No Child Left Behind Act

With the No Child Left Behind Act, signed into law in early 2002, the Bush Administration put its stamp on the central federal law governing K-12 schooling, the Elementary and Secondary Education Act (ESEA) ratified in 1965. Throughout his campaign for the presidency, Bush summoned the ideas that are now law as a way to improve public education across the board, particularly for poor children. Vowing to end the soft prejudice of low expectations that he said has allowed too many poor children to fall enduringly behind in school, President Bush declared, â€Å"It's time to come together to get it (educational reform) done so that we can truthfully say in America, ‘No child will be left behind, not one single child'† Described in this way, the problem of low expectations proposes the solution most probably built into the provisions of No Child Left Behind: higher expectations. Though, the law needs not higher expectations which, after all, cannot be legislated but to a certain extent documented success, across the board and against a set of external standards. Expecting every child to succeed is one thing; needing that success is another. Supporters look upon the No Child Left Behind Act as a much-needed push in the right direction: a set of measures that will drive broad gains in student achievement as well as hold states and schools properly accountable for student progress. A number of critics see it fundamentally as a insincere set of demands, framed in an appealing language of expectations, that will force schools to fail on a scale large enough to rationalize shifting public dollars to private schools that is, as a political effort to reform public education out of existence through a policy of test and burn. (Levin, B. & Riffel, J, 1998). Sadly, No Child Left Behind appears, at best, to fix the wrong problem. The sanctions written into the law appear designed to compel teachers to teach and students to learn. Thus far, few children do not want to learn and few teachers do not want to teach. This is barely the biggest problem in struggling schools. What is missing is chance and support, not desire. Consider the gap between the reforms institutionalized through No Child Left Behind and the needs of John Essex, a high-poverty school in rural Demopolis, Alabama. The New York Times (Schemo, 2003b), reported: The truck full of stones showed up at John Essex School without explanation, as if some unnamed saint had heard Loretta McCoy's despair. As principal of this school in Alabama's rural Black Belt, Ms. McCoy struggles to find money for essentials: library books, musical instruments, supplies and teachers. So when the stones appeared, Ms. McCoy knew it might be the closest John Essex would get to landscaping and got pushing. A pile went by the back door, filing a huge pothole the children waded through when it rained. Another truckload filled a sinkhole by the Dumpsters, where garbage trucks got stuck in mud, and a third went to craters when the children took recess. Her pleading got John Essex five deliveries of rock: not enough to level the school's entrance, but enough to give its principal a small dose of hope. The K-12 school has 264 students, all poor and all Black. The building's cinder-block walls are unplastered, electrical lines are exposed, also the library includes books â€Å"that ponder how the Vietnam War will turn out† and â€Å"speak of landing on the moon as an ambitious dream† (Schemo, 2003b). Students have to master a foreign language to earn the academic diploma they require to get into college; however the school has no foreign language teacher, as well no art or music teacher. A few wrist bells comprise the school's collection of musical instruments. One person teaches chemistry, earth science, biology, and all the other science classes. Given the funding shortfalls and high failure rates extensively predicted for struggling schools like John Essex, it is hard to believe that sanctions are a good-faith prescription for accomplishment. Schools with fewer students and less funding will have even more difficulty attracting the best teachers, most of whom will prefer not to teach in a school branded failing. Though No Child Left Behind was signed into law with promises of not giving up on a single student, which proposes a commitment to ensuring that all children succeed, sanctions drive the law and almost make sure the opposite: failure. If this was not the case, if a state documented the success of each and every student that state no doubt would be criticized for cheating, grade inflation, or low standard. Pious platitudes regarding children being capable to learn and accountability for adequate yearly progress are poor substitutes for the cold, hard cash schools like John Essex need to attract good teachers and to finance the programs that might validate this rhetoric. While the federal contribution to total spending on public education is extremely small, about seven percent, the high-poverty schools most vulnerable to the sanctions rely excessively on this money. No Child Left Behind emerges not to address the very real problems in these schools, some of which rely on Title I dollars for more than a third of their spending, but somewhat to use those problems as a rationale for eroding public education. President Bush wanted to include vouchers for private schools in the No Child Left Behind law, however let this go when it became clear Congress would not pass the legislation with that provision. Debatably, however, No Child Left Behind lays the groundwork for exactly this result. The objective appears to be not to improve the quality of schooling for poor children, however rather to turn the problems of poor schools into a campaign to destroy public education. As growingly schools are deemed failing, the demand for vouchers likely will increase, paving the way for a transfer of students and funds to private schools. In the summer of 2003, the president invigorated his call for vouchers and backed a proposal to spend seventy-five million dollars in federal money on vouchers for private schools. Of the seventy-five million dollars, fifteen million dollars would go to families in Washington, DC for vouchers for two thousand of the sixty-seven thousand students in the district. The move came after a decision by the U. S. Supreme Court the year before that affirmed the constitutionality of permitting parents to use public funds to pay for religious and other private schooling. The case focused on a program in Cleveland, which offers private-school vouchers of up to $2,250 to approximately three thousand and seven hundred of the district's seventy-five thousand students. (Tozer, S. E., Violas, P. C., & Senese, G, 2002). Several students lack supports common in middle-class and rich households an adult at home in the evening, lots of books, and a quiet place to work. Others struggle to handle with the stress of living with constant economic insecurity evictions, homelessness, moving from place to place or of living in a community used by the larger society as a poisonous dumping ground. By paying no attention to this reality, No Child Left Behind continues the â€Å"blame-the-victim approach† that has long considered public schooling. Much more is needed than simply stating we now have high expectations for all children. Unaccompanied by a political commitment to construct a system where there is a cause to expect every child to succeed, such proclamations ridicule the ideals they bring to mind. Under the semblance of battling the soft bigotry of low expectations, policy-makers are moving in the incorrect direction in the long struggle to understand the ideal of equal educational opportunity. The stick side of the No Child Left Behind Act is operating: Schools not capable to meet annual achievement targets are being punished. Though, the carrot side of the law, something better for poor children in struggling schools, has not materialized. While funding for Title I has increased, it falls violently short of the realistic costs of achieving hundred percent proficiency. As the federal government reviewed states' plans for putting into practice No Child Left Behind in summer 2003, a related battle gathered steam when the Bush administration planned to overhaul Head Start, the federally funded preschool program that serves about one million of the nation's poorest 3- and 4-year-olds in community centers and schools. Under the proposal, the funding for the program would be distributed in block grants to states, under the control at first of up to eight governors. When Head Start was formed in 1965 as an initiative within the larger War on Poverty, then-President Lyndon Johnson intentionally avoided giving governors, antagonists in battles over civil rights, control over the program. (Levin, B. & Riffel, J, 1998). Critics of the proposal, including more than forty antipoverty and child welfare groups, protested that distributing Head Start dollars in block grants to states would take to bits the program by destroying the federal guarantee that the money will be used as originally planned namely, to provide an array of services to poor children, together with nutritional food, dental and health care, immunizations, as well as, in some centers, literacy programs for family members. To take this program away from communities this is a direct federal community program also hand it over to states without the national performance standards, without the requirements for complete services that make Head Start successful, and at a time when states are facing the biggest budget shortfalls in their history, is to destroy it. (Johnson, M, 2001). Under the proposal, Head Start employees would be needed to teach reading, writing, and math skills, and Head Start pupils would be required to partake in an assessment to find out if the new academic standards were being met. The proposal would need as a minimum half of all Head Start teachers to have 4-year college degrees by 2008, however would not require competitive salaries. Head Start teachers now earn merely about half the average salary of kindergarten teachers. Reference: Johnson, M. (2001, December). Making teaching boom proof: The future of the teaching profession. New Economy, 8(4), 203-207. This article describes how the staffing and retention of teachers could be enhanced to deal with national shortages. Levin, B. & Riffel, J. (1998, March). Conceptualising school change. Cambridge Journal of Education, 28(1), 113. This article attempts to discuss the implications for educational strategy makers suggested by the literature review Schemo, D. J. (2003b, July 11). Questions on data cloud luster of Houston schools. The New York Times. Retrieved from  Ã‚   http://www.nytimes.com This article discusses that hundreds of drop-outs were wrongly listed as transfers. Enrolment at alleged miracle high schools dropped noticeably during this time. Tozer, S. E., Violas, P. C., & Senese, G. (2002). School and society: Historical and contemporary perspectives (4th Ed.). New York: McGraw-Hill This text seeks to define an analytic framework that illustrates how and why certain school-society issues first took place in this country and how they transformed over time. In its assessment of the development of education in the United States, this text entails an engaging historical story.

