Orientation to Counseling Theory

Having extensively learnt about counseling theories, I have already decided on the theory that would fit my desired line of work. My desire is to work with the chemically dependent because I believe that there is hope for them and that through cognitive behavior therapy it is possible to help them stop their unhealthy way of life. I know I will be met with client resistance and that cognitive behavioral theory has its own limitations but I will handle these. The most important thing is that I will try to use this theory to help the chemically dependent. Cognitive behavioral theory proposes that cognition is important for behavior change.According to the theory, the thoughts an individual has affects their behaviors and if an individual has negative thoughts, it would be very difficult for the individual to positively change their behavior (Perkinson, 2002). In counseling, this theory is applied to help clients through cognitive behavior interventions where both behavior and cognitive strategies are employed to help solve their psychological and behavioral problems (Perkinson, 2002). The theory explains that by altering an individual’s thinking processes, an individual can clearly think about the choices that they make as well as the behaviors they engage in.The theory views behaviors such as chemical dependence as learned behaviors which are acquired through life experiences (Perkinson, 2002). The cognitive behavioral theory is a combination of two theories which are the behavioral theory and the cognitive theory. This theory fits both my personal beliefs and my value system. Personally I strongly believe in guarding what I let dominate my mind. I believe that if I let my mind dwell on negative aspects of life, my behavior will follow suit. I also believe that if I find myself having negative thoughts, the ability to alter my thinking and start thinking positively is in my hands.I also do not see substance abuse as having any positive effect whether on a person or on the society. In fact, to me substance dependence is a major source of problems in the society one of which is marriage breakups. This theory fits these beliefs and values in that the theory explains that by altering the thinking processes one can alter their behavior. This theory fits the chemically dependent perfectly. This is because in counseling them my main objective would be to change their behavior. To change their behavior I would need to help them recognize that they have a problem and then work towards changing their behavior.Chemical dependence is a learned behavior that is usually acquired following continued use of a given substance (Kadden, 2002). In most cases these substances are used to achieve certain results in the absence of other means. For example having realized that alcohol enables one to temporarily forget their problems, one would repeatedly drink in an attempt to forget his or her problems and at long last the individual would become addicted . Using this theory it is possible to help the addicted individuals learn about the triggers of their behavior which could be either the environment or certain people (Kadden, 2002).The individuals can then be helped to respond differently to these triggers using healthy means. This way the addicted individuals would stop being chemically dependent by changing their way of thinking and thus the way they respond to the triggers. To help my clients I would have to formulate treatment goals. To help my clients using the cognitive behavioral theory, together with the client we would try to identify the particular needs that the substances are being used to meet (Kadden, 2002). This would be one of my goals.To do this I would talk with the client and ask them several questions such as when they are most likely to drink in order to find the trigger. After identifying the trigger, as a counselor my second treatment goal would be to help the client develop skills that would provide the clie nt with alternative ways of meeting the needs that the substance is being used to meet (Kadden, 2002). This way I would help the client to change their behavior and thus stop being dependent on drugs. In order to achieve positive results using the cognitive behavioral theory, both the client and I as a counselor have roles to play.To begin with, the client must be willing to change his or her negative thoughts and replace them with positive thoughts-the client needs to actively participate in the therapy. The client has the responsibility of providing as much information as possible to me as a counselor, this way I would know which is the best therapeutic approach to the client’s problem. As a counselor my work is to listen to the client carefully and prod for questions to gather as much information as I can to be in a position to help the client. Another role is to provide coping-skills training to the client to enable the client respond alternatively to triggers.I also shou ld encourage the client. Resistance from clients cannot be ignored. I understand that the clients will not happily play their role and that they may find it difficult to expose themselves to me. However, I will try to deal with this resistance in a way that is consistent with cognitive behavioral theory. As a counselor I will need to know what the client hoped to gain from substance abuse in different circumstances and I expect some of the clients to be hesitant. This could be due to embarrassment such as when use of substance is the only way a client can feel comfortable in social situations.As a counselor I would handle this resistance with understanding and assure the client that what they were trying to get from substance abuse is not unreasonable. I would explain to the client that the desire to blend during social occasions is common to many people. This way I would have helped the client in cognition. In dealing with chemically dependent individuals using cognitive behavioral theory I would apply several therapeutic techniques. One of this is the coping skills training method. I would choose this method depending on the information given to me by the client.Using this method I would help the client choose or develop an alternative healthy way of meeting a need as an alternative to taking the addictive substances (Kadden, 2002). This is because development of coping skills is a major step towards recovery from chemical dependence. Another therapeutic method that I would apply would be the relapse prevention technique. I would choose this method depending on whether a client is at high risk of relapse. Using this method I would help the client stop being dependent on chemicals by helping them avoid high risk situations (Kadden, 2002).Cognitive behavioral theory though good for helping the chemically dependent, it has its own limitations. One of these is that it does not fit everyone which means that not everyone will get off drugs following treatment usin g cognitive behavioral therapy (Perkinson, 2002). This also applies to other populations and not only to the chemically dependent. Another thing is that it calls for active participation from the client and in case the client is not active, the therapy may be ineffective. Active participation comes in the form of assignments which can be very challenging (Perkinson, 2002).Another limitation is that the method uses a confrontational approach where clients are supposed to face their shortcomings head on (Perkinson, 2002). Many clients may find this very uncomfortable and this may lead to resistance. Another thing is that since the work of counselors in cognitive behavioral therapy is to make the clients face their faulty beliefs, there is risk of therapists misusing their position to push clients to adopt the therapist’s beliefs which would compromise the neutrality of therapy (Perkinson, 2002).Cognitive behavioral theory as an approach to helping the chemically dependent limit s the clients I can deal with as well as the kind of settings I can encounter. This is despite the fact that the approach is very successful both with adult and adolescent clients and can be used in a wide variety of settings which range from inpatient to outpatient settings (Wanberg & Milkman, 1998). Groups of clients to whom my expertise as a cognitive behavior therapist would be limited include the clients with DSM-IV personality disorders and clients who are medically unstable (Wanberg & Milkman, 1998).In addition, I cannot work with unmotivated clients since they would not actively participate in the therapy and this would make the therapy unsuccessful (Wanberg & Milkman, 1998). Other forms of challenges are related to limited time and costs. Due to cost containment, some of the clients are usually unable to complete their sessions as some of the managed care organizations are unwilling to cover all the required sessions (Kadden, 2002).The recommended sessions for one who is un dergoing cognitive behavior therapy are 24 sessions but most of the managed care organizations are only willing to cover 6 sessions (Kadden, 2002). This leaves the clients afraid that they have not had enough treatment and this poses a challenge to the therapist who should work towards boosting the client’s confidence by assuring the client that they can overcome their addiction by employing the skills already learnt (Kadden, 2002). Following my extensive research and study on the cognitive behavioral theory, I have learnt a lot.To begin with I have learnt that this therapeutic approach cannot be used on all the clients who are chemically dependent. I have learnt that there are groups of clients to whom this therapy has limited effectiveness. I have also learnt that I would need additional training if I were to change people’s lives by practicing this theory. The most relevant course that I would wish to pursue would be a course in substance abuse counseling. By doing such a course, I would gain in-depth knowledge on the issue of drug abuse and how to help the addicts.References Kadden, R. M. (2002). Cognitive-behavior therapy for substance dependence: Coping skills training. Retrieved 19 August, 2010 from http://www. bhrm. org/guidelines/CBT-Kadden. pdf Perkinson, R. R. (2002). Chemical dependency counseling: A practical guide. California: Sage Publications. Wanberg, K. W. & Milkman, H. B. (1998). Criminal conduct and substance abuse treatment: Strategies for self-improvement and change; a provider’s guide. California: Sage Publications.

