record, maam. All the girls on the force knew just how you felt (Homer Alone). If the lesson was to show how we underappreciate the women in our lives, the return to normalcy at the end of sitcoms is the undoing of any lesson or basis for comparative basis. Ronald Jackson and Jamie Moshin quote In these spaces, however, the critiques of dominant norms fall short when the characters return to their traditional roles at the conclusion of the episodes. (qtd. 184). Without the continuity of lessons learned, there is no real impact. In the next episode, Homer and the kids are right back to their scheming, lazy, and unappreciative selves. Marges breakdown, subsequent c atharsis has meant nothing. Its not all hopeless, the gap in the division of household labor is slowly closing. The status quo has protected male privilege, but its not permeant. The ultra-masculine western cowboy is now seen as nothing more than a cultural relic (J. Gentry and R. Harrison, 98). Fathers depicted in Arnold Schwarzenegger in the 80s was killing entire private militias in the movie Commando then in the 90s he was performing literal reproductive labor in Junior. Our views of what emotional value labor holds and if our ideas about masculine and feminine work can change. If Homer Simpson can, even for a short while, perhaps the rest of us can too. Works CitedHochschild, Arlie Russell, and Anne Machung. The Second Shift. New York, Penguin Books, 2003. Web. Frazier, Mya. Honor Your Mother: Dont Watch That Patronizing Viral Ad. New Republic, 8 May 2014, newrepublic.com/article/117693/mothers-advertising-regressive-stereotypes-dominate-pg-and-others. Greenstein, Theodore N. National Context, Family Satisfaction, and Fairness in the Division of Household Labor. Journal of Marriage and Family 71.4 (2009): 1039-051. Web. Lafayette, Jon . Product Placement Revenue Climbing 13.2% This Year. Product Placement Revenue Climbing 13.2% This Year | Broadcasting Cable. N.p., n.d. Web. 01 Feb. 2017. Paek, Hye-Jin, Michelle R. Nelson, and Alexandra M. Vilela. Examination of Gender-role Portrayals in Television Advertising across Seven Countries. Sex Roles 64.3-4 (2010): 192-207. Web. 1 Feb. 2017. Pressman, Sonja. Top 18 Issues Challenging Women Today. The Shriver Report. N.p., 21 May 2014. Web. 04 Feb. 2017. Gentry, J., and R. Harrison. Is advertising a barrier to male movement toward gender change? Marketing Theory 10.1 (2010): 74-96. Web. 2 Feb. 2017. Rosen, Rebecca J. Money-Rich and Time-Poor: Life in Two-Income Households. The Atlantic. Atlantic Media Company, n.d. Web. 02 Feb. 2017. Matthes, JÃ ¶rg, Michael Prieler, and Karoline Adam. Gender-Role Portrayals in Television Advertising Across the Globe. Sex Roles 75.7-8 (2016): 314-27. Web. 1 Feb. 2017. Jackson, Ronald L., and Jamie E. Moshin. Communicating marginalized masculinities: identity politics in TV, film, and new media. New York: Routledge, 2013. Print. Homer Alone. The Simpsons. Fox, 6 Feb. 1992