Events of apush Essay

This Unit Activity will help you meet these educational goals Inquiry SkillsYou will apply disciplinary concepts and tools analyze societal issues, trends, and events develop credible explanations of historical events and developments based on reasoned interpretation of evidence gather, evaluate, and use evidence and communicate your conclusions. 21st Century SkillsYou will employ online tools for research and analysis, use critical-thinking and problem-solving skills, communicate effectively, and assess and validate information. Introduction For any historian, it is important to find useful resources and analyze relevant information from those sources. This activity will help you practice reading and evaluating the information presented in historical documents. In this activity, you will read two primary-source historical documents, take notes on those documents, and write a short essay about the documents based on your notes. __________________________________________________________________________ Directions and Analysis Task 1 Analyzing Historical Documents In this activity, you will reference two primary-source historical documents HYPERLINK http//redirect.platoweb.com/346479Declaration of Sentiments by Elizabeth Cady Stanton and the HYPERLINK http//redirect.platoweb.com/346480Pearl Harbor speech by President Franklin Delano Roosevelt. Before you read the documents, read these instructions. Using what you learned in this unit, HYPERLINK http//redirect.platoweb.com/346171examine the sources provided to answer these questions Who authored the document What is the purpose of the document When was the document written What significant historical event or movement does the document represent You may need to do additional research to answer the above questions. If so, be sure to list any additional resources you consulted in the Resources section at the end of this document. Read each primary-source document critically while thinking about these questions Do you notice any exagger ation, stereotype, or emotional appeals that may hint at the authors bias How does the author form his or her argument What are the important themes, main ideas, and arguments presented in the document As you read, take notes on the important information in each document. Enter your notes in the tables provided below. Your notes should include summaries of each documents key points, main  ideas, and arguments. (You will need your notes to complete Task 2.) Type your response here Declaration of Sentiments Notespurpose or main ideapetition for womens rights modeled on the declaration of independenceauthorunknowndate unknownevidence of biasnoevent or movementeventother Pearl Harbor Speech Notespurpose or main ideaauthor HYPERLINK http//www.fdrlibrary.marist.edu/index.html http//www.fdrlibrary.marist.edu/index.htmldateOctober 15 ,2014evidence of biasnoevent or movementEvent other Task 2 Comparing Arguments Referring to your notes and the provided documents, HYPERLINK http//redirect.platoweb.com/346174write a half-page essay that describes how these two primary-source historical documents make their respective arguments. Compare and contrast the arguments presented in the documents. Make sure your essay addresses these questions What techniques do the authors use to form their arguments Is there any evidence of bias or stereotypes Using the HYPERLINK http//redirect.platoweb.com/346177author-date system, make sure you provide parenthetical, in-text citations for any information you use from outside sources, including the two provided documents. When you have finished, reread your essay to check for all of the points above, and then proofread it to be sure your work does not contain errors in grammar or spelling.  Type your response here ________________________________________________________________________ Resources Writing Resources HYPERLINK http//redirect.platoweb.com/346170Research and writing information HYPERLINK http//redirect.platoweb.com/346172Creating a thesis statement HYPERLINK http//redirect.platoweb.com/346171Examining and evaluating sources HYPERLINK http//redirect.platoweb.com/346174Methods for writing a high-quality paper HYPERLINK http//redirect.platoweb.com/346177The author-date system Content Resources HYPERLINK http//redirect.platoweb.com/346479Declaration of Sentiments by Elizabeth Cady Stanton HYPERLINK http//redirect.platoweb.com/346480Pearl Harbor speech by President Franklin Delano Roosevelt Document any references you used for this project below. At minimum, include a title and URL for any Internet resource __________________________________________________________________________ Evaluation Your teacher will use these rubrics to evaluate the completeness  of your work as well as the clarity of thinking you exhibit. Task 1 Analyzing Historical Documents ScoreCriteria8-9 Distinguished Includes relevant, well-formed notes that provide thorough analysis of the two historical primary-source documents. Provides notes that substantially answer the questions provided in the task. Effectively evaluates the key points, main ideas, and arguments presented in the historical documents. 5-7 Proficient Includes notes that satisfactorily evaluate the two historical primary-source documents. Provides notes that clearly answer the questions provided in the task. Evaluates the key points, main ideas, and arguments presented in the historical documents.2-4 Basic Includes some notes that show evaluation of the two historical primary-source documents, but may omit key points from the texts. Provides notes that adequately answer the questions provided in the task. Pinpoints some key points, main ideas, and arguments presented in the historical documents, but restates rather than analyzes this information.0-1 InadequateIncludes a few notes that inadequately discuss or miss important information from the primary-source documents. Provides notes that partially answer the questions provided in the task. Discusses only minor points, ideas, and arguments presented in the historical documents. Non-PerformanceIs completely off topic or blank. Task 2 Comparing Arguments ScoreCriteria8-9 Distinguished The essay is concise and clearly and successfully synthesizes the research information from the students notes. The essay exhibits substantial and well-informed analysis with a logical and planned organization. The essay provides correct, organized citations. The essay is error free or contains only a few minor grammar and spelling errors. 5-7 Proficient The essay completes the task by combining the research information from the notes. The essay includes thorough analysis in a clear, well-organized format. The essay provides correct citations. The essay may contain a few minor grammar and spelling errors.2-4 Basic The essay partially or incompletely contrasts the arguments. The essay includes some analysis and satisfactory organization. The essay provides some citations, but these may be incomplete or use incorrect formatting. The essay contains multiple grammar or spelling errors.0-1 InadequateThe essay may compare some points from the historical documents but is generally incomplete or off track. The essay provides minimal analysis and has poor organization. The essay provides few if any  citations or the citation formatting is incorrect or both. The essay contains numerous grammar and spelling errors.

Protection and Advocacy disparity for Mentally Ill Persons Research Paper

Protection and Advocacy disparity for Mentally Ill Persons - Research Paper Example In the recent past, advocacy widened to entail the prerequisites and needs of people with trivial psychological conditions, today, the protection and advocacy concept covers everyone that is part of the mental health treatment processes. The different initiatives are supposed to benefit the mental health patients and their families at depth; however, in some areas, the concept is not that effectual. The comprehensive movement markedly influences cerebral wellbeing initiatives and regulation in some countries where there is significant improvement but some of the areas still need addressing. Appreciably, the concept of advocacy takes responsibility of elevated awareness of the significance of mental health as a prevailing and common condition in people. The main concern comes in because of the neglecting of treatment and care of the mentally ill in the dissertation around healthiness, privileges and equivalence2 (Kenneth, 2014, 1). This is confounding because psychological incapacities are prevalent, affecting a significant number of people around the globe. Additionally, the familiarity of people with cerebral infirmity is one categorized by diverse intertwined echelons of disparity and discrimination within the social order. Strategies aimed at achieving correct parity of every one need comparable determinations to realize applicable egalitarianism for people with psychological incapacities. Essentially, fundamental aspects such as deficiency, inequity, vagrancy and acumen are major contributors to the jeopardy for mental illness treatment and care; in fact, they faci litate most of the negative influences increasing overall disparity3 (WHO, 2003, 6). An approach based on psychological susceptibility should focus on exploiting the normal human aspects of patients by valuing their intrinsic formality, personal

General Louis-Joseph de Montcalm; Master Tactician and Warrior Essay

General Louis-Joseph de Montcalm; Master Tactician and Warrior - Essay Example Montcalm remains a legendary military leader, an enduring icon of Canadian national history2. Thesis statement: The purpose of this paper is to first present a short biography of General Montcalm and his place in the French Army. Further, his responsibilities during the French and Indian War, major battles and campaigns, the tactics he used and how they were developed will be identified. Also, the impact of Montcalm on the War, on future campaigns and on change of tactics; and how it helped to build his legacy will be determined. Louis-Joseph, Marquis de Montcalm, seigneur de Saint-Veran (Figure 1), was born on February 29th, 1712, at the Chateau of Candiac, near Nimes, France. He came of an old aristocratic family originally from Rouergue. His ancestors for many generations had performed heroic deeds on the field of battle. â€Å"The people of the country were in the habit of saying that the war was the tomb of Montcalms†3. The mother of Louis-Joseph was the marquise de Saint Veran, nee Marie-Therese de Lauris de Castellane was a woman of eminent character and piety. She had converted to Catholicism her husband, who was born of Huguenot parents, and she had exercised an extraordinary influence over her son. She inspired him with principles which may not have prevented him from errors in the era of impiety, but which produced a lasting impression on him governing the whole course of his future life4. Montcalm’s early childhood was spent at Roquemaure with his maternal grandmother, Madame de Vaux, who, like all grandmothers spoilt him a little. Because of this reason and also due to his ill health, by 1718 he had not yet learned to read. He was then sent to his uncle, M. Louis Dumas, a genius, a learned person and an educator, but used harsh methods. He applied the new system of teaching that he had invented on his pupil. Gifted with a good memory and bright intelligence, Louis-Joseph made rapid

Elaborate on your work experience as a math tutor Personal Statement

Elaborate on your work experience as a math tutor - Personal Statement Example I remember the time when I tutored a 9th grade girl who always had bad experiences with Math. As a tutor, I learned that aside from helping students deal with Math, it is essential that a tutor should also give encouragement. Based from experience, this student was afraid of Math because she was not confident of her answers and that she feared making mistakes. I encouraged this student by encouraging her to exert some efforts to understand the problem and take one small step at a time. By boosting her confidence and telling her that she could do it, I actually changed her self-concept from being pessimistic to an optimistic in terms of developing a ‘can do’ attitude, especially in solving math problems. I have been tutoring for four years and I teach 2nd grade through PreCalculus. I would like to continue being a Math tutor because I want to help children in need. I would like also to help other people who want to succeed in life. My ambitions of why I would still remain as a Math tutor are not to make money but to pursue higher education to expand the pool of people I could help and thereby be a contributing member of the academe and community for

Equity & trusts on the three certainties Essay Example | Topics and Well Written Essays - 1500 words

Equity & trusts on the three certainties - Essay Example This is because the property that was administered on behalf of the beneficiaries by the trustee cannot be determined with certainty. The significance of the subject matter in trust formulation may be able to be in the case of Re Goldcorp Exchange Limited. In this case, bankrupt creditors of the company involved in trading of wine asserted that they have the power to claim on the amount of wine they had paid for. It was the case despite the fact that the bottles of wine that they claim to have paid for could not be identified individually with certainty. The judge ruled that it is imperative to ascertain the subject matter with certainty for a trust to be present. Based on the case, it was challenging and, therefore, trust could be established. The rule may be exceptional only for intangible goods such as shares. The intention of the trust must be Cleary be if the trust is to be considered present. In the case of Re Hamilton of 1895, it was held that the law court must critically obs erve the words used by the testator to ascertain whether there was an intention to create trust. Other cases that have been utilized to substantiate the principle of intention include the case of Amber v Evan of 1870s, the case of Paul v Constance of 1977 and that of Hanbury of 1905. The four cases try to substantiate the significance of having a clear intention when creating a trust. In above connection, there must be an object certainty for the trust to be present2. However, the magnitude of object certainty may have a significant variation depending on the trust type. The two types of trust include fixed and discretionally trust. In fixed trust, the distribution of property to the beneficiary is fixed. On the contrary, discretionally trust is where the recipients may be from a given class of people. The principle of object certainty may be substantiated by the case law of Morice v Bishop of Durha. It was decided that trust cannot exist and