Macbeth, Shakespeare Retold Essay

Macbeth, Shakespeare retold, commonly referred to as macchief, is an modern retelling of the old classic by Shakespeare. The storyline is this. Joe Macbeth is Head Chef in an famous restaurant owned by celebrity chief Duncan. Whilst Duncan receives credit, award and fame for his amazing cooking Joe is in the kitchen making the food Duncan take credit for. Joe is a passonate and cheerful chief who’s inthusiastic about making the best food he can. One night, three binmen meet Joe and his friend and fellow chief Billy and tell them that the restaurant will win three Michelin stars and that Joe will own the whole place one day. They also tell Billy that his sons are also in line to inherit. Just like in the original play their predictions start to come true as soon as the boys arrive back in the restaurant. Duncan drops by to tell them that the restruant have been awarded the coveted three stars, a privillage given to very few restruant in the world. He also tells Joe that his teenage son Malcolm will take over the restaurant when he’s old enough, but in the meantime joe is first in line to inherit the restrunat if something happens to him. Joe tells his wife Ella about everything. Ella is ambitious but troubled, and urges Joe to continue his rapid rise through the ranks. If they kill Duncan, the restaurant kingdom which they’ve worked so hard for, will be all theirs†¦ Spurred on by Ella, Joe kills Duncan and puts the blame on 2 robbers who raided the restruant. However him and ella was both haunted by the act they have committed. It is also at this stage that billy started to suspect Macbeth in duncans murder. Realizing that billy was on to him joe had billy killed too. However at this stage joe started to hallucinate and act wirdly causing maceduff, another chief in the kitchen, suspiscious. Macbeth realised this as well and also planned Macduff to be murdered. The murderer then arrived at macduff’s house and killed hs whole family. However Macduff was spared since he was away at the time. Ella, being haunted by gulit at the murder of Duncan, walks to the rooftop and jump off. Wnen joe was informed of this his reply was that he felt nothing at the deathof his wife. Shortly after this Macduff arrives and after hearing Macbeth admit he has Macduff blood on his hand he grabs a knife and stabs Macbeth. The movie ends with malcom who is now running the restruant meeting billies kid therefore possibly fulfilling how billi’s kid will one day inderit the restruant. The movie is a suspenseful thriller that manages to be intertaining and engaging while following the rough guideline of the original Macbeth. There are many things that I like about this film. I particularly liked how they descie to base their story in a kitchen since if you think about it a big kitchen is srt of like a kingdom with the head chief being the king and welding absolute authority and everyone else his subjects. I also liked how they managed to link the film to the original Macbeth without being too constrained by it. Even though the setting of the two stories are completely different they still follow the same plot with the same characters in each roll. Inspite of this devotant following to the original story the film was turned into an exciting thriller with a great sense of suspense. I also loved the visual and audio aspects of the film. I loved billi’s ghost and how creepy and realistic it looked. The audio aspect of the film, especially the music, is occasionally weird but strangely appropriate. The music especially manages to creat a great amount of suspense in the movie and really draws the viewer in However there are also some problems I have with the film. One of the problems is the pace of the film. You see Shakespearere told macbeth and the original macbeth follow the same storyline, but while the original macbeth has 4 hours to reach its final conclusion the retold version only has 1 and a half. Hour in which to do this and as such all the plots and stories are a bit crammed in for my liking and certain parts of the plots are outright ignored. For example the film does not adequately explain how ella was driven to suvicide by gulit. I believe that macbeth, Shakespeare retold, is an excellent thriller which follows the rough storyline of the original macbeth in an modern setting. It is very engaging and entertaining to watch and it is an must watch for anyone who loves thriller or who is an great fan of Shakespeare