The Existence of Medieval Gender Archetypes in Present Day Culture Essa

The Existence of Medieval Gender Archetypes in Present Day Culture One of the aspects of the Middle Ages which is explored by numerous scholars today is that of the antifeminist stereotypes which pervaded literature and cultural mores during the period. In an era governed by men, the fact that women were treated as inferior is unsurprising; archetypal visions of femininity fit neatly into medieval history. However, most people would like to believe that such pigeonholing has been left in the past, allowing for more liberated times in which women are portrayed realistically and as the equals of men. It is undeniably true that an equality of the sexes exists today that was not even imagined in the medieval era. However, this rise in respect for women does not guarantee that all of the prejudices and stereotypes from preceding centuries have fallen by the wayside; on the contrary, most of the same archetypes are alive and well, even if modified to suit a new world. From the unattainably perfect virgin to the sexually insatiable temptress, these images appear throughout modern culture-but the disturbing nature of their existence is made far worse by the complacency with which women accept and further them. In many places, control of the image of women has passed into their own hands, yet broad generalizations and negative suggestions continue to fill daily life. Though images of women may cluster in many categories, the basic medieval archetypes are these: foremost is the Courtly Lady, a physically perfect and emotionally restrained creature that any gallant knight would pine for, the subject of innumerable poems. Her supporting cast include the lascivious Wanton Woman, a subhuman creature designed to tempt and torture men... ...owing Up Female With the Mass Media. New York: Times Books, 1995. Farhi, Paul and Megan Rosenfeld. "Made in America." 10 April 2003. http://www.washingtonpost.com/wp-srv/inatl/longterm/mia/part1.htm "4 Ways to Punish a Naughty Boy." Cosmopolitan Apr. 2003: 166. Goins, Liesa. "Flirting Moves No Man Can Resist." Cosmopolitan Apr. 2003: 146-48. Keyishian, Amy. "Chick Flick Survival Guide." Maxim Apr. 2003: 78-82. Lewis, Carol. "Botox Cosmetic: A Look at Looking Good." FDA Consumer Magazine. 6 April 2003. http://www.fda.gov/fdac/features/2002/402_botox.html Lont, Cynthia M. Women and Media: Content/ Careers/ Criticism. Scarborough: Nelson Canada, 1995. Rogers, Mary F. Barbie Culture. Thousand Oaks: SAGE Publications, 1999. Straus, Alex. "Access Granted." Maxim Apr. 2003: 164-68. Walsh, John. "Top Gear: Bachelor Pad." Maxim Apr. 2003: 194-96.

Discuss the roles of language and reason in history Essay

The study of history is one in which people or communities attempt to understand the nature of humans through the study of events in the past. When we look at historiography or the writings of history, we are looking at the study of historical events that have been seen as relevant and meaningful by historians. So when we study this area of knowledge, we need to think about what affects the way we interpret it, and therefore by association, how it is taught to us. There are various components to the learning and teaching of history and perhaps the two most prominent components are language and reason; two ways of knowing. Language is fundamentally a systematic means of communicating by the use of sounds or conventional symbols. This is in itself linked to reason, which is a rational motive for a belief or action. Indeed language is a powerful tool that can communicate beliefs and facts but also manipulate such facts. Language has an effect on our emotions, our perception and what we believe in and can lead to history being manipulated over generations. Therefore, it is justifiable to say that this affects our reasoning. Therefore, I will be looking at how these ways of knowing affect the way in which a complex topic is taught: the Second World War (WW2) and some of its events. I will be addressing knowledge issues, which are questions that relate to our understanding of the world and us, combined with our desire for knowledge. I will look at how the holocaust is possibly taught in a German school, as well as how the Kamikaze attacks are taught in a Japanese school. I will also look at the way these events have been taught to me, as someone who attends a British school. The knowledge issues that will form the basis of my essay are: how do languages affect our opinion of a historical event, what role does our reasoning have in understanding historical events and whether we can study history without reason and language. I will be arguing that language and reason do have definitive roles in history. If we are to look at how WW2 may be taught in Germany, we have to perhaps look at Germany’s stance on the event now. Indeed a survey in Sarah Ann Gordon’s Book Hitler, Germans and ‘The Jewish Question’, showed the sentiments of the German people in the years after WW21. This can be seen below:  Statement  Percentage of people who agree  Hitler was right in his treatment of the Jews.  0%  Hitler went too far in his treatment of the Jews, but something had to be done to keep them in bounds. The actions against the Jews were in no way justified.  77%  Indeed, judging by the above results, it is possible that the majority of Germans abhor the Holocaust. The way in which they do so however, is very much linked into their language. Germany would most likely not want a repeat of the events of WW2 and so the way in which it is taught is one in which the actions of the Nazi party is abhorred, perhaps even more so than in the schools of other countries. Indeed if you look at the response of German historians and their analysis of WW2, many have been damning of events such as the holocaust. This can be seen with Hans-Ulrich Wehler, who in a 2006 interview expressed his support for the imprisonment of the British historian, David Irving, for Holocaust denial2.