Common law justice Essay Example | Topics and Well Written Essays - 1000 words

Common law justice - Essay Example It should be clear that if a ruler violates justice by enacting a legal edict or document, that edict cannot be properly called a law and this is because law aims for the common good" (Likhovski, 1991). This is often complicated however because what is good for some is bad for others. Because of its mutable nature and its ability to be questioned, the English system of law is sometimes, as in the case of England, challenged quite often, resulting in a highly litigious society, but also a progressive one. The Welsh, for example, are no longer sold openly at slave markets, because law has evolved to forbid this. When this perspective is taken externally and applied to international law and antiquity examples, it becomes measured more in terms of cost and risk, as international law differs from region to region and can become very time-consuming and expensive to those involved. In this environment, arbitration is considered to be better than litigation in almost all cases. Applied to common sense are also the principles of knowing about the law, and the history of the law, through representative cases which have established precedent, based on the concept of stare decisis. These cases are then applied to the facts of the current case in England and Wales, where English law is practiced in majority. In England and Wales, the Supreme Court of the United Kingdom is the highest court, but there are a lot of other courts as well in a hierarchical relationship, from local to national levels. The highest court in the hierarchy "is binding on every other court in the hierarchy, and they will follow its directions. For example, there is no statute making murder illegal. It is a common law crime" (English, 2000). Parliament is in charge of common law, and can adjust the laws to suit the times. For example, there is no more death penalty. #2 It is important to think about, using relevant case law, how the European Court of Justice has maintained a uniform interpretation of community law across European States. A lot of this has to do with the interstices between the relatively recent formation of the EU and the valuation of law in society. Randomness and chaos rule both systems. "The rotation of the presidency entails a lack of continuity in the agenda-setting procedure; the Summit agendas are overloaded with gritty details and each presidency pursues more or less specific topics ('shopping lists'). This is why the Council currently fails to fulfill its original strategic purpose. Thus, the EU definitely needs a reform of its institutions" (Bilefsky, 2005). Other issues are also dividing European law in the present can be seen in the case example of subsidies, or government help, offered to agricultural interests. Recently, before the government of Brown, "The issue of farm subsidies has also divided the European Union i nto nations favoring more open markets and those who want to maintain protection for their domestic industries. Prime Minister Tony Blair of Britain called the summit meeting Thursday in the hope of

We Steal Secrets Assignment Example | Topics and Well Written Essays - 1500 words

We Steal Secrets - Assignment Example Certainly one notable fact is that the title of the documentary has something that sounds like a disrespectful slogan for the embattled WikiLeaks organization. Actually, Gen. Michael V. Hayden, the National Security Agency ex-director is the one who speaks out the expression â€Å"we steal secrets.† Gen. Michael V. Hayden does this when he tries to explain how the activities of the government, which involve secrets, require absolute secrecy. The unanticipated basis of the quote is simply not a curiosity, since it lies at the heart of twinned stories of the documentary and WikiLeaks. The documentary gives an explanation of what took place when Julian Assange came up with the WikiLeaks project with the purpose of circulating sensitive documents from unidentified contributors, and when a forlorn private Army, Bradley Manning, took the chance WikiLeaks made to air the dirty laundry of the military (Dir. Gibney, We Steal Secrets: The Story of WikiLeaks). Furthermore, the documentary is a story of absolutist ideals that appeared somehow sour and of private distress in search of a channel, with drastic results. Alex Gibney’s account of this latest history tries to map out a kind of double misfortune. The documentary, which takes over two hours, shuffles among the well-revealed story of WikiLeaks, directed by the arrogant Mr. Assange; Private Manning’s far more persuasive afflictions involving sexual distinctiveness; and some strong but overlapping critics. The extensive treatment does not have the drive the documentary maker has depicted elsewhere, and the story feels prolonged to comprise an obviously prized interrogation with one of the two females who have made claims of sexual assault crimes against Mr. Assange. The woman with a partly hidden face plays a role in the documentary’s central, basic pivot regarding Mr. Assange, whose web site, the WikiLeaks, also supplied sensitive

Does the highschool disploma guarantee sucess in math corses in Research Paper

Does the highschool disploma guarantee sucess in math corses in college - Research Paper Example Students who may have not performed as required in high school need to pursue developmental courses to boost their high school diploma so as to be able to gain entry to college courses. Primarily, developmental courses have been developed to enhance certain skills among students before being accepted to do math courses in college. Policymakers and faculties of higher education recognize that there is inadequate preparation for students in high schools, thus fails to meet the demands of college courses. Moreover, success of higher education among students is dependent on adequate performance of students in high school diploma. Nevertheless, diverse nature of college courses with regards to their academic demands and expectations contributes largely to lack of understanding among high school diploma graduates (Chinwah 1). Studies have carefully analyzed geometry, statistics, data analysis and algebra skills required for success in math courses in college. Comparisons have been made with the skills needed for training in job opportunities that offer wages and salaries that are sufficient for survival of families of at least four. Math skills gained from high school diploma is considered a necessity for average and good living standards among human beings, since many occupations that offer the so-called sufficient salary require high school diploma as the necessity skills. Therefore, governments need to put in place policies that ensure all high school graduates attain particular skills necessary for higher education success. Policies have been enacted with regards to the clear understanding that math courses are very important for college courses (Heather, Rose, Betts and Julian 7). Most students are proved to having undertaken all the required courses they need to get a high school diploma without being fully qualified for success in math courses in college. High school

Social Problems Facing the Contemporary United States Essay Example for Free

Social Problems Facing the Contemporary United States Essay Homelessness is a social problem in the United States. Homelessness defined according to the National Health Care for The Homeless Council (2011), â€Å"is a person or individual that lacks housing†. Homeless do not have permeant residents. They may live on the streets, shelters, missions and under freeway overpasses. They also occupy facilities of abandoned buildings, vehicles, and campgrounds. They can be found sleeping behind buildings, sitting against a building wall or digging in a trash can for food. Homeless people are human beings without shelter. They often fall victim to infections, frozenness, diseases, and assault. Homelessness does not have prejudices; it is an equal opportunity social issue. It is seen in every major city in the United States. This paper will describe the social problem of homelessness, analyze how it affects the United States and explain one sociological theory to explain a cause of homelessness. Homelessness in the United States is a large problem. It is hard to determine how people in the US are homeless, but they have a profound economic effect on society. There are few support services available for homeless, such as shelters, soup kitchens, which come in the form of taxpayers’ dollars. Homeless do not have cars or control over their daily lives. They depend on the daily grind of shelters, soup kitchens, and minimal jobs to meet their basic survival needs and are socially abandoned. The homeless lack medical health insurance. Hospital emergency departments are used as a community resource for the homeless, regardless of their ability to pay. So the expense falls on the taxpayer. Surprisingly, about one-third of emergency room visits are by homeless people. The needs of the homeless are vast. They typically have chronic medical conditions, multiple psychosocial risk factors, like substance use disorders and mental disease.  Their social support system is nonexistent. Most, emergency departments are not set up to meet the psychosocial needs of the homeless (Additional Medical Concerns, 2015). In addition, homelessness can advance to other social concerns like the illegal sex trade and crimes. With essentially no home and no money to purchase food, homeless people re sort to becoming prostitutes or engaging in criminal activities to get money for food or shelters. Some homeless become beggars. Food will commonly be the greatest importance. Individual states are affected by the amount of homeless people they have. Read more:  Essay on Social Issues Some states, like New Orleans, report decreased revenue from tourists who do not want to visit. Most people consider places with high homeless dirty and unsafe. New Orleans, is one example of how homelessness gives the area a bad reputation and results in decreased revenue from tourists. Our government spends millions of dollars on the homeless. The active assistance the government provides is seen with rental assistance, food stamps, and welfare. This support although positive still affects the taxpayers. On the negative side, many homeless are picked up for loitering, sleeping in cars and begging resulting in millions of dollars spent on law enforcement like prisons and jails. There are many sociological theories that relate to homelessness. One theory is conflict theory. Since its beginning, the conflict theory has been used to define certain groups including the homeless population across the United States. The conflict theory provides a perfect mapping as to how people have become homeless due to a single life event, causing them to adapt to the situation. People change to the homeless lifestyle instead of taking steps to return to traditional society. (Calhoun, 2002). The behaviorism of a homeless individual begins to change as they start to work to survive. Shortly after this survival mode the homeless person accepts the battle of being homeless as a societal norm and believes himself to be a regular part of that society. The conflict theorists look at the society from an impartial view. This viewpoint looks at individuals and sees them as inferior to society. The groundwork of societal structure is power or enticement and the only way to advance within the societal structure is through a power struggle. In this power struggle, there is much competition. Social class is intensely valuable in this mindset for it characterizes your place in the monument of authority. Wealth and assets are limed significantly in society, and people  are constantly in competition for these goods and prosperity. Conflict theorists approach the issue of homelessness just like an emperor approaches his subordinates. They see the homeless as people that are too fragile and unable to rise up the societal ranking. They see the homeless as individuals unable to reach the goal of greater social status. Conflict theorists identify themselves as the emperors of mankind and consider the homeless as insignificant people because they are unable to do anything. Essentially the conflict theorists see themselves as the ones with all the skill. They are masters in political, economic and social assets. The homeless are dominated by the higher social class. (Calhoun, 2002). Homelessness in the United States continues to be a social problem. Thousands of people still meet the characterization of homeless. It is a social issue that has existed for years. It does not have prejudices; it is an equal opportunity social issue. It is seen in every major city in the United States. Homeless are the abandoned people. References Additional Medical Concerns The State of Connecticut (n.d.). Retrieved from http://examguidelines.connsacs.org/additional-medical-concerns/_br Why Sony Should Screen â€Å"The Interview† | SeegitzWrites.com. (n.d.). Retrieved from http://seegitzwrites.com/?p=232_br HOW CONFLICT THEORY APPLIES TO THE HOMELESS POPULATION essays. (n.d.). Retrieved from http://www.megaessays.com/viewpaper/202384.html?page=2_br Example research essay topic: Homelessness And Sociological (n.d.). Retrieved from http://www.essaychief.com/research-essay- pic.php?essay=2764827title=Homelessness-And-Sociological- Perspectives_br Calhoun, C. (2002). Dictionary of the social sciences. New York: Oxford University Press. Home. (2011, October 7). Retrieved February 11, 2015, from http://www.nhchc.org/