Effects of Social Networking Sites Essay

As the world moves into the second decade of the 21 st century, one of the major markers of this era is the rise and use of online communities. In particular, a paradigm called Web 2.0 describes recent technologies that focus on networking mass numbers of individuals into distinct communities over the Internet (O’Reilly, 2007). Social networking sites (SNS) are online communities designed to connect individuals to wider networks of relationships, and are one major example of Web 2.0 applications. Sites such as Facebook have exploded in membership. In a short period of 2007 – 2010, Facebook estimates that its membership has grown from 50 million to over 400 million users (Facebook, n.d.). Online social networks are now an integrated part of daily life and compel questions of how these media platforms affect human development, relationships, and interaction. Teenagers are among the most avid users of technology in general and social network sites in particular (Lenhart, Madden, Macgill, & Smith, 2007b). Recent reports find that youth spend nearly 10 hours per day using some form of technology, with socially networked media playing a large role in their daily lives (Rideout, Foehr, & Roberts, 2010). New technologies are deeply intertwined with adult perceptions about teenage life. Mimi Ito and colleagues observe that, â€Å"Although today’s questions about ‘kids these days’ have a familiar ring to them, the contemporary version is somewhat unusual in how strongly it equates generational identity with technology identity† The clear finding is that today’s youth are increasingly connected to the world through socially networked media. While teenagers are engaged with technology, they are ever more disengaged from another major component of their lives – school. Read more:  The Effects of Social Media on College Students National analyses find that nearly 30% of high school students do not obtain their diploma on time (Cataldi, Laird, KewalRamani, 2009). High school completion rates are difficult to measure, but various independent studies also suggest that nearly one-third of students ultimately drop out of school (Barton, 2005). When one compares these competing aspects of teenage life – technology versus education – a simple strategy clearly emerges. Perhaps if educators begin to integrate social technologies into learning, they will increase student engagement and achievement in school. Heeding the call of scholars (i.e. Jenkins, 2006; Ito et al. n.d.) recent policy and research efforts are now racing to develop new social media platforms and technologies for learning. For example, the  Federal Department of Education and organizations such as the MacArthur Foundation have invested millions of dollars to build social media platforms, video games, and other digital tools for learni ng (Whitehouse, n.d.). Despite the optimism that social media tools might improve student engagement and learning, the stark reality is that these new technologies often conflict with the practices of K-12 schools. Surveys find that the vast majority of school district leaders believe social technology can improve student learning. However, these same district administrators typically block student access to online resources like social network sites (Lemke & Coughlin, 2009). The decision to ban students from accessing social network sites underscores a major conundrum for educators. Online social networks widen a students’ access to resources and social support and may have beneficial effects on their development. Conversely, as student access to the world widens they are inevitably exposed to potentially negative material and interactions. The simplest strategy to limit liability and safeguard school districts is to ban access to these new digital tools. However, such policies neglect the potentially large benefits of using social media in the classroom. To alleviate this dilemma, educators and policymakers need a deeper understanding of social media and youth. Several questions are critical in the area of youth learning with social technologies, including: †¢ Which youth are using particular social technologies? †¢ How do they use these technologies to communicate, develop relationships, socialize, and learn? †¢ What are the effects of these technologies on youth development? †¢ What are the effects of these technologies when applied in educational contexts such as the classroom? In this dissertation, I explore these questions by examining a particular technology: the social network site. Communities such as Facebook and MySpace mediate teenage life, affecting how youth communicate and learn from one another. In addition, social networks are intertwined into just about every major online community today (Livingstone, 2008). These factors make SNS a particularly salient focus for evaluation. Throughout the following chapters I examine different questions surrounding the phenomena of social network sites and teenage youth. In Chapter 2, I review the extant research literature that examines SNS. I consider several controversies around SNS and youth: (a) What kinds of youth are using social networking sites? (b)  Does student participation in these online communities affect their privacy and social relationships? (c) Do student activities in SNS influence their personal development in terms of self-esteem and psychological well-being? (d) Does SNS use affect student grades and learning? The review highlights how research in this field is only just emerging. The few stud ies that examine social network sites are mainly exploratory. However, media researchers have a rich history of scholarship from which to draw new insights. I integrate previous thought on Digital Divides, Psychological Well-being, Social Capital Theory, and Cognitive and Social Learning theories to guide SNS researchers in future studies. In Chapter 3, I present an empirical analysis using a national dataset of teenagers from the Pew Internet & American Life Project (Lenhart et al., 2007b; Pew Internet & American Life Project, n.d.). In this study, I ask whether demographic variables such as education, socioeconomic status, and access to the Internet are significantly related to whether teenagers participate in social network sites. This line of analysis is typical of digital divide studies that examine whether particular populations have less access to new technologies. If new technologies do have positive benefits for individuals, but under- represented populations do not have access to such tools, there are tremendous issues of equity and access yet to be addressed (Jenkins, 2006). Most studies of digital divide and SNS examine adult and college-age populations. I present an analysis of teenage populations to examine their usage patterns. The results of this paper highlight how the association between demographic indicators and social media use are weaker in 2007 than seen in earlier studies. Teenage youth of all backgrounds increasingly find ways to connect with others using social network sites. In Chapter 4, I consider a question of particular importance to teachers and education leaders. Through a large-scale experiment, I examine whether using social network sites in urban classrooms has any causal effect on students’ social capital, engagement with school, or academic achievement. I build an experimental social network site that approximates the functionality seen in sites such as Facebook and MySpace. The key difference in this experimental condition is that the site is private to two urban, school districts and explicitly for use to exchange educational information. Working with 50 classrooms and nearly 1,400 students, I utilize a cluster-randomized trial,  where class periods are randomly assigned to use the experimental site. Employing this randomized trial design, I find that an academic social network site does not necessarily improve student engagement with their peers, their classes, or increase student achievement. However, I find exploratory evidence that existing social network sites such as Facebook and MySpace improve students’ feelings of connection with their school community. The study offers evidence for one compelling idea: Perhaps schools should attempt to leverage students existing social networks, rather than block access to them or impose their own. In Chapter 5, I outline what is needed in future research about social network sites, and new technologies in general, to better inform the policies and practices of schools, educators, parents, and those interested in youth development. In particular, previous scholarly thought has focused on either a technologically deterministic or social agency perspective. Technological determinism suggests that a media tool itself affects social outcomes such as learning, but a long history of research underscores the fallacy of this philosophy. Scholars who focus instead on social agency, explore how individuals use new technologies in cultural and social contexts. However, this stream of research neglects rigorous evaluation of how new media affect youth. Both perspectives in isolation offer incomplete analyses o f how new media, such as SNS, impact youth. I argue that future researchers must develop and test finer hypotheses that simultaneously consider the technological affordances of social network sites, the social and cultural institutions within which SNS are used, and the actual interactions between individuals that occur in these online communities. The chapters in this dissertation examine the phenomena of social network sites and youth through different but complementary lenses: theoretical, descriptive, and experimental. The summative contribution of these analyses is a deeper picture of how teenage youth use SNS and its effects on their academic and social development. The studies show that youth of all backgrounds are increasingly connected via online social networks. The empirical analyses also show that social network sites are no silver bullet for improving learning in high school classrooms. The technology itself does not improve learning, but social media might help students become more connected and engaged with their school communities. The implications for educators and  schools are numerous. Problems such as student disengagement with education are profoundly significant issues, and additional research is needed to better understand how online networks influence youth development and learning. The current tools of teenage communication go by a peculiar set of names. Wall Posts, Status Updates, Activity Feeds, Thumbs Ups, Facebook Quizzes, and Profiles are some of the ways that youth today communicate with one another. These tools are features of social network sites (SNS), such as Facebook and Myspace. SNS are part of a suite of recent web applications, also called social media, which utilize Web 2.0 principles. The term Web 2.0 defines websites that are designed to: (a) rely on the participation of mass groups of users rather than centrally controlled content providers, (b) aggregate and remix content from multiple sources, and (c) more intensely network users and content together (O’Reilly, 2007). People use these web applications to interact in hyper-aware ways and the scale of this mass communication phenomena is significant. As of May 2009, Facebook ranked as the 4 th most trafficked website in the world and Myspace ranked 11 th highest (Alexa, n.d.). That high school youth are connected to these global online communities is both a frightening prospect for parents and educators and an intriguing area for social science research. Educators and parents in the United States face difficult quandaries concerning students and SNS. No one denies that youth use these technologies to communicate with the world, and they do so with high frequency and intensity (Lenhart et al., 2007b). Many scholars suggest that students learn in new ways using social media and that educators should embrace these new platforms (Ito et al., n.d.; Jenkins, 2006). In a recent national survey, the vast majority of school district leaders report that they view social media as a positive development for education (Lemke & Coughlin, 2009). Nevertheless, 70% of districts also report that they banned all access to SNS in their schools. Despite the clear understanding that social media can be vital to student learning and digital literacy, educators currently struggle with how to comply with regulations like the Children’s Internet Protection Act (CIPA), as well as overcome general fears about student interactions in social network sites. To inform both the policy concerns of district leaders and  the local practices of teachers and parents, research is needed to understand how youth use SNS and what effects it has on their social and academic development. In this chapter, I consider several key controversies around youth usage of SNS, and review relevant research that begins to inform these debates. I first define the media effects framework and outline how this research tradition attempts to understand the effects of new technologies on social outcomes. Second, I define social network sites and describe studies that capture how youth use these technologies to develop relationships, hang out with friends, and learn new skills. Third, the chapter reviews relevant research that informs several controversies concerning SNS and adolescents. I also connect these contemporary debates with previous scholarly thought about students’ out-of-school time (OST) and traditional concerns about the effect of technology on learning. The specific controversies reviewed are: †¢ What kinds of youth are using social networking sites? †¢ Does student participation in these online communities affect their privacy and social relationships? †¢ Do student activities in SNS influence their personal development in terms of self-esteem and psychological well-being? †¢ Does SNS use affect student grades and learning? Finally, I outline the overall condition of research on SNS and youth. The current state of the literature is suggestive of the effects on adolescent social and academic development, and primarily consists of ethnographic and cross-sectional data. I outline the future questions that will be critical for the field and suggest relevant methodological directions to move this emergent research stream forward. What Can We Learn from a Media Effects Framework? Many of the controversial questions concerning social network sites ask what kinds of effects these technologies have on youth development. Given this focus, I work primarily from a media effects tradition of research. Media effects scholars examine the outcomes that arise when people use new technologies. Talking about effects engenders important theoretical discussions that must be laid clear when examining studies. Most significantly, the term implies a focus on causality. Studies in this framework imply that a media form, or the features of the technology, causally influences some outcome (Eveland, 2003). The structure of questions from this perspective is usually in the form of: Does media affect learning? Does television influence student achievement? Or do social  net work sites affect the psychological well-being of adolescents? Media effects scholars in a variety of fields have quickly come to realize that the answers to these questions are more complex. Very rarely, if ever, is there a direct causal relationship between a technology and a social outcome such as learning (Clark, 1983; Clark, 1991; Schmidt & Vandewater, 2008). Early media questions often used a technological framework or object-centered approach (Fulk & DeSanctis, 1999; Nass & Mason, 1990). Such a perspective assumes and tests whether a technology itself causally affects a social outcome. For example, in Education a major question of technology research is whether media affects learning. Education researchers now firmly conclude that media does not affect student learning (Clark, Yates, Early, & Moulton, In Press). Numerous studies show that the media tool neither improves nor negatively impacts learning when compared to the same teaching strategy in the classroom (Bernard, Abrami, Lou, Borokhovski, Wade, Wozney et al., 2004; Clark, 1983; Clark, 1991). What matters is not the computer, but the learning behaviors that occur within the software or educational program. T he findings of non-significant media effects on student learning do not mean that technology has no influence. For example, Richard Mayer (2001) shows through a series of experiments that the design of a multimedia presentation affects student learning of a topic. Putting words and pictures closer together on the screen, when they are relevant to each other, helps students retain more knowledge than when the elements are placed further apart on the screen. These results do not validate a technological orientation, where one expects that the computers themselves improve learning. Rather, the pedagogical strategy of placing relevant words and images together in a presentation affects cognition. Media researchers understand that the features of a technology afford certain possibilities for activity. A multimedia video on the computer allows one to design words and images on the screen, while a computer simulation might guide a learner using models of real-world cases. A media tool allows for different possible learning behaviors (Kozma, 1991). This subtle difference in theoretical orientation is what scholars call an emergent perspective (Fulk & DeSanctis, 1999) or a variable-based approach (Nass & Mason, 1990). Scholars using an emergent or variable-based approach view technology as a structuring factor. Features of  a technology, not the technology itself, enable and constrain how one uses that tool. Conversely, social forces such as cultural norms and behavioral practices influence how one ultimately uses a technology. William Eveland (2003) offers five characteristics of media effects research that help define how studies take into account both technological and social variables. Media effects studies have: (1) A focus on an audience, (2) Some expectation of influence, (3) A belief that the influence is due to the form or content of the media or technology, (4) An understanding of the variables that may explain the causality, and (5) The creation of empirically testable hypotheses. A focus on audience compels researchers to understand the characteristics of the youth who use SNS. Knowing who uses, or does not use, social network sites is an important sociological question for scholars of digital divide. In addition, Hornik (1981) notes the possible differential effects for disparate populations, â€Å"If communication researchers have learned anything during the previous three decades, it is that communication effects vary with members of the audience† (p. 197). Current media studies also focus on the form or content of a technology, and move away from making black-box comparisons between technologies. Questions that ask whether Facebook is related to lower grades, or if MySpace is unsafe for children, are broad and uninformative directions for future media effects studies. Instead, the pivotal questions explore how the features of SNS enable or constrain behavior. Future media studies about SNS and youth should not frame questions using a technologicall y deterministic perspective where one expects the technology to cause an outcome. Instead, media scholars identify how youth interaction, communication, and information sharing are the critical variables in understanding SNS effects on social and academic outcomes. This understanding of media effects research helps define finer-grained hypotheses of why a tool like SNS might affect student development, under what uses, for whom, and when. What are Social Network Sites and How Do Youth Use Them? When a teenager joins a site like Facebook they first create a personal profile. These profiles display information such as your name, relationship status, occupation, photos, videos, religion, ethnicity, and personal interests. What differentiates SNS from previous media like a personal homepage is the display of one’s friends (boyd & Ellison, 2007). In addition to exhibiting your network of  friends, other users can then click on their profiles and traverse ever widening social networks. These three features – profiles, friends, traversing friend lists – represent the core, defining characteristics of social networking sites. One will notice that SNS also include other media tools such as video and photo uploading and many websites now employ social networking features. For example, YouTube is primarily a video sharing service, but users can add others as their friends or subscribe to a member’s collection of videos. Using boyd & Ellison’s (2007) definition, YouTube can be included as a type of social network site. As resear chers examine the effects of SNS on social behaviors, they will undoubtedly come across these blurring of technologies. Sonia Livingstone (2008) notes that SNS invite â€Å"convergence among the hitherto separate activities of email, messaging, website creation, diaries, photo albums and music or video uploading and downloading† (p. 394). This convergence of technologies may complicate what one means by the term social network site. Amidst the sea of what websites can be termed SNS, the technical definition of social network sites still provides a shared conceptual foundation. Comparing across common features – i.e. profiles and friend networks – researchers can begin to understand how various communities co-opt these characteristics to create entirely new cultural and social uses of the technology. Patricia Lange’s (2007) ethnographic study of YouTube shows that users deal with issues concerning public and private sharing of video. Some YouTube users post videos intended for wide audiences, but share very little about their own identities. Their motivations might be to achieve Internet fame and gather viewers. Other members upload videos intended for a small network of friends and may restrict the privacy settings to only allow access to those individuals. The concepts of friend and social networ k for these users are entirely distinct. Dodgeball, an early and now defunct mobile-SNS, is another social network site that has been studied. In Dodgeball, a user broadcasts their location via cell-phone to their network of friends:

Compare and contrast the presentation of Jesus in the Gospels of Essay

Compare and contrast the presentation of Jesus in the Gospels of Matthew and Luke - Essay Example The Christians believe that since the sins and misdeeds of humanity have exceeded to a great extent, God had to send His son to sacrifice for saving the humanity from Gods wrath. â€Å"The Son of Man did not come to be served, but to serve, and to give his life as a ransom for many.† (Matthew 20:28) The Christians are also in wait of Christs second arrival in the world since they believe the very reality that Jesus is alive and will come to preach the humanity all regarding virtue and goodness. The Holy Bible is the sacred book among Christians, which consists of different versions and four main Gospels, which are the basic sources of information and knowledge regarding the life and teachings of Jesus Christ. Among these four versions, the Gospels of St. Matthews and of Luke maintain imperative place for the whole Christian community. It is therefore the philosophers, scholars, parsons and priests deliver sermons and make speeches from these two Gospels and cite the words and lines from them at the churches every Sunday and lay stress upon charity, piousness, sacrifice and compassion to all creatures of God without discrimination. Both the Gospels have distinguished place in Christianity. There are so many accounts and details of the life of Jesus, on which the Matthews and Luke are in consensus. Both the books view that Jesus Christ was the descendant of the chosen seed, which had been selected to convey the people the message of God. Both Luke and Mathew vehemently declare Jesus as the descendant of Abraham and David, both of them were highly revered personalities. Jews are the progeny of Abraham through Isaac and Jacob. They had been the Heaven’s favorite-most nation since their creation on earth. Therefore, Jews are not only called as the chosen seed, but the blessings of the Lord on both Elizabeth and Mary were the outcome of the noble deeds made by the virtuous ladies from the chosen seed. Milton quotes in his Paradise Lost: â€Å"Of

To what degree was the American war an independence war Essay

To what degree was the American war an independence war - Essay Example Many colonists migrated from Great Britain to gain independence and to seek their own personal freedoms that the King George III clearly neglected. The desire to colonize the new world generally meant more liberation and strong urgency of independence (â€Å"Boston Tea Party†). Another root cause of the American Revolutionary War was the colonial legislatures that were enacted by the King The enactment of these laws meant that that the colonies continued to be pass laws and pay taxes to atone the sins of the Great Britain. Tom Paine’s in his literary work the â€Å"common sense† described King George as a â€Å"royal brute.† King George III can be considered an â€Å"unfit leader† in many aspects. First and foremost is the fact that he used the colonist’s tax money to fund his poor decisions as a King but also to pay for his son’s misfortunes (Meyer 12). Hence, the colonist fought the revolutionary war to ooze the ideals of Democracy a nd to break away from the traditional suppression of the king. What political tasks did Mao assign the red army? Mao as a leader was very disciplined and organized. Hence, he assigned many political tasks for his army to conduct in an efficient manner. One of the primary focus of Mao was to incorporate superior strategies to defeat the Nationalists in civil war. Thus, propaganda became a crucial factor. Moreover, he wanted to create a strong sense of discipline in the army that can incorporate his agenda from higher lever to a lower level. His intention was to concentrate on the ills of the country itself and use himself as a positive and confident leader. Moreover, Mao wanted the red army to be extremely organized and collaborative. His idea of network branched beyond the traditional methodology (Abbott 19). Mao also wanted to speed up the economic growth as the industrial development and agriculture was launched. Since Mao and Stalin did not trust each other, China became under th e strong control of Mao himself. The Red Army of China became his face of power throughout most of his military career. What was worse was the fact that the Red army excelled in blackmail tactics under his supreme command. If any individual was to protest against Mao’s rule, he or she would be indefinitely executed. These type of tactics were adapted from Stalin and Hitler that Mao utilized to implement in his red army. Although later in career, Mao’s leverage over the army was lost, his army continued to have a strong alliance with Russia. His intention was not to rebuild China but utilize his power to compile an efficient army that can assist him during his need (Abbott 13). In essence, Mao’s power manifested itself into the red army and became the embodiment of power, confidence, control and leverage for him. What were the key organizational and strategic problems of the US Army in the years immediately after the Vietnam War? The aftermath of the key organiza tional and strategic problems of the US Army were numerous. One of the key organization problems that Americans had was to establish themselves in the international sphere. Another strategic problem that posed for the Americans was the fact that they lost key position in the spheres of containing communism. The mere idea that communism will continue to thrive in Asia served as a huge threat to United States. Without a doubt, the Vietnam was an ideological

Everybody loves Raymond Essay Example | Topics and Well Written Essays - 750 words

Everybody loves Raymond - Essay Example Ray’s parents Marie and Frank, are also part of this equation as they regularly disturb the couples in midst of this dilemma to cause havoc and chaos. In one episode, Ray asked Debra of he could allocate his funds in a go-kart track in which she said no. He goes and invests his money anyways without her approval. He eventually tells her, which makes her angry. As a result, he was forced to sleep downstairs in the sofa. These are problems that undoubtedly are prevalent in most American societies. The family dynamic in Everybody loves Raymond tries to imitate the typical American life during the 1900’s. Ray is the sole provider for his family as he is the â€Å"bread winner.† Consequently, his wife, follows the â€Å"cult of domesticity† as she cooks, cleans and takes care of the kids. This model illustrates the core American family values that existed within that time frame. The typical day in Ray’s family consists of him doing something extremely si lly. One of the most intriguing and a mishap stereotypes is the fact that something silly always happen. Ray will do something silly, which does not often occur in an American family system. Another major flaw is the fact that they live this almost perfect ideal life in which no big crisis occurs. Evidently, that does not hold true. In an American family, the husband or wife may cheat. ... The cultural values portrayed in this show are biased towards a traditional system. It does not depict the reality of the current American values in which both the husband and wife work. I would describe this family as a family that is always jolly and far from traditional. A more realistic approach is presented in 7th heaven show. The depiction of the family problems from my perspective, are very one-dimensional. Consequently, in 7th heaven, shows a more realistic view of a modern American family in which the son runs away or gets his girlfriend pregnant. Everybody loves Raymond is more conservat ive in that aspect that it only shows the ideal stereotypes of family that everyone possesses. Another key flaw in this television show is the fact that Ray is completely uninterested in his kids. While Deb and Ray are the focal point in the show, the kids are present to supplement the comedy that is prevalent in show. Ray tends to ignore his children for the majority of time and occasionally will glare at them to prove a certain point. Ray also wants to dominate his personality as a dad to prove â€Å"masculinity† so he can embed fear and make himself look better. Clearly, most couples that have kids are inclined to pay attention to their kids in a conventional model. From a modern perspective, I disagree with the family unit that is presented. The audience that is in Everybody loves Raymond was aimed for more baby boomers and not for the modern audience. In the modern world, the family unit is more complicated and vast. The dynamic family values that were presented and have drastically evolved. To certain extent, I think the family model is consistent compared to other TV channels.

Critical Reflection Pieces Essay Example | Topics and Well Written Essays - 750 words

Critical Reflection Pieces - Essay Example Good theories predict the unknown. After reading the Cybernetic in the Dialectic between Science and Design, it was realized that the perspective of the designers and the scientists was different. The Scientists based their arguments on observations, while the designers based their arguments on innovations. The designers created something that is yet to be observed and measured. Additionally, the scientists celebrated the aspect of generalization for instance on abstract theories, the designers on the other hand proposed artifacts that must result to operating in their details rather than their abstract. Reflecting on the content of the paper, the scientists insisted on the causal explanations. They excluded themselves from the causes of phenomena that they explored. The designers intended to cause something out of their own actions. The contrast between the designers and the scientists was evident. For this reason, the author adopted a less philosophical commitment in defining the term cybernetics. Based on his defi nition, he termed it as study of the possible systems, which resides on what that cannot be build or evolved in nature. Therefore, majority of the authors work is characterized as exploring the difference between innovation and observation (Krippendorff, 2007). After reading the 2nd order Cybernetics and Human-Centeredness, it can be reflected that the section only mentioned artifacts but not objects. The artifacts arose in the coordination of sensory motor as they are developed by those accounted and involved for their deeds under conditions with reliable interactions. For this reason, what people normally call objects can also be artifacts because they are also crafted skillfully. Artifacts might come from designing a material through recognition and in interfaces, which can be differentiated based on their interactivity. According to their interactions, it can be said that the meaning are less subjective.

Is Parliamentary Sovereignty Still Applicable Today As It Was Previous Essay

Is Parliamentary Sovereignty Still Applicable Today As It Was Previously - Essay Example For those who believe in parliamentary sovereignty, parliament has absolute power which is unlimited by any other arm of government and because of this supremacy, all the legislation passed by it cannot be challenged by any other authority. In fact, it has at times been stated that parliament is not limited in what laws it can pass and that all of those that are passed are binding to all the people within its jurisdiction. While in other countries which have the parliamentary system, the actions of parliament are restricted by written constitutions that govern how these parliaments can act, in Britain; this is not the case because there is no written constitution to provide the guidelines. Many have used this to justify the belief that parliament remains as supreme as it was a century ago and this is mainly because it is the one which can make its own guidelines towards its conduct. There has been some debate concerning whether parliament is independent of the other organs of state or whether it is supreme to them. Some writers have stated that parliamentary sovereignty is equivalent to the sovereignty of the state and that the two are the same thing (Newman 175). This idea has been hotly contested because of the opposing belief that parliament is just one of the organs of state and that although it has sovereignty in its own right; it is not supreme to the other organs. In fact, it is stated that the role of parliament is strictly restricted to the role of passing legislation and that it does not have the right to interfere in the functions of the other arms or organs of government. When considering the legislative powers attributed to the British parliament, it is difficult to define the extent to which these powers go and whether they can be limited or not. What can be best described is the fact that the lower house, or the House of Commons, has supremacy in almost all legislative activity in parliament. However, this does not mean that all legislation is passed solely by this house because most of the legislation tends to be passed through cooperation between both houses of parliament (Packman 1229).  Ã‚  