Same-Sex Marriage

Same-Sex Marriage Same-Sex MarriageSame-sex marriage is something that should be legal everywhere. The discrimination against homosexuals in the sense of marriage is a denial of equality and it is immoral to deny them of this right. Same-sex marriage is just as sacred as heterosexual marriage, so why is it illegal?Same-sex marriages should be just as legal as heterosexual marriages. Just because something is different, doesn't make it immoral. Although many people view same-sex marriage as "unnatural" and "abnormal," there are many things that people value that are unnatural in some sense. Everyone deviates from the norm in some way whether it be their clothing, their political views, or their hobbies. Banning something that deviates from the norm makes no logical sense. Therefore, banning same-sex marriage for deviating from the norm is wrong because not everything that is unnatural is immoral. The norm, in this sense, is traditional marriage. The definition of marriage is "A formal union that exists between a man and a woman, typically recognized by law, by which they become husband and wife."Same Sex MarriageObviously most people engage in heterosexual relationships, but does it follow that it is wrong to engage in homosexual relationships? Very few people are ambidextrous, fluent in 5 different languages, play the triangle, or breed goats, yet none of these are immoral because they are unusual. Many may say that since some of these are things that people choose to do, then that means that homosexuality must also be a choice.Homosexuality is not a choice. Homosexuals are born the way that they are, therefore it is natural and good to form homosexual relationships. Relationships that should eventually be allowed to be recognized by law. To deny homosexuals of something that is natural and good is discriminatory and wicked. Although this argument is strong, it...

buy custom Essay on Man essay

buy custom Essay on Man essay Introduction An Essay on Man is a philosophical poem that entails four epistle verses with each published independently and incognito in the period ranging 1733 February and January 1734 by a bookseller. Pope later on manufactured the intricate trick partly to smoothen out the resentment provoked his earlier satires, particularly The Dunciad (1728) and Burlington epistle(1731) (Pope pg 66) .Pope ultimately acknowledged himself as the author when he brought together the epistles in the description The first book of Ethic Epistles. The poem tackles the query of human personality and the prospect for happiness relative to the universe, political and social hierarchies and the person. The poem utilizes a majestic oratical style to articulate the eighteenth-century buoyancy values and this underscores its point of view with an array of conventional techniques. However as time proceeds, critics view the popes poem as being fundamentally imperfect, both philosophically and aesthetically. Almost three ce nturies after its publication, the poem is valued distinction. Plot and character Bolingbroke retired in 1723 to Dawley, a farm adjoining the popes Twickenham after being formerly acquainted with th pope by reciprocated association with Jonathan Swift. He quickly made friends with the poet, whose personal viewpoints efficiently corresponded with his own. The poem has been diced into four different sections each explicating the common place ideas that took place in the eighteenth centaury (Pope Pg 45). The plot was developed from the European intellectuals who were out to criticize the humanity role and the human nature in this universe. The epistles in the poem are majored upon the premise going further to describe possible improvements to the aspects of society and human nature bringing out the implicit understanding of the current universe to be essentially perfect and divinely ordered. The following epistle focuses on the uniqueness of humans and tries to indicate the psychological balance that exist between emotions and self interest under the virtuous guidanc e of living. The next epistle talks about the individual role in the society in trying to trace the origins of caviling institutions. The last epistle covers the struggles between the love for others and self love in relation to the search for happiness. Themes The major themes standing out in this poem is the operation of the universe and the human role in it. The government capacity in the establishment and promottion of happiness to its citizens also is brought out. The poem can be considered as the Popes most thorough statement of his ethical, philosophical and political principles. The implication of the poem assumes that Christians notions are regarded as lost paradise, fallen man and a beneficent deity. Through the poem, an eclectic assortment of the current and traditional philosophical ideas that try to explain the universal human kind characteristics is achieved. The main theme of this poem is the idea that there is an ordered universe that has a coherent structure and at the same time operates in a rational way that is in accordance to the natural laws which were designed by God (Pope, pg 56). Critics As soon as the poem was published, it received a popular response and initial critic all over England. The response was echoed all over Europe and has been passed on over the following decades. However, the early appeal of the poem resulted to a controversy that was inspired by a community of clergymen and metaphysicians who were few but vocal (Pope, pg 62). The critics were on the poems values not considering its themes and were termed as being essentially poetic but not in means coherently philosophical. Buy custom Essay on Man essay