Catholic Rosary Practical And Pious Religion Essay

Catholic Rosary Practical And Pious Religion Essay Introduction Throughout history numerous devices have been created and used for the purpose of counting. Within the field of mathematics the abacus and its beads was of great importance because of its ability to maintain a numerical tally. Religions have since adapted this method to items more applicable to the faith due to the repetition of prayers. For example within Islam, beads are used to count the ninety nine names of Allah, and Buddhists also use beads to recite 1,000s of mantras.  [1]  However, beads are a merely a compliment to the ritual it is used in. A religious sect within Christianity have not only used beads to count but termed the object the same name as the ritual practice it is used in. General Description Within the Christian faith, Catholics use a rosary as a means of devotion to Mary, who is known as the Mother of Jesus.  [2]  The word rosary can be used within two contexts: a physical set of beads and the ritual of devotion. The beads are used as a method to track the prayers completed during the practice. The rosary when referring to the material object is a string composed of five sets of ten beads, each separated by one large bead respectively.  [3]  The string is held together with a circular image, which is similar to that of a necklace. The image has two large and three smaller beads along with a pendant attached  [4]  (Appendix A). Rosaries come in all shapes and sizes, in various colours and can be made from anything from wood to plastic. The term rosary, when referred to in the context of the ritual, consists of the repetition of three main prayers along with the statement of beliefs in the beginning.  [5]  This practice can be completed by anyone, at any t ime, regardless of whether in a group or praying by ones self. The rosary can be viewed as a non-discriminatory practice wherein people from all faiths can partake in it. It can also be said in any location, but preferably in a Catholic place of worship, the church. Technical Description The descriptions mentioned above are but an outline for what the physical rosary is, as well as the Catholic practice of the rosary. Further details will now be given in order to develop a better understanding of the rosary as exemplified within both of its contexts. In terms of the physical object, the pendant attached to the beads is better known as a crucifix, a term Catholics use symbolizing an article in the form of a cross depicting Jesus death  [6]  . In addition the circular image is one of Mary, it joins the five sets of ten beads to the separated five other beads and crucifix. This image embodies the fact that the rosary as devotion, was first offered to Mary. The traditional material used to manufacture rosaries is olive wood, which is said to have been the wood of the cross that Jesus was hung on.  [7]  However, due to modern adaptations rosaries are now are made from various materials. The Catholic practice of the rosary begins with the sign of the cross. This symbolic custom is one that commences every ritual within the Catholic faith.  [8]  The action occurring is simply using ones hands to touch the forehead, then the heart, and each shoulder, left to right respectively in order to make a cross. After completing this action, practitioners complete a set of preliminary prayers starting with the Catholic prayer titled the Apostles Creed (Appendix B). The words contained within this prayer express the faith of the practitioner and the main system of beliefs for Catholics.  [9]  This would then lead to the praying of the Our Father (Appendix B), followed by three Hail Marys (Appendix B) and ending with a Glory Be to the Father (Appendix B). This would mark the ending of the preliminary portion and lead to a meditation which changed depending on the day the rosary was said. After this begins another Our Father, but this time with ten Hail Marys, followed by y et another Glory Be to the Father. This sequence of prayers starting with the meditation and ending with the Glory Be to the Father is referred to as one decade.  [10]  There are a total of five decades within one rosary, but four different versions of the rosary. As previously mentioned, the meditations of the rosary change depending on the day of the week it is said. There are four different versions referred to by Catholics as mysteries, including: Joyful (Monday and Saturday), Sorrowful (Tuesday and Friday), Glorious (Wednesday and Sunday) and Luminous (Thursday)  [11]  (Appendix B). Each mystery has five meditations on specific events pertaining to the theme. Each of these five meditations is reflected on while praying the rosary. Location within the Religion Within Catholicism, the rosary is considered to be a symbolic item as well as an informal practice. The first appearance of the physical set of beads is early within the religion and can be seen in various images depicting early practitioners. The ritual itself is viewed as secondary means of devotion (primary being sacraments and liturgy) that can be completed at ones own will.  [12]  Though the act of praying the rosary is not formal in the sense that it is not a requirement, it serves as a meditative method of prayer for those seeking a deeper spiritual faith. Historical Information and ties to Doctrines The praying of the rosary traces its origins to the Book of Psalms contained within the Bible. Catholics refer to Psalms as songs of praise to God.  [13]  During the early days of the Catholicism, many lay people wanted to partake in the praying of the Psalms but could not commit all 150 to memory, thus a substitute was created. There is evidence in the early sixteenth century of a book titled the Chiropsalterium, which instructed practitioners to use their hands as a mnemonic device when praying.  [14]  This also incorporated 150 repetitions of the Our Fathers as substitutions for the psalms. The Our Father is said to be the most perfect of all prayers, since it was composed for our needs by our Lord himself as stated by John S. Johnson.  [15]  He goes on further to state that within the Gospel of Matthew in the Catholic Bible, Jesus declares that this is the method in which one should pray to God.  [16]  Catholics today take these words with a few alterations and co nsider it the Lords Prayer. These 150 repetitions were later divided into three sets of 50, a fact attesting to the rosarys adaptability.  [17]  During this time, the popularity of the famous prayer, the Hail Mary grew, and was added as an alternative to some of the many Our Fathers owing to its simplicity. The initial wording of the Hail Mary comes from the Gospel of Luke when Mary is first greeted by the angel Gabriel along with the greeting Elizabeth gives to her cousin Mary.  [18]  The rest of the text was contributed to various other leaders within the faith to create the prayer that is commonly used today. With the majority of the rosary as repetitions of the Hail Mary, it was then associated with devotion to Mary. This is where the term rosary comes from. The Latin word rosarium, meaning rose garden was evident in early images of Mary.  [19]  The word rosary simply stemmed from there. The addition of the Glory Be to the Father occurred over time by various leaders as the ritual grew in accept ance throughout the faith. This prayer is shorter than the other two but is filled with praise and worship type phrases. Deep roots are found pertaining to the theme of the Holy Trinity, denoting the expression of how three persons exist in one God.  [20]   As Catholicism grew in numbers, so did the need for meditations pertaining to Jesus life. It was out of convenience that each of the three sets of 50 was then further cut down to groups of 10, with each mystery having five important events relating to a respective theme.  [21]  It is St. Dominic, who during the fifteenth century, is attributed to the founding of what is now referred to as the Rosary. According to tradition, Mary is said to have appeared to him and told him to spread the word contained within the Psalter.  [22]  This then formalized to the three mysteries with five decades in each. In 2002, the fourth mystery was added by the Pope completing what is now known as the Catholic Rosary.  [23]   Analysis Praying by hand distinguished the Catholic rosary from other forms of popular devotion. Even with the absence of the string of beads, ones ten fingers could easily serve as a counter and reminder that when meditating the whole body and mind should be focused on the mysteries. The essence behind repetition is to ingrain the message behind the words into ones mind in order to make application easier. Though the practice of the rosary appears repetitive by nature, it is important to look at the big picture. The ritual is said to be a method of prayer offered to Mary. Why then are the mysteries pertaining to the life of Jesus? One might answer that the Christianity is rooted in Jesus, thus all element must relate to him. Mary is viewed as a means to Jesus and her importance within the rosary has decreased significantly since its initial development.  [24]   Another issue to be raised is the fact that the Catholic Church prides itself on its traditions. The roots of the Rosary relate to The 150 Psalms contained within the Bible, yet the modern rosary appears to have no relation to that whatsoever. The answer to this can simply be attributed to the fact that the rosary is an informal practice and has adapted through time.  [25]  The mysteries of the rosary play a larger role when compared to the Psalms. Conclusion Though the history of beads serves as a useful method of counting, Catholicism has adapted its utility into a practice and object that provide far greater service to practitioners within the faith. The rosary as discussed earlier plays a vital role in methods of devotion to both Jesus and Mary. The physical beads of the rosary serve as a practical counter during prayers. The actual custom of praying the rosary is completed in order to build a stronger relationship with God or to be pious. Appendix Ahttp://upload.wikimedia.org/wikipedia/commons/thumb/d/d9/Rosary.svg/424px-Rosary.svg.png Source: Microsoft ClipArt Appendix B Apostles Creed I believe in God the Father, Almighty, Creator of heaven and earth: And in Jesus Christ, his only begotten Son, our Lord: Who was conceived by the Holy Spirit, born of the Virgin Mary: Suffered under Pontius Pilate; was crucified, dead and buried: He descended into hell: The third day he rose again from the dead: He ascended into heaven, and sits at the right hand of God the Father Almighty: From thence he shall come to judge the quick and the dead: I believe in the Holy Spirit: I believe in the holy Catholic Church: the communion of saints, the forgiveness of sins: The resurrection of the body: And the life everlasting. Amen. Our Father Our Father, Who art in heaven Hallowed be Thy Name; Thy kingdom come, Thy will be done, on earth as it is in heaven. Give us this day our daily bread, and forgive us our trespasses, as we forgive those who trespass against us; and lead us not into temptation, but deliver us from evil. Amen. Hail Mary Hail Mary, full of grace. Our Lord is with thee. Blessed art thou among women, and blessed is the fruit of thy womb, Jesus. Holy Mary, Mother of God, pray for us sinners, now and at the hour of our death. Amen. Glory Be to the Father Glory be to the Father, and to the Son, and to the Holy Spirit. As it was in the beginning, is now, and ever shall be, world without end. Amen. Mysteries of the Rosary The Five Joyful Mysteries The Annunciation The Visitation The Birth of Our Lord The Presentation of Our Lord The Finding of Our Lord in the Temple The Five Sorrowful Mysteries The Agony in the Garden The Scourging at the Pillar The Crowning with Thorns The Carrying of the Cross The Crucifixion The Five Glorious Mysteries The Resurrection The Ascension The Coming of the Holy Spirit The Assumption of our Blessed Mother into Heaven The Coronation of our Blessed Mother The Five Luminous Mysteries   The Baptism in the Jordan The Wedding at Cana The Proclamation of the Kingdom The Transfiguration The Institution of the Eucharist