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

Fauvism - Essay Example In Gauguin’s painting, pure and flat red was used to present the message in full intensity so as to point out the seriousness of the subject matter. Red can also be related to anger or passion (Art Factory, n.d.; Elements of Art). Famous fauvism painters include Henri Matisse, Andre Derain and Raoul Dufy. Henri Matisse (1869-1954) painted The Roofs of Collioure (1905, oil on canvas) and The Open Window, Collioure (1905 oil on canvas). Andre Derain painted the Portrait of Henri Matisse (1906 oil on canvas) and The Turning Road at LEstaque (1906 oil on canvas). On a personal notion, I agree with the view of the artists of fauvism. Colours can depict feeling. It can also affect the feeling of the beholder of the artwork. For example, in a painting about war, red and black is commonly the most prominent. The present era though also commonly practice the notion that colours can bring the emotional element of the painting, thus, depicting the effect of fauvism. It can also be considered impressionist in nature since prioritizing colour can mean that the painting does not follow the realistic colours of the subject e.g. Andre Derain’s Portrait of Henri Matisse (1905). In conclusion, fauvism has great effects in the present view of visual arts regarding colours. It also contributed to the freedom of using colours outside the confines of realism or how subjects may have appeared in

Frankenstein and Macbeth Essay Example for Free

Frankenstein and Macbeth Essay The novel Frankenstein by Mary Shelley and the play Macbeth by William Shakespeare, both adhere to the Shakespearean view of tragedy. They contain elements of the supernatural and use literary devices like Nemesis Pathos. We see the passion ambition of characters, ultimately leading to their tragic flaw. But in both cases, not every character is deserving of his/her fate. Frankenstein and Macbeth, both contain elements of the supernatural. In Macbeth there are witches and powers of witchcraft. On the other hand, the story of Frankenstein contains a so-called devil in flesh the Monster. Both Macbeth and Frankenstein are above-average human beings with exceptional qualities. In both cases, the tragic hero is a man of tremendous potential and capability. The Monster created by Frankenstein is totally supernatural. There are also supernatural occurrences in Macbeth, like for instance when King Duncan is murdered. The two stories have a main character, Frankenstein and Macbeth. They both have a hero and a heroine in them. In the story, Macbeth and Frankenstein suffer due to their simple mistake that led to serious consequences. Both the stories arise pity and fear in the audience or readers. Towards the end, we feel a need for these characters to be punished for their crime (Nemesis). The stories end with the death of Frankenstein and Macbeth. The tragedy lies in the fact that their greatness is being wasted. We see passion and ambition tempt an essentially good man to embark on a course of action that sends him on the downward path to destruction. Macbeth and Frankenstein are driven by passion, which ultimately become their tragic flaw. Frankenstein is not a villain. He is a tragic figure who was tempted and who fell. Macbeth on the other hand, is not merely a tyrant.

Role of Neutral States on CFSP Development

Role of Neutral States on CFSP Development Introduction The topic of my master essay is The role of the EU neutral states (Austria and Finland) in the development of CFSP, their impact on the elaboration of the European Union. Even today, it is a very actual issue for the Union, because it is connected with the integration process, security and defense problems of this organization. The main object of my research is to identify the impact of the neutral states (in my case, Austria and Finland) to the common security of the European Community, whether its pacifist or â€Å"neutral†. It should be noted that the issue of security and defense of the EU, its ability not only to protect its member states, but also to resolve the conflict situations is very significant. I decided to write about such representatives of the neutral states like Austria and Finland. First of all, these countries have more similarities than differences, which I will try to describe and characterize during the writing of my thesis. The aim of my work is: Describe the foreign policy of Austria and Finland and identify their similarities and differences; Identify the contribution of the neutral states towards a resolution of the international crises; Describe the opportunities of the CFSP to be a full-fledged superpower during the international crises and its effect on the policy of neutrals; The research question of my master thesis is If the European second pillar CFSP has had any effect on the development of the neutral states (Austria and Finland) and whether emerging these neutrals has had an effect on the Common Foreign and Security Policy? Hypothesis: a) The admission of the neutrals in 1995 did not significantly affect the trajectory of the development of the CFSP by making it more pacifist or neutral. b) The CFSP had a significant impact on the development of its neutral Member States (Austria and Finland). What I am proposing is basically in line with Alex George and Andrew Bennets method of a focused structured comparison. So, I will write two country-case study chapters asking the same questions and using the same set of CFSPrelated events or documents to answer them and then sum up your findings in the concluding chapter. So, the master thesis consists of 5 chapters. I. Foreign Policy of Finland The first country which I will touch upon in my research paper is Finland. I will illustrate and represent the foreign policy of this state from 1970, i.e. 2-3 decades before becoming the European Union member and will describe the foreign policy of this state. But first, it is necessary to note that for the long period of time Finland was under the yoke of the Soviet Union, this period covers from 1809 to 1917 and declared its independence only since 1917. If we compare with Austria, Finland due to its geographical position has always had a close relationship with Russia and could remain unoccupied during the Second World War because of this fact. In 1948 Finland had signed the Treaty of Friendship[1], Cooperation and Mutual Assistance with the Soviet Union. On the basis of this agreement both countries had agreed not to participate in any military actions against each other, and Finland, in turn, couldn’t be involved in the allied relations with the opposingsides of the Sovi et Union. Finlands neutrality was not implemented on the basis of the international law. In 1955 the state became a member of the Nordic Council and the United Nations. And after 4 years it was successfully signed an Association Agreement, and also an agreement with EFTA, which could guarantee the economic priorities for Finland (export of forest products). Later in 1971-1972, Finland, as a member of EFTA started the trade negotiations with the European community, but as a result Finland had to delay the ratification process because the Soviet Union showed their doubts and fears about such cooperation. It could be achieved only in year. The Soviet Union actively involved not only in the developing of the foreign policy of Finland, but in the internal as well. The proof of this is the reelection of the Finnish president in 1973, as Urho Kekkonen was a faithful ally of the USSR. I should also add that Finland had signed free trade agreements with the East European States. Finland economy was dependanton theSoviet Union, which was it’s the main oil supplier and then the finished products were exported to the Eastern European countries. From all of this I can conclude that economic development and influence has always been a valuable factor of the development of foreign policy. These all explain the reason of such a close cooperation with the Soviet Union. From the middle of the 1980 Finland began rapprochement process with the European Community, and in 1988 Finland submitted the White Paper to the European Parliament, EFTA must play the role of direct intermediary between Finland and the European Community. The White Paper contained the willingness and readiness of Finland of joining the European Community and also the economy compatibility of the state (four freedoms). Till 1990, Finland was entirely dependent on the Soviet Union, but after the destruction of the Berlin Wall, the situation began to change drastically. The West was used as the benchmark for Finland, the proof of this was the EEA negotiations. The neutral state began the preparation for the new report to the Parliament, in this time it covered not only the economic relations, but also the foreign affairs and considered the international aspects, namely, the issue of safety and concluded that the decision-making process should be based on a national basis, without prejudice to the rights of the state†. Since 1991, Finland started talking about the entering EU, it was first mentioned by Petti Paasio, the Chairman of the Social Democrat Party. This politician declared that the country needed to begin the process of accession to this Union, also noted that the country should not be involved in any military action. The Finnish Center Party was ready to consider Finlands membership if the security issue of the country would be accepted based on the national decisions of neutral country. In November 1991, Finland began the negotiations with the Soviet Union about a signing of new treaty the Treaty of Good Neighborliness and Cooperation, but which was interrupted due to the prevailing circumstances, such as the collapse of the Soviet Union and the formation of an independent communist country. Further Finland continued the negotiations with the newly formed Russian Federation. It recognized the Russian state as a successor to the Soviet Union. In December 22, 1991 Finland and the Soviet Union issued a new agreement The Agreement on the Foundations of Relations, which did not contain the military obligations like in the Treaty of 1948, it certified non-aggression and nor allowing third countries to entry into its territory and use the military force. In March 18, 1992, the Finnish Parliament on the basis of the choice of the majority vote, decided to join the European Community. Similarities and Differences between Austria and Finland During the WWII Finland and Austria were the proponents of Germany, and Austria was under its full control. Major role in their abstention from further participation in military blocs played the USSR, which withdraw Finland from the war, defeating it. Austria was also occupied by the USSR army. These countries paid for their freedom by receiving the neutrality status. Austrias neutrality was prescribed by the international law. These two states do not use a term such as neutrality, they always mentioned about the non-alignment. That is, the non-participation in military alliances and the opportunity to participate in military conflicts. This ambiguous phrasing had ceased to have meaning in 1995, after the three countries joined the European Union. By the laws of all countries of the Union are obliged to help other members of the EU in the event of any military conflicts and operations. These countries outside the EU, but wishing it different from other members were special. They belong to the Alliance, but remain neutral. Finland and Austria are in invariable cooperation with NATO; participate in the joint exercises and programs. However, the states considered the opinion of the population which is crushingly against of joining NATO. Austria and Finland are observers of the WEU. 2. Security Policy and the Military capability of Finland From a military aspect, Finland was out of the superpowers’ interest; the state doesn’t have the rich natural resources, has the harsh climatic conditions, and belongs to the northern Europe. In 1947 Finland signed a Peace Treaty and tried to hold on to the policy of neutrality before the Second World War. Because of its geographical and strategic position Finland had a close relationship with the Soviet Union, which helped to protect the integrity of Finland and escaped from the occupation. The neutral state was able to return Porkkala, the territory which had been in the possession of the Soviet Union for 40 years. According to the Treaty of Friendship, Assistance and Mutual Cooperation, the two countries agreed on mutual assistance in case of danger, so this treaty can be regarded as a Mutual Pact. According to this pact Finland was prohibited from using its territory as a transit pass, in other words it provided the protection for the USSR from invading its territory with the armed force of the warring parties. Therefore Mutual Pact was the guarantee for contribution peace in the northern Europe. Finland had a close relationship with other Northern European countries, Sweden like its neighbor is a neutral country, and Norway and Denmark are relatively political weak countries of the Northern Europe. Finland tried to keep the discharge between the states; thereby it joined the CSCE, in the final act of which is mentioned about the country’s right in choosing a neutral policy. Country with a small population (4.7 million people) could not protect its own territory and keep sovereignty. Finnish Defense Forces have been gradually developing; it was emphases the role of naval air weapons, which because of extreme domestic shortages had to be imported from abroad. Finland since 1956 began to take part in the UN peacekeeping operations and its officers were the military observers in the two organizations of the United Nations. Finland is the only EU Nordic country, which did not become a member of NATO. During the Cold War, the Finnish Government adopted a decision of increasing the countrys defense. These led to the commissioning of several new weapon systems and strengthen the defense of Finland, while establishing new garrisons. And in 1968, the Finnish government has adopted the doctrine of territorial resistance, which covering the large territories in case of extreme military emergency. If we assume approximately 16,000 Finnish soldiers were participating in the various military operations of the United Nations, whose purpose was to maintain peace in regions. I will discuss latter about the valuable Finnish peacekeeping operations. According to statistics, in 2003 the Finnish army consisted of 27,000 soldiers, 435,000 reservists who participated in annual military exercises, weapons were presented by battle tanks (235), a marine fleet force consisted of patrol vessel and coastal battalion, landing craft. 3. Populations opinion As in the case of Austria, the population of Finland endorsed the EU membership. Such positive attitude connected with the difficulties in the Balkan, especially the Yugoslavian crisis, which broke out in 1994, the Finnish population began to think about the security and defense issues and becoming the member of the EU. What were the main benefits for the country’s joining this organization, first, it became a part of the EEA, i.e. obtained the corresponding advantages as a member (the four freedoms), and the second and the most important, became a part of a unified decision-making process. But the main Finnish opponents of the EU membership were the Finnish Central Union of Agricultural Producers, and among the political parties Left-Wing Alliance and Christian Union. In January 1994, due to the presidential elections, the population had changed the viewpoint and increased the number of voting in favor (almost 50%), both leaders of the presidential candidates (Paavo Vayrynen and Martti Ahtisaari), were the pro-European orientation. In the same year, it was designed a  «national package » for the Finnish farmers. And so, according to the referendum, which was celebrated in October 16, 1994 , 56.9 % of the population voted in favor , 43.1% voted against. If we compare with Austria Finnish youth was set up much skeptical about membership. Increasing number of the private sector workers voted in favor, while the public sector workers â€Å"against†. Social Democrats endorsed the pro-European orientation. National Coalition Party strongly sustained the EU membership. Center Party – voted â€Å"in favor† by 40%. Greens voted voted â€Å"in favor† by 20%. South votes in favor, in contrast to the North. Internationalists voted in favor, in contrast to the nationalists. 18 % of people worried about the future of the Finnish language. Among the main issues disturbing the population were the future economic development of Finland, the reduction of unemployment rate, security problem, and resolving all these issues according to the status of â€Å"nor war involvement†. 4. Peace-keeping operations Finland, as well as Austria, in order to conducting the anti crisis struggle became an active member of the UN, participated in the peace settlement in Lebanon, India, Pakistan, Afghanistan, Iraq, Yugoslavia. Latter, I will describe the most significant of them. Lebanon crisis was one of the severe crisis of the 1990-s, during which two neighboring countries, Israel and Lebanon. The conflict described a series of military clashes, when the states weren’t able to share their borders. Since 1978, Finland became interested in this conflict situation. Finland endorsed Lebanon’s position and its purpose was restoring peace and security in the Southern Lebanon, assist the Lebanese government for creation the fair and democratic government. In this context, Finland actively required from Israel to withdrawing its military forces from the occupied territory. [1] 1400