A Relationship between Followers and Leaders Thesis

A Relationship between Followers and Leaders - Thesis Example Leadership is one of the most discussed topics in the contexts of scholarly domain, the work and organizational environment. Most authors have delved into research that is aimed at shedding light on the various leadership styles, basing their arguments on leadership theories that were earlier developed by scholars such as Conger and Kanungo, Weber, Bass and Lewin among others. Leadership in itself gives a sense of positive direction to the involvement of human resources and brings out the best from the employees thus meeting the organizational goals. Charismatic leadership, transformational leadership, autocratic leadership, and bureaucratic leadership are just but a few examples of leaderships that are applicable cross several organizations. Some leadership styles are rigid whereas some flexible to change of any sort that is inevitable in any organization.Demographic change makes leadership an aspect of critical necessity because the war of talents is getting harder than ever before . Most people are getting educated on leadership, making it necessary for the leaders to change their styles of leadership to those that are effective in meeting the organizational objectives. The best leadership style will not only be able to make a company or organizations realize its objectives but also change the face of the organization. Additionally there are also changes that are bound to take place in the organization

Latino Culture is Growing Research Paper Example | Topics and Well Written Essays - 1750 words

Latino Culture is Growing - Research Paper Example Latino culture is certainly changing, but it is the aim of this essay to provide evidence that Latino culture is growing within the United States and as such is becoming more influential and powerful than ever before. The hypothesis of this paper is that the literature will support the notion that Latino culture is growing within the United States, and as such the operational definition will seek to define the statement above by describing the number of Latin Americans in the United States and the areas in which their culture is growing. We will define the weight of the Latin American culture in terms of number and evidence provided within the literature that it is becoming more and more influential in all areas of cultural interest. According to our hypothesis, Latino culture is growing and as such we will expect the tests we do (in this case measuring qualitative and quantitative evidence for the growth of Latino culture) to support this, providing us with an operational definition . To understand the growth of Latino culture, it is important to understand what exactly comprises it. Latino culture at its most basic level involves anything cultural that can be found predominantly amongst those within the Latin American ethnic group. It also generally refers to movements that have come from Latin America directly, or modern adaptations of this. For example, Roman Catholicism is generally thought to be a large part of Latin American culture (Phol, 1998). Music is found within all cultures, and Latino culture is no different. Latino music generally refers to music made by those of a Latin American origin, whether it be traditional forms such as salsa or adaptations of more modern American trends such as hip-hop or rock music with a distinctly Latin flavour, such as involving traditional rhythms or singing in Spanish. Language is often associated with culture too, and we will look at how the Spanish language is the most important growing language in the United Stat es and how Spanglish (a fusion of Spanish and English) is becoming more common amongst Latin American and Anglo American teens. It is hard with Latino culture, as with any culture, to pin down exactly what makes it unique, as culture changes so rapidly. However, it is safe to assume that Latino culture can be attributed to those of Latin American origin and as such most of the cultural elements discussed within this essay will be those directly formed under the influence of people of this ethnic origin. It is widely recognised that Latino culture is growing, particularly within adolescent groups. Latino teenagers now have more spending power than Anglo teens, spending over $320 a month, which is 4% more than the average American teenager (Stapinski, 1999). This means that advertising companies have had to adapt and begin to target Latino adolescents to improve profit margins, and new advertising companies such as Lazos Latinos have started to appear, primarily targeting the Latino Y outh. With this increased targeted advertising, more elements of Latino culture have been reaching a wider audience, meaning that Anglo teenagers pick up on the trends that are currently defining Latino culture and as such the trends are spreading to a wider

Enron Corporation Movie Review Example | Topics and Well Written Essays - 500 words