Miranda in Jennifer Johnstons Fool’s Sanctuary Essay -- Jennifer John

The Irish Psyche as Portrayed through Miranda in Jennifer Johnston's Fool’s Sanctuary In her novel Fool’s Sanctuary, Jennifer Johnston reflects on the Irish psyche and gives an insight into some of the factors that appear to create such a unique culture. This aspect of the novel is explored particularly through the novel’s protagonist, Miranda. She acts like a symbol, the embodiment of the typical Irish person. Miranda’s characteristics, attitudes and values are shaped by the influences of her country, therefore reflecting possibilities that typically set the Irish people apart. These characteristics include a symbolic and surreal outlook on life, a love of poetry and music, the importance placed on memories, a sense of humour, the way they love and an inability to accept happiness as reality. Ireland is a spectacular island whipped by harsh weather, steeped in history and torn by wars that have raged for centuries and it is these aspects that contribute to the Irish psyche. Great Irish writers throughout history, such as Yeats and Joyce, have written about these influences in Ireland and the impact that they have on its people. Johnston equally explores similar concepts in Fools’ Sanctuary. It is a powerful story, Miranda’s story, showing how the turmoil in Ireland in the 1920’s affects an individual’s life and changes it irrevocably. Johnston’s delicate mixture of emotion and caustic observations provide a unique analysis of the Irish psyche. Furthermore, she explores the concept that many of the characteristics that are developed are fundamentally self-destructive. Miranda tries not to be affected by Ireland’s conflict and there are a number of ways in which she tries to escape. However, ultimately this only ends in h... ...trayed by Johnston. However, Fool’s Sanctuary, not only serves as an exploration of the unique characteristics of the Irish people, it also serves as an explanation. It is an explanation, offering an insight into why certain traits are unique to the Irish psyche, what the traits could be attributed to and how they ultimately lead to self-destruction. Jennifer Johnston’s careful and powerful depiction of Ireland at the brink of war, is like a magnifying glass and when examined, it essentially reveals a unique portrayal of the Irish psyche. The Student May Wish to begin the essay with one or more of the quotes below: Out of Ireland we have come. Great Hatred, little room, maimed us at the start..... W.B. YEATS, 1931 The Irishman’s house is his coffin. J.A. JOYCE, 1922 Work Cited Johnston, Jennifer. Fool’s Sanctuary London: Hamish Hamilton 1987 Miranda in Jennifer Johnston's Fool’s Sanctuary Essay -- Jennifer John The Irish Psyche as Portrayed through Miranda in Jennifer Johnston's Fool’s Sanctuary In her novel Fool’s Sanctuary, Jennifer Johnston reflects on the Irish psyche and gives an insight into some of the factors that appear to create such a unique culture. This aspect of the novel is explored particularly through the novel’s protagonist, Miranda. She acts like a symbol, the embodiment of the typical Irish person. Miranda’s characteristics, attitudes and values are shaped by the influences of her country, therefore reflecting possibilities that typically set the Irish people apart. These characteristics include a symbolic and surreal outlook on life, a love of poetry and music, the importance placed on memories, a sense of humour, the way they love and an inability to accept happiness as reality. Ireland is a spectacular island whipped by harsh weather, steeped in history and torn by wars that have raged for centuries and it is these aspects that contribute to the Irish psyche. Great Irish writers throughout history, such as Yeats and Joyce, have written about these influences in Ireland and the impact that they have on its people. Johnston equally explores similar concepts in Fools’ Sanctuary. It is a powerful story, Miranda’s story, showing how the turmoil in Ireland in the 1920’s affects an individual’s life and changes it irrevocably. Johnston’s delicate mixture of emotion and caustic observations provide a unique analysis of the Irish psyche. Furthermore, she explores the concept that many of the characteristics that are developed are fundamentally self-destructive. Miranda tries not to be affected by Ireland’s conflict and there are a number of ways in which she tries to escape. However, ultimately this only ends in h... ...trayed by Johnston. However, Fool’s Sanctuary, not only serves as an exploration of the unique characteristics of the Irish people, it also serves as an explanation. It is an explanation, offering an insight into why certain traits are unique to the Irish psyche, what the traits could be attributed to and how they ultimately lead to self-destruction. Jennifer Johnston’s careful and powerful depiction of Ireland at the brink of war, is like a magnifying glass and when examined, it essentially reveals a unique portrayal of the Irish psyche. The Student May Wish to begin the essay with one or more of the quotes below: Out of Ireland we have come. Great Hatred, little room, maimed us at the start..... W.B. YEATS, 1931 The Irishman’s house is his coffin. J.A. JOYCE, 1922 Work Cited Johnston, Jennifer. Fool’s Sanctuary London: Hamish Hamilton 1987

The Development of Racism Essay -- Slavery Racist Equality Segregation

The Development of Racism Slavery's twin legacies to the present are the social and economic inferiority it conferred upon blacks and the cultural racism it instilled in whites. Both continue to haunt our society. Therefore, treating slavery's enduring legacy is necessarily controversial. Unlike slavery, racism is not over yet. (Loewen 143) Racism can be defined as "any set of beliefs, which classifies humanity into distinct collectives, defined in terms of natural and/or cultural attributes, and ranks these attributes in a hierarchy of superiority and inferiority" (Blum 5). It can be directly linked to the past and still, centuries later, serves as a painful reminder that race continues to be one of the "sharpest and deepest divisions in American life" (Loewen 138). What were the causes of racism? How did it develop historically? In order to answer those complex questions, I plan to examine the conditions of America's history from colonialism to present day society. It was these conditions of America's past that promoted the development of racist practices and ideas that continue to be embraced by many to this day. The idea of superiority and inferiority of entire groups were largely the result of the encounters between the Europeans and the indigenous native peoples of the Americas. Christopher Columbus was one of the first individuals who played a chief role in the birth of both racism and slavery. Upon the so-called "discovery" of America, European self-consciousness rose to the point that Europeans began to notice the similarities between each other. "There were no 'white' people in Europe before 1492" (Loewen, 66). But after the beginning of transatlantic slave trade, Europeans began to "see 'white' ... ...mproved, especially as a result of the Civil Rights Movement, racial inequalities still remain; from income to IQ levels, to the number of the incarcerated and life expectancies. While Americans like to think of our country as the equal land of opportunity, clearly it is not. Racism continues to remain "our American Obsession" (Loewen 139). Works Cited Blum, Lawrence. I'm Not A Racist But: The Moral Quandary of Race. New York: Cornell University Press, 2002. 5 Chomsky, Noam. Understanding Power, The Indispensable Chromsky. Eds. Peter R. Mitchell and John Schoeffel. New York: New Press, 2002. 135. Loewen, James. Lies My Techer Told Me; Everything Your American History Textbook Got Wrong. New York: Simon & Schuster, 1995. 60-169. Zinn, Howard. A Peoples History of the United States. New York: HaperCollins Publisher Inc., 1999. 25-33.

Comparing Cruelty in The Lord of the Flies and Of Mice and Men :: comparison compare contrast essays

Cruelty in The Lord of the Flies and Of Mice and Men "Man's inhumanity to man makes countless thousands mourn." (Robert Burns) Man's inhumanity to man is clearly demonstrated in William Golding's work, The Lord of the Flies, as well as John Steinbeck's novel, Of Mice and Men. In the novel Of Mice and Men by John Steinbeck there are many events in the plot of the story that occur that prove that when man is cruel to man, some peoples lives are negatively affected. One instance in where this is proven true is when the men on the ranch and Curley's wife are cruel and discriminative against Crooks causing him to be the one to mourn. An example of how the men are discriminative towards Crooks is that he is forced to live in a shack away from the bunkhouse and also Crooks says that "They play cards in there, but I can't play because I'm black. They say I stink" and "I ain't wanted in the bunkhouse." An example of when Curley's Wife is critical towards Crooks is when she looks into his room to see what Lennie and Crooks are doing and then she states, shaking her head, that they left the weak ones behind. Also, she threatens to have Crooks hung because a black man should never talk to a white woman the way he just had. As a result of all of these disc riminatory acts against him, Crooks feels unwanted and lonely because of his color and placement on the farm. Also those examples are part of the theme of the novel, people need to accept and understand those different from themselves, which also helps to prove the interpretation of the quote. Another example in this novel that proves that when man is cruel to man, the lives of people are negatively affected is when Curley picks on and tries to hurt Lennie. Curley chooses to fight Lennie because he thinks he won't fight back but because George gets angry and tells Lennie to fight back, he does. George being angry is not the only negative effect that Curley's teasing had on man, but also now Lennie is angry and in danger of getting in trouble and Curley himself gets hurt. Comparing Cruelty in The Lord of the Flies and Of Mice and Men :: comparison compare contrast essays Cruelty in The Lord of the Flies and Of Mice and Men "Man's inhumanity to man makes countless thousands mourn." (Robert Burns) Man's inhumanity to man is clearly demonstrated in William Golding's work, The Lord of the Flies, as well as John Steinbeck's novel, Of Mice and Men. In the novel Of Mice and Men by John Steinbeck there are many events in the plot of the story that occur that prove that when man is cruel to man, some peoples lives are negatively affected. One instance in where this is proven true is when the men on the ranch and Curley's wife are cruel and discriminative against Crooks causing him to be the one to mourn. An example of how the men are discriminative towards Crooks is that he is forced to live in a shack away from the bunkhouse and also Crooks says that "They play cards in there, but I can't play because I'm black. They say I stink" and "I ain't wanted in the bunkhouse." An example of when Curley's Wife is critical towards Crooks is when she looks into his room to see what Lennie and Crooks are doing and then she states, shaking her head, that they left the weak ones behind. Also, she threatens to have Crooks hung because a black man should never talk to a white woman the way he just had. As a result of all of these disc riminatory acts against him, Crooks feels unwanted and lonely because of his color and placement on the farm. Also those examples are part of the theme of the novel, people need to accept and understand those different from themselves, which also helps to prove the interpretation of the quote. Another example in this novel that proves that when man is cruel to man, the lives of people are negatively affected is when Curley picks on and tries to hurt Lennie. Curley chooses to fight Lennie because he thinks he won't fight back but because George gets angry and tells Lennie to fight back, he does. George being angry is not the only negative effect that Curley's teasing had on man, but also now Lennie is angry and in danger of getting in trouble and Curley himself gets hurt.