Comparison of Universities and Community Colleges Essay -- College Edu

Comparison of Universities and Community Colleges When you graduate high school you have your choice of what kind of an education you want to get. You have your choice of going to a 4-year university, or a 2-year college. In order to decide you will compare the two and use the comparisons to come up with your final decision. Questions to ask yourself would be, what are you looking for in college, how do you want to learn, and how much money do you have to work with. Comparing University and Community college the first thing that comes to mind is the difference in price. Certain Universities are more expensive than others. The difference in price is because of the difference in price and size, also because of the difference in the educational program they have. The price for a University can also differ with whether or not you are going to live there. With a Community college the price will differ significantly. The difference in price strands for the difference in size, teaching and living. At a Community college you have a sma ller campus, the curriculum is different and yo...

A Life Lived Well! Essay -- Literary Analysis, Hawthorne

In The Scarlet Letter by Nathaniel Hawthorne there are many symbols in his novel. According to Laurence Prerrine defines â€Å"[a] literary symbol [as] something that means more than what it is. It is an object, a person, a situation, an action, or some other item that has a literal meaning as well.† Hawthorne uses a physiognomy defined by Laurence Prerrine, Hawthorne â€Å"choosing names for [his] character that serve[s] not only to label them but also to suggest something about them†: for example Pearl, Hester Prynne, Reverend Arthur Dimmesdale, and Roger Chillingworth in The Scarlet Letter. As symbolism appears all throughout the story Hawthorne creates his characters in how the name, physical appearance, and behavior of each of his characters. In Hawthorne story the character Pearl symbolizes living sin, an outcast, a treasure, and a child with knowledge that most puritan children may not have. Pearl is Hester Prynne and Reverend Arthur Dimmesdale’s daughter who is conceived in adultery (49). Because her mother and father were not married this is a sin in the puritan culture (48, 77). Pearl is an outcast for this reason and for not behaving as a puritan child should be have. Pearl would throw rocks, scream like a witch, and run away (84-85). She was also alienated because she was not living in a family that is approved by the magistrate. This disapproval of a single parent home they tried to take her away from her mother (89). This battle for a Christian home for Pearl is the only concern that the magistrate had for her eternal life (92). Hester views Pearl as a â€Å"rare treasure† and that she can raise her child in a Christian home like the rest of the other families (80). Pearl’s behavior is like a sprite, or she screams like a wi... ... a secret to the public (219). Dimmesdale and Chillingworth both have secrets that affect them in the same way but emotionally differently in the ways of physical manifestation. Nathaniel Hawthorne uses many sensors to symbolize his story with Pearl, Hester, Arthur, and Roger to show that life goes on even when you have gone away from the stereotypes of the people who surround you. From Pearl being a demon child to growing up to becomes a mother to her child or from Hester Prynne keeping her mistake to herself and moving on in life and learning that no matter what the law she broke that she can thrive in her living. As for Dimmesdale and Chillingworth we see one set free when he confesses his sin and one who disappears when there is no sin to keep as a secret. As all lives have its road blocks, but Hester Prynne lives a life learning how to get around the road.

The Lottery Essay -- essays research papers

â€Å"The Lottery†   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The Lottery† was quite disturbing to read. It is an very unusual story that has an ending that will have you baffled. You will want to reread certain parts to see if there is anything thing that you could have missed. The title of the short story is also misleading. In most cases the lottery is a good thing. People don’t win punishment and lotteries don’t hurt them. But in this story it does just that. The author did a great job of telling how anyone and everyone can follow tradition blindly. It is dangerous not to have a mind of your own and to just follow the crowd even if you don’t understand on agree on why something is happening.   Ã‚  Ã‚  Ã‚  Ã‚  The first thing that catches the eye while reading this is when the little boys start stuffing their pockets with stones when they arrive there. â€Å"Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones† (264). This is a great example of the mere blindness in following ridiculous traditions. The young boys who started getting stones ready as soon as they got there could not have fully understood the tradition. They could have not understood the complete purpose of the stones. They have seen the adults pick stones in years before and have followed in their footsteps without question as if it were some sort of game.   Ã‚  Ã‚  Ã‚  Ã‚  The official of the lottery is ...