Enron Corporation - Movie Review Example Enron had implemented fraud transactions and accounting deceit. It had filed in erroneous details and accounting figures, keeping the whole world in the dark. Financial corruption has been personified by Enron, which had finally filed for bankruptcy. As shown in the movie, the traders of Enron manipulated the whole setup of transactions. This they did, by reducing power supply and by effecting and increment in the prices for power. They targeted poorer consumers and indulged in such activities, at their expense. The need to beget more money, the greed to possess was the recognized motive behind such activity of the traders. Enron Corporation had employed the 'mark-to-market' type of accounting procedure, wherein they had reported the entire financial year's estimated value, as the profit rather than making periodical assessments of the profit margin, as cash came in. Therefore, the high level of profits reported were untrue and misleading, which can be considered frauds. 4.

Assessment and Feedback Essay Example for Free

Assessment and Feedback Essay Assessment drives the choices students make about their learning. It is widely recognised that assessment and feedback contain the strongest potential to change how, and what, students do to succeed in their learning (Ramsden, 2003). This Effective Teaching Guide on Assessment provides practical suggestions on assessment and feedback. Assessment of Learning and Assessment for Learning David Boud, a recognised researcher and scholar of assessment in higher education, suggests that assessment has many purposes, but particularly to help students to improve their learning and certify students’ learning. These two purposes lead to different ways of thinking about what, how, and when to assess students: |Assessment OF Learning |Assessment FOR Learning | |Focused on learning that has already happened; |Focused on learning for the future; | |Making a judgement about final performance; |Goal is to provide useful information to students about how to learn | |Designed to discriminate between students’ achievement and performance; |more effectively; | | Focused on grades, precision and measurement; |Helps students to identify what they do and don’t know – focus is on | |Concerned that tasks are reliable and valid; |improvement; and, | |Testing usually takes place under ‘standardised’ conditions; and, |Develops students’ judgements about the quality of their work – and how | |Grade contributes to final certification. |to improve. | According to Boud and Associate’s Seven Propositions for Assessment Reform in Higher Education (2010), assessment has most effect when: 1. Assessment is used to engage students in learning that is productive (including the need for assessment to be designed to focus students on learning); 2. Feedback is used to actively improve student learning; 3. Students and teachers become responsible partners in learning and assessment; 4. Students are inducted into the assessment practices and cultures of higher education; 5. Assessment for learning is placed at the centre of subject and project design; 6. Assessment for learning is a focus for staff and institutional development; and, 7. Assessment provides inclusive and trustworthy representation of student achievement. The power of feedback Feedback plays an important role in improving students’ learning. A useful summary is that provided by Gibbs and Simpson’s (2004). In their meta-study of the research about how assessment and feedback support student learning, 7 of their 10 identified conditions relate to feedback, and students’ understanding of feedback. These are:  Ã¢â‚¬ ¢ Sufficient feedback is provided, both often enough and in enough detail; †¢ Feedback focuses on students’ performance, on their learning and on actions under the students’ control, rather than on the students themselves and on their characteristics; †¢ Feedback is timely in that it is received by students while it still matters to them, and in time for them to pay attention to further learning or receive further assistance; †¢ Feedback is appropriate to the purpose of the assignment and to its criteria for success; †¢ Feedback is appropriate, in relation to students’ understanding of what they are supposed to be doing; †¢ Feedback is received and attended to; and, †¢ Feedback is acted on by the student. Hounsell (2004) also makes the following points about feedback: †¢ It can be extrinsic (assessment-focused) or intrinsic (activity and practice-based); †¢ It can be immediate and verbal (in order to address the potential lack of engagement when it arrives after an assessment); †¢ It can be provided to be a whole class; †¢ It can be many to many where students are involved in identifying the strengths and weaknesses (peer feedback); and, †¢ Feedback can be a loop – it can be offered on unfinished work. Another useful idea is feed-forward. Feed-forward encourages students to use something like a marking rubric (also captured by the idea of criteria and standards) to help plan their approach to an assessment. While a marking rubric is routinely used by university teachers to mark/grade students’ work (as an expression of what a student needs to demonstrate (and the level they need to achieve) to receive a particular grade), the idea of feed-forward is about encouraging students to use that same information in the rubric to plan their work, and perhaps even, to self-assess it before submitting it for formal feedback. In summary: Feedback example: Develop a marking rubric as a cover sheet. The rubric identifies the elements of the assignment, together with a breakdown of marks for each element or a description of the standard for an A, B, C, D, P etc. Feed-forward example: Provide the marking rubric to students before the assignment is due so that they clearly understand what’s expected, the levels of achievement, and can plan their approach accordingly. In marking student work, you’ll need a suite of feedback techniques. Remember, if you’re going to be spending a lot of time providing feedback, you want to make sure that students read, use and engage with your feedback to improve their next assignment. The best way to do that is to have a range of techniques that you can draw on, when you need to. The table below describes some feedback techniques. |Technique |Why use this technique? |How would I use this technique? | |Use a marking rubric that contains information |To encourage students to engage, wrestle |Set aside time to discuss the rubric with students| |about criteria and standards. Offer it to |with and develop an understanding of the |in class. Provide examples of what an A, B, C, D | |students so that they can use it to plan high |criteria and standards related to an |and P level answer /assignment looks like. Explain| |achieving work. |assessment task before embarking on their|the differences to students and engage them in