Psychological Inquiry Essay

Discuss the role of the researcher in psychological inquiry, referring to at least two of Heuristic and hermeneutics.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The role of the researcher in psychological inquiry has traditionally focused on the manner and means of developing valid and reliable general knowledge about the human realm.   The researcher is concerned with working out a step-by-step method that, if he will follow properly, would assure the correctness of his findings.   The researcher should include using a statistical analysis method that infers the general characteristics of a population by examining only a limited number of its members.   Then, implicit in this kind of psychological inquiry is that the researcher should apply its generalized knowledge in particular situations.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In addition, the researcher should produce valid and reliable general knowledge.   The logic of practice inquiry assumed in this move is that the psychological inquiry consists of determining which set of therapeutic techniques work with the kind of client being treated.   As well be developed, the researcher should based not on a general to specific logic, but on a contextualized dialogic between a particular researcher and a particular client.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the main, psychology has held that psychological inquiry should consist of applying the knowledge that is generated by research inquiries. Psychological research, following models of research developed for the physical and biological sciences, aims at discovering the consistent and regular relations that hold across human behaviors, thoughts and feelings. It produces generalized knowledge claims in a logical form: ‘If a person is a member of a category (e.g. phobic), then he/she will likely respond in a specific manner to an environmental event (e.g. cognitive restructuring).’ This understanding of the researchers` role simply involves determining the category of which the client is an instance (diagnosis) and then utilizing those research-established techniques that have been found to produce the desired outcome for this kind of client.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This traditional role of researcher – the application of research-developed general knowledge to specific situations- misdescribes the way researchers actually work with the research. Researchers work in particular situations with a particular study.   Practice inquiry role of the researcher, is for the most part, carried out without conscious deliberation about what should be done. The researcher should have the role of an ongoing conversation.   When researchers` non-deliberative   activities appear not to advance the study toward their goals, researchers engage in practical problem-solving.   Researchers` performances are informed by their practical knowledge rather than by research-generated generalized knowledge.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Researchers consistently report (e.g. Marten & Heimberg, 1995; Stiles, 1992) that they rarely look to generalized research findings in determining what they do with the inquiry.   Instead, their actions draw on their own experiences, their discussions with other researchers, and clinically based literature.   The gap between the traditional model of application and psychological practice has been problematic, if not embarrassing, for the discipline.   The discipline’s call that researchers limit their therapeutic actions to empirically validated sets of techniques (Nathan & Goran, 1998) continues the traditional model of application.   An alternate direction for psychology is inquiry that actually researchers` activity.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Two basic philosophical responses, the heuristics and hermeneutics, were proposed to the notion that there can be no certain knowledge. French postmodernists such as Deleuze and Gutari (1987) and Foucault (1979) are heuristics.   They counseled that people resist the constriction of possibilities that inheres in the belief in certain knowledge.   The awareness that knowledge is uncertain provides a release form the restraining power of culturally imposed norms clothed as necessary, natural or universal knowledge (Bernstein, 1992).   The end of epistemology makes it possible for people to destabilize and subvert culturally dominant forces and thereby gain power over their own self-formation.   The concern of the heuristics was a prescription of how to live in a world without certainties (McGowan, 1991). The hermeneutics involved a shift from instruction about how to live without certainty. That is, how     people practically deal with the world and others to accomplish everyday tasks and achieve their goals, even though their knowledge is not certain.   Because of the postmodern rejection of the notion that true knowledge can be methodologically generated, the study of researcher inquiry becomes essential.   If the research inquiry does not produce trustworthy knowledge, the notion that practice should consist of application of this knowledge to a particular situations is undercut.   The philosophical study of how people inquire about what to do focuses on the everyday activities in which people are engaged and not specifically on inquiry in psychological practice.   The two most important philosophers to study people’s everyday inquiry are Heidegger and Gadamer. Heidegger’s Being and Time (1962) was pivotal in bringing Continental philosophy’s attention to everyday inquiry.   Gadamer, who was a student of Heidegger, extended Heidegger’s position to include the study of how everyday understanding takes place.   I am particularly interested in what Gadamer`s hermeneutics to understanding how psychological researchers determine what to say and do. Gadamer mistrusted experimental science, as he understood it.   Weinsheimer (1985) points out that Gadamer`s view of science is of the pre-1960s variety, and that ‘some of his characterizations of the methods of natural science are now no longer tenable’ (p. 20).   Gadamer`s heritage was the continental hermeneutic tradition that reached back to Schleiermacher.     Ã‚  Gadamer advanced from a hermeneutic of text interpretation to a philosophical hermeneutics, that is, a general theory of how people understand and how this understanding informs action. Demonstrate your knowledge of Freud, Jung, Hillman and the philosophical commitments of depth psychology. The term depth psychology is the container for a number of psychologies that concern themselves with the unconscious. Though its existence was known and utilized by mesmerists and hypnotists (Meissner, 2000), the unconscious gained its first scientific foothold in modern times with Freud. However, the psyche recovered its greater depths in Jungian psychology and Hillman’s (1975) archetypal psychology, In all, the rational, intentional human mind, waking consciousness, or gift of reason, is only one player in a much larger field of consciousness. These depth psychologists believe that the ego consciousness, our daytime â€Å"I,† is not the master of the psychological house. They feel this was proven early on by the word association tests (Jung, 1910, 1970), where the individual, after an initial ease with associating words with given prompts, would begin to take extra long for some responses, draw blanks, give answers that rhymed. The unexpected or what went wrong, when taken together would often exhibit a thematic quality, be connected to returning emotions, memories, repressed instincts, which came to be known as the complexes. The word association tests demonstrated that in spite of our intentions, something other, not known to the daytime â€Å"I,† could interfere and participate in our behavior. Over the years, the metaphoric characters and the inner dramas of the complexes led psychologists to call their approach to the psyche a â€Å"poetic basis of mind† (Hillman, 1975, p. xi). Since the appearance of Freud’s Interpretation of Dreams in 1900, the existence of the unconscious has held as a psychological fact. The exact nature of what is in the unconscious is what distinguishes the different depths of the depth psychologies. For Freud, the unconscious contained various forms of instinct and memory in the form of complexes, a personal unconscious that had emotional and somatic/physical attributes. For Jung (1959), that personal unconscious rested upon an even deeper layer, the collective unconscious or the objective psyche, which was far more ancient than an individual lifetime and contained the primordial images, the archetypes. The archetypes featured not only emotional and somatic attributes, but also spiritual and worldly attributes that appeared in vision, dream and synchronicity. Synchronicity is Jung’s word for the meaningful coincidences that are part and parcel of deep psychological experience. For Jung, the objective psyche also contained a guiding, organizing center, the Self, very much like the Hindu Parusha, the God Within. Hillman (1975) wished to keep psychology free from the dogmatism of Jung’s Self. He said that our psychological depths do contain archetypes, but they are best served by an understanding that respects their full autonomy. In other words, for Hillman, the depths are polycentric and if there is a Self, we honor it best by not dictating how it should behave. Hillman pushes archetypal theory to its fullest stature. For him, an archetype and a God, in the classic (e.g., Grecian or polytheistic) sense of the word, are the same. Additionally, he prefers the word soul to the words personal or collective unconscious. Hillman amplified the term â€Å"soul† by using these related words: â€Å"mind, spirit, heart, life, warmth, humanness, personality, individuality, intentionality, essence, innermost purpose, emotion, quality, virtue, morality, sin, wisdom, death, God† (Hillman, 1964, p. 44). Jungian idea of the collective unconscious as the â€Å"most serviceable in the creation of an ecopsychology† (p. 302). Today we call this theory Gala. Earth itself is a living being and through our becoming conscious, she becomes conscious: â€Å"the collective unconscious, at its deepest level, shelters the compacted ecological intelligence of our species, the source from which culture finally unfolds as the self-conscious reflection of nature’s own steadily emergent mindlikeness† (p. 301). Evaluate heuristic and hermeneutics. The heuristic psychology was based on a quite simple idea. The theory was designed to explain the prevalence of cognitive biases in reasoning tasks and the puzzling fact that logical competence demonstrated on one task often failed to be exhibited on another (Evans, 1989). The heuristicanalytic theory proposed that two kinds of cognitive process were involved: heuristic processes, which generated selective representations of problem content, and analytic processes, which derived inferences or judgments from these representations. Biases were accounted for by the proposal that logically relevant information might be omitted or logically irrelevant information included at the heuristic stage. Since analytic reasoning could be applied only to these heuristically formed representations, biases could result. In the revised theory, the heuristic-analytic terminology is retained, with an attempt to define more precisely the nature of the interaction between the two processes and to assist in the generation of experimental predictions about particular reasoning tasks. At the same time, assumptions about dual systems are kept to a minimum. The present account draws heavily on the theory of hypothetical thinking put forward by Evans, Over, and Handley (2003) in an attempt to gain greater understanding of how the analytic (or explicit) system works and how it interacts with the heuristic (or implicit) system. Evans, Over, and Handley (2003) were attempting to advance in more specific terms the idea proposed by Evans and Over (1996) that the analytic system is involved whenever hypothetical thought is required. Hypothetical thinking involves the imagination of possibilities that go beyond the representation of factual knowledge about the world. Examples include hypothesis testing, forecasting, consequential decision making, and (on certain assumptions) deductive reasoning. The relevance principle concerns the generation of mental models and hypotheses by the heuristic system. It refers to the powerful tendency to contextualize all problems with reference to prior knowledge elicited by contextual cues and the current goals that are being pursued. This has been described as the fundamental computational bias by Stanovich (1999), although the term bias should certainly not be taken here in a pejorative sense. Given the notorious frame problem of artificial intelligence, we might describe the fundamental computational bias in computers as the failure to contextualize problems. What Stanovich (1999) is getting at is the fact that we need, in a modern technological society, to be capable also of abstract, decontextualized reasoning, which he believes the analytic system can achieve. Note that the relevance principle contrasts with the principle of truth in the mental model theory (Johnson-Laird & Byrne, 2002), in which it is proposed that people represent only true possibilities. By default, I assume that people represent what is believable or plausible (true is too strong a term) but also that this default can be altered according to context. Our attention can easily be focused on hypotheses that are improbable (buying health insurance to cover emergencies on a particular vacation) or most improbable (thinking about the consequences of life being discovered on Mars). The heuristic-analytic theory does not offer an original or profound solution to the problem of how relevant knowledge is delivered by the heuristic system. However, in our proposals about mental representations, we have drawn on the notion that implicatures may be added to our mental models (Evans & Over, 2004). The discipline called hermeneutics has been thriving for more than 300 years. Hermeneutics has played an increasingly influential role in what PoIkinghorne (1983) calls the â€Å"long debate† in modern times over the proper mode of inquiry in the human sciences. Should they emulate the methods of the natural sciences or develop their own distinctive approach? Are human beings different in kind from objects in the natural world: Are they requiring such a different approach? Hermeneutics as a self-conscious procedure arose in the seventeenth and eighteenth century, concerned mainly with the interpretation of the bible and classic texts. Even though these works were consulted for important insights or truths concerning human life, reflective interpretation was often felt to be required because, as the modern world dawned, they seemed to be products of quite different and somewhat alien cultures of the past. Also, the Reformation had, in many quarters, undermined the Church’s exclusive authority to interohmpret the Bible. Friedrich Schliermacher (1768-1834) broadened the scope of hermeneutics and clarified the role of the famous â€Å"hermeneutic circle,† according to which our understanding of any part of a text, work of art, or individual life is shaped by our initial or assumed understanding of the whole of it, at the same time that our understanding of that whole is continually revised by our encounter with and modified understanding of its parts. Some hermeneutic philosophers (Heidegger, 1962; Gadamer, 1989; Guignon, 1983; Taylor, 1989), sometimes termed ontological hermeneutics, might contribute to a more plausible picture of the world and the place of humans in it that would be open to religious claims and meanings. Also, I will suggest a few key ways in which such an ontology calls for a revised understanding of the aims and methods of the social sciences, including psychology. Finally, I suggest that a hermeneutic perspective gives us insights into what might be the most fruitful kind of interaction between psychology and religion. Some view them as essentially in conflict, of course, while others avoid such conflict by sealing them off from another in separate spheres. Neither approach is very helpful, obviously, to religiously inclined psychologists who want to draw in their work on possibly valid ideas from each realm. At this point, the alternative of seeking an intellectually and spiritually sound â€Å"integration† of religion and psychology beckons. From a hermeneutic standpoint, much of the spirit of this approach seems right on target, but still the idea or theory of integrating these fields seems flawed in important ways that call for rethinking the nature of their interchange. Wilhelm Dilthey (1833-1911) expanded Schliermacher’s ideas into a general theory of interpretation for the human sciences. A strictly naturalistic view of inquiry in the human sciences began to harden with the publication of John Stuart Mill’s influential System of Logic in 1843, which presented a philosophical and logical foundation for empiricism and advocated the use of natural science methods in the study of human phenomenon as the only cure for what Mill thought of as the â€Å"backward state of the moral sciences.† However, Dilthey argued forcefully that we simply do not understand our objects in the â€Å"human studies† or â€Å"human sciences† (Geisteswissenschaften) by subsuming them under general laws. â€Å"We explain nature; man we must understand† (Dilthey, 195.8, p. 144). Rather, in these disciplines we need â€Å"to forge new models for the interpretation of human phenomena †¦ derived from the character of lived experience itself †¦ to be based on categories of ‘meaning’ instead of ‘power,’ history instead of mathematics† (Palmer, 1969, p. 103).1 In these fields, according to Dilthey, we immediately grasp the meaning or import of a work of art or historical event in terms of categories of significance, purpose, or value, through a combined exercise of all our powers of cognitive reflection, empathy, and moral imagination. At the start of the twentieth century, a major transformation in hermeneutic thought took place, reflecting the growing awareness that devising rules for interpreting humans is impossible and that the whole fascination with method is a byproduct of the very scientism being called in question. The result was a shift from seeing hermeneutics as primarily epistemological or methodological, where the aim is developing an art or technique of interpretation, to today’s ontological hermeneutics, which aims to clarify the being of the entities that interpret and understand, namely, ourselves (Richardson, Powers, & Guignon, 1999). An essential part of this transformation involves becoming clear that the aspiration to pristine, a historical standards for understanding, or truly an Archimedean point for discriminating knowledge from illusion and error, is not only unattainable but reflects, in part, questionable and, in a moral or spiritual sense, somewhat inauthentic motives or goals for humans. I hope to suggest some possible reasons for this claim and provide glimpses of an ontological hermeneutic alternative to scientism, dogmatism, and relativism in the remainder of this article, in line with the effort by some leading thinkers and theologians today to â€Å"steer a course between Enlightenment foundationalism and postmodern relativism† (Browning, 2004). References Aziz, R. ( 1990). C. G. Jung’s psvchalogv of religion and syn-chronicity. Albany: SUNY. Coppin, J.(2005)The art of inquiry a depth psychological perspective. Evans. J. ST. B. T., & OVER, D. E. (1996). Rationality and reasoning. Hove, U.K.: Psychology Press. Evans, J. ST. B. T., & OVER, D. E. (1989). Explicit representations in hypothetical thinking. Behavioral & Brain Sciences, 22, 763-764. Evans, J. ST. B. T., OVER, D. E., & HANDLEY, S. J. (2003). A theory of hypothetical thinking. In D. Hardman & L. Maachi (Eds.), Thinking: Psychological perspectives on reasoning, judgement and decision making (pp. 3-22). Chichester, U.K.: Wiley. Frankel. R. (1998). The adolescent psyche: Jungian ami Winnicottian perspectives. New York: Roulledge. Freud. S. (1900/1965). The interpretation of dreams: trans. James Strachey. New York: Avon Books. Gadamer, H. G. (1975). Truth and method. (J. Weinsheimer & D. G. Marshall, Trans.) (Rev. ed.). New York: Continuum. (Original work published 1960) Goertzel. V., & Goertzel, M. G. (1962). Cradles of eminence. Boston: Little, Brown. Hawke, C. (2000). Jung and the postmodern: The interpretation of realities. London: Routledge. Heidegger, M. (1990). Nietzsche (Vois 3 & 4). New York: Harpe rCollins.Hillman, J. (1964). Suicide and the soul. New York: Harper & Row. Hillman, J. (1975). Re-visioning psychology. New York: Harper Colophon Books. Hillman, J. (1983). The bad mother: An archetypal approach. Spring, I, 165-181. Hillman, J. (1996). The soul’s code: In search of character and calling. New York: Random House. Hillman, J. (1999). The force of character and the lasting life. New York: Random House. Jung, C. G. (1910). The association method. American Journal of Psychology, 31, 219- 269. Jung, C. G. (1959). Symbols of transformation. Collected Works (Vol. 5). Princeton, NJ: Bollingen Foundation. Jung, C. G. (1965). Memories, dreams, reflections. New York: Vintage.Jung, C. G. (1970) Collected Works. 18 vols. Princeton, NJ: Bollingen Foundation. Moustakas, C. (1990)Heuristic research design, methodology and applications. Newberry Park,CA: Sage Publications Stanovich, K. E. ( 1999). Who is Rational? Studies of Individual Differences in Reasoning. Mahway, NJ: Erlbaum.   