Julia Darling’s short story “The Dress” Essay

Sometimes people hold symbolic value to their material possessions, e.g. a dress. When those possessions are stolen it hurts more, and it makes it harder to condemn the thief, especially if the thief is someone you know and trust. Such is the case in Julia Darling’s short story â€Å"The Dress† where the main character Rachel gets her dress stolen by her own sister, Flora. This story deals with things like lying, betrayal, loyalty and family. It explains the process from when something gets stolen, to speculations concerning the thief, to discovering the thief, and finally dealing with the thief and seeing the consequences for the thief. The relationship between Rachel and her sister Flora is very tense. â€Å"†I wish she would shut up!† snapped Rachel. â€Å"What are you angry about?† asked Flora in a lightly whipped voice, as she chewed a prawn. â€Å"You know why I’m angry.†Ã¢â‚¬  As you can see, their conversations are very heated, perhaps a sign that things between them aren’t too good between them, even before the dress was taken. It could also just be siblings fighting, as siblings do sometimes. The fact that Flora stole Rachels dress could also indicate that she is jealous of her sister. â€Å"At first she had simply thought that she would try it on for a moment and then replace it, but once it clung to her young body she found she was unable to take it off. She walked around the empty house, rejoicing in the way the dress made her feel slim and long legged.† This quote could indicate that Flora is jealous of Rachel’s natural beauty. Maybe Flora normally lives in the shadow of her sister, and would do anything to become like her. Better than her. Lying also seems to come naturally to Flora. â€Å"†The dress,† said Rachel, unable to contain herself. â€Å"I want the dress back.† â€Å"I don’t know what she’s talking about,† said Flora.† That could be because she is familiar with stealing, or that she simply has been forces to lie a lot in her family. Either way, the relationship between the sisters has diffidently worsened after the events of this story. In the beginning of the story, The mother seems like a normal, socially active and adjusted person. She is forty years old, and her birthday party is actually taking place during this story. She is feeling the weight of her age. â€Å"†I’m so old,† said the mother. â€Å"You’re not!† said Flora. â€Å"No, not old,† said Rachel. â€Å"I think I might leave my job.† said the mother.† Often when people turn forty, one of two things happen. Either they try to revive their youth by buying and doing things that make them feel young again, or they become depressed with their age and the fact that their looks and wits are fading. This could be the case judging from the quote. The mother also starts to show alcoholic tendencies near the end. â€Å"So the mother drank the rest of the wine and sat looking out at the black night, listening to footsteps in the street of people coming home from the bars in lively skittish groups.† As seen in the quote, The mother turns to liquor when her problems need solving. This could be a thing that she only did on that night, or maybe it has been a consistent problem throughout the life she has made with her daughters. In the end, this is a short story that is trying to teach it reader morals like, don’t lie, don’t steal, be kind to your family etc. But the story is ultimately a quick look at a slightly dysfunctional. The sister that steals, the mother that drinks and Rachel who is left as the only â€Å"normal† family member. The one that has to lo live with a sister that can’t be trusted and a mother that can’t even help herself, much less her daughters.

Zeitoun Analysis

Marcellus Lopez Mr. Buckley Honors American Literature September 20, 2011 Abdulrahman Zeitoun, Not Clark Kent Zeitoun, a fantastic novel by author Dave Eggers is a heroic tale of faith and courage set during Hurricane Katrina of August 2005, in New Orleans, Louisiana. The hardy protagonist of the chronicle is Abdulrahman Zeitoun, a Syrian man, living in Louisiana with his wife, Kathy, and his three daughters and stepson. Zeitoun, a former sailor, used to storms and seas, at the time of the hurricane owned a contracting business, building, repairing, and painting.Zeitoun's heroism and bravery have made very clear to me that being a hero is †¦ well, really damned stupid. If not that, then at the very least, being a hero is inadvisable and unwise. Zeitoun went far out of his way to help others in a whirlwind of charity and self-assurance. In doing so, he caused great damage to himself and those closest to him. Zeitoun went above and beyond what was asked of him to assist members of his community, ignoring the one thing asked of him by his worried wife, who demanded he evacuate with her and the family.Just as he had gotten into the momentum of routinely feeding some dogs abandoned by their owners daily, Zeitoun was arrested under false charges, rendering him unable to contact Kathy. His absence left his family distressed and disoriented. Kathy panicked hour by hour, praying to hear from her husband, with no such luck until much later. While Abdulrahman was missing, his family overseas was just as worried about him. His brother would call Kathy, personally urged to bend the truth about her husband's whereabouts. While Zeitoun was imprisoned, his family scrambled to get but a word from, him, not to mention the dogs died.I would stop and think at times in the story, does Zeitoun take the time to assess whether the possible consequences are worth the good he is trying to do? His time in prison shows him reflecting on the good he'd done, as well as praying for a be tter situation, but I do not recall one time at which he says to himself that he definitely should have left New Orleans. Did he not expect at all that in all the paranoia of a critical hurricane in a post-9/11 society that a Middle Eastern Muslim man would be a target for bigotry and used as a scapegoat?Although, his imprisonment was completely unwarranted, along with the charges brought against him and accusations made against him, nothing should have been a surprise to Zeitoun. Zeitoun was either unequipped with the knowledge that this country's ideals of justice are far from perfect and that the executive branch of our government is very prone to quick, harsh decisions and quick, definitive judgments†¦ or just not very thoughtful. The results of Zeitoun's poor decision to stay in New Orleans stuck to Kathy for the rest of what we read of her life in Zeitoun.Kathy's mental healthy was sacrificed all because Zeitoun foolishly remained in the city, with knowledge that a partic ularly dangerous storm was approaching. By the end of the story, I couldn't help but notice how much Abdulrahman's â€Å"courage† and â€Å"faith† resemble naivete. He stayed in New Orleans to ride out Katrina because he was obstinate and over-confident. It's fair to say that having been a sailor, he was rugged enough to handle a hurricane, but with a family and the understanding that many other people get mixed up in the spiraling torrent of a natural disaster, it is also fair to say that he could not have been prepared enough.Zeitoun tells that he felt called by God to help people in the storm, but this, I deduce, was no more than a rush he felt from completing a successful rescue. Everyone wants to be a hero. The sensation of doing good for others does more good for the good-doer than should be done. One of my favorite lyrics says, â€Å"When you help others, you can't help helping yourself. † For a man to be so complacent with an unpredictable force of natur e that he would be willing to let it come and see what happens is indubitably foolish.Abdulrahman refusing to evacuate with his wife very closely resembles a child on a playground, shouting to his mother, â€Å"No, Mommy! I don't wanna go! † Zeitoun, an informative novel by author Dave Eggers is a tale about how faith and â€Å"courage† can really screw things up. The foolhardy protagonist of the chronicle, Abdulrahman Zeitoun, shows us how being over-confident and letting ourselves become too comfortable can lastingly repercuss on the lives of our wife and family. Zeitoun's over-confidence and naivete have made it absolutely clear that trying to be a hero is really damned stupid.

John Dewey Habits and Will

Would Dewey’s advice for correcting a bad habit work for you? How would you go about reforming one of your habits? According to John Dewey, Habits are inevitable. We are empowered by both good and bad habits. In his essay, â€Å"Habits and Will†, Dewey states that we envision bad habits as such acts of â€Å"foolish idling, gambling, addiction to liquor and drugs†, and we associate good habits with skills such as walking, playing a musical instrument, and typing. We see bad habits as desires and good habits as abilities that â€Å"exist far from our impulsive desires†.Bad habits are not deliberately formed and are also hard to break. Dewey explains that will power alone is not enough; one must follow a specific method to turn habits around. I feel that I, someone who tends to get distracted easily and procrastinate, should benefit from Dewey’s habit-breaking method. Dewey writes that a friend of his remarked that there was a superstition among perso ns that believe that if one is told what to do, if the right end is pointed to them, all that is required in order to bring about the right act is will or wish on the part of the one who is to act.According to them, if a man who slouches is told to stand up straight, all that is needed is an effort by him, and the problem is fixed. Dewey’s main argument in his essay is that this method does not work. Instead, he suggests that in order to fix or undo our bad habits we must replace them with another habit that is of goodness; you must have more than solely will power to defy a habit. I think that I can benefit from Dewey’s method and start a new habit to break my habit of procrastinating.Every day, I feel that I am easily and frequently distracted when doing schoolwork, which causes me to procrastinate. Every day, I try to break this habit and am unsuccessful. Sitting and thinking â€Å"don’t get distracted† does not work because in doing so, I get distract ed by thinking about not getting distracted, instead of actually working. My problem is not struggling to sit down and take my homework out. My problem is getting distracted frequently and taking forever to make progress- especially when I know I have time to spare.When time is running out, I tend to work much more efficiently. My bad habits of getting distracted and procrastinating counteract my good habit of taking out my homework as soon as possible. I am well aware of my habits, and know that I would feel less stressed if I could correct them. Also, every day, I have to listen to my parents tell me constantly to hurry up my work and get to bed, when I obviously want to do just that, but cannot. If I use Dewey’s method, I need to create a flank movement that will form a good habit which will aid me in breaking my bad habits.These flank movements that Dewey speaks of are some action that prevents the bad habit and leads you in the direction of something else. Instead of sol ely relying on willpower alone, I could think of a way to make myself concentrate better and feel an urge to get my work done as soon as possible. One idea I thought of is changing my environment, and instead of sitting at my desk to work, I can move somewhere else, less distracting, such as the library. If I work there, I will feel more rushed and obliged to work efficiently.I will set a goal to get a certain amount of work completed during my time at the library. I do not want to and cannot spend all afternoon and evening at the library, so and I will desire to get my work done speedily, and I will work as if it was late at night. In â€Å"Habits and Will,† John Dewey says, â€Å"[A habit] makes us do things we are ashamed of, things which we tell ourselves we prefer not to do. † He elaborates on the fact that we are our habit. Dewey forces us to admit that our bad habit is a fundamental part of our self.He insists that a bad habit can’t be overcome by will al one. We need to forget the bad habit and find an alternate activity (a flank movement) that can attract us and that we can focus on. He repeats that a bad habit can’t be overcome by will alone, contrary to popular belief, but only by picking up a flank movement. So in order for me to abolish my procrastination, or at least minimize it, I need to find an act that is different from my usual routine. I have to make the completion of this new action my new goal, and focus on reaching it.If I do not, I will continue to do the same thing over and over again, like I have done for years. All habits are demands for certain kinds of activity; and they constitute the self. Our â€Å"self† is the interpenetration of will and desire and habit and action. Our selfhood isn’t what we think, but what we do; the way we act. we never intend to become an alcoholic or addicted to cigarettes. These habits come from a weakness within us all. We are too self– loved and too stubb orn to face facts which leads us to the excuses of somehow and evil power has overcome our certain abilities.Thirdly, he believes that bad habits are created from our feeling of a lack of purpose and the desires that come shortly after in attempt for immediate solutions. It would take a experience in life that enables something purposeful about us to truly appreciate the importance of ridding of the bad. http://www. alexandercenter. com/jd/johndeweyhabits. html http://www. nashvillegreatbooks. com/2009/11/john-dewey-habit-and-will. html http://www. ljhammond. com/phlit/2005-11c. htm