a | | |work. |dialogue. Get them to mark assignments samples so | | | |that they have to engage with the criteria and | | | |standards before embarking on their own | | | |assignment. | |Provide verbal ‘global’ feedback to the whole |To emphasise the common achievements and |As you mark assignments, make a list of 3 things | |class. |errors made across all assignments within|done well, and 3 things in need of improvement | | |a student cohort. |across the whole cohort. Use the next available | | | |class to provide feedback to the whole cohort. Be | | | |specific and provide an example. Post a summary on| | | |Moodle. | |Provide written feedback only. The mark/grade |To focus students’ improvement efforts on| | |is released only after students demonstrate a |the written comment rather than the | | |plan for improvement. |number/grade. The technique assumes that | | | |the learning for students is located in | | | |the staff comments. | | |Invite students to tell you 2-3 specific |To develop students’ capacity to |Ask students to write these 2-3 elements somewhere| |elements of the assignment they would like you |self-assess the quality of their |on the assignment cover sheet before submitting | |to focus your feedback on. |submitted work. |it. Your feedback on these elements does not need | | | |to be extensive but they warrant comment. | |Ask students to indicate the grade (ie, A, B, |To encourage students to engage with the |Invite students to write a 100 word justification | |C, D) they think their assignment should |criteria and standards for the assignment|about the grade they’ve nominated. Your final | |receive. |as part of their planning. |feedback and grade does not need to align with the| | | |students but you may wish to note any differences | | | |in each of your perceptions about the quality of | | | |the work. | |Encourage students to demonstrate/write how |For students to demonstrate how they have|Make this aspect a ‘hurdle’ requirement – to be | |they’ve used your feedback as part of the next |used feedback to improve future learning. |submitted with the next immediate assignment. | |assignment. | | | One observation you might make about each of these techniques is that they are focused on: (i) engaging students with the criteria and standards, and (ii) with what the student does with the feedback they receive. If you’d like to read more about these two ideas (and others like them), two articles may be especially useful to you: Rust, Price O’Donovan (2003) and Price, O’Donovan Rust (2004). Consistency and fairness in marking and feedback Consistency in marking, or moderation, is aimed at ensuring fairness in marking, and requires finding or establishing agreement between markers. Making sure that assignments contain criteria and standards is a good start because the expectations involved are clear to the student and clear to the marker. Although this does not absolve the marker from interpreting students’ work, without criteria or standards, the job of marking ends up being much harder. The procedures for marking are set out in the University’s Assessment Procedures (an excerpt of the principles is below): Where there is more than one marker, selected pieces of work from each assessment task should be reviewed by the subject coordinator to verify the level and consistency of the marks allocated by the marker. This process, called moderation, increases the reliability of the assessment process and application of standards, promotes consistency, supports objectivity and establishes a shared understanding of standards and fairness in assessment. The university also has a grading schema with a range of Pass grades. |80-100% |A | |70-79% |B | |60-69% |C | |50-59% |D | |Ungraded |P (may also denote satisfactory completion of a Masters Prelim course of | | |postgraduate thesis) | Graduate capabilities Alongside the conventional grading schema, from 2012, all commencing first year students will receive a result on the achievement of the university’s six graduate capabilities at the end of the year: †¢ Writing †¢ Speaking †¢ Inquiry/Research †¢ Critical thinking †¢ Creative Problem-solving †¢ Teamwork There are some subjects which have been designated cornerstone, mid-point and capstone status. This means that their curriculum has been designed to teach, assess, provide feedback and report specifically on these graduate capabilities. For each graduate capability, students will receive one of three results: exceeded expectations, met expectations or did not meet expectations. Each faculty has carefully crafted a description of what these standards look like. It may be the case that you will be asked to provide feedback to students about their graduate capability achievement as well. Because faculties will have already done substantial work outlining those standards, it is likely you will be asked to offer students that feedback. Summary When considered together, assessment and feedback are incredibly powerful levers for influencing the direction of students’ efforts, and their learning. For many students, the assessment in the subject is the actual curriculum. It is largely students’ reading and perception of what the assessment demands of them which is a key determinant in how they spend their time in a subject. Therefore, the messages that students take away about assessment from the documents; the Subject Guide; from interaction with other students, are important considerations. In the second week, you will discover just how crucial feedback is to this process and how the adoption of standards and criteria will help you mark and grade more efficiently and effectively. References Gibbs, G. and Simpson, C. (2004). Conditions Under Which Assessment Supports Student Learning. Learning and Teaching, Issue 1, pp: 3-31. Hattie, J. Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. Hounsell, D. (2004). Reinventing Feedback in the Contemporary Scottish University. Scottish Quality Enhancement Workshop on Assessment, University of Glasgow [available online at: www. enhancementthemes. ac. uk/documents/events/20040604/Hounsellpaper. pdf]. O’Donovan, B. , Price, M. , Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9(3), 325-335. Orrell, J. (2006). Assessment beyond intuition. Central Queensland University [available online at: http://www. learning. cq. edu. au/FCWViewer/view. do? page=8896, accessed Feb 2011]. Price, M. , O’Donovan, B. , Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9(3), 325-335. Ramsden, P. (2003). Learning to teach in higher education. (2nd edition). Routledge, NY London. Rust, C. , Price, M. , O’Donovan, B. (2003). Improving Students’ Learning by Developing their Understanding of Assessment Criteria and Processes. Assessment Evaluation in Higher Education, 28(2), 147-164. Taylor, J. (2008). Assessment in First Year University: A model to manage transition. Journal of University Teaching and Learning Practice, 5(1).