Carl Jung and His Theories Essay

Carl Jung’s theories are interesting. He studied the personality as something very important to a person–it is embedded within us and is what emerges to the outside world so as to be seen by others. His three principles: opposition, equivalence and entropy is quite great and for me, really describe every humans’ way of interacting with their environment and the way they come to pursue and continue everyday life. I find it true enough that humans have this general life energy (libido) and uses it in everything they do. All of us are rational beings and we always have these drives to get on with things we often feel that need to be done. Through our consciousness and unconsciousness, we are able to get past every obstacle and track our â€Å"missions† in life. Carl Jung explained in his theories that humans do tend to become someone in order to be accepted by other people and to succeed in life. And for me, he is trying to convince all of us that every human, young or old, are born to have visions and views in life, different aspect within us, and a will to be free and be happy—yet all of these are not totally within our reach because of our differences. That’s why Jung, for me, was able to explain why and how people uses different mechanisms to live happily or even just be able to go on with life with his theories. I, as a person, can relate my personality to some of Jung’s theories. I can say that I am an: †¢Introverted feeling type because in this personality type, it is said that one is capable of deep emotions but avoid any outward expression of it. Yes, this describes me because I am the type of person that is strong on the outside yet fragile on the inside. I tend to really suppress all my emotions because I am afraid to be criticized and be rejected by the people around me especially that most of them are stereotypes. †¢Extraverted thinking type because an individual having this type represses one’s feelings and emotions, is objective in all aspects of life, rigid and cold, and scientist. As what I have said earlier, I hide my emotions to avoid criticism. Also, I always have plans in everything I do in order to achieve positive outcomes even in the simplest things I make, thus making me  rigid and cold since in line with achieving in life, I lean on focusing to myself and not with others. †¢Introverted thinking type because this personality type describes the person as intensely concerned with privacy and understanding to oneself rather than other people. I always prioritize privacy and I can’t live without it. I always keep secrets because I don’t trust the people around me that much and I can’t risk my privacy to them†¦ and due to this, I am more understanding to myself than others because my philosophy in life is to make the best out of myself first before others. Some may say that I am selfish and greedy but that’s what I am, I always give myself the most priority I could give. Every person is different and unique. You may find someone who is like you or like the person you know but lying deep within us is someone only us can discover—if we can. We must respect each other in every way because we are made equal and that everyone should be treated in the same way.

Sociology: Notes on Social Dimensions of Crime

SOCIAL DIMENSIONS OF CRIME 1. AGE 2. SEX 3. ETHNICITY 4. SOCIAL CLASS Since the recession of the 1980s, employment rates for adolescents increase yearly and have an impact on the diminishment of youth crime The younger you are, the more prone you are to be a victim of victimization The older you get, the more you are prone for property crimes and less for physical crimes SOCIAL DIMENSIONS OF CRIME 1. AGE 2. SEX 3. ETHNICITY 4. SOCIAL CLASS MALES: Offenders are most likely to be male. They account for 80% of all criminal offences. 90% of all homicides, sexual assaults, and robbery crimes.And 78% of all property crimes (breaking & entering, theft). Since the 1960’s, we see an increase in female criminality. However, the specific crimes they engage in are different than the ones males engage in. (Credit card fraud, shoplifting) The feminization of poverty: we are seeing the high rise of poor, single mothers Men & Women have equal tendencies to be victimized by crimes†¦ the d ifference between the two is that they are more likely to be victimized by different crimes. They are not equally victimized to the same crimes. MEN: Assault, theftWOMEN: Sexual Assault SOCIAL DIMENSIONS OF CRIME 1. AGE 2. SEX 3. ETHNICITY 4. SOCIAL CLASS Big over presentation of aboriginal peoples in federal & provincial prisons. In general, aboriginals only make up 3% of Canada’s population, but 16% of Canada’s inmates. Howard Sapers noted that aboriginal people are mistreated (receive harsher treatment) by workers, prison guards, psychologists, and are more likely to be denied parole. They are also more likely to be sent to maximum security prisons. SOCIAL DIMENSIONS OF CRIME 1. AGE 2. SEX 3. ETHNICITY 4. SOCIAL CLASSToday’s social class, it doesn’t matter if youre rich or poor, all have equal tendencies to commit crimes. The difference is the type of crimes that the poor commit and the rich commit. Rich commit more sophisticated/organized crimes Poor commit more survival crimes (theft, If you make less than 15 thousand dollars a year, research shows that you’re more likely to be a target of a violent crime because youre probably living in the ghetto If you make more than 60 thousand dollars a year, research shows that youre more likely to get robbed, because you have more to rob.