Trade, Money and Capital

B. TRADE, MONEY AND CAPITAL Features of a modern economy 1. – Specialization and division of labor 2. – Measure economic values 3. – Stock of capital * Trade, specialization and division of labor. * Specialization: occurs when people and countries concentrate their efforts on a particular set of tasks, it permits each person and country to use to best advantage the specific skills and resources that are available. * Division of labor: dividing production into a number of small-specialized steps or task. * Specialization and trade are the key to high living standards. * Globalization Globalization: is used to denote an increase in economic integration among nations. Increasing integration is seen today in the dramatic growth in the glows of goods, services, and finance across national borders. * Money: the lubricant of exchange * Money: is the means of payment in the form of currency and checks used to buy things. Lubricant that facilitates exchange. * Governments control the money supply through their center banks * Money is the medium of exchange.Proper management of the financial system is one of the major issues for government macroeconomic policy in the countries. Capital * Capital: a produced and durable input, which is itself an output of the economy. It consists of a vast and specialized array of machines, buildings, computers, software, and so on. * Capital has to be produced before you use it. * Growth from the sacrifice of current consumption * Economic activity involves forgoing current consumption to increase our capital. Every time we invest we are enhancing the future productivity of our economy and increasing future consumption. * Capital and private property In a market economy, capital typically is privately owned, and the income form capital goes to individuals. * Capital goods also have market values, and people can buy and sell the capital good for whatever price the goods will fetch. * The ability of individuals to own and profit from capital is what gives capitalism name. * While our society is one built on private property, property rights are limited (taxes and government) *Property rights for capital and pollution * Property rights define how individuals or firms can own, buy, sell, and use capital goods and other property. An efficient and acceptable legal framework for a market economy includes the definition of clear property rights, the laws of contracts, and system for adjudicating disputes. C. THE VISIBLE HAND OF GOVERNMENT. * All goods and services are voluntary exchange for money at competitive market prices that reflect consumer valuation and social costs. * No economy actually conforms totally to the idealized world of the smoothly functioning invisible hand. * Economic imperfections lead to such ills as pollution, unemployment, financial panics, and extremes of wealth and poverty. Governments operate by requiring people to pay taxes, obey regulations, and consume certain collective goods and services. * Government have 3 main economic functions in a market economy: * Increase efficiency (public goods) * Promote equity (taxes) *Foster macroeconomic stability and growth (economic growth) * Efficiency * Perfect competition: Refers to a market in which no firm or consumer is large enough to affect the market price. * Imperfect competition: When buyer or seller can affect a good’s prices. Leads to prices that rise above cost and to consumer purchases that are reduced below efficient levels. Monopolist: a singles supplier who alone determines the price of particular good or service. * Externalities * Externalities (or spillover effects) occur when firms or people impose costs or benefits on others outside the marketplace. * Government regulations are designed to control externalities like air and water pollution damage from strip mining, hazardous wastes, unsafe drugs and foods, and radioactive materials. * Public Goods * Public goods: are commodities, which can be enjoyed by everyone, and form, which no one can be excluded (national defense). * Taxes The government must find the revenues to pay for its public goods and for its income redistribution programs. *All levels of government collect taxes to pay for their spending. * Taxes are the price that we pay for public goods * They are involuntary. * Equity * Markets do not necessarily produce a fair distribution income. A market economy may produce inequalities in income and consumption that are no t acceptable to the electorate. * The reason is that incomes are determined by a wide variety of factors, including effort, education, inheritance, factor price, and luck. To reduce income inequality: * Engage in progressive taxation: taxing large incomes at a higher rate than small incomes. * Transfer payments: which are money payments to people. * Macroeconomic growth and stability * Thanks John Maynard Keynes we know how to control the worst excess of business cycle. By careful use of fis cal an monetary polices, governments can affect output, employment, and inflation *The fiscal polices of government involve the power to tax and the power to pend. * Monetary policy involves determining the supply of money and interest rates. Macroeconomics polices for stabilization and economic growth include fiscal polices along with monetary polices. * Mixed economy: in which the market determines output and prices in most individual sectors while government steers the overall economy with programs of taxation, spending, and monetary regulation. * The rise of the welfare state * Laissez-faire (leave us alone): holds that government should interfere as a little as possible in economic affairs and leave economic decisions to the private decision making of buyers and sellers. Welfare state: is one un which markets direct the detailed activities of day-to-day economic life while government regulates social conditions and provides pension, health care, and other necessities for poor f amilies. * The mixed economies. * The success of market economies may lead people to overlook the important contribution of collective actions. * The tools of economics are indispensable to help societies find the golden mean between an efficient market mechanism and publicly decide regulation and redistribution * The good mixed economy is perforce the limited mixed economy

Environmental Audit Concerning Entry of TESCO in Bahrain Essay

Environmental Audit Concerning Entry of TESCO in Bahrain - Essay Example are (1) The Political Environment (2) The Economic Environment (3) The Socio-Cultural Environment (4) The Technological Environment (5) The External Environment and (6) The Legal Environment (Boddy & Paton, 2009, 5). Analysis of each of these elements separately will indicate the opportunities and threats they hold for a business entering that particular local environment- it is largely country specific. Michael Porter has mentioned in his book ‘Competitive Strategy’ that there are five forces impacting on the survival of any firm in a particular industry. These are (1) Barriers to Entry and Exit (2) Bargaining Power of Buyers (3) Bargaining Power of Suppliers (4) Threats of Substitutes and (5) Competitive Rivalry (Porter, 1980, 15). Obviously TESCO has to take a look at all these elements while considering its proposed entry into Bahrain. PESTEL Analysis of TESCO from the Perspective of a Setup in Bahrain I will start this part of my paper by narrating a short history o f TESCO’s origins and its methods of expansion as I believe these have an impact on organizational culture and management’s thinking and analysis of opportunities and threats. I will next launch into the particular environments in Bahrain and see what opportunities or threats each of the six forces discussed above in PESTEL provide for TESCO in terms of setting up business here. Tesco began operating in the UK in 1919 after its founder Jack Cohen purchased a running business from one T.E Stockwell: he took the first three initials TES and added the first two of his last name CO from Cohen to serve as a name for the newly acquired enterprise. TESCO initially was a grocery store type outlet in which the founder sold surplus items. The first branded TESCO store made its appearance in 1929 in Burnt... This assignment is an attempt to conduct an Environmental Audit for an international brand TESCO entering Bahrain market. A company like TESCO must think very carefully before it embarks on an international expansion. The author believes conducting an environmental analysis and using the PESTEL format to analyze forces in the local environment of Bahrain may give positive or negative signals to TESCO management. Therein lies the importance of an environmental analysis to TESCO or any other firm considering investment in Bahrain. The work provides the description of a typical environmental audit. It involves the analysis of the following six forces affecting the business environment, in terms of the opportunities and threats they provide for new entrants. These are (1) The Political Environment (2) The Economic Environment (3) The Socio-Cultural Environment (4) The Technological Environment (5) The External Environment and (6) The Legal Environment. The analysis of each of these eleme nts separately indicate the opportunities and threats they hold for TESCO. The author also conducts the Analysis of Opportunities and Threats, Strengths and Weaknesses (SWOT), where the opportunities, threats, strengths and weaknesses regarding TESCO’s proposed entry into Bahrain are discussed. The conclusion of the work is TESCO will not go wrong in entering the Bahraini marketplace if it chooses to position itself as a low-cost provider and a premium goods seller, targeting all and different segments of the market.

Summary of an article Essay Example | Topics and Well Written Essays - 750 words - 2

Summary of an article - Essay Example The main purpose of the article is to inform and well as generate awareness amongst the parents of the society regarding the negative effects of Disney princesses on the teenage girls of the society. The author has even authored the article to alert the policy makers regarding this prevalent issue within the society. The article has been divided into sections that focus on the issue, research, opponent’s view and refutation of the opponent’s view. The author states that a blogger named Mary Finucane noticed the impact that Disney princesses were having on her own daughter. She states that at a very early age her daughter started getting interested in looking sexy and waiting for her prince. These elements are clearly depicted in Disney serials and movies such as Hannah Montana. For this purpose she started a blog and identified that there were various other parents facing the same problem. The problem is that Finucane identified that the impact of the images of girls depicted in Disney entertainment programs are quite long-term in nature. The initial impact becomes much worse when girls start adopting a lifestyle and pursuit of a body that is unhealthy for them. The author states that the parents are not taking the matter seriously and they state that the changes in the girls are a sign of rise of feminism. The author then focuses on the various studies that have been conducted to verify whether the impact about which Finucane is so worried is actually true or not. The author states that the concern is quite valid because girls who age between 3 to 6 years old and are exposed to Disney channel are quite worried about the body weight and children who are between the age of 14 and 17 are exchanging naked pictures of them with others. The author even states that girls of very young age want to look sexy and each year they are spending around $1.6 million on thing underwear. The author states that several