James Baldwin versus Malcolm X Essay -- Race African American

Gentle Yet Strong: Leading the Oppressed Malcolm X and James Baldwin were two men that played a large role in defining a people and a cause during the 1950s and 1960s. Both of these men were dynamic African-Americans who lived primarily to help their people, who were terribly persecuted in the United States for many years. The interesting thing about these two men is that they strove towards the same goal—to unify African-Americans and give them strength and confidence—but they accomplished this goal in very different ways. Malcolm X, a leader in the Nation of Islam movement, believed that African-Americans needed to acquire strength and confidence so that they could separate from the White man and live together in peace, harmony, and production. On the other hand, James Baldwin, renowned writer, believed it necessary for African-Americans to have strength and confidence so that they might coexist on the same level as whites and accomplish what whites were accomplishing. The methodology and teachings of J ames Baldwin and Malcolm X differed greatly, but their general belief, that African-Americans were just as good as everybody else prevailed over all else, and made these men two of the very important faces of a generation. More often than not, the quality of leadership lies deep within certain people. It is not a quality that people build or develop easily. The basis of good leadership is personality. Those who have dynamic and charismatic personalities can lead, if they choose to do so. Malcolm X possessed these types of qualities. Throughout his life, Malcolm—born Malcolm Little—always showed a proficiency for leadership, as evidenced by his roles as seventh-grade class president, as leading hustler ... ...li, Noaman. Malcolm-X.org. 2000. 28 Apr. 2004. . Baldwin, James. â€Å"Down at the Cross.† 1963. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998: 296-347. ---. â€Å"Take Me to the Water.† 1972. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998: 353-403. ---. â€Å"To Be Baptized.† 1972. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998: 404-474. Harper, Frederick D. â€Å"The Influence of Malcolm X on Black Militancy.† Journal of Black Studies 1 (June 1971): 387-402. Hoyt, Charles Alva. â€Å"The Five Faces of Malcolm X.† Negro American Literature Forum 4 (1970): 107-112. Shabazz, Ilyasah. â€Å"Malcolm X.† Ebony July 2002: 122-124. X, Malcolm. â€Å"God’s Judgement of White America.† 4 Dec. 1963. Ali. 28 Apr. 2004.