The Impact of Advertising in Our Daily Lives Student

Advertising is a form of communication whose purpose is to fix the attention of a target to induce the desired behavior: purchase product, election of a politician, encouraging environment.. Advertising, to make public action or statement of what is public has come to mean all modern means used to publicize a product, an industrial or commercial to1830. Advertising does influence our consumption? Indeed, advertising influences our choices as consumers, initially targeting its message, then the presence of subliminal image and ending with propaganda. However, advertising is not that this aim, it can also be humanistic objects. Advertising is ubiquitous. Advertising does not leave us indifferent: She seduces,entertains or otherwise irritated, exasperated. The goal is to make known and to bring a product to purchase behavior. Advertising is a product of mass consumption. Theadvertisement conveys the norm of internality: â€Å"You can as long as we confine the means. † Advertising is the vector, creates or reinforces stereotypes. She teaches the components of a lifestyle (hygiene, meals †¦ ) desirable. It relays the consumer aspects of the practice groups that are in dominant positions and luxury products are presentedas accessible to all. They played on and reinforces stereotypes. Advertising is fundamentally conservative. Advertising adapts to customer segments. . Advertising inventing anything. An advertising is so easy for her to come to encourage there are several steps. The development of a commercial complex, the general approachbegins by defining strategy with targets thereof, objectives and constraints, we must then develop the message you want to go and find media to disseminate the advertising. Everything is considered and calculated. Developing a message inside of an advertisement is done by â€Å"copy strategy â€Å". It has promise, a concrete proposal to the consumer, the evidence supporting the promise corresponding to a distinguishing feature of the product, the consumer benefit, as provided by the use of this product, and tone, the elements of messages to create an atmosphere. Then there is the advertisement which consists of visual, written and sound effects. All items are calculated based on the target (the slogan, color, text, grip). Advertising also encourages us through subliminal image. The subliminal image is an image that is undetectable to the naked eye but the brain processes anyway. It should be noted that most existing laws prohibiting such images in advertising. A subliminal message is a stimulus that is not consciously perceived by the person who receives it ,it is beyond the level of consciousness, but it excites the senses well. An example of a subliminal message is in the re-election of Francois Mitterrand to the presidency. The daily of Paris â€Å"accusing him of having received subliminal messages contained in the Generic of journal TV france2. We can clearly see when it stops the picture is a picture of Mitterrand in the credits. However, the trial for â€Å"electoral manipulation† has been lost because the image lasted more than one twenty-fifth of a second, thereby excluding the qualifying subliminal. But there are many other examples. One can see that M6(French TV ) Is taken in offense by the HAC (Higher Audiovisual Council) for airing during the credits to sponsor the show â€Å"Camera Cafe† a subliminal image representing the logo Freedent White, a chewing gum brand Wrigley's . Propaganda is also a way to encourage consumption in our advertising. It is primarily a tool of manipulation. All those who hold power use it to convince, manipulate, and getmembership bid. Religions, sects, governments use them to achieve their ends. For their part, traders, sellers, use advertising which is a form of propaganda. Traders, vendors, seeking to convince people that they hold the secret to make them happy, the secret is obviously their products supposedly miraculous. And the dream continues. Propaganda or advertising, used in all areas: consumer products, sporting, cultural, fashion, electronic gadgets, etc.. All are using advertising to convince people to buy their products. The power of propaganda or advertising is not from the veracity of the facts or the quality of the product and it comes from the persuasiveness of the seller and his ability to convince. The means used must touch the emotions of the customer. It is the intent of the religions, governments, traders, sellers. Everything is used to transfer theresistance and get people to buy, to become passionate followers, fanatics. Wealways call to emotions rather than reason, as it is with emotion that we submit to it as easily. Despite the manipulative side of advertising, communication can be more humanistic goals. Road safety has constantly need to communicate, need to be present in the eyes of drivers. It therefore makes advertising campaigns to sensitize the impact of alcohol, drugs, phone or driving too fast. In this case, the short films that can be seen on television as advertising are not intended to influence or manipulate but to educate, raise awareness to the driver that he is endangering himself and others and should therefore be careful. The images are harsh, violent, traumatic. By dint of constantly saying that we should not drink and drive, using advertising campaigns, present and future generations will be increasingly sophisticated and advertising will be served with human goals. Advertising against alcohol and drugs at the wheel are more common on our television screens to educate young drivers and other road hazards. The side of the advertising that appears next is a more objective, we do not sell anything, it merely gives advice that is useful. Do not take the road hazards and the lightly advertising makes us feel good. Found in this type of advertising to target a more human side. Manipulation is not the goal of this campaign. The AIDS campaign is high profile, many commercials are created, like those for road safety awareness, prevent risks. These are general interest campaigns to raise awareness of a social or economic problem. They are nonprofit. There are different kinds of campaigns of this kind, such as prevention against smoking, the presidential campaigns, the introduction of TNT on all TV. These ads are aimed to prevent, anticipate, fight, act on economic or social problems. In conclusion, advertising is a form of communication that greatly influences our consumption. One can almost qualify as a science because everything is calculated for one is like to eat what we saw, or we will create the need for what we heard. Advertising manipulates us in our buying behavior. We identify with the characters in advertisings; we create needs, and must be filled. Advertising hide flaws because it transmits he new movements of fashion or appearance to the company embarks and followsthis movement with no questions asked to fit the new mold. However, advertising has a positive side when it comes to raise awareness of the dangers of drinking and driving, or protect themselves against AIDS. It therefore has a more human purpose when not used for profit to sell us the latest product of such a mark. Chapter one: The origin of advertising 1-history of advertising: Egyptians used papyrus to make sales messages and wall posters. Commercial messages and political campaign displays have been found in the ruins of Pompeii and ancient Arabia. Lost and found advertising on papyrus was common in Ancient Greece and Ancient Rome. Wall or rock painting for commercial advertising is another manifestation of an ancient advertising form, which is present to this day in many parts of Asia, Africa, and South America. The tradition of wall painting can be traced back to Indian rock art paintings that date back to 4000 BC. ]History tells us that Out-of-home advertising and billboards are the oldest forms of advertising. As the towns and cities of the Middle Ages began to grow, and the general populace was unable to read, signs that today would say cobbler, miller, tailor or blacksmith would use an image associated with their trade such as a boot, a suit, a hat, a clock, a diamond, a horse shoe, a candle or even a bag of flour. Fruits and vegetables were sold in the city square from the backs of carts and wagons and their proprietors used street callers (town criers) to announce their whereabouts for the convenience of the customers. As education became an apparent need and reading, as well as printing, developed advertising expanded to include handbills. In the 17th century advertisements started to appear in weekly newspapers in England. These early print advertisements were used mainly to promote books and newspapers, which became increasingly affordable with advances in the printing press; and medicines, which were increasingly sought after as disease ravaged Europe. However, false advertising and so-called â€Å"quack† advertisements became a problem, which ushered in the regulation of advertising content. As the economy expanded during the 19th century, advertising grew alongside. In the United States, the success of this advertising format eventually led to the growth of mail-order advertising. In June 1836, French newspaper La Presse was the first to include paid advertising in its pages, allowing it to lower its price, extend its readership and increase its profitability and the formula was soon copied by all titles. Around 1840, Volney B. Palmer established the roots of the modern day advertising agency in Philadelphia. In 1842 Palmer bought large amounts of space in various newspapers at a discounted rate then resold the space at higher rates to advertisers. The actual ad- the copy, layout, and artwork- was stilled prepared by the company wishing to advertise; in effect, Palmer was a space broker. The situation changed in the late 19th century when the advertising agency of N. W. Ayer & Son was founded. Ayer and Son offered to plan, create, and execute complete advertising campaigns for its customers. By 1900 the advertising agency had become the focal point of creative planning, and advertising was firmly established as a profession. Around the same time, in France, Charles-Louis Havas extended the services of his news agency, Havas to include advertisement brokerage, making it the first French group to organize. At first, agencies were brokers for advertisement space in newspapers. N. W. Ayer & Son was the first full-service agency to assume responsibility for advertising content. N. W. Ayer opened in 1869, and was located in Philadelphia. At the turn of the century, there were few career choices for women in business; however, advertising was one of the few. Since women were responsible for most of the purchasing done in their household, advertisers and agencies recognized the value of women's insight during the creative process. In fact, the first American advertising to use a sexual sell was created by a woman – for a soap product. Although tame by today's standards, the advertisement featured a couple with the message â€Å"The skin you love to touch†. . In the early 1920s, the first radio stations were established by radio equipment manufacturers and retailers who offered programs in order to sell more radios to consumers. As time passed, many non-profit organizations followed suit in setting up their own radio stations, and included: schools, clubs and civic groups. When the practice of sponsoring programs was popularised, each individual radio program was usually sponsored by a single business in exchange for a brief mention of the business' name at the beginning and end of the sponsored shows. However, radio station owners soon realised they could earn more money by selling sponsorship rights in small time allocations to multiple businesses throughout their radio station's broadcasts, rather than selling the sponsorship rights to single businesses per show. This practice was carried over to television in the late 1940s and early 1950s. A fierce battle was fought between those seeking to commercialise the radio and people who argued that the radio spectrum should be considered a part of the commons – to be used only non-commercially and for the public good. The United Kingdom pursued a public funding model for the BBC, originally a private company, the British Broadcasting Company, but incorporated as a public body by Royal Charter in 1927. In Canada, advocates like Graham Spry were likewise able to persuade the federal government to adopt a public funding model, creating theCanadian Broadcasting Corporation. However, in the United States, the capitalist model prevailed with the passage of theCommunications Act of 1934 which created the Federal Communications Commission. [5] However, the U. S. Congress did require commercial broadcasters to operate in the â€Å"public interest, convenience, and necessity†. 6] Public broadcasting now exists in the United States due to the 1967 Public Broadcasting Act which led to the Public Broadcasting Service and National Public Radio. In the early 1950s, the Dumont Television Network began the modern practice of selling advertisement time to multiple sponsors. Previously, DuMont had trouble finding sponsors for many of their programs and compensated by selling smaller blocks of advertising time to several businesses. This eventually became the standard for the commercial televi sion industry in the United States. However, it was still a common practice to have single sponsor shows, such as The United States Steel Hour. In some instances the sponsors exercised great control over the content of the show—up to and including having one's advertising agency actually writing the show. The single sponsor model is much less prevalent now, a notable exception being the Hallmark Hall of Fame. The 1960s saw advertising transform into a modern approach in which creativity was allowed to shine, producing unexpected messages that made advertisements more tempting to consumers' eyes. The Volkswagen ad campaign—featuring such headlines as â€Å"Think Small† and â€Å"Lemon† (which were used to describe the appearance of the car)—ushered in the era of modern advertising by promoting a â€Å"position† or â€Å"unique selling proposition† designed to associate each brand with a specific idea in the reader or viewer's mind. This period of American advertising is called the Creative Revolution and its archetype was William Bernbach who helped create the revolutionary Volkswagen ads among others. Some of the most creative and long-standing American advertising dates to this period. The late 1980s and early 1990s saw the introduction of cable television and particularly MTV. Pioneering the concept of the music video, MTV ushered in a new type of advertising: the consumer tunes in for the advertising message, rather than it being a by-product or afterthought. As cable and satellite television became increasingly prevalent, specialty channels emerged, including channels entirely devoted to advertising, such as QVC, Home Shopping Network, andShopTV Canada. Marketing through the Internet opened new frontiers for advertisers and contributed to the â€Å"dot-com† boom of the 1990s. Entire corporations operated solely on advertising revenue, offering everything from coupons to free Internet access. At the turn of the 21st century, a number of websites including the search engine Google, started a change in online advertising by emphasizing contextually relevant, unobtrusive ads intended to help, rather than inundate, users. This has led to a plethora of similar efforts and an increasing trend of interactive advertising.