King of Country Music Essay

When Strait was a teenager, he began his music by joining a rock and roll garage band. After he graduated high school, he enrolled in college, but soon dropped out and married his high school sweetheart, Norma Voss, in 1971. He later enlisted in the Army. He was stationed in Hawaii and began to play in an army-sponsored band called Rambling Country. On October 6, 1972, while still in Hawaii, George and Norma welcomed their first child, Jenifer. In 1975, Strait was discharged from the Army and soon after returned to Texas. Strait returned to college in San Marcos, where he graduated in 1979 with a degree in agriculture. During college, he joined the country band â€Å"Stoney Ridge†, answering a flyer the band posted around campus looking for a new vocalist. Strait renamed the group the â€Å"Ace in the Hole† and quickly became the lead, they began to perform at different honky tonks and bars around south and central Texas, traveling as far east as Huntsville and Houston. They gained a regional following and opened for national acts such as The Texas Playboys. Soon, his band was given the opportunity to record several Strait-penned singles including â€Å"That Don’t Change The Way I Feel About You†, for the Houston-based â€Å"D† label. However, the songs never achieved wide recognition, and Strait continued to manage his family cattle ranch during the day in order to make some extra cash. Strait attempted tried to become famous in Nashville but failed because he lacked any strong business connections. In 1979, he became friends with Erv Woolsey, a Texas club owner who once worked for MCA Records. Woolsey invited several MCA executives to Texas to hear Strait. He did so well on his performance they signed him in 1980. Straits first single was â€Å"Unwound’ in 1981. It made it into the Top 10. Next he released two more songs â€Å"Down and Out† and â€Å"If You’re Thinking You Want a Stranger (There’s One Coming Home)†. Both these songs did great on the charts, but it wasn’t until 1982 when Straits second album Strait from the heart was released. Then George Strait had his first number one hit â€Å"Fool Hearted Memory. In the 1980s alone, he reached the top of the chart 18 times with songs such as â€Å"The Chair,† â€Å"All My Exes Live in Texas,† â€Å"Famous Last Words of a Fool† and â€Å"Baby Blue. † In 1985, he won CMA awards for album of the year and male vocalist. In 1986, he repeated his win as male vocalist, but his year was marked by tragedy when his daughter was killed in a car wreck. â€Å"B aby Blue† is said to have been written for his daughter. Strait won CMA entertainer of the year award in 1989 and 1990. In the 1990’s, George Strait continued to dominate country music. He released his tenth album, Livin’ It Up, which featured two number one hits including â€Å"Love Without End, Amen† and â€Å"I’ve Come to Expect It From You†. He later released the singles â€Å"If I Know Me† and â€Å"You Know Me Better Than That†which both were number one hits. In 1992, Strait starred in the movie Pure Country and recorded â€Å"I Cross My Heart† which is still one of his biggest hits today. His song once again reached number one. In 1995, He released a four-CD boxed set, Strait Out of the Box. It had become one of the five biggest-selling boxed sets in